{
    "2002": {
        "0610_w02_qp_1.pdf": {
            "1": "this question paper consists of 19 printed pages and 1 blank page. sp (cw/jb) s21449/3 \u00a9cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations biology 0610/1 paper 1  multiple choice october/november session 2002 45 minutes additional materials: multiple choice answer sheet soft clean erasersoft pencil (type b or hb is recommended) time 45 minutes instructions to candidates do not open this booklet until you are told to do so. write your name, centre number and candidate number on the answer sheet in the spaces provided unless this has already been done for you. there are forty questions in this paper. answer all questions. for each question, there are four  possible answers, a, b,cand d. choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.read very carefully the instructions on the answer sheet. information for candidates each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.",
            "2": "2 0610/1/o/n/021what are characteristics of all organisms? aegestion and excretion begestion and nutrition cexcretion and nutrition dnutrition and photosynthesis 2the table shows some characteristic features of four vertebrates. which vertebrate is a mammal? 3which information is needed when classifying a frog using the binomial system?aclass : amphibian bgenus : rana ckingdom : animal dphylum : vertebratekey\u2714feature present \u2718feature absentfeature vertebrate scales lays eggs feathers wings hair a \u2714\u2714 \u2718\u2718\u2718 b \u2718\u2714\u2718\u2718\u2718 c \u2718 \u2714\u2714\u2714\u2718 d \u2718\u2718\u2718\u2714 \u2714",
            "3": "3 0610/1/o/n/02 [turn overuse this diagram of the plant cell to answer questions 4 and 5. 4which two parts are also found in liver cells? aw and x bw and z cy and x dy and z 5in which part of the cell do carbon dioxide and water combine to form glucose?aw bx cy dzw x y z",
            "4": "4 0610/1/o/n/026the diagram shows the female reproductive system. at which level of organisation are the ovum and the uterus?ovum uterus ovum uterus a cell organ b cell tissue c organ tissue d tissue organ",
            "5": "5 0610/1/o/n/02 [turn over7the diagram shows a section through an eye.  what are structures x and y? aorgans in an organ system borgans in a tissue corgan systems in an organ dtissues in an organx y",
            "6": "6 0610/1/o/n/028which shows the changes in appearance of a plant cell as it remains in a concentrated sugar solution for thirty minutes? 9by which process does oxygen move into the cytoplasm of a root hair cell? adiffusion bosmosis cphotosynthesis dtranspiration 10which statement about enzymes is correct? aenzymes are carbohydrates. benzymes are catalysts. cenzymes are not affected by ph. denzymes are not affected by temperature.a b c d",
            "7": "7 0610/1/o/n/02 [turn over11the graph shows the results of an investigation into enzyme activity. how should the horizontal axis of the graph be labelled? aph btemperature ctime dvolume 12what are the features of a xylem vessel?  13which two substances are the products of photosynthesis? acarbon dioxide and sugar bcarbon dioxide and water coxygen and carbon dioxide doxygen and sugarrate of an enzyme-controlledreaction side wall end wall a thick absent b thick present c thin absent d thin present",
            "8": "8 0610/1/o/n/0214the diagram shows a section through a leaf.  between which two points does most gaseous exchange take place? ap and r bq and s cr and q ds and p 15the table shows the nutritional information of a plain biscuit.which nutrient needs no digestion?p rs q a fat 3 .0 g b glucose 2.8 g c protein 3.5 g d starch 5.5 g",
            "9": "9 0610/1/o/n/02 [turn over16an experiment on diffusion was set up as shown in the diagram. what was found in the water in the test-tube after 15 minutes? aamino acids bfatty acids cglucose dglycerol 17the diagram shows the four chambers of a human heart. which statement describes the direction of blood flow? ablood enters p directly from the lungs. bblood enters s directly from the lungs. cblood passes directly from q to p. dblood passes directly from q to the lungs.qs rppartially permeable membrane water at 37  \u00b0cmixture of proteinsolution andprotease",
            "10": "10 0610/1/o/n/0218the double circulation of the blood means that, for every complete circuit of the body, aatria and ventricles contract alternately. bblood flows through the arteries and veins. cblood flows through atria and ventricles. dblood flows twice through the heart. 19which air sample has just been breathed out? 20in an experiment to investigate the anaerobic respiration of yeast, two bottles are set up in a warm room. what describes the appearance of the balloons after one day?balloon sugar, yeast and waterpballoon yeast and waterqair percentage of percentage of percentage sample oxygen carbon dioxide humidity a 21 0.04 20 b 16 4.04 100 c 4 0.40 80 d 20 4.00 60 balloon p balloon q a inflated inflated b inflated no change c no change inflated d no change no change",
            "11": "11 0610/1/o/n/02 [turn over21the diagram shows a plan of part of the human circulatory system. in which vessel are the breakdown products of alcohol first found? lungs heart liver gut kidneyd a c b",
            "12": "12 0610/1/o/n/0222a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory system as shown. which part is blocked? aone kidney  bone ureter cthe bladder  dthe urethra 23in a reflex action, which term describes light, temperature and chemicals?aeffectors bimpulses creceptors dstimulikey dye no dye",
            "13": "13 0610/1/o/n/02 [turn over24the diagram shows the muscles that control the size of the pupil in an eye. how do the muscles make the pupil larger? 25the graph shows the number of pregnancies that resulted while four groups of 100 women were each using a different method of contraception. which method of contraception is the most effective? abcd 20 10 0contraceptive pillrhythm methodintra-uterine device (iud)diaphragmnumber of pregnanciescircular musclesiris pupilradial muscles circular muscles radial muscles a contract contract b contract relax c relax contract d relax relax",
            "14": "14 0610/1/o/n/0226which best describes sexual reproduction?  27the graph shows the average level of sex hormones in the blood of females and males. what are these hormones? 28the table shows the conditions provided for four sets of seeds. all the seeds are well-watered. which of the seeds germinate?malefemale 02468 1 0 12 14 16 18   20levels of sex hormones inthe blood age  / yearsnumber of parents offspring a one genetically different from parent b one genetically identical to parent c two genetically different from parents d two genetically identical to parents female male a adrenaline oestrogen b insulin adrenaline  c oestrogen testosterone d testosterone insulin suitable carbonoxygentemperature dioxide a \u2714\u2714\u2718 b \u2718\u2714\u2718 c \u2718\u2718\u2714 d \u2714\u2718\u2714key \u2714=  condition present \u2718=  condition absent",
            "15": "15 0610/1/o/n/02 [turn over29the graph shows a growth curve. which is the most accurate variable to plot on the y-axis? adry mass bfresh mass clength dvolume 30which sex chromosomes in the egg and the sperm will produce a male child?y-axis time sex chromosome sex chromosome in egg in sperm a xx b xy c yx d yy",
            "16": "16 0610/1/o/n/0231the diagram shows a sperm cell. which part contains genes? 32in a pea plant, the allele for round seeds (r) is dominant to the allele for wrinkled seeds (r).if plants with the genotype rr are crossed, what are the likely proportions of offspring?aall with round seeds ball with wrinkled seeds c1 with round seeds : 1 with wrinkled seeds d3 with round seeds : 1 with wrinkled seeds 33the diagram shows a simple food chain. what is the source of energy for this food chain? acarbon dioxide b minerals c sun dwater dcba",
            "17": "17 0610/1/o/n/02 [turn over34from which food chain is least energy lost? acorn \u2192 hens \u2192 humans  bgrass \u2192 cows \u2192 humans cpotatoes \u2192 humans  dwater plants \u2192 small fish \u2192 large fish \u2192 humans 35the diagram represents the carbon cycle. which process is represented by arrow x? acombustion bdecay cphotosynthesis drespirationcarbon dioxide in air animalsdecomposing material in soilfossil fuels green plantsx",
            "18": "18 0610/1/o/n/0236the diagram shows part of the water cycle. which process is responsible for returning water vapour to the air at p? acombustion bcondensation  cphotosynthesis drespiration 37which graph shows the growth of a population where there are no limiting factors? apopulation size00timebpopulation size00timecpopulation size00timedpopulation size00timewater vapour in the air compounds in living plants   compounds in living animals  p",
            "19": "19 0610/1/o/n/0238a farmer put some fertiliser on his field. soon afterwards, there was a heavy storm and some of the fertiliser drained into a lake. what is the effect of the fertiliser on the growth of the crop plants in the field and the plants in the lake? 39the concentration of a pesticide in the tissues of the organisms in the following food chain wasmeasured. plants \uf8e7\uf8e7\uf8e7\u2192 small fish \uf8e7\uf8e7\uf8e7\u2192 large fish \uf8e7\uf8e7\uf8e7\u2192 bird of prey which organism on the bar chart is the large fish? 40which activity will be least likely to lead to the extinction of species? aconservation bdeforestation cuse of herbicides duse of pesticides0.5 0.4 0.3 0.20.1 0abcdpesticide concentrationin tissues  / mg per kg organismland with fertiliser lake plants crop plants lake plants a decrease decrease b decrease increase  c increase decrease d increase increase",
            "20": "20 0610/1/o/n/02blank page"
        },
        "0610_w02_qp_2.pdf": {
            "1": "this question paper consists of 15 printed pages and 1 blank page. sjf2433/cg  s17222/4 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations  biology 0610/2 paper 2 october/november session 2002 1 hour candidates answer on the question paper. no additional materials are required. time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer all questions. write your answers in the spaces provided on the question paper. information for candidates the intended number of marks is given in brackets [  ] at the end of each question or part question.candidate centre number number candidate name  for examiner\u2019s use 1 23456789 total",
            "2": "2 0610/2/o/n/021fig. 1.1 shows six different fish. fig. 1.1dcbafor examiner\u2019s use e f",
            "3": "3 0610/2/o/n/02 [turn overuse the key below to identify each fish. write the name of each fish in the correct box of table 1.1. as you work through the key, tick the boxes in table 1.1. to show how you identified each fish. fish ahas been identified for you as an example. key table 1.1 [total : 5]for examiner\u2019s use 1(a)no gill slits visible (b)five gill slits visible 2(a)body about 7 times as long as deep (b)body about 2 times as long as deep 3(a)eye above front end of mouth (b)eye above back edge of mouth 4(a)one fin along back (b)two fins along back 5(a)back fin with short spines (b)back fin with long spines23 4 5 basking shark greenland shark bearded rockling hake sea bream john doryname of fish fish a bcd e f1(a) 1(b) \u27132(a) 2(b) 3(a) \u27133(b) 4(a) 4(b) 5(a) 5(b) name of fish basking shark",
            "4": "4 0610/2/o/n/022(a)the heart pumps blood around the body. which chamber of the heart pumps blood to the brain? . [1] (b)the volume of blood pumped to the lungs per minute, the cardiac output, depends on the heart rate and the volume of blood pumped at each beat, the stroke volume. table 2.1 shows data for untrained and trained persons at rest and after maximum exercise. table 2.1 (i)calculate the cardiac output for the untrained and trained persons at rest. record your answers in table 2.1. [2] (ii) compare the data for the untrained and trained persons at rest.state two effects that training has on the activity of the heart. 1.  ... ... 2.  ... .. [2] (iii) use the data to compare the effect of maximum exercise on trained and untrained persons. ... . [2]for examiner\u2019s use untrained person  at rest75 50 195 1800.0700.1050.1100.165heart rate (beats per minute)stroke volume (dm 3)cardiac output (dm3per minute) 21.4529.70trained person  at rest untrained person  after maximum exercise trained person  after maximum exercise",
            "5": "5 0610/2/o/n/02 [turn over(iv) suggest how the heart itself benefits from training. ... .. [1] (c)explain why the body needs a higher cardiac output during exercise. ... [4] [total : 12] 3when water from treated sewage is released into a river, it can have the same effect as the release of excess fertilisers. (a)suggest why the water from treated sewage can have this effect. . [2] (b)describe and explain what might occur to the organisms in the river as the result of such pollution. .. . [5] [total : 7]for examiner\u2019s use",
            "6": "6 0610/2/o/n/024fig. 4.1 shows a food chain and the energy flow through it. fig. 4.1 (a) (i) calculate the energy values mandn. m ... n .. [2] (ii) to which group of organisms might xbelong? .. [1] (iii) state the source of energy for this food chain. .. [1] (iv) suggest two processes that might account for the loss of energy from the organisms to the environment. 1.  ... ... 2.  ... .. [2]for examiner\u2019s use 1200 units5000 units m units60 units 20 unitsherbivoreslost to environment consumed by organisms x120 units1000 units carnivores plants10 000 unitsenergy trapped byphotosynthesis n units",
            "7": "7 0610/2/o/n/02 [turn over(b)the herbivores are mammals. suggest why they lose to the environment about 80% of the energy they receive, but the plants lose only about 50% of their energy. .. . [2] [total : 8]for examiner\u2019s use",
            "8": "8 0610/2/o/n/025the graph, fig. 5.1, shows the mean heights of males at various ages. fig. 5.10 05 age (years)10 15 25 2020406080height (cm) 100120140160males180200for examiner\u2019s use",
            "9": "9 0610/2/o/n/02 [turn overtable 5.1 shows the mean heights of females over the same age range. table 5.1 (a) (i) plot these data on fig. 5.1. [2] (ii) between which ages is the rate of growth fastest in females? .. [1] (iii) between which ages are females taller than males? .. [1] (iv) at what age is the mean height of males 140 cm? .. [1] (b)normally, puberty for females occurs in the early teenage years. state three changes, other than increase in height or mass, that occur in females during puberty. 1.  .. .. 2.  .. .. 3.  .. . [3] [total : 8]for examiner\u2019s use age of females (years) 05 0 84 96 13014416216225 10152025mean height (cm)",
            "10": "10 0610/2/o/n/026fig. 6.1 shows the male reproductive system. fig. 6.1 (a)name the parts labelled a,bandc. a ... b ... c .. [3] (b)a disease that can affect the male reproductive system is gonorrhoea. (i)state two signs or symptoms of this disease in males. 1.  ... ... 2.  ... .. [2] (ii) what long-term effect can this disease have in males? . [1] (iii) what is the normal method of treatment for a gonorrhoea infection? . [1] (iv) what is the best method of preventing the spread of this disease during sexual intercourse? .. [1] [total : 8]a cbfor examiner\u2019s use",
            "11": "11 0610/2/o/n/02 [turn over7(a) (i) define the term tissue. ... .. [1] (ii) state the two functions of xylem tissue.1.  ... ... 2.  ... .. [2] (b)fig. 7.1 shows some cells in a tissue. fig. 7.1 (i)name this tissue. .. [1] (ii) this tissue lines the oviduct. suggest its function in this tube. ... .. [1] (iii) name another tube that is lined by this tissue. .. [1] (iv) which chemical in cigarettes interferes with the working of this type of tissue? .. [1] [total : 7]for examiner\u2019s use",
            "12": "12 0610/2/o/n/02for examiner\u2019s use8fig. 8.1 shows an apparatus used in an investigation into transpiration. the cylinders were set up and left in the same conditions for 24 hours. fig. 8.1 (a)the drop in the level of water in the cylinders is taken as a measure of the rate oftranspiration. (i)complete table 8.1. table 8.1 [2]original level final level cm350100 cm350100 ab original volumecylinder awater volume (cm3) cylinder b final volume",
            "13": "13 0610/2/o/n/02 [turn over(ii) which variable could account for the differences in the results for cylinders a andb? ... .. [1] (iii) suggest a modification you could make to ensure that all the water lost from the cylinders is taken up by the shoots. ... .. [1] (b)state three environmental factors that can affect the rate of transpiration.1. ...2. ...3. .. [3] [total : 7]for examiner\u2019s use",
            "14": "14 0610/2/o/n/029(a)proteins are digested in the stomach and small intestine. (i)which type of enzyme breaks down proteins? .. [1] (ii) state how the conditions necessary for the digestion of proteins in the stomach are different from those in the small intestine. ... .. [1] (b)when carbohydrates have been digested, excess glucose is stored. (i)where is it stored? .. [1] (ii) what is it stored as? .. [1] (c)excess amino acids cannot be stored.describe how they are removed from the body. ... [4] [total : 8]for examiner\u2019s use",
            "15": "15 0610/2/o/n/02blank page",
            "16": "16 0610/2/o/n/02copyright acknowledgements: queston 1  a lawrence wells. observers book of sea fishes . frederick warne & co. 1958 question 2 dennis taylor. human physical health. cambridge university press. 1980cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0610_w02_qp_3.pdf": {
            "1": "this question paper consists of 8 printed pages. spa (nf/kn) s17699/2 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations biology 0610/3 paper 3 october/november session 2002 1 hour 15 minutes additional materials: answer paper time 1 hour 15 minutes instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page and on all separate answer paper used. section aanswer all questions. write your answers in the spaces provided on the question paper. section banswer any two questions.write your answers on the separate answer paper provided. at the end of the examination,1. fasten any separate answer paper used securely to the question paper;2. enter the numbers of the section b questions you have answered in the grid below. information for candidates the intended number of marks is given in brackets [  ] at the end of each question or part question. y ou are advised to spend no longer than 30 minutes on section a.candidate centre number number candidate name  for examiner\u2019s use section a section b total",
            "2": "2 0610/3/o/n/02section a answer all the questions. write your answers in the spaces provided. 1fig. 1.1 shows a food web in an ecosystem. leopard baboon scorpion impala locust grass fig. 1.1 (a)define the following terms: (i)ecosystem ; ... ...[1] (ii) food web. .[2] (b) (i) name the herbivores shown in the food web. ...[1] (ii) suggest why it is difficult to state the trophic level to which the leopard belongs in this food web. ... ...[1]for examiner\u2019s use",
            "3": "3 0610/3/o/n/02 [turn over(c)in some years, there are plagues of locusts. state and explain the effect such a plague might have on numbers of (i)impala; ..[1] (ii)scorpions. ..[1] (d)during one locust plague, although the baboons had more food, their numbers subsequently dropped. (i)in terms of the food web, explain how this happened. ... ..[2] (ii) suggest another reason, notrelated to the food web or hunting, for the drop in baboon numbers. ..[1] (e)leopards are sometimes hunted for their fur and other uses.suggest two reasons for banning the hunting of leopards.1.  .. .. 2.  .. ..[2] [total : 12]for examiner\u2019s use",
            "4": "4 0610/3/o/n/022fig. 2.1 shows a nerve cell. fig. 2.1 (a) (i) name the type of nerve cell shown in fig. 2.1. ...[1] (ii) state two features that distinguish it from other types of nerve cell. 1.  ... 2. ...[ 2] (iii) where, in the nervous system, is this cell located? ...[1]cytoplasm myelin sheathfor examiner\u2019s use",
            "5": "5 0610/3/o/n/02 [turn over(b)nerve cells are specialised cells. suggest how the parts of the nerve cell labelled in fig. 2.1 enable the nerve cell to function successfully. cytoplasm . .. myelin sheath ... ..[4] (c)reflexes involve a response to a stimulus. (i)complete the flow chart by putting the following terms in the boxes to show thecorrect sequence in a reflex. coordinator effector receptor response stimulus [2] (ii) for the pupil reflex, identify each of the parts of the sequence by completing  table 2.1. the first has been done for you. table 2.1 [4] [total : 14]for examiner\u2019s use part of sequence part in pupil reflex coordinator brain effector receptor response stimulus",
            "6": "6 0610/3/o/n/023fig. 3.1 shows part of a villus in the small intestine. fig. 3.1 (a) (i) state the roles of the following structures in the villus: capillary ; ... ... lacteal . .. ...[4] (ii) the epithelial cells, one of which is shown enlarged on fig. 3.1, have microvilli on their exposed surface. suggest an advantage of these microvilli to the epithelial cells. ..[1]capillary microvilli on epithelial cell lactealfor examiner\u2019s use",
            "7": "7 0610/3/o/n/02 [turn over(b) (i) name the process by which the products of digestion, present in high concentrations in the ileum, would pass into the capillaries. ...[1] (ii) describe how the capillaries are adapted to allow this process to happen efficiently. ... ..[2] (c)some substances are absorbed into the capillaries by active uptake. (i)explain why active uptake is sometimes necessary. .[2] (ii) suggest why active uptake stops when the epithelial cells of the ileum are exposed to a respiratory poison. ... ..[2] (d)the lacteal, seen in the middle of the villus, is part of the lymphatic system. state two functions of the lymphatic system, notassociated with the ileum. 1.  .. 2.  ..[2] [total : 14]for examiner\u2019s use",
            "8": "8 0610/3/o/n/02section b answer any two questions. write your answers on the separate answer paper provided. 4(a)explain how auxins in a shoot that is placed horizontally change the direction of its growth. [5] (b)state the sites of production and describe the roles of oestrogen and progesterone (i)in the menstrual cycle; [6] (ii) during pregnancy. [4] 5(a)fig. 5.1 shows some of the features of a typical wind-pollinated flower. fig. 5.1 (i)describe the features that make a typical wind-pollinated flower different from a typical insect-pollinated flower. [9] (ii) suggest how pollen of a wind-pollinated flower would be different from that of an insect-pollinated flower. [3] (b)outline the implications to a species of self-pollination. [3] 6(a)define the term respiration . [3] (b)by means of a table, distinguish between aerobic respiration and anaerobic respiration. [5] (c)explain how a mammal regulates its body temperature after a period of strenuous exercise.[7] 7(a)distinguish between each of the following pairs of terms: (i)phenotype and genotype; (ii) dominant and recessive; (iii) homozygous and heterozygous. [7] (b)using a suitable named example, explain how the following phenotypic ratios can be obtained from a genetic cross. (i)1:1 (ii) 3:1 [8]"
        },
        "0610_w02_qp_5.pdf": {
            "1": "this question paper consists of 8 printed pages, 3 blank pages and a supervisor\u2019s report. sp (slc/jb) s16902/2 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations biology 0610/5 paper 5  practical test october/november session 2002 1 hour candidates answer on the question paper. additional materials: as listed in instructions to supervisors time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer allquestions. write your answers in the spaces provided on the question paper. use a sharp pencil for your drawings. coloured pencils or crayons should notbe used. information for candidates the intended number of marks is given in brackets [ ] at the end of each question or part question.candidate centre number number candidate name  for examiner\u2019s use 1 2 total",
            "2": "2 0610/5/o/n/021y ou are provided with specimen x, which is part of a potato plant. (a) (i) make a large, labelled drawing of specimen xto show as many external features as possible. [5] (ii) describe the part played by specimen xin the life of the potato plant. ... .[2] (iii) state onevisible feature that enables you to identify this structure as a stem. ...[1] \u2022 cut specimen xinto two halves. \u2022f rom one half, cut a piece 4 cm x 1 cm x 1 cm without any peel. \u2022put on the safety eye protectors provided. solution y is a skin irritant. do not get it on your hands. if it accidentally splashes on to your skin, wash it off with plentyof cold water. \u2022finely chop this piece on the white tile and carefully transfer the chopped tissue to aboiling tube. \u2022 place the boiling tube in a rack, pour in 5 cm 3cold water and shake the contents. \u2022using a syringe, draw up 5 cm3of solution yfrom the container and add it to the mixture. \u2022 place the syringe on the paper towel after use.\u2022do not shake the mixture. \u2022 immediately mark the level of the contents of the boiling tube, as shown in fig. 1.1.\u2022 call this mark zero.for examiner\u2019s use",
            "3": "3 0610/5/o/n/02 [turn overfig. 1.1 \u2022s tart the stop clock and observe what happens to the contents of the boiling tube for two minutes. \u2022a fter two minutes, measure in millimetres the level of the froth (bubbles) in the boiling tube from the zero mark to the top of the bubbles. (b) (i) record this value. ... (ii) describe what you observed over the two minute period. ... .[2] (c)\u2022c ut a similar 4 cm x 1 cm x 1 cm piece from the other half of specimen x. \u2022 cut this into four pieces, each 1 cm x 1 cm x 1 cm. do notchop these four pieces. \u2022 put all four pieces into a clean boiling tube and repeat the procedure as in (a)(iii) . \u2022m easure the height, in millimetres, of the froth, as before. record this value. ..0 chopped tissue x mixture + solution yfor examiner\u2019s use",
            "4": "4 0610/5/o/n/02(d) (i) on the grid, construct a bar graph from your results. [4] (ii) suggest explanations for your results. ... ..[4]for examiner\u2019s use",
            "5": "5 0610/5/o/n/02 [turn over(e) (i) devise, but do notcarry out, an experiment to determine if the production of froth is controlled by an enzyme in specimen x. ... ..[3] (ii) explain the results that you would expect. [2] [total : 23]for examiner\u2019s use",
            "6": "6 0610/5/o/n/022fig. 2.1 is a diagram to show the teeth in the upper and lower jaw of an adult human. fig. 2.1 (a)on fig. 2.1, (i)label an incisor, a canine, a premolar,a molar; [2] (ii) mark with an xany tooth or teeth that are missing from your mouth, but that are present in fig. 2.1. use the mirror, if necessary. (b)with reference to fig. 2.1, complete the table to show the number of each type of toothin the upper jaw and the lower jaw of an adult human. [1] (c)complete the table to show the number of each type of tooth in your upper and lowerjaw. [1]lower jaw upper jawfor examiner\u2019s use incisors canines premolars molars number of teeth in upper jaw number of teeth in lower jaw incisors canines premolars molars number of teethin upper jaw number of teeth in lower jaw",
            "7": "7 0610/5/o/n/02 [turn over(d)explain differences, if any, between the number of teeth counted in fig. 2.1 and the number of teeth counted in your own mouth. if there are no differences, account for this. .. ..[2] (e)using the mirror, study the external appearance of one of your incisors and a canine, as seen from the front. (i)in the space below, draw one incisor and one canine, as seen from the front, toshow the differences in the relative shape and size of these teeth. [3] (ii) describe how the differences shown in your drawings and observations are linkedto the differences in function of these two types of teeth. ... ..[4]for examiner\u2019s use",
            "8": "8 0610/5/o/n/02(f) (i) on fig. 2.1, use a ruler to determine the approximate surface area of the top surface of one of the molars. on fig. 2.1, mark with a letter ythe molar used in your calculation. surface area: .[1] (ii) explain how the surface area of the tops of the molars assists in the function of these teeth. ... [3] [total : 17]for examiner\u2019s use",
            "9": "9 0610/5/o/n/02blank page",
            "10": "10 0610/5/o/n/02blank page",
            "11": "11 0610/5/o/n/02blank page",
            "12": "12 0610/5/o/n/02supervisor\u2019s report *the supervisor or teacher responsible for the subject is asked to answer the following questions. 1was any difficulty experienced in providing the necessary material? if so, give brief details. 2did the candidate experience any difficulty during the examination as a result of faulty material? if so, give brief details. 3did the candidate suffer any accidents with apparatus or materials? if so, give brief details. 4please state any other information that is likely to assist the examiner, especially if this cannotreadily be discovered from the answers. declaration (to be signed by the principal, and completed on the top script from the centre) the preparation of the practical examination has been carried out so as to fully maintain thesecurity of the examination. signed . name (in block capitals) . *information that applies to all candidates need be given only once. n.b. if scripts are required by cie to be despatched in more than one envelope, it is essential that a copy of the relevant supervisor\u2019s results (when requested), the supervisor\u2019s report and the appropriate seating plan are sent inside each envelope ."
        },
        "0610_w02_qp_6.pdf": {
            "1": "time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces at the top of this page. answer all questions. write your answers in the spaces provided on the question paper.use a sharp pencil for your drawings. coloured pencils or crayons should notbe used. information for candidates the intended number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations biology 0610/6 paper 6 alternative to practical october/november session 2002 1 hour candidates answer on the question paper. no additional materials are required. this question paper consists of 11 printed pages and 1 blank page. sp (at/jg) s21867/3 \u00a9 cie 2002 [turn overcandidate centre number number candidate name  for examiner\u2019s use 1 234 total",
            "2": "2 0610/6/o/n/021(a)fig. 1.1 shows a potato plant and one flower and one tuber are shown in detail. fig. 1.1 (i)make large, labelled drawings of the tuber and the flower shown in detail. [4]for examiner\u2019s use",
            "3": "3 0610/6/o/n/02 [turn over(ii) state the type of reproduction carried out by the tuber and the flower. tuber .. flower  [1] (b)humans use the potato tubers as a source of food. the main food component is a complex carbohydrate, starch. fig. 1.2 shows some starch grains found inside the cells of tubers. fig. 1.2 (i)determine the length of one starch grain in mm, given that the cells are magnified 860 times. show your working. length of starch grain .. mm [2] (ii) name the metabolic process by which plants make carbohydrate. ...[1]for examiner\u2019s use",
            "4": "4 0610/6/o/n/02(iii) describe an experiment you could carry out to show the formation of starch in a green plant. ... ...[4] [total : 12]for examiner\u2019s use",
            "5": "5 0610/6/o/n/02 [turn overfor examiner\u2019s use volume of test ascorbic acid (cm3) 11 .5 21 .0 31 .1 40 .9 51 .0 average2ascorbic acid (vitamin c) is found in fresh fruits and vegetables. the amount in a known quantity of fruit juice can be determined by decolourising a blue dye, dcpip . (a)students were provided with 0.1% ascorbic acid solution (0.1 g ascorbic acid in100 cm 3water) and 0.1% freshly prepared dcpip solution. 1c m3dcpip was placed in a clean test-tube. the ascorbic acid was added, using a graduated pipette, until the blue colour disappeared. the test was carried out five times and the results are shown in table 2.1. table 2.1 (i)complete table 2.1 by calculating the average (mean) value of the data. [1] (ii) examine the data in table 2.1. suggest a more reliable average value, stating a reason for your answer. ..[2]",
            "6": "6 0610/6/o/n/02for examiner\u2019s use (b)the test was repeated on a range of different fruit juices using 1 cm3of dcpip each time. fig. 2.1 shows the results of these tests. each graduated pipette originally contained 1c m3of a different fruit juice. fig. 2.1 in table 2.2, (i)record the volumes of fruit juices used; (ii)calculate and record the amount of ascorbic acid in each fruit juice using theformula = concentration of ascorbic acid in a fruit juice in g per cm 3 where, n= volume of ascorbic acid from (a)(ii) ; p = volume of fruit juice needed to decolourise dcpip .0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9lemon 0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9apple 0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9grapefruit 0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9lime 0 0.10.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9grape original level of fruit juice 1c m3 graduated pipette n p",
            "7": "7 0610/6/o/n/02 [turn overfor examiner\u2019s usetable 2.2 [5] (iii) on the grid, show your results in an appropriate form to compare the ascorbic acid content of the five fruit juices. [4] (c)the concentration of ascorbic acid (vitamin c) is highest in fresh fruit juices. describe a simple investigation you could carry out to show the effect of storage on the ascorbic acid content of one of the five fruit juices. .. ..[3] [total : 15]n ptype of juice lemon apple grapefruit lime grape volume of juice used to decolourise dcpip = pcm3 = g of ascorbic acid",
            "8": "8 0610/6/o/n/02for examiner\u2019s use3if your teeth are not cared for and cleaned regularly, plaque may build up. (a)fig. 3.1 shows, in outline, some human front teeth.carefully shade in the areas where plaque would be found. fig. 3.1 [2] (b)plaque is acidic and can damage the enamel of the teeth. a sample of plaque was removed from the teeth and the ph determined using a ph meter. fig. 3.2 shows the dial on the ph meter. fig. 3.2 (i)what is the ph reading? ... [1] (ii) suggest an alternative way by which you could determine the ph of a similarsample of plaque and the observation you would expect to make. ... .[2]ph56 87gum",
            "9": "9 0610/6/o/n/02 [turn over(c)bacteria play an active part in causing tooth decay and in the formation of plaque. suggest oneway in which you could show that these bacteria are living organisms. ..[3] [total : 8]for examiner\u2019s use",
            "10": "10 0610/6/o/n/02for examiner\u2019s use4figs. 4.1 and 4.2 show two samples of human blood cells as seen using a light microscope. fig. 4.1 fig. 4.2 (a)state how you would determine the ratio of red blood cells to white blood cells. .. ..[1] (b) (i) describe three differences between the samples shown in figs. 4.1 and 4.2. .[3] (ii) suggest an explanation for these differences. ..[1] [total : 5] ",
            "11": "11 0610/6/o/n/02blank page",
            "12": "12 0610/6/o/n/02copyright acknowledgements: cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        }
    },
    "2003": {
        "0610_s03_qp_1.pdf": {
            "1": "this document consists of 18printed pages and 2blank pages. sp (sc/kn) s42065/4 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/01 paper 1  multiple choice may/june 2003 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid.write your name, centre number and candidate number on the answer sheet in the spaces providedunless this has been done for you. there are forty questions on this paper. answer allquestions. for each question, there are four possible answers, a,b,candd. choose the oneyou consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully.each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.",
            "2": "2 0610/01/m/j/031which of the following lists contains only arthropods? aannelids, insects, myriapods barachnids, crustaceans, myriapods ccrustaceans, insects, molluscs dinsects, myriapods, nematodes 2the diagram shows a half-flower.  use the following key to identify the type of flower. 1 petals attached above the ovary \u2026\u2026\u2026\u2026\u2026\u2026.. go to 2 petals attached below the ovary \u2026\u2026\u2026\u2026\u2026\u2026.. go to 3 2 stamens less than ten \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 type a stamens more than ten \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. type b 3 sepals absent \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. type c sepals present \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. type dpetal stamen ovary",
            "3": "3 0610/01/m/j/03 [turn over3the diagram shows some external features of a rat.  which features, seen in the diagram, show that a rat is a mammal? adiaphragm and lungs bfur and whiskers clegs and tail dmilk and sweat production 4the table shows features that may be found in living cells.which features are found in a liver cell? 5the diagram shows a section through a mesophyll cell of a leaf.which part is partially permeable? a b c dlarge cellulose central vacuolechloroplastscell wall a \u2713\u2713 \u2713 b \u2713\u2713 \u2717 c \u2717\u2717 \u2713 d \u2717\u2717 \u2717",
            "4": "4 0610/01/m/j/036the diagram shows four cells. which cells transport water? a1 and 2 b1 and 3 c2 and 4 d3 and 4 7in the pancreas, there are groups of cells that make insulin.what describes these cells?aan organ in an organism ban organ system in an organism ccells within a cell wall dtissue in an organ 8in an osmosis experiment, four potato strips, each 5 cm in length, were left in salt solutions of different concentrations. the table shows the lengths of the strips after 30 minutes. which salt solution was the most concentrated?1234 length of strips aftersalt solution30 minutes a 4.5 cm b 4.8 cm c 5.0 cm d 5.3 cm",
            "5": "5 0610/01/m/j/03 [turn over9the diagram shows a section through a leaf. by which process does carbon dioxide pass from xtoy? adiffusion bosmosis ctranslocation dtranspirationxy",
            "6": "6 0610/01/m/j/0310the graph shows how the rate of an enzyme-controlled reaction changes with ph.   which statement is correct? athis enzyme is destroyed by acidic conditions. bthis enzyme works best in acidic conditions. cthis enzyme works best in alkaline conditions. dthis enzyme works best in neutral conditions. 11which kind of molecule could be an enzyme?afat bglucose cprotein dstarch1234 ph567rate of enzyme-controlledreaction",
            "7": "7 0610/01/m/j/03 [turn over12the table shows the mass of some nutrients found in 100 g of four different foods. which foods would best prevent rickets and scurvy? 13the diagram shows some food moving along the alimentary canal. what is the name of the process that pushes the food along? aabsorption bdigestion cperistalsis dswallowingcircular muscle contracting food moved alongdirection of movement of foodcarbohydrate fat protein vit c vit dfood/g /g /g /m g /m g beans 10.0 0.4 5.0 3.0 0.0 bread 48.0 1.5 9.0 0.0 0.0cheese 0.0 34.0 25.0 0.0 0.4eggs 0.0 11.0 13.0 0.0 1.5 rickets scurvy a beans bread b bread cheese c cheese eggs d eggs beans",
            "8": "8 0610/01/m/j/03use this diagram, which shows a cross-section through a leaf, to answer questions 14and15. 14which cell type absorbs the most carbon dioxide during the day? 15a leafy shoot is placed in a solution of red dye. after 30 minutes, which part of a leaf from this shoot will contain the red dye? 16the diagram shows cross-sections of three types of blood vessel (not drawn to the same scale). what is the identity of the three vessels?xy za b c d artery capillary vein a xy z b yx z c xz y d yz x",
            "9": "9 0610/01/m/j/03 [turn over17what is happening in a bolus of food as it passes along the oesophagus? afats are being digested. bfats are being emulsified. cprotein is being digested. dstarch is being digested. 18the photograph shows some blood as seen under the microscope. what is the function of the cell labelled x? ablood clotting bcarrying oxygen cdefending against disease dtransporting hormones x",
            "10": "10 0610/01/m/j/0319the roots of green plants take up nitrates from the soil. what are the nitrates used to make? afat bglucose cprotein dstarch 20which substance in cigarette smoke causes lung cancer?acarbon dioxide bcarbon monoxide cnicotine dtar 21why does anaerobic respiration by yeast release less energy than aerobic respiration?aenergy is lost in carbon dioxide. benergy is lost in oxygen. cenergy remains trapped in ethanol. denergy remains trapped in lactic acid. 22in which organ are excess amino acids broken down?abladder bbrain ckidneys dliver",
            "11": "11 0610/01/m/j/03 [turn over23the diagram shows a section through part of the human eye. which part contains muscles? 24the diagram shows a germinated bean seed with a horizontal radicle. this is placed on a slowly rotating disc and is left for three days. which diagram shows the appearance of the radicle after three days? ab c delectric motor slowly rotating disc radicle bean seeda b c d",
            "12": "12 0610/01/m/j/0325the diagram shows the male reproductive system. where is testosterone produced? 26the diagram shows stages in the life of a human from zygote to fetus.  which processes occur during these stages?b c da fertilisation growth development a \u2713\u2717 \u2713 b \u2713\u2717 \u2717 c \u2717\u2713 \u2717 d \u2717\u2713 \u2713",
            "13": "13 0610/01/m/j/03 [turn over27the diagram shows stages of a menstrual cycle.  during which stage is a woman most fertile? 28 the diagram shows a germinating bean seed with the seed coat removed.  what are the structures x,yandz?x y za b cduteruslining breakdownofthickeneduterusliningthickeningofuteruslininguterinerepair\u2013menstruation ovulation structure xyz a cotyledon radicle plumule b plumule cotyledon radicle c plumule radicle cotyledon d radicle plumule cotyledon",
            "14": "14 0610/01/m/j/0329which are needed for seed germination? acarbon dioxide and oxygen bchlorophyll and light csoil particles and mineral salts dwater and a suitable temperature 30the nucleus in each cell in the stem of a plant contains 32 chromosomes.how many chromosomes are there in the nuclei of its pollen grains? a8 b16 c32 d64 31a heterozygous, brown-eyed woman and a blue-eyed man have a child. if the allele for brown eyes is dominant to the allele for blue eyes, what are the chances that the child is blue-eyed? a1 in 2 b1 in 3 c1 in 4 dnone 32a female fruit fly with short wings mates with a male with long wings. all the offspring are long-winged. two of these offspring mate with each other. what percentage of their offspring will have long wings?a25 % b50 % c75 % d100 %",
            "15": "15 0610/01/m/j/03 [turn over33the diagram shows a simple food chain. 123 green plants chickens wild dogs which process releases the energy which is then lost at 1, 2 and 3? aevaporation bphotosynthesis crespiration dtranslocation 34the diagram shows another simple food chain.which is the primary (first) consumer? abcd 35the diagram shows part of the water cycle.which arrow represents condensation?solar energy grass caterpillar bird clouds water vapour riverplants soilc abd",
            "16": "16 0610/01/m/j/0336the diagram shows the release of a gas into the atmosphere from different sources. what is this gas? acarbon dioxide bnitrogen coxygen dwater vapour 37the diagram shows part of a food web. what is most likely to increase the size of the frog population? afewer hedgehogs bfewer worms cmore badgers dmore snakessnakes badgers frogs hedgehogs worms slugs plantssun soil urine sheep tree",
            "17": "17 0610/01/m/j/03 [turn over38the diagram shows how some land near a lake is used. which of the following is most likely to cause the lake to flood? acutting down the forest bremoving the cattle ctaking the silt out of the lake dusing pesticides on the crops 39the diagram shows part of a food chain in a lake. the chart shows the concentration of a pesticide in the bodies of each organism in the chain. which organism on the chart is the frog? abcdconcentration of pesticide organismlakelakelakesiltland for growing cropsland for grazing cattleforestrain single-celled photosynthetic organismsmall crustaceanfrogcarnivorous bird",
            "18": "18 0610/01/m/j/0340the diagram shows an area being developed for industry and agriculture. which would be the most likely to cause an initial increase in plant life in the lake? afertilisers bherbicides cpesticides dsmokesmoke containingsulphur dioxide factoryfertilisers, herbicides and pesticides applied to the land trees being cut down to provide agricultural land lake",
            "19": "19 0610/01/m/j/03blank page",
            "20": "20 0610/01/m/j/03blank page"
        },
        "0610_s03_qp_2.pdf": {
            "1": "this document consists of 14printed pages and 2blank pages. sp (at/kn) s42063/3 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/02 paper 2 may/june 2003 1 hour candidates answer on the question paper. no additional materials are required. read these instructions first write your name, centre number and candidate number in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 23456789 total",
            "2": "2 0610/2/m/j/031respiration is a characteristic of living organisms. (a)state three other characteristics of living organisms.1.  .. 2.  .. 3.  ..[3] (b)a remote control deep-sea probe collected mud from the seabed at a depth of 8000 m. the mud was thought to contain living microorganisms. suggest an investigation you might carry out which would indicate whether respiringmicroorganisms are present in a sample of the mud.  .. ..[4] [total : 7]for examiner\u2019s use",
            "3": "3 0610/2/m/j/03 [turn over2 (a) fig. 2.1 shows a sugar cane flower that is wind pollinated. fig. 2.1 (i)name structures xandy. x... y...[2] (ii)explain how a feature, visible in fig. 2.1, suggests that this flower is wind pollinated. ... ..[2] (iii) suggest two other features in which the sugar cane flower might be different from an insect-pollinated flower. 1.  ... 2. ...[ 2]x yfor examiner\u2019s use",
            "4": "4 0610/2/m/j/03(b)fig. 2.2 shows the dispersal of winged fruits around a tree in open grassland. samples were taken along straight lines at 5 metre intervals. fig. 2.2 (i)from which direction does the wind usually blow? ...[1] (ii) explain how you arrived at your answer. ... ...[1] (iii) suggest a reason, other than the wind, that might affect the distribution of these fruits.  ... ...[1] [total : 9]wenw swne sen s99 25 19 10 5 289807062 31 104 92 79 72 61 26 19 15 9 5m 10 m 15 m 20 m 25 m key position of tree numbers show  how many fruitswere collected in 1 m 2for examiner\u2019s use",
            "5": "5 0610/2/m/j/03 [turn over3fig. 3.1 shows the carbon cycle.  fig. 3.1 (a)label one arrow in each case to show where each of the following processes occur in the carbon cycle.  (i)combustion \u2013 using the letter c [1] (ii) decomposition \u2013 using the letter d [1] (iii) photosynthesis \u2013 using the letter p [1] (iv) respiration \u2013 using the letter r [1]carbon dioxide in the air carbohydrates and proteins in dead organic matter carbohydrates and  proteins in animalscarbon compounds in fossil fuels e.g. oil and coal carbohydrates and proteins in green plantsdeathdeathfor examiner\u2019s use",
            "6": "6 0610/2/m/j/03(b)many environmentalists are concerned by the extent of deforestation that is happening throughout the world. suggest how deforestation might affect (i)the carbon cycle; ... ..[2] (ii) the water cycle. .[2] [total : 8]for examiner\u2019s use",
            "7": "7 0610/2/m/j/03 [turn over4fig. 4.1 shows a typical animal cell and a typical plant cell. fig. 4.1 (a) (i) name the parts of the cells labelled aandb. a... b...[2] (ii) label on the diagram, with a letter c, another structure that occurs in both cells. [1] (b)for each of the following types of cell, state one way in which it is different from the animal cell in fig. 4.1. state the function of each type of cell.  (i)cell lining the trachea (windpipe) difference .. ... function . ...[2] (ii) red blood celldifference .. ... function . ...[2]a bfor examiner\u2019s use",
            "8": "8 0610/2/m/j/03(c)materials can enter the cells shown in fig. 4.1 by diffusion and osmosis.  (i)define diffusion . ... ..[2] (ii) describe how osmosis differs from diffusion.  [2] [total : 11]for examiner\u2019s use",
            "9": "9 0610/2/m/j/03 [turn over5 (a) complete the following passage using only words from the list below. diploid gametes haploid meiosis mitosis red blood cells the transfer of inherited characteristics to new cells and new individuals depends on two types of cell division.  during ..., the chromosomes are duplicated exactly and  ... cells are produced.however, during ..., the chromosome sets are firstduplicated and then halved producing ... cells. these cellswill become ... . [5] (b)using a labelled, genetic diagram, explain the inheritance of the sex of an individual.  [4] [total : 9]for examiner\u2019s use",
            "10": "10 0610/2/m/j/036 (a) using a single line in each case, link each definition to the correct process. definition process [3] (b)fig. 6.1 shows the alimentary canal and associated organs. fig. 6.1 on fig. 6.1, label the sites of each of the following processes. (i)absorption of water [1] (ii) bile production [1] (iii) glycogen storage [1] (iv) lipase production [1] [total : 7]for examiner\u2019s use getting rid of fibre (roughage) from an animal large food molecules broken down into simple substances taking in food into an animal\u2019s alimentary canaldigestion egestion excretion ingestion",
            "11": "11 0610/2/m/j/03 [turn over7fig. 7.1 shows the eye in section. fig. 7.1 (a)state the function of each of the labelled parts of the eye. a... .. b... .. c... .. d... ..[4]abc dfor examiner\u2019s use",
            "12": "12 0610/2/m/j/03(b)fig. 7.2 shows two external views of the eye. fig. 7.2 the change shown in fig. 7.2 happens when certain drugs are present in the blood. suggest how this could affect a person\u2019s vision. [2] [total : 6]changes tofor examiner\u2019s use",
            "13": "13 0610/2/m/j/038 (a) translocation and transpiration are processes that occur in plants. describe each of these processes.translocation .  .. transpiration .  ..[4] (b)fig. 8.1 shows an investigation that was set up and left for 30 hours. fig. 8.1 at the end of this time, the leaf had become red.suggest an explanation for this result. [4] [total : 8]pale green leaf leaf stalk red dyefor examiner\u2019s use [turn over",
            "14": "14 0610/2/m/j/03for examiner\u2019s use9fig. 9.1 shows some parts of an ecosystem. fig. 9.1 (a) (i) in what form is energy passed from the sun to the grass? ...[1] (ii) in what form is energy passed from the grass to the zebra? ...[1] (b)when the zebra dies, the energy in its body is released by decomposers. (i)name onegroup of microorganisms involved in this process. ...[1] (ii) suggest in what form most of the energy is finally passed to the environment. ...[1] (c)why is the movement of energy in an ecosystem described as a flow and not as a cycle? .. ..[1] [total : 5]zebra eats grass energy",
            "15": "15 0610/2/m/j/03blank page",
            "16": "16 0610/2/m/j/03blank page"
        },
        "0610_s03_qp_3.pdf": {
            "1": "this document consists of 8printed pages. sp (at/kn) s41697/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/03 paper 3 may/june 2003 1 hour 15 minutes additional materials: answer paper 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 soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer allquestions. write your answers in the spaces provided on the question paper. section b answer any twoquestions. write your answers on the separate answer paper provided. at the end of the examination, 1. fasten all your work securely together;2. enter the numbers of the section b questions you have answered in the grid below.the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use section a section b total",
            "2": "2 0610/3/m/j/03section a answer all the questions. write your answers in the spaces provided. 1fig. 1.1 shows an incomplete diagram of the female urinary system. fig. 1.1 (a)on fig. 1.1, draw and label the following parts: renal artery, urethra and ureter. [4] (b)name three components that are present in the urine of a healthy person.1.  .. 2.  .. 3.  ..[3]to heartfrom heart kidney bladderfor examiner\u2019s use",
            "3": "3 0610/3/m/j/03 [turn over(c)if the kidneys fail, the patient may be put on a kidney machine. explain how a kidney machine works. ..[4] (d)the kidneys are part of the body\u2019s homeostatic mechanism. (i)define homeostasis . .[2] (ii) outline the role of the kidneys in homeostasis. .[2] (iii) name another organ of the body also involved with homeostasis and outline its role.name of organ ...role ..[3] [total : 18]for examiner\u2019s use",
            "4": "4 0610/3/m/j/032a study was carried out to compare the amount of tooth decay in the children of two different towns. town ahad drinking water containing fluoride at a concentration of 2 parts per million. town bhad no fluoride in its drinking water.  fig. 2.1 shows the results of the study, but the graph is incomplete. fig. 2.1 (a)complete fig. 2.1, using the following data. [2] (b) (i) for town b, state the percentage of children with three decayed teeth. ...[1]for examiner\u2019s use 0123456789 1 0 11-1901020304050 % children number of decayed teethtown town a town town btown a town b town number of decayed teeth % children a 21 3 b 29",
            "5": "5 0610/3/m/j/03 [turn over(ii) for town a, calculate the total percentage of children with less than five decayed teeth. show your working. total percentage .[2] (c) (i) what conclusion, relating to the effect of fluoride, can be drawn from this study?  ... ...[1] (ii) based on your conclusion, what recommendation should be given to town b? ..[1] (iii) explain why some people may object to this recommendation. ..[1] [total : 8]for examiner\u2019s use",
            "6": "6 0610/3/m/j/033the seaweed, caulerpa taxifolia , lives in tropical oceans but is now also found in the mediterranean sea, where it grows at twice the rate of local seaweeds. as a result, the local seaweeds are becoming rare.  although not poisonous, caulerpa produces a chemical in its cells that makes it inedible to mediterranean herbivores, such as sea urchins. they do not feed on it and their numbers are decreasing. carnivorous fish populations have also decreased by up to 50 %.  marine conservationists are very concerned. at first they used chlorine to kill caulerpa but are now considering the introduction of tropical sea slugs (herbivorous molluscs). caulerpa is part of their natural diet. (a)the seaweed, caulerpa taxifolia , is named using the binomial system. explain the term binomial system . ..[2] (b) (i) suggest why the local seaweeds are becoming rare. ..[2] (ii) sea urchins are herbivores. define the term herbivore . ..[1] (iii) suggest why the populations of carnivorous fish have decreased by up to 50%.  .[2] (c)suggest why using chlorine to kill caulerpa might notbe a good idea. [1]for examiner\u2019s use",
            "7": "7 0610/3/m/j/03 [turn over(d) (i) suggest why conservationists are concerned about the effects of caulerpa on other organisms in the mediterranean. ... ..[2] (ii) explain how the introduction of herbivorous sea slugs from the tropics could be effective in re-establishing a balanced ecosystem. ... ..[2] (iii) outline the possible dangers of introducing tropical sea slugs. .[2] [total : 14]for examiner\u2019s use",
            "8": "8 0610/3/m/j/03for examiner\u2019s usesection b answer any two questions. write your answers on the separate answer paper provided. 4 (a) (i) describe the main similarities between insects and arachnids. [3] (ii)by means of a table, show the differences between insects and arachnids. [5] (b)suggest and explain how a named insect could evolve over a period of time. [7] [total : 15] 5 (a) explain why, in some parts of the world, not enough food is available to feed the people living there. [10] (b)describe the uses of hormones in food production. [5] [total : 15] 6 (a) explain the term codominance . [3] (b)using a suitably labelled genetic diagram, explain how a baby can have blood group o(i oio) when its mother is group a and its father is group b. [6] (c) (i) describe and explain what could happen when blood of different groups is mixed. [3] (ii) describe and explain the role of the placenta in relation to this problem. [3] [total : 15] 7 (a) state the functions of fivenamed parts of the male reproductive system . [5] (b) (i) explain how sperm, deposited in the vagina during sexual intercourse, reach anegg. [4] (ii) describe the process of fertilisation. [3] (c)outline the ways in which hiv can be prevented from spreading. [3] [total : 15]"
        },
        "0610_s03_qp_5.pdf": {
            "1": "for examiner\u2019s use 1 2 total this document consists of 7printed pages and a supervisor\u2019s report. sp (sc/ks) s40211/5 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/05 paper 5  practical test may/june 2003 1 hour candidates answer on the question paper. additional materials: as listed in instructions to supervisors. read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
            "2": "2 0610/05/m/j/031y ou are provided with two samples of bread dough in test-tubes, labelled s1ands2. donotremove the dough from the tubes. support the tubes vertically and measure the highest level of the dough in each tube immediately and note the time on the clock.record these heights and the time the readings were taken in the space below. (a)at 5 minute intervals over the next 30 minutes, measure the levels of the dough for s1 ands2. record the heights and times in a suitable table in the space below. you should start question 2 whilst you continue with your readings. [5]for examiner\u2019s use",
            "3": "3 0610/05/m/j/03 [turn over(b)on the grid below, plot your measurements for s1ands2as two curves on one set of axes. [6] (c)describe the two curves on the graph for both dough samples, s1ands2. s1. .. s2. ..[3]for examiner\u2019s use",
            "4": "4 0610/05/m/j/03(d)the two dough samples are similar in content of flour and water but dough sample s1 also contains yeast and a small amount of sugar. use this information to explain your recorded data. .. [6] [total : 20] 2 (a) y ou are provided with a test tube s3containing a material similar to mollusc secretion, suspended in water. test the contents of the tube for the presence of protein.(i)record your results in the table below. [2] (ii)describe how you carried out the test for protein. [2]for examiner\u2019s use observation after testing for protein conclusion s3",
            "5": "5 0610/05/m/j/03 [turn over(b)y ou have been provided with specimen s4. \u2022 take care notto touch or disturb the animal. \u2022examine the specimen carefully, using the hand lens. (i)make a large, labelled drawing of s4in the space below. label those features which enable you to recognise this specimen as a mollusc. [6] (ii) measure the length of specimen s4and your drawing of specimen s4. calculate the magnification of your drawing. length of specimen s4 .. length of  your drawing of specimen s4  magnification . [2]for examiner\u2019s use",
            "6": "6 0610/05/m/j/03(c)it has been suggested that the body temperature of molluscs is the same as the temperature of their environment. fig. 2.1 shows some snails in a beaker. fig. 2.1 plan, but do notcarry out, an experiment to find out if the temperature of the snails in the beaker in fig. 2.1 is the same as their environment. .. ..[3]for examiner\u2019s use",
            "7": "7 0610/5/m/j/03(d)specimen s5is part of a mollusc and was formed by the animal when it was alive. (i)describe the appearance and structure of specimen s5. ... ..[2] (ii) dilute hydrochloric acid reacts with calcium carbonate to produce carbon dioxide gas.place the specimen on the tile provided. carefully add a few drops of dilute hydrochloric acid on to the specimen and observe the effect. comment on your observation and suggest an explanation.observation ... ... explanation ... ...[2] (iii) suggest a function of s5in the living animal. ..[1] [total: 20]for examiner\u2019s use",
            "8": "8 0610/05/m/j/03supervisor\u2019s report *the supervisor or teacher responsible for the subject is asked to answer the following questions. 1was any difficulty experienced in providing the necessary material? if so, give brief details. 2did the candidate experience any difficulty during the examination as a result of faulty material? if so, give brief details. 3did the candidate suffer any accidents with apparatus or materials? if so, give brief details. 4please state any other information that is likely to assist the examiner, especially if this cannotreadily be discovered from the answers. 5please identify s4ands5. s4. s5. please describe briefly the appearance of any features likely to assist the examiner. declaration (to be signed by the principal, and completed on the top script from the centre) the preparation of the practical examination has been carried out so as fully to maintain the security of the examination. signed . name (in block capitals) . *information that applies to all candidates need be given only once. n.b. if scripts are required by cie to be despatched in more than one envelope, it is essential that a copy of the relevant supervisor\u2019s results (when requested), the supervisor\u2019s report and the appropriate seating plan are sent inside each envelope ."
        },
        "0610_s03_qp_6.pdf": {
            "1": "this document consists of 9printed pages and 3blank pages. sp (sc/ks) s41838/4 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/06 paper 6  alternative to practical may/june 2003 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 in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 234 total",
            "2": "2 0610/06/m/j/031three different dough mixtures, samples a,bandcare prepared using the same quantity of flour and water. each sample of dough is carefully mixed, kneaded, shaped and placed in separate measuring cylinders and kept in a warm place. sample acontains warm water, sugar, flour and yeast. sample bcontains warm water, sugar and flour. sample ccontains warm water, sugar, flour, yeast, and substance x. the highest level of the dough is marked on the side of each measuring cylinder, as shownin fig. 1.1. fig. 1.1 (a)suggest twoother factors which should be kept constant to ensure that the results for the samples can be compared. 1.  .. 2.  ..[2] (b)at 20 minute intervals, the volume of each dough sample is measured and recorded.the results are shown in table 1.1. table 1.1 (i)on the grid opposite, plot the data shown in table 1.1for samples a,bandcas three curves on one set of axes.102030 highest level of doughfor examiner\u2019s use time/ minvolume of dough / cm3 sample a sample b sample c 01 2 1 2 1 2 20 18 12 20 40 26 12 32 60 34 13 41 80 39 13 48 100 45 13 48 120 48 14 48",
            "3": "3 0610/06/m/j/03 [turn over[5] (ii) describe the curves you have drawn for the three samples. .. [3] (iii) use your graph to find when there is the greatest difference in volume between samples aandc. ..[1]for examiner\u2019s use",
            "4": "4 0610/06/m/j/03(iv) the volume of sample achanged differently to the volume of sample b. suggest an explanation for this difference. .. ..[2] (v) the volume of sample achanged differently to the volume of sample c. suggest an explanation for this difference. [2] [total : 15]for examiner\u2019s use",
            "5": "5 0610/06/m/j/03 [turn over2fig. 2.1 shows three stages in the germination of a grain of maize. fig. 2.1 (a)name two conditions that are necessary for the successful germination of a seed, other than the presence of water. 1. . 2.  .[1] (b)describe an investigation that you could carry out to show the need in seed germinationfor one of the conditions you named in (a). .. [3] [total : 4]for examiner\u2019s use",
            "6": "6 0610/06/m/j/033fig. 3.1 shows the external appearance of animal a. fig. 3.1 (a) (i) make a large, labelled drawing of animal a. label twofeatures that are characteristic of this group of animals. [4] (ii) measure the length of animal ain fig. 3.1 and in your drawing. calculate the magnification of your drawing. length of animal a: in fig. 3.1 .. in drawing . magnification [2]animal afor examiner\u2019s use",
            "7": "7 0610/06/m/j/03 [turn overfig. 3.2 shows the external appearance of animal b, which is classified in the same group as animal a. fig. 3.2 (iii) state one similarity which indicates that these two animals are classified in the same group and state one difference between them. similarity ... difference ..[2] (iv) name the group to which animals aandbbelong. ..[1] [total : 9]animal bfor examiner\u2019s use",
            "8": "8 0610/06/m/j/034the apparatus shown in fig. 4.1 was set up under bright light for a period of five hours. at the start the apparatus was completely full of water. during this time, a gas was collected atthe top of the graduated tube. fig. 4.1 (a) (i) how would you show this gas was oxygen? ..[1] (ii) name the process within the plant responsible for the production of oxygen. ..[1] (iii) determine the volume of gas collected in five hours and the rate of gas productionper hour. volume .. rate ...[2] (iv) how would you use this apparatus to obtain reliable results to show the effect ofdiffering light intensities on the production of oxygen? .. ..[2]50cm3403020100rubber bung gas graduated tube glass funnel, upside down pondweedbright lightfor examiner\u2019s use",
            "9": "9 0610/06/m/j/03(b)the pondweed was placed in hydrogencarbonate indicator solution, which was red in colour when the tube was set up. the tube was left for five hours in bright light, asshown in fig. 4.2. (hydrogencarbonate indicator is purple in alkaline conditions, red in neutral conditions and yellow in acidic conditions.) fig. 4.2 fig. 4.3 fig. 4.4 (i)suggest what colour you might observe in the tube in fig. 4.2 after five hours in bright light and give an explanation for this. colour .. explanation .. ..[2] (ii) one water shrimp was introduced into a similar tube with pondweed, fig. 4.3 , and, again, the tube was placed in bright light for five hours. suggest what colour you might observe and give an explanation for this. colour ... explanation ... ..[2] (iii) three water shrimps were introduced into a similar tube with pondweed, fig. 4.4 , and, again, the tube was placed in bright light for five hours. suggest what colour you might observe and give an explanation for this.colour .. explanation .. ..[2] [total : 12]bright lightbright lightbright lightfor examiner\u2019s use",
            "10": "10 0610/06/m/j/03blank page",
            "11": "11 0610/06/m/j/03blank page",
            "12": "12 0610/06/m/j/03blank page"
        },
        "0610_w03_qp_1.pdf": {
            "1": "this document consists of 17printed pages and 3blank pages. sp (at/kn) s53349/2 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/01 paper 1  multiple choice october/november 2003 45 minutes additional materials: multiple choice answer sheet soft clean eraser soft pencil (type b or hb is recommended) read these instructions first write in soft pencil. do not use staples, paper clips, highlighters, glue or correction fluid.write your name, centre number and candidate number on the answer sheet in the spaces providedunless this has been done for you. there are forty questions on this paper. answer allquestions. for each question, there are four possible answers, a,b,candd. choose the oneyou consider correct and record your choice in soft pencil on the separate answer sheet. read the instructions on the answer sheet very carefully.each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.",
            "2": "2 0610/1/o/n/031which organisms carry out respiration, growth, movement and excretion? aall animals and all plants banimals only cplants only dsome animals and some plants 2which characteristics do fish have? use this diagram, which shows the structure of a palisade cell, to answer questions 3and4. 3which features are also found in a liver cell? a 1 and 2 b 2 and 5 c 3 and 4 d 4 and 5 4in which part does photosynthesis take place?a 1 b 2 c 3 d 43 2 4 1 5backbone scales hair a \u2717\u2717\u2713 b \u2717\u2713\u2717 c \u2713\u2713\u2717 d \u2713\u2717\u2713",
            "3": "3 0610/1/o/n/03 [turn over5the diagrams show a leaf and a section through part of the same leaf. which label indicates an organ? 6which features are shown by a red blood cell? 7the diagram shows two solutions that are separated by a partially permeable membrane. in which direction will most water molecules move? afrom xtoy, against their concentration gradient bfrom xtoy, down their concentration gradient cfrom ytox, against their concentration gradient dfrom ytox, down their concentration gradientdilute concentrated solution solution of of sucrose sucrose xypartially permeable membranedab c shape nucleus a disc absent b disc lobed c irregular absent d irregular lobed",
            "4": "4 0610/1/o/n/038by which process do oxygen molecules move down a concentration gradient? abreathing bdiffusion cosmosis drespiration 9what is the chemical nature of an enzyme?aan amino acid ba carbohydrate ca protein da vitamin 10the diagram shows an experiment using an enzyme.  the suspension might have become clear more quickly if amore egg protein had been used. bthe mixture had not been stirred. cthe ph of the mixture had been changed. dthe temperature had been raised to 75 \u00b0c.37\u00b0c cloudy37\u00b0c cloudy37\u00b0c clear 10 cm3 of a solution of egg protein2c m3 of an enzyme added and stirred 8 minutes later",
            "5": "5 0610/1/o/n/03 [turn over11glycogen, protein and starch are all large molecules made from smaller basic units. which basic units form these molecules? 12the diagram shows the human alimentary canal. which structure does notsecrete digestive enzymes? a d b cglycogen protein starch a amino acids simple sugars fatty acids b fatty acids simple sugars simple sugars c simple sugars amino acids simple sugars d simple sugars fatty acids amino acids",
            "6": "6 0610/1/o/n/0313the diagram shows part of a plant with a woody stem, which does not have enough water. the leaves have wilted, but the stem is still firm and upright.  why have the leaves wilted? aphotosynthesis cannot take place without water. bthe cells in the leaves have lost their internal pressure. cthe humidity in the air is too high. dthe lignin in the leaves has become soft. use this diagram, which shows a section through a leaf, to answer questions 14and15. 14what takes place in the structures indicated?1 2 3 4 5x ywilted leaf firm, upright stem transport of water to use of water to transport of sugar the cells of the leaf make sugar to the stem and root a 415 b 324 c 314 d 425",
            "7": "7 0610/1/o/n/03 [turn over15the leaf is losing water to the atmosphere. what processes are occurring at xandy? 16the table shows the deficiency symptoms that result from a lack of some substances in the human diet. which symptom results from a deficiency in iron? 17in an experiment to compare water loss, four similar leaves are treated with petroleum jelly(vaseline) and left on a table for one hour. leaf 1 upper surface only covered leaf 2 lower surface only covered leaf 3 both surfaces covered leaf 4 neither surface covered which shows the water loss from the leaves?xy a diffusion evaporation b evaporation diffusion c osmosis transpiration d transpiration osmosis deficiency symptom a anaemia (haemoglobin deficiency) b rickets c scurvy d soft teeth water loss most least a 1432 b 1243 c 4312 d 4123",
            "8": "8 0610/1/o/n/0318the diagram shows part of the human circulatory system. which part carries oxygenated blood at low pressure? 19the diagram shows an experiment to find out the rate at which small land animals and freshwater animals give off carbon dioxide during respiration. all the tubes were kept at the same temperature and all animals were equally active. in which tube would the indicator be the first to change colour? a b c d key land animal metal tray freshwater animal carbon dioxide indicatorlungs rest of bodya b dc",
            "9": "9 0610/1/o/n/03 [turn over20the diagram shows an experiment to investigate the respiration of yeast. which gas is evolved and which new compound is present? 21the diagram shows some organs in the human body. in which part are amino acids broken down to urea? d ca bballoon gas evolved yeast, sugar and new compoundyeast in sugarsolution after 24 hours at the beginning gas evolved new compound a carbon dioxide ethanol b carbon dioxide lactic acid c oxygen ethanol d oxygen lactic acid",
            "10": "10 0610/1/o/n/0322which diagram shows a motor neurone? 23the diagram shows a section through part of the human eye. when a person looks at a close object, which of the following takes place?suspensory ligaments lensb da c suspensory ligamentslens a slacken becomes fatter b slacken becomes thinner c tighten becomes fatter d tighten becomes thinner",
            "11": "a xb xx c xd xkey position of parent plant direction of windplaces where seeds germinated11 0610/1/o/n/03 [turn over24the maps show the positions of different parent plants and the places where their seeds germinated during the next year. which plant had its seeds dispersed by the wind? 25flowers show adaptations for wind or insect pollination. which of these adaptations are found in wind-pollinated flowers? anther nectary petals stigma a firmly attached present coloured inside flower b firmly attached present green outside flower c loosely attached absent coloured inside flower d loosely attached absent green outside flower",
            "12": "12 0610/1/o/n/0326the diagram represents a bacterium reproducing. why is this described as asexual reproduction? agametes are produced. bit is very quick. cit produces a lot of new cells. donly one parent is needed. 27which of the following may be defined as \u2018an increase in dry mass\u2019?agrowth bnutrition creproduction drespiration 28the graph shows the changes in the dry masses of two similar samples of seeds from the start of germination. what causes the change in dry mass after day 3 of the seeds germinated in the light? aall the stored food has been used up. ba lot of water has been absorbed. cphotosynthesis has begun. dthe respiration rate has increased.0 36 time / daysdry mass / gseeds germinated in the light seeds germinated in the darkparent cell two cells produced after twenty minutes four cells produced after forty minutes",
            "13": "13 0610/1/o/n/03 [turn over29which terms describe the nucleus in the gametes and in the zygote of a human? 30what is unlikely to be affected by the environment?  ablood group bbody mass chealth dheight 31the diagram shows the fusion of gametes to produce a son and a daughter. what are the sex chromosomes in gamete qand daughter r?father mother son daughterparents gametes offspringq rgametes zygote a diploid diploid b diploid haploid c haploid diploid d haploid haploid qr a xx x b xx y c yx x d yx y",
            "14": "14 0610/1/o/n/0332the diagram represents a food web. the letters represent organisms and the arrows show the direction of the flow of energy. which statement is correct? ap andqare decomposers. bp andqare herbivores. cw andxare consumers. dw andxare producers. 33the diagram shows organisms in a food chain. which organism is a producer? abird of prey  binsect cplant dsmall bird 34which term can be described as \u2018many different species living together, interacting with each other and with their physical environment\u2019? aa food chain ba food web ca nutrient cycle dan ecosystemwx tuv rs pq plant insect small bird bird of prey",
            "15": "15 0610/1/o/n/03 [turn over35the diagram shows part of the water cycle. what is responsible for water loss from the tree? acondensation brespiration ctranslocation dtranspiration 36the diagram shows part of the carbon cycle . which letter represents photosynthesis?sun tree soilcloud rain carbon dioxide in air fossil fuels animal compoundsplant compounds decaying matter in soilabc d",
            "16": "16 0610/1/o/n/0337the diagram shows how a new population may grow over time. at which point are the greatest numbers being added to the population? 38lichens grow on tree trunks and buildings. the diagrams show the number of lichens and the amount of sulphur dioxide in the air for two areas, xandy. which conclusion can be made from these diagrams? aan increase in the amount of sulphur dioxide results in a decrease in the number of lichens. barea xis more heavily polluted by sulphur dioxide than area y. clichens need sulphur dioxide to survive. dlichens produce sulphur dioxide and pollute the atmosphere.number or amountarea x number or amountarea y sulphur dioxide in the airlichenskeypopulation size timeabc d",
            "17": "17 0610/1/o/n/0339what is reduced by deforestation? aforce of rain hitting the ground brainwater run-off csoil erosion dsoil fertility 40what are the main undesirable effects of sulphur dioxide pollution released by factories, overuse of fertilisers and nuclear fall out? sulphur dioxide overuse ofnuclear fall outpollution fertilisers a acid raingeneticeutrophicationmutations b acid rain eutrophicationgenetic mutations cgeneticeutrophication acid rainmutations d eutrophication acid raingenetic mutations",
            "18": "18 0610/1/o/n/03blank page",
            "19": "19 0610/1/o/n/03blank page",
            "20": "20 0610/1/o/n/03blank page"
        },
        "0610_w03_qp_2.pdf": {
            "1": "this document consists of 13printed pages and 3blank pages. sp (nf/kn) s46107/3 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/02 paper 2 october/november 2003 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 in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 23456789 total",
            "2": "2 0610/02/o/n/031fig. 1.1 shows six arthropods. fig. 1.1ab cd e f",
            "3": "3 0610/02/o/n/03 [turn overuse the key below to identify each of these arthropods. write the name of each arthropod in the correct box in table 1.1. table 1.1 [4] [total : 4]for examiner\u2019s use name of arthropod 1 arthropods with three pairs of legs go to 2 arthropods with four or more pairs of legs go to 3 2 arthropods with one pair of wings musca arthropods with two pairs of wings anax 3 arthropods with pincers at the front end of body go to 4 arthropods without pincers at front end of body go to 5 4 arthropods with tail held above body buthus arthropods with tail tucked under body, not visible cancer 5 arthropods with four pairs of legs aranea arthropods with more than four pairs of legs pandalina arthropod picture name of arthropod a b c d e f",
            "4": "4 0610/02/o/n/032the graph, fig. 2.1, shows a population curve for a species of an animal colonising a new habitat. fig. 2.1 (a) (i) identify phase yof the curve. y...[1] (ii) suggest why the population increase in phase xis slow. ... ..[2] (b)identify three factors that limit the size of such a population but do not appear to limit the total human population. 1.  .. .. 2.  .. .. 3.  .. ..[3] [total : 6]phase xphase y population size timefor examiner\u2019s use",
            "5": "5 0610/02/o/n/03 [turn over3fig. 3.1 shows the female reproductive system. fig. 3.1 (a)on fig. 3.1, label (i)where sperm are deposited during intercourse; [1] (ii) where fertilisation normally takes place; [1] (iii) where implantation normally takes place; [1] (iv) where oestrogen is produced. [1] (b)state three effects oestrogen can have on parts of the body other than those shown in fig. 3.1. 1.  .. .. 2.  .. .. 3.  .. ..[3] (c)complete the table, by using ticks ( \u2713) to show what can cross the placenta from the mother\u2019s blood to the fetus. [1] [total: 8]lining of uterus wall ofuterusfor examiner\u2019s use can cross the placenta oxygen blood cells glucose",
            "6": "6 0610/02/o/n/034 (a) (i) plants need a supply of nitrate ions. state the use made of nitrate ions in plants. ...[1] (ii) many farmers regularly add nitrate fertilisers to their fields.explain why this is necessary. ..[2] (b)a farmer spreads a nitrate rich fertiliser over his fields. each time he does this, he washes out his spreading equipment in a farm pond. suggest and explain what the likely effects of such pollution will be on the plants andanimals in the pond. .. [5] [total : 8]for examiner\u2019s use",
            "7": "7 0610/02/o/n/03 [turn over5the production of chlorophyll in a variety of tomato plant is controlled by a gene. the dominant allele causes normal chlorophyll production and the recessive allele causes a lackof chlorophyll in the leaves. (a) (i) using the symbols gto represent the dominant allele and gto represent the recessive allele, explain, using a genetic diagram, the expected outcome ofcrossing two heterozygous tomato plants. [4] (ii) if 500 seeds from the heterozygous cross were germinated, how many seedlingswould you expect to have green leaves and how many white leaves? green leaves ... white leaves .. [1] (b)a further 500 seeds from the heterozygous cross were planted. only 480 germinated. of these only 360 developed into plants. all these plants had green leaves. suggest an explanation for these results. .. ..[5] [total : 10]for examiner\u2019s use",
            "8": "8 0610/02/o/n/036a mixture of vegetable oil, an enzyme and a ph indicator was put into a test-tube. the tube was incubated at 35 \u00b0c and the colour of the mixture was recorded at 5 minute intervals. theindicator changes from blue to yellow at ph 5 or less. the investigation was repeated at other temperatures and the results are shown in table 6.1. table 6.1 (a) (i) name the enzyme that digests the vegetable oil. ...[1] (ii) state the end products of oil digestion. ...[1] (iii) suggest how these end products cause the change in colour of the indicator. ... ..[2] (b)explain the difference in results between the tubes incubated at 15 \u00b0c and 35 \u00b0c. ..[2]for examiner\u2019s use time inincubation temperature in \u00b0c minutes 5 15 25 35 45 55 0 blue blue blue blue blue blue 5 blue blue blue blue blue blue 10 blue blue blue yellow blue blue15 blue blue yellow yellow blue blue20 blue yellow yellow yellow yellow blue25 blue yellow yellow yellow yellow blue",
            "9": "9 0610/02/o/n/03 [turn over(c) (i) after 25 minutes, the tubes originally incubated at 5 \u00b0c and 55 \u00b0c were then incubated at 30 \u00b0c for a further 20 minutes. suggest what the final colour would be in each of these tubes by completing table 6.2. table 6.2 [2] (ii) explain these likely results. ... ...[4] [total : 12]for examiner\u2019s use result after 25 minutes at result after a further original temperature 20 minutes at 30 \u00b0c tube originally atblue5\u00b0 c tube originally atblue55 \u00b0c",
            "10": "10 0610/02/o/n/037 (a) fig. 7.1 shows a section through the heart. fig. 7.1 (i)identify the blood vessels xandy. x... y...[2] (ii) what is the function of the valves within the heart? ... ...[1] (iii) explain why the wall of the left ventricle is thicker than the wall of the right ventricle. .[2]x ysemilunar valve tricuspid valvefor examiner\u2019s use",
            "11": "11 0610/02/o/n/03 [turn over(b)table 7.1 shows the relative pressures in the chambers and associated blood vessels on the right side of the heart. table 7.1 (i)complete table 7.2 to show whether the valves are open or closed during theevents shown. table 7.2 [2] (ii) explain how data in table 7.1 supports your answers in table 7.2, for each of thevalves when the right ventricle is filling . tricuspid valve ... ... semilunar valve . ...[2] [total : 9]for examiner\u2019s use relative pressure of blood in arbitrary units vena cava 1 right atrium filling 0 right atrium emptying 2 right ventricle filling 0 right ventricle emptying 5 pulmonary artery 3 valves \u2013 open or closed event tricuspid semilunar right ventricle filling right ventricle emptying",
            "12": "12 0610/02/o/n/03for examiner\u2019s use8fig. 8.1 shows a generalised reflex arc. fig. 8.1 (a) (i) identify the three neurones labelled x,yandz. x... y... z[3] (ii) give an example of an effector. ...[1] (b)complete table 8.1 to show the differences between nervous and hormonal control in the body. table 8.1 [4] [total : 8]neurone y central nervous system effector receptorneurone xneurone z feature nervous control hormonal control speed extremely rapid pathway neurones nature of \u201cimpulse\u201d chemical origin endocrine gland",
            "13": "13 0610/02/o/n/039 (a) the drug heroin is said to be addictive. explain the meaning of the term addictive. [1] (b)describe two symptoms you would look for if you suspected that a person was a regular heroin user. 1.  .. .. 2.  .. ..[2] (c)heroin can be heated and the fumes inhaled or heroin can be injected into the blood.  describe a major health risk with each of these ways of taking the drug. inhaling the fumes  .. injecting into the blood . ..[2] [total : 5]for examiner\u2019s use",
            "14": "14 0610/02/o/n/03blank page",
            "15": "15 0610/02/o/n/03blank page",
            "16": "16 0610/02/o/n/03blank page"
        },
        "0610_w03_qp_3.pdf": {
            "1": "this document consists of 9printed pages and 3blank pages. sp (at/kn) s53356/4 \u00a9 ucles 2003 [turn overcambridge international examinations international general certificate of secondary education biology 0610/03 paper 3 october/november 2003 1 hour 15 minutes additional materials: answer paper 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 soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. section a answer allquestions. write your answers in the spaces provided on the question paper. section b answer any twoquestions. write your answers on the separate answer paper provided. at the end of the examination, 1. fasten all your work securely together;2. enter the numbers of the section b questions you have answered in the grid below. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use section a section b total",
            "2": "2 0610/3/o/n/03section a answer all the questions. write your answers in the spaces provided. 1fig. 1.1 shows a longitudinal section through a broad bean seed. fig. 1.1 (a)on fig. 1.1, label parts a,b,candd. [4] (b)name the part of the flower in which the seed was formed. ...[1] (c)broad bean flowers are pollinated by insects such as bees . (i)describe the function of bees in pollination. ... ..[2] (ii) state two structural adaptations you would expect to find in a flower, such as a broad bean, that would attract bees.  1.  ... 2. ...[ 2]a.. b.. c.. micropyle d..for examiner\u2019s use",
            "3": "3 0610/3/o/n/03 [turn over(iii) the activity of bees usually results in cross-pollination. explain why cross-pollination may be an advantage to a species of plant. ... ..[2] (d)the micropyle is shown on fig. 1.1. describe the role of the micropyle in (i)fertilisation; ... ..[2] (ii) germination. ..[1] (e)the carbohydrate stored inside the broad bean seed is mainly starch. what must happen to the starch before the seed can use it for growth? [1] [total : 15]for examiner\u2019s use",
            "4": "4 0610/3/o/n/032table 2.1 shows the total carbohydrate, starch and fibre content of some vegetables. table 2.1 (a) name the chemical elements present in a carbohydrate. ..[1] (b)state which vegetable in table 2.1 contains (i)the highest proportion of total carbohydrate; ...[1] (ii) the highest proportion of fibre. ...[1] (c)total carbohydrate is calculated as the sum of starch and sugars in the vegetable.  (i)name the vegetable that contains the highest proportion of sugar per 100 g vegetable. ...[1] (ii) calculate the amount of sugar present in 500 g of the vegetable named in (i). show your working. amount of sugar ...[2]for examiner\u2019s use vegetabletotal carbohydrate starch fibre g / 100 g g / 100 g g / 100 g beans 15.1 9.3 3.5 broccoli 1.1 trace 2.3 cabbage 4.1 0.1 2.4 carrots (boiled) 4.9 0.2 2.5 chick peas 18.2 16.6 4.3 onions 3.7 trace 0.7 peas (frozen, boiled) 9.7 4.7 5.1 potato (boiled) 17.0 16.3 1.2 sweet potato (boiled) 20.5 8.9 2.3 tomatoes (raw) 3.1 trace 1.0",
            "5": "5 0610/3/o/n/03 [turn over(d)potatoes can be cooked in oil (fat) or water. (i)suggest and explain how the energy content of the potato would change if cooked in oil. ... ..[2] (ii) suggest why potatoes cooked in water may be considered to be a healthier food than potatoes cooked in oil. ... ..[2] (e)100 g of frozen peas provide 17.0 mg of vitamin c, which represents 25% of the recommended daily allowance (rda). (i)calculate the mass of peas a person would need to eat to achieve the rda.show your working. ...[1] (ii) name oneother good food source of vitamin c. ...[1] (iii) state the symptoms of a deficiency of vitamin c. ... ...[2] [total : 14]for examiner\u2019s use",
            "6": "6 0610/3/o/n/033fig. 3.1 shows part of a river into which sewage is pumped. the river water flows from wto z, with the sewage being added at x. fig. 3.1 some of the effects of adding sewage to the river are shown in fig. 3.2. fig. 3.2 (a)describe the changes in the levels from wtozof (i)nitrates; ... ..[2]riverw x yzsewage pumpingstationfor examiner\u2019s use *********************** ******************************************************************** \u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0 \u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0\u00b0 \u00b0\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 \u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7relative amount w x y z distance do wnstreamoxygen algae (water plants) nitrates suspended solids sewage fungus",
            "7": "7 0610/3/o/n/03 [turn over(ii) suspended solids. ... ..[2] (b)suggest why the level of oxygen  (i)drops at x; ..[1] (ii) increases again towards z. ..[1] (c)suggest two reasons why levels of algae drop (i)when sewage is added to the river;1.  ... 2. ...[ 2] (ii) towards z. 1.  ... 2. ...[ 2] (d)a farm at zused herbicides on the field next to the river. suggest why this could cause further problems in the river. [1] [total : 11]for examiner\u2019s use",
            "8": "8 0610/3/o/n/03for examiner\u2019s usesection b answer any two questions. write your answers on the separate answer paper provided. 4 (a) describe and explain, with reference to the ribs, intercostal muscles and diaphragm, the process of exhalation (breathing out). [7] (b)by means of a table with suitable headings, compare the composition of inhaled andexhaled air, stating the reasons for similarities and differences. [8] [total : 15] 5 (a) (i) construct a food chain with four named organisms. [3] (ii) using appropriate biological terms, describe and explain the flow of energy throughyour chosen food chain. [8] (b)with reference to a suitable example for each, outline the need for conservation of (i)anamed species and (ii) anamed habitat. [4] [total : 15] 6 (a) describe the function of the immune system, including antibody production and phagocytosis.  [9] (b)outline the problems of organ transplantation and how they can be overcome. [6] [total : 15]",
            "9": "9 0610/3/o/n/037 (a) with reference to a suitable example, define the term tissue. [3] (b)identify parts a,b,canddshown on fig. 7.1 and describe their main features and functions. fig. 7.1 [12] [total : 15]da b cfor examiner\u2019s use",
            "10": "10 0610/3/o/n/03blank page 0610/3/o/n/03",
            "11": "11 0610/3/o/n/03blank page",
            "12": "12 0610/3/o/n/03blank page"
        },
        "0610_w03_qp_5.pdf": {
            "1": "for examiner\u2019s use 1 2 total this document consists of 7printed pages and a supervisor\u2019s report. sp (sc/slc) s53320/6 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/05 paper 5  practical test october/november 2003 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 in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer both questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
            "2": "2 0610/05/o/n/031 introduction warm-blooded animals need to maintain a constant internal temperature. in cold weather some of these animals crowd closely together in a group. to investigate the advantages of crowding together in such a group you will investigate the drop in temperature of hot water in a test-tube. \u2022 test-tube awill be used to represent a single animal as shown in fig. 1.1. \u2022 test-tube bwill be used to represent part of a crowded group of animals using 7 tubes as shown in fig. 1.2. fig. 1.1 fig. 1.2 read the whole question before you begin the experiment. (a)prepare a results table to record your readings, which should include the starting temperature and five readings taken at two minute intervals for the single test-tube, a, and the central one, b, in the group. results table [5] support the tubes in two containers. indicate to your supervisor, by raising your hand, when you are ready to fill the test-tubes. quickly fill allof the test-tubes with the same depth of hot water. test-tubes should be filled to within 2 cm of the top.as soon as the water is in the test-tubes, start the clock or record the time. use thermometers and record the temperature in tubes aand bat the start and every two minutes until 10 minutes have passed.a b rubber band or strip of sticky tapefor examiner\u2019s use",
            "3": "3 0610/05/o/n/03 [turn over(b)plot a graph of the results to show clearly the difference between the two sets of data. [5] (c) (i) describe the results of tube a. ... ...[2] (ii)describe the differences between the results for tube aand those for tube b. .[2] (iii)explain how the results shown in the graph show the effects of crowding together of animals in cold conditions. ... ...[2]for examiner\u2019s use",
            "4": "4 0610/05/o/n/03(iv)suggest and explain two ways you could extend the investigation if you had more time. 1 . ... .. 2 . ... ..[4] [total : 20]for examiner\u2019s use",
            "5": "5 0610/05/o/n/03 [turn over2y ou are provided with an insect, labelled w1. (a) (i) make a simple, outline drawing of w1to show the features that enable this animal to be classified as an insect. label clearly three of these insect features. details of the legs are notrequired. [6] (ii)measure the length of the insect and the length of your drawing. draw a line on your drawing to show the length you have measured. calculate the magnification ofyour drawing. length of insect .. length of drawing .. magnification .[3]for examiner\u2019s use",
            "6": "6 0610/05/o/n/03(b)one method of catching insects, such as ground-living beetles, is to use a pit-fall trap. a tin or alternative container is sunk into the ground so the rim is level with the soil surfaceas shown in fig. 2.1. fig. 2.1 suggest and explain briefly twoprecautions you might take or improvements you might make when catching  insects, such as ground-living beetles, using pit-fall traps. .. ..[4]container to trap animalsground levelfor examiner\u2019s use",
            "7": "7 0610/05/o/n/03(c)y ou are provided with another insect labelled w2. (i)look carefully at the heads of the two insects w1andw2. describe the mouthparts of each insect. w1 w2[2] suggest how each insect might obtain its food.w1 w2[2] (ii)describe three other visible differences between the two insects.1 . ... ... 2 . ... ... 3 . ... ...[3] [total : 20]for examiner\u2019s use",
            "8": "8 0610/05/o/n/03supervisor\u2019s report *the supervisor or teacher responsible for the subject is asked to answer the following questions. 1was any difficulty experienced in providing the necessary material? if so, give brief details. 2did the candidate experience any difficulty during the examination as a result of faulty material? if so, give brief details. 3did the candidate suffer any accidents with apparatus or materials? if so, give brief details. 4please state any other information that is likely to assist the examiner, especially if this cannotreadily be discovered from the answers. 5please identify w1andw2. w1 w2 declaration (to be signed by the principal, and completed on the top script from the centre) the preparation of the practical examination has been carried out so as fully to maintain the security of the examination. signed . name (in block capitals) . *information that applies to all candidates need be given only once. n.b. if scripts are required by cie to be despatched in more than one envelope, it is essential that a copy of the relevant supervisor\u2019s results (when requested), the supervisor\u2019s report and the appropriate seating plan are sent inside each envelope"
        },
        "0610_w03_qp_6.pdf": {
            "1": "this document consists of 9printed pages and 3blank pages. sp (sc/slc) s55555/3 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education biology 0610/06 paper 6  alternative to practical october/november 2003 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 in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 23 total",
            "2": "2 0610/06/o/n//031warm-blooded animals need to maintain a constant internal temperature. in cold weather some of these animals crowd closely together in a group. to investigate the advantages of crowding together in such a group a student followed the drop in temperature of 10 cm3of water in a test tube. \u2022 test tube awas used to represent a single animal as shown in fig. 1.1 \u2022 test tubes bandcwere used to represent part of a crowded group of animals using 7 tubes as shown in fig. 1.2. fig. 1.1 fig. 1.2 the temperature of the tubes labelled a,bandcin fig. 1.1 and fig. 1.2 was measured using a thermometer, every 2 minutes for 10 minutes. the results are shown in table 1.1. table 1.1a b cfor examiner\u2019s use temperature of water in test-tubes / \u00b0c time / minutes a (single test-tube) b (tube at centre c (tube at edge of group) of group) 0 5 55 55 5 2 4 45 45 2 4 4 15 45 0 6 3 95 34 9 8 3 75 24 7 10 36 52 46",
            "3": "3 0610/06/o/n//03 [turn over(a) (i) plot a graph of the results to show clearly the difference between the three sets of data. [7] (ii) describe the results for tube a. .. ..[2] (iii)describe the differences between the results for tube aand those for tubes band c. ..[2] (iv)explain how the results shown in the graph show the effect of crowding together of animals in cold conditions. .. [2]for examiner\u2019s use",
            "4": "4 0610/06/o/n//03(b)suggest twoways in which this investigation could have been improved to make the results more reliable. . ...[2] [total : 15]for examiner\u2019s use",
            "5": "5 0610/06/o/n//03 [turn over2 (a) (i) fig. 2.1 shows a ground-living beetle. make a large drawing of the whole animal shown in fig. 2.1. label three features that enable you to classify this animal as an insect. fig. 2.1 [5] (ii)measure the length of the insect in fig. 2.1 and the length of your drawing. calculate the magnification of your drawing. length of insect in fig. 2.1 ... length of drawing . magnification [3]for examiner\u2019s use",
            "6": "6 0610/06/o/n//03(b)one method of estimating the population of insects, such as the ground-living beetle, is to use a pit-fall trap. a suitable container, such as an empty food tin, is set into theground so the top is level with the surface of the soil, as shown in fig. 2.2. fig. 2.2 suggest and explain briefly two precautions that you might take when investigatingpopulations of insects, such as ground-living beetles, using pit-falls traps. 1.  .. .. .. 2.  .. . ..[4]container to trap animalsground levelfor examiner\u2019s use",
            "7": "7 0610/06/o/n//03 [turn over(c)fig. 2.3 shows another insect. fig. 2.3 describe three visible differences in the structure of the insect in fig. 2.3 from the insect in fig. 2.1. 1.  .. .. 2.  .. .. 3.  .. ..[3] [total : 15]for examiner\u2019s use",
            "8": "8 0610/06/o/n//033water is lost from the aerial parts of plants by transpiration. (a)outline how you could show that water is lost from plant shoots. .. [2] fig. 3.1 shows a simple apparatus to investigate the rate of transpiration by recording the mass of a potted plant over a period of time. fig. 3.2 shows the results over a number of hours. fig. 3.1 fig. 3.2 (b)suggest why the pot is enclosed in a plastic bag. .. .[1] (c)describe how, using similar apparatus to that in fig. 3.1, you could compare thetranspiration rates of two different plants. .. ..[4]plastic bagmass / g time / hfor examiner\u2019s use",
            "9": "9 0610/06/o/n//03(d)certain plants, such as that in fig.3.3, are able to live in dry regions of the world. fig. 3.3 suggest three ways in which this plant is adapted to grow in these dry regions. 1.  .. 2.  .. 3.  ..[3] [total : 10]for examiner\u2019s use",
            "10": "10 0610/06/o/n//03blank page",
            "11": "11 0610/06/o/n//03blank page",
            "12": "12 0610/06/o/n//03blank page"
        }
    },
    "2004": {
        "0610_s04_qp_1.pdf": {
            "1": "university of cambridge international examinations  international general certificate of secondary education  biology0610/01 paper 1  multiple choice  may/june 2004  45 minutes additional materials: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)                    read these instructions first   write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers  a,b,c, and d.  choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.  read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.  this document consists of 16 printed pages.  ib04 06_0610_01/2rp   \uf6d9 ucles 2004 [turn over",
            "2": "2 \uf6d9 ucles 2004 0610/01/m/j/041 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion d sensitivity  2 which kind of skin do amphibians have?  adry without scales  bdry with scales  cmoist without scales  dmoist with scales  3 the diagram shows how homo sapiens  (modern people) could have evolved from their  ancestors. homo sapiens  (modern people) homo neanderthalensis homo erectus homo habilis  (very early people) which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species. d they are neither the same species nor the same genus.  4 which structures are found in a human sperm cell?  cell membrane cell wall haploid nucleus  a \u0013\u0017\u0017 b \u0013\u0017\u0013 c \u0013\u0013\u0013 d \u0017\u0013\u0013key \u0013 = present  \u0017 = absent ",
            "3": "3 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over5 the diagram shows an animal.   body using the key, which animal is it?  animal aanimal banimal canimal dtail presenttail absentlegs 3 pairslegs 4 pairsbody divided into visible segmentsbody not divided into visible segments use the diagram of a section through a leaf to answer questions 6 and 7. p q rs 6 which can perform the most photosynthesis?  a p b q c r d s  7 the structures shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue. ",
            "4": "4 \uf6d9 ucles 2004 0610/01/m/j/048 the diagrams show examples of movement of substances in organisms.  alveoli oxygen capillariessmall intestine amino acids capillariesatmosphere carbon dioxide leaf cells which process is taking place in all three examples?  a assimilation  b diffusion  c osmosis d translocation  9 some red blood cells were placed in distilled water and others were placed in three salt solutions  of different concentrations.  which diagram shows the appearance of a cell has changed after being in the distilled water for a  short time?  bc d a 10 the table shows the conditions in four test-tubes containing equal quantities of starch and  salivary amylase.  in which test-tube is the starch broken down fastest?  ph temperature  a 2 27  b 2 37  c 7 27  d 7 37 ",
            "5": "5 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over11 which graph shows the effect of temperature on the activity of an enzyme?  temperature / ocenzyme activitya b cd0 50 100enzyme activity 0 50 100 temperature / ocenzyme activity 0 50 100 temperature / ocenzyme activity 0 50 100temperature / oc",
            "6": "6 \uf6d9 ucles 2004 0610/01/m/j/0412 the diagram shows a shoot growing from a potato tuber.  food store in potato tubersoil level shoot x what is being transported in the phloem cells at x? astarch downwards  bstarch upwards  csugars downwards  dsugars upwards  13 which substance contains nitrogen?  afat bglucose cprotein dstarch 14 why is sunlight necessary for photosynthesis?  ait is a catalyst.  bit is a source of energy.  cit provides nutrients.  dit provides oxygen. ",
            "7": "7 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over15 the table shows the percentage of protein, fat and carbohydrate in four samples of dried food.  which sample has the highest energy content?  protein %fat %carbohydrate % a 76 9 15  b 17 0 83  c 33 32 35  d 15 85 0  16 the table shows some of the nutrients in four meals.   which meal will be the most likely to stimulate peristalsis in the alimentary canal?  g / 100 g carbohydrate fat fibre  (roughage)protein a 18 12  8  25   b 30 32  2  12   c 40 15  10  5   d 38 4  22  10  ",
            "8": "8 \uf6d9 ucles 2004 0610/01/m/j/0417 the diagram shows the circulatory system of a mammal.  capillary networkin lungs capillary networkin body organsleft atrium left ventricleright atrium right ventricle sr what describes the blood in vessels r and s?  r s  a deoxygenated deoxygenated  b deoxygenated oxygenated  c oxygenated deoxygenated  d oxygenated oxygenated  18 from which organ is most carbon dioxide excreted?  a kidney  b liver  c lung d skin  19 which word equation represents anaerobic respiration in muscles?  a glucose \u2192 lactic acid + energy  b glucose \u2192 ethanol + carbon dioxide + energy  c glucose + oxygen \u2192 carbon dioxide + water + energy  d glucose + oxygen \u2192 lactic acid + water + energy ",
            "9": "9 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over20 which process in green plants produces carbon dioxide?  a photosynthesis  b respiration  c translocation d transpiration  21 the diagram shows structures associated with the human urinary system.  which structure is the urethra?  ba c dfrom heartto heart",
            "10": "10 \uf6d9 ucles 2004 0610/01/m/j/0422 the diagram shows part of the human circulatory system.  in which vessel will absorbed alcohol first be found?  lungs heart liver gut kidneya bcd 23 the diagram shows the structures involved in a reflex action.  hot panrs qp what shows the sequence in which these structures become involved?  a p \u2192 q \u2192 r \u2192 s  b p \u2192 s \u2192 r \u2192 q  c q \u2192 r \u2192 s \u2192 p  d q \u2192 s \u2192 p \u2192 r ",
            "11": "11 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over24 a person moves from sunlight into a dark room.  how do their eyes respond?  a the blind spots become larger.  b the blind spots become smaller.  c the pupils become larger. d the pupils become smaller.  25 which features are characteristic of insect-pollinated flowers?  a bright petals, large feathery stigmas  b bright petals, rough sticky pollen  c large feathery stigmas, nectaries d small light pollen, nectaries  26 which substance normally passes from a fetus to its mother through the placenta?  a alcohol  b glucose  c oxygen d urea  27 what is the best measurement to determine the growth of seedlings?  athe dry mass of the whole seedling  bthe height and width of the parts above ground  cthe length from the root-tip to the stem-tip  dthe total number of leaves ",
            "12": "12 \uf6d9 ucles 2004 0610/01/m/j/0428 a plot of land was divided into four. each part was sown with 100 seeds in the dry season. two  parts were covered with a net to stop small birds and mammals entering and two were watered,  as shown in the diagram.  in which plot would most seeds germinate?  a covered by net and wateredb no net and watered c covered by net and not wateredd no net and not watered 29 which shows the sex chromosomes in the body cells and in the sex cells in a man?  body cells sex cells  a xx all x  b xx all xx  c xy x or y  d xy all xy  30 in humans, which types of variation are shown by blood group and height?  blood group height  a continuous continuous  b continuous discontinuous  c discontinuous continuous  d discontinuous discontinuous ",
            "13": "13 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over31in a certain plant, the allele for white fruit, w, is dominant over the allele for yellow fruit, w.  a white-fruited plant was crossed with a yellow-fruited plant. about half of the offspring were  white-fruited and the other half were yellow-fruited.  which genotypes did the parent plants have?  aww and ww  bww and ww  cww and ww  dww and ww  32 the diagram shows a food web.  snakes birds squirrels toads lizards beetles greenfly snails grasshoppers green plants which organisms will increase in number, if the number of snakes increases? abirds bgrasshoppers clizards dsquirrels",
            "14": "14 \uf6d9 ucles 2004 0610/01/m/j/0433 which organism would be a producer in a food chain?  ab cd 34 from which food chain is least energy lost?  a green plant \u2192 human  b green plant \u2192 sheep \u2192 human  c green plant \u2192 cow (milk) \u2192 human  d green plant \u2192 small fish \u2192 large fish \u2192 human  35 the diagram shows part of the carbon cycle.  animals decay by microorganisms green plants carbon dioxide in the airxx what does x represent?  a death  b digestion  c photosynthesis d respiration ",
            "15": "15 \uf6d9 ucles 2004 0610/01/m/j/04 [turn over36the diagram represents stages in the water cycle.  at which stage is the water in liquid form?  seaab cd 37 in which process is oxygen a waste product?  a active transport  b aerobic respiration  c anaerobic respiration  d photosynthesis  38 the graph shows the growth of a population of bacteria in a closed jar of nutrient solution.  at which point do limiting factors begin to control the growth of the population?  bacteria / unit volume time 0abd 0c",
            "16": "16 every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly  infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles) which is itself a department of  the university of cambridge.  \uf6d9 ucles 2004 0610/01/m/j/0439 which graph shows the effect of pollution by sewage on the amount of oxygen dissolved in a  river? b dissolved oxygenc distance downstream sewage enters the riverdissolved oxygen distance downstream sewage enters the river dissolved oxygend distance downstream sewage enters the rivera dissolved oxygen distance downstream sewage enters the river 40 a gardener planted some water plants in the stream at the bottom of the garden shown on the  diagram. at first the plants grew well but after a while they died.  which source of pollution is most likely to have caused the death of the plants?  d   railway farmer spraying fields with a pesticide to kill insects b   sewage worksa   factory gardenfactorywaste direction offlow of streamstream c"
        },
        "0610_s04_qp_2.pdf": {
            "1": "this document consists of 13 printed pages and 3 blank pages. mml 5810 5/03 s64493/3 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/02 paper 2 may/june 2004 1 hour 15 minutes candidates answer on the question paper. no additional materials are required.centre number candidate number name read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 81 234567 total",
            "2": "1fig. 1.1 shows changes in the population of yeast during the production of beer. fig. 1.1 (a) (i) on fig. 1.1 name the phase labelled x. [1] (ii)suggest two reasons why the population stops growing. 1.  .. 2.  [2] (b)write an equation, in either words or chemical symbols, for anaerobic respiration by yeast.  [2] (c)alcohol has long term effects that cause damage to some body organs. name two of these organs and state an effect that alcohol can have on each of these organs. 1 organ ... . effect   .. 2 organ ... . effect    [4] [total: 9]x 00population size time2 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "3": "blank page3 0610/02/m/j/04 [turn over",
            "4": "2fig. 2.1 shows the female reproductive system. fig. 2.1 (a)name the structures labelled a and b. a .. b  [2] (b)label, on fig . 2.1, with the appropriate letter, where (i)fertilisation normally occurs \u2013 f. [1] (ii)gametes are produced \u2013 g. [1] (iii)oestrogen is produced \u2013 o. [1] (c)list three secondary sexual characteristics that are stimulated by oestrogen. 1.  .. 2.  .. 3.   [3]ba4 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "5": "(d)outline the changes occurring in the ovaries and uterus during the menstrual cycle. .. ..  [4] [total: 12]5 0610/02/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
            "6": "3fig. 3.1 shows the ears (fruiting heads) of five types of cereal. fig. 3.1{ {ear eargrain awn awngrain a debc6 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "7": "(a)use the key to identify each of the types of cereal in fig. 3.1. write the names of the cereals in table 3.1. key table 3.1 (b)most cereal plants are wind-pollinated. suggest three ways in which cereal flowersmay differ from insect-pollinated flowers. 1.  .. 2.  .. 3.   [3]7 0610/02/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 20041 awns present 2 awns absent 3 2 individual awns can be longer than whole ear. hordeum individual awns never longer than whole ear secale 3 grains not close together in the ear 4 grains very close together in the ear triticum 4 grains hang down from stalks avena grains do not hang down from stalks oryza diagram letter a bcd e [4]name of cereal",
            "8": "(c)plants need both magnesium ions and nitrate ions for healthy development. (i)state why each of these is important for healthy development. magnesium ions ... .. nitrate ions   [2] (ii)nitrate ions are often provided in fertilisers. excess fertiliser may be washed into streams and ponds polluting the water. suggest what is likely to happen in thestream or pond. ..   [4] [total: 13]8 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "9": "blank page9 0610/02/m/j/04 [turn over",
            "10": "4table 4.1 shows the rate of water loss by a plant over a period of 24 hours. table 4.1 (a)plot the above data on fig. 4.1. [3] fig. 4.11200 1800 2400 0600 0 time  / hours10 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004time / hours 0300 0600090012001500180021002400rate of water loss / grams per hour 6 121824242010 8",
            "11": "(b) (i) predict and explain how a large increase in humidity at 1000 hours would affect the rate of water loss in the next two hours. .. ..  [2] (ii)state two environmental factors, apart from humidity, that can cause a change in water loss and explain how each of these has its effect. 1 factor .explanation ...  2 factor .explanation ... ..  [6] (c) (i) name the tissue that transports water to the leaves of a plant.  [1] (ii)state one other function of this tissue.  [1] [total: 13]11 0610/02/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
            "12": "5use only words or letters from the list below to complete the sentences in the following paragraph. the nuclei of human body cells contain \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 pairs of chromosomes,  that is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 chromosomes and two sex chromosomes. sperm cells have a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 nucleus with a single sex chromosome.the \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 formed from the fusion of an ovum with a sperm cell,  containing a \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 sex chromosome, will develop into a male. [total: 5]diploid, forty-four, forty-six, gamete, haploid, twenty-two, twenty-three, x, y, zygote12 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "13": "6table 6.1 gives some details of the digestion of food. complete table 6.1. table 6.1 [8] [total: 8]13 0610/02/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004food material starch \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 fatdigestive enzyme \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026salivary glands + \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 stomach pancreas\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 fatty acids + \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026source of enzyme end products",
            "14": "7fig. 7.1 shows a food web from farmland in europe. fig. 7.1 (a) (i) name an organism from the fourth trophic level of this food web.  [1] (ii)using examples from this food web explain the difference between primary and secondary consumers. .. ..  [4] (b) (i) state the source of energy for this food web.  [1] (ii)in the food web the herbivorous insect population receives the same total amount of energy as the rabbit population. the rabbits pass a smaller percentage of thistotal energy to the next trophic level compared with the herbivorous insects.suggest reasons for this difference. ..   [3]carnivorous insectsfoxes kestrels volesstoats rabbitsspiders vegetationtoads & lizards herbivorous insects14 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "15": "(c)myxomatosis is a disease of rabbits from which there is a high death rate. explain a likely effect on the population of kestrels if there was a serious outbreak of myxomatosis in the rabbit population. .. ..  [4] [total: 13] 8 (a) during exercise the rate of blood flow to skeletal muscle is increased.explain why this is necessary.   [4] (b) (i) name the hormone that can cause an increased flow of blood to skeletal muscle.  [1] (ii)suggest two ways by which the heart can increase the flow of blood.1.  .. 2.  [2] [total: 7]15 0610/02/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "16": "blank page copyright acknowledgements every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.16 0610/02/m/j/04"
        },
        "0610_s04_qp_3.pdf": {
            "1": "this document consists of 13printed pages and 3blank pages. sp (kn) s64495/3 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education biology 0610/03 paper 3  extended may/june 2004 1 hour 15 minutes candidates answer on the question paper. there are no additional materials. 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 in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer allquestions. 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.centre number candidate number name for examiner\u2019s use 1 234567 total if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
            "2": "2 0610/03/m/j/041in africa, mammals called jackals are quite common. they feed on small herbivores such as young springboks and dik-diks, hunting in packs to catch their prey. they will also eat largerherbivores such as kudu that have been killed by larger predators such as lions. a farmer in south africa found that a number of his sheep, while feeding on grassland, were being killed by jackals. he noted that jackals always kill sheep by attacking their necks. hedesigned a plastic collar for the sheep that covered their necks. none of his sheep havebeen killed since fitting these collars. other farmers are now buying the collars to protecttheir sheep from jackal attack. (a)the prey species of the jackal are usually primary consumers. state the type of food that all primary consumers eat. ..[1] (b)name the two carnivores identified in the text.1.  .. 2.  ..[1] (c)construct a food chain for the jackal to show its relationship with sheep.  ..[2] (d)suggest a reason why jackals survive better when they hunt in packs. [1] (e)when the farmer started to use collars on his sheep, although none of his sheep were being killed, the population of jackals did not decrease.  suggest why the number of jackals did not decrease. .. ..[1] (f)name two structures, found in the neck of a sheep, that could be damaged when jackals attack it. 1.  .. 2.  ..[2]for examiner\u2019s use \u00a9 ucles 2004",
            "3": "3 0610/03/m/j/04 [turn over(g)some of the protected sheep die of old age and their remains are eaten by other animals. suggest and explain why the collars of the dead sheep could create an environmental problem. .. [2] [total : 10]for examiner\u2019s use \u00a9 ucles 2004",
            "4": "4 0610/03/m/j/042experts predict that 75% of the british population will be obese in 8 years time. the problem is blamed on the popularity of \u2018junk food\u2019. this sort of diet is unbalanced. (a)define the term balanced diet . .. [2] a human diet consists of: carbohydrates       fats       fibre       minerals       proteins       vitamins       water. (b)underline twofoodstuffs from the list above that, when eaten in excess, would be most likely to lead to obesity. [2] (c)fig. 2.1 shows a chart to find a person\u2019s ideal mass. fig. 2.1for examiner\u2019s use \u00a9 ucles 200430 40 50 60 70 80 90 100 110 120 130 140 150 1601.501.551.601.651.701.751.801.85 mass / kgheight / mlow massideal massslightly obesemoderately obese obese",
            "5": "5 0610/03/m/j/04 [turn overthe following data was collected for three students, x,yandz. (i)identify the  student who is 1. obese; .2. of low mass; 3. of ideal mass. .. [3] (ii) suggest two health problems that could be caused by obesity.1.  ... 2. ...[ 2] (d)large food molecules are made up of smaller units. some of these smaller units are listed below. amino acids           fatty acids           glycerol           simple sugars name the units that make up 1. starch; ..2. fats; ..3. protein. .[4] (e)large food molecules are broken down to form smaller molecules in the digestive system. (i)name the type of chemical that speeds up digestion. ...[1] (ii) explain why large molecules need to be broken down into small molecules in the digestive system.  ... ..[2] [total : 16]for examiner\u2019s use \u00a9 ucles 2004student mass / kg height / m x 50.8 1.55 y 63.8 1.85 z 114.3 1.65",
            "6": "6 0610/03/m/j/043table 3.1 shows a student\u2019s daily water gains and losses. table 3.1 (a) complete the table by calculating the volume of sweat lost by the student. show your working in the space below. [1] (b)name the organ responsible for 1. excreting water in expired air; .. 2. releasing water by sweating; 3. forming urine; ...4. reabsorbing water from undigested food to form faeces. . [4] (c)on a hot day the student still took in 2800 cm 3of water. (i)suggest and explain what would happen to the volume of sweat and urine produced. sweat  ..[2] urine . . ..[2]for examiner\u2019s use \u00a9 ucles 2004water gain / cm3water loss / cm3 drink 1650 urine 1500 food 800 faeces 100 water released in expired air 400 chemical reactions 350sweat  total 2800 total 2800",
            "7": "7 0610/03/m/j/04 [turn overthe volume of water gained and lost by the student is balanced. (ii) name the term used for the maintenance of a constant internal environment. ...[1] (d)use words from the list below to complete the paragraph. excretion       glucose       glycogen       insulin       liver       oestrogen  pancreas       secretion       starch        stomach       sucrose the blood stream transports a sugar called ... . the blood sugar level has to be kept constant in the body.  if this level falls below normal, a hormone called glucagon is released into the blood by  an endocrine organ called the ... .the release of a substance from a gland is called ... . glucagon promotes the breakdown of ... to increase the blood sugar level. if the blood sugar level gets too high, the endocrine organ secretes another hormone  called ... into the blood.this hormone promotes the removal of sugar from the blood and its conversion to glycogen in the ... . [6] [total : 16]for examiner\u2019s use \u00a9 ucles 2004",
            "8": "8 0610/03/m/j/044fig. 4.1 shows part of a root. fig. 4.1 (a)explain how the presence of root hair cells on roots enables the efficient absorption of water and minerals. .. [2] (b)root hair cells can absorb mineral ions by diffusion and active transport. (i)define the term active transport . ..[2] (ii) explain why respiration rates may increase in root hair cells during the uptake of mineral ions. ... ...[1]xylemfor examiner\u2019s use \u00a9 ucles 2004",
            "9": "9 0610/03/m/j/04 [turn over(c)fig. 4.1 shows the position of xylem in the root. (i)describe how the structure of xylem tissue is adapted to its functions. ... .[3] (ii) describe the mechanism of water movement through the xylem. .[2] [total : 10]for examiner\u2019s use \u00a9 ucles 2004",
            "10": "10 0610/03/m/j/045fig. 5.1 shows vehicles driving past a power station in namibia and women carrying firewood they have cut. fig. 5.1 (a)describe how an increase of carbon dioxide in the atmosphere can affect theenvironment. .. [2] (b)without further reference to carbon dioxide, explain how each of the following may have undesirable effects on the environment: (i)the power station; ... .[3] for examiner\u2019s use \u00a9 ucles 2004",
            "11": "11 0610/03/m/j/04 [turn over(ii) cutting down trees and burning the wood; ... .[3] (iii) running motor vehicles such as the van or car. [3] [total : 11]for examiner\u2019s use \u00a9 ucles 2004",
            "12": "12 0610/03/m/j/046one variety of cat can have short hair or long hair. the allele for short hair (h)is dominant to the allele for long hair (h). a cat breeder has a short haired cat. its genotype can be hhorhh: there is no visible difference between these genotypes.  this short haired cat is crossed with a long haired cat, hh. (a)construct genetic crosses to predict the ratios produced if the short haired cat is: (i)heterozygous, hh; [3] (ii) homozygous, hh. [3] (b)suggest how the offspring from (a)(ii) would be different if the alleles were co-dominant. .. [1] [total : 7]for examiner\u2019s use \u00a9 ucles 2004",
            "13": "\u00a9 ucles 200413 0610/03/m/j/047breast milk contains all the nutrients a baby needs except for vitamin c and iron. however, the baby has sufficient iron stored in its liver for the first months of its life. the first milk abreast-fed baby receives is called colostrum. after a few days, normal breast milk isproduced. table 7.1 compares the composition of colostrum and normal breast milk. table 7.1 (a)use data from table 7.1 to describe how the amounts of fat, protein and sugar aredifferent in colostrum and normal breast milk. .. ..[1] (b)a baby feeding on normal breast milk drinks one litre of milk per day.  calculate how much protein the baby receives per day. show your working. [2] (c) (i) suggest a suitable fruit juice a mother could give her baby to provide vitamin c.  ...[1] (ii) y oung children enjoy drinking fruit drinks with a high sugar content, sucked from abottle with a teat. explain how this habit can result in high levels of tooth decay. ... [4] (d)children sometimes develop an iron deficiency. describe the symptoms they would show. .. [2] [total : 10]for examiner\u2019s use nutrient / g per 100 cm3 fat protein sugar colostrum 2.5 8.0 3.5 normal breast milk4.0 2.0 8.0",
            "14": "14 0610/03/m/j/04blank page",
            "15": "15 0610/03/m/j/04blank page",
            "16": "16 0610/03/m/j/04blank page copyright acknowledgements: question 2 fig. 2.1 applin, d and williams, g; height and weight chart in key science biology , stanley thomas. question 5 fig. 5.1 tarr, p; namibia environment; vol. 1, macmillan press. every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s04_qp_5.pdf": {
            "1": "this document consists of 7 printed pages and a supervisor\u2019s report. mml 5810 5/03 s62531/2 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/05 paper 5  practical test may/june 2004 1 hour candidates answer on the question paper. additional materials: as listed in instructions to supervisorscentre number candidate number name read these instructions first write your centre number, candidate number and name in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer both questions. the number of marks is given in brackets [  ] at the end of each question or part question. if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 total",
            "2": "1read the whole question before you begin. introductionduring digestion, the enzyme amylase breaks down starch into maltose. the intensity of the colour on testing with iodine solution at regular intervals is one means of following theprocess to show that the starch is being broken down. (a)use a glass rod to place a drop of water on a tile. dry the glass rod.place a drop of starch solution on a different part of the tile. test both samples with a drop of iodine solution.record your observations of both samples in the space below. [2] investigationyou will now investigate the effect of salt, sodium chloride, on the action of amylase on starch. (b) glabel two large test-tubes a1 and b1. gplace 5 cm3of starch solution in each tube. gwash the measuring apparatus thoroughly after each use. gplace 16 drops of iodine solution in two groups of 8 on a cleaned, dry white tile. the drops should be spaced out so they do not mix into each other. (i)sketch the outline of the tile in the space below. show the arrangement of yourdrops of iodine. [2]2 0610/05/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "3": "(ii)prepare a table to record your observations of the starch tests on the contents of tubes a1 and b1 using the information from the instructions below. [4] gtube a2contains 2 cm3of amylase solution and 1 cm3of sodium chloride solution. gtube b2 contains 2 cm3of amylase solution and 1 cm3of water. gadd the contents of a2 to tube a1 and immediately add the contents of b2 to tube b1. gstart timing now. gafter one minute test a drop from tube a1 for starch using one of the drops on the tile. gimmediately test a drop from tube b1 using a different drop of iodine. grepeat your starch tests on drops from tubes a1 and b1 every minute for  8 minutes. (iii)record your observations in the table you have prepared. [3] (c)from your results, describe the effect of the salt solution on the action of amylase. ..   [2]3 0610/05/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
            "4": "(d)explain why the 1 cm3of water was added to tube b2. .. ..  [2] (e)in the body, starch is broken down in the mouth by salivary amylase. the ph of saliva can vary between ph 5 and ph 7. outline an experiment to investigate the effect of ph on the activity of amylase. ..  [5] [total: 20]4 0610/05/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "5": "2you are provided with specimen s1, a wind dispersed fruit, with a wing-like extension. (a) (i) make a large drawing of specimen s1 in the space below. label the position of the seed and the point of attachment of the fruit to its parent plant. [6] do not draw in this space5 0610/05/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
            "6": "(ii)measure the length of the fruit and show this as a line on your drawing. calculate the magnification of your drawing. length of line on drawing ...actual length of the fruit.working magnification . [6] (b) fig. 2.1 shows an acer fruit with a wing-like extension. gusing scissors, cut carefully around the outline of the complete fruit including the wing-like extension. glay this paper cut-out on the grid, fig. 2.2. gdraw around the edge of the cut-out. fig. 2.16 0610/05/m/j/04for examiner\u2019s  use \u00a9 ucles 2004",
            "7": "fig. 2.2 (i)determine the surface area of the fruit. show your working area of fruit  [3] (ii)describe the method you used to determine the surface area. .. ..  [3] (c)the size of the wing-like extension helps to disperse the fruit away from the parent plant. describe environmental factors that would also affect the distance travelled bysuch a fruit. .. ..  [2] [total: 20]7 0610/05/m/j/04 [turn overfor examiner\u2019s  use \u00a9 ucles 2004",
            "8": "supervisor\u2019s report *the supervisor or teacher responsible for the examination is asked to answer the following questions. 1was any difficulty experienced in providing the necessary material? if so, give brief particulars. 2did the candidate experience any difficulty during the course of the examination? if so, give brief particulars. reference should be made to: (a)difficulties arising from faulty specimens; (b)accidents to apparatus or materials; (c)any information that is likely to assist the examiner, especially if this cannot be discovered from the scripts. 3record the times taken for the amylase to breakdown the starch with and without sodiumchloride present. 4please identify the name of specimen s1 and draw an outline of the fruit provided to candidates. give the measurement of the length of specimen s1. declaration to be signed by principal and completed on top script from centre. the preparation of the practical test has been carried out so as to maintain fully the security of the examination. signed  name (in block capitals)  *information that applies to all candidates need be given only once. n.b.if scripts are required by ucles to be despatched in more than one envelope, it is essential that a copy of the relevant supervisor\u2019s results (when requested), the supervisor\u2019s report and the appropriate seating plan are sent inside each envelope.8 0610/05/m/j/04 \u00a9 ucles 2004copyright acknowledgements every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s04_qp_6.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. spa (kn) s64494/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/06 paper 6  alternative to practical may/june 2004 1 hour candidates answer on the question paper. there are no additional materials. 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 in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. 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.centre number candidate number name for examiner\u2019s use 1 23 totalif you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.",
            "2": "2 0610/06/m/j/041fig. 1.1 shows the appearance of a cell from the epidermis of a leaf. fig. 1.1 three similar pieces of epidermis have been placed in different solutions and left submerged for 30 minutes. one solution was pure water, another contained 1.5% sugar solution and the third 5% sugar solution. figs. 1.2, 1.3 and 1.4 show a cell from each of these three pieces of epidermis. fig. 1.2      fig. 1.3    fig. 1.4 (these cells are all drawn to the same magnification) (a)measure the width of the cell contents along the lines drawn across each cell. fig. 1.1 .. fig. 1.2 ..fig. 1.3 ..fig. 1.4 .. [3]for examiner\u2019s use \u00a9ucles 2004",
            "3": "3 0610/06/m/j/04 [turn over(b)suggest in which solution each of the cells, in figs. 1.2, 1.3 and 1.4, was placed and explain your choice. fig. 1.2 .. ... explanation ... .. fig. 1.3 .. ... explanation ... .. fig. 1.4 .. ... explanation ... ..[8] [total : 11]for examiner\u2019s use \u00a9ucles 2004",
            "4": "4 0610/06/m/j/042starch is broken down during digestion by an enzyme, amylase. the test for starch uses iodine solution. when all the starch has been completely digested, the orange brown iodine solution doesnot change colour. (a)three test tubes a, b and c each contained 5 cm 3of 1% starch solution. to tube a, 1 cm3of water and 2 cm3of 1% amylase solution were added. the stop clock was started immediately and the mixture was stirred. every minute a drop was removed from the mixture and added to iodine solution on awhite tile. to tube b, 1 cm 3of water an 2 cm3of boiled and cooled 1% amylase solution were added. the same method of testing was used. to tube c, 1 cm3of 0.5% sodium chloride solution and 2 cm3of 1% amylase solution were added. the same method of testing was used.the colours observed are shown in table 2.1. these investigations were carried out at room temperature. table 2.1 (i)state how long it took for the starch to be completely broken down in tubes a and c. tube a.  tube c.[2]for examiner\u2019s use \u00a9ucles 2004time / mins tube a tube b tube c 1b lack black black 2b lack black dark brown 3b lack black dark brown 4b lack black lighter brown 5 dark brown black lighter brown 6 dark brown black orange brown 7 dark brown black orange brown 8 dark brown black orange brown 9 lighter brown black orange brown 10 lighter brown black orange brown 11 lighter brown black orange brown 12 lighter brown black orange brown 13 orange brown black orange brown 14 orange brown black orange brown 15 orange brown black orange brown",
            "5": "5 0610/06/m/j/04 [turn over(ii) describe the effect on the reaction of using sodium chloride solution. ... ..[2] (iii) state the purpose of tube b in this investigation. ..[1] (b)in the human alimentary canal, starch is broken down by amylase. the ph of the alimentary canal varies between ph 2 and ph 8.5.  suggest how you could investigate the effect of ph on the activity of amylase. .. ..[5] [total : 10]for examiner\u2019s use \u00a9ucles 2004",
            "6": "6 0610/06/m/j/043fig. 3.1 shows two joined mature acer fruits. fig. 3.1 (a) (i) make a large drawing of one of these fruits in the space below.  label the position of the seed. [4] for examiner\u2019s use \u00a9ucles 2004",
            "7": "7 0610/06/m/j/04 [turn over(ii) calculate the magnification of your drawing using the maximum length of the fruit in fig. 3.1 that you have drawn. maximum length of your drawing of one fruit .. cm maximum length of the same fruit in fig. 3.1 .. cm working: magnification . [2] the background in fig. 3.1 is a grid, with squares of 1 mm x 1 mm. (iii) determine the surface area of one of the fruits including the wing-like extension. explain how you worked out your answer. ... .[3]for examiner\u2019s use \u00a9ucles 2004",
            "8": "8 0610/06/m/j/04(b)using paper and plasticine to represent a wind dispersed fruit, such as acer, it is possible to adjust the size of the wing. the effect of different wing size was investigatedby dropping a model fruit with different surface areas, from the same height in the same wind conditions. the horizontal distance travelled by the model was measured. eachmodel fruit was dropped five times. the results are shown below. table 3.1 (i)complete table 3.1 by calculating the mean (average) distance travelled by themodel fruits. [2] (ii) plot the mean distance the model fruit travelled horizontally against the surfacearea of the model as a line graph. [4]for examiner\u2019s use \u00a9ucles 2004surface area of distance travelled / cm mean wing-like drop 1 drop 2 drop 3 drop 4 drop 5distance extension / cm2travelled / cm 32 30 40 20 15 20 64 20 30 30 25 4096 30 40 26 50 35 128 45 20 40 45 65160 72 40 54 50 34",
            "9": "\u00a9ucles 20049 0610/06/m/j/04(iii) describe the relationship between the surface area and the mean distance travelled. ... ...[2] (iv) outline the importance of seed dispersal away from the parent plant. .[2] [total : 19]for examiner\u2019s use",
            "10": "10 0610/06/m/j/04blank page",
            "11": "11 0610/06/m/j/04blank page",
            "12": "12 0610/06/m/j/04blank page every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w04_qp_1.pdf": {
            "1": "     university of cambridge international examinations    international general certificate of secondary education        biology 0610/01        paper 1  multiple choice    october/november 2004        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided   unless this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c, and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 15 printed pages and 1 blank page.  ib04 11_0610_01/fp   \uf6d9 ucles 2004  [turn over    ",
            "2": "2    \u00a9 ucles 2004 0610/01/o/n/04 1 the diagram shows some organisms living in water.    plants decomposersanimals     which process is carried out by all the living organisms shown?  a photosynthesis  b pollination  c respiration d transpiration     2 an animal has four legs, fur and a tail.    to which class of vertebrates does it belong?  a amphibians  b birds  c mammals d reptiles     3 the diagram shows a type of cell.       using the key below, which letter identifies the cell?  1 cell has a nucleus \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. go to 2    cell has no nucleus ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. go to 3  2 cell has a central vacuole \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. a    cell has no central vacuole \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 cell has granules inside it \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. c    cell has no granules inside it \u2026\u2026\u2026\u2026\u2026\u2026\u2026. d ",
            "3": "3    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  4 which part of a plant cell contains cellulose?  a cell wall  b chloroplast  c cytoplasm  d vacuole     5 the table shows the number of chloroplasts in three different types of leaf cell.   which shows the correct numbers for each type of cell?     epidermis palisade mesophyll guard cells  a 0  6  17   b 0  17  6   c 6  17  0   d 17  0  6     6 the diagram shows a plant cell.   which part will stain blue  / black with iodine solution?    ab c d    7 which is an organ?  a a group of ciliated cells  b the liver  c the nervous system  d the xylem     ",
            "4": "4    \u00a9 ucles 2004 0610/01/o/n/04 8 the diagram shows some of the blood vessels and other structures in the human body.      the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.      9 what causes oxygen to diffuse into the blood from an alveolus (air sac) in the lungs?  a the oxygen concentration in the alveolus is higher than in the atmosphere.  b the oxygen concentration in the alveolus is lower than in the blood.  c the oxygen concentration in the atmosphere is higher than the carbon dioxide concentration.  d the oxygen concentration in the blood is lower than in the alveolus.    ",
            "5": "5    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  10 a strong solution of salt accidentally flooded a field of young rice plants.    the graph shows the effect on two varieties of rice in the field.    100 80 604020 0 02468 1 0 time after flooding  / dayspercentage plants alivevariety x variety y     what causes the effect shown by the graph?  a water enters the root cells of x.  b water enters the root cells of y.  c water leaves the root cells of x.  d water leaves the root cells of y.     11 two samples of a human enzyme were used in an experiment. before they were used    \u007f sample x was heated to 80  oc and then cooled to 37  oc  \u007f sample y was cooled to 0  oc and then heated to 37  oc.    how will this affect their activity?  a sample x and sample y are no longer active.  b sample x and sample y will be equally active.  c sample x will be more active than sample y.  d sample y will be more active than sample x.    ",
            "6": "6    \u00a9 ucles 2004 0610/01/o/n/04 12 the graph shows the effect of temperature on the digestion of starch.    rate of reaction temperature  / oc0 1 02 03 04 05 06 0     at which temperature are most starch molecules broken down in one minute?  a 10  oc b 30  oc c 40  oc d 50  oc      13 which of the following, needed for protein synth esis, is carried into a leaf through the xylem?  a carbon dioxide  b nitrate ions  c oxygen  d sugar     14 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail water weedlight light light      ",
            "7": "7    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  15 what is lacking in the diet of someone with anaemia (haemoglobin deficiency)?  a calcium  b iron  c vitamin c  d vitamin d     16 by which process is undigested waste material removed from the body?  a absorption  b assimilation  c egestion  d ingestion    17 the diagram shows the directions of blood flow through a heart.    which chamber of the heart receives blood directly from the lungs?    cba d      18 which of the following describes a vein?     valves  present thick muscle  tissue in wall  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
            "8": "8    \u00a9 ucles 2004 0610/01/o/n/04 19 anaerobic respiration in muscles can be summarised by the following equation.    glucose \u2192 x + energy    what is x?  a ethanol  b hydrogen  c lactic acid  d water     20 which component of cigarette smoke is most likely to cause lung cancer?  a carbon dioxide  b carbon monoxide  c nicotine  d tar    21 how do sweat glands and blood vessels near the skin surface respond when body temperature  rises above normal?     sweat glands blood vessels  near the skin surface  a decreased activity constriction  b decreased activity dilation  c increased activity constriction  d increased activity dilation     22 a person has a high-protein diet.    what describes the level of urea in the blood leaving the liver and in the urine leaving the  kidneys?     blood leaving liver urine leaving kidneys  a high urea high urea  b high urea low urea  c low urea high urea  d low urea low urea    ",
            "9": "9    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  23 the diagram shows a reflex arc.    which label points to the sensory neurone?    ab c hot pand      24 in which way is the reproduction of a tree assisted by birds eating the fruit of the tree?  a dispersal  b fertilisation  c pollination  d variation      25 what is the correct sequence of structures involved in a reflex action?  a effector \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 receptor  b effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 relay neurone \u2192 sensory neurone \u2192 motor neurone \u2192 effector     26 which route does an unfertilised human egg follow through the female reproductive system after  being released from the ovary?  a oviduct \u2192 uterus \u2192 vagina  b oviduct \u2192 vagina \u2192 uterus  c uterus \u2192 oviduct \u2192 vagina  d uterus \u2192 vagina \u2192 oviduct     ",
            "10": "10    \u00a9 ucles 2004 0610/01/o/n/04 27 which defines the development of an organism?  a increase in age  b increase in complexity  c increase in dry mass d increase in height or length     28 four test-tubes were set up similar to the one shown. some of the seeds were soaked  beforehand.    cotton wool seeds gauze water     in which test-tube did the seeds germinate first?     temperature  / oc seeds  a 5  not soaked  b 5  soaked  c 20  not soaked  d 20  soaked    29 a couple have two daughters and then three sons. they are expecting another child.   what is the chance of this child being a boy?  a 0  % b 25  % c 50  % d 75  %    ",
            "11": "11    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  30 which sex chromosomes must be present in sperm and ovum for normal fertilisation leading to  the development of a male child?     sex  chromosomes  in sperm sex  chromosomes  in ovum  a x x  b y x  c xx xx  d xy xx     31 the nucleus of a cell contains two pairs of chromosomes.        which two nuclei are produced after mitosis?    ab cd       32 in fruit flies, the allele for grey body, g, is dominant over the allele for black body, g.    the result of a mating between two flies is shown.    (parents)     grey-bodied fly x black-bodied fly (offspring)   33 grey-bodies flies + 38 black-bodied flies    what were the genotypes of the parents?  a gg x gg b gg x gg c gg x gg d gg x gg     ",
            "12": "12    \u00a9 ucles 2004 0610/01/o/n/04 33 which of the following is an example of a food chain?  a carbohydrate \u2192 fat \u2192 protein  b flower \u2192 fruit \u2192 seed  c grass \u2192 antelope \u2192 lion  d ingestion \u2192 assimilation \u2192 excretion     34 the surface waters of the ocean contain a population of microscopic plants (plankton).    which factor would result in fewer  of these plants?  a an increase in the population of microscopic animals  b greater concentration of mineral nutrients  c more light  d warmer ocean water      35 the diagram shows part of the water cycle.    s absorptionq rainfall r evaporation lakep transpiration     which processes will be slowed down by an increase in humidity?  a p and q  b p and r  c q and r d q and s     ",
            "13": "13    \u00a9 ucles 2004 0610/01/o/n/04  [turn over  36 the diagram shows part of the carbon cycle.    carbon dioxide plants animalsdead matter x     what does arrow x represent?  a decay  b nutrition  c photosynthesis  d respiration      37 the diagrams show the current population sizes for people below 50 years of age in four different  countries.    which country will be likely to have the largest population of people 60 \u2013 70 years of age in 20 years time?    40 - 49 30 - 3920 - 2910 - 19 0 - 9age 40 - 4930 - 3920 - 2910 - 19 0 - 9age 40 - 4930 - 3920 - 2910 - 19 0 - 9age40 - 4930 - 3920 - 2910 - 19 0 - 9agepercentage of the population percentage of the population percentage of the population percentage of the populationab cd      ",
            "14": "14    \u00a9 ucles 2004 0610/01/o/n/04 38 the graphs show the number of herbivores in a habitat over a period of time. at time x the  carnivores are removed from the habitat.    which graph shows the effect of this on the number of herbivores?    timex timex timex timexnumber of herbivoresnumber of herbivores number of herbivoresnumber of herbivoresab cd      39 lichens are living organisms that grow on trees. air pollution slows down the growth of lichens.    the graph shows the average percentage of each tree covered by lichens at different distances from a city centre.    100 80 60 40 20 02 4 6 8 10 12 14% cover of lichens distance from city centre  / km    at which distance from the city centre is the air most polluted?  a 0 km b 3 km c 10  km d 14  km     ",
            "15": "15    \u00a9 ucles 2004 0610/01/o/n/04  40 an insecticide sprayed on a crop washes into a lake in which there is the following food chain.    2nd consumer 3rd consumer 1st consumer producers     what are the most likely levels of the insecticide in the tissues of the organisms?  (ppm = parts per million.)     producer  / ppm 1st consumer  / ppm 2nd consumer  / ppm 3rd consumer  / ppm  a 26.4  0.04  2.0  0.5   b 0.04  0.5  2.0  26.4   c 26.4  2.0  0.5  0.04   d 0.5  26.4  0.04  2.0     ",
            "16": "16      university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/01/o/n/04 blank page  "
        },
        "0610_w04_qp_2.pdf": {
            "1": "this document consists of 16 printed pages. sp (cw/slm) s67006/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/02 paper 2 october/november 2004 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 in the spaces at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 3 4 5 6 7 8 total",
            "2": "2 0610/02/o/n/041use the dichotomous key, fig. 1.1, to identify the five vertebrate groups, a, b, c, d and e. complete table 1.1. fig. 1.1 table 1.1 [4] [total: 4]animals with backbones adults without fins and gills have a leathery skin \u2013 b have skin withfeathers \u2013 clay eggs withshells do not lay eggs with shellsadults with fins and gills \u2013 a have skin withfur \u2013 d have a nakedskin \u2013 efor examiner\u2019s use \u00a9ucles 2004letter in key name of vertebrate group a b c d e",
            "3": "3 0610/02/o/n/04 [turn over2(a)complete the table to show two differences between cells produced by mitosis and those produced by meiosis. [2] (b) (i) mutations can occur during mitosis and meiosis. define the term m utation. ... ...[1] (ii) state two factors that can increase the rate at which mutations occur.1 . ... 2 [ 2] (iii) name a condition caused by a mutation that produces a cell with an extra chromosome. ...[1] [total: 6]for examiner\u2019s use \u00a9ucles 2004cell produced by mitosis cell produced by meiosis 1 2",
            "4": "4 0610/02/o/n/043fig. 3.1 shows the male reproductive system. fig. 3.1 (a)name the structures labelled a and b. a... b...[2] (b)label on fig. 3.1, with the appropriate letter, where (i)seminal fluid is produced \u2013 s. [1] (ii) gametes are formed \u2013 g. [1] (iii) testosterone is produced \u2013 t. [1] (c)list three secondary sexual characteristics that are stimulated by testosterone. 1 . .. 2 . .. 3 . ..[3] (d)identify with an x, on fig. 3.1, where surgery would normally be carried out to bring about birth control. [1]bafor examiner\u2019s use \u00a9ucles 2004",
            "5": "5 0610/02/o/n/04 [turn over(e) (i) hiv is a virus that can be sexually transmitted. state how its transmission can be prevented during sexual intercourse. ...[1] (ii) state two methods, other than by sexual intercourse, by which hiv can be passedfrom person to person. 1 . ... 2 [ 2] (f)state the difference in function of the urethra in males and females. [1] [total: 13]for examiner\u2019s use \u00a9ucles 2004",
            "6": "6 0610/02/o/n/044photosynthesis is a vital process in plants. (a)write an equation for photosynthesis using either words or chemical symbols. ..[2] (b) (i) state where in a leaf cell photosynthesis occurs.. ...[1] (ii) complete this sentence.during photosynthesis . energy is changed to . energy. [2] (c)the main product of photosynthesis can be converted into other chemicals.complete the table.  [2] (d)the formation of new cells in the roots requires materials formed in the leaves.describe how these materials reach the roots from the leaves. [3]for examiner\u2019s use \u00a9ucles 2004use of main product of name of chemical it is photosynthesis converted into storage in leaf cells to make plant cell walls",
            "7": "7 0610/02/o/n/04 [turn over(e)forests are sometimes cleared by \u201cslash and burn\u201d, in which the trees and other plants are cut down and burnt. (i)suggest two effects that \u201cslash and burn\u201d deforestation can have on the carbon cycle. 1 . ... ... 2 . ... ...[2] (ii) state two undesirable effects that deforestation can have on the soil.1 . ... ... 2 . ... ...[2] [total: 14]for examiner\u2019s use \u00a9ucles 2004",
            "8": "8 0610/02/o/n/045fig. 5.1 shows a front view of the eye as seen in bright light. fig. 5.1 fig. 5.2 (a) (i) on fig. 5.1, label parts a and b. [2] (ii) complete fig. 5.2 to show a view of the same eye as it would appear in dim light. [1] (b) (i) complete and label, fig. 5.3, of a reflex arc. [5] fig. 5.3 (ii) identify the receptor in the pupil (iris) reflex. ...[1]for examiner\u2019s use \u00a9ucles 2004a b",
            "9": "9 0610/02/o/n/04 [turn over(c)fig. 5.4 shows changes in the curvature of the lens of a person\u2019s eye. at different times the person was looking at a bird high up in the sky, talking to a friend, and reading a book, not necessarily in this order. fig. 5.4 identify the period of time, 1, 2, 3, 4 or 5: (i)when the person was looking at the bird high up in the sky; ... [1] (ii) when the person\u2019s ciliary muscles were changing from being relaxed to being contracted. ... [1] [total: 11]most curved least curvedcurvature of lens time1 2 345for examiner\u2019s use \u00a9ucles 2004",
            "10": "10 0610/02/o/n/046(a)fig. 6.1 shows a food chain.  fig. 6.1 (i)state which organism, a, b, c or d, in the food chain produces oxygen. ... [1] (ii) fig. 6.2 shows a pyramid of numbers and a pyramid of biomass for this food chain. fig. 6.2 describe and explain the difference in the shape of these two pyramids. ... ..[2] (iii) there are always smaller numbers of organism d than organism c in this food chain. suggest two reasons for this. .[2]a pyramid of numbersbcd a pyramid of biomassbcdproducer aprimary consumer bsecondary consumer ctertiary consumer dfor examiner\u2019s use \u00a9ucles 2004",
            "11": "11 0610/02/o/n/04 [turn over(b)fig. 6.3 shows the food chain after the arrival of another primary consumer, e. fig. 6.3 at first the numbers of organism e rise but later they level off. suggest three reasons why the population size of organism e levels off. 1 . .. .. 2 . .. .. 3 . .. ..[3] (c)farmers often use chemicals to try to control an organism that is part of the food web, shown in fig. 6.3. (i)state which stage in the food web will be directly affected if a herbicide is used. ...[1] (ii) an insecticide, which is a type of pesticide, may be used. state which trophic level in this food web will accumulate the highest concentration of the insecticide. ...[1] (iii) suggest what adverse effects could occur from the use of insecticides. ... .[2] [total: 12]producer aprimary consumer b primary consumer esecondary consumer ctertiary consumer dfor examiner\u2019s use \u00a9ucles 2004",
            "12": "12 0610/02/o/n/047(a)describe the role of the liver in glucose metabolism and in fat digestion. glucose metabolism . .. fat digestion . ..[5] (b) (i) state what is made into urea in the liver. ...[1] (ii) the table gives some details of some components of body fluids. complete the table by showing with a tick (\u2714) which of the substances are present in the liquid filtered from the blood and in the urine. [2] [total: 8]for examiner\u2019s use \u00a9ucles 2004blood in capillaries liquid filtered from urine of kidney blood before reabsorption glucose \u2714 minerals \u2714 urea \u2714 water \u2714",
            "13": "13 0610/02/o/n/04 [turn over8(a)define diffusion. .. [2] (b)fig. 8.1 shows an apparatus that was set up to investigate diffusion. fig. 8.1 question 8 continues on page 14.cork cotton wool soaked in ammonium hydroxidecork pieces of damp red litmus paperat 2  cm intervalsfor examiner\u2019s use \u00a9ucles 2004",
            "14": "14 0610/02/o/n/04fig. 8.2 shows the results for two samples of ammonium hydroxide that were investigated. fig. 8.2for examiner\u2019s use \u00a9ucles 20040102030time for litmusto go blue / s40506070 02468 distance along tube / cm10 12 14 16sample a sample b",
            "15": "15 0610/02/o/n/04 [turn overtable 8.1 gives data for a third sample, c, of ammonium hydroxide that was investigated. table 8.1 (i)plot the data in table 8.1 on fig. 8.2. [3] (ii) suggest what has caused the litmus paper to go blue. ...[1] (iii) state which sample of ammonium hydroxide took longest to travel 10 cm along the tube. ...[1] (iv) what can you suggest about the concentration of sample c? explain your answer. ... ..[2]for examiner\u2019s use \u00a9ucles 2004distance of red litmus time for red litmus paper along tube / cm paper to go blue / s 26 41 0 61 5 82 1 10 25 12 29 14 35 16 41",
            "16": "16 0610/02/o/n/04(c)fig. 8.3 shows an alveolus and an associated blood capillary. fig. 8.3 (i)suggest at which point, x, yor z, the rate of diffusion of carbon dioxide will be highest. ... ...[1] (ii) the bronchi and bronchioles are lined with ciliated epithelium tissue and a thin layer of mucus. describe the role of the cilia and mucus. ... ..[2] [total: 12]x yzblood flowblood flowair entering and leavingfor examiner\u2019s use \u00a9ucles 2004every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w04_qp_3.pdf": {
            "1": "this document consists of 15 printed pages and 1 blank page. (kn) s68846/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education biology 0610/03 paper 3  extended october/november 2004 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 in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 234567 total",
            "2": "2 0610/03/o/n/04write your answers in the spaces provided. 1fig. 1.1 shows four specialised cells. fig. 1.1 (a) (i) complete the table, using the letters of the cells, to identify them as animal or plant cells. [1] (ii) state one feature found in all plant cells but not in animal cells. ...[1]ab cdfor examiner\u2019s use \u00a9ucles 2004animal plant letters",
            "3": "3 0610/03/o/n/04 [turn over(b)for each cell shown in fig. 1.1, state one feature that makes the cell different from the other three cells. relate this feature to the function of the cell. [8] [total: 10]for examiner\u2019s use \u00a9ucles 2004cell feature function a. .. . b. .. . c. .. . d. .. .",
            "4": "4 0610/03/o/n/042fig. 2.1 shows pie charts of the diets of two twelve year old girls, one from europe and one from africa. fig. 2.1 (a)using information from fig. 2.1, complete the table to compare the african diet with thatof the european diet. in each box, write  more or less or the same . [1] (b)the daily energy intake is provided mainly by carbohydrates and fats.select one of the food groups from fig. 2.1 that would provide a good source of: (i)carbohydrates; .. (ii) fats. [2 ] (c)with reference to the pie charts: (i)suggest why the african girl may not grow as fast as the european girl; ... ...[1] (ii) suggest why the european girl is more likely to suffer from scurvy than the african girl; ... ..[2]diet of european girl food group vegetables, fruitdiet of african girl meat, eggs, fishcereals dairy products sugars, sweetsfor examiner\u2019s use \u00a9ucles 2004dairy cereals meat, sugar, vegetables, products eggs, fish sweets fruit african diet contains",
            "5": "5 0610/03/o/n/04 [turn over(iii) suggest why the european girl is more likely to suffer from constipation and colon cancer than the african girl. ... .[3] [total: 9]for examiner\u2019s use \u00a9ucles 2004",
            "6": "6 0610/03/o/n/043fig. 3.1 shows a section through a villus in the small intestine. the blood capillaries are not shown. fig. 3.1 (a) (i) on fig. 3.1, draw a capillary inside the villus and link it with the appropriate blood vessels. draw an arrow to show the direction of blood flow in the capillary. [2] (ii) name the first organ to which blood  flows from the small intestine. ...[1] (b)name one substance that could be present in the blood: (i)at a higher concentration in the vein than in the artery; [1] (ii) at a lower concentration in the vein than in the artery. .[1]surface layer of cells y artery vein lymph vesselfor examiner\u2019s use \u00a9ucles 2004",
            "7": "7 0610/03/o/n/04 [turn over(c)the cells of the surface layer of the villus are involved in absorption. state two features of these cells that improve absorption. 1.  .. 2.  ..[2] (d) (i) name structure y. .[1] (ii) describe the role of structure y in the absorption of materials from the small intestine. .[2] (e)outline the functions of the lymphatic system, other than absorption from the small intestine. .. ..[3] [total: 13]for examiner\u2019s use \u00a9ucles 2004",
            "8": "8 0610/03/o/n/044west nile virus was first discovered in the blood of a feverish woman in uganda\u2019s west nile district in 1937. this virus is an arbovirus, one of a family of more than 500 known viruses transmitted by arthropods such as mosquitoes, ticks and fleas. west nile virus is transmitted by mosquitoes while they are feeding on the blood of birds and mammals. it is common in africa, the middle east and western asia. the disease first appeared in america in 1999. scientists now expect it to affect the whole of america by2006, spread by the mosquito culex pipiens. birds, as well as humans, are affected by the virus. (a)using information from the text, explain how arboviruses are transmitted. ..[2] (b)suggest how blood provides suitable conditions for the reproduction of viruses. ..[2] (c)when birds become infected, the virus may spread hundreds of kilometres very rapidly. suggest one reason for this rapid spread of the virus. [1] (d)the pesticide, ddt, has been used to kill mosquitoes in an effort to reduce the spread of disease.explain why countries have banned the use of some pesticides, despite their ability tokill mosquitoes. .. ..[3] (e)mosquitoes are classified as insects, part of the arthropod group. state two external features used in the classification of all arthropods. 1.  .. 2.  ..[2]for examiner\u2019s use \u00a9ucles 2004",
            "9": "9 0610/03/o/n/04 [turn over(f)with reference to the mosquito, explain the binomial system of naming organisms. .. ..[3] [total: 13]for examiner\u2019s use \u00a9ucles 2004",
            "10": "10 0610/03/o/n/045in an experiment, pea seeds were germinated on moist cotton wool.  ten seedlings with straight radicles were selected.  five of these seedlings were pinned to a vertical piece of cork and enclosed in a transparent cover (apparatus x). the other five were treated in the same way, but the cork was attachedto a motor that turned the seedlings four times an hour (apparatus y). both sets were left in the dark for 24 hours. the results are shown in fig. 5.1. fig. 5.1 (a) (i) name the response shown by the seedlings in apparatus x. ...[2] (ii) explain the mechanism that caused the roots in apparatus x to grow downwards. ... .[3] (iii) state two advantages to a plant of this response.1.  ... 2. ...[ 2]apparatus x at startapparatus y at startcork attached to motor apparatus x after 24 hoursapparatus y after 24 hourscork attachedto motortransparent cover corkfor examiner\u2019s use \u00a9ucles 2004",
            "11": "11 0610/03/o/n/04 [turn over(b) (i) explain the purpose of apparatus y in this experiment. ...[1] (ii) explain why the experiment was carried out in the dark. ... ...[1] (c)after obtaining the results, another sample of germinating pea seeds was left in the dark for several days. a further sample was kept in the light. describe how the plumules of the seedlings kept in the dark would differ from those of the seedlings kept in the light. .. [2] [total: 11]for examiner\u2019s use \u00a9ucles 2004",
            "12": "12 0610/03/o/n/046fig. 6.1 shows a lizard. fig. 6.1 the lizard is observed over a period of two hours. (a)state two observations, other than movement,  you could make about the lizard to show that it is a living organism. 1.  .. 2.  ..[2] for examiner\u2019s use \u00a9ucles 2004",
            "13": "13 0610/03/o/n/04 [turn overfig. 6.2 shows the relationship between external and internal temperatures for a lizard and a mammal, such as a cat. fig. 6.2 (b)describe what happens to the body temperature of the lizard as the external temperature drops from 20 \u00b0c to 10 \u00b0c. .. [2] (c)describe and explain two mechanisms that help to keep the body temperature of the mammal constant when the external temperature drops from 20 \u00b0c to 10 \u00b0c. 1.  .. ..  2.  .. ..[6] (d)suggest why the movement of the lizard becomes slower when the external temperature drops from 20 \u00b0c to 10 \u00b0c. .. [2] [total: 12]10203040 10 20 30 40body temperature /\u00b0c external temperature  / \u00b0cmammal lizardfor examiner\u2019s use \u00a9ucles 2004",
            "14": "14 0610/03/o/n/047table 7.1 shows data for human life expectancy for six countries. table 7.1 (a)human life expectancy worldwide has increased between 1982 and 1999. (i)state the countries in table 7.1 that show this trend. ...[1] (ii) suggest two reasons why life expectancy is increasing worldwide. 1.  ... 2. ...[ 2] (b)a person suffering from aids tends to have a reduced life expectancy.  state the country, from table 7.1, that has developed the most serious aids problem since 1982. use data from the table to explain your choice. country ... .. explanation ...  ..[2] (c)hiv, the cause of aids, can be transmitted sexually. many sexually transmitteddiseases, such as gonorrhoea, can be treated with antibiotics. (i)explain why hiv cannot be controlled with antibiotics. ... ..[2]for examiner\u2019s use \u00a9ucles 2004countrylife expectancy life expectancy for people born in for people born in 1982 / years 1999 / years a 42 47 b 59 39 c 56 48 d 54 50 e 46 47 f 51 38",
            "15": "15 0610/03/o/n/04(ii) name a type of contraception that is used to prevent the transmission of hiv during sexual intercourse. explain how it prevents hiv from being transmitted. type of contraception explanation ... ...[2] (iii) describe one other way, other than sexual intercourse, by which hiv can be transmitted. [3] [total: 12]for examiner\u2019s use \u00a9ucles 2004",
            "16": "16 0610/03/o/n/04blank page copyright acknowledgements: question 2 fig. 2.1 cooper, s (1992) british and mali diets in complete co-ordinated science, heinemann educational publishers ltd. question 5 fig. 5.1 mackean, d j (2002) klinostat in igcse biology, john murray. question 6 fig. 6.2 \u00a9 soper, r, green, n p o, stout, w g and taylor, d j (1990) biological science combined volume , cambridge university press. every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced.the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w04_qp_5.pdf": {
            "1": "this document consists of 6printed pages and 2blank pages. sp (cw/ks) s62327/2 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education biology 0610/05 paper 5  practical test october/november 2004 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 in the spaces provided at the top of this page. write in dark blue or black pen in the spaces provided on the question paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer  both questions. the number of marks is given in brackets [  ] at the end of each question or part question.centre number candidate number name if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given at the top of this page. stick your personal label here, if provided.for examiner\u2019s use 1 2 total",
            "2": "2 0610/05/o/n/041introduction many plant tissues change colour when exposed to the air. the enzymes that produce the coloured products may be affected by ph. investigation you will investigate the effect of ph on the production of these coloured products formed on the freshly cut surface of a plant tissue. read the whole of question 1 section (a) before you begin. you are advised to complete setting up this question immediately as it may take time for these coloured products to develop. (a)you are provided with 2 pieces of plant tissue, labelled w1, that have been cut before the start of the examination. (i)use one piece of w1to compare the colour of the exposed cut surface with the unexposed surface which is in contact with the dish. keep this piece of w1 in the dish for part (b). colour of exposed surface . colour of unexposed surface .[1] (ii) you have been provided with 2 pieces of universal indicator paper and access to a ph colour chart. test the ph of solutions a1and b1. record the colours and ph values in table 1.1. table 1.1 [3]for examiner\u2019s use \u00a9ucles 2004solution a1 b1 colour ph",
            "3": "3 0610/05/o/n/04(iii) cut the other piece of plant tissue w1into two pieces. place one piece of w1into each of the dishes labelled aand b. slowly pour solution a1over the cut surface of w1in dish a. repeat this procedure with the tissue in dish busing solution b1. observe the colour of the plant tissue after approximately 20 minutes. construct a table and record your observations. [3] (iv) describe and explain the effect of ph on the development of the coloured products in this plant tissue. ... ..[2] (v) oxygen is required for coloured end products to form. suggest how you might show the need for oxygen to cause the colour change. ... ...[5]for examiner\u2019s use [turn over \u00a9ucles 2004",
            "4": "4 0610/05/o/n/04(b)cut the other piece of w1saved from (a)(i) into two. (i)test one piece of w1with iodine solution. record your observations and conclusions in table 1.2below. (ii) cut the remaining piece of w1into smaller pieces and place in a large test-tube. use the biuret test. record your observations and conclusions in table 1.2below. table 1.2 [4] (iii) describe briefly how you would carry out a test for simple reducing sugars. state what observation would indicate the presence of a reducing sugar. ... .[3] [total : 21]for examiner\u2019s use \u00a9ucles 2004w1 test observation conclusion iodine solution biuret",
            "5": "5 0610/05/o/n/042you have been provided with a leaf labelled w2. (a) (i) make a large labelled outline drawing of the whole leaf and show the details of one pair of leaflets. include at least three labels. [9] (ii) to which group, monocotyledon or dicotyledon, does w2belong? ... describe onefeature of w2which supports your answer. ... ...[2]for examiner\u2019s use [turn over \u00a9ucles 2004",
            "6": "6 0610/05/o/n/04(b)the electronmicrograph shown in fig. 2.1 shows a section through part of leaf similar to w2. fig. 2.1 (i)name and label on fig. 2.1, the different layers of cells. identify clearly those cells which contain chloroplasts. [4] (ii) name and label a feature on fig. 2.1 that enables gaseous exchange to occur. [1] (iii) the section of the leaf is magnified by \u00d7200. calculate the thickness of the leaf. working thickness of leaf . [3] [total : 19] for examiner\u2019s use \u00a9ucles 2004",
            "7": "7 0610/05/o/n/04blank page",
            "8": "8 0610/05/o/n/04blank page copyright acknowledgements: question 2 fig. 2.1 biophotos associates. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose  rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w04_qp_6.pdf": {
            "1": "this document consists of 8 printed pages. sp (kn) s69437/4 \u00a9ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education biology paper 6  alternative to practical 0610/06 october/november 2004 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 in the spaces provided on the question paper.you may use a pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer all questions. the number of marks is given in brackets [  ] at the end of each question or part question. do not write in the barcode.do not write in the grey areas between the pages. if you have been given a label, look at the details. if any details are incorrect ormissing, please fill in your correct detailsin the space given on this page. stick your personal label here, if provided.for examiner\u2019s use 1 234 total candidate name centrenumber candidatenumber",
            "2": "2 0610/06/o/n/041fig. 1.1 and fig. 1.2 show the external features of two \u2018worms\u2019, a and b. these worms belong to two different groups of invertebrates. (a) (i) calculate the actual length of worm a. working actual length of worm a. ... [2] (ii) calculate how many times worm b is larger than worm a. working answer ... [2]intestine visible 0.1 mm worm a fig. 1.1 worm b fig. 1.22.0 cmfor examiner\u2019s use \u00a9ucles 2004",
            "3": "3 0610/06/o/n/04 [turn over(b)compare the two worms by completing the table to show three differences and one similarity. the first has been done for you. [3] (c)name the groups to which the two worms belong. worm a. worm b. [1] [total : 8]for examiner\u2019s use \u00a9ucles 2004worm a worm b difference 1 smaller larger difference 2difference 3 similarity",
            "4": "4 0610/06/o/n/042blackspot is a disease of rose leaves caused by a fungus. the spots are composed of dead tissue. the disease appears in polluted and non-polluted areas. fig. 2.1 shows the spots present on 25 leaflets from rose bushes sampled at random from a polluted area and a non-polluted area. the black spots are visible in the drawings. fig. 2.1 (a)count the number of spots on each leaflet and record the information in the tally chart. [2]leaflets from a polluted area leaflets from a non-polluted areafor examiner\u2019s use \u00a9ucles 2004number of spots number of leaflets number of leaflets from polluted area from non-polluted area 0 1 234",
            "5": "5 0610/06/o/n/04 [turn over(b)draw a column graph to show the range of numbers of spots per leaflet from the two areas, with both sets of data on the same axes. distinguish clearly between the two setsof data. [5] (c)describe the effect of pollution on the black spot infections. .. [2] [total : 9]for examiner\u2019s use \u00a9ucles 2004",
            "6": "6 0610/06/o/n/043many fruits and vegetables change colour when cut open and exposed to the oxygen in the air. \u2022the cut surface of apples becomes brown after a few minutes. \u2022if the apple is dipped in an acidic fruit juice, such as lemon, and exposed to air, itdoes not change colour. \u2022if the apple is cooked and then cut open, it does not change colour. (a)suggest how the colour change observed at the cut surface of the apple occurs. useevidence from the treatment of pieces of apple referred to above to support your answer. explanation ... .. .. evidence ... [6] (b)plan an investigation to show the effect of ph on the colour change in apple. [5] [total : 11]for examiner\u2019s use \u00a9ucles 2004",
            "7": "7 0610/06/o/n/04 [turn over4fig. 4.1 shows a leaf that is divided into leaflets. fig. 4.1 (a) (i) make a large labelled drawing of the leaf base and the bottom pair of leaflets. [6] (ii) state two features that are visible in fig. 4.1 which identify this as a leaf from a dicotyledon. feature 1  feature 2 [2] for examiner\u2019s use \u00a9ucles 2004",
            "8": "8 0610/06/o/n/04(b)the electronmicrograph, fig. 4.2, shows a section through part of a leaf. fig. 4.2 (i)name and label the different layers of cells on fig. 4.2. [3] (ii) using letters x andy, label on fig. 4.2 two different types of cells that contain chloroplasts. [1] [total : 12] for examiner\u2019s use \u00a9ucles 2004copyright acknowledgements: question 4 fig. 4.2 \u00a9 biophoto associates every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-party material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2005": {
        "0610_s05_qp_1.pdf": {
            "1": "     university of cambridge international examinations    international general certificate of secondary education        biology 0610/01       paper 1  multiple choice    may/june 2005        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 16 printed pages.  ib05 06_0610_01/3rp   \uf6d9 ucles 2005  [turn over    ",
            "2": "2    \u00a9 ucles 2005 0610/01/m/j/05 1 a student was walking along a road when he saw an object under a tree.    when the student touched the object it changed colour, rolled over and divided into two.    which characteristics of living organisms has the object shown?  a excretion movement nutrition  b growth reproduction sensitivity  c movement reproduction respiration  d movement reproduction sensitivity      2 which type of living animal has a rough, dry, scaly skin?  a amphibian  b fish  c mammal  d reptile      3 the diagram shows features used in classifying the golden eagle.   backbone feathers and wings curved beak and clawed fee t eagle (aquila )p golden (chrysaetos)q     to which groups, used in classification, do p and q refer?     p q  a class genus  b class species  c genus class  d species genus    ",
            "3": "3    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  4 the diagram shows a section through a flower.    petal     using the key, identify this flower.  1 sepals present \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2   sepals absent \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. go to 3  2 stamens attached to petals \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. a  stamens not attached to petals \u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 stigma above anthers \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 c  stigma below anthers \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 d      5 which does not contain cytoplasm?  a liver cell  b palisade tissue  c red blood cell  d xylem vessel      6 which parts are found in both plant and animal cells?  a cell membrane, large vacuole  b cell membrane, cytoplasm  c cell wall, large vacuole   d cell wall, cytoplasm     ",
            "4": "4    \u00a9 ucles 2005 0610/01/m/j/05 7 the diagram shows parts of a mesophyll cell.    r s     what are found in the parts labelled r and s?     r s  a chloroplasts nucleus  b chloroplasts and nucleus watery solution  c nucleus chloroplasts  d watery solution chloroplasts and nucleus      8 what is the heart?  a a cell  b an organ c an organ system d a tissue     9 which function is carried out by the ciliated cells in the respiratory tract?  a filtering dirt from passing air  b making mucus  c moving carbon dioxide out of the lungs  d moving mucus to the throat    ",
            "5": "5    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  10 osmosis is the passage of \u2026 1\u2026 molecules from a region of their higher concentration to a region  of their lower concentration through a \u2026 2\u2026 permeable membrane.    which words fill gaps 1 and 2?     1 2  a sugar completely  b sugar partially  c water completely  d water partially      11 the diagram shows part of an alveolus and part of a nearby capillary.    the arrows show the direction of movement of carbon dioxide and oxygen.    carbon dioxidecapillary alveolusoxygen     by which process do these gases move?  a conduction  b diffusion  c osmosis  d transpiration      12 what is the optimum ph for a stomach protease?  a ph2 b ph7 c ph9 d ph12     ",
            "6": "6    \u00a9 ucles 2005 0610/01/m/j/05 13 the graph shows the activity of an enzyme.    enzyme activity 17 ph14     what does the graph show about the activity of this enzyme?  a it is destroyed by high temperatures.  b it is most active in acid conditions.  c it is most active in neutral conditions.  d it is unaffected by ph.     14 which function is performed by the ileum?  a absorption  b assimilation  c egestion  d ingestion    15 which substances are stored in the body of a healthy person?     substance   carbohydrate fat protein  a \u0013 \u0013 \u0017  key  b \u0013 \u0017 \u0013  \u0013 = yes  c \u0017 \u0013 \u0017  \u0017 = no  d \u0017 \u0017 \u0013      ",
            "7": "7    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  16 which of these is digested by protease?    key a bcdamino acid glucosechemical bond      17 what is translocated from the leaves to the growing parts of the plant?  a amino acids  b carbon dioxide  c starch  d water vapour     18 double circulation of the blood means that for every complete circuit of the body  a atria and ventricles contract alternately.  b blood flows through the arteries and veins.  c blood flows through atria and ventricles.  d blood flows twice through the heart.      19 which matches the component of blood to its function?     component function  a plasma carries glycogen  b platelets carry hormones  c red blood cells carry oxygen  d white blood cells carry nutrients     ",
            "8": "8    \u00a9 ucles 2005 0610/01/m/j/05 20 four flasks are sterilised and are set up as shown.    which flask will contain most alcohol after several hours?    yeast and water at 4  \u00bacyeast and water at 20  \u00bacyeast, water and sugar at 4  \u00bacyeast, water and sugar at 20  \u00bacabcd cotton wool      21 the diagram shows some body cells and a nearby capillary.    capillarybody cell     which substances must pass in the direction of the arrow for the cells to respire aerobically?  a carbon dioxide and water  b glucose and oxygen   c salts and glucose  d water and salts      22 which features of an animal\u2019s skin make it suitable as a gaseous exchange surface?    features of skin   large area compared  with body size well supplied with  blood vessels     a \u0013 \u0013  key  b \u0013 \u0017  \u0013 = suitable  c \u0017 \u0013  \u0017 = not suitable  d \u0017 \u0017      ",
            "9": "9    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  23 in which organ is urea formed and through which tube does it leave the body?     organ tube  a kidney ureter  b kidney urethra  c liver ureter  d liver urethra     24 which substances are usually found in the urine of a healthy person?  a glucose and proteins  b salts and amino acids  c salts and water  d water and proteins    25 during a long-distance race, the body temperature of an athlete begins to rise.    which changes occur to help return the body temperature to normal?     sweating blood vessels  in the skin  a decreases constrict  b decreases dilate  c increases constrict  d increases dilate    ",
            "10": "10    \u00a9 ucles 2005 0610/01/m/j/05 26 the diagrams show part of the arm being raised.  after movemen tbefore movement  which is the order of events that causes the movement shown in the diagrams?  a impulse in motor neurone \u2192 biceps contracts \u2192 muscle pulls bone  b impulse in motor neurone \u2192 triceps relaxes \u2192 muscle pushes bone  c impulse in sensory neurone \u2192 triceps contracts \u2192 muscle pushes bone  d impulse in sensory neurone \u2192 biceps relaxes \u2192 muscle pulls bone      27 movement towards a stimulus is described as positive. movement away from a stimulus is  described as negative.    diagram 1 shows a plant shoot. diagram 2 shows small invertebrates in a glass tube.    black cove r damp cotton wooldirection of lightdiagram 2 directionof lightdiagram 1     which responses are being shown by these organisms?     plant shoot invertebrates  a negative phototaxis positive phototropism  b negative phototropism positive phototaxis  c positive phototaxis negative phototropism  d positive phototropism negative phototaxis     ",
            "11": "11    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  28 which structure contains the male gamete as it passes from one flower to another?  a anther  b ovule  c pollen  d seed      29 the diagram shows reproductive organs of a human male.    which tube carries both sperms and urine?    abc d      30 what must be present before seeds will germinate?  a carbon dioxide  b light c mineral salts  d water     ",
            "12": "12    \u00a9 ucles 2005 0610/01/m/j/05 31 the graph shows how human height changes with age.    200 100 0 02468 1 0 12 14 16 18 20 22height  / cm age  / years    in which age range is growth fastest?  a 0\u20132 years  b 8\u201310 years  c 12\u201314 years  d 20\u201322 years     32 which is an example of discontinuous variation in humans?  a blood group  b body mass c height  d width of hand     33 a family has three daughters. the mother is pregnant for the fourth time.    what is the chance of the fourth child being a son?  a 25  % b 50  % c 75  % d 100  %     ",
            "13": "13    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  34 the diagram represents a pyramid of biomass within an ecosystem.    carnivores herbivoresproducers     what shows the direction of energy flow through the pyramid?    abcd      35 the diagram shows a food chain.    where does energy enter the food chain?    producera bc d decomposerprimary consumersecondar y consumersun     ",
            "14": "14    \u00a9 ucles 2005 0610/01/m/j/05 36 the diagram shows part of a section through a leaf.        the arrow represents part of the  a carbon cycle only.  b flow of energy.  c water and carbon cycles.  d water cycle only.      37 which process does not return carbon dioxide to the atmosphere?  a burning coal  b decay of leaves in the soil c photosynthesis in plants d respiration in animals     ",
            "15": "15    \u00a9 ucles 2005 0610/01/m/j/05  [turn over  38 the diagram shows the release of a substance into the atmosphere from different sources.    tree sheep urine soilsun     what is this substance?  a carbon dioxide  b oxygen  c urea  d water vapour      39 the table shows the population of a type of small mammal on an island, over five years.    year population size  1 5200  2 5800  3 6400  4 6900  5 230    what could have caused the change in population size between years 4 and 5?  a immunity to disease   b less pollution   c more predators   d plenty of food     ",
            "16": "16    copyright acknowledgements:    question 29 \u00a9 \u2018adapted from \u2018 gcse biology \u2019 (john murray)\u2019   every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been  reproduced. the publishers would be pleased to hear from any one whose rights they have unwittingly infringed.   university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0610/01/m/j/05 40 what changes in the concentration of oxygen, number of bacteria and number of fish are caused  by sewage entering a river?     concentration of  oxygen number of  bacteria number of  fish  a decreases decreases increases  b decreases increases decreases  c increases decreases decreases  d increases increases increases       "
        },
        "0610_s05_qp_2.pdf": {
            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology  0610/02         paper 2    may/june 2005        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 in the spaces provided at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part question.                       for examiner\u2019s use   1    2    3    4    5    6    7    8    9    total     this document consists of 15 printed pages and 1 blank page.  ib05 06_0610_02/3rp   \uf6d9 ucles 2005  [turn over    if you have been given a label, look at the  details. if any details are incorrect or missing, please fill in your correct details in  the space given at the top of this page.   stick your personal label here, if provided.   ",
            "2": "2  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use answer all the questions.    1 fig. 1.1 shows a mayfly nymph (a larva) that lives in water.    tailsgills wing-bud     fig. 1.1      (a) (i) list two features, visible in fig. 1.1, that show this is an insect.    1.   2.  [2]     (ii) what special adaptation does the insect shown in fig. 1.1 have that allows it to live  in water?   [1]     (b) fig 1.2 shows five mayfly nymphs.    gill gillgill gill gillab c de   fig.1.2  ",
            "3": "3  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  use the key below to identify the species of each mayfly.    species  1 rear pair of legs point towards tails  go to 2   rear pair of legs point forwards or sideways  go to 3  2 gills project sideways from body paraleptophlebia   gills folded over body ephemera  3 each gill a single flat plate  go to 4   each gill divided into two strands potomanthus      4 tails \u201cfeather\u201d like in shape centroptilum   tails \u201cneedle\u201d shaped ecdyonurus         write the diagram letter of each of the species in the correct box of table 1.1.   table 1.1     species diagram letter  centroptilum   ecdyonurus   ephemera   paraleptophlebia   potomanthus    [4]    [total: 7]   ",
            "4": "4  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 2 a large number of seeds were germinated on damp sand.  random samples of 10  seedlings were taken every two days.  the fresh mass and the dry mass of each sample were measured and are shown in the graph, fig. 2.1.    1.4 1.21.00.80.60.40.2 0 0 2 4 6 8 10 12 14 time  / daysmass of samplesof 10seedlings/  gfresh mass dry mass     fig. 2.1     (a) (i) state why the fresh mass and dry mass of a seedling are different.     [1]     (ii) fresh mass is not reliable as a measure of plant growth.     suggest why dry mass is a more reliable measure of plant growth.      [1]   ",
            "5": "5  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  (iii) explain why 10 seedlings, rather than 1, were used for each sample.     [1]       (b) (i) describe what happens to the fresh mass of the seedlings in the first 2 days after  the seeds were set to germinate.       [2]     (ii) suggest a reason for this change in mass.     [1]       (c) (i) describe what happens to the dry mass of the seedlings during the first 8 days.     [1]     (ii) suggest a reason for this change in mass.       [2]      (d) suggest which processes begin in the living seed during the early stages of  germination.           [4]     [total: 13] ",
            "6": "6  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 3 a cheetah is a predator that feeds on small antelopes.  when chasing its prey, the cheetah  runs very fast but can only keep this up for a short time.    (a) (i) name the hormone that would be released in large quantities into the cheetah\u2019s blood to prepare it for the chase.   [1]    (ii) state two ways in which this hormone can help to provide extra energy for the cheetah to run very fast.  1.     2.    [2]     (b) to run very fast the cheetah releases energy by both aerobic and anaerobic respiration.     (i) complete the equation below to show anaerobic respiration in the cheetah\u2019s muscles.     + energy [1]     (ii) state two disadvantages of anaerobic respiration.  1.     2.    [2]   ",
            "7": "7  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  (c) fig. 3.1 is a graph of the volume of air flowing into and out of the lungs of a human  while breathing at rest.    0 5 10 15 x time  / seconds20 25 305 43210 volume of air inlungs  / dm3     fig. 3.1      (i) state how many breaths are inhaled in 15 seconds.   [1]     (ii) state the volume of air breathed in during each breath.   [1]     (iii) calculate the volume of air breathed in during one minute.   show your working.         [2]    (iv) at time x the person began to exercise.  sketch on the graph five more breaths for  this person during this exercise.   [2]    [total: 12] ",
            "8": "8   0610/02/m/j/05 blank page",
            "9": "9  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use 4 the temperature of mammals is normally kept fairly constant.     (a) explain how each of the following processes helps to keep the body temperature constant.     (i) sweating         [3]     (ii) vasoconstriction           [4]       (b) explain the value to mammals of maintaining a constant body temperature.       [2]     [total: 9] ",
            "10": "10  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 5 (a) select the correct term from the list below and write it in the box next to its description.    allele dominant gene genotype heterozygous  homozygous phenotype recessive    description term  a form of a gene that always has its effect when it  is present   a form  of a gene that codes for one of a pair of   contrasting features   an organism having two different forms of a gene  for a particular feature   the alleles that an organism has in its  chromosomes      [4]    (b) two red flowered plants were crossed. the seeds produced were germinated and grew into 62 white flowered plants and 188 red flowered plants.     (i) which flower colour is controlled by the recessive form of the gene?   [1]     (ii) using the symbols r and r, construct a genetic diagram to explain the results of  this cross.                            [4] ",
            "11": "11  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  (iii) one of the white flowered offspring was crossed with a red flowered offspring.   predict the two possible ratios of red and white flowered plants that their seeds would produce.  1.   2.  [2]     [total: 11]   ",
            "12": "12  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 6 fig. 6.1 shows a food web from the antarctic.    algaekrillsquid adelie penquin fishrorqual whalecrabeate r sealross sealleopard sealkiller whale     fig. 6.1      (a) (i) state the original source of energy for this food web.   [1]     (ii) name an organism in this food web that is both a secondary and a tertiary consumer.   [1]     (b) write in the names of organisms from fig. 6.1 to form a complete food chain.    killer whale    [1] ",
            "13": "13  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use  (c) there is concern that pollution of the environment may change the breeding grounds of  the adelie penguin.    state and explain the effect this might have on the populations of the leopard seal and  the ross seal.  leopard seal       ross seal      [4]     [total: 7] ",
            "14": "14  \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use 7 (a) fibre in the human diet contains a lot of cellulose that humans cannot digest.     (i) state two advantages to humans of including fibre in the diet.  1     2    [2]     (ii) suggest which level in a food chain has organisms that have a means of digesting  cellulose.   [1]     (iii) name the form of energy that is present in cellulose.   [1]     (iv) what is cellulose used for in plants?   [1]       (b) micronutrients are components of the diet that are only needed in very small quantities.      name two micronutrients that are essential for the healthy development of bones and  teeth.  1   2  [2]     [total: 7] ",
            "15": "15  \u00a9 ucles 2005 0610/02/m/j/05 [turn over for  examiner's  use 8 fig. 8.1 shows a diagram of a section through the heart.    yz     fig. 8.1      (a) on fig. 8.1:     (i) label an atrium; [1]     (ii) label the pulmonary vein; [1]    (iii) shade in the chambers that contain deoxygenated blood. [1]     (b) explain why the wall around chamber z needs to be thicker than that around chamber y.       [2]      (c) name the blood vessel that delivers blood to the muscles of the heart.   [1]     (d) state two preventive actions a person could take  to reduce the chance of a heart  attack.         [2]     [total: 8]   ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0610/02/m/j/05 for  examiner's  use9 fig. 9.1 shows changes in the population of rabbits after a few of them were released into a  new habitat.     abc time periodsdepopulation size     fig. 9.1      (a) (i) on the graph mark with an x a point when the birth rate is much greater than the  death rate. [1]     (ii) on the graph mark with an z a point when the birth rate and the death rate are the  same. [1]     (b) during time period d there is a decrease in the size of the population.     outline the factors that may have caused this decrease in population.             [4]     [total: 6]   "
        },
        "0610_s05_qp_3.pdf": {
            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education  biology0610/03 paper 3  extended  may/june 2005  1 hour 15 minutes candidates answer on the question paper.   there are no additional materials.                     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 in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.   answer all questions.   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 questions.  for examiner\u2019s use  1 2 3 4 5 6 total this document consists of 15 printed pages and 1 blank page.  ib05 06_0610_03/3rp   \u00a9 ucles 2005 [turn over www.xtremepapers.com",
            "2": "2 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use1three plants were grown to study the effects of nitrate and magnesium ion deficiency on  their development.  they were kept in the same conditions, except for the types of minerals supplied.  plant a was provided with all essential minerals.   plant b was given all minerals except nitrate ions.   plant c was given all minerals except magnesium ions.   fig. 1.1 shows the plants a few weeks later.  yellow, dead leafyellow leafpale green leafnormal, healthy leaf ab c fig. 1.1",
            "3": "3 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use (a) state three conditions, other than  water and the concentration of mineral ions, that  would need to be kept the same for all the plants, in order to make the investigation a  fair test.  1. 2. 3. [3]  (b) describe and explain the effect on plant growth of  (i) a deficiency of nitrate ions on plant b; description explanation [4]  (ii) a deficiency of magnesium ions on plant c. description explanation [2] ",
            "4": "4 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use(c)a farmer tested the soil in a field and found that there was a high nitrate ion  concentration.  the farmer then grew a crop in this field.   after the crop was removed, the soil was tested again. the nitrate ion concentration  had decreased.   (i) suggest two reasons why the nitrate ion concentration had decreased.  1. 2. [2]  (ii) describe two methods the farmer could use to improve the nitrate ion concentration  in the soil.  1. 2. [2]  (d) some species of plant grow well in soil that is always low in nitrate ions.   explain how they can obtain a source of nitrogen compounds.  [3] [total: 16] ",
            "5": "5 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use2fig. 2.1 shows a section through the eye with a ray of light passing through it and four  muscles labelled a,b,cand d. dab clight fig. 2.1  (a) complete the table.  part name of muscle effect of contraction      allows the lens to become fatter for a    focusing on close objects            biris circular muscle [2]",
            "6": "6 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use muscles  c and d are voluntary muscles that are antagonistic.  they are attached to the eye  socket of the skull.   (b) (i) explain the terms voluntary  and antagonistic. voluntary antagonistic [2]  (ii) suggest the effect on the eye when muscle c contracts.  [1]  (iii) explain how the eye would return to its original position after this contraction.  [2] ",
            "7": "7 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use (c) light passes through parts of the eye to reach the retina.   complete the flow chart by putting the following terms in the boxes to show the correct  order that the light passes through them.  cornea lens pupil aqueous humourvitreous humour retina [2]  (d) the retina contains rods and cones.   complete the table to distinguish between rods and cones.   type of light detected distribution in the retina                 rods                        cones     [4] [total: 13] ",
            "8": "8 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use3fig. 3.1 shows structures in the human thorax.  a b c fig. 3.1  (a) complete the table by identifying parts a,band cand describing their roles in  breathing in.  part name role in breathing in                  a                         b                         c         [6]",
            "9": "9 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's usefig. 3.2 shows some cells from the lining of the bronchus.  fig. 3.2  (b) (i) explain how these cells help to keep the bronchus free from dust and bacteria.  [4]  (ii) describe how the actions of these cells would be affected by one named compound of tobacco smoke.  [2] [total: 12] ",
            "10": "10 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use4fig. 4.1 shows a transverse section through an ammophila  leaf. this plant has very long roots.   fig. 4.2 shows a cactus plant.    both plants live in very dry conditions.  spines green, fleshystem fig. 4.1 fig. 4.2x 50 x 0.5  (a) suggest how each of the following adaptations would enable the named plant to survive  in very dry conditions.   (i) ammophila 1. rolled leaves with stomata on the inside of the leaf  [2] 2. thick waxy cuticle on the outside of the leaf  [1] ",
            "11": "11 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use (ii) cactus 1. very long roots  [1] 2. fleshy green stem  [2]  (b) suggest why having only a few, very small leaves could be a disadvantage to a plant.  [2]  (c) water is involved in a number of processes in plants.   complete the table by    (i) naming the processes described;   (ii) stating one variable that, if increased, would speed up the process.  description of process name of process variable that, if increased, would  speed up the process                absorption of water  from the soil                       using water to form  glucose                      movement of water  vapour out of leaves         [6] [total: 14] ",
            "12": "12 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use5fig. 5.1 shows stages in the formation of a human fetus.  fetusball of cellsfertilised egg cellsperm cell egg cellamniotic sacamniotic fluid fig. 5.1  (a) (i) name the process of cell division that results in the formation of sperm cells.  [1]  (ii) state  one way in which the sperm cell is different from cells in the developing fetus.  [1]  (iii) state the term used to describe the fertilised egg cell.  [1]  (iv) explain what determines that a fertilised egg cell develops into a girl rather than a  boy. [1]  (b) state where each of the following is produced.  (i) the egg cell   (ii) the fertilised egg   (iii) the fetus  [3] ",
            "13": "13 \u00a9 ucles 2005 0610/03/m/j/05 [turn over for examiner's use (c) the fetus is surrounded by amniotic fluid and an amniotic sac.   state their functions.  amniotic fluid   amniotic sac   [2]  (d) (i) outline the role of the placenta in the development of the fetus.  [4]  (ii) describe the role of the placenta in maintaining pregnancy.  [2] [total: 15]",
            "14": "14 \u00a9 ucles 2005 0610/03/m/j/05 for examiner's use6the ruddy duck, oxyura jamaicensis , is a native of america.   a flock of 20 birds was introduced into britain from america before 1950.   the original flock settled quickly in their new habitat and started breeding.  numbers now  exceed 6000.   the white-headed duck, oxyura leucocephala,  (a native of spain) is a closely related  species to the ruddy duck.   female white-headed ducks are more attracted to male ruddy ducks than to males of their  own species.   cross-breeding between the two species produces a new variety of fertile duck.    the white-headed duck is now threatened with extinction.    some conservationists are considering a plan to kill the british population of ruddy ducks to  prevent the white-headed duck becoming extinct.   fig. 6.1 shows a male ruddy duck.  fig. 6.1  (a) state two features, visible in fig. 6.1, that distinguish birds, such as the ruddy duck, from other vertebrate groups.  1 2 [2]  (b) (i) with reference to an example from the passage, describe what is meant by the  term binomial system . [2]  (ii) state two reasons, based on information in the passage, why the ruddy duck and white-headed duck are considered to be closely related.  1 2 [2] ",
            "15": "15 \u00a9 ucles 2005 0610/03/m/j/05for examiner's use (c) (i) explain why ruddy ducks would not become extinct, even if british  conservationists carried out their plan.  [1]  (ii) suggest one factor, other than the breeding habits of the ruddy duck, that could  result in the extinction of a bird such as the white-headed duck.  [1]  (d) the ruddy duck feeds on seeds and insect larvae. the ducks are eaten by foxes and  humans.  explain why these feeding relationships can be displayed in a food web, but not in a  food chain.  [2] [total: 10] ",
            "16": "16 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.  university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0610/03/m/j/05 blank page "
        },
        "0610_s05_qp_5.pdf": {
            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology 0610/05        paper 5  practical test    may/june 2005        1 hour     candidates answer on the question paper.     additional materials:  as listed in instructions to supervisors                                read these instructions first     write your centre number, candidate number and name in the spaces provided at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer both  questions.   the number of marks is given in brackets [  ] at the end of each question or part questions.                                                 for examiner\u2019s use   1    2    total     this document consists of 7 printed pages and 1 blank page.  ib05 06_0610_05/3rp   \uf6d9 ucles 2005  [turn over  ",
            "2": "2  \u00a9 ucles 2005 0610/05/m/j/05 for  examiner's  use 1 in this exercise you are going to investigate the effect of the enzyme catalase on hydrogen  peroxide.     catalase is present in all living cells. it speeds up the breakdown of hydrogen peroxide as  shown by the following equation:    hydrogen peroxide oxygen   +   wate rcatalase      you are provided with two pieces of irish potato, solanum tuberosum , that will be used as  your source of catalase.  one of these is raw and one has been boiled.    \u007f label the large test tubes s1, s2, s3 and s4 .  \u007f into each test tube pour hydrogen peroxide to a depth of 2  cm.  \u007f cut two cubes, with sides measuring 1cm, from the raw potato.  \u007f add one cube to the test tube labelled s1.     1. immediately mark the height of the contents on the tube.  2. mark the maximum height reached during the next few minutes.  3. measure the change in height (if any) and record this in table 1.1.     (a) table 1.1     tube contents of tube maximum change in  height / mm  s1 cube of raw potato   s2 chopped, raw potato   s3 cube of boiled potato   s4 chopped, boiled potato    [2]    \u007f chop the other cube of raw potato into small pieces.  \u007f add this chopped potato to the test tube labelled s2.  \u007f repeat steps 1, 2 and 3 above.    \u007f cut two cubes, with sides measuring 1cm, from the boiled potato.  \u007f add one cube to the test tube labelled s3.  \u007f repeat steps 1, 2 and 3 above.    \u007f chop the other cube of boiled potato into small pieces.  \u007f add this chopped potato to the test tube labelled s4.  \u007f repeat steps 1, 2 and 3 above. ",
            "3": "3  \u00a9 ucles 2005 0610/05/m/j/05 [turn over  for  examiner's  use  (b) describe one similarity and one difference in the appearance of the contents of tubes  s1 and s2 after adding the hydrogen peroxide.  similarity     difference    [2]      (c) describe the appearance of the contents of tubes s3 and s4 after adding the hydrogen  peroxide.       [2]       (d) (i) plot the maximum change in height of the contents of each test tube as a bar chart on the grid below.        [4]     ",
            "4": "4  \u00a9 ucles 2005 0610/05/m/j/05 for  examiner's  use  (ii) explain the differences in your observations between  s1 and s2;           s1 and s3 .          [4]      (e) suggest ways in which the method you have used could be improved to obtain more  accurate and reliable results.                 [5]     [total : 19]    ",
            "5": "5  \u00a9 ucles 2005 0610/05/m/j/05 [turn over  for  examiner's  use 2 you are provided with an insect-pollinated flower, labelled  f1.     (a) (i) cut the flower in half longitudinally.   make a large labelled drawing of the cut surface of the flower.                                               [6]    (ii) measure the length of your drawing, using a line to show where you made the measurement.  length of drawing   measure the length of the flower.  length of flower      calculate the magnification of your drawing.  show your working.        magnification =  [3]  ",
            "6": "6  \u00a9 ucles 2005 0610/05/m/j/05 for  examiner's  use  you are provided with a solution labelled f2.   the composition of f2 is similar to nectar.   you are to test solution f2 for reducing sugar and starch.     (b) describe how you will test f2 for the presence of    (i) reducing sugar;      [2]    (ii) starch.      [1]     divide your sample of f2 into two parts.   test one part for reducing sugar and the other for starch.     (c) (i) record your observations in table 2.1.    table 2.1     test observation  reducing sugar   starch    [2]    (ii) using your observations in (c)(i) , explain the importance of the composition of  nectar for the insects that visit a flower such as f1.           [3]  ",
            "7": "7  \u00a9 ucles 2005 0610/05/m/j/05 for  examiner's  use  (d) it has been suggested that the colour of t he petals is important in attracting insects to a  flower.     outline how you would carry out an investigation to determine which colour would  attract most insects.                     [4]     [total : 21]     ",
            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/05/m/j/05 blank page "
        },
        "0610_s05_qp_6.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages.  ib05 06_0610_06/5rp   \u00a9 ucles 2005  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 6 alternative to practical 0610/06        may/june 2005     candidates answer on the question paper.   no additional materials 1 hour                                      read these instructions first    write your name, centre number and candidate number on all the work you hand in.  write in dark blue or black pen in the spaces provided on the question paper.  you may use a pencil for any diagrams, graphs or rough working.  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.   you may use a calculator.  answer all questions.  the number of marks is given in brackets [  ] at the end of each question or part question.    candidate name centrenumber candidatenumbe r for examiner's use 1 23 total*061006* www.xtremepapers.com",
            "2": "2   0610/06/m/j/05 blank page    ",
            "3": "3  \u00a9 ucles 2005 0610/06/m/j/05 [turn over for  examiner's  use 1 catalase, an enzyme, is present in all living cells including those of potato and liver. it  speeds up the breakdown of hydrogen peroxide as shown by the equation:     hydrogen peroxide oxygen   +   wate rcatalase      the oxygen is given off as a gas which can be collected over water, as shown in fig. 1.1.   cm3 10 987654321 hydrogen peroxide potato orliver tissue     fig. 1.1       two different tissues, potato and liver, were used for this investigation. samples, each of one  gram, were prepared from both tissues. some of the samples were left raw and others were  boiled. some samples were left as one cube and others were chopped into small pieces as shown in table 1.1 on page 4.    2  cm3 hydrogen peroxide was added to each sample.  the volume of oxygen produced in five  minutes was collected in the measuring cylinders, as shown in table 1.1.   ",
            "4": "4  \u00a9 ucles 2005 0610/06/m/j/05 for  examiner's  use table 1.1     sample treatmentabcd raw raw boiled boiled results for potatocm3 10 8642cm3 108642 cm3 108642 cm3 108642 results for livercm3 108642 cm3 108642 cm3 108642 cm3 108642      (a) (i) complete table 1.2, by reading the values for oxygen collected in the measuring  cylinders in table 1.1.    table 1.2     volume of oxygen collected from each sample / cm3  tissue  a b c d  potato      liver       [2] ",
            "5": "5  \u00a9 ucles 2005 0610/06/m/j/05 [turn over for  examiner's  use  (ii) plot the volumes of oxygen collected from the samples as a bar chart on the grid.       [4]     (iii) describe the difference in results between sample a for potato and sample a for  liver.       [2]     (iv) there is a difference between the samples for a and b for liver.    suggest an explanation for this difference.       [2]   ",
            "6": "6  \u00a9 ucles 2005 0610/06/m/j/05 for  examiner's  use  (b) state the importance of samples c and  d in this investigation.     [1]       (c) suggest how you could test that the gas given off was oxygen.     [1]     [total 12]   ",
            "7": "7  \u00a9 ucles 2005 0610/06/m/j/05 [turn over for  examiner's  use 2 fig. 2.1 shows an insect-pollinated flower, cut in half longitudinally.        fig. 2.1      (a) (i) make a large drawing of the cut surface of the half-flower shown in fig. 2.1.                                     [4]     (ii) on your drawing, label each of the following with a label line and the letter  x, y or z:     x  for the part of the flower in which the pollen grains are produced,     y  for the part of the flower to where the pollen grains are transferred during  pollination,     z  for the part of the flower through which the pollen tube grows, shortly after  pollination.   [3] ",
            "8": "8  \u00a9 ucles 2005 0610/06/m/j/05 for  examiner's  use  (b) (i) insects such as the honey bee, apis mellifera, collect nectar to make into honey.   describe how you could test a sample of honey for the presence of each of the  following:  reducing sugar;       starch.    [3]     (ii) honey contains reducing sugar.      state the colour change you would observe during the reducing sugar test in (b) (i) .   [1]       (c) fig. 2.2 shows one pollen grain, as seen with the aid of an electron microscope.  this pollen grain has been magnified 200 times.        fig. 2.2      (i) calculate the actual size of this grain.   show your working.          actual size  [2]    (ii) state one feature visible in fig. 2.2, that suggests that this pollen grain is from an  insect-pollinated flower.   [1]   ",
            "9": "9  \u00a9 ucles 2005 0610/06/m/j/05 [turn over for  examiner's  use  (d) it has been suggested that petal colour is important to attract insects to collect nectar  and to pollinate the flowers.    (i) outline how you would carry out an investigation to find out which petal colour would attract most insects.             [4]     (ii) some insect-pollinated flowers do not have brightly coloured petals to attract  insects to collect nectar.    suggest how insects might be attracted to these flowers.     [1]     [total 19]   ",
            "10": "10  \u00a9 ucles 2005 0610/06/m/j/05 for  examiner's  use 3 two cress seeds were germinated in shallow dishes, which were placed in boxes as shown  in fig. 3.1.  the boxes were placed by a sunlit window.     clear plastic box box made of black card     fig. 3.1     the dishes were removed from the boxes after a week and the seedlings observed.     the seedlings differed in appearance, as shown in fig. 3.2.    the seedling from the clear plastic boxthe seedling from the box made of black card     fig. 3.2      (a) (i) complete the table to describe two differences, visible in fig. 3.2, between the  seedling from the clear plastic box and the seedling from the box made of black card.    seedling from the clear plastic box seedling from the box made of black card  1      2       [2] ",
            "11": "11  \u00a9 ucles 2005 0610/06/m/j/05  for  examiner's  use  (ii) outline how this method could be improved to obtain more accurate and reliable  results.                 [4]      fig. 3.3 shows a box with a slit in one side and the seedling that was grown in the box.         fig. 3.3     (b) describe and explain the appearance of the seedling grown in this box.            [3]     [total 9]     ",
            "12": "12    copyright acknowledgements:    fig. 2.1 \u00a9 dr jeremy burgess / science photo library       permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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.    university of cambridge international examinations is part of t he university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.     0610/06/m/j/05  blank page "
        },
        "0610_w05_qp_1.pdf": {
            "1": "     university of cambridge international examinations    international general certificate of secondary education        biology 0610/01       paper 1  multiple choice (core)    october/november 2005        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions.   for each question there are four possible answers  a, b , c and d. choose the one you consider correct and   record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 15 printed pages and 1 blank page.  ib05 11_0610_01/4rp   \uf6d9 ucles 2005  [turn over    ",
            "2": "2    \u00a9 ucles 2005 0610/01/o/n/05 1 the diagrams show two characteristics of living organisms.    flower fruit seedling     which characteristics are shown?  a excretion and growth  b growth and reproduction c reproduction and respiration  d respiration and excretion     2 the diagram shows some external features of a rat.         which features, seen in the diagram, show that a rat is a mammal?  a two external ears and two eyes  b fur and whiskers c tail and four legs d milk and sweat production     ",
            "3": "3    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  3 the diagram shows an animal whose scientific name is loxodonta africana .        to which species does it belong?  a africana   b loxodonta   c mammal  d vertebrate      4 the diagram shows part of a flowering plant.       using the key, identify this plant.  1 three petals \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2  more than three petals \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. go to 3    2 leaves longer than they are wide \u2026\u2026\u2026\u2026\u2026 a  leaves wider than they are long ..\u2026\u2026\u2026\u2026\u2026 b    3 leaves parallel-veined \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. c  leaves not parallel-veined \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 d    ",
            "4": "4    \u00a9 ucles 2005 0610/01/o/n/05 5 the diagram shows a palisade cell.    which part contains chromosomes?    a b c d    6 the diagram shows a cell from the stem of a plant.   vacuole cytoplasmcell wallchloroplast     which of the parts would not be found in a cell from the root?  a chloroplast  b cell wall  c cytoplasm  d vacuole      7 the table shows features that may be found in living cells.   which features are found in a liver cell?     large  central vacuole chloroplasts cellulose  cell wall  a \u0013 \u0013 \u0013  key  b \u0013 \u0013 \u0017  \u0013 = found  c \u0017 \u0017 \u0013  \u0017 = not found  d \u0017 \u0017 \u0017       ",
            "5": "5    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  8 the diagram shows some heart muscle cells.        which describes the level of organisation of these cells and their specific function?     level of organisation specific function  a organ contraction  b organ support  c tissue support  d tissue contraction      9 which features are present in red blood cells and are also present in nerve cells?     cell membrane nucleus    a \u0013 \u0013  key  b \u0013 \u0017  \u0013= present  c \u0017 \u0013  \u0017= not present  d \u0017 \u0017      10 why does a red blood cell burst when placed in water?  a dissolved substances diffuse into the cell.  b dissolved substances diffuse out of the cell.  c water diffuses into the cell.  d water diffuses out of the cell.     ",
            "6": "6    \u00a9 ucles 2005 0610/01/o/n/05 11 the diagram shows a fetus attached by the placenta to the uterus wall.    uterus wallfetus placenta     by which process do all substances pass between the placenta and the uterus wall?  a diffusion  b nutrition   c osmosis  d respiration      12 during digestion, large molecules are broken into smaller molecules by which of the following?  a bile  b enzymes  c peristalsis  d teeth      13 the graph shows the rate of an enzyme-controlled reaction at different temperatures.    which point on the graph shows that the enzyme has been denatured (destroyed)?    temperaturerate of reaction 0abc d      ",
            "7": "7    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  14 what is needed in the diet of a man working hard in a hot climate?     high energy  intake protein extra water     a \u0013 \u0013 \u0017  key  b \u0013 \u0017 \u0013  \u0013= needed  c \u0013 \u0013 \u0013  \u0017= not needed  d \u0017 \u0013 \u0013       15 the diagram shows the small intestine, the liver and blood vessel p that joins them.    liverblood vessel p small intestine direction of blood flow    which carbohydrate is found in blood vessel p and which carbohydrate is found in the liver?     blood vessel p liver  a glucose glycogen  b glucose starch  c maltose glycogen  d maltose starch     ",
            "8": "8    \u00a9 ucles 2005 0610/01/o/n/05 16 the diagram shows some apparatus set up and kept at room temperature.    tubing containing starch, proteases, protein and simple sugars membrane permeable to small molecules onlydistilled watertest  - tubepaper clip     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugar  d starch and simple sugars     17 which cells pass from blood, through capillary walls, to tissues?     white blood  cells red blood  cells    a \u0013 \u0013  key  b \u0013 \u0017  \u0013 = pass  c \u0017 \u0013  \u0017 = do not pass  d \u0017 \u0017        18 the table shows the rates of water uptake and transpiration of a plant during a morning.    time 09.00 10.00 11.00 12.00  rate of water uptake  / cm3  per hour 15 16 16 17 transpiration  / cm3  per hour 7 12 16 19   at what time does the plant show signs of wilting?  a 09.00 b 10.00 c 11.00 d 12.00    ",
            "9": "9    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  19 what describes anaerobic respiration?     energy released oxygen required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     20 what happens to the depth and rate of breathing during increased physical activity?     depth rate  a decrease decrease  b decrease increase  c increase decrease  d increase increase    21 the diagram shows a gaseous exchange surface (alveolus) and part of a nearby capillary.    air alveolus wall blood capillary blood     what would increase the rate of absorption of oxygen into the capillary?  a increasing the thickness of alveolus wall  b increasing the surface area of alveolus wall  c lowering the concentration of oxygen in the alveolus  d slowing down the rate of breathing     ",
            "10": "10    \u00a9 ucles 2005 0610/01/o/n/05 22 one body process is defined as the removal of toxic materials, the removal of waste products of  metabolism and removal of substances in excess.    of which process is this a definition?  a excretion  b nutrition  c reproduction  d respiration     23 what happens when the body temperature rises above normal?     blood vessels in the  surface of skin sweat production  a dilate decreases  b constrict increases  c constrict decreases  d dilate increases    24 the table shows the composition of the urine of four people.    which person is most likely to have been eating a lot of protein on a hot, dry, day?    person urea content  of urine water content  of urine  a high high  b high low  c low high  d low low    25 what shows the order in which these structures are involved in a reflex action?    start finish  a effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  b effector \u2192 sensory neurone  \u2192 motor neurone \u2192 relay neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 motor neurone \u2192 sensory neurone \u2192 relay neurone \u2192 effector     ",
            "11": "11    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  26 the diagrams show invertebrates in a glass container in the light.    damp sawdus tblack cover glass lid invertebrates at the beginning of the experiment after thirty minutes    which response is shown by the animals?  a negative phototaxis  b negative phototropism  c positive phototaxis  d positive phototropism     27 which statement about sexual reproduction is correct?  a gametes are produced by mitosis only.  b gametes fuse together to form a zygote. c genetically identical nuclei are produced.  d it occurs in animals, but not in plants.     ",
            "12": "12    \u00a9 ucles 2005 0610/01/o/n/05 28 the diagrams show two methods of birth control.    oviducts cut and tiediud     which methods are illustrated?  a mechanical and chemical  b mechanical and surgical  c natural and mechanical  d natural and surgical     29 what is the dry mass of a plant?  a its mass, after all the organic matter has been removed from it by heating.  b its mass, after all the water has been removed from it by heating.  c its mass, after it has not been watered for several days.  d its mass, after its leaves and roots have been gently dried.     30 the experiment shown in the diagram was set up to investigate the conditions required for the  germination of bean seeds.    which seed would be most likely to germinate?    oil layer distilled water boiled to remove oxygen, then cooledb c a d     ",
            "13": "13    \u00a9 ucles 2005 0610/01/o/n/05  [turn over  31 in living organisms, how may males and females be distinguished?  a amount of muscle  b body colour  c gametes  d size      32 in rabbits, the allele for dark fur, r, is dominant to the allele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    x     what are the genotypes of the offspring?  a all rr  b rr and rr  c rr and rr  d rr and rr      33 the diagram shows a food chain.    grass \u2192 wildebeest \u2192 lion    what do the arrows represent?  a digestion  b energy flow  c heat loss  d respiration     ",
            "14": "14    \u00a9 ucles 2005 0610/01/o/n/05 34 which is a food chain made up of a producer, herbivore and carnivore?  a bee \u2192 bee-eater \u2192 hawk  b hen \u2192 rat \u2192 owl  c maize \u2192 mouse \u2192 eagle  d sun \u2192 grass \u2192 sheep     35 which organisms remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers     36 what are the effects of sewage pollution on the oxygen concentration and the number of bacteria  in a river?     oxygen concentration number of bacteria  a decreases decreases  b decreases increases  c increases decreases  d increases increases    37 the diagram shows part of the carbon cycle.    which arrow shows respiration in decomposers?    carbon in atmosphere carbon in green plantscarbon in dead organisms carbon in animalsa bc d      ",
            "15": "15    \u00a9 ucles 2005 0610/01/o/n/05  38 the graph shows the numbers of water fleas in a newly-created pond.    timenumber of waterfleasx     what might have been responsible for the section x on the graph?  a addition of extra oxygenating plants to the pond  b increase in the birth rate of the water fleas  c increase in the food supply for the water fleas  d addition of predators which feed on water fleas      39 which is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air     40 the table shows the numbers of fish in a river dow nstream of a factory that started to release  waste hot water into the river in 1990.    species  number  of fish in l m n o p q r s t  1990 20 100 5000 1100 2 3 85 0 0  1992 150 2 100 65 0 0 560 30 26    what effect did the hot water have on the fish?  a a decrease in the number of species  b a decrease in the total number of fish  c an increase in the number of species  d an increase in the total number of fish     ",
            "16": "16      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.   university of cambridge international examinations is part of  the university of cambridge local examinations syndicate (ucles), which is itself a department  of the university of cambridge.     0610/01/o/n/05 blank page "
        },
        "0610_w05_qp_2.pdf": {
            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology  0610/02         paper 2    october/november 2005        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 in the spaces provided at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   the number of marks is given in brackets [  ] at the end of each question or part questions.                       for examiner\u2019s use   1    2    3    4    5    6    7    8    9    total     this document consists of 17 printed pages and 3 blank pages.  ib05 11_0610_02/4rp   \uf6d9 ucles 2005  [turn over  ",
            "2": "2  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 1 select from the list the name of the group of animals that best fits each description.      write your choice in table 1.1.   arachnid bird crustacean insect  mammal mollusc nematode      table 1.1     description of animal group  a hard exoskeleton and more than 4  pairs of legs   a hard shell and a slimy muscular  foot   one pair of wings and a beak   one pair of wings and has skin  covered with fur   two pairs of wings and one pair of  antennae    [5]    [total: 5]   ",
            "3": "3   0610/02/o/n/05 [turn over  blank page                                       question 2 is on page 4 ",
            "4": "4  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 2 (a) name two types of stimuli detected by the skin.  1.   2.  [2]     (b) fig. 2.1 shows a diagram of an eye in section.          fig. 2.1     when a bright light is shone in the eye a pupil reflex occurs.    on fig. 2.1 , using label lines     (i) label with an x where the stimulus for this reflex is detected, [1]     (ii) label with a z the effector for this reflex. [1] ",
            "5": "5  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (c) fig. 2.2 shows a reflex arc.      stimulus receptor .. neurone .. neurone .. neurone effector response     fig. 2.2    complete fig. 2.2 by naming the neurones that link the receptor with the effector. [3]     (d) the ciliary body, cornea, lens and suspensory ligaments are involved in the focussing of the eye.    describe how each of these structures helps bring about the focussing of the image of  this page by your eye.             [4]     [total: 11]   ",
            "6": "6  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 3 (a) define the terms     (i) excretion,     [1]     (ii) egestion.     [1]     (b) the kidney is an excretory organ. it produces urine that contains urea.     (i) state where in the body urea is formed.   [1]     (ii) state what urea is formed from.   [1]     (c) fig. 3.1 shows the urinary system and its blood supply.    q r s t    fig. 3.1     name the parts labelled q, r, s and t.  q   r   s   t  [4]  ",
            "7": "7  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (d) complete table 3.1 to show which components of the blood are also part of the urine of  a healthy person.     use ticks (/checkbld) and crosses ( /uiclose).  two boxes have already been completed.    table 3.1     component of blood present in urine  glucose   red blood cells   salts   urea /checkbld  water   white blood cells /uiclose   [2]    [total: 10]    ",
            "8": "8  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 4 (a) fig. 4.1 shows the apparatus used in an investigation.    black box to exclude light hydrogencarbonateindicator (pink/redat start) pond weedsunlight sunlightfresh water shrimp ac bd       fig. 4.1      complete table 4.1 to show whether photosynthesis and respiration are happening in  each tube.    table 4.1     tube contents and conditions photosynthesis  happening respiration  happening  a pond weed in dark  b pond weed in bright light  c fresh water shrimp in  dark  d fresh water shrimp in  bright light   [4] ",
            "9": "9  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (b) hydrogencarbonate indicator changes colour according to the ph of the contents of  each tube, as shown in the ph chart in fig. 4.2.    1ph 7 pink/red colour of hydrogencarbonate indicatorgolden yellow purple14      fig. 4.2    the apparatus, shown in fig. 4.1, was left for several hours.   (i) complete table 4.2 by predicting the colour of the indicator in each of the four  tubes.    table 4.2     tube contents and conditions colour of hydrogencarbonate  indicator after several hours  a pond weed in dark  b pond weed in bright light  c fresh water shrimp in dark  d fresh water shrimp in bright light   [2]   (ii) explain your predictions, stated in table 4.2, for the colours of the  hydrogencarbonate indicator in each of the tubes.             [4]     [total: 10]    ",
            "10": "10  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 5 (a) (i) which form of the sun\u2019s energy is used by plants?   [1]     (ii) name the process that uses this absorbed energy.   [1]    (b) the graph, fig. 5.1, shows how the concentration of carbon dioxide in the atmosphere has changed over a period of about 20 years.    123456789 1 0 time  / yearcarbon dioxide concentration  /  parts per million 11 12 13 14 15 16 17 18 19 20340 336332328324320316312       fig. 5.1     describe the changes shown by this graph.       [2]     (c) the atmosphere around the earth acts as a trap for energy from the sun.    carbon dioxide in the air traps heat energy.    (i) suggest the effect the overall change in the graph, fig. 5.1, may be having on the  earth\u2019s climate. explain your answer.  effect   explanation      [3]   ",
            "11": "11  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (ii) humans cause changes in ecosystems, including changing the amount of carbon  dioxide in the atmosphere.    suggest two ways in which the overall change can be reversed.  1     2    [2]     [total: 9]   ",
            "12": "12  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 6 fig. 6.1 shows a bee that collects food materials from some flowers belonging to the same  species. while it does this the bee also assists in the reproductive processes of the flowers.    flower a flower bmature anther maturestigmanectary nectary       fig. 6.1  ",
            "13": "13  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (a) (i) name the stage in the reproduction of the plants in which the bee is involved.   [1]     (ii) suggest how this process might take place between flowers a and b.         [3]     (b) the ovules in each flower can develop into seeds.    (i) which reproductive process must happen inside an ovule before it can become a seed?   [1]     (ii) state which part of the flower develops into a fruit.   [1]     (c) explain why plants grown from the seeds produced by these flowers will be similar to  each other but may not be identical.           [4]     [total: 10]   ",
            "14": "14  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 7 fig. 7.1 shows the heart rate and the cardiac output. the cardiac output is the volume of  blood pumped out of the heart each minute.    60 40 80 100 heart rate  / beats per minutecardiac output  /  dm3 per minute 120 14015 1311 9753       fig. 7.1      (a) (i) what is the cardiac output at a heart rate of 100 beats per minute?   [1]     (ii) determine the increase in cardiac output when the heart rate increases from 70 to  90 beats per minute    dm3 per minute [1]     (iii) determine the increase in cardiac output when the heart rate increases from 100 to 120 beats per minute.    dm 3 per minute [1]   ",
            "15": "15  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use  (b) (i) which chamber of the heart pumps blood into the aorta?   [1]    (ii) the upper and lower chambers on each side of the heart are separated by valves.      state the function of these valves.     [1]     [total: 5]   ",
            "16": "16  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use 8 (a) plants need a supply of both magnesium ions and nitrate ions.     (i) describe how root hair cells are adapted to increase the absorption of these ions.     [1]     (ii) name the tissue in which these ions are carried to the leaves.   [1]    (b) state what each of these ions is used for in a plant leaf cell.  magnesium ions     nitrate ions    [2]     (c) most fertilisers contain materials that become nitrate ions in the soil.     (i) state why such fertilisers are often added to fields of crops.     [1]      (ii) describe the possible environmental effects of adding too much fertiliser to the soil.             [5]     [total: 10]    ",
            "17": "17  \u00a9 ucles 2005 0610/02/o/n/05 [turn over  for  examiner's  use 9 fig. 9.1 shows a side view of the female reproductive system.      pubic bone       fig. 9.1      (a) on fig. 9.1, label each of the following with the appropriate letter and a label line.     (i) the site where sperm are deposited. d [1]     (ii) the site where fertilisation normally occurs. f [1]     (iii) the site where oestrogen is produced. o [1]    (iv) a site where the placenta would normally develop during pregnancy. p [1]    (v) a site where a surgical method of birth control could be used. s [1]         question 9 continues on page 18  ",
            "18": "18  \u00a9 ucles 2005 0610/02/o/n/05 for  examiner's  use (b) the placenta has many roles during pregnancy. for example maternal and fetal blood are  prevented from mixing but digested nutrients pass across the placenta to the fetus.     (i) state two reasons why maternal and fetal blood should not mix.  1     2    [2]     (ii) list three other roles of the placenta.  1     2     3    [3]    [total: 10] ",
            "19": "19   0610/02/o/n/05 blank page",
            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/02/o/n/05 blank page "
        },
        "0610_w05_qp_3.pdf": {
            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology 0610/03        paper 3  extended    october/november 2005        1 hour 15 minutes     candidates answer on the question paper.     there are no additional materials.                                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 in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer all questions.   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 questions.                           for examiner\u2019s use   1    2    3    4    5    6    7    total     this document consists of 11 printed pages and 1 blank page.  ib05 11_0610_03/3rp   \uf6d9 ucles 2005  [turn over",
            "2": "2  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 1 toads are amphibians. only two species are native to britain, the common toad ( bufo bufo )  and the natterjack toad ( bufo calamita ).   natterjack toads like warm sandy soil in open and sunny habitats, with shallow pools for  breeding.  examples of these hab itats are heathland and sand dunes.   common toads like cooler, more shady habitats, such as woodland.   many areas of sand dunes are being developed for camp sites.  heathland can easily  change to woodland as trees grow on it. in the summer, woodland is colder than heathland  due to the shade the trees create.   these conditions suit the common toad, but not the natterjack.  as a result of the changing  habitats the natterjack toad is becoming an endangered species.     (a) (i) name one external feature that identifies an animal as an amphibian.   [1]     (ii) amphibians are a class of vertebrate.   name two other vertebrate classes.  1.   2.  [2]      (b) state one piece of information from the pass age to show that the common toad and  natterjack toad are closely related species.     [1]     (c) from the information provided, state two reasons why natterjack toads are becoming endangered.  1.     2.    [2]       (d) suggest measures that could be taken to protect the natterjack toad from extinction.       [2]  ",
            "3": "3  \u00a9 ucles 2005 0610/03/o/n/05 [turn over  for  examiner's  use fig. 1.1 shows a food web for british toads.    insect larvaeadult insectsnatterjack toadcommon toad slugs worms bark flowers leavessnails       fig. 1.1      (e) (i) state the trophic level of toads.   [1]    (ii) state which foods the two species of toad both eat.   [1]     (iii) with reference only to food, suggest why the common toad is more likely to  survive when the two species are in competition.     [1]     [total: 11]   ",
            "4": "4  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 2 all the plants were removed in an area of ground next to a path.  four weeks later there  were 113 groundsel plants growing there.  the heights of the plants were measured, sorted into groups and recorded in table 2.1.    table 2.1    height / cm frequency 0 - 3.9 8  4.0 - 7.9 28  8.0 - 11.9 27  12.0 - 15.9 21  16.0 - 19.9 9  20.0 - 23.9 9  24.0 - 27.9 5  28.0 - 31.9 4  32.0 - 35.9 1  36.0 - 39.9 1      the graph, fig. 2.1, shows the spread of data but is incomplete.    (a) complete the graph by adding the missing column and labelling the axes.    0 \u2013 3.94.0 \u2013 7.98.0 \u2013 11.912.0 \u2013 15.916.0 \u2013 19.920.0 \u2013 23.924.0 \u2013 27.928.0 \u2013 31.932.0 \u2013 35.936.0 \u2013 39.930 25201510 50             fig. 2.1    [3]    (b) (i) state the type of variation shown by the graph.   [1]   ",
            "5": "5  \u00a9 ucles 2005 0610/03/o/n/05 [turn over  for  examiner's  use  (ii) the plants were all growing in the same soil and germinated at the same time.     suggest three reasons why the plants were not all the same height.  1.   2.   3.  [3]     (c) some of the plants had developed flowers that had features to attract insects.     (i) state two features a flower could have to attract insects.  1.   2.  [2]     (ii) state the role insects have when visiting these flowers.   [1]    (d) some of the flowers developed seeds although insects had not visited them.    suggest how seed formation could occur in the flowers  not visited by insects.       [2]     [total: 12]   ",
            "6": "6  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 3 fig. 3.1 shows an external view of the heart and its blood vessels.    direction of flow of blood coronary arteries site of blockage b       fig. 3.1      (a) the coronary arteries supply heart tissue with useful substances.  coronary veins  remove waste substances.     (i) name two useful substances the coronary arteries will supply.  1.   2.  [2]     (ii) name one waste substance the coronary veins will remove.   [1]    (b) the tissue forming the wall of the left ventricle responds when it is stimulated by  electrical impulses.     (i) name this type of tissue.   [1]    (ii) describe how this tissue will respond when stimulated.     [1]   ",
            "7": "7  \u00a9 ucles 2005 0610/03/o/n/05 [turn over  for  examiner's  use  (iii) describe the effect of this response on the contents of the left ventricle.       [2]     (c) the coronary arteries can become blocked with a fatty deposit, leading to a heart attack.     (i) state two likely causes of this type of blockage.  1.   2.  [2]     (ii) a blockage occurs at point b in the coronary artery.    on fig. 3.1 , shade in the parts of the artery affected by this blockage. [1]    (d) veins have different structures from arteries.    state two features of veins and explain how these features enable them to function  efficiently.  1. feature      explanation     2. feature      explanation    [4]     [total: 14]   ",
            "8": "8  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 4 jasmine went into a dark room from a bright corridor.      (a) fig. 4.1 represents jasmine\u2019s right eye before and after entering the dark room.    before entering a few seconds after entering    fig. 4.1      (i) complete fig. 4.1 by drawing the appearance of the pupil and iris  1. before entering the dark room, [1]  2. a few seconds after entering the dark room. [1]    (ii) label the following parts of the eye on the first diagram in fig. 4.1.  iris pupil sclera [3]     (b) explain how the size of the pupil was changed when jasmine went into the dark room.       [2]     (c) explain why jasmine could see shapes but not colours in the dark room.         [3]     [total: 10]   ",
            "9": "9  \u00a9 ucles 2005 0610/03/o/n/05 [turn over  for  examiner's  use 5 if the glucose in the blood rises above its norma l concentration, insulin is secreted to bring  the concentration back to normal.     (a) (i) suggest one explanation for a rise in the concentration of glucose in the blood.   [1]    (ii) name the organ that secretes insulin.   [1]    (iii) describe the role of the liver in bringing the concentration of glucose in the blood  back to normal.       [2]     (iv) state the term that describes how a substance, such as glucose, in the body is  maintained at a constant level.   [1]     (b) diabetics are unable to control their blood glucose levels naturally.     human insulin can now be made using bacteria that have been genetically engineered.   (i) insulin is a protein. suggest why insulin has to be injected rather than taken by  mouth.       [2]     (ii) explain how bacteria can be genetically engineered and used to make human  insulin.           [4]     [total: 11]    ",
            "10": "10  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 6 (a) define the term enzyme .     [2]     (b) enzymes are used in biological washing powders.    (i) describe how the presence of these enzymes may increase the efficiency of the washing powder in removing stains from clothes.         [3]     (ii) explain why the temperature of the wash needs to be carefully controlled.         [3]     (iii) suggest a suitable temperature for a wash using a biological washing powder.   explain your answer.  suitable temperature   explanation    [1]     (c) outline how enzymes can be manufactured for use in biological washing powders.           [4]     [total: 13]   ",
            "11": "11  \u00a9 ucles 2005 0610/03/o/n/05 for  examiner's  use 7 (a) describe the effect sickle cell anaemia has on red blood cells.       [2]     (b) (i) the allele for normal haemoglobin production is in.  the allele for sickle cell  haemoglobin production is is.  two parents who are heterozygous have a child.   with the help of a genetic diagram, predict the probability that this child would be  heterozygous.                                             [4]    (ii) explain why, under some circumstances, people who are heterozygous for this condition have a greater chance of survival than homozygous people.         [3]     [total: 9]   ",
            "12": "12    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.   0610/o/n/05 blank page "
        },
        "0610_w05_qp_5.pdf": {
            "1": "centre number candidate number name               university of cambridge international examinations    international general certificate of secondary education        biology 0610/05        paper 5  practical test    october/november 2005        1 hour     candidates answer on the question paper.     additional materials:  as listed in instructions to supervisors                                read these instructions first     write your centre number, candidate number and name in the spaces provided at the top of this page.   write in dark blue or black pen in the spaces provided on the question paper.   you may use a soft pencil for any diagrams, graphs or rough working.   do not use staples, paper clips, highlighters, glue or correction fluid.     answer both  questions.   the number of marks is given in brackets [  ] at the end of each question or part questions.                                                 for examiner\u2019s use   1    2    total     this document consists of 8 printed pages.  ib05 11_0610_05/3rp   \uf6d9 ucles 2005  [turn over  ",
            "2": "2  \u00a9 ucles 2005 0610/05/o/n/05 for  examiner's  use 1 in this exercise you are going to investigate the effect of placing potato pieces in solutions of  different concentrations of sucrose.     you are provided with part of a fresh irish potato, solanum tuberosum , p1.    \u007f carefully cut three pieces from p1, each one as shown in fig. 1.1.     50  mm10  mm5 mm     fig. 1.1     \u007f place the three pieces of potato into the container labelled \u2018distilled water\u2019.  \u007f make sure that the potato is completely covered by the water and that the pieces of  potato are not stuck together.     leave the experiment for 30 minutes.     during this time, complete (a)(i), (a)(ii), (c) and (d) and then start question 2 if  necessary.    (a) you will be measuring the length of the potato pieces that have been in the distilled  water after the 30 minutes has passed.    (i) suggest what you would expect to happen to  the length of these potato pieces.   [1]       (ii) in the space below, draw a table in which you can record the length of each potato piece and the mean length after 30 minutes in distilled water.                           [3] ",
            "3": "3  \u00a9 ucles 2005 0610/05/o/n/05 [turn over  for  examiner's  use  after 30 minutes     \u007f carefully remove the potato pieces from the container.  \u007f dry gently with paper towel.     (iii) measure the length of each piece and record these values in your table.  [1]    (iv) calculate the mean length of the potato pieces after soaking in distilled water and  enter this information in your table. [1]     the potato pieces soaked in distilled water may or may not have changed in length.    (v) suggest an explanation for the results you have obtained.           [2]       you are provided with a piece of potato, p2, that has been soaked in a concentrated  sucrose solution for 12 hours.    (b) (i) in table 1.1, state two differences between the feel of one of the potato pieces that  have been soaked in distilled water and p2.    table 1.1     potato chips soaked in distilled water p2                                  [2]   ",
            "4": "4  \u00a9 ucles 2005 0610/05/o/n/05 for  examiner's  use  (ii) explain the differences you have recorded in table 1.1.                 [3]       (c) another experiment was carried out with cylinders of potato that were placed in different  concentrations of glucose solution for 24 hours.  the cylinders were each 80  mm long  before they were put into the glucose solution.  the measurements after soaking are  shown in table 1.2.    table 1.2     concentration of  glucose solution  / mol dm-3 0.2 0.4 0.6 0.8 1.0  length of potato  cylinder / mm 81 78 76 75 75  change in length  of potato cylinder  / mm        ",
            "5": "5  \u00a9 ucles 2005 0610/05/o/n/05 [turn over  for  examiner's  use  (i) complete table 1.2 by calculating the change in length of the potato cylinders after  soaking. [2]    (ii) plot the change in length of the potato cylinders against the concentration of glucose solution on the grid below. [2]     0.2 0.4 0.6 0.8 1.07 6543210 -1-2-3-4-5-6-7change in lengthof potatocylinder/  mm concentrationof glucosesolution  / mol  dm\u20133       (iii) using information from your graph, estimate the concentration of glucose solution  which results in no change in length.   [1]     [total : 18] ",
            "6": "6  \u00a9 ucles 2005 0610/05/o/n/05 for  examiner's  use 2 w1 is a seed that has been soaked in water for 24 hours.  it has been cut in half longitudinally.     (a) (i) make a large, labelled drawing of the cut surface of the seed.                                              [6]    (ii) measure the length of your drawing, using a line to show where you made the  measurement.    length of drawing   measure the length of the seed.  length of seed      calculate the magnification of your drawing.  show your working.         magnification =  [3]   ",
            "7": "7  \u00a9 ucles 2005 0610/05/o/n/05 [turn over  for  examiner's  use  w2, w3 and w4 are samples of extracts taken from seeds of the same species.     (b) (i) describe how you would test each sample for the presence of:  starch;       reducing sugar.      [4]     (ii) state the result you would expect to see if:  starch is present;    [1]    reducing sugar is present.   [1]      (c) test each  of the samples w2, w3 and w4 for starch and reducing sugar.  write your  conclusions below.  w2   w3   w4  [3]   ",
            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2005 0610/05/o/n/05 for  examiner's  use  (d)  w2 is an extract from a whole seed that is not germinating.   w3 is an extract from the cotyledons of a germinating seed.    w4 is an extract from the growing points of a germinating seed.     use this information to explain your conclusions in (c).               [4]      [total : 22]   "
        },
        "0610_w05_qp_6.pdf": {
            "1": "this document consists of 8 printed pages and 4 blank pages.  ib05 06_0610_06/5rp   \uf6d9 ucles 2005  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 6  alternative to practical 0610/06        october/november 2005     candidates answer on the question paper.   there are no additional materials 1 hour                                      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 in the spaces provided on the question paper.  you may use a pencil for any diagrams, graphs or rough working.  do not  write in the barcode.  do not  write in the grey areas between the pages.  do not use staples, paper clips, highlighters, glue or correction fluid.    answer all questions.  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 questions. candidate name centrenumber candidatenumbe r for examiner's use 1 23 total/k2a/k30/k36/k31/k30/k30/k36/k2a",
            "2": "2  \u00a9 ucles 2005 0610/06/o/n/05 for  examiner's  use 1 fifteen pieces of raw irish potato, solanum tuberosum , were cut carefully to a length of  60mm.     three pieces were placed in each of five different concentrations of glucose solution and left  for 2 hours. the pieces were removed and their lengths measured.    table 1.1 shows the appearance of these pieces at the end of the two hours.    table 1.1   concentration of glucose solution  / mol dm\u20133 0.2length of potato  / mmpotato pieces after being left in glucose solutionschange in length  / mm 1 .. 2 .. 3 .. mean  .65 6766 66 0.41 .. 2 .. 3 .. mean  .65 61 63 63 0.61 .. 2 .. 3 .. mean  .56 61 60 59 0.81 .. 2 .. 3 .. mean  . 1.01 .. 2 .. 3 .. mean  .  ",
            "3": "3  \u00a9 ucles 2005 0610/06/o/n/05 [turn over  for  examiner's  use  (a) (i) measure the length of each piece carefully and record these measurements in  table 1.1.  write in the figures on the dotted lines.  nine measurements have been completed for you.   [1]     (ii) calculate the mean [average] length of the potato pieces.  the first three rows have  been completed for you.   [1]     (iii) calculate the change in mean length in all five concentrations of glucose solutions.   [2]    (iv) explain why three pieces of potato were used in each solution and not just one  piece.     [1]       (b) (i) plot the change in mean length of potato against concentration of glucose solution  on the grid below.    draw a line of best fit through the points.    change in mean length / mm concentration of glucose solution  / mol dm\u20133+ \u2013    [4] ",
            "4": "4  \u00a9 ucles 2005 0610/06/o/n/05 for  examiner's  use  (ii) describe and explain the changes in mean length of the potato pieces in the different  glucose solutions.                 [4]      (c) (i) using the information from the graph, estimate the glucose concentration which results in no change in mean length.   [1]    (ii) suggest why, at this glucose concentration, there is no change in length.       [2]     total [16]    ",
            "5": "5  \u00a9 ucles 2005 0610/06/o/n/05 [turn over  blank page                                     question 2 is on page 6 ",
            "6": "6  \u00a9 ucles 2005 0610/06/o/n/05 for  examiner's  use 2 fig. 2.1 shows a fresh seed of broad bean, vicia faba , which has been cut in half.        fig. 2.1       (a) (i) make a large, labelled drawing of the cut surface of the seed.                                                [6] ",
            "7": "7  \u00a9 ucles 2005 0610/06/o/n/05 [turn over  for  examiner's  use  (ii) measure the length of the seed in fig. 2.1 and in your drawing.     indicate on fig. 2.1 where the measurement was taken.  length of seed in fig. 2.1    length of seed in your drawing      calculate the magnification of your drawing.     show your working.             magnification   [3]      (b) the broad bean is an example of a legume.  legumes are a good source of protein.     describe how you would compare the protein content of two different beans.                  [4]     total [13]   ",
            "8": "8  \u00a9 ucles 2005 0610/06/o/n/05 for  examiner's  use 3 if all conditions required for growth are present, some yeast cells in a flask can divide every  hour.    fig. 3.1 shows the number of yeast cells in a flask measured over a period of 12 hours.   0246 time  / h81 0 1 2 1 4 1 6 1 8300 250200150100 50 0number of cellsx1000     fig. 3.1  ",
            "9": "9  \u00a9 ucles 2005 0610/06/o/n/05 [turn over  for  examiner's  use  (a) suggest how you would observe the yeast cells and how you would estimate their total  population in the flask.                 [4]      (b) on fig. 3.1, indicate clearly and name, the two phases shown in this population curve.   mark when the change occurs between the two phases with a q.   [3]     (c) (i) state two factors needed to maintain the maximum growth of the yeast population.  1.   2.  [2]     (ii) suggest what would happen to the numbers of yeast in fig. 3.1 if one of these conditions becomes limiting after 12 hours.   [1]    (iii) draw a sketch to show the effect of your suggestion given in (c)(ii), by continuing the curve on fig. 3.1 .   [1]    total [11]   ",
            "10": "10   0610/06/o/n/05 blank page",
            "11": "11   0610/06/o/n/05 blank page",
            "12": "12    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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.   university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.    0610/06/o/n/05 blank page "
        }
    },
    "2006": {
        "0610_s06_qp_1.pdf": {
            "1": "        university of cambridge international examinations    international general certificate of secondary education        biology 0610/01       paper 1  multiple choice     may/june 2006        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 16 printed pages.  ib06 06_0610_01/3rp   \uf6d9 ucles 2006  [turn over    ",
            "2": "2    \u00a9 ucles 2006 0610/01/m/j/06 1 which organisms carry out respiration, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only   d plants only      2 which group includes animals with four legs and a dry scaly skin?   a amphibians  b birds  c mammals  d reptiles      3 which structure contains genes?  a the cell membrane of an animal cell  b the cytoplasm of an animal cell  c the nucleus of a plant cell  d the vacuole of a plant cell    4 the diagram shows a leaf.       use the key below. from which plant, a, b, c or d was the leaf taken?  1 leaf has a smooth edge \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. go to 2   leaf has a toothed (serrated) edge \u2026\u2026\u2026\u2026\u2026\u2026 go to 3  2 leaf has a long stalk (petiole) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 plant a   leaf has a short stalk (petiole) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. plant b  3 leaf is longer than it is wide \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. plant c   leaf is wider than it is long \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 plant d   ",
            "3": "3    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  5 the diagram shows a plant cell.    in which part of the cell do carbon dioxide and water combine to form glucose?    a b c d      6 the diagrams show the outer layers of cells.    which is correct for an animal cell?    ab cdouter surface outer surfaceouter surface outer surfacekey = cellulose cell wall = cell membrane      7 the diagrams show four different cells (not drawn to scale).    blood cell sperm cell root hair cell muscle cell12 3 4     which cells provide a large surface area for absorption?  a 1 and 2  b  1 and 3  c  2 and 4  d  3 and 4     ",
            "4": "4    \u00a9 ucles 2006 0610/01/m/j/06 8 the diagram shows a section through a leaf.    p rq s    which structure is an organ and which structure is a tissue?     organ tissue  a p s  b q r  c r p  d s q    9 osmosis is defined as the diffusion of water molecules  a down their concentration gradient through a partially permeable membrane.  b down their concentration gradient through a permeable membrane. c up their concentration gradient through a partially permeable membrane.  d up their concentration gradient through a permeable membrane.     10 which structure is adapted for the diffusion of gases?   a alveolus  b diaphragm  c oesophagus  d trachea     ",
            "5": "5    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  11 starch is digested by amylase in the mouth, but it is not digested in the stomach.     what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work. c the starch does not stay in the stomach long enough to be digested. d the temperature in the stomach is not suitable for the amylase to work.     12 which graph shows the effect of temperature on the activity of a human digestive enzyme?    rate of reaction 20 70a temperature  / ocrate ofreaction 20 70b temperature  / oc rate ofreaction 20 70c temperature  / ocrate ofreaction 20 70d temperature  / oc     ",
            "6": "6    \u00a9 ucles 2006 0610/01/m/j/06 13 the apparatus shown in the diagram is used to investigate the effect of a green plant on carbon  dioxide in the air.    air in limewater xyair outlight limewater plant pot in plastic bag    limewater goes cloudy if carbon dioxide is bubbled through it.    what happens to the limewater in x and in y?     x  y  a goes cloudy goes cloudy  b goes cloudy stays clear  c stays clear goes cloudy  d stays clear stays clear    14 which substance is transported by xylem vessels?  a carbon dioxide  b oxygen c sugar d water     ",
            "7": "7    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  15 how is the rate of transpiration affected by decreasing temperature and by decreasing light  intensity?      decreasing  temperature decreasing  light intensity  a slower slower   b slower faster  c faster slower   d faster faster     16 poor nutrition can lead to a condition called rickets in which bones fail to develop properly.    the table shows some minerals and vitamins present in four foods.    which food would be best for a child who has rickets?     calcium iron vitamin c vitamin d   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0017 \u0017 \u0013 \u0013 = substance present  c \u0017 \u0013 \u0013 \u0017 \u0017 = substance absent  d \u0017 \u0013 \u0017 \u0013      17 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water moves from the leaves to stem.  b water loss is greater than water uptake.  c water uptake is equal to water loss.  d water uptake is greater than water loss.     ",
            "8": "8    \u00a9 ucles 2006 0610/01/m/j/06 18 which shows the functions of the parts of the blood?     red blood cells white blood cells platelets  a antibody production clotting oxygen transport  b clotting oxygen transport antibody production  c oxygen transport antibody production clotting  d oxygen transport clotting antibody production     19 which word equation represents anaerobic respiration in human muscle?  a glucose \u2192 carbon dioxide + ethanol (alcohol)  b glucose \u2192 carbon dioxide + lactic acid  c glucose \u2192 ethanol (alcohol)  d glucose \u2192 lactic acid     20 in an experiment  three glass bell jars were set up as shown in the diagram.    air from lungs green plant pqr left in sunlight for 8 hoursleft open to the air for 8 hoursair breathed out by a student for 5 minutesbell jar     at the end of the experiment, which bell jar has  the most oxygen and which has the least?     most oxygen least oxygen  a p q  b p r  c q p  d r p     ",
            "9": "9    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  21 the graph shows the rate and depth of breathing in a person before exercise.    2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    2.5 2.01.51.0 04 time  / sa volume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / sb volume of air in lungs duringbreathing  / dm3 8 2.5 2.01.51.0 04 time  / sc volume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / sd volume of air in lungs duringbreathing  / dm3 8      22 in which organ is urea made and by which organ is it removed from the blood?     where made where removed  a kidney kidney  b kidney liver  c liver kidney  d liver liver    ",
            "10": "10    \u00a9 ucles 2006 0610/01/m/j/06 23 the diagram shows structures within human skin under two different external conditions.    condition 1 condition 2 sweat glandsblood vessel     what are external conditions 1 and 2?     condition 1 condition 2  a cool hot  b cool cool  c hot cool  d hot hot     24 which of these contains relay neurones?  a effector  b receptor  c spinal cord  d stimulus    ",
            "11": "11    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  25 the diagram shows a section through an eye.    which structure contains cells that are sensitive to light?    a bc d       26 which part of a seed grows into the root system of a plant?  a cotyledon  b plumule  c radicle  d testa (seed coat)     27 what must always  be present for seeds to germinate?  a chlorophyll  b light  c soil  d water     ",
            "12": "12    \u00a9 ucles 2006 0610/01/m/j/06 28 the diagram represents the menstrual cycle.    12 3 4 5 6 7 8 9 10 11 1213141516171819202122232425262728 zx ydays     which events may occur at x, y and z?     x y  z  a implantation ovulation menstruation  b menstruation ovulation implantation  c ovulation implantation menstruation  d ovulation menstruation implantation      29 night-blindness is an inherited condition, caused by a dominant allele.     the chart shows how this condition was passed on in one family.    xkey normal female normal male male with night-blindness    person  x marries someone with normal sight.    what is the chance that their first child will have night-blindness?   a 0 % b 50  % c 75  % d 100  %     ",
            "13": "13    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  30 which graph shows the change in the number of cells from the start of germination in a seed until  the seedling starts to photosynthesise?    timenumber of cells 00a timenumberof cells 00b timenumberof cells 00c timenumberof cells 00d      31 why does meiosis occur during the formation of gametes?   a it allows the number of gametes to be doubled.  b it prevents asexual reproduction occurring in the life cycle.  c it prevents variations appearing in the phenotype.  d it produces haploid gametes in preparation for fertilisation.     32 the diagram shows the genotypes of two parent plants and three of their offspring for a  characteristic that is controlled by a dominant allele.     plant 1 plant 2 plant 5 plant 4 plant 3rr rr rr rrrrparents offspring     which of the plants have the same phenotype?  a 1, 2 and 4 only  b 1, 2, 3 and 4 c 3 and 5 only  d 3, 4 and 5     ",
            "14": "14    \u00a9 ucles 2006 0610/01/m/j/06 33 in the ecosystem of a tropical rainforest, the producers obtain energy from the  a consumers.  b decomposers.  c rotting leaves.  d sunlight.      34 a generalised food chain may be shown as follows.    producer \u2192 primary consumer \u2192 secondary consumer \u2192 tertiary consumer    which labelled organisms in the food web below are both secondary and tertiary consumers?    foxes rabbitsstoats vegetationtoads and lizards carnivorous insects herbivorousinsectsspiderskestrels volesa dc b       35 the activity of decomposers returns substances to the atmosphere.    which products of decomposition enter the atmosphere?  a carbon dioxide and nitrogen  b carbon dioxide and water  c oxygen and nitrogen  d oxygen and water     ",
            "15": "15    \u00a9 ucles 2006 0610/01/m/j/06  [turn over  36 the diagram represents part of the carbon cycle.    carbon dioxide in air carbon compounds in animalscarbon compounds in green plants yx     what processes are represented by x and  y?   x y  a combustion photosynthesis  b photosynthesis respiration  c respiration excretion  d excretion nutrition     37 which process is part of both the carbon cycle and the water cycle?  a evaporation  b photosynthesis  c translocation  d transpiration    38 which factor has had the least effect on the rate of growth of the population of the world during  the last 200 years?  a the use of birth control  b improved agriculture  c the elimination of predators  d an improvement in medicines     ",
            "16": "16      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    university of cambridge international examinations is part of t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    \u00a9 ucles 2006 0610/01/m/j/06 39 the concentration of a pesticide in the tissues of the organisms in the following food chain was  measured.    plants \u2192 small fish \u2192 large fish \u2192 bird of prey    which organism on the bar chart is the large fish?    0.5 0.40.30.20.1 0 abcd organismpesticide concentrationin tissues  / mg per kg      40 the graph shows how oxygen concentration and numbers of bacteria change when sewage is  added to a river.    sewage added distance downstream  / m0 100 200 300 400 500 600 700dissolved oxygen bacteriaamount / arbitrary unitsp     what describes the oxygen concentration and the numbers of bacteria between the point at  which sewage is added and point p?  a oxygen concentration and numbers of bacteria stay the same.  b oxygen concentration decreases and numbers of bacteria increase.  c oxygen concentration increases and numbers of bacteria decrease.  d oxygen concentration remains the same and numbers of bacteria increase.     "
        },
        "0610_s06_qp_2.pdf": {
            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education     biology  0610/02     paper 2  core   may/june 2006  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, highlighters, glue or correction fluid.    answer all questions. 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.    for examiner\u2019s use     1      2      3      4      5      6      7      8      total     this document consists of 14 printed pages and 2 blank pages.  ib06 06_0610_02/3rp  \u00a9 ucles 2006  [turn over    ",
            "2": "2  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use answer all the questions.    1 (a) three characteristics of living organisms and four possible descriptions are shown below.     draw a straight line to match each characteristic to its description.    characteristic  description    pumping air in and  out of the lungs  respiration    producing new  individuals of the  same species  nutrition    obtaining organic  chemicals for the  repair of tissues  reproduction      the release of energy  from sugars     [3]      (b) state two other  characteristics of living organisms.  1   2  [2]      [total: 5]     ",
            "3": "3  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  2 deforestation occurs in many parts of the world.     (a) state two reasons why deforestation is carried out.  1     2    [2]       (b) (i)  explain two effects deforestation can have on the carbon cycle .  1      2     [4]     (ii) describe two effects deforestation can have on the soil.  1    2   [2]     (iii) forests are important and complex ecosystems. state two likely effects of  deforestation on the forest ecosystem.         [2]     [total: 10]     ",
            "4": "4  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 3 fig. 3.1 shows the male reproductive system and part of the urinary system.    fig. 3.1x        (a) label on fig. 3.1 each of the following structures.    (i) a sperm duct [1]    (ii) a ureter [1]    (iii) the urethra [1]     (b) state two functions of the part labelled x.  1     2    [2]       (c) describe two methods of birth control that can be used by a male.  1     2    [2]     ",
            "5": "5  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use  (d) explain how the sex of a baby is determined by the male parent\u2019s chromosomes.             [3]     [total: 10]    ",
            "6": "6  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 4 two pea plants with red flowers were crossed and produced 177 seeds. 44 of these seeds  grew into white flowered pea plants and 133 seeds grew into red flowered pea plants.      (a) (i)  which flower colour is controlled by the recessive allele?   [1]    (ii) using the symbols r and  r to represent the alleles, state the genotype of the parent  pea plants.   [1]     (b) by means of a labelled genetic diagram explain the inheritance of flower colour in this cross.                                [4]     (c) a red flowered pea plant, genetically identical to the original parent, was crossed with a white flowered plant. predict the ratio of red flowered to white flowered plants expected from this cross.   you may use this space for any working.               red flowered plants :  white flowered plants    [1] ",
            "7": "7  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use  (d) germination is the first stage of development of pea plants. list three environmental  conditions needed for seeds to germinate.  1   2   3  [3]     [total: 10]    ",
            "8": "8  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 5 fig. 5.1 shows the water cycle.    xycloud fig. 5.1       (a) (i)  for water to circulate in this cycle a supply of energy is needed.    what is the source of this energy?    [1]    (ii) state which process is represented by x.   [1]    (iii) state which process is represented by y.   [1]    (iv) suggest what causes cloud formation.       [2]     ",
            "9": "9  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use  (b) water is needed by plants. state two ways in which plants use water.  1     2    [2]       (c) (i)  explain how water is absorbed by the root hairs of a plant.         [3]     (ii) cereal plants were growing in a field. the field was then flooded with sea water.    suggest why the sea water causes the plants to die.         [3]     [total: 13]   ",
            "10": "10  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 6 the table shows the amounts of four nutrients required by four people for a balanced diet.    person protein /  g iron /  mg calcium /   mg vitamin c /   mg  14 year-old boy 66 11 700 25  14 year-old girl 55 13 700 25  30 year-old woman 53 12 500 30  30 year-old  pregnant woman 60 14 1200 60     (a) (i)  explain why there is a difference in the amount of protein required by the 14 year- old boy and the 30 year-old woman.         [3]     (ii) explain why there is a difference in the amount of iron required by the 14 year-old  girl and the 14 year-old boy.       [2]     (iii) explain why there is a difference in the amount of calcium required by the two 30 year-old women.       [2]      (b) state the role of vitamin c in the human body.     [1]     [total: 8]    ",
            "11": "11  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use 7 (a) carbon dioxide is a product of aerobic respiration. describe how you could identify  carbon dioxide in expired air.       [2]      (b) some organisms respire aerobically and anaerobically.     (i)  write a word equation for anaerobic  respiration in human muscle.   [2]     (ii) describe how anaerobic respiration of yeast helps in the preparation of bread dough.         [3]     (iii) suggest what happens to the yeast and the products of anaerobic respiration when  the dough is baked at a high temperature.       [2]      (c) state two differences between aerobic and anaerobic respiration.     do not include the chemicals produced by respiration.  1     2    [2]     [total: 11]    ",
            "12": "12  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use 8 fig. 8.1 shows a diagram of part of the digestive system, associated organs and blood  vessels.    x yv w zhepatic portal vein fig. 8.1hepatic veinhepatic artery        (a) complete table 8.1 to identify the named structures.    table 8.1     name of structure  letter label   duodenum   gall bladder   liver   pancreas   stomach     [5]    ",
            "13": "13  \u00a9 ucles 2006 0610/02/m/j/06 [turn over  for  examiner's  use  (b) (i)  name the liquid that is stored in the gall bladder.   [1]     (ii) name a hormone that affects the storage of glycogen in the liver.   [1]     (c) fig. 8.2 shows the rate of digestion of protein by two different enzymes, a and  b, over a  range of ph.    rate of digestion of protein 2468 1 0 1 2 phenzyme aenzyme b fig. 8.2       (i) name the structure, shown in fig. 8.1, in which enzyme a will be most active.   [1]    (ii) name the structure, shown in fig. 8.1, in which enzyme b will be most active.   [1]   ",
            "14": "14  \u00a9 ucles 2006 0610/02/m/j/06  for  examiner's  use (d) (i)  name the blood vessel, shown in fig. 8.1, that would contain blood with the highest  oxygen concentration.   [1]     (ii) which part of the blood carries oxygen?   [1]    (iii) name the blood vessel, shown in fig. 8.1, that would contain blood with the highest urea concentration.   [1]    (iv) which part of the blood carries urea?   [1]    [total: 13]   ",
            "15": "15   0610/02/m/j/06 blank page",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/02/m/j/06  blank page "
        },
        "0610_s06_qp_3.pdf": {
            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education     biology  0610/03     paper 3  extended   may/june 2006  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, highlighters, glue or correction fluid.    answer all questions. 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.    for examiner\u2019s use   1    2    3    4    5    6    total     this document consists of 13 printed pages and 3 blank pages.  ib06 06_0610_03/2rp  \u00a9 ucles 2006  [turn over    ",
            "2": "2  \u00a9 ucles 2006 0610/03/m/j/06   blank page                                       question 1 starts on page 3    ",
            "3": "3  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use 1 (a) draw a straight line to match the diagram of each tissue with its function. the first has  been completed for you.    moves dust and bacteria up the bronchi of amammal transports water and minerals through thestem of a plantcontracts to cause movement withinanimalscarries oxygen around the body of mammalsabsorbs water and minerals from soilfor the plant (not drawn to same scale)   [4]      (b) explain why a leaf is described as an organ, not a tissue.           [3]       [total: 7]",
            "4": "4  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 2 (a) annelids and nematodes are both worm-like animals.     state two features that distinguish annelids from nematodes.  1.     2.    [2]      (b) fungi are a difficult group to classify because they have features found in both animals and plants.     state one \u2018animal feature\u2019 and one \u2018plant feature\u2019 that fungi possess.  \u2018animal feature\u2019     \u2018plant feature\u2019    [2]     ",
            "5": "5  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (c) (i) draw a large, labelled diagram to show two features present in most viruses.                                             [3]    (ii) outline how the human immunodeficiency virus (hiv) affects the immune system.         [3]      [total: 10]   ",
            "6": "6  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 3 ahmed entered a very dark room. his irises responded by changing the pupil size and  gradually he could see shapes of objects in the room. dust in the air made him sneeze. suddenly the door slammed shut, causing his heart beat to speed up. he switched on the light to find the door and he grabbed the door handle\u2026\u2026      (a) complete the table by stating two voluntary actions and two involuntary actions  described in the text above.    voluntary actions involuntary actions  1.   1.          2.   2.            [4]       (b) actions are caused by the stimulation of effectors.    (i) name the two different types of effector in the body.  1.   2.  [2]     (ii) state the type of neurone that stimulates effectors.   [1]     ",
            "7": "7  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (c) plants also respond to stimuli such as light.     (i) state the name of the response of plants to light.   [1]     ahmed was provided with several young plant shoots and a sample of auxin.     (ii) describe an experiment he could carry out to show that auxin causes bending of a shoot.               [4]     (iii) explain the mechanism that results in a shoot bending towards light.           [3]       (d) synthetic plant hormones behave in a similar way to auxins. describe how synthetic plant hormones are effective as weedkillers.       [2]      [total: 17]   ",
            "8": "8  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 4 insulin is a hormone produced to control blood glucose levels. diabetics do not have a  natural ability to control these levels.    (a) define the term hormone .     [2]      (b) with reference to the pancreas and the liver, describe the role of insulin in controlling  blood glucose levels.             [4]      (c)   \u007f insulin is a protein.  \u007f diabetics can control their blood glucose levels artificially by injecting insulin. \u007f many medicines are swallowed as tablets.     explain what would happen to the insulin in  the stomach if it was swallowed as a tablet.       [2]     ",
            "9": "9  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (d) an alternative treatment to injecting insulin is being developed. the insulin is inhaled  into the lungs as a spray. it is then absorbed into the bloodstream.    (i) suggest the path the spray would take from the mouth to enter the alveoli.     [3]     (ii) suggest the process by which the insulin would pass from the alveoli into the bloodstream.   [1]    (iii) state three features of the alveoli that might help the insulin to pass into the blood stream efficiently.  1.   2.   3.  [3]     [total: 15]   ",
            "10": "10  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 5 crop production in many areas of the world needs the application of large volumes of water.  however, when the water evaporates from the soil, traces of salts are left behind. after several years, the soil becomes too salty for most plants to grow in it.     (a) (i) state three functions of water in plants.  1.   2.   3.  [3]     (ii) with reference to the water potential gradient, explain why plants may die when  grown in salty soil.         [3]     (b) some plants are able to pump salts out of their roots.    (i) name the process plants could use to pump salts out of their roots.   [1]     (ii) suggest how the process named in (i) could affect the rate of growth of the plants if  the process was operating all the time.         [2]     (iii) plants need mineral salts for normal, healthy growth. complete the table by naming  two minerals that plants need and stating their functions.    mineral name function     1     2     [4]   ",
            "11": "11  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (c) an article in a school science magazine stated, \u2018many plants contain genes which  enable them to pump salts out of their roots. these genes can be made more active by  genetic engineering, enabling the plants to remove salts before the plants are damaged.\u2019      explain whether you think that the process described in the article above is an example  of genetic engineering.         [3]       (d) some scientists believe that washing the salts out of the soil using even more water is a better alternative to genetic engineering.     state two problems that could be caused by washing the soil with extra water.  1.   2.  [2]     [total:18]",
            "12": "12  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use 6 fig. 6.1 shows population pyramids for a developing country and a developed country.    1 0 864202468 1 0developing country 65 45 15 0agemales females percentage of total population1 0 864202468 1 0developed country 65 45 15 0agemales females percentage of total population fig. 6.1      (a) describe how the percentage of people in  the population varies with age in    (i) a developing country,         (ii) a developed country.     [3]       (b) these countries have a similar population size.   compare the two pyramids. state one difference between the populations     (i) at under 15,         (ii) over 65.     [2]  ",
            "13": "13  \u00a9 ucles 2006 0610/03/m/j/06 [turn over  for  examiner's  use  (c) the pyramids can also be used to compare proportions of males and females in a  population.    state one way in which these pyramids are similar for people who live more than 65  years.   [1]     (d) with reference to x and y chromosomes, explain the expected ratio of males to  females at birth.                           [4]   ",
            "14": "14  \u00a9 ucles 2006 0610/03/m/j/06 for  examiner's  use (e) fig. 6.2 shows survival curves for developing and developed countries, based on  samples of 10  000 people. the graph can be used to estimate the average life  expectancy, defined as the age at which 50% of people in the sample are still alive.    0 1 02 03 04 05 06 07 08 09 0 age (years) fig. 6.210 000 5000 0number of survivorsdeveloped country developing country     (i) using fig. 6.2, estimate the average life expectancy for people in a developing country and a developed country. write your answers in the table.     average life expectancy  developing country   developed country    [1]     (ii) suggest two reasons for the difference in life expectancy.  1.     2.    [2]     [total:13]",
            "15": "15   0610/03/m/j/06  blank page",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    university of cambridge international examinations is part of t he university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/03/m/j/06  blank page "
        },
        "0610_s06_qp_5.pdf": {
            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education     biology  0610/05     paper 5  practical test   may/june 2006  1 hour   candidates answer on the question paper.  additional materials:  as listed in instructions to supervisors.         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, highlighters, glue or correction fluid.    answer both  questions.   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.          for examiner\u2019s use     1      2      total     this document consists of 7 printed pages and 1 blank page.  ib06 06_0610_05/3rp  \u00a9 ucles 2006  [turn over    ",
            "2": "2  \u00a9 ucles 2006 0610/05/m/j/06  for  examiner's  use answer both  questions.    write your answers in the spaces provided.    1 in this question you are to investigate the energy content of food substances.    fig. 1.1 shows the apparatus you will use.    fig. 1.1thermometer clamp to hold test tube water (20  cm3) burning food (0.5 g) held on mounted needle       \u007f measure 20 cm3 of water and pour into the test tube.  \u007f clamp the test tube in the stand as shown in fig. 1.1.     (a) (i)  draw a table in which information about the mass  of the food s1, volume of water,  its initial and final temperatures  and rise in temperature will be recorded.                              [3]   ",
            "3": "3  \u00a9 ucles 2006 0610/05/m/j/06 [turn over  for  examiner's  use   \u007f measure and record the temperature of the water.    \u007f carefully  stick the mounted needle into the food s1.    \u007f hold the food in a flame until it starts to burn.    \u007f move the food so that it is burning under the test tube (see fig. 1.1).    \u007f keep the food under the test tube until the flame goes out.    \u007f try to relight the food and move it under the test tube again.    \u007f repeat until it will no longer relight.    \u007f carefully put the mounted needle down on the heatproof mat.    \u007f immediately, measure and record the temperature of the water.       (ii) complete the table. [3]      the energy contained in the food s1 can be calculated using the formula below.    energy =volume of water  \u00d7  rise in temperature  \u00d7  4.2 mass of food s1     (iii) use the formula to calculate the energy content (in joules per gram) of the food s1.     show your working.                  energy content =  j  g-1 [3]     (iv) convert your answer into kilojoules per gram.  energy content =  kj  g-1 [1]     ",
            "4": "4  \u00a9 ucles 2006 0610/05/m/j/06  for  examiner's  use  (b) this is not a very accurate way of finding out the energy value of a piece of food.     (i) suggest two reasons why the result may not be accurate.  1    2   [2]     (ii) suggest how the method could be improved to increase the accuracy and reliability.             [2]      (c) table 1.1 shows the results of similar experiments using 1g samples of different substances.    table 1.1    substance energy content /  kj  carbohydrate 5  fat 10  protein 2  food s1       (i) complete the table to show the energy content, in kj, of 1g of food s1. [1]                ",
            "5": "5  \u00a9 ucles 2006 0610/05/m/j/06 [turn over  for  examiner's  use (ii) on the grid below, plot a suitable graph to compare the energy content per gram of  the four different substances.          [4]     (iii) use this information to suggest the main food substance present in food s1.     give a reason for your answer.         [2]     [total : 21]    ",
            "6": "6  \u00a9 ucles 2006 0610/05/m/j/06  for  examiner's  use 2 s2 is a seedling that has been growing in moist soil in the light.    (a) (i)  make a large, labelled drawing of the seedling.                                              [6]    (ii) measure the length of your drawing. draw a line to show where you made the measurement.  length of drawing     measure the length of the seedling.  length of seedling      calculate the magnification of your drawing.    show your working.              magnification =  [3]  ",
            "7": "7  \u00a9 ucles 2006 0610/05/m/j/06  for  examiner's  use  (b)  s3 is a seedling of the same species as s2 that has been allowed to germinate and  grow in the dark.     (i) state two visible  differences between s2 and s3.  1    2   [2]     (ii) suggest two reasons for these differences.  1    2   [2]      (c) suggest how you could carry out an investigation into the effect of gravity on the growth of the young root of germinating seeds.                         [6]     [total : 19]     ",
            "8": "8    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.     0610/05/m/j/06  blank page "
        },
        "0610_s06_qp_6.pdf": {
            "1": "this document consists of 12 printed pages.  ib06 06_0610_06/5rp   \uf6d9 ucles 2006  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 6 alternative to practical 0610/06        may/june 2006     candidates answer on the question paper.   no additional materials are required 1 hour                                      read these instructions first    write 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, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.    answer all questions.    the number of marks is given in brackets [  ] at the end of each question or  part question.   candidate name centrenumber candidatenumbe r for examiner's use 1 23 total/k2a/k30/k36/k31/k30/k30/k36/k2a",
            "2": "2  \u00a9 ucles 2006 0610/06/m/j/06 for  examiner's  use 1 fig.1.1 shows a diagram of a groundnut plant, arachis hypogaea.      the flower stalks grow downwards so that the fruits develop below the soil surface.   fig. 1.2 shows the mature fruits, one of which has been cut open.    fig. 1.1 fig. 1.2     ",
            "3": "3  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (a) (i) make a large, labelled drawing of the open fruit and its contents.                               [5]     (ii) measure the length of your drawing.    measure the length of the same structure in fig. 1.2.     calculate the magnification of your drawing.    show your working.         magnification   [3]     ",
            "4": "4  \u00a9 ucles 2006 0610/06/m/j/06 for  examiner's  use  (b) a student investigated the energy content of a seed.     a seed was weighed and its mass recorded in table 1.1. the seed was firmly attached  to the end of a mounted needle. a large test tube containing 20 cm\u00b3 of water was held in a clamp stand, with a thermometer and a stirrer. the apparatus is shown in fig. 1.3.    fig. 1.3seed mounted needle      /square4 the temperature of the water at the start was recorded in table 1.1.    /square4 the seed was set alight by placing it in a flame for a few seconds.    /square4 the burning seed was held under the test tube until the seed was completely burnt.    /square4 the water was stirred immediately. the highest temperature of the water was  recorded in table 1.1.   ",
            "5": "5  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (i) complete table 1.1 by calculating the rise in temperature. [1]    table 1.1     mass of  seed /  g volume of  water /  cm3 temperature at  the start /  \u00bac highest  temperature /   \u00bac rise in temperature /   \u00bac     0.5 20 29 79       the energy contained in the seed can be calculated using the formula below.   energy = volume of water \u03c7 rise in temperature \u03c7 4.2   mass of seed \u03c7 1000    (ii) using the formula calculate the energy content of the seed.    show your working.       energy content  kj  g-1 [2]     ",
            "6": "6  \u00a9 ucles 2006 0610/06/m/j/06 for  examiner's  use  the same method was used to find the energy content of some food substances. the  results are shown in table 1.2.    table 1.2     food  substance mass of food  burnt /  g starting  temperature /   \u00bac final  temperature /   \u00bac rise in  temperature /   \u00bac energy content  / kj g-1  starch 0.62 31 65 34 4.61  sugar 0.54 30 59 29 4.51  fat 0.56 30 90 60 9.00  protein 0.40 31 52 21 4.41   ",
            "7": "7  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (iii) on the grid below, plot a suitable graph to compare the energy content per gram of  the four different food substances and the seed from (b)(ii).             [4]   (vi) use this information to suggest the main food substance present in the seed.   [1]       (c) describe how you would test for the presence of reducing sugars in a seed.       [3]     [total : 19 marks]    ",
            "8": "8  \u00a9 ucles 2006 0610/06/m/j/06 for  examiner's  use 2 fig. 2.1 shows a young bean seedling which had been grown in the dark and then placed  horizontally on the surface of some damp soil.      the seedling was kept well watered and exposed to the light for 2 days.  fig. 2.2 shows the seedling after 2 days.    fig. 2.1 fig. 2.2       (a) describe the changes in appearance of the shoot  and the root of the seedling after 2 days.    (i) shoot      [2]    (ii) root      [2]     ",
            "9": "9  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (b) describe the processes involved in the changes of directional growth of the shoot of the  seedling.                   [6]     [total : 10]     ",
            "10": "10  \u00a9 ucles 2006 0610/06/m/j/06  for  examiner's  use 3 fig 3.1 shows a choice chamber.     /square4 this apparatus can be used to study the behaviour of small invertebrates, such as  woodlice, in different conditions.    /square4 60 woodlice were introduced through the central hole.    /square4 the four sections of the choice chamber had different conditions as shown in fig. 3.1.     dark and dry     dark and moist      light and dry     light and moist    dark and drydark and moist light and moistlight and dry surface viewcentral hole moist paper dry paper keyside view moist darklid fig. 3.1      /square4 the choice chamber was left undisturbed for 10 minutes.    /square4 the numbers of woodlice in each section were counted.    /square4 the numbers were recorded in table 3.1.    /square4 these woodlice were released into their natural environment.    /square4 the investigation was repeated with three more samples of woodlice.    ",
            "11": "11  \u00a9 ucles 2006 0610/06/m/j/06 [turn over  for  examiner's  use  (a) (i)     table 3.1    sample of woodlice 1st 2nd 3rd 4th total averagedark and moist 47 565249 204 51light and moist 402282dark and dry 8457light and dry 1012      complete table 3.1. the calculations for the moist sections have been completed for  you.      [2]     (ii)  plot the average number of woodlice in each condition on the pie chart  below.    pie chart    [3]    ",
            "12": "12    copyright acknowledgements:    question 1 fig. 1.1 \u00a9 s. harrison; oxford book of food plants ; oxford university press; 19 69. by permission of oxford university press.    question 1 fig. 1.2 \u00a9 a. king; agriculture: an introduct ion for southern africa ; cambridge university press; 1985.    permission to reproduce items where third-party owned material protect ed by copyright is included has been sought and cleared w here  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.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.   .    \u00a9 ucles 2006 0610/06/m/j/06  for  examiner's  use  (b) (i) state which conditions the woodlice prefer.   [1]     (ii) suggest how this behaviour might help the woodlice to survive in their natural habitat.       [2]        (c) suggest how you could improve this investigation to make the results more reliable.             [3]     [total 11]      "
        },
        "0610_w06_qp_1.pdf": {
            "1": "     university of cambridge international examinations    international general certificate of secondary education        biology 0610/01       paper 1  multiple choice    october/november 2006        45 minutes     additional materials: multiple choice answer sheet      soft clean eraser      soft pencil (type b or hb is recommended)                          read these instructions first     write in soft pencil.    do not use staples, paper clips, highlighters, glue or correction fluid.   write your name, centre number and candidate number on the answer sheet in the spaces provided unless   this has been done for you.      there are forty  questions on this paper. answer all questions. for each question there are four possible    answers  a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.     read the instructions on the answer sheet very carefully.     each correct answer will score one mark. a mark will not be deducted for a wrong answer.   any rough working should be done in this booklet.                                                  this document consists of 17 printed pages and 3 blank pages.  ib06 11_0610_01/3rp   \uf6d9 ucles 2006  [turn over  ",
            "2": "2    \u00a9 ucles 2006 0610/01/o/n/06 1 living animals release carbon dioxide.    this is an example of which life process?  a excretion  b movement  c nutrition  d sensitivity     2 which of these features is used to classify organisms as flowering plants?  a roots with hairs  b seeds within fruits  c single-celled spores  d underground stems    3 the diagram shows some cells.    cell membrane cytoplasm nucleus    what are these cells?  a liver cells  b palisade cells  c red blood cells  d white blood cells     ",
            "3": "3    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  4 the diagram shows a leaf.        use the key to identify the leaf.  1 leaf with several small leaflets \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2   leaf with one large leaf blade\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026. go to 3  2 leaflets broad and flat \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. a   leaflets narrow and hair-like \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 leaf with smooth edge \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. c   leaf with toothed edge \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. d     5 the photomicrograph shows a cell from a type of pondweed.    p qs r    which parts labelled on the diagram indicate that this is a plant cell?  a p and r b p and s c q and r d q and s    ",
            "4": "4    \u00a9 ucles 2006 0610/01/o/n/06 6 the diagram shows some of the main organs in the human body.    trachea heart diaphragm stomachlung oesophagus liver intestine     which group of organs belongs to the same organ system?  a diaphragm, oesophagus, trachea  b heart, liver, lungs  c heart, stomach, trachea   d oesophagus, intestine, stomach      7 why is the epidermis of a leaf an example of a tissue?  a the cells all have a similar structure and function.  b the cells allow light to pass through.  c the cells allow water to enter them by osmosis.  d the cells are covered by a waxy cuticle.    8 on a dry, sunny day, water vapour moves through the stomata of a leaf.    which phrase describes this movement?  a into the leaf by diffusion  b into the leaf by osmosis  c out of the leaf by diffusion  d out of the leaf by osmosis     ",
            "5": "5    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  9 the dots represent molecules of a gas in four tubes.    in which tube do more molecules move from x to y than in the opposite direction?    xy a bcd      10 the graph shows the results of experiments in which the activity of an enzyme was measured at  different ph values.     1234 ph5678increasing enzymeactivityoptimum ph     in which part of the alimentary canal would this enzyme be likely to work?  a mouth cavity  b oesophagus c small intestine d stomach     ",
            "6": "6    \u00a9 ucles 2006 0610/01/o/n/06 11 the apparatus shown in the diagram was used for an experiment on starch digestion.    which tube would contain most sugar after 20 minutes?    tube a tube b tube c tube d starch solutionstarch solutionandamylasestarchsolutionandamylase water bath at 15  oc water bath at 37  oc      12 the table shows four substances and the parts of the plant to which they are transported.     substance part of plant  1 amino acids flower buds  2 carbon dioxide leaf cells  3 sucrose root cells  4 water stomata    which are examples of translocation?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4      13 in humans, where does most absorption of digested food take place?  a colon  b kidney  c liver  d small intestine    ",
            "7": "7    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  14 the graph shows how the rate of transpiration is affected by x.     rate of transpiration x    what is x?  a humidity  b light intensity c soil moisture  d temperature     15 the table shows nutrients found in a biscuit.    which nutrient needs no digestion?    a fat 3.0  g  b glucose 2.8  g  c protein 3.5  g  d starch 5.5  g    16 by which process is food moved through the alimentary canal?  a assimilation  b digestion  c ingestion  d peristalsis     ",
            "8": "8    \u00a9 ucles 2006 0610/01/o/n/06 17 the diagram shows the circulation of blood in the body, through the heart, lungs and other  organs.    lungs other organsheartx     what is the name of x ?  a left atrium (auricle)  b right atrium (auricle)  c left ventricle  d right ventricle      18 what is produced during anaerobic respiration in muscles?     alcohol carbon dioxide lactic acid  a \u0013 \u0013 \u0017  b \u0017 \u0013 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
            "9": "9    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  19 which chemical contains energy that is released in aerobic respiration?  a carbon dioxide  b glucose  c oxygen  d water      20 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown in the diagram.    balloonpq balloon yeast and watersugar, yeastand water     what would happen to each balloon after one day?    pq apq b pq cpq d     ",
            "10": "10    \u00a9 ucles 2006 0610/01/o/n/06 21 what describes the excretion of urea?     removal of  undigested  food removal of  metabolic  wastes removal of  substances  in excess removal of  toxic products   a \u0017 \u0017 \u0013 \u0013 key  b \u0017 \u0013 \u0013 \u0013 \u0013 true  c \u0013 \u0017 \u0017 \u0013 \u0017 not true  d \u0013 \u0013 \u0013 \u0017      22 the average percentage of water in human urine is 96  %. this percentage changes when  conditions change.    which set of conditions will make the percentage of water in the urine decrease most?    conditions   temperature of the  surroundings amount of activity volume of water  drunk  a low low high  b low high low  c high low high  d high high low    ",
            "11": "11    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  23 the diagram shows the muscles which control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil larger?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     24 how often is an egg usually released from the ovaries of a woman?  a once a week  b once every 14 days  c once every 28 days  d once every 9 months    ",
            "12": "12    \u00a9 ucles 2006 0610/01/o/n/06 25 the diagram shows seedlings in an experiment on the tropic response of shoots to gravity and  light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of light     how has the shoot responded?     to gravity to light   a \u0013 \u0013 key  b \u0013 \u0017 \u0013 = tropic response shown  c \u0017 \u0013 \u0017 = no tropic response shown  d \u0017 \u0017       26 which is correct for sexual reproduction in flowering plants?     number of plants involved number of gametes  a always 1 more female than male  b always 1 more male than female  c 1 or 2 more female than male  d 1 or 2 more male than female    ",
            "13": "13    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  27 four test-tubes were set up as shown in the diagram and left for one week.    in which test-tube would the seeds germinate fastest and grow the most?    in warm room in warm room in warm room in fridgeabcd seeds on dry cotton woolseeds on wet cotton woolseeds on wet cotton wool water water no water seedswater boiled to remove oxygenoil layercotton  wool plug       28 the graph shows how dry mass of a plant changes with time.    timedry mass q rp     the letters represent three stages in the life cycle of a plant.    which letter represents each stage?     green leaves  developing seed seed  germinating  a p q r  b q r p  c r p q  d q p r    ",
            "14": "14    \u00a9 ucles 2006 0610/01/o/n/06 29 which is a sudden change in a gene or chromosome?   a allele  b genotype  c mutation  d phenotype      30 a gene for the colour of hair in mice has two alleles. b represents the allele for grey hair, and b  represents the allele for white hair.    a mouse with grey hair breeds with a mouse with white hair producing four offspring, with  genotypes bb, bb, bb and bb.    what are the genotypes of the parents?  a both heterozygous  b both homozygous dominant  c one heterozygous and one homozygous dominant  d one heterozygous and one homozygous recessive     31 a heterozygous tall pea plant, tt, is self-fertilised.    what are the offspring most likely to be?  a all tall plants  b all plants of medium height  c one tall plant to three short plants  d three tall plants to one short plant      32 which term can be described as \u2018many different species living together, interacting with each  other and with their physical environment\u2019?  a a food chain  b a food web c a nutrient cycle d an ecosystem     ",
            "15": "15    \u00a9 ucles 2006  0610/01/o/n/06  [turn over  33 the diagram shows a food chain.    trophic level:producers 1herbivores 2carnivores 3top carnivores 4    if the carnivores in trophic level 3 suddenly die out as a result of disease, in which trophic levels  will the number of organisms be likely to decrease ?  a 1 and 2  b 1 and 4  c 2 only  d 2 and 4      34 what is not  part of the carbon cycle?  a animals eating plants   b evaporation from a river  c fungi decomposing dead organisms  d plants absorbing carbon dioxide       35 the diagram shows a simplified water cycle.    water vapour in the atmosphere water in the soilplantsanimals 123     which processes do arrows 1, 2 and 3 represent?     respiration precipitation transpiration  a 2 1 3  b 3 1 2  c 3 2 1  d 1 3 2    ",
            "16": "16    \u00a9 ucles 2006 0610/01/o/n/06 36 the oxygen concentration in this aquarium was measured over a period of time.        it increased during daylight and decreased at night.    which processes caused these results?     oxygen increase (day) oxygen decrease (night)  a animal nutrition decay  b decay animal nutrition  c movement photosynthesis  d photosynthesis respiration     37 the graph shows the changes in a human population.    number of people timex     what could have caused the decrease in population at x?  a more medicines available  b introduction of new  diseases  c increasing food supply  d decrease in population of predators     ",
            "17": "17    \u00a9 ucles 2006  0610/01/o/n/06   38 what is an effect of deforestation?  a more erosion  b more species  c more transpiration  d more variety of habitats      39 weeds are growing in a crop.    what should be used to remove the weeds?  a artificial fertiliser  b herbicide  c organic manure  d pesticide     40 a pollutant causes a type of plant to lose its green colour.    how will this pollutant affect plants of this type over a long period of time?  a colourless mutants will survive.  b larger leaves will be produced.  c there will be no long-lasting effects.  d this type of plant will not survive.     ",
            "18": "18     0610/01/o/n/06 blank page  ",
            "19": "19     0610/01/o/n/06   blank page  ",
            "20": "20      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.   university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.    0610/01/o/n/06 blank page  "
        },
        "0610_w06_qp_2.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages.  ib06 11_0610_02/4rp   \uf6d9 ucles 2006  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 2 0610/02        october/november 2006     candidates answer on the question paper.   no additional materials are required 1 hour 15 minutes                                      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, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.    answer all questions.    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.   candidate name centrenumber candidatenumbe r*061002* for examiner's use 1 234 5 67 8 9 total",
            "2": "2  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 1 four of the classes of vertebrates and five possible descriptions of these classes are shown  below.     draw a straight line to match each class of vertebrate to its description.   class of vertebrate   description     body with naked skin, two  pairs of limbs  bird     body with hair, two pairs  of limbs  fish     body with feathers, one  pair of wings  mammal     body with scales, with fins reptile     body with scaly skin, two  pairs of limbs or no limbs    fig. 1.1    [total: 4]   ",
            "3": "3  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use 2 (a) many communities treat their sewage and release non-polluting water into a local river.     what is meant by the term sewage ?       [2]      (b) sometimes the sewage treatment works cannot deal with all of the sewage and  untreated material is released into the river.     suggest the likely effects of releasing untreated sewage into a river.             [4]     [total: 6]   ",
            "4": "4  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 3 fig. 3.1 shows a food web from the african grasslands.    impalaleopard scorpion locusthawk snakebaboon seed-eating birdticktick bird grass fig. 3.1     (a) (i)  name an organism from this food web that is a  primary consumer  [1]    tertiary (third level) consumer  [1]    producer  [1]    (ii) using information only from fig. 3.1, complete the food chain.     \u2192  \u2192  \u2192  \u2192 leopard [1]   ",
            "5": "5  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use  (b) fig. 3.2 shows a pyramid of numbers for a food chain from this food web.    3rd trophic level fig. 3.2       which organism in the food web would occupy the 3rd trophic level in this pyramid of  numbers?   [1]       (c) in some years a plague of locusts occurs.    predict and explain what could happen to the population of baboons when this occurs.             [4]      [total: 9] ",
            "6": "6  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 4 a survey of berries from a number of bushes of one species in a school grounds showed  variation in their mass. berries were collected at random and 50 had their mass determined.  table 4.1 shows the results of their investigation.    table 4.1    mass of berry /  g  1.3 0.6 1.6 1.3 1.2  1.0 1.3 1.2 0.4 1.1  1.3 0.9 0.4 1.4 1.2  1.0 1.0 0.6 1.5 1.2  1.1 0.5 1.1 1.3 1.1  0.3 1.3 0.5 1.2 0.5  1.1 1.3 1.0 0.6 1.4  1.4 1.2 1.4 1.2 1.3  0.6 1.3 1.2 0.7 1.2  0.5 0.6 1.3 1.3 1.4      (a) (i)  complete table 4.2 for the number of berries of mass 1.2  g and 1.3  g.    table 4.2    mass of berry /  g number of  individuals 0.3 1  0.4 2  0.5 4  0.6 5  0.7 1  0.8 0  0.9 1  1.0 4  1.1 5  1.2   1.3   1.4 5  1.5 1  1.6 1   [2] ",
            "7": "7  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use    (ii) plot on the grid below the data in table 4.2 as a histogram.    mass of berry  / g     [5]      (b) state, with a reason, the type of variation illustrated by the berries with masses between  0.3  g and 0.7  g.       [2]     [total: 9]   ",
            "8": "8  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 5 (a) fig. 5.1 shows a dicotyledonous flower in section.    fig. 5.1      label on fig. 5.1 using label lines     (i) a petal, [1]    (ii) a sepal, [1]    (iii) a stamen. [1]      (b) table 5.1 shows one difference between insect-pollinated flowers and wind-pollinated  flowers. complete table 5.1 by listing three  more differences.    table 5.1    insect-pollinated flowers wind-pollinated flowers  bright coloured petals green petals that are not obvious              [3]     ",
            "9": "9  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use  (c) (i)  state where pollination happens in a flower.   [1]     (ii) state where fertilisation happens in a flower.   [1]                               question 5 continues on page 10   ",
            "10": "10  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use  (d) fig. 5.2 shows a tree and the surrounding ground where seeds may land when they are  dispersed from the tree.    a b b a fig. 5.2     suggest reasons why seeds landing in area a are more likely to grow into young trees  than those landing in area b.             [4]     [total: 12] ",
            "11": "11   0610/02/o/n/06 [turn over  blank page                                        question 6 is on page 12",
            "12": "12  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 6 fig. 6.1 shows the teeth in the lower jaw of an adult human.    x y z fig. 6.1      (a) (i)  name the teeth labelled x, y and z.  x  y  z  [3]    (ii) describe the functions of teeth x and z.  x    z    [2]      (b) name one mineral and one vitamin that are essential for the healthy development of  teeth.  mineral   vitamin  [2]     ",
            "13": "13  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use  (c) fig. 6.2 shows a section through a tooth.    gumdentine fig. 6.2       (i) tooth decay is caused by bacteria getting into the dentine. explain how bacteria  can enter the dentine.         [3]     (ii) list three actions you could take to reduce the risk of tooth decay.  1    2    3   [3]     [total: 13]    ",
            "14": "14  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 7 (a) describe two ways in which arteries differ in structure from veins.  1     2    [2]      (b) (i)  name the artery that carries blood with a low oxygen concentration.   [1]     (ii) state in which organ urea is added to the blood and in which organ it is removed  from the blood.  urea added to blood   urea removed from blood  [2]       (c) (i)  state how many times a red blood cell must pass through the heart when it travels  from the lungs and returns to the lungs.   [1]    (ii) the heart beats more than 100 000 times every day. it is vital that the heart  remains healthy.    list three ways of keeping your heart healthy.  1    2    3   [3]     [total: 9]   ",
            "15": "15   0610/02/o/n/06 [turn over  blank page                                        question 8 is on page 16",
            "16": "16  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 8 (a) fig. 8.1 shows a section through a leaf. a leaf is designed for photosynthesis and this  process provides a supply of simple sugars for a plant.    chloroplast spongy mesophyllcells stoma fig. 8.1       (i) state the function of the chloroplasts in photosynthesis.     [1]     (ii) describe and explain the advantage of the d istribution of the chloroplasts as shown  in fig. 8.1.       [2]     (iii) suggest the function of the stomata and the spaces between the spongy mesophyll  cells in the process of photosynthesis.         [3]     ",
            "17": "17  \u00a9 ucles 2006 0610/02/o/n/06 [turn over  for  examiner's  use  (b) (i)  name the tissue that transports the sugars made by photosynthesis to other parts  of the plant.   [1]     (ii) name the mineral ion that is used to form proteins.   [1]    [total: 8]    ",
            "18": "18  \u00a9 ucles 2006 0610/02/o/n/06  for  examiner's  use 9 fig. 9.1 shows an alveolus in which gaseous exchange takes place.    capillary wallwall of alveolus red blood cells fig. 9.1oxygen diffuses into blood      (a) (i)  define the term diffusion .       [2]     (ii) state what causes oxygen to diffuse into the blood from the alveoli.     [1]     (iii) list three features of gaseous exchange surfaces in animals, such as humans.  1    2    3   [3]     ",
            "19": "19  \u00a9 ucles 2006 0610/02/o/n/06 for  examiner's  use  (b) (i)  at high altitudes there is less oxygen in the air than at sea level.   suggest how this might affect the uptake of oxygen in the alveoli.       [2]     (ii) in the past some athletes have cheated by injecting themselves with extra red blood cells before a major competition.   predict how this increase in red blood cells might affect their performance.       [2]     [total: 10]   ",
            "20": "20    permission to reproduce items where third-party owned material prote cted by copyright is included has been sought and cleared w here  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.    university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is  itself a department of the university of cambridge.     0610/02/o/n/06  blank page "
        },
        "0610_w06_qp_3.pdf": {
            "1": "this document consists of 15 printed pages and 1 blank page.   ib06 11_0610_03/4rp   \uf6d9 ucles 2006  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 3 extended 0610/03        october/november 2006     candidates answer on the question paper.   no additional materials are required 1 hour 15 minutes                                      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, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.    answer all questions.    the number of marks is given in brackets [  ] at the end of each question or  part question.   candidate name centrenumber candidatenumbe r*061003* for examiner\u2019s use 1 234 5 6 total",
            "2": "2  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 1 fig. 1.1 shows five mammals.    body length ab c de fig. 1.1(mammals not drawn to scale)      (a) use the key to identify each of these mammals. write the letter for each mammal in table 1.1.       1 tail more than half that of body length go to 2   tail less than half that of body length go to 4 2 ears at top of head, with thick tail sciurus caroliniensis    ears at side of head, with thin tail go to 3  3 nose pointed, nose length longer than its depth sorex araneus    nose blunt, nose length shorter than its depth clethrionomys glareolus   4 front legs as wide or wider than long talpa europaea    front legs longer than wide oryctolagus cuniculus    ",
            "3": "3  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use table 1.1     name of mammal letter    clethrionomys glareolus      oryctolagus cuniculus      sciurus caroliniensis     sorex araneus     talpa europaea     [4]      (b) fig. 1.2 shows a young deer feeding from its mother.    fig. 1.2        state two features of the deer, visible in fig. 1.2, that distinguish mammals from other  vertebrates.  1   2  [2]     [total: 6]    ",
            "4": "4  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 2 a human tooth was suspended in hydrochloric acid and left for 24 hours, as shown in   fig. 2.1. when the tooth was removed and washed, the lower part, to which the cotton was attached, was no longer hard, but soft an d rubbery. after replacing the tooth in the  acid for another 24 hours, the rest of the tooth was also soft.    glass rod cotton thread hydrochloric acid tooth fig. 2.1        (a) (i)  name the part of the tooth to which the cotton was attached.   [1]    (ii) name the type of human tooth used in this experiment. state two reasons for your  answer.  type of tooth    reason 1     reason 2    [3]     (iii) with reference to tooth structure, suggest and explain why the lower part of the tooth became soft before the upper part.           [3]     ",
            "5": "5  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  fig. 2.2 shows a tube of \u2018white teeth\u2019 toothpaste.    white teethph 8.5 contains:sodium fluorideantibacterial agent fig. 2.2       (b) state and explain two reasons why regular brushing with this toothpaste would help to  protect teeth from decay.  1       2      [4]      (c) brushing is not the only way of protecting teeth from decay.    state two other ways of maintaining healthy teeth.  1     2    [2]     [total: 13]   ",
            "6": "6  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 3 in 2003, 25  000 square kilometres of amazon rainforest were cut down and cleared. the  land was then used for agriculture, producing beef and soya beans for export. however,  within three years the land was no longer suitable for agriculture and had to be abandoned.      (a) (i)  state the term used for cutting down and clearing areas of forest.   [1]     (ii) complete table 3.1, to state different reasons why forests are cut down. the first  has been done for you.    table 3.1      reason   1 for agricultural land  2   3     [2]     (iii) outline and explain the likely effects of clearing forests.                         [6]   ",
            "7": "7  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  (b) soya beans and beef produced on the land are both good sources of protein. table 3.2  shows the nutritional content of products made from soya and beef.    table 3.2     nutritional content per 100  g of product  product energy / kj protein / g saturated fat  / g fibre / g  corned beef 905 26.9 12.1 0.0  soya sausages 1128 19.0 2.1 2.0     (i) using data from table 3.2, state and explain two reasons why soya sausages may  be healthier than corned beef as a major item in the diet.  1      2     [4]     (ii) soya beans are harvested from plants. cor ned beef is produced from cattle that  have fed on grass.    explain why it is more energy efficient for humans to eat soya products as a source  of protein than corned beef. use the food chains involved to support your answer.               [4]     [total: 17]     ",
            "8": "8  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 4 fig. 4.1 shows the change in percentage of disease-causing bacteria that were resistant to  the antibiotic penicillin from 1991 to 1995.    30 25201510 50 1991 1993 time  / years1995percentage of bacteriaresistant topenicillin fig. 4.1       (a) (i)  describe the change in the percentage of bacteria resistant to penicillin between  1991 and 1995.       [2]     (ii) explain how a population of antibiotic-resistant bacteria can develop.               [4]     ",
            "9": "9  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  (b) although bacteria can cause disease, many species are useful in processes such as  food production and maintaining soil fertility.    (i) name one type of food produced using bacteria.   [1]    (ii) outline the role of bacteria in maintaining soil fertility.           [3]     ",
            "10": "10  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use  (c) bacteria are also used in genetic engineering.     fig. 4.2 outlines the process of inserting human insulin genes into bacteria using  genetic engineering.    isolated plasmidsdna plasmiddna thread isolatedinsulin gene production of insulinhuman cell bacterium chromosomesin nucleus1 2 3 7654 8 9 fig. 4.2      ",
            "11": "11  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  complete the table below by identifying one of the stages shown in fig. 4.2 that  matches each  description.    description of  the stage number of  the stage     the plasmids are removed  from the bacterial cell     a chromosome is removed  from a healthy human cell     plasmids are returned to the  bacterial cell     restriction endonuclease  enzyme is used     bacterial cells are allowed to  reproduce in a fermenter     [5]    [total: 15]   ",
            "12": "12  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 5 (a) a typical dicotyledonous leaf contains a number of different types of cells, including:     guard cells , palisade mesophyll, spongy mesophyll  and upper epidermal cells.    using the types of cells listed above, complete the table by    (i) writing the types of cells in the order that sunlight passes through them,    (ii) stating the proportion of chloroplasts in each of the types of cells. use the terms none , some  and many .    type of cell number of  chloroplasts                 [3]    stomatal pores are surrounded by pairs of guard cells. when the stomata are closed the  rate of photosynthesis is affected, due to a limiting factor.     (b) (i)  write a balanced equation, using chemical symbols, for the process of  photosynthesis.   [2]    (ii) define the term limiting factor.        [2]     (iii) state the factor that limits photosynthesis when the stomata are closed.   [1]    ",
            "13": "13  \u00a9 ucles 2006 0610/03/o/n/06 [turn over  for  examiner's  use  (c) vascular bundles, containing xylem and phloem tissue, are situated in the leaf.     (i) describe the structure of xylem tissue.         [3]     (ii) state the functions of xylem and phloem.  function of xylem     function of phloem    [4]       (d) some plants close their stomata during the hottest part of the day, despite the effect on photosynthesis. suggest what benefit this might be to the plants.     [1]     [total: 16]   ",
            "14": "14  \u00a9 ucles 2006 0610/03/o/n/06  for  examiner's  use 6 fig. 6.1 shows a side view of the female reproductive system.    fig. 6.1      (a) using label lines and the  letters  given, label the following on fig. 6.1.    s. where the penis is inserted during sexual intercourse     d. where a diaphragm (cap) would be placed to prevent pregnancy     m. where an ovum matures    f. where an ovum would be fertilised    e.  where an embryo would become implanted [5]      (b) explain how     (i) the ovum passes down to the uterus,       [2]     (ii) the structure of a sperm enables it to reach the ovum,       [2]     (iii) a zygote has a diploid number of chromosomes,       [2]  ",
            "15": "15  \u00a9 ucles 2006 0610/03/o/n/06 for  examiner's  use  (iv) the level of a hormone which prevents menstruation remains high during  pregnancy, even after the corpus luteum has broken down.       [2]     [total: 13]   ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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.    university of cambridge international examinations is part of  the university of cambridge local examinations syndicate (ucles), which is  itself a department of the university of cambridge.     0610/03/o/n/06  blank page "
        },
        "0610_w06_qp_5.pdf": {
            "1": "centre number candidate number name      university of cambridge international examinations  international general certificate of secondary education     biology  0610/05     paper 5 practical test   october/november 2006  1 hour   candidates answer on the question paper.  additional materials:    as listed in instructions to supervisors.         read these instructions first     write your centre number, candidate number and name in the spaces provided at the top of this page.  write in dark blue or black pen. you may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.    answer both  questions.  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.                         for examiner\u2019s use   1    2    total     this document consists of 7 printed pages and 1 blank page.  ib06 11_0610_05/2rp  \u00a9 ucles 2006  [turn over    ",
            "2": "2  \u00a9 ucles 2006 0610/05/o/n/06  for  examiner's  use 1 in this question you are going to investigate transport in plants.    you are provided with a length of stem of a flowering plant, w1, that has been standing in a  coloured solution.     carefully cut across the stem and examine the freshly cut surfaces with a hand lens.     (a) (i)  make a large, labelled drawing of one of the cut surfaces of the stem.    on your drawing, indicate clearly the position of the coloured dye.                                  [5]    (ii) measure the diameter of your drawing.  diameter of drawing     measure the diameter of the stem.  diameter of stem      calculate the magnification of your drawing.   show your working.               magnification =  [3]  ",
            "3": "3  \u00a9 ucles 2006 0610/05/o/n/06 [turn over  for  examiner's  use  (b) fig. 1.1 is a diagram of a section across the stem of a different flowering plant, w2.    coloured dye     fig. 1.1       describe the differences in the distribution of the coloured dye in the two plant stems.         [2]      (c) suggest how you could carry out an experiment to compare the effects of one named   external  factor on the rate at which water moves up through a plant.                     [5]     ",
            "4": "4  \u00a9 ucles 2006 0610/05/o/n/06  for  examiner's  use  (d) you are provided with a solution, w3, that is translocated in the stem of plant w1.     (i) state how you would test the solution for the presence of reducing sugars.       [2]     (ii) state two safety precautions that could be taken when carrying out this test.  1  2 [2]     (iii) test solution w3 for the presence of reducing sugars.    record your observations and conclusion.  observations   conclusion  [2]     (iv) sucrose is not a reducing sugar. boiling sucrose solution with acid converts the sucrose to reducing sugars.  w4 is a solution of w3 that has been boiled with acid.    test solution w4 for the presence of reducing sugars.    record your observations and conclusion.  observations   conclusion  [2]     (v) using the information in (iii) and (iv) and your conclusions, suggest what type of  sugar is transported through the stem.   [1]    [total: 24]   ",
            "5": "5  \u00a9 ucles 2006 0610/05/o/n/06 [turn over  blank page                                   question 2 starts on page 6    ",
            "6": "6  \u00a9 ucles 2006 0610/05/o/n/06  for  examiner's  use 2 you are supplied with specimen w5.   fig. 2.1 shows four other animals belonging to the same main group of invertebrates.    w6 w7 w8 w9     fig. 2.1      (a) (i)  name the main group (phylum) of invertebrates to which all these animals belong.   [1]    (ii) state one feature of w5 that is characteristic of this main group.   [1]     ",
            "7": "7  \u00a9 ucles 2006 0610/05/o/n/06 [turn over  for  examiner's  use  (b) (i)  name the sub-group (class) to which w5 belongs.   [1]     (ii) state three features, visible on w5, that are characteristic of this group.  1  2  3 [3]      (c) use the following key to identify each of the animals, w5 \u2013 w9.    if necessary, remove parts of w5 to count them. keep the specimen to use later in the  question.   1 more than 4 pairs of legs  lithobiomorpha     4 pairs of legs or less  go to 2   2 4 pairs of legs  go to 3      3 pairs of legs  go to 4   3 2 pairs of jointed antennae  decapoda     no jointed antenna  araneae   4 1 pair of wings diptera     2 pairs of wings odonata      w5   w6   w7   w8   w9  [5]     ",
            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2006 0610/05/o/n/06 for  examiner's  use  (d) when dilute hydrochloric acid is added to calcium carbonate, carbon dioxide is  produced.    w10 is part of the protective covering of a mollusc.    add a few drops of dilute hydrochloric acid to each  of the specimens w5 and w10.     (i) observations  w5     w10    [2]     (ii) use your observations to explain the conclusions that you can make about the  chemical composition of the protective coverings of these animals.     conclusions             [3]     [total: 16]   "
        },
        "0610_w06_qp_6.pdf": {
            "1": "  this document consists of 8 printed pages and 4 blank pages.  ib06 11_0610_06/5rp   \uf6d9 ucles 2006  [turn over   university of cambridge international examinations   international general certificate of secondary education      biology       paper 6 alternative to practical 0610/06        october/november 2006     candidates answer on the question paper.   no additional materials are required 1 hour                                      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, highlighters, glue or correction fluid.  do not  write in the barcode.  do not  write in the grey areas between the pages.   answer all questions.    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.   candidate name centrenumber candidatenumbe r for examiner's use 1 23 total*061006*",
            "2": "2  \u00a9 ucles 2006 0610/06/o/n/06  for  examiner's  use 1 fig. 1.1 shows a young plant with its roots submerged in a container filled with a solution  containing mineral salts and a coloured dye.    coloured solution (not to scale) fig. 1.1        fig. 1.2 shows a section of a root and fig. 1.3 shows a section of a stem.    root fig. 1.2stem fig. 1.3     (a) (i)  shade in the tissue to identify where the coloured solution may be found in the  section of the root, fig. 1.2 and stem, fig. 1.3.   [2]    (ii) name the tissue, in both fig. 1.2 and fig. 1.3, that you have shaded.   [1]    ",
            "3": "3  \u00a9 ucles 2006 0610/06/o/n/06 [turn over  for  examiner's  use  (b) (i) name the structures through which most of the solution will be absorbed into the  roots.   [1]     (ii) indicate by means of an arrow on fig. 1.1, one place where these structures are  shown. [1]     (c) describe how you would compare the rate of uptake of the coloured solution by the  plant in fig. 1.1 with another plant that has had its roots cut off.                   [6]     [total: 11]   ",
            "4": "4  \u00a9 ucles 2006 0610/06/o/n/06  for  examiner's  use 2 fig. 2.1 shows the upper surface of an animal.    x     fig. 2.1      (a) make a large drawing of the body of this animal and the leg labelled x.    label  one of the eyes and two  features of the back leg.                                        [6]   ",
            "5": "5  \u00a9 ucles 2006 0610/06/o/n/06 [turn over  for  examiner's  use  figs. 2.2, 2.3 and 2.4, show other examples of the same group (phylum). each belongs to a  different sub-group (class).    fig. 2.2 fig. 2.3 fig. 2.4  [these animals are not all drawn to the same scale]      (b) (i)  name the main group (phylum) to which these animals belong.   [1]    (ii) describe one feature that is characteristic of all these animals.   [1]    (iii) complete the table to indicate one special feature which makes each sub-group  (class) different from all the others.     fig. 2.2 fig. 2.3 fig. 2.4         [3]     (iv) name each sub-group (class).  fig. 2.2   fig. 2.3   fig. 2.4  [3]     [total: 14]   ",
            "6": "6  \u00a9 ucles 2006 0610/06/o/n/06  for  examiner's  use 3 fig. 3.1 was set up with a number of respiring maggots placed in the large test tube. the  apparatus was left for 20 minutes and then a drop of coloured liquid was introduced into the  capillary tube as shown.    scale capillary tubecoloured liquidcliprubber tubing glass tubing maggots zinc gauze sodium hydroxide fig. 3.1       during the next 5 minutes, the drop of coloured liquid moved along the capillary tube. the  sodium hydroxide absorbs carbon dioxide.       (a) (i)  explain why the drop of coloured liquid moved towards the test tube.           [3]     (ii) describe a suitable control for this investigation.       [2]     ",
            "7": "7   0610/06/o/n/06 [turn over  blank page                                        question 3 continues on page 8",
            "8": "8  \u00a9 ucles 2006 0610/06/o/n/06  for  examiner's  use  a second sample of maggots was used in an experiment to show the effect of different  temperatures on respiration. the distance that the drop of coloured liquid moved along the  capillary tube was measured over a period of 60 seconds at each temperature. the drop of coloured liquid was moved back to the start of the capillary tube before each reading was taken. the results are shown in table 3.1.    table 3.1     temperature /  \u00bac distance moved by  drop of coloured  liquid / mm 20 41  25 63  30 96  35 168  40 120    (b) (i)  using the results given, plot a graph to show the effect of temperature on  respiration.                                                  [5] ",
            "9": "9  \u00a9 ucles 2006 0610/06/o/n/06 [turn over  for  examiner's  use  (ii) with reference to your graph, describe the effect of temperature on the respiration  of the maggots.         [3]     (iii) explain the results at 35\u00bac.         [2]     [total: 15]   ",
            "10": "10   0610/06/o/n/06 blank page",
            "11": "11   0610/06/o/n/06 blank page",
            "12": "12  copyright acknowledgements:    question 2 fig. 2.1 \u00a9 http://perso.wanadoo.fr/laurent.marzec/pisidia.htm     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here  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.    university of cambridge international examinations is part of  the university of cambridge local examinations syndicate (ucles), which is  itself a department of the university of cambridge.     0610/06/o/n/06  blank page "
        }
    },
    "2007": {
        "0610_s07_qp_1.pdf": {
            "1": "    this document consists of 16 printed pages.  ib07 06_0610_01/3rp  \u00a9 ucles 2007  [turn over      *3725898241* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1 multiple choice  may/june 2007     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.       ",
            "2": "2    \u00a9 ucles 2007 0610/01/m/j/07 1 which process involves the release of energy from food substances in all living cells?  a breathing  b nutrition  c respiration  d transpiration      2 which of the four vertebrates in the table is a mammal?     scaly skin hair four limbs tail   a \u0013 \u0017 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013 \u0013= present  c \u0017 \u0017 \u0013 \u0017 \u0017= not present  d \u0017 \u0013 \u0013 \u0013     3 the picture shows an animal.        what is the name of this animal according to the binomial system ?  a catus  b felis leo   c male african lion   d top african jungle carnivore     ",
            "3": "3    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  4 the diagram shows a fish.    pectoral fin pelvic finanal fincaudal findorsal fin     use the key to identify the fish.  1 black stripe across the eye ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2  no black stripe across the eye ..\u2026.\u2026\u2026\u2026.. a  2 black stripe on caudal fin \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. go to 3  no black stripe on caudal fin \u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 black spot below dorsal fin \u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026.. c  no black spot below dorsal fin \u2026\u2026\u2026\u2026\u2026\u2026. d     5 which structures are found in a human sperm cell?     cell membrane cell wall haploid nucleus   a \u0013 \u0017 \u0017 key  b \u0013 \u0017 \u0013 \u0013 = present  c \u0013 \u0013 \u0013 \u0017 = not present  d \u0017 \u0013 \u0013     6  what is cytoplasm?  a a fluid-filled space   b a jelly-like substance  c a surrounding wall  d a tiny green disc    ",
            "4": "4    \u00a9 ucles 2007 0610/01/m/j/07 7 the diagram shows some of the structures found in the human abdomen.    x y     what type of structures are x and y?     x y  a organ organ  b organ organ system  c organ system tissue  d tissue organ system    8 cilia are present on the surface of the cells of the trachea. the cilia of a smoker work less  effectively than those of a non-smoker.    how does this affect the smoker?  a less carbon dioxide is released.  b less oxygen is released.  c more bacteria enter the lungs.  d more mucus is removed from the lungs.      9 what is an example of osmosis?  a carbon dioxide goes out through the stomata of a leaf.  b digested food is absorbed from the small intestine.  c oxygen goes into the blood from an alveolus.  d water enters a plant root from the soil.     ",
            "5": "5    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  10 the diagram shows an experiment on diffusion.    permeable bag20  % sugar solutionsugar solution x     more sugar diffuses out of the bag than diffuses in.    what is the concentration of sugar in solution x?  a 10  % b 20  % c 30  % d 40  %      11 the temperature of an enzyme-controlled reaction is increased by 10  \u00b0c.    how does this affect the rate of reaction?  a it always increases the rate.  b it always decreases the rate.  c it may increase or decrease the rate.  d it has no effect on the rate.     12 an enzyme from the stomach that digests protei n, and cooked egg white that contains protein,  are placed in four test-tubes.    when the egg white is digested the mixture becomes clear.    which tube becomes clear first?    a egg white and enzyme acid temperature 20  \u00b0cb egg white and enzyme acid temperature 37  \u00b0cc egg white and enzyme alkali temperature 20  \u00b0cd egg white and enzyme alkali temperature 37  \u00b0c    ",
            "6": "6    \u00a9 ucles 2007 0610/01/m/j/07 13 the diagrams show the arrangement of cells in a section of a green leaf.    which arrow represents the diffusion of the most oxygen during bright sunlight?    a b c d      14 which elements do carbohydrates contain?  a carbon, hydrogen and oxygen  b carbon, hydrogen and sulphur  c carbon, nitrogen and oxygen  d carbon, nitrogen and sulphur    ",
            "7": "7    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  15 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m     16 what is a function of the human blood system?  a carrying eggs from the ovary to the uterus  b carrying glucose from the gut to the liver  c carrying partly digested food from the mouth to the stomach  d carrying urine from the kidney to the bladder    ",
            "8": "8    \u00a9 ucles 2007 0610/01/m/j/07 17 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sucrose cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.      18 the diagram shows how the appearance of a pot ted plant changes over a period of four days.        which environmental conditions are most likely to cause this change?     humidity light intensity  a high high  b high low  c low high  d low low    ",
            "9": "9    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  19 why is yeast used in breadmaking?  a to provide alcohol  b to provide carbon dioxide  c to provide oxygen  d to provide lactic acid      20 which features are present in gaseous exchange surfaces?     large surface area moist thick walls   a \u0013 \u0013 \u0017 key  b \u0013 \u0017 \u0013 \u0013 = present  c \u0017 \u0013 \u0013 \u0017 = not present  d \u0013 \u0013 \u0013      21 which component of cigarette smoke is most likely to cause lung cancer?  a carbon dioxide  b carbon monoxide  c nicotine  d tar    22 what is an example of homeostasis?  a breathing in oxygen  b regulating blood glucose  c removing undigested food through the anus   d urinating to empty the bladder    ",
            "10": "10    \u00a9 ucles 2007 0610/01/m/j/07 23 the table shows an analysis of urine and of blood after filtration in the kidney.    percentage of substance in  substance  blood urine  glucose 0.10 0.00  salts 0.30 0.60  urea 0.03 2.00  water 90.00 97.00    which substance is completely reabsorbed by the kidney?  a glucose  b salts  c urea  d water      24 the diagram shows a neurone.    x y     which structures could be found at  x and y?     x y  a brain intestine  b brain leg  c eye hand  d skin spinal cord     25 the diagram shows shoots of maize seedlings.    which shoot shows negative geotropism?    ab cd light light gravity gravity     ",
            "11": "11    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  26 where are the male gametes produced in a flowering plant?  a petal  b sepal  c stamen  d stigma      27 the diagram shows the changes that occur to the uterus lining during the menstrual cycle.    12827 26 25 24 2322212019181716151413 12 11 10 98765432 lining of uterus gets thicker lining of uterusday     when do the following stages occur in this cycle?     bleeding lining starts to  break down uterus lining  thickens  a days 13 \u2013 14 days 6 \u2013 25 days 1 \u2013 4  b days 1 \u2013 4 days 26 \u2013 27 days 6 \u2013 25  c days 6 \u2013 25 days 1 \u2013 4 days 26 \u2013 27  d days 1 \u2013 4 days 13 \u2013 14 days 6 \u2013 25     ",
            "12": "12    \u00a9 ucles 2007 0610/01/m/j/07 28 the diagrams show a plant cell p changing to become cell q.     pq     what do the changes between p and q show?  a development and germination  b germination and mitosis  c growth and development  d mitosis and growth      29 which graph shows the change in dry mass from the time a seed starts to germinate (x) until  green leaves have appeared above the soil (y)?    a timedry massb timedry massc timedry massd timedry mass xy xy xy xy      30 which feature of a human is controlled by genes only?  a age at death  b blood group  c dietary deficiency disease  d lung cancer     31 a dominant allele  a causes only harmful characteristics.  b is responsible for male characteristics.  c never undergoes mutation.  d produces the same phenotype in heterozygotes and homozygotes.     ",
            "13": "13    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  32 in one type of plant, the allele for red flowers (r) is dominant to the allele for white flowers (r).     a plant with red flowers is crossed with a plant with white flowers. half of the offspring have red  flowers and half have white flowers.    what are the genotypes of the parent plants?  a r and r  b rr and rr  c rr and rr  d rr and rr      33 in an ecosystem, plants absorb sunlight.    which other organisms in the ecosystem depend on this process for their energy?     animals decomposers   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= depend  c \u0017 \u0013 \u0017= do not depend  d \u0017 \u0017      34 the diagram shows a pyramid of biomass for all organisms in an ecosystem.    which organisms are herbivores?    a bcd      ",
            "14": "14    \u00a9 ucles 2007 0610/01/m/j/07 35 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which is the pyramid of numbers for this food chain?    ab cd       36 the diagram shows part of the water cycle.    water vapour in the air compounds in living plants compounds in living animalsp     which process in living plants is responsible for returning water vapour to the air at p?  a combustion  b condensation  c photosynthesis  d respiration     ",
            "15": "15    \u00a9 ucles 2007 0610/01/m/j/07  [turn over  37 how will soil erosion and rainfall be affected by deforestation?     soil erosion rainfall  a decrease  decrease   b decrease  increase  c increase increase  d increase decrease     38 which graph shows the growth of a p opulation where there are no limiting factors?    00 timepopulation sizea 00 timepopulation sizeb 00 timepopulation sizec 00 timepopulation sized     39 which human activity helps to prevent the extinction of animal species?  a creating more farmland  b creating nature reserves  c destroying natural habitats d extracting natural resources     ",
            "16": "16      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    university of cambridge international examinations is part of t he 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.    \u00a9 ucles 2007 0610/01/m/j/07 40 the diagram shows an area being developed for industry and agriculture.    trees being cut down to provide agricultural landfertilisers, herbicides and pesticides applied to the land lakesmoke containing sulphur dioxide factory     which would be the most likely to cause an initial increase in plant life in the lake?  a fertilisers  b herbicides  c pesticides  d smoke       "
        },
        "0610_s07_qp_2.pdf": {
            "1": "    this document consists of 19 printed pages and 5 blank pages.  ib07 06_0610_02/5rp  \u00a9 ucles 2007  [turn over      *7021514936* for examiner's use  1   2   3   4   5   6   7   8   9   10   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  may/june 2007     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.    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.   ",
            "2": "2  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 1 (a) figs. 1.1 \u2013 1.4 show organisms or parts of organisms (not drawn to scale).      ab fig. 1.1     (i) state which of the drawings shows a monocotyledon leaf. state one reason for  your choice.     [1]      d c fig. 1.250  mm       (ii) state which of the drawings shows an annelid. state one reason for your choice.     [1]   ",
            "3": "3  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  ef fig. 1.3      (iii) state which of the drawings shows an arachnid. state one reason for your choice.     [1]      gh fig. 1.4     (iv) state which of the drawings shows a crustacean. state one reason for your  choice.     [1]   ",
            "4": "4  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use  (b) the length of the drawing of worm c, in fig. 1.2, is shown. the actual length of the  worm is 5  mm. calculate the magnification of this drawing. show your working.               magnification   [2]    [total: 6]    ",
            "5": "5   0610/02/m/j/07 [turn over  blank page",
            "6": "6  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 2 fig. 2.1 shows a flower of a dicotyledon.     nectaryc ab fig. 2.1      (a) name parts a and b, shown on fig. 2.1.  a   b  [2]      (b) state the function of part c.      [1]       (c) the flower shown in fig. 2.1 is insect pollinated. describe how two features, visible in fig. 2.1, would be different in a wind pollinated flower.  1     2    [2]     ",
            "7": "7  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (d) complete table 2.1 by placing a tick ( /checkbld) in the boxes to show which processes happen  during the reproduction of flowering plants and which happen during the reproduction  of humans.    table 2.1    process flowering plants humans  fertilisation    germination    implantation    pollination    sexual intercourse    [2]      (e) (i)  while visiting a new region of forest a student found an unknown plant.     hanging from it were some structures with bright red outer coverings.    these contained some soft fleshy tissue. in this tissue were many seeds with hard  outer coats.     suggest, with reasons, how these seeds might be dispersed.  method of dispersal   reasons      [3]     (ii) suggest which conditions in the forest would allow these seeds to germinate and  grow into young plants.          [3]    [total: 13]     ",
            "8": "8  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 3 (a) fig. 3.1 shows the variation in the height of human adults in an african population.       percentage of population height  / cm fig. 3.1     state the type of variation shown by this data.   [1]    ",
            "9": "9  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (b) in britain 42% of the population have bl ood group a. the frequency of the other blood  groups is: b (9%), ab (3%) and o (46%).     (i) plot the data, as a bar chart, on fig. 3.2. [2]    50 40302010 blood groupfrequency % fig. 3.2      (ii) complete the following sentence.  height is controlled by environment and by genes but human blood groups  are controlled only by  . [1]      (c) sometimes human characteristics are altered by mutations.     (i) define the term mutation .     [1]     (ii) suggest two factors that could increase the rate at which mutations occur.  1   2  [2]    [total: 7]   ",
            "10": "10  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 4 the table shows the area of tropical forests in some parts of the world and the rate of their  destruction during the period 1990 \u2013 2000.    region of the world area of forest   in 2000 / km2 area destroyed each  year 1990 \u2013 2000 / km2 annual percentage  rate of destruction  a 697 000 13 000 1.8  b 1 389 000 18 000 1.3  c 2 154 000 15 000 0.7  d 117 000 2 000 1.7  e 434 000 12 000 2.8  f 8 399 000 84 000 1.0     (a) (i)  state which region had the greatest area of forest destroyed each year.   [1]     (ii) state which region had the highest annual percentage rate of destruction.   [1]    (iii) use the data to suggest what the area of tropical forest in region f will be in 2100.   [1]    (iv) predict which region will have the smallest area of forest in the year 2010.   [1]     (b) tropical forests produce a large mass of dead vegetation each year which is decomposed.    (i) name one type of microorganism that decomposes this dead plant matter.   [1]    (ii) name two substances that are released during decomposition that benefit the  plants in the forest.  1   2  [2]     ",
            "11": "11  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (c) tropical forest is often cleared to provide ground for crop growth. however, after about  three years, this land has to be abandoned and a new area is cleared. suggest why a new area is needed after about three years of crop growing.         [3]    [total: 10]     ",
            "12": "12  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 5 fig. 5.1 shows the carbon cycle. the arrows represent the various processes that happen  in the cycle.      carbon dioxide in air carbon compounds in plantscarbon compounds in fossil fuelscarbon compounds in dead animals and plantse b acd g fbox x fig. 5.1death + excretion       (a) (i)  complete the diagram by filling in box x. [1]    (ii) state the letters of two arrows that represent respiration.   and  [2]    (iii) state the letter of the arrow that can only represent combustion in this cycle.   [1]    (iv) state the letter of the arrow that represents the process in the cycle that takes millions of years to happen.   [1]     (b) (i)  photosynthesis is not shown on the diagram. draw an arrow on fig. 5.1 to  represent photosynthesis and label it p. [1]    (ii) write a word equation for photosynthesis.   [2]    [total: 8]    ",
            "13": "13   0610/02/m/j/07 [turn over  blank page",
            "14": "14  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 6 fig. 6.1 shows a plant cell from a leaf.     a b cf e d fig. 6.1       (a) state the letters for the three parts of this cell that only occur in plant cells.    letters  ,  and  . [3]       (b) state two differences in structure between this leaf cell and a root hair cell.     explain the reason for each difference.  difference     reason       difference     reason    [4]   ",
            "15": "15  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (c) (i)  describe one difference that exists between a red blood cell and a typical animal  cell.      [1]     (ii) state an advantage of this feature in a red blood cell.     [1]    [total: 9]   ",
            "16": "16  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 7 a student investigated the effect of changing ph on the rate of reaction of a digestive  enzyme.      (a) define the term enzyme .       [2]       table 7.1 shows the results of this investigation.    table 7.1    ph 1 2 3 4 5 6 7  rate of reaction /  arbitrary units 10 15 9 6 3 1 0      (b) plot the results as a line graph on fig. 7.1. [3]     rate of reaction / arbitrary units ph fig. 7.1    ",
            "17": "17  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (c) suggest where in the human digestive system this enzyme would have been most  active.   [1]      (d) the investigation at ph 3 was repeated but the enzyme was boiled before its use.  suggest how and why the results would have been different.       [2]    [total: 8]   ",
            "18": "18  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 8 (a) describe and explain the importance of iron and vitamin d in the diet.           [3]      (b) if you do not have a balanced diet you may suffer from malnutrition.    state two effects of malnutrition, not including minerals and vitamins.     for each effect explain how it is caused.               [4]     [total: 7]   ",
            "19": "19  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use 9 homeostasis is the maintenance of a constant internal environment, including a constant  body temperature.     (a) suggest why it is important that the body temperature of humans is kept constant.       [2]       (b) describe and explain the effect of sweating in maintaining human body temperature.             [4]    [total: 6]     ",
            "20": "20  \u00a9 ucles 2007 0610/02/m/j/07  for  examiner's  use 10 (a) water is lost from leaves by transpiration.     (i) name the structures through which most water vapour is lost from a leaf.   [1]     (ii) name the tissue that water flows through in the stem to reach a leaf.   [1]      (b) fig. 10.1 is a graph showing the rate of water loss by a number of similar leafy shoots  under different conditions.    rate of water loss time 8 ama x b c fig. 10.1     graph line x shows the rate of water loss by a shoot in slow moving air as the  temperature increases from 8 am onwards.    (i) suggest which line would show the rate of water loss of a shoot in fast moving air as the temperature increases from 8am onwards.  line      explain your choice.  explanation    [2]  ",
            "21": "21  \u00a9 ucles 2007 0610/02/m/j/07 [turn over  for  examiner's  use  (ii) suggest which line would show the rate of water loss of a shoot that was placed in  an airtight plastic bag at 8 am.  line     explain your choice.  explanation    [2]    [total: 6]   ",
            "22": "22   0610/02/m/j/07  blank page    ",
            "23": "23   0610/02/m/j/07 [turn over  blank page     ",
            "24": "24      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/02/m/j/07  blank page     "
        },
        "0610_s07_qp_3.pdf": {
            "1": "location entry codes         from the june 2007 session, as part of cie\u2019s continual commitment to maintaining best practice in assessment, cie has begun to use different variants of some question papers for our most popular  assessments with extremely large and widespread candidature, the question papers are closely related and  the relationships between them have been thoroughly established using our assessment expertise.  all versions of the paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions are unchanged.   this change means that for this component there are now two variant question papers, mark schemes and  principal examiner\u2019s reports where previously there wa s only one.  for any individual country, it is intended  that only one variant is used.  this document contains both variants which will give all centres access to even more past examination material than is usually the case.    the diagram shows the relationship between the question papers, mark schemes and principal examiner\u2019s  reports.     question paper  mark scheme  principal examiner\u2019s report  introduction   introduction   introduction   first variant question paper  first variant mark scheme  first variant principal  examiner\u2019s report  second variant question paper  second variant mark scheme  second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk      www.xtremepapers.com",
            "2": "    this document consists of 14 printed pages and 6 blank pages.  ib07 06_0610_03/4rp  \u00a9 ucles 2007  [turn over       *6033089101* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/03     paper 3 extended  may/june 2007     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.  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.           p",
            "3": "2  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use   1 (a) name two structures, visible with a light microscope, which distinguish plant cells from  animal cells.  1   2  [2]      fig. 1.1 shows a plant cell.    x ya b c d e f     fig. 1.1     (b) (i)  complete the table by matching each of the described functions to one of the cell  parts, a \u2013 f .    description of function cell part  controls the passage of nutrients into the cell   increases in volume when the cell is placed in water   contains genetic material   prevents the cell bursting   produces glucose during photosynthesis   [5] ",
            "4": "3  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (ii) the actual size of the cell from x to y is 0.1  mm. calculate the magnification of   fig. 1.1. show your working.       magnification  [2]     (c) name one animal cell and one plant cell that has no nucleus when fully developed. for  each cell named, state its function.  animal cell   function   plant cell   function  [4]    [total: 13]   ",
            "5": "4  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 2 over-consumption of alcohol is a problem in some countries.     (a) (i)  state two long term effects on the body of drinking too much alcohol.  1   2  [2]     some alcohol producers have started to promote \u2018responsible drinking\u2019. fig. 2.1 shows  the label on a bottle of beer.    responsible drinkers do not exceed: 4 daily units of alcohol (men) 3 daily units of alcohol (women) 1 bottle = 2 units of alcoholthis bottle contains 500  cm3 beer fig. 2.1     (ii) using information from this label, calculate the volume of beer which would provide the recommended daily maximum alcohol intake for a responsible male drinker.       cm 3 [1]    (b) unlike most food nutrients, alcohol does not need to be digested. instead, it is readily  absorbed into the blood from, for example, the stomach.     (i) explain why most food nutrients do need to be digested.       [2]     (ii) state the main site of absorption of most products of digestion.   [1]    (iii) name one product of digestion which is not absorbed directly into the blood  stream.   [1]  ",
            "6": "5  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  fig. 2.2 shows the relationship between blood alcohol content and the risk of having a road  accident.    30 25201510 50 0 0.05 0.1 0.15% increased risk of accident blood alcohol content  / g per 100  cm3 fig. 2.2     (c) (i)  use the graph to predict the increased risk of a road accident if a driver had a  blood alcohol content of 0.10  g per 100  cm3.  increased risk  [1]     (ii) describe the relationship shown by the graph between blood alcohol content and  the risk of having a road accident.       [2]     ",
            "7": "6  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use  (iii) with reference to the nervous system, explain how drinking alcohol before driving  increases the risk of having an accident.            [3]    [total: 13]     ",
            "8": "7   0610/03/m/j/07 [turn over  blank page   ",
            "9": "8  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 3 fig. 3.1 shows a female lion in a game reserve.     fig. 3.1    (a) (i)  state one feature, visible in fig. 3.1, which identifies the lion as a mammal.   [1]    (ii) state one other feature, not visible in fig. 3.1, which distinguishes mammals from  all other vertebrate groups.   [1]    ",
            "10": "9  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (b) study the eyes of the lion in fig. 3.1.     (i) suggest and explain what the light conditions were when the photograph was taken.  light conditions   explanation    [2]     (ii) explain the importance of the eyes reacting to light in this way.     [2]      (c) scientists say that lions are unable to see in colour.     suggest how a study of a lion\u2019s retina would provide evidence for this statement.     [1]       (d) the lion in fig. 3.1 was observing tourists nearby. it turned its head to see zebras  moving in the distance.    describe how the eyes of the lion would adjust to focus on the zebras.         [3]      (e) the lion was photographed in a game reserve in namibia.     explain why the conservation of animals in game reserves is important.         [3]    [total:13]   ",
            "11": "10  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 4 transpiration and translocation are processes responsible for transporting materials around  a plant.    (i) complete the table by stating the materials moved by these processes, their sources  and their sinks.    process materials moved source of materials  in the plant sink for materials in  the plant  1            2            transpiration           1            2            translocation             [6]     (ii) state two reasons why the source and sink for translocation in a plant may change at  different stages in the growth of a plant.       [2]    [total: 8]   ",
            "12": "11   0610/03/m/j/07 [turn over  blank page   ",
            "13": "12  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 5 one variety of the moth, biston betularia , has pale, speckled wings. a second variety of the  same species has black wings. there are no intermediate forms.     equal numbers of both varieties were released into a wood made up of trees with pale bark.  examples of these are shown in fig. 5.1.    fig. 5.1     after two weeks as many of the moths were caught as possible.   the results are shown in table 5.1.    table 5.1    wing colour of moth number released number caught  pale, speckled 100 82  black 100 36     (a) (i)  suggest and explain one reason, related to the colour of the bark, for the  difference in numbers of the varieties of moth caught.       [1]     (ii) suggest and explain how the results may have been different if the moths had  been released in a wood where the trees were blackened with carbon dust from air pollution.       [2]   ",
            "14": "13  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  table 5.2 shows the appearance and genetic make-up of the different varieties of this  species.    table 5.2    wing colour genetic make-up  pale, speckled gg; gg  black gg       (b) (i)  state the appropriate genetic terms for the table headings.  wing colour   genetic make-up  [2]     (ii) state and explain which wing colour is dominant.  dominant wing colour   explanation    [2]       (c) state the type of genetic variation shown by these moths. explain how this variation is  inherited.          [3]                     ",
            "15": "14  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use  (d) heterozygous moths were interbred. use a genetic diagram to predict the proportion of  black winged moths present in the next generation.                               proportion of black winged moths =  [5]     (e) (i)  name the process that can give rise to different alleles for wing colour in a  population of moths.   [1]    (ii) suggest one  factor which might increase the rate of this process.   [1]    [total: 17]   ",
            "16": "15   0610/03/m/j/07 [turn over  blank page   ",
            "17": "16  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 6 scientists are considering the use of a genetically engineered virus to kill a population of  the cane toad, bufo marinus, which is growing out of control in australia.     this virus will introduce a modified form of genetic material, responsible for hormone  production. the normal hormone causes the toads to mature in a similar way to hormones  causing puberty in mammals. the modified genetic material will prevent toads maturing,  leading to their death.    the toad was introduced into australia because it eats scarab beetles, a pest of sugar cane  plants. sugar cane is an important crop plant.    animals such as crocodiles and dingos are predators of the toad, but the toad can kill them  by squirting a powerful toxin.      (a) define the term genetic engineering .     [2]      (b) state which part of the virus would carry the modified genetic material.   [1]       (c) (i)  name the hormone that causes puberty in male mammals.   [1]    (ii) state two characteristics that develop in a boy when this hormone is produced.  1   2  [2]     ",
            "18": "17  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  the toad population is increasing out of control. in terms of a sigmoid growth curve, it is in  the exponential phase.     (d) (i)  1. sketch a sigmoid growth curve using the axes below.    2. label the axes (units are not needed).   3. label the exponential phase of the curve.     [4]    (ii) suggest one limiting factor, other than viruses or predators, that could stop the  toad population rising.   [1]     (e) (i)  construct a food web  for the organisms named in this question.                      [2]    (ii) complete the table by writing each of the organisms you used in the food web in the correct column.    carnivore herbivore producer        [3]    [total : 16]   ",
            "19": "18   0610/03/m/j/07  blank page   ",
            "20": "19   0610/03/m/j/07 [turn over  blank page   ",
            "21": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.     0610/03/m/j/07  blank page ",
            "22": "    this document consists of 15 printed pages and 1 blank page.  ib07 06_0610_03_tz/2rp  \u00a9 ucles 2007  [turn over       *6919518464* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/03     paper 3 extended  may/june 2007     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.    q ",
            "23": "2  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 1 (a) fig. 1.1 shows human blood cells.      p q r fig. 1.1     (i) name the blood cells p, q and r.  p   q   r  [3]       (ii) describe the functions of cells q and r.  q       r      [4]   ",
            "24": "3  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (b) a person suffering from skin burns may need the damaged skin replacing. the  replaced skin is called a skin graft. this involves taking healthy skin from another person and using it to replace the damaged skin  of the patient. however, the skin graft  may be rejected unless powerful immunosuppressive drugs are given to reduce the activity of the immune system.    (i) describe what happens during the process of tissue rejection.       [2]      (ii) tissue rejection of the skin graft would appear  to be a disadvantage to the patient.  suggest why a system has evolved which causes tissue rejection.     [1]      (iii) suggest a disadvantage to a transplant patient of being treated with  immunosuppressive drugs.     [1]    [total: 11]   ",
            "25": "4  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 2 over-consumption of alcohol is a problem in some countries.     (a) (i)  state two long term effects on the body of drinking too much alcohol.  1   2  [2]     some alcohol producers have started to promote \u2018responsible drinking\u2019. fig. 2.1 shows  the label on a bottle of beer.    responsible drinkers do not exceed: 4 daily units of alcohol (men) 3 daily units of alcohol (women) 1 bottle = 2 units of alcoholthis bottle contains 500  cm3 beer fig. 2.1     (ii) using information from this label, calculate the volume of beer which would provide the recommended daily maximum alcohol intake for a responsible male drinker.       cm 3 [1]    (b) unlike most food nutrients, alcohol does not need to be digested. instead, it is readily  absorbed into the blood from, for example, the stomach.     (i) explain why most food nutrients do need to be digested.       [2]     (ii) state the main site of absorption of most products of digestion.   [1]    (iii) name one product of digestion which is not absorbed directly into the blood  stream.   [1]  ",
            "26": "5  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  fig. 2.2 shows the relationship between blood alcohol content and the risk of having a road  accident.    30 25201510 50 0 0.05 0.1 0.15% increased risk of accident blood alcohol content  / g per 100  cm3 fig. 2.2       (c) (i)  use the graph to predict the increased risk of a road accident if a driver had a  blood alcohol content of 0.10  g per 100  cm3.  increased risk  [1]    (ii) describe the relationship shown by the graph between blood alcohol content and the risk of having a road accident.       [2]   ",
            "27": "6  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use  (iii) with reference to the nervous system, explain how drinking alcohol before driving  increases the risk of having an accident.            [3]    [total: 13]   ",
            "28": "7   0610/03/m/j/07 [turn over   blank page",
            "29": "8  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 3 fig. 3.1 shows a female lion in a game reserve.     fig. 3.1    (a) (i)  state one feature, visible in fig. 3.1, which identifies the lion as a mammal.   [1]    (ii) state one other feature, not visible in fig. 3.1, which distinguishes mammals from  all other vertebrate groups.   [1]   ",
            "30": "9  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (b) study the eyes of the lion in fig. 3.1.     (i) suggest and explain what the light conditions were when the photograph was taken.  light conditions   explanation    [2]     (ii) explain the importance of the eyes reacting to light in this way.     [2]      (c) scientists say that lions are unable to see in colour.    suggest how a study of a lion\u2019s retina would provide evidence for this statement.     [1]       (d) the lion in fig. 3.1 was observing tourists nearby. it turned its head to see zebras  moving in the distance.    describe how the eyes of the lion would adjust to focus on the zebras.         [3]      (e) the lion was photographed in a game reserve in namibia.     explain why the conservation of animals in game reserves is important.         [3]    [total:13]   ",
            "31": "10  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 4 fig 4.1 shows a green plant, nuphar lutea , which grows in lakes.    leaf on water surface root in soilflower fig. 4.1     fig 4.2 is a vertical section cut from one of the leaves to show its structure.    upper epidermis palisade mesophyll spongy mesophyll lower epidermisstoma x sub-stomatal air chamber fig. 4.2     ",
            "32": "11  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  (a) (i) many of the leaf cells in fig. 4.2 have organelles, labelled x.  name organelle x.  [1]      (ii) outline the function of organelle x.       [2]       (b) (i)  there are many large air spaces in this leaf.      suggest how these air spaces help nuphar lutea  to survive in its habitat.       [2]      (ii) the stomata in this plant are all on the upper surface of the leaves.     suggest why there are no stomata on the lower surface.       [2]       (c) the air spaces in the leaves of some water plants continue through the leaf stalks and  the main stems all the way to the roots. gases diffuse through these spaces. the plant absorbs minerals from the soil in the bottom of the lake through its roots. explain how the arrangement of air spaces helps the plant do this.         [3]      [total: 10]   ",
            "33": "12  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 5 scientists are considering the use of a genetically engineered virus to kill a population of  the cane toad, bufo marinus, which is growing out of control in australia.     this virus will introduce a modified form of genetic material, responsible for hormone  production. the normal hormone causes the toads to mature in a similar way to hormones  causing puberty in mammals. the modified genetic material will prevent toads maturing,  leading to their death.    the toad was introduced into australia because it eats scarab beetles, a pest of sugar cane  plants. sugar cane is an important crop plant.    animals such as crocodiles and dingos are predators of the toad, but the toad can kill them  by squirting a powerful toxin.      (a) define the term genetic engineering .     [2]      (b) state which part of the virus would carry the modified genetic material.   [1]       (c) (i)  name the hormone that causes puberty in male mammals.   [1]    (ii) state two characteristics that develop in a boy when this hormone is produced.  1   2  [2]     ",
            "34": "13  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  the toad population is increasing out of control. in terms of a sigmoid growth curve, it is in  the exponential phase.     (d) (i)  1. sketch a sigmoid growth curve using the axes below.    2. label the axes (units are not needed).   3. label the exponential phase of the curve.     [4]    (ii) suggest one limiting factor, other than viruses or predators, that could stop the  toad population rising.   [1]     (e) (i)  construct a food web  for the organisms named in this question.                        [2]     (ii) complete the table by writing each of the organisms you used in the food web in  the correct column.    carnivore herbivore producer        [3]    [total : 16] ",
            "35": "14  \u00a9 ucles 2007 0610/03/m/j/07  for  examiner's  use 6 one variety of the moth, biston betularia , has pale, speckled wings. a second variety of the  same species has black wings. there are no intermediate forms.     equal numbers of both varieties were released into a wood made up of trees with pale bark.  examples of these are shown in fig. 6.1.    fig. 6.1    after two weeks as many of the moths were caught as possible.  the results are shown in table 6.1.   table 6.1     wing colour of moth number released number caught  pale, speckled 100 82  black 100 36     (a) (i)  suggest and explain one reason, related to the colour of the bark, for the  difference in numbers of the varieties of moth caught.       [1]     (ii) suggest and explain how the results may have been different if the moths had been released in a wood where the trees were blackened with carbon dust from air  pollution.       [2]   ",
            "36": "15  \u00a9 ucles 2007 0610/03/m/j/07 [turn over  for  examiner's  use  table 6.2 shows the appearance and genetic make-up of the different varieties of this  species.    table 6.2     wing colour genetic make-up  pale, speckled gg; gg  black gg       (b) (i)  state the appropriate genetic terms for the table headings.  wing colour   genetic make-up  [2]     (ii) state and explain which wing colour is dominant.  dominant wing colour   explanation    [2]       (c) state the type of genetic variation shown by these moths. explain how this variation is  inherited.          [3]                          ",
            "37": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here 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.    university of 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.   0610/03/m/j/07  for  examiner's  use  (d) heterozygous moths were interbred. use a genetic diagram to predict the proportion of  black winged moths present in the next generation.                               proportion of black winged moths =  [5]     (e) (i)  name the process that can give rise to different alleles for wing colour in a  population of moths.   [1]    (ii) suggest one  factor which might increase the rate of this process.   [1]    [total: 17]   "
        },
        "0610_s07_qp_5.pdf": {
            "1": "    this document consists of 8 printed pages.  ib07 06_0610_05/4rp  \u00a9 ucles 2007  [turn over      *1157562125* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05     paper 5 practical test  may/june 2007     1 hour    candidates answer on the question paper    additional materials: as listed on the instructions to supervisors.         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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer both  questions.    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. ",
            "2": "2  \u00a9 ucles 2007 0610/05/m/j/07  for  examiner's  use 1 you are provided with two foil  - wrapped containers, labelled s1 and s2.     three days ago, each container was set up with five soaked mung bean seeds.    s1 has been kept in a refrigerator at 4  \u00b0c.   s2 has been kept in a warm place at 30  \u00b0c.     remove the foil from each container and examine the contents.     (a) (i) in the space below, construct a table in which the overall length of each specimen in the two containers can be recorded.                                                         [2]   ",
            "3": "3  \u00a9 ucles 2007 0610/05/m/j/07 [turn over  for  examiner's  use  (ii) measure in mm the overall length of each specimen and record these values in  your table. [3]    (iii) calculate the mean overall length of the s1 specimens and the mean overall  length of the s2 specimens and record in table 1.1 below.              table 1.1    mean overall length of the s1  specimens / mmmean overall length of the s2  specimens / mm        [2]     (b) (i) describe and explain the differences in appearance of the s1 specimens and the  s2  specimens.                 [5]     (ii) list three ways in which the design of such an investigation would make sure that  the differences between the s1 specimens and the s2 specimens are the result of  a difference in temperature.    1   2   3  [3]   ",
            "4": "4  \u00a9 ucles 2007 0610/05/m/j/07  for  examiner's  use  (c) mung beans are legumes and contain higher quantities of protein than some other  plant seeds.      carry out a food test for protein on one s1 specimen.    you will need to remove the seed coat [testa] and crush the specimen.    place the s1 sample in one test tube labelled s1.    repeat this test with the one seed s3 from the container labelled s3.     (i) name the food test for protein that you performed.  name of test  [1]    (ii) record your observations in the table 1.2.    table 1.2     s1 sample s3 sample  resulting colour          [2]    (iii) state the conclusion based on your observations.     [1]        [total 19]    ",
            "5": "5  \u00a9 ucles 2007 0610/05/m/j/07 [turn over  for  examiner's  use 2 specimens s4 and s5 are stages in the life cycle of an animal.    do not remove the specimens from their containers.     (a) (i) make a large, labelled drawing of s4 in the space below to show the external  features which you can observe with the help of a hand lens.                                       [4]     (ii) suggest two improvements that could be made to the method used to observe  specimen s4.  1   2  [2]     (iii) observe the external features of specimen s5 carefully.       complete table 2.1 to record two visible differences between specimens s4 and  s5.    table 2.1    difference s4 s5    1        2          [2]   ",
            "6": "6  \u00a9 ucles 2007 0610/05/m/j/07  for  examiner's  use  (b) fig. 2.1 shows an adult of a similar species.    fig. 2.1     (i) name the group of organisms to which this animal belongs.   [1]    (ii) state what the organism in fig.2.1 produces that develops into specimen s4.    [1]      (iii) list three features of the adult stage visible in fig.2.1 which helped you to classify  this animal.  1   2   3  [3]     ",
            "7": "7  \u00a9 ucles 2007 0610/05/m/j/07 [turn over  for  examiner's  use  (c) temperature affects the length of the life cycle of this animal.      the data in table 2.2 below shows the effect of temperature on the time taken for the  development between stages shown by specimens s4, s5 and fig. 2.1.    table 2.2    time taken for development between life cycle stages  / days temperature / \u00b0c  from stage shown by  specimen s4 to the stage  shown by specimen s5 from stage shown by specimen  s5 to that in fig.2.1  10 43 23  16 27 16  21 16 12  25 10 7  32 5 4    (i) using the data, plot a suitable graph to show the effect of temperature on the time taken for development from the stage shown by specimen s5 to fig. 2.1 in the life  cycle of this animal.           [5]   ",
            "8": "8      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here 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.    university of cambridge international examinations is part of t he cambridge assessment group. cambridge assessment is the brand  name of  university of cambridge local examinations syndicate (ucles), whic h is itself a department of the university of cambridge.    \u00a9 ucles 2007 0610/05/m/j/07  for  examiner's  use  (ii) describe and explain the effect of temperature on the development of this animal.         [3]        [total :21]      "
        },
        "0610_s07_qp_6.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib07 06_0610_06/4rp  \u00a9 ucles 2007  [turn over      *5235632697* for examiner's use  1   2   3   4   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  may/june 2007     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.    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.   ",
            "2": "2  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use 1 an investigation was carried out to show the effects of temperature on plant growth.  /square4 two sets of soaked bean seeds were placed on moist paper in containers.  /square4 the containers were wrapped in foil to keep out the light.  /square4 one container was placed for three days in a refrigerator at 4  \u00b0c.  /square4 the other container was left for three days in a warm place at 30  \u00b0c.      fig. 1.1 and fig. 1.2 show these two sets of  germinated bean seedlings after three days.      12345 fig. 1.1seedlings grown in refrigerator at 4  \u00b0c       12345 fig. 1.2seedlings grown in a warm place at 30  \u00b0c      ",
            "3": "3  \u00a9 ucles 2007 0610/06/m/j/07 [turn over  for  examiner's  use  (a) (i)  measure the overall length of the seedlings to the nearest mm and record these  measurements in table 1.1.    table 1.1     length of seedling / mm  seedling grown in refrigerator at 4  \u00b0c grown in a warm place at 30  \u00b0c  1    2    3    4    5    mean      [3]       (ii) calculate the mean length of the seedlings in fig 1.1 and the mean length of the  seedlings in fig. 1.2 and also record these values in table 1.1.                [2]   ",
            "4": "4  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use  (b) (i)  describe and explain the differences in appearance of the set of seedlings grown  at 4  \u00b0c and those grown at 30  \u00b0c.                 [6]      (ii) explain why it is necessary to measure the length of more than one seedling and calculate the mean.     [1]    [total: 12]   ",
            "5": "5   0610/06/m/j/07 [turn over   blank page   ",
            "6": "6  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use 2 fig. 2.1 shows a stage in the life cycle of an animal.        fig 2.1     (a)  make a large, labelled drawing of the stage shown in fig. 2.1.                                     [4]   ",
            "7": "7  \u00a9 ucles 2007 0610/06/m/j/07 [turn over  for  examiner's  use  (b) fig. 2.2 shows an adult of a similar species.      fig. 2.2      (i) name the group of organisms to which this animal belongs.   [1]     (ii) list three features of the adult stage visible in fig. 2.2 which helped you to classify this animal.  1   2   3  [3]     ",
            "8": "8  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use (c) temperature will affect the length of the life cycle of this animal. figs. 2.3 and 2.4 show  two stages in its life cycle.                              fig. 2.3                                                                              fig. 2.4      the data in table 2.1 shows the days for the development between the stages shown  in figs. 2.2, 2.3 and 2.4.    table 2.1     time taken for development between life cycle stages / days  temperature / \u00b0c from stage shown in fig. 2.3 to that in fig. 2.4 from stage shown in fig. 2.4 to adult shown in fig. 2.2  10 43 23  16 27 16  21 16 12  25 10 7  32 5 4   ",
            "9": "9  \u00a9 ucles 2007 0610/06/m/j/07 [turn over  for  examiner's  use  (i) using this data, plot a suitable graph to show the effect of temperature on the time  taken for development of the stage shown in fig. 2.4 to the adult stage shown in fig. 2.2.      [5]    (ii) describe and explain the effect of temperature on the development of this animal.       [3]    [total:16] ",
            "10": "10  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use 3 fig. 3.1 shows part of a root tip cut longitudinally. the section has been stained to show the  dna of the nucleus.        fig. 3.1      (a) (i)  draw a circle around a cell that shows the \u2018daughter\u2019 chromosomes have just  separated at the equator and are moving towards the poles of the cell (anaphase).  [1]      (ii) describe two visible features of these dividing cells.  1   2  [2]       (iii) name the type of cell division taking place.   [1]      (b) suggest what happens to these cells after cell division, as the root grows.       [2]    [total: 6]",
            "11": "11  \u00a9 ucles 2007 0610/06/m/j/07  for  examiner's  use 4 a nutritional drink was said to contain simple sugars and protein.     describe how you could find out if these food substances were present in the drink.                     [6]    [total: 6]   ",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/06/m/j/07  blank page  "
        },
        "0610_w07_qp_1.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib07 11_0610_01/3rp  \u00a9 ucles 2007  [turn over      *2900011271* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1 multiple choice  october/november 2007     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)       read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.       ",
            "2": "2    \u00a9 ucles 2007 0610/01/o/n/07 1 what are characteristics of all organisms?  a egestion and excretion  b egestion and nutrition  c excretion and nutrition  d excretion and photosynthesis      2 the table shows the classification of four vertebrate animals.     animal 1 animal 2 animal 3 animal 4  phylum chordata chordata chordata chordata  class mammalia mammalia mammalia mammalia  order dermoptera dermoptera dermoptera dermoptera  family lemuridae indridae lemuridae indridae  genus eulemur propithecus eulemur avahi  species fulvus diadema coronatus laniger    which two organisms are most  closely related?  a 1 and 2 b 1 and 3 c 2 and 3 d 2 and 4     3 cacti have fewer stomata than other plants.    how does this help them to survive in desert conditions?  a it increases loss of water.  b it increases uptake of carbon dioxide.  c it reduces loss of water.  d it reduces uptake of carbon dioxide.     ",
            "3": "3    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  4 the diagram shows an animal.         use the key to identify the animal.  1 front limbs with five fingers  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 2   front limbs with four fingers \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 go to 3  2 skin with spots  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. a   skin without spots \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 b  3 tail with fins \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 c   tail without fins \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. d      5 the diagram shows a liver cell.   zx y     which structures are also found in a root hair cell of a plant?     x y z   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013= present in root hair cell  c \u0017 \u0013 \u0017 \u0017= not present in root hair cell  d \u0017 \u0017 \u0013      ",
            "4": "4    \u00a9 ucles 2007 0610/01/o/n/07 6 the diagram shows four cells.    which cell performs the function of contraction?    ab c d       7 which of these structures is a single tissue?  a chloroplast  b phloem  c urethra  d uterus    8 which diagram shows one organ only?   ab cd     ",
            "5": "5    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  9 the arrows in the diagram show the movement of oxygen and carbon dioxide between body cells  and the blood in capillaries.     blood flow body cell capillarykey oxygen carbon dioxide     by which process does this movement occur?  a diffusion  b excretion  c osmosis  d respiration      10 the diagram shows the apparatus used in an experiment on osmosis.    1 2 3 4 distilled water sugar solution distilled watersugar solution dialysis tubing     in which tubes will osmosis take place?   a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      11 what helps proteins to change into amino acids?   a antibodies  b auxins c enzymes d hormones     ",
            "6": "6    \u00a9 ucles 2007 0610/01/o/n/07 12 the graph shows the effect of ph on the rate of reaction of an enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7.  d the rate of reaction is the same at ph 5 and ph 8.5.     13 what is the definition of digestion ?  a large insoluble molecules are changed into faeces.  b large insoluble molecules are changed into smaller soluble molecules.  c small soluble molecules are carried to the liver.  d small soluble molecules are passed through the wall of the intestine.    ",
            "7": "7    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  14 the diagram shows blood vessel p which carries digested food from the small intestine to the  liver.    small intestineliver blood vesselp     what describes the level of glucose in blood vessel p and the level of glycogen in the liver,  shortly after a meal containing carbohydrates?     glucose in blood vessel p glycogen in liver  a high decreasing  b high increasing  c low decreasing  d low increasing     15 the diagram shows a section through a leaf, seen under the microscope.    in which part is the carbon dioxide concentration lowest  on a warm sunny day?    a b cd      ",
            "8": "8    \u00a9 ucles 2007 0610/01/o/n/07 16 what shows the correct translocation of carbohydrate in a potato plant that is growing in bright  sunlight?     source of  carbohydrate type of carbohydrate  translocated destination of  carbohydrate  a leaves glucose tubers  b leaves sucrose tubers  c tubers glucose leaves  d tubers sucrose leaves     17 the diagram shows part of the human circulatory system.    which part carries oxygenated blood at low pressure?    lungs rest of bodya b dc      18 which conditions of humidity, light intensity and temperature make transpiration slowest?     humidity  / % light intensity temperature  / oc  a 10 high 4  b 10 low 14  c 80 high 14  d 80 low 4    ",
            "9": "9    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  19 what are features of gaseous exchange surfaces in animals?  a thick-walled, dry, large area  b thick-walled, moist, small area  c thin-walled, dry, small area  d thin-walled, moist, large area      20 an athlete produces lactic acid in the leg muscles while running a race. after the race he is seen  to breathe faster and deeper.    how does this help to remove the lactic acid?  a more carbon dioxide is used up.  b more energy is needed.  c more lactic acid is breathed out.  d more oxygen is breathed in.      21 the flow diagram shows what happens to food in humans.     which stage shows human respiration?    large complex food molecules smaller food molecules in the gut smaller food molecules in the blood and body cells large molecules in body cellssmaller molecules and energy in body cellsa b cd      ",
            "10": "10    \u00a9 ucles 2007 0610/01/o/n/07 22 blood is filtered in the kidneys. after this filtration, some substances are reabsorbed into the  blood and other substances pass out of the body in the urine.    which line shows the correct movement of substances in a healthy person?     substances reabsorbed into the  blood substances passed out of the  body in the urine  a glucose, some salts, urea glucose, some salts, some water  b glucose, some salts, some water some salts, some water, urea  c some salts, some water, urea glucose, some water, urea  d some salts, some water, urea glucose, some salts, some water     23 four urine samples were collected on different days from a person whose exercise and water  intake was the same each day.    which sample was collected on a cold day?     volume of urine  produced  / dm3 volume of sweat  produced  / dm3  a 1.5 0.8  b 0.8 0.8  c 0.8 1.5  d 0.4  0.8    ",
            "11": "11    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  24 the diagram shows the human nervous system.    which letter indicates a part of the central nervous system?    a c db      25 the diagram shows a person sweating in hot weather.        what part is played by sweat glands during the process of sweating?  a effector  b receptor  c sense-organ  d stimulus     ",
            "12": "12    \u00a9 ucles 2007 0610/01/o/n/07 26 the diagram shows a vertical section through a flower.    yx     what are x  and y?     x y  a anther filament  b anther style  c filament stigma  d stigma style     27 the diagram shows a woman\u2019s menstrual cycle.    on which day is intercourse most likely to result in the woman becoming pregnant?    day 7day 14day 21day 28bleeding startsbleeding stopsbleeding startsbleeding stops ab c d      28 what must always be available to seeds before they germinate?  a carbon dioxide  b light  c mineral salts  d oxygen     ",
            "13": "13    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  29 four samples of seeds were allowed to germinate in different conditions of temperature and light,  as shown in the table.    sample temperature ( \u00b0c) light  1 20 absent  2 20 present  3 5 absent  4 5 present    a typical seedling from each sample was removed after seven days.    which seedling was from sample 4?    green greenyellow yellowabcd      30 what causes humans to have different blood groups?  a differences in climates  b differences in diets  c differences in genes  d differences in hormones    31 the genetic diagram shows a breeding experiment that starts with crossing a homozygous tall  plant (tt) with a homozygous short plant (tt).    tt tt tttt tt \u00d7 \u00d7 \u00d7 \u00d7tt tt tt tt tt tt tt tt tt tt tt tt tt     which genetic cross gives 1  : 1 phenotypic and genotypic ratios?  a tt \u00d7 tt b tt \u00d7 tt c tt \u00d7 tt d tt \u00d7 tt ",
            "14": "14    \u00a9 ucles 2007 0610/01/o/n/07 32 the diagram shows the fusion of gametes to produce a son and a daughter.    parents gametesoffspring son daughterfather mother q r     what are the sex chromosomes in gamete q and daughter r?     q r  a x xx  b x xy  c y xx  d y xy     ",
            "15": "15    \u00a9 ucles 2007 0610/01/o/n/07  [turn over  33 the diagram shows organisms feeding on a dead rat and one of the organisms which, in turn,  feeds on them.        what is needed to complete the food chain?  a carnivore  b consumer  c predator  d producer     34 the diagram shows a food chain based on a tree.    tree aphids beetles birds     which diagram shows a pyramid of biomass for this food chain?    a b c d      ",
            "16": "16    \u00a9 ucles 2007 0610/01/o/n/07 35 from which food chain is least  energy lost?  a corn \u2192 hens \u2192 humans   b grass \u2192 cows \u2192 humans  c potatoes \u2192 humans   d water plants \u2192 small fish \u2192 large fish \u2192 humans     36 in which process is oxygen a waste product?  a active transport  b aerobic respiration  c anaerobic respiration  d photosynthesis     37 the diagram shows the movement of two gases during the day and during the night.    wy x zduring the day during the night     which letters represent carbon dioxide?  a w and y  b w and z c x and y d x and z      38 the diagram shows part of a chart explaining the effect of different factors on a human  population.    small population contraceptionlarge population     which factor goes in the empty box?  a crop failure  b disease  c improved health care  d natural disaster   ",
            "17": "17    \u00a9 ucles 2007 0610/01/o/n/07   39 a large amount of herbicide is applied to a field. heavy rainfall carries much of it into a nearby  lake.    what will be the effect of this on the lake?  a herbicide decreases the growth of water plants.  b herbicide decreases the number of bacteria.  c herbicide increases the rate of evaporation from the lake.  d herbicide kills the fish.     40 the table shows the amount of carbon dioxide in the atmosphere in three different years.    year 1930 1980 1990  carbon dioxide  / parts per million 300 330 370    what is the most likely cause of this change?  a destruction of rainforests  b increased use of fertilisers containing nitrogen  c pollution of air by sulphur dioxide  d rise in the sea level     ",
            "18": "18     0610/01/o/n/07 blank page  ",
            "19": "19     0610/01/o/n/07   blank page  ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    university of cambridge international examinations is part of t he 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.     0610/01/o/n/07 blank page  "
        },
        "0610_w07_qp_2.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib07 11_0610_02/4rp  \u00a9  ucles 2007  [turn over       *6340856724* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  october/november 2007     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.     ",
            "2": "2  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 1 non-living things, such as a truck, have features that seem to be similar to those of living  organisms.     choose words from the list of characteristics of living things and match them to the  statements about a truck.    excretion   growth movement  nutrition respiration sensitivity    a truck needs to have a supply of diesel put into its fuel tank, similar to the need for   in animals. when this fuel is burnt exhaust fumes are removed,  like the process of  in animals. energy is released when this  fuel is burnt. this matches the process of  in both animals  and plants. this energy is used to turn the wheels of the truck, like the process of   in animals.    [4]      [total: 4] ",
            "3": "3  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use 2 (a) fig. 2.1 shows the mean height of females from birth to 25 years of age.    180 160140120100 80604020 0mean height  / cm 0 5 10 15 20 25 age  / years fig. 2.1       (i) state in which two year period the growth rate of females  is most rapid.   [1]      table 2.1 lists similar information about males.    table 2.1    age of males /  years mean height / cm  0 50  2 84  5 104  10 126  15 140  20 174  25 178     (ii) plot the data for males on the graph,  fig. 2.1, using the same axes.  [3]     (iii) after the age of 2, at which two ages are the heights of males and females the  same?    and  [2]  ",
            "4": "4  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use  (b) during the teenage years of both sexes changes happen to their bodies and their  behaviour.     (i) state in which sex these changes normally occur first.   [1]     (ii) describe three of these changes that happen in males.  1.     2.     3.    [3]      (iii) name the hormone that triggers these changes in males.   [1]       (iv) state the name given to this stage of development that happens during the teenage (adolescent) years.    [1]      [total: 12]   ",
            "5": "5  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use 3 fig. 3.1 shows part of the female reproductive system during pregnancy.    villi placenta fig. 3.1      (a) (i)  one function of the placenta is to allow food materials to pass from the mother\u2019s  blood to that of the fetus.       state two other functions of the placenta.  1.     2.    [2]      (ii) the surface of the placenta has a large number of finger-like projections called villi. these extend into the surface of the uterus.      explain the importance of these villi.       [2]      (b) on fig. 3.1 mark with an x a place where the mother\u2019s blood and the blood of the fetus  are close together.  [1]   ",
            "6": "6  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use     (c) the blood supply of the mother and the fetus are separate. suggest three reasons why this is important for the fetus.  1.     2.     3.    [3]      [total: 8]     ",
            "7": "7  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use 4 fig. 4.1 shows changes in the concentration of oxygen in a river into which untreated  sewage is being released.    point of release of untreated sewagerelative concentration of oxygen distance downstream  / km fig. 4.1      (a) describe the changes in oxygen concentration shown by the graph.       [2]       (b) suggest how these changes in the conc entration of oxygen have been produced.           [4]      [total: 6] ",
            "8": "8  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 5 fig. 5.1 shows a food web.    carnivorous insects herbivorous insectsspiderstoads and lizards grassrabbits volesstoatsfoxes kestrels fig. 5.1     (a) (i)  complete the food chain from this food web.    grass foxes     [1]       (ii) complete each column of table 5.1 by naming two appropriate organisms from  the food web. some organisms could occur in more than one column.    table 5.1     consumer carnivore herbivore            [3]     ",
            "9": "9  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use (b) the overuse of some pesticides can make th e eggs of birds of prey, such as the  kestrel, infertile. this may cause a large decrease in the population of kestrels.      predict and explain the possible effects this could have on populations of stoats and  rabbits in the food web, fig. 5.1.  stoats       rabbits      [4]      (c) about 20 years ago a failure at a nuclear plant resulted in the release of radioactive  material into the atmosphere. the radioactive material was deposited on grasslands  over parts of europe. some of the radioactive chemicals got into organisms in the food web, fig. 5.1. not all of these radioactive chemicals taken in by organisms are excreted.    (i) suggest which organism would have accumulated the highest concentration of radioactive chemicals and explain why this would happen.  organism   explanation      [3]      (ii) one of the radioactive chemicals present was strontium, which behaves very much  like calcium in an animal\u2019s body. suggest where this strontium would be found in  high levels in an animal\u2019s body.     [1]      [total: 12]   ",
            "10": "10  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 6 fig. 6.1 shows a section through a leaf.    ab fig. 6.1        (a) name the parts of the leaf labelled a and b.  a   b  [2]     (b) one function of a leaf is gaseous exchange.     (i) name the process by which gases move in or out of a leaf.    [1]      (ii) on fig. 6.1 label the stoma.  [1]    ",
            "11": "11  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use  (iii) complete table 6.1 by placing a tick ( /checkbld) in the appropriate column to show the  movement of gases or vapour through open stomata on a sunny, dry day. give a  reason for each of your answers.    table 6.1       movement of gas or vapour   into leaf out of leaf none reason for  movement of gas  or vapour    carbon dioxide          oxygen          water vapour          [3]    (iv) suggest how the movement of water vapour might be different if it was raining.   [1]       (c) the vascular bundle delivers water to replace water lost by the leaf. on fig. 6.1 name and label the tissue in the vascular bundle that does this.    [2]    [total: 10] ",
            "12": "12  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 7 (a) describe how alcohol is produced by respiration of microorganisms during brewing.         [3]      (b) describe the possible effects that alcohol has on the human body.         [3]    [total: 6]   ",
            "13": "13  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use 8 (a) fig. 8.1 shows a section through the heart.     a b c fig. 8.1      (i) name the two blood vessels labelled a and b.  a   b  [2]     (ii) name valve c and state its function.  name   function    [2]     ",
            "14": "14  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use  (b) fig. 8.2 shows the volume of oxygenated blood pumped out of the left ventricle per  minute when the body is at rest and during exercise.    14 1210 8642volume of blood pumped by left ventricle /  dm3 per minute time period of exercise    fig. 8.2      (i) what is the maximum increase in the volume of blood pumped out of the left  ventricle during exercise?   [1]      (ii) explain the advantages of this increased flow of blood during exercise.           [4]     ",
            "15": "15  \u00a9 ucles 2007 0610/02/o/n/07 [turn over  for  examiner's  use  (c) fig. 8.3 shows an external view of the heart.    coronary artery x fig. 8.3     (i) if the coronary artery becomes blocked at x, suggest what the effect would be on  the heart.       [2]       (ii) state two ways in which the risk of such a blockage could be reduced.  1.     2.    [2]    [total: 13]   ",
            "16": "16  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use 9 fig. 9.1 shows the digestive system.    a gb c d e f fig. 9.1   ",
            "17": "17  \u00a9 ucles 2007 0610/02/o/n/07  for  examiner's  use  (a) complete the following statements by selecting the appropriate letter from fig. 9.1.    (i) egestion happens at   [1]    (ii) pancreatic juice is formed at   [1]    (iii) villi are present at   [1]    (iv) bile is stored at   [1]       (b) the stomach produces hydrochloric acid as well as enzymes. state two functions of  this acid in the stomach.  1     2    [2]      (c) describe the roles of the liver in digestion and assimilation.         [3]    [total: 9]   ",
            "18": "18   0610/02/o/n/07   blank page",
            "19": "19   0610/02/o/n/07   blank page ",
            "20": "20    copyright acknowledgements:    question 6  fig. 6.1 \u00a9 dr lawrence jense n, university of auckland.     permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here 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.    university of cambridge international examinations is part of t he 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.     0610/02/o/n/07  blank page "
        },
        "0610_w07_qp_3.pdf": {
            "1": "location entry codes         as part of cie\u2019s continual commitment to maintaining best practice in assessment, cie has begun to use different variants of some question papers for our mo st popular assessments with extremely large and  widespread candidature, the question papers are closely related and the relationships between them have been thoroughly established using our assessment expertise.  all versions of the paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions are unchanged.   this change means that for this component there are now two variant question papers, mark schemes and  principal examiner\u2019s reports where previously there wa s only one.  for any individual country, it is intended  that only one variant is used.  this document contains both variants which will give all centres access to even more past examination material than is usually the case.    the diagram shows the relationship between the question papers, mark schemes and principal examiner\u2019s  reports.     question paper  mark scheme  principal examiner\u2019s report  introduction   introduction   introduction   first variant question paper  first variant mark scheme  first variant principal  examiner\u2019s report  second variant question paper  second variant mark scheme  second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk     ",
            "2": "    this document consists of 15 printed pages and 1 blank page.  ib07 11_0610_03/4rp  \u00a9 ucles 2007  [turn over       *2377791016* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/03     paper 3 extended  october/november 2007     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.    p ",
            "3": "2  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 1 fig. 1.1 shows a diagram of a bacterial cell.    fig. 1.1      (a) (i)  state four structural features, present in a photosynthesising plant cell, that make it  different from the bacterial cell in fig. 1.1.  1.   2.   3.   4.  [4]      (ii) state two structural features present in both the bacterial cell in fig 1.1 and in an  animal cell, such as a liver cell.  1.   2.  [2]      ",
            "4": "3  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (b) bacteria are examples of microorganisms.      state two different types of food manufactured using microorganisms.  1.   2.  [2]      (c) many bacterial diseases can no longer be treated with antibiotics. outline how antibiotic-resistant strains of bacteria can develop.         [3]       (d) explain why bacteria, in particular, are very useful organisms in the process of genetic engineering.       [2]    [total: 13] ",
            "5": "4  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 2 fig. 2.1 shows a reflex arc involving a finger and a muscle in the arm.    sharp pinreceptors in finger directionof impulsemuscle v muscle wgangliongrey matterof spinal cordwhite matter of spinal cord fig. 2.1        (a) state two stimuli that can be detected by receptors in the finger.  1.   2.  [2]       (b) using labels from fig. 2.1, state the site of the cell body of  1. a sensory neurone,   2. a relay neurone.  [2]     ",
            "6": "5  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (c) (i)  in what form are impulses transmitted in the nervous system?   [1]      (ii) state the structure, present in many mammalian neurones, which reduces leakage  of the impulse.   [1]      (iii) the impulse takes 0.02 seconds to pass from the finger to the spinal cord, a  distance of 1.5 metres. calculate the speed of the impulse. show your working.         speed  [2]      (iv) although the total distance the impulse travels in the reflex arc is less than 3  metres, the time taken is more than 0.04 seconds. suggest why the time taken is  more than expected.      [1]       (d) (i)  describe what would happen to the muscle and the arm when muscle v receives  the nerve impulse.       [2]      (ii) explain how muscle v would return to its original position.       [2]      [total: 13] ",
            "7": "6  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 3 (a) define the term excretion .         [3]      (b) fig. 3.1 shows a section through a kidney.    fig. 3.1    (i) using label lines and the letters given, label the following on fig. 3.1.  f  where filtration occurs,  r  the renal artery,  u  where urine passes to the bladder. [3]    ",
            "8": "7  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (ii) describe the process of filtration in the kidney.         [3]      (iii) name the processes resulting in the reabsorption of  1. glucose,   2. water.  [3]      [total: 12] ",
            "9": "8  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 4 fig. 4.1 shows a diagram of a section through the male reproductive organs.    fig. 4.1a b c prostate gland d e f        (a) complete the table by using the labels from fig. 4.1 to identify each of the structures described. the first has been done for you.                     [4]    description of structure label letter  carries both urine and semen d  where sperm are stored before ejaculation   is cut or tied during a vasectomy   produces fluid for sperm to swim in   where meiosis occurs  ",
            "10": "9  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (b) in older men the prostate gland often enlarges, reducing the diameter of tube d.     (i) state the name of tube d.   [1]       (ii) suggest and explain why a reduction in the diameter of this tube may cause a problem.       [2]      (c) some processes in the body involve the deliberate narrowing of structures.     outline one situation in the body where there is a mechanism to reduce the diameter of  a structure for a particular purpose.        state the effect of this reduction in diameter.         [3]     ",
            "11": "10  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use  (d) hormones can be used as a birth control mechanism and also to increase fertility.    describe the use of named hormones in  1. fertility drugs,  2. chemical methods of birth control.                [6]      [total: 16] ",
            "12": "11  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use 5 an experiment was carried out to find out if carbon dioxide is needed for photosynthesis.                glass cover plant potassium hydroxide (to remove carbon dioxide)glass beads plant a plant b fig. 5.1    stage 1. two plants, a and b, of the same size and species were kept in a  dark place for 48 hours.   stage 2. a leaf from each plant was then tested for the presence of starch using iodine solution, to show that destarching was complete.   stage 3. both plants were placed in sealed glass containers, for 24 hours, as shown in fig. 5.1.  plant a was in the presence of potassium hydroxide beads (which  absorb carbon dioxide).   plant b was in the presence of glass beads. all other conditions  needed for photosynthesis were provided for both plants.   stage 4. after 24 hours a leaf from each plant was tested for the presence of  starch.   ",
            "13": "12  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use  (a) (i)  the stages involved in testing a leaf for starch are shown below.     the stages are in the correct sequence, but the reasons are in the wrong order.     use straight lines to match the stages with the correct reasons. one has been  done for you.    boil the leaf in water turn off any naked flames boil the leaf in ethanol(alcohol) soak the leaf in water add iodine solution to the leafethanol (alcohol) isflammable to test for starch to remove chlorophyll to soften the leafto break down cell membranesstage reason   [4]     (ii) explain why chlorophyll is removed from the leaf before testing it for starch.     [1]      (b) state two factors, other than carbon dioxide , that both plants would need in order to  photosynthesise.  1.   2.  [2]       (c) plant b was used as a control in the experiment. explain the importance of this control.     [1]       (d) explain why the plants were destarched.     [1]  ",
            "14": "13  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use     (e) complete the table. use ticks and crosses to show if the starch test for plants a and b  would be positive ( /checkbld) or negative ( /xmarkbld) at stage 2  and stage 4 . in each case, explain  your answer.     stage leaf from  plant starch test   (/checkbld or /xmarkbld ) explanation  2 a and b      a       4  b       [3]      (f) in a further experiment, another destarched plant was kept in the dark.      the concentration of carbon dioxide in the container was measured at regular intervals  and was found to increase with time.       explain why the concentration of carbon dioxide increased.         [3]    [total: 15]   ",
            "15": "14  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 6 lake victoria is the largest tropical lake in the world. until the 1960s it provided an  ecosystem with habitats for 500 species of sma ll cichlid fish. they feed on algae (aquatic  plants). prawns also feed on algae.   nile perch were introduced into the lake. these fish are excellent food for humans, as well  as providing sport for tourists. the nile perch eat cichlids.   deforestation of the lake shore and pollution by humans caused eutrophication and resulted  in a huge reduction in cichlid numbers. however, the nile perch are able to survive in poor quality water, even when the oxygen level is lo w. as the cichlid population dropped, prawn  numbers increased and nile perch now eat them.     (a) define the term ecosystem.      [2]       (b) using information in the text above, state two reasons why nile perch were introduced into lake victoria.  1.     2.    [2]      (c) complete the table to identify at which trophic level each of the organisms named in the text are feeding.    algae cichlid fish human nile perch prawn               [3]   trophic level organism(s)  producer   herbivore   carnivore  ",
            "16": "15  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use  (d) explain how eutrophication could have resulted in a reduction in the numbers of cichlid  fish.           [4]    [total: 11]   ",
            "17": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.         0610/03/o/n/07   blank page ",
            "18": "    this document consists of 15 printed pages and 1 blank page.  ib07 11_0610_03_tz/2rp  \u00a9 ucles 2007  [turn over      *1850128832* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/03     paper 3 extended  october/november 2007     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, highlighters, glue or correction fluid.   answer all questions.   do not  write in any barcodes.  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.    q ",
            "19": "2  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 1 fig. 1.1 shows a diagram of a bacterial cell.    fig. 1.1      (a) (i)  state four structural features, present in a photosynthesising plant cell, that make it  different from the bacterial cell in fig. 1.1.  1.   2.   3.   4.  [4]      (ii) state two structural features present in both the bacterial cell in fig. 1.1 and in an  animal cell, such as a liver cell.  1.   2.  [2]   ",
            "20": "3  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use (b) bacteria are examples of microorganisms.      state two different types of food manufactured using microorganisms.   1.   2.  [2]      (c) many bacterial diseases can no longer be treated with antibiotics. outline how  antibiotic-resistant strains of bacteria can develop.         [3]      (d) explain why bacteria, in particular, are very useful organisms in the process of genetic engineering.       [2]    [total: 13]   ",
            "21": "4  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 2 fig. 2.1 shows the position of some of the teeth and salivary glands associated with the  digestion of food in the mouth.     salivary glandsteethmouth fig. 2.1      (a) (i)  describe the role of the salivary glands in the digestion of food in the mouth.         [3]       (ii) describe the physical  changes to food that are brought about by the action of the  molar teeth.       explain how these changes help digestion.  description     explanation      [3]   ",
            "22": "5  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use (b) humans who have a diet rich in sugar often suffer from tooth decay.       explain how tooth decay is brought about.         [3]      (c) scientists have found evidence that fluoride in the diet helps to reduce tooth decay.      explain how fluoride may help to reduce tooth decay.     [1]       (d) in some parts of the world, fluoride is added to the drinking water supply.      outline why some people are opposed to this.         [3]    [total: 13]   ",
            "23": "6  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 3 (a) define the term excretion .         [3]      (b) fig. 3.1 shows a section through a kidney.    fig. 3.1    (i) using label lines and the letters given, label the following on fig. 3.1.  f  where filtration occurs,  r  the renal artery,  u  where urine passes to the bladder. [3]      ",
            "24": "7  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (ii) describe the process of filtration in the kidney.         [3]      (iii) name the processes resulting in the reabsorption of  1. glucose,   2. water.  [3]    [total: 12]   ",
            "25": "8  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 4 fig. 4.1 shows a diagram of a section through the male reproductive organs.    fig. 4.1a b c prostate gland d e f        (a) complete the table by using the labels from fig. 4.1 to identify each of the structures described. the first has been done for you.                     [4]   description of structure label letter  carries both urine and semen d  where sperm are stored before ejaculation   is cut or tied during a vasectomy   produces fluid for sperm to swim in   where meiosis occurs  ",
            "26": "9  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (b) in older men the prostate gland often enlarges, reducing the diameter of tube d.      (i) state the name of tube d.   [1]     (ii) suggest and explain why a reduction in the diameter of this tube may cause a problem.       [2]      (c) some processes in the body involve the deliberate narrowing of structures.     outline one situation in the body where there is a mechanism to reduce the diameter of  a structure for a particular purpose.      state the effect of this reduction in diameter.         [3]     ",
            "27": "10  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use (d) hormones can be used as a birth control mechanism and also to increase fertility.      describe the use of named  hormones in  1. fertility drugs,  2. chemical methods of birth control.                 [6]    [total: 16]   ",
            "28": "11  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use 5 (a) state the role of gaseous exchange surfaces.     [1]      (b) fig. 5.1 shows a section through the skin of an earthworm. the skin acts as the  earthworm\u2019s gaseous exchange surface.  epidermis capillary circular musclelayer of watery mucus cuticle inside worm fig. 5.1\u00d7 500       describe two features, visible in fig. 5.1 , which make this surface well adapted for  gaseous exchange.  1.      2.     [2]      (c) pea seeds begin to germinate when soaked in  water. when the seeds germinate they  respire aerobically, releasing energy.    (i) suggest why seeds need water to germinate.     [1]       (ii) suggest why the seeds need energy during germination.     [1]   ",
            "29": "12  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use  (d) fig. 5.2 shows apparatus that can be used to investigate the uptake of oxygen by  germinating pea seeds.      soda lime absorbs carbon dioxide.     any changes in gas volumes in the boiling tube containing the peas will result in  movement of the oil droplet.      germinating pea seedssoda lime ruler oil dropletboiling tube bung capillary tubestopwatch fig. 5.2      (i) describe and explain what would happen to the position of the oil droplet as the  peas respire aerobically.         [3]   ",
            "30": "13  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (ii) describe how the apparatus could be used to measure the rate of aerobic  respiration of the peas at different temperatures.                     [5]       (iii) suggest why temperature affects the rate of respiration.       [2]      [total: 15]   ",
            "31": "14  \u00a9 ucles 2007 0610/03/o/n/07  for  examiner's  use 6 lake victoria is the largest tropical lake in the world. until the 1960s it provided an  ecosystem with habitats for 500 species of small cichlid fish. they feed on algae (aquatic plants). prawns also feed on algae.    nile perch were introduced into the lake. these fish are excellent food for humans, as well  as providing sport for tourists. the nile perch eat cichlids.    deforestation of the lake shore and pollution by humans caused eutrophication and resulted  in a huge reduction in cichlid numbers. however, the nile perch are able to survive in poor  quality water, even when the oxygen level is lo w. as the cichlid population dropped, prawn  numbers increased and nile perch now eat them.      (a) define the term ecosystem .     [2]      (b) using information in the text above, state two reasons why nile perch were introduced  into lake victoria.  1.     2.    [2]      (c) complete the table to identify at which trophic level each of the organisms named in the text are feeding.    algae cichlid fish human nile perch prawn                [3]   trophic level organism(s)  producer   herbivore   carnivore  ",
            "32": "15  \u00a9 ucles 2007 0610/03/o/n/07 [turn over  for  examiner's  use  (d) explain how eutrophication could have result ed in a reduction in the numbers of cichlid  fish.           [4]    [total: 11]     ",
            "33": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/03/o/n/07   blank page "
        },
        "0610_w07_qp_5.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib07 11_0610_05/5rp  \u00a9 ucles 2007  [turn over      *4418624281* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05     paper 5 practical test  october/november 2007     1 hour    candidates answer on the question paper.    additional materials: as listed in the instructions to supervisors.       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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use 1 a protein is used to hold other chemicals on to the clear plastic backing of photographic  film, as shown in fig. 1.1.     chemicals of photographic film held in a layer of proteinclear plastic backing     fig. 1.1        you are provided with four test tubes labelled a, b, c and d.    tubes a and b each contain 10 cm 3 1% solution of protease enzyme.    tube c contains 2 cm 3 solution of ph 8.    tube d contains 2 cm 3 solution of ph 4   read carefully through the whole of the section (a).    (a) you are going to investigate the effect of ph on the activity of this enzyme.     you will do this by timing how long it takes for the protein to be digested so that the  coating on the photographic film is removed and the film becomes clear.     (i) draw a suitable table to record your data.                           [2] ",
            "3": "3  \u00a9 ucles 2007 0610/05/o/n/07 [turn over  for  examiner's  use  carry out the following steps:    \u007f add the contents of tube c [ph 8] to tube a.    \u007f make sure the contents are well mixed.    \u007f using the forceps, transfer one piece of film to tube a so that the film is submerged in  the mixture.   \u007f shake the tube regularly.      \u007f note the time taken for the submerged film to become clear.    \u007f add the contents of tube d [ph 4] into tube b.      \u007f repeat the above procedures using a fresh piece of film.     (ii) record the times in your table.  [3]    ",
            "4": "4  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use  (b) (i)  using the data in table 1.1, draw a line gr aph to show the effect of ph on the time  taken for the digestion of protein on the photographic film.      ph time taken for protein to be digested  / mins  2 12.0  5 8.0  6 2.0  7 0.5  10 8.0    table 1.1       [5]   ",
            "5": "5  \u00a9 ucles 2007 0610/05/o/n/07 [turn over  for  examiner's  use  (ii) describe and explain the effect of ph on the activity of the enzyme.             [3]     (iii) plot points for your own data for ph 4 and 8 on the same graph. [1]    (iv) suggest why your results might not be on the curve you have drawn for the data given in table 1.1.         [2]      (c) describe how you could investigate the effect of temperature on the rate of enzyme  activity.               [4]      [total :20]     ",
            "6": "6  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use 2 w1 is a simple dicotyledonous leaf.    (a) (i)  make a large, labelled drawing of the lower surface of the leaf.                                       [5]       (ii) describe two ways in which the upper surface of w1 is different from the lower  surface.  1    2   [2]   ",
            "7": "7  \u00a9 ucles 2007 0610/05/o/n/07 [turn over  for  examiner's  use    place w1 on the 1cm2 printed grid below and draw a clear outline around the  margin of the leaf.            (b) (i)  calculate the surface area of this leaf to the nearest cm 2.          [1]      (ii) describe how you obtained as accurate an answer as possible by this method.       [2]     ",
            "8": "8  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use when you reach this stage, raise your hand so that the supervisor can bring a supply of  hot water.    do not touch the container once the water has been poured into it   \u007f using your forceps, grip the leaf w1 by the stalk and plunge the leaf carefully into the  hot water so that it is submerged.  \u007f observe the leaf while it is held in the water for two minutes.     (c) (i)  describe what you observe on the surfaces of the leaf.     [1]      (ii) suggest an explanation for your observations.       [2]     ",
            "9": "9  \u00a9 ucles 2007 0610/05/o/n/07  for  examiner's  use  (d) fig. 2.1 shows a surface view of a leaf similar to w1.    magnification \u00d7145 fig. 2.1       (i) identify two different types of cells which are visible in fig.2.1. using clear ruled  lines, label one of each cell on fig. 2.1. [2]      (ii) put a circle around two of those cells where chloroplasts are to be found. [1]      (e) suggest how you could determine the number of stomata present on one surface of a leaf such as w1.                 [4]      [total:20]    ",
            "10": "10   0610/05/o/n/07  blank page",
            "11": "11   0610/05/o/n/07  blank page",
            "12": "12  copyright acknowledgements:    question 2  fig. 2.1 \u00a9 andrew syred / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/05/o/n/07  blank page "
        },
        "0610_w07_qp_6.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib07 11_0610_06/6rp  \u00a9 ucles 2007  [turn over       *7419469386* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  october/november 2007     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. 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.   ",
            "2": "2  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use 1 a protein is used to hold other chemicals onto the clear plastic backing of photographic film,  as shown in fig. 1.1.    chemicals of photographic film held in a layer of proteinclear plastic backing     fig.1.1      trypsin is an enzyme which will digest the protein so that the coating on the photographic  film is removed and the film becomes clear.    table 1.1 shows the results obtained by two students who investigated the effect of ph on  the activity of this enzyme. they made up the solutions, set up the experiment and timed  how long the enzyme took to digest the protein and clear the film.    table 1.1     time for the protein to be digested / mins  ph  student 1 student 2  2 12.0 14.0  4 8.0 9.0  6 2.0 3.0  8 0.5 1.0  10 8.0 9.0    ",
            "3": "3  \u00a9 ucles 2007 0610/06/o/n/07 [turn over  for  examiner's  use  (a) (i)  plot the results obtained by student 2  in the form of a suitable graph.        [5]      (ii) describe and explain the effect of ph on the activity of the enzyme.               [5]   ",
            "4": "4  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use    (b) (i)  suggest reasons for the difference in the results for the two students.       [3]      (ii) if you were to carry out this investigation, describe what steps you would take to ensure that your results were as reliable and valid as possible.               [5]      [total:18]    ",
            "5": "5   0610/06/o/n/07 [turn over   blank page",
            "6": "6  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use 2 fig.2.1 shows the lower surface of a dicotyledonous leaf.    fig. 2.1magnification \u00d71      (a)  make a labelled drawing of the leaf in fig. 2.1. your drawing should be the same size as that shown in fig. 2.1.                                                [4] ",
            "7": "7  \u00a9 ucles 2007 0610/06/o/n/07 [turn over  for  examiner's  use  (b) (i)  calculate the surface area of this leaf in fig.2.1 to the nearest cm2.                cm 2 [1]       (ii) describe how you obtained an answer that was as accurate as possible.       [2]      (c) fig. 2.2 shows the detail of part of the lower surface of a similar leaf.    magnification \u00d7145 fig. 2.2     (i) on fig. 2.2, label two different types of cell. use ruled label lines. [2]     (ii) on fig. 2.2, put a circle around two of the cells where chloroplasts are normally  present. [1]    ",
            "8": "8  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use  (d) suggest how you could determine the number of stomata present on one surface of a  whole leaf.               [4]      [total: 14]     ",
            "9": "9  \u00a9 ucles 2007 0610/06/o/n/07 [turn over  for  examiner's  use 3 some seeds were obtained by breeding a pair of tobacco plants.   seeds from a single packet of these tobacco seeds were germinated in two dishes labelled  a and b. fig. 3.1 shows the germinating tobacco seeds.    dish a dish bkey white seedling green seedling fig. 3.1     (a) count the number of green seedlings and the number of white seedlings on the two dishes a and b and complete table 3.1.    table 3.1     number of seedlings  dish  green white  a    b    total      [3]     (b) using the total numbers in table 3.1, suggest and explain what these results indicate about the inheritance of the green pigment.           [2]     ",
            "10": "10  \u00a9 ucles 2007 0610/06/o/n/07  for  examiner's  use  (c) suggest and explain which of these seedlings would be able to grow and produce  flowers.       [3]      [total: 8]     ",
            "11": "11   0610/06/o/n/07  blank page",
            "12": "12    copyright acknowledgements:    question 2  fig. 2.2 \u00a9 andrew syred / science photo library.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.     0610/06/o/n/07  blank page "
        }
    },
    "2008": {
        "0610_s08_qp_1.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib08 06_0610_01/3rp  \u00a9 ucles 2008  [turn over      *6372357041* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1  multiple choice  may/june 2008     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2008 0610/01/m/j/08  1 the diagram shows some organisms living in water.    plant decomposersanimals     which process is carried out by all the living organisms shown?  a photosynthesis  b pollination c respiration d transpiration     2 the table lists some of the features of three groups of invertebrates \u2013 arthropods, annelids and  molluscs.    which shows the correct features of each group?     arthropods annelids molluscs  a segmented body,  exoskeleton and jointed  limbs segmented soft body, rarely  have legs   unsegmented soft body,  have internal or external  shell  b segmented body,  exoskeleton and jointed  limbs segmented body,  exoskeleton and jointed  limbs segmented soft body, rarely  have legs    c unsegmented soft body,  have internal or external  shell segmented soft body, rarely  have legs   unsegmented soft body,  have internal or external  shell  d segmented soft body, rarely  have legs   unsegmented soft body,  have internal or external  shell segmented body,  exoskeleton and jointed  limbs    3 what is the correct order of arthropod groups, from those with most legs to those with fewest  legs?  a arachnids \u2192 crustaceans \u2192 insects \u2192 myriapods  b crustaceans \u2192 myriapods \u2192 insects \u2192 arachnids  c insects \u2192 arachnids \u2192 myriapods \u2192 crustaceans  d myriapods \u2192 crustaceans \u2192 arachnids \u2192 insects ",
            "3": "3  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  4 the diagram shows an animal.        use the key to identify this animal.  1 rounded ears   a   pointed ears ..  go to 2  2 spots on the body .  b   no spots on the body   go to 3   3 straight tail   c   curly tail   d     5 the diagram shows a type of plant cell.    cytoplasm nucleusvacuole chloroplast     in which tissue is this cell found?  a leaf epidermis  b palisade mesophyll c root epidermis d xylem     6 which structure is found only in plant cells?  a cell membrane  b chloroplast  c cytoplasm  d nucleus    ",
            "4": "4  \u00a9 ucles 2008 0610/01/m/j/08  7 the table shows features that may be found in cells.    which is true for a liver cell?     large  central vacuole chloroplasts cellulose  cell wall  a \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013= found  c \u0017 \u0017 \u0013 \u0017= not found  d \u0017 \u0017 \u0017      8 what do all living things release during respiration?     energy oxygen carbon dioxide   a \u0013 \u0017 \u0013 key  b \u0013 \u0017 \u0017 \u0013= released  c \u0017 \u0013 \u0013 \u0017= not released  d \u0017 \u0013 \u0017     9 the diagram shows a section through an eye.   x y     what are structures x and y?  a organs in an organ system  b organs in a tissue  c organ systems in an organ  d tissues in an organ ",
            "5": "5  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  10 a student investigated osmosis in potatoes. he set up the apparatus shown.    distilled watervery concentratedsugar solutionpotato cylinder ppotato cylinder q scales     at the beginning the potato cylinders were exactly balanced. he immersed the cylinders into the  liquids for 4 hours, after which the cylinders were lifted out of the liquids. cylinder p was now  heavier than cylinder q.    which statement explains what happened?  a water moved into both cylinders.  b water moved out of both cylinders.  c water moved into the cylinder in the distill ed water and out of the cylinder in the sugar  solution.  d water moved out of the cylinder in the distilled water and into the cylinder in the sugar  solution.     11 an experiment is set up as shown.    membrane permeable to iodine molecules mixture of  starch and water iodine solution    what is the colour of the starch and water mixture after 30 minutes?  a blue-black  b orange  c white  d yellow-brown     ",
            "6": "6  \u00a9 ucles 2008 0610/01/m/j/08  12 which are characteristics of enzymes?  a they are  carbohydrates and biological catalysts.  b they are  carbohydrates and chemical messengers.  c they are  proteins and biological catalysts.  d they are  proteins and chemical messengers.      13 the diagram shows part of the digestive system.    1 2     what is a function of the liquid produced by part 1 and released into part 2?  a to digest proteins to amino acids  b to increase the surface area of fat droplets  c to acidify the contents of part 2  d to prevent further digestion of starch     ",
            "7": "7  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  14 the graphs show the quantities of selected vitamins and minerals in four foods.    egg beans fish fruitvitamin c mg  / 100  g 30 2010 0 egg beans fish fruitvitamin d \u00b5g  / 100  g 1510 50 egg beans fish fruitfe mg  / 100  g 3210 egg beans fish fruitca mg  / 100  g 150100 50 0     which food is the richest source of the vitamin or mineral essential for the transport of oxygen by  the blood?  a beans  b eggs c fish d fruit      15 the table shows whether starch was still present after four different experiments.    experiment result   starch + water at 20  \u00b0c \u0013 key  starch + amylase at 20  \u00b0c \u0017 \u0013= starch present  starch + amylase at 30  \u00b0c \u0017 \u0017= starch absent  starch + boiled amylase at 30  \u00b0c \u0013     what broke down the starch?  a amylase  b boiled amylase  c heat  d water     ",
            "8": "8  \u00a9 ucles 2008 0610/01/m/j/08  16 the diagram shows blood as seen under a microscope.    p qs r     which identifies parts p, q, r and s of the blood?     plasma platelet white blood cell red blood cell  a p q r s  b q p s r  c r s q p  d s r p q     17 in which state does water enter and leave a plant?     enters leaves  a liquid liquid  b liquid vapour  c vapour liquid  d vapour vapour    ",
            "9": "9  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  18 the plan shows the blood system of a mammal.    head and fore-limbs lower body and hind limbsxkey oxygenated blood deoxygenated blood     what does the part labelled x represent?  a heart  b kidneys  c liver  d lungs     19 which route is taken by air passing into the lungs of a human?  a alveolus \u2192 trachea \u2192 bronchus  b bronchus \u2192 trachea \u2192 alveolus  c trachea \u2192 alveolus \u2192 bronchus  d trachea \u2192 bronchus \u2192 alveolus      20 which products of anaerobic respiration are important for making beer and bread?     beer bread  a carbon dioxide simple sugar  b ethanol carbon dioxide  c lactic acid ethanol  d simple sugar lactic acid    ",
            "10": "10  \u00a9 ucles 2008 0610/01/m/j/08  21 a person has been smoking heavily for many years.    a lot of dust and micro-organisms enter their lungs.    which statement explains why this occurs?  a their arteries are blocked with tar.  b the cilia in the trachea have been destroyed.  c the person is addicted to nicotine.  d the surface area of the lungs is reduced.      22 capillaries near the surface of the skin become wider after drinking large amounts of alcohol.    why does this cause the body temperature to drop?  a it allows heat to be lost rapidly from the skin.  b it causes vasoconstriction.  c it prevents vasodilation.  d it stops the person from sweating.     23 the diagram represents some human organs and their blood vessels.    liver gut kidneyp rq     immediately after taking an alcoholic drink, how would the levels of alcohol compare in blood  vessels p, q and r?     p q r  a very high some very high  b some very high very low  c very low very low some  d very high very low very low     ",
            "11": "11  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  24 the diagram shows muscles and bones in a human arm.    muscle qmuscle p     when muscle q contracts, what happens to muscle p and to the arm?     muscle p the arm  a contracts bends  b contracts straightens  c relaxes bends  d relaxes straightens     ",
            "12": "12  \u00a9 ucles 2008 0610/01/m/j/08  25 thirty woodlice were placed in the centre of a dish with four compartments, each with different  conditions. the diagram shows the number of woodlice that had moved into the different  compartments after twenty minutes.    dark and damp 17dark and dry 8 light and damp 4light and dry 1     what do these results show?  a woodlice prefer light and damp conditions.  b woodlice prefer light and dry conditions.  c woodlice prefer to be in the dark.  d woodlice prefer to be in the light.     26 which shows where eggs and sperms are made?     eggs sperms  a fallopian tube (oviduct) sperm duct  b ovary testis  c ovary urethra  d uterus testis    ",
            "13": "13  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  27 the following four processes occur during reproduction in a plant.    1 the male nucleus fuses with the female nucleus.  2 the male nucleus is released from the pollen tube.  3 the male nucleus travels down the pollen tube. 4 the pollen grain grows a pollen tube.    in which order do these processes occur after pollination?     first  last  a 3 4 1 2  b 4 3 2 1  c 3 4 2 1  d 4 3 1 2     28 which set of conditions will best enable seeds to germinate quickly?     water oxygen temperature ( \u00b0c)  a absent present 20  b present absent 20  c present present 20  d present present 0     ",
            "14": "14  \u00a9 ucles 2008 0610/01/m/j/08  29 in arthropods, growth occurs only after the exoskeleton is shed and before the new one hardens.    which graph shows a typical growth curve for an arthropod?    length of  arthropod timea timeb timec timedlength of arthropod length of arthropodlength of arthropod       30 in the life cycle of a mammal, what describes the eggs or sperms and the cells of the embryo?     eggs or sperms cells of the embryo  a diploid diploid  b diploid haploid  c haploid diploid  d haploid haploid    31 which cross shows how a boy inherits sex chromosomes from his parents?    mother xyfather xxa son xxmother xyfather xyb son xymother xxfather xyc son xxmother xxfather xyd son xy    ",
            "15": "15  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  32 the diagram shows a food chain.    lettuce plants slugs toads fungigrass snakes     which organisms are the producers?  a grass snakes  b lettuce plants c slugs  d toads     33 the diagram shows energy flow through a food chain.    energy in plant tissue 30  kjenergy in tissue of primary consumer 3 kjx y10  % of energy passed on 90  % of energy lostenergy in tissue of secondary consumer 0.3  kj10  % of energy passed on 90  % of energy lost    by which processes is energy lost between x and y?  a digestion and excretion  b digestion and photosynthesis  c excretion and respiration  d photosynthesis and respiration     ",
            "16": "16  \u00a9 ucles 2008 0610/01/m/j/08  34 the diagram shows a simple water cycle.    tree soilcloud rain     what is responsible for water loss from the tree?  a decomposition  b photosynthesis  c translocation  d transpiration      35 which shows from where most plants and most animals obtain carbon?     most plants obtain  carbon from most animals  obtain carbon from  a the air plants  b the soil the air  c the air the soil  d the soil plants     36 what does a plant make with the nitrates it absorbs?  a carbohydrates  b fats  c mineral salts  d proteins     ",
            "17": "17  \u00a9 ucles 2008 0610/01/m/j/08 [turn over  37 the table shows the changes in the world population over a period of two hundred years.    year estimated population  (millions)  1790 850  1890 1500  1990 5000    what has made the largest contribution to this population change?  a decreased food supply  b decreased use of chemical contraception  c increased food supply  d increased use of chemical contraception     38 why might pesticides sprayed onto the fields reduce a bean crop?  a pesticides damage plant leaves.  b pesticides damage plant roots.  c pesticides kill insects that feed on bean plants.  d pesticides kill insects that pollinate bean plants.    39 what may cause the rapid growth of plants in a lake?  a excess fertilisers  b excess herbicides  c low water ph  d low water temperature     ",
            "18": "18  \u00a9 ucles 2008 0610/01/m/j/08  40 the table shows some information about two closely related species of sea bird.    bird species x bird species y  mixed diet, but no small fish eats mostly small fish  catches fish out at sea catches fish near river mouths  nests high on cliffs or broad ledges nests low on cliffs or on shallow ledges    sewage pollution at the mouth of a river destroys its fish stocks.    what is likely to happen to local populations of these birds?  a there will be no change to either species.  b species x numbers will decrease, species y will remain constant.  c species y numbers will decrease, species x will remain constant.  d both species numbers will increase.     ",
            "19": "19   0610/01/m/j/08  blank page",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of cambridge international examinations is part of t he 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.     0610/01/m/j/08  blank page  "
        },
        "0610_s08_qp_2.pdf": {
            "1": "    this document consists of 15 printed pages and 1 blank page.  ib08 06_0610_02/6rp  \u00a9 ucles 2008  [turn over      *0226152035* for examiner's use  1   2   3   4   5   6   7   8   9   10   11   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  may/june 2008     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, highlighters, glue or correction fluid.    answer all questions. 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.   ",
            "2": "2  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 1 respiration is one of the characteristics of living things.     (a) list four other characteristics of living things not including respiration.  1   2   3   4  [4]     (b) describe the difference between respiration  and breathing .       [2]    [total: 6]    2 choose words from the list to complete each of the spaces in the paragraph.    each word may be used once only and some words are not used at all.   bright dry dull heavy large light  sepals small stamens sticky style    flowers of plants that rely on the wind to bring about pollination tend to   have  petals that have a   colour.  their pollen is normally  and  .  in these flowers, the   and the   both tend to be long. [6]       [total: 6]  ",
            "3": "3  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use   3 (a) table 3.1 lists some of the food materials that need to be digested, the enzymes that  carry out the digestion and the end products.     complete table 3.1. [5]    table 3.1     food material digestive enzyme end products of digestion  starch    simple sugars        amino acids    fat lipase        (b) amino acids and glucose are carried in the blood from the intestine to the liver.     describe the processes that occur in the liver when there is an excess of these  materials arriving in the blood.  amino acids       glucose      [4]    [total: 9] ",
            "4": "4  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 4 (a) (i)  name the two raw materials needed by plants for photosynthesis.  1  2 [2]     (ii) name the gas produced by photosynthesis.    [1]     (b) fig. 4.1 shows a leaf, with white and green regions, that is attached to a plant. the plant had been kept in the dark for 48 hours and then a lightproof, black paper cover  was placed over part of the leaf.    b c adwhite region green region attachment to plantposition of lightproof black paper cover on both sides of leaf fig. 4.1     ",
            "5": "5  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use  the plant is left under a light for 24 hours. after this time the leaf is removed from the  plant and is tested for the presence of starch.     (i) which chemical reagent is used to show the presence of starch?   [1]    (ii) record the colour you would see, if you had carried out this test, in each of the areas a, b, c, and d.     area colour  a  b  c  d   [4]    (iii) explain the results for each of the following areas.    area b     area d    [2]    [total: 10]    ",
            "6": "6  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 5 fig. 5.1 shows a section through the heart.    x m ..l .. .. j.. k fig. 5.1      (a) on fig. 5.1,    (i) label parts j, k, l and m, [4]    (ii) shade in the blood vessels that carry deoxygenated blood, [1]     (iii) draw a series of arrows to show the direction of blood flow through the heart from  the lungs to the rest of the body. [1]      (b) describe the role of valve x.       [2]    [total: 8]     ",
            "7": "7  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use 6 fig. 6.1 shows the female reproductive system.    r .. s .. fig. 6.1      (a) on fig. 6.1, label structures r and s.  [2]      (b) on fig. 6.1,    (i) label, with a line and a letter f, where fertilisation occurs, [1]    (ii) label, with a line and a letter i, where implantation occurs. [1]     (c) during puberty, the secondary sexual characteristics develop.    (i) name the hormone that controls these developments in a female and state which  organ produces it.  hormone   organ producing it  [2]     (ii) state two secondary sexual characteristics that develop in females, in parts of the  body other than in the reproductive organs shown in fig. 6.1.  1    2   [2]    [total: 8]   ",
            "8": "8  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 7 fig. 7.1 shows a family tree for a condition known as nail-patella syndrome (nps).    2 41 5 6 3 7 8 9key female without nps female with nps male without npsmale with nps fig. 7.1        (a) (i)  state whether nps is controlled by a dominant or a recessive allele.      (ii) explain which evidence from the family tree confirms your answer to (i).         [3]     ",
            "9": "9  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use  (b) explain what the chances are for a third child of parents 6 and 7 having nps.     you may use a genetic diagram to help your explanation.                              [3]    [total: 6]     ",
            "10": "10  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 8 fig. 8.1 shows changes in the population of  bacteria that take place in a river when  untreated sewage is added to it.    distance downstream (arbitrary units)population of bacteria (arbitrary units) raw sewage discharged into river fig. 8.1      (a) describe the changes in the population of bacteria that take place in this river.       [2]      (b) suggest an explanation for these changes in the population of bacteria.             [4]    [total: 6]   ",
            "11": "11  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use 9 fig. 9.1 shows part of a food web for the south atlantic ocean.    algaekrillfishadelie penguin squidross seal crabeater sealleopard sealkiller whale fig. 9.1       (a) (i ) name the top carnivore in this food web.   [1]    (ii) name a member of this food web that is both a secondary and a tertiary consumer.   [1]     (b) use the information from the food web to complete the food chain of five organisms.   algae \u2192  \u2192  \u2192 \u2192 [2]     (c) in the future the extraction of mineral resources in the antarctic might occur on a large scale. this could destroy the breeding grounds of the ross seal.     (i) state and explain what effects this might have on the population of leopard seal.       [2]   ",
            "12": "12  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use  (ii) state and explain what effects this might have on the population of fish.           [4]    [total: 10]     ",
            "13": "13  \u00a9 ucles 2008 0610/02/m/j/08 [turn over  for  examiner's  use 10 (a) define the term homeostasis .       [2]       (b) it has been suggested by some scientists that the iris reflex is an example of homeostasis.     describe this reflex and explain why it might be considered to be a homeostatic  mechanism.           [3]    [total: 5]     ",
            "14": "14  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use 11 (a) fig. 11.1 shows the urinary system and its blood supply.    .. x .. y .. zdirection of blood flow fig. 11.1      on fig. 11.1 label structures x, y and z. [3]    (b) table 11.1 shows the relative quantities of several substances in the blood in the renal artery and renal vein.    table 11.1     substance  relative quantities in blood in  renal artery  (arbitrary units)  relative quantities in blood in  renal vein   (arbitrary units)   glucose 10.0 9.7  oxygen 100.0 35.0  sodium salts 32.0 29.0  urea 3.0 1.5  water 180.0 178.0    ",
            "15": "15  \u00a9 ucles 2008 0610/02/m/j/08  for  examiner's  use  explain what is happening in the kidney to bring about three  of the differences between  the blood in the renal artery and renal vein, shown in the table.           [3]    [total: 6]   ",
            "16": "16         permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.     0610/02/m/j/08  blank page "
        },
        "0610_s08_qp_3.pdf": {
            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.     www.xtremepapers.com",
            "2": "    this document consists of 13 printed pages and 3 blank pages.  ib08 06_0610_31/4rp  \u00a9 ucles 2008  [turn over       *8516461728* for examiner's use  1   2   3   4   5   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2008     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "3": "2  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use 1 (a)  using straight lines, match the names of the flower parts with their functions.    one has been completed for you.    anther petal sepal style stigmaallows the passage of the pollen tube to the ovary attracts insects for pollination produces pollen grains protects the flower when in bud the surface on which the pollen lands during pollination  [4]     (b) describe how the stigmas of wind-pollinated flowers differ from the stigmas of insect- pollinated flowers. relate these differences to the use of wind as the pollinating agent.            [3]      (c) discuss the implications to a species of self-pollination.         [3]    [total: 10] ",
            "4": "3  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use 2 the wild dog is one of the smaller african carnivorous mammals. it has disappeared from  25 of the 39 countries where it used to live. wild dogs hunt in packs, feeding on antelopes,  which are grass-eating mammals.    a conservation programme has been started to increase the wild dog population in south  africa. farmers are worried about numbers getting out of control because wild dogs breed at a very fast rate. however, conservationists are not concerned because the lion is a natural predator of the dogs.     (a) wild dogs are carnivorous mammals.     (i) define the term carnivore .   [1]     (ii) state one external feature which distinguishes mammals from other vertebrates.   [1]      (b) (i)  suggest two reasons why numbers of african wild dogs are decreasing.  1.   2.  [2]     (ii) suggest what could happen to the species if numbers continue to decrease.     [1]      (c)  using the information in the passage above, construct a food chain for a wild dog,  including its predator.    label each organism with its trophic level.                           [4] ",
            "5": "4  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  (d) it is important that the wild dog species is conserved.     (i) explain the meaning of the term  conservation.       [2]     (ii) outline the measures that could be taken to conserve a mammal, such as the wild dog.           [3]      (e) when wild dogs die, nitrogen compounds in their bodies may become available for plants. outline the processes that occur to make these nitrogen compounds in the bodies of dead animals available for plants to absorb.                 [5]    [total: 19] ",
            "6": "5  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use 3 catalase is an enzyme found in plant and animal cells. it has the function of breaking down  hydrogen peroxide, a toxic waste product of metabolic processes.     (a) (i)  state the term used to describe the removal of waste products of metabolism.   [1]    (ii) define the term enzyme .     [2]     an investigation was carried out to study the effect of ph on catalase, using pieces of  potato as a source of the enzyme.     oxygen is formed when catalase breaks down hydrogen peroxide, as shown in the  equation.    hydrogen peroxide water + oxygencatalase     the rate of reaction can be found by measuring how long it takes for 10  cm3 oxygen to be  collected.       (b) (i)  state the independent (input) variable in this investigation.   [1]    (ii) suggest two factors that would need to be kept constant in this investigation.  1.   2.  [2]   ",
            "7": "6  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  table 3.1 shows the results of the investigation, but it is incomplete.    table 3.1     ph time to collect 10  cm3 oxygen / min rate of oxygen production / cm3 min -1  4 20.0 0.50  5 12.5 0.80  6 10.0 1.00  7 13.6 0.74  8 17.4        (c) calculate the rate of oxygen production at ph 8.     show your working. write your answer in table 3.1           [2]     ",
            "8": "7  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use  (d) complete the graph by plotting the rate of oxygen production against ph.    123456781.2 1.00.80.60.40.20.0   [4]     (e) (i)  using data from the graph, describe the changes in the reaction rate between ph 4   and ph 8.       [2]     (ii) explain the change in the reaction rate between ph 6 and ph 8.         [3]    [total: 17]   ",
            "9": "8  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use 4 fig. 4.1 shows three species of zebra.     equus grevyi equus zebraequus burchelli vertical stripe horizontal stripe fig. 4.1     ",
            "10": "9  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use  (a) describe one method a scientist could use to show that the zebras shown in fig. 4.1  are different species.     [1]       (b) studies have shown that the hotter the environment, the more stripes zebras have.     (i) state the type of variation which would result in different numbers of stripes.   [1]     (ii) study fig. 4.1. suggest which species of zebra lives in the hottest environment.   [1]      (c) occasionally, zebras are born that are almost completely black. the change in  appearance is the result of mutation.    (i) state the term that is used to describe the appearance of an organism.   [1]    (ii) define the term mutation .     [2]     ",
            "11": "10  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  (d) tsetse flies attack animals with short fur, sucking their blood and spreading diseases.     fig. 4.2 shows a tsetse fly. this fly is an insect, belonging to the arthropod group.   fig. 4.2     (i) state one feature, visible in fig. 4.2 , which is common to all arthropods.   [1]     (ii) state two features, visible in fig. 4.2, which distinguish insects from other  arthropod groups.  1.   2.  [2]      (e) scientists have discovered that zebras with more horizontal stripes attract fewer tsetse flies.     (i) suggest why the stripes on the head and neck of the zebra would be an advantage  when it feeds on grass on the ground.     [2]     (ii) describe how a species of zebra could gradually develop more horizontal stripes.         [3]    [total: 14]   ",
            "12": "11  \u00a9 ucles 2008 0610/31/m/j/08 [turn over  for  examiner's  use   5 to stay healthy we need a balanced diet.    (a) define the term balanced diet .       [2]       protein is one nutrient present in a balanced diet. the body cannot store protein, so any  excess amino acids are broken down in the process of deamination, as shown in fig. 5.1.      excess amino acid fig. 5.1non-nitrogen compound xnitrogen compound respiration 6co2 + 6h2o + energyurea      (b) (i)  name the organ where deamination takes place.   [1]    (ii) compound x is used as an energy source in respiration.    suggest the name of compound x.   [1]   ",
            "13": "12  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  (iii) state the type of respiration shown in fig. 5.1.     explain your answer.  type of respiration   explanation    [2]      (c) the urea produced is transported to the kidney, where it is excreted.    describe how urea is transported in the blood to the kidney.     [2]       fig. 5.2 shows a kidney tubule (nephron) and its associated blood vessels.   fig. 5.2a b c d      ",
            "14": "13  \u00a9 ucles 2008 0610/31/m/j/08  for  examiner's  use  (d) complete the table by naming the parts labelled a to d  and stating one  function for  each.     name of part  function      a          b          c          d         [8]      (e) the volume of blood filtered by the kidneys is 1.18 dm 3 min-1.    (i) calculate the total volume of blood filtered in 24 hours.    show your working.        volume =  [2]    (ii) if the total volume of urine produced in 24 hours is 1.7 dm 3, calculate the  percentage volume of the filtered blood excreted as urine in 24 hours.    show your working.        % volume =  [2]    [total: 20]   ",
            "15": "14   0610/31/m/j/08  blank page",
            "16": "15   0610/31/m/j/08  blank page",
            "17": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/31/m/j/08  blank page ",
            "18": "    this document consists of 13 printed pages and 3 blank pages.  ib08 06_0610_32/4rp  \u00a9 ucles 2008  [turn over       *2373707408* for examiner's use  1   2   3   4   5   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2008     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "19": "2  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use 1 (a)  using straight lines, match the names of the flower parts with their functions.    one has been completed for you.    anther petal sepal style stigmaallows the passage of the pollen tube to the ovary attracts insects for pollination produces pollen grains protects the flower when in bud the surface on which the pollen lands during pollination  [4]     (b) describe how the stigmas of wind-pollinated flowers differ from the stigmas of insect- pollinated flowers. relate these differences to the use of wind as the pollinating agent.            [3]      (c) discuss the implications to a species of self-pollination.         [3]    [total: 10] ",
            "20": "3  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use 2 fig. 2.1 shows salvinia molesta , which is an australian freshwater plant, introduced to the  wetlands of namibia as a source of animal food. however, in namibia the plant reproduces  much more quickly than in australia. it quickly covers the surface of the water.    fig. 2.1    (a) scientists are concerned about the environmental damage caused by s. molesta to the  aquatic habitats in the ecosystem of the namibian wetlands.    (i) define the term ecosystem .     [2]     (ii) outline how s. molesta could damage the aquatic habitats of the wetland  ecosystem.               [4]   ",
            "21": "4  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use  (b) s. molesta is being controlled using an australian beetle, cyrtobagous saliniae. the  beetle eats the growing points of the plant.     suggest and explain why    (i) it is better to use a natural consumer of the plant than to apply herbicides in the  water to kill it,       [2]     (ii) it could be dangerous to the wetland ecosystem to introduce australian beetles.       [2]      (c) the growth of s. molesta is now under control.     its population growth has followed the pattern of a sigmoid curve.    (i) using the axes below, sketch a sigmoid growth curve for s. molesta. [1]     (ii) label the phases of the sigmoid growth curve. [3]    number of plants time  / years      (iii) using the information given in this question (pages 3 and 4), state one factor that  is limiting the growth of s.  molesta .   [1]   ",
            "22": "5  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use  (iv) explain how two other named factors could also limit the growth of s. molesta.  1.       2.      [4]    [total: 19]     3 catalase is an enzyme found in plant and animal cells. it has the function of breaking down  hydrogen peroxide, a toxic waste product of metabolic processes.     (a) (i)  state the term used to describe the removal of waste products of metabolism.   [1]     (ii) define the term enzyme .     [2]     an investigation was carried out to study the effect of ph on catalase, using pieces of  potato as a source of the enzyme.     oxygen is formed when catalase breaks down hydrogen peroxide, as shown in the  equation.    hydrogen peroxide water + oxygencatalase      the rate of reaction can be found by measuring how long it takes for 10  cm3 oxygen to be  collected.     (b) (i)  state the independent (input) variable in this investigation.   [1]    (ii) suggest two factors that would need to be kept constant in this investigation.  1.   2.  [2]   ",
            "23": "6  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use table 3.1 shows the results of the investigation, but it is incomplete.    table 3.1     ph time to collect 10  cm3          oxygen  / min rate of oxygen             production  / cm3 min-1  4 20.0 0.50  5 12.5 0.80  6 10.0 1.00  7 13.6 0.74  8 17.4     (c) calculate the rate of oxygen production at ph 8 .    show your working. write your answer in table 3.1.       [2]   ",
            "24": "7  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use  (d)  complete the line graph by plotting the rate of oxygen production against ph.    123456781.2 1.00.80.60.40.20.0     [4]     (e) (i)  using data from the graph, describe the changes in the reaction rate between ph 4   and ph 8.       [2]     (ii) explain the change in the reaction rate between ph 6 and ph 8.         [3]    [total: 17] ",
            "25": "8  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use 4 fig. 4.1 shows three species of zebra.    equus grevyi equus zebraequus burchelli vertical stripe horizontal stripe fig. 4.1       ",
            "26": "9  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use  (a) describe one method a scientist could use to show that the zebras shown in fig. 4.1  are different species.     [1]       (b) studies have shown that the hotter the environment, the more stripes zebras have.    (i) state the type of variation which would result in different numbers of stripes.   [1]    (ii) study fig. 4.1. suggest which species of zebra lives in the hottest environment.   [1]      (c) occasionally, zebras are born that are almost completely black. the change in  appearance is the result of mutation.    (i) state the term that is used to describe the appearance of an organism.   [1]    (ii) define the term mutation .     [2]     ",
            "27": "10  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use  (d) tsetse flies attack animals with short fur, sucking their blood and spreading diseases.     fig. 4.2 shows a tsetse fly. this fly is an insect, belonging to the arthropod group.   fig. 4.2     (i) state one feature, visible in fig. 4.2 , which is common to all arthropods.   [1]     (ii) state two features, visible in fig. 4.2, which distinguish insects from other  arthropod groups.  1.   2.  [2]      (e) scientists have discovered that zebras with more horizontal stripes attract fewer tsetse flies.     (i) suggest why the stripes on the head and neck of the zebra would be an advantage  when it feeds on grass on the ground.     [2]     (ii) describe how a species of zebra could gradually develop more horizontal stripes.         [3]    [total: 14]   ",
            "28": "11  \u00a9 ucles 2008 0610/32/m/j/08 [turn over  for  examiner's  use 5 to stay healthy we need a balanced diet.    (a) define the term balanced diet .       [2]      protein is one nutrient present in a balanced diet. the body cannot store protein, so any  excess amino acids are broken down in the process of deamination, as shown in fig. 5.1.    excess amino acid fig. 5.1non-nitrogen compound xnitrogen compound respiration 6co2 + 6h2o + energyurea       (b) (i)  name the organ where deamination takes place.   [1]    (ii) compound x is used as an energy source in respiration.    suggest the name of compound x.   [1]   ",
            "29": "12  \u00a9 ucles 2008 0610/32/m/j/08  for  examiner's  use  (iii) state the type of respiration shown in fig. 5.1.      explain your answer.  type of respiration   explanation    [2]      (c) the urea produced is transported to the kidney, where it is excreted.    describe how urea is transported in the blood to the kidney.     [2]       fig. 5.2 shows a kidney tubule (nephron) and its associated blood vessels.   fig. 5.2a b c d      ",
            "30": "13  \u00a9 ucles 2008 0610/32/m/j/08 for  examiner's  use  (d) complete the table by naming the parts labelled a to d  and stating one  function for  each.     name of part  function      a          b          c          d         [8]      (e) the volume of blood filtered by the kidneys is 1.18 dm 3 min-1.    (i) calculate the total volume of blood filtered in 24 hours.    show your working.        volume =  [2]    (ii) if the total volume of urine produced in 24 hours is 1.7 dm 3, calculate the  percentage volume of the filtered blood excreted as urine in 24 hours.    show your working.        % volume =  [2]    [total: 20]    ",
            "31": "14   0610/32/m/j/08  blank page",
            "32": "15   0610/32/m/j/08 blank page",
            "33": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.     0610/32/m/j/08  blank page "
        },
        "0610_s08_qp_5.pdf": {
            "1": "    this document consists of 6 printed pages and 2 blank pages.  ib08 06_0610_05/3rp  \u00a9 ucles 2008  [turn over      *8853252376* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05     paper 5  practical test  may/june 2008     1 hour    candidates answer on the question paper.    additional materials: as listed in confidential instructions.      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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    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.     ",
            "2": "2  \u00a9 ucles 2008 0610/05/m/j/08  for  examiner's  use 1 read the whole question before starting work.      humans and other mammals are able to maintain a relatively constant body temperature  despite widely ranging environmental temperatures.     you are provided with two containers with lids. the containers represent two mammals  cooling.    \u007f wrap a paper towel around each container and secure each towel with an elastic  band.    \u007f use the pipette to squirt water from the beaker onto the paper towel around one of  the containers, so that it is wet all over.   \u007f if, at any time, the paper towel appears to be getting dry, add  more water from the pipette.   \u007f the paper towel around the second container should be left dry.    \u007f when you are ready, raise your hand and ask the supervisor to fill both containers  with hot water.   \u007f be careful with the hot water.    \u007f cover the containers with the lids.     (a) (i) immediately , take the temperature of the water in each container by gently putting  the thermometer through the hole in the lids and into the water.      record the temperature of the water in each container in table 1.1. this is \u2018zero\u2019  time. [1]    (ii) every 2 minutes after zero time, take the temperatures in the two containers and record your readings in table 1.1.      table 1.1     time from start  / min \u2018 dry\u2019 container  temperature  / oc \u2018wet\u2019 container  temperature  / oc  0 [\u2018zero\u2019 time]    2    4    6    8    10    [5]   ",
            "3": "3  \u00a9 ucles 2008 0610/05/m/j/08 [turn over  for  examiner's  use  (b) on the same axes, plot a graph of your results.          [5]   (c) (i) compare the cooling of the water in the two containers.         [2]     ",
            "4": "4  \u00a9 ucles 2008 0610/05/m/j/08  for  examiner's  use  (ii) explain what has happened to produce the results you have obtained.             [3]       (iii) describe how the human skin carries out a similar cooling process when the body  becomes too hot.         [2]      (d) (i) describe two ways in which your investigation is a fair test.         [2]       (ii) describe three  improvements you could make to increase the accuracy and  reliability of this investigation.             [3]    [total: 23]   ",
            "5": "5  \u00a9 ucles 2008 0610/05/m/j/08 [turn over  for  examiner's  use 2 you are provided with two fruits, s1 and s2, which have been cut in half longitudinally  through the middle.     (a) make a large, labelled drawing of the cut surface of s1.                                         [5]   (b) study the specimens s1 and s2.    (i) complete table 2.1 to show four differences between the two fruits, s1 and s2.    table 2.1      s1 s2  1    2    3    4      [4]   ",
            "6": "6  \u00a9 ucles 2008 0610/05/m/j/08  for  examiner's  use  (ii) describe two similarities between s1 and s2.  1.   2.  [2]       (c) describe an investigation you could carry out to compare the reducing sugar content of  these two fruits, s1 and s2.    include any safety precautions you will need to consider.                     [6]    [total: 17] ",
            "7": "7   0610/05/m/j/08  blank page",
            "8": "8    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/05/m/j/08  blank page  "
        },
        "0610_s08_qp_6.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib08 06_0610_06/4rp  \u00a9 ucles 2008  [turn over      *7455835842* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  may/june 2008     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. 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.   ",
            "2": "2  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use 1 humans and other mammals are able to maintain a relatively constant body temperature,  despite widely ranging environmental temperatures. mammals, unless adapted to living in water, seem to prefer not to get wet.    three flasks were set up as shown in fig. 1.1. each flask represents a hot mammal cooling  down.    flask a had nothing around the flask. this represents a hairless mammal.     flask b had a dry covering of cotton cool around the flask. this represents a mammal with  dry fur.     flask c had a wet covering of cotton wool soaked in water around the flask. this  represents a mammal with wet fur.    stand water level flasklidstand water levellidstand water levellid dry cotton woolwetcotton wool fig. 1.1flask a flask b flask c        each flask was covered with a lid through which a thermometer was suspended. the bulb  of the thermometer was immersed in the water, but did not touch the sides of the flask. each flask was filled with an equal volume of hot water.    the temperature of the water in each flask was measured as it cooled.   readings were taken every 2 minutes and recorded in table 1.1.    a laboratory clock was used to check the time.   ",
            "3": "3  \u00a9 ucles 2008 0610/06/m/j/08 [turn over  for  examiner's  use table 1.1     temperature / oc  time / min    flask a   flask b   flask c    0 70 70 70  2 66 68 64  4 61 67 58  6 58 65 52  8 50 61 42  10 45 60 40      (a) (i) on the same axes plot a graph of the three sets of results.      [5] ",
            "4": "4  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use  (ii) compare cooling of the water in the three flasks.      flask a compared with flask b.         flask b compared with flask  c.         flask c compared with flask a.     [3]     (iii) explain what has happened to produce these results.         [3]       (b) (i) describe three  ways in which this investigation was a fair test.             [3]   ",
            "5": "5  \u00a9 ucles 2008 0610/06/m/j/08 [turn over  for  examiner's  use  (ii) describe two improvements which would increase the accuracy and reliability of  this investigation.         [2]    [total: 16]   ",
            "6": "6  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use 2 fig. 2.1 shows a tomato and fig. 2.2 shows an apple, both are cut in half longitudinally  through the middle.    fig. 2.1 fig. 2.2 x 1 x 0.5      (a) make a large, labelled drawing of the cut surface of the tomato fruit shown in fig. 2.1.                                   [5]   ",
            "7": "7  \u00a9 ucles 2008 0610/06/m/j/08 [turn over  for  examiner's  use  (b) (i) complete table 2.1 to show four differences  between the two fruits visible in      fig. 2.1 and fig. 2.2.    table 2.1      tomato    apple     1    2    3    4      [4]     (ii) describe two similarities between the two fruits visible in fig. 2.1 and in fig. 2.2.  1.   2.  [2]       (c) describe an investigation you could carry out to compare the reducing sugar content of  these two fruits.     include any safety precautions you will need to consider.                     [6]    [total: 17]     ",
            "8": "8  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use 3 pollen grains start to germinate when they land on a suitable stigma and produce a pollen  tube. fig. 3.1 shows a single carpel from a flower with a germinating pollen grain.    a b c fig. 3.1      (a) (i) identify the structures labelled a, b and c.  a   b   c  [3]     (ii) draw a line on fig. 3.1 to continue the path taken by the pollen tube until it enters structure c.  [1]    ",
            "9": "9  \u00a9 ucles 2008 0610/06/m/j/08  for  examiner's  use  (b) (i) measure the diameter of the pollen grain shown in fig. 3.1 and the approximate  distance the pollen tube grows to reach and enter structure c.  diameter of pollen grain mm   distance grown mm  [1]     (ii) how many times greater is the distance grown by the pollen tube than the  diameter of the pollen grain?                  times greater  [2]    [total: 7]   ",
            "10": "10   0610/06/m/j/08  blank page",
            "11": "11   0610/06/m/j/08  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/06/m/j/08  blank page "
        },
        "0610_w08_qp_01.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib08 11_0610_01/2rp  \u00a9 ucles 2008  [turn over      *1478016376* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1  multiple choice  october/november 2008     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2008 0610/01/o/n/08  1 which characteristic is shown by all living things?  a breathing  b growing  c sleeping  d walking      2 the diagrams show four different animals. they are not drawn to the same scale.    wx yz     which are vertebrates?  a w and x b x and y c y and z d w and z    ",
            "3": "3  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  3 the diagram shows half a flower.        the following key may be used to identify the plant on which the flower is growing.    1 petals separate from sepals   go to 2   petals and sepals joined ..  plant p  2 flower with four stamens ..  plant q   flower with more than four stamens .  go to 3 3 ovary as tall as wide   plant r   ovary taller than wide ...  go to 4  4 flower has two petals ...  plant s   flower has more than two petals ..  plant t    to which plant does the flower belong?  a plant p b plant q c plant r d plant t     4 which two functions does xylem perform?     absorption conduction contraction support   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0013 \u0017 \u0017 \u0013= performs  c \u0017 \u0017 \u0013 \u0013 \u0017= does not perform  d \u0017 \u0013 \u0017 \u0013     ",
            "4": "4  \u00a9 ucles 2008 0610/01/o/n/08  5 the diagram shows a cell.        what type of cell is shown?  a epidermis  b muscle   c nerve  d palisade       6 which diagram shows a cell from the liver?   abcd      7 the diagrams show a leaf and a section through part of the same leaf.    which label on the diagrams indicates an organ?    db ca     ",
            "5": "5  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  8 what is the main function of muscle?  a absorption  b conduction  c contraction  d transport      9 which two features are found in both a root hair cell and a red blood cell?  a cell membrane and cytoplasm  b cell membrane and vacuole  c nucleus and chloroplast  d nucleus and cytoplasm      10 what controls the passage of substances into and out of plant cells?  a the cell surface membrane  b the cellulose cell wall  c the chloroplasts  d the vacuole    11 an experiment on diffusion was set up as shown in the diagram.    water at 37  \u00b0c partially permeablemembranemixture of protein solution andprotease     what was found in the water after 15 minutes?  a amino acids  b fatty acids  c glucose  d glycerol     ",
            "6": "6  \u00a9 ucles 2008 0610/01/o/n/08  12 which substance is an enzyme?  a bile  b fibrinogen  c lipase  d maltose      13 the diagram shows the human alimentary canal.    12 3 4     in which parts does peristalsis take place?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1      14 some liquid is collected from the xylem in the stem of a plant.    what is present in the liquid?  a amino acids  b inorganic ions  c starch  d sugar     ",
            "7": "7  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  15 the diagram shows cells from a storage organ of a flowering plant after they have been stained  with iodine solution.    x     structures x stain black.    what does this show that structures x contain?  a chlorophyll  b fat c starch d sugar     16 the diagram shows a double circulatory system.    capillaries of the lungsheart23 14capillaries of the rest of the body     which two vessels carry blood at the highest pressure?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     ",
            "8": "8  \u00a9 ucles 2008 0610/01/o/n/08  17 the diagram shows an external view of the human heart.    right atrium right ventricleleft atrium left ventriclex     what is the name of the blood vessel labelled x?  a coronary artery  b hepatic artery c pulmonary artery d renal artery     ",
            "9": "9  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  18 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance oil watershoot x shoot y 30 g     what are the readings on the spring balances after three days?     shoot x shoot y  a 30  g 30  g  b 30  g 25  g  c 25  g 30  g  d 25  g 25  g     19 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast     20 gas exchange in annelid worms occurs through the whole of the skin surface.    what are the most likely characteristics of the skin surface?     surface area  to volume ratio condition  of surface  a large dry  b large wet  c small dry  d small wet   ",
            "10": "10  \u00a9 ucles 2008 0610/01/o/n/08  21 an athlete runs a race. the graph shows how the concentration of lactic acid in his leg muscles  changes.    8 642 123456789 1 0 time from start of race  / min0 0lactic acid concentration(arbitary units)     for how long did the athlete run?  a 2 minutes  b 4 minutes  c 6 minutes  d 10 minutes      22 the diagram shows the human excretory system and its main associated blood vessels.    which labelled structure contains urine?    a b c d      ",
            "11": "11  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  23 the table shows the amount of water and salt lost from the kidneys and skin on a hot day and on  a cold day. food and drink intake are the same on both days.     water lost from  kidneys  / dm3 water lost from  skin  / dm3 salt lost from  kidney  / g salt lost from  skin  / g  cold day 1.8 0.0 20.2 0.0  hot day 0.4 2.3 14.4 5.8    what do these results show?  a less water is lost from the kidneys on a cold day than on a hot day.  b more salt is lost from the kidneys on a hot day than on a cold day.  c the total amount of salt lost each day is the same.  d water is not lost from the kidneys on hot days.      24 the diagram shows bones and muscles in the human arm.    1 2 3 4    which row correctly identifies the biceps, triceps and ulna?     biceps triceps ulna  a 1 2 4  b 1 2 3  c 2 1 4  d 2 1 3    ",
            "12": "12  \u00a9 ucles 2008 0610/01/o/n/08  25 the diagram shows the apparatus used to investigate the effect of light on the growth of three  plant shoots.    shoot with tip removedshoot withfoil cap untreated shootlightblack box     which diagram shows the likely result after one day?    a b c d      26 some couples who do not want to have babies avoid sexual intercourse for certain days in the  woman\u2019s menstrual cycle.    which kind of birth control is this?  a chemical  b mechanical  c natural  d surgical     ",
            "13": "13  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  27 seed dispersal, fertilisation, seed germination and pollination are processes in plant reproduction.    what is the correct sequence for events after pollination?  a dispersal \u2192 fertilisation \u2192 germination  b dispersal \u2192 germination \u2192 fertilisation  c fertilisation \u2192 dispersal \u2192 germination  d germination \u2192 fertilisation \u2192 dispersal      28 what is not normally essential for germination?  a enzymes  b light  c oxygen  d warmth      29 the diagrams show a camel before and after drinking a large volume of water.    before after     which statement is correct?  a growth has occurred because the animal has increased in volume.  b growth has occurred because the animal has increased in mass.  c growth has not occurred because the animal\u2019s height is unaltered.  d growth has not occurred because the dry mass has not increased.     30 the nucleus in each cell in the stem of a plant contains 32 chromosomes.    how many chromosomes are there in the nuclei of its pollen grains?  a 8 b 16 c 32 d 64     ",
            "14": "14  \u00a9 ucles 2008 0610/01/o/n/08  31 the diagram shows the offspring of a cross between two wolves.    brownbrown brown whitewolf w \u00d7     brown colour is caused by a dominant allele b and white colour by a recessive allele b.     what are the genotype and the phenotype of wolf w?      genotype phenotype  a b brown  b bb brown  c brown b  d brown bb    32 what is an advantage of a short food chain?  a a few producers can support a large number of consumers.  b it is easier for consumers to find food.  c less energy is lost in the food chain.  d less food is required by the consumers.    ",
            "15": "15  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  33 fungi are decomposers.    lettuce plants slugs toads fungigrass snakes     why are they important in the food web?  a they provide food for snakes.  b they control the numbers of toads.  c they provide energy for plant growth.  d they release minerals essential for plant growth.     34 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which is the pyramid of biomass?    ab cd      ",
            "16": "16  \u00a9 ucles 2008 0610/01/o/n/08  35 the diagram shows part of the carbon cycle.    coal, oil and gasgradual production offossil fuelscarbon dioxide in atmosphere     which process is missing from the diagram?  a combustion  b photosynthesis  c respiration  d transpiration     ",
            "17": "17  \u00a9 ucles 2008 0610/01/o/n/08 [turn over  36 the diagram shows the water cycle. the arrows show four processes that take place during this  cycle.    seacloud tr qland s     which combination identifies these processes?     condensation evaporation precipitation  a q r t  b r q t  c r s t  d s q r      37 the populations of four organisms in a lake were measured between 1908 and 1990.    which organism was affected by an outbreak of disease in 1984?    1980 1982 1984 1986 1988 1990 yearnumber of organismsa b c d      ",
            "18": "18  \u00a9 ucles 2008 0610/01/o/n/08  38 lichens are organisms that do not grow well in air containing sulphur dioxide.    which graph shows the change in number of lichen species from the centre of an industrial city to  a country area 15  km away?    distance (km)a 0 01 5 city centrecountry areadistance (km)b 0 01 5 city centrecountry area distance (km)c 0 01 5 city centrecountry areadistance (km)d 0 01 5 city centrecountry areanumber of lichen speciesnumber oflichen species number oflichen speciesnumber oflichen species       39 four water samples are collected from different places along a river. the average number of  organisms per species and the number of different species of organisms are counted.    the table shows the results.    which water sample is most polluted?     average number of  organisms per species number of  species  a 650 5  b 280 30  c 400 17  d 420 43    ",
            "19": "19  \u00a9 ucles 2008 0610/01/o/n/08  40 the graph shows how the concentration of oxygen and the numbers of fish and bacteria in a river  change when sewage flows into it.    01 0sewage introduced 20 30 40 50 miles downstreamrqp     what are p, q and r?     p q r  a bacteria oxygen fish  b fish bacteria oxygen  c fish oxygen bacteria  d oxygen fish bacteria     ",
            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.     0610/01/o/n/08  blank page  "
        },
        "0610_w08_qp_06.pdf": {
            "1": "    this document consists of 8 printed pages and 4 blank pages.  ib08 11_0610_06/3rp  \u00a9 ucles 2008  [turn over      *7243909781* *7243909781* for examiner's use   1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  october/november 2008     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. 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.   ",
            "2": "2  \u00a9 ucles 2008 0610/06/o/n/08  for  examiner's  use 1 two uncooked hen\u2019s eggs of similar size were submerged in acid to dissolve the shell. the  contents of the eggs are left intact, enclosed by the egg membrane.    one de-shelled egg has been placed in distilled water for 2 days. the other egg has been  placed in salt solution for 2 days.    fig. 1.1 shows the two eggs after two days.   distilled water salt solution fig. 1.1     (a) (i) complete table 1.1 to compare the two eggs.    table 1.1      egg in water egg in salt solution   size of the egg    position in the liquid    external appearance of the  egg     [3]     (ii) suggest an explanation for these differences.                 [5]  ",
            "3": "3   0610/06/o/n/08 [turn over  blank page                                     question 1 continues on page 4  ",
            "4": "4  \u00a9 ucles 2008 0610/06/o/n/08  for  examiner's  use  (b) a student carried out a similar experiment and varied the concentration of salt in  different solutions.      table 1.2 shows the percentage change in mass of the eggs after 2 days.    table 1.2     concentration of salt  solution  / gdm-3 % change in mass    0.0  +7.3   10.0  +3.2   20.0  +0.8   30.0  -2.5   40.0  -6.4   50.0  -10.8     (i) draw a graph of this data on the axes.    0positive negative% change in mass concentration of salt solution  / g dm\u20133      [3] ",
            "5": "5   0610/06/o/n/08 [turn over  for  examiner's  use  (ii) determine the concentration of salt solution where there is no change in mass.   [1]     (iii) explain why there is no change in mass at this concentration of salt solution.         [3]       (c) describe a food test which might show whether there is more protein to be found in the  \u2018white\u2019 or in the \u2018yolk\u2019 of the egg.                 [4]    [total: 19] ",
            "6": "6  \u00a9 ucles 2008 0610/06/o/n/08   blank page",
            "7": "7  \u00a9 ucles 2008 0610/06/o/n/08 [turn over  for  examiner's  use 2 an active yeast culture is placed in a test-tube. this test-tube is connected by a delivery  tube to a second test-tube containing hydrogencarbonate indicator shown in fig. 2.1.     hydrogencarbonate indicator changes colour according to ph. in alkaline solutions the  indicator becomes purple and in acidic solutions the indicator becomes yellow.    active yeast culturehydrogencarbonateindicator fig. 2.1delivery tube        at the start of the experiment the indicator is red in colour. after 15 minutes the indicator  becomes yellow.     (a) explain the reason for this colour change.         [3]     ",
            "8": "8  \u00a9 ucles 2008 0610/06/o/n/08  for  examiner's  use  (b) describe how you would collect and measure the volume of gas given off per minute by  20  cm3 of the active yeast culture.                   [6]      (c) fig. 2.2 shows a yeast cell reproducing asexually.    x y\u00d75000     fig. 2.2    ",
            "9": "9  \u00a9 ucles 2008 0610/06/o/n/08 [turn over  for  examiner's  use  (i) make a labelled drawing of the yeast cells.                                       [3]   (ii) measure the diameter of the yeast cell in fig. 2.2 between x and y.  diameter (distance between x and y)       calculate the magnification of your drawing. show your working.                    magnification [3]    [total: 15] ",
            "10": "10  \u00a9 ucles 2008 0610/06/o/n/08  for  examiner's  use 3 fig. 3.1 shows cells dividing to form gametes.    fig. 3.1     (a) label on fig. 3.1     (i) a chromosome,   (ii) cytoplasm,   (iii) a nucleus. [3]      (b) name where such dividing cells can be found,     (i) in a plant,   [1]     (ii) in a mammal.   [1]      (c) suggest the importance of this type of division in the formation of gametes.       [1]    [total:6]   ",
            "11": "11   0610/06/o/n/08   blank page",
            "12": "12      permission to reproduce items where third -party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/06/o/n/08   blank page "
        },
        "0610_w08_qp_2.pdf": {
            "1": "    this document consists of 16 printed pages.  ib08 11_0610_02/4rp  \u00a9 ucles 2008  [turn over      *0514554015* for examiner's use  1   2   3   4   5   6   7   8   9   10   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  october/november 2008     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 1 (a) the binomial naming system used to identify all living things gives the indian elephant  a scientific name of elephas maximus.     which part of this name refers to the genus and which part refers to the species?   genus   species  [1]       (b) the list gives the names of eight members of the cat family. the common or english  name is followed by the binomial name.    bobcat  \u2013 lynx rufus  cheetah  \u2013 acinonyx jubatus  jaguar  \u2013 panthera onca       european lynx  \u2013 lynx lynx   leopard \u2013 panthera pardus      lion \u2013 panthera leo  iberian lynx  \u2013 lynx pardinus  tiger \u2013 panthera tigris        (i) state the common or english names of two members of the same genus.  1.   2.  [2]     (ii) name the genus that has only one species.   [1]    [total: 4]    2 (a)  table 2.1 shows the percentage of haemoglobin that is inactivated by carbon monoxide  present in the blood of taxi drivers in a city.    table 2.1     city taxi drivers percentage of haemoglobin  inactivated by carbon monoxide  smokers 5.7 day  time  drivers non-smokers 2.3  smokers 4.4 night  time  drivers non-smokers 1.0    ",
            "3": "3  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (i) the carbon monoxide in the blood of these taxi drivers comes from two sources.  one source is from vehicle exhaust fumes.     name the other source of carbon monoxide that may be inhaled by drivers.   [1]    (ii) using data from table 2.1, suggest which of these two sources contributes most to the inactivation of the haemoglobin.     explain your choice.  source   explanation      [3]     (iii) calculate the difference in the percentage of haemoglobin inactivated by carbon monoxide in day and night time taxi drivers and suggest a reason for the difference.  difference   reason    [2]      (b) (i) name two other harmful components of cigarette smoke, apart from carbon  monoxide.     for each, describe an effect it can have on the body of a person who smokes.  1. component    effect     2. component    effect    [4]    (ii) suggest a possible effect that might happen to the fetus of a pregnant woman who smokes.    [1]    [total: 11]   ",
            "4": "4  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 3 after an accident at a nuclear power plant in 1986, particles containing radioactive  strontium were carried like dust in the atmosphere.   these landed on grassland in many european countries.  when sheep fed on the grass they absorbed the strontium and used it in a similar way to  calcium.    (a) explain where in the sheep you might expect the radioactive strontium to become concentrated.       [2]      (b) suggest the possible effects of the radiation, given off by the strontium, on cells in the  body of the sheep.         [3]    [total: 5]   ",
            "5": "5  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use 4 choose words from the list to complete each of the spaces in the paragraph.     each word may be used once only and some words are not used at all.    allele         diploid            dominant          gene          haploid    heterozygous         homozygous          meiosis          mitosis          recessive    in humans there is a condition known as cystic fibrosis.  this is controlled by a single  which has two forms. one form causes  cystic fibrosis while the other does not.  gametes are formed by  . when two humans reproduce, their gametes   fuse at fertilisation to form a  zygote.  neither of the two humans has cystic fibrosis but one of their three children does have the  condition. this means that cystic fibrosis is controlled by a   allele and   that each of the parents is  . [5]    [total: 5]     ",
            "6": "6  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 5 fig. 5.1 shows a side view of the male reproductive system.    pqr fig. 5.1       (a)  name the structures labelled p, q and r.  p   q   r  [3]      (b) on fig. 5.1,     (i) label with a line and a letter s where sperm are produced, [1]     (ii) label with a line and a letter t where testosterone is produced. [1]       (c) describe two effects that testosterone can have on the male body during puberty.  1.     2.    [2]     ",
            "7": "7  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (d) the human immunodeficiency virus (hiv) is a sexually transmitted virus.     apart from intercourse, describe two other routes by which hiv can be transmitted from  human to human.  1.       2.      [4]    [total: 11]   ",
            "8": "8  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 6 (a)  cape buffalo graze on grass. while the buffalo  are grazing, two or three oxpecker birds  are often seen standing on the backs of eac h buffalo. these birds eat ticks that are  parasites on the buffalo\u2019s skin.     (i) draw a pyramid of numbers to represent these feeding relationships.     label the pyramid with the names of the organisms.                       [3]    (ii) draw a pyramid of biomass to represent the same feeding relationships.    label the trophic levels on this pyramid.                     [2]          ",
            "9": "9  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (b) explain how the nutrition of consumers differs from that of producers.           [3]    [total: 8]   ",
            "10": "10  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 7 (a)  fig. 7.1 shows the carbon cycle.    carbon dioxide in air carbon compounds in animalscarbon compounds in plantsdecomposition by microorganisms fossilisation over millions of years carbon compounds in dead plants and animalsdeathfossil fuels deatha b bc d fig. 7.1      (i) name the processes that cause the changes shown by the arrows.  a   b   c   d  [4]     (ii) name one type of organism that brings about decomposition.   [1]    ",
            "11": "11  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (b) over the last few decades, the carbon dioxide concentration in the atmosphere has  been rising.    suggest how this has happened.           [3]    [total: 8]   ",
            "12": "12  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 8 fig. 8.1 shows the bones and muscles of a human leg.      seat groundadpelvis heelxbc fig. 8.1     (a) muscles in the leg work antagonistically.    (i) state which muscle is antagonistic to muscle a.   [1]    (ii)  explain what is meant by antagonistic .       [2]     ",
            "13": "13  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use  (b) in fig. 8.1, the person is sitting with the foot clear of the ground.     if a sharp tap is given at x then the lower leg swings forwards.    this is a reflex action.     (i) describe the general features of any reflex action.       [2]     (ii) if the spinal cord is cut through near the chest, this reflex action still takes place.    suggest where in the central nervous system this reflex response is coordinated.     [1]     (c) in an emergency, a person might have to run suddenly and very quickly.     (i) name the hormone that the body releases in such an emergency.   [1]     (ii) describe three changes that occur in the body when this hormone is released in  such an emergency.  1.     2.     3.    [3]    [total: 10]   ",
            "14": "14  \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 9 (a)  fig. 9.1 shows a root hair cell.    zycell wall nucleus fig. 9.1      (i) name the following parts of the cell.  y   z  [2]     (ii) the function of this cell is to absorb water and mineral ions from the soil.    describe one feature shown in the diagram, that is an adaptation for this function.     [1]     (iii) state two features of this plant cell that would not be present in a typical animal  cell, such as a liver cell.  1.     2.    [2]       (b) (i) state what is meant by the term osmosis .         [3]  ",
            "15": "15  \u00a9 ucles 2008 0610/02/o/n/08 [turn over  for  examiner's  use    (ii)  explain how this process applies to the uptake of water by this cell.         [2]    [total: 10]   ",
            "16": "16    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2008 0610/02/o/n/08  for  examiner's  use 10  (a) transport in plants occurs through the vascular bundles.    describe the role of phloem and xylem tissue in transport in a plant stem.  phloem         xylem     [4]      (b) transport in mammals is through the system of arteries and veins.     describe and explain the differences between the structure of arteries and veins.           [4]    [total: 8]   "
        },
        "0610_w08_qp_5.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib08 11_0610_05/5rp  \u00a9 ucles 2008  [turn over      *8711278881* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05    paper 5  practical test  october/november 2008     1 hour    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.        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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    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.     ",
            "2": "2  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use read the whole question before starting work.     1 you are provided with an active yeast culture in a test-tube with a delivery tube attached.    you are also provided with a test-tube containing hydrogencarbonate indicator which  should be a red solution.    if the indicator is not red in colour, raise your hand to attract the supervisor\u2019s  attention.     \u007f place the open end of the delivery tube into the hydrogencarbonate indicator, as shown  in fig. 1.1.     hydrogencarbonate indicator changes colour according to ph. in alkaline solutions the  indicator becomes purple and in acidic solutions the indicator becomes yellow.    plastic or rubber tubing active yeastculturehydrogencarbonateindicator fig. 1.1        (a) describe the appearance of the yeast culture.     [1]      \u007f gently shake the tube with the active yeast culture to mix the contents and observe at  intervals of approximately 2 minutes for a total of 10 minutes.    \u007f you may proceed with other parts of this question and question 2 during this time.     ",
            "3": "3  \u00a9 ucles 2008 0610/05/o/n/08 [turn over  for  examiner's  use  (b) (i) observe and record any changes which occur in the test-tubes.           [2]     (ii) explain the changes you have recorded in (b)(i) .     [2]      (c) describe how you would collect and measure the volume of gas given off per minute by 20  cm3 of the active yeast culture.                     [5]     ",
            "4": "4  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use  (d) fig. 1.2 shows a yeast cell reproducing asexually.    x y\u00d75000     fig. 1.2     (i) make a labelled drawing of the yeast cell.                                         [3] ",
            "5": "5  \u00a9 ucles 2008 0610/05/o/n/08 [turn over  for  examiner's  use  (ii) measure the diameter of the yeast cell in fig. 1.2 between points x and y.  diameter of cell [distance between x and y]         calculate the magnification of your drawing.      show your working                   magnification      [3]    [total: 16] ",
            "6": "6  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use 2 two uncooked hen\u2019s eggs of similar size were submerged in acid to dissolve the shell. the  contents of the eggs are left intact, enclosed by the egg membrane.     you are provided with one de-shelled egg that has been placed in distilled water for 2 days,  labelled w1.    the other egg has been placed in salt water for 2 days, labelled w2.    (a) (i) draw the contents of the two containers, w1 and w2, in the outlines shown below.    w1 w2  [2]      observe the two eggs carefully.      (ii) complete table 2.1 to compare the two eggs.    table 2.1     w1 w2  size of the egg       position of the egg in  the liquid      appearance of the  surface membrane         [3] ",
            "7": "7  \u00a9 ucles 2008 0610/05/o/n/08 [turn over  for  examiner's  use  (iii) use the glass rod to gently press the surface of each egg and record your findings.     [2]       (iv) suggest an explanation for these differences.                 [5]     ",
            "8": "8  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use  (b) a student carried out a similar experiment and varied the concentration of salt in  different solutions.     table 2.2 shows the changes in mass of eggs after 2 days.   table 2.2    concentration of salt solution  / g dm-3  % change in mass   0.0  +7.3   1.0  +3.2   2.0  +0.8   3.0  -2.5   4.0  -6.4   5.0  -10.8     (i) draw a graph of this data on the axes shown.    0positive negative% change in mass concentration of salt solution  / g dm\u20133      [3] ",
            "9": "9  \u00a9 ucles 2008 0610/05/o/n/08 [turn over  for  examiner's  use  (ii) determine the concentration of salt solution where there is no change in mass.     [1]       (iii) explain why there is no change in mass at this concentration of salt solution.         [3]     ",
            "10": "10  \u00a9 ucles 2008 0610/05/o/n/08  for  examiner's  use  (c) (i) describe how you would carry out a biuret (food) test to show whether protein is  present in the \u2018white\u2019 of an egg.             [2]     (ii) you are provided with two tubes labelled c and d. both tubes contain a sample of  egg white.       carry out the test you have described in (c)(i)  on these samples.       record your results in table 2.3.    table 2.3     c d    appearance of  reagent before testing             colour after testing             [2]     (iii) suggest what you might conclude from these results.     [1]    [total: 24] ",
            "11": "11   0610/05/o/n/08 blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/05/o/n/08   blank page "
        }
    },
    "2009": {
        "0610_s09_qp_1.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 06_0610_01/3rp  \u00a9 ucles 2009  [turn over      *7545029611* university of cambridge international examinations  international general certificate of secondary education       biology 0610/01     paper 1  multiple choice  may/june 2009     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2009 0610/01/m/j/09  1 which process removes the waste products of metabolism from the body?  a excretion  b nutrition  c reproduction  d respiration      2 according to the binomial system, how should a human be named?  a homo sapiens    b homo sapiens   c homo sapiens   d homo sapiens      3 which leaf comes from a monocotyledonous plant?   a b c d      4 the diagram shows a palisade cell from a leaf.     which labelled structure produces oxygen?    a b cd     ",
            "3": "3  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  5 which structure contains genes?  a the cell membrane of an animal cell  b the cytoplasm of an animal cell  c the nucleus of a plant cell  d the vacuole of a plant cell      6 the diagram shows a cross section through two guard cells of a leaf.    w x y  z     which labelled structures would also be found in an animal cell?   a w and x b x and y c y and z d z and w     7 the diagram shows some cells from the lining of the trachea (windpipe) in the respiratory tract.    x     what is the function of the structures labelled x?  a absorbing oxygen   b killing micro-organisms   c moving mucus   d trapping bacteria     ",
            "4": "4  \u00a9 ucles 2009 0610/01/m/j/09  8 which structures contain a cell nucleus?     red blood cell root hair cell xylem vessel   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013 = contains nucleus  c \u0017 \u0013 \u0017 \u0017 = no nucleus  d \u0017 \u0017 \u0013     9 which diagram shows the appearance of a plant cell several minutes after it has been placed in a concentrated solution of sugar?    a b  c d        10 the dots represent molecules of a gas in four tubes at the beginning of an experiment.    in which tube will more molecules move from x to y than in the opposite direction?    xy a  b c d   ",
            "5": "5  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  11 what is the optimum ph for stomach protease?  a ph  2 b ph  7 c ph  9 d ph  12      12 the diagram shows part of a starch molecule.        which diagram shows this molecule after it has been completely  digested?    a  b  c  d      13 which cell type contains the most  chloroplasts?  a palisade mesophyll  b phloem  c spongy mesophyll  d xylem    ",
            "6": "6  \u00a9 ucles 2009 0610/01/m/j/09  14 four foods were tested for    fat (using ethanol),  protein (using the biuret test),  reducing sugar (using benedict\u2019s solution), starch (using iodine solution).    which food contains protein and starch?    colour of result of food test     blue  / black purple  / lilac brick-red  / orange milky-white   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0013 \u0017 \u0017 \u0013 = nutrient present  c \u0017 \u0017 \u0013 \u0013 \u0017 = nutrient absent  d \u0017 \u0013 \u0017 \u0013      15 cobalt chloride paper is blue when dry but turns pink when wet. some blue cobalt chloride paper  was fastened to the upper and lower surfaces of a leaf on a plant x and a leaf on plant y.    the diagram shows the results of the experiment.    upper surfacelower surfaceupper surfacelower surface plant x plant y12 10 8 642 0time taken for cobalt chloridepaper to turnpink  / minutes     through which leaf surface was water lost most quickly?  a plant x, upper surface  b plant x, lower surface  c plant y, upper surface  d plant y, lower surface ",
            "7": "7  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  16 the diagrams show stages in the passage of water through a plant.    the circles are the starting points for arrows to show the direction in which the water moves.    which circle must  have an arrow pointing downwards only?    c  d a b        17 translocation occurs in phloem tubes. aphi ds feed on the contents of phloem tubes.    what type of food would be lacking in their diet?  a amino acid  b fat  c sucrose  d water     ",
            "8": "8  \u00a9 ucles 2009 0610/01/m/j/09  18 the diagram shows the human heart.    w zx y     which two chambers contract at the same time?  a w and x b w and z c x and z d x and y      19 which substances are formed during anaerobic respiration in animals and yeast?     animals yeast  a alcohol alcohol and lactic acid  b alcohol and carbon dioxide alcohol  c lactic acid alcohol and carbon dioxide  d lactic acid and water lactic acid     ",
            "9": "9  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  20 in an experiment,  three glass bell jars were set up as shown in the diagram.    air  from  lungs  green  plant  p q r  left in sunlight  for 8 hours left open to the  air for 8 hours air breathed out by a  student for 5 minutes bell jar      at the end of the experiment, which bell jar has  the most oxygen and which has the least?     most oxygen least oxygen  a p q  b p r  c q p  d r p      21 the diagram represents the exchange of gases during breathing and during respiration in the  body.    carbon dioxide in bloodoxygen in blood carbon  dioxide oxygen  x y     what is represented by x and by y?     x y  a lungs air  b lungs body cells  c body cells air  d body cells lungs   ",
            "10": "10  \u00a9 ucles 2009 0610/01/m/j/09  22 the diagram shows a kidney and its blood vessels.    artery vein ureter     in a healthy person, which structures transport glucose?  a artery only  b artery and ureter  c artery and vein  d ureter and vein     23 what is true for a runner, at the end of a marathon race, in a hot climate?  a sweating and vasoconstriction  b sweating and vasodilation  c vasoconstriction only  d vasodilation only      24 when a person is frightened, adrenalin is released by the adrenal glands.    what are the effects of the adrenalin?     breathing rate heart beat rate  a decreased decreased  b decreased increased  c increased decreased  d increased increased     ",
            "11": "11  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  25 what crosses the placenta from fetal blood to maternal blood in larger quantities than from  maternal blood to fetal blood?  a amino acids  b carbon dioxide  c glucose  d oxygen      26 fruits can be dispersed by animals or by wind. the table contains descriptions of four fruits.    which fruit will be dispersed by wind?    fruit description  a fleshy and scented  b light weight and has a wing  c sticky and has hooks  d sweet tasting and brightly coloured    27 the graph shows the relationship between age and weight for boys and girls.    0 5 10 age  / years15 2070  60 50 40 30 20 10  0 mass  / kgboys girls      at what age does the graph show that girls are heavier than boys?  a 3 b 7 c 12 d 15     ",
            "12": "12  \u00a9 ucles 2009 0610/01/m/j/09  28 the experiment shown in the diagram was set up to see what conditions are needed for seeds to  germinate. except for tube number 5, all tubes are kept at room temperature.    1 dry cottonwoolseeds2 wet cottonwoolseeds 4 wet cottonwoolseedsblack box5 cold3 wet cottonwoolseedscotton wool soaked in a chemical thatabsorbs oxygen wetcottonwoolseedsblack box     in which tubes are the seeds most likely to germinate?  a 1 and 3 b 1 and 5 c 2 and 4 d 3 and 4     29 the diagram shows a maize (corn) cob with purple and yellow fruits. purple (p) is dominant to  yellow (p).    yellow fruit purple fruit     what are the genotypes of the parent maize plants?  a pp \u00d7 pp b pp \u00d7 pp c pp \u00d7 pp d pp \u00d7 pp     ",
            "13": "13  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  30 what is true of the chromosomes present in the daughter nuclei after meiosis and after mitosis?     meiosis mitosis  a identical identical  b identical non-identical  c non-identical identical  d non-identical non-identical     31 what is a mutation?  a a change in a gene or chromosome  b a condition caused by a recessive allele  c a process used in genetic engineering  d a type of discontinuous variation     32 the diagram shows a food chain.    producer consumer 1consumer 2consumer 3     a disease reduced the number of consumer 2.    what effect would this be likely to have on the numbers of consumer 1 and consumer 3?     consumer 1 consumer 3   a + + key  b + \u2013 + = increase in numbers  c \u2013 + \u2013 = decrease in numbers  d \u2013 \u2013      33 the diagram shows a food web.    which arrow does not show the direction of energy flow?    herbivores decomposerscarnivores plantsab cd      ",
            "14": "14  \u00a9 ucles 2009 0610/01/m/j/09  34 the diagram shows a tree and organisms associated with it.    which labelled organism is a producer?    cd ba      35 the diagram shows a simplified carbon cycle.    carbon dioxide  in atmosphere  feeding animals plants respiration x     what is process x?  a combustion  b decay c excretion d photosynthesis     ",
            "15": "15  \u00a9 ucles 2009 0610/01/m/j/09 [turn over  36 the diagram shows the release of a substance into the atmosphere from different sources.    tree sheep urine soilsun     what is this substance?  a carbon dioxide  b oxygen  c urea  d water vapour      37 the graph shows the change in the numbers of a species of small mammal living on an island.    which letter represents the phase where the population growth is slowing down?    abcd numbers of a species of small mammal on the island time      ",
            "16": "16  \u00a9 ucles 2009 0610/01/m/j/09  38 what could be a consequence of deforestation?  a more habitats are produced for animals and plants.  b more transpiration may increase rainfall.  c rainwater runs off the land causing flooding.  d soil erosion is less likely.      39 the diagram shows the positions of four farms and th e concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertilizer on its land?    farm a  farm b farm d farm c  60 4020 0nitrate concentration/  ppmdirection of flow direction of flow      ",
            "17": "17  \u00a9 ucles 2009 0610/01/m/j/09  40 untreated sewage can cause pollution of streams and rivers. some changes in streams and  rivers after sewage is added are shown.    1 fish die  2 the dissolved oxygen in the water decreases  3 the number of anaerobic organisms increases  4 the number of bacteria increases    what gives the order in which these events occur?  a 1 \u2192 2 \u2192 4 \u2192 3  b 1 \u2192 4 \u2192 3 \u2192 2  c 2 \u2192 1 \u2192 4 \u2192 3  d 4\u2192 2 \u2192 1 \u2192 3     ",
            "18": "18   0610/01/m/j/09  blank page                                                                                         ",
            "19": "19   0610/01/m/j/09  blank page",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.     0610/01/m/j/09  blank page  "
        },
        "0610_s09_qp_2.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 06_0610_02/9rp  \u00a9 ucles 2009  [turn over      *3266860499* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  may/june 2009     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 1 fig.1.1 shows six arthropods, each of which could carry disease organisms.    e fig. 1.1ac b d f     use the key to identify each of the arthrop ods. write the name of each arthropod in the  correct box of table 1.1. as you work through the key, tick ( /checkbld) the boxes in table 1.1 to  show how you identified each arthropod.     arthropod a has been completed for you as an example.    key     arthropod   1 (a)   wings present \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     (b)   wings absent \u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  2 (a)   wings shorter than abdomen \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    (b)   wings longer than abdomen \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    3 (a)   abdomen long and narrow \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    (b)   abdomen short and broad \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  4 (a)   has three pairs of legs \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..     (b)   has four pairs of legs \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   5 (a)   one pair of legs shorter than the other pairs \u2026.    (b)   all pairs of legs of similar length \u2026\u2026\u2026\u2026\u2026...\u2026     go to 2  go to 4    go to 3  musca    anopheles  periplaneta    go to 5  ornithodorus    pulex  pediculus   ",
            "3": "3  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use table 1.1     1 (a) 1 (b) 2 (a) 2 (b) 3 (a) 3 (b) 4 (a) 4 (b) 5 (a) 5 (b) name of  arthropod  a  /checkbld       /checkbld   /checkbld pediculus   b               c               d               e               f                     [5]        [total: 5]     ",
            "4": "4  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 2 (a) why do most waste products of metabolism have to be removed from the body?   [1]      (b) fig.2.1 shows the human excretory system.    fig. 2.1      name the parts that fit each of the following descriptions.     (i) the tube that carries urine from the kidneys.   [1]     (ii) the organ that stores urine.   [1]     (iii) the blood vessel that carries blood away from the kidney.   [1]       (c)  outline how the kidneys remove only waste materials from the blood.         [3]     ",
            "5": "5  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use  (d) excess amino acids cannot be stored in the body and have to be broken down.     (i) where are excess amino acids broken down?    [1]       (ii) which waste chemical is formed from the breakdown of excess amino acids?   [1]        [total: 9] ",
            "6": "6  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 3 (a) sexual reproduction in flowering plants involves both pollination and fertilisation.     (i) explain the difference between pollination and fertilisation.           [3]     (ii) name the part of a flower where pollination happens.   [1]     (iii) name the part of a flower where fertilisation happens.   [1]       (b) sexual reproduction in flowers results in the production of seeds and fruits. from which part of a flower is each of these formed?  seed   fruit   [2]      (c)  describe the role of the wind in the life cycle of some flowering plants.       [2]         [total: 9]   ",
            "7": "7  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use 4 fig. 4.1 shows the water cycle.     p q r land  forest area  river  sea  fig. 4.1      (a) (i)  the arrows labelled p represent evaporation. which type of energy is needed for  this process?    [1]    (ii) state what causes the formation of clouds at q.     [1]      (b) (i)  what process is represented by the arrows labelled r?   [1]     (ii) name three factors that could alter the rate at which process r happens.  1.   2.   3.  [3]     ",
            "8": "8  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use  (c) a logging company wants to cut down the forest area.     (i) suggest what effects this deforestation might have on the climate further inland.  explain your answer.       [2]     (ii) state two other effects deforestation could have on the environment.  1.     2.    [2]          [total: 10] ",
            "9": "9  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use 5 five types of animal and plant cells and five possib le functions of such cells are shown  below.     draw one straight line from each type of cell to a function of that cell.    type of cell  function of cell      red blood cell  absorption of mineral  ions        root hair cell  transport of oxygen        white blood cell  movement of mucus        xylem  protection against  pathogens        ciliated cell  structural support        [5]       [total: 5]   ",
            "10": "10  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 6 fig. 6.1 shows four test-tubes that were set up and left for six hours at a constant warm  temperature.     fig. 6.1water shrimp pond water with indicator d c absunlight sunlightlightproof box pond weed     hydrogencarbonate indicator (bicarbonate indicator) changes colour depending on the ph of gases dissolved in it, as shown in fig. 6.2.      1 indicator yellow7 indicator pinky redph ph 14 indicator purple fig. 6.2concentration of carbon dioxide dissolved low high      after six hours the colour of the indicator in all four tubes had changed.   (a) (i)  complete table 6.1 to predict the colour of the indicator after six hours.    table 6.1    tube colour of indicator  at start colour of indicator  after six hours  a pinky red   b pinky red   c pinky red   d pinky red       [4]",
            "11": "11  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use  (ii) suggest the reason for the change in colour of the indicator in each of tubes a      and d.  tube a        tube d       [4]       (b) fig. 6.3 shows a fifth tube, e, set up at the same time and in the same conditions as  tubes c and d.     fig. 6.3esunlight      suggest and explain the possible colour of the indicator in tube e after six hours.  colour of indicator   explanation        [3]          [total: 11]  ",
            "12": "12  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 7 (a)  complete the following paragraph using appropriate words.    sense organs are composed of groups of   cells that  respond to specific  . the sense organs that respond to  chemicals are the  and the  . [4]        (b) the eye is a sense organ that focuses light rays by changing the shape of its     lens. it does this by contracting its ciliary muscles.    (i) what links the ciliary muscles to the lens?   [1]    (ii) describe the change in shape of the lens when a person looks from a near      object to a distant object.     [1]     ",
            "13": "13  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use  (c) fig. 7.1 shows changes in the contraction of the ciliary muscles as a person watches a  humming bird move from flower to flower while feeding on nectar.    fully contracted fully relaxedciliary muscle contraction time1 2 345 fig. 7.1      in which period of time, 1, 2, 3, 4 or  5, was the bird     (i) feeding from a flower very near to the person,   [1]     (ii) flying away from the person,    [1]     (iii) flying towards the person.   [1]        [total: 9]   ",
            "14": "14  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 8 fig. 8.1 shows the male reproductive system.    fig. 8.1     (a) using a label line and the letters given, label on fig. 8.1,    (i) g where gametes are formed, [1]    (ii) s the sperm duct, [1]    (iii) t where testosterone is formed, [1]     (iv) u the urethra. [1]      (b) describe two secondary sexual characteristics regulated by testosterone.  1.     2.    [2]     ",
            "15": "15  \u00a9 ucles 2009 0610/02/m/j/09 [turn over  for  examiner's  use  (c) choose words from the list to complete each of the spaces in the paragraph. each word     may be used once only and some words may not be used at all.    four          diploid          double          half    haploid          meiosis          mitosis          two     gametes are formed by the division of a nucleus, a process called   . this process produces a total of   cells from the original cell. each of these cells has a nucleus described as being    and each nucleus contains    the number of chromosomes present in the original nucleus. [4]            [total: 10]   ",
            "16": "16  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use 9 modern technology can be used to increase the yield of crops.     (a)  the use of chemicals, such as fertilisers, herbicides and pesticides, is one of the  developments used.     (i) name two mineral ions commonly included in fertilisers.   1.   2.  [1]     (ii) explain the dangers to the local environment of the overuse of fertilisers on      farmland.             [4]     (iii) suggest how the use of herbicides can be of benefit to crop plants.           [3]     (iv) suggest two dangers of using pesticides on farmland.  1.     2.    [2]     ",
            "17": "17  \u00a9 ucles 2009 0610/02/m/j/09  for  examiner's  use  (b) artificial selection and genetic engineering can also be used to increase crop yields.       explain the difference between these two techniques.         [2]        [total: 12]   ",
            "18": "18   0610/02/m/j/09  blank page",
            "19": "19   0610/02/m/j/09  blank page",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    0610/02/m/j/09  blank page "
        },
        "0610_s09_qp_3.pdf": {
            "1": "location entry codes       as part of cie\u2019s continual commitment to main taining best practice in assessment, cie uses  different variants of some question papers for our most popular assessments with large and  widespread candidature. the question papers are closely related and the relationships between  them have been thoroughly established using our assessment expertise.  all versions of the  paper give assessment of equal standard.     the content assessed by the examination papers and the type of questions is unchanged.   this change means that for this component there are now two variant question papers, mark  schemes and principal examiner\u2019s reports where previously there was only one.  for any individual country, it is intended that only one variant is used.  this document contains both  variants which will give all centres access to even more past examination ma terial than is usually  the case.      the diagram shows the relationship between the question papers, mark schemes and principal examiners\u2019 reports that are available.     question paper   mark scheme  principal examiner\u2019s  report  introduction     introduction   introduction   first variant question paper    first variant mark scheme  first variant principal  examiner\u2019s report    second variant question  paper  second variant mark  scheme    second variant principal  examiner\u2019s report      who can i contact for further information on these changes?  please direct any questions about this to cie\u2019s customer services team at: international@cie.org.uk              the titles for the variant items should correspond with the table above, so that at the top of the  first page of the relevant part of the document and on the header, it has the words:    \u2022 first variant question paper / mark scheme / principal examiner\u2019s report     or     \u2022 second variant question paper / mark scheme / principal examiner\u2019s report      as appropriate.     www.xtremepapers.com",
            "2": "    this document consists of 17 printed pages and 3 blank pages.  ib09 06_0610_31/6rp  \u00a9 ucles 2009  [turn over       *9927123125* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2009     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "3": "2  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use answer all the questions.    1 table 1.1 shows some of the external features of the five classes of vertebrates.    complete the table by using a tick ( /checkbld) to indicate if each class has the feature or a cross (\u00d7)  if it does not. the first row has been completed for you.    table 1.1    feature fish amphibia reptiles birds mammals  mammary  glands \u00d7 \u00d7 \u00d7 \u00d7 /checkbld  fur / hair         scales /  scaly skin        external  ears         feathers           [4]     [total: 4]     ",
            "4": "3  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use 2 fig. 2.1 shows the blood supply for the liver of a mammal.    vena cava aorta vena cava aortay xliver fig. 2.1       (a)  blood from organ x is carried to the liver by blood vessel y.      name      (i) organ x,   [1]     (ii) blood vessel y.   [1]   ",
            "5": "4  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use   fig. 2.2 shows some liver cells as seen with a light microscope.      pqc b  a  fig. 2.2      (b) (i) label, on fig. 2.2, the structures a, b and c.   [3]         (ii) the distance p-q is 0.06 mm.       calculate the magnification of fig. 2.2.       show your working.                  magnification = x  [2]    ",
            "6": "5  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use liver cells absorb glucose and amino acids from the blood and help to regulate the  concentrations of these substances in the blood.      (c) explain how liver cells help to regulate the concentration of glucose in the blood in  response to hormones from the pancreas in each of the following situations.     blood glucose concentration is higher than normal.                  blood glucose concentration is lower than normal.             [5]       (d) describe what happens to amino acids inside liver cells.                 [3]     [total: 15] ",
            "7": "6  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use 3 (a) fig. 3.1 shows the activity of an enzyme produced by bacteria that live in very hot  water.  0 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 035 3025201510 50 temperature  / \u00b0cenzyme activity  / arbitrary units   fig. 3.1    using the information in fig. 3.1, describe the effect of increasing temperature on the   activity of the enzyme.           [3]      enzymes extracted from bacteria are used in biological washing powders.    (b) describe how bacteria are used to produce enzymes for biological washing powders.               [4]  ",
            "8": "7  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  (c) food and blood stains on clothes may contain proteins and fats.     explain how enzymes in biological washing powders act to remove food and blood  stains from clothes.                 [4]       (d) when blood clots, an enzyme is activated to change a protein from one form into  another.     describe the process of blood clotting.             [3]       [total: 14]     ",
            "9": "8  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use 4 fig. 4.1 is a photograph of a root of radish covered in many root hairs.    fig. 4.1     (a) using the term water potential , explain how water is absorbed into root hairs from the     soil.             [3]   ",
            "10": "9  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  a potometer is a piece of apparatus that is used to measure water uptake by plants.     most of the water taken up by plants replaces water lost in transpiration.   a student used a potometer to investigate the effect of wind speed on the rate of water  uptake by a leafy shoot. as the shoot absorbs water the air bubble moves upwards.     the student\u2019s apparatus is shown in fig. 4.2.   capillary tube coloured water air bubble beaker of water fig. 4.2    ",
            "11": "10  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use the student used a fan with five different settings and measured the wind speed. the  results are shown in table 4.1.    table 4.1    wind speed /  metres per  second distance travelled  by the air bubble  / mm time / minutes rate of water  uptake / mm per  minute  0   4 10 0.4  2 12   5 2.4  4 20   5 4.0  6 35   5 7.0  8 40   2 \u2026\u2026\u2026\u2026     (b) calculate the rate of water uptake at the highest wind speed and write your answer in  the table.   [1]               (c) describe the effect of increasing wind speed on the rate of water uptake. you may     use figures from table 4.1 to support your answer.         [2]       (d)  state two environmental factors, other than wind speed , that the student should     keep constant during the investigation.  1.   2.  [2]     ",
            "12": "11  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  (e) some of the water absorbed by the plants is not lost in transpiration.      state two other  ways in which water is used.  1.   2.  [2]     (f) water moves through the xylem to the tops of very tall trees, such as giant redwoods of north america. the movement of water in the xylem is caused by transpiration.      explain how transpiration is responsible for the movement of water in the xylem.                 [4]       (g) plants that live in hot, dry environments show adaptations for survival.     state three structural  adaptations of these plants.  1.   2.   3.  [3]     [total: 17]     ",
            "13": "12  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use 5 (a) define the term gene .     [1]       the medical condition sickle cell anaemia is widely distributed in africa, parts of asia and  the americas. people with sickle cell anaemia have red blood cells with an abnormal form of haemoglobin.      the gene for haemoglobin exists in two forms:    h n  = allele for normal haemoglobin   hs  = allele for abnormal haemoglobin     (b) complete the genetic diagram below to show how two people who are heterozygous  for this gene may have a child who has sickle cell anaemia.      use the symbols h n and hs in your answer.     parental phenotypes normal x normal    parental genotypes \u2026\u2026\u2026 x \u2026\u2026\u2026.     gametes \u2026\u2026\u2026 + \u2026\u2026\u2026.             child\u2019s genotype \u2026\u2026\u2026\u2026      child\u2019s phenotype sickle cell anaemia   [3]   (c) describe the effects of sickle cell anaemia on the body.                 [4]  ",
            "14": "13  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  (d) fig. 5.1 is a map that shows the distribution of the allele for the abnormal form of  haemoglobin ( hs) and malaria in africa.      sickle cell allele malaria fig. 5.1    explain how natural selection is responsible for the distribution of the allele for the  abnormal form of haemoglobin ( h s).                   [5]   ",
            "15": "14  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use  (e) sickle cell anaemia is an example of the variation that exists in the human population.  it is a form of discontinuous variation.       explain why sickle cell anaemia is a form of discontinuous variation.             [3]     [total: 16]       ",
            "16": "15   0610/31/m/j/09 [turn over  blank page                                question 6 starts on page 16                                  ",
            "17": "16  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use 6 an agricultural student investigated nutrient cycles on a farm where cattle are kept for milk.   the farmer grows grass and clover as food for the cattle. clover is a plant that has bacteria  in nodules in its roots.      fig. 6.1 shows the flow of nitrogen on the farm as discovered by the student. the figures  represent the flow of nitrogen in kg per hectare per year. (a hectare is 10  000  m2.)    atmospheric nitrogen (n2) bacteria in root nodules of clover (73.2) nitrate ions in the soilnitrogen compounds in cattlenitrogen fertilisers (15.3) cattle feed nitrogen compounds in plants urine and faecesmilk (28.8) dead plants rivers and streams organic manure (31.5) fig. 6.1      (a) (i) name the process in which bacteria convert atmospheric nitrogen into a form      that is available to clover plants.   [1]     (ii) name two processes that convert nitrogen compounds in dead plants into nitrate      ions that can be absorbed by grass.   and  [2]     ",
            "18": "17  \u00a9 ucles 2009 0610/31/m/j/09 [turn over  for  examiner's  use  (b) the total quantity of nitrogen added to the farmer\u2019s fields is 120  kg per hectare per    year.      calculate the percentage of this nitrogen that is present in the milk.      show your working.                   answer =  % [2]     (c) state two ways in which the nitrogen compounds in the cattle\u2019s diet are used by the     animals other than to produce milk .  1.   2.  [2]      (d) the student found that a large quantity of the nitrogen compounds made available to  the farmer\u2019s fields was not present in the milk or in the cattle.     use the information in fig. 6.1 to suggest what is likely to happen to the nitrogen  compounds that are eaten by the cattle, but are not present in compounds in the milk   or in their bodies.                     [5]  ",
            "19": "18  \u00a9 ucles 2009 0610/31/m/j/09  for  examiner's  use    (e) the carbon dioxide concentration in the atmosphere has increased significantly over the past 150 years.      explain why this has happened.         [2]     [total: 14]     ",
            "20": "19   0610/31/m/j/09  blank page",
            "21": "20    copyright acknowledgements:    fig. 4.1 page 8: dr jeremy burgess / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of 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.    0610/31/m/j/09  blank page ",
            "22": "    this document consists of 15 printed pages and 1 blank page.  ib09 06_0610_32/5rp  \u00a9 ucles 2009  [turn over       *8984315419* for examiner's use  1   2   3   4   5   6   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2009     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "23": "2  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use answer all the questions.    1 table 1.1 shows some of the external features of the five classes of vertebrates.    complete the table by using a tick ( /checkbld) to indicate if each class has the feature or a cross (\u00d7)  if it does not. the first row has been completed for you.    table 1.1    feature fish amphibia reptiles birds mammals  mammary  glands \u00d7 \u00d7 \u00d7 \u00d7 /checkbld  fur / hair         scales /  scaly skin        external  ears         feathers           [4]     [total: 4]      ",
            "24": "3  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use 2 fig. 2.1 shows the blood supply for the liver of a mammal.    vena cava aorta vena cava aortay xliver fig. 2.1       (a)  blood from organ x is carried to the liver by blood vessel y.      name      (i) organ x,   [1]     (ii) blood vessel y.   [1]    ",
            "25": "4  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use  fig. 2.2 shows some liver cells as seen with a light microscope.     pqc b  a  fig. 2.2     (b) (i) label, on fig. 2.2, the structures a, b and c.   [3]       (ii) the distance p-q is 0.06 mm.       calculate the magnification of fig. 2.2.      show your working.                  magnification = x  [2]     ",
            "26": "5  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use liver cells absorb glucose and amino acids from the blood and help to regulate the  concentrations of these substances in the blood.      (c) explain how liver cells help to regulate the concentration of glucose in the blood in  response to hormones from the pancreas in each of the following situations.     blood glucose concentration is higher than normal.                  blood glucose concentration is lower than normal.             [5]       (d) describe what happens to amino acids inside liver cells.                 [3]     [total: 15] ",
            "27": "6  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use 3 (a) fig. 3.1 shows the activity of an enzyme produced by bacteria that live in very hot  water.  0 1 02 03 04 05 06 07 08 09 0 1 0 0 1 1 035 3025201510 50 temperature  / \u00b0cenzyme activity  / arbitrary units   fig. 3.1    using the information in fig. 3.1, describe the effect of increasing temperature on the   activity of the enzyme.           [3]      enzymes extracted from bacteria are used in biological washing powders.    (b) describe how bacteria are used to produce enzymes for biological washing powders.               [4]   ",
            "28": "7  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use  (c) food and blood stains on clothes may contain proteins and fats.     explain how enzymes in biological washing powders act to remove food and blood  stains from clothes.                 [4]       (d) when blood clots, an enzyme is activated to change a protein from one form into  another.     describe the process of blood clotting.             [3]         [total: 14] ",
            "29": "8  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use 4 fig. 4.1 is a photograph of a root of radish covered in many root hairs.        fig. 4.1    (a)  root hairs absorb ions, such as nitrate ions and magnesium ions, from the soil by  active transport.      explain how ions are absorbed by active transport into root hairs.             [3]       many plants can be cultivated in nutrient solutions rather than in soil. this method of  cultivation is called hydroponics. using this method a student investigated the growth rate  of radish plants.     fig. 4.2 shows the apparatus that the student used.    solution inflowsolutionoutflow nutrient solution     fig. 4.2",
            "30": "9  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use the student determined the dry mass of 10 r adish plants over a period of time and  calculated the rate of growth of the plants. the results are shown in table 4.1.    table 4.1    time / weeks dry mass of 10  radish plants /  grams rate of growth /  grams per week  1   1.3   1.3  2   6.2   4.9  3 17.5 11.3  4 20.4   2.9  5 26.7 \u2026\u2026\u2026\u2026..  6 28.0   1.3     (b)  calculate the rate of growth of the radish plants during week 5 and enter your answer  in table 4.1. [1]      (c)  describe three factors that the student should keep constant during this investigation.  1.     2.     3.    [3]       (d)  describe how the student would find out the dry mass of the radish plants.           [3]     ",
            "31": "10  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use  (e) the student also grew some radish plants in a solution that contained all the mineral  ions required by plants except nitrate . the radish plants did not grow as well as those  given all the mineral ions.     (i) describe the appearance of plants grown without any nitrate ions.          [2]      (ii) outline how nitrate ions are used by plants to help their growth.          [2]      (f)  plants also require magnesium ions. if plants are grown where there is very little  magnesium available they show deficiency symptoms.     explain how a deficiency of magnesium ions leads to poor growth in plants.             [3]        [total: 17]     ",
            "32": "11  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use 5 (a) define the term gene .     [1]     the medical condition sickle cell anaemia is widely distributed in africa, parts of asia and  the americas. people with sickle cell anaemia have red blood cells with an abnormal form  of haemoglobin.      the gene for haemoglobin exists in two forms:     hn  = allele for normal haemoglobin   hs  = allele for abnormal haemoglobin     (b) complete the genetic diagram below to show how two people who are heterozygous for this gene may have a child who has sickle cell anaemia.      use the symbols h n and hs in your answer.     parental phenotypes normal x normal    parental genotypes \u2026\u2026\u2026 x \u2026\u2026\u2026.     gametes \u2026\u2026\u2026 + \u2026\u2026\u2026.             child\u2019s genotype \u2026\u2026\u2026\u2026      child\u2019s phenotype sickle cell anaemia   [3]     (c) describe the effects of sickle cell anaemia on the body.                 [4]   ",
            "33": "12  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use  (d) fig. 5.1 is a map that shows the distribution of the allele for the abnormal form of  haemoglobin ( hs) and malaria in africa.      sickle cell allele malaria fig. 5.1    explain how natural selection is responsible for the distribution of the allele for the  abnormal form of haemoglobin ( h s).                   [5]     ",
            "34": "13  \u00a9 ucles 2009 0610/32/m/j/09 [turn over  for  examiner's  use  (e) sickle cell anaemia is an example of the variation that exists in the human population.  it is a form of discontinuous variation.       explain why sickle cell anaemia is a form of discontinuous variation.             [3]     [total: 16]         ",
            "35": "14  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use 6 an agricultural student investigated the flow of biomass and energy on a livestock farm in a  country where winters are very cold. the farmer grows wheat to feed to the livestock, which  are animals kept in sheds where they are not allowed to move very much. the student  investigated the efficiency of this method of producing food for humans.     the student discovered that an area of 250 m2 of wheat provided 140 kg of animal feed.     table 6.1 shows the results of the student\u2019s investigation.   table 6.1    area of wheat field / m 2 250  energy from the sun that is available to the wheat crop / kj 9 x 10 7  biomass of animal feed from the  wheat crop / kg 140  energy in animal feed / kj 2 000 000  increase in mass of animals fed  140 kg feed / kg 50  energy in 50 kg meat that is available to humans / kj 380 000     (a) table 6.1 shows how much energy the wheat crop receives from the sun     while it is growing in the field.     suggest three reasons why only a small proportion of that energy is available in the  animal feed from the harvested wheat.    1.     2.     3.    [3]       (b) calculate the energy in the meat that is available to humans, as a percentage of the  energy in the animal feed. show your working.         answer = \u2026\u2026\u2026\u2026% [2]     ",
            "36": "15  \u00a9 ucles 2009 0610/32/m/j/09  for  examiner's  use  (c) using the information in table 6.1, explain why it is more efficient for humans to gain     their food from the first trophic level rather than from the second trophic level.                   [5]      (d) the student suggests to the farmer that it is better for the livestock if they are not kept  in sheds. the farmer replies that his animals will grow more slowly if kept outside.     describe two reasons why animals kept in sheds gain weight faster than those kept outside.  1.     2.    [2]       (e) explain why acid rain has become an important environmental problem in some parts     of the world over the past 100 years.         [2]        [total: 14]     ",
            "37": "16    copyright acknowledgements:    fig 4.1 page 8 dr jeremy burgess / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.  university of 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.    0610/32/m/j/09  blank page "
        },
        "0610_s09_qp_5.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib09 06_0610_05/4rp  \u00a9 ucles 2009  [turn over      *9806194730* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05    paper 5  practical test  may/june 2009     1 hour    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.       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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2009 0610/05/m/j/09  for  examiner's  use read the whole question before starting work.   you are provided two specimens, s1 (onion) and s2 (potato).   1 (a)  make a labelled drawing of the cut surface of s1.                              [6]      (b) (i) state one visible similarity between s1 and s2.     [1]       (ii) state two visible differences between s1 and s2.         [2]     ",
            "3": "3  \u00a9 ucles 2009 0610/05/m/j/09 [turn over  for  examiner's  use  (c)  test samples of s1 and s2 for starch, using the following procedure:       \u007f  cut a piece of s1 that is approximately 1 cm 3.        \u007f  chop and crush this sample using the tools provided.      \u007f  fill one test-tube half full of water. label this tube s1a. add the crushed     sample of s1 to this tube.        \u007f  shake the test tube s1a  well to mix the sample. let the pieces of solid settle.       \u007f  label another test-tube s1b.        \u007f  pour half of the liquid of test-tube s1a into test-tube s1b. leave the solid     pieces in test-tube s1a.        \u007f  test the contents of s1a, for starch using the iodine solution provided.      (i) record your observation of s1 in table 1.1.  [1]         \u007f  using clean test-tubes labelled s2a and s2b, repeat the procedure in (c) with       s2.        (ii) record your observations of s2 in table 1.1 on page 4. [1]       ",
            "4": "4  \u00a9 ucles 2009 0610/05/m/j/09  for  examiner's  use  (d) (i)  describe how you would carry out a test for reducing sugar.     include all the safety precautions that you would take while carrying out this test.             [4]      at this stage you will need to attract the attention of your supervisor by  raising your hand. the supervisor will fill the empty container with hot water.       \u007f test the contents of the two tubes labelled s1b and s2b, for reducing sugar.      (ii) record your observations in table 1.1.    table 1.1    observations  test  s1 s2  starch  reducing sugar       [2]    ",
            "5": "5  \u00a9 ucles 2009 0610/05/m/j/09 [turn over  for  examiner's  use  (e)  state the conclusions you could make about the specimens s1 and s2 from your    observations from the food tests and the structure of s1 and s2.      food tests              structure              [4]         [total 21] ",
            "6": "6  \u00a9 ucles 2009 0610/05/m/j/09  2 as the heart pumps around the human body, a pulse may be felt at certain sites, such as  the one shown in fig. 2.1.     (a) (i) label on fig. 2.1, one other site where a pulse may be felt.    site of pulse at the wrist palm of handthumb fig. 2.1        [1]       (ii) suggest why it is possible to feel the pulse at these sites.     [2]     ",
            "7": "7  \u00a9 ucles 2009 0610/05/m/j/09 [turn over  for  examiner's  use  (b) (i)  measure your pulse rate at the wrist as shown in fig.2.1.       \u007f  using one or two of your fingers (not your thumb) to apply gentle pressure to  the pulse site at the wrist.       \u007f  count the pulse using the second hand of the clock for 15 seconds.      \u007f  record this in table 2.1.      \u007f  repeat this procedure twice more and record the results in table 2.1.      \u007f  multiply by four to obtain the pulses per minute and record in table 2.1.      \u007f  calculate the mean pulses per minute and record in table 2.1.      table 2.1    attempt pulses per 15 seconds  pulses per minute   1    2    3    mean           [4]       (ii) explain why it is advisable to repeat readings at least three times.     [1]     ",
            "8": "8  \u00a9 ucles 2009 0610/05/m/j/09  for  examiner's  use   (iii) state two factors that may affect heart rate. for each factor explain its effect     on heart rate.   factor explanation   1  \u2026\u2026\u2026\u2026\u2026\u2026..     \u2026\u2026\u2026\u2026\u2026\u2026\u2026..     \u2026\u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    2  \u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026..      \u2026\u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [4]      (c)  body mass and heart rates for a number of different mammals are shown in table 2.2.    table 2.2    mammal body mass / kg heart rate / beats per  minute  rabbit 1.0 200  cat 1.5 150  dog 5.0 90  human 60.0   horse 1200.0 44  elephant 5000.0 30        \u007f copy your mean pulse rate (from table 2.1) into table 2.2.   ",
            "9": "9  \u00a9 ucles 2009 0610/05/m/j/09  for  examiner's  use   (i) plot the data in a bar chart to show heart rate for all six mammals.    heart rate / beats per minute rabbit 1.0 kgcat 1.5 kgdog 5.0 kghuman 60.0 kghorse 1200.0 kgelephant 5000.0 kg         [5]       (ii) describe the general trend shown by this data plotted on the bar chart.     [1]       (d)  an elephant can live for 70 years, a ca t for 15 years and a rabbit for 9 years.     suggest how heart rate and body mass might affect life expectancy of mammals.   [1]       [total: 19]",
            "10": "10  0610/05/m/j/09        blank page",
            "11": "11   0610/05/m/j/09         blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    0610/05/m/j/09         blank page  "
        },
        "0610_s09_qp_6.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib09 06_0610_06/5rp  \u00a9 ucles 2009  [turn over      *2614632295* university of cambridge international examinations  international general certificate of secondary education       biology 0610/06     paper 6 alternative to practical  may/june 2009     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.       for examiner's use  1   2   3   total  ",
            "2": "2  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use 1 fig.1.1a shows a whole garlic bulb and fig.1.1b shows a section with many 'cloves'  arranged around a central stem.          fig.1.1a fig.1.1b         fig. 1.2a shows a whole potato and fig. 1.2b shows a section of the potato stem tuber.          fig.1.2a fig.1.2b   ",
            "3": "3  \u00a9 ucles 2009 0610/06/m/j/09 [turn over  for  examiner's  use  (a) make a large, labelled drawing of fig. 1.1b. to show the section of the garlic bulb.                                     [5]      (b) (i)  compare one visible similarity between the garlic bulb and the potato tuber.     [1]         (ii) describe two visible differences between the garlic bulb and the potato tuber.         [2]    ",
            "4": "4  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use  (c) describe how you would carry out tests on the garlic and the potato to compare the  starch content and the reducing sugar content. include any necessary safety  precautions.  starch         reducing sugar            [6]          [total: 14] ",
            "5": "5  \u00a9 ucles 2009 0610/06/m/j/09 [turn over  for  examiner's  use 2 as the heart pumps blood around the human body, a pulse may be felt at certain sites, such  as the one shown in fig. 2.1.    (a) (i) label on fig. 2.1, one other site where a pulse may be felt.    site of pulse at the wrist palm of handthumb fig. 2.1        [1]     (ii) suggest why it is possible to feel the pulse at these sites.     [2]     ",
            "6": "6  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use  (b) a student counted the number of pulses felt in 15 seconds at the site shown on their  wrist. the student did this three times.     the results are recorded in table 2.1.    table 2.1     pulses per 15 seconds  pulses per minute   1st count 18   2nd count 19   3rd count 17   mean        (i) complete the righthand column in table 2.1 to show the number of pulses per  minute for each count and the mean pulses per minute. [2]      (ii) explain why it is advisable to repeat readings at least three times.     [1]       (iii) state two factors that may affect heart rate. for each factor explain its effect     on heart rate.   factor explanation   1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   2  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026        [4]     ",
            "7": "7   0610/06/m/j/09 [turn over  blank page                                question 2 continues on page 8",
            "8": "8  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use  (c)  body mass and heart rates for a number of different mammals are shown in table 2.2.    table 2.2    mammal body mass / kg heart rate / beats per  minute   rabbit 1.0 200   cat 1.5 150   dog 5.0 90   human 60.0    horse 1200.0 44   elephant 5000.0 30      copy the mean pulses per minute from table 2.1 into table 2.2.   ",
            "9": "9  \u00a9 ucles 2009 0610/06/m/j/09 [turn over    (i) plot the data in a bar chart to show heart rate for all six mammals.    heart rate / beats per minute rabbit 1.0 kgcat 1.5 kgdog 5.0 kghuman 60.0 kghorse 1200.0 kgelephant 5000.0 kg         [5]     (ii) describe the general trend shown by this data plotted on the bar chart.     [1]      (d)  an elephant can live for 70 years, a ca t for 15 years and a rabbit for 9 years.     suggest how heart rate and body mass might affect life expectancy of mammals.   [1]       [total: 17]   ",
            "10": "10  \u00a9 ucles 2009 0610/06/m/j/09  for  examiner's  use 3 fig. 3.1 shows a photomicrograph of a human blood smear.    white space to balance out image - do not delete a magnification \u00d7800 fig. 3.1     (a) (i)  on fig. 3.1, draw label lines and name three  different types of blood cell.      [3]    (ii) name two parts of the blood that can pass through the capillary walls.  1.   2.  [2]        (b) (i)  measure the diameter of the blood cell labelled a.   mm [1]        (ii) the photomicrograph has been enlarged by x 800, calculate the actual size of     cell a.       show your working        actual size of cell a  [2]       (iii) state the function of cell a.     [1]          [total: 9] ",
            "11": "11   0610/06/m/j/09  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    0610/06/m/j/09  blank page "
        },
        "0610_w09_qp_11.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 11_0610_11/rp  \u00a9 ucles 2009  [turn over      *1391912854*  university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2009     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.        ",
            "2": "2  \u00a9 ucles 2009 0610/11/o/n/09  1 which process produces heat to maintain a person\u2019s body temperature?  a excretion  b nutrition  c reproduction  d respiration      2 which shows an organism that has been named using the binomial system?  a bacterium  b flowering plant  c hiv  d homo sapiens     3 the diagram shows four arthropods.   which arthropod is an insect?    abcd      ",
            "3": "3  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petals plant  leaves with  jagged edges leaves with  smooth edges  b aflower has five petals  leaves with  jagged edges leaves with  smooth edges  d c    5 the diagram shows a student\u2019s drawing of guard cells.   which labelling line is not correct?    a  cell membrane b  cytoplasm c  stoma d  cell wall     ",
            "4": "4  \u00a9 ucles 2009 0610/11/o/n/09  6 the photograph shows some human cells under the microscope.    q p     what are structures p and q?     p q  a cytoplasm cell membrane  b cytoplasm cell wall  c nucleus cell membrane  d nucleus cell wall    7 which cell moves dust particles out of the body?  a ciliated  b muscle  c red blood  d xylem    ",
            "5": "5  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  8 the diagrams show four types of tissues found in living organisms.    which tissue is involved in contraction?    abcd    9 what increases the rate of diffusion of oxygen into red blood cells in the lungs?  a air leaving the lungs is saturated with water vapour.  b air leaving the lungs still contains 16  % oxygen.  c blood arriving in the lungs is saturated with oxygen.  d blood is taken away from the lungs as it circulates.    10 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with d ye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion     ",
            "6": "6  \u00a9 ucles 2009 0610/11/o/n/09  11 which graph shows the effect of temperature on the activity of a human digestive enzyme?    rate of  reaction  20 70 a  temperature  / \u00b0c temperature  / \u00b0ctemperature  / \u00b0c temperature  / \u00b0crate of reaction  20 70 b  rate of reaction  20 70 c  rate of reaction  20 70 d       12 the diagram shows a section through a leaf.    which cell type absorbs the most carbon dioxide during the day?    a  b  c  d      13 which element is found in a molecule of chlorophyll?  a calcium  b iron  c lead  d magnesium     ",
            "7": "7  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  14 which substances do root hairs take from the soil?  a water and carbon dioxide  b water and mineral ions  c carbon dioxide and oxygen and mineral ions  d carbon dioxide and oxygen and water      15 the diagram shows a plant.    w x y z     what is the pathway taken by most of the water absorbed by this plant?  a x \u2192 y \u2192 z  b w \u2192 y \u2192 z  c z \u2192 y \u2192 x  d z \u2192 y \u2192 w     16 what describes the aortic  (semi-lunar) and bicuspid  (mitral) heart valves when the left ventricle is  relaxing?                     aortic valve bicuspid valve  a closed closed  b closed open  c open closed  d open open ",
            "8": "8  \u00a9 ucles 2009 0610/11/o/n/09  17 the diagram shows the blood circulatory system of a human.    upper bodylungs  lower bodyliver kidneysgut     how many times does the blood pass through the heart on its way from the kidneys to the aorta?  a one  b two  c four  d more than four     ",
            "9": "9  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  18 from the graph, when did the person begin a period of vigorous exercise after resting?    time  / minutesbreathing rate  / breaths per minute abc d      19 which word equation represents anaerobic respiration in human muscle?  a glucose \u2192 carbon dioxide + ethanol (alcohol)  b glucose \u2192 carbon dioxide + lactic acid  c glucose \u2192 ethanol (alcohol)  d glucose \u2192 lactic acid      20 the diagram shows two experiments on the gaseous exchange in small aerobic crustaceans.    soda-lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda-lime glass beads instead of soda-limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still   ",
            "10": "10  \u00a9 ucles 2009 0610/11/o/n/09  21 in which organ is alcohol broken down?  a brain  b kidney  c liver  d stomach      22 blood passes through the kidney and some substanc es leave the blood as filtered liquid. from  this liquid certain substances are reabsorbed back into the blood.    the table shows the percentage of four substances in the blood plasma, the filtered liquid and urine.    percentage of substance  substance in the blood  plasma in the filtered  liquid in the urine  glucose 0.10 0.10 0.00  protein 9.00 0.00 0.00  urea 0.03 0.03 2.00  water 90.0 99.0 97.0    which substances are reabsorbed from the filtered liquid?  a glucose and water  b protein and glucose  c urea and protein  d water and urea     23 after a meal, the concentration of blood glucose increases.    what then causes the concentration of blood glucose to return to normal?  a adrenalin  b blood cells  c insulin  d platelets     ",
            "11": "11  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  24 a bright light suddenly shines into a person\u2019s eyes.    what happens?  a the lenses become more concave.  b the lenses become more convex.  c the pupils become larger.  d the pupils become smaller.     25 how does the rhythm method of family planning work?  a a physical barrier stops sperms reaching the egg.  b implantation is prevented.  c intercourse is avoided near the time of ovulation.  d ovulation is prevented.     26 the diagram shows a flower in section.    where will fertilisation occur?    a b c d     ",
            "12": "12  \u00a9 ucles 2009 0610/11/o/n/09  27 the graph shows the changes in the dry masses of two similar samples of seeds from the start of  germination.    0 3  time  / days 6 dry mass  / g seeds germinated in the light seeds germinated in the dark     what causes the change in dry mass after day 3 of the seeds germinated in the light?  a all the stored food has been used up.  b a lot of water has been absorbed. c photosynthesis has begun.  d the respiration rate has increased.     28 the diagram shows a bean seed when planted and the same seed two days later.        which conditions are necessary for these changes to occur?     suitable  temperature presence of  water presence of  carbon dioxidepresence of  oxygen  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013    ",
            "13": "13  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  29 albinism is an inherited condition in which pigment does not develop in the skin, hair and eyes.    the albino allele is recessive.    what are the chances of albino parents having a normal child?  a 0 % b 50  % c 75  % d 100  %     30 in cats, the allele for short hair is dominant to the allele for long hair.    a short-haired cat and a long-haired cat had several families of offspring (kittens). all their kittens were short-haired.    one of these kittens matured and mated with a long-haired cat.    what would be the expected phenotypes of their offspring?  a 1  : 1 short to long  b 3 : 1 short to long  c all long-haired  d all short-haired      31 a man who was blood group a and a woman who was blood group b had four children, each with  a different blood group a, b, ab and o.    which type of variation does this demonstrate?  a continuous, environmental and genetic   b continuous and genetic only   c discontinuous, environmental and genetic   d discontinuous and genetic only     ",
            "14": "14  \u00a9 ucles 2009 0610/11/o/n/09  32 the diagram shows some food relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a birds birds of prey c  birds b d  insects       33 the diagram represents a pyramid of biomass within an ecosystem.    carnivores herbivoresproducers     what shows the direction of energy flow through the pyramid?    abcd      ",
            "15": "15  \u00a9 ucles 2009 0610/11/o/n/09 [turn over  34 the diagram shows the flow of energy through four organisms in a food chain.    which organism is a producer?    sunlight  a  b  c  d       35 which arrow represents carbon dioxide from plant respiration?    carbon dioxide gas in the air carbon compounds in decaying organismscoal oil, etccarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas, lakes, etc a bcd      ",
            "16": "16  \u00a9 ucles 2009 0610/11/o/n/09  36 the equation shows the breakdown of glucose during aerobic respiration.    glucose + oxygen \u2192 product p + product q    this process is a part of  a the carbon cycle only.  b the energy cycle only.  c the carbon and water cycles.  d the water cycle only.      37 which graph shows the effect on the numbers of prey when their predators are removed?    numbers of prey timea numbersof prey timeb numbersof prey timec numbersof prey timed      38 the diagram shows a food chain.    a person sprays the rose-bush with pesticide.    which organism does the person want to kill?    a  rose-bush b  greenfly c beetled small bird    ",
            "17": "17  \u00a9 ucles 2009 0610/11/o/n/09  39 the levels of carbon dioxide in the earth\u2019s atmosphere have increased during the last one  hundred years.    what is the most  likely cause of this?  a cutting down large areas of forest  b increased production of crops  c over-use of inorganic fertilisers  d widespread use of pesticides     40 the graph shows the relationship between sulfur dioxide pollution and the number of lichen  species found on trees.    0 2 04 06 08 0 1 0 0 sulfur dioxide level  / \u00b5g  m\u20133120 140 160number of lichen species     from the graph, which statement is correct?  a as sulfur dioxide levels increase the number of lichen species decreases.  b lichens cannot survive if any sulfur dioxide is present. c lichens are not affected by sulfur dioxide pollution.  d as sulfur dioxide levels increase so do numbers of lichen species.     ",
            "18": "18   0610/11/o/n/09  blank page   ",
            "19": "19   0610/11/o/n/09  blank page   ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.     0610/11/o/n/09  blank page    "
        },
        "0610_w09_qp_12.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 11_0610_12/rp  \u00a9 ucles 2009  [turn over      *4297687618*  university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2009     45 minutes    additional materials: multiple choice answer sheet   soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided unless  this has been done for you.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.        ",
            "2": "2  \u00a9 ucles 2009 0610/12/o/n/09  1 the photograph shows some human cells under the microscope.    q p     what are structures p and q?     p q  a cytoplasm cell membrane  b cytoplasm cell wall  c nucleus cell membrane  d nucleus cell wall    2 which cell moves dust particles out of the body?  a ciliated  b muscle  c red blood  d xylem    ",
            "3": "3  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  3 the diagrams show four types of tissues found in living organisms.    which tissue is involved in contraction?    abcd     4 which process produces heat to maintain a person\u2019s body temperature?  a excretion  b nutrition  c reproduction  d respiration      5 the diagram shows four arthropods.    which arthropod is an insect?    abcd     6 which shows an organism that has been named using the binomial system?  a bacterium  b flowering plant  c hiv  d homo sapiens    ",
            "4": "4  \u00a9 ucles 2009 0610/12/o/n/09  7 what increases the rate of diffusion of oxygen into red blood cells in the lungs?  a air leaving the lungs is saturated with water vapour.  b air leaving the lungs still contains 16  % oxygen.  c blood arriving in the lungs is saturated with oxygen.  d blood is taken away from the lungs as it circulates.      8 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with d ye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion      9 the diagram shows a student\u2019s drawing of guard cells.    which labelling line is not correct?    a  cell membrane b  cytoplasm c  stoma d  cell wall     ",
            "5": "5  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  10 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petals plant  leaves with  jagged edges leaves with  smooth edges  b aflower has five petals  leaves with  jagged edges leaves with  smooth edges  d c     11 which substances do root hairs take from the soil?  a water and carbon dioxide  b water and mineral ions c carbon dioxide and oxygen and mineral ions  d carbon dioxide and oxygen and water   ",
            "6": "6  \u00a9 ucles 2009 0610/12/o/n/09  12 the diagram shows a plant.    w x y z     what is the pathway taken by most of the water absorbed by this plant?  a x \u2192 y \u2192 z  b w \u2192 y \u2192 z  c z \u2192 y \u2192 x  d z \u2192 y \u2192 w     13 the diagram shows a section through a leaf.    which cell type absorbs the most carbon dioxide during the day?    a  b  c  d      ",
            "7": "7  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  14 which element is found in a molecule of chlorophyll?  a calcium  b iron  c lead  d magnesium      15 which graph shows the effect of temperature on the activity of a human digestive enzyme?    rate of  reaction  20 70 a  temperature  / \u00b0c temperature  / \u00b0ctemperature  / \u00b0c temperature  / \u00b0crate of reaction  20 70 b  rate of reaction  20 70 c  rate of reaction  20 70 d       16 what describes the aortic  (semi-lunar) and bicuspid  (mitral) heart valves when the left ventricle is  relaxing?        aortic valve bicuspid valve  a closed closed  b closed open  c open closed  d open open ",
            "8": "8  \u00a9 ucles 2009 0610/12/o/n/09  17 the diagram shows the blood circulatory system of a human.    upper bodylungs  lower bodyliver kidneysgut     how many times does the blood pass through the heart on its way from the kidneys to the aorta?  a one  b two  c four  d more than four     ",
            "9": "9  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  18 the diagram shows two experiments on the gaseous exchange in small aerobic crustaceans.    soda-lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda-lime glass beads instead of soda-limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still     19 which word equation represents anaerobic respiration in human muscle?  a glucose \u2192 carbon dioxide + ethanol (alcohol)  b glucose \u2192 carbon dioxide + lactic acid  c glucose \u2192 ethanol (alcohol)  d glucose \u2192 lactic acid    ",
            "10": "10  \u00a9 ucles 2009 0610/12/o/n/09  20 from the graph, when did the person begin a period of vigorous exercise after resting?    time  / minutesbreathing rate  / breaths per minute abc d      21 after a meal, the concentration of blood glucose increases.    what then causes the concentration of blood glucose to return to normal?  a adrenalin  b blood cells  c insulin  d platelets      22 a bright light suddenly shines into a person\u2019s eyes.    what happens?  a the lenses become more concave.  b the lenses become more convex.  c the pupils become larger.  d the pupils become smaller.     23 in which organ is alcohol broken down?  a brain  b kidney  c liver  d stomach     ",
            "11": "11  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  24 blood passes through the kidney and some substanc es leave the blood as filtered liquid. from  this liquid certain substances are reabsorbed back into the blood.    the table shows the percentage of four substances in the blood plasma, the filtered liquid and  urine.    percentage of substance  substance in the blood  plasma in the filtered  liquid in the urine  glucose 0.10 0.10 0.00  protein 9.00 0.00 0.00  urea 0.03 0.03 2.00  water 90.0 99.0 97.0    which substances are reabsorbed from the filtered liquid?  a glucose and water  b protein and glucose  c urea and protein  d water and urea      25 the diagram shows a flower in section.    where will fertilisation occur?    a b c d     ",
            "12": "12  \u00a9 ucles 2009 0610/12/o/n/09  26 the diagram shows a bean seed when planted and the same seed two days later.        which conditions are necessary for these changes to occur?     suitable  temperature presence of  water presence of  carbon dioxidepresence of  oxygen  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0013  c \u0013 \u0017 \u0013 \u0013  d \u0017 \u0013 \u0013 \u0013      27 the graph shows the changes in the dry masses of two similar samples of seeds from the start of  germination.    0 3  time  / days 6 dry mass  / g seeds germinated in the light seeds germinated in the dark     what causes the change in dry mass after day 3 of the seeds germinated in the light?  a all the stored food has been used up.  b a lot of water has been absorbed.  c photosynthesis has begun.  d the respiration rate has increased.     ",
            "13": "13  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  28 how does the rhythm method of family planning work?  a a physical barrier stops sperms reaching the egg.  b implantation is prevented.  c intercourse is avoided near the time of ovulation.  d ovulation is prevented.      29 in cats, the allele for short hair is dominant to the allele for long hair.    a short-haired cat and a long-haired cat had several families of offspring (kittens). all their kittens  were short-haired.    one of these kittens matured and mated with a long-haired cat.    what would be the expected phenotypes of their offspring?  a 1 : 1 short to long  b 3 : 1 short to long  c all long-haired  d all short-haired      30 a man who was blood group a and a woman who was blood group b had four children, each with  a different blood group a, b, ab and o.    which type of variation does this demonstrate?  a continuous, environmental and genetic   b continuous and genetic only   c discontinuous, environmental and genetic   d discontinuous and genetic only     31 albinism is an inherited condition in which pigment does not develop in the skin, hair and eyes.    the albino allele is recessive.    what are the chances of albino parents having a normal child?  a 0  % b 50  % c 75  % d 100  %     ",
            "14": "14  \u00a9 ucles 2009 0610/12/o/n/09  32 which graph shows the effect on the numbers of prey when their predators are removed?    numbers of prey timea numbersof prey timeb numbersof prey timec numbersof prey timed      33 which arrow represents carbon dioxide from plant respiration?    carbon dioxide gas in the air carbon compounds in decaying organismscoal oil, etccarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas, lakes, etc a bcd      ",
            "15": "15  \u00a9 ucles 2009 0610/12/o/n/09 [turn over  34 the equation shows the breakdown of glucose during aerobic respiration.    glucose + oxygen \u2192 product p + product q    this process is a part of  a the carbon cycle only.  b the energy cycle only.  c the carbon and water cycles.  d the water cycle only.      35 the diagram represents a pyramid of biomass within an ecosystem.    carnivores herbivoresproducers     what shows the direction of energy flow through the pyramid?    abcd       36 the diagram shows a food chain.    a person sprays the rose-bush with pesticide.    which organism does the person want to kill?    a  rose-bush b  greenfly c beetled small bird    ",
            "16": "16  \u00a9 ucles 2009 0610/12/o/n/09  37 the diagram shows some food relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a birds birds of prey c  birds b d  insects       38 the diagram shows the flow of energy through four organisms in a food chain.    which organism is a producer?    sunlight  a  b  c  d      ",
            "17": "17  \u00a9 ucles 2009 0610/12/o/n/09  39 the graph shows the relationship between sulfur dioxide pollution and the number of lichen  species found on trees.    0 2 04 06 08 0 1 0 0 sulfur dioxide level  / \u00b5g  m\u20133120 140 160number of lichen species     from the graph, which statement is correct?  a as sulfur dioxide levels increase the number of lichen species decreases.  b lichens cannot survive if any sulfur dioxide is present.  c lichens are not affected by sulfur dioxide pollution.  d as sulfur dioxide levels increase so do numbers of lichen species.     40 the levels of carbon dioxide in the earth\u2019s atmosphere have increased during the last one  hundred years.    what is the most  likely cause of this?  a cutting down large areas of forest  b increased production of crops c over-use of inorganic fertilisers  d widespread use of pesticides     ",
            "18": "18   0610/12/o/n/09  blank page   ",
            "19": "19   0610/12/o/n/09  blank page   ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.     0610/12/o/n/09  blank page   "
        },
        "0610_w09_qp_2.pdf": {
            "1": "    this document consists of 15 printed pages and 1 blank pages.  ib09 11_0610_02/7rp  \u00a9 ucles 2009  [turn over      *0080678196* for examiner's use  1   2   3   4   5   6   7   8   9   10   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/02     paper 2 core  october/november 2009     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 1 vertebrates can be classified by their external features.      complete the paragraph by using the name of a vertebrate class in each space.    some vertebrates have scales all over their skin. if they also have nostrils that allow air   into their lungs and two pairs of legs they are  .   some vertebrates have wings. if their body is also covered in feathers they are   , but if their body has fur they are  .    vertebrates that do not have feathers, fur or scales on the outside of their body are   . [4]        [total: 4] ",
            "3": "3  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use 2 (a)  fig. 2.1 shows a partly completed diagram of a palisade cell.    chloroplastscell membrane fig. 2.1        complete the diagram to show the other major components of this cell.    label all the components that you have added to fig. 2.1. [4]      (b)  state precisely where palisade cells are found in a plant.      [2]        [total: 6] ",
            "4": "4  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 3 (a)  micronutrients are food materials that are only needed in very small quantities in the  human diet.     draw one straight line from each micronutrient to its deficiency symptom.        micronutrient deficiency symptom calcium vitamin c vitamin d ironanaemia rickets scurvy         [4]      (b) explain how iron, in the diet of humans, is used in the body.         [3]        [total: 7] ",
            "5": "5  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use 4 (a)  enzyme activity is vital in human digestion.      complete table 4.1 by choosing appropriate words from the list.   amino acids  amylase  cellulose fatty acids   hydrochloric acid  lipase  protein  starch  water      table 4.1  substrate enzyme product  fat       glycerol +               protease                      maltose          [6]      (b) maltose is changed into glucose.     (i) which part of the blood carries glucose?   [1]      (ii) which process, happening in all living cells, needs a constant supply of glucose?    [1]       (iii) excess glucose is stored. which carbohydrate is glucose changed into     for storage?    [1]     (iv) which organ is the main store of this carbohydrate?    [1]     (v) name a hormone that causes glucose to be released from storage.    [1]       [total: 11] ",
            "6": "6  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 5 rabbits are primary consumers. fig. 5.1 shows changes in the population of rabbits after a  small number were released on an island where none had previously lived.    size of rabbitpopulation time fig. 5.1aabbccdd ee       (a) which stage, a, b, c, d or e, shows when the birth rate was    (i) equal to the death rate,     [1]    (ii) slightly greater than the death rate?     [1]   ",
            "7": "7  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use  (b)   (i) suggest two factors that allowed the change in the rabbit population during      stage b.     1.   2.  [2]     (ii) suggest two reasons for the change in the rabbit population during stage e.  1.     2.    [2]          [total: 6] ",
            "8": "8  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 6 (a)  fig. 6.1 shows the female reproductive system.      uterus ovary vagina fig. 6.1      describe the functions of each of the following structures in the female reproductive  system.       (i) ovary        [2]      (ii) uterus      [1]      (iii) vagina      [1]  ",
            "9": "9  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use  (b) explain the purpose of the events that happen during the menstrual cycle in human  females.           [3]          [total: 7] ",
            "10": "10  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 7 fig. 7.1 shows a food web for a habitat in europe.     grass hogweed ivy oak treebank voles goldfinches aphids caterpillarsfleas wrenskestrels fig. 7.1       (a)   (i) in the space below draw a food chain consisting of four organisms. the organisms  must be part of the food web in fig.7.1.                              [2]   (ii) explain what is meant by the terms herbivore  and carnivore  and in each case give  an example from the food web in fig. 7.1.   herbivore      carnivore     [3]      (iii) name an animal in the food web in fig.7.1 that would normally be present in far  greater numbers than the animal on which it feeds.    [1]   ",
            "11": "11  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use  (b) sometimes a very large number of ladybirds arrive in this habitat.      ladybirds are insects that feed on aphids.    predict and explain how this could affect the populations of wrens and bank voles in  this food web.  wrens       bank voles      [4]          [total: 10] ",
            "12": "12  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use 8 gaseous exchange takes place while air flows in and out of the lungs.     (a) state three ways in which inspired air is different from expired air.  1.     2.     3.    [3]      (b) list three features of gaseous exchange surfaces that help to make them more efficient.  1.     2.     3.    [3]         [total: 6] ",
            "13": "13  \u00a9 ucles 2009 0610/02/o/n/09 [turn over  for  examiner's  use 9 (a)   (i) define osmosis .         [3]      (ii) osmosis is considered by many scientists to be a form of diffusion.         suggest two ways in which diffusion is different from osmosis.   1.     2.    [2]      (b)   (i) explain how root hair cells use osmosis to take up water.          [2]      (ii) the land on which a cereal crop is growing is flooded by sea water.       suggest the effect sea water could have on the cereal plants.            [4]          [total: 11] ",
            "14": "14  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use10 (a)  in drosophila , the fruit fly, wing length is controlled by a single gene.     wing length can be long or short. a long winged male fruit fly was crossed with a short  winged female. all of their offspring, the se cond generation, had long wings. when the  second generation flies were interbred, to produce a third generation, some of the  offspring had long wings and some had short wings.     (i) which wing length is controlled by the recessive allele?    [1]    (ii) complete the genetic diagram, using the symbols r and r to represent the alleles.      parents                        male                                female     (first generation)       phenotypes               \u2026\u2026\u2026 wings                        \u2026\u2026\u2026. wings     genotypes                 \u2026\u2026..\u2026                            \u2026\u2026\u2026..       gametes         offspring      (second  generation)      genotypes       \u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026      phenotypes    \u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026 [5]    ",
            "15": "15  \u00a9 ucles 2009 0610/02/o/n/09  for  examiner's  use  (iii) if the third generation consisted of 464 offspring how many would be expected to  have short wings?       show your working.                         [2]     (b) the female parent fruit fly was crossed with one of her male offspring from the second  generation.    draw a genetic diagram to show this cross and state the ratio of the offspring  phenotypes.       genetic diagram                          ratio of offspring phenotypes   [4]        [total: 12] ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    0610/02/o/n/09  blank page "
        },
        "0610_w09_qp_31.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib09 11_0610_31/7rp  \u00a9 ucles 2009  [turn over       *5679142279* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2009     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 1 fig. 1.1 shows a bacterium, a virus and a fungus.     not to scale    fig. 1.1     (a)  complete the table to compare the three organisms shown in fig. 1.1 by using a tick  ( /checkbld) to indicate if the organism shows the feature, or a cross ( x) if it does not. the first  row has been completed for you.    feature bacterium virus fungus  produces  spores x x /checkbld  hyphae     capsule     nucleus        [3]     (b)  explain how the fungus shown in fig. 1.1 is adapted to obtain its food.             [3]   ",
            "3": "3  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c) explain how the fungus spreads to new sources of food.         [2]         [total: 8]",
            "4": "4  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 2 fig. 2.1 shows a villus from the small intestine of a mammal and an enlarged view of a cell  from region  a.    a b cmitochondriamicrovilli magnification \u00d7110 magnification \u00d72600       fig. 2.1     (a)  name regions a, b and c.  a   b   c  [3]     (b)  explain why the cells from region a have many microvilli and mitochondria.  many microvilli       many mitochondria      [4]     ",
            "5": "5  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c)  the food standards agency in the uk defines a food additive as:    \u2018any substance intentionally added to food for a specific function that is not normally  eaten as a food or used as a characteristic ingredient in food.\u2019    some additives are naturally occurring substances, but others are man-made. some  additives have been identified as a risk to people\u2019s health.    (i) state two benefits of using food additives in processed foods.   1.     2.    [2]     (ii) state four possible risks to health that have been linked to food additives.                [4]          [total: 13]    ",
            "6": "6  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 3 a student set up the apparatus shown in fig. 3.1 to investigate the effect of light intensity on  the rate of photosynthesis of a pond plant.     40 5060 70 803020100 movable lampglass tankwith watergas collects here test-tube pond plant syringe scale  / mm air bubble in capillary tube rulermovement ofair bubblestop-clock     fig. 3.1    the student maintained the temperature at 20  oc and measured the distance travelled by  the air bubble in the capillary tube for a period of five minutes on three occasions for each  light intensity.     the student\u2019s results are shown in table 3.1 on page 8.   ",
            "7": "7  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use (a) (i)  explain why the student included the glass tank and the syringe in the apparatus.    glass tank     syringe    [2]     (ii) explain why the air bubble moves down the capillary tube.              [3]        ",
            "8": "8  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use table 3.1    distance of lamp from  pond plant / mm distance travelled by  air bubble / mm rate of photosynthesis /  mm per minute  20 30 6.0  30 26 5.2  40 14 2.8  50   7   60   3 0.6        (b) (i)  calculate the rate of photosynthesis when the lamp was 50  mm from the      pond plant and write your answer in the table. [1] rate of photosynthesis  / mm per minute 0 1 02 03 04 05 06 07 0 distance  / mm7 6543210     fig. 3.2",
            "9": "9  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (ii) plot the student\u2019s results from table 3.1 on the axes on fig. 3.2.      draw an appropriate line on the graph to show the relationship between       distance of the lamp from the pond plant and the rate of photosynthesis. [2]      (c) (i)  using the graph to help you, predict the results that the student would get if the  lamp was positioned 15  mm and 70  mm from the pond plant.    15  mm  mm per minute   70  mm  mm per minute   [2]      (ii) explain why the rate of photosynthesis decreases  as the distance of the lamp  from the pond plant increases.             [3]        [total: 13]  ",
            "10": "10  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 4 (a) mammals have a double circulatory system.      explain what is meant by a double circulatory system.      [1]     fig. 4.1 shows sections of three blood vessels: an artery, a capillary and a vein.    artery capillary vein     fig. 4.1    (b) state one function for each of the blood vessels shown in fig. 4.1.  artery     capillary     vein    [3]        ",
            "11": "11  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c)  explain how the structure of the artery  shown in fig. 4.1 is adapted to its function.                 [4]       (d) explain how valves help the transport of blood in veins.         [2]        [total: 10]  ",
            "12": "12  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 5 (a) four definitions of terms used in genetics are shown in table 5.1.    table 5.1    definitions terms    the outward appearance of an organism  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    a length of dna that codes for a protein  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    having one set of chromosomes  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      type of nuclear division which gives daughter nuclei that are genetically identical   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     for each of the definitions, select an appropriate term from the list and write it in the box provided.    chromosome genotype mitosis  diploid haploid mutation  dominant heterozygous phenotype  gene homozygous recessive      [4]    (b) a couple who have blood groups a and b have four children. each child has a different  blood group.     use the space below to draw a genetic diagram to show how this is possible. use the  symbols,  i a , ib and io, for the alleles.    parental blood groups a \u00d7 b   parental genotypes  \u00d7    gamete genotypes          children\u2019s genotypes              children\u2019s blood groups              [4]   ",
            "13": "13  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c) explain what is meant by codominance . you may refer to the genetic diagram in (b) to  help you with your answer.               [3]       (d) insulin produced by genetically engineered bacteria first became available in 1982. before 1982, insulin had been prepared from dead animal tissues.    explain the advantages  of using insulin produced by genetically engineered bacteria  rather than insulin from dead animal tissues.               [3]     ",
            "14": "14  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use  (e) fig. 5.1 shows some of the steps involved in the genetic engineering of bacteria.      human cell bacterium chromosomes in nucleus r s t genetically-engineeredbacterium reproductionof bacteria production of insulin     fig. 5.1     (i) name structure r and state what it is made from.    [2]    (ii) state what is added at stages s and t.   [1]       [total: 17]   ",
            "15": "15   0610/31/o/n/09 [turn over  blank page                                             question 6 starts on the next page",
            "16": "16  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use 6 (a) list four chemical elements that are found in proteins.    1.   2.   3.   4.  [4]      fig. 6.1 is a photograph of some root nodules from a pea plant, which is a type of legume.          fig. 6.1     (b)  nodules like those in fig. 6.1 develop on the roots of pea plants and other legumes  when the soil is lacking in nitrate ions.    explain what happens inside the nodule to help legume plants grow in soils lacking nitrate ions.             [3]     ",
            "17": "17  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c)  after the peas have been harvested, the plants are ploughed back into the soil.    describe what happens in the soil to convert dead plant material into nitrate ions that  plants can absorb.                     [6]      (d)  nutrients in the soil can act as a limiting factor for crop growth.      list three  other  factors that may limit the growth of a crop plant.  1.   2.   3.  [3]           question 6 continues on page 18    ",
            "18": "18  \u00a9 ucles 2009 0610/31/o/n/09  for  examiner's  use  (e) the soya bean aphid is an insect pest of soya bean plants in north america. the  aphids can show an exponential growth rate where populations can double in two to  three days under favourable conditions.    fig. 6.2 shows the growth of soya bean aphids  in a field in north america during the  growing season.    0 1 02 03 04 05 06 07 07000 600050004000300020001000 0 time  / daysnumber of aphidsper plant     fig. 6.2      suggest why the population of aphids did not increase rapidly until about day 40.             [3]        [total: 19]    ",
            "19": "19   0610/31/o/n/09  blank page",
            "20": "20    copyright acknowledgements:    fig. 6.1 (c) dr.jeremy burgess / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/31/o/n/09  blank page "
        },
        "0610_w09_qp_32.pdf": {
            "1": "    this document consists of 16 printed pages and 4 blank pages.  ib09 11_0610_32/7rp  \u00a9 ucles 2009  [turn over       *8110419397* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2009     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 1 fig. 1.1 shows a bacterium, a virus and a fungus.     not to scale    fig. 1.1     (a)  complete the table to compare the three organisms shown in fig. 1.1 by using a tick  ( /checkbld) to indicate if the organism shows the feature, or a cross ( x) if it does not. the first  row has been completed for you.    feature bacterium virus fungus  produces  spores x x /checkbld  hyphae     capsule     nucleus        [3]     (b)  explain how the fungus shown in fig. 1.1 is adapted to obtain its food.             [3]   ",
            "3": "3  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use  (c) explain how the fungus spreads to new sources of food.         [2]         [total: 8]",
            "4": "4  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 2 fig. 2.1 shows a villus from the small intestine of a mammal and an enlarged view of a cell  from region  a.    a b cmitochondriamicrovilli magnification \u00d7110 magnification \u00d72600       fig. 2.1     (a)  name regions a, b and c.  a   b   c  [3]     (b)  explain why the cells from region a have many microvilli and mitochondria.  many microvilli       many mitochondria      [4]     ",
            "5": "5  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use  (c)  the food standards agency in the uk defines a food additive as:    \u2018any substance intentionally added to food for a specific function that is not normally  eaten as a food or used as a characteristic ingredient in food.\u2019    some additives are naturally occurring substances, but others are man-made. some  additives have been identified as a risk to people\u2019s health.    (i) state two benefits of using food additives in processed foods.   1.     2.    [2]     (ii) state four possible risks to health that have been linked to food additives.                [4]          [total: 13]   ",
            "6": "6  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 3 a student set up the apparatus shown in fig. 3.1 to investigate the effect of carbon dioxide  concentration on the rate of photosynthesis of a pond plant.     the student used five similar pieces of pond plant and five different concentrations of  sodium hydrogen carbonate (nahco 3) solution, which provides the carbon dioxide.     the student counted the number of bubbles produced by the pond plant over a period of five minutes.    water baththermometer pond plantmovable lamp 0cm15rulersodium hydrogen carbonate solution stop-clock     fig. 3.1       (a) explain how the student made sure that the results were due only to the change in     carbon dioxide concentration.                 [4]     ",
            "7": "7  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use the student repeated the investigation at each concentration and calculated the rate of  photosynthesis.    the student\u2019s results are shown in table 3.1.   table 3.1      rate of photosynthesis / number of bubbles per  minute   carbon dioxide   concentration / %  1st 2nd 3rd mean  0   3   2   4   3  0.1   6   4   5   5  0.2 12   7 11   0.3 14 15 16 15  0.4 18 22 21 20  0.5 19 23 21 21     (b) (i)  calculate the mean rate of photosynthesis when the carbon dioxide concentration  was 0.2% and write your answer in the table. [1]    (ii) plot the results from table 3.1 on the axes below. draw an appropriate line on the graph to show the relationship between carbon dioxide concentration and the rate of photosynthesis. [2]     0 0.1 0.2 0.3 concentration of carbon dioxide  / %0.4 0.5 0.625 201510 50mean rate of photosynthesis  /  number ofbubblesper minute     fig. 3.2   ",
            "8": "8  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use  (c)  explain the effect of increasing carbon dioxide concentration on the rate of     photosynthesis up to 0.4% as shown in your graph.           [2]       (d) suggest the result that the student would get if a carbon dioxide concentration of 0.6%  was used and explain your answer.  result     bubbles per minute  explanation         [3]      (e) the student used tap water as the 0% carbon dioxide concentration.      explain why the student recorded some bubbles being produced.     [1]        [total: 13]     ",
            "9": "9   0610/32/o/n/09 [turn over  blank page                                      question 4 starts on the next page. ",
            "10": "10  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 4 fig. 4.1 shows a kidney tubule and its associated blood vessels.     urinex   fig. 4.1    (a)  use label lines and the letters p, q and r to identify the areas in the tubule shown in  fig. 4.1.      p where blood is filtered,      q where glucose is reabsorbed,      r where the concentration of urine may be increased by the reabsorption of water. [3]     ",
            "11": "11  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use  (b) water is reabsorbed in the kidney.      explain how water is reabsorbed in the kidney.         [2]       (c)  describe what happens to the urine after leaving the kidney tubule at x on fig. 4.1.         [2]      (d)  describe the functions of the liver in excretion.             [3]        [total: 10]   ",
            "12": "12  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 5 (a) four definitions of terms used in genetics are shown in table 5.1.    table 5.1    definitions terms    the outward appearance of an organism  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    a length of dna that codes for a protein  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    having one set of chromosomes  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      type of nuclear division which gives daughter nuclei that are genetically identical   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     for each of the definitions, select an appropriate term from the list and write it in the box provided.    chromosome genotype mitosis  diploid haploid mutation  dominant heterozygous phenotype  gene homozygous recessive      [4]     (b) a couple who have blood groups a and b have four children. each child has a different  blood group.     use the space below to draw a genetic diagram to show how this is possible. use the  symbols,  i a , ib and io, for the alleles.    parental blood groups a \u00d7 b   parental genotypes  \u00d7    gamete genotypes          children\u2019s genotypes              children\u2019s blood groups              [4]   ",
            "13": "13  \u00a9 ucles 2009 0610/32/o/n/09 [turn over  for  examiner's  use  (c) explain what is meant by codominance . you may refer to the genetic diagram in (b) to  help you with your answer.               [3]       (d) insulin produced by genetically engineered bacteria first became available in 1982. before 1982, insulin had been prepared from dead animal tissues.    explain the advantages  of using insulin produced by genetically engineered bacteria  rather than insulin from dead animal tissues.               [3]     ",
            "14": "14  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use  (e) fig. 5.1 shows some of the steps involved in the genetic engineering of bacteria.      human cell bacterium chromosomes in nucleus r s t genetically-engineeredbacterium reproductionof bacteria production of insulin     fig. 5.1     (i) name structure r and state what it is made from.    [2]    (ii) state what is added at stages s and t.   [1]       [total: 17]   ",
            "15": "15   0610/32/o/n/09 [turn over  blank page                                      question 6 starts on the next page.   ",
            "16": "16  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use 6 (a) list four chemical elements that are found in proteins.    1.   2.   3.   4.  [4]      fig. 6.1 is a photograph of some root nodules from a pea plant, which is a type of legume.          fig. 6.1     (b)  nodules like those in fig. 6.1 develop on the roots of pea plants and other legumes  when the soil is lacking in nitrate ions.    explain what happens inside the nodule to help legume plants grow in soils lacking nitrate ions.             [3]     ",
            "17": "17  \u00a9 ucles 2009 0610/31/o/n/09 [turn over  for  examiner's  use  (c)  after the peas have been harvested, the plants are ploughed back into the soil.    describe what happens in the soil to convert dead plant material into nitrate ions that  plants can absorb.                     [6]      (d)  nutrients in the soil can act as a limiting factor for crop growth.      list three  other  factors that may limit the growth of a crop plant.  1.   2.   3.  [3]           question 6 continues on page 18    ",
            "18": "18  \u00a9 ucles 2009 0610/32/o/n/09  for  examiner's  use  (e) the soya bean aphid is an insect pest of soya bean plants in north america. the  aphids can show an exponential growth rate where populations can double in two to  three days under favourable conditions.    fig. 6.2 shows the growth of soya bean aphids  in a field in north america during the  growing season.    0 1 02 03 04 05 06 07 07000 600050004000300020001000 0 time  / daysnumber of aphidsper plant     fig. 6.2      suggest why the population of aphids did not increase rapidly until about day 40.             [3]        [total: 19]       ",
            "19": "19   0610/32/o/n/09  blank page",
            "20": "20    copyright acknowledgements:    fig. 6.1 (c) dr.jeremy burgess / science photo library.  permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.     0610/31/o/n/09  blank page "
        },
        "0610_w09_qp_5.pdf": {
            "1": "    this document consists of 8 printed pages.  ib09 11_0610_05/3rp  \u00a9 ucles 2009  [turn over      *7333446106* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/05    paper 5  practical test  october/november 2009     1 hour    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.       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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2009 0610/05/o/n/09  for  examiner's  use 1 catalase is an enzyme found in potato tissue which breaks down hydrogen peroxide into  water and oxygen.    2 h 2o2    \u2192      2 h 2o    +    o 2    safety:  hydrogen peroxide is an oxidising agent and safety glasses must be worn throughout this experiment.    please read through the whole question before you start this experiment.    you will carry out an experiment to find the effect of ph on the activity of catalase.   you are provided with five test-tubes containing the same volume and concentration of  hydrogen peroxide solution.     the ph buffer has already been added to keep the ph of the reaction constant.   the tubes are labelled ph 3, ph 4, ph 5, ph 7 and ph 8.    the oxygen given off will be recorded by counting the number of bubbles from the end of  the tube using the apparatus as shown in fig.1.1.      water bubbles to be countedhydrogen peroxideand buffer solution potatopieces     fig. 1.1     (a) (i) prepare a suitable table below to record your findings.                         [1]",
            "3": "3  \u00a9 ucles 2009 0610/05/o/n/09 [turn over  for  examiner's  use \u007f set up the apparatus before beginning the experiment. make sure that the open    end of the delivery tube is below the water surface in the test-tube.   \u007f be prepared to count the number of bubbles given off for a fixed time (no more   than 2 minutes).    \u007f using the cutting tool, cut five cubes of tissue, each 1  cm3, from the potato slice   provided.    \u007f using the same tool, cut up one of these cubes of potato into smaller pieces.    \u007f quickly add the small pieces into the test-tube labelled ph 3 and push the bung     into the test-tube.    \u007f count the bubbles given off.      (ii) record your result in your table.       [1]  \u007f repeat the procedure for each of the other cubes with the remaining four ph  solutions.         (iii) record these results in your table.       [4]    ",
            "4": "4  \u00a9 ucles 2009 0610/05/o/n/09  for  examiner's  use  (b) (i) plot a line graph to show the number of oxygen bubbles produced against ph .            [4]      (ii) describe the relationship between ph and the number of oxygen bubbles produced.         [2]     ",
            "5": "5  \u00a9 ucles 2009 0610/05/o/n/09 [turn over  for  examiner's  use  (c) suggest four ways in which this investigation could be improved.  1.     2.     3.     4.    [4]       (d) suggest how this experiment could be changed to investigate the effect of     temperature on the activity of catalase.                     [6]         [total: 22] ",
            "6": "6  \u00a9 ucles 2009 0610/05/o/n/09  for  examiner's  use 2 you have been provided with two insect-pollinated dicotyledonous flowers of the same  species, w1 and w2.     \u007f using the cutting tool, cut w1 vertically to show the internal structures.     (a) make a large, labelled drawing of the visible floral parts.                                      [6]      the second flower, w2, is more mature.    \u007f remove the petals.    \u007f using the cutting tool, cut horizontally through the seed producing structure as     shown in fig. 2.1. this will show the arrangement of the seeds.     cut surface     fig. 2.1   ",
            "7": "7  \u00a9 ucles 2009 0610/05/o/n/09 [turn over  for  examiner's  use  (b) make a labelled drawing of this cut surface.                    [4]      fig. 2.2 shows the structure of a wind-pollinated flower, w3.     (c) using labels on fig. 2.2, explain how the floral parts are adapted for this type of    pollination.          fig. 2.2      [3]      (d) (i)  state one similarity between the flowers w1 and w3 for pollination.     [1]     ",
            "8": "8      permission to reproduce items where third-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    0610/05/o/n/09  for  examiner's  use   (ii) complete table 2.1 to show four adaptations for pollination of flowers w1 and w3.      table 2.1     w1 w3  difference  1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  difference  2   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  difference  3  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  difference  4    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       [4]         [total: 18]         "
        },
        "0610_w09_qp_6.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib09 11_0610_06/6rp  \u00a9 ucles 2009  [turn over      *9499332500* for examiner's use   1   2   3   total     university of cambridge international examinations  international general certificate of secondary education          biology 0610/06     paper 6 alternative to practical  october/november 2009     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 a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions. 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.   ",
            "2": "2  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use 1 thin slices of dandelion stem were cut and placed into different salt solutions and left   for 30 minutes.    fig. 1.1 shows how these slices were cut. fig. 1.2 shows the appearance of these pieces of dandelion stem after 30 minutes in the different salt solutions.      outer surface hollow stemcutting tool     fig.1.1    0.8  m salt solution 0.0  m salt solutionouter surfaceoutersurfacelongitudinal  sections of stem     fig. 1.2       (a) (i)  describe the appearance of the pieces of dandelion stem in fig. 1.2.         [2]      (ii) explain what causes the two pieces of dandelion stem to change in the way you  have described in (a)(i) .             [4]   ",
            "3": "3  \u00a9 ucles 2009 0610/06/o/n/09 [turn over  for  examiner's  use  (b)  suggest how you could plan an investigation to find the concentration of salt solution  which would produce no change from that shown in the original dandelion stem before  being cut in fig. 1.1.                     [4]        [total: 10] ",
            "4": "4  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use 2 fig. 2.1 shows an insect-pollinated flower which has been cut vertically.        fig.2.1       (a) make a large, labelled drawing of the visible floral parts.                              [6]      ",
            "5": "5  \u00a9 ucles 2009 0610/06/o/n/09 [turn over  for  examiner's  use   fig. 2.2 shows the structure of a wind-pollinated flower.        fig. 2.2     (b) label the visible floral parts of fig. 2.2.    explain how each floral part is adapted for this type of pollination.               [3]        ",
            "6": "6  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use  (c) (i)  state one similarity in the adaptations for pollination of the flowers shown in         fig. 2.1 and fig. 2.2.     [1]      (ii) complete table 2.1 to show four differences in the adaptations for pollination of  the flowers shown in fig. 2.1 and fig. 2.2.      table 2.1    fig. 2.1 fig. 2.2  difference   1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  difference   2    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  difference   3  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  difference   4  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      [4]          [total: 14] ",
            "7": "7  \u00a9 ucles 2009 0610/06/o/n/09 [turn over  for  examiner's  use 3 catalase is an enzyme which breaks down hydrogen peroxide into water and oxygen.    2 h 2o2    \u2192      2 h 2o    +    o 2    by using small pieces of filter paper soaked in a solution of catalase, it is possible to  measure the enzyme activity.     the pieces are placed in a solution of diluted hydrogen peroxide in a test-tube.    the filter paper rises to the surface as oxygen bubbles are produced.    the time taken for these pieces of filter paper to rise to the surface indicates the  activity of catalase.      hydrogen peroxide filter paper soakedin catalase     fig. 3.1     an experiment was carried out to find the effect of ph on the activity of catalase.   five test-tubes were set up as shown in fig. 3.1, each with a different ph.    the same volume and concentration of hydrogen peroxide was used in each test-tube.    table 3.1 on page 8 shows the results obtained for the experiment as described.    ",
            "8": "8  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use table 3.1    ph time taken for filter paper to rise  / sec  3.0 62  4.0 54  5.0 35  6.0 25  7.0 20  8.0 50       (a) (i)  plot a line graph to show the time taken for the filter paper to rise against ph.           [4]   ",
            "9": "9  \u00a9 ucles 2009 0610/06/o/n/09  for  examiner's  use   (ii) describe the relationship between ph and the time taken for the filter paper to rise.         [2]      (b) suggest four ways in which this experiment could be improved.  1.     2.     3.     4.    [4]      (c) suggest how this experiment could be changed to investigate the effect of    temperature on the activity of catalase.                     [6]         [total: 16] ",
            "10": "10   0610/06/o/n/09  blank page",
            "11": "11   0610/06/o/n/09  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    0610/06/o/n/09  blank page "
        }
    },
    "2010": {
        "0610_s10_qp_11.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0610_11/3rp  \u00a9 ucles 2010  [turn over       *0718906743* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2010 0610/11/m/j/10  1 what is defined as the chemical reactions that break down food molecules in cells to release  energy?  a excretion  b movement  c nutrition  d respiration      2 the diagram shows an arthropod animal.        which features are characteristic of all arthropods?  a jointed legs and segmented body  b jointed legs and thorax  c segmented body and wings  d thorax and wings     ",
            "3": "3  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  3 the diagram shows a section through a flower.    petal     using the key, identify this flower.  1 sepals present ..  go to 2  sepals absent ...  go to 3  2 stamens attached to petals ..  a  stamens not attached to petals   b  3 stigma above anthers ...  c  stigma below anthers ...  d     4 which row shows the most likely number of chloroplasts in three types of cell in a leaf?     epidermis palisade mesophyll guard cells  a 0 6 17  b 0 17 6  c 6 17 0  d 17 0 6    ",
            "4": "4  \u00a9 ucles 2010 0610/11/m/j/10  5 the diagram shows some liver cells as they appear under the microscope.        how many cell walls can be seen?  a 0 b 2 c 3 d 5     6 which row shows the structures present in plant and animal cells?      cell wall cytoplasm nucleus cell membrane   a   plant cell  animal cell \u0017  \u0013 \u0013  \u0013 \u0013  \u0017 \u0013  \u0013   b plant cell  animal cell \u0013  \u0017 \u0013  \u0013 \u0013  \u0013 \u0013  \u0013 key  c plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0017  \u0013 \u0013  \u0017 \u0013 = present  \u0017 = absent  d plant cell  animal cell \u0017  \u0013 \u0017  \u0013 \u0013  \u0013 \u0013  \u0017      7 which structure is at a different level of organisation from the other three?  a kidney  b liver  c neurone  d testis     8 which diagram shows one organ only?    a b c d       ",
            "5": "5  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  9 on a dry, sunny day, how does water vapour move through the stomata of a leaf?    a into the leaf by diffusion  b into the leaf by osmosis  c out of the leaf by diffusion  d out of the leaf by osmosis      10 the diagram shows an experiment using a potato.    concentrate d  sugar solution   fresh potato  water      which shows the result of the experiment after 24 hours?    a b c d        11 the graph shows how the rate of an enzyme-controlled reaction changes with temperature.    rate of reaction temperaturex    what is happening within the temperature range marked x?  a the enzyme is becoming denatured.  b the enzyme is being used up.  c the reaction is occurring at body temperature.  d the reaction is occurring at the optimum temperature.   ",
            "6": "6  \u00a9 ucles 2010 0610/11/m/j/10  12 which condition can sometimes be prevented by eating plenty of fresh fruit and vegetables?  a bleeding gums  b brittle bones  c diabetes  d soft bones      13 which solutions are used for testing for protein, reducing sugar and starch?     test for protein test for reducing  sugar test for starch  a benedict\u2019s iodine biuret  b biuret benedict\u2019s iodine  c biuret iodine benedict\u2019s  d iodine biuret benedict\u2019s      14 a protease is added to a suspension of egg protein in a test-tube and kept at 37  \u00b0c.    after 8 minutes, the protein changes from cloudy to transparent.    which product, or products, will now be present in the test-tube?  a amino acids  b a simple sugar  c fatty acids and glycerol  d water     ",
            "7": "7  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  15 the photograph shows human blood cells as seen under a microscope at high power.    q p s r     which are red cells?  a p and q b q and r c r and s d s and p      16 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf      17 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sucrose cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     ",
            "8": "8  \u00a9 ucles 2010 0610/11/m/j/10  18 the diagram shows someone blowing up a balloon.        what percentage of the gas in the balloon is carbon dioxide?  a 0.04  % b 0.4  % c 4.0  % d 40  %     19 the table shows some of the features of respiration.    which row is correct for anaerobic respiration?     energy remaining  in products amount of  energy  released chemical pathway releases carbon  dioxide  a high high always the same sometimes  b high low different in different organisms sometimes  c low high different in different organisms always  d low low always the same always     20 four words are shown below.    alcohol       anaerobic       sugar       yeast    these words can be used in the spaces p, q, r and s to complete the sentence below.  \u2018in brewing and bread making, respiration takes place. the micro-organism called \u2026\u2026p\u2026\u2026  uses \u2026\u2026q.\u2026.. as a source of food. the product of this \u2026\u2026r\u2026\u2026 respiration is \u2026\u2026s\u2026\u2026 .\u2019    which combination of words correctly completes the sentences?     alcohol anaerobic sugar yeast  a p q r s  b q p s r  c r s q p  d s r q p     ",
            "9": "9  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  21 which organ produces urea?  a bladder  b kidney  c liver  d pancreas      22 what happens when the body temperature rises above normal?     blood vessels in the  surface of skin sweat production  a constrict decreases  b constrict increases  c dilate decreases  d dilate increases     23 the diagram shows some of the muscles and bones of the human arm.    muscle y muscle x elbow joint    when muscle x contracts, what happens to the arm and what happens to muscle y?     arm muscle y  a bends contracts  b bends relaxes  c straightens contracts  d straightens relaxes    ",
            "10": "10  \u00a9 ucles 2010 0610/11/m/j/10  24 the diagram shows a section through part of the human eye.    suspensory ligaments lens     when a person looks at an object which is close to their eye, which of the following takes place?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner      25 the diagram shows the female reproductive system.     x      what is the function of the part labelled x?  a gamete production and hormone secretion  b gamete production only  c hormone secretion only  d zygote production and hormone secretion     ",
            "11": "11  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  26 the diagram shows the changes which take place during a woman\u2019s menstrual cycle.    012 time  / weeks time  / weeks34 01234oestrogen progesterone  menstruation  uterus  wall      what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the levels of oestrogen and progesterone  d a rise in the level of oestrogen only      27 the graph shows how dry mass of a plant changes with time.    where on the graph is growth occurring?    time dry  mass  a b cd      ",
            "12": "12  \u00a9 ucles 2010 0610/11/m/j/10  28 the diagram shows some of the stages in the germination of a seed. the figures show the total  mass at each stage.    stage mass  / g1 0.62 4.73 5.9    which process causes the increase in mass between stage 1 and stage 2?  a absorption of water  b enzyme action on starch  c photosynthesis  d respiration     29 what term is used for the transference of a gene from one organism to another?  a artificial selection  b genetic engineering  c mutation  d natural selection    ",
            "13": "13  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  30 the family tree shows the inheritance of the ability to taste a certain substance. the allele for the  ability to taste this substance is dominant to the allele for the inability to taste it.    david 1st generation 2nd generation 3rd generationmary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 keypeter hannah ?      what is the chance of the second child of peter and hannah being a \u2018non-taster\u2019?  a 1 in 1 b 1 in 2 c 1 in 3 d 1 in 4     31 the size of the arrows shows the approximate, relative amounts of energy passing from one  stage to the next in a food chain.    which chain represents the energy losses between trophic levels?    asun grass rabbit fox bsun grass rabbit fox csun grass rabbit fox dsun grass rabbit fox      ",
            "14": "14  \u00a9 ucles 2010 0610/11/m/j/10  32 the diagram shows a food web.    producer15 4 23     which organisms occupy the same trophic level?  a 3 and 2 b 4 and 1 c 5 and 2 d 5 and 3     33 the diagram shows the flow of energy in a food chain.    which organism is the producer in the food chain?    organism a  organism b  organism c  organism d      ",
            "15": "15  \u00a9 ucles 2010 0610/11/m/j/10 [turn over  34 the diagram shows part of a section through a leaf.        the arrow represents part of the  a carbon cycle only.  b flow of energy.  c water and carbon cycles.  d water cycle only.      35 the diagram shows part of the carbon cycle.    carbon dioxide in the air carbohydrates in living plantsdead matte r carbohydrates in living animalsy     which process occurs at y?  a combustion  b decay  c photosynthesis  d respiration     ",
            "16": "16  \u00a9 ucles 2010 0610/11/m/j/10  36 the diagram shows part of the water cycle.    where is osmosis occurring?    water  vapour clouds plantssoil  lakea db c      37 the diagrams show the current population sizes for people below 50 years of age in four different  countries.    which country will be likely to have the largest popul ation of people 60 \u2013 70 years of age in 20  years time?    40 \u2013 49 30 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0  \u2013 9agepercentage of the population percentage of the population percentage of the population percentage of the populationab cd      38 what makes nuclear fall-out dangerous to living organisms?  a it causes flooding.  b it causes global warming.  c it damages dna.  d it damages soils.     ",
            "17": "17  \u00a9 ucles 2010 0610/11/m/j/10  39 a very large area of land has been cleared of rainforest and planted with soybean.    what result of deforestation will encourage the growth of the soybean plants?  a decrease in atmospheric oxygen  b decrease in rainfall  c increase in atmospheric carbon dioxide  d increase in soil erosion     40 the map shows a river flowing into the sea. the river is polluted by untreated sewage.    at which labelled point will the oxygen content of the water be lowest?    riversea untreated sewage  ab cd     ",
            "18": "18  \u00a9 ucles 2010 0610/11/m/j/10  blank page     ",
            "19": "19  \u00a9 ucles 2010 0610/11/m/j/10  blank page     ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of cambridge international examinations is part of t he 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.    \u00a9 ucles 2010 0610/11/m/j/10  blank page     "
        },
        "0610_s10_qp_12.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0610_12/rp  \u00a9 ucles 2010  [turn over       *9777740616* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2010 0610/12/m/j/10  1 the diagram shows some liver cells as they appear under the microscope.        how many cell walls can be seen?  a 0 b 2 c 3 d 5      2 which row shows the most likely number of chloroplasts in three types of cell in a leaf?     epidermis palisade mesophyll guard cells  a 0 6 17  b 0 17 6  c 6 17 0  d 17 0 6      3 which row shows the structures present in plant and animal cells?      cell wall cytoplasm nucleus cell membrane   a   plant cell  animal cell \u0017  \u0013 \u0013  \u0013 \u0013  \u0017 \u0013  \u0013   b plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0013  \u0013 \u0013  \u0013 key  c plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0017  \u0013 \u0013  \u0017 \u0013 = present  \u0017 = absent  d plant cell  animal cell \u0017  \u0013 \u0017  \u0013 \u0013  \u0013 \u0013  \u0017       4 which structure is at a different level of organisation from the other three?  a kidney  b liver  c neurone  d testis     ",
            "3": "3  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  5 what is defined as the chemical reactions that break down food molecules in cells to release  energy?  a excretion  b movement  c nutrition  d respiration      6 the diagram shows a section through a flower.    petal     using the key, identify this flower.  1 sepals present ..  go to 2  sepals absent ...  go to 3  2 stamens attached to petals ..  a  stamens not attached to petals   b  3 stigma above anthers ...  c  stigma below anthers ...  d    7 which diagram shows one organ only?    a b c d      ",
            "4": "4  \u00a9 ucles 2010 0610/12/m/j/10  8 the diagram shows an arthropod animal.        which features are characteristic of all arthropods?  a jointed legs and segmented body  b jointed legs and thorax  c segmented body and wings  d thorax and wings      9 which solutions are used for testing for protein, reducing sugar and starch?     test for protein test for reducing  sugar test for starch  a benedict\u2019s iodine biuret  b biuret benedict\u2019s iodine  c biuret iodine benedict\u2019s  d iodine biuret benedict\u2019s     10 on a dry, sunny day, how does water vapour move through the stomata of a leaf?    a into the leaf by diffusion  b into the leaf by osmosis  c out of the leaf by diffusion  d out of the leaf by osmosis    ",
            "5": "5  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  11 the diagram shows an experiment using a potato.    concentrate d  sugar solution   fresh potato  water      which shows the result of the experiment after 24 hours?    a b c d        12 a protease is added to a suspension of egg protein in a test-tube and kept at 37  \u00b0c.    after 8 minutes, the protein changes from cloudy to transparent.    which product, or products, will now be present in the test-tube?  a amino acids  b a simple sugar  c fatty acids and glycerol  d water      13 which condition can sometimes be prevented by eating plenty of fresh fruit and vegetables?  a bleeding gums  b brittle bones  c diabetes  d soft bones     ",
            "6": "6  \u00a9 ucles 2010 0610/12/m/j/10  14 the graph shows how the rate of an enzyme-controlled reaction changes with temperature.    rate of reaction temperaturex    what is happening within the temperature range marked x?  a the enzyme is becoming denatured.  b the enzyme is being used up.  c the reaction is occurring at body temperature.  d the reaction is occurring at the optimum temperature.     15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sucrose cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     ",
            "7": "7  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  16 the table shows some of the features of respiration.    which row is correct for anaerobic respiration?     energy remaining  in products amount of  energy  released chemical pathway releases carbon  dioxide  a high high always the same sometimes  b high low different in different organisms sometimes  c low high different in different organisms always  d low low always the same always      17 four words are shown below.    alcohol       anaerobic       sugar       yeast    these words can be used in the spaces p, q, r and s to complete the sentence below.  \u2018in brewing and bread making, respiration takes place. the micro-organism called \u2026\u2026p\u2026\u2026  uses \u2026\u2026q.\u2026.. as a source of food. the product of this \u2026\u2026r\u2026\u2026 respiration is \u2026\u2026s\u2026\u2026 .\u2019    which combination of words correctly completes the sentences?     alcohol anaerobic sugar yeast  a p q r s  b q p s r  c r s q p  d s r q p     ",
            "8": "8  \u00a9 ucles 2010 0610/12/m/j/10  18 the photograph shows human blood cells as seen under a microscope at high power.    q p s r     which are red cells?  a p and q b q and r c r and s d s and p      19 the diagram shows someone blowing up a balloon.        what percentage of the gas in the balloon is carbon dioxide?  a 0.04  % b 0.4  % c 4.0  % d 40  %     20 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf    ",
            "9": "9  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  21 what happens when the body temperature rises above normal?     blood vessels in the  surface of skin sweat production  a constrict decreases  b constrict increases  c dilate decreases  d dilate increases     22 the diagram shows some of the muscles and bones of the human arm.    muscle y muscle x elbow joint    when muscle x contracts, what happens to the arm and what happens to muscle y?     arm muscle y  a bends contracts  b bends relaxes  c straightens contracts  d straightens relaxes    ",
            "10": "10  \u00a9 ucles 2010 0610/12/m/j/10  23 the diagram shows a section through part of the human eye.    suspensory ligaments lens     when a person looks at an object which is close to their eye, which of the following takes place?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner      24 which organ produces urea?  a bladder  b kidney  c liver  d pancreas     25 what term is used for the transference of a gene from one organism to another?  a artificial selection  b genetic engineering  c mutation  d natural selection     ",
            "11": "11  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  26 the diagram shows the female reproductive system.     x      what is the function of the part labelled x?  a gamete production and hormone secretion  b gamete production only  c hormone secretion only  d zygote production and hormone secretion     27 the diagram shows some of the stages in the germination of a seed. the figures show the total  mass at each stage.    stage mass  / g1 0.62 4.73 5.9    which process causes the increase in mass between stage 1 and stage 2?  a absorption of water  b enzyme action on starch  c photosynthesis  d respiration     ",
            "12": "12  \u00a9 ucles 2010 0610/12/m/j/10  28 the diagram shows the changes which take place during a woman\u2019s menstrual cycle.    012 time  / weeks time  / weeks34 01234oestrogen progesterone  menstruation  uterus  wall      what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the levels of oestrogen and progesterone  d a rise in the level of oestrogen only      29 the graph shows how dry mass of a plant changes with time.    where on the graph is growth occurring?    time dry  mass  a b cd      ",
            "13": "13  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  30 the diagram shows part of the carbon cycle.    carbon dioxide in the air carbohydrates in living plantsdead matte r carbohydrates in living animalsy     which process occurs at y?  a combustion  b decay  c photosynthesis  d respiration     31 what makes nuclear fall-out dangerous to living organisms?  a it causes flooding.  b it causes global warming.  c it damages dna.  d it damages soils.      32 the diagram shows part of the water cycle.    where is osmosis occurring?    water  vapour clouds plantssoil  lakea db c     ",
            "14": "14  \u00a9 ucles 2010 0610/12/m/j/10  33 the family tree shows the inheritance of the ability to taste a certain substance. the allele for the  ability to taste this substance is dominant to the allele for the inability to taste it.    david 1st generation 2nd generation 3rd generationmary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 keypeter hannah ?      what is the chance of the second child of peter and hannah being a \u2018non-taster\u2019?  a 1 in 1 b 1 in 2 c 1 in 3 d 1 in 4     34 the diagram shows the flow of energy in a food chain.    which organism is the producer in the food chain?    organism a  organism b  organism c  organism d      ",
            "15": "15  \u00a9 ucles 2010 0610/12/m/j/10 [turn over  35 a very large area of land has been cleared of rainforest and planted with soybean.    what result of deforestation will encourage the growth of the soybean plants?  a decrease in atmospheric oxygen  b decrease in rainfall  c increase in atmospheric carbon dioxide  d increase in soil erosion     36 the diagram shows part of a section through a leaf.        the arrow represents part of the  a carbon cycle only.  b flow of energy.  c water and carbon cycles.  d water cycle only.     ",
            "16": "16  \u00a9 ucles 2010 0610/12/m/j/10  37 the diagram shows a food web.    producer15 4 23     which organisms occupy the same trophic level?  a 3 and 2 b 4 and 1 c 5 and 2 d 5 and 3     38 the map shows a river flowing into the sea. the river is polluted by untreated sewage.    at which labelled point will the oxygen content of the water be lowest?    riversea untreated sewage  ab cd     ",
            "17": "17  \u00a9 ucles 2010 0610/12/m/j/10  39 the size of the arrows shows the approximate, relative amounts of energy passing from one  stage to the next in a food chain.    which chain represents the energy losses between trophic levels?    asun grass rabbit fox bsun grass rabbit fox csun grass rabbit fox dsun grass rabbit fox      40 the diagrams show the current population sizes for people below 50 years of age in four different  countries.    which country will be likely to have the largest popul ation of people 60 \u2013 70 years of age in 20  years time?    40 \u2013 49 30 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0  \u2013 9agepercentage of the population percentage of the population percentage of the population percentage of the populationab cd      ",
            "18": "18  \u00a9 ucles 2010 0610/12/m/j/10  blank page      ",
            "19": "19  \u00a9 ucles 2010 0610/12/m/j/10  blank page     ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0610/12/m/j/10  blank page      "
        },
        "0610_s10_qp_13.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0610_13/rp  \u00a9 ucles 2010  [turn over       *5548201 757* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2010 0610/13/m/j/10  1 the diagram shows some liver cells as they appear under the microscope.        how many cell walls can be seen?  a 0 b 2 c 3 d 5      2 which row shows the most likely number of chloroplasts in three types of cell in a leaf?     epidermis palisade mesophyll guard cells  a 0 6 17  b 0 17 6  c 6 17 0  d 17 0 6      3 which row shows the structures present in plant and animal cells?      cell wall cytoplasm nucleus cell membrane   a   plant cell  animal cell \u0017  \u0013 \u0013  \u0013 \u0013  \u0017 \u0013  \u0013   b plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0013  \u0013 \u0013  \u0013 key  c plant cell animal cell \u0013  \u0017 \u0013  \u0013 \u0017  \u0013 \u0013  \u0017 \u0013 = present  \u0017 = absent  d plant cell  animal cell \u0017  \u0013 \u0017  \u0013 \u0013  \u0013 \u0013  \u0017       4 which structure is at a different level of organisation from the other three?  a kidney  b liver  c neurone  d testis     ",
            "3": "3  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  5 what is defined as the chemical reactions that break down food molecules in cells to release  energy?  a excretion  b movement  c nutrition  d respiration      6 the diagram shows a section through a flower.    petal     using the key, identify this flower.  1 sepals present ..  go to 2  sepals absent ...  go to 3  2 stamens attached to petals ..  a  stamens not attached to petals   b  3 stigma above anthers ...  c  stigma below anthers ...  d    7 which diagram shows one organ only?    a b c d      ",
            "4": "4  \u00a9 ucles 2010 0610/13/m/j/10  8 the diagram shows an arthropod animal.        which features are characteristic of all arthropods?  a jointed legs and segmented body  b jointed legs and thorax  c segmented body and wings  d thorax and wings      9 which solutions are used for testing for protein, reducing sugar and starch?     test for protein test for reducing  sugar test for starch  a benedict\u2019s iodine biuret  b biuret benedict\u2019s iodine  c biuret iodine benedict\u2019s  d iodine biuret benedict\u2019s     10 on a dry, sunny day, how does water vapour move through the stomata of a leaf?    a into the leaf by diffusion  b into the leaf by osmosis  c out of the leaf by diffusion  d out of the leaf by osmosis    ",
            "5": "5  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  11 the diagram shows an experiment using a potato.    concentrate d  sugar solution   fresh potato  water      which shows the result of the experiment after 24 hours?    a b c d        12 a protease is added to a suspension of egg protein in a test-tube and kept at 37  \u00b0c.    after 8 minutes, the protein changes from cloudy to transparent.    which product, or products, will now be present in the test-tube?  a amino acids  b a simple sugar  c fatty acids and glycerol  d water      13 which condition can sometimes be prevented by eating plenty of fresh fruit and vegetables?  a bleeding gums  b brittle bones  c diabetes  d soft bones     ",
            "6": "6  \u00a9 ucles 2010 0610/13/m/j/10  14 the graph shows how the rate of an enzyme-controlled reaction changes with temperature.    rate of reaction temperaturex    what is happening within the temperature range marked x?  a the enzyme is becoming denatured.  b the enzyme is being used up.  c the reaction is occurring at body temperature.  d the reaction is occurring at the optimum temperature.     15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sucrose cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     ",
            "7": "7  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  16 the table shows some of the features of respiration.    which row is correct for anaerobic respiration?     energy remaining  in products amount of  energy  released chemical pathway releases carbon  dioxide  a high high always the same sometimes  b high low different in different organisms sometimes  c low high different in different organisms always  d low low always the same always      17 four words are shown below.    alcohol       anaerobic       sugar       yeast    these words can be used in the spaces p, q, r and s to complete the sentence below.  \u2018in brewing and bread making, respiration takes place. the micro-organism called \u2026\u2026p\u2026\u2026  uses \u2026\u2026q.\u2026.. as a source of food. the product of this \u2026\u2026r\u2026\u2026 respiration is \u2026\u2026s\u2026\u2026 .\u2019    which combination of words correctly completes the sentences?     alcohol anaerobic sugar yeast  a p q r s  b q p s r  c r s q p  d s r q p     ",
            "8": "8  \u00a9 ucles 2010 0610/13/m/j/10  18 the photograph shows human blood cells as seen under a microscope at high power.    q p s r     which are red cells?  a p and q b q and r c r and s d s and p      19 the diagram shows someone blowing up a balloon.        what percentage of the gas in the balloon is carbon dioxide?  a 0.04  % b 0.4  % c 4.0  % d 40  %     20 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf    ",
            "9": "9  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  21 what happens when the body temperature rises above normal?     blood vessels in the  surface of skin sweat production  a constrict decreases  b constrict increases  c dilate decreases  d dilate increases     22 the diagram shows some of the muscles and bones of the human arm.    muscle y muscle x elbow joint    when muscle x contracts, what happens to the arm and what happens to muscle y?     arm muscle y  a bends contracts  b bends relaxes  c straightens contracts  d straightens relaxes    ",
            "10": "10  \u00a9 ucles 2010 0610/13/m/j/10  23 the diagram shows a section through part of the human eye.    suspensory ligaments lens     when a person looks at an object which is close to their eye, which of the following takes place?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner      24 which organ produces urea?  a bladder  b kidney  c liver  d pancreas     25 what term is used for the transference of a gene from one organism to another?  a artificial selection  b genetic engineering  c mutation  d natural selection     ",
            "11": "11  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  26 the diagram shows the female reproductive system.     x      what is the function of the part labelled x?  a gamete production and hormone secretion  b gamete production only  c hormone secretion only  d zygote production and hormone secretion     27 the diagram shows some of the stages in the germination of a seed. the figures show the total  mass at each stage.    stage mass  / g1 0.62 4.73 5.9    which process causes the increase in mass between stage 1 and stage 2?  a absorption of water  b enzyme action on starch  c photosynthesis  d respiration     ",
            "12": "12  \u00a9 ucles 2010 0610/13/m/j/10  28 the diagram shows the changes which take place during a woman\u2019s menstrual cycle.    012 time  / weeks time  / weeks34 01234oestrogen progesterone  menstruation  uterus  wall      what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the levels of oestrogen and progesterone  d a rise in the level of oestrogen only      29 the graph shows how dry mass of a plant changes with time.    where on the graph is growth occurring?    time dry  mass  a b cd      ",
            "13": "13  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  30 the diagram shows part of the carbon cycle.    carbon dioxide in the air carbohydrates in living plantsdead matte r carbohydrates in living animalsy     which process occurs at y?  a combustion  b decay  c photosynthesis  d respiration     31 what makes nuclear fall-out dangerous to living organisms?  a it causes flooding.  b it causes global warming.  c it damages dna.  d it damages soils.      32 the diagram shows part of the water cycle.    where is osmosis occurring?    water  vapour clouds plantssoil  lakea db c     ",
            "14": "14  \u00a9 ucles 2010 0610/13/m/j/10  33 the family tree shows the inheritance of the ability to taste a certain substance. the allele for the  ability to taste this substance is dominant to the allele for the inability to taste it.    david 1st generation 2nd generation 3rd generationmary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 keypeter hannah ?      what is the chance of the second child of peter and hannah being a \u2018non-taster\u2019?  a 1 in 1 b 1 in 2 c 1 in 3 d 1 in 4     34 the diagram shows the flow of energy in a food chain.    which organism is the producer in the food chain?    organism a  organism b  organism c  organism d      ",
            "15": "15  \u00a9 ucles 2010 0610/13/m/j/10 [turn over  35 a very large area of land has been cleared of rainforest and planted with soybean.    what result of deforestation will encourage the growth of the soybean plants?  a decrease in atmospheric oxygen  b decrease in rainfall  c increase in atmospheric carbon dioxide  d increase in soil erosion     36 the diagram shows part of a section through a leaf.        the arrow represents part of the  a carbon cycle only.  b flow of energy.  c water and carbon cycles.  d water cycle only.     ",
            "16": "16  \u00a9 ucles 2010 0610/13/m/j/10  37 the diagram shows a food web.    producer15 4 23     which organisms occupy the same trophic level?  a 3 and 2 b 4 and 1 c 5 and 2 d 5 and 3     38 the map shows a river flowing into the sea. the river is polluted by untreated sewage.    at which labelled point will the oxygen content of the water be lowest?    riversea untreated sewage  ab cd     ",
            "17": "17  \u00a9 ucles 2010 0610/13/m/j/10  39 the size of the arrows shows the approximate, relative amounts of energy passing from one  stage to the next in a food chain.    which chain represents the energy losses between trophic levels?    asun grass rabbit fox bsun grass rabbit fox csun grass rabbit fox dsun grass rabbit fox      40 the diagrams show the current population sizes for people below 50 years of age in four different  countries.    which country will be likely to have the largest popul ation of people 60 \u2013 70 years of age in 20  years time?    40 \u2013 49 30 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age 40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0 \u2013 9age40 \u2013 4930 \u2013 3920 \u2013 2910 \u2013 19 0  \u2013 9agepercentage of the population percentage of the population percentage of the population percentage of the populationab cd      ",
            "18": "18  \u00a9 ucles 2010 0610/13/m/j/10  blank page      ",
            "19": "19  \u00a9 ucles 2010 0610/13/m/j/10  blank page     ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0610/13/m/j/10  blank page        "
        },
        "0610_s10_qp_21.pdf": {
            "1": "    this document consists of 15 printed pages and 1 blank page.  ib10 06_0610_21/6rp  \u00a9 ucles 2010  [turn over       *2439575 101* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  may/june 2010     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 1 fig. 1.1 shows two cells.    cell a cell b    fig. 1.1     (a) (i)  state where, in a human, a cell of type a would normally be found.   [1]     (ii) state where, in a plant, a cell of type b would be found.    [1]     (b) use only words from the list to complete the statements about cell b.    air  cellulose  chloroplasts  membrane  mitochondria              nucleus  starch  vacuole  wall  cell sap      cell b has a thick outer layer called the cell   . this is  made of   . the cytoplasm of cell b contains many    that are used in the process of photosynthesis. the  large permanent    is full of    and  this helps to maintain the shape of the cell.        [5]   ",
            "3": "3  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (c) fig. 1.2 shows structures that produce urine and excrete it from the body of a mammal.        fig. 1.2     (i) on fig. 1.2, label and name one organ. [1]      (ii) use examples from fig. 1.2 to explain the difference between the terms organ  and  organ system .         [3]          [total 11] ",
            "4": "4  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 2 table 2.1 shows some of the external features of the five classes of vertebrates.     complete the table by placing a tick ( /checkbld) to indicate if each class has the feature.    table 2.1    class of  vertebrate external   ear flap feathers or fur scaly skin two pairs of  limbs  amphibians      birds      fish      mammals      reptiles           [5]       [total: 5]    3 rain forests are the natural vegetation in areas with high rainfall.    tropical rain forest is being cut down in many parts of the world to clear land for agriculture.  the soil of the rain forest allows water to drain through it very rapidly.     table 3.1 shows the yield of cotton crops, grown under three different conditions, on land  cleared of rain forest.    table 3.1     yield of cotton / kg per hectare  years since the  forest was cleared no fertiliser added to  the soil fertiliser added to  soil during year 1 chopped grass  added to the soil  during year 1  1 200 398   220  2 180 790 1460  3 120 700   980       (a) (i)  what happened to the yield of cotton over the three years if no fertiliser was added  to the soil?     [1]   ",
            "5": "5  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (ii) suggest possible reasons for this change in the yield of cotton.       [2]       (b) (i)  what happened to the yield of cotton when fertiliser was added to the soil in      year 1?     [1]     (ii) suggest why excessive quantities of fertiliser should not be added to the soil.         [2]      (c) chopped grass added to the soil has little effect on the crop yield in year 1.     suggest why it has much greater effect on the yield in years 2 and 3.         [2]        [total: 8]     ",
            "6": "6  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 4 fig. 4.1 shows a pyramid of biomass.    4 3 ...21 ...trophic level     fig. 4.1    (a) on fig. 4.1, name trophic levels 1 and 3. [2]      (b) fig. 4.2 shows a food web of a freshwater pond and fig. 4.3 shows  the same pyramid  of biomass as was shown in fig. 4.1.    microscopic green algae ( j)water fleas ( g)protozoas ( h) larger plants ( k)pond snails ( i)hydras ( d)mosquito larvae ( e)leeches ( f)sticklebacks ( c)water boatmen ( a)dragonfly larvae ( b)     fig. 4.2    4 3 21 trophic level ... ...     fig. 4.3     (i) in the boxes for trophic levels 2 and 4 in fig. 4.3, write the letters ( a to k) of all the  organisms that are members of these trophic levels. [2]    ",
            "7": "7  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (ii) an outbreak of a bacterial disease that affects only mosquito larvae occurred in the  pond. predict and explain two of the effects this might have on the hydra  population.              [4]         [total: 8]    ",
            "8": "8  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 5 fig. 5.1 shows an experiment to investigate the conditions needed for germination.     tubes a, b, c and d are at room temperature and tube e is in a freezer.    abcde seeds dry cottonwoolmoistcottonwoolmoist cotton woolboiledwaterblackcard oil room temperature in freezer     fig. 5.1     (a) state three of the environmental conditions this experiment is investigating.  1.   2.   3.  [3]       (b) predict in which two tubes the seeds will germinate.   [2]     (c) nuclear and cell division happen during germination.       (i)  name the type of nuclear division that takes place during the growth of a seedling.   [1]    (ii) state how the number of chromosomes in each of the new cells compares with the  number of chromosomes in the original cells.    [1]    ",
            "9": "9  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (d) fig. 5.2 shows the changes in the dry mass of a broad been seed in the first five days  after planting.    2 10 time after planting / daysdry  mass  / g 1          2          3          4          5     fig. 5.2      describe and suggest an explanation for the changes that happen to the dry mass of  the seed in the first five days after planting.         [3]         [total: 10]   ",
            "10": "10  \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use 6 fig. 6.1 shows a fetus developing inside the uterus.    m on p     fig. 6.1     (a) the fetus developed from a fertilised egg cell. place an  x on the diagram where an egg  cell is normally fertilised. [1]     (b) (i) name the structures m and n.  m   n  [2]    (ii) describe the role of structure m in gaseous exchange.          [3]       (c) describe how the structures labelled o and p are involved in the birth of the baby.  structure  o     structure  p    [2]      ",
            "11": "11  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (d) (i)  if a woman infected with hiv becomes pregnant, her baby may also be infected  with hiv, by the time it is born.       suggest two ways this may happen.       [2]     (ii) apart from avoiding infections, describe two other ways that a pregnant mother  can help her baby develop healthily.   1.     2.    [2]         [total: 12] ",
            "12": "12   0610/21/m/j/10  blank page",
            "13": "13  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use 7 fig. 7.1 shows three different types of teeth from a human.    ab c     fig. 7.1     (a) (i)  name the types of teeth labelled a and b.  a   b  [2]    (ii) state where in the jaw tooth type c is found.    [1]       (b) explain how regular brushing helps to prevent tooth decay.           [3]       (c) explain the roles of chewing and of enzymes in the process of digestion.           [4]         [total: 10]   ",
            "14": "14   0610/21/m/j/10  8 fig. 8.1 shows the route taken by blood around the body.    lungs body organsheart chamber a heart chamber bcde f     fig. 8.1     (a) (i)  name the heart chambers a and b.  a   b  [2]    (ii) use information shown in fig. 8.1 to identify the type of blood vessel c as either an  artery or a vein.   type of vessel    reason    [2]      ",
            "15": "15  \u00a9 ucles 2010 0610/21/m/j/10 [turn over  for  examiner's  use  (b) (i)  state and explain two differences between the contents of the blood flowing in  vessels c and e.  1.     2.    [2]      (ii) suggest and explain which of the four blood vessels contains blood at the highest  pressure.        [2]        [total: 8]   ",
            "16": "16    copyright acknowledgements:       permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.  university of cambridge international examinations is part of t he 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.   \u00a9 ucles 2010 0610/21/m/j/10  for  examiner's  use9 (a) name two human sense organs and an environmental stimulus that each detects.  sense organ 1   stimulus it detects   sense organ 2   stimulus it detects  [2]      (b) (i)  tropisms occur in plants. state the meaning of the term tropism .       [2]      (ii) complete table 9.1 about tropisms in plants.     table 9.1    stimulus name of tropism effect on plant shoot  gravity    light         [4]       [total: 8]     "
        },
        "0610_s10_qp_22.pdf": {
            "1": "    this document consists of 15 printed pages and 1 blank page.  ib10 06_0610_22/6rp  \u00a9 ucles 2010  [turn over       *8576531 277* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  may/june 2010     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, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 1 fig.1.1 shows the shells of five molluscs.    ab c d e     fig.1.1    use the key to identify each of the molluscs which normally live inside the shells.   write the name of each mollusc in the correct box of table 1.1.      as you work through the key, tick ( /checkbld) the boxes in table 1.1 to show how you identified  each mollusc.  key     name of mollusc    1 (a)   shell made of  two parts     (b)   shell made of one part only   2 (a)   both shell halves have ridges running down the shell    (b)   both shell halves are smooth    3 (a)   shell tightly coiled    (b)   shell conical with no coil  4 (a)   bottom coil less than a quarter of the length of the shell     (b)   bottom coil more than half of the length of the shell     go to 2  go to 3    cardium  venerupis    go to 4 patella    turritella  buccinum    table 1.1     1 (a) 1 (b) 2 (a) 2 (b) 3 (a) 3 (b) 4 (a) 4 (b) name of mollusc  a           b           c           d           e                 [4]        [total: 4] ",
            "3": "3  \u00a9 ucles 2010 0610/22/m/j/10 [turn over  for  examiner's  use 2 (a)  humans need a supply of mineral salts, such as calcium and iron, in their diet.    (i) state a role of calcium ions in the human body.    [1]     (ii) state a role of iron ions in the human body.    [1]      (b) fertilisers are used by farmers to increase the growth of crop plants.      the fertilisers contain a mixture of mineral salts.   (i) state a use of magnesium ions in a plant.    [1]     (ii) state a use of nitrate ions in a plant.    [1]       (c) a factory that produces fertilisers is located next to a small river. at the end of each  week its machinery is washed out and the contaminated water is released into the river.      suggest what effects this action could have on the plants and animals living in the river.            [4]        [total: 8]   ",
            "4": "4  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 3 a species of plant has white-flowered plants and blue-flowered plants.    if a homozygous white-flowered plant was crossed with a blue-flowered plant, all the seeds  produced plants with only blue flowers.     (a) state which flower colour is controlled by the dominant allele and explain your reason  for this answer.      [1]      (b) use the symbols, b and b, to represent the two alleles for flower colours.    (i) state the genotype of each parent plant.    blue-flowered plant    white-flowered plant  [2]    (ii) state the genotype of the offspring.    [1]     (iii) draw a genetic diagram to predict the likely results of a cross between  one of the  blue-flowered offspring and a white-flowered plant.                                              [4] ",
            "5": "5   0610/22/m/j/10 [turn over                              question 3 continues on page 6",
            "6": "6  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use  (c) fig. 3.1 shows a cob of a maize plant.    grains containing seeds     fig. 3.1      fig. 3.2 shows the length of the cobs fo rmed by a number of different maize plants.     all the plants were grown from seeds from one original cob.    70 605040302010 0 7 8 9 10 11 12 13 length of cob  / cm14 15 16 17 18 19number of cobs     fig. 3.2   ",
            "7": "7   0610/22/m/j/10 [turn over  for  examiner's  use  (i) explain the evidence visible in fig. 3.2, that shows that this is continuous variation.         [1]     (ii) suggest three environmental factors that might affect the length of the maize  cobs.   1.  2.   3.  [3]     (iii) explain how the type of variation shown by the maize cobs differs from that shown  by the blue and white flowers.      [1]        [total 13]    ",
            "8": "8  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 4 in the arctic, snowy owls are predators of lemmings. the lemmings eat arctic plants.    (a) draw the food chain for this arctic ecosystem.   [1]       (b) fig. 4.1 shows changes in the populations of snowy owls and lemmings over a three  year period.    10 98765432105 43210 year 1 year 2 year 3hundreds of lemmingsper km 2numberof owlsper km 2lemmings snowy owls     fig. 4.1    (i) during the first 10 months of year 1 the lemming population increases  slowly at  first and then more rapidly. suggest why the rate of increase becomes greater.      [1]     (ii) using information in fig. 4.1, suggest why the lemming population  falls during     year 2.        [2]   ",
            "9": "9   0610/22/m/j/10 [turn over  for  examiner's  use  (iii) using information in fig. 4.1, describe and explain how changes in the lemming  population affect the snowy owl population.           [3]     (iv) if all the snowy owls were removed from the arctic ecosystem, suggest and explain  what effect this would have on the lemming population in the following  years.           [3]      (c) lemmings and snowy owls get their energy from the food they eat.     (i) what is the original source of all the energy in this ecosystem?    [1]     (ii) name the process that first traps this energy.    [1]        [total 12]   ",
            "10": "10  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 5 (a)  fig. 5.1 shows the concentration of alcohol in  the blood of a person over a number of  hours. during this time the person had several alcoholic drinks while eating a meal.    8 pm12 midnight4 am8 am time  / hours12 midday4 pm8 pm200 160120 80 40 0maximum legal levelfor driving in britainblood alcohol concentration/  mg per cm3xy     fig. 5.1      in britain it is illegal for a person to drive a vehicle with more than 80  mg of alcohol per  cm3 of blood.     (i) what is the highest concentration of alcohol in the person\u2019s blood?      mg of alcohol per cm3 of blood. [1]     (ii) the alcohol in the blood is steadily broken down.     name the organ of the  body that breaks down alcohol.    [1]     (iii) the alcohol continues to be broken down at the same rate as between  x and y.     complete the graph, by extending the line, until there is no alcohol in the person\u2019s  blood. [1]     (iv) use the graph to predict when the person would be able to legally drive  a vehicle  again.    [1]  ",
            "11": "11   0610/22/m/j/10 [turn over  for  examiner's  use  (b) (i)  alcohol is a depressant drug.      explain how this could affect the ability of a person to drive a vehicle.      [2]     (ii) state a long \u2212term effect alcohol can have on two named organs.    organ 1     effect    organ 2    effect  [2]     (iii) describe two social problems that can happen if a person becomes addicted  to  alcohol.   1.    2.    [2]        [total: 10]   ",
            "12": "12  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 6 (a)  define asexual  reproduction .      [2]       (b) fig. 6.1 shows a strawberry plant that can reproduce both asexually and sexually.    strawberry flower strawberry pip containing a seed     fig. 6.1    (i) name the type of cell division that happens only during sexual reproduction.    [1]     (ii) a farmer decided to increase the  number of strawberry plants by asexual rather  than sexual  reproduction.      suggest a biological reason why the farmer may have decided this.     [1]     ",
            "13": "13   0610/22/m/j/10 [turn over  for  examiner's  use  (c) the strawberry flower has five large, white petals. explain the importance of these  petals in the process of reproduction.        [3]      (d) seeds are often found inside brightly coloured, fleshy fruits.    describe the advantage of fruits being coloured and fleshy.      [2]        [total: 9]   ",
            "14": "14  \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 7 (a) (i) name the term that is used to describe the maintenance of a constant internal  environment.    [1]       (ii) state two advantages to a mammal of maintaining a constant body  temperature.   1.    2.    [2]      (b) fig. 7.1 shows changes in a person\u2019s body temperature before, during and after a  period of exercise.    exercise begins      endstime40 39383736353433body temperature/  \u00b0c     fig. 7.1    (i) using information from fig. 7.1, state the normal body temperature of this person.      \u00bac. [1]     (ii) explain what is meant by the term vasodilation .    [1]     (iii) on fig. 7.1, label with an x a point when vasodilation is having  an effect on the  person\u2019s body temperature. [1]    ",
            "15": "15   0610/22/m/j/10 [turn over  for  examiner's  use  (iv) explain how vasodilation affects body temperature.             [4]        [total: 10]     8 (a) (i)  name the organ that makes bile.   [1]     (ii) state where bile is stored until it is released into the small intestine.    [1]     (iii) name the organ that produces lipase and is joined to the small  intestine.    [1]      (b) describe the roles of bile and of lipase in the digestion of fats.          [3]        [total: 6]        question 9 is on the next page.   ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2010 0610/22/m/j/10  for  examiner's  use 9 (a)  the air which is inhaled is different from that which is exhaled.      complete the following sentences about these differences.  (i) inhaled air has more  than exhaled air. [1]  (ii) exhaled air has more  and       than inhaled air.    [2]  (iii) inhaled air usually has a  temperature than exhaled air [1]       (b) one of the gases present in inhaled and exhaled air is carbon dioxide.     describe how you could test exhaled air for carbon dioxide and describe the result if  carbon dioxide is present.  test     result  [2]       (c) gases enter and leave the blood by diffusion. define diffusion .      [2]        [total: 8]   "
        },
        "0610_s10_qp_31.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 06_0610_31/4rp  \u00a9 ucles 2010  [turn over       *0409173684* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2010     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 1 (a)  define the term sensitivity .         [2]     fig. 1.1 shows a horizontal section through the eye.   x yabcde     fig. 1.1    (b) (i)  name structures a to d.  a   b   c   d  [4]      (ii) state the functions of structures b and e.   b   e  [2]      ",
            "3": "3  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  the retina contains light-sensitive cells known as rods and cones. the distribution of rods in  the retina from point x to point y, as shown on fig. 1.1, was investigated.     fig. 1.2 shows the distribution of rods in the retina from point x to point y.    number of light-sensitivecells xg h y distance along the retina     fig. 1.2     (c) (i)  g and h, as shown on fig. 1.2, are parts of the retina.       name g and h.  g   h  [2]     (ii) describe the function of the rods.         [2]      (iii) draw a line on fig. 1.2 to show the distribution of cones in the retina.  [2]       [total: 14]  ",
            "4": "4  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 2 a student measured the uptake and release of carbon dioxide from a plant during 24 hours.  it was a very bright, sunny day between sunrise and sunset.    fig. 2.1 shows the student\u2019s results.   0000 0600 1200 time  / h1800 2400uptake of carbon dioxide release of carbon dioxideno net uptake or release     fig. 2.1     (a) (i)  use the information in fig. 2.1 to state the time that sunrise occurred.   [1]      (ii) using fig. 2.1, state the times when there is no uptake or release of carbon  dioxide.  1.   2.  [1]      (iii) state why plants release carbon dioxide at night.    [1]      (iv) explain why it is important for plants that carbon dioxide uptake during the day is  greater than carbon dioxide released at night.          [2]   ",
            "5": "5  \u00a9 ucles 2010 0610/31/m/j10 [turn over                                 question 2 continues on page 6",
            "6": "6  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use  the yields of tomatoes grown in open fields in india are very low compared with yields of  tomatoes grown in glasshouses in europe.      in a study, scientists in india grew tomato plants in glasshouses and in open fields nearby.  the growth of the plants and the yields of tomatoes were recorded.    the results are shown in table 2.1.   table 2.1     tomato plants grown in   glasshouses open fields  mean final height of  tomato plants / cm 84.1  69.0   mean number of  leaves per tomato  plant 123.0  82.0   mean fresh mass of  tomato plants / g 988.3  491.7   mass of tomatoes  per plant / g 2986.0  818.9   mean fresh mass of  tomatoes / g 95.0  84.4       (b) (i)  the mean fresh mass of tomatoes grown in glasshouses was greater than the  mean fresh mass of tomatoes grown in open fields.        calculate the difference in mean fresh mass as a percentage of the mean fresh  mass of tomatoes grown in open fields.       show your working.          answer =    % [2]     ",
            "7": "7  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use   (ii) suggest how an increase in the height of the plants and the number of leaves on  each plant affects the yield of tomatoes.            [3]       (c) the scientists made sure that the only diff erences between the two groups of plants  were the result of the protection provided by the glasshouses.       suggest the factors that the scientists should have kept the same for the two groups of  plants in this investigation.           [3]      (d) the growth and final yields of crops  grown in open fields are often limited by  environmental factors.      describe how these factors are controlled in commercial glasshouses to give high  yields of crops such as tomatoes.               [4]         [total: 17]  ",
            "8": "8  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 3 fig. 3.1 shows a human egg cell and a human sperm cell.     10  \u00b5m human sperm cell human egg cell100  \u00b5m     fig. 3.1     (a) (i)  what is the name given to the release of eggs from the ovary?   [1]      (ii) sperm cells and egg cells are haploid. state the meaning of the term haploid .   [1]     ",
            "9": "9  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  (b) complete the table to compare egg cells with sperm cells.    feature egg cells sperm cells  site of production    relative size    numbers produced    mobility          [4]    (c) three hormones that control the menstrual cycle are:    \u007f follicle stimulating hormone (fsh)  \u007f luteinising hormone (lh)  \u007f oestrogen.     (i) name the site of production and release of oestrogen.   [1]      (ii) describe the role of oestrogen in controlling the menstrual cycle.         [2]      (d) artificial insemination is sometimes used as a treatment for female infertility.      outline how artificial insemination is carried out in humans.         [2]         [total: 11]  ",
            "10": "10  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 4 acid rain is a serious environmental problem in some areas of the world. lakes in canada,  norway and scotland are highly acidic as a result of acid rain.     fig. 4.1 shows a cause of acid rain.       power stations and factories releasesulfur dioxide rain becomes acidic harming vegetationand organisms that live in waterwind-blown chemicals combine with watervapour in the air lake     fig. 4.1     (a) (i)  state one cause of acid rain other than that shown in fig. 4.1 .   [1]      (ii) describe two effects of acid rain on forest ecosystems.  1.     2.    [2]       (b) describe two different ways to reduce pollution so that there is less acid rain.  1.     2.    [2]   ",
            "11": "11  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  fig. 4.2 shows the ph ranges that some animals that live in lakes can tolerate.    trout bassperchfrogs salamandersclams snailscrayfish mayfly larvaeblackfly larvaefish amphibians molluscs crustacean insectsgroup examples 7.0 6.5 6.0 5.5 5.0 4.5 4.0 3.5animals ph     fig. 4.2     (c) state  one feature of molluscs that is not a feature of crustaceans.   [1]      (d) using the information in fig. 4.2,     (i)  name an animal that could be found in a lake with a ph of 4.0;   [1]     (ii)  name the animals that are most sensitive to a decrease in ph;   [1]     (iii)  suggest why some animals cannot tolerate living in water of ph as low as 4.0.         [2]        [total: 10]  ",
            "12": "12  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 5 fig. 5.1 shows the processes involved in the manufacture of yoghurt.    milk milk heat treated at 85\u201395  \u00b0c for 15 to 30 minutes milk homogenised to give an even consistency starter culture of bacteria added mixture incubated at 37\u2013  44  \u00b0c mixture cooled yoghurt is packed and sent at 4  \u00b0c to shopssugar may be added food additives and fruit addedmilk cooled oxygen used up ph decreases     fig. 5.1     (a) (i)  explain why the milk must be cooled before the bacteria are added.       [2]      (ii) explain why the ph decreases only after  the oxygen in the milk has been used up.       [2]      (iii) suggest one type of food additive that could be added to yoghurt.   [1]  ",
            "13": "13  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  the starter culture contains two species of bacteria, streptococcus thermophilus  and  lactobacillus bulgaricus .     fig. 5.2 shows the growth of these bacteria during the production of yoghurt.   0123 time since start of incubation  / h456numbers of bacterias. thermophilus l. bulgaricus     fig. 5.2     (b) using your knowledge of population growth and the factors that affect it, describe      and explain the growth of s. thermophilus , as shown in fig. 5.2.                     [5]   ",
            "14": "14  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use  (c) suggest why the numbers of l. bulgaricus  do not start to increase until after the  increase in the numbers of s. thermophilus .           [2]          [total: 12]    ",
            "15": "15   0610/31/m/j10 [turn over  blank page                           question 6 begins on page 16.",
            "16": "16  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use 6 the food and agriculture organization (fao) collects data on food supplies worldwide.     the fao classifies the causes of severe food shortages as either by natural disasters or as  the result of human action.      natural disasters are divided into those that  occur suddenly and those that take a long time  to develop. human actions are divided into those that are caused by economic factors and  those that are caused by wars and other conflicts.     fig. 6.1 shows the changes in the number of severe food shortages between 1981 and  2007.    1981 1983 1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007total natural disasters result of humanaction70 605040302010 0 yearnumber of severefoodshortages       fig. 6.1   ",
            "17": "17  \u00a9 ucles 2010 0610/31/m/j10 [turn over  for  examiner's  use  fig. 6.2 shows the causes of severe f ood shortages in the 1980s, 1990s and 2000s.    natural disasters result of humanaction key sudden onset economic factorsslow onset war and conflict1980s 1990s 2000s 86  %8 0  %73  %1414 %2020 % 2727 %14  % 2 %20  % 27  % 1111 % 9898 % 8989 %7373 %2727 %11 % 27  % 98  % 89  %73  %     fig. 6.2     (a) (i)  state two types of natural disaster that occur suddenly and may lead to severe  food shortages.  1.   2.  [2]      (ii) state one type of natural disaster that may take several years to develop.   [1]     ",
            "18": "18  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use  (b) use the information in fig. 6.1 and fig. 6.2 to describe  the changes in food shortages  between 1981 and 2007.                   [5]      (c) explain how the increase in the human population may contribute to severe food  shortages.             [3]     ",
            "19": "19  \u00a9 ucles 2010 0610/31/m/j10  for  examiner's  use  the quality and quantity of food available worldwide has been improved by artificial  selection (selective breeding) and genetic engineering.     (d) use a named  example to outline how artificial selection is used to improve the quantity  or quality of food.                 [4]       (e) define the term genetic engineering .     [1]          [total: 16]  ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/31/m/j10  blank page "
        },
        "0610_s10_qp_32.pdf": {
            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib10 06_0610_32/6rp  \u00a9 ucles 2010  [turn over       *9605759495* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2010     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use 1 (a) define the terms sensitivity  and involuntary action .    sensitivity     involuntary action      [3]     fig. 1.1 shows the reflex arc for the knee jerk reflex.    kneecap sharp blow here tibia fibulafemura b c dx y     fig. 1.1   ",
            "3": "3  \u00a9 ucles 2010 0610/32/m/j/10 [turn over  for  examiner's  use  (b) (i)  name parts a to d.  a   b   c   d  [4]      (ii) nerve cells use active transport to move ions across their cell membranes.       explain what is meant by the term active transport.          [2]       (c) explain what would happen to the reflex shown in fig. 1.1 if the nerve was cut across  at x-y.              [3]     ",
            "4": "4  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use  (d) fig. 1.2 shows the grasping reflex of a baby.           fig. 1.2     suggest why it is a good idea to test a baby\u2019s reflexes immediately after birth.     [1]         [total: 13]      2 fig. 2.1 shows the root systems of two species of desert plant, a and b.     ab soil level 20  m     fig. 2.1 ",
            "5": "5  \u00a9 ucles 2010 0610/32/m/j/10 [turn over  for  examiner's  use  (a) describe the two root systems shown in fig. 2.1 and explain how each is an adaptation  for survival in a desert ecosystem.              [4]     (b) describe and explain two ways in which the leaves  of desert plants reduce water loss  in transpiration.  1.       2.      [4]     (c) xylem and phloem are transport tissues in plants. they transport substances from  organs that are known as sources to organs known as sinks.      complete the table to show:    \u007f two substances being transported in each tissue  \u007f an organ that is a source for substances being transported in each tissue  \u007f an organ that is a sink for substances being transported in each tissue.    tissue substances being   transported source of  substances in the  plant sink for substances  in the plant  xylem   1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026   2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026.      phloem   1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026  2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026.            [6]      [total: 14] ",
            "6": "6  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use 3 the highest yields of potatoes are obtained in the usa. in bangladesh they are very much   lower. scientists investigated the effects of improving soil fertility on the growth and yields  of potatoes in bangladesh.    they carried out an investigation by dividing a field into four plots, e to h. the potatoes in  each plot received different treatments:    e \u2013 no fertiliser or manure     f \u2013 manure only    g \u2013 chemical fertiliser only     h \u2013 manure and chemical fertiliser    the scientists measured different  aspects of growth and final yield of the potato plants.   their results are shown in table 3.1.   table 3.1    plot treatment mean plant  height at  maturity / cm mean fresh mass  of potato tubers  per plant / g yield of potato  tubers / tonnes  per hectare  e no fertiliser or  manure 46.2 190.0 12.6  f manure only 59.3 285.0 19.3  g chemical fertiliser  only 66.1 320.5 21.2  h manure and  chemical fertiliser 71.5 365.0 24.3      (a) (i)  the yield of potato tubers was greater in plot h than in plot e.        calculate the difference in yield as a percentage of the yield in plot e.     show your working.     answer =  % [2]      (ii) suggest and explain the importance of increased plant height in the production of  tubers.         [2]   ",
            "7": "7  \u00a9 ucles 2010 0610/32/m/j/10 [turn over  for  examiner's  use   (iii) describe the effect of adding manure and chemical fertilisers on the yield of potato  tubers.            [3]      (iv) manure and chemical fertilisers provide plants with nitrate ions.     explain how extra nitrate ions in the soil may have increased the yield of the  potatoes.         [2]      (v) state why plot e was included in this investigation.    [1]       (b) discuss the advantages and disadvantages of adding chemical fertilisers to crops.                   [5]        [total: 15]   ",
            "8": "8  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use 4 when bacteria are spread onto agar in a petri dish they form colonies. each colony forms    from one bacterium. fig. 4.1 shows an investigation into antibiotic resistance in a species of  bacterium that causes disease.     no antibiotic added to agar antibiotic addedto agar antibiotic addedto agarantibiotic addedto agara b cdtransfer of bacteria  culture from dish b to liquid mediumtransfer of bacteriaculture todish a transfer of bacteriaculture todish b transfer of bacteria culture to dish d transfer of bacteria  culture to dish c  after 24 hoursculture of bacteria in a liquid medium bacteria exposed to x-raysagarcolonies of bacteria start of process     fig. 4.1 ",
            "9": "9  \u00a9 ucles 2010 0610/32/m/j/10 [turn over  for  examiner's  use  (a) explain what is meant by the term antibiotic .        [2]      (b) explain why       (i) only a few bacteria grew in dish b compared with dish a,    [1]      (ii) more bacteria grew in c than in b.     [1]      (c) fig. 4.1 shows the effect of an antibiotic on a species of disease-causing bacterium.       suggest why antibiotics should not be used too often.        [2]      (d) explain the possible effect of the x-rays on the bacteria.              [3]     ",
            "10": "10  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use  (e) state two ways in which the structure  of a bacterium differs from the structure  of a  virus.  1.  2.  [2]       (f) human immunodeficiency virus (hiv) infects cells of the immune system.     describe the effects of hiv on the immune system.               [4]        [total: 15]   5 fig. 5.1 shows a capillary inside a tissue.    lining of capillary red blood cell s r qcell in tissue tissue fluid t pblood flow     fig. 5.1",
            "11": "11   0610/32/m/j/10  for  examiner's  use  (a) (i)  state how oxygen passes from the capillary into cell q and describe the function of  this gas in a cell.     [2]      (ii) name two substances required by cells, other than oxygen , that pass from the  blood to the tissue fluid at r.  1.  2.  [1]      (iii) name two substances produced by cells  that pass from the tissue fluid to the  blood at s.  1.  2.  [1]       (b) with reference to fig. 5.1, describe and explain two ways in which capillaries are  adapted to their function.  1.       2.      [4]      (c) tissue fluid drains into vessel p at t and eventually returns to the blood.      (i) name the type of vessel labelled p.   [1]      (ii) explain how fluid passes along these vessels.     [1]         [total: 10]    ",
            "12": "12  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use 6 carbon dioxide and methane are two important greenhouse gases. the effect of human  activities in increasing the concentration of greenhouse gases, such as carbon dioxide and methane, is known as the enhanced greenhouse effect.    fig. 6.1 shows the concentrations of carbon dioxide and methane in the atmosphere over  the past 1000 years.    1000 1200 1400 1600 1800 2000 year380 360340320300280260concentration of carbon dioxide in the atmosphere  / parts per million 1000 1200 1400 1600 1800 2000 year2.00 1.751.501.251.000.75concentration of methane in theatmosphere  / parts per million     fig. 6.1     ",
            "13": "13   0610/32/m/j/10 [turn over  for  examiner's  use  (a) using information in fig. 6.1, describe the trend in the concentrations of carbon dioxide  and methane over the past 1000 years.            [3]       (b) suggest and explain reasons for the trend in the concentrations of carbon dioxide and  methane that you described in (a).            [4]       (c) explain how gases, such as those shown in fig. 6.1, contribute to the greenhouse  effect.             [3]     ",
            "14": "14  \u00a9 ucles 2010 0610/32/m/j/10  for  examiner's  use  (d) people are encouraged to recycle materials, such as paper and plastics.      discuss the advantages of recycling materials, such as paper and plastics.              [3]         [total: 13]  ",
            "15": "15   0610/32/m/j/10  blank page",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he 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.    0610/32/m/j/10  blank page "
        },
        "0610_s10_qp_33.pdf": {
            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib10 06_0610_33/fp  \u00a9 ucles 2010  [turn over       *2931929578* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  may/june 2010     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use 1 (a) define the terms sensitivity  and involuntary action .    sensitivity     involuntary action      [3]     fig. 1.1 shows the reflex arc for the knee jerk reflex.    kneecap sharp blow here tibia fibulafemura b c dx y     fig. 1.1   ",
            "3": "3  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (b) (i)  name parts a to d.  a   b   c   d  [4]      (ii) nerve cells use active transport to move ions across their cell membranes.       explain what is meant by the term active transport.          [2]       (c) explain what would happen to the reflex shown in fig. 1.1 if the nerve was cut across  at x-y.              [3]     ",
            "4": "4  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use  (d) fig. 1.2 shows the grasping reflex of a baby.           fig. 1.2     suggest why it is a good idea to test a baby\u2019s reflexes immediately after birth.     [1]         [total: 13]      2 fig. 2.1 shows the root systems of two species of desert plant, a and b.     ab soil level 20  m     fig. 2.1 ",
            "5": "5  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (a) describe the two root systems shown in fig. 2.1 and explain how each is an adaptation  for survival in a desert ecosystem.              [4]     (b) describe and explain two ways in which the leaves  of desert plants reduce water loss  in transpiration.  1.       2.      [4]     (c) xylem and phloem are transport tissues in plants. they transport substances from  organs that are known as sources to organs known as sinks.      complete the table to show:    \u007f two substances being transported in each tissue  \u007f an organ that is a source for substances being transported in each tissue  \u007f an organ that is a sink for substances being transported in each tissue.    tissue substances being   transported source of  substances in the  plant sink for substances  in the plant  xylem   1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026   2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026.      phloem   1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026  2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026.            [6]      [total: 14] ",
            "6": "6  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use 3 the highest yields of potatoes are obtained in the usa. in bangladesh they are very much   lower. scientists investigated the effects of improving soil fertility on the growth and yields  of potatoes in bangladesh.    they carried out an investigation by dividing a field into four plots, e to h. the potatoes in  each plot received different treatments:    e \u2013 no fertiliser or manure     f \u2013 manure only    g \u2013 chemical fertiliser only     h \u2013 manure and chemical fertiliser    the scientists measured different  aspects of growth and final yield of the potato plants.   their results are shown in table 3.1.   table 3.1    plot treatment mean plant  height at  maturity / cm mean fresh mass  of potato tubers  per plant / g yield of potato  tubers / tonnes  per hectare  e no fertiliser or  manure 46.2 190.0 12.6  f manure only 59.3 285.0 19.3  g chemical fertiliser  only 66.1 320.5 21.2  h manure and  chemical fertiliser 71.5 365.0 24.3      (a) (i)  the yield of potato tubers was greater in plot h than in plot e.        calculate the difference in yield as a percentage of the yield in plot e.     show your working.     answer =  % [2]      (ii) suggest and explain the importance of increased plant height in the production of  tubers.         [2]   ",
            "7": "7  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use   (iii) describe the effect of adding manure and chemical fertilisers on the yield of potato  tubers.            [3]      (iv) manure and chemical fertilisers provide plants with nitrate ions.     explain how extra nitrate ions in the soil may have increased the yield of the  potatoes.         [2]      (v) state why plot e was included in this investigation.    [1]       (b) discuss the advantages and disadvantages of adding chemical fertilisers to crops.                   [5]        [total: 15]   ",
            "8": "8  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use 4 when bacteria are spread onto agar in a petri dish they form colonies. each colony forms    from one bacterium. fig. 4.1 shows an investigation into antibiotic resistance in a species of  bacterium that causes disease.     no antibiotic added to agar antibiotic addedto agar antibiotic addedto agarantibiotic addedto agara b cdtransfer of bacteria  culture from dish b to liquid mediumtransfer of bacteriaculture todish a transfer of bacteriaculture todish b transfer of bacteria culture to dish d transfer of bacteria  culture to dish c  after 24 hoursculture of bacteria in a liquid medium bacteria exposed to x-raysagarcolonies of bacteria start of process     fig. 4.1 ",
            "9": "9  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (a) explain what is meant by the term antibiotic .        [2]      (b) explain why       (i) only a few bacteria grew in dish b compared with dish a,    [1]      (ii) more bacteria grew in c than in b.     [1]      (c) fig. 4.1 shows the effect of an antibiotic on a species of disease-causing bacterium.       suggest why antibiotics should not be used too often.        [2]      (d) explain the possible effect of the x-rays on the bacteria.              [3]     ",
            "10": "10  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use  (e) state two ways in which the structure  of a bacterium differs from the structure  of a  virus.  1.  2.  [2]       (f) human immunodeficiency virus (hiv) infects cells of the immune system.     describe the effects of hiv on the immune system.               [4]        [total: 15]   5 fig. 5.1 shows a capillary inside a tissue.    lining of capillary red blood cell s r qcell in tissue tissue fluid t pblood flow     fig. 5.1",
            "11": "11  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (a) (i)  state how oxygen passes from the capillary into cell q and describe the function of  this gas in a cell.     [2]      (ii) name two substances required by cells, other than oxygen , that pass from the  blood to the tissue fluid at r.  1.  2.  [1]      (iii) name two substances produced by cells  that pass from the tissue fluid to the  blood at s.  1.  2.  [1]       (b) with reference to fig. 5.1, describe and explain two ways in which capillaries are  adapted to their function.  1.       2.      [4]      (c) tissue fluid drains into vessel p at t and eventually returns to the blood.      (i) name the type of vessel labelled p.   [1]      (ii) explain how fluid passes along these vessels.     [1]         [total: 10]    ",
            "12": "12  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use 6 carbon dioxide and methane are two important greenhouse gases. the effect of human  activities in increasing the concentration of greenhouse gases, such as carbon dioxide and methane, is known as the enhanced greenhouse effect.    fig. 6.1 shows the concentrations of carbon dioxide and methane in the atmosphere over  the past 1000 years.    1000 1200 1400 1600 1800 2000 year380 360340320300280260concentration of carbon dioxide in the atmosphere  / parts per million 1000 1200 1400 1600 1800 2000 year2.00 1.751.501.251.000.75concentration of methane in theatmosphere  / parts per million     fig. 6.1     ",
            "13": "13  \u00a9 ucles 2010 0610/33/m/j/10 [turn over  for  examiner's  use  (a) using information in fig. 6.1, describe the trend in the concentrations of carbon dioxide  and methane over the past 1000 years.            [3]       (b) suggest and explain reasons for the trend in the concentrations of carbon dioxide and  methane that you described in (a).            [4]       (c) explain how gases, such as those shown in fig. 6.1, contribute to the greenhouse  effect.             [3]     ",
            "14": "14  \u00a9 ucles 2010 0610/33/m/j/10  for  examiner's  use  (d) people are encouraged to recycle materials, such as paper and plastics.      discuss the advantages of recycling materials, such as paper and plastics.              [3]         [total: 13]  ",
            "15": "15   0610/33/m/j/10  blank page",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/33/m/j/10  blank page   "
        },
        "0610_s10_qp_51.pdf": {
            "1": "    this document consists of 8 printed pages.  ib10 06_0610_51/6rp  \u00a9 ucles 2010  [turn over       *2908616538* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in instructions to supervisors.        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 medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2010 0610/51/m/j/10  for  examiner's  use 1 fig. 1.1 shows sections through some blood vessels, x, y and z.    y zx   fig. 1.1     (a) (i)  draw a labelled diagram to show the structure of x.                             [5]     (ii) name the type of blood vessel labelled x.    [1]   ",
            "3": "3  \u00a9 ucles 2010 0610/51/m/j/10 [turn over  for  examiner's  use  (iii) compare the blood vessels in fig. 1.1 to explain how you reached your  identification for (a)(ii) .         [2]      (b) you are going to investigate the stretching of a section of a blood vessel, using the  apparatus as shown in fig. 1.2.    paper clip 1, bent to make hook adhesive tape to fix ruler to stand adhesive tape tofix ruler to standmm rulers1 10  g plasticine or weightpaperclip 2 fig. 1.2     \u007f you are provided with 5 mm of a blood vessel, labelled s1.    \u007f hang the blood vessel s1, onto the hook of paperclip 1.    \u007f hang paperclip 1 and s1 onto the ruler, as shown in fig. 1.2.    \u007f measure the internal diameter in mm of s1 and record this in table 1.1 on page 4.    \u007f hang one weight (mass 10  g) onto the paperclip 2 then hook this on to s1.    \u007f measure the internal diameter of s1 and record this measurement in table 1.1.    \u007f repeat this procedure until all five weights have been added. ",
            "4": "4  \u00a9 ucles 2010 0610/51/m/j/10  for  examiner's  use  (i) complete table 1.1 by calculating the increase in diameter of the blood vessel.      this is determined by subtracting the original diameter from the internal diameter  which you have measured.    table 1.1    mass of weights  / g internal diameter of s1       / mm increase in diameter of s1    / mm  0  0  10    20    30    40    50          [6]     (ii) plot a graph to show the relationship between the mass of weights attached and  the increase in diameter of the blood vessel.           [4]   ",
            "5": "5  \u00a9 ucles 2010 0610/51/m/j/10 [turn over  for  examiner's  use     \u007f detach the weights and paper clip 2.     (iii) state what happens to the diameter of the blood vessel when the weights are  removed.      [1]     (iv) suggest an explanation for your observation in (b)(iii) .         [2]        [total: 21] ",
            "6": "6  \u00a9 ucles 2010 0610/51/m/j/10  for  examiner's  use 2 potato crops are grown for their carbohydrate content. you are provided with slices of the  edible tubers of two species.    s2 is sweet potato, ipomoea batatus    s3 is irish potato, solanum tuberosum     (a) (i) observe s2 and s3.      describe two similarities between s2 and s3.  1.   2.  [2]      (ii) complete table 2.1 to show two differences between s2 and s3.    table 2.1     s2 s3     difference 1        difference 2           [2]     (b) you are going to investigate the carbohydrate content of these potatoes.    \u007f cut the slices of s2 and s3 into quarters.    \u007f dip the freshly cut surface of one quarter of s2 and s3 into the dish of iodine  solution and place onto the white tile.    record your observations and conclusions in table 2.2.     table 2.2     s2 s3  observation    conclusion         [2]",
            "7": "7  \u00a9 ucles 2010 0610/51/m/j/10 [turn over  for  examiner's  use   the name sweet potato  suggests that some of the carbohydrate may be in the form of  sugar.     (c) (i)  describe how you would safely test s2 and s3 to see which has a higher  concentration of reducing sugar.                 [5]    \u007f cut one of the remaining pieces of s2 into smaller pieces.    \u007f add 5  cm3 water in a test-tube.    \u007f shake well and allow the pieces to settle.    \u007f repeat for s3 in a separate test-tube.    \u007f carry out the reducing sugar test on both s2 and s3.     (ii) comment on the results of your reducing sugar tests.            [3]     ",
            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.   university of cambridge international examinations is part of t he 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.   \u00a9 ucles 2010 0610/51/m/j/10  for  examiner's  use (d) (i)  describe how you could test s2 and s3 to see which has a higher concentration of  protein.           [3]    \u007f cut one of the remaining pieces of s2 into smaller pieces.    \u007f carry out a protein test.    \u007f repeat with s3.     (ii) comment on the results of your protein tests.          [2]        [total: 19]   "
        },
        "0610_s10_qp_52.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib10 06_0610_52/6rp  \u00a9 ucles 2010  [turn over       *6791720445* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  may/june 2010     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in confidential instructions.        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 medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use 1 a herbivore is an animal that gets its energy by eating plants.   a carnivore is an animal that gets its energy by eating other animals.   fig. 1.1 shows the skulls with teeth of a sheep and of a dog.    sheep          dog       fig. 1.1   ",
            "3": "3  \u00a9 ucles 2010 0610/52/m/j/10 [turn over  for  examiner's  use  (a) (i) describe one similarity, related to nutrition, that you can observe between the  teeth of the two skulls.     [1]      (ii) complete table 1.1. to give two differences, related to nutrition, that you can  observe between the teeth of the two skulls.    table 1.1     sheep  dog    difference 1      difference 2         [2]    ",
            "4": "4  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use  (b) (i)  using the mirror provided, view your teeth.      complete the table 1.2 to show which type of teeth you have present. write a  letter in each box to show the type of tooth, using the following letters to identify your teeth:    c = canine i   = incisor m = molar p = premolar x = no tooth present     table 1.2    teeth of upper jawteeth of upper jaw middle of jawmiddle of jaw teeth of lower jawteeth of lower jawteeth of upper jaw middle of jaw teeth of lower jaw         [2]     (ii) describe two ways in which your teeth diffe r from the teeth of the dog shown in  fig. 1.1.        [2]     ",
            "5": "5  \u00a9 ucles 2010 0610/52/m/j/10 [turn over  for  examiner's  use   much of the food that we eat is cooked. this softens the materials.     you are provided with a sample of raw leaves, labelled  s1 and a sample of cooked  leaves of the same species, labelled  s2.      you are going to investigate the effect of cooking on the carbohydrate content of these  leaves.    (c) (i)  describe how you would safely test s1 and s2 to compare their reducing sugar  content.              [5]     (ii) describe how you would test s1 and s2 to compare their starch content.       [2]   ",
            "6": "6  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use  (iii) carry out these tests on s1 and s2 and record your observations in table 1.3.    table 1.3     s1 s1   reducing   sugar   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     starch   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       [4]    (iv) what do your results indicate about the effect of cooking on the carbohydrate  content of these leaves?         [2]     (v) suggest an explanation for the results you obtained.        [1]        [total: 21] ",
            "7": "7  \u00a9 ucles 2010 0610/52/m/j/10 [turn over  for  examiner's  use 2 you are provided with ten leaves attached to a branch, labelled s3.    the leaves vary in size as they are at different stages of development along the  branch.    lay the branch flat on the bench.    (a) (i)  describe the arrangement of the leaves on the branch.       [2]     (ii) make a large, labelled drawing of the lower surface of the  largest leaf while still  attached to the branch.                                     [4]   ",
            "8": "8   0610/52/m/j/10                                       question 2 continues on page 9",
            "9": "9  \u00a9 ucles 2010 0610/52/m/j/10 [turn over  for  examiner's  use    (iii) measure the size of the grid squares .      remove the leaf you have drawn and lay it flat on the printed grid below.      draw the outline of the leaf and calculate the leaf area of this leaf.      show your working.        space for working                             leaf area   [2]     ",
            "10": "10  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use  (b) detach the leaf at one end of the branch.     (i) measure the length of the blade of this leaf in mm and record it in table 2.1. if the  leaf has a leaf stalk, do not include this in the measurement.       repeat for all the remaining leaves on the branch, in order, including the leaf you  measured in (a)(iii) .    table 2.1    leaf number from end of branch length of leaf blade  / mm  1   2   3   4   5   6   7   8   9   10         [3]   ",
            "11": "11  \u00a9 ucles 2010 0610/52/m/j/10  for  examiner's  use  (ii) plot the data to show the relationship between the position of the leaf on the     branch and the length of leaf blade.           [5]     (iii) using your graph, describe the relationship between the position of  the leaf on the  branch and the length of leaf blade.          [3]        [total: 19] ",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/52/m/j/10  for  examiner's  use blank page "
        },
        "0610_s10_qp_61.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 06_0610_61/6rp  \u00a9 ucles 2010  [turn over      for examiner's use  1   2   3   total   *2733099445* university of cambridge international examinations  international general certificate of secondary education        biology 0610/61     paper 6 alternative to practical  may/june 2010     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 a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use 1 fig. 1.1 shows sections though blood vessels, x, y and z.    y zx   fig. 1.1     (a) (i)  draw a labelled diagram to show the structures of x.                                                   [5]   ",
            "3": "3  \u00a9 ucles 2010 0610/61/m/j/10 [turn over  for  examiner's  use  (ii) name the type of blood vessel labelled x.   [1]     (iii) compare the blood vessels shown in fig. 1.1 to explain how you reached your identification for (a)(ii) .         [2]      a 5  mm length of a blood vessel of the same type as x was used to investigate how far it could  be stretched using a number of 10  g weights.    the apparatus used is shown in fig. 1.2.    paper clip 1, bent to make hook adhesive tape to fix ruler to stand adhesive tape tofix ruler to standmm rulerblood vessel ofsame type as x 10  g plasticine or weightpaperclip 2 fig. 1.2    ",
            "4": "4  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use  as weights were added, the internal diameter of the blood vessel increased as shown in    table 1.1.   table 1.1    mass of weights           / g internal diameter           / mm increase in diameter        / mm      0 20 0    10 25 5    20 29 9    30 32 12    40 33 13    50 34     60 35     70 36     80 37     90 37   100 38        (b) (i)  complete table 1.1 by calculating the increase in diameter of the blood vessel.      write your answers in the spaces on table 1.1.       show your working in the space below.                              [1]   ",
            "5": "5  \u00a9 ucles 2010 0610/61/m/j/10 [turn over  for  examiner's  use  (ii) plot a graph to show the relationship between the mass of weights attached and  the increase in diameter of the blood vessel.           [4]              (iii) predict and explain what will happen to the diameter of the blood vessel after the weights are removed.          [3]        [total: 16]   ",
            "6": "6  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use 2 the sweet potato, ipomoea batatus , is a different species to the irish potato, solanum  tuberosum .    irish potatosweet potato   fig. 2.1     (a) (i)  describe one similarity, visible in fig.2.1, between the two species of potato.     [1]     (ii) complete table 2.1 to show two differences, visible in fig 2.1, between the two  species  of potato.     table 2.1     sweet potato irish potato   difference 1       difference 2          [2]   ",
            "7": "7  \u00a9 ucles 2010 0610/61/m/j/10 [turn over  for  examiner's  use  (b) potato crops are grown for their carbohydrate content.      describe how you could safely test the two species of potato to compare their  carbohydrate content.        [total: 11] test for starch           test for reducing sugar                    [8]  ",
            "8": "8  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use 3 tomato seeds of the same type and maturity were left to germinate in different solutions at  20\u00bac.     in dish a, 20 seeds were left in water.     in dish b, 20 seeds were left in juice from a ripe tomato. the ph of the juice measured    ph 6.    in dish c, 10 seeds were left in a solution which was at ph 6. there was no tomato juice in  this solution.    fig. 3.1 shows the seeds after 5 days. so me of the seeds have germinated and short  radicles have developed.    dish a dish b fig. 3.1dish c     (a) (i)  record the number of seeds that have germinated in each dish in table 3.1.    table 3.1    number of seeds germinating  dish a dish b dish c           [2]    (ii) calculate the percentage increase in the number of seeds that have germinated in      dish c compared with dish b, if the same  number of seeds had been left to  germinate in dish c.       show your working.             % [2]   ",
            "9": "9  \u00a9 ucles 2010 0610/61/m/j/10  for  examiner's  use  (iii) suggest a reason why a larger percentage of seeds have germinated in dish c  compared with dish b even though both solutions were at ph 6.        [2]     (iv) explain the purpose of dish a in this investigation.      [1]       (b) design an experiment to find out the effect of ph on seed germination.          [total: 13]                        [6]  ",
            "10": "10   0610/61/m/j/10  blank page",
            "11": "11   0610/61/m/j/10  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    0610/61/m/j/10  blank page "
        },
        "0610_s10_qp_62.pdf": {
            "1": "    this document consists of 12 printed pages.  ib10 06_0610_62/5rp  \u00a9 ucles 2010  [turn over       *5236487 451* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  may/june 2010     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 a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.    for examiner's use  1   2   3   total  ",
            "2": "2  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use 1 a herbivore is an animal that gets its energy by eating plants.     a carnivore is an animal that gets its energy by eating other animals.     fig. 1.1 shows the skulls with teeth of a sheep and of a dog.     sheep         dog        fig. 1.1 ",
            "3": "3  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use  (a) (i) describe one similarity, related to nutrition, that you can observe between the  teeth of the two skulls.     [1]      (ii) complete table 1.1 to give two differences, related to nutrition, that you can  observe between the teeth of the two skulls.    table 1.1     sheep dog   difference 1      difference 2           [2]     ",
            "4": "4  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use  (b) fig. 1.2 shows one 'back' tooth of the sheep and one 'back' tooth of a dog.    sheep dog      fig.1.2     (i) make a large, labelled drawing of the 'back' tooth of the sheep.                             [3] ",
            "5": "5  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use  (ii) look carefully at the 'contact' surfaces of the  tooth of the sheep and the tooth of  the dog.       complete the table 1.2 to give two differences between the \u2018contact\u2019 surfaces of  these teeth.     table 1.2    herbivore - sheep carnivore - dog             [2]    (c) the nutrient content of green leaves and animal flesh are compared in table 1.3.    table 1.3    nutrient content / percentage of fresh mass    carbohydrate  protein  fat  green leaves  5 to 6 1 to 4 trace  animal flesh (meat)  trace 20 5 to10      using the data in table 1.3, suggest why herbivores spend more time eating than  carnivores.       [2]   ",
            "6": "6  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use  (d) describe how you would safely test samples of green leaves and meat to find out  which has more fat.                   [6]        [total: 16]    ",
            "7": "7  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use 2 a number of leaves were removed from a holly tree ilex aquifolium . fig. 2.1 shows the  upper and the lower surfaces of one leaf.    upper surface lower surface     fig. 2.1     (a) (i)  describe one way in which the appearance of the upper surface differs from that of  the lower surface as shown in fig. 2.1.       [1]     (ii) measure the size of the grid squares.      calculate the area of the lower surface of this leaf.      show your working.                           area    cm 2 [2]   ",
            "8": "8  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use  (b) some students investigated the variation in the number of spines on the holly leaves.  fig. 2.2 shows the outline of twenty holly leaves that they collected from the same tree.    spines     fig. 2.2     (i) count the number of spines on each leaf and complete the tally chart in table 2.1.    table 2.1    number of spines  tally  total number of leaves   6 or fewer    7    8    9    10    11    12    13    14 or more          [3]   ",
            "9": "9  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use  (ii) plot the data from table 2.1 to show the va riation in the number of spines per leaf .          [4]     (iii) suggest how you might improve this investigation.             [3]        [total: 13] ",
            "10": "10  \u00a9 ucles 2010 0610/62/m/j/10  for  examiner's  use 3 bacteria can multiply quickly when grown in a nutrient rich medium in a flask.   fig. 3.1 shows how the numbers increase with time.    number of bacteria timex     fig. 3.1     (a) after point x on the curve, the population growth continues at a different rate.     (i) extend the curve to show what might happen to an ageing bacterial  population.  [1]    (ii) suggest a reason for the change you have shown.     [1]      an antibiotic is a chemical substance which is produced by one type of microorganism.   this chemical kills or stops the growth of another microorganism.     the antibiotic penicillin is produced by culturing the fungus penicillium  chrysogenum .   ",
            "11": "11  \u00a9 ucles 2010 0610/62/m/j/10 [turn over  for  examiner's  use  fig. 3.2 shows part of the fungus as seen with the aid of a microscope.        fig. 3.2     (b) on fig.3.2, label the following structures,     (i) a hypha;     (ii) a spore. [2]      (c) fig. 3.3 shows the cell of a fungus.    nucleus cell wall vacuole     fig. 3.3      compare the cell of a fungus shown in fig. 3.3 with a green plant cell and an animal  cell.    difference from a green plant cell   similarity to a plant cell   difference from an animal cell  [3]     ",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/62/m/j/10  for  examiner's  use (d) penicillin can be used to treat bacterial infections. it stops the formation of cell walls in  bacteria.     suggest why penicillin can be used to treat bacterial infections in humans.         [2]      (e) seven small paper discs were soaked in solutions of different antibiotics, a to g.      the paper discs were placed on an agar plate which was evenly covered with   growing bacteria. this was left for a short time.      the results are shown in fig. 3.4.    fga b d ec     fig. 3.4     (i) select which antibiotic, a to g, is most effective.   [1]    (ii) give a reason for this choice of antibiotic in (i).     [1]        [total:11]   "
        },
        "0610_s10_qp_63.pdf": {
            "1": "    this document consists of 12 printed pages.  ib10 06_0610_63/rp  \u00a9 ucles 2010  [turn over       *5476082869* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  may/june 2010     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 a medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.    for examiner's use  1   2   3   total  ",
            "2": "2  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use 1 a herbivore is an animal that gets its energy by eating plants.     a carnivore is an animal that gets its energy by eating other animals.     fig. 1.1 shows the skulls with teeth of a sheep and of a dog.     sheep         dog        fig. 1.1 ",
            "3": "3  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use  (a) (i) describe one similarity, related to nutrition, that you can observe between the  teeth of the two skulls.     [1]      (ii) complete table 1.1 to give two differences, related to nutrition, that you can  observe between the teeth of the two skulls.    table 1.1     sheep dog   difference 1      difference 2           [2]     ",
            "4": "4  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use  (b) fig. 1.2 shows one 'back' tooth of the sheep and one 'back' tooth of a dog.    sheep dog      fig.1.2     (i) make a large, labelled drawing of the 'back' tooth of the sheep.                            [3] ",
            "5": "5  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use  (ii) look carefully at the 'contact' surfaces of the  tooth of the sheep and the tooth of  the dog.      complete the table 1.2 to give two differences between the \u2018contact\u2019 surfaces of  these teeth.     table 1.2    herbivore - sheep carnivore - dog              [2]    (c) the nutrient content of green leaves and animal flesh are compared in table 1.3.    table 1.3    nutrient content / percentage of fresh mass    carbohydrate  protein  fat  green leaves  5 to 6 1 to 4 trace  animal flesh (meat)  trace 20 5 to10      using the data in table 1.3, suggest why herbivores spend more time eating than  carnivores.       [2]   ",
            "6": "6  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use  (d) describe how you would safely test samples of green leaves and meat to find out  which has more fat.                   [6]        [total: 16]    ",
            "7": "7  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use 2 a number of leaves were removed from a holly tree ilex aquifolium . fig. 2.1 shows the  upper and the lower surfaces of one leaf.    upper surface lower surface     fig. 2.1     (a) (i)  describe one way in which the appearance of the upper surface differs from that of  the lower surface as shown in fig. 2.1.       [1]     (ii) measure the size of the grid squares.      calculate the area of the lower surface of this leaf.      show your working.                            area    cm 2 [2]   ",
            "8": "8  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use  (b) some students investigated the variation in the number of spines on the holly leaves.  fig. 2.2 shows the outline of twenty holly leaves that they collected from the same tree.    spines     fig. 2.2     (i) count the number of spines on each leaf and complete the tally chart in table 2.1.    table 2.1    number of spines  tally  total number of leaves   6 or fewer    7    8    9    10    11    12    13    14 or more          [3]   ",
            "9": "9  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use  (ii) plot the data from table 2.1 to show the va riation in the number of spines per leaf .          [4]    (iii) suggest how you might improve this investigation.             [3]        [total: 13] ",
            "10": "10  \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use 3 bacteria can multiply quickly when grown in a nutrient rich medium in a flask.   fig. 3.1 shows how the numbers increase with time.   number of bacteria timex     fig. 3.1     (a) after point x on the curve, the population growth continues at a different rate.    (i) extend the curve to show what might happen to an ageing bacterial  population.  [1]     (ii) suggest a reason for the change you have shown.     [1]      an antibiotic is a chemical substance which is produced by one type of microorganism.  this chemical kills or stops the growth of another microorganism.     the antibiotic penicillin is produced by culturing the fungus penicillium  chrysogenum .   ",
            "11": "11  \u00a9 ucles 2010 0610/63/m/j/10 [turn over  for  examiner's  use  fig. 3.2 shows part of the fungus as seen with the aid of a microscope.        fig. 3.2     (b) on fig.3.2, label the following structures,     (i) a hypha;    (ii) a spore. [2]      (c) fig. 3.3 shows the cell of a fungus.    nucleus cell wall vacuole     fig. 3.3      compare the cell of a fungus shown in fig. 3.3 with a green plant cell and an animal  cell.    difference from a green plant cell  similarity to a plant cell   difference from an animal cell  [3]     ",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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.  university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2010 0610/63/m/j/10  for  examiner's  use  (d) penicillin can be used to treat bacterial infections. it stops the formation of cell walls in  bacteria.     suggest why penicillin can be used to treat bacterial infections in humans.         [2]      (e) seven small paper discs were soaked in solutions of different antibiotics, a to g.      the paper discs were placed on an agar plate which was evenly covered with    growing bacteria. this was left for a short time.      the results are shown in fig. 3.4.    fga b d ec     fig. 3.4     (i) select which antibiotic, a to g, is most effective.   [1]     (ii) give a reason for this choice of antibiotic in (i).     [1]        [total:11]  "
        },
        "0610_w10_qp_11.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib10 11_0610_11/5rp  \u00a9 ucles 2010  [turn over       *8747337823* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2010 0610/11/o/n/10  1 which characteristic of living organisms can involve ingestion, absorption and assimilation?  a excretion  b growth  c nutrition  d respiration      2 which system is used for naming species?  a binomial  b conservation  c dichotomous  d natural selection     3 the table shows some characteristic features of four vertebrates.    which vertebrate is a mammal?    feature    scales lays eggs feathers wings hair   a \u0013 \u0013 \u0017 \u0017 \u0017 key  b \u0017 \u0013 \u0017 \u0017 \u0017 \u0013= present  c \u0017 \u0013 \u0013 \u0013 \u0017 \u0017= not present  d \u0017 \u0017 \u0017 \u0013 \u0013      4 the diagram shows a student\u2019s drawing of guard cells.    which label line is incorrect ?    a  cell membrane b  cytoplasm c  stoma d  cell wall     ",
            "3": "3  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  5 the diagram shows a cell from a plant leaf.    21 5 4 3     which parts are not found in animal cells?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     6 the diagram shows the breathing system and a section of an alveolus surrounded by a capillary.    which label shows a cell?    c d ab     ",
            "4": "4  \u00a9 ucles 2010 0610/11/o/n/10  7 the diagram shows a structure found in the human body.        this is an example of  a an organ.  b an organism.  c an organ system.  d a tissue.     8 water is a good solvent.    what does this mean?  a it dissolves well in many other substances.   b it flows easily through vessels.   c it is permeable to gases.   d many substances dissolve well in it.     ",
            "5": "5  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  9 the diagram shows two solutions that are separated by a partially permeable membrane.    partially permeable membrane dilute solution of sucrose xconcentrated solution of sucrose y     in which direction will most water molecules move in relation to their concentration gradient?  a from x to y against their concentration gradient  b from x to y down their concentration gradient  c from y to x against their concentration gradient  d from y  to x down their concentration gradient      10 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     11 six test-tubes were set up at different temperatures. each contained identical solutions containing  starch and amylase mixtures. the table shows the time taken for the reactions to finish in each test-tube.    temperature  / \u00b0c 15 25 35 45 55 65  time  / seconds 35 22 13 5 35 66    at which temperature does the amylase work best?  a 15  \u00b0c b 35  \u00b0c c 45  \u00b0c d 65  \u00b0c   ",
            "6": "6  \u00a9 ucles 2010 0610/11/o/n/10  12 what does the digestion of starch produce?  a fatty acids  b glucose  c mineral salts  d water      13 which type of tooth is used for crushing food?    ab c d       14 the diagram shows a type of tooth.    rootcrown     use the key to identify the tooth.  1 double rooted tooth . go to 2  single rooted tooth ... go to 3  2 flattened crown  a  deeply ridged crown  b  3 chisel shaped tooth . c  cone shaped tooth ... d     ",
            "7": "7  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  15 the table shows vitamin and mineral salt content of four foods.    food vitamin c vitamin d calcium iron  1 low high low low  2 low low low high  3 low low high low  4 high low low low    which foods would stop a person from suffering from anaemia (lack of haemoglobin) and scurvy  (bleeding gums)?     anaemia scurvy  a 1 2  b 1 3  c 2 4  d 3 4     16 which substance is lost from the body by the kidneys, lungs and skin?  a carbon dioxide  b excess ions  c urea  d water     17 how often must a blood cell in the renal artery pass through the heart before it again reaches the  renal artery?  a once  b twice  c three times  d four times     ",
            "8": "8  \u00a9 ucles 2010 0610/11/o/n/10  18 the diagram shows blood vessel p which carries digested food from the small intestine to the  liver.    small intestineliver blood vesselp     which row describes the level of glucose in blood vessel p  and the level of glycogen in the liver,  shortly after a meal containing carbohydrates?     glucose in blood vessel p glycogen in liver  a high decreasing  b high increasing  c low decreasing  d low increasing      19 what are the effects of smoking on the gas exchange system?     mucus in the airways chance of lung infection  a decreased decreased  b decreased increased  c increased decreased  d increased increased     20 what are the properties of an efficient gas exchange system, assuming it has a good blood  supply?  a large surface and thick walls   b large surface and thin walls   c small surface and thick walls   d small surface and thin walls     ",
            "9": "9  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  21 yeast, warm water and substance z were put into a test-tube. the apparatus was then set up as  shown. after a while, the lime water began to go cloudy.    lime water yeast, warm water and substance z     what is substance z?  a alcohol  b carbon dioxide  c glucose  d oxygen     22 where do the breakdown of drugs and the storage of urine occur?     breakdown of  drugs storage of urine  a kidney muscles  b liver bladder  c liver kidney  d muscles liver     ",
            "10": "10  \u00a9 ucles 2010 0610/11/o/n/10  23 the diagram shows some blood vessels near the surface of the skin.    skin surface y xz    if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant      24 the diagram shows a neurone carrying an impulse.    direction of impulse      which row describes the type of neurone and the direction of impulse?     type of neurone direction of impulse  a motor towards the spinal cord  b motor away from the spinal cord  c sensory towards the spinal cord  d sensory away from the spinal cord     ",
            "11": "11  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  25 the diagram shows some bones and muscles in a leg of a human.    x y z     what happens to muscle y and to the leg at joint z, when muscle x contracts?     muscle y  leg at joint z   a contracts bends  b contracts straightens  c relaxes bends  d relaxes straightens      26 the diagram shows some parts of the male reproductive system.    which part is cut during a vasectomy?    a d cb     ",
            "12": "12  \u00a9 ucles 2010 0610/11/o/n/10  27 the calendar shows the menstrual cycle of a woman in september 2008.    sunday monday tuesday wednesday thursday friday saturday   1 2 3 4 5 6  7 8 9 10 11 12 13  14 15 16 17 18 19 20  21 22 23 24 25 26 27  28 29 30        key    = ovulation  = menstruation      why could fertilisation not take place if sperms are released into the vagina on 8th september?  a sperms are washed out of the female uterus by the menstrual flow.  b sperms can survive in the female reproductive system only for 3 or 4 days.  c sperms must be released after ovulation for fertilisation to take place.  d the uterus lining is washed out of the female body during menstruation.     28 in an experiment to investigate the effects of va rious environmental factors on germination, four  boiling tubes were set up as shown.    in which tube would the seeds germinate most quickly?    a  25  \u00b0cwater moist cotton woolcotton wool  cress seed b  25  \u00b0cdry cotton woolc  25  \u00b0calkaline pyrogallol absorbs o 2moist cotton woold  5 \u00b0cwatermoist cotton wool        ",
            "13": "13  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  29 the graph shows how the height of a child changes with age.    0123456789101112131415161718200 150100 50 age  / yearsheight  / cm     when is the child\u2019s growth rate fastest?  a 0-1 years  b 3-8 years  c 14-15 years  d 16-17 years     30 in some animals, b is the allele for normal skin (without spots) and b is the allele for spotted skin.    a pair of these animals has 37 offspring, 18 with spots and 19 without.    what are the most likely genotypes of the parents?  a bb \u00d7 bb b bb \u00d7 bb c bb \u00d7 bb d bb \u00d7 bb     31 which type of reproduction and which type of cell division produces nuclei with half the number of  chromosomes?     type of  reproduction type of cell  division  a asexual meiosis  b asexual mitosis  c sexual meiosis  d sexual mitosis     ",
            "14": "14  \u00a9 ucles 2010 0610/11/o/n/10  32 the diagram shows a family tree and the inheritance of the ability to taste a certain substance.    the allele for the ability to taste this substance is dominant.    david 1st generation 2nd generationjeanne mark mary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 key     which statement about the genotypes of the sisters mary and jeanne is correct?  a mary is heterozygous and jeanne is homozygous.  b mary is homozygous and jeanne is heterozygous.  c they are both heterozygous.  d they are both homozygous.     33 the diagram shows a simple food web.    organism horganism j organism lorganism ksolar energy     what must organism j be?  a a carnivore  b a decomposer  c a herbivore  d a producer    ",
            "15": "15  \u00a9 ucles 2010 0610/11/o/n/10 [turn over  34 at each stage in a food chain, energy is lost.    what is a result of this?  a all living organisms respire.  b food chains always begin with green plants.  c plants are called producers and animals consumers.  d there are very few food chains with more than five organisms.     35 which part of the carbon cycle involves the releas e of energy from food substances in all living  cells?    carbon compounds  in green plants carbon dioxide in air  carbon compounds  in animals dead plants  and animals fossil fuels c b da     36 the diagram represents the carbon cycle. processes involved in the circulation of carbon are  numbered 1 to 9.    atmosphere plants fossil fuels animalsdecomposers1 2345 67 8 9    which processes are parts of a food web?  a 1, 2 and 3 b 1, 5 and 8 c 2, 4 and 9 d 6, 7 and 8    ",
            "16": "16  \u00a9 ucles 2010 0610/11/o/n/10  37 the diagram shows part of the water cycle.    s absorptionq rainfall r evaporation lakep transpiration     which processes will be slowed down by an increase in humidity?  a p and q b p and r c q and r d q and s     38 the graph shows the growth of a population in a suitable environment.    tuvw timepopulation size     during which two stages is the population affected by lack of resources as a limiting factor?  a t and u b u and v c v and w d w and t     ",
            "17": "17  \u00a9 ucles 2010 0610/11/o/n/10  39 what effect does deforestation have on the levels of carbon dioxide, oxygen and water vapour in  the atmosphere?     carbon dioxide oxygen water vapour  a less less more  b less more more  c more less less  d more more less     40 a persistent pesticide is one that does not break down.    what is one disadvantage of a persistent pesticide?  a it becomes more concentrated at each level in the food chain.  b it breaks down within a few months.  c it only destroys one particular pest in the food chain.  d it does not dissolve in water.     ",
            "18": "18  \u00a9 ucles 2010 0610/11/o/n/10  blank page   ",
            "19": "19  \u00a9 ucles 2010 0610/11/o/n/10  blank page   ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.    \u00a9 ucles 2010 0610/11/o/n/10  blank page     "
        },
        "0610_w10_qp_12.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0610_12/fp  \u00a9 ucles 2010  [turn over       *6647532875* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2010 0610/12/o/n/10  1 the diagram shows a structure found in the human body.        this is an example of  a an organ.  b an organism.  c an organ system.  d a tissue.     2 the diagram shows a cell from a plant leaf.    21 5 4 3     which parts are not found in animal cells?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     ",
            "3": "3  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  3 water is a good solvent.    what does this mean?  a it dissolves well in many other substances.   b it flows easily through vessels.   c it is permeable to gases.   d many substances dissolve well in it.     4 which system is used for naming species?  a binomial  b conservation  c dichotomous  d natural selection    5 the diagram shows the breathing system and a section of an alveolus surrounded by a capillary.    which label shows a cell?    c d ab     ",
            "4": "4  \u00a9 ucles 2010 0610/12/o/n/10  6 the table shows some characteristic features of four vertebrates.    which vertebrate is a mammal?    feature    scales lays eggs feathers wings hair   a \u0013 \u0013 \u0017 \u0017 \u0017 key  b \u0017 \u0013 \u0017 \u0017 \u0017 \u0013= present  c \u0017 \u0013 \u0013 \u0013 \u0017 \u0017= not present  d \u0017 \u0017 \u0017 \u0013 \u0013      7 which characteristic of living organisms can involve ingestion, absorption and assimilation?  a excretion  b growth  c nutrition  d respiration    8 the diagram shows a student\u2019s drawing of guard cells.    which label line is incorrect ?    a  cell membrane b  cytoplasm c  stoma d  cell wall     9 which substance is lost from the body by the kidneys, lungs and skin?  a carbon dioxide  b excess ions  c urea  d water     ",
            "5": "5  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  10 the diagram shows a type of tooth.    rootcrown     use the key to identify the tooth.  1 double rooted tooth .  go to 2  single rooted tooth ..  go to 3  2 flattened crown ...  a  deeply ridged crown   b  3 chisel shaped tooth .  c  cone shaped tooth ..  d      11 which type of tooth is used for crushing food?    ab c d      ",
            "6": "6  \u00a9 ucles 2010 0610/12/o/n/10  12 the table shows vitamin and mineral salt content of four foods.    food vitamin c vitamin d calcium iron  1 low high low low  2 low low low high  3 low low high low  4 high low low low    which foods would stop a person from suffering from anaemia (lack of haemoglobin) and scurvy  (bleeding gums)?     anaemia scurvy  a 1 2  b 1 3  c 2 4  d 3 4     13 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     ",
            "7": "7  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  14 the diagram shows two solutions that are separated by a partially permeable membrane.    partially permeable membrane dilute solution of sucrose xconcentrated solution of sucrose y     in which direction will most water molecules move in relation to their concentration gradient?  a from x to y against their concentration gradient  b from x to y down their concentration gradient  c from y to x against their concentration gradient  d from y  to x down their concentration gradient      15 six test-tubes were set up at different temperatures. each contained identical solutions containing  starch and amylase mixtures. the table shows the time taken for the reactions to finish in each test-tube.    temperature  / \u00b0c 15 25 35 45 55 65  time  / seconds 35 22 13 5 35 66    at which temperature does the amylase work best?  a 15  \u00b0c b 35  \u00b0c c 45  \u00b0c d 65  \u00b0c     16 what does the digestion of starch produce?  a fatty acids  b glucose  c mineral salts  d water    ",
            "8": "8  \u00a9 ucles 2010 0610/12/o/n/10  17 the diagram shows some bones and muscles in a leg of a human.    x y z     what happens to muscle y and to the leg at joint z, when muscle x contracts?     muscle y  leg at joint z   a contracts bends  b contracts straightens  c relaxes bends  d relaxes straightens     ",
            "9": "9  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  18 the diagram shows some blood vessels near the surface of the skin.    skin surface y xz    if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant      19 the diagram shows blood vessel p which carries digested food from the small intestine to the  liver.    small intestineliver blood vesselp     which row describes the level of glucose in blood vessel p  and the level of glycogen in the liver,  shortly after a meal containing carbohydrates?     glucose in blood vessel p glycogen in liver  a high decreasing  b high increasing  c low decreasing  d low increasing     ",
            "10": "10  \u00a9 ucles 2010 0610/12/o/n/10  20 how often must a blood cell in the renal artery pass through the heart before it again reaches the  renal artery?  a once  b twice  c three times  d four times      21 what are the properties of an efficient gas exchange system, assuming it has a good blood  supply?  a large surface and thick walls   b large surface and thin walls   c small surface and thick walls   d small surface and thin walls     22 what are the effects of smoking on the gas exchange system?     mucus in the airways chance of lung infection  a decreased decreased  b decreased increased  c increased decreased  d increased increased     23 where do the breakdown of drugs and the storage of urine occur?     breakdown of  drugs storage of urine  a kidney muscles  b liver bladder  c liver kidney  d muscles liver     ",
            "11": "11  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  24 yeast, warm water and substance z were put into a test-tube. the apparatus was then set up as  shown. after a while, the lime water began to go cloudy.    lime water yeast, warm water and substance z     what is substance z?  a alcohol  b carbon dioxide  c glucose  d oxygen     25 the diagram shows a neurone carrying an impulse.    direction of impulse      which row describes the type of neurone and the direction of impulse?     type of neurone direction of impulse  a motor towards the spinal cord  b motor away from the spinal cord  c sensory towards the spinal cord  d sensory away from the spinal cord    26 in some animals, b is the allele for normal skin (without spots) and b is the allele for spotted skin.    a pair of these animals has 37 offspring, 18 with spots and 19 without.    what are the most likely genotypes of the parents?  a bb \u00d7 bb b bb \u00d7 bb c bb \u00d7 bb d bb \u00d7 bb     ",
            "12": "12  \u00a9 ucles 2010 0610/12/o/n/10  27 the diagram shows a family tree and the inheritance of the ability to taste a certain substance.    the allele for the ability to taste this substance is dominant.    david 1st generation 2nd generationjeanne mark mary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 key     which statement about the genotypes of the sisters mary and jeanne is correct?  a mary is heterozygous and jeanne is homozygous.  b mary is homozygous and jeanne is heterozygous.  c they are both heterozygous.  d they are both homozygous.     ",
            "13": "13  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  28 the graph shows how the height of a child changes with age.    0123456789101112131415161718200 150100 50 age  / yearsheight  / cm     when is the child\u2019s growth rate fastest?  a 0-1 years  b 3-8 years  c 14-15 years  d 16-17 years     ",
            "14": "14  \u00a9 ucles 2010 0610/12/o/n/10  29 the calendar shows the menstrual cycle of a woman in september 2008.    sunday monday tuesday wednesday thursday friday saturday   1 2 3 4 5 6  7 8 9 10 11 12 13  14 15 16 17 18 19 20  21 22 23 24 25 26 27  28 29 30        key    = ovulation  = menstruation      why could fertilisation not take place if sperms are released into the vagina on 8th september?  a sperms are washed out of the female uterus by the menstrual flow.  b sperms can survive in the female reproductive system only for 3 or 4 days.  c sperms must be released after ovulation for fertilisation to take place.  d the uterus lining is washed out of the female body during menstruation.     30 the diagram shows some parts of the male reproductive system.    which part is cut during a vasectomy?    a d cb        ",
            "15": "15  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  31 in an experiment to investigate the effects of various environmental factors on germination, four  boiling tubes were set up as shown.    in which tube would the seeds germinate most quickly?    a  25  \u00b0cwater moist cotton woolcotton wool  cress seed b  25  \u00b0cdry cotton woolc  25  \u00b0calkaline pyrogallol absorbs o 2moist cotton woold  5 \u00b0cwatermoist cotton wool      32 which type of reproduction and which type of cell division produces nuclei with half the number of  chromosomes?     type of  reproduction type of cell  division  a asexual meiosis  b asexual mitosis  c sexual meiosis  d sexual mitosis      33 what effect does deforestation have on the leve ls of carbon dioxide, oxygen and water vapour in  the atmosphere?     carbon dioxide oxygen water vapour  a less less more  b less more more  c more less less  d more more less    ",
            "16": "16  \u00a9 ucles 2010 0610/12/o/n/10  34 the diagram shows part of the water cycle.    s absorptionq rainfall r evaporation lakep transpiration     which processes will be slowed down by an increase in humidity?  a p and q b p and r c q and r d q and s     35 the diagram shows a simple food web.    organism horganism j organism lorganism ksolar energy     what must organism j be?  a a carnivore  b a decomposer  c a herbivore  d a producer    ",
            "17": "17  \u00a9 ucles 2010 0610/12/o/n/10 [turn over  36 which part of the carbon cycle involves the release of energy from food substances in all living  cells?    carbon compounds  in green plants carbon dioxide in air  carbon compounds  in animals dead plants  and animals fossil fuels c b da       37 a persistent pesticide is one that does not break down.    what is one disadvantage of a persistent pesticide?  a it becomes more concentrated at each level in the food chain.  b it breaks down within a few months.  c it only destroys one particular pest in the food chain.  d it does not dissolve in water.     38 the diagram represents the carbon cycle. processes involved in the circulation of carbon are  numbered 1 to 9.    atmosphere plants fossil fuels animalsdecomposers1 2345 67 8 9    which processes are parts of a food web?  a 1, 2 and 3 b 1, 5 and 8 c 2, 4 and 9 d 6, 7 and 8    ",
            "18": "18  \u00a9 ucles 2010 0610/12/o/n/10  39 the graph shows the growth of a population in a suitable environment.    tuvw timepopulation size     during which two stages is the population affected by lack of resources as a limiting factor?  a t and u b u and v c v and w d w and t     40 at each stage in a food chain, energy is lost.    what is a result of this?  a all living organisms respire.  b food chains always begin with green plants.  c plants are called producers and animals consumers.  d there are very few food chains with more than five organisms.     ",
            "19": "19  \u00a9 ucles 2010 0610/12/o/n/10  blank page      ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of cambridge international examinations is part of t he 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.    \u00a9 ucles 2010 0610/12/o/n/10  blank page      "
        },
        "0610_w10_qp_13.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0610_13/rp  \u00a9 ucles 2010  [turn over       *7177193 824* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2010     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2010 0610/13/o/n/10  1 the diagram shows a cell from a plant leaf.    21 5 4 3     which parts are not found in animal cells?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 5     2 the diagram shows a student\u2019s drawing of guard cells.    which label line is incorrect ?    a  cell membrane b  cytoplasm c  stoma d  cell wall    3 water is a good solvent.    what does this mean?  a it dissolves well in many other substances.   b it flows easily through vessels.   c it is permeable to gases.   d many substances dissolve well in it.     ",
            "3": "3  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  4 the diagram shows a structure found in the human body.        this is an example of  a an organ.  b an organism.  c an organ system.  d a tissue.     5 which characteristic of living organisms can involve ingestion, absorption and assimilation?  a excretion  b growth  c nutrition  d respiration    6 the table shows some characteristic features of four vertebrates.    which vertebrate is a mammal?    feature    scales lays eggs feathers wings hair   a \u0013 \u0013 \u0017 \u0017 \u0017 key  b \u0017 \u0013 \u0017 \u0017 \u0017 \u0013= present  c \u0017 \u0013 \u0013 \u0013 \u0017 \u0017= not present  d \u0017 \u0017 \u0017 \u0013 \u0013     ",
            "4": "4  \u00a9 ucles 2010 0610/13/o/n/10  7 the diagram shows the breathing system and a section of an alveolus surrounded by a capillary.    which label shows a cell?    c d ab       8 which system is used for naming species?  a binomial  b conservation  c dichotomous  d natural selection     9 the table shows vitamin and mineral salt content of four foods.    food vitamin c vitamin d calcium iron  1 low high low low  2 low low low high  3 low low high low  4 high low low low    which foods would stop a person from suffering from anaemia (lack of haemoglobin) and scurvy  (bleeding gums)?     anaemia scurvy  a 1 2  b 1 3  c 2 4  d 3 4 ",
            "5": "5  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  10 what does the digestion of starch produce?  a fatty acids  b glucose  c mineral salts  d water      11 the diagram shows a type of tooth.    rootcrown     use the key to identify the tooth.  1 double rooted tooth . go to 2  single rooted tooth ... go to 3  2 flattened crown  a  deeply ridged crown  b  3 chisel shaped tooth . c  cone shaped tooth ... d     12 which substance is lost from the body by the kidneys, lungs and skin?  a carbon dioxide  b excess ions  c urea  d water    ",
            "6": "6  \u00a9 ucles 2010 0610/13/o/n/10  13 the diagram shows two solutions that are separated by a partially permeable membrane.    partially permeable membrane dilute solution of sucrose xconcentrated solution of sucrose y     in which direction will most water molecules move in relation to their concentration gradient?  a from x to y against their concentration gradient  b from x to y down their concentration gradient  c from y to x against their concentration gradient  d from y  to x down their concentration gradient      14 six test-tubes were set up at different temperatures. each contained identical solutions containing  starch and amylase mixtures. the table shows the time taken for the reactions to finish in each test-tube.    temperature  / \u00b0c 15 25 35 45 55 65  time  / seconds 35 22 13 5 35 66    at which temperature does the amylase work best?  a 15  \u00b0c b 35  \u00b0c c 45  \u00b0c d 65  \u00b0c     15 which type of tooth is used for crushing food?    ab c d      ",
            "7": "7  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  16 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     17 yeast, warm water and substance z were put into a test-tube. the apparatus was then set up as  shown. after a while, the lime water began to go cloudy.    lime water yeast, warm water and substance z     what is substance z?  a alcohol  b carbon dioxide  c glucose  d oxygen      18 what are the effects of smoking on the gas exchange system?     mucus in the airways chance of lung infection  a decreased decreased  b decreased increased  c increased decreased  d increased increased     ",
            "8": "8  \u00a9 ucles 2010 0610/13/o/n/10  19 where do the breakdown of drugs and the storage of urine occur?     breakdown of  drugs storage of urine  a kidney muscles  b liver bladder  c liver kidney  d muscles liver     20 the diagram shows some blood vessels near the surface of the skin.    skin surface y xz    if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant    ",
            "9": "9  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  21 the diagram shows blood vessel p which carries digested food from the small intestine to the  liver.    small intestineliver blood vesselp     which row describes the level of glucose in blood vessel p  and the level of glycogen in the liver,  shortly after a meal containing carbohydrates?     glucose in blood vessel p glycogen in liver  a high decreasing  b high increasing  c low decreasing  d low increasing      22 how often must a blood cell in the renal artery pass through the heart before it again reaches the  renal artery?  a once  b twice  c three times  d four times     ",
            "10": "10  \u00a9 ucles 2010 0610/13/o/n/10  23 the diagram shows some bones and muscles in a leg of a human.    x y z     what happens to muscle y and to the leg at joint z, when muscle x contracts?     muscle y  leg at joint z   a contracts bends  b contracts straightens  c relaxes bends  d relaxes straightens      24 what are the properties of an efficient gas exchange system, assuming it has a good blood  supply?  a large surface and thick walls   b large surface and thin walls   c small surface and thick walls   d small surface and thin walls     ",
            "11": "11  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  25 the diagram shows a neurone carrying an impulse.    direction of impulse      which row describes the type of neurone and the direction of impulse?     type of neurone direction of impulse  a motor towards the spinal cord  b motor away from the spinal cord  c sensory towards the spinal cord  d sensory away from the spinal cord      26 the diagram shows a family tree and the inheritance of the ability to taste a certain substance.    the allele for the ability to taste this substance is dominant.    david 1st generation 2nd generationjeanne mark mary  represents a male \u2018taster\u2019  represents a female \u2018taster\u2019 represents a male \u2018non-taster\u2019 represents a female \u2018non-taster\u2019 key     which statement about the genotypes of the sisters mary and jeanne is correct?  a mary is heterozygous and jeanne is homozygous.  b mary is homozygous and jeanne is heterozygous.  c they are both heterozygous.  d they are both homozygous.     ",
            "12": "12  \u00a9 ucles 2010 0610/13/o/n/10  27 in an experiment to investigate the effects of various environmental factors on germination, four  boiling tubes were set up as shown.    in which tube would the seeds germinate most quickly?    a  25  \u00b0cwater moist cotton woolcotton wool  cress seed b  25  \u00b0cdry cotton woolc  25  \u00b0calkaline pyrogallol absorbs o 2moist cotton woold  5 \u00b0cwatermoist cotton wool      28 which type of reproduction and which type of cell division produces nuclei with half the number of  chromosomes?     type of  reproduction type of cell  division  a asexual meiosis  b asexual mitosis  c sexual meiosis  d sexual mitosis     ",
            "13": "13  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  29 the calendar shows the menstrual cycle of a woman in september 2008.    sunday monday tuesday wednesday thursday friday saturday   1 2 3 4 5 6  7 8 9 10 11 12 13  14 15 16 17 18 19 20  21 22 23 24 25 26 27  28 29 30        key    = ovulation  = menstruation      why could fertilisation not take place if sperms are released into the vagina on 8th september?  a sperms are washed out of the female uterus by the menstrual flow.  b sperms can survive in the female reproductive system only for 3 or 4 days.  c sperms must be released after ovulation for fertilisation to take place.  d the uterus lining is washed out of the female body during menstruation.        ",
            "14": "14  \u00a9 ucles 2010 0610/13/o/n/10  30 the graph shows how the height of a child changes with age.    0123456789101112131415161718200 150100 50 age  / yearsheight  / cm     when is the child\u2019s growth rate fastest?  a 0-1 years  b 3-8 years  c 14-15 years  d 16-17 years     31 the diagram shows some parts of the male reproductive system.    which part is cut during a vasectomy?    a d cb     ",
            "15": "15  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  32 in some animals, b is the allele for normal skin (without spots) and b is the allele for spotted skin.    a pair of these animals has 37 offspring, 18 with spots and 19 without.    what are the most likely genotypes of the parents?  a bb \u00d7 bb b bb \u00d7 bb c bb \u00d7 bb d bb \u00d7 bb      33 a persistent pesticide is one that does not break down.    what is one disadvantage of a persistent pesticide?  a it becomes more concentrated at each level in the food chain.  b it breaks down within a few months.  c it only destroys one particular pest in the food chain.  d it does not dissolve in water.     34 the graph shows the growth of a population in a suitable environment.    tuvw timepopulation size     during which two stages is the population affected by lack of resources as a limiting factor?  a t and u b u and v c v and w d w and t      35 at each stage in a food chain, energy is lost.    what is a result of this?  a all living organisms respire.  b food chains always begin with green plants.  c plants are called producers and animals consumers.  d there are very few food chains with more than five organisms.     ",
            "16": "16  \u00a9 ucles 2010 0610/13/o/n/10  36 the diagram shows a simple food web.    organism horganism j organism lorganism ksolar energy     what must organism j be?  a a carnivore  b a decomposer  c a herbivore  d a producer      37 what effect does deforestation have on the leve ls of carbon dioxide, oxygen and water vapour in  the atmosphere?     carbon dioxide oxygen water vapour  a less less more  b less more more  c more less less  d more more less    ",
            "17": "17  \u00a9 ucles 2010 0610/13/o/n/10 [turn over  38 the diagram shows part of the water cycle.    s absorptionq rainfall r evaporation lakep transpiration     which processes will be slowed down by an increase in humidity?  a p and q b p and r c q and r d q and s     39 the diagram represents the carbon cycle. processes involved in the circulation of carbon are  numbered 1 to 9.    atmosphere plants fossil fuels animalsdecomposers1 2345 67 8 9    which processes are parts of a food web?  a 1, 2 and 3 b 1, 5 and 8 c 2, 4 and 9 d 6, 7 and 8     ",
            "18": "18  \u00a9 ucles 2010 0610/13/o/n/10  40 which part of the carbon cycle involves the releas e of energy from food substances in all living  cells?    carbon compounds  in green plants carbon dioxide in air  carbon compounds  in animals dead plants  and animals fossil fuels c b da      ",
            "19": "19  \u00a9 ucles 2010 0610/13/o/n/10  blank page   ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2010 0610/13/o/n/10  blank page      "
        },
        "0610_w10_qp_21.pdf": {
            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib10 11_0610_21/4rp  \u00a9 ucles 2010  [turn over       *7086325838* for examiner's use  1   2   3   4   5   6   7   8   9   total  i  university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  october/november 2010     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, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 1 (a)  fig. 1.1 shows a mammal.        fig. 1.1      describe two external features that occur in mammals but do not occur in other  vertebrates.  1.     2.    [2]       (b) fig. 1.2 shows an arthropod.        fig. 1.2     describe two external features that occur in all arthropods.  1.    2.    [2]        [total: 4]     ",
            "3": "3  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use 2 fig. 2.1 shows a population growth graph for a herbivorous insect that has just entered a  new habitat.    abc dnumber of insects time    fig. 2.1    (a) (i)  which of the four phases, labelled a, b, c and d, represents the stationary phase  and which the lag phase?  stationary phase     lag phase   [2]      (ii) during which phases will some of this insect population die?  phases  [2]       (b) (i)  state two factors that could affect the rate of population growth during phase c.  factor 1   factor 2  [2]      (ii) suggest how these two factors might change. explain how each change would  affect the rate of population growth.  factor 1      factor 2      [4]        [total: 10]    ",
            "4": "4  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 3 fig. 3.1 shows a section through the heart.  semilunar valve tricuspid valve abc d   fig. 3.1     (a) (i)  name the chamber of the heart labelled d.   [1]      (ii) state which of the chambers, a to d, contain deoxygenated blood.   [1]      (b) the pulmonary blood vessels carry blood into and away from the heart.      complete table 3.1 to give three differences between the pulmonary artery and the  pulmonary vein.   table 3.1   pulmonary artery pulmonary vein  1    2    3        [3]   ",
            "5": "5  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use  (c) (i)  state the function of the valves within the heart.   [1]      (ii) suggest what causes the tricuspid valve to open.     [2]      (iii) suggest why it is important that when the semilunar valves are open, the tricuspid  and bicuspid valves are closed.       [2]        [total: 10] ",
            "6": "6  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 4 fig. 4.1 shows a section through a leaf.                 fig. 4.1     (a) on fig. 4.1, label a stoma, the cuticle and a vascular bundle.     use label lines and the words \u2018stoma\u2019, \u2018cuticle\u2019 and \u2018vascular bundle\u2019 on fig. 4.1. [3]      (b) (i)  the upper layers of a leaf are transparent. suggest an advantage to a plant of this  feature.     [1]      (ii) the cuticle is made of a waxy material. suggest an advantage to a plant of this  feature.     [1]      (iii) state two functions of vascular bundles in leaves.  1.    2.    [2]     ",
            "7": "7  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use  (c) most photosynthesis in plants happens in leaves.     (i) name the two raw materials needed for photosynthesis.  1.  2.  [2]      (ii) photosynthesis produces glucose.        describe how plants make use of this glucose.             [3]         [total: 12]  ",
            "8": "8  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 5 (a) (i)  in the box, state the word equation for aerobic respiration.              [2]      (ii) complete table 5.1 to show three differences between aerobic respiration and  anaerobic respiration in humans.  table 5.1   aerobic respiration  in humans anaerobic respiration  in humans  1     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     2   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     3   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.         [3]        ",
            "9": "9  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use  (b) yeast is used in making some types of bread and in brewing.     (i) explain the role of yeast in bread making.          [3]      (ii) explain the role of yeast in brewing.        [2]        [total: 10]   ",
            "10": "10  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 6 complete the sentences by writing the most appropriate word in each space.    use only words from the box.   allele diploid dominant gene  genotype haploid heterozygous homozygous  meiosis mitosis phenotype recessive    wing length in the fruit fly, drosophila , is controlled by a single     that has two forms, one for long and one for short wings. the sperm and ova of fruit flies  are produced by the process of  .  when fertilisation occurs the   gametes fuse to form a  zygote.    when two long-winged fruit flies were crossed with each other some of the offspring were   short-winged. the  of the rest of the offspring was long-winged.  the short-winged form is  to the long-winged form and each of  the parents must have been  . [6]        [total: 6]   ",
            "11": "11  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use 7 suggest and explain three ways in which human activities can bring about air pollution. in  each case, name the pollutant.    1.        2.         3.        [6]        [total: 6]   ",
            "12": "12  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 8 fig. 8.1 shows a section through a pea flower.     ab c d e     fig. 8.1     (a) name the parts labelled a and b.  a   b  [2]      (b) this flower is insect-pollinated.     (i) define the term pollination .       [2]      (ii) suggest how parts c, d and e work together to bring about insect-pollination in  this flower.        [3]     ",
            "13": "13  \u00a9 ucles 2010 0610/21/o/n/10 [turn over  for  examiner's  use  (c) suggest how a wind-pollinated flower would be different from the flower shown in     fig. 8.1.            [4]       (d) after both pollination and fertilisation have happened, a flower produces seeds.        these seeds can germinate and grow into new plants.      for germination to happen a number of environmental factors must be present,  including oxygen, a suitable temperature and water.     explain why each of these three factors is essential for successful germination.   oxygen      suitable temperature      water     [3]        [total: 14]   ",
            "14": "14  \u00a9 ucles 2010 0610/21/o/n/10  for  examiner's  use 9 (a)  the kidney is an excretory organ.     name two other excretory organs in humans and in each case state a substance that  the organ excretes.  1. organ     substance excreted    2. organ    substance excreted  [4]       (b) table 9.1 shows the amounts of some substances in the blood in the renal artery and  in the renal vein of a healthy  person.    table 9.1    substance amount in blood in renal  artery  (arbitrary units) amount in blood in renal  vein  (arbitrary units)  oxygen 100.0    35.0  glucose   10.0     9.7  sodium salts   32.0   29.0  urea     3.0     0.5  water 180.0 178.0     suggest what happens in the kidney to b ring about the differences in the composition  of the blood shown in table 9.1.             [4]        [total: 8]   ",
            "15": "15   0610/21/o/n/10  blank page",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/21/o/n/10  blank page "
        },
        "0610_w10_qp_22.pdf": {
            "1": "    this document consists of 16 printed pages.  ib10 11_0610_22/5rp  \u00a9 ucles 2010  [turn over       *1386149925* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  october/november 2010     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, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 1 fig. 1.1 shows part of the human digestive system.    duodenum     fig. 1.1    (a) on fig. 1.1, label the gall bladder, the oesophagus and the pancreas.      use label lines and the words \u2018gall bladder\u2019 \u2018oesophagus\u2019 and \u2018pancreas\u2019 on fig. 1.1. [3]    (b) enzymes are needed to digest the food we eat.      (i) define the term enzyme .       [2]   ",
            "3": "3  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use   (ii) fig. 1.2 shows the activity of three digestive enzymes in solutions of different ph.    2468 1 0 1 2 phrate of digestion of proteinenzyme xenzyme yenzyme z   fig. 1.2       suggest and explain which one of the three enzymes is most likely to be active in  the stomach.       [2]      (iii) amylase is a digestive enzyme found in the duodenum.        name the food component that amylase digests and name the end product of this  digestion.  food component   end product  [2]     (c) a liquid, produced by the liver, does not contain any digestive enzymes. name this  liquid and explain how it helps in digestion in the duodenum.          [3]        [total: 12]   ",
            "4": "4  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 2 (a)  fig. 2.1 shows a bird.        fig. 2.1     describe two external features that occur in birds but do not occur in other vertebrates.  1.     2.    [2]       (b) fig. 2.2 shows an insect.        fig. 2.2     describe two external features that occur in insects but do not occur in other  arthropods.  1.    2.    [2]        [total: 4]    ",
            "5": "5  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use 3 fig.3.1 shows a section through the eye.        fig. 3.1     (a) on fig.3.1, label the ciliary muscle, the iris and the optic nerve.     use label lines and the words \u2018ciliary muscle\u2019, \u2018iris\u2019 and \u2018optic nerve\u2019 on fig. 3.1. [3]   (b)  describe the function of the retina in the eye.       [2]       (c) explain how and why the size of the pupil changes when a person goes out of a dark  room into very bright sunlight.            [4]        [total: 9]   ",
            "6": "6  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 4 suggest and explain how humans can cause three undesirable effects on ocean  ecosystems.  1.        2.         3.        [6]        [total: 6]     ",
            "7": "7  \u00a9 ucles 2010 0610/22/o/n/10 [turn over                                 question 5 starts on the next page     ",
            "8": "8  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 5 fig. 5.1 shows the mean heights of female humans between birth and 25 years of age.    200 180160140120100 80604020 0 0 5 10 15 20 25 age (years)height (cm)females height     fig. 5.1    ",
            "9": "9  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use  table 5.1 gives the mean heights of males over the same period of their lives.  table 5.1    age of males / years mean height  / cm  0 50  2 84  5 104  10 126  15 140  20 174  25 178     (a) (i)  plot the data for the males on fig. 5.1.     plot your points and draw your line on fig. 5.1. [2]      (ii) between which ages is the growth rate in males fastest?   [1]      (iii) at which two ages, after the age of 2 years, are males and females the same  height?   [2]      (iv) at what age is the average height of females 144 cm?   [1]       (b) (i)  name the hormone that controls most of the changes that occur in females at  puberty.   [1]      (ii) describe some of the changes, apart from increases in height or mass, that occur  in females during puberty.          [3]        [total: 10]  ",
            "10": "10  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 6 fig. 6.1 represents the carbon cycle.    carbon dioxide in air carbon compounds in plantscarbon compounds in fossil fuelscarbon compounds in dead organismscarbon compounds in animalsab cd e f     fig. 6.1     (a) (i)  name the process labelled a on fig. 6.1.   [1]      (ii) name a group of organisms that are responsible for the process labelled d on      fig. 6.1.   [1]      (iii) which two letters identify respiration on fig. 6.1?   [2]      (iv) which letter identifies photosynthesis on fig. 6.1?   [1]      (b)  in the box, state the word equation for photosynthesis.                [2]      ",
            "11": "11  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use  (c) suggest reasons why the mean percentage of carbon dioxide in the atmosphere has  increased during the last 100 years.          [3]        [total: 10]   ",
            "12": "12  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 7 the volume of blood pumped out of the heart per minute is known as the cardiac output.    the cardiac output depends on the heart rate and the volume of blood pumped during each  heartbeat, which is known as the stroke volume.    cardiac output  =  heart rate  \u00d7  stroke volume     table 7.1 gives data for a person at rest and after exercise.  table 7.1   heart rate  / beats per minute stroke volume  / dm 3 cardiac output  / dm3 per minute  person at rest 75 0.07 \u2026\u2026\u2026\u2026.  person after  exercise 191 0.11 21.01     (a) (i)  calculate the cardiac output for the person at rest and record the result in      table 7.1.            write your answer in the space in table 7.1. [1]      (ii) calculate by how many times the cardiac output increases when the person  exercises to the level shown in table 7.1.  show your working.           answer  [2]        (iii) suggest why the body needs a greater cardiac output during exercise.            [4]   ",
            "13": "13  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use  (b) (i)  name the chamber of the heart that pumps blood to the lungs.   [1]      (ii)  state which component of the blood carries oxygen.   [1]      (iii) describe three  features of the lungs that make gaseous exchange an efficient  process.          [3]        [total: 12]     ",
            "14": "14  \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 8 polydactyly is a condition in which people have more than ten fingers or ten toes.    fig. 8.1 shows the inheritance of polydactyly in three generations of a family.   grandparents parents children12 34 56key female with normal number of fingers and toes female with polydactyly male with polydactylymale with normal number of fingers and toes     fig. 8.1     polydactyly is controlled by a single gene that has both dominant and recessive alleles.   (a) explain what is meant by each of the terms      (i) allele     [1]      (ii)  recessive.      [1]       (b) the allele causing polydactyly is dominant.      which evidence, from fig. 8.1, shows that the allele causing polydactyly is dominant?   explain your answer.       [2]     ",
            "15": "15  \u00a9 ucles 2010 0610/22/o/n/10 [turn over  for  examiner's  use  (c) using the symbols f and f for the dominant and recessive alleles,      (i) state the genotype of grandparent 2    [1]      (ii) state the possible genotypes of child 6.   [2]      (d) state which two members of the family must be heterozygous for polydactyly.   [2]      (e) scientists have stated that polydactyly first appeared because of a mutation.      define the term mutation .    [1]        [total: 10] ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2010 0610/22/o/n/10  for  examiner's  use 9 fig. 9.1 is a transverse section of part of a young dicotyledonous plant.        fig. 9.1     (a) state the part of the plant from which this section has been cut.   [1]      (b) on fig. 9.1, label the phloem tissue and the xylem tissue.    use label lines and the words \u2018xylem\u2019 and \u2018phloem\u2019 on fig. 9.1. [2]     (c) describe the functions of the phloem and xylem.  phloem      [2]  xylem      [2]        [total: 7]   "
        },
        "0610_w10_qp_23.pdf": {
            "1": "    this document consists of 16 printed pages.  ib10 11_0610_23/fp  \u00a9 ucles 2010  [turn over       *4888138992* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  october/november 2010     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 1 fig. 1.1 shows part of the human digestive system.    duodenum     fig. 1.1     (a) on fig. 1.1, label the gall bladder, the oesophagus and the pancreas.     use label lines and the words \u2018gall bladder\u2019 \u2018oesophagus\u2019 and \u2018pancreas\u2019 on fig. 1.1. [3]    (b) enzymes are needed to digest the food we eat.      (i) define the term enzyme .       [2]   ",
            "3": "3  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use   (ii) fig. 1.2 shows the activity of three digestive enzymes in solutions of different ph.    2468 1 0 1 2 phrate of digestion of proteinenzyme xenzyme yenzyme z   fig. 1.2       suggest and explain which one of the three enzymes is most likely to be active in  the stomach.       [2]      (iii) amylase is a digestive enzyme found in the duodenum.        name the food component that amylase digests and name the end product of this  digestion.  food component   end product  [2]    (c) a liquid, produced by the liver, does not contain any digestive enzymes. name this  liquid and explain how it helps in digestion in the duodenum.           [3]        [total: 12]   ",
            "4": "4  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 2 (a)  fig. 2.1 shows a bird.        fig. 2.1      describe two external features that occur in birds but do not occur in other vertebrates.  1.     2.    [2]       (b) fig. 2.2 shows an insect.        fig. 2.2     describe two external features that occur in insects but do not occur in other  arthropods.  1.     2.    [2]        [total: 4]    ",
            "5": "5  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use 3 fig.3.1 shows a section through the eye.        fig. 3.1     (a) on fig.3.1, label the ciliary muscle, the iris and the optic nerve.      use label lines and the words \u2018ciliary muscle\u2019, \u2018iris\u2019 and \u2018optic nerve\u2019 on fig. 3.1. [3]   (b)  describe the function of the retina in the eye.       [2]       (c) explain how and why the size of the pupil changes when a person goes out of a dark  room into very bright sunlight.             [4]        [total: 9]   ",
            "6": "6  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 4 suggest and explain how humans can cause three undesirable effects on ocean  ecosystems.  1.         2.         3.        [6]        [total: 6]     ",
            "7": "7   0610/23/o/n/10 [turn over                                 question 5 starts on the next page    ",
            "8": "8  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 5 fig. 5.1 shows the mean heights of female humans between birth and 25 years of age.    200 180160140120100 80604020 0 0 5 10 15 20 25 age (years)height (cm)females height     fig. 5.1     ",
            "9": "9  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use  table 5.1 gives the mean heights of males over the same period of their lives.  table 5.1    age of males / years mean height  / cm  0 50  2 84  5 104  10 126  15 140  20 174  25 178     (a) (i)  plot the data for the males on fig. 5.1.     plot your points and draw your line on fig. 5.1. [2]     (ii) between which ages is the growth rate in males fastest?   [1]      (iii) at which two ages, after the age of 2 years, are males and females the same  height?   [2]     (iv) at what age is the average height of females 144 cm?   [1]       (b) (i)  name the hormone that controls most of the changes that occur in females at  puberty.   [1]      (ii) describe some of the changes, apart from increases in height or mass, that occur  in females during puberty.           [3]        [total: 10]  ",
            "10": "10  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 6 fig. 6.1 represents the carbon cycle.    carbon dioxide in air carbon compounds in plantscarbon compounds in fossil fuelscarbon compounds in dead organismscarbon compounds in animalsab cd e f     fig. 6.1     (a) (i)  name the process labelled a on fig. 6.1.   [1]      (ii) name a group of organisms that are responsible for the process labelled d on      fig. 6.1.   [1]     (iii) which two letters identify respiration on fig. 6.1?   [2]      (iv) which letter identifies photosynthesis on fig. 6.1?   [1]      (b)  in the box, state the word equation for photosynthesis.               [2]      ",
            "11": "11  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use  (c) suggest reasons why the mean percentage of carbon dioxide in the atmosphere has  increased during the last 100 years.           [3]        [total: 10]   ",
            "12": "12  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 7 the volume of blood pumped out of the heart per minute is known as the cardiac output.     the cardiac output depends on the heart rate and the volume of blood pumped during each  heartbeat, which is known as the stroke volume.    cardiac output  =  heart rate  \u00d7  stroke volume    table 7.1 gives data for a person at rest and after exercise.  table 7.1   heart rate  / beats per minute stroke volume  / dm 3 cardiac output  / dm3 per minute  person at rest 75 0.07 \u2026\u2026\u2026\u2026.  person after exercise 191 0.11 21.01    (a) (i)  calculate the cardiac output for the person at rest and record the result in      table 7.1.            write your answer in the space in table 7.1. [1]       (ii) calculate by how many times the cardiac output increases when the person  exercises to the level shown in table 7.1.  show your working.           answer  [2]        (iii) suggest why the body needs a greater cardiac output during exercise.             [4]   ",
            "13": "13  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use  (b) (i)  name the chamber of the heart that pumps blood to the lungs.   [1]      (ii)  state which component of the blood carries oxygen.   [1]     (iii) describe three  features of the lungs that make gaseous exchange an efficient  process.           [3]        [total: 12]     ",
            "14": "14  \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 8 polydactyly is a condition in which people have more than ten fingers or ten toes.     fig. 8.1 shows the inheritance of polydactyly in three generations of a family.   grandparents parents children12 34 56key female with normal number of fingers and toes female with polydactyly male with polydactylymale with normal number of fingers and toes     fig. 8.1     polydactyly is controlled by a single gene that has both dominant and recessive alleles.   (a) explain what is meant by each of the terms      (i) allele      [1]      (ii)  recessive.      [1]       (b) the allele causing polydactyly is dominant.       which evidence, from fig. 8.1, shows that the allele causing polydactyly is dominant?   explain your answer.       [2]     ",
            "15": "15  \u00a9 ucles 2010 0610/23/o/n/10 [turn over  for  examiner's  use  (c) using the symbols f and f for the dominant and recessive alleles,       (i) state the genotype of grandparent 2    [1]      (ii) state the possible genotypes of child 6.   [2]      (d) state which two members of the family must be heterozygous for polydactyly.   [2]     (e) scientists have stated that polydactyly first appeared because of a mutation.      define the term mutation .     [1]        [total: 10] ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2010 0610/23/o/n/10  for  examiner's  use 9 fig. 9.1 is a transverse section of part of a young dicotyledonous plant.        fig. 9.1     (a) state the part of the plant from which this section has been cut.   [1]      (b) on fig. 9.1, label the phloem tissue and the xylem tissue.    use label lines and the words \u2018xylem\u2019 and \u2018phloem\u2019 on fig. 9.1. [2]    (c) describe the functions of the phloem and xylem.  phloem      [2]  xylem      [2]        [total: 7]       "
        },
        "0610_w10_qp_31.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib10 11_0610_31/5rp  \u00a9 ucles 2010  [turn over       *8103202447* for examiner's use  1   2   3   4   5   6   7   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2010     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 1 fig. 1.1 shows a vertical section through a flower of soybean, glycine max , following    self-pollination. fig. 1.2 shows part of the section at a higher magnification.    stigma a         fig. 1.1       a b c       fig. 1.2       (a) (i)  name the parts labelled a to c shown in figs. 1.1 and 1.2.  a   b   c  [3]     ",
            "3": "3  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use   (ii) describe what happens to the structures shown in figs. 1.1 and 1.2 to bring about      fertilisation. you may refer to the structures labelled a to c by their letters if you      wish.             [3]      (iii) explain the advantages and disadvantages of self-pollination for flowering plants,      such as soybean.  advantages        disadvantages          [4]       (b) soybean is a dicotyledonous plant.      (i)   name the genus to which the soybean belongs.   [1]      (ii) state two features which are only found in dicotyledonous plants.  1.  2.  [2]    [total: 13] ",
            "4": "4  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 2 the human menstrual cycle is controlled by four hormones. fig. 2.1 is a diagram that   shows the site of production and the target organs of these hormones.    pituitary gland z uterushormone x hormone ylh progesteronedays 1 to 14 of the menstrual cycle days 15 to 28 of the menstrual cycle secreted at day 12-13     fig. 2.1     (a) (i) name hormones x and y.   x   y  [2]      (ii)  name organ z.   [1]   ",
            "5": "5  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  (b) describe the roles of progesterone during the menstrual cycle and during pregnancy.              [3]       (c) many medical experts agree that breast-feeding of babies is better than bottle-feeding     using formula milk.    state two advantages and one disadvantage of breast-feeding.  advantage 1      advantage 2      disadvantage     [3]        [total: 9]     ",
            "6": "6  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 3 (a) define the term aerobic respiration.        [2]      during exercise the movement of the ribcage enables air to enter the lungs.     (b) describe how the ribcage is moved during inspiration (breathing in) and explain how     this causes air to enter the lungs.                 [4]      (c)   explain how the ribcage returns to its resting position during expiration (breathing out).         [2]      ",
            "7": "7  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  some students carried out an investigation on a 16-year old athlete. table 3.1 shows the   results of their investigation on the athlete\u2019s breathing at rest and immediately after 20  minutes of running.    ventilation rate is the volume of air taken into the lungs per minute.    table 3.1     at rest immediately after 20  minutes of running  rate of breathing    / breaths per minute 12 20  average volume of air  taken in with each breath   / dm3 0.5 3.5  ventilation rate  / dm 3 per minute 6.0   \u2026\u2026\u2026\u2026.      (d) (i)  calculate the ventilation rate of the athlete immediately after 20 minutes of running.       write your answer in table 3.1. [1]      (ii) explain why the athlete has a high ventilation rate after the exercise has  finished .                     [5]        [total: 14] ",
            "8": "8  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 4 the lymphatic system consists of:    \u007f thin-walled lymph vessels that drain tissue fluid from many organs of the body    \u007f lymph nodes that contain the cells of the immune system   the fluid in the lymph vessels is moved in a way similar to the movement of blood in veins.    fig. 4.1 shows part of the lymphatic system.    vena cava ileum from legsfrom head direction of flow of lymph     fig. 4.1     (a)   suggest how lymph is moved in the lymph vessels.          [2]     ",
            "9": "9  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use   (b) after a meal rich in fatty foods, the lymph leaving the ileum is full of fat droplets.      explain why there are fat droplets in the lymph leaving the ileum.           [2]        ",
            "10": "10  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use  lymph flows through lymph nodes. fig. 4.2 shows the action of white blood cells in a   lymph node when bacteria are present.   p p pbacteria q cell rnot to scale     fig. 4.2    (c) (i) name the type of nuclear division shown at p in fig. 4.2.   [1]      (ii) name the molecules labelled q in fig. 4.2.   [1]        (iii)  describe how bacteria are destroyed by cell r.                  [3]     ",
            "11": "11   0610/31/o/n/10  blank page                          question 4 continues on page 12",
            "12": "12  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use  antibiotics are used to treat bacterial infections. an investigation was carried out into the   effect of prescribing antibiotics on antibiotic resistance in 20 countries. fig. 4.3 shows the  results of this investigation. each point represents the result for a country.    0 1 2  percentage of population taking antibiotics 3 4 60  50 40 30 20  10  0 percentage  of bacterial infections that are antibiotic resistant      fig. 4.3     (d)  describe the results shown in fig. 4.3. credit will be given for using figures from     fig. 4.3 to support your answer .                 [3]   ",
            "13": "13  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  (e)   many different antibiotics are used.     suggest why some antibiotics are used less frequently than others.                  [3]        [total: 15]   ",
            "14": "14  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 5 marine conservationists are concerned that fish stocks in the sea are decreasing. drastic   measures will have to be taken to stop the extinction of many fish species.   fig. 5.1 shows a marine food web. tuna are large carnivorous fish that are an important  human food. dolphins may be caught in fishermen\u2019s nets and die.    photosynthetic algae growing on reefsherbivorous fish zooplankton photosynthetic planktonsmall carnivorous fishsquidtuna dolphins5 4321trophic level fishing boat     fig. 5.1    (a) state the names given to trophic levels 1 and 3.  1   3  [2]       ",
            "15": "15  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  (b) explain why it is more energy efficient for humans to eat herbivorous fish rather than  tuna.                     [3]      (c) explain why it is necessary to conserve animals, such as tuna and dolphins, which are     at trophic level 4.                 [4]       (d) many seas are polluted by non-biodegradable plastics.     suggest the likely effects of this pollutant on the marine environment.         [2]        [total: 11]",
            "16": "16  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 6 daphnia is a small arthropod animal found in freshwater. the population of daphnia  in a  lake in oregon (in the northern temperate region) was sampled at regular intervals between march and november in 2006 and 2007. during 2006 there were very few daphnia in any  of the samples. at the end of that year fish were removed from the lake.     \u007f the population of daphnia in march, april and may 2007 was 1 animal per m 3 of water  sampled.     \u007f the population then increased exponentially to 100 000 per m3 at the beginning of july.     \u007f by the end of august the populati on had decreased to 10 000 per m3 and the population  remained at this number until the end of november.     (a)    sketch a line on fig. 6.1 to show the population of daphnia  from march to the end of     november 2007. [3]      mar nov oct sept aug july 2007june may apr100 000 10 000 1000 100 10 1 0numbers of daphniaper m 3        fig. 6.1   ",
            "17": "17  \u00a9 ucles 2010 0610/31/o/n/10 [turn over  for  examiner's  use  (b) suggest why there were very few daphnia  present in the lake in 2006.        [2]      (c) explain the changes in the population of daphnia  in 2007.                      [4]        [total: 9] ",
            "18": "18  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use 7 seeds of the mung bean, phaseolus aureus , were germinated and grown in a dish for a few   days in the dark. the dish was then placed as shown in fig. 7.1 a.     fig. 7.1 b shows the seedlings after a further two days in the dark.    ab   fig. 7.1     (a)  name the response shown by the roots in fig. 7.1.   [1]      (b) suggest why the seedlings were kept in the dark during this investigation.      [1]      (c) explain why it is important for their early growth that the roots and shoots of seedlings  respond in the way shown in fig. 7.1 b.             [2]      ",
            "19": "19  \u00a9 ucles 2010 0610/31/o/n/10  for  examiner's  use  (d) the response shown by the shoots in fig. 7.1 b is coordinated by auxins.     explain how auxins bring about this growth response in shoots.              [3]      (e)  weed seedlings are sprayed with synthetic auxins to kill them.      suggest how these weedkillers spread throughout the plant.          [2]     [total: 9]  ",
            "20": "20    copyright acknowledgements:    figure 4.3    figure 5.1  \u00a9  adapted from:  world health organisation antibiotic graphs;  http://apps.who.int/medicinedocs/en/d/js7920e/1.html http://apps.who.int/medicinedocs/ed/d/js7920e/ http://apps.who.int/medicinedocs/collect/medicinedocs/pdf/s7920e/s7920e.pdf   \u00a9  adapted from:  http://cordis.europa.eu/inco/fp5/icons/pauly1. gif;  daniel pauly;  fishing down marine food webs as an integr ative concept;   (university of british columbia, canada);  acp-eu fisheries research report;  number 5;  page 8.   permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.     0610/31/o/n//10  blank page "
        },
        "0610_w10_qp_32.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib10 11_0610_32/5rp  \u00a9 ucles 2010  [turn over       *9095627811* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2010     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 1  fig. 1.1 a shows a buttercup, ranunculus cymbalaria . fig. 1.1 b shows details of a flower of  the same plant.        ab       fig. 1.1     (a) explain, using only features visible in fig. 1.1 , why ranunculus cymbalaria  is  classified as a dicotyledonous plant rather than as a monocotyledonous plant.          [2]       ",
            "3": "3  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use  fig. 1.2 shows a transverse section through a buttercup root at the end of the cold winter  (w) and at the end of the warm, moist summer ( s). at the end of the winter, the cells  contain very few starch grains. at the end of the summer, most of the root cells contain many starch grains.    ws     fig. 1.2     (b) suggest why there are few starch grains in the cells of w compared with a large  number of starch grains in the cells of s.              [3]       (c) describe how enzymes in root cells synthesise starch.            [3]   ",
            "4": "4  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use  (d) as temperature is increased, for example from 10  oc to 30  oc, enzyme activity  increases.     explain how increasing temperature affects enzyme activity.         [2]      [total: 10] ",
            "5": "5   0610/32/o/n/10 [turn over          blank page  ",
            "6": "6  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 2 (a) define the term excretion .           [3]     fig. 2.1 shows a dialysis machine for treating people who have kidney failure. the dialysate   (dialysis fluid) is a solution of glucose and salts.   blood out blood in dialysate  out blood  vessels  dialysate  in dialysis membrane      fig. 2.1     (b) explain how, when the patient is receiving dialysis treatment     (i)  the loss of plasma proteins and red blood cells is prevented,     [1]  ",
            "7": "7  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use   (ii) the normal glucose concentration of the blood is maintained.         [2]     ",
            "8": "8  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use (c) a person with kidney failure received regular dialysis treatment for 17 days.      fig. 2.2 shows how the concentration of ur ea in the blood changed over the 17 days.       123456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7250 200150100 50 0concentration of urea in theblood  / mg per dm3 time  / days     fig. 2.2      (i)  state how many times the person received dialysis treatment.   [1]      (ii) calculate the decrease in the concentration of urea in the blood from the beginning     of dialysis until the end of the treatment.     [1]   ",
            "9": "9  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use   (iii) describe the changes that occur in the urea concentration in the blood over the      period shown in fig. 2.2. you will gain credit for using the data in fig. 2.2 in your     answer.             [3]      (iv) explain the changes in urea concentration in the blood as shown in fig. 2.2.                 [4]    [total: 15] ",
            "10": "10  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 3 (a) in the space below write a balanced chemical equation for anaerobic respiration in     muscles.                                  \u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026.. /barb2right \u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026..\u2026\u2026\u2026\u2026.. [2]    some students investigated the breathing of a 16-year old male athlete. fig. 3.1 shows the  pattern of his breathing for 60 seconds when resting. fig. 3.2 shows the pattern of his  breathing while he took some exercise for 60 seconds.    2 1 0 0 1 02 03 0 time  / s40 50 60volume of air  / dm3     fig. 3.1    2 1 0 01 0 2 0 3 0 time  / s40 50 60volume of air  / dm3   fig. 3.2 ",
            "11": "11  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use   table 3.1 shows a summary of the results obtained by the students.    table 3.1     breathing at rest breathing during exercise volume of air breathed in  with each breath / dm3 0.5   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  rate of breathing / number of breaths per minute 11   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  volume of air breathed in per minute / dm 3 5.5   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    (b)  using information from fig. 3.2, complete table 3.1.        write your answers in table 3.1. [3]     (c) explain the effect of exercise on the student\u2019s breathing.                     [5]    ",
            "12": "12  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use  (d) during strenuous exercise, the hormone adrenaline causes changes in the pulse rate  and in the concentration of glucose in the blood.     explain the importance of these changes during strenuous exercise.   pulse rate           concentration of glucose in the blood            [5]   [total: 15] ",
            "13": "13  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use 4 the human immunodeficiency virus (hiv) infects white blood cells. the virus is reproduced   inside these white blood cells.   (a)  describe what may happen to viruses that leave infected white blood cells.         [2]     (b)  describe the possible long-term effects of hiv on the immune system.             [3]      (c) people with hiv may be treated with a variety of drugs.     (i) define the term drug.       [1]     (ii) explain why antibiotics cannot be used to control hiv.             [2]       [total: 8] ",
            "14": "14  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 5 in many parts of the world, raw sewage drains into rivers. raw sewage contains organic   matter which acts as food for bacteria. the breakdown of organic matter by bacteria has an  effect on the oxygen concentration and species of invertebrate animals in rivers.    fig. 5.1 shows the changes in oxygen concentration along a river.      a sampling stations bc d e f g distance downstreamsewage enters river 100 755025 0concentration of dissolvedoxygen  / % of maximumsaturation fig. 5.1      table 5.1 shows the invertebrate animals at seven sampling stations, a to g, along the   river.    invertebrate animal present abc d e f g stonefly nymph freshwater shrimpcaddis fly larvamayfly nymphmidge larvarat-tailed maggotwater lousewandering snailtubifex worm/check /check/check/check/check /check/check/check /check/check/check /check/check /check /check/check /check/check /check /check /check /check/check/check /check/check/check /check /check/check/check /check/check/check/check /check /check/checkinvertebrate animalssampling stationskeytable 5.1    ",
            "15": "15  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use  (a) (i) describe the changes that occur to the oxygen concentration in the river as shown   in fig. 5.1. you will gain credit for using the data in fig. 5.1 in your answer.                    [4]     (ii) name the invertebrate animal that is only found in water with the highest oxygen      concentration.   [1]      (iii) name the two invertebrate animals that tolerate the lowest oxygen concentrations.     [1]     (iv) suggest and explain the changes in the number of different species of invertebrate  animals along the river, as shown in table 5.1.             [3]    ",
            "16": "16  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use  sewage treatment works receive raw sewage.     this sewage contains food molecules, such as cellulose, starch, protein and fat.   (b)  explain how bacteria breakdown these nutrient molecules.                     [4]     the concentration of nitrate ions is often very high in the water leaving a sewage treatment    works.     in some places, the water passes through a series of reed beds as shown in fig. 5.2.     the water leaving the reed beds and entering the river contains very low concentrations of   nitrate ions.   water from  sewage works  river reeds gravel   fig. 5.2   ",
            "17": "17  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use  (c) explain two ways in which the concentration of nitrate ions may be reduced as the  water flows through the reed beds.             [3]     (d) some bacteria that live in reed beds release methane. other sources of methane are  cattle and flooded rice fields.     explain the environmental consequences of an increase in the methane concentration  in the atmosphere.             [3]   [total: 19] ",
            "18": "18  \u00a9 ucles 2010 0610/32/o/n/10  for  examiner's  use 6 (a) define the term self-pollination .         [2]      snapdragon plants have flowers with three colours: red, pink and white.   some students investigated the inheritance of flower colour in snapdragons.    in cross 1  they cross-pollinated plants that were homozygous for red flowers with plants  that were homozygous for white flowers. they collected and planted the seeds from     cross 1. all of the resulting plants had pink flowers.    in cross 2  they self-pollinated all the pink-flowered plants and found that in the next  generation there were red-flowered plants, white-flowered plants and pink-flowered plants.      (b) complete the genetic diagrams to show how flower colour is inherited in snapdragon  plants.      use the symbol i r for the allele for red flowers and iw for the allele for white flowers.    cross 1 parental phenotypes parental genotypes gametes offspring genotypes offspring phenotypesred flowers ... ...\u00d7 \u00d7 ... pink flowerswhite flowers ... ...  ",
            "19": "19  \u00a9 ucles 2010 0610/32/o/n/10 [turn over  for  examiner's  use cross 2 parental phenotypes parental genotypes gametespink flowers ...\u00d7 \u00d7pink flowers ... ...           ... ...           ...        offspring   genotypes \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   ratio of offspring  phenotypes \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [4]      (c) another student cross-pollinated pink-flowered plants with white-flowered plants.      complete the genetic diagram to show the results that the student would expect.    phenotypes genotypes gametespink flowers ...\u00d7 \u00d7white flowers ... ...           ... ...                     offspring   genotypes \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    ratio of offspring  phenotypes \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [3]  ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    0610/32/o/n/10  for  examiner's  use  (d)  explain the advantages of sexual reproduction to a species of flowering plant, such as     the snapdragon.               [4]    [total: 13]                 "
        },
        "0610_w10_qp_33.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib10 11_0610_33/3rp  \u00a9 ucles 2010  [turn over       *5890124480* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  october/november 2010     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use 1 (a) fig. 1.1 shows seven species of fish that live on reefs in the caribbean.    ab cd ef g drawings not to scale     fig. 1.1 ",
            "3": "3  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use   use the key to identify each species. write the letter of each species ( a to g) in the  correct box beside the key. one has been done for you.    key          [4] 1 (a) body shape is long and narrow, at least  10 times as long as its depth go to 2      (b) body shape is not long and narrow, less  than 10 times long as its depth go to 3   2 (a) fins are pointed aulostomus maculatus  f     (b) fins are smooth gymnothorax moringa    3 (a) both eyes are on top of the head go to 4      (b) eyes are on either side of the head go to 5   4 (a) tail fin is long and thin dasyatis americana       (b) tail fin is short bothus ocellatus    5 (a) fish has one or several dark spots go to 6      (b) fish has no dark spots epinephelus striatus    6 (a) fish has two fins on its back pseudupeneus maculatus      (b) fish has more than two fins on its back chaetodon capistratus   ",
            "4": "4  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use the wavelengths of light that penetrate water influence the features of fish. blue light does  not penetrate far into water; red light penetrates much further.   many different species of cichlid fish live in lake victoria in africa. some species live in shallow water and others live in deeper water.     table 1.2 summarises some of the features of males and females of these species.     table 1.2    habitat body colour of males retina in eyes of females  shallow water blue detects blue light  deep water red detects red light    body colour and colour vision are both inherited features. females select the males that they mate with and prefer bright coloured males. male and female eyes of the same species of cichlid fish are similar.    (b) (i)  the ancestors of red and blue cichlid fish were brown.      state how the different body colours of the males first happened.     [1]     (ii)  suggest the advantages of different cich lid fish being able to detect blue and red  light.           [2]    ",
            "5": "5  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use  (c) lake victoria receives considerable pollution from the surrounding area which makes  the water cloudier and reduces the penetration of blue light.     suggest and explain the likely long-term effects of the cloudy water on the red and blue  cichlid fish.               [4]   [total: 11]   ",
            "6": "6  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use 2 fig. 2.1 shows a diagram of human skin in hot weather.     a b capillaries arteriole c d     fig. 2.1     (a) name structures a to d.  a   b   c   d  [4]    ",
            "7": "7  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use  (b) describe how the structures ( a to d) in the skin help to maintain a constant body  temperature. you may refer to the structures by their letters.                 [4]      (c) (i) blood flow through the skin changes in response to changes in the air  temperature.      state and explain what happens to blood flow through the skin when the  temperature of the surrounding air becomes very cold.                  (ii) explain how the changes you have described in (c)(i)  reduce heat loss.             [5]   ",
            "8": "8  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use  (d) the control of body temperature is an example of negative feedback .      describe how negative feedback is involved in the control of body temperature.           [3]    [total: 16]   ",
            "9": "9  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use 3 enzymes are biological catalysts. fig. 3.1 shows how the enzyme, sucrase, breaks down a   molecule of sucrose.    sucrose sucrase h2o glucose fructose       fig. 3.1     (a)  describe how sucrase catalyses the breakdown of sucrose. you should refer to fig. 3.1  in your answer.               [3]  ",
            "10": "10  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use  (b) three enzymes, p, q and r, were extracted from different regions of the alimentary  canal of a mammal. the effect of ph on the activity of the enzymes was investigated at  40 oc. the results are shown in fig. 3.2.    0123456 ph789 1 0 1 1 1 2100 75 5025 0rate of enzymeactivity  / arbitraryunitspq r     fig. 3.2      (i) explain why the investigation was carried out at 40 oc.        [2]     (ii) using information in fig. 3.2, describe the effects of increasing ph on the rate of   activity of enzyme q.             [3]  ",
            "11": "11  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use   (iii) enzymes increase the rate of breakdown of different types of food substances in      digestion.        name enzymes p, q and r.  p  q   r  [3]      (c) some baby foods are manufactured by pre-digesting foodstuffs containing  carbohydrates, fats and proteins with enzymes.      describe the roles of different types of enzymes in preparing these baby foods.                 [4]     [total: 15] ",
            "12": "12  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use 4 the growth of the human population of br azil between the years 1500 and 2005 is shown in   fig. 4.1.    1500 1550 1600 1650 1700 1750 1800 1850 1900 1950 2000 2050200 180160140120100 80604020 0 yearpopulation  / millions     fig. 4.1       (a)  compare  the growth curve shown in fig. 4.1 with a sigmoid growth curve.             [3]    ",
            "13": "13  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use  table 4.1 shows information on deforestation in four south american countries that have  extensive tropical rainforests. (1 hectare = 10 000 m2.)    table 4.1      area of forest / millions of  hectares  country  1990 2005 deforestation -  area of forest  lost as  percentage of  forested area in  1990  brazil 520.0 478.0   bolivia   63.0   59.0 6.4  colombia   61.7   61.0 1.1  peru   70.4   69.0 2.0      (b) (i) calculate the percentage loss of forest in brazil between 1990 and 2005.      show your working.              answer  % [2]    (ii) state two reasons why forests are cut down.   1.    2.   [2]   ",
            "14": "14  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use  (c) outline the effects of large scale deforestation on the following aspects of the  environment.  number of species         soils         rivers          atmosphere               [8]    ",
            "15": "15  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use  (d) drinks cartons have proved difficult to recycle because they are made of plastic,  aluminium and paper. a factory in brazil uses new technology to recycle all these  components as raw materials for the packaging industry.      explain the importance for the environment of developing technologies for recycling  materials, such as those found in drinks cartons.             [3]   [total: 18]            ",
            "16": "16   0610/33/o/n/10           blank page",
            "17": "17  \u00a9 ucles 2010 0610/33/o/n/10 [turn over  for  examiner's  use 5 fig. 5.1 shows a root hair cell.     ab c     fig. 5.1     (a) name structures a, b and c.  a   b   c  [3]      (b) explain two ways in which root hair cells are adapted to carry out their functions.  1.      2.    [4]     (c) root hair cells need a supply of sugars to provide energy.     explain how root hair cells obtain a supply of sugars.           [2]       [total: 9]",
            "18": "18  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use 6 fig. 6.1 shows the changes in the concentrations of four hormones during one menstrual  cycle.    1 10 20 28  time  / days relative  concentration of the hormones in the blood  y x lh lh  fsh fsh lh  fsh  1 10 20 28  time  / days relative  concentration of the hormones in the blood  y x progesteroneprogesteroneoestrogen oestrogen progesteroneoestrogen      fig. 6.1 ",
            "19": "19  \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use  (a)  state what happens at x and at y during the menstrual cycle.  x   y  [2]       (b) describe the roles of oestrogen in controlling the menstrual cycle.             [4]     (c) some women who cannot conceive may be treated with fsh.     (i) describe how fsh is used as a fertility drug and how it may allow a woman to   conceive.            [2]     (ii) suggest one implication of using fertility drugs.       [1]       question 6 continues on page 20 ",
            "20": "20    copyright acknowledgements:    figure 1.1  \u00a9  domroese, m (editor);  treasures in the sea;  our bahamian marine resources.   an educator's guide to teaching marine biodiversity;    bahamas national trust, center for biodiversity and conservation of the american museum of natural history, bahamas ministry of   education, youth, sports and culture;  2007.   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of 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.   \u00a9 ucles 2010 0610/33/o/n/10  for  examiner's  use (d) explain why it is important that fsh is not secreted during pregnancy.         [2]       [total: 11]   "
        },
        "0610_w10_qp_51.pdf": {
            "1": "    this document consists of 8 printed pages.  ib10 11_0610_51/5rp   \u00a9 ucles 2010  [turn over        *5335751319* university of cambridge international examinations  international general certificate of secondary education         biology 0610/51     paper 5  practical test  october/november 2010     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in instructions to supervisors        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 medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.       for examiner's use   1   2   total  ",
            "2": "2  \u00a9 ucles 2010 0610/51/0/n/10  for  examiner's  use 1 enzymes are used commercially to extract fruit juices. the use of enzymes increases the  volume of juice produced.     you will investigate the volume of fruit juice produced using no enzyme and two  concentrations of enzyme.    the container, labelled w1, contains apples that have been blended into a pulp.    the test-tube, labelled 0%, contains water with no enzyme .     the test-tube, labelled 1%, contains a 1% solution of the enzyme.    the test-tube, labelled 3%, contains a 3% solution of the enzyme.    each test-tube contains 5 cm 3 of liquid.    proceed as follows    \u007f label the three small containers 0%, 1% and 3%.  \u007f divide the apple pulp equally into the three containers.  \u007f to the sample of apple pulp labelled 0%, add the contents of the test-tube labelled 0%  and stir the contents carefully with the plastic spoon.  \u007f clean the spoon before using it again.  \u007f repeat the procedure by adding the contents of the test-tube labelled 1% to the  sample of apple pulp labelled 1%.  \u007f repeat the procedure by adding the contents of the test-tube labelled 3% to the  sample of apple pulp labelled 3%.  \u007f record the time in the space below and leave the three containers to stand for   15 minutes to allow the enzyme to act.    space to record time  ..    during the 15 minutes     \u007f read the rest of this question and answer (a). if you have time you should start  question 2 .    (a) prepare a suitable table to record the vo lumes of juice that will be produced after  filtering the three mixtures and the appearance of each juice.                           [5]",
            "3": "3  \u00a9 ucles 2010 0610/51/0/n/10 [turn over  for  examiner's  use \u007f after 15 minutes, filter each of the mixtures using the apparatus provided, as shown in  fig. 1.1 a. if using coffee filters fold the top edge of the paper over the edge of the cup,  as shown in fig. 1.1 b.    abjuice collects in the measuring cylinderfilter paper containingapple pulp plus enzymesolution or apple pulpplus water plasticcupfold the topedge of paperdown overthe cupor juice collectsin the plasticcupcoffee filter containing apple pulp plus enzymes solution or apple pulp plus water   fig. 1.1    \u007f allow the juice from each mixture to filter for 10 minutes.    \u007f record the appearance of each juice in the table.    \u007f measure the volume of juice collected from each mixture using the measuring cylinder.  record your results in the table.     (b) (i) compare the results and observations that you have recorded for the three  samples of fruit juice.             [3]     (ii) suggest how you might improve this investigation.         [3]     ",
            "4": "4  \u00a9 ucles 2010 0610/51/0/n/10  for  examiner's  use  (c) (i) describe, but do not carry out, an investigation to show the effect of ph on the  activity of the enzyme that is used to extract apple juice.                     [6]     (ii) using the space below, show how you would plot the effects of ph on the activity  of the enzyme in a graphical form.             [3]    [total: 20]   ",
            "5": "5  \u00a9 ucles 2010 0610/51/0/n/10 [turn over  for  examiner's  use 2 specimen w2 is a preserved honey bee, apis mellifera .      do not touch specimen w2.     use forceps to turn the specimen on its side.     (a) make a labelled drawing of a back leg of w2. use the hand lens provided to observe  the detail.                                                        [5]   ",
            "6": "6  \u00a9 ucles 2010 0610/51/0/n/10  for  examiner's  use  honey bees are important in pollination when they gather nectar from flowers.   the nectar is used for making honey.  honey contains pollen grains which identify the flowers that the nectar was gathered from.   fig. 2.1 shows some pollen grains in a sample of honey as seen with a microscope.    pollen grain a \u00d7 500   fig. 2.1     (b) (i) measure the diameter of pollen grain a. draw a line on fig. 2.1 to show where you  have made your measurement.   diameter of pollen grain a in fig. 2.1  mm [1]     (ii) calculate the actual diameter of pollen grain a.       actual diameter of pollen grain a  mm [2]    ",
            "7": "7  \u00a9 ucles 2010 0610/51/0/n/10 [turn over  for  examiner's  use  (c) (i) describe how you could safely test the sample of honey, labelled w3, for:  starch,     reducing sugar.          [4]    \u007f carry out these tests on w3. if you require hot water, raise your hand and it will be  brought to you.     (ii) record your observations and state your conclusions on the starch and reducing  sugar content of w3 in table 2.1.    table 2.1    test observation conclusion  starch    reducing sugar        [4]   ",
            "8": "8    copyright acknowledgements:    question 2 \u00a9 http://autopoll en.massey.ac.nz;  06/08/09.   permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    university of cambridge international examinations is part of t he 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.     0610/51/0/n/10  for  examiner's  use honey production has been affected by parasite s found on both the adult and larval stages  of honey bees.     one of the latest pests has been identified as a blood sucking parasite, varroa destructor .  fig. 2.2 shows the external appearance of this parasite.    \u00d7 60  fig. 2.2    (d) name the arthropod groups to which the honey bee, apis mellifera , and the parasite,     varroa destructor , belong.      for each organism, describe one feature which leads to your identification.    organism arthropod group reason  honey bee  (apis mellifera )    \u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...  parasite  (varroa destructor )   \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...        [4]        [total : 20]   "
        },
        "0610_w10_qp_52.pdf": {
            "1": "    this document consists of 8 printed pages.  ib10 11_0610_52/4rp  \u00a9 ucles 2010  [turn over       *6921022309* university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  october/november 2010     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in instructions to supervisors        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 medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.      for examiner's use   1   2   total  ",
            "2": "2  \u00a9 ucles 2010 0610/52/o/n/10  for  examiner's  use 1 three similar pieces of apple labelled w1, w2 and w3 have been stored for different  lengths of time.     (a) (i)  in table 1.1, describe the appearance and the texture of each piece of apple.    table 1.1     w1 w2 w3  appearance     texture         [3]    (ii) suggest which piece of apple, w1, w2 or w3, has been stored for the longest  time. explain your choice.     [1]     chemical changes occur in apples during storage.    (b) (i) describe how you could safely test the pieces of apple for starch and reducing  sugar.             [4]   ",
            "3": "3  \u00a9 ucles 2010 0610/52/o/n/10 [turn over  for  examiner's  use  (ii) carry out these tests safely on samples of w1, w2 and w3.       if you require hot water, raise your hand and it will be brought to you.     record your observations in table 1.2.    table 1.2    observations  test  w1 w2 w3  starch     reducing sugar         [5]    (iii) what can you deduce about the effect of storage time on the starch and reducing  sugar content of the pieces of apple, w1, w2 and w3?             [3]     ",
            "4": "4  \u00a9 ucles 2010 0610/52/o/n/10  for  examiner's  use in a different investigation, some apples were stored for 10 days. the apples were weighed at  intervals and the results recorded in table 1.3.   table 1.3    time / days mass of apples / g total loss in mass / g  0 730.0 0  2 719.9 10.1  4 694.5 35.5  6 663.7   8 636.5   10 620.5     (c) (i) complete table 1.3, by calculating the total loss in mass of apples stored for 6, 8 and 10 days.      [1]    (ii) plot the total loss in mass of apples against time.           [4]   ",
            "5": "5  \u00a9 ucles 2010 0610/52/o/n/10 [turn over  for  examiner's  use  (iii) suggest one process that would cause the loss in mass of apples.   [1]     (iv) suggest how apples might be stored to prevent loss of mass.               [3]        [total: 25]  ",
            "6": "6  \u00a9 ucles 2010 0610/52/o/n/10  for  examiner's  use 2 w4  is the shell of an animal that lives in water. the shell consists of two parts.      (a) make a large, labelled drawing of w4 to show the external features of both parts of the  shell.                                                [4]     (b) suggest and explain one way in which the shell is an adaptation to the habitat of this  animal.         [2]   ",
            "7": "7  \u00a9 ucles 2010 0610/52/o/n/10 [turn over  for  examiner's  use   fig. 2.1 shows the shell of a different animal belonging to the same group.     0.5 cm     fig. 2.1    (c) (i) the animals that have the shell w4 and the shell shown in fig. 2.1 belong to the  same group. name this group.   [1]     (ii) calculate the actual length of the shell shown in fig. 2.1.        show your working.      write the answer to the nearest 0.1 mm.              answer  mm [3]             question 2 continues on page 8              ",
            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of cambridge international examinations is part of t he 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.    0610/52/o/n/10  for  examiner's  use  hydrogencarbonate indicator solution is red.     the indicator changes colour when the ph changes.   in acid conditions it goes yellow.     in alkaline conditions it goes purple.   two test-tubes containing hydrogencarbonate indicator solution were set up.   one test-tube, labelled a, contained a small animal.   the other test-tube, labelled p, contained a piece of water plant.   both tubes were kept in the light for two hours.   the animal and the piece of water plant were then removed.      (d) describe the colour in each test-tube and explain the change from red.  colour of indicator in test-tube a (contained an animal)   explanation,       colour of indicator in test-tube p (contained a plant)   explanation.        [5]       [total:15]   "
        },
        "0610_w10_qp_53.pdf": {
            "1": "    this document consists of 8 printed pages.  ib10 11_0610_53/fp  \u00a9 ucles 2010  [turn over       *5657921613* university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  october/november 2010     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in instructions to supervisors        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 medium (hb) pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.      for examiner's use   1   2   total  ",
            "2": "2  \u00a9 ucles 2010 0610/53/o/n/10  for  examiner's  use 1 three similar pieces of apple labelled w1, w2 and w3 have been stored for different  lengths of time.     (a) (i)  in table 1.1, describe the appearance and the texture of each piece of apple.    table 1.1     w1 w2 w3  appearance     texture         [3]    (ii) suggest which piece of apple, w1, w2 or w3, has been stored for the longest  time. explain your choice.     [1]     chemical changes occur in apples during storage.    (b) (i) describe how you could safely test the pieces of apple for starch and reducing  sugar.             [4]   ",
            "3": "3  \u00a9 ucles 2010 0610/53/o/n/10 [turn over  for  examiner's  use  (ii) carry out these tests safely on samples of w1, w2 and w3.       if you require hot water, raise your hand and it will be brought to you.     record your observations in table 1.2.    table 1.2    observations  test  w1 w2 w3  starch     reducing sugar         [5]    (iii) what can you deduce about the effect of storage time on the starch and reducing  sugar content of the pieces of apple, w1, w2 and w3?             [3]     ",
            "4": "4  \u00a9 ucles 2010 0610/53/o/n/10  for  examiner's  use in a different investigation, some apples were stored for 10 days. the apples were weighed at  intervals and the results recorded in table 1.3.   table 1.3    time / days mass of apples / g total loss in mass / g  0 730.0 0  2 719.9 10.1  4 694.5 35.5  6 663.7   8 636.5   10 620.5     (c) (i) complete table 1.3, by calculating the total loss in mass of apples stored for 6, 8 and 10 days.      [1]    (ii) plot the total loss in mass of apples against time.           [4]   ",
            "5": "5  \u00a9 ucles 2010 0610/53/o/n/10 [turn over  for  examiner's  use  (iii) suggest one process that would cause the loss in mass of apples.   [1]     (iv) suggest how apples might be stored to prevent loss of mass.               [3]        [total: 25]  ",
            "6": "6  \u00a9 ucles 2010 0610/53/o/n/10  for  examiner's  use 2 w4  is the shell of an animal that lives in water. the shell consists of two parts.      (a) make a large, labelled drawing of w4 to show the external features of both parts of the  shell.                                                [4]     (b) suggest and explain one way in which the shell is an adaptation to the habitat of this  animal.         [2]   ",
            "7": "7  \u00a9 ucles 2010 0610/53/o/n/10 [turn over  for  examiner's  use   fig. 2.1 shows the shell of a different animal belonging to the same group.     0.5 cm     fig. 2.1    (c) (i) the animals that have the shell w4 and the shell shown in fig. 2.1 belong to the  same group. name this group.   [1]     (ii) calculate the actual length of the shell shown in fig. 2.1.        show your working.      write the answer to the nearest 0.1 mm.              answer  mm [3]             question 2 continues on page 8              ",
            "8": "8      permission to reproduce items where t hird-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.   \u00a9 ucles 2010 0610/53/o/n/10  for  examiner's  use  hydrogencarbonate indicator solution is red.     the indicator changes colour when the ph changes.   in acid conditions it goes yellow.     in alkaline conditions it goes purple.   two test-tubes containing hydrogencarbonate indicator solution were set up.   one test-tube, labelled a, contained a small animal.   the other test-tube, labelled p, contained a piece of water plant.   both tubes were kept in the light for two hours.   the animal and the piece of water plant were then removed.      (d) describe the colour in each test-tube and explain the change from red.  colour of indicator in test-tube a (contained an animal)   explanation,       colour of indicator in test-tube p (contained a plant)   explanation.        [5]       [total:15]       "
        },
        "0610_w10_qp_61.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 11_0610_61/4rp   \u00a9 ucles 2010  [turn over       *2292526810* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  october/november 2010     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.       for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use 1 enzymes are used commercially to extract fruit juices. the use of enzymes increases the  volume of juice produced.    an investigation was carried out to determine the volume of apple juice produced at  different temperatures.      mixtures of apple pulp and enzyme were left for 15 minutes at different temperatures.    after 15 minutes, the mixtures were filtered and the juice collected.     fig.1.1 shows the volume of juice collected from each mixture.    (a) (i)  record the volume of juice in each measuring cylinder in table 1.1.    30 2010 10  \u00b0c30 2010 15  \u00b0c30 2010 20  \u00b0c30 2010 25  \u00b0c30 2010 30  \u00b0c30 2010 35  \u00b0ccm3cm3cm3cm3cm3cm3     fig. 1.1.    table 1.1    temperature / \u00bac volume of juice collected / cm3  10   15   20   25   30   35         [3]   ",
            "3": "3  \u00a9 ucles 2010 0610/61/o/n/10 [turn over  for  examiner's  use   (ii)  present the data in a suitable graphical form.          [5]        (iii)  describe the results.            [2]     ",
            "4": "4  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use  (b)  describe an investigation to show the effect of ph on the activity of the enzyme that is  used to extract apple juice.                    [6]        [total : 16] ",
            "5": "5  \u00a9 ucles 2010 0610/61/o/n/10 [turn over  for  examiner's  use 2 fig. 2.1 shows a honey bee, apis mellifera .         fig. 2.1    (a) make a labelled drawing of the back leg of the honey bee shown in fig. 2.1.                                             [5]   ",
            "6": "6  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use  honey bees are important in pollination when they gather nectar from flowers.   the nectar is used for making honey.  honey contains pollen grains which identify the flowers that the nectar was gathered from.   fig. 2.2 shows some pollen grains in a sample of honey as seen with a microscope.    pollen grain a \u00d7 500   fig. 2.2     (b) (i)  measure the diameter of pollen grain a. draw a line on fig. 2.2 to show where you  have made your measurement.   diameter of pollen grain a in fig. 2.2   mm [1]      (ii)  calculate the actual diameter of pollen grain a. show your working.         actual diameter of pollen grain a      mm [2]      (c) describe how you could safely test a sample of honey for starch and reducing sugar:           [4]     ",
            "7": "7  \u00a9 ucles 2010 0610/61/o/n/10 [turn over  for  examiner's  use  honey production has been affected by parasite s found on both the adult and larval stages  of honey bees.    one of the latest pests has been identified as a blood sucking parasite, varroa destructor .     fig. 2.3 shows the external appearance of this parasite.    \u00d7 60  fig. 2.3    (d) (i)  varroa  is a parasite. using the information above, suggest the meaning of the term  parasite.       [2]      (ii) name the arthropod groups to which the honey bee, apis mellifera , and the  parasite, varroa destructor , belong. for each organism, give one feature which  leads to your identification.    organism arthropod group feature  honey bee  (apis mellifera ) \u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. parasite  (varroa destructor )\u2026\u2026\u2026\u2026\u2026\u2026\u2026..   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.       [4]       [total : 18]   ",
            "8": "8  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use 3 there is variation in the shape of human thumbs.    fig. 3.1 shows the two forms referred to as \u2018straight\u2019 and \u2018hitch hikers\u2019.   straight hitch hikers     fig. 3.1     a survey of thumb shape was carried out on 197 students. the results are shown in      table 3.1.    table 3.1    number of students with \u2018straight\u2019  thumbs number of students with \u2018hitch hiker\u2019   thumbs  age / years  male female male female  12 21 24 4 2  13 18 28 3 5  14 19 15 2 3  15 26 20 3 4  total 84 87 12 14      (a) describe the results shown in table 3.1.           [3]     ",
            "9": "9  \u00a9 ucles 2010 0610/61/o/n/10  for  examiner's  use  (b) scientists think that thumb shape is controlled by a single gene.     what evidence is there from table 3.1 to support this idea?      [3]        [total : 6]     ",
            "10": "10   0610/61/o/n/10  blank page",
            "11": "11   0610/61/o/n/10  blank page",
            "12": "12    copyright acknowledgements:    question 2  figure 2.2 \u00a9  http: //autopollen.massey.a c.nz;  pollen    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.    0610/61/o/n/10  blank page "
        },
        "0610_w10_qp_62.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib10 11_0610_62/5rp   \u00a9 ucles 2010  [turn over       *6697102429* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  october/november 2010     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.      for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use 1 apples grow, are picked and stored. changes occur in the apples during their development.     fig. 1.1 shows three apples at different stages.     fig. 1.1     (a)  describe the visible changes, other than the size of the apple, that you observe in  appearance of these apples, as shown in fig. 1.1.         [3]     ",
            "3": "3  \u00a9 ucles 2010 0610/62/o/n/10 [turn over  for  examiner's  use  chemical changes occur in apples during storage.     (b) describe how you could safely test for changes in starch and reducing sugar.                     [5]     ",
            "4": "4  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use  in a different investigation, some apples were stored for 10 days. the apples were weighed  at intervals and the results recorded in table 1.1.    table 1.1    time / days mass of apples / g total loss in mass / g  0 730.0 0  2 719.9 10.1  4 694.5 35.5  6 663.7   8 636.5   10 620.5        (c) (i)  complete table 1.1, by calculating the total loss in mass of apples stored for 6, 8  and 10 days. [1]      (ii) plot the total loss in mass of apples against time.          [4]   ",
            "5": "5  \u00a9 ucles 2010 0610/62/o/n/10 [turn over  for  examiner's  use   (iii) suggest  two processes that would cause the loss in mass of apples.   [2]      (iv) suggest how apples might be stored to prevent loss of mass.               [3]        [total : 18]        ",
            "6": "6  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use 2 fig. 2.1 shows the shell of an animal that lives in water. the shell consists of two parts.     fig. 2.1     (a) make a large, labelled drawing of this shell.                                                [4]   ",
            "7": "7  \u00a9 ucles 2010 0610/62/o/n/10 [turn over  for  examiner's  use  (b) suggest and explain one way in which the shell is an adaptation to the habitat of this  animal.         [2]       fig. 2.2 shows the shell of a different animal belonging to the same group.    3.0 mm     fig. 2.2     (c) (i)  the animals that have the shell shown in fig. 2.1 and that shown in fig. 2.2 belong  to the same group. name this group.   [1]     (ii) calculate the actual length of the shell shown in fig. 2.2.       show your working.      write the answer to the nearest 0.1 mm.           answer    mm [3]       [total : 10]   ",
            "8": "8  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use 3 some species of water plants live in freshwater and have two types of leaf.     in these species, some leaves float on the surface of the water and other leaves are  submerged.     fig. 3.1 shows a water plant with floating and submerged leaves.        fig. 3.1      (a) describe how the submerged leaves are different in appearance from the floating  leaves.         [2]     ",
            "9": "9  \u00a9 ucles 2010 0610/62/o/n/10 [turn over  for  examiner's  use  (b) fig. 3.2 shows a section through a floating leaf.      fig. 3.2      (i) on fig. 3.2 label the palisade and spongy mesophyll.      use label lines and the words \u2018palisade mesophyll\u2019 and \u2018spongy mesophyll\u2019 on      fig. 3.2. [2]      (ii) describe how the mesophyll tissues  shown in fig. 3.2 make the functioning of  the floating leaf effective.           [3]   ",
            "10": "10  \u00a9 ucles 2010 0610/62/o/n/10  for  examiner's  use  hydrogencarbonate indicator solution is red.      the indicator changes colour when the ph changes.   in acid conditions it goes yellow.     in alkaline conditions it goes purple.   two test-tubes containing hydrogencarbonate indicator solution were set up.   one test-tube contains a small animal.   the other test-tube contains a piece of water plant.  both tubes were kept in the light for 2 hours.    fig. 3.3 shows the appearance of the two test-tubes after 2 hours.    animal in test-tubeplant in test-tube    fig. 3.3     (c)  state the colour in each test-tube and explain the change from red.  colour of indicator in the test-tube that contains an animal   explanation         colour of indicator in the test-tube that contains a plant    explanation        [5]        [total: 12]  ",
            "11": "11   0610/62/o/n/10  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    0610/62/o/n/10  blank page "
        },
        "0610_w10_qp_63.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib10 11_0610_63/4rp   \u00a9 ucles 2010  [turn over       *6715454446* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  october/november 2010     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.    for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use 1 bread can be prepared from a mixture of flou r, yeast, sugar and water. the resulting  mixture is called dough. some bakers add a flour improver to make the dough rise quickly.    an investigation was carried out to compare two types of dough, one of which contained a  flour improver and the other did not.     dough a was prepared without a flour improver and dough b with a flour improver.    fig. 1.1 shows the dough in two measuring cylinders after 20 minutes.      50 40302010 a50 40302010 bcm 3cm3     fig. 1.1     (a) (i)  measure the volumes of dough a and dough b in the measuring cylinders shown  in fig.1.1. record your measurements in table 1.1.    table 1.1    time / minutes volume of dough a / cm3 volume of dough b / cm3  0 20 18  10 27 32  20    30 44 50  40 50 63        [2]   ",
            "3": "3  \u00a9 ucles 2010 0610/63/o/n/10 [turn over  for  examiner's  use   (ii)  plot the data in table 1.1 to show the volumes of dough a and dough b against  time. plot the data for a and b on the same pair of axes.          [5]      (iii) describe the results.        [3]      (iv) suggest how you would carry out this investigation to obtain reliable results.                 [4]   ",
            "4": "4  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use  yeast plays an important part in making some types of bread.    (b)  explain how yeast makes the dough rise.        [2]       fig. 1.2 shows some yeast cells dividing.    x \u00d75000  fig. 1.2      (c) (i)  name the type of reproduction shown by these cells.   [1]      (ii) measure the length of yeast cell x in fig. 1.2.       draw a line on fig. 1.2 to show where you have made your measurement.    length of yeast cell x in fig. 1.2   mm [1]   ",
            "5": "5  \u00a9 ucles 2010 0610/63/o/n/10 [turn over  for  examiner's  use   (iii) calculate the actual length of yeast cell x.       show your working.                    actual length of yeast cell x           mm [2]        [total: 20]      ",
            "6": "6  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use 2 fig. 2.1 shows one complete leaf from a pea plant made of a number of smaller leaflets.    fig. 2.1     (a) (i)  make a large, labelled drawing of the leaf.                                 [4]      (ii) describe how the leaflets in fig. 2.1 are modified for different functions.            [3]     ",
            "7": "7  \u00a9 ucles 2010 0610/63/o/n/10 [turn over  for  examiner's  use  (b) (i)  state three  environmental conditions needed for germination of seeds.    [1]      (ii) describe how you would grow germinated pea seeds until they produce flowers.             [3]     ",
            "8": "8  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use  table 2.1 shows the measurements of height of some pea plants in a garden at the time of  flowering.     table 2.1    height of plants / cm  38.0;  11.0;  58.0;  64.0;  61.0;  45.5; 12.5; 16.0;  56.0;  43.5;  36.5; 18.2;  18.6;  48.0;  50.0;  63.0;  37.0;  44.6; 15.0; 13.6;  55.0;  60.9; 11.7; 19.0      (c)  what can you conclude about the height of these pea plants from the data in          table 2.1?                                [4]        [total: 15]   ",
            "9": "9  \u00a9 ucles 2010 0610/63/o/n/10  for  examiner's  use 3 fig. 3.1 shows three animals belonging to different groups.    10 cm 5 cmf e 0.5 mmd     fig. 3.1     in table 3.1, name the group to which these animals, d, e and f, belong and give your  reasons based on external features visible in fig. 3.1 only. d has been identified for you.     table 3.1     animal group reasons  d nematode   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    e \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    f \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [5]       [total : 5] ",
            "10": "10   0610/63/o/n/10  blank page",
            "11": "11   0610/63/o/n/10  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.    0610/63/o/n/10  blank page "
        }
    },
    "2011": {
        "0610_s11_qp_11.pdf": {
            "1": "    this document consists of 16 printed pages.  ib11 06_0610_11_hi/fp  \u00a9 ucles 2011  [turn over       *4543376409* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)    suitable for hearing impaired candidates      read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2011 0610/11/m/j/11  1 which characteristic is shown when a person smells a gas in the air?  a excretion  b movement  c respiration  d sensitivity     2 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4    3 an organism has dry scales covering its body.    to which vertebrate group does it belong?  a amphibian  b fish  c mammal  d reptile   ",
            "3": "3  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  4 the diagram shows an animal.        use the key to identify the animal.    1 has legs .. go to 2   has no legs . go to 3  2 has a shell .. animal a   has no shell  animal  b  3 has one muscular foot  animal  c   has more than one foot .. animal  d      5 the diagram shows four specialised cells.    liver cell white blood cell muscle cell sperm cell     which feature is not common to all of these cells?  a cell membrane  b cytoplasm  c diploid number of chromosomes  d nucleus      6 the diagram shows a plant cell.    p q r s t    which labelled structures are found in plant cells but not in animal cells?  a p and q b q and r c r and s d s and t    ",
            "4": "4  \u00a9 ucles 2011 0610/11/m/j/11  7 the diagram shows another plant cell.        which feature shows that it is a palisade cell?  a a large nucleus  b a large vacuole  c a thick cell wall  d many chloroplasts      8 which structures are adapted for supporting a plant?  a phloem tissues  b root hair cells  c stomata  d xylem vessels      9 which describes the structure and function of a red blood cell?     structure function  a cell contents are dead transport of water  b has a nucleus produces antibodies  c has cilia moves particles in the respiratory tract d has no nucleus transport of substances     ",
            "5": "5  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  10 boiling potatoes destroys their cell membranes. a peeled, boiled potato strip is placed in a  concentrated solution of salts.    concentrated solution of salts boiled potato strip     what takes place?     osmosis solute  diffusion   a \u0013 \u0013 key:  b \u0013 \u0017 \u0013= takes place  c \u0017 \u0013 \u0017= does not take place  d \u0017 \u0017      11 a red blood cell is placed in a concentrated sugar solution.    what happens and why?  a the cell bursts as sugar molecules diffuse into it.  b the cell bursts because the concentrated sugar solution enters it.  c the cell shrinks because sugar molecules leave it.  d the cell shrinks because water leaves it.      12 what are enzymes made of?  a carbohydrates  b dna  c fats  d proteins     13 at which temperature do most enzymes from the human body become completely denatured?  a 0  \u00b0c b 27  \u00b0c c 40  \u00b0c d 65  \u00b0c     ",
            "6": "6  \u00a9 ucles 2011 0610/11/m/j/11  14 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.    15 what does photosynthesis form in a leaf first?  a cellulose  b protein  c starch  d sugar     16 nutrients are made up of smaller basic units. nutrients can be identified by food tests.    which nutrient is a protein?    nutrient smaller basic units food test  a amino acids benedict\u2019s test  b amino acids biuret test  c sugars benedict\u2019s test  d sugars biuret test     ",
            "7": "7  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  17 in which order does water pass through these structures in a plant?  a mesophyll \u2192 root hair \u2192 xylem  b mesophyll \u2192 xylem \u2192 root hair  c root hair \u2192 mesophyll \u2192 xylem  d root hair \u2192 xylem \u2192 mesophyll     18 which two substances are transported in the phloem?  a amino acids and protein  b amino acids and sucrose  c protein and starch  d starch and sucrose     19 the diagram shows some parts from the blood of a mammal.    which part would contain the breakdown products of bacterial cells?    ab c d      ",
            "8": "8  \u00a9 ucles 2011 0610/11/m/j/11  20 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b  c d 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8      ",
            "9": "9  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  21 the diagram shows changes in air pressure inside the lungs during a complete cycle of  breathing. atmospheric pressure is 101  kpa.    which position on the graph marks the point at which the ribs are beginning to be raised?    ab c d102 101100 timepressure in lungs/  kpa      22 which statement about respiration is not correct?  a all living cells respire.  b heat is always produced.  c plants respire in the light and in the dark.  d plants take in carbon dioxide and give out oxygen.    23 in which part of the body do drugs break down?  a brain   b heart   c kidneys   d liver    ",
            "10": "10  \u00a9 ucles 2011 0610/11/m/j/11  24 the diagram shows a cell.        what type of cell is shown?    a ciliated cell  b motor neurone  c relay neurone  d sensory neurone      25 when a bright light is shone into the eye, the diameter of the pupil decreases.    what is this an example of?  a accommodation  b a simple reflex  c photosynthesis  d voluntary response    26 the diagram shows a pod from a pea plant.    which line correctly shows the path that was taken by a pollen tube to an ovule?    cd b a key path taken by pollen tube      ",
            "11": "11  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  27 the diagram shows a developing human fetus within the uterus.    uterus wall fetusx     what is a main function of x?  a passing faeces to the mother  b passing oxygen to the fetus  c passing the mother\u2019s blood to the fetus  d protecting the fetus from knocks     28 which process does not involve an increase in dry mass?  a a bacterium getting larger before it divides  b a fetus developing inside the uterus  c a green shoot growing towards light  d a seed germinating under the ground     ",
            "12": "12  \u00a9 ucles 2011 0610/11/m/j/11  29 the diagram shows four flasks which were set up to investigate the conditions needed for  germination.    in which experiment will the seeds germinate most quickly?    stored at 18  \u00b0ca  stored at 18  \u00b0cc  stored at 2  \u00b0cd  dry  cotton wool  stored at 18  \u00b0cb  cotton  wool  boiled  water seeds  damp  cotton  wool seeds       30 what is always  found in female gametes and may be found in male gametes?  a one x chromosome  b one y chromosome  c two x chromosomes  d one x chromosome and one y chromosome    31 in rabbits, the allele for dark fur, r, is dominant to the allele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    \u00d7     what are the genotypes of the offspring?  a rr and rr b rr and rr c rr and rr d r and r     ",
            "13": "13  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  32 the diagram shows a food web.    tree seedlingseagle rabbitsrabbit fleas voles mice grass fruit and seeds    which of the following is a food chain in this web?  a grass \u2192 rabbits \u2192 eagle  b grass \u2192 voles \u2192 eagle  c rabbit fleas \u2192 rabbits \u2192 grass  d seeds \u2192 voles \u2192 mice      33 in one habitat, hyaenas eat antelopes and antelopes eat grass.    what is the source of energy for the grass?  a antelopes  b carbon dioxide  c hyaenas  d the sun     ",
            "14": "14  \u00a9 ucles 2011 0610/11/m/j/11  34 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  a bird of prey eats the small birds.    which diagram shows the pyramid of numbers for this food chain?    a b  c d       35 the diagram shows part of the carbon cycle.    carbon dioxide in the air x     which process is taking place at x?   a combustion  b decomposition  c photosynthesis  d respiration ",
            "15": "15  \u00a9 ucles 2011 0610/11/m/j/11 [turn over  36 the diagram shows part of the water cycle.    which arrow represents condensation?    water vapourclouds plants soil rivercda   b       37 some bacteria were grown in a nutrient solution over a period of two weeks. the graph shows  how the population of bacteria changed during this time.    which is the lag phase in the growth of this population?    a bc  d  02 1 time  / weekspopulation  size       38 weeds are growing in a crop.    what should be used to kill the weeds?  a artificial fertiliser  b herbicide  c magnesium salts  d organic manure    ",
            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here 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.    university of cambridge international examinations is part of t he 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.   \u00a9 ucles 2011 0610/11/m/j/11  39 a large area is heavily overgrazed for many years.    how does this affect soil nutrients and soil erosion?     soil nutrients soil erosion  a decrease decrease  b decrease increase  c increase decrease  d increase increase     40 the diagram shows some of the effects of human activity on a river.    bacteria use up  dissolved oxygen  water weeds  grow quickly fish die from  lack of ox ygen     what could have caused these effects?  a air pollution  b deforestation  c over-use of fertilisers  d presence of weed killers      "
        },
        "0610_s11_qp_12.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0610_12/fp  \u00a9 ucles 2011  [turn over       *4625240491* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2011 0610/12/m/j/11  1 the diagram shows a food web.    tree seedlingseagle rabbitsrabbit fleas voles mice grass fruit and seeds    which of the following is a food chain in this web?  a grass \u2192 rabbits \u2192 eagle  b grass \u2192 voles \u2192 eagle  c rabbit fleas \u2192 rabbits \u2192 grass  d seeds \u2192 voles \u2192 mice      2 in a particular habitat, hyaenas eat antelopes and grass is eaten by antelopes.    what is the source of energy for the grass?  a antelopes  b carbon dioxide  c hyaenas  d the sun     ",
            "3": "3  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  3 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which diagram shows the pyramid of numbers for this food chain?    a b  c d       4 the diagram shows some of the effects of human activity on a river.    bacteria use up  dissolved oxygen  water weeds grow quickly fish die from lack of ox ygen     what could have caused these effects?  a air pollution  b deforestation  c over-use of fertilisers  d presence of weed killers     ",
            "4": "4  \u00a9 ucles 2011 0610/12/m/j/11  5 a large area is heavily overgrazed for many years.    what is the effect on soil nutrients and soil erosion?     soil nutrients soil erosion  a decrease decrease  b decrease increase  c increase decrease  d increase increase     6 an organism has dry scales covering its body.    to which vertebrate group does it belong?  a amphibian  b fish  c mammal  d reptile     7 the diagram shows an animal.        use the key to identify the animal.    1 has legs .. go to 2   has no legs . go to 3  2 has a shell .. animal a   has no shell  animal  b  3 has one muscular foot  animal  c   has more than one foot .. animal  d    8 what are enzymes made of?  a carbohydrates  b dna  c fats  d proteins   ",
            "5": "5  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  9 at which temperature do most enzymes from the human body become completely denatured?  a 0  \u00b0c b 27  \u00b0c c 40  \u00b0c d 65  \u00b0c      10 the diagram shows a developing human fetus within the uterus.    uterus wall fetusx     what is a main function of x?  a passing faeces to the mother  b passing oxygen to the fetus  c passing the mother\u2019s blood to the fetus  d protecting the fetus from knocks     11 the diagram shows a pod from a pea plant.    which line correctly shows the path that was taken by a pollen tube to an ovule?    cd b a key path taken by pollen tube      ",
            "6": "6  \u00a9 ucles 2011 0610/12/m/j/11  12 in rabbits, the allele for dark fur, r, is dominant to the allele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    \u00d7     what are the genotypes of the offspring?  a rr and rr b rr and rr c rr and rr d r and r     13 what is always  found in female gametes and may be found in male gametes?  a one x chromosome  b one y chromosome  c two x chromosomes  d one x chromosome and one y chromosome    14 in which order does water pass through these structures in a plant?  a mesophyll \u2192 root hair \u2192 xylem  b mesophyll \u2192 xylem \u2192 root hair  c root hair \u2192 mesophyll \u2192 xylem  d root hair \u2192 xylem \u2192 mesophyll    15 which pair of substances is transported in the phloem?  a amino acids and protein  b amino acids and sucrose  c protein and starch  d starch and sucrose    ",
            "7": "7  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  16 what is formed first in a leaf as a result of photosynthesis?  a cellulose  b protein  c starch  d sugar      17 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    which position on the graph corresponds to the poi nt at which the ribs are beginning to be  raised?    ab c d102 101100 timepressure in lungs/  kpa      ",
            "8": "8  \u00a9 ucles 2011 0610/12/m/j/11  18 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b  c d 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8      ",
            "9": "9  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  19 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     ",
            "10": "10  \u00a9 ucles 2011 0610/12/m/j/11  20 the diagram shows part of the carbon cycle.    carbon dioxide in the air x     which process is taking place at x?   a combustion  b decomposition  c photosynthesis  d respiration     21 the diagram shows part of the water cycle.    which arrow represents condensation?    water vapourclouds plants soil rivercda   b      ",
            "11": "11  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  22 which characteristic is shown when a person detects a gas in the air by its smell?  a excretion  b movement  c respiration  d sensitivity     23 which statement about respiration is not correct?  a all living cells respire.  b heat is always produced.  c plants respire in the light and in the dark.  d plants take in carbon dioxide and give out oxygen.      24 which process does not involve an increase in dry mass?  a a bacterium getting larger before it divides  b a fetus developing inside the uterus  c a green shoot growing towards light  d a seed germinating under the ground     25 the diagram shows four flasks which were set up to investigate the conditions needed for  germination.    in which experiment will the seeds germinate most quickly?    stored at 18  \u00b0ca  stored at 18  \u00b0cc  stored at 2  \u00b0cd  dry  cotton wool  stored at 18  \u00b0cb  cotton  wool  boiled  water seeds  damp  cotton  wool seeds       ",
            "12": "12  \u00a9 ucles 2011 0610/12/m/j/11  26 some bacteria were grown in a nutrient solution over a period of two weeks. the graph shows  how the population of bacteria changed during this time.    which is the lag phase in the growth of this population?    a bc  d  02 1 time  / weekspopulation  size        27 the diagram shows a plant cell.    p q r s t    which labelled structures are found in plant cells but not in animal cells?  a p and q b q and r c r and s d s and t    ",
            "13": "13  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  28 the diagram shows another plant cell.        which feature indicates that it is a palisade cell?  a a large nucleus  b a large vacuole  c a thick cell wall  d many chloroplasts      29 which structures are adapted for supporting a plant?  a phloem tissues  b root hair cells  c stomata  d xylem vessels      30 the diagram shows some parts from the blood of a mammal.    which part would contain the breakdown products of bacterial cells?    ab c d      ",
            "14": "14  \u00a9 ucles 2011 0610/12/m/j/11  31 which describes the structure and function of a red blood cell?     structure function  a cell contents are dead transport of water  b has a nucleus produces antibodies  c has cilia moves particles in the respiratory tract d has no nucleus transport of substances     32 boiling potatoes destroys their cell membranes. a peeled, boiled potato strip is placed in a  concentrated solution of salts.    concentrated solution of salts boiled potato strip     what takes place?     osmosis solute  diffusion   a \u0013 \u0013 key:  b \u0013 \u0017 \u0013= takes place  c \u0017 \u0013 \u0017= does not take place  d \u0017 \u0017      33 a red blood cell is placed in a concentrated sugar solution.    what happens and why?  a the cell bursts as sugar molecules diffuse into it.  b the cell bursts because the concentrated sugar solution enters it.  c the cell shrinks because sugar molecules leave it.  d the cell shrinks because water leaves it.    ",
            "15": "15  \u00a9 ucles 2011 0610/12/m/j/11 [turn over  34 nutrients are made up of smaller basic units. nutrients can be identified by food tests.    which nutrient is a protein?    nutrient smaller basic units food test  a amino acids benedict\u2019s test  b amino acids biuret test  c sugars benedict\u2019s test  d sugars biuret test     35 in which part of the body does the breakdown of drugs occur?  a brain   b heart   c kidneys   d liver     36 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.    ",
            "16": "16  \u00a9 ucles 2011 0610/12/m/j/11  37 the diagram shows a cell.        what type of cell is shown?    a ciliated cell  b motor neurone  c relay neurone  d sensory neurone      38 the diagram shows four specialised cells.    liver cell white blood cell muscle cell sperm cell     which feature is not common to all of these cells?  a cell membrane  b cytoplasm  c diploid number of chromosomes  d nucleus      39 weeds are growing in a crop.    what should be used to kill the weeds?  a artificial fertiliser  b herbicide  c magnesium salts  d organic manure    ",
            "17": "17  \u00a9 ucles 2011 0610/12/m/j/11  40 when a bright light is shone into the eye, the diameter of the pupil decreases.    what is this an example of?  a accommodation  b a simple reflex  c photosynthesis  d voluntary response     ",
            "18": "18  \u00a9 ucles 2011 0610/12/m/j/11  blank page    ",
            "19": "19  \u00a9 ucles 2011 0610/12/m/j/11  blank page    ",
            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of cambridge international examinations is part of t he 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.   \u00a9 ucles 2011 0610/12/m/j/11  blank page     "
        },
        "0610_s11_qp_13.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0610_13/fp  \u00a9 ucles 2011  [turn over       *3662560569* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2011 0610/13/m/j/11  1 the diagram shows a food web.    tree seedlingseagle rabbitsrabbit fleas voles mice grass fruit and seeds    which of the following is a food chain in this web?  a grass \u2192 rabbits \u2192 eagle  b grass \u2192 voles \u2192 eagle  c rabbit fleas \u2192 rabbits \u2192 grass  d seeds \u2192 voles \u2192 mice      2 in a particular habitat, hyaenas eat antelopes and grass is eaten by antelopes.    what is the source of energy for the grass?  a antelopes  b carbon dioxide  c hyaenas  d the sun     ",
            "3": "3  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  3 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which diagram shows the pyramid of numbers for this food chain?    a b  c d       4 the diagram shows some of the effects of human activity on a river.    bacteria use up  dissolved oxygen  water weeds grow quickly fish die from lack of ox ygen     what could have caused these effects?  a air pollution  b deforestation  c over-use of fertilisers  d presence of weed killers     ",
            "4": "4  \u00a9 ucles 2011 0610/13/m/j/11  5 a large area is heavily overgrazed for many years.    what is the effect on soil nutrients and soil erosion?     soil nutrients soil erosion  a decrease decrease  b decrease increase  c increase decrease  d increase increase     6 an organism has dry scales covering its body.    to which vertebrate group does it belong?  a amphibian  b fish  c mammal  d reptile     7 the diagram shows an animal.        use the key to identify the animal.    1 has legs .. go to 2   has no legs . go to 3  2 has a shell .. animal a   has no shell  animal  b  3 has one muscular foot  animal  c   has more than one foot .. animal  d    8 what are enzymes made of?  a carbohydrates  b dna  c fats  d proteins   ",
            "5": "5  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  9 at which temperature do most enzymes from the human body become completely denatured?  a 0  \u00b0c b 27  \u00b0c c 40  \u00b0c d 65  \u00b0c      10 the diagram shows a developing human fetus within the uterus.    uterus wall fetusx     what is a main function of x?  a passing faeces to the mother  b passing oxygen to the fetus  c passing the mother\u2019s blood to the fetus  d protecting the fetus from knocks     11 the diagram shows a pod from a pea plant.    which line correctly shows the path that was taken by a pollen tube to an ovule?    cd b a key path taken by pollen tube      ",
            "6": "6  \u00a9 ucles 2011 0610/13/m/j/11  12 in rabbits, the allele for dark fur, r, is dominant to the allele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    \u00d7     what are the genotypes of the offspring?  a rr and rr b rr and rr c rr and rr d r and r     13 what is always  found in female gametes and may be found in male gametes?  a one x chromosome  b one y chromosome  c two x chromosomes  d one x chromosome and one y chromosome    14 in which order does water pass through these structures in a plant?  a mesophyll \u2192 root hair \u2192 xylem  b mesophyll \u2192 xylem \u2192 root hair  c root hair \u2192 mesophyll \u2192 xylem  d root hair \u2192 xylem \u2192 mesophyll    15 which pair of substances is transported in the phloem?  a amino acids and protein  b amino acids and sucrose  c protein and starch  d starch and sucrose    ",
            "7": "7  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  16 what is formed first in a leaf as a result of photosynthesis?  a cellulose  b protein  c starch  d sugar      17 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    which position on the graph corresponds to the point at which the ribs are beginning to be  raised?    ab c d102 101100 timepressure in lungs/  kpa      ",
            "8": "8  \u00a9 ucles 2011 0610/13/m/j/11  18 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b  c d 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8 2.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 82.5 2.01.51.0 04 time  / svolume of air in lungs duringbreathing  / dm3 8      ",
            "9": "9  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  19 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     ",
            "10": "10  \u00a9 ucles 2011 0610/13/m/j/11  20 the diagram shows part of the carbon cycle.    carbon dioxide in the air x     which process is taking place at x?   a combustion  b decomposition  c photosynthesis  d respiration     21 the diagram shows part of the water cycle.    which arrow represents condensation?    water vapourclouds plants soil rivercda   b      ",
            "11": "11  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  22 which characteristic is shown when a person detects a gas in the air by its smell?  a excretion  b movement  c respiration  d sensitivity     23 which statement about respiration is not correct?  a all living cells respire.  b heat is always produced.  c plants respire in the light and in the dark.  d plants take in carbon dioxide and give out oxygen.      24 which process does not involve an increase in dry mass?  a a bacterium getting larger before it divides  b a fetus developing inside the uterus  c a green shoot growing towards light  d a seed germinating under the ground     25 the diagram shows four flasks which were set up to investigate the conditions needed for  germination.    in which experiment will the seeds germinate most quickly?    stored at 18  \u00b0ca  stored at 18  \u00b0cc  stored at 2  \u00b0cd  dry  cotton wool  stored at 18  \u00b0cb  cotton  wool  boiled  water seeds  damp  cotton  wool seeds       ",
            "12": "12  \u00a9 ucles 2011 0610/13/m/j/11  26 some bacteria were grown in a nutrient solution over a period of two weeks. the graph shows  how the population of bacteria changed during this time.    which is the lag phase in the growth of this population?    a bc  d  02 1 time  / weekspopulation  size        27 the diagram shows a plant cell.    p q r s t    which labelled structures are found in plant cells but not in animal cells?  a p and q b q and r c r and s d s and t    ",
            "13": "13  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  28 the diagram shows another plant cell.        which feature indicates that it is a palisade cell?  a a large nucleus  b a large vacuole  c a thick cell wall  d many chloroplasts      29 which structures are adapted for supporting a plant?  a phloem tissues  b root hair cells  c stomata  d xylem vessels      30 the diagram shows some parts from the blood of a mammal.    which part would contain the breakdown products of bacterial cells?    ab c d      ",
            "14": "14  \u00a9 ucles 2011 0610/13/m/j/11  31 which describes the structure and function of a red blood cell?     structure function  a cell contents are dead transport of water  b has a nucleus produces antibodies  c has cilia moves particles in the respiratory tract d has no nucleus transport of substances     32 boiling potatoes destroys their cell membranes. a peeled, boiled potato strip is placed in a  concentrated solution of salts.    concentrated solution of salts boiled potato strip     what takes place?     osmosis solute  diffusion   a \u0013 \u0013 key:  b \u0013 \u0017 \u0013= takes place  c \u0017 \u0013 \u0017= does not take place  d \u0017 \u0017      33 a red blood cell is placed in a concentrated sugar solution.    what happens and why?  a the cell bursts as sugar molecules diffuse into it.  b the cell bursts because the concentrated sugar solution enters it.  c the cell shrinks because sugar molecules leave it.  d the cell shrinks because water leaves it.    ",
            "15": "15  \u00a9 ucles 2011 0610/13/m/j/11 [turn over  34 nutrients are made up of smaller basic units. nutrients can be identified by food tests.    which nutrient is a protein?    nutrient smaller basic units food test  a amino acids benedict\u2019s test  b amino acids biuret test  c sugars benedict\u2019s test  d sugars biuret test     35 in which part of the body does the breakdown of drugs occur?  a brain   b heart   c kidneys   d liver     36 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.    ",
            "16": "16  \u00a9 ucles 2011 0610/13/m/j/11  37 the diagram shows a cell.        what type of cell is shown?    a ciliated cell  b motor neurone  c relay neurone  d sensory neurone      38 the diagram shows four specialised cells.    liver cell white blood cell muscle cell sperm cell     which feature is not common to all of these cells?  a cell membrane  b cytoplasm  c diploid number of chromosomes  d nucleus      39 weeds are growing in a crop.    what should be used to kill the weeds?  a artificial fertiliser  b herbicide  c magnesium salts  d organic manure    ",
            "17": "17  \u00a9 ucles 2011 0610/13/m/j/11  40 when a bright light is shone into the eye, the diameter of the pupil decreases.    what is this an example of?  a accommodation  b a simple reflex  c photosynthesis  d voluntary response     ",
            "18": "18  \u00a9 ucles 2011 0610/13/m/j/11  blank page    ",
            "19": "19  \u00a9 ucles 2011 0610/13/m/j/11  blank page    ",
            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of cambridge international examinations is part of t he 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.   \u00a9 ucles 2011 0610/13/m/j/11  blank page    "
        },
        "0610_s11_qp_21.pdf": {
            "1": "    this document consists of 16 printed pages.  ib11 06_0610_21/3rp  \u00a9 ucles 2011  [turn over       *1822079366* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  may/june 2011     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, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 1 fig. 1.1 shows six members of the cat family, felidae.    ab cd ef   fig. 1.1   ",
            "3": "3  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use  use the key to identify the cats, a to f, shown in fig. 1.1.     tick ( /checkbld) the boxes in table 1.1 to show how you identify each cat.    write the name of each cat in the correct box in table 1.1.      cat  a has been completed for you as an example.    key     name of cat    1 (a)  ears pointed      (b)  ears rounded   2 (a)  fur with no stripes or spots    (b)  fur with stripes or spots    3 (a)  fur with stripes, but no spots    (b)  fur with spots  4 (a)  fur with spots, but no stripes     (b)  fur with spots and stripes   5 (a)  fur with spots    (b)  fur with no spots     go to 5  go to 2   p. leo go to 3    p. tigris go to 4  a. jubatus  n. nebulosa   l. rufus l. caracal      table 1.1    cat 1  (a) 1  (b) 2  (a) 2  (b) 3  (a) 3  (b) 4  (a) 4  (b) 5  (a) 5  (b) name of cat  a /check         /check l. caracal  b           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  c           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...   d           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026  e           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026  f           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026        [5]        [total: 5]",
            "4": "4  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 2 (a) (i)  state what is meant by the term balanced diet .            [3]      (ii) balanced diets should include fat, fibre, mineral salts and vitamins.       name two other types of nutrients that should be present in a balanced diet.      [1]       (b) suggest and explain the effects on a person of a diet with:     (i) too little fibre,         [2]      (ii) too much animal fat.         [2]     ",
            "5": "5  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use  (c) calcium, a mineral salt, is needed in the diet.      explain the role of calcium in the body and the effect of calcium deficiency.            [3]        [total: 11] ",
            "6": "6  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 3 fig. 3.1 shows a section through parts of the male reproductive and urinary systems.    mn o     fig. 3.1    (a) (i)  name the tubes labelled m, n and o.   m   n   o  [3]      (ii) explain the roles of the testes, the prostate gland and the scrotum.  testes         prostate gland          scrotum         [4]     ",
            "7": "7  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use  (b) humans use a variety of methods of birth control.     (i) on fig. 3.1, put an x where a vasectomy could be carried out.      put your answer on fig. 3.1. [1]      (ii) explain one method of birth control, used by males, that can also protect against   infection by a sexually transmitted disease.         [2]      (iii) name one sexually transmitted disease.   [1]        [total: 11]  ",
            "8": "8  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 4 (a)  fig. 4.1 shows the structures involved in a reflex arc.     spinal cord d .c . b .a .     .     .    .    .   fig. 4.1     (i) on fig. 4.1 label structures a, b, c and d.       write your answers on fig. 4.1. [4]     (ii) name the  two types of tissue in the body that can act as effectors.  1.   2.  [2]      (b) (i) describe the characteristics of a reflex action resulting from the activity of  structures a, b, c and d.         [2]      (ii) state one example of a reflex action.    [1]        [total: 9]   ",
            "9": "9  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use 5 (a)  the nuclei of cells divide by two different processes, mitosis and meiosis.     (i) name one organ in humans where meiosis takes place.   [1]      (ii) name one organ in a flower where meiosis takes place.   [1]       (iii) complete table 5.1 to show three  differences between mitosis and meiosis.    table 5.1            differences        mitosis       meiosis  1     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    2     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    3     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    .\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026        [3]   ",
            "10": "10  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use  (b) during the division of a nucleus, a mutation may happen.     (i) define the term mutation .        [2]      (ii) state two environmental factors that may increase the rate at which mutations  happen.  1.  2.  [2]        [total: 9] ",
            "11": "11  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use 6 (a)  fig. 6.1 shows the flow of some of the energy through a food chain in an ocean.     secondary consumers 1000  kjprimary consumers 8000  kjphytoplankton 100 000  kjrespiration 80 000  kjdecomposers ? kj     fig. 6.1     about 1% of the light energy reaching t he ocean is converted to chemical energy by  the phytoplankton.  the phytoplankton produce sugars, fats and proteins.     (i) name the process that changes light energy to chemical energy.   [1]      (ii) name the chemical in the phytoplankton that absorbs light energy.   [1]      (iii) calculate, using information from fig. 6.1, how much energy passes from the  phytoplankton to the decomposers.        show your working in the space below.      answer  kj [1]      (iv) name two groups of decomposers.  1.   2.  [2]      (v) calculate, using information from fig. 6.1, the percentage of energy passed from  the phytoplankton to the primary consumers.        show your working in the space below.      answer  % [2]   ",
            "12": "12  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use   (vi) about 88% of the energy in the primary consumers does not become part of the  secondary consumers.        explain how this energy is lost from the food chain.              [3]      (b) the organisms in this food chain form a community in the ocean.      this community is formed of many populations.      explain what is meant by the term population .         [2]        [total: 12]     ",
            "13": "13  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use 7 fig. 7.1 shows a carbon cycle.  carbon dioxide in the air carbohydrates and proteins in green plantscarbon compounds in fossil fuels, eg oil and coal carbohydrates and proteins in animalscarbohydrates and proteins in dead organic matter deathdeathdeathdeathdeathdeath     fig. 7.1     (a) the arrows on fig. 7.1 represent processes that occur in the cycle.     place a letter next to an arrow that represents each of the following processes.     (i) decomposition \u2013 d put your answer on fig. 7.1. [1]     (ii) photosynthesis \u2013 p put your answer on fig. 7.1. [1]      (iii) respiration \u2013 r put your answer on fig. 7.1. [1]    (b)  the concentration of carbon dioxide in the air has been rising since the middle of the  19th century.      suggest reasons why this has happened.                [4]        [total: 7] ",
            "14": "14  \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use 8 fig. 8.1 shows a section through the heart.     q pr s     fig. 8.1    (a) (i)  name the two blood vessels, shown on fig. 8.1, that carry oxygenated blood.     [1]      (ii) state the letter that identifies the tricuspid valve. [1]      (iii) state a letter that identifies a semilunar valve. [1]       (b) describe how the heart forces blood into the aorta.            [3]  ",
            "15": "15  \u00a9 ucles 2011 0610/21/m/j/11 [turn over  for  examiner's  use  (c) (i)  name the blood vessel that delivers blood to the muscles of the walls of the atria  and ventricles.   [1]      (ii) name the two blood vessels that deliver blood to the liver.  1.   2.  [2]        [total: 9]     ",
            "16": "16    copyright acknowledgements:       permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of cambridge international examinations is part of t he 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.   \u00a9 ucles 2011 0610/21/m/j/11  for  examiner's  use9 (a)  explain what is meant by the term transpiration .            [3]       (b) describe the effect that two named environmental factors can have on the rate of  transpiration.   name of factor  description       name of factor   description      [4]        [total: 7]     "
        },
        "0610_s11_qp_22.pdf": {
            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib11 06_0610_22/7rp  \u00a9 ucles 2011  [turn over       *3645553160* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  may/june 2011     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, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 1 a remote-controlled submarine gathered a sample of mud from the bottom of the sea.     fig. 1.1 shows an apparatus that was set up to investigate if the mud contained any living  organisms.     solution to remove carbon dioxidesolution to test for carbon dioxidedeep sea mud solution to test for carbon dioxideair in air out     fig. 1.1     (a)  (i)  name a solution that could be used to test for carbon dioxide.   [1]      (ii) carbon dioxide was detected coming from the mud.        suggest the two characteristics of living organisms that could be linked to this  observation.  1.  2.  [2]      (b) list three other characteristics of living organisms.  1.   2.   3.  [3]        [total: 6] ",
            "3": "3  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use 2 (a)  table 2.1 gives the daily energy requirements of some different people.     table 2.1    activity of 25 year old  adult daily energy  requirement  / kj  very active male 14 700  average male 11 550  breastfeeding female 11 300  average female 9450       (i) suggest two reasons for the difference in energy needed by the average female  and the average male in table 2.1.          [2]      (ii) suggest an explanation for the difference in energy needed by the average female  and the breastfeeding female in table 2.1.           [2]     ",
            "4": "4  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use  (b) table 2.2 gives the daily protein requirements of some different people.    table 2.2    person age  / years daily protein  requirement  / g  pregnant female 25 85  breastfeeding female 25 100  average female 25 64  male 11 - 15 70  female 11 - 15 58       (i) suggest explanations for the difference in the protein needs shown in table 2.2, of  the average female compared with the pregnant female and the breastfeeding female.             [3]      (ii) suggest two reasons for the difference in protein needed by a male aged 11 \u2013 15  years compared with a female of the same age in table 2.2.        [2]      (c) the average female needs a higher iron inta ke in her diet than the average male.  suggest a reason for this.    [1]        [total: 10]   ",
            "5": "5  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use 3 (a)  fig. 3.1 shows a section through the skin.    . a b . c . d .     fig. 3.1       (i) on fig. 3.1 label structures a, b, c and d.      write your answers on fig. 3.1.     [4]      (ii) state two types of stimuli that the skin is able to detect.  1.  2.  [2]       (b) explain how sweat glands assist in the control of body temperature.            [3]        [total: 9]    ",
            "6": "6  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 4 fig. 4.1 shows a section through the female reproductive and other systems.     front of body efg     fig. 4.1    (a)  (i)  name the structures labelled e, f and g.   e   f   g  [3]      (ii) explain the roles of the ovaries and the oviducts in reproduction.  ovaries         oviducts        [4]     ",
            "7": "7  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use  (b) humans use a variety of methods of birth control.       (i) state what has to be carried out in the body of a female to surgically sterilise her.    [1]       (ii) another method of birth control is the femidom that may prevent pregnancy.  state  what else may be prevented by using the femidom.     [1]      (iii) name and explain one chemical method of birth control.        [2]        [total: 11]     ",
            "8": "8  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 5 (a)  two types of variation, continuous and discontinuous, occur in living organisms.     complete table 5.1 about the two types of variation.   table 5.1     continuous variation discontinuous variation  example of  variation in  humans     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    factors that  influence variation     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.        [4]      (b) state the meaning of the terms gene  and allele .  gene     allele    [2]       (c) nuclei can be diploid or haploid.     compare these two types of nuclei.              [3]        [total: 9]   ",
            "9": "9  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use 6 calcium ions are cycled in ecosystems.    fig. 6.1 represents a calcium cycle.   calcium ions in newly born sheep (lambs)calcium ions in sheepcalcium ions in soilcalcium ions in waste material in soilcalcium ions in grass urine and faeces decayurine  and faeces     fig. 6.1    (a)  (i)  in the root of a plant, the concentration of calcium ions is lower than the  concentration in the surrounding soil.       name the process by which calcium ions pass into the grass root cells.   [1]      (ii)  name the tissue that transports calcium ions to the leaves of the grass plants.   [1]      (b) calcium ions are absorbed with digested food. they are then used in a similar way in  sheep and humans.       (i) suggest where the calcium ions are absorbed into the blood of a sheep.        [2]      (ii) name the vitamin that is needed for a sheep to use the calcium ions, preventing  rickets.   [1]   ",
            "10": "10  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use   (iii) identify one tissue in which the sheep uses the calcium ions.   [1]      (iv) suggest how the calcium ions are passed from the sheep to its lamb.     [1]      (c) chemical energy is stored in the grass. the amount of energy passed from the grass to  the sheep is greater than the energy passed from the sheep to its lamb.      suggest reasons for this difference.                [4]        [total: 11]   ",
            "11": "11  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use 7 fig. 7.1 shows a photograph of a section through a leaf.     fig. 7.1    (a)  (i) explain the functions of the cuticle of a leaf.         [2]      (ii) explain how carbon dioxide in the atmosphere passes to the cells inside the leaf.          [2]     (b) the cells in the leaf use carbon dioxide to carry out photosynthesis.      state two environmental factors, apart from carbon dioxide, that can affect the rate of  photosynthesis.  1.   2.  [2]        [total: 6]   ",
            "12": "12  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 8 fig. 8.1 shows a food web of a community living in a caribbean ecosystem.     aphid beetle caterpillar hibiscus plant mango tree grassgrasshopper snailfrog kiskedee (bird)tarantula (spider)rat ladybirdsnakehawk     fig. 8.1     (a)  (i)  explain the term ecosystem .        [2]      (ii) explain the difference between a producer and a consumer.          [2]     ",
            "13": "13  \u00a9 ucles 2011 0610/22/m/j/11 [turn over  for  examiner's  use  (b) using information in fig. 8.1 construct a complete food chain of only five  organisms.  the food chain must  include the hawk.                           [3]      (c) in the past the mango trees were sprayed with a very powerful insecticide. the  insecticide destroyed the beetles and caterpillars that damaged the crop.      predict and explain the effect on the snake population of the loss of the beetles and  caterpillars.                [4]      (d) suggest two other effects of the use of powerful insecticides.   1.     2.    [2]        [total: 13]   ",
            "14": "14  \u00a9 ucles 2011 0610/22/m/j/11  for  examiner's  use 9 there are many people in the world who are not able to digest lactose, a sugar in milk  produced by cows, goats and sheep. these people do not make the enzyme lactase that breaks down lactose in the small intestine.    (a) describe what is meant by the term enzyme .         [2]      (b) people who cannot digest lactose sometimes drink a liquid containing the enzyme  lactase before they eat food containing milk products.      the aim of this treatment is to digest any lactose in the food, but it is not likely to be  successful.      suggest why this treatment is not likely to be successful.             [3]        [total: 5]        ",
            "15": "15  \u00a9 ucles 2011 0610/22/m/j/11  blank page",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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.  university of 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.   \u00a9 ucles 2011 0610/22/m/j/11  blank page "
        },
        "0610_s11_qp_31.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib11 06_0610_31_hi/fp  \u00a9 ucles 2011  [turn over       *7736755613* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2011     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.    suitable for hearing impaired candidates .       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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 1 fig. 1.1 shows a section of a villus at two different magnifications.    \u00d7270 \u00d7110red blood cells muscle tissue .. ...   fig. 1.1     (a) label the structures shown in fig. 1.1.      write the labels in the boxes in fig. 1.1. [3]   ",
            "3": "3  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (b)  suggest the role of the muscle tissue shown in the villus in fig. 1.1.           [2]      fig. 1.2 shows an experiment to investigate the uptake of glucose by cells of the villi.     \u007f two leak-proof bags were set up.  \u007f one bag was made from artificial partially permeable membrane (visking tubing).  \u007f the other bag was made from a piece of small intestine containing living cells, with its    inner surface inside the bag.  \u007f the bags were filled with equal volumes of a dilute glucose solution.  \u007f the bags were suspended in the same glucose solution for two hours.  \u007f after two hours, the volumes of the bags were measured and the contents were tested  for the concentration of glucose.    glass rod to support bags dilute glucose solutionmaintained at 37  \u00b0c 10 cm length of small intestinecontaining living cells10  cm length of artificial partially permeable membrane (visking tubing)beaker dilute glucosesolution inside bags     fig. 1.2     inside the bag made from small intestine the volume and concentration of the glucose  solution decreased. there were no changes to the volume and concentration in the visking  tubing bag.     (c) state and explain the process responsible for the decrease  in the glucose  concentration in the bag made from small intestine.         [2]   ",
            "4": "4  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use  (d) after two hours there was less water in the bag made from small intestine.      the volume of water in the bag made from small intestine decreased, but the volume in  the bag made from visking tubing did not change. explain why.             [3]      (e) an investigation studied the flow of water into and out of the human alimentary canal.  table 1.1 shows the results.    table 1.1    water into the alimentary canal water out of  the alimentary canal  source of water volume of water /  dm3 per day method of water  loss volume of water /  dm3 per day  water from diet 2.5 stomach to the blood 0.00  saliva 1.5 small intestine to the blood 9.00  gastric juice 2.4 large intestine to  the blood 0.85  bile 0.8 in the faeces 0.15  pancreatic juice 0.8    intestinal secretions 2.0         (i) name the part of the alimentary canal that secretes most water in a digestive juice.   [1]    (ii) name the part of the alimentary canal that absorbs most water.    [1]   ",
            "5": "5  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (iii) explain why water is added to food by the secretions shown in table 1.1.               [3]     (iv) explain why it is important that water is absorbed in the alimentary canal.            [2]        [total: 17]   ",
            "6": "6  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 2 fig. 2.1 shows part of the nitrogen cycle.    nitrogen in the air dead organic matter ammonium ions nitrate ionsherbivore bean plant (legume) withroot nodulesa b     fig. 2.1     (a) name the processes a and b shown in fig. 2.1.  a   b  [2]     (b) fig. 2.1 shows that legumes have root nodules.      explain why these root nodules are important in the nitrogen cycle.                 [4]   ",
            "7": "7  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (c) proteins and dna are important nitrogen-containing compounds in cells.       describe the roles of proteins and dna in cells.   proteins              [3]  dna          [2]      (d) many inorganic fertilisers contain compounds of nitrogen. if crop plants do not absorb  the fertilisers they can be lost from the soil and pollute freshwater ecosystems, such as  lakes and rivers.     describe how fertilisers may affect freshwater ecosystems.                 [4]        [total: 15]   ",
            "8": "8  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 3 fig. 3.1 shows a fetus in the uterus immediately before birth.    umbilical cordplacenta amniotic fluid amniotic sac ab       fig. 3.1     (a) describe the functions of the amniotic sac and amniotic fluid.                 [4]     ",
            "9": "9  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (b) list three functions of the placenta.  1.     2.     3.    [3]       (c) state what happens to structures a and b during birth.         [2]      (d) discuss the advantages and possible disadvantages of breast-feeding.                   [4]        [total: 13]   ",
            "10": "10  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 4 a healthy kidney controls the excretion of ur ea and other waste products of metabolism  from the blood.     after kidney failure there are two possible treatments: dialysis or a kidney transplant.    fig. 4.1 shows how blood and dialysis fluid move through a dialysis machine.    bubble trap pump patient\u2019sarmbloodflow dialysis fluid blooda b       fig. 4.1      (a) describe the changes that occur to the blood as it flows through the dialysis machine  from a to b.           [2]     ",
            "11": "11  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (b) discuss the advantages of kidney transplants compared with dialysis.                 [3]     ",
            "12": "12  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use  (c) two brothers have to make a difficult decision.      one brother, with blood group ab, has kidney failure and is on dialysis.    the healthy brother has agreed to donate one of his kidneys to his brother. he has to  have a blood test.     their father has blood group a and their mother has blood group b.     the brothers have a sister who has blood group o.    (i) explain how this girl has blood group o when her parents have different blood groups. you must use the space below for a genetic diagram to help your answer.       use the symbols i a, ib and io to represent the alleles involved in the inheritance of  blood groups.    parental phenotypes parental genotypes gametes girl\u2019s genotype girl\u2019s phenotypeblood group a ... ...   ...\u00d7\u00d7 +blood group b ... ...   ... ..              [4]     (ii) the healthy brother can only donate the kidney to his brother if they both have the  same blood group.        what is the probability that the healthy brother also has blood group ab?   [1]        [total: 10]   ",
            "13": "13  \u00a9 ucles 2011 0610/31/m/j/11 [turn over            blank page                                               question 5 begins on page 14",
            "14": "14  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 5 (a)  write a balanced equation for photosynthesis using symbols.        [3]     plants that live in water are called hydrophytes.    fig. 5.1 shows a cross-section of a leaf of the hydrophyte, nuphar lutea . the leaves of       n. lutea  float on the surface of water.    ab dc       fig. 5.1   ",
            "15": "15  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (b) complete table 5.1 by describing the function of each feature.     the function for feature a has already been completed.    table 5.1    feature function  a transparent to allow light to penetrate into the leaf  b  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  c  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  d  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..        [3]    (c) state and explain one way in which the leaves of n. lutea  are adapted to their    environment.         [2]     ",
            "16": "16  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use  (d) a student investigated how magnesium affects the growth of duckweed, spirodela  polyrhiza .       he prepared dishes each containing 30 plants of s. polyrhiza . each dish contained a  growth medium with different concentrations of a magnesium salt.     fig. 5.2 shows one of the dishes.   single plant of spirodela polyrhiza     fig. 5.2      after 33 days, the student counted the number  of plants in each dish and recorded their  appearance. the results are shown in table 5.2.    table 5.2    concentration of  magnesium salt /  mg  per  dm3 number of plants  after 33 days appearance of leaves after 33 days  0.05   27  yellow with some green patches  0.10   64  green with yellow spots  0.15   92  green with yellow spots  0.20 105  green  0.25 109  green   ",
            "17": "17  \u00a9 ucles 2011 0610/31/m/j/11 [turn over  for  examiner's  use  (i) describe the effects of decreasing  the concentration of magnesium salt on the  growth of s. polyrhiza .             [3]     (ii) explain how magnesium deficiency affects the growth and appearance of this  plant.              [3]        [total: 14]   ",
            "18": "18  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use 6 fig. 6.1 shows three different insects.    vespula flavopilosa insect 1vespula rufa insect 2 fig. 6.1callicera rufa insect 3      (a) insects 1 and 2 are more closely related to each other than to insect 3.     (i) explain how the binomial names indicate that insects 1 and 2 are more closely  related.         [2]     (ii) explain how the appearance of the three insects suggests that insects 1 and 2 are  more closely related.          [2]   ",
            "19": "19  \u00a9 ucles 2011 0610/31/m/j/11  for  examiner's  use vespula flavopilosa  gives a painful sting. the insect shown in fig. 6.2 is very similar in  appearance to vespula flavopilosa  but does not give a sting.    chrysotoxum cautum fig. 6.2      (b) chrysotoxum cautum  is very similar in appearance to vespula flavopilosa . explain how  this is an advantage.         [2]      (c) it is thought that chrysotoxum cautum  evolved from an insect that did not have any  stripes.     suggest how these insects became striped.                     [5]        [total: 11]   ",
            "20": "20      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2011 0610/31/m/j/11  blank page     "
        },
        "0610_s11_qp_32.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0610_32/5rp  \u00a9 ucles 2011  [turn over       *2383062155* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2011     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use 1 the passage describes the feeding relationships between some of the organisms in an  african grassland ecosystem.     the dominant grass species in the african grassland ecosystem are star grass and red oat  grass. star grass is eaten by antelope species, such as topi and thomson\u2019s gazelle.  smaller animals such as mice and grasshoppers also feed on grass. antelopes are eaten  by predators such as cheetahs, lions and serval cats. grasshoppers and mice are eaten by serval cats and tawny eagles. ruppell\u2019s vulture feeds on dead mammals.     fig. 1.1 shows part of the food web for this ecosystem.     star grass red oat grasstopithomson\u2019s gazelle .grasshopperslions.. serval cats tawny eagles     fig. 1.1    (a) complete the food web in fig. 1.1 by writing the names of the organisms in the boxes.     write your answers in the boxes in fig. 1.1. [3]    (b) name the trophic level of the following species:  star grass   topi  [2]       (c) (i)  state the source of energy for the food web shown in fig. 1.1.   [1]     (ii) state what happens to energy when it leaves an ecosystem, such as the african  grassland.    [1]     ",
            "3": "3  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (d)  nutrients are recycled in ecosystems but energy is not recycled.      explain why there are no more than four trophic levels in the ecosystem shown in     fig. 1.1.                 [3]       (e) fish, such as salmon reared in fish farms, are fed on high protein food made from  animals. when eating this food, these fish are feeding as secondary consumers.      discuss the disadvantages  of farming fish, such as salmon, for human food.                 [3]          [total: 13]   ",
            "4": "4  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use 2 fig. 2.1 shows a person sitting in a room. a thermometer shows the temperature of the  room.    50 403020100\u00b0c     fig. 2.1     (a) give three uses of energy in the body of the person in fig. 2.1.  1.   2.   3.  [3]       (b) name the process carried out by the person in fig. 2.1 that releases energy.   [2]      (c) the person leaves the room and runs very fast for 200  m. when the person stops  running, his breathing rate and his heart rate remain high.     explain why the person\u2019s breathing rate and heart rate remain high after the run.                 [4]   ",
            "5": "5  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (d) there are changes in the skin at the beginning of the run and during the run. these  changes involve the blood vessels and the sweat glands.       describe what happens to the blood vessels and sweat glands at the beginning of the  run and during the run.     explain why these changes happen.                     [5]        [total: 14]   ",
            "6": "6  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use 3 male and female sex hormones control the development of secondary sexual  characteristics.    table 3.1    sex hormones testosterone oestrogen  site of production  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. secondary sexual  characteristics  2  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      (a) complete table 3.1.      write your answers in the boxes in table 3.1. [3]    (b) some women do not release eggs. the hormone fsh is used in fertility treatment for  such women.      name the organs in the female body responsible for the following:      (i) production of fsh,   [1]    (ii) release of eggs.    [1]    ",
            "7": "7  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (c) fig. 3.1 shows changes in the concentration of fsh and three other hormones in the  blood during one menstrual cycle.    02468 1 0 1 2 1 4 1 6 1 8 2 0 2 2 2 4 2 6 2 8relative concentrationof hormonesin the blood time  / daysfshoestrogenlh progesterone     fig. 3.1      (i) describe the changes in the concentration of fsh during one menstrual cycle.             [3]     (ii) explain the role of fsh in the control of the menstrual cycle.              [3]        [total: 11]   ",
            "8": "8  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use 4 the four o\u2019clock plant, mirabilis jalapa , can have flowers of three different colours as shown  in fig. 4.1.    yellow flower crimson flowerorange-red flower     fig. 4.1     (a) a student crossed some crimson-flowered plants with some yellow-flowered plants  (cross 1). she collected the seeds and grew them. all of the plants that grew from these seeds had orange-red flowers.       complete the genetic diagram to explain the result of cross 1.    parental phenotypes parental genotypes gametes offspring genotype offspring phenotypecrimson flowers acac ..\u00d7\u00d7 +yellow flowers ayay ..         [3]   ",
            "9": "9  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (b) the student then carried out three further crosses as shown in table 4.1.    table 4.1    cross genotypes of offspring  2    offspring of cross 1 \u00d7 offspring of cross   3    offspring of cross 1 \u00d7 crimson-flowered plant    4    offspring of cross 1 \u00d7 yellow-flowered plant         complete table 4.1 by writing the genotypes of the offspring of crosses 2, 3 and 4,  using the same symbols as in the genetic diagram in (a).     write the genotypes in table 4.1.     you may use the space below for any working.                          [3]    (c) flower colour in m. jalapa  is not an example of the inheritance of dominant and  recessive alleles.     explain how the results of the crosses show that these alleles for flower colour are not  dominant or recessive.             [3]   ",
            "10": "10  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use  flowers from m. jalapa  were cross-pollinated.     (d) explain the difference between self-pollination and cross-pollination.         [2]       (e) some species of plants are self-pollinated.      discuss the long-term effects of self-polli nation on the evolution of these plants.                   [4]          [total: 15]   ",
            "11": "11  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use 5 australia has added fluoride to much of its drinking water since 1953. other countries, such  as chile, do not add fluoride to their drinking water.     (a) outline the arguments for and against the addition of fluoride to public drinking water.                 [3]       studies of the relationship between sugar consumption, tooth decay and fluoridation of  drinking water have been carried out. data was collected on tooth decay in 12 year-old  children in australia and chile.    fig. 5.1 shows changes in sugar consump tion in australia and chile between 1970 and  2006.    fig. 5.2 shows changes in tooth decay in the same countries over a similar time period.    ",
            "12": "12  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use   sugar  consumption/  kg per person per year70 605040302010 0 1970 1980 1991 1994 year1997 2000 2006 chile australiakey:       fig. 5.1        mean number of decayed,missing andfilled teethper child8 76543210 1977 1980 1990 1995 1999 year2000 2006 chile australiakey:note that there is no data  available for chile for 2000 and for australia for 2006.       fig. 5.2 ",
            "13": "13  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (b)  describe the changes in sugar consumption and tooth decay in australia and chile  between 1970 and 2006.  sugar consumption           tooth decay          [4]       (c) the peaks for sugar consumption and tooth decay in 12 year-old children in chile  occurred at about the same time. it has been suggested that an increase in sugar  consumption in children caused an increase in tooth decay.      explain how an increase in sugar consumption may cause tooth decay.                 [4]       ",
            "14": "14  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use  (d) fig. 5.1 shows that sugar consumption in these two countries is similar. fig. 5.2 shows  the changes in tooth decay in 12 year-old children.      suggest explanations for the similarities and differences in tooth decay in 12 year-old  children in australia and chile.                 [3]        [total: 14]   ",
            "15": "15  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  blank page                                 question 6 begins on the next page.",
            "16": "16  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use   6 fig. 6.1 shows a leaf and a flower of helleborus orientalis .      fig. 6.1     (a)  h. orientalis is a dicotyledonous plant.      state three features visible  in fig. 6.1 that show it is a dicotyledonous plant.  1.   2.   3.  [3]     fig. 6.2 is a photograph of a section through a leaf of h. orientalis .  0.1 mma b c d e f g   fig. 6.2  ",
            "17": "17  \u00a9 ucles 2011 0610/32/m/j/11 [turn over  for  examiner's  use  (b) complete the table, using ticks ( /check), to show the cells that carry out photosynthesis.    cell cells that carry out   photosynthesis  a   b   c   d   e   f   g         [2]       (c) explain how two features of leaves, visible  in sections such as that shown in fig. 6.2,  are adaptations for efficient photosynthesis.  1.       2.      [4]   ",
            "18": "18  \u00a9 ucles 2011 0610/32/m/j/11  for  examiner's  use  (d) during the period when h. orientalis  is photosynthesising at a fast rate, substances are  transported through the plant in the phloem from sources to sinks.      (i) name two substances that are translocated from a source to a sink.     [2]     (ii) for these substances state the source and two possible sinks.   source  sink 1   sink 2  [2]        [total: 13]   ",
            "19": "19  \u00a9 ucles 2011 0610/32/m/j/11  blank page",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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.   university of 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.    \u00a9 ucles 2011 0610/32/m/j/11  blank page "
        },
        "0610_s11_qp_33.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib11 06_0610_33/rp  \u00a9 ucles 2011  [turn over       *9433881542* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  may/june 2011     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use 1 the passage describes the feeding relationships between some of the organisms in an  african grassland ecosystem.     the dominant grass species in the african grassland ecosystem are star grass and red oat  grass. star grass is eaten by antelope species, such as topi and thomson\u2019s gazelle.  smaller animals such as mice and grasshoppers also feed on grass. antelopes are eaten  by predators such as cheetahs, lions and serval cats. grasshoppers and mice are eaten by serval cats and tawny eagles. ruppell\u2019s vulture feeds on dead mammals.     fig. 1.1 shows part of the food web for this ecosystem.     star grass red oat grasstopithomson\u2019s gazelle .grasshopperslions.. serval cats tawny eagles     fig. 1.1    (a) complete the food web in fig. 1.1 by writing the names of the organisms in the boxes.     write your answers in the boxes in fig. 1.1. [3]    (b) name the trophic level of the following species:  star grass   topi  [2]       (c) (i)  state the source of energy for the food web shown in fig. 1.1.   [1]     (ii) state what happens to energy when it leaves an ecosystem, such as the african  grassland.    [1]     ",
            "3": "3  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (d)  nutrients are recycled in ecosystems but energy is not recycled.      explain why there are no more than four trophic levels in the ecosystem shown in     fig. 1.1.                 [3]       (e) fish, such as salmon reared in fish farms, are fed on high protein food made from  animals. when eating this food, these fish are feeding as secondary consumers.      discuss the disadvantages  of farming fish, such as salmon, for human food.                 [3]          [total: 13]   ",
            "4": "4  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use 2 fig. 2.1 shows a person sitting in a room. a thermometer shows the temperature of the  room.    50 403020100\u00b0c     fig. 2.1     (a) give three uses of energy in the body of the person in fig. 2.1.  1.   2.   3.  [3]       (b) name the process carried out by the person in fig. 2.1 that releases energy.   [2]      (c) the person leaves the room and runs very fast for 200  m. when the person stops  running, his breathing rate and his heart rate remain high.     explain why the person\u2019s breathing rate and heart rate remain high after the run.                 [4]   ",
            "5": "5  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (d) there are changes in the skin at the beginning of the run and during the run. these  changes involve the blood vessels and the sweat glands.       describe what happens to the blood vessels and sweat glands at the beginning of the  run and during the run.     explain why these changes happen.                     [5]        [total: 14]   ",
            "6": "6  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use 3 male and female sex hormones control the development of secondary sexual  characteristics.    table 3.1    sex hormones testosterone oestrogen  site of production  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  1  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. secondary sexual  characteristics  2  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.      (a) complete table 3.1.      write your answers in the boxes in table 3.1. [3]    (b) some women do not release eggs. the hormone fsh is used in fertility treatment for  such women.      name the organs in the female body responsible for the following:      (i) production of fsh,   [1]    (ii) release of eggs.    [1]    ",
            "7": "7  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (c) fig. 3.1 shows changes in the concentration of fsh and three other hormones in the  blood during one menstrual cycle.    02468 1 0 1 2 1 4 1 6 1 8 2 0 2 2 2 4 2 6 2 8relative concentrationof hormonesin the blood time  / daysfshoestrogenlh progesterone     fig. 3.1      (i) describe the changes in the concentration of fsh during one menstrual cycle.             [3]     (ii) explain the role of fsh in the control of the menstrual cycle.              [3]        [total: 11]   ",
            "8": "8  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use 4 the four o\u2019clock plant, mirabilis jalapa , can have flowers of three different colours as shown  in fig. 4.1.    yellow flower crimson flowerorange-red flower     fig. 4.1     (a) a student crossed some crimson-flowered plants with some yellow-flowered plants  (cross 1). she collected the seeds and grew them. all of the plants that grew from these seeds had orange-red flowers.       complete the genetic diagram to explain the result of cross 1.    parental phenotypes parental genotypes gametes offspring genotype offspring phenotypecrimson flowers acac ..\u00d7\u00d7 +yellow flowers ayay ..         [3]   ",
            "9": "9  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (b) the student then carried out three further crosses as shown in table 4.1.    table 4.1    cross genotypes of offspring  2    offspring of cross 1 \u00d7 offspring of cross   3    offspring of cross 1 \u00d7 crimson-flowered plant    4    offspring of cross 1 \u00d7 yellow-flowered plant         complete table 4.1 by writing the genotypes of the offspring of crosses 2, 3 and 4,  using the same symbols as in the genetic diagram in (a).     write the genotypes in table 4.1.     you may use the space below for any working.                          [3]    (c) flower colour in m. jalapa  is not an example of the inheritance of dominant and  recessive alleles.     explain how the results of the crosses show that these alleles for flower colour are not  dominant or recessive.             [3]   ",
            "10": "10  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use  flowers from m. jalapa  were cross-pollinated.     (d) explain the difference between self-pollination and cross-pollination.         [2]       (e) some species of plants are self-pollinated.      discuss the long-term effects of self-polli nation on the evolution of these plants.                   [4]          [total: 15]   ",
            "11": "11  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use 5 australia has added fluoride to much of its drinking water since 1953. other countries, such  as chile, do not add fluoride to their drinking water.     (a) outline the arguments for and against the addition of fluoride to public drinking water.                 [3]       studies of the relationship between sugar consumption, tooth decay and fluoridation of  drinking water have been carried out. data was collected on tooth decay in 12 year-old  children in australia and chile.    fig. 5.1 shows changes in sugar consump tion in australia and chile between 1970 and  2006.    fig. 5.2 shows changes in tooth decay in the same countries over a similar time period.    ",
            "12": "12  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use   sugar  consumption/  kg per person per year70 605040302010 0 1970 1980 1991 1994 year1997 2000 2006 chile australiakey:       fig. 5.1        mean number of decayed,missing andfilled teethper child8 76543210 1977 1980 1990 1995 1999 year2000 2006 chile australiakey:note that there is no data  available for chile for 2000 and for australia for 2006.       fig. 5.2 ",
            "13": "13  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (b)  describe the changes in sugar consumption and tooth decay in australia and chile  between 1970 and 2006.  sugar consumption           tooth decay          [4]       (c) the peaks for sugar consumption and tooth decay in 12 year-old children in chile  occurred at about the same time. it has been suggested that an increase in sugar  consumption in children caused an increase in tooth decay.      explain how an increase in sugar consumption may cause tooth decay.                 [4]       ",
            "14": "14  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use  (d) fig. 5.1 shows that sugar consumption in these two countries is similar. fig. 5.2 shows  the changes in tooth decay in 12 year-old children.      suggest explanations for the similarities and differences in tooth decay in 12 year-old  children in australia and chile.                 [3]        [total: 14]   ",
            "15": "15  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  blank page                                 question 6 begins on the next page.",
            "16": "16  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use   6 fig. 6.1 shows a leaf and a flower of helleborus orientalis .      fig. 6.1     (a)  h. orientalis is a dicotyledonous plant.      state three features visible  in fig. 6.1 that show it is a dicotyledonous plant.  1.   2.   3.  [3]     fig. 6.2 is a photograph of a section through a leaf of h. orientalis .  0.1 mma b c d e f g   fig. 6.2  ",
            "17": "17  \u00a9 ucles 2011 0610/33/m/j/11 [turn over  for  examiner's  use  (b) complete the table, using ticks ( /check), to show the cells that carry out photosynthesis.    cell cells that carry out   photosynthesis  a   b   c   d   e   f   g         [2]       (c) explain how two features of leaves, visible  in sections such as that shown in fig. 6.2,  are adaptations for efficient photosynthesis.  1.       2.      [4]   ",
            "18": "18  \u00a9 ucles 2011 0610/33/m/j/11  for  examiner's  use  (d) during the period when h. orientalis  is photosynthesising at a fast rate, substances are  transported through the plant in the phloem from sources to sinks.      (i) name two substances that are translocated from a source to a sink.     [2]     (ii) for these substances state the source and two possible sinks.   source  sink 1   sink 2  [2]        [total: 13]   ",
            "19": "19  \u00a9 ucles 2011 0610/33/m/j/11  blank page",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2011 0610/33/m/j/11     "
        },
        "0610_s11_qp_51.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib11 06_0610_51/5rp  \u00a9 ucles 2011  [turn over       *9208466921* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  may/june 2011     1 hour    candidates answer on the question paper    additional materials: as listed in the confidential instructions        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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use 1 amylase is an enzyme that breaks down starch.     you are provided with three different concentrations of amylase solution, labelled r1, r2  and r3.     you are going to test the activity of these solutions on plain paper.     read all the instructions before you begin work.    proceed as follows:    \u007f take three small discs of filter paper.  place one disc into each of the solutions r1, r2  and r3.     \u007f cut out one circle from the sheet of plain paper. the paper should just fit into the  bottom of the petri dish as shown in fig. 1.1.    \u007f add enough water to wet the paper.  pour away any excess water.    \u007f cover the wet paper with iodine solution so that it is evenly stained.    \u007f pour away any excess iodine solution and rinse the paper with water using the dropping  pipette.  r1 r2 r3lid of petri dish small discs of filter paper  soaked in amylase solutionsr1, r2 and r3circle of plain paperin the bottom of thepetri dish }     fig. 1.1    \u007f using forceps, remove the small disc of filter paper from solution r1 and place it  carefully on the paper you have stained, as shown in fig. 1.1.    \u007f using the forceps, gently press the disc of filter paper onto the surface of the stained  paper.   \u007f repeat the procedure with the discs of filter paper from solutions r2 and r3 as shown  in fig. 1.1.   \u007f put the lid on the petri dish.  note the time.  leave the three discs in the petri dish for  10 minutes.   ",
            "3": "3  \u00a9 ucles 2011 0610/51/m/j/11 [turn over  for  examiner's  use during the 10 minutes you should prepare a table in which to record your observations,  in the space in question 1(a). you may also start answering question 2.   \u007f remove the lid from the petri dish.    \u007f using forceps, gently lift each disc of filter paper out of the petri dish, taking care not to  tear the stained paper underneath.     \u007f look carefully at the stained paper.       (a) record your observations in the table that you have prepared.                                           [5]    (b) explain the observations that you have recorded for the three different concentrations  of amylase.               [3]   ",
            "4": "4  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use  (c) students wanted to find out the effect of different ph values on amylase activity.      describe how you would change the experiment you carried out in part (a) so that you  could investigate the effect of ph.  do not carry this out.                 [4]     ",
            "5": "5   0610/51/m/j/11 [turn over  blank page                         question 1 continues on page 6",
            "6": "6  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use  (d) students investigated samples of amylase from 100 goats.      100 small filter paper discs were each soaked with a different sample of goat amylase.    the discs were placed on iodine stained plain paper.      the students lifted the filter paper discs at one-minute intervals and recorded the  number of areas where there had been a reaction.        if there had been no reaction they replaced the disc of filter paper for another minute.   this procedure was repeated for five minutes.      their results are recorded in table 1.1.    table 1.1    time / minutes number of new areas where    there had been a reaction total  number of areas where    there had been a reaction  1 14 14  2 28 42  3 18 60  4 12   \u2026\u2026\u2026\u2026  5 6   \u2026\u2026\u2026\u2026       (i) complete table 1.1 by calculating the total number of areas where there had been  a reaction after 4 and 5 minutes.       write your answers in the spaces in table 1.1.       show your working in the space below.                         [2]   ",
            "7": "7  \u00a9 ucles 2011 0610/51/m/j/11 [turn over  for  examiner's  use  (ii) plot the data from the first two columns  in table 1.1, to show the variation in the  activity of amylase.           [5]     (iii) suggest two reasons for the variation in amylase activity of the samples.          [2]     (e) suggest  three  ways in which you could improve this investigation.  1.    2.     3.    [3]        [total: 24] ",
            "8": "8  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use 2 fig. 2.1 is a photograph of a dandelion fruit.        fig. 2.1     (a) make a large drawing of the fruit in the space below.      add labels on your drawing to show:   \u007f where the fruit was attached to the plant,    \u007f the position of the seed.                             [5] ",
            "9": "9  \u00a9 ucles 2011 0610/51/m/j/11 [turn over  for  examiner's  use  (b) (i)  measure the length of the fruit in fig. 2.1 and draw a straight line next to your     drawing to show this length.  length of fruit in fig. 2.1   length of fruit in your drawing  [2]      (ii) calculate the magnification of your drawing.       show your working.                  magnification  [2]     ",
            "10": "10  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use  (c) fig. 2.2 shows a fruit which has been kept in a dry environment for one day.      fig. 2.3 shows a fruit which has been kept in a damp  environment for one day.                          fig. 2.2 fig. 2.3    (i) complete the table to show one visible difference between the two dandelion fruits.     feature dry fruit shown in        fig. 2.2 damp fruit shown in      fig. 2.3      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026          [2] ",
            "11": "11  \u00a9 ucles 2011 0610/51/m/j/11  for  examiner's  use  (ii) suggest and explain how changing weather conditions would:     \u007f help disperse the fruits away from the parent plant,    \u007f allow them to germinate in a new habitat.                        [5]        [total: 16]   ",
            "12": "12    copyright acknowledgements:    question 2a  figure 2.1  \u00a9  dandelion taraxacum officinale st udio;  dirk v. mallinckrodt / alamy.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.   0610/51/m/j/11  blank page "
        },
        "0610_s11_qp_52.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib11 06_0610_52/6rp  \u00a9 ucles 2011  [turn over       *5848695732* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  may/june 2011     1 hour    candidates answer on the question paper    additional materials: as listed in the confidential instructions      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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use 1 you are going to carry out a test for vitamin c.      you are provided with three vitamin c solutions, s1, s2 and s3.    s1 has a concentration of 0.2% vitamin c.   s2 has a concentration of 0.05% vitamin c.   the concentration of s3 is not known.    read all the instructions before you begin work.     proceed as follows:   \u007f measure 1  cm3 of starch solution into a test-tube.  \u007f add 1  cm3 of solution s1.   \u007f shake gently to mix.      prepare a table in which to record your observations, in the space in question 1(a).    you are going to add iodine solution to the mixture, drop by drop.  you should count every drop that you add.    \u007f add one drop of iodine solution and shake gently to mix.   \u007f keep adding iodine solution, drop by drop, until a blue colour appears. this is the end- point for solution s1.  \u007f repeat the test on solutions s2 and s3.      (a)  record your observations in the table that you have prepared.                            [5]   ",
            "3": "3  \u00a9 ucles 2011 0610/52/m/j/11 [turn over  for  examiner's  use  (b) use your results to suggest the approximate vitamin c concentration of s3.       give reasons for your answer.             [3]      (c) suggest four ways in which you could improve this method to find the concentration of  an unknown vitamin c solution.  1.     2.     3.     4.    [4]     ",
            "4": "4  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use  (d) fig. 1.1 shows the results of a similar investigation into the concentration of vitamin c  in five fruit juices. the numbers are the number of drops of iodine solution used to  reach the end-point for each fruit juice.         fig. 1.1     (i) on the grid below  plot the data from fig. 1.1 to show the variation in the number of  drops of iodine solution required to reach the end-point.           [5]        (ii) state which fruit juice has the highest concentration of vitamin c.    [1]   ",
            "5": "5  \u00a9 ucles 2011 0610/52/m/j/11 [turn over  for  examiner's  use    (iii) explain how you used the results in (a) and the fruit juice data to decide which fruit  juice has the highest concentration of vitamin c.           [2]        [total: 20]   ",
            "6": "6  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use 2 fig. 2.1 shows a photograph of the larva of an insect.     fig. 2.1     (a) (i)  in the space below make a large drawing of the larva shown in fig. 2.1.         labels are not needed.                                                 [5]   ",
            "7": "7  \u00a9 ucles 2011 0610/52/m/j/11 [turn over  for  examiner's  use     (ii) measure the length of the larva in fig. 2.1 and in your drawing.  length of larva in fig. 2.1    length of larva in your drawing   [2]    (iii) calculate the magnification of your drawing compared with the larva in fig. 2.1.       show your working.                   magnification  [2]    ",
            "8": "8  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use  (b) the larva eats through leaf tissue making tunnels in which it lives.      fig. 2.2 shows part of a leaf that has been damaged by these tunnels.    position of larva inside tunnel vein midrib     fig. 2.2     (i) calculate the percentage of the leaf area which has been damaged by the tunnels.      show your working.                    answer  % [3]   ",
            "9": "9  \u00a9 ucles 2011 0610/52/m/j/11 [turn over  for  examiner's  use   (ii) suggest and explain why the tunnels do not extend across the leaf midrib.         [2]      (iii) suggest two reasons why the leaf in fig. 2.2 may die and fall off.  1.     2.    [2]      ",
            "10": "10  \u00a9 ucles 2011 0610/52/m/j/11  for  examiner's  use  (c) the larva in fig. 2.1 becomes a moth.      fig. 2.3 and fig. 2.4 show the moth.   fig. 2.3 fig. 2.4     look at fig. 2.3 and fig. 2.4.      (i) state one visible feature of this moth which is used to classify it as an arthropod.   [1]     (ii) state three visible features of this moth which are used to classify it as an insect.  1.   2.   3.  [3]        [total: 20]     ",
            "11": "11   0610/52/m/j/11  blank page",
            "12": "12      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.    university of cambridge international examinations is part of t he 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.    \u00a9 ucles 2011 0610/52/m/j/11  blank page "
        },
        "0610_s11_qp_61.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib11 06_0610_61_hi/fp  \u00a9 ucles 2011  [turn over       *9254401758* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  may/june 2011     1 hour    candidates answer on the question paper    additional materials: ruler    suitable for hearing impaired candidates .       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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.      for examiner's use  1   2   3   total  ",
            "2": "2   0610/61/m/j/11  blank page",
            "3": "3  \u00a9 ucles 2011 0610/61/m/j/11 [turn over  for  examiner's  use 1 students investigated samples of amylase from 100 goats.  100 small filter paper discs  were each soaked in a different sample of goat amylase. the students tested the activity of  these amylase samples using plain paper. plain paper contains starch.    a circle of plain paper was placed into a petri dish as shown in fig. 1.1.  iodine solution  was used to stain the starch in the plain paper.    (a) when iodine solution reacts with the starch in the plain paper, what colour would you  see?   [1]     123 4 5678910lid of petri dish ten small discs of filter paper soaked in differentsamples of goat amylasecircle of plain paperin the bottom of thepetri dish       fig. 1.1     ten amylase soaked filter paper discs were placed into one of the petri dishes as shown in  fig. 1.1.      ten petri dishes were set up as in fig. 1.1.   the students lifted the filter paper discs at one-minute intervals and recorded the number of  areas where there had been a reaction.      (b) how would the students know that a reaction had taken place?   [1]   ",
            "4": "4  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use  if a reaction had not taken place, the students replaced the disc of filter paper for another  minute.  this procedure was repeated for five minutes.     their results are recorded in table 1.1.   table 1.1    time / minutes number of new areas where     there had been a reaction total number of areas where    there had been a reaction  1 14 14  2 28 42  3 18 60  4 12   \u2026\u2026\u2026  5 6   \u2026\u2026\u2026      (c) (i)  complete table 1.1 by calculating the total number of areas where there had been  a reaction after 4 and 5 minutes.       write your answers in the spaces in table 1.1.       show your working in the space below.                         [2]   ",
            "5": "5  \u00a9 ucles 2011 0610/61/m/j/11 [turn over  for  examiner's  use  (ii) plot the data from the first two columns  in table 1.1, to show the differences in  the activity of amylase.           [5]       (iii) suggest two reasons for the differences in amylase activity of the samples.          [2]       (d) suggest three  ways in which you could improve this investigation.  1.     2.     3.    [3]        [total: 14] ",
            "6": "6  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use 2 fig. 2.1 is a photograph of a dandelion fruit.        fig. 2.1     (a) make a large drawing of the fruit in the space below.      add labels to show:   \u007f where the fruit was attached to the plant,    \u007f the position of the seed.                                           [5]   ",
            "7": "7  \u00a9 ucles 2011 0610/61/m/j/11 [turn over  for  examiner's  use  (b) (i)  measure the length of the fruit in fig. 2.1 and draw a straight line next to your  drawing to show this length.  length of fruit in fig. 2.1   length of fruit in your drawing  [2]     (ii) calculate the magnification of your drawing.        show your working.                      magnification   [2]   ",
            "8": "8  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use  (c) fig. 2.2 shows a fruit which has been kept in a dry environment for one day.      fig. 2.3 shows a fruit which has been kept in a damp  environment for one day.                                 fig. 2.2 fig. 2.3    (i) complete the table below to show one visible difference between the two dandelion fruits.     feature dry fruit shown in         fig. 2.2 damp fruit shown in      fig. 2.3     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026           \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [2]   ",
            "9": "9  \u00a9 ucles 2011 0610/61/m/j/11 [turn over  for  examiner's  use   (ii) suggest and explain how changing weather conditions would:    \u007f help disperse the fruits away from the parent plant,    \u007f allow them to germinate in a new habitat.                      [5]        [total: 16]   ",
            "10": "10  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use 3 fig. 3.1 shows sections through ginger ( zingiber officinale ) and lotus ( nelumbo nucifera )  stems.  lotus ginger     fig. 3.1     (a) (i) state one visible  similarity between the two stems.   [1]     (ii) complete table 3.1 to show three visible  differences between the two stems.     table 3.1     stem  difference ginger lotus  1    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    2    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    3     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026        [3]   ",
            "11": "11  \u00a9 ucles 2011 0610/61/m/j/11  for  examiner's  use  (b) lotus plants live in water.      suggest and explain an adaptation of the lotus stem to its water habitat.          [2]       (c) the cells of lotus roots contain starch grains.      describe how you would prepare a microscope slide of the cells of a lotus stem to  show the starch grains.                  [4]        [total: 10]   ",
            "12": "12    copyright ackno wledgements:    question 2a  figure 2.1  \u00a9  dandelion taraxacum officinale st udio;  dirk v. mallinckrodt / alamy.    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.    university of 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.    \u00a9 ucles 2011 0610/61/m/j/11  blank page     "
        },
        "0610_s11_qp_62.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 06_0610_62/5rp  \u00a9 ucles 2011  [turn over       *4524811884* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  may/june 2011     1 hour    candidates answer on the question paper.    additional materials: ruler       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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   for examiner's use  1   2   3   total      ",
            "2": "2  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use 1 some students carried out tests for vitamin c.      they were provided with three vitamin c solutions, s1, s2 and s3.    s1 had a concentration of 0.2% vitamin c.   s2 had a concentration of 0.05% vitamin c.   the concentration of s3 was not known.    \u007f the students measured 1  cm3 of starch solution into a test-tube.    \u007f they added 1  cm3 of solution s1.     \u007f the students added iodine solution, co unting drop by drop, until a blue colour  appeared. this was the end-point for solution s1.    \u007f they repeated the test on solutions s2 and s3.     these are the results that the students recorded.         (a)  record the students\u2019 observations in a suitable table using the space below.                           [4]   ",
            "3": "3  \u00a9 ucles 2011 0610/62/m/j/11 [turn over  for  examiner's  use  (b) use these results to suggest the approximate vitamin c concentration of s3.       give reasons for your answer.             [3]      (c) suggest four ways in which you could improve this method to find the concentration of  an unknown vitamin c solution.  1.     2.     3.     4.    [4]     ",
            "4": "4  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use  (d) fig. 1.1 shows the results of a similar investigation into the concentration of vitamin c  in five fruit juices. the students counted the number of drops of iodine solution used to  reach the end-point for each fruit juice.         fig. 1.1      (i) on the grid below plot the data from fig. 1.1 to show the variation in the number of  drops of iodine solution required to reach the end-point.            [5]      (ii) state which fruit juice has the highest concentration of vitamin c.   [1]        [total: 17]   ",
            "5": "5  \u00a9 ucles 2011 0610/62/m/j/11 [turn over  blank page                                question 2 begins on page 6 ",
            "6": "6  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use 2 fig. 2.1 shows a photograph of the larva of an insect.     fig. 2.1     (a) (i)  in the space below make a large drawing of the larva shown in fig. 2.1.         labels are not needed.                                                 [5] ",
            "7": "7  \u00a9 ucles 2011 0610/62/m/j/11 [turn over  for  examiner's  use  (ii) measure the length of the larva in fig. 2.1 and in your drawing.   length of larva in fig. 2.1    length of larva in your drawing   [2]     (iii) calculate the magnification of your drawing compared with the larva in fig. 2.1.       show your working.                      magnification  [2]     ",
            "8": "8  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use  (b) the larva eats through leaf tissue making tunnels in which it lives.      fig 2.2 shows part of a leaf that has been damaged by these tunnels.    position of larva inside tunnel vein midrib     fig. 2.2    (i) calculate the percentage of the leaf area which has been damaged by the tunnels.       show your working.                   answer  % [3]    (ii) suggest and explain why the tunnels do not extend across the leaf midrib.          [2]   ",
            "9": "9  \u00a9 ucles 2011 0610/62/m/j/11 [turn over  for  examiner's  use  (iii) suggest two reasons why the leaf in fig. 2.2 may die and fall off.   1.     2.    [2]      (c) the larva in fig. 2.1 becomes a moth.      fig. 2.3 and fig. 2.4 show the moth.    fig. 2.3 fig. 2.4      look at fig. 2.3 and fig. 2.4.      (i) state one visible feature of this moth which is used to classify it as an arthropod.    [1]     (ii) state three visible features of this moth which are used to classify it as an insect.   1.   2.   3.  [3]        [total: 20]     ",
            "10": "10  \u00a9 ucles 2011 0610/62/m/j/11  for  examiner's  use 3 fig. 3.1 shows two photographs of a person\u2019s eye.      in photograph a the person was looking out of a window.     in photograph b the person had turned away from the window.     ab    fig 3.1    (a) describe what happened to the diameter of the pupil in photograph b.   [1]       (b) explain your observation.           [2]          [total: 3]     ",
            "11": "11  \u00a9 ucles 2011 0610/62/m/j/11  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.   university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2011 0610/62/m/j/11  blank page "
        },
        "0610_s11_qp_63.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 06_0610_63/fp  \u00a9 ucles 2011  [turn over       *1890062424* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  may/june 2011     1 hour    candidates answer on the question paper    additional materials: ruler       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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   for examiner's use  1   2   3   total      ",
            "2": "2  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use 1 some students carried out tests for vitamin c.      they were provided with three vitamin c solutions, s1, s2 and s3.    s1 had a concentration of 0.2% vitamin c.   s2 had a concentration of 0.05% vitamin c.   the concentration of s3 was not known.    \u007f the students measured 1  cm3 of starch solution into a test-tube.    \u007f they added 1  cm3 of solution s1.     \u007f the students added iodine solution, co unting drop by drop, until a blue colour  appeared. this was the end-point for solution s1.    \u007f they repeated the test on solutions s2 and s3.     these are the results that the students recorded.         (a)  record the students\u2019 observations in a suitable table using the space below.                           [4]   ",
            "3": "3  \u00a9 ucles 2011 0610/63/m/j/11 [turn over  for  examiner's  use  (b) use these results to suggest the approximate vitamin c concentration of s3.       give reasons for your answer.             [3]      (c) suggest four ways in which you could improve this method to find the concentration of  an unknown vitamin c solution.  1.     2.     3.     4.    [4]     ",
            "4": "4  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use  (d) fig. 1.1 shows the results of a similar investigation into the concentration of vitamin c  in five fruit juices. the students counted the number of drops of iodine solution used to  reach the end-point for each fruit juice.         fig. 1.1      (i) on the grid below plot the data from fig. 1.1 to show the variation in the number of  drops of iodine solution required to reach the end-point.            [5]      (ii) state which fruit juice has the highest concentration of vitamin c.   [1]        [total: 17]   ",
            "5": "5  \u00a9 ucles 2011 0610/63/m/j/11 [turn over  blank page                                question 2 begins on page 6 ",
            "6": "6  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use 2 fig. 2.1 shows a photograph of the larva of an insect.     fig. 2.1     (a) (i)  in the space below make a large drawing of the larva shown in fig. 2.1.         labels are not needed.                                                 [5] ",
            "7": "7    \u00a9 ucles 2011 0610/63/m/j/11 [turn over  for  examiner's  use  (ii) measure the length of the larva in fig. 2.1 and in your drawing.   length of larva in fig. 2.1    length of larva in your drawing   [2]     (iii) calculate the magnification of your drawing compared with the larva in fig. 2.1.       show your working.                      magnification  [2]     ",
            "8": "8  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use  (b) the larva eats through leaf tissue making tunnels in which it lives.      fig 2.2 shows part of a leaf that has been damaged by these tunnels.    position of larva inside tunnel vein midrib     fig. 2.2    (i) calculate the percentage of the leaf area which has been damaged by the tunnels.       show your working.                   answer  % [3]    (ii) suggest and explain why the tunnels do not extend across the leaf midrib.          [2]   ",
            "9": "9    \u00a9 ucles 2011 0610/63/m/j/11 [turn over  for  examiner's  use  (iii) suggest two reasons why the leaf in fig. 2.2 may die and fall off.   1.     2.    [2]      (c) the larva in fig. 2.1 becomes a moth.      fig. 2.3 and fig. 2.4 show the moth.    fig. 2.3 fig. 2.4      look at fig. 2.3 and fig. 2.4.      (i) state one visible feature of this moth which is used to classify it as an arthropod.    [1]     (ii) state three visible features of this moth which are used to classify it as an insect.   1.   2.   3.  [3]        [total: 20]     ",
            "10": "10  \u00a9 ucles 2011 0610/63/m/j/11  for  examiner's  use 3 fig. 3.1 shows two photographs of a person\u2019s eye.      in photograph a the person was looking out of a window.     in photograph b the person had turned away from the window.     ab    fig 3.1    (a) describe what happened to the diameter of the pupil in photograph b.   [1]       (b) explain your observation.           [2]          [total: 3]     ",
            "11": "11    \u00a9 ucles 2011 0610/63/m/j/11  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.   \u00a9 ucles 2011 0610/63/m/j/11  blank page "
        },
        "0610_w11_qp_11.pdf": {
            "1": "    this document consists of 16 printed pages.  ib11 11_0610_11/6rp  \u00a9 ucles 2011  [turn over       *5868903 410* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2011 0610/11/o/n/11  1 which characteristic of living organisms is described by the following definition?    \u2018the ability to detect changes in the environment and make responses\u2019.  a excretion  b movement  c respiration  d sensitivity     2 what is the correct order of arthropod groups, from those with most legs to those with fewest  legs?  a arachnids \u2192 crustaceans \u2192 insects \u2192 myriapods  b crustaceans \u2192 myriapods \u2192 insects \u2192 arachnids  c insects \u2192 arachnids \u2192 myriapods \u2192 crustaceans  d myriapods \u2192 crustaceans \u2192 arachnids \u2192 insects     3 which animal is an annelid?  1 has legs .. go to 2   has no legs . go to 3  2 has six legs. organism a   has eight legs . organism b  3 has a shell .. organism c   has no shell  organism d      4 root hair cells are found on plant roots.    which feature would be present in a root hair cell but not a sperm cell?  a cell membrane  b cell wall  c chloroplasts  d cytoplasm    ",
            "3": "3  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  5 which structure is found in a palisade cell but not in a liver cell?  a cell membrane  b central vacuole  c cytoplasm  d nucleus      6 which cell shows the position of the nucleus correctly?    a b c d       7 what are the levels of organisation of     \u2022 the wall of a villus,  \u2022 the small intestine?     wall of a villus small intestine  a cell organ  b cell organ system  c tissue organ  d tissue organ system    8 phloem is an example of  a a cell.  b a tissue.  c an organ.  d an organ system.    ",
            "4": "4  \u00a9 ucles 2011 0610/11/o/n/11  9 the diagram shows a fetus attached by the placenta to the uterus wall of the mother.    uterus wallfetus placenta     by which process do all substances pass between the fetus and the mother in the placenta?  a diffusion  b nutrition  c osmosis  d respiration     10 what happens in osmosis?  a movement of solute molecules against their concentration gradient  b movement of solute molecules down their concentration gradient  c movement of water molecules against their concentration gradient  d movement of water molecules down their concentration gradient     11 a human digestive enzyme breaks down its substrate at a fast rate at 35  \u00b0c.    what would occur if the enzyme and substrate were kept at 75  \u00b0c?  a the enzyme would stop working and be denatured.  b the reaction would continue at the same rate.  c the reaction would take place more quickly.  d the reaction would take place more slowly.     ",
            "5": "5  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  12 the diagram shows the action of amylase.    amylasepart of a starch molecule     what is the function of the enzyme amylase?  a breaks down the substrate into amino acids  b changes the product into the substrate  c increases the rate of starch breaking down into glucose  d increases the rate of starch breaking down into maltose     13 which is an incisor tooth?    ab c d       14 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
            "6": "6  \u00a9 ucles 2011 0610/11/o/n/11  15 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     16 dietary fibre passes through several structures after leaving the stomach.  in which order does the dietary fibre pass through these structures?  a duodenum \u2192 ileum \u2192 colon \u2192 rectum  b duodenum \u2192 ileum \u2192 rectum \u2192 colon   c ileum \u2192 duodenum \u2192 colon \u2192 rectum   d ileum \u2192 duodenum \u2192 rectum \u2192 colon      17 in what form does a plant absorb and lose water?     absorbs loses  a liquid liquid  b liquid vapour  c vapour liquid  d vapour vapour    ",
            "7": "7  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  18 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the appearance of the  shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity      19 an experiment is set up to investigate the uptake of oxygen by germinating seeds.    x y soda lime absorbs  carbon dioxide  dead seeds rinsed in antiseptic germinating  seeds water bath  at 25  \u00b0c  coloured water coloured  water      what happens to the levels at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged   ",
            "8": "8  \u00a9 ucles 2011 0610/11/o/n/11  20 which group contains substances that are all carried in the blood?  a amino acids, carbon dioxide and cellulose  b glucose, glycogen and lactic acid  c oestrogen, oxygen and starch  d salts, testosterone and urea     21 which process does not release carbon dioxide to the atmosphere?  a decomposition of animals  b photosynthesis of plants  c respiration of animals  d respiration of plants    22 which materials are excreted by kidneys and lungs?     kidneys lungs  a carbon dioxide carbon dioxide  b carbon dioxide urea  c urea carbon dioxide  d urea urea     23 the graph shows the variation in a person\u2019s body temperature over a period of time.    which temperature change is likely to cause most sweating?    time increase in body  temperature  normal body  temperature  decrease in body  temperature ab c d      ",
            "9": "9  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  24 the diagram shows a germinated bean seed with a horizontal radicle. this is placed on a slowly  rotating disc and is left for three days.    electric motor slowly rotating disc  radicle bean seed     which diagram shows the appearance of the radicle after three days?    a b c d       25 which type of cells do all sense organs contain?  a ciliated  b effector  c mesophyll  d receptor    ",
            "10": "10  \u00a9 ucles 2011 0610/11/o/n/11  26 the diagram shows the early growth of a green plant.        what is occurring?     mitosis development   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= occurs  c \u0017 \u0013 \u0017= does not occur  d \u0017 \u0017      27 the diagram shows a neurone.    x y     which structures could be found at  x and y?     x y  a brain intestine  b brain leg  c eye hand  d skin spinal cord    ",
            "11": "11  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  28 the diagram shows a potato tuber that developed from the stem of a parent potato plant. three  shoots are starting to grow from the tuber.    shoot  tuber      how do the genotypes of the shoots compare with th e genotypes of the tuber and of the parent?  a they are all different.  b they are all identical.  c the shoots are identical to each other, but are different from the tuber and the parent.  d the shoots are identical to the tuber, but are different from the parent.      29 the diagram shows the male reproductive system.    x     what is the tube labelled x?  a rectum  b sperm duct (vas deferens)  c ureter  d urethra   ",
            "12": "12  \u00a9 ucles 2011 0610/11/o/n/11  30 which is not growth of an organism?  a increase in dry mass  b increase in the number of cells  c permanent increase in size  d swelling by absorbing water      31 what are the chromosomes for the two sexes in human beings?     female male  a xx xy  b xx yy  c xy xx  d yy xy     32 the colour of a mouse\u2019s fur is controlled by a single pair of alleles.    a mouse with black fur was crossed with a mouse with white fur. all the offspring had black fur.    what would be the most likely ratio in several litters of offspring if two of these black offspring were crossed?     black fur white fur  a 1 3  b 2 2  c 3 1  d 4 0    ",
            "13": "13  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  33 the diagram shows a food web.    at which level does energy from the sun enter the food web?    winklescrab starfish octopus limpetsseal gulls green algae seaweeda c db       34 the diagram gives a simplified scheme for energy flow through an ecosystem.    producers consumers2 133     which processes do the labelled arrows represent?     1 2 3  a feeding photosynthesis respiration  b feeding respiration photosynthesis  c photosynthesis feeding respiration  d photosynthesis respiration feeding      35 the food chain shows the number of animals relying on two bushes for their survival.    at which step in the food chain do the organisms have the greatest amount of energy?    a 2 bushes with several thousand leavesb 150 snailsc 10 small birdsd 2 hawk s     ",
            "14": "14  \u00a9 ucles 2011 0610/11/o/n/11  36 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of  years ago?    carbon dioxide gas in the air carbon compounds in decaying organismscoal and oilcarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas and lakes a bcd     37 the diagram shows part of the carbon cycle.    atmosphere animalsplants1 2 34     which numbers represent excretion?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
            "15": "15  \u00a9 ucles 2011 0610/11/o/n/11 [turn over  38 the graph shows the rate of growth for a population of herbivores.    which is the exponential (log) phase in the growth of this population?    a bcd  time number of  herbivores       39 the diagram shows four places on a river, where water samples were taken.    wx y zdirection of flowuntreated sewageoutlet     which graph shows oxygen concentrations in the river?    wxb  yzoxygen concentration  wxa  yzoxygen concentration  wxd  yzoxygen concentration  wxc  yzoxygen concentration       ",
            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.    \u00a9 ucles 2011 0610/11/o/n/11  40 different pesticides were tested to see how poisonous they were to fish. scientists found the  concentration of pesticide that killed 50  % of the fish within four days.    the table shows the results of the tests.    pesticide concentration that killed   50  % of the fish  / p.p.m.  ddt 0.03  dieldrin 0.01  malathion 12.20  parathion 2.11    which pesticide was the most dangerous to the fish?  a ddt  b dieldrin  c malathion  d parathion       "
        },
        "0610_w11_qp_12.pdf": {
            "1": "    this document consists of 16 printed pages.  ib11 11_0610_12/fp  \u00a9 ucles 2011  [turn over       *9525542608* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2011 0610/12/o/n/11  1 root hair cells are found on plant roots.    which feature would be present in a root hair cell but not a sperm cell?  a cell membrane  b cell wall  c chloroplasts  d cytoplasm     2 which cell shows the position of the nucleus correctly?    a b c d        3 what is the correct order of arthropod groups, from those with most legs to those with fewest  legs?  a arachnids \u2192 crustaceans \u2192 insects \u2192 myriapods  b crustaceans \u2192 myriapods \u2192 insects \u2192 arachnids  c insects \u2192 arachnids \u2192 myriapods \u2192 crustaceans  d myriapods \u2192 crustaceans \u2192 arachnids \u2192 insects      4 which animal is an annelid?  1 has legs .. go to 2   has no legs . go to 3  2 has six legs. organism a   has eight legs . organism b  3 has a shell .. organism c   has no shell  organism d    ",
            "3": "3  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  5 what are the levels of organisation of     \u2022 the wall of a villus,  \u2022 the small intestine?     wall of a villus small intestine  a cell organ  b cell organ system  c tissue organ  d tissue organ system     6 which characteristic of living organisms is described by the following definition?    \u2018the ability to detect changes in the environment and make responses\u2019.  a excretion  b movement  c respiration  d sensitivity     7 phloem is an example of  a a cell.  b a tissue.  c an organ.  d an organ system.     8 which structure is found in a palisade cell but not in a liver cell?  a cell membrane  b central vacuole  c cytoplasm  d nucleus    ",
            "4": "4  \u00a9 ucles 2011 0610/12/o/n/11  9 which is an incisor tooth?    ab c d       10 a human digestive enzyme breaks down its substrate at a fast rate at 35  \u00b0c.    what would occur if the enzyme and substrate were kept at 75  \u00b0c?  a the enzyme would stop working and be denatured.  b the reaction would continue at the same rate.  c the reaction would take place more quickly.  d the reaction would take place more slowly.    11 the diagram shows a fetus attached by the placenta to the uterus wall of the mother.    uterus wallfetus placenta     by which process do all substances pass between the fetus and the mother in the placenta?  a diffusion  b nutrition  c osmosis  d respiration     ",
            "5": "5  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  12 dietary fibre passes through several structures after leaving the stomach.  in which order does the dietary fibre pass through these structures?  a duodenum \u2192 ileum \u2192 colon \u2192 rectum  b duodenum \u2192 ileum \u2192 rectum \u2192 colon   c ileum \u2192 duodenum \u2192 colon \u2192 rectum   d ileum \u2192 duodenum \u2192 rectum \u2192 colon       13 what happens in osmosis?  a movement of solute molecules against their concentration gradient  b movement of solute molecules down their concentration gradient  c movement of water molecules against their concentration gradient  d movement of water molecules down their concentration gradient      14 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch    15 the diagram shows the action of amylase.    amylasepart of a starch molecule     what is the function of the enzyme amylase?  a breaks down the substrate into amino acids  b changes the product into the substrate  c increases the rate of starch breaking down into glucose  d increases the rate of starch breaking down into maltose     ",
            "6": "6  \u00a9 ucles 2011 0610/12/o/n/11  16 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     17 the diagram shows a germinated bean seed with a horizontal radicle. this is placed on a slowly  rotating disc and is left for three days.    electric motor slowly rotating disc  radicle bean seed     which diagram shows the appearance of the radicle after three days?    a b c d       18 which process does not release carbon dioxide to the atmosphere?  a decomposition of animals  b photosynthesis of plants  c respiration of animals  d respiration of plants     ",
            "7": "7  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  19 in what form does a plant absorb and lose water?     absorbs loses  a liquid liquid  b liquid vapour  c vapour liquid  d vapour vapour     20 the graph shows the variation in a person\u2019s body temperature over a period of time.    which temperature change is likely to cause most sweating?    time increase in body  temperature  normal body  temperature  decrease in body  temperature ab c d      ",
            "8": "8  \u00a9 ucles 2011 0610/12/o/n/11  21 an experiment is set up to investigate the uptake of oxygen by germinating seeds.    x y soda lime absorbs  carbon dioxide  dead seeds rinsed in antiseptic germinating  seeds water bath  at 25  \u00b0c  coloured  water coloured  water      what happens to the levels at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged     22 which type of cells do all sense organs contain?  a ciliated  b effector  c mesophyll  d receptor    23 which materials are excreted by kidneys and lungs?     kidneys lungs  a carbon dioxide carbon dioxide  b carbon dioxide urea  c urea carbon dioxide  d urea urea     ",
            "9": "9  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  24 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the appearance of the  shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity     25 which group contains substances that are all carried in the blood?  a amino acids, carbon dioxide and cellulose  b glucose, glycogen and lactic acid  c oestrogen, oxygen and starch  d salts, testosterone and urea     ",
            "10": "10  \u00a9 ucles 2011 0610/12/o/n/11  26 the diagram shows a potato tuber that developed from the stem of a parent potato plant. three  shoots are starting to grow from the tuber.    shoot  tuber      how do the genotypes of the shoots compare with th e genotypes of the tuber and of the parent?  a they are all different.  b they are all identical.  c the shoots are identical to each other, but are different from the tuber and the parent.  d the shoots are identical to the tuber, but are different from the parent.      27 what are the chromosomes for the two sexes in human beings?     female male  a xx xy  b xx yy  c xy xx  d yy xy     28 the diagram shows a neurone.    x y     which structures could be found at  x and y?     x y  a brain intestine  b brain leg  c eye hand  d skin spinal cord ",
            "11": "11  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  29 which is not growth of an organism?  a increase in dry mass  b increase in the number of cells  c permanent increase in size  d swelling by absorbing water     30 the diagram shows the early growth of a green plant.        what is occurring?     mitosis development   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= occurs  c \u0017 \u0013 \u0017= does not occur  d \u0017 \u0017      ",
            "12": "12  \u00a9 ucles 2011 0610/12/o/n/11  31 the colour of a mouse\u2019s fur is controlled by a single pair of alleles.    a mouse with black fur was crossed with a mouse with white fur. all the offspring had black fur.    what would be the most likely ratio in several litters of offspring if two of these black offspring  were crossed?     black fur white fur  a 1 3  b 2 2  c 3 1  d 4 0     32 the diagram shows the male reproductive system.    x     what is the tube labelled x?  a rectum  b sperm duct (vas deferens)  c ureter  d urethra    ",
            "13": "13  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  33 the diagram gives a simplified scheme for energy flow through an ecosystem.    producers consumers2 133     which processes do the labelled arrows represent?     1 2 3  a feeding photosynthesis respiration  b feeding respiration photosynthesis  c photosynthesis feeding respiration  d photosynthesis respiration feeding      34 the diagram shows part of the carbon cycle.    atmosphere animalsplants1 2 34     which numbers represent excretion?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4    ",
            "14": "14  \u00a9 ucles 2011 0610/12/o/n/11  35 the diagram shows a food web.    at which level does energy from the sun enter the food web?    winklescrab starfish octopus limpetsseal gulls green algae seaweeda c db       36 the graph shows the rate of growth for a population of herbivores.    which is the exponential (log) phase in the growth of this population?    a bcd  time number of  herbivores       ",
            "15": "15  \u00a9 ucles 2011 0610/12/o/n/11 [turn over  37 different pesticides were tested to see how poisonous they were to fish. scientists found the  concentration of pesticide that killed 50  % of the fish within four days.    the table shows the results of the tests.    pesticide concentration that killed   50  % of the fish  / p.p.m.  ddt 0.03  dieldrin 0.01  malathion 12.20  parathion 2.11    which pesticide was the most dangerous to the fish?  a ddt  b dieldrin  c malathion  d parathion      38 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of years ago?    carbon dioxide gas in the air carbon compounds in decaying organismscoal and oilcarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas and lakes a bcd      ",
            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of cambridge international examinations is part of t he 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.    \u00a9 ucles 2011 0610/12/o/n/11  39 the food chain shows the number of animals relying on two bushes for their survival.    at which step in the food chain do the organisms have the greatest amount of energy?    a 2 bushes with several thousand leavesb 150 snailsc 10 small birdsd 2 hawk s      40 the diagram shows four places on a river, where water samples were taken.    wx y zdirection of flowuntreated  sewageoutlet     which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration         "
        },
        "0610_w11_qp_13.pdf": {
            "1": "    this document consists of 16 printed pages.  ib11 11_0610_13/fp  \u00a9 ucles 2011  [turn over       *1041307990* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2011     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2011 0610/13/o/n/11  1 which structure is found in a palisade cell but not in a liver cell?  a cell membrane  b central vacuole  c cytoplasm  d nucleus     2 what are the levels of organisation of     \u2022 the wall of a villus,  \u2022 the small intestine?     wall of a villus small intestine  a cell organ  b cell organ system  c tissue organ  d tissue organ system      3 which characteristic of living organisms is described by the following definition?    \u2018the ability to detect changes in the environment and make responses\u2019.  a excretion  b movement  c respiration  d sensitivity     4 phloem is an example of  a a cell.  b a tissue.  c an organ.  d an organ system.    ",
            "3": "3  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  5 which cell shows the position of the nucleus correctly?    a b c d       6 which animal is an annelid?  1 has legs .. go to 2   has no legs . go to 3  2 has six legs. organism a   has eight legs . organism b  3 has a shell .. organism c   has no shell  organism d      7 what is the correct order of arthropod groups, from those with most legs to those with fewest  legs?  a arachnids \u2192 crustaceans \u2192 insects \u2192 myriapods  b crustaceans \u2192 myriapods \u2192 insects \u2192 arachnids  c insects \u2192 arachnids \u2192 myriapods \u2192 crustaceans  d myriapods \u2192 crustaceans \u2192 arachnids \u2192 insects      8 root hair cells are found on plant roots.    which feature would be present in a root hair cell but not a sperm cell?  a cell membrane  b cell wall  c chloroplasts  d cytoplasm    ",
            "4": "4  \u00a9 ucles 2011 0610/13/o/n/11  9 the diagram shows the action of amylase.    amylasepart of a starch molecule     what is the function of the enzyme amylase?  a breaks down the substrate into amino acids  b changes the product into the substrate  c increases the rate of starch breaking down into glucose  d increases the rate of starch breaking down into maltose     10 dietary fibre passes through several structures after leaving the stomach.  in which order does the dietary fibre pass through these structures?  a duodenum \u2192 ileum \u2192 colon \u2192 rectum  b duodenum \u2192 ileum \u2192 rectum \u2192 colon   c ileum \u2192 duodenum \u2192 colon \u2192 rectum   d ileum \u2192 duodenum \u2192 rectum \u2192 colon      11 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.      12 what happens in osmosis?  a movement of solute molecules against their concentration gradient  b movement of solute molecules down their concentration gradient  c movement of water molecules against their concentration gradient  d movement of water molecules down their concentration gradient     ",
            "5": "5  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  13 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     14 the diagram shows a fetus attached by the placenta to the uterus wall of the mother.    uterus wallfetus placenta     by which process do all substances pass between the fetus and the mother in the placenta?  a diffusion  b nutrition  c osmosis  d respiration     15 which is an incisor tooth?    ab c d      ",
            "6": "6  \u00a9 ucles 2011 0610/13/o/n/11  16 a human digestive enzyme breaks down its substrate at a fast rate at 35  \u00b0c.    what would occur if the enzyme and substrate were kept at 75  \u00b0c?  a the enzyme would stop working and be denatured.  b the reaction would continue at the same rate.  c the reaction would take place more quickly.  d the reaction would take place more slowly.     17 an experiment is set up to investigate t he uptake of oxygen by germinating seeds.    x y soda lime absorbs  carbon dioxide  dead seeds rinsed in antiseptic germinating  seeds water bath  at 25  \u00b0c  coloured  water coloured  water      what happens to the levels at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged     18 which type of cells do all sense organs contain?  a ciliated  b effector  c mesophyll  d receptor    ",
            "7": "7  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  19 which materials are excreted by kidneys and lungs?     kidneys lungs  a carbon dioxide carbon dioxide  b carbon dioxide urea  c urea carbon dioxide  d urea urea     20 the diagram shows a germinated bean seed with a horizontal radicle. this is placed on a slowly  rotating disc and is left for three days.    electric motor slowly rotating disc  radicle bean seed     which diagram shows the appearance of the radicle after three days?    a b c d        21 the graph shows the variation in a person\u2019s body temperature over a period of time.    which temperature change is likely to cause most sweating?    time increase in body  temperature  normal body  temperature  decrease in body  temperature ab c d      ",
            "8": "8  \u00a9 ucles 2011 0610/13/o/n/11  22 which group contains substances that are all carried in the blood?  a amino acids, carbon dioxide and cellulose  b glucose, glycogen and lactic acid  c oestrogen, oxygen and starch  d salts, testosterone and urea     23 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the appearance of the  shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity     24 which process does not release carbon dioxide to the atmosphere?  a decomposition of animals  b photosynthesis of plants  c respiration of animals  d respiration of plants    ",
            "9": "9  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  25 in what form does a plant absorb and lose water?     absorbs loses  a liquid liquid  b liquid vapour  c vapour liquid  d vapour vapour     26 the diagram shows the male reproductive system.    x     what is the tube labelled x?  a rectum  b sperm duct (vas deferens)  c ureter  d urethra    ",
            "10": "10  \u00a9 ucles 2011 0610/13/o/n/11  27 the colour of a mouse\u2019s fur is controlled by a single pair of alleles.    a mouse with black fur was crossed with a mouse with white fur. all the offspring had black fur.    what would be the most likely ratio in several litters of offspring if two of these black offspring  were crossed?     black fur white fur  a 1 3  b 2 2  c 3 1  d 4 0     28 which is not growth of an organism?  a increase in dry mass  b increase in the number of cells  c permanent increase in size  d swelling by absorbing water    ",
            "11": "11  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  29 the diagram shows the early growth of a green plant.        what is occurring?     mitosis development   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= occurs  c \u0017 \u0013 \u0017= does not occur  d \u0017 \u0017      ",
            "12": "12  \u00a9 ucles 2011 0610/13/o/n/11  30 the diagram shows a potato tuber that developed from the stem of a parent potato plant. three  shoots are starting to grow from the tuber.    shoot  tuber      how do the genotypes of the shoots compare with th e genotypes of the tuber and of the parent?  a they are all different.  b they are all identical.  c the shoots are identical to each other, but are different from the tuber and the parent.  d the shoots are identical to the tuber, but are different from the parent.      31 the diagram shows a neurone.    x y     which structures could be found at  x and y?     x y  a brain intestine  b brain leg  c eye hand  d skin spinal cord     32 what are the chromosomes for the two sexes in human beings?     female male  a xx xy  b xx yy  c xy xx  d yy xy ",
            "13": "13  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  33 the diagram shows four places on a river, where water samples were taken.    wx y zdirection of flowuntreated  sewageoutlet     which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration       ",
            "14": "14  \u00a9 ucles 2011 0610/13/o/n/11  34 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of years ago?    carbon dioxide gas in the air carbon compounds in decaying organismscoal and oilcarbon compounds in plants carbon compounds in animalscarbon dioxide dissolved in seas and lakes a bcd      35 different pesticides were tested to see how poisonous they were to fish. scientists found the  concentration of pesticide that killed 50  % of the fish within four days.    the table shows the results of the tests.    pesticide concentration that killed   50  % of the fish  / p.p.m.  ddt 0.03  dieldrin 0.01  malathion 12.20  parathion 2.11    which pesticide was the most dangerous to the fish?  a ddt  b dieldrin  c malathion  d parathion    ",
            "15": "15  \u00a9 ucles 2011 0610/13/o/n/11 [turn over  36 the diagram gives a simplified scheme for energy flow through an ecosystem.    producers consumers2 133     which processes do the labelled arrows represent?     1 2 3  a feeding photosynthesis respiration  b feeding respiration photosynthesis  c photosynthesis feeding respiration  d photosynthesis respiration feeding      37 the graph shows the rate of growth for a population of herbivores.    which is the exponential (log) phase in the growth of this population?    a bcd  time number of  herbivores       ",
            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of cambridge international examinations is part of t he 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.   \u00a9 ucles 2011 0610/13/o/n/11  38 the diagram shows a food web.    at which level does energy from the sun enter the food web?    winklescrab starfish octopus limpetsseal gulls green algae seaweeda c db       39 the diagram shows part of the carbon cycle.    atmosphere animalsplants1 2 34     which numbers represent excretion?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      40 the food chain shows the number of animals relying on two bushes for their survival.    at which step in the food chain do the organisms have the greatest amount of energy?    a 2 bushes with several thousand leavesb 150 snailsc 10 small birdsd 2 hawk s        "
        },
        "0610_w11_qp_21.pdf": {
            "1": "    this document consists of 20 printed pages and 4 blank pages.  ib11 11_0610_21/xrp  \u00a9 ucles 2011  [turn over       *5087512572* for examiner's use  1   2   3   4   5   6   7   8   9   10   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  october/november 2011     1 hour 15 minutes    candidates answer on the question paper.    additional materials: ruler       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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2011 0610/21/o/n/11  blank page ",
            "3": "3  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 1 fig. 1.1 shows a crab that is a member of the arthropod group.    carapace   fig. 1.1     crabs have a hard shell (carapace) that covers the head and thorax.     the abdomen is often folded under the body below the carapace.    all crabs have five pairs of legs.     (a) to which group of arthropods does the crab belong?       tick ( /checkbld) one box to show your answer.       arachnids       crustaceans       insects       myriapods          [1]    ",
            "4": "4  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (b) fig. 1.2 shows five crabs.    ab c ed     fig. 1.2   ",
            "5": "5  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use   use the key to identify each of the crabs.      write the name of each crab in the correct box in table 1.1.    key     name of crab    1 (a)  abdomen folded under carapace     (b)  abdomen tucked inside mollusc shell  2 (a)  all legs are thin    (b)  front pair of legs is much wider than the rest     3 (a)  front edge of carapace has sharp, jagged points    (b)  front edge of carapace is smooth   4 (a)  front edge of carapace comes to a long, sharp point     (b)  front edge of carapace has lots of short points   go to 2  eupagurus  go to 4 go to 3    carcinus cancer   corystes  maia        table 1.1    crab name of crab  a   b   c   d   e       [4]       [total: 5]   ",
            "6": "6  \u00a9 ucles 2011 0610/21/o/n/11  blank page ",
            "7": "7  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 2 (a)  the human circulatory system contains valves.      (i)  state the function of these valves.     [1]     (ii) complete table 2.1 by placing a tick ( /checkbld) against two structures in the human  circulatory system that have valves.     table 2.1    structure in circulatory system have valves  arteries   capillaries   heart   veins       [1]     (b) describe how you could measure the heart rates of some students before they start  running.         [2]     ",
            "8": "8  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (c) fig. 2.1 shows the results of an investigation of the heart rates of some students before  and immediately after running.       each student ran the same distance.     150 140130120 110 100 908070 60 50heart rate  / beatsperminute female 1 female 2 female 3 male 1 male 2 male 3 studentsbefore running immediately after running     fig. 2.1   ",
            "9": "9  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use   (i) state which student has the lowest heart rate immediately after running.   [1]     (ii) state which student has the largest change in heart rate from before to immediately after running.    [1]    (iii) describe any trends that you can see in the results.          [2]      (d) explain why heart rate changes when you run.                 [4]        [total: 12]     ",
            "10": "10  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use 3 (a)  plants, like animals, respond to stimuli.  tropisms are an example of a plant response.      (i)  define the term geotropism .         [2]     (ii) suggest the advantages of geotropic resp onses for a seed germinating in the soil.              [3]      (b) state three external conditions necessary for the germination of a seed in the soil.  1   2   3  [3]        [total: 8]     ",
            "11": "11  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 4 (a)  fig. 4.1 shows a water cycle.    bedrockground water lakedrainage through soil abc runoff     fig. 4.1      (i) name the processes happening at a, b and c.  a   b   c  [3]    (ii) suggest why the most rainfall occurs over hills and mountains.      [1]      (b) lakes are often naturally rich in nutrients such as nitrates.       using information from fig. 4.1, suggest how these nutrients are moved from the hill  into the lake.     [1]     ",
            "12": "12  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (c) explain why deforestation and the removal of plants from the sides of hills can lead to  the flooding of lower areas of land.             [3]        [total: 8]      ",
            "13": "13  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 5 fig. 5.1 shows an arctic food web.      phytoplanktonzooplanktonarctic char arctic codharbour seal ringed seal squidharp sealkiller whale polar bear arctic birds     fig. 5.1     (a) (i)  the phytoplankton are the producers in this food web.       name the process by which phytoplankton build up stores of chemical energy.   [1]    (ii) name a secondary consumer in the food web in fig. 5.1.    [1]    (iii) complete the food chain using organisms shown in fig. 5.1.              phytoplankton /barb4right\u2026\u2026..\u2026\u2026\u2026\u2026.\u2026. /barb4right\u2026\u2026\u2026.\u2026\u2026. /barb4right\u2026\u2026.\u2026..\u2026\u2026..\u2026. /barb4right killer whale       [1]    ",
            "14": "14  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (b)  the polar bear has been listed as an endangered species.       explain what the term endangered species  means.         [2]       (c) suggest how the loss of the polar bear from the arctic ecosystem could affect the  population of killer whales.                 [3]        [total: 8]    ",
            "15": "15  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  blank page                           question 6 begins on the next page. ",
            "16": "16  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use 6 an investigation of the uptake and loss of wa ter by a plant was carried out over 24 hours.  the results are shown in table 6.1.     table 6.1    time of day  / hours water uptake  / g per hour water loss  / g per hour  0400   7   2  0700 11   8  1000 18 24  1300 24 30  1600 24 24  1900 20 13  2200 11   5   ",
            "17": "17  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use  (a) (i)  the data for water uptake have been plotted on the grid below.       plot the data for water loss on the same grid. label both curves.   30 20 10 0 0000 0400 0800 1200 1600 2000 2400 time  / hourswater uptakeorloss  / g per hour       [4]     (ii) state the  two times at which the uptake and loss of water were the same.    [1]     ",
            "18": "18  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (b)  explain how a decrease  in temperature and humidity would affect the water loss by  this plant.  (i) temperature        [2]  (ii) humidity        [2]        [total: 9]     7 explain how the use of chemical fertilisers has increased food production in farming.                  [4]        [total: 4]    ",
            "19": "19  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use 8 reproduction in humans is an example of sexual reproduction.     outline what occurs during:   (a) sexual intercourse,         [2]      (b) fertilisation,             [3]       (c) implantation.         [2]        [total: 7]     ",
            "20": "20  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use 9 fig. 9.1 shows the human digestive system and associated organs.     a hib c d f ge     fig. 9.1      (a) use letters from fig. 9.1 to identify the structures described.       each letter may be used once, more than once, or not at all.      (i) one structure where digestion of protein occurs.        (ii) one  structure where bile is stored.         (iii) one  structure where peristalsis happens.         (iv) one  structure where starch digestion occurs.          (v) one  structure where amino acids are absorbed into the blood.     [5]     ",
            "21": "21  \u00a9 ucles 2011 0610/21/o/n/11 [turn over  for  examiner's  use  (b) state two functions of each of the structures labelled c and e on fig. 9.1.      (i) structure c  1   2  [2]     (ii) structure e  1   2  [2]        [total: 9]   ",
            "22": "22  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use 10 flowers from three red-flowered plants, a, b and c, of the same species were self- pollinated.       (a) explain what is meant by the term pollination .         [2]       (b) seeds were collected from plants a, b and c. the seeds were germinated separately  and were allowed to grow and produce flowers.      the colour of these flowers is shown in table 10.1.     table 10.1    seeds from  plant colour of the flowers grown from the seeds  a all red  b some red and some white  c some red and some white      (i) state the recessive allele for flower colour.   [1]    (ii) state which plant, a, b or c, produced seeds that were homozygous for flower  colour.     [1]    (iii) suggest how you could make certain that self-pollination took place in the flowers of plants a, b and c.         [2]     ",
            "23": "23  \u00a9 ucles 2011 0610/21/o/n/11  for  examiner's  use  (c)  complete the genetic diagram to explain how two red-flowered plants identical to     plant b could produce both red-flowered plants and white-flowered plants.      use the symbols r to represent the dominant allele and r to represent the recessive  allele.    parental phenotypes parental genotypesgametes offspring genotypes offspring phenotypesparent 1 red-flowered . .   . .   ..   .parent 2 red-flowered . .   . .   ..   .\u00d7\u00d7+       [4]        [total: 10]   ",
            "24": "24      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2011 0610/21/o/n/11  blank page "
        },
        "0610_w11_qp_22.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_22/9rp  \u00a9 ucles 2011  [turn over       *4189190348* for examiner's use  1   2   3   4   5   6   7   8   9   10   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  october/november 2011     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 1 fig. 1.1 shows five arthropods, each with four pairs of legs.       ab cd e not to scale      fig. 1.1   ",
            "3": "3  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (a)  these five arthropods all belong to the same group.      to which group of arthropods do they all belong?       tick ( /checkbld) one box to show your answer.     arachnids       crustaceans       insects       myriapods          [1]     (b) use the key to identify each of these arthropods.       write the name of each animal in the correct box in table 1.1.     key     name of arthropod    1 (a)  legs with hairs    (b)  legs without hairs   2 (a)  legs with small groups of hairs     (b)  legs hairy all over    3 (a)  body clearly has two main regions     (b)  body seems to have only one main region     4 (a)  body clearly segmented, pincers present    (b)  body with no segments, no pincers   go to 2 go to 3  hydrachna  oligolophus   go to 4 ixodes    buthus araneus    table 1.1    animal name of arthropod  a   b   c   d   e       [4]        [total: 5] ",
            "4": "4  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 2 fig. 2.1 shows a section through the human chest (thorax).    m on     fig. 2.1     (a) name the structures labelled m, n and o.  m   n   o  [3]      (b) the breathing rates of some students were measured before they started running.       describe how you could measure the breathing rates.         [2]     ",
            "5": "5  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (c) fig. 2.2 shows the results of an investigation into the breathing rates of some students  before and immediately after running.      0 10 20 30  breathing  rate  /  breaths per minute  female 1 female 2 female 3 male 1 male 2 male 3  students before running  immediately after  running      fig. 2.2      (i)  state which student has the highest breathing rate before running.   [1]     (ii) state which student has the smallest change in breathing rate from before to  immediately after running.   [1]    (iii) describe any patterns shown by the results.          [2]     ",
            "6": "6  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use  (d) explain why breathing rate changes during exercise.                 [4]        [total: 13]   ",
            "7": "7  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use 3 (a)  seeds of plants are dispersed by wind and animals.      suggest three advantages to a plant of the dispersal of its seeds.  1   2   3  [3]       (b) when seeds have germinated the young plants show phototropism.      (i) define the term phototropism .         [2]     (ii) suggest the advantages to a you ng plant of phototropic responses.          [2]        [total: 7]    ",
            "8": "8  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 4 fig. 4.1 shows the cycling of phosphate ions in living organisms and the environment.      phosphate ions in animals phosphate ions in plantsphosphate ions in soilphosphate ions in faecesx phosphate ions in rocks     fig. 4.1     (a) phosphate ions are often in limited supply in the soil but are needed by all living  organisms.      (i) describe how plants might obtain phosphate ions from the soil.         [2]     (ii) name one group of organisms represented by box x.   [1]       (b) in humans, phosphate ions may be used in a similar way to calcium ions.     (i)  phosphates may be present in the diet as soluble phosphate ions.      suggest why only the soluble phosphates in food enter the bloodstream of a  human.     [1]     (ii) name one human tissue that is likely to contain phosphates.    [1]   ",
            "9": "9  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (c) using information from fig. 4.1, suggest why mammal or bird faeces are often used as  a fertiliser.             [3]        [total: 8]    ",
            "10": "10  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 5 (a)  one function of the blood is to transport substances around the body.      complete table 5.1 to show where some substances may enter and leave the blood.    table 5.1    substance enters the blood leaves the blood  oxygen    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   muscle cells  insulin pancreas     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    urea liver    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.        [3]     (b)  another function of the blood is to form a clot if the skin is cut.      state two advantages to the body of the blood clotting at a cut in the skin.  1     2    [2]        [total: 5]    ",
            "11": "11  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use 6 fig. 6.1 shows a food web from the african savannah (grassland).      zebra impalacheetahhyena lion grass acacia treeselephant giraffe     fig. 6.1     (a) (i)  state the trophic level that the acacia trees occupy.   [1]    (ii) name one secondary consumer in fig. 6.1.    [1]     (b) elephants are herbivores.      (i)  explain what is meant by the term herbivore .         [2]     (ii) suggest why elephants are not linked to any of the predators in the food web.      [1]     ",
            "12": "12  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use  (c) decomposers are found on the dead bodies of plants and animals.      (i) name one type of decomposer in such a food web.   [1]     (ii) explain why decomposers are very important in the savannah ecosystem.              [3]      (d) draw a food chain of four organisms using information from fig. 6.1.                    [3]        [total: 12]     ",
            "13": "13  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use 7 explain how the use of herbicides in farming has resulted in increased food production.                  [4]        [total: 4]   ",
            "14": "14  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 8 fig. 8.1 shows changes in the dry mass of pea seeds as they germinate and grow into  seedlings.     0 2 4 6 8 time  / days10 12 14 1630 2010 0dry mass of germinatingpeas  / g     fig. 8.1     (a) explain why the germinating peas lost dry mass during the first days of the  investigation.             [3]      (b) suggest why the pea seedlings increased in dry mass after day 7.              [3]   ",
            "15": "15  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (c) state how long after the start of the investigation it took for the seedlings to regain their  original dry mass.     [1]        [total: 7]     ",
            "16": "16  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use 9 fig. 9.1 shows four animal cells.    b a d red blood cellc nerve cell     fig. 9.1     (a) (i)  identify the cells labelled a and b.  a   b  [2]     (ii) state the function of cell a and describe how it is adapted to this function.          [2]     (iii) state one function of cell b.     [1]     ",
            "17": "17  \u00a9 ucles 2011 0610/22/o/n/11 [turn over  for  examiner's  use  (b) the cells in fig. 9.1 are all from the human body.       complete table 9.1 to show the number of chromosomes in these cells. one has been  completed for you.  table 9.1    type of cell number of  chromosomes  cell a   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.  cell b   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.  nerve cell c 46  red blood cell d   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.      [3]       [total: 8]       ",
            "18": "18  \u00a9 ucles 2011 0610/22/o/n/11  10 thalassaemia is an inherited condition in which the haemoglobin does not work properly.      people who have thalassaemia have inherited an allele that causes the condition from both  parents. this can happen even if neither parent has the condition.     (a) (i)  state what is meant by the term homozygous .     [1]     (ii) state and explain whether the allele that causes thalassaemia is dominant or recessive.          [2]     (iii) using the symbols t (dominant) and t (recessive) to represent the two alleles,  state the possible genotypes for a person who does not show symptoms of this  condition.    [1]    ",
            "19": "19  \u00a9 ucles 2011 0610/22/o/n/11  for  examiner's  use  (b) complete the genetic diagram to explain how two parents who do not show symptoms  of the condition can have a child who does have thalassaemia.    parental phenotypes parental genotypesgametes offspring genotypes offspring phenotypesparent 1 no thalassaemia ... .   . .   ..   ..   .parent 2 no thalassaemia ... .   . .   ..   ..   .\u00d7\u00d7+       [4]       (c) (i)  thalassaemia has symptoms very like those of anaemia.  a deficiency of a mineral  in the diet causes anaemia.        name this mineral.   [1]     (ii) suggest why people who have thalassaemia find any physical activity very difficult.          [2]        [total: 11] ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2011 0610/22/o/n/11  blank page "
        },
        "0610_w11_qp_23.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_23/fp  \u00a9 ucles 2011  [turn over       *6085634245* for examiner's use  1   2   3   4   5   6   7   8   9   10   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  october/november 2011     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 1 fig. 1.1 shows five arthropods, each with four pairs of legs.       ab cd e not to scale      fig. 1.1   ",
            "3": "3  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (a)  these five arthropods all belong to the same group.      to which group of arthropods do they all belong?       tick ( /checkbld) one box to show your answer.     arachnids       crustaceans       insects       myriapods          [1]     (b) use the key to identify each of these arthropods.       write the name of each animal in the correct box in table 1.1.     key     name of arthropod    1 (a)  legs with hairs    (b)  legs without hairs   2 (a)  legs with small groups of hairs     (b)  legs hairy all over    3 (a)  body clearly has two main regions     (b)  body seems to have only one main region     4 (a)  body clearly segmented, pincers present    (b)  body with no segments, no pincers   go to 2 go to 3  hydrachna  oligolophus   go to 4 ixodes    buthus araneus    table 1.1    animal name of arthropod  a   b   c   d   e       [4]        [total: 5] ",
            "4": "4  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 2 fig. 2.1 shows a section through the human chest (thorax).    m on     fig. 2.1     (a) name the structures labelled m, n and o.  m   n   o  [3]      (b) the breathing rates of some students were measured before they started running.       describe how you could measure the breathing rates.         [2]     ",
            "5": "5  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (c) fig. 2.2 shows the results of an investigation into the breathing rates of some students  before and immediately after running.      0 10 20 30  breathing  rate  /  breaths per minute  female 1 female 2 female 3 male 1 male 2 male 3  students before running  immediately after  running      fig. 2.2      (i)  state which student has the highest breathing rate before running.   [1]     (ii) state which student has the smallest change in breathing rate from before to  immediately after running.   [1]    (iii) describe any patterns shown by the results.          [2]     ",
            "6": "6  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use  (d) explain why breathing rate changes during exercise.                 [4]        [total: 13]   ",
            "7": "7  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use 3 (a)  seeds of plants are dispersed by wind and animals.      suggest three advantages to a plant of the dispersal of its seeds.  1   2   3  [3]       (b) when seeds have germinated the young plants show phototropism.      (i) define the term phototropism .         [2]     (ii) suggest the advantages to a you ng plant of phototropic responses.          [2]        [total: 7]    ",
            "8": "8  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 4 fig. 4.1 shows the cycling of phosphate ions in living organisms and the environment.      phosphate ions in animals phosphate ions in plantsphosphate ions in soilphosphate ions in faecesx phosphate ions in rocks     fig. 4.1     (a) phosphate ions are often in limited supply in the soil but are needed by all living  organisms.      (i) describe how plants might obtain phosphate ions from the soil.         [2]     (ii) name one group of organisms represented by box x.   [1]       (b) in humans, phosphate ions may be used in a similar way to calcium ions.     (i)  phosphates may be present in the diet as soluble phosphate ions.      suggest why only the soluble phosphates in food enter the bloodstream of a  human.     [1]     (ii) name one human tissue that is likely to contain phosphates.    [1]   ",
            "9": "9  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (c) using information from fig. 4.1, suggest why mammal or bird faeces are often used as  a fertiliser.             [3]        [total: 8]    ",
            "10": "10  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 5 (a)  one function of the blood is to transport substances around the body.      complete table 5.1 to show where some substances may enter and leave the blood.    table 5.1    substance enters the blood leaves the blood  oxygen    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.   muscle cells  insulin pancreas     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    urea liver    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.        [3]     (b)  another function of the blood is to form a clot if the skin is cut.      state two advantages to the body of the blood clotting at a cut in the skin.  1     2    [2]        [total: 5]    ",
            "11": "11  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use 6 fig. 6.1 shows a food web from the african savannah (grassland).      zebra impalacheetahhyena lion grass acacia treeselephant giraffe     fig. 6.1     (a) (i)  state the trophic level that the acacia trees occupy.   [1]    (ii) name one secondary consumer in fig. 6.1.    [1]     (b) elephants are herbivores.      (i)  explain what is meant by the term herbivore .         [2]     (ii) suggest why elephants are not linked to any of the predators in the food web.      [1]     ",
            "12": "12  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use  (c) decomposers are found on the dead bodies of plants and animals.      (i) name one type of decomposer in such a food web.   [1]     (ii) explain why decomposers are very important in the savannah ecosystem.              [3]      (d) draw a food chain of four organisms using information from fig. 6.1.                    [3]        [total: 12]     ",
            "13": "13  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use 7 explain how the use of herbicides in farming has resulted in increased food production.                  [4]        [total: 4]   ",
            "14": "14  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 8 fig. 8.1 shows changes in the dry mass of pea seeds as they germinate and grow into  seedlings.     0 2 4 6 8 time  / days10 12 14 1630 2010 0dry mass of germinatingpeas  / g     fig. 8.1     (a) explain why the germinating peas lost dry mass during the first days of the  investigation.             [3]      (b) suggest why the pea seedlings increased in dry mass after day 7.              [3]   ",
            "15": "15  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (c) state how long after the start of the investigation it took for the seedlings to regain their  original dry mass.     [1]        [total: 7]     ",
            "16": "16  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 9 fig. 9.1 shows four animal cells.    b a d red blood cellc nerve cell     fig. 9.1     (a) (i)  identify the cells labelled a and b.  a   b  [2]     (ii) state the function of cell a and describe how it is adapted to this function.          [2]     (iii) state one function of cell b.     [1]     ",
            "17": "17  \u00a9 ucles 2011 0610/23/o/n/11 [turn over  for  examiner's  use  (b) the cells in fig. 9.1 are all from the human body.       complete table 9.1 to show the number of chromosomes in these cells. one has been  completed for you.  table 9.1    type of cell number of  chromosomes  cell a   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.  cell b   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.  nerve cell c 46  red blood cell d   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.      [3]       [total: 8]       ",
            "18": "18  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use 10 thalassaemia is an inherited condition in which the haemoglobin does not work properly.      people who have thalassaemia have inherited an allele that causes the condition from both  parents. this can happen even if neither parent has the condition.     (a) (i)  state what is meant by the term homozygous .     [1]     (ii) state and explain whether the allele that causes thalassaemia is dominant or recessive.          [2]     (iii) using the symbols t (dominant) and t (recessive) to represent the two alleles,  state the possible genotypes for a person who does not show symptoms of this  condition.    [1]    ",
            "19": "19  \u00a9 ucles 2011 0610/23/o/n/11  for  examiner's  use  (b) complete the genetic diagram to explain how two parents who do not show symptoms  of the condition can have a child who does have thalassaemia.    parental phenotypes parental genotypesgametes offspring genotypes offspring phenotypesparent 1 no thalassaemia ... .   . .   ..   ..   .parent 2 no thalassaemia ... .   . .   ..   ..   .\u00d7\u00d7+       [4]       (c) (i)  thalassaemia has symptoms very like those of anaemia.  a deficiency of a mineral  in the diet causes anaemia.        name this mineral.   [1]     (ii) suggest why people who have thalassaemia find any physical activity very difficult.          [2]        [total: 11] ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2011 0610/23/o/n/11  blank page     "
        },
        "0610_w11_qp_31.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_31/6rp  \u00a9 ucles 2011  [turn over       *3495392383* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2011     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 1 fig. 1.1 shows a flowering shoot of tiger lily, lilium tigrinum .    a b c d     fig. 1.1    (a) state the name of the genus of the tiger lily.   [1]      (b) name the parts labelled a to d.  a   b   c   d  [4]     ",
            "3": "3  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (c) the tiger lily plant is a monocotyledon.      list two features, visible in fig. 1.1 , that show it is a monocotyledon.  1  2  [2]      (d) the tiger lily in fig. 1.1 reproduces sexually.       plants reproduce sexually and asexually.     complete table 1.1 to show the advantages and disadvantages of asexual and sexual  reproduction to a flowering plant species.    table 1.1    type of reproduction in  flowering plants advantages disadvantages  asexual    sexual          [4]        [total: 11]   ",
            "4": "4  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 2 (a)  define the term sensitivity .        [2]      fig. 2.1 shows the reflex arc involved in a simple reflex action.   spinal nerve spinal cord   fig. 2.1     (b) on fig. 2.1 use label lines and the following letters to show      f a receptor in the skin     g the neurone that transmits impulses to the spinal cord      h the effector in this reflex arc. [3]    ",
            "5": "5  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (c) a reflex is an involuntary  action.     explain what is meant by the term involuntary  action.        [2]       (d) suggest the advantages of having reflexes.     you may refer to an example to illustrate your answer.            [3]       (e) in dangerous situations there is an increase in the secretion of adrenaline from the  adrenal glands.       describe three ways in which this increase in adrenaline prepares the body for action.  1    2     3    [3]        [total: 13]     ",
            "6": "6  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 3 (a)  state, using chemical symbols, the equation for aerobic respiration.   [3]     a student compared the respiration of germi nating mung bean seeds with pea seeds using  the apparatus shown in fig. 3.1.    oil droplet capillary tubestopwatch bag of soda limeseedssyringe 0123456789     fig. 3.1     the soda lime absorbs any carbon dioxide released by the germinating seeds. the student  recorded the position of the oil droplet every minute over a period of six minutes.    (b) state three variables that should be kept constant in this investigation.  1  2   3  [3]      ",
            "7": "7  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (c) table 3.1 shows the student\u2019s results.    table 3.1    germinating mung bean seeds germinating pea seeds time /  minute position of droplet /  mm distance moved /  mm per minute position of droplet /  mm distance moved /  mm per minute  0   0   0   0   0  1 12 12 10 10  2 23 11 19   9  3 36 13 28   9  4 45   9 33   5  5 48   3 36   3  6 48   0 36   0    (i) state which way the droplet moves and explain your answer.             [3]     (ii) state what happens to the movement of the droplet after three minutes and  suggest an explanation.         [2]        [total: 11]     ",
            "8": "8  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 4 penicillin is an antibiotic produced by the fungus penicillium chrysogenum .    fig. 4.1 shows the process used to produce penicillin.   ph monitortemperature monitoracid or alkalifungus and nutrients filtrate containing penicillinresiduewaste gases sterile air cooling water incooling water out stirring paddleswater jacket fermenter filter     fig. 4.1     ",
            "9": "9  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (a) enzymes in the fungus are used to make penicillin.      explain why there is a water jacket around the fermenter and why acids or alkalis are  added to the fermenter.      water jacket                    addition of acids or alkalis               [6]         ",
            "10": "10  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use  fig. 4.2 shows the mass of fungus and the yield of penicillin during the fermentation  process.     0 20 40 60 80  time  / hours 100 120 140 160 50  45 40 35 30 25 20 15 10  5 0 10  9 8 7 6 5 4 3 2 1 0  mass of  fungus /  g dm\u20133 yield of penicillin  /  arbitrary units  nutrients added penicillin penicillin  fungus fungus penicillin  fungus      fig. 4.2     (b) (i)  state the time interval over which the fungus grew at the maximum rate.   [1]     (ii) as the fungus grows in the fermenter, the nuclei in the fungal hyphae divide.        state the type of nuclear division that occurs during the growth of the fungus in the  fermenter.   [1]   ",
            "11": "11  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (iii) explain why the growth of the fungus slows down and stops.             [3]       (c) penicillin is not needed for the growth of p. chrysogenum .     (i) state the evidence from fig. 4.2 that shows that penicillin is not needed for this  growth.          [2]     (ii) the people in charge of the penicillin production emptied the fermenter at            160 hours.        use the information in fig. 4.2 to suggest why they did not allow the fermentation  to continue for longer.    [1]   ",
            "12": "12  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use  (d) downstream processing refers to all the processes that occur to the contents of the  fermenter after it is emptied. this involves making penicillin into a form that can be used as a medicine.      explain why downstream processing is necessary.            [3]       (e) explain why antibiotics, such as penicillin, kill bacteria but not viruses.          [2]        [total: 19]       ",
            "13": "13  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use 5 haemoglobin is a large protein molecule. the structure of each haemoglobin molecule is  controlled by a gene that has two alleles:    \u007f hba  codes for the normal form of haemoglobin,    \u007f hbs  codes for an abnormal form of haemoglobin.    red blood cells containing only the abnormal form of haemoglobin become a stiff, sickle  shape in conditions of low oxygen concentration. this gives rise to sickle cell anaemia.    (a) describe the harmful effects on the body of having red blood cells which become  sickle-shaped.                     [5]      ",
            "14": "14  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use  people who are heterozygous for the gene for haemoglobin produce both the normal and  abnormal forms of haemoglobin. these people show no symptoms or have very mild symptoms known as sickle cell trait.    (b) (i) complete the genetic diagram to show how a couple who are both heterozygous  may have a child with sickle cell anaemia.     parental phenotypes parental genotypes gametes offspring genotypes offspring phenotypessickle cell trait  ..    ..        \u00d7 \u00d7 +sickle cell trait  ..    ..                [3]     (ii) what is the chance of a child born to this couple having sickle cell anaemia?    [1]       in some parts of the world, up to 25% of the population have sickle cell trait.    (c) state the advantage of having sickle cell trait.     [1]     ",
            "15": "15  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (d) discuss whether sickle cell trait is an example of codominance.          [2]        [total: 12]                      question 6 begins on page 16.     ",
            "16": "16  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use 6 the brown plant hopper is a serious insect pest of rice. spraying with pesticides is a  common way to control it. however, brown plant hoppers have become resistant to pesticides.    fig. 6.1 shows the effect of spraying pesticides against populations of this insect pest.    0 10 20 30 40 days after transplanting rice50 60 70 801200 1100 1000 900 800700600500400300200100 0mean number of brown planthoppers per m 2 sprays with pesticide     fig. 6.1    (a) define the term population .         [2]     ",
            "17": "17  \u00a9 ucles 2011 0610/31/o/n/11 [turn over  for  examiner's  use  (b)  use fig. 6.1 to describe the effect of pesticides on populations of the brown plant  hopper.                [3]      (c)  some pesticides used against insects kill them on contact. others are systemic  pesticides.       explain how these systemic pesticides kill insects.        [2]     ",
            "18": "18  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use  (d) as an alternative to spraying pesticides, some farmers use predatory animals, such as  the hunting spider, lycosa pseudoannulata , to control brown plant hoppers.     during an investigation into the effectiveness of this method, brown plant hoppers were  put into cages in rice fields. the plant hoppers could not leave the cages but were able  to feed. predators, such as hunting spiders, could enter some of the cages to feed.      fig. 6.2 shows the change in numbers of brown plant hoppers in these cages over a  period of time.    0 10 20 30 40 506000 50004000300020001000 0mean number of brownplant hoppersper cage time  / dayscages closedcages closed to predatorsto predators cages opencages open to predatorsto predatorscages closed to predators cages open to predators     fig. 6.2     ",
            "19": "19  \u00a9 ucles 2011 0610/31/o/n/11  for  examiner's  use   use the information in fig. 6.2 to explain the advantages of using predators, such as  spiders, to control brown plant hoppers.                 [3]      (e) rice growing has involved the destruction of forests.      describe the long-term effects of deforestation on the environment.                  [4]        [total: 14]    ",
            "20": "20    copyright acknowledgements:    figure 2.1 \u00a9  biology:  a modern introduction;   2nd edition;  oxford university press;  1982.    permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.    \u00a9 ucles 2011 0610/31/o/n/11  blank page "
        },
        "0610_w11_qp_32.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_32/4rp  \u00a9 ucles 2011  [turn over       *5480932514* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2011     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 1 heart surgeons may stop the heart beating during operations. while this happens blood is  pumped through a heart-lung machine that oxygenates the blood.     fig. 1.1 is a diagram showing a heart-lung machine in use.   left ventricle ddrainage tubesreservoir of deoxygenatedblood removedfrom bodyoxygenatoroxygenated blood returned to body pumpe f a b c   fig. 1.1     (a) name the structures labelled a to d.  a   b   c   d  [4]      (b)  name the blood vessels e and f.   e   f  [2]     ",
            "3": "3  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  (c) the heart-lung machine is used so that surgeons can operate on the arteries supplying  heart muscle. these arteries may be diseased.      name these arteries and explain how they may become diseased.  name of arteries   explanation              [3]       (d) suggest why a patient is put on a heart-lung machine during such an operation.        [2]     humans have a double circulation system. there is a low pressure circulation and a high  pressure circulation.     (e) explain how the structure of the heart enables it to pump blood into two circulations at  different pressures.                 [4]        [total: 15]",
            "4": "4  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 2 (a)  movement is a characteristic of living organisms.      define the term movement.     [1]      when the hand is stimulated by a hot object a reflex action occurs in which the fore-arm is  raised.      fig. 2.1 shows the muscles and the neurones involved in the reflex action.   the arrows show where there are nerve impulses during the reflex action.   spinal cordspinal nerve g j h biceps muscle triceps muscle     fig. 2.1    (b) (i)  state the name for the action of two opposing muscles, such as the biceps and the  triceps.   [1]   ",
            "5": "5  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  (ii) explain how two opposing muscles bring about movement at the elbow joint.               [3]       (c) (i)  describe the function of neurone j.         [2]       (ii)  explain why there are impulses in motor neurone g, but not in motor neurone h.           [2]       (d) the action shown in fig. 2.1 is an involuntary reflex action.  the muscles can also be  used for voluntary actions.      explain how muscles are controlled during voluntary actions.          [2]        [total: 11] ",
            "6": "6  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 3 the sweet potato plant, ipomoea batatas , has fibrous roots and storage roots.    fibrous roots absorb water and ions from the soil. storage roots store insoluble  carbohydrates.    fig. 3.1 shows the growth of these roots on a sweet potato plant.    stem fibrous rootsstorage roots     fig. 3.1     (a) explain, using the term water potential , how fibrous roots absorb water.            [3]     ",
            "7": "7  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  the membranes of root hair cells contain proteins for the absorption of ions.    (b) describe how root hair cells are adapted for the absorption of ions.             [3]      sweet potato plants produce flowers to reproduce sexually. sweet potato plants also  reproduce asexually when shoots grow from the storage roots to form new plants.     fig. 3.2 shows the life cycle of sweet potato. the diploid number of this species is 90.      adult sweet potato plant embryo plant zygote flower stamens carpels male gametesfemale gametesmeiosis fertilisationfertilisation fertilisationgerminationyoung plant       fig. 3.2    (c) complete fig. 3.2 by writing the number of chromosomes in the three boxes. [2]     ",
            "8": "8  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use  (d) state two advantages and one disadvantage of asexual  reproduction for plants, such  as sweet potato.   advantage 1     advantage 2     disadvantage     [3]        [total: 11]    ",
            "9": "9  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use 4 proteins in the blood are involved in protection of the body.    three proteins found in the blood are   \u007f antibodies  \u007f thrombin  \u007f fibrinogen     (a) (i)  name the type of white blood cell that produces antibodies.    [1]     (ii) outline how antibodies protect the body.          [2]       (b) thrombin is an enzyme that catalyses the reaction:    fibrinogen              fibrin     (i) state when this reaction occurs.    [1]     (ii) explain how fibrin protects the body.              [3]      ",
            "10": "10  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use  an investigation was carried out to determine the effect of different temperatures on the  activity of thrombin. the results are shown in fig. 4.1.    0 1 02 03 04 05 06 07 09 876543210activity of thrombin /  arbitrary units temperature  / \u00b0c     fig. 4.1     (c) (i)  explain why thrombin functions slowly at 5  \u00b0c and does not function at all at 70  \u00b0c.  5 \u00b0c       70  \u00b0c      [3]     ",
            "11": "11  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use    (ii) suggest how the activity of thrombin was determined.     [1]     (iii)  state two conditions that would have been kept constant during the investigation.   1  2  [2]        [total: 13]     ",
            "12": "12  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 5 reed warblers are small birds that migrate over long distances between western africa and  northern europe.     fig. 5.1 shows a reed warbler, acrocephalus scirpaceus .        fig. 5.1    (a) state three characteristic features of birds that are visible in fig. 5.1.  1   2   3  [3]       a study was carried out in sweden into the effects of natural selection on wing length in  reed warblers.    the wings of young reed warblers reach their maximum length a few days after leaving the  nest.    at this age the wing length in millimetres of each bird was recorded. each bird was  identified by putting a small ring around one of its legs.      when the birds were caught in net traps as adults, the information on the rings was used to  identify specific birds and their ages.   ",
            "13": "13  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  the length of time between ringing and trapping was recorded for each bird that was  identified before it was released.     the mean age at trapping was calculated for birds with each wing length.     the results are shown in table 5.1.    table 5.1    wing length at ringing /  mm number of birds  trapped mean age at trapping /  days  63 or less   24 253  64   72 256  65 130 297  66 183 346  67 167 349  68 106 270  69   66 237  70 or more   23 199   total = 771     (b) (i) explain why wing length is an example of continuous variation.          [2]     (ii) suggest a feature of reed warblers, other than wing length , that shows  continuous variation.    [1]     ",
            "14": "14  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use  (c) the researchers concluded that reed warblers with a wing length of 66-67  mm had the  best chance of survival.      (i) describe the evidence from table 5.1 that supports this conclusion.                 [4]      (ii) the researchers also suggested that more evidence was needed to make this  conclusion.      suggest what other evidence would show that birds with wings 66-67  mm in length  have the best chance of survival.              [3]     ",
            "15": "15  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  (d) scientists have discovered that genes are responsible for wing length in reed warblers.  the most common length of wing has been 66-67  mm for many generations of these  birds.      explain how natural selection may be responsible for maintaining the mean wing length  of reed warblers at 66-67  mm.                [4]        [total: 17]    ",
            "16": "16  \u00a9 ucles 2011 0610/32/o/n/11  for  examiner's  use 6 sewage disposal involves the removal of human waste in pipes from houses to sewage  treatment works.     fig. 6.1 is a diagram that shows how sewage is treated.   1collection and pumping 4primary sedimentation2screening 3grit removal 5aeration and digestion 6final sedimentation 7disinfectiongrit to landfilleffluent solids to anaerobic digester oxygen solids to anaerobic digesterchlorine recycled microorganismsriver    fig. 6.1   ",
            "17": "17  \u00a9 ucles 2011 0610/32/o/n/11 [turn over  for  examiner's  use  (a)  during stage 5 microorganisms break down organic matter consisting of cellulose,  starch, protein and lipid (fat). the microorganisms multiply during this stage and are recycled.     complete fig. 6.2 by writing in the boxes the names of the enzymes used to catalyse  the reactions shown. the first box has been completed for you.     cellulose cellobiose glucosecellulase starch maltose glucose protein amino acids lipid (fat) fatty acids and glycerol           fig. 6.2 [3]   ",
            "18": "18  \u00a9 ucles 2011 0610/32/o/n/11 for  examiner's  use  (b) state why it is important that sewage is treated.      [1]       (c) at stage 5 in fig. 6.1, oxygen and microorganisms are added.      explain why oxygen is bubbled through the tank at this stage.                 [4]       (d) suggest and explain the advantage of recycling microorganisms from stage 6 to     stage 5 as shown in fig. 6.1.            [3]     ",
            "19": "19  \u00a9 ucles 2011 0610/32/o/n/11   for  examiner's  use  (e) explain why chlorine is added at stage 7.        [2]        [total: 13]   ",
            "20": "20    copyright acknowledgements:    figure 5.1 \u00a9 http://www.naturephoto-cz.com  permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.    \u00a9 ucles 2011 0610/32/o/n/11 blank page "
        },
        "0610_w11_qp_33.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib11 11_0610_33/7rp  \u00a9 ucles 2011  [turn over       *5981330009* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  october/november 2011     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use 1 fig. 1.1 shows a diagram and a photog raph of the human immunodeficiency virus (hiv)  after release from a human cell.     a b diagram photographcell membrane from host cell     fig. 1.1     (a) identify a and b.  a   b  [2]       (b) hiv infects lymphocytes and may lead to their destruction.     explain why the destruction of lymphocytes puts people infected with hiv at increased  risk of developing many infectious diseases.             [3]      (c) list three methods of transmission of hiv.  1   2   3  [3]     ",
            "3": "3  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use  (d) describe ways in which the spread of hiv can be reduced.             [3]        [total: 11]   ",
            "4": "4  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use 2 fig. 2.1 shows the changes that occur to the iris when a light is switched on.     before light is switched on after light is switched on     fig. 2.1     (a) (i)  describe and explain the change to the eye as the light is switched on.        [2]     (ii) explain why the change you described is necessary.          [2]     (iii) distinguish between the functions of rods and cones in the eye.          [2]     ",
            "5": "5  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use fig. 2.2 shows the neurones involved in stimu lating the muscles in the iris when the changes  shown in fig. 2.1 take place.   optic nervemuscle in the iris lensdirection of light brain     fig. 2.2      (b) on fig. 2.2 draw an arrow on each of the four neurones  to show the direction taken  by the impulses when the light is switched on. [1]     ",
            "6": "6  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  (c) muscles in the iris are described as antagonistic.      explain the term antagonistic  using the muscles in the iris as an example.            [3]      (d) neurones that terminate in the adrenal gland stimulate the release of adrenaline into  the blood.      (i) describe situations when adrenaline would be released from the gland into the  blood.             [3]     (ii) state one advantage of releasing adrenaline to coordinate the body rather than  using nerve impulses.       [1]        [total: 14]   ",
            "7": "7  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use 3 a small quantity of a fungus was put into a fermenter with all the nutrients required for  growth and kept at an appropriate temperature.    the fungus was provided with nutrients at a suitable ph at the start.    fig. 3.1 shows the growth of the fungus over 160 hours.    0 2 04 06 08 0 time  / hours100 120 140 1605.0 4.54.03.53.02.52.01.51.00.50.0biomass of fungus/  g dm\u20133 of medium     fig. 3.1    (a) explain why the biomass of the fungus did not increase during the stationary phase  after 110 hours.             [3]     ",
            "8": "8  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  mycoprotein is a food made from the fungus, fusarium venenatum . the production process  for mycoprotein is shown in fig. 3.2.    glucose cold water inheat exchangerammonia and aircarbon dioxide filtratemycoproteindownstream processingfermenter     fig. 3.2     (b) explain why ammonia and air are pumped into the fermenter.            [3]     ",
            "9": "9  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use  (c) the growth depends on the activity of enzymes in the fungus.     explain why the temperature in the fermenter is kept constant.                    [4]       (d) efficient production of mycoprotein depends on keeping the fungus in the exponential  phase of growth.       explain how the production process, shown in fig. 3.2 , keeps the fungus in the  exponential phase.        [2]     ",
            "10": "10  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  (e) the fungus extracted from the fermenter contains nutrients and is converted into foods,  such as burgers and sausages, that are suitable for vegetarians.      during processing, food additives are mixed with the fungus.     state two reasons for mixing food additives with the fungus that is made into foods.  1    2    [2]        [total: 14]    ",
            "11": "11  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  blank page ",
            "12": "12  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use 4 (a)  explain how water is absorbed by plant roots.            [3]       (b) young plants were grown in pots of sand for four weeks.       some plants were watered with distilled water at ph 7.0 (no salts).       most pots were watered with solutions containing different concentrations of salt  (sodium chloride) at ph 7.0.       the plants were kept at 20  oc.      the growth of the plants was measured after four weeks.       the growth of the plants is shown in fig. 4.1 as percentages of the growth of the plants  watered with distilled water.     0 100 200 300 concentration of sodium chloride  / arbitrary units400 500 600growth as percentagesof the growthof the plantsgiven distilledwater100 908070605040302010 0     fig. 4.1   ",
            "13": "13  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use   (i) describe the results shown in fig. 4.1.       you will gain credit for using the figures in the graph to support your answer.             [3]     (ii) explain the difference in growth between the plants watered with low  concentrations and those watered with high concentrations of salt solution.                 [4]     ",
            "14": "14  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  the ph of soils influences the availability of ions to plants.    fig. 4.2 shows the availability of ions in soils of different ph.   4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.00 0 0 0 0 0availability of each ionmagnesium potassium phosphate nitrate iron sulfate     fig. 4.2       (c) name the ion that is least  available in soils of ph 4.0 and in soils of ph 11.0.  ph 4.0  ph 11.0  [2]     ",
            "15": "15  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use  (d) plants grown in soils of ph 10 may show symptoms of deficiency. they are stunted and  their leaves are yellow.     explain how deficiencies of magnesium ions and nitrate ions lead to the symptoms  described.  magnesium ions             nitrate ions            [4]        [total: 16]    ",
            "16": "16  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use 5 two species of beetle, tribolium castaneum  and t. confusum , can infest and eat stored  flour.    in an investigation these two species were kept together in containers of flour under  different environmental conditions.      many identical containers were set up, each with the same mass of flour.    equal numbers of male and female flour beetles of the two species were put into each  container at the start.     the numbers of beetles were counted regularly.     the containers were left until only one species survived.     table 5.1 shows the percentage of containers in which t. castaneum  or t. confusum  were  the only survivors.  table 5.1    environmental conditions percentage of containers in  which only t. castaneum   survived / % percentage of containers in  which only t. confusum   survived / %  a hot and wet 100     0  b hot and dry   10   90  c warm and wet   86   14  d warm and dry   13   87  e cold and wet   29   71  f cold and dry     0 100     (a) compare the survival of the two species of flour beetle in different temperatures and  humidities.     use data from table 5.1 to illustrate your answer.                 [4]  ",
            "17": "17  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use  (b) suggest why only one species survived in each container.            [2]       there is a gene in t. confusum  which controls body colour.    a represents the dominant allele for red-brown body colour.    a represents the recessive allele for black body colour.     (c) complete the genetic diagram below to show the colour of beetles produced when  heterozygous beetles are crossed with beetles that are homozygous recessive for this gene.    parental phenotypes parental genotypesgametes  .   .\u00d7 \u00d7+  .   . offspring genotypes offspring phenotypesratio of phenotypes            [4]   ",
            "18": "18  \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use  the eyes of tribolium  species are usually black. a very small number of flour beetles have  white eyes.    (d) explain how this happens and why they are so rare.           [2]      (e)  insect pests, such as flour beetles, eat t he flour and deposit nitrogenous waste in urine  and faeces into the flour. this leads to the growth of bacteria and fungi in the flour.       suggest and explain what happens to the nitrogenous waste and the faeces released  by the flour beetles.                 [4]        [total: 16]   ",
            "19": "19  \u00a9 ucles 2011 0610/33/o/n/11 [turn over  for  examiner's  use 6 fig. 6.1 shows the calayan rail, gallirallus calayanensis , a flightless bird that inhabits  calayan island in the philippines. this species of bird was discovered in 2004.        fig. 6.1     (a) state the name of the genus of the calayan rail.   [1]      many bird species are threatened by deforestation.     (b) suggest three reasons why deforestation occurs.  1  2   3  [3]      (c) suggest the likely effects of deforestati on on populations of bird species.              [3]     ",
            "20": "20    copyright acknowledgements:    fig. 6.1 james eaton;  photograph of the c alayan rail. http://www.bird forum.net/bird_view.php?bid=9957.   permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.    \u00a9 ucles 2011 0610/33/o/n/11  for  examiner's  use (d) some species of birds, such as the calayan rail, are endangered.      outline the reasons why it is important to conserve species.           [2]        [total: 9]     "
        },
        "0610_w11_qp_51.pdf": {
            "1": "    this document consists of 7 printed pages and 1 blank page.  ib11 11_0610_51/6rp  \u00a9 ucles 2011  [turn over       *0033314124* university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  october/november 2011     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions       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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.         for examiner's use   1   2   total  ",
            "2": "2  \u00a9 ucles 2011 0610/51/o/n/11  1 catalase is an enzyme found in plant and animal tissues. it catalyses the breakdown of  hydrogen peroxide into water and oxygen. the activity of this enzyme can be measured by  collecting the oxygen produced.    2h2o2        \u2192      2h 2o  +  o 2  hydrogen peroxide      water      oxygen    hydrogen peroxide should be used with care. please wear the eye protection and  plastic gloves provided.    \u2022 set up the apparatus as shown in fig. 1.1.     \u2022 make sure the end of the  delivery tube is below the level of the water in test-tube b.      waterglass tubing deliverytubebung abplastic tubing     fig. 1.1     read through the method below before starting the experiment.     you are provided with a slice of sweet potato and three test-tubes each containing the same  concentration of hydrogen peroxide solution.    \u2022 remove the outer layer from around the slice of sweet potato.     \u2022 cut three cubes from the slice. each cube should be 1  cm \u00d7 1  cm \u00d7 1  cm.    \u2022 place one cube (cube 1) in test-tube a.    \u2022 empty the contents of one of the test-tubes labelled hydrogen peroxide solution  into  test-tube a, onto cube 1.    \u2022 immediately  replace the bung in test-tube a as bubbles will appear when the  solution  makes contact with the tissue.    \u2022 begin timing when the first bubble comes out of the delivery tube and count  the number  of bubbles that escape into the water in test-tube b for a  period of 1 minute .    \u2022 measure the depth of the foam in test-tube a after another minute.    ",
            "3": "3  \u00a9 ucles 2011 0610/51/o/n/11 [turn over  for  examiner's  use  (a) (i)  record your results for cube 1 in table 1.1. [2]    \u2022 discard the contents of test-tube a in the container provided, labelled waste  washings , and rinse the test-tube with water.     \u2022 place the second cube (cube 2) of sweet potato and the contents of  another test- tube labelled hydrogen peroxide solution  in test-tube a and repeat the   procedure.      (ii) record your results for cube 2 in table 1.1.  [2]    \u2022 discard the contents of test-tube a in the container provided, labelled waste  washings  and rinse the test-tube with water.     \u2022 cut the third cube of sweet potato tissue into eight smaller pieces (cut up  cube).    \u2022 put all eight pieces into test-tube a and repeat the procedure.      (iii) record your results for the cut up cube in table 1.1.  [2]    table 1.1     number of bubbles released  in 1 minute  depth of foam after another  minute / mm   cube 1     cube 2     cut up cube        (b) explain an advantage of repeating the test with two identical cubes of sweet potato  tissue.     [1]       (c) (i)  use the data in table 1.1 to compare the activity of the enzyme catalase in the cut  up cube with that of cube 2.         [2]     ",
            "4": "4  \u00a9 ucles 2011 0610/51/o/n/11  for  examiner's  use    (ii) explain why the tissue in the cut up cube gave different results from those for     cube 2.          [2]      (d) state and explain a possible source of error in the design of this investigation.         [2]         (e) suggest how a similar investigation could be planned to collect more reliable data.  draw a sketch of the apparatus that you would use.                                [5]        [total: 18] ",
            "5": "5  \u00a9 ucles 2011 0610/51/o/n/11 [turn over  blank page                                question 2 starts on page 6. ",
            "6": "6  \u00a9 ucles 2011 0610/51/o/n/11  for  examiner's  use 2 you will investigate the rate of cooling of water in test-tubes that are wrapped with different  materials.     you are provided with three large test-tubes and a thermometer. when each test-tube has  been prepared, stand it in the rack provided.    \u2022 wrap one of these test-tubes with one layer of paper tissue.     use an elastic band to fix the paper tissue in position.     \u2022 wrap the second test-tube with one layer of foil.     use an elastic band to fix the foil in position.     \u2022 the third test-tube will remain unwrapped.      read through the method before starting the experiment.    the test-tubes are going to be filled with equal volumes of hot water.   you will be recording the initial  temperature of the water in each test-tube and then every  minute for a total of 6 minutes.     (a) (i)  design a suitable table to record your results.                                          [3]    \u2022 when you are ready, raise your hand and the supervisor will add hot water to your test-tubes.    \u2022 take the initial  temperature of the water in each test-tube and then  every minute  for a total of 6 minutes.      (ii) record the results in your table.  [3]   ",
            "7": "7  \u00a9 ucles 2011 0610/51/o/n/11 [turn over  for  examiner's  use    (iii) plot a graph to show the temperature of  water in each test-tube against time. use  the same axes for the three sets of data.           [5]        (iv) describe and explain your results.                        [5]   ",
            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.   university of 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.    \u00a9 ucles 2011 0610/51/o/n/11  for  examiner's  use  (b) birds have feathers covering their bodies. you are provided with two types of feather.      feather w1 is from a bird\u2019s chest and feather w2 is from a wing or tail.     (i) make a labelled outline drawing of feather w1.                                              [4]    (ii) describe the function of each feather.     feather w1     feather w2    [2]        [total: 22]   "
        },
        "0610_w11_qp_52.pdf": {
            "1": "    this document consists of 8 printed pages.  ib11 11_0610_52/7rp  \u00a9 ucles 2011  [turn over       *6182837298* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  october/november 2011     1 hour 15 mins    candidates answer on the question paper    additional materials: as listed in the confidential instructions       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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2011 0610/52/o/n/11  for  examiner's  use 1 you are provided with part of a fruit labelled y1 .     (a) make a large, labelled diagram of the fruit to show    \u007f the arrangement of the seeds,  \u007f the thickness of the fruit wall.                                                                [5] ",
            "3": "3  \u00a9 ucles 2011 0610/52/o/n/11 [turn over  for  examiner's  use \u007f remove one seed.     (b) describe the external  appearance of this seed.     [2]     (c) (i)  describe how you could carry out food tests on the internal structure of the seed to  show if the food material stored by the seed contained any of the following.  fat       starch      [4]    \u007f remove three more seeds.  \u007f remove the testa (seed coat) from each seed.     (ii) test the internal structure of the seeds for fat and starch.      record your observations and conclusion in table 1.1.    table 1.1    test initial observation final observation conclusion  fat  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  starch  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..        [4]   ",
            "4": "4  \u00a9 ucles 2011 0610/52/o/n/11  for  examiner's  use  these seeds can germinate, grow, flower and produce seeds within one year.    fig. 1.1 shows a seedling which has grown from a seed taken from fruit y1.    soil linetesta     fig. 1.1    (d) (i)  complete the labelling of the seedling on fig. 1.1.     the testa of this seedling has been labelled for you. [2]   (ii) describe how you would germinate these seeds.      include the environmental conditions required.             [3]        [total: 20]   ",
            "5": "5  \u00a9 ucles 2011 0610/52/o/n/11 [turn over  for  examiner's  use 2 you are provided with two pieces of potato. these are long thin strips which will be called  \u2018chips\u2019.     the chips were cut to measure 60  mm in length.     one chip is in a concentrated salt (sodium chloride) solution, labelled salt solution .     the other chip is in distilled water, labelled distilled water .    \u007f remove the chip from the salt solution.  \u007f carefully blot it dry using a paper towel.  \u007f place the chip on the black card.     (a) (i)  measure the length of this chip and record it below.     record any change in length from the original 60  mm.  length   change  [2]    (ii) describe the appearance and texture of this chip.        [2]    \u007f remove the other chip from the distilled water.  \u007f carefully blot it dry using a paper towel.  \u007f place the chip on the black card.     (b) (i)  measure the length of this chip and record it below.     record any change in length from the original 60  mm.  length   change  [2]     (ii) describe the appearance and texture of this chip.        [2]   ",
            "6": "6  \u00a9 ucles 2011 0610/52/o/n/11  for  examiner's  use  (c) explain the changes that you have observed in these two chips.                     [4]     a similar investigation was carried out by a group of students.    they measured the masses of five chips before putting each chip into a different  concentration of sucrose solution.     the chips were left in the solutions for two hours.     after two hours each chip was removed from the sucrose solution and its mass measured.   the results are shown in table 2.1.  table 2.1    concentration of  sucrose solution  /  g dm\u20133 mass at        start / g  mass after        two hours / g  difference in  mass / g  percentage  change      0.0 1.36 1.49 +0.13 9.56    35.0 1.41 1.48 +0.07 4.96    70.0 1.46 1.47 +0.01 0.68  175.0 1.47 1.38 \u22120.09 \u22126.12  270.0 1.45 1.31 \u22120.14 \u2026\u2026\u2026\u2026\u2026\u2026\u2026    ",
            "7": "7  \u00a9 ucles 2011 0610/52/o/n/11 [turn over  for  examiner's  use  (d) (i)  complete table 2.1 by calculating the percentage change in mass for the most  concentrated solution. show your working. write your answer in table 2.1.                    [1]   (ii) suggest why it is necessary to calculate the percentage change in mass when  comparing the chips.     [1]     (iii) plot a graph to show the percentage change in mass against the concentration of  sucrose solution. use the grid and axes provided.     % increasein mass % decreasein massconcentration of sucrose concentration of sucrose solution gsolution g dmdm\u20133\u20133concentration of sucrose solution / g  dm\u20133         [4]   ",
            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2011 0610/52/o/n/11  for  examiner's  use  (e) (i)  use your graph to find the concentration of sucrose solution in which the mass of  the chip would stay the same.         g  dm\u20133[1]    (ii) explain why the mass would stay the same.        [1]        [total: 20]     "
        },
        "0610_w11_qp_53.pdf": {
            "1": "    this document consists of 8 printed pages.  ib11  11_0610_53/fp  \u00a9 ucles 2011  [turn over       *6249385702* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  october/november 2011     1 hour 15 mins    candidates answer on the question paper    additional materials: as listed in the confidential instructions       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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.   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.     ",
            "2": "2  \u00a9 ucles 2011 0610/53/o/n/11  for  examiner's  use 1 you are provided with part of a fruit labelled y1 .     (a) make a large, labelled diagram of the fruit to show    \u007f the arrangement of the seeds,  \u007f the thickness of the fruit wall.                                                                [5] ",
            "3": "3  \u00a9 ucles 2011 0610/53/o/n/11 [turn over  for  examiner's  use \u007f remove one seed.     (b) describe the external  appearance of this seed.     [2]     (c) (i)  describe how you could carry out food tests on the internal structure of the seed to  show if the food material stored by the seed contained any of the following.  fat       starch      [4]    \u007f remove three more seeds.  \u007f remove the testa (seed coat) from each seed.     (ii) test the internal structure of the seeds for fat and starch.      record your observations and conclusion in table 1.1.    table 1.1    test initial observation final observation conclusion  fat  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  starch  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..        [4]   ",
            "4": "4  \u00a9 ucles 2011 0610/53/o/n/11  for  examiner's  use  these seeds can germinate, grow, flower and produce seeds within one year.    fig. 1.1 shows a seedling which has grown from a seed taken from fruit y1.    soil linetesta     fig. 1.1    (d) (i)  complete the labelling of the seedling on fig. 1.1.     the testa of this seedling has been labelled for you. [2]   (ii) describe how you would germinate these seeds.      include the environmental conditions required.             [3]        [total: 20]   ",
            "5": "5  \u00a9 ucles 2011 0610/53/o/n/11 [turn over  for  examiner's  use 2 you are provided with two pieces of potato. these are long thin strips which will be called  \u2018chips\u2019.     the chips were cut to measure 60  mm in length.     one chip is in a concentrated salt (sodium chloride) solution, labelled salt solution .     the other chip is in distilled water, labelled distilled water .    \u007f remove the chip from the salt solution.  \u007f carefully blot it dry using a paper towel.  \u007f place the chip on the black card.     (a) (i)  measure the length of this chip and record it below.     record any change in length from the original 60  mm.  length   change  [2]    (ii) describe the appearance and texture of this chip.        [2]    \u007f remove the other chip from the distilled water.  \u007f carefully blot it dry using a paper towel.  \u007f place the chip on the black card.     (b) (i)  measure the length of this chip and record it below.     record any change in length from the original 60  mm.  length   change  [2]     (ii) describe the appearance and texture of this chip.        [2]   ",
            "6": "6  \u00a9 ucles 2011 0610/53/o/n/11  for  examiner's  use  (c) explain the changes that you have observed in these two chips.                     [4]     a similar investigation was carried out by a group of students.    they measured the masses of five chips before putting each chip into a different  concentration of sucrose solution.     the chips were left in the solutions for two hours.     after two hours each chip was removed from the sucrose solution and its mass measured.   the results are shown in table 2.1.  table 2.1    concentration of  sucrose solution  /  g dm\u20133 mass at        start / g  mass after        two hours / g  difference in  mass / g  percentage  change      0.0 1.36 1.49 +0.13 9.56    35.0 1.41 1.48 +0.07 4.96    70.0 1.46 1.47 +0.01 0.68  175.0 1.47 1.38 \u22120.09 \u22126.12  270.0 1.45 1.31 \u22120.14 \u2026\u2026\u2026\u2026\u2026\u2026\u2026    ",
            "7": "7  \u00a9 ucles 2011 0610/53/o/n/11 [turn over  for  examiner's  use  (d) (i)  complete table 2.1 by calculating the percentage change in mass for the most  concentrated solution. show your working. write your answer in table 2.1.                    [1]   (ii) suggest why it is necessary to calculate the percentage change in mass when  comparing the chips.     [1]     (iii) plot a graph to show the percentage change in mass against the concentration of  sucrose solution. use the grid and axes provided.     % increasein mass % decreasein massconcentration of sucrose concentration of sucrose solution gsolution g dmdm\u20133\u20133concentration of sucrose solution / g  dm\u20133         [4]   ",
            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to tr ace 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.   university of 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.    \u00a9 ucles 2011 0610/53/o/n/11  for  examiner's  use  (e) (i)  use your graph to find the concentration of sucrose solution in which the mass of  the chip would stay the same.         g  dm\u20133[1]    (ii) explain why the mass would stay the same.        [1]        [total: 20]         "
        },
        "0610_w11_qp_61.pdf": {
            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib11 11_0610_61/xrp   \u00a9 ucles 2011  [turn over       *8013386966* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  october/november 2011     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.     for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2011 0610/61/o/n/11  blank page",
            "3": "3  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use   1 catalase is an enzyme found in plant and animal tissues.   it catalyses the breakdown of hydrogen peroxide into water and oxygen.   2h 2o2       \u2192       2h 2o   +   o 2  hydrogen peroxide      water      oxygen     the activity of this enzyme can be measured by collecting the volume of oxygen gas given  off as shown in fig. 1.1.    waterplant tissue and hydrogen peroxidevolume ofoxygencollected     fig. 1.1      some students compared the catalase activity in two plant tissues, sweet potato , ipomoea   batanus , and irish potato , solanum tuberosum .    \u2022 2.0  g of sweet potato  was cut into small pieces.    \u2022 the small pieces were placed in a flask together with 25  cm3 of hydrogen peroxide.    \u2022 the bung and delivery tube were fitted to the flask, as shown in fig. 1.1.    \u2022 the volume of oxygen gas released was measured after 4 minutes (experiment 1).    \u2022 this was repeated three times (experiments 2, 3 and 4).    \u2022 the same procedure was carried out with 2.0  g of irish potato  cut into small pieces.    \u2022 the results are shown in table 1.1.   ",
            "4": "4  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use   table 1.1    volume of oxygen gas / cm3  experiment   sweet potato irish potato  1   32.0 12.5  2   20.0   9.0  3   35.5   8.5  4   28.0 10.0  total 115.5   mean   28.9       (a) (i)  the total volume of oxygen gas and the mean volume of oxygen gas have been  calculated for the sweet potato .       calculate these values for the irish potato .      show your working below.                    write your answers in table 1.1.  [2]   (ii) suggest why the tissues were cut into small pieces before being added to the  flask.      [1]     ",
            "5": "5  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use  (b) (i)  draw a bar chart to show the volumes of oxygen gas collected for the sweet  potato .      draw a horizontal line across your bar chart to show the mean value.         [5]    (ii) suggest two reasons for the variation in the results of the four sweet potato   experiments.   1     2    [2]     ",
            "6": "6  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use  (c) suggest and explain two ways in which a similar investigation could be planned to  collect more reliable data.                [4]        [total: 14]    ",
            "7": "7  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  blank page",
            "8": "8  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use   2 birds have feathers to cover their bodies.    fig. 2.1 shows two types of feather, a and b.       ab   fig. 2.1     (a) (i)  make a labelled outline drawing of feather a.                                             [4]   ",
            "9": "9  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use  (ii) suggest a function of feather a.    [1]     (iii) suggest a function of feather b and explain how it is adapted for this function.          [2]                   question 2 continues on the next page.               ",
            "10": "10  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use  fig. 2.2 shows feather b placed upon a grid. you will use this to help you to estimate the  surface area of feather b.        fig. 2.2     (b) (i)  measure the size of one of the grid squar es. use this to calculate the surface area  of feather b.       show your working.                 area of feather b  cm 2 [3]     ",
            "11": "11  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use  (ii) describe a more accurate method that you could use to find the actual surface  area of feather b.            [2]        [total: 12]    ",
            "12": "12  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use 3 fig. 3.1 shows three cress seedlings grown under different conditions.   the seeds came from the same plant and the seedlings have been grown for the same  length of time.    the seedlings are drawn to scale.    def     fig. 3.1     (a) the cress seedlings, d, e and f differ in appearance.    for each seedling state how it is different and suggest an explanation.    (i) seedling d           [3]     (ii) seedling e          [3]  ",
            "13": "13  \u00a9 ucles 2011 0610/61/o/n/11 [turn over  for  examiner's  use  (iii) seedling f          [3]                         question 3 continues on the next page.     ",
            "14": "14  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use  (b) seeds develop within the fruits of flowering plants.    fig. 3.2 shows two types of fruit, g and h, from species similar to cress.    fruit g fruit h    fig. 3.2      (i) describe two similarities between fruit g and fruit h.  1     2    [2]     (ii) complete table 3.1 by recording two differences between fruit g and fruit h.    table 3.1    fruit g fruit h    1   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...   \u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...    2   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...   \u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...       [2]   ",
            "15": "15  \u00a9 ucles 2011 0610/61/o/n/11  for  examiner's  use  (c) suggest how the seeds may be dispersed from these two fruits.    [1]        [total: 14]   ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of 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.    \u00a9 ucles 2011 0610/61/o/n/11  blank page "
        },
        "0610_w11_qp_62.pdf": {
            "1": "    this document consists of 8 printed pages.  ib11 11_0610_62/6rp   \u00a9 ucles 2011  [turn over       *4990181549* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  october/november 2011     1 hour    candidates answer on the question paper    additional materials: ruler       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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.       for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2011 0610/62/o/n/11  for  examiner's  use 1 fig. 1.1 shows a longitudinal section through a butternut squash, cucurbita moschata .     this whole structure is a fruit.       fig. 1.1     (a) make a large, labelled diagram of the fruit to show    - the arrangement of the seeds   - the thickness of the fruit wall.                                 [5] ",
            "3": "3  \u00a9 ucles 2011 0610/62/o/n/11 [turn over  for  examiner's  use  fig. 1.2 shows two seeds from this fruit.        fig. 1.2     (b) describe the external appearance of this seed.         [2]   ",
            "4": "4  \u00a9 ucles 2011 0610/62/o/n/11  for  examiner's  use  fig. 1.3 shows a seedling which has grown from a seed taken from this fruit.    soil linetesta     fig. 1.3    (c) complete the labelling of the seedling on fig. 1.3.    the testa (seed coat) of this seedling has been labelled for you. [2]      (d) the internal contents of the seed will c ontain an embryo and stored food materials for  germination.      describe how you could carry out food tests on the internal structure of the seed to  show if the seed contained fat or starch.  fat       starch      [4]       (e) describe how you would germinate these seeds.    include the environmental conditions required.             [4]        [total: 17] ",
            "5": "5  \u00a9 ucles 2011 0610/62/o/n/11 [turn over  for  examiner's  use 2 an investigation was carried out to find the effect of salt (sodium chloride) solution, on  potato tissue.     a large potato was cut into long thin strips, called chips. each chip measured 60  mm in  length.    one chip was placed in a concentrated salt solution and another chip was placed in distilled  water.     after three hours these chips were removed from the liquids.    the chips are shown in fig. 2.1.   distilled water  salt solution     fig. 2.1     (a) (i)  measure the length of the chips in fig. 2.1.     calculate any change in length.    record your measurements in table 2.1.   table 2.1     chip in salt solution chip in distilled water  length / mm    change / mm         [2]   ",
            "6": "6  \u00a9 ucles 2011 0610/62/o/n/11  for  examiner's  use  (ii) explain the changes that you have recorded for these two chips.                     [4]     (b) a similar investigation was carried out by a group of students.     they measured the mass of five chips before putting each chip in a different  concentration of sucrose  solution.    the chips were left in the solution for two hours.   after two hours each chip was removed from the sucrose solution and its mass  measured.     their results are shown in table 2.2.   table 2.2    concentration of  sucrose solution  / g dm -3 mass at start  / g mass after       2 hours  / g difference in  mass  / g percentage  change     0.0 1.36 1.49 +0.13 +9.56   35.0 1.41 1.48 +0.07 +4.96   70.0 1.46 1.47 +0.01 +0.68  175.0 1.47 1.38 \u22120.09 \u22126.12  345.0 1.45 1.31 \u22120.14 \u2026\u2026\u2026\u2026\u2026.    ",
            "7": "7  \u00a9 ucles 2011 0610/62/o/n/11 [turn over  for  examiner's  use   (i)  complete table 2.2 by calculating the percentage change in mass for the most  concentrated solution. show your working.               [1]    (ii) suggest why it is necessary to calculate the percentage change in mass when comparing the chips.      [1]     (iii) plot a graph to show the percentage change in mass against the concentration of the sucrose solution. use the grid and axes provided.     percentage change in mass concentration of sucroseconcentration of sucrose solutionsolution / g dmg dm\u20133concentration of sucrose solution  / g dm\u20133       [4]    (c) (i)  use your graph to find the concentration of sucrose solution in which the mass of  chip would stay the same.    g dm -3 [1]    (ii) explain why the mass of a chip in this solution would stay the same.        [1]        [total: 14] ",
            "8": "8      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2011 0610/62/o/n/11  for  examiner's  use3 fig. 3.1 shows three animals a, b and c which belong to the same group of arthropods.    ab cnot to scale     fig. 3.1     (a) (i)  list three visible features, other than size, which are used to classify them all in the  same group of arthropods.  1   2   3  [3]     (ii) give one visible difference, other than size, between animal,   a and b   a and c   . [2]     (iii) name the group of arthropods to which these three animals belong.     [1]      (b) name one other group of arthropods and describe how this group differs from the one  you have named in (a)(iii) .  group of arthropods    difference 1    difference 2   [3]       [total: 9]   "
        },
        "0610_w11_qp_63.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib11 11_0610_63/6rp   \u00a9 ucles 2011  [turn over       *0864938727* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  october/november 2011     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.       for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use 1 two students carried out an investigation into reaction times.     student 1 dropped a metre rule.   student 2 tried to catch the metre rule as soon as possible after it had been dropped.    fig. 1.1 shows a metre rule about to be droppe d by student 1, whilst student 2 is ready to  catch the rule.     fig. 1.2 shows the metre rule after it has been caught.     student 2 ready to catch metre rulestudent 1 readyto drop metre rule     6 42016141210     fig. 1.1                               fig. 1.2     once the ruler has been caught, the distance from their thumb to the bottom of the ruler  was measured in centimetres.     three results for each hand were taken and recorded in table 1.1.   the last result for the right hand is shown in fig. 1.2.     (a) (i)  read the distance on the ruler and record this value in table 1.1. [1]    table 1.1    distance ruler dropped / cm  reading  left hand right hand  1 22 16  2 16 12  3 13 \u2026  mean 17 \u2026    (ii) complete table 1.1 by calculating the mean distance for the right hand. [1]   ",
            "3": "3  \u00a9 ucles 2011 0610/63/o/n/11 [turn over  for  examiner's  use  (b) (i)  suggest what this experiment was designed to investigate.       [1]     (ii) state three variables that should be kept the same throughout this investigation.   1   2   3  [3]       (c) approximate reaction times can be calculated from the distance the ruler has dropped.     table 1.2 shows these approximate reaction times.    table 1.2    distance / cm reaction time / s    5 0.10  10 0.14  15 0.17  20 0.20  25 0.23      (i)  estimate the reaction times for the left hand  and right hand  using the mean  distances in table 1.1.  left hand    right hand   [2]     (ii) explain what conclusion you can make about the reaction time of this student.          [2]   ",
            "4": "4  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use  (d)  some drugs act as stimulants on the body and others act as depressants.      suggest how this experiment could be adapted to investigate the effect of a stimulant  on reaction times.                 [3]        [total: 13]    ",
            "5": "5  \u00a9 ucles 2011 0610/63/o/n/11 [turn over  for  examiner's  use 2 fig. 2.1 shows a fruit of a raspberry, rubus idaeus .     this fruit is composed of many small fruits (fruitlets) joined together.     fig. 2.1     (a) make a large, labelled drawing of this fruit.                                               [5]   ",
            "6": "6  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use  48 of these fruits were collected and, for each fruit, the number of fruitlets was counted. the  results were recorded as shown below.    65 75 86 82 84 86 98 97  77 63 73 53 97 76 59 77  72 69 104 59 75 52 66 68 52 93 84 85 74 82 59 65  80 76 75 69 74 63 85 61  82 76 69 71 91 68 77 92       (b) (i)  arrange the number of fruitlets in each fruit into a tally chart, as shown for  50 \u2013 59  fruitlets.    tally of fruitlets in each fruit  50 - 59 60 - 69 70 - 79 80 - 89 90 - 99 100 - 109    ////  /  6            [3]   ",
            "7": "7  \u00a9 ucles 2011 0610/63/o/n/11 [turn over  for  examiner's  use  (ii) construct a histogram to show the number of fruitlets per fruit.           [5]     (c) describe the type of distribution shown by the raspberry fruitlets.     [2]      (d) raspberry fruits are sweet, juicy and brightly coloured.      suggest how the seeds inside these fruits may be dispersed.         [2]        [total: 17] ",
            "8": "8  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use 3 plants take up water through their roots.     water passes to all parts of the plant through the xylem.   the leaves carry out photosynthesis to form sugars.     phloem transports these sugars to different parts of the plant where they are stored in an  insoluble form.     (a) fig. 3.1 shows a young, unthickened dicotyledonous plant.    a b   fig. 3.1     (i) in circle a, draw the distribution of phloem and xylem as found in a section through  a stem. label the phloem and xylem. [3]     (ii) in circle b, draw the distribution of phloem and xylem as found in a section through  a root. label the phloem and xylem. [3]      (b) (i)  name the sugar that is transported in the phloem.   [1]    (ii) name the insoluble carbohydrate that is stored in plants.    [1]    ",
            "9": "9  \u00a9 ucles 2011 0610/63/o/n/11  for  examiner's  use  (c)  describe a food test you could carry out to show where the insoluble carbohydrate  named in (b)(ii)  is found in a root.       [2]        [total:10]    ",
            "10": "10  \u00a9 ucles 2011 0610/63/o/n/11  blank page",
            "11": "11  \u00a9 ucles 2011 0610/63/o/n/11  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2011 0610/63/o/n/11  blank page "
        }
    },
    "2012": {
        "0610_s12_qp_11.pdf": {
            "1": "    this document consists of 15 printed pages and 1 blank page.  ib12 06_0610_11/3rp  \u00a9 ucles 2012  [turn over       *9697855108* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2012 0610/11/m/j/12  1 a living organism, x, can make its own food, get rid  of toxic materials and detect and respond to  stimuli.    what other  four processes must organism x carry out to stay alive?  a excretion, growth, movement, sensitivity  b excretion, growth, nutrition, respiration  c growth, movement, reproduction, respiration  d movement, reproduction, respiration, sensitivity     2 which group of organisms has the following features?    \u25cf three pairs of jointed legs  \u25cf three-part segmented body \u25cf one pair of antennae    a arachnids  b crustaceans  c insects  d myriapods      3 the table shows some characteristics of four different vertebrates.    which vertebrate is a reptile?     fins legs scales hair   a \u0013 \u0017 \u0013 \u0017 key  b \u0017 \u0013 \u0013 \u0017 \u0013= feature present  c \u0017 \u0013 \u0017 \u0017 \u0017= feature absent  d \u0017 \u0013 \u0017 \u0013      ",
            "3": "3  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  4 the diagram shows a fish.    pectoral fin pelvic findorsal fin anal fincaudal fin     use the key to identify the fish.  1 black stripe across the eye ... go to 2  no black stripe across the eye .. a  2 black stripe on caudal fin .. go to 3  no black stripe on caudal fin . b  3 black spot below dorsal fin ... c  no black spot below dorsal fin .. d      5 the diagram shows a student\u2019s drawing of guard cells.    which label is not correct?    a  chloroplast b  cytoplasm c  stoma d  cell wall     ",
            "4": "4  \u00a9 ucles 2012 0610/11/m/j/12  6 the diagram shows a liver cell.        which structure is found in a palisade cell that is not present in this liver cell?  a cell membrane  b chloroplast  c cytoplasm  d nucleus      7 which diagram shows a plant cell?    ab c d      8 which statement about cells or tissues, is correct?  a cells in the respiratory tract are long and thin.  b muscle cells are biconcave.  c red blood cells have no nucleus.  d xylem vessels have ciliated cells.    ",
            "5": "5  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  9 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei      10 which structures must  be present in a cell for osmosis to take place?  a cell (sap) vacuole and cell wall  b cell wall and cell membrane  c chloroplast and cytoplasm  d cytoplasm and cell membrane     11 a frog\u2019s skin is permeable to oxygen and carbon dioxide.    when a frog is swimming in pond water, in which directions will oxygen and carbon dioxide  diffuse?     from the frog\u2019s skin  into the water from the water into  the frog\u2019s skin  a carbon dioxide oxygen  b carbon dioxide and oxygen \u2013  c oxygen carbon dioxide  d \u2013 carbon dioxide and oxygen     12 which chemical reaction takes place in the stomach?  a proteins are digested by protease.  b proteins are digested into fatty acids.  c starch is digested into amino acids.  d starch is digested by lipase.    ",
            "6": "6  \u00a9 ucles 2012 0610/11/m/j/12  13 which row correctly identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0013 \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0013 \u0017 \u0013= present  c \u0013 \u0017 \u0013 \u0017 \u0017= absent  d \u0017 \u0013  \u0017 \u0013       14 a person has bleeding gums.    this could be caused by a lack of which nutrient?  a calcium  b iron  c vitamin c  d vitamin d     15 the diagram shows a cell with groups of bacteria around its edge.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these groups?  a digestion  b photosynthesis  c reproduction  d respiration     ",
            "7": "7  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  16 which diagram shows the human double circulatory system?    heart a  heart b  heart c  heart d       17 the table shows the main contents of four meals.    which meal will be the most effective at preventing constipation?     g  / 100  g   carbohydrate fat fibre  (roughage) protein  a 18  12  8  25   b 30  32  2  12   c 38  4  22  10   d 48  15  10  5     18 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.    ",
            "8": "8  \u00a9 ucles 2012 0610/11/m/j/12  19 what is the equation for anaerobic respiration in yeast?  a glucose  +  oxygen  \u2192  carbon dioxide  +  water  b glucose  \u2192  alcohol  +  carbon dioxide  c glucose  \u2192  alcohol  +  water  d glucose  \u2192  lactic acid  +  water     20 which process depends on energy from respiration?  a diffusion  b osmosis  c peristalsis  d photosynthesis     21 which set of conditions would make the percentage of water in urine decrease the most?    conditions    temperature of the surroundings amount of activity  a low low  b low high  c high low  d high high     ",
            "9": "9  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  22 the diagram shows the human urinary system.    x     which substance is not found in the liquid at x in a healthy person?  a glucose  b salt  c toxins  d urea      23 the diagram shows a section through part of the eye.    suspensory ligamentiris pupil lensx     x is a circular muscle.    what effect does it have when it contracts?  a decreases the size of the pupil  b increases the size of the pupil  c pulls on the lens, decreasing its curvature  d reduces the pull on the lens, increasing its curvature ",
            "10": "10  \u00a9 ucles 2012 0610/11/m/j/12  24 read the following sentence.    in order to prevent the human body from losing heat, the arterioles supplying the skin  become narrow.    which process does this sentence describe?  a constriction  b shivering  c sweating  d vasodilation      25 what special dietary advice should be given to a pregnant woman?    a eat less fibre (roughage).  b eat less protein.  c eat plenty of fat.  d eat plenty of iron.    26 a natural method of birth control assumes that sperms live for three days after intercourse,  ovulation occurs between days 13-15 of the menstrual cycle and released ova live for 36 hours.    on which day of the cycle should intercourse not result in pregnancy?  a day 7 b day 10 c day 12 d day 16      27 in addition to a suitable temperature, what else is necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions only  c sunlight only  d water and oxygen      28 which process is an example of development?  a a cell absorbing water and increasing in size  b a cell dividing by mitosis  c a root tip cell becoming a phloem cell  d a sperm cell fertilising an egg cell    ",
            "11": "11  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  29 which types of variation can be inherited?     variation caused by  genes variation caused by  the environment  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     30 which statement describes human cells formed by meiosis?  a they are genetically identical and they become gametes.  b they are genetically identical and they become tissues.  c they are not genetically identical and they become gametes.  d they are not genetically identical and they become tissues.     31 a short-toed animal was crossed with a long-toed animal of the same species. all the offspring  had short toes. one of these offspring was crossed with another long-toed animal of the same  species.    which ratio of short-toed to long-toed animals should be expected?  a 1  : 1 b 2  : 1 c 3  : 1 d 4  : 1    32 the diagram shows a food chain.    which organism is the producer?    a rose-bushb greenflyc ladybirdd blue tit     33 which diagram shows the flow of energy in an ecosystem?    a sun plants animals bacteria b sun plants animals bacteria c sun plants animals bacteria d sun plants animals bacteria     ",
            "12": "12  \u00a9 ucles 2012 0610/11/m/j/12  34 the diagram shows a food web.    lettuce plants slugs toads  fungi snakes     fungi are decomposers. what is their importance in this food web?  a they control the number of toads.  b they provide energy for plant growth.  c they provide food for snakes.  d they release minerals for plant growth.     35 during aerobic respiration glucose is broken down.    this process recycles  a carbon only.  b carbon and water.  c energy only.  d water only.      36 in an ecosystem, which are the only organisms to remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers    ",
            "13": "13  \u00a9 ucles 2012 0610/11/m/j/12 [turn over  37 what name is given to the diagram below?    age in years 85+ 80-84 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4 thousands05101520 20 151050males females     a a food web pyramid   b a population pyramid   c a pyramid of biomass   d a pyramid of energy     ",
            "14": "14  \u00a9 ucles 2012 0610/11/m/j/12  38 the diagram shows the results of a survey on the types of animals found along a stretch of river  near to a factory.    rat-tailed maggot  sludge worm blood worm  mayfly nymph stonefly nymph mayfly nymph  stonefly nymph  shrimp  caddis fly larva blood worm leech water louse  snail factory emptying  pollutants into  the water direction of water flow     which of the following animals lives in the most polluted water?  a blood worm  b caddis fly larva  c leech  d stonefly nymph     ",
            "15": "15  \u00a9 ucles 2012 0610/11/m/j/12  39 the graph shows how oxygen concentration and the number of bacteria change when sewage is  added to a river.    sewage added distance downstream  / m0 100 200 300 400 500 600 700dissolved oxygen bacteriaamount  / arbitrary unitsp     what describes the oxygen concentration and the number of bacteria between the point at which  sewage is added and point p?  a oxygen concentration and number of bacteria stay the same.  b oxygen concentration decreases and number of bacteria increases.  c oxygen concentration increases and number of bacteria decreases.  d oxygen concentration remains the same and number of bacteria increases.      40 on the map shown, sulfur dioxide is produced at x. which region is most likely to experience acid  rain?    a  b cd sea  land  mass x  wind direction     ",
            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.    \u00a9 ucles 2012 0610/11/m/j/12  blank page    "
        },
        "0610_s12_qp_12.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_12/4rp  \u00a9 ucles 2012  [turn over       *2402548294* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2012 0610/12/m/j/12  1 which process in plant cells uses chlorophyll?    a growth  b nutrition   c movement   d respiration      2 the diagram shows the external features of an animal.         to which group does the animal belong?  a annelids  b arthropods  c molluscs  d nematodes     3 which vertebrate groups have scaly skin?  a amphibians and fish  b amphibians and mammals  c fish and mammals  d fish and reptiles     4 some cells have cell walls.    which statements are correct for cell walls?     in animals in plants  a absent present inside cell membrane  b absent present outside cell membrane  c present inside cell membrane absent  d present outside cell membrane absent     ",
            "3": "3  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  5 the diagram shows a specialised cell cut in half.        what does this diagram indicate about the structure of this cell?  a the cell does not have a membrane.  b the cell is concave on each side.  c the cell is long and thin.  d the cell is red and carries oxygen.      6 in a mesophyll cell, where are chloroplasts found?  a between the cell wall and the cell membrane  b in the cytoplasm  c in the nucleus  d in the vacuole     7 in a plant, a group of xylem vessels form  a a cell.  b a tissue.  c an organ.  d an organ system .    ",
            "4": "4  \u00a9 ucles 2012 0610/12/m/j/12  8 the bar chart compares the percentage of oxygen carried by red blood cells entering and leaving  a relaxed muscle. on the bar chart, 100% is th e amount of oxygen carried by red blood cells as  they leave the lungs.    100  90  80 70 60 50 40 30 20 10  0  entering leaving % of oxygen  carried by  red blood cells      how much oxygen would red blood cells be likely to carry when leaving the same muscle after  contraction?  a 40  % b 60  % c 90  % d 100  %      9 which diagram shows the appearance of a plant cell after it is placed in distilled water?    a b cd      ",
            "5": "5  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  10 the diagram shows cells from the epidermis of a leaf.    p q r s    which parts are partially permeable?  a p and q b q and r c r and s d p and s      11 equal quantities of a protein-digesting enzyme were added to 5  cm3 of protein solutions of  different ph. each tube was kept at 37  \u00b0c.   the amount of amino acid in each tube was measured after 3 minutes. the results are shown in  the table.    ph amount of amino acid  / arbitrary units  1 10  2 9  3 7  4 2  5 1  6 1  7 1  8 0    at which ph was the enzyme most active?  a 1 b 7 c 8 d 10     ",
            "6": "6  \u00a9 ucles 2012 0610/12/m/j/12  12 four test-tubes were set up as shown in the diagram.    in which tube is the starch digested most quickly?    a b  water bath at 15  \u00b0c starch solution and amylase  starch solution and boiled amylase c d  water bathat 35  \u00b0c starch solution and amylase  starch solution and boiled amylase       13 the activity of lipase is measured in four parts of the gut.    which part has the most lipase activity?  a colon  b duodenum  c oesophagus  d stomach      14 the table shows the colour of a biuret solution before and after a food test was carried out.    colour of solution before food test colour of solution after food test  blue lilac  / purple    which nutrient was present?  a fat  b protein  c reducing sugar  d starch     ",
            "7": "7  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  15 the diagram shows some organs of the digestive system.    1 32 4     where is amylase made?  a 1 and 4 b 2 and 3 c 2 and 4 d 3 and 4     ",
            "8": "8  \u00a9 ucles 2012 0610/12/m/j/12  16 the diagram shows the heart as seen from the front.    pq     which section shows the heart cut through line p-q?    p a q p b  p c  p d qq q      ",
            "9": "9  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  17 the graph shows how the rate of transpiration is affected by x.    rate of transpiration x    what is x?  a humidity  b light intensity  c soil moisture  d temperature     18 what is the characteristic feature of a double circulation?  a in each circuit, blood passes from the gut to the liver before going back to the heart.  b in each circuit, blood passes from the heart to the lungs and then back to the heart before  going to other parts of the body.  c in each circuit, blood passes through atria and v entricles before going to other parts of the  body.  d in each circuit, blood passes through the arteries and the capillaries before returning to the  heart in veins.    19 which process, inside cells, releases energy useful to the human body?  a digestion  b excretion  c mitosis  d respiration    20 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces carbon dioxide.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.    ",
            "10": "10  \u00a9 ucles 2012 0610/12/m/j/12  21 how are aerobic and anaerobic respiration similar?  a both involve breaking down glucose.  b both need a low concentration of oxygen.  c in muscles, both produce carbon dioxide.  d in yeast, both produce alcohol.      22 during a long-distance race, the body temperature of an athlete begins to rise.    which changes occur to help return the body temperature to normal?     sweating blood vessels  in the skin  a decreases constrict  b decreases dilate  c increases constrict  d increases dilate     23 in which order does urea pass through structures in the body?  a kidney  \u2192  ureter  \u2192  liver  \u2192  urethra  b kidney  \u2192  urethra  \u2192  liver  \u2192  ureter  c liver  \u2192  kidney  \u2192  ureter  \u2192  urethra  d liver  \u2192  urethra  \u2192  kidney  \u2192  ureter     24 the diagram shows a section through the human eye.    which labelled part prevents the internal reflection of light in the eye?     b ac d  ",
            "11": "11  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  25 the diagram shows the bones and muscles of the upper arm.    x  y     what must happen for the bones in the lower arm to move in the direction of the arrow?  a muscle x contracts and muscle y contracts.  b muscle x contracts and muscle y relaxes.  c muscle x relaxes and muscle y contracts.  d muscle x relaxes and muscle y relaxes.      26 which combination of structural features is found in a wind-pollinated flower?  a anthers inside flower, smooth pollen, no scent  b coloured petals, sticky pollen, strong scent  c large flowers, nectaries present, light pollen  d no petals, anthers outside flower, no nectaries    ",
            "12": "12  \u00a9 ucles 2012 0610/12/m/j/12  27 the diagram shows a dandelion fruit attached to a parachute of hairs.    parachute of hairs fruit     the following results were obtained during an experiment to investigate the time taken for the  fruits of four different dandelions to fall to the ground.    dandelion diameter of parachute  /  cm time taken to fall  / s  1 0.4 1.5  2 0.7 2.5  3 1.0 4.0  4 1.2 4.5    which conclusion can be drawn from these results?  a as parachute diameter decreases, time taken to fall decreases.  b fruit 4 fell fastest and fruit 1 fell slowest.  c dandelion fruits are well adapted for animal dispersal.  d fruit size affects the time taken for the fruit to fall.     28 how is development of an organism defined?  a increase in complexity  b increase in the number of cells in the organism  c increase in the size of cells  d permanent increase in the organism\u2019s dry mass    ",
            "13": "13  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  29 an experiment is set up at 20\u00b0c to investigate some conditions necessary for the germination of  seeds.    in which apparatus will germination occur?    a b c  oxygen dry cotton-woolcarbon dioxide dry cotton-wool oxygen wet cotton-woolcarbon dioxide wet cotton-wool d      30 in pea plants, the allele for tall stems is dominant to the allele for short stems.    a heterozygous tall plant is crossed with a short plant, and 100 offspring are produced.    how many of the offspring are likely to be tall?  a 25 b 50 c 75 d 100    31 the nucleus in a body cell of a fly contains 12 chromosomes.    how many chromosomes are there in the nucleus of a sperm from this fly?  a 3 b 6 c 12 d 24    ",
            "14": "14  \u00a9 ucles 2012 0610/12/m/j/12  32 in a species of plant, the allele for red flowers (r) is dominant over the allele for white flowers (r).    two red\u2013flowered plants were crossed.    plant with red flowers   \u00d7   plant with red flowers 93 red-flowered and 28 white-floweredparents offspring    what are the genotypes of the parents?  a rr and rr b rr and rr c rr and rr d rr and rr     33 the diagram shows a food chain.    grass  \u2192  wildebeest  \u2192  lion    what is the original source of energy used in this food chain?  a grass  b lion  c sunlight  d wildebeest      34 what may happen to the sun\u2019s energy that reaches the earth?  a converted to chemical energy by animals  b recycled by bacteria  c stored in fossil fuels  d used by plants for absorbing water    ",
            "15": "15  \u00a9 ucles 2012 0610/12/m/j/12 [turn over  35 the diagram shows energy flow through a food chain from x to y.    energy in plant tissueenergy in tissue of primary consumerx y10  % of energy  passed on  90  % of  energy lost energy in tissue of secondary consumer10  % of energy  passed on  90  % of  energy lost     by which processes is energy lost between x and y?  a excretion and respiration  b growth and excretion  c growth and photosynthesis  d photosynthesis and respiration      36 the diagram shows the movement of carbon atoms in part of the carbon cycle. the directions of  movement are not shown.    carbon dioxide in the atmosphere fossil fuels bacteria plants animals     how many of the groups of living organisms in the diagram return carbon dioxide to the  atmosphere?  a 1 b 2 c 3 d 4     ",
            "16": "16  \u00a9 ucles 2012 0610/12/m/j/12  37 the diagram shows part of the water cycle.    water vapour in the air compounds in living plants compounds in living animalsp rain cloud     which process in living plants is responsible for returning water vapour to the air at p?  a combustion  b condensation  c evaporation  d photosynthesis      38 the diagram shows how the size of a population may change with time.    at which point is the population growing the fastest?    population size timeabc d      39 which agricultural activity can cause the most pollution?  a adding artificial fertilisers  b cutting down trees  c digging plant material into the soil  d growing high-yielding crops    ",
            "17": "17  \u00a9 ucles 2012 0610/12/m/j/12  40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at what point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow      ",
            "18": "18  \u00a9 ucles 2012 0610/12/m/j/12  blank page     ",
            "19": "19  \u00a9 ucles 2012 0610/12/m/j/12  blank page     ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2012 0610/12/m/j/12  blank page     "
        },
        "0610_s12_qp_13.pdf": {
            "1": "    this document consists of 14 printed pages and 2 blank pages.  ib12 06_0610_13/fp  \u00a9 ucles 2012  [turn over       *9602180458* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.         ",
            "2": "2  \u00a9 ucles 2012 0610/13/m/j/12  1 the diagram shows a fish.    pectoral fin pelvic findorsal fin anal fincaudal fin     use the key to identify the fish.  1 black stripe across the eye ... go to 2  no black stripe across the eye .. a  2 black stripe on caudal fin .. go to 3  no black stripe on caudal fin . b  3 black spot below dorsal fin ... c  no black spot below dorsal fin .. d      2 the diagram shows a student\u2019s drawing of guard cells.    which label is not correct?    a  chloroplast b  cytoplasm c  stoma d  cell wall     ",
            "3": "3  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  3 a living organism, x, can make its own food, get rid  of toxic materials and detect and respond to  stimuli.    what other  four processes must organism x carry out to stay alive?  a excretion, growth, movement, sensitivity  b excretion, growth, nutrition, respiration  c growth, movement, reproduction, respiration  d movement, reproduction, respiration, sensitivity     4 which group of organisms has the following features?    \u25cf three pairs of jointed legs  \u25cf three-part segmented body \u25cf one pair of antennae    a arachnids  b crustaceans  c insects  d myriapods      5 the table shows some characteristics of four different vertebrates.    which vertebrate is a reptile?     fins legs scales hair   a \u0013 \u0017 \u0013 \u0017 key  b \u0017 \u0013 \u0013 \u0017 \u0013= feature present  c \u0017 \u0013 \u0017 \u0017 \u0017= feature absent  d \u0017 \u0013 \u0017 \u0013      ",
            "4": "4  \u00a9 ucles 2012 0610/13/m/j/12  6 which diagram shows a plant cell?    ab c d      7 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei     8 the diagram shows a liver cell.        which structure is found in a palisade cell that is not present in this liver cell?  a cell membrane  b chloroplast  c cytoplasm  d nucleus     ",
            "5": "5  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  9 a frog\u2019s skin is permeable to oxygen and carbon dioxide.    when a frog is swimming in pond water, in which directions will oxygen and carbon dioxide  diffuse?     from the frog\u2019s skin  into the water from the water into  the frog\u2019s skin  a carbon dioxide oxygen  b carbon dioxide and oxygen \u2013  c oxygen carbon dioxide  d \u2013 carbon dioxide and oxygen      10 which statement about cells or tissues, is correct?  a cells in the respiratory tract are long and thin.  b muscle cells are biconcave.  c red blood cells have no nucleus.  d xylem vessels have ciliated cells.    11 which structures must  be present in a cell for osmosis to take place?  a cell (sap) vacuole and cell wall  b cell wall and cell membrane  c chloroplast and cytoplasm  d cytoplasm and cell membrane    12 which chemical reaction takes place in the stomach?  a proteins are digested by protease.  b proteins are digested into fatty acids.  c starch is digested into amino acids.  d starch is digested by lipase.    13 a person has bleeding gums.    this could be caused by a lack of which nutrient?  a calcium  b iron  c vitamin c  d vitamin d ",
            "6": "6  \u00a9 ucles 2012 0610/13/m/j/12  14 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.      15 which diagram shows the human double circulatory system?    heart a  heart b  heart c  heart d        16 which row correctly identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0013 \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0013 \u0017 \u0013= present  c \u0013 \u0017 \u0013 \u0017 \u0017= absent  d \u0017 \u0013  \u0017 \u0013     ",
            "7": "7  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  17 the diagram shows a cell with groups of bacteria around its edge.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these groups?  a digestion  b photosynthesis  c reproduction  d respiration      18 the table shows the main contents of four meals.    which meal will be the most effective at preventing constipation?     g  / 100  g   carbohydrate fat fibre  (roughage) protein  a 18  12  8  25   b 30  32  2  12   c 38  4  22  10   d 48  15  10  5      19 which process depends on energy from respiration?  a diffusion  b osmosis  c peristalsis  d photosynthesis    ",
            "8": "8  \u00a9 ucles 2012 0610/13/m/j/12  20 the diagram shows the human urinary system.    x     which substance is not found in the liquid at x in a healthy person?  a glucose  b salt  c toxins  d urea      21 the diagram shows a section through part of the eye.    suspensory ligamentiris pupil lensx     x is a circular muscle.    what effect does it have when it contracts?  a decreases the size of the pupil  b increases the size of the pupil  c pulls on the lens, decreasing its curvature  d reduces the pull on the lens, increasing its curvature ",
            "9": "9  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  22 which set of conditions would make the percentage of water in urine decrease the most?    conditions    temperature of the surroundings amount of activity  a low low  b low high  c high low  d high high     23 what is the equation for anaerobic respiration in yeast?  a glucose  +  oxygen  \u2192  carbon dioxide  +  water  b glucose  \u2192  alcohol  +  carbon dioxide  c glucose  \u2192  alcohol  +  water  d glucose  \u2192  lactic acid  +  water      24 a natural method of birth control assumes that sperms live for three days after intercourse,  ovulation occurs between days 13-15 of the menstrual cycle and released ova live for 36 hours.    on which day of the cycle should intercourse not result in pregnancy?  a day 7 b day 10 c day 12 d day 16     25 read the following sentence.    in order to prevent the human body from losing heat, the arterioles supplying the skin  become narrow.    which process does this sentence describe?  a constriction  b shivering  c sweating  d vasodilation      26 which statement describes human cells formed by meiosis?  a they are genetically identical and they become gametes.  b they are genetically identical and they become tissues.  c they are not genetically identical and they become gametes.  d they are not genetically identical and they become tissues. ",
            "10": "10  \u00a9 ucles 2012 0610/13/m/j/12  27 the diagram shows a food chain.    which organism is the producer?    a rose-bushb greenflyc ladybirdd blue tit      28 what special dietary advice should be given to a pregnant woman?    a eat less fibre (roughage).  b eat less protein.  c eat plenty of fat.  d eat plenty of iron.     29 in addition to a suitable temperature, what else is necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions only  c sunlight only  d water and oxygen      30 a short-toed animal was crossed with a long-toed animal of the same species. all the offspring  had short toes. one of these offspring was crossed with another long-toed animal of the same  species.    which ratio of short-toed to long-toed animals should be expected?  a 1  : 1 b 2  : 1 c 3  : 1 d 4  : 1     31 which types of variation can be inherited?     variation caused by  genes variation caused by  the environment  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
            "11": "11  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  32 which diagram shows the flow of energy in an ecosystem?    a sun plants animals bacteria b sun plants animals bacteria c sun plants animals bacteria d sun plants animals bacteria       33 which process is an example of development?  a a cell absorbing water and increasing in size  b a cell dividing by mitosis  c a root tip cell becoming a phloem cell  d a sperm cell fertilising an egg cell      34 the graph shows how oxygen concentration and the number of bacteria change when sewage is  added to a river.    sewage added distance downstream  / m0 100 200 300 400 500 600 700dissolved oxygen bacteriaamount  / arbitrary unitsp     what describes the oxygen concentration and the number of bacteria between the point at which  sewage is added and point p?  a oxygen concentration and number of bacteria stay the same.  b oxygen concentration decreases and number of bacteria increases.  c oxygen concentration increases and number of bacteria decreases.  d oxygen concentration remains the same and number of bacteria increases.    ",
            "12": "12  \u00a9 ucles 2012 0610/13/m/j/12  35 the diagram shows the results of a survey on the types of animals found along a stretch of river  near to a factory.    rat-tailed maggot  sludge worm blood worm  mayfly nymph stonefly nymph mayfly nymph  stonefly nymph  shrimp  caddis fly larva blood worm leech water louse  snail factory emptying  pollutants into  the water direction of water flow     which of the following animals lives in the most polluted water?  a blood worm  b caddis fly larva  c leech  d stonefly nymph      36 during aerobic respiration glucose is broken down.    this process recycles  a carbon only.  b carbon and water.  c energy only.  d water only.     ",
            "13": "13  \u00a9 ucles 2012 0610/13/m/j/12 [turn over  37 the diagram shows a food web.    lettuce plants slugs toads  fungi snakes     fungi are decomposers. what is their importance in this food web?  a they control the number of toads.  b they provide energy for plant growth.  c they provide food for snakes.  d they release minerals for plant growth.     38 on the map shown, sulfur dioxide is produced at x. which region is most likely to experience acid  rain?    a  b cd sea  land  mass x  wind direction     ",
            "14": "14  \u00a9 ucles 2012 0610/13/m/j/12  39 what name is given to the diagram below?    age in years 85+ 80-84 75-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14 5-90-4 thousands05101520 20 151050males females     a a food web pyramid   b a population pyramid   c a pyramid of biomass   d a pyramid of energy     40 in an ecosystem, which are the only organisms to remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers    ",
            "15": "15  \u00a9 ucles 2012 0610/13/m/j/12  blank page",
            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2012 0610/13/m/j/12  blank page  "
        },
        "0610_s12_qp_21.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_21/5rp  \u00a9 ucles 2012  [turn over       *0925695440* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  may/june 2012     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, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 1 non-living things, such as a car, often show characteristics similar to those of living  organisms.     (a)  state which characteristic of a living organism matches each of the descriptions linked  to a car.    (i) burning fuel in the engine to release energy    [1]     (ii) headlights that switch on automatically in the dark   [1]     (iii) filling the car\u2019s tank with fuel    [1]     (iv) release of waste gases    [1]       (b) identify one characteristic of living things that is not carried out by a car.   [1]        [total: 5]              ",
            "3": "3  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use 2 (a)  pollutants can affect the environment.      draw one line from each pollutant listed to an effect it might have on the environment.    pollutant carbon monoxide insecticides ionising radiation methane sulfur dioxide untreated sewageeffect can cause mutations can cause rise of global temperature can lead to acid rain can poison top carnivores can reduce transport of oxygen in blood can spread diseases,  such as cholera    fig. 2.1                                                                                               draw the lines on fig. 2.1. [6]   ",
            "4": "4  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use  (b) suggest one major source for each of the following pollutants.     (i) carbon monoxide     [1]     (ii) carbon dioxide      [1]     (iii) ionising radiation      [1]        [total: 9]     ",
            "5": "5  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use 3 (a)  define diffusion .         [2]      (b) fig. 3.1 shows an apparatus that was used to investigate the effect of concentration of  a chemical on the rate of diffusion.    pieces of damp blue litmus paper at 2  cm intervalscorkcorkcotton wool soakedin ethanoic acid     fig. 3.1      as ethanoic acid diffused along the tube, the pieces of blue litmus paper turned red.   ",
            "6": "6  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use   two different samples of ethanoic acid, a and b, were used in this apparatus. the two  samples had different concentrations. the results are shown in fig. 3.2.    02468 distance of blue litmus paper along tube  / cm10 12 14 16time for blue litmus paperto turn red  / s80 706050403020 10 0sample a sample b     fig. 3.2        table 3.1 shows the results for a third sample, c, of ethanoic acid.     ",
            "7": "7  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use table 3.1    distance of blue litmus paper  along tube / cm time for blue litmus paper to turn  red / s  2 9  4 18  6 28  8 35  10 45  12 55  14 63  16 72     (i) complete fig. 3.2 by plotting the results shown in table 3.1.                        plot the results show n in table 3.1 on the grid, fig. 3.2, on page 6. [3]    (ii) state which sample of ethanoic acid, a, b or c, took the longest time to travel        8  cm along the tube.   [1]    (iii) state and explain which sample of ethanoic acid was the most  concentrated.         [2]     (c) substances can enter and leave cells by either diffusion or by osmosis.      state two ways in which osmosis differs from diffusion.    1     2    [2]        [total: 10]   ",
            "8": "8  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 4 fig. 4.1 shows a section through the human female reproductive system.    m n o     fig. 4.1       (a) (i)  state one function of each of the parts labelled m and n.  m     n    [2]     (ii) state two functions of the part labelled o.  1     2    [2]     ",
            "9": "9  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use  (b) when an adult female is not pregnant her menstrual cycle lasts about four weeks.      describe the changes to the uterus and ovaries during one menstrual cycle.                 [4]      (c) fertilisation may occur after sexual intercourse.      describe the process of fertilisation.         [2]      (d) secondary sexual characteristics in females develop at puberty.      (i) state the hormone that controls this development.    [1]    (ii) describe  two secondary sexual characteristics controlled by this  hormone.          [2]        [total: 13]   ",
            "10": "10  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 5 (a)  the skin is important in helping to maintain a constant body temperature.      fig. 5.1 shows a section through human skin.        fig. 5.1     on fig. 5.1 label and name three structures that help to maintain body temperature.                                                                                 put your labels and lines on fig. 5.1 [3]   ",
            "11": "11  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use  (b) when a student has been running, the body temperature usually rises above normal.       explain how sweating and vasodilation help to lower the body temperature.   sweating            [3]  vasodilation             [3]       (c) suggest one function of the skin, other than the control of body temperature.     [1]        [total: 10]   ",
            "12": "12  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 6 (a)  state the main features of asexual reproduction.   1     2    [2]      (b)  a potato plant, grown from a potato tuber, reproduces asexually.      describe the process of asexual reproduction by potato plants.             [3]      (c) plants are not the only organisms that reproduce asexually.     name two other groups of organisms that also reproduce asexually.  1   2  [2]        [total: 7]      ",
            "13": "13  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use 7 (a)  a small population of rabbits was introduced to an island where rabbits had never lived  before.       fig. 7.1 shows the change in the size of the rabbit population over a few years.   number of rabbits time  / years... .     fig. 7.1      complete fig. 7.1 by labelling the four phases of this population growth.   \u007f death (use letter d)  \u007f exponential (log) (use letter e)  \u007f lag (use letter l)  \u007f stationary (use letter s)                                 write the letters d, e, l and s on fig. 7.1 in the spaces provided. [3]    (b) state three factors that could affect the rate of growth of this rabbit population.   1   2   3  [3]        [total: 6]   ",
            "14": "14  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 8 (a)  all organisms depend on enzymes.       define the term enzyme  and describe the function of enzymes in living organisms.             [3]       (b) samples of an amylase enzyme were incubated with starch at different temperatures.  the rate of starch digestion in each sample was recorded and points plotted on the graph shown in fig. 8.1.    10 20 30 40 50 60 70 8060 50 40 30 2010 0rate of starch digestion /  arbitrary units temperature  / \u00b0c    fig. 8.1   ",
            "15": "15  \u00a9 ucles 2012 0610/21/m/j/12 [turn over  for  examiner's  use  (i) complete this line graph to show the effect of temperature on rate of digestion of  starch by the amylase enzyme by adding the most appropriate line to fig. 8.1.                                                                                           put your line on fig. 8.1. [1]     (ii) using your graph estimate the optimum temperature for this enzyme.   [1]     (iii) suggest the rate of starch digestion at 37 oc.   [1]     (iv) describe the effect of temperature on the rate of starch digestion.          [2]     (v) the enzymes originally incubated at 15  oc and 75  oc did not digest  any starch.  these samples were later incubated at the optimum temperature.       predict what results could be expected in each sample and suggest reasons for  your predictions.             [3]        [total: 11]         ",
            "16": "16  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use 9 (a)  phloem and xylem are two types of tissue in plants.      fig. 9.1 shows a section through a plant stem, a, and a plant leaf, b.    a.. .. b.. ..     fig. 9.1     (i) label the phloem ( p) and the xylem ( x) on both a and b on fig. 9.1.                                             write the letters p and x on both  a and b on fig. 9.1. [2]     (ii) describe two functions of the xylem.   1     2    [2]      (b) translocation takes place in the phloem tissue.     (i) state which materials are translocated in the phloem.      [2]   ",
            "17": "17  \u00a9 ucles 2012 0610/21/m/j/12  for  examiner's  use  (ii) fig. 9.2 shows a plant in the sunlight. the three lines (              ) are arrows, with  no arrow heads, showing the translocation of materials within parts of the plant.    translocation in the stemtranslocation in the leaf translocation in the rootair soil     fig. 9.2       add arrow heads to each  of the  three  lines to show the direction of translocation in  the organs shown.                                         put one arrow head on each of the three  lines on fig. 9.2 [3]        [total: 9]   ",
            "18": "18  \u00a9 ucles 2012 0610/21/m/j/12  blank page",
            "19": "19  \u00a9 ucles 2012 0610/21/m/j/12  blank page",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2012 0610/21/m/j/12  blank page "
        },
        "0610_s12_qp_22.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_22/4rp  \u00a9 ucles 2012  [turn over       *1219061121* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  may/june 2012     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, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 1 fig. 1.1 shows five types of bird that are unable to fly.    a b c d e   fig 1.1   ",
            "3": "3  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  use the key to identify each of the birds shown in fig. 1.1.     write the name of each bird in the correct box in table 1.1.    key     name of bird    1 (a)  bird with webbed feet (webs of skin between toes)     (b)  bird without webbed feet (no webs of skin between toes)  2 (a)  bird with tufts of feathers near the eyes    (b)  bird with no tufts of feathers near the eyes    3 (a)  bird with crest on head    (b)  bird without crest on head   4 (a)  bird with very long neck     (b)  bird with short neck     go to 2  go to 3  e. crestatus p. adeliae    c. casuarius go to 4   s. camelus  a. australis      table 1.1    bird name of bird  a   b   c   d   e       [5]        [total: 5] ",
            "4": "4  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 2 (a)  fig. 2.1 shows a section through the heart.    abcd e f g hv     fig. 2.1    (i) table 2.1 lists functions of parts of the heart and associated blood vessels.        complete the table by identifying which structure, a to h, carries out each of the  following functions.     table 2.1    function letter  vessel returning blood from the body   chamber which pumps blood to the body   vessel which carries blood to the lungs   vessel which carries blood at the highest  pressure       [4]     (ii) describe the function of structure v.      [2]     ",
            "5": "5  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (b) a person\u2019s pulse rate rises as they run a race.    (i) explain why the pulse rate rises during the race.             [3]     (ii) describe how you could measure the pulse rate of a person.         [2]        [total: 11]         ",
            "6": "6  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 3 (a)  fig. 3.1 shows variegated (green and white) leaves on a destarched plant. part of one  of the leaves was covered.     leaf  cove r green area white area     fig. 3.1     (i) the plant was left in bright light for 24 hours and then the cover was removed from  the leaf. the leaf was tested for the presence of starch.     leaf with cover removedgreen areawhite area original positionof coverlk mn     fig. 3.2      suggest which areas of the leaf, as shown in fig. 3.2, would have contained starch  after 24 hours.   table 3.1    area contains starch key  k \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.../checkbld  =  starch present  l \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...x  =  starch absent  m \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...  n \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...                                                                                         record your suggestions in table 3.1. [2]   ",
            "7": "7  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (ii) give reasons for your suggestions for areas k and l.    area k         area l        [4]     (iii) starch is formed from a simple carbohydrate.       name the process, carried out by plants, that produces this simple carbohydrate.   [1]     (iv) state which gas is released from the leaf when this simple carbohydrate is being  produced.    [1]       (b) magnesium ions are needed to form the green pigment in the leaf.    (i) state where magnesium ions enter a plant.     [1]     (ii) suggest how magnesium ions enter a plant.         [2]        [total: 11]       ",
            "8": "8  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 4 fig. 4.1 shows a section through the male reproductive system.    ba     fig. 4.1    (a) (i)  name the structures labelled a and b.   a   b  [2]     (ii) on fig 4.1 label with a line and the letter t where the hormone testosterone is  produced.                                                                                  put the line and letter on fig. 4.1 [1]    (iii) name the stage in a male child\u2019s development when the secondary sexual  characteristics appear.    [1]     (iv) sometimes athletes attempt to cheat by taking performance enhancing drugs such  as testosterone.        suggest two ways in which taking testosterone may give them an unfair advantage  in a competition.  1     2    [2]     ",
            "9": "9  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (b) if a man damages his hip he might require an x-ray.     suggest why it is important to protect his testes from radiation, such as x-rays.            [3]        [total: 9]     ",
            "10": "10  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 5 tropical rainforest is one of the habitats with the greatest number of species on the earth  but it is being rapidly destroyed.     (a) table 5.1 shows data from six countries that have large areas of tropical rainforest.    table 5.1    country area of rainforest in 1990  / thousand ha area of rainforest in 2005   / thousand ha  brazil 520 027 477 695  ecuador   13 817   10 853  indonesia 116 567   88 497  madagascar   13 692   12 855  philippines   10 561    7 181  venezuela   52 026   47 713      (i) which country had the largest area of tropical rainforest in 2005?   [1]     (ii) calculate the total area of rainforest lost in the philippines between 1990 and  2005.           answer =    thousand ha [1]     (iii) in the space below calculate the percentage of tropical rainforest lost in the  philippines between 1990 and 2005. show your working.                 answer =    % [2]   ",
            "11": "11  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (b) one method of deforestation is to remove the large trees for timber and then burn the  rest of the vegetation.     explain why deforestation is considered harmful to the environment.                 [4]        [total: 8]     ",
            "12": "12  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 6 a person\u2019s blood glucose concentration should remain within narrow limits.     (a) (i)  name the process that keeps conditions inside the body within narrow limits.   [1]     (ii) name the main process that uses glucose from the blood.    [1]      (b) the graph, fig. 6.1, shows the blood glucose concentration of a boy over 14 hours.    6 am8 am10 am12 noon time of day2 pm4 pm6 pm8 pm meal160 140120100 80 60 40 0blood glucose/  mg per 100  cm3 bloodleaves schoolleaves school leaves school     fig. 6.1   ",
            "13": "13  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use   the boy had a meal at about 7.45  am.      (i) what was the boy\u2019s blood glucose concentration before this meal?     mg per 100  cm3 blood [1]     (ii) what was the boy\u2019s maximum blood glucose concentration after this meal?      mg per 100  cm3 blood [1]       (c) after the meal the boy\u2019s pancreas secreted  a hormone that helped to remove excess  glucose from the blood and store it.      (i) on fig. 6.1 mark with a letter g when the pancreas started to secrete this  hormone. [1]    (ii) state the form in which glucose is stored in the body.    [1]     (iii) state one organ in the body where this storage occurs.    [1]      (d) on the way home from school, the boy was involved in a fight.      (i) state what happened to the boy\u2019s blood glucose concentration at the start of the  fight.   [1]     (ii) during the fight the boy\u2019s body produced another hormone.      name this hormone.   [1]     (iii) describe three effects this hormone had on the boy\u2019s body.    1    2     3    [3]        [total: 12]   ",
            "14": "14  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 7 fig. 7.1 shows a bee visiting a flower.    bee petal   fig. 7.1     (a) (i)  state one advantage to the bee of its visit to this flower.    [1]     (ii) state one advantage to the flower  of the visit by this bee.     [1]     (iii) suggest two features of the flower that might have attracted the bee to the flower .   1     2    [2]     ",
            "15": "15  \u00a9 ucles 2012 0610/22/m/j/12 [turn over  for  examiner's  use  (b) fig. 7.2 shows the female part of a flower before fertilisation.     pollen grain style female gameteovary attachment to rest of flower     fig. 7.2      describe the events that must take place before a seed can develop.            [3]       (c)  explain why the seed that develops is likely to grow into a plant that is similar, but not  identical, to its parent plants.            [3]        [total: 10]    ",
            "16": "16  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 8 small insect-eating birds are feeding on the caterpillars that are eating the leaves of a tree.  a pair of sparrow hawks is hunting for small birds to feed their young.    (a) fig. 8.1 shows a pyramid of numbers for this food chain.     organisms at each trophic level        fig. 8.1      (i) on fig. 8.1, write the names of the organisms present at each trophic level. [1]    (ii) in the space below draw a pyramid of biomass for this food chain.                        [2]     (iii) state a reason for the different shapes of the two pyramids.     [1]       (b) (i)  name an organism in this food chain that is a herbivore.   [1]     (ii) name an organism that is a carnivore.    [1]     (iii) name a group of organisms that would be part of this food chain but which are not  included in either pyramid.    [1]        [total: 7] ",
            "17": "17  \u00a9 ucles 2012 0610/22/m/j/12  for  examiner's  use 9 fig. 9.1 shows two front views,  s and t, of a human eye in two different light intensities.    s tchanges to   fig. 9.1     (a) (i)  suggest how the light intensity changes from s to t.    [1]     (ii) explain how the changes in the eye, shown in fig. 9.1, were brought about.             [3]     (b) the changes in the appearance of the pupil are known as the \u201cpupil reflex\u201d.       (i) describe the characteristics of a reflex action.        [2]     (ii) suggest how the pupil reflex protects the eye.      [1]        [total: 7] ",
            "18": "18  \u00a9 ucles 2012 0610/22/m/j/12  blank page",
            "19": "19  \u00a9 ucles 2012 0610/22/m/j/12  blank page",
            "20": "20    copyright acknowledgements:    question 1  photograph question 1  photograph question 1  photographs question 5a \u00a9  university of edinburgh;  http://www.nhc.ed.ac. uk/index.php?page=493.457.461 .  \u00a9  http://www.communigate.co. uk/ne/penguins /page7.phtml .  \u00a9  austin & singer;  birds of the world;   the reprint society;  1962.  \u00a9  adapted:  http://rainforest s.mongabay.com/deforestation.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2012 0610/22/m/j/12  blank page "
        },
        "0610_s12_qp_23.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_23/fp  \u00a9 ucles 2012  [turn over       *4527425690* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  may/june 2012     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, highlighters, glue or correction fluid.  do not  write in any barcodes.   answer all questions.  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.   ",
            "2": "2  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 1 fig. 1.1 shows five types of bird that are unable to fly.    a b c d e   fig 1.1   ",
            "3": "3  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  use the key to identify each of the birds shown in fig. 1.1.     write the name of each bird in the correct box in table 1.1.    key     name of bird    1 (a)  bird with webbed feet (webs of skin between toes)     (b)  bird without webbed feet (no webs of skin between toes)  2 (a)  bird with tufts of feathers near the eyes    (b)  bird with no tufts of feathers near the eyes    3 (a)  bird with crest on head    (b)  bird without crest on head   4 (a)  bird with very long neck     (b)  bird with short neck    go to 2  go to 3  e. crestatus p. adeliae    c. casuarius go to 4   s. camelus  a. australis     table 1.1    bird name of bird  a   b   c   d   e       [5]        [total: 5] ",
            "4": "4  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 2 (a)  fig. 2.1 shows a section through the heart.    abcd e f g hv     fig. 2.1    (i) table 2.1 lists functions of parts of the heart and associated blood vessels.        complete the table by identifying which structure, a to h, carries out each of the  following functions.     table 2.1    function letter  vessel returning blood from the body   chamber which pumps blood to the body   vessel which carries blood to the lungs   vessel which carries blood at the highest  pressure       [4]     (ii) describe the function of structure v.      [2]     ",
            "5": "5  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (b) a person\u2019s pulse rate rises as they run a race.    (i) explain why the pulse rate rises during the race.             [3]     (ii) describe how you could measure the pulse rate of a person.         [2]        [total: 11]         ",
            "6": "6  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 3 (a)  fig. 3.1 shows variegated (green and white) leaves on a destarched plant. part of one  of the leaves was covered.     leaf  cove r green area white area     fig. 3.1     (i) the plant was left in bright light for 24 hours and then the cover was removed from  the leaf. the leaf was tested for the presence of starch.     leaf with cover removedgreen areawhite area original positionof coverlk mn     fig. 3.2      suggest which areas of the leaf, as shown in fig. 3.2, would have contained starch  after 24 hours.   table 3.1    area contains starch key  k \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.../checkbld  =  starch present  l \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...x  =  starch absent  m \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...  n \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...                                                                                         record your suggestions in table 3.1. [2]   ",
            "7": "7  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (ii) give reasons for your suggestions for areas k and l.    area k         area l        [4]     (iii) starch is formed from a simple carbohydrate.       name the process, carried out by plants, that produces this simple carbohydrate.   [1]     (iv) state which gas is released from the leaf when this simple carbohydrate is being  produced.    [1]       (b) magnesium ions are needed to form the green pigment in the leaf.    (i) state where magnesium ions enter a plant.     [1]     (ii) suggest how magnesium ions enter a plant.         [2]        [total: 11]       ",
            "8": "8  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 4 fig. 4.1 shows a section through the male reproductive system.    ba     fig. 4.1    (a) (i)  name the structures labelled a and b.   a   b  [2]     (ii) on fig 4.1 label with a line and the letter t where the hormone testosterone is  produced.                                                                                  put the line and letter on fig. 4.1 [1]    (iii) name the stage in a male child\u2019s development when the secondary sexual  characteristics appear.    [1]     (iv) sometimes athletes attempt to cheat by taking performance enhancing drugs such  as testosterone.        suggest two ways in which taking testosterone may give them an unfair advantage  in a competition.  1     2    [2]     ",
            "9": "9  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (b) if a man damages his hip he might require an x-ray.     suggest why it is important to protect his testes from radiation, such as x-rays.            [3]        [total: 9]     ",
            "10": "10  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 5 tropical rainforest is one of the habitats with the greatest number of species on the earth  but it is being rapidly destroyed.     (a) table 5.1 shows data from six countries that have large areas of tropical rainforest.    table 5.1    country area of rainforest in 1990  / thousand ha area of rainforest in 2005   / thousand ha  brazil 520 027 477 695  ecuador   13 817   10 853  indonesia 116 567   88 497  madagascar   13 692   12 855  philippines   10 561    7 181  venezuela   52 026   47 713      (i) which country had the largest area of tropical rainforest in 2005?   [1]     (ii) calculate the total area of rainforest lost in the philippines between 1990 and  2005.           answer =    thousand ha [1]     (iii) in the space below calculate the percentage of tropical rainforest lost in the  philippines between 1990 and 2005. show your working.                 answer =    % [2]   ",
            "11": "11  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (b) one method of deforestation is to remove the large trees for timber and then burn the  rest of the vegetation.     explain why deforestation is considered harmful to the environment.                 [4]        [total: 8]     ",
            "12": "12  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 6 a person\u2019s blood glucose concentration should remain within narrow limits.     (a) (i)  name the process that keeps conditions inside the body within narrow limits.   [1]     (ii) name the main process that uses glucose from the blood.    [1]      (b) the graph, fig. 6.1, shows the blood glucose concentration of a boy over 14 hours.    6 am8 am10 am12 noon time of day2 pm4 pm6 pm8 pm meal160 140120100 80 60 40 0blood glucose/  mg per 100  cm3 bloodleaves schoolleaves school leaves school     fig. 6.1   ",
            "13": "13  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use   the boy had a meal at about 7.45  am.      (i) what was the boy\u2019s blood glucose concentration before this meal?     mg per 100  cm3 blood [1]     (ii) what was the boy\u2019s maximum blood glucose concentration after this meal?      mg per 100  cm3 blood [1]       (c) after the meal the boy\u2019s pancreas secreted  a hormone that helped to remove excess  glucose from the blood and store it.      (i) on fig. 6.1 mark with a letter g when the pancreas started to secrete this  hormone. [1]    (ii) state the form in which glucose is stored in the body.    [1]     (iii) state one organ in the body where this storage occurs.    [1]      (d) on the way home from school, the boy was involved in a fight.      (i) state what happened to the boy\u2019s blood glucose concentration at the start of the  fight.   [1]     (ii) during the fight the boy\u2019s body produced another hormone.      name this hormone.   [1]     (iii) describe three effects this hormone had on the boy\u2019s body.    1    2     3    [3]        [total: 12]   ",
            "14": "14  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 7 fig. 7.1 shows a bee visiting a flower.    bee petal   fig. 7.1     (a) (i)  state one advantage to the bee of its visit to this flower.    [1]     (ii) state one advantage to the flower  of the visit by this bee.     [1]     (iii) suggest two features of the flower that might have attracted the bee to the flower .   1     2    [2]     ",
            "15": "15  \u00a9 ucles 2012 0610/23/m/j/12 [turn over  for  examiner's  use  (b) fig. 7.2 shows the female part of a flower before fertilisation.     pollen grain style female gameteovary attachment to rest of flower     fig. 7.2      describe the events that must take place before a seed can develop.            [3]       (c)  explain why the seed that develops is likely to grow into a plant that is similar, but not  identical, to its parent plants.            [3]        [total: 10]    ",
            "16": "16  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 8 small insect-eating birds are feeding on the caterpillars that are eating the leaves of a tree.  a pair of sparrow hawks is hunting for small birds to feed their young.    (a) fig. 8.1 shows a pyramid of numbers for this food chain.     organisms at each trophic level        fig. 8.1      (i) on fig. 8.1, write the names of the organisms present at each trophic level. [1]    (ii) in the space below draw a pyramid of biomass for this food chain.                        [2]     (iii) state a reason for the different shapes of the two pyramids.     [1]       (b) (i)  name an organism in this food chain that is a herbivore.   [1]     (ii) name an organism that is a carnivore.    [1]     (iii) name a group of organisms that would be part of this food chain but which are not  included in either pyramid.    [1]        [total: 7] ",
            "17": "17  \u00a9 ucles 2012 0610/23/m/j/12  for  examiner's  use 9 fig. 9.1 shows two front views,  s and t, of a human eye in two different light intensities.    s tchanges to   fig. 9.1     (a) (i)  suggest how the light intensity changes from s to t.    [1]     (ii) explain how the changes in the eye, shown in fig. 9.1, were brought about.             [3]     (b) the changes in the appearance of the pupil are known as the \u201cpupil reflex\u201d.       (i) describe the characteristics of a reflex action.        [2]     (ii) suggest how the pupil reflex protects the eye.      [1]        [total: 7] ",
            "18": "18  \u00a9 ucles 2012 0610/23/m/j/12  blank page",
            "19": "19  \u00a9 ucles 2012 0610/23/m/j/12  blank page",
            "20": "20    copyright acknowledgements:    question 1  photograph question 1  photograph question 1  photographs question 5a \u00a9  university of edinburgh;  http://www.nhc.ed.ac. uk/index.php?page=493.457.461 .  \u00a9  http://www.communigate.co. uk/ne/penguins /page7.phtml .  \u00a9  austin & singer;  birds of the world;   the reprint society;  1962.  \u00a9  adapted:  http://rainforest s.mongabay.com/deforestation.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2012 0610/23/m/j/12    blank page     "
        },
        "0610_s12_qp_31.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib12 06_0610_31/5rp  \u00a9 ucles 2012  [turn over       *6509236855* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2012     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 1 (a)  fig. 1.1 is a diagram of the human digestive system.    a b c d e fghj     fig. 1.1    use the letters from fig. 1.1 to complete table 1.1 to give the part of the human digestive system that is identified by each function.    write one letter only in each box. you may use the same letter more than once. there are some  letters that you will not use. the first one has been done for you.   table 1.1    function letter  peristalsis b  protein digestion   insulin production   deamination   partially digested food is mixed with bile   most water is reabsorbed       [5] ",
            "3": "3  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  the human diet provides nutrients for the synthesis of biological molecules that make up  cells, cell products and tissues.    (b) (i) complete table 1.2 to show the nutrients that are absorbed from food to  synthesise the large molecules listed.     table 1.2    large molecules nutrients absorbed  protein   glycogen   fat       [3]    (ii) mineral ions are required in the human diet in small quantities.       state the mineral ion required for each process:    making bone  making haemoglobin.  [2]     (iii) state another type of nutrient required in the human diet in small quantities.    [1]      ",
            "4": "4  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  (c) one role of nutrients is to provide materials for the repair of damaged tissues.     fig. 1.2 shows the events that happen after a cut to the skin.   immediately after the cut 24 hours later 3 to 7 days later 2 weeks laterepidermis damaged capillaryreleased bloodscab blood clot phagocytes new capillary   fig. 1.2      use the information in fig. 1.2 to describe what happens to seal the wound in the skin  and repair the skin tissue.                     [5]        [total: 16]",
            "5": "5  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use 2 the gal\u00e1pagos islands in the pacific ocean have many species of animals and plants that  live nowhere else. iguanas are large herbivorous reptiles. four species of iguana live on the gal\u00e1pagos islands:    \u007f marine iguana,               amblyrhynchus cristatus   \u007f land iguana,                 conolophus subcristatus   \u007f santa fe land iguana,   conolophus pallidus   \u007f pink land iguana,         conolophus rosada     fig. 2.1 shows a marine iguana.       fig. 2.1    (a) reptiles and mammals are both vertebrates.      state three features of mammals that are not found in reptiles.  1  2   3  [3]     ",
            "6": "6  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  (b) the marine iguana, a. cristatus , feeds on seaweed and must therefore dive several  metres into the cold waters that surround the gal\u00e1pagos islands. iguanas can only stay in the water for a short length of time, un til their body temperature drops too low.  mammals of an equivalent size, such as sea otters, can stay in cold water for a long time.      explain how some mammals are able to stay in cold water for a long time.                     [5]       land iguanas live on isabela, the largest isl and in the gal\u00e1pagos. in 1986, some rangers  from the gal\u00e1pagos national park found a population of pink land iguanas living at the northern end of the island. these iguanas have been studied in detail and are now  classified as a new species, c. rosada .     (c) define the term population.         [2]      (d) suggest how a study of the dna of iguanas helps to classify them.       [1]     ",
            "7": "7  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  (e) the international union for the conservation of nature describes these iguanas as  vulnerable. this means that their populations are likely to become extinct.     suggest two reasons why it is important to conserve individual species, such as the  four species of iguana on the gal\u00e1pagos islands.  1     2    [2]        [total: 13]   ",
            "8": "8  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 3 in sichuan, in china, a sauce is made from broad bean seeds that have germinated and  then have been left to ferment.    fig. 3.1 shows a germinating broad bean seed.   k l m n   fig. 3.1     (a) name k to n.  k   l   m   n  [4]      broad beans contain starch. the germinating beans are colonised by yeasts and other  fungi, such as aspergillus .      aspergillus  grows over the surface of beans and di gests starch. it has a body made of thin  threads that secrete enzymes, such as amylase.    (b) name the thin threads that make up the body of a fungus, such as aspergillus .   [1]     ",
            "9": "9  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  (c) the action of enzymes is often explained in terms of the \u2018lock and key\u2019 model as shown  in fig. 3.2.     substrate enzyme       fig. 3.2      use the information in fig. 3.2 to explain how enzymes work to break down nutrient  materials, such as starch.                [4]     ",
            "10": "10  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  enzymes in bean seeds are activated during germination. some of these enzymes break  down protein stored in the seeds.     a large number of bean seeds were soaked and germinated. researchers took samples of  germinating seeds over a period of 15 days. the seeds were chopped into small pieces and  crushed with water to make an extract. equal quantities of the extracts were placed into  protein solutions at ph 5 and at ph 8.     the activity of the enzymes in each extract was determined by recording how quickly the  protein was broken down.  the results are shown in fig. 3.3.    0246 time  / days81 0 1 2 1 4 1640 353025201510 50enzyme activity /  arbitrary unitsph 8 ph 5     fig. 3.3     (d) describe the activity of the enzymes in the extracts at ph 5 over 15 days.             [3]  ",
            "11": "11  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  (e) the researchers concluded that the beans contained two different enzymes that break  down protein.      state the evidence from fig. 3.3 for this conclusion.             [3]        [total: 15] ",
            "12": "12  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 4 fig. 4.1 is an electron micrograph of some red blood cells and lymphocytes.        fig. 4.1    (a) lymphocytes respond to infection by making and releasing special protein molecules  called antibodies.      describe how antibodies provide protection from diseases caused by viruses and  bacteria.             [3]     ",
            "13": "13  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  red blood cells have special molecules on their cell membranes. these are known as  antigens and they stimulate the production of antibodies. these antigens also determine a person\u2019s blood group.    before carrying out kidney transplants, it is im portant to check that the blood group of the  donor matches the blood group of the recipient. this is called blood typing. it is necessary  because blood group antigens are present on the inner lining of blood vessels in the kidney.    (b) explain what would happen if a kidney from a person with blood group a was  transferred into the body of a person with blood group o.          [2]      tissue typing is carried out before transplanting a kidney. this makes sure that there is a  close match between the donated kidney and the recipient.  however, it is possible to carry  out transplants of the cornea without blood typing or tissue typing.    (c) suggest why it is possible to transplant corneas successfully without carrying out any  tissue typing or blood typing.       [1]     ",
            "14": "14  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  the gene for the abo blood group has three alleles, ia, ib and io.    (d) a person with blood group o has parents who have blood groups a and b.     complete the genetic diagram to show how this is possible.      use the symbols, i a, ib and io, for the blood group alleles.     parental phenotypes parental genotypes gametes offspring genotype offspring phenotypeblood group b ... .   .blood group a ... .   .\u00d7 \u00d7+ ... blood group o       [3]    (e) use your answer to (d) to give examples of the following. the first one has been  completed for you.     term example  a dominant allele ia  heterozygous genotype \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  codominant alleles \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  phenotype \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      [3]       [total: 12] ",
            "15": "15  \u00a9 ucles 2012 0610/31/m/j/12 [turn over            blank page",
            "16": "16  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 5 fig. 5.1 shows the structure of the placenta and parts of the fetal and maternal circulatory  systems.    v w y x t z   fig. 5.1    (a) (i) complete table 5.1 by listing the blood vessels that carry oxygenated blood. use  the letters in fig. 5.1 to identify the blood vessels.     table 5.1    circulatory system blood vessels that carry  oxygenated blood  maternal   fetal       [2]    (ii) name structure t and describe what happens to it after birth.          [2]   ",
            "17": "17  \u00a9 ucles 2012 0610/31/m/j/12 [turn over  for  examiner's  use  (iii) the placenta is adapted for the exchange of substances between the maternal  blood and the fetal blood.       describe the exchanges that occur across the placenta to keep the fetus alive and  well.                 [4]       (b) the placenta secretes the hormones oestrogen and progesterone.     describe the roles of these hormones during pregnancy.             [3]        [total: 11] ",
            "18": "18  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use 6 in south america, forests have been cut down to provide land for cattle grazing and for  growing crops, such as soya beans.     fig. 6.1 shows an area before deforestation and after the planting of soya. occasionally  small areas of forest are left if the land cannot support agriculture.        fig. 6.1     (a) suggest the disadvantages of removing the forest from all but small areas of land.            [3]       (b) much of the soya is used to feed farm animals rather than to make foods that humans  can eat.      explain the advantages of using soya as food for humans rather than for farm animals.            [3]  ",
            "19": "19  \u00a9 ucles 2012 0610/31/m/j/12  for  examiner's  use  (c) much of the cleared forest in south america is used as land for cattle grazing.     the clearing of forest and keeping large numbers of cattle have severe effects on the  environment, especially the atmosphere.       outline the effects of forest clearance and cattle farming on the atmosphere.            [3]       (d) yields from crops grown on soils like those in fig. 6.1 are likely to decrease over time.      state reasons for the likely decrease in yields.   1     2    [2]       (e) forest products are used in the manufacture of paper.     explain the environmental advantages  of recycling paper.        [2]        [total: 13]   ",
            "20": "20    copyright acknowledgements:    figure 1.2 figure 2.1  photograph figure 3.2  figure 4.1  photograph  figure 6.1  photographs \u00a9  http://ethesis.hels inki.fi/julkaisut /laa/kliin/vk/v aalamo/fig3.gif.  \u00a9  steve allen;  ref:  88176896;  marine iguanas on rocks by ocean;   getty images.  \u00a9  r usha & m singh;  proteases of germinating winged-bean (ps ophocarpus tetragonolobus) seeds: puri fication and char acterization of an  acidic protease;   biochem.j;  1996;  313;  http://www.biochemj.or g/bj/313/0423/3130423.pdf.  \u00a9  dr david phillips ;  ref:  vis901045;  human blood showing red blood cells (erythrocytes) and white blood cells (l eukocytes).  sem;  getty  images. \u00a9  erik sampers & sambaphoto/ana ce;  refs:  91799180 & 78543891;  river in jungle;  soya plantation, ms, brazil;   getty images.     permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.    university of 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.   \u00a9 ucles 2012 0610/31/m/j/12  blank page "
        },
        "0610_s12_qp_32.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 06_0610_32/5rp  \u00a9 ucles 2012  [turn over       *5349921 848* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2012     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, highlighters, glue or correction fluid. do not  write in any barcodes.   answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2012 0610/32/m/j/12   blank page",
            "3": "3  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use 1 fig. 1.1 a shows a cell from the lining of the alimentary canal.     fig. 1.1 b shows a cell from the lining of a kidney tubule.     both cells absorb substances into the blood.    cc ab   fig. 1.1     (a) name the structures labelled c on the cells in fig. 1.1.   [1]     (b) list three substances that are absorbed by both  cells shown in fig. 1.1.  1   2   3  [3]     (c) explain how both  cells shown in fig. 1.1 are adapted for absorption of substances into  the blood.           [2]     (d) name the part of the alimentary canal that is lined by the cells shown in fig. 1.1 a.     [1]        [total: 7]   ",
            "4": "4  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use 2 (a)  define the term growth .         [2]      some students investigated the responses of tomato seedlings to receiving light from one  side (unidirectional light).     the students germinated tomato seeds in the dark and then placed the seedlings in   test-tubes with water. the seedlings were treated in four different ways, e to h, as shown in  fig. 2.1. the responses of the seedlings are shown in fig. 2.2.    ef g h lightcover that light cannot get through     fig. 2.1    ef g h light     fig. 2.2     ",
            "5": "5  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (b) name the response shown by the tomato seedling, f, which has bent 90\u00ba towards the  light.   [2]       (c) using the results shown in fig. 2.2, suggest what conclusions may be made about how  the tomato seedlings detected the stimulus of unidirectional light.    you may refer to the seedlings by the letters e to h.                 [3]      (d) explain the advantage of the response shown by seedlings to unidirectional light.           [2]      (e) responses to light are coordinated by plant growth substances known as auxins.      explain the role of auxins in coordinating the response.           [2]   ",
            "6": "6  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  (f)  research workers in india tested the hypothesis that pigments in tomato seedlings  detect blue light. they used a variety of tomato seedling that does not have the ability  to make a certain pigment.       these seedlings and a control group of seedlings were grown in the dark and then  exposed to unidirectional blue light for 360 minutes.      the scientists measured the degree of bending of the seedlings at intervals during the  360 minutes. their results are shown in fig. 2.3.    0 60 120 180 time  / min240 300 36080 70605040302010 0control group degree ofbending nopigment     fig. 2.3      (i) describe the results shown in fig. 2.3.                  [4]   ",
            "7": "7  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (ii) suggest an explanation for the differences between the responses of the two  groups of seedlings.              [2]        [total: 17]   ",
            "8": "8  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use 3 the red slender loris, loris tardigradus , is a nocturnal mammal that feeds at night on  flowers, fruit and a variety of small animals. it is found in forest ecosystems in south asia.     fig. 3.1 shows a red slender loris.       fig. 3.1    (a) explain the meaning of the term ecosystem .         [2]      (b) state three ways in which mammals, such as the red slender loris, differ from other  groups of vertebrates.   1   2   3  [3]     ",
            "9": "9  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (c) the large eyes of the red slender loris show that it is well adapted for a nocturnal way  of life.       suggest other features that the animal is likely to have that are adaptations to being  active at night.            [2]      two species of slender loris are found in sri lanka, the grey slender loris, l. lydekkerianus ,  and l. tardigradus .    the international union for conservation of nature describes the red slender loris as  endangered. horton plains national park in sri lanka is one of the few places where         l. tardigradus  is found.    (d) discuss why areas of land, such as the horton plains national park, must be  conserved.                 [4]      (e) state how scientists could show that two populations of slender loris belong to the  same species or to two different species.       [1]        [total: 12] ",
            "10": "10  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use 4 fig. 4.1 shows a vertical section of a human heart.    j m k lvalve o valve n     fig. 4.1     (a) identify the blood vessels labelled j to m.  j   k   l   m  [4]    ",
            "11": "11  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (b) sensors that detect changes in blood pre ssure were placed into the blood vessels  surrounding the heart. recordings were taken at the times when the ventricles  contracted and when they relaxed.     the blood pressures recorded are shown in table 4.1.    table 4.1    blood pressure / kpa  blood vessel  contraction of the ventricles relaxation of the ventricles  j 16.0 10.0  k   0.3   0.3  l   0.3   0.3  m   2.0   0.5    (i) explain why the pressure in blood vessel j is greater than the pressure in blood  vessel m.           [2]     (ii) explain why the pressure in blood vessels k and l is much less than the pressure  in blood vessels j and m.         [2]     ",
            "12": "12  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  (c) explain how the valves at n and o maintain one-way flow of blood through the heart.                 [4]       (d) other than in the heart, state where valves similar to those at o are found in the  circulatory system.     [1]        [total: 13]      ",
            "13": "13  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use 5 fig. 5.1 shows the human male reproductive system and part of the urinary system.    a b c d e fghj   fig. 5.1     (a) complete table 5.1 by identifying the structure in the male reproductive system shown  in fig. 5.1 that carries out each of the functions listed.       write one letter only in each box. you may use the same letter more than once. there  are some letters that you will not use. the first one has been done for you.    table 5.1    function structure  stores urine a  produces gametes   produces seminal fluid   moves gametes by peristalsis   produces testosterone         [4]   ",
            "14": "14  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  (b) describe how human male gametes differ from human female gametes.                    [4]      (c)  some women have difficulty becoming pregnan t. they can be helped by taking fertility  drugs. they can also be helped by artificial insemination.    (i) describe how fertility drugs help women to become pregnant.              [3]     (ii) describe how artificial insemination is carried out.          [2]        [total: 13] ",
            "15": "15  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use 6 nitrogen gas makes up about 80  % of the earth\u2019s atmosphere. only those organisms that  are able to fix nitrogen can use it. all other organisms rely on the recycling of nitrogen from  nitrogen-containing compounds, such as proteins and dna. fig. 6.1 shows the nitrogen cycle on a small farm in ghana.    nitrogen (n2) in atmosphere ammonium ions (nh4+) in bacteria in root nodules of legumes amino acids in bacteria in root nodules of legumes amino acids in legumes protein in legumes protein in goat urea in blood of goat amino acids in intestine of goatnitrate ions (no3\u2013) in soil ammonium ions (nh4+) in soil urea in urine of goatprotein in faeces of goat qp rs qtu     fig. 6.1     (a) complete table 6.1 by identifying the processes, p to u, in the nitrogen cycle shown in  fig. 6.1.       one process, s, has been completed for you.    table 6.1    stage process  p   q   r   s deamination  t   u       [5] ",
            "16": "16  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  it is difficult to improve legume crops by traditional plant breeding methods. scientists in  ghana have used a different approach. they exposed seeds of two varieties of winged  bean, psophocarpus tetragonolobus , to ionising radiation.     seeds that had been exposed to radiation (irradiated seeds) and seeds that had not been  irradiated were grown under identical conditions.    after 45 days, the numbers of root nodules on the plants that grew from these seeds were  recorded. the dry mass of the root nodules on each plant was also determined and  recorded.     the results of the investigation are shown in table 6.2.   table 6.2     variety 1 variety 2  feature non-irradiated irradiated non-irradiated irradiated  mean number of nodules per plant at 45 days 12 21 7 21  mean dry mass of nodules per plant at 45 days / g 0.09 0.21 0.14 0.24      (b) use the results in table 6.2 to describe the effect of radiation on the plants in both  varieties.             [3]     ",
            "17": "17  \u00a9 ucles 2012 0610/32/m/j/12 [turn over  for  examiner's  use  (c) suggest and explain what happens to the seeds when they are exposed to ionising  radiation.          [2]      (d) researchers use plants that show useful features in selective breeding to improve  varieties of the winged bean. the improvement of winged beans by selective breeding is an example of artificial selection.     suggest how selective breeding is carried out with plants.                 [4]       (e) scientists in australia have put a gene from the bacterium bacillus thuringiensis  (bt)  into the cowpea, an important crop in africa. this gene gives resistance against the  cowpea pod borer, an insect pest that reduces the yield of cowpeas.     explain how the method used by the australian scientists differs from the technique  used by the ghanaian scientists.         [2]     ",
            "18": "18  \u00a9 ucles 2012 0610/32/m/j/12  for  examiner's  use  (f) legumes, such as cowpeas and winged beans, are grown in between maize plants in a  method known as intercropping.       suggest the advantages to farmers of growing legumes and maize together in the  same field at the same time.         [2]        [total: 18]    ",
            "19": "19  \u00a9 ucles 2012 0610/32/m/j/12  blank page",
            "20": "20      permission to reproduce items where t hird-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2012 0610/32/m/j/12  blank page "
        },
        "0610_s12_qp_33.pdf": {
            "1": "    this document consists of 19 printed pages and 5 blank pages.  ib12 06_0610_33/2rp  \u00a9 ucles 2012  [turn over       *2436057238* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  may/june 2012     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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer all questions.   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.   ",
            "2": "2  \u00a9 ucles 2012 0610/33/m/j/12  blank page ",
            "3": "3  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use 1 fig. 1.1 shows a goliath beetle, goliathus giganteus .        fig. 1.1      (a) state two features, visible in fig. 1.1 , that show that goliathus giganteus  is an  arthropod.  1  2  [2]        ",
            "4": "4  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  various arthropods are pests of date palms and  cause much damage to this important crop  throughout the middle east.    fig. 1.2 shows eight species of arthropod that are pests of date palms.   a b d ec g hf     fig. 1.2",
            "5": "5  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (b) use the key to identify each species. write the letter of each species, b to h, in the  correct box in the key. one, a, has been done for you.    key        [4]   1 (a) wings present go to 2      (b) wings absent   go to 7   2 (a) back legs adapted for jumping schistocerca gregaria a     (b) back legs not adapted for  jumping go to 3   3 (a) two pairs of wings go to 4      (b) one pair of wings drosophila melanogaster .  4 (a) wings with hairs go to 5      (b) wings with no hairs go to 6   5 (a) hairs on back wings longer  than width of back wing ephestia cautella .     (b) hairs on back wings shorter  than width of back wing batrachedra amydraula .  6 (a) thorax with spots rhynchophorus ferrugineus .     (b) thorax with no spots oryctes agamemnon .  7 (a) three pairs of legs microcerotermes diversus .     (b) four pairs of legs   oligonychus afrasiaticus . ",
            "6": "6  \u00a9 ucles 2012 0610/33/m/j/12  blank page   ",
            "7": "7  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  pesticides can be sprayed onto date palms to kill pests. this can damage the environment.    (c) outline the damage to the environment that may be done by spraying pesticides.                    [4]       an alternative to using pesticides is biological control.    the senegalese grasshopper is a serious pest in west africa. a fungal parasite of  grasshoppers is used as a means of biological control. spores of the fungus are sprayed  onto populations of grasshoppers.     an investigation was carried out to compare this biological control with a pesticide.     three fields were treated as follows:    \u007f sprayed with fungal spores  \u007f sprayed with pesticide  \u007f not sprayed    (d) explain why one field was not sprayed.     [1]     ",
            "8": "8  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  the population density of grasshoppers was recorded for 22 days after spraying. the  results are shown in fig. 1.3.    0 5 10 15 20 2525 201510 5 0mean population of senegalesegrasshoppers  / number per m2 time  / daystime of sprayingfield not sprayed field sprayed with pesticide field sprayed with fungalspores     fig. 1.3     (e) (i) describe the effects of the two sprays on the populations of grasshoppers. you will  gain credit if you use data from fig. 1.3 to support your answer.  pesticide            fungal spores           [5]   ",
            "9": "9  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (ii) explain the differences between the effects of the pesticide and the fungal spores  on the grasshoppers, as shown in fig. 1.3.                     [4]        [total: 20] ",
            "10": "10  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use 2 the light sensitive cells in the eye are known as rods and cones.    fig. 2.1 shows drawings of a rod cell and a cone cell.   rod cell cone cellc ba     fig. 2.1     (a) name the structures labelled a to c.  a   b   c  [3]       (b) (i)  name the tissue in the eye where rods and cones are found.   [1]     (ii) name the parts of this tissue where there are  cones but no rods  no cones or rods  [2]     ",
            "11": "11  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (c) describe how rods and cones function.              [4]        [total: 10] ",
            "12": "12  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use 3 many growers of crops in glasshouses use carbon dioxide enrichment to improve yields.    (a) explain the advantages of carbon dioxide enrichment of glasshouses.         [2]       fig. 3.1 shows the carbon dioxide concentrations inside three glasshouses, d, e and f, on  a hot day with bright sunlight.     \u007f glasshouses d and e received carbon dioxide enrichment and were ventilated by  opening the windows.     \u007f glasshouse f did not receive any extra carbon dioxide and the windows were closed.     the carbon dioxide concentrations in the glasshouses and in the atmosphere were  measured. the concentration in the atmosphere was 0.039  %.    d concentration of co2 = 0.041  %co2e concentration of co2 = 0.070  %f concentration of co2 = 0.020  %co2     fig. 3.1     the rate of uptake of carbon dioxide by the crop plants was measured in grams of carbon  dioxide absorbed per square metre of glasshouse per hour. these results are shown in table 3.1.  table 3.1    glasshouse rate of uptake of carbon dioxide by crop  plants / g per m 2 per hour  d 2.5  e 5.7  f 1.0   ",
            "13": "13  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (b) suggest why it may not be cost effective to maintain a high concentration of carbon  dioxide in glasshouse e compared to the concentration of carbon dioxide in the  atmosphere.            [2]      (c) (i) concentrations of carbon dioxide in all three glasshouses in fig. 3.1 increased at  night. state why this happened.      [1]     (ii) explain why it is important to ventilate glasshouses by opening the windows.                   [4]        [total: 9]   ",
            "14": "14  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use 4 the liver is an organ with a large number of different functions.      fig. 4.1 shows the liver, its blood supply and some other organs. the blood vessels are  labelled p to r.  liveraorta vena cava duodenumbile duct gall bladder rp qfrom heart to heart   fig. 4.1     (a) a person eats a meal containing protein and carbohydrate.       complete table 4.1 to show the blood vessel that has the highest  concentration of  glucose, oxygen and urea as this meal is absorbed.      use the letter, p, q or r to identify each blood vessel.     table 4.1    substance transported by  blood letter of blood vessel in fig. 4.1  glucose \u2026\u2026\u2026  oxygen \u2026\u2026\u2026  urea \u2026\u2026\u2026      write the letters for the blood vessels with the highest  concentration of each  substance in the spaces on table 4.1. [3] ",
            "15": "15  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (b) amino acids are absorbed from the small intestine and transported to the liver.      describe how the liver is involved in the metabolism of amino acids.            [3]      (c) describe the effects on the liver of the following.    (i) insulin released from the pancreas            [2]     (ii) adrenaline released from the adrenal glands          [2]     (iii) excessive long-term consumption of alcohol            [2]   ",
            "16": "16  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  (d) cholesterol can accumulate in the gall bladder to form gall stones. these gall stones  may stop bile flowing from the liver through the bile duct and into the duodenum.     explain the possible effect of gall stones on the digestion of fat.                 [4]        [total: 16]   ",
            "17": "17  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use 5 the egg cell is the female gamete. fig. 5.1 shows an ovum at the time of ovulation. the  ovum is surrounded by a \u2018jelly coat\u2019 and many follicle cells.    0.14  mmegg cell\u2018jelly coat\u2019 follicle cells     fig. 5.1     (a) calculate the magnification of the egg cell as shown in fig. 5.1.     show your working and express your answer to the nearest whole number.       answer =  [2]       (b) state three ways in which the structure  of an egg cell, as shown in fig. 5.1, differs  from the structure  of a sperm cell.   1  2   3  [3]      (c) meiosis is involved in the production of male and female gametes.      explain why it is important that meiosis occurs during the production of gametes.          [2]     ",
            "18": "18  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  some women are unable to become pregnant because they or their partner are infertile.     (d) suggest one reason why a man may be infertile and one reason why a woman may be  infertile.  man       woman      [2]      one way to treat infertility in a woman is to use artificial insemination (ai) using her  partner\u2019s sperm.     the stages involved in ai are as follows.   1. if the doctor decides that ai is suitable, the woman will be given a course of a fertility  drug at an appropriate stage of her menstrual cycle.   2. after two weeks, ultrasound is used to find out when the woman is likely to ovulate.  3. sperm are collected from the man.  4. the sperm are placed into the uterus of the woman near the time of ovulation.  5. the woman is given an injection of a hormone to encourage the corpus luteum in the  ovary to secrete progesterone.    (e) explain why the sperm must be placed in the uterus near the time of ovulation.               [3]     ",
            "19": "19  \u00a9 ucles 2012 0610/33/m/j/12 [turn over  for  examiner's  use  (f) explain why it is important that progesterone is secreted after ovulation.              [3]       (g) the success rate of ai is about 16  %.      suggest how the success rate of ai is calculated.     [2]        [total: 17] ",
            "20": "20  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use 6 (a)  explain why it is important to recycle paper rather than burn it.              [3]       when paper is recycled printing ink has to be removed.    printing ink contains lipid-based compounds. the ink is removed by making the paper into a  pulp and mixing it with lipase for several hours.     scientists in india discovered that the marine bacterium, vibrio alginolyticus , produces  lipase. they carried out an investigation to find out whether using v. alginolyticus  to remove  ink from paper pulp was as effective as mixing it with a solution of lipase.     (b) the bacteria were found to be more effective at removing the ink from the paper pulp  than using the solution of lipase.      suggest why.               [3]     ",
            "21": "21  \u00a9 ucles 2012 0610/33/m/j/12  for  examiner's  use  (c) the scientists also investigated the effect of temperature on the ability of the bacteria to  remove ink from paper pulp. they found that bacteria kept at high temperatures did not remove ink from the paper pulp.      explain why.           [2]        [total: 8]   ",
            "22": "22  \u00a9 ucles 2012 0610/33/m/j/12  blank page",
            "23": "23  \u00a9 ucles 2012 0610/33/m/j/12  blank page",
            "24": "24    copyright acknowledgements:    figure 1.1  photograph   figure 1.2 question 6  \u00a9  maura fermariella;  mounted goliath beetle,  ref:  h465/0284;  sciencve photo library.   \u00a9  the biological control of gra sshoppers and locusts programme;   http://www.lubilosa.org .  \u00a9  mohandass, c & chandralata raghukumar;  biological deinking of inket-printed-paper using vibrio alginolyticus  and its enzymes;    national institute of oceanography;  journal of industrial microbiology an d biotechnology;  2005.     permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.   \u00a9 ucles 2012 0610/33/m/j/12  blank page "
        },
        "0610_s12_qp_51.pdf": {
            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0610_51/3rp  \u00a9 ucles 2012  [turn over       *4937671294* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  may/june 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions      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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    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.   ",
            "2": "2  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  read through the whole question before starting work.   1 you are going to investigate the effects of different concentrations of salt solution on leaf r.    r  is part of a tubular leaf. it is hollow inside.    \u007f cut r into two identical tubular pieces as shown in fig. 1.1.    r identical tubular pieces  fig. 1.1    \u007f gently flatten one tubular piece and cut along its length, through both sides, to give you  two strips, as shown in fig. 1.2.    when flattening and cutting, take care not to crush or damage the tubular leaf.      stripsflattened piece of r     fig. 1.2    \u007f repeat the process with the second piece of tubular leaf cut from r.    you should be left with four strips of leaf.   ",
            "3": "3  \u00a9 ucles 2012 0610/51/m/j/12 [turn over  for  examiner's  use  (a) (i)   \u007f examine the outer surface and the surface which was on the inside of the tubular  leaf.       describe one way in which the outer surface is different from the surface which  was on the inside of the tubular leaf.       [1]      you have been provided with a 10% salt solution, labelled salt solution , and water,  labelled water . you are going to use these to make a 5% salt solution.    \u007f approximately one quarter fill the test-tube with water.  \u007f add an equal volume of 10% salt solution and place the test-tube back in its  container.   you have made a 5% salt solution.    \u007f put the first strip of leaf into the beaker of water.  \u007f put the second strip of leaf into the 5% salt solution in the test-tube.  \u007f put the third strip of leaf into the beaker of 10% salt solution.  \u007f put the fourth strip of leaf onto the piece of filter paper.  \u007f note the time. keep the four strips in these conditions for approximately               15 minutes.      while you are waiting  move on to question 1(c) and question 2.    ",
            "4": "4  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  (ii) after 15 minutes look at the ends  of each strip, without touching them.     draw one end of each strip in table 1.1.    table 1.1    in water in 5% salt solution in 10% salt solution in air   (on the filter paper)                          [4]     (iii)     \u007f remove the strip from the water and the strip from the 10% salt solution.      describe and explain one way in which the strip that had been placed in water  feels different from the strip that had been placed in 10% salt solution.  description     explanation          [4]     (iv) in this investigation, you made up a 5% salt solution.     describe how to make a 2.5%  salt solution, using the equipment provided.         [2]   ",
            "5": "5  \u00a9 ucles 2012 0610/51/m/j/12 [turn over  for  examiner's  use  (v) state one source of error in the method  you used to make the 5% salt solution.      suggest a suitable improvement to the method.  source of error     improvement    [2]      (b) s  is a small piece of the same type of tubular leaf as r.     \u007f cut s into two identical tubular pieces.  \u007f place one piece on the white tile.   \u007f add a few drops of iodine solution to this piece of leaf tissue.     (i) describe what you observe and state your conclusion.  observation   conclusion    [2]     (ii)   \u007f remove the strip of leaf from the test-tube containing 5% salt solution.   \u007f discard the solution from this test-tube.  \u007f put the remaining piece of s into this empty test-tube.  \u007f use the rod to push the piece to the bottom of the test-tube.  \u007f safely test the contents of the test-tube for the presence of protein.  \u007f if you require hot water, raise your hand and it will be brought to you.      describe exactly how you carried out the test.       [2]     (iii) describe what you observed in (b)(ii)  and state your conclusion.  observation   conclusion    [2]  ",
            "6": "6  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  (c) fig. 1.3 shows a photograph through a tubular leaf, similar to r. its actual diameter  was 5 mm.        fig. 1.3      measure the diameter of the tubular leaf shown in fig. 1.3.   diameter        calculate the magnification of the tubular leaf shown in fig. 1.3.   show your working.                magnification  [3]       [total: 22] ",
            "7": "7  \u00a9 ucles 2012 0610/51/m/j/12 [turn over        blank page",
            "8": "8  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use 2 fig. 2.1 shows three arthropods, from two different groups. one is a crustacean.    ab c not to scale.     fig. 2.1     (a) (i) write down the letter that identifies the crustacean.   [1]     (ii) describe two ways, visible in fig. 2.1  in which the crustacean identified in (a)(i)  is  different from the other two arthropods.  1     2    [2]     (iii) the other two arthropods are in a different group from the crustacean.    name this group.   [1]    ",
            "9": "9  \u00a9 ucles 2012 0610/51/m/j/12 [turn over  for  examiner's  use  (b) part of the arthropod labelled c is shown in a rectangle.       make a large, labelled drawing of this part of arthropod c.                                                        [4] ",
            "10": "10  \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  (c) some students studied a population of larvae (young) of arthropod b.     they measured the lengths of 35 of them. these measurements are shown in        table 2.1.     (i) complete table 2.1 by measuring the lengths of the five larvae shown in fig. 2.2.  use the string and ruler to measure them.        fig. 2.2    table 2.1    length / mm 36 48 49 33 57 43 50 44 54 51              length / mm 43 47 45 52 43 56 50 44 49 50              length / mm 42 46 48 54 53 58 47 52 45 55              length / mm 48 49 51 50 50  \u2026\u2026. \u2026\u2026. \u2026\u2026. \u2026\u2026. \u2026\u2026.       record the length of the larvae in table 2.1. [2] ",
            "11": "11  \u00a9 ucles 2012 0610/51/m/j/12 [turn over  for  examiner's  use    (ii) complete the tally chart, table 2.2, to show the number of larvae in each range of lengths.    table 2.2    range of lengths / mm tally frequency  31 - 35  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  36 - 40  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  41 - 45  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  46 - 50  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  51 - 55  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..  56 - 60  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026..      [3]    (iii) use the data from table 2.2 to plot a histogram showing the frequency of each range of lengths.            [4]     ",
            "12": "12    copyright acknowledgements:    photograph a fig. 2.1 photograph b fig. 2.1 photograph c fig. 2.1 \u00a9  ref:  c009/5731;  david n unuk / science photo library.  \u00a9  ref:  c001/2650;  dr keith wheeler / science photo library.  \u00a9  ref:  c010/2333;  natural histor y museum, london / sci ence photo library.   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2012 0610/51/m/j/12  for  examiner's  use  (iv) suggest a reason for the shape of the histogram.      [1]        [total: 18]     "
        },
        "0610_s12_qp_52.pdf": {
            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0610_52/3rp  \u00a9 ucles 2012  [turn over       *3022573615 *  for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education        biology 0610/52     paper 5  practical test  may/june 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions      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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    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.         ",
            "2": "2  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use read through all the questions on this paper carefully before starting work.  you may need to spend more time on question 1.   1 some animals have an outer layer of fur or feathers which helps to keep their internal body temperature constant.    you are going to investigate the effect of an outer layer on the cooling rate of water in     test-tubes.    \u007f test-tube a \u2013 leave uncovered    label this test-tube 2  cm from the top, a.    \u007f test-tube b \u2013 cover with two layers of paper towel    secure the covering with two elastic bands, as shown in fig. 1.1.   label this test-tube 2  cm from the top, b.     b elastic bandstwo layers ofpaper towel2 cm     fig. 1.1       ",
            "3": "3  \u00a9 ucles 2012 0610/52/m/j/12 [turn over  for  examiner's  use  you are going to measure the temperature of water in test-tubes a and b over 10 minutes.  you must read and record the temperature at 0 (start), 2, 4, 6, 8 and 10 minutes.     (a) (i)  construct a suitable table in which to record your results.           [4]     when you have reached this stage, rai se your hand for the supervisor to bring you a  beaker of hot water.     (ii)    \u007f carefully fill both test-tubes with hot water, up to the letter label.    \u007f place the thermometer in test-tube a and read the starting temperature.     write this in your table.       start timing.    \u007f immediately place the thermometer into test-tube b and read the starting  temperature.     write this in your table.    \u007f place the thermometer back into test-tube a.    \u007f at 2 minutes, read the temperature and write this in your table.    \u007f immediately place the thermometer in test-tube b and read the temperature.     write this in your table.    \u007f repeat this process at 4, 6, 8 and 10 minutes. [3] ",
            "4": "4  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use   (iii) construct a graph using your results, to compare the cooling of the water in test- tubes a and b.        use the same axes for both test-tubes.         [5]    (b) describe and explain your results for test-tubes a and b.             [3]         ",
            "5": "5  \u00a9 ucles 2012 0610/52/m/j/12 [turn over  for  examiner's  use  (c) state  two sources of error in the method  of this investigation.    suggest how to improve the method to reduce each  source of error.  source of error     improvement     source of error     improvement    [4]      (d) a student repeated this investigation in a room at 25\u00b0c.    predict the temperature of the water in test-tubes a and b after one hour.         temperature  \u00b0c [1]     ",
            "6": "6  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use  fig. 1.2 shows a section through the skin of a mammal, as seen through a microscope.        fig. 1.2     fig. 1.3 shows a drawing of this section.   p qq     fig. 1.3   ",
            "7": "7  \u00a9 ucles 2012 0610/52/m/j/12 [turn over  for  examiner's  use  (e) on fig. 1.3 draw a line and label each of the following structures:    \u007f hair follicle    \u007f fatty tissue [2]      (f) (i)  measure the length of line pq on fig. 1.3.  pq  mm [1]     (ii) on the microscope slide, the actual length of line pq was 4  mm.      calculate the magnification of fig. 1.3.       show your working.            magnification  [2]   ",
            "8": "8  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use  (g) when the body temperature is raised sweat is released from sweat glands to the  surface of the skin.      describe how you could test for the presence of water in sweat.         [2]        [total: 27]      ",
            "9": "9  \u00a9 ucles 2012 0610/52/m/j/12 [turn over  for  examiner's  use 2 you are provided with a flower in a beaker of water.    \u007f remove the petals one at a time.    \u007f put the central reproductive structures on the white tile. you will need them for (b).    \u007f place each petal in the space below.   \u007f draw around each petal.   \u007f use the hand lens to examine the petals.   \u007f record any detail you observe.     (a)        [3]   ",
            "10": "10  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use (b) make a large drawing of the central reproductive structures.      label the stigma and style.       [4]    (c) describe one visible feature that shows the flower is insect-pollinated.     [1]     ",
            "11": "11  \u00a9 ucles 2012 0610/52/m/j/12  for  examiner's  use (d) state the part of the reproductive structures which become   the seed,   the fruit.  [2]      (e) describe how a typical wind-pollinated flower is different from a typical insect-pollinated  flower.              [3]        [total: 13]   ",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2012 0610/52/m/j/12 blank page "
        },
        "0610_s12_qp_53.pdf": {
            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 06_0610_53/fp  \u00a9 ucles 2012  [turn over       *86709433 24*  for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education        biology 0610/53     paper 5  practical test  may/june 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions      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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  questions.    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.         ",
            "2": "2  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use read through all the questions on this paper carefully before starting work.  you may need to spend more time on question 1.   1 some animals have an outer layer of fur or feathers which helps to keep their internal body temperature constant.    you are going to investigate the effect of an outer layer on the cooling rate of water in     test-tubes.    \u007f test-tube a \u2013 leave uncovered    label this test-tube 2  cm from the top, a.    \u007f test-tube b \u2013 cover with two layers of paper towel    secure the covering with two elastic bands, as shown in fig. 1.1.   label this test-tube 2  cm from the top, b.     b elastic bandstwo layers ofpaper towel2 cm     fig. 1.1       ",
            "3": "3  \u00a9 ucles 2012 0610/53/m/j/12 [turn over  for  examiner's  use  you are going to measure the temperature of water in test-tubes a and b over 10 minutes.  you must read and record the temperature at 0 (start), 2, 4, 6, 8 and 10 minutes.     (a) (i)  construct a suitable table in which to record your results.           [4]     when you have reached this stage, rai se your hand for the supervisor to bring you a  beaker of hot water.     (ii)    \u007f carefully fill both test-tubes with hot water, up to the letter label.    \u007f place the thermometer in test-tube a and read the starting temperature.     write this in your table.       start timing.    \u007f immediately place the thermometer into test-tube b and read the starting  temperature.     write this in your table.    \u007f place the thermometer back into test-tube a.    \u007f at 2 minutes, read the temperature and write this in your table.    \u007f immediately place the thermometer in test-tube b and read the temperature.     write this in your table.    \u007f repeat this process at 4, 6, 8 and 10 minutes. [3] ",
            "4": "4  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use   (iii) construct a graph using your results, to compare the cooling of the water in test- tubes a and b.        use the same axes for both test-tubes.         [5]    (b) describe and explain your results for test-tubes a and b.             [3]         ",
            "5": "5  \u00a9 ucles 2012 0610/53/m/j/12 [turn over  for  examiner's  use  (c) state  two sources of error in the method  of this investigation.    suggest how to improve the method to reduce each  source of error.  source of error     improvement     source of error     improvement    [4]      (d) a student repeated this investigation in a room at 25\u00b0c.    predict the temperature of the water in test-tubes a and b after one hour.         temperature  \u00b0c [1]     ",
            "6": "6  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use  fig. 1.2 shows a section through the skin of a mammal, as seen through a microscope.        fig. 1.2     fig. 1.3 shows a drawing of this section.   p qq     fig. 1.3   ",
            "7": "7  \u00a9 ucles 2012 0610/53/m/j/12 [turn over  for  examiner's  use  (e) on fig. 1.3 draw a line and label each of the following structures:    \u007f hair follicle    \u007f fatty tissue [2]      (f) (i)  measure the length of line pq on fig. 1.3.  pq  mm [1]     (ii) on the microscope slide, the actual length of line pq was 4  mm.      calculate the magnification of fig. 1.3.       show your working.            magnification  [2]   ",
            "8": "8  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use  (g) when the body temperature is raised sweat is released from sweat glands to the  surface of the skin.      describe how you could test for the presence of water in sweat.         [2]        [total: 27]      ",
            "9": "9  \u00a9 ucles 2012 0610/53/m/j/12 [turn over  for  examiner's  use 2 you are provided with a flower in a beaker of water.    \u007f remove the petals one at a time.    \u007f put the central reproductive structures on the white tile. you will need them for (b).    \u007f place each petal in the space below.   \u007f draw around each petal.   \u007f use the hand lens to examine the petals.   \u007f record any detail you observe.     (a)        [3]   ",
            "10": "10  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use (b) make a large drawing of the central reproductive structures.      label the stigma and style.       [4]    (c) describe one visible feature that shows the flower is insect-pollinated.     [1]     ",
            "11": "11  \u00a9 ucles 2012 0610/53/m/j/12  for  examiner's  use (d) state the part of the reproductive structures which become   the seed,   the fruit.  [2]      (e) describe how a typical wind-pollinated flower is different from a typical insect-pollinated  flower.              [3]        [total: 13]   ",
            "12": "12      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.    \u00a9 ucles 2012                          0610/53/m/j/12   blank page   "
        },
        "0610_s12_qp_61.pdf": {
            "1": "    this document consists of 12 printed pages.  ib12 06_0610_61/4rp  \u00a9 ucles 2012  [turn over       *0013761542* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  may/june 2012     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.       for examiner's use  1   2   total  ",
            "2": "2  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use 1 some students investigated the effect of different conditions on onion leaves.     fig.1.1 is a photograph of growing onion plants. they have tubular leaves that are hollow  inside.         fig. 1.1     in an experiment an onion leaf was cut into three pieces each 2  cm long.     four cuts were made in each piece as shown in fig. 1.2.   2 cm four cutshollow leaf     fig. 1.2    the first piece was put into water.     the second piece was put into salt solution.    the third piece was put on dry filter paper.   the three pieces were left in their different conditions for 10 minutes after which the  students made their observations.   ",
            "3": "3  \u00a9 ucles 2012 0610/61/m/j/12 [turn over  for  examiner's  use  table 1.1 shows the shape of the pieces and how they felt when the students held them  between their fingers.    table 1.1    in water in salt solution in air                       springy, firm soft, slimy soft, limp      (a) (i) explain the reasons for any differences that were observed.              [3]     (ii) suggest how this investigation could be improved.          [2]     ",
            "4": "4  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use  (b) fig. 1.3 is a photomicrograph of a section through a tubular onion leaf.     green tubular leaf \u00d7 10 \u00d7 200    fig. 1.3     (i) on fig. 1.3, use lines and the letters a, b and c to label,        a - a mesophyll cell     b - a xylem vessel     c - an epidermal cell.                                       draw the label lines with the letters a, b and c on fig. 1.3. [3]    (ii) there are stomata on the leaf in fig. 1.3. draw a circle round one of them.                                                                                                      draw the circle on fig. 1.3. [1]    ",
            "5": "5  \u00a9 ucles 2012 0610/61/m/j/12 [turn over  for  examiner's  use  (c) fig. 1.4 shows a photograph of a section through the onion leaf.  its actual diameter  was 5  mm.      fig. 1.4      measure the diameter of the leaf shown in the photograph in fig. 1.4.      diameter \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026              calculate the magnification of the onion leaf in the photograph in fig. 1.4.     show your working.                  magnification x \u2026\u2026\u2026\u2026\u2026\u2026\u2026   [3]    ",
            "6": "6  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use  (d) (i) explain exactly how you would safely test another 2  cm piece of onion leaf for the  presence of reducing sugar.             [3]     (ii) the reducing sugar test can tell you that:    \u007f reducing sugar is absent  \u007f reducing sugar is present at a low concentration  \u007f reducing sugar is present at a high concentration    explain how you can tell the difference between these possible results.              [3]      ",
            "7": "7  \u00a9 ucles 2012 0610/61/m/j/12 [turn over  for  examiner's  use  (e) onion leaves are green.  students testing onion leaves for the presence of starch used  the method shown in the four stages of fig. 1.5.      explain the reasons for the details shown in each stage. write your answers on the  lines below fig. 1.5    onion leaf onion leaf onion leafonion leaf boiling waterfor oneminute bunsen burnerflame alight bunsen burnernot alightethanol forten minutes hot water cold water forhalf a minute white tileiodine solution12 34   fig. 1.5    reasons for stage 1     reasons for stage 2     reasons for stage 3     reasons for stage 4    [4]        [total: 22]   ",
            "8": "8  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use 2 fig. 2.1 shows three worms. one is a nematode.     ab c \u00d7 0.5 \u00d7 1 \u00d7 20     fig. 2.1     (a) (i)  write the letter that identifies a nematode worm           \u2026\u2026\u2026\u2026.     [1]     (ii) give two reasons for your answer.          [2]     (iii) the other two worms belong to a different group.     name this group   [1]    ",
            "9": "9  \u00a9 ucles 2012 0610/61/m/j/12 [turn over  for  examiner's  use  (b) part of the worm labelled b is shown in a rectangle.        make a large labelled drawing of this part of worm b.                                                                               [4] ",
            "10": "10  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use  (c) some students studied a population of 40 worms. they measured the lengths of 35  worms.  these measurements are shown in table 2.1.     (i) complete table 2.1 by measuring the lengths of the five worms shown in fig. 2.2.  use a ruler to measure them.       fig. 2.2    table 2.1    length/cm 7.0 8.1 10.8 6.2 11.4 9.0 10.3 12.1 13.5 5.6              length/cm 11.3 7.9 12.9 7.4 13.1 13.7 15.5 8.8 14.1 15.2              length/cm 9.6 8.4 14.7 16.0 7.2 10.5 9.2 12.4 6.7 13.3              length/cm 14.0 11.6 12.6 12.2 8.3  \u2026\u2026. \u2026\u2026. \u2026\u2026. \u2026\u2026. \u2026\u2026.                                                            record the length of each worm in table 2.1 [2]   ",
            "11": "11  \u00a9 ucles 2012 0610/61/m/j/12  for  examiner's  use  (ii) complete the tally chart, table 2.2, to show the number of worms in each range of  lengths.   table 2.2    range of lengths  / cm tally frequency  5.0 - 6.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 7.0 - 8.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 9.0 - 10.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 11.0 - 12.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 13.0 - 14.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026... 15.0 - 16.9 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026\u2026\u2026\u2026\u2026...     [3]     (iii) use the data from table 2.2 to plot a histogram showing the frequency of each  range of lengths.                    [4]    question 2 continues on page 12    ",
            "12": "12    copyright acknowledgements:        permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2012 0610/61/m/j/12   (iv) suggest a reason for the shape of the histogram.      [1]        [total: 18]   "
        },
        "0610_s12_qp_62.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 06_0610_62/2rp  \u00a9 ucles 2012  [turn over       *5793508044* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  may/june 2012     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   for examiner's use  1   2   3   total      ",
            "2": "2  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use 1 apple tissue changes colour in the air. apple cells are thought to contain an enzyme which  is a catalyst for the reaction:    colourless compounds   +   oxygen in the air coloured compoundsenzyme        some students investigated this reaction.    the students cut a slice of apple with a knife as shown in fig. 1.1.    cut surfaces skin     fig. 1.1    this slice was broken into two pieces as shown in fig. 1.2.    cut surface broken surface   fig. 1.2    each piece was put into a different dish.  the dishes were labelled 1 and 2.     a few drops of water were put on the cut surface and the broken surface of the piece of  apple in dish 1.     a few drops of lemon juice were put on the cut surface and the broken surface of the piece  of apple in dish 2.    every five minutes for 20 minutes the students observed the pieces of apple and recorded  their observations in table 1.1.     ",
            "3": "3  \u00a9 ucles 2012 0610/62/m/j/12 [turn over  for  examiner's  use table 1.1    dish 1, apple with water dish 2, apple with lemon juice time /  minutes broken surface cut surface broken surface cut surface  5 no change very light brown no change no change  10 no change light brown no change no change  15 very light brown light brown with  dark brown  patches no change no change  20 light brown dark brown no change no change    the lemon juice was tested with litmus paper. it changed colour from blue to red.    (a)  state the meaning of this colour change.     [1]       (b) look at table 1.1. describe the differences between the appearance of the cut  surfaces  in dish 1 and dish 2 during the experiment.     [1]       (c)  the colour changes are thought to involve enzyme activity.    (i) explain how the observations in table 1.1 and your description in (b) support this  statement.             [3]   ",
            "4": "4  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use  (ii) using your knowledge of enzyme activity, describe another experiment that would  test the idea that enzymes are involved in this colour change.              [3]     (d) (i) look at table 1.1. describe the differences between the appearance of the broken  surface  and the cut surface  in dish 1 during the experiment.          [2]     (ii) cutting the apple with a knife damages cells, releasing the contents.       suggest, from the observations in table 1.1 and your description in (d)(i) , how  breaking  instead of cutting the apple may affect the cells.     [1]        [total: 11] ",
            "5": "5  \u00a9 ucles 2012 0610/62/m/j/12 [turn over  for  examiner's  use 2 the animals labelled a and b in fig. 2.1 are both arthropods.    \u00d715b a \u00d725   fig. 2.1     (a)  make a large labelled drawing of the head  of arthropod b                                         [5]     (b) a and b belong to the same group of arthropods.      (i) name this group    [1]     (ii) state two visible features of a and b which show that they belong to this group   1   2  [2]  ",
            "6": "6  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use  (c)  fig 2.2 shows a trap which can be used to catch other insects such as fruit flies.    pieces of bananaconical flaskfilter funnelfruit fly     fig. 2.2     (i) fruit flies feed on fruits such as bananas. bananas contain carbohydrates.        describe how you could safely test a piece of banana for two different  carbohydrates.                         [6]     (ii) describe the observations expected if these  two carbohydrates are present.          [2]  ",
            "7": "7  \u00a9 ucles 2012 0610/62/m/j/12 [turn over  for  examiner's  use  (d)  fig. 2.3 shows a banana and a similar fruit called a plantain.    100  mmbanana plantain     fig. 2.3      suggest an investigation to find out if fruit flies are more likely to feed on banana or  plantain.             [3]        [total: 19]     ",
            "8": "8  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use 3 fig. 3.1 is a photograph of the flower of amaryllis, hippeastrum aglaiae .     a ... b ... c ... d ... 20 mm     fig. 3.1     (a) (i) on fig.3.1, name the parts of the flower labelled a, b, c and d.      write your answers on the lines in fig.3.1                                 [4]     plant breeders use small paint brushes to pollinate flowers of amaryllis artificially.   (ii) state the letter of the part from which the pollen is taken.     [1]    (iii) state the letter of the part on which the pollen is put.     [1]    (iv) state one visible feature in fig. 3.1 which shows that this flower is usually  pollinated by insects.       [1]     ",
            "9": "9  \u00a9 ucles 2012 0610/62/m/j/12  for  examiner's  use  fig 3.2 shows four pollen grains from an amaryllis flower.      \u00d7 200      fig. 3.2     (b) measure the length of a pollen grain in mm.  length of pollen grain   mm      calculate the actual length of the pollen grain that you measured in mm.      show your working.      actual length of pollen grain    mm [3]       [total: 10]   ",
            "10": "10  \u00a9 ucles 2012 0610/62/m/j/12  blank page",
            "11": "11  \u00a9 ucles 2012 0610/62/m/j/12  blank page",
            "12": "12    copyright acknowledgements:    question 2  figure 2.1a  photograph   question 2  figure 2.1b  photograph question 2d  figure 2.3  photograph question 3a  figure 3.1  photograph  \u00a9  drosophila melanogaster;    http://www.thekitchen.com .  \u00a9  iridomyrmex purpureus;   http://en.wikipedia .org/wiki/meat_ant.  \u00a9  banana and a plantain;   http://www.grabemsnacks.co m/what-is-a-plantain.html .  \u00a9  olive ford  \u00a9  ucles.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2012 0610/62/m/j/12  blank page "
        },
        "0610_s12_qp_63.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib12 06_0610_63/fp  \u00a9 ucles 2012  [turn over       *7896585537* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  may/june 2012     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid.  do not  write in any barcodes.    answer all questions.  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.   for examiner's use  1   2   3   total      ",
            "2": "2  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use 1 apple tissue changes colour in the air. apple cells are thought to contain an enzyme which  is a catalyst for the reaction:    colourless compounds   +   oxygen in the air coloured compoundsenzyme        some students investigated this reaction.    the students cut a slice of apple with a knife as shown in fig. 1.1.    cut surfaces skin     fig. 1.1    this slice was broken into two pieces as shown in fig. 1.2.    cut surface broken surface   fig. 1.2    each piece was put into a different dish.  the dishes were labelled 1 and 2.     a few drops of water were put on the cut surface and the broken surface of the piece of  apple in dish 1.     a few drops of lemon juice were put on the cut surface and the broken surface of the piece  of apple in dish 2.    every five minutes for 20 minutes the students observed the pieces of apple and recorded  their observations in table 1.1.     ",
            "3": "3  \u00a9 ucles 2012 0610/63/m/j/12 [turn over  for  examiner's  use table 1.1    dish 1, apple with water dish 2, apple with lemon juice time /  minutes broken surface cut surface broken surface cut surface  5 no change very light brown no change no change  10 no change light brown no change no change  15 very light brown light brown with  dark brown  patches no change no change  20 light brown dark brown no change no change    the lemon juice was tested with litmus paper. it changed colour from blue to red.    (a)  state the meaning of this colour change.     [1]       (b) look at table 1.1. describe the differences between the appearance of the cut  surfaces  in dish 1 and dish 2 during the experiment.     [1]       (c)  the colour changes are thought to involve enzyme activity.    (i) explain how the observations in table 1.1 and your description in (b) support this  statement.             [3]   ",
            "4": "4  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use  (ii) using your knowledge of enzyme activity, describe another experiment that would  test the idea that enzymes are involved in this colour change.              [3]     (d) (i) look at table 1.1. describe the differences between the appearance of the broken  surface  and the cut surface  in dish 1 during the experiment.          [2]     (ii) cutting the apple with a knife damages cells, releasing the contents.       suggest, from the observations in table 1.1 and your description in (d)(i) , how  breaking  instead of cutting the apple may affect the cells.     [1]        [total: 11] ",
            "5": "5  \u00a9 ucles 2012 0610/63/m/j/12 [turn over  for  examiner's  use 2 the animals labelled a and b in fig. 2.1 are both arthropods.    \u00d715b a \u00d725   fig. 2.1     (a)  make a large labelled drawing of the head  of arthropod b                                         [5]     (b) a and b belong to the same group of arthropods.      (i) name this group    [1]     (ii) state two visible features of a and b which show that they belong to this group   1   2  [2]  ",
            "6": "6  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use  (c)  fig 2.2 shows a trap which can be used to catch other insects such as fruit flies.    pieces of bananaconical flaskfilter funnelfruit fly     fig. 2.2     (i) fruit flies feed on fruits such as bananas. bananas contain carbohydrates.        describe how you could safely test a piece of banana for two different  carbohydrates.                         [6]     (ii) describe the observations expected if these  two carbohydrates are present.          [2]  ",
            "7": "7  \u00a9 ucles 2012 0610/63/m/j/12 [turn over  for  examiner's  use  (d)  fig. 2.3 shows a banana and a similar fruit called a plantain.    100  mmbanana plantain     fig. 2.3      suggest an investigation to find out if fruit flies are more likely to feed on banana or  plantain.             [3]        [total: 19]     ",
            "8": "8  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use 3 fig. 3.1 is a photograph of the flower of amaryllis, hippeastrum aglaiae .     a ... b ... c ... d ... 20 mm     fig. 3.1     (a) (i) on fig.3.1, name the parts of the flower labelled a, b, c and d.      write your answers on the lines in fig.3.1                                 [4]     plant breeders use small paint brushes to pollinate flowers of amaryllis artificially.   (ii) state the letter of the part from which the pollen is taken.     [1]    (iii) state the letter of the part on which the pollen is put.     [1]    (iv) state one visible feature in fig. 3.1 which shows that this flower is usually  pollinated by insects.       [1]     ",
            "9": "9  \u00a9 ucles 2012 0610/63/m/j/12  for  examiner's  use  fig 3.2 shows four pollen grains from an amaryllis flower.      \u00d7 200      fig. 3.2     (b) measure the length of a pollen grain in mm.  length of pollen grain   mm      calculate the actual length of the pollen grain that you measured in mm.      show your working.      actual length of pollen grain    mm [3]       [total: 10]   ",
            "10": "10  \u00a9 ucles 2012 0610/63/m/j/12  blank page",
            "11": "11  \u00a9 ucles 2012 0610/63/m/j/12  blank page",
            "12": "12    copyright acknowledgements:    question 2  figure 2.1a  photograph   question 2  figure 2.1b  photograph question 2d  figure 2.3  photograph question 3a  figure 3.1  photograph  \u00a9  drosophila melanogaster;    http://www.thekitchen.com .  \u00a9  iridomyrmex purpureus;   http://en.wikipedia .org/wiki/meat_ant.  \u00a9  banana and a plantain;   http://www.grabemsnacks.co m/what-is-a-plantain.html .  \u00a9  olive ford  \u00a9  ucles.    permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2012 0610/63/m/j/12  blank page     "
        },
        "0610_w12_qp_11.pdf": {
            "1": "    this document consists of 16 printed pages.  ib12 11_0610_11/7rp  \u00a9 ucles 2012  [turn over       *6410915390* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2012 0610/11/o/n/12  1 the diagram shows an amoeba, a single-celled living organism.    nucleus food vacuoleoxygen diffuses into the cell carbon dioxide diffuses out of the cellx     the movement of gases at x indicates the occurrence of which process or processes in the cell?  a excretion and nutrition  b excretion and respiration  c nutrition and respiration  d respiration only     2 which are characteristics of insects?     have six legs have two  body sections  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    3 a student observed a vertebrate swimming in a pond. the animal\u2019s surface was smooth and  hairless. it used its four legs to swim. at intervals, the animal came to the surface to take mouthfuls of air.    to which vertebrate class does this animal belong?  a amphibians  b fish  c mammals  d reptiles     ",
            "3": "3  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  4 the diagram shows a motor (effector) neurone.    which structure is also found in white blood cells, but not in red blood cells?    a b c  d       5 which structures are found in a liver cell?   cell  membrane cell wall chloroplast large vacuole cytoplasm nucleus  a /check /check /xmark /xmark /xmark /xmark  b /xmark /xmark /check /check /xmark /xmark  c /check /xmark /xmark /xmark /check /check  d /xmark /check /xmark /xmark /xmark /check    6 the picture shows an animal.        what is the name of this animal according to the binomial system ?  a catus  b male african lion  c panthera leo   d top african carnivorous cat     ",
            "4": "4  \u00a9 ucles 2012 0610/11/o/n/12  7 at what level of organisation is a leaf?    a organ  b organism  c organ system  d tissue      8 the diagram shows a cross-section through a plant stem.    q     q shows the part that is stained red when the stem is placed in water containing a red dye.    what is found at q?  a guard cells  b palisade cells  c phloem  d xylem    9 osmosis is defined as the diffusion of water molecules  a down their concentration gradient through a partially permeable membrane.  b down their concentration gradient through a permeable membrane.  c up their concentration gradient through a partially permeable membrane.  d up their concentration gradient through a permeable membrane.    ",
            "5": "5  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  10 the diagram shows part of a section through a leaf.    which arrow shows the direction of movement of water by osmosis in a leaf?    leaf cells cba d      11 the graph shows the effect of ph on the rate of reaction of three different enzymes.    enzyme 1enzyme 2 enzyme 3 12345678 ph9 1 01 11 21 31 4rate of reaction     what does the graph show?  a each enzyme works best at a different ph.  b each enzyme works best over a narrow temperature range.  c enzymes work best in acid conditions.  d enzymes work best in alkaline conditions.     ",
            "6": "6  \u00a9 ucles 2012 0610/11/o/n/12  12 some plants digest insects and use the nutrients for growth.    what must these plants produce to digest the insects?  a acids  b alkalis  c enzymes  d hormones     13 when solution x is tested with iodine solution, a blue-black colour is observed.    a different solution, y, is added to a new sample of solution x and the mixture is shaken and left  for 30 minutes at 40  \u00b0c. when tested with iodine solution, an orange-brown colour is observed.    what are solutions x and y?     x y  a maltose amylase  b maltose lipase  c starch amylase  d starch lipase      14 a child decided to eat only meat, oily fish, cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d     15 what has not increased the world\u2019s food production in the last 100 years?  a artificial selection  b herbicides  c natural selection  d pesticides    ",
            "7": "7  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  16 what could increase the rate of water uptake by a shoot?  a covering the shoot with a black plastic bag  b covering the shoot with a clear plastic bag  c removing the leaves from the shoot  d shining a bright light onto the shoot      17 what shows the sequence of organs through wh ich urea passes as it travels from where it is  produced to where it is removed from the blood?    a kidneys  \u2192  heart  \u2192  lungs  \u2192  heart  \u2192  liver  b kidneys  \u2192  heart  \u2192  liver  \u2192  lungs  \u2192  heart  c liver  \u2192  heart  \u2192  lungs  \u2192  heart  \u2192  kidneys  d liver  \u2192  lungs  \u2192  heart  \u2192  kidneys  \u2192  heart      18 the diagram shows how water is lost from a leaf.    water vapour      by which process is the water lost?  a osmosis  b photosynthesis  c translocation  d transpiration     ",
            "8": "8  \u00a9 ucles 2012 0610/11/o/n/12  19 what is produced by anaerobic respiration in a muscle?     lactic acid carbon dioxide   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= produced  c \u0017 \u0013  \u0017= not produced  d \u0017 \u0017      20 the table shows the percentage composition of three gases in atmospheric air.      oxygen  carbon dioxide nitrogen   21 0.04 78    what is the composition of the air breathed out by a person?     oxygen / % carbon dioxide / % nitrogen / %  a 5 73 20  b 16 4 78  c 21 0.04 78  d 78 2 20    21 four test-tubes were set up as shown in the diagram and left in full sunlight.    after several hours, which test-tube would contain the most dissolved carbon dioxide?    b d a c water snailpond weed waterwaterpond weed water snail     ",
            "9": "9  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  22 a healthy person eats a very high-protein diet.     what effect will this have on their urine?  a it will contain amino acids.  b it will contain glucose.  c it will contain more urea.  d it will contain more water.     23 the diagram represents some human organs and their blood vessels.    liver gut kidneyp rq     immediately after taking an alcoholic drink, how would the levels of alcohol compare in blood  vessels p, q and r?     p q r  a high medium high  b medium high low  c low low medium  d high low low     ",
            "10": "10  \u00a9 ucles 2012 0610/11/o/n/12  24 the graph shows the rates of sweat producti on and urine production at different environmental  temperatures.    0 5 10 15 20 25 30 35150 100 50 0rate of production/  cm3 per hour environmental temperature  / \u00b0csweat urine     which statement is correct?  a as the temperature increases, the rate of sweat production decreases.  b at 22  \u00b0c the rates of sweat and urine production are the same.  c urine and sweat production are directly proportional to environmental temperature.  d when the urine production decreases, the sweat production decreases.     25 a man injures his arm in an accident. afterwards, he can feel objects touching his hand, but he  cannot move his hand away from them.    what could cause this?  a receptors in his hand are damaged.  b the nerve connection is cut only between the receptors in his hand and his central nervous   system.  c the nerve connection is cut only between his central nervous system and the effectors in his  arm.  d both of these nerve connections are cut.      26 during a long race, an athlete\u2019s skin temperature rises.    what causes this?  a increased sweating  b opening of the pores in the skin  c vasoconstriction of the blood vessels in the skin  d vasodilation of the blood vessels in the skin   ",
            "11": "11  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  27 the graph shows changes in the thickness of the uterus lining of a woman.    thickness of uterus lining time  / weeks0123456789 x x     what happens each time at x?  a fertilisation  b implantation  c menstruation  d ovulation      28 the table lists some processes which take place during reproduction in flowering plants and  mammals.    which row is correct?     fertilisation needed implantation needed pollination needed   a flowering plants and  mammals mammals only flowering plants only  b flowering plants and  mammals flowering plants and  mammals mammals only  c mammals only mammals only flowering plants only  d flowering plants and  mammals mammals only flowering plants and  mammals     ",
            "12": "12  \u00a9 ucles 2012 0610/11/o/n/12  29 the graph shows the effect of storage time on the germination of some seeds.    012 storage time  / years34100 90 807060504030 % germination     what can be concluded from this graph?  a older seeds do not germinate.  b older seeds germinate better than younger seeds.  c younger seeds always germinate.  d younger seeds germinate better than older seeds.      30 a pure-breeding white mouse was crossed with a pure-breeding black mouse. all their offspring  were black.    then, one of the offspring was bred with a pure-breeding white mouse. they produced 10 baby mice.    what are the most likely colours of these mice?  a 5 black and 5 white  b 8 white and 2 black  c 10 black  d 10 white     31 how does a haploid nucleus differ from a diploid nucleus of the same species?  a it has different genes.  b it has fewer chromosomes.  c it has more alleles.  d it is the result of fertilisation.    ",
            "13": "13  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  32 the diagram shows a food chain.    mahogany tree  \u2192  caterpillar  \u2192  small bird  \u2192  owl    in this food chain, which population has the largest biomass and which has the largest population  size?     largest biomass largest population size  a owl mahogany tree  b owl small bird  c mahogany tree caterpillar  d mahogany tree owl    33 the diagram shows a food web near a sea shore.    seagulls  (birds)  tiny floating  plants  prawns  (crustaceans) limpets  (molluscs)  crabs  (crustaceans)  lobsters (crustaceans)lugworms  (annelids)  seaweed tiny floating  animals  whelks  (mollusc)  mussels  (mollusc)       which animals have the most varied food, as shown in this food web?  a crabs  b limpets  c lobsters  d seagulls    ",
            "14": "14  \u00a9 ucles 2012 0610/11/o/n/12  34 in the carbon cycle, what is the simple substance absorbed by producers?  a carbohydrate  b carbon dioxide  c nitrate  d protein      35 which process forms part of both the carbon and water cycles?  a condensation  b fossilisation  c photosynthesis  d transpiration     36 there is evidence that the concentration of carbon dioxide in the earth\u2019s atmosphere is  increasing.    which change could explain this?  a less combustion of fossil fuels  b more combustion of stored carbon compounds from dead organisms  c more photosynthesis by plants  d people breathing faster    ",
            "15": "15  \u00a9 ucles 2012 0610/11/o/n/12 [turn over  37 the graph shows the growth of the human population of the world.    0 400 800 1200 1600 20007 654321 yearnumber of people (\u00d7 thousand million) world population     between which years did the population grow fastest?  a 0 \u2013 800  b 800 \u2013 1200  c 1200 \u2013 1800  d 1800 \u2013 2000     38 which human activity can cause eutrophication of lakes?  a releasing carbon dioxide  b releasing sulfur dioxide  c using fertilisers  d using pesticides     39 the diagram shows the flow of energy in a food chain.    producer energy inputenergy released primary  consumer secondary  consumer p rqq q r     what are the forms of energy p, q and r?     p q r  a chemical light heat  b heat chemical light  c light heat chemical  d light chemical heat ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0610/11/o/n/12  40 insecticides sprayed in low concentrations may increase the yield of a crop, but may also be  harmful to wildlife.  what is an explanation for this?  a insecticides cause acid rain.  b insecticides enter the food chain.  c insecticides increase the nitrates in soil.  d insecticides kill other plants.       "
        },
        "0610_w12_qp_12.pdf": {
            "1": "    this document consists of 16 printed pages.  ib12 11_0610_12/3rp  \u00a9 ucles 2012  [turn over       *4201267416* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2012 0610/12/o/n/12  1 which are characteristics of insects?     have six legs have two  body sections  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      2 a student observed a vertebrate swimming in a pond. the animal\u2019s surface was smooth and  hairless. it used its four legs to swim. at intervals, the animal came to the surface to take  mouthfuls of air.    to which vertebrate class does this animal belong?  a amphibians  b fish  c mammals  d reptiles      3 the diagram shows an amoeba, a single-celled living organism.    nucleus food vacuoleoxygen diffuses into the cell carbon dioxide diffuses out of the cellx     the movement of gases at x indicates the occurrence of which process or processes in the cell?  a excretion and nutrition  b excretion and respiration  c nutrition and respiration  d respiration only     ",
            "3": "3  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  4 the picture shows an animal.        what is the name of this animal according to the binomial system ?  a catus  b male african lion  c panthera leo   d top african carnivorous cat     5 the diagram shows a motor (effector) neurone.    which structure is also found in white blood cells, but not in red blood cells?    a b c  d     6 at what level of organisation is a leaf?    a organ  b organism  c organ system  d tissue    ",
            "4": "4  \u00a9 ucles 2012 0610/12/o/n/12  7 which structures are found in a liver cell?   cell  membrane cell wall chloroplast large vacuole cytoplasm nucleus  a /check /check /xmark /xmark /xmark /xmark  b /xmark /xmark /check /check /xmark /xmark  c /check /xmark /xmark /xmark /check /check  d /xmark /check /xmark /xmark /xmark /check     8 the diagram shows part of a section through a leaf.    which arrow shows the direction of movement of water by osmosis in a leaf?    leaf cells cba d      9 osmosis is defined as the diffusion of water molecules  a down their concentration gradient through a partially permeable membrane.  b down their concentration gradient through a permeable membrane.  c up their concentration gradient through a partially permeable membrane.  d up their concentration gradient through a permeable membrane.    ",
            "5": "5  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  10 the diagram shows a cross-section through a plant stem.    q     q shows the part that is stained red when the stem is placed in water containing a red dye.    what is found at q?  a guard cells  b palisade cells  c phloem  d xylem      11 what could increase the rate of water uptake by a shoot?  a covering the shoot with a black plastic bag  b covering the shoot with a clear plastic bag  c removing the leaves from the shoot  d shining a bright light onto the shoot      12 some plants digest insects and use the nutrients for growth.    what must these plants produce to digest the insects?  a acids  b alkalis  c enzymes  d hormones     ",
            "6": "6  \u00a9 ucles 2012 0610/12/o/n/12  13 when solution x is tested with iodine solution, a blue-black colour is observed.    a different solution, y, is added to a new sample of solution x and the mixture is shaken and left  for 30 minutes at 40  \u00b0c. when tested with iodine solution, an orange-brown colour is observed.    what are solutions x and y?     x y  a maltose amylase  b maltose lipase  c starch amylase  d starch lipase     14 the graph shows the effect of ph on the rate of reaction of three different enzymes.    enzyme 1enzyme 2 enzyme 3 12345678 ph9 1 01 11 21 31 4rate of reaction     what does the graph show?  a each enzyme works best at a different ph.  b each enzyme works best over a narrow temperature range.  c enzymes work best in acid conditions.  d enzymes work best in alkaline conditions.     ",
            "7": "7  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  15 what shows the sequence of organs through which urea passes as it travels from where it is  produced to where it is removed from the blood?    a kidneys  \u2192  heart  \u2192  lungs  \u2192  heart  \u2192  liver  b kidneys  \u2192  heart  \u2192  liver  \u2192  lungs  \u2192  heart  c liver  \u2192  heart  \u2192  lungs  \u2192  heart  \u2192  kidneys  d liver  \u2192  lungs  \u2192  heart  \u2192  kidneys  \u2192  heart     16 a child decided to eat only meat, oily fish, cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d     17 what has not increased the world\u2019s food production in the last 100 years?  a artificial selection  b herbicides  c natural selection  d pesticides    18 the table shows the percentage composition of three gases in atmospheric air.      oxygen  carbon dioxide nitrogen   21 0.04 78    what is the composition of the air breathed out by a person?     oxygen / % carbon dioxide / % nitrogen / %  a 5 73 20  b 16 4 78  c 21 0.04 78  d 78 2 20    ",
            "8": "8  \u00a9 ucles 2012 0610/12/o/n/12  19 the diagram shows how water is lost from a leaf.    water vapour      by which process is the water lost?  a osmosis  b photosynthesis  c translocation  d transpiration     20 what is produced by anaerobic respiration in a muscle?     lactic acid carbon dioxide   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= produced  c \u0017 \u0013  \u0017= not produced  d \u0017 \u0017     ",
            "9": "9  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  21 the diagram represents some human organs and their blood vessels.    liver gut kidneyp rq     immediately after taking an alcoholic drink, how would the levels of alcohol compare in blood  vessels p, q and r?     p q r  a high medium high  b medium high low  c low low medium  d high low low     22 four test-tubes were set up as shown in the diagram and left in full sunlight.    after several hours, which test-tube would contain the most dissolved carbon dioxide?    b d a c water snailpond weed waterwaterpond weed water snail      ",
            "10": "10  \u00a9 ucles 2012 0610/12/o/n/12  23 a healthy person eats a very high-protein diet.     what effect will this have on their urine?  a it will contain amino acids.  b it will contain glucose.  c it will contain more urea.  d it will contain more water.     24 during a long race, an athlete\u2019s skin temperature rises.    what causes this?  a increased sweating  b opening of the pores in the skin  c vasoconstriction of the blood vessels in the skin  d vasodilation of the blood vessels in the skin      25 the graph shows the rates of sweat production and urine production at different environmental  temperatures.    0 5 10 15 20 25 30 35150 100 50 0rate of production/  cm3 per hour environmental temperature  / \u00b0csweat urine     which statement is correct?  a as the temperature increases, the rate of sweat production decreases.  b at 22  \u00b0c the rates of sweat and urine production are the same.  c urine and sweat production are directly proportional to environmental temperature.  d when the urine production decreases, the sweat production decreases.     ",
            "11": "11  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  26 a man injures his arm in an accident. afterwards, he can feel objects touching his hand, but he  cannot move his hand away from them.    what could cause this?  a receptors in his hand are damaged.  b the nerve connection is cut only between the rec eptors in his hand and his central nervous   system.  c the nerve connection is cut only between his central nervous system and the effectors in his   arm.  d both of these nerve connections are cut.    27 the table lists some processes which take place during reproduction in flowering plants and  mammals.    which row is correct?     fertilisation needed implantation needed pollination needed   a flowering plants and  mammals mammals only flowering plants only  b flowering plants and  mammals flowering plants and  mammals mammals only  c mammals only mammals only flowering plants only  d flowering plants and  mammals mammals only flowering plants and  mammals     ",
            "12": "12  \u00a9 ucles 2012 0610/12/o/n/12  28 the graph shows changes in the thickness of the uterus lining of a woman.    thickness of uterus lining time  / weeks0123456789 x x     what happens each time at x?  a fertilisation  b implantation  c menstruation  d ovulation      29 the graph shows the effect of storage time on the germination of some seeds.    012 storage time  / years34100 90 807060504030 % germination     what can be concluded from this graph?  a older seeds do not germinate.  b older seeds germinate better than younger seeds.  c younger seeds always germinate.  d younger seeds germinate better than older seeds.     ",
            "13": "13  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  30 how does a haploid nucleus differ from a diploid nucleus of the same species?  a it has different genes.  b it has fewer chromosomes.  c it has more alleles.  d it is the result of fertilisation.      31 a pure-breeding white mouse was crossed with a pure-breeding black mouse. all their offspring  were black.    then, one of the offspring was bred with a pure-breeding white mouse. they produced 10 baby mice.    what are the most likely colours of these mice?  a 5 black and 5 white  b 8 white and 2 black  c 10 black  d 10 white     32 which process forms part of both the carbon and water cycles?  a condensation  b fossilisation  c photosynthesis  d transpiration    33 the diagram shows a food chain.    mahogany tree  \u2192  caterpillar  \u2192  small bird  \u2192  owl    in this food chain, which population has the largest biomass and which has the largest population  size?     largest biomass largest population size  a owl mahogany tree  b owl small bird  c mahogany tree caterpillar  d mahogany tree owl     ",
            "14": "14  \u00a9 ucles 2012 0610/12/o/n/12  34 there is evidence that the concentration of carbon dioxide in the earth\u2019s atmosphere is  increasing.    which change could explain this?  a less combustion of fossil fuels  b more combustion of stored carbon compounds from dead organisms  c more photosynthesis by plants  d people breathing faster    35 the diagram shows a food web near a sea shore.    seagulls  (birds)  tiny floating  plants  prawns  (crustaceans) limpets  (molluscs)  crabs  (crustaceans)  lobsters (crustaceans)lugworms  (annelids)  seaweed tiny floating  animals  whelks  (mollusc)  mussels  (mollusc)       which animals have the most varied food, as shown in this food web?  a crabs  b limpets  c lobsters  d seagulls      36 in the carbon cycle, what is the simple substance absorbed by producers?  a carbohydrate  b carbon dioxide  c nitrate  d protein   ",
            "15": "15  \u00a9 ucles 2012 0610/12/o/n/12 [turn over  37 which human activity can cause eutrophication of lakes?  a releasing carbon dioxide  b releasing sulfur dioxide  c using fertilisers  d using pesticides      38 insecticides sprayed in low concentrations may increase the yield of a crop, but may also be  harmful to wildlife.  what is an explanation for this?  a insecticides cause acid rain.  b insecticides enter the food chain.  c insecticides increase the nitrates in soil.  d insecticides kill other plants.     39 the graph shows the growth of the human population of the world.    0 400 800 1200 1600 20007 654321 yearnumber of people (\u00d7 thousand million) world population     between which years did the population grow fastest?  a 0 \u2013 800  b 800 \u2013 1200  c 1200 \u2013 1800  d 1800 \u2013 2000     ",
            "16": "16      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.    \u00a9 ucles 2012 0610/12/o/n/12  40 the diagram shows the flow of energy in a food chain.    producer energy inputenergy released primary  consumer secondary  consumer p rqq q r     what are the forms of energy p, q and r?     p q r  a chemical light heat  b heat chemical light  c light heat chemical  d light chemical heat       "
        },
        "0610_w12_qp_13.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib12 11_0610_13/5rp  \u00a9 ucles 2012  [turn over       *8205284412* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2012     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  electronic calculators may be used.       ",
            "2": "2  \u00a9 ucles 2012 0610/13/o/n/12  1 what is respiration?  a breathing  b giving out carbon dioxide  c releasing energy from food  d taking in oxygen      2 the table shows some features of the leaves of four plants.    which plant is a monocotyledon?     has broad  leaves has parallel  veins  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
            "3": "3  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  3 the diagram shows a key for five vertebrates.    start here has legs has wings organism q has scales organism r has fur organism shas no fur organism thas no scaleshas no wingshas no legs organism p     which class of vertebrates does organism t belong to?  a amphibians  b birds  c fish  d reptiles     ",
            "4": "4  \u00a9 ucles 2012 0610/13/o/n/12  4 the picture shows an animal.        what is the name of this animal according to the binomial system ?  a catus  b male african lion  c panthera leo   d top african carnivorous cat     5 the cell shown in the diagram has been magnified 3000 times.    16  mm    what is the actual diameter of the cell?  a 300016= 0.005  mm  b 16 \u00d7 3000 = 48000  mm  c 16 \u00d7 300 = 4800  mm  d 10016= 0.05  mm     ",
            "5": "5  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  6 osmosis is defined as the diffusion of water molecules  a down their concentration gradient through a partially permeable membrane.  b down their concentration gradient through a permeable membrane.  c up their concentration gradient through a partially permeable membrane.  d up their concentration gradient through a permeable membrane.      7 the diagram shows a cross-section through a plant stem.    q     q shows the part that is stained red when the stem is placed in water containing a red dye.    what is found at q?  a guard cells  b palisade cells  c phloem  d xylem     8 the diagram shows a motor (effector) neurone.    which structure is also found in white blood cells, but not in red blood cells?    a b c  d     ",
            "6": "6  \u00a9 ucles 2012 0610/13/o/n/12  9 at what level of organisation is a leaf?    a organ  b organism  c organ system  d tissue      10 how do carbon dioxide and oxygen move in and out of a leaf mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    11 the diagram shows part of a section through a leaf.    which arrow shows the direction of movement of water by osmosis in a leaf?    leaf cells cba d     ",
            "7": "7  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  12 the graph shows the effect of ph on the activity of two enzymes.    ph23456789enzyme activity 1     at which ph is the activity of both enzymes the same?  a 1 b 3 c 5 d 8      13 four identical mixtures of starch and amylase were kept at different temperatures. the graph  shows the time taken for the starch to be completely digested at each temperature.    at which temperature is the rate of reaction quickest?    abd ctime for starch tobe digested tem perature      14 which nutrient produces a purple colour when mixed with biuret solution?  a fat  b protein  c reducing sugar  d starch    ",
            "8": "8  \u00a9 ucles 2012 0610/13/o/n/12  15 which form of energy is stored within glucose molecules made during photosynthesis?  a chemical  b heat  c light  d mechanical      16 the graph shows the effect of several minutes of vigorous (hard) exercise on heart rate.    which letter on the graph is at a time when the person is doing this exercise?    heart rate  0  0 time  / mina b c  d  5 10 15 20 25 30 35 40      17 which blood vessel, if it becomes blocked, could lead directly  to a heart attack?  a coronary artery  b pulmonary artery  c pulmonary vein  d vena cava    18 which substances are dissolved in human blood plasma?  a carbon dioxide, haemoglobin and glucose  b carbon dioxide, oxygen and haemoglobin  c glucose, hormones and urea  d oxygen, urea and starch    ",
            "9": "9  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  19 four test-tubes were set up as shown in the diagram and left in full sunlight.    after several hours, which test-tube would contain the most dissolved carbon dioxide?    b d a c water snailpond weed waterwaterpond weed water snail      20 the diagram shows apparatus used to investigate anaerobic respiration in yeast.    yeast suspension in a solution of glucose in boiled, cooled waterscale clip glass tubecapillary tubecoloured liquid air from which oxygen has been removed     what happens to the coloured liquid?  a moves rapidly to the left  b moves slowly to the left  c moves to the right  d stays still     ",
            "10": "10  \u00a9 ucles 2012 0610/13/o/n/12  21 a man injures his arm in an accident. afterwards, he can feel objects touching his hand, but he  cannot move his hand away from them.    what could cause this?  a receptors in his hand are damaged.  b the nerve connection is cut only between the receptors in his hand and his central nervous   system.  c the nerve connection is cut only between his central nervous system and the effectors in his  arm.  d both of these nerve connections are cut.    22 the diagram shows the human urinary system.    renal vein renal artery bladderureter     which row shows substances that are present in each of these structures in a healthy person?     renal artery renal vein ureter bladder  a glucose glucose salts urea  b protein salts water protein  c salts water protein water  d urea glucose protein salts     ",
            "11": "11  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  23 the diagram represents some human organs and their blood vessels.    liver gut kidneyp rq     immediately after taking an alcoholic drink, how would the levels of alcohol compare in blood  vessels p, q and r?     p q r  a high medium high  b medium high low  c low low medium  d high low low    ",
            "12": "12  \u00a9 ucles 2012 0610/13/o/n/12  24 the diagram shows an experiment set up to investigate the response of plant stems to gravity.    in darkresult after 2 days in dark     what is a suitable control for this experiment?    in dark in darka b light lightrotated slowly cd       25 when the body temperature rises above 37  \u00b0c, which changes help to return the temperature to  normal?     activity of  sweat glands blood vessels  near skin surface  a decreased constricted  b decreased dilated  c increased constricted  d increased dilated     ",
            "13": "13  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  26 the graph shows changes in the thickness of the uterus lining of a woman.    thickness of uterus lining time  / weeks0123456789 x x     what happens each time at x?  a fertilisation  b implantation  c menstruation  d ovulation      27 which method of birth control is based on knowing the stage a woman is at in her menstrual  cycle?  a chemical  b mechanical  c natural  d surgical    ",
            "14": "14  \u00a9 ucles 2012 0610/13/o/n/12  28 the graph shows the growth of a child into an adult.    y axis x axis    what should be the labels on the axes?     x axis y axis  a age date  b age mass  c mass age  d mass time      29 the graph shows the effect of storage time on the germination of some seeds.    012 storage time  / years34100 90 807060504030 % germination     what can be concluded from this graph?  a older seeds do not germinate.  b older seeds germinate better than younger seeds.  c younger seeds always germinate.  d younger seeds germinate better than older seeds.     ",
            "15": "15  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  30 what results from meiosis of a diploid cell?  a genetically different diploid cells  b genetically different haploid cells  c genetically identical diploid cells  d genetically identical haploid cells      31 what is an allele?  a a length of dna that codes for a gene  b any one of two or more alternative forms of a gene  c a thread of dna made up of a string of genes  d the genetic make up of an organism     32 in a pond, the biomass at each trophic level is measured. the results are shown in the table.    which trophic level contains herbivores?    trophic  level mass  / g m\u20133  a 0.1  b 0.6  c 1.2  d 17.9      33 the diagram shows the flow of energy in a food chain.    producer energy inputenergy released primary  consumer secondary  consumer p rqq q r     what are the forms of energy p, q and r?     p q r  a chemical light heat  b heat chemical light  c light heat chemical  d light chemical heat ",
            "16": "16  \u00a9 ucles 2012 0610/13/o/n/12  34 carbon is essential to life.    which process provides a carbon-containing compound for all life forms?  a eating  b gaseous exchange  c photosynthesis  d respiration     35 the diagram shows part of the water cycle.    clouds air plants water in soil humans rivers and lakesst     what are processes s and t?     s t  a evaporation precipitation  b condensation drainage  c evaporation condensation  d condensation evaporation   ",
            "17": "17  \u00a9 ucles 2012 0610/13/o/n/12 [turn over  36 the diagram shows part of the carbon cycle.    simple substance animalsplants decomposers     what is the simple substance?  a carbohydrate  b carbon dioxide  c chlorophyll  d light      37 the graph shows the population of mosquito larvae in a pond. on day 3, mosquito fish, which eat  mosquito larvae, are released into the pond.    1234 time  / days56780800  700 600 500 400 300 200 100 population of mosquito larvae/  number per m3fish released     what is the most likely reason for the decline in the population of larvae after day 3?  a disease  b lack of food  c old age  d predation     ",
            "18": "18  \u00a9 ucles 2012 0610/13/o/n/12  38 which two gases both  contribute to global warming?  a carbon dioxide and methane  b methane and oxygen  c oxygen and sulfur dioxide  d sulfur dioxide and carbon dioxide      39 which pollutant is most  likely to cause mutations?  a carbon dioxide  b methane  c nuclear radiation  d sulfur dioxide     40 insecticides sprayed in low concentrations may increase the yield of a crop, but may also be  harmful to wildlife.  what is an explanation for this?  a insecticides cause acid rain.  b insecticides enter the food chain.  c insecticides increase the nitrates in soil.  d insecticides kill other plants.     ",
            "19": "19  \u00a9 ucles 2012 0610/13/o/n/12  blank page  ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2012 0610/13/o/n/12  blank page  "
        },
        "0610_w12_qp_21.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib12 11_0610_21/3rp  \u00a9 ucles 2012  [turn over       *9282687787* for examiner's use  1   2   3   4   5   6   7   8   9   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  october/november 2012     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use 1 vertebrate animals are grouped into a number of classes .     complete the sentences by naming each of the vertebrate classes that are described.  (a) a vertebrate with scaly skin and no legs could be either a    or a   [2]     (b) a vertebrate with lungs and hair is a    but if it has feathers   instead of hair it is a   [2]       [total: 4]   ",
            "3": "3  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 2 fig. 2.1 shows a section through the eye of a small mammal as viewed with a microscope.    z xy     fig. 2.1     (a) name the structures labelled x, y and z.    x   y   z  [3]     (b) a student looks at a clock at the far end of an examination room and then looks at a  diagram on her examination paper.      describe the changes that take place in her  eyes so that she can focus on the diagram.                 [4]   ",
            "4": "4  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (c) the shortest distance from the eye at which a clear focus is possible is known as the  near point. as a person gets older this distance changes.       table 2.1 shows the near point for people of different ages who have normal vision.  table 2.1  age / years distance of near point / cm  10   7.0  15   8.5  20 10.0  25 12.5  40 22.0  50 40.0  60 80.0       ",
            "5": "5  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use   (i) plot the data in table 2.1 on the grid. [4]     (ii) use the graph to estimate the distance of the near point for a 30 year old person.   [1]     (iii) use the graph to estimate the age of a person whose near point is 32.0  cm.   [1]        [total: 13] ",
            "6": "6  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use 3 fig. 3.1 shows an external view of the heart.    coronary artery x shaded area     fig. 3.1     (a) a blood clot is stuck at x. explain what will happen to the heart muscle cells in the  shaded area on fig. 3.1.             [3]      (b) list three  actions people can take to reduce the risk of having a blood clot in the  coronary arteries.  1     2     3    [3]        [total: 6] ",
            "7": "7  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 4 fig. 4.1 shows a section along a pea pod, the fruit of a pea plant.    da bc   fig. 4.1     (a) (i) name the parts of the original pea flower from which structures a and b have  developed.   a   b  [2]    (ii) parts c and d are the remains of parts of the pea flower. suggest  which part c  was and which part d was in the original flower.   c   d  [2]      fig. 4.2 shows a section through a pea seed.        fig. 4.2    (b) label, with a label and line on fig. 4.2 the plumule, the radicle and the testa of this  seed.                                                                      put your labels on fig. 4.2. [3]       (c) state two ways in which seeds are dispersed.  1   2  [2]  ",
            "8": "8  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (d) name three  factors that are essential for all seeds to germinate.    1   2   3  [3]        [total: 12]   ",
            "9": "9  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 5 fig. 5.1 shows a carbon cycle.    carbon compounds in dead organic matter carbon compounds in animalscarbon dioxide in the air carbon compounds in fossil fuels, e.g. oil and coal carbon compounds in green plantsfec db ga deathdeath deathdeathdeath death     fig. 5.1   (a) (i) name the process represented by arrow a.   [1]     (ii) name the process represented by arrow e.   [1]     (b) (i) name one group of organisms responsible for process b.   [1]     (ii) list two environmental conditions needed for process b to occur.   1   2  [2]     (c) (i) which arrow represents photosynthesis?    [1]     (ii) complete the word equation for photosynthesis.    +  /barb4right oxygen +   [2]     (iii) this process needs a supply of energy. name the form of energy needed.    [1]   ",
            "10": "10  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (d) in an ecosystem the flow of carbon can be drawn as a cycle but the flow of energy  cannot be drawn as a cycle.        explain this difference.             [3]        [total: 12]   ",
            "11": "11  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 6 fig. 6.1 shows the body temperature of a student over a 32 hour period.     48 1 2 midnight pm am pm48 time of day12 noon day 1 day 248 1 2 midnight39 38373635body temperature/  \u00b0c     fig. 6.1     (a) between 2.30pm and 4.15pm on day 2 the student was involved in gymnastics training.      explain why the body temperature increased during the training.         [2]      (b) the student had a normal body temperature of 36.8  \u00b0c. if the body temperature rises  above normal, homeostasis takes place.    (i) define homeostasis .         [2]   ",
            "12": "12  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (ii) explain how sweating can help to change body temperature.              [3]        [total: 7] ",
            "13": "13  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use 7 complete the sentences by writing the most appropriate word in each space.     use only words from the box.      allele     diploid       fertilisation      gametes      gene     half    haploid       implantation     meiosis     mitosis     same      in animals, new cells replace damaged cells. these new cells are formed from existing  cells by division. when this happens the nucleus also has to divide. during the process of  the nucleus divides into two new nuclei.   these new nuclei contain the two sets of chromosomes, which is the   number of chromosomes as the original nucleus. they are described as being     .      during the process of   a nucleus normally divides into four new  nuclei that are not genetically identical. these nuclei contain    the  number of chromosomes of the original nucleus and are described as   .  this type of division produces   .  at  the original number of chromosomes is restored. [8]        [total: 8]     ",
            "14": "14  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use 8 fig. 8.1 shows a cell from the palisade layer of a leaf.      3 2 14 5 6     fig. 8.1     (a) in table 8.1 tick ( /checkbld) the numbers that label the  three  features of the palisade cell    which are also found in animal cells.    table 8.1    label number present in both animal and  plant cells  1   2   3   4   5   6       [3]   ",
            "15": "15  \u00a9 ucles 2012 0610/21/o/n/12 [turn over  for  examiner's  use  (b)  state and describe the function of two features of the palisade cell that are only found  in plant cells.  feature    function      feature    function     [4]       (c)  fig. 8.2 shows some red blood cells, which are animal cells.        fig. 8.2      (i) which feature normally present in an animal cell is absent from a red blood cell?   [1]    (ii) state the function of a red blood cell and describe one way in which the red blood  cell is adapted to carry out its function.          [2]        [total: 10]    ",
            "16": "16  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use 9 fig. 9.1 shows a food web.    squirrels and other small rodentsrabbitssnakes lizards batsbadgers eagles coyotes mountain lions insects sagebrush bushesprickly pear cactusdesert flowersdeer and other grazers     fig. 9.1     (a)  explain the difference between a food web and a food chain.          [2]   ",
            "17": "17  \u00a9 ucles 2012 0610/21/o/n/12  for  examiner's  use  (b) from the food web name:     (i) a carnivore;      (ii) a producer;      (iii) a consumer from the 2nd trophic level.  [3]       (c) in some regions, mountain lions have been hunted and face extinction.      suggest how the coyotes might be affected if the mountain lion became extinct.             [3]        [total: 8]   ",
            "18": "18  \u00a9 ucles 2012 0610/21/o/n/12  blank page",
            "19": "19  \u00a9 ucles 2012 0610/21/o/n/12  blank page",
            "20": "20    copyright acknowledgements:    question 8 fig. 8.2 \u00a9 red blood cells;  science photo library c0088462   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2012 0610/21/o/n/12  blank page "
        },
        "0610_w12_qp_22.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0610_22/6rp  \u00a9 ucles 2012  [turn over       *1516010872* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  october/november 2012     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 1 animals without backbones are classified into a number of groups.    draw one line from each of the named groups to its description.    group  description  annelids    hard, jointed exoskeleton, three  pairs of jointed legs        insects    long cylindrical body, segmented,  has bristles but no legs        molluscs    long cylindrical body, not  segmented, no legs        myriapods    has soft body, head and muscular  foot, most have a hard shell        nematodes    exoskeleton, segmented body,  jointed legs on each segment        [4]        [total: 4]                 ",
            "3": "3  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use 2 (a) (i) state what is meant by the term excretion .        [2]     (ii) name the main substance that is excreted in expired air.     [1]     (iii) urine contains water. name two other excretory products found in the urine of a  healthy person.    and  [1]      (b)  fig. 2.1 shows the kidneys and associated structures.    key direction of blood flowa b     fig. 2.1      name the structures labelled a and b.  a   b  [2]     ",
            "4": "4  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use (c) in the digestive system, proteins are digested into amino acids.    describe what happens to any of these amino acids that are in excess, and how their  breakdown product is removed from the body.                 [4]        [total: 10]     ",
            "5": "5  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use 3 (a)  fig. 3.1 shows the fruits of two species of plants.    red outer skin seeds in fleshymaterialring of hairs tomato fruit dandelion fruit   fig. 3.1     suggest and explain how seeds from each of these two plants are transported away  from the parent plant.   tomato        [2]  dandelion        [2]       (b) explain why it is important that seeds are transported well away from the parent plant.            [3]        [total: 7]   ",
            "6": "6  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 4 table 4.1 shows the percentage of each of the gases present in the atmosphere and in  expired air.     table 4.1    gas % of atmospheric air % of expired air  carbon dioxide   0.04   4.00  oxygen 21.00 16.00  x 78.00 78.00  other gases   0.96   2.00       (a) identify gas x.   [1]       (b) fig. 4.1 shows the volume of air exchanged during each breath at rest and during  vigorous exercise.    01 5 time  / seconds306 543210volume of airin lungs/  dm3 01 5 time  / secondsat rest during vigorous exercise 306 543210volume of airin lungs/  dm3     fig. 4.1    (i) state the volume of air inhaled in each breath at rest.          dm 3 [1]   ",
            "7": "7  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  (ii) state how many breaths are taken in one minute at rest.    [1]     (iii) calculate the volume of air exchanged in one minute at rest.           dm3 [1]     (iv) using information from table 4.1, calculate the volume of oxygen absorbed in one  minute at rest.       show your working.         dm 3 [2]       (c) (i) describe what happens to both the rate and depth of breathing during vigorous  exercise.     [1]     (ii) suggest why the changes in the rate and depth of breathing are important for the  person doing exercise.         [2]     (iii) suggest why the person\u2019s heart rate also changes during exercise.              [3]        [total: 12]",
            "8": "8  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 5 fig. 5.1 shows a food web that is part of an ecosystem in the amazon rainforest.    boa constrictor harpie eagle jaguar mouse katydid tapirfrog other plants trees grassblue-crowned motmotsloth howler monkey       fig. 5.1     (a) (i) explain why the whole food web depends on the producers such as the grass and  trees.              [3]     (ii) name two herbivores in this food web.   1  2  [1]     (iii) state the trophic level of the frog.    [1]     ",
            "9": "9  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  (iv) complete a food chain of five stages from this food web.               [2]     (b) jaguars are big cats that are hunted for their fur.      suggest and explain how the numbers of e agles might be affected if the jaguars were  removed from this food web.         [2]       (c) suggest how humans who live in the amazon rainforest might be affected if large areas  of trees are removed.         [2]        [total: 11]     ",
            "10": "10  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 6 fig. 6.1 shows a human fetus developing inside a uterus.    tplacenta s     fig. 6.1     (a) (i) name the structures labelled s and t.  s   t  [1]     (ii) explain the function of the placenta in the healthy development of the fetus.             [3]   ",
            "11": "11  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  (iii) the blood supply of the mother and of the fetus are kept separate from each other  at the placenta.       suggest and explain two reasons why these two blood systems must not be joined  to each other.   1         2        [4]     ",
            "12": "12  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use  fig. 6.2 shows a family tree in which the inherited condition beta thalassaemia occurs.     beta thalassaemia is caused by a recessive allele, b. it results in the formation of  haemoglobin that carries less oxygen than normal haemoglobin.    father genotype ...phenotype produces normal haemoglobinmother genotype ...phenotype produces normal haemoglobin genotype bbphenotype .. .child 2 child 1 genotype ...phenotype has beta thalassaemia     fig. 6.2     (b) complete the diagram to show the phenotype of child 1. [1]       (c) use the symbols b and b to complete the diagram to show:    (i) the genotype of child 2; [1]     (ii) the genotype of the father; [1]    (iii) the genotype of the mother. [1]        (d) state which two people in this family are heterozygous for the condition.     and  [1]        [total: 13]    ",
            "13": "13  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use 7 fig. 7.1 shows the water cycle.    land riversea12 3       fig. 7.1    (a) name the processes that are happening at points 1, 2 and 3 in the water cycle.  1   2   3  [3]       (b) on mountains, rainwater drains over the surface and sinks into the soil.     explain why the soil on mountainsides may be poor for agriculture.        [2]        [total: 5]   ",
            "14": "14  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 8 fig. 8.1 shows a section through a leaf.     a b c     fig. 8.1     (a) (i) name layers a and b.   a   b  [2]     (ii) state a function of layer a.    [1]     (iii) describe the function of c.     [1]     ",
            "15": "15  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  (b) measurements were made of the mass of water taken in and lost by a plant every two  hours for 24 hours.     fig. 8.2 is a graph showing the mass of water lost from the plant by transpiration.    6 8 am10 12 noon2 4 6 pm time of day8 10 12 midnight2 4 am650 40302010 0 mass of water lost  / g     fig. 8.2     (i) use the graph, fig. 8.2, to state the time when the mass of water lost was   greatest.    [1]   ",
            "16": "16  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use   table 8.1 shows the mass of water taken in by the plant every two hours.    some of the data has been plotted in fig. 8.3.   table 8.1    time of day mass of water taken in by plant  / g  6 am plotted  8 am plotted  10 am 22  12 noon 40  2 pm 50  4 pm 44  6 pm 30  8 pm 10  10 pm plotted  12 midnight plotted  2 am plotted  4 am plotted  6 am plotted    ",
            "17": "17  \u00a9 ucles 2012 0610/22/o/n/12 [turn over  for  examiner's  use  fig. 8.3 shows the mass of water lost and the ma ss of water taken in by the plant during the  same period.    6 8 am10 12 noon2 4 6 pm time of day8 10 12 midnight2 4 am650 40302010 0 mass of water lost  / gwater lost water taken in     fig. 8.3    (ii) complete the graph, fig. 8.3, to show the mass of water taken in by the plant from  8  am to 10  pm.                                                                             draw your graph on fig. 8.3.   [2]     (iii) state the period of time during which water taken in was less than water lost.    [1]     (iv) describe the state of the stomata between 6 am and 2 pm.    [1]     (v) suggest one factor that caused the state in (b)(iv) .   [1]   ",
            "18": "18  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use  (vi) name and explain one factor, other than your answer to (b)(v) , that might increase  the loss of water from a leaf during the day.             [3]        [total: 13]   ",
            "19": "19  \u00a9 ucles 2012 0610/22/o/n/12  for  examiner's  use 9 table 9.1 shows the percentage of the main types of foods in the diet of two teenage girls.  one girl lives in great britain and the other girl in sub-saharan africa.     table 9.1    food type girl in great britain     % of diet girl in sub-saharan  africa % of diet  cereals 15.0 75.0  fruit and vegetables 35.0 15.0  milk and cheese 15.0   7.5  eggs, fish and meat 30.0   2.5  sweets and sugar   5.0   0.0     (a)  compare the percentage of foods rich in fats in the two diets.     [1]      (b) suggest how the lack of sweets and sugar in the diet of the african girl might benefit  her health.        [2]      (c) the diet of the african girl contains much less protein than that of the british girl.  suggest and explain one way in which a diet containing little protein might affect her  physical development.        [2]        [total: 5]   ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.   \u00a9 ucles 2012 0610/22/o/n/12  blank page "
        },
        "0610_w12_qp_23.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0610_23/fp  \u00a9 ucles 2012  [turn over       *9693642961* for examiner's use  1   2   3   4   5   6   7   8   9   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  october/november 2012     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 1 animals without backbones are classified into a number of groups.    draw one line from each of the named groups to its description.    group  description  annelids    hard, jointed exoskeleton, three  pairs of jointed legs        insects    long cylindrical body, segmented,  has bristles but no legs        molluscs    long cylindrical body, not  segmented, no legs        myriapods    has soft body, head and muscular  foot, most have a hard shell        nematodes    exoskeleton, segmented body,  jointed legs on each segment        [4]        [total: 4]                 ",
            "3": "3  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use 2 (a) (i) state what is meant by the term excretion .        [2]     (ii) name the main substance that is excreted in expired air.     [1]     (iii) urine contains water. name two other excretory products found in the urine of a  healthy person.    and  [1]      (b)  fig. 2.1 shows the kidneys and associated structures.    key direction of blood flowa b     fig. 2.1      name the structures labelled a and b.  a   b  [2]     ",
            "4": "4  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use (c) in the digestive system, proteins are digested into amino acids.    describe what happens to any of these amino acids that are in excess, and how their  breakdown product is removed from the body.                 [4]        [total: 10]     ",
            "5": "5  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use 3 (a)  fig. 3.1 shows the fruits of two species of plants.    red outer skin seeds in fleshymaterialring of hairs tomato fruit dandelion fruit   fig. 3.1     suggest and explain how seeds from each of these two plants are transported away  from the parent plant.   tomato        [2]  dandelion        [2]       (b) explain why it is important that seeds are transported well away from the parent plant.            [3]        [total: 7]   ",
            "6": "6  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 4 table 4.1 shows the percentage of each of the gases present in the atmosphere and in  expired air.     table 4.1    gas % of atmospheric air % of expired air  carbon dioxide   0.04   4.00  oxygen 21.00 16.00  x 78.00 78.00  other gases   0.96   2.00       (a) identify gas x.   [1]       (b) fig. 4.1 shows the volume of air exchanged during each breath at rest and during  vigorous exercise.    01 5 time  / seconds306 543210volume of airin lungs/  dm3 01 5 time  / secondsat rest during vigorous exercise 306 543210volume of airin lungs/  dm3     fig. 4.1    (i) state the volume of air inhaled in each breath at rest.          dm 3 [1]   ",
            "7": "7  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  (ii) state how many breaths are taken in one minute at rest.    [1]     (iii) calculate the volume of air exchanged in one minute at rest.           dm3 [1]     (iv) using information from table 4.1, calculate the volume of oxygen absorbed in one  minute at rest.       show your working.         dm 3 [2]       (c) (i) describe what happens to both the rate and depth of breathing during vigorous  exercise.     [1]     (ii) suggest why the changes in the rate and depth of breathing are important for the  person doing exercise.         [2]     (iii) suggest why the person\u2019s heart rate also changes during exercise.              [3]        [total: 12]",
            "8": "8  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 5 fig. 5.1 shows a food web that is part of an ecosystem in the amazon rainforest.    boa constrictor harpie eagle jaguar mouse katydid tapirfrog other plants trees grassblue-crowned motmotsloth howler monkey       fig. 5.1     (a) (i) explain why the whole food web depends on the producers such as the grass and  trees.              [3]     (ii) name two herbivores in this food web.   1  2  [1]     (iii) state the trophic level of the frog.    [1]     ",
            "9": "9  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  (iv) complete a food chain of five stages from this food web.               [2]     (b) jaguars are big cats that are hunted for their fur.      suggest and explain how the numbers of e agles might be affected if the jaguars were  removed from this food web.         [2]       (c) suggest how humans who live in the amazon rainforest might be affected if large areas  of trees are removed.         [2]        [total: 11]     ",
            "10": "10  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 6 fig. 6.1 shows a human fetus developing inside a uterus.    tplacenta s     fig. 6.1     (a) (i) name the structures labelled s and t.  s   t  [1]     (ii) explain the function of the placenta in the healthy development of the fetus.             [3]   ",
            "11": "11  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  (iii) the blood supply of the mother and of the fetus are kept separate from each other  at the placenta.       suggest and explain two reasons why these two blood systems must not be joined  to each other.   1         2        [4]     ",
            "12": "12  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use  fig. 6.2 shows a family tree in which the inherited condition beta thalassaemia occurs.     beta thalassaemia is caused by a recessive allele, b. it results in the formation of  haemoglobin that carries less oxygen than normal haemoglobin.    father genotype ...phenotype produces normal haemoglobinmother genotype ...phenotype produces normal haemoglobin genotype bbphenotype .. .child 2 child 1 genotype ...phenotype has beta thalassaemia     fig. 6.2     (b) complete the diagram to show the phenotype of child 1. [1]       (c) use the symbols b and b to complete the diagram to show:    (i) the genotype of child 2; [1]     (ii) the genotype of the father; [1]    (iii) the genotype of the mother. [1]        (d) state which two people in this family are heterozygous for the condition.     and  [1]        [total: 13]    ",
            "13": "13  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use 7 fig. 7.1 shows the water cycle.    land riversea12 3       fig. 7.1    (a) name the processes that are happening at points 1, 2 and 3 in the water cycle.  1   2   3  [3]       (b) on mountains, rainwater drains over the surface and sinks into the soil.     explain why the soil on mountainsides may be poor for agriculture.        [2]        [total: 5]   ",
            "14": "14  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 8 fig. 8.1 shows a section through a leaf.     a b c     fig. 8.1     (a) (i) name layers a and b.   a   b  [2]     (ii) state a function of layer a.    [1]     (iii) describe the function of c.     [1]     ",
            "15": "15  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  (b) measurements were made of the mass of water taken in and lost by a plant every two  hours for 24 hours.     fig. 8.2 is a graph showing the mass of water lost from the plant by transpiration.    6 8 am10 12 noon2 4 6 pm time of day8 10 12 midnight2 4 am650 40302010 0 mass of water lost  / g     fig. 8.2     (i) use the graph, fig. 8.2, to state the time when the mass of water lost was   greatest.    [1]   ",
            "16": "16  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use   table 8.1 shows the mass of water taken in by the plant every two hours.    some of the data has been plotted in fig. 8.3.   table 8.1    time of day mass of water taken in by plant  / g  6 am plotted  8 am plotted  10 am 22  12 noon 40  2 pm 50  4 pm 44  6 pm 30  8 pm 10  10 pm plotted  12 midnight plotted  2 am plotted  4 am plotted  6 am plotted    ",
            "17": "17  \u00a9 ucles 2012 0610/23/o/n/12 [turn over  for  examiner's  use  fig. 8.3 shows the mass of water lost and the ma ss of water taken in by the plant during the  same period.    6 8 am10 12 noon2 4 6 pm time of day8 10 12 midnight2 4 am650 40302010 0 mass of water lost  / gwater lost water taken in     fig. 8.3    (ii) complete the graph, fig. 8.3, to show the mass of water taken in by the plant from  8  am to 10  pm.                                                                             draw your graph on fig. 8.3.   [2]     (iii) state the period of time during which water taken in was less than water lost.    [1]     (iv) describe the state of the stomata between 6 am and 2 pm.    [1]     (v) suggest one factor that caused the state in (b)(iv) .   [1]   ",
            "18": "18  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use  (vi) name and explain one factor, other than your answer to (b)(v) , that might increase  the loss of water from a leaf during the day.             [3]        [total: 13]   ",
            "19": "19  \u00a9 ucles 2012 0610/23/o/n/12  for  examiner's  use 9 table 9.1 shows the percentage of the main types of foods in the diet of two teenage girls.  one girl lives in great britain and the other girl in sub-saharan africa.     table 9.1    food type girl in great britain     % of diet girl in sub-saharan  africa % of diet  cereals 15.0 75.0  fruit and vegetables 35.0 15.0  milk and cheese 15.0   7.5  eggs, fish and meat 30.0   2.5  sweets and sugar   5.0   0.0     (a)  compare the percentage of foods rich in fats in the two diets.     [1]      (b) suggest how the lack of sweets and sugar in the diet of the african girl might benefit  her health.        [2]      (c) the diet of the african girl contains much less protein than that of the british girl.  suggest and explain one way in which a diet containing little protein might affect her  physical development.        [2]        [total: 5]   ",
            "20": "20      permission to reproduce items where third -party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.   \u00a9 ucles 2012 0610/23/o/n/12  blank page     "
        },
        "0610_w12_qp_31.pdf": {
            "1": "    this document consists of 22 printed pages and 2 blank pages.  ib12 11_0610_31/8rp  \u00a9 ucles 2012  [turn over       *4843122136* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2012     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2012 0610/31/o/n/12                                           question 1 begins on page 3.",
            "3": "3  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use 1 arachnids, crustaceans, insects and myriapods are all classified as arthropods.     scorpions, such as heterometrus swammerdami  shown in fig. 1.1, are arachnids.    abdomentail cephalothorax eyes pedipalpjaw     fig. 1.1    (a) state  three  features, shown by h. swammerdami  and visible in fig. 1.1, that arachnids  share with other arthropods.  1   2   3  [3]     ",
            "4": "4  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (b) fig. 1.2 shows seven species of arachnid.    a d gc eb f not to scale     fig. 1.2   ",
            "5": "5  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  use the key to identify each species. write the letter of each species ( a to g) in the correct  box beside the key. one has been done for you.    key          [4]        [total: 7]     1 (a) abdomen with a tail abaliella dicranotarsalis e     (b) abdomen without a tail go to 2   2 (a) legs much longer than abdomen and  cephalothorax go to 3      (b) legs not much longer than abdomen and  cephalothorax go to 4   3 (a) hairs on the legs tegenaria domestica      (b) no hairs on the legs odielus spinosus   4 (a) cephalothorax or abdomen segmented chelifer tuberculatus      (b) cephalothorax and abdomen not segmented go to 5   5 (a) abdomen and cephalothorax about the same size poecilotheria regalis      (b) abdomen larger than cephalothorax go to 6   6 (a) body covered in long hairs tyroglyphus longior       (b) body not covered in hairs ixodes hexagonus  ",
            "6": "6  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use 2 blood flows through the hepatic portal vein from some organs to the liver.     fig. 2.1 shows the hepatic portal vein and these organs.   liver spleenhepatic portalvein     fig. 2.1      (a) blood in the hepatic portal vein is deoxygenated.      explain why the blood in the hepatic portal vein is deoxygenated rather than  oxygenated.       [2]     ",
            "7": "7  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  (b) name four organs, other than  the spleen, that are shown in fig. 2.1 and from which  blood flows into the hepatic portal vein.  1   2   3   4  [4]      (c) describe the role of the hepatic portal vein in the transport of absorbed nutrients.             [3]      (d) explain how the liver is involved in regulating the composition of the blood and in  protecting the body against toxic substances.                       [5]      ",
            "8": "8  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (e) the spleen contains lymphatic tissue which is full of phagocytes and lymphocytes.       describe how phagocytes  and  lymphocytes protect the body against the spread of  disease-causing organisms.  phagocytes         lymphocytes        [4]        [total: 18]    ",
            "9": "9  \u00a9 ucles 2012 0610/31/o/n/12 [turn over                                 question 3 begins on page 10.",
            "10": "10  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use 3 the ribcage and diaphragm are involved in the breathing mechanism to ventilate the lungs.     fig. 3.1 is a flow chart that shows the changes that take place when breathing in.   air enters the . which are the site of gaseous exchangeatmospheric pressure is . than air pressure in the lungspressure of air in the lungs  air moves . the lungsvolume of thorax .diaphragm is . ribcage is raiseddiaphragm muscles contractexternal intercostal muscles contract     fig. 3.1    (a) complete fig. 3.1 by writing appropriate words in the spaces provided. [6] ",
            "11": "11  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  (b) fig. 3.2 shows part of the epithelium that lines the trachea.    a b     fig. 3.2      explain how the cells labelled a and b in fig. 3.2 protect the gas exchange system.  a         b        [4]       [total: 10]     ",
            "12": "12  \u00a9 ucles 2012 0610/31/o/n/12                                question 4 begins on page 13. ",
            "13": "13  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use 4 (a)  complete the balanced chemical equation for photosynthesis.    light   +    +  [3]  chlorophyll     a student investigated the effect of increasing the concentration of carbon dioxide on the  rate of photosynthesis of cabomba , an aquatic plant.     fig. 4.1 shows the apparatus that the student used.    gas bubble syringelamp rulerplastic tubing meniscus capillary tubingsodium hydrogencarbonate (nahco3) solution cabomba     fig. 4.1     the concentration of carbon dioxide in the water surrounding the plant was changed by  adding different concentrations of sodium hydrogencarbonate solution to the water.    the student recorded the time taken for the meniscus to travel 50  mm down the tubing.      the rate of photosynthesis was calculated as:       rate of photosynthesis = 1000                                                                                                           t     where t = time taken in seconds for the meniscus to travel 50  mm.   ",
            "14": "14  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use   the student\u2019s results are shown in table 4.1.    table 4.1    concentration of sodium  hydrogencarbonate  solution / mol per dm3 t, time taken for meniscus  to travel 50  mm / s rate of photosynthesis  (1000/ t)  0.00 4998 0.20  0.01 2500 0.40  0.02 1175 0.85  0.05   350 2.86  0.07   201   0.10   199 5.03     (b) calculate the rate of photosynthesis for the concentration of sodium  hydrogencarbonate solution of 0.07 mol per dm 3.                                                                                        write your answer in table 4.1.   [1]     (c) (i) explain why the lamp must be kept at a fixed distance from the syringe.          [2]     (ii) explain what caused the meniscus to move down the capillary tubing.          [2]   ",
            "15": "15  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  (d) fig. 4.2 is a partially completed graph of the student\u2019s results.       complete the graph by labelling the axes, adding the missing point and drawing a  suitable line.    6.0 5.04.03.02.01.00.0 0.04 0.06 0.08 0.10.. .. .. 0.00 0.02     fig. 4.2                 [3]     ",
            "16": "16  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (e)  explain, using the term limiting factors , the effect of carbon dioxide concentration on  the rate of photosynthesis as shown by the student\u2019s results.       you will gain credit for using the data in t he table and the graph to answer the question.                       [5]        [total: 16] ",
            "17": "17  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use 5 table 5.1 shows some information about air pollution.    table 5.1    pollutant source of air pollutant effect of pollutant on the environment    \u2026\u2026\u2026\u2026\u2026.  combustion of fossil fuels increased greenhouse effect and global warming  methane  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  increased greenhouse effect and global warming  sulfur dioxide combustion of high sulfur fuels acid rain  nitrogen  oxides fertilisers acid rain      (a) complete table 5.1 by writing answers in the spaces indicated. [2]    (b) explain how the increased greenhouse effect is thought to lead to global warming.             [3]     ",
            "18": "18  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (c) fig. 5.1 shows changes in the emissions of sulfur dioxide in europe between 1880 and  2004.    60 5040302010 0emissions of sulfurdioxide/  millions of tonnesper year 1880 1890 1900 1910 1920 1930 1940 year1950 1960 1970 1980 1990 2000 2010     fig. 5.1     (i) use the information in fig. 5.1 to describe the changes in the emissions of sulfur  dioxide in europe between 1880 and 2004.                  [4]  ",
            "19": "19  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  (ii) describe the effects of acid rain on the environment.              [3]     (iii) outline the methods that have been used to reduce the emissions of sulfur dioxide.              [3]        [total: 15]     6 the flowers of pea plants, pisum sativum , are produced for sexual reproduction. the  flowers are naturally self-pollinating, but they can be cross-pollinated by insects.     (a)  explain the difference between self-pollination and cross-pollination.         [2]     ",
            "20": "20  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use  (b)  explain the disadvantages  for plants, such as p. sativum , of reproducing sexually.                 [4]       pea seeds develop inside pea pods after fertilisation. they contain starch. a gene controls  the production of an enzyme involved in the synthesis of starch grains.     the allele, r, codes for an enzyme that produces normal starch grains.    this results in seeds that are round.     the allele, r, does not code for the enzyme. the starch grains are not formed normally. this  results in seeds that are wrinkled.    fig. 6.1 shows round and wrinkled pea seeds.    round pea seed wrinkled pea seed      fig. 6.1     pure bred plants are homozygous for the gene concerned. a plant breeder had some pure  bred pea plants that had grown from round seeds and some pure bred plants that had  grown from wrinkled seeds.     (c) state the genotypes of the pure bred plants that had grown from round and from  wrinkled seeds.  round   wrinkled  [1]   ",
            "21": "21  \u00a9 ucles 2012 0610/31/o/n/12 [turn over  for  examiner's  use  these pure bred plants were cross-pollinated (cross 1) and the seeds collected.    all the seeds were round. these round seeds were germinated, grown into adult plants  (offspring 1) and self-pollinated (cross 2).     the pods on the offspring 1 plants co ntained both round and wrinkled seeds.    further crosses ( 3 and 4) were carried out as shown in table 6.1.    table 6.1    phenotype of seeds in the seed  pods  cross  round seeds wrinkled seedsratio of round to  wrinkled seeds  1 pure bred for round seeds x  pure bred for wrinkled seeds/checkbld /xmarkbld 1:0  2 offspring 1 self-pollinated /checkbld /checkbld   3 offspring 1 x pure bred for  round seeds     4 offspring 1 x pure bred for  wrinkled seeds        (d) complete table 6.1 by indicating     \u007f the type of seeds present in the pods with a tick ( /checkbld) or a cross ( /xmarkbld)    \u007f the ratio of round to wrinkled seeds.     you may use the space below and on page 22 for any rough working. [3]   ",
            "22": "22  \u00a9 ucles 2012 0610/31/o/n/12  for  examiner's  use                                               (e)  seed shape in peas is an example of discontinuous variation.    suggest one reason why seed shape is an example of discontinuous variation.     [1]       plants have methods to disperse their seeds over a wide area.     (f)  explain the advantages  of having seeds that are dispersed over a wide area,             [3]        [total: 14]",
            "23": "23  \u00a9 ucles 2012 0610/31/o/n/12          blank page",
            "24": "24    copyright acknowledgements:    question 3  figure 3.2  \u00a9  reference a18k2a \u2013 electronmicrograph  pet er arnold, inc. / alamy   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.    \u00a9 ucles 2012 0610/31/o/n/12            blank page "
        },
        "0610_w12_qp_32.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0610_32/5rp  \u00a9 ucles 2012  [turn over       *8086397897* for examiner's use  1   2   3   4   5   6   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2012     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use 1 the fungus, trichophyton violaceum , reproduces asexually by releasing spores.     a single spore was placed in the centre of a petri dish containing an agar medium with  starch and protein.      fig. 1.1 shows the fungus that grew from the spore.         fig. 1.1    (a) state the name given to    (i) the body of the fungus that grows from a single spore   [1]    (ii) the thin threads that make up the body of the fungus.    [1]    (b) describe how a fungus, such as t. violaceum , obtains nutrients from the agar medium.                 [4]  ",
            "3": "3  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use  streptomyces , a soil bacterium, is a major source of antibiotics that are produced by  pharmaceutical companies. an antibiotic sensitivity test can be carried out to help doctors  decide which antibiotic should be used to treat a specific disease, such as gonorrhoea.    gonorrhoea bacteria isolated from a person are grown on an agar medium. a ring with  eight different antibiotics ( 1 to 8) is placed on the agar medium and left for 24  hours at        35  \u00b0c.    fig. 1.2 shows the growth of bacteria on the agar medium after 24 hours.    1 52 bacterial growth 3 4 678     fig. 1.2     (c) (i) suggest why there is a clear area around some of the antibiotics.            [2]     (ii) explain why antibiotics 1 and 5 would not be chosen to treat the gonorrhoea  infection.            [2]   ",
            "4": "4  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (iii) people who take antibiotics should always be told to complete the treatment rather  than stop taking the antibiotics when they feel better.       suggest why people are given this advice.           [2]        [total: 12]   ",
            "5": "5  \u00a9 ucles 2012 0610/32/o/n/12 [turn over                                 question 2 begins on page 6.",
            "6": "6  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use   2 the glucose concentration of the blood is maintained within the range 80  \u2013 90  mg per       100  cm3 blood.     fig. 2.1 is a flow chart showing how the body responds to changes in the glucose  concentration of the blood after the absorption of a carbohydrate-rich meal and during strenuous exercise.    change in blood glucose concentration detected by organ ablood glucose concentration increases  above 90  mg per 100  cm3large carbohydrate-rich meal followed by absorption of glucose from small intestine blood glucose concentration decreases  below 80  mg per 100  cm3 organ a releases hormone b into the bloodorgan a releases hormone c into the blood blood glucose concentration decreasesblood glucose concentration increaseshormone b stimulates organ d to convert glucose to glycogenhormone c stimulates organ d to convert glycogen to glucosemuscle contraction during strenuous exercise blood glucose concentration returns to 80  \u2013 90 mg per 100  cm3     fig. 2.1   ",
            "7": "7  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use  (a) name organ a and hormones b and c.  a   b   c  [3]       (b) (i) name organ d that stores glucose as glycogen.   [1]    (ii) suggest why glucose is converted to glycogen rather than kept as glucose inside  the cells.          [2]      (c)  name the type of control system used in homeostasis that returns the blood glucose  concentration to 80  \u2013 90  mg per 100  cm3.   [1]     (d)  animal hormones are used in the production of milk and meat. bovine somatotrophin  (bst) is used to increase milk production by cows. the hormone is produced by  genetically modified bacteria that contain the cattle gene for making bst. it is used in  the united states but is banned for use in the european union.    (i) outline how genes, such as the one for bst, are transferred from the cells of cattle  (cows) to bacteria.              [3]   ",
            "8": "8  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (ii) suggest advantages and disadvantages of using hormones, such as bst, in the  production of milk and meat.  advantages          disadvantages         [3]        [total: 13]     3 (a)  explain the meaning of the term transpiration .         [2]      (b) root hair cells provide a large surface area for the absorption of water from the soil.      explain, using the term water potential , how water is absorbed from the soil into root  hair cells.             [3]     ",
            "9": "9  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use  some plants are adapted for life in dry habitats where it can be very hot during the day and  very cold at night.     fig. 3.1 shows some saguaro cacti from the sonoran desert in arizona and mexico.    fig. 3.2 shows the surface of the stem of a saguaro cactus.     fig. 3.1 fig. 3.2      (c)  explain how two features, visible in  fig. 3.1  or fig. 3.2 , are adaptations to the  conditions in the sonoran desert.  feature 1         feature 2        [4]     ",
            "10": "10  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (d) the stomata of some desert plants, such as the saguaro cactus, open at night and  close during the day.      explain how this allows the cacti to survive in the desert, but limits their growth rate.                 [4]        [total: 13]    ",
            "11": "11  \u00a9 ucles 2012 0610/32/o/n/12 [turn over                                                    question 4 begins on page 12.",
            "12": "12  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use 4 enzymes are biological catalysts.     (a) define the term catalyst .         [2]    urease is an enzyme found in bacteria and in the seeds of some species of bean.     the enzyme catalyses the reaction:    urea + water                    carbon dioxide + ammonia     the production of ammonia increases the ph of the area around the bacteria. the  formation of ammonia can be used to study the progress of the reaction by testing the ph of  the surrounding medium with a ph indicator, such as universal indicator solution.     some students carried out an investigation to find out if there was urease in the seeds of  four different species of bean.    \u007f the germinating seeds were ground up in wate r and filtered to give an extract containing  proteins.   \u007f each extract was added to a urea solution and kept at 30  \u00b0c for 30 minutes       (tubes 1 to 4).   \u007f two more tubes ( 5 and 6) were included in the investigation.   \u007f samples were taken from the reaction mixture at five-minute intervals and tested with  universal indicator solution.      the results are shown in table 4.1.    table 4.1    presence of alkaline ph at intervals of 5  minutes test-tube bean  species urea  solution water  0 5 10 15 20 25 30  1 soya yes no /xmarkbld /xmarkbld /xmarkbld /xmarkbld /checkbld /checkbld /checkbld  2 mung yes no /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld  3 jack yes no /xmarkbld /xmarkbld /xmarkbld /checkbld /checkbld /checkbld /checkbld  4 broad yes no /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld  5 soya no yes /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld  6 no beans yes yes /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld /xmarkbld     /checkbld = alkaline ph  /xmarkbld = not alkaline ph ",
            "13": "13  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use  (b) (i) explain why the test-tubes were kept at 30  \u00b0c.         [2]     (ii) explain why test-tubes 5 and 6 were included in the investigation.            [2]     (iii) state the conclusions that the students woul d make from the results of test-tubes   1 to 4.             [3]      it is thought that some bean seeds produce ammonia as a protection against infection by  microorganisms in the soil.    (c) suggest what would happen to any ammonia that passes into the soil.         [2]     ",
            "14": "14  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (d) helicobacter pylori  is a bacterium that infects the stomach and causes ulcers.       the bacteria secrete urease that helps them to colonise the stomach lining.   (i) explain why bacteria do not usually grow inside the stomach.         [2]     (ii) suggest how urease helps the bacteria to colonise the stomach.         [2]     (iii) explain how the immune system protects against infection by bacteria such as      h. pylori .         [2]        [total: 17]    ",
            "15": "15  \u00a9 ucles 2012 0610/32/o/n/12 [turn over  for  examiner's  use 5 fig. 5.1 shows the changes in carbon emissions from the burning of three fossil fuels  between 1800 and 2000.    7000 6000500040003000200010000carbon emittedby burningfossilfuels  /  milliontonnesper year 1800 1825 1850 1875 1900 year1925 1950 1975 2000totaloilcoalnatural gas     fig. 5.1     (a) use the information in fig. 5.1 to descri be the changes in carbon emissions from the  burning of fossil fuels between 1800 and 2000.                   [5]   ",
            "16": "16  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  all fossil fuels contain hydrocarbons and some also contain compounds of sulfur.    (b)  explain how the combustion of these compounds contributes to pollution.  hydrocarbons           compounds of sulfur          [4]       (c) explain the need to conserve fossil fuels, such as coal, oil and natural gas.            [2]        [total: 11]    ",
            "17": "17  \u00a9 ucles 2012 0610/32/o/n/12 [turn over                                                    question 6 begins on page 18.",
            "18": "18  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use 6 the field mustard plant, brassica rapa , is cross-pollinated by insects.     (a) describe the advantages of cross-pollination to plants.             [3]       fig. 6.1 shows the events that follow pollination in b. rapa .    male gametebovule a c d e    fig. 6.1    ",
            "19": "19  \u00a9 ucles 2012 0610/32/o/n/12  for  examiner's  use  (b) name     (i) structures a to e.  a   b   c   d   e  [5]     (ii) the type of nuclear division that occurs to produce the new cells as the seed  grows.    [1]      (c) explain why the genotypes of the seeds are not all the same.           [2]      when ripe, the seed pod breaks open and the seeds are scattered. some of the seeds  germinate and grow into adult plants, but many do not.    (d) explain why many seeds released by b. rapa  do not germinate and grow into adult  plants.             [3]        [total: 14]   ",
            "20": "20    copyright acknowledgements:    question 1  figure 1.1  photograph question 1  figure 1.1  photograph question 3  figure 3.1  photographs \u00a9  reference spl b250/628;  science photo library ltd  \u00a9   http://www.microbiologyonline. org.uk/teachers/observi ng-microbes/observing-fu ngi-in-a-petri-dish   \u00a9  references  a1k57j, a533dg;  alamy ltd   permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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.    university of 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.    \u00a9 ucles 2012 0610/32/o/n/12  blank page "
        },
        "0610_w12_qp_33.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib12 11_0610_33/5rp  \u00a9 ucles 2012  [turn over       *6943348601* for examiner's use  1   2   3   4   5   6   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  october/november 2012     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2012 0610/33/o/n/12                                question 1 begins on page 3.",
            "3": "3  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use 1 cicadas are insects that make a lot of noise.    fig. 1.1 shows an adult chorus cicada, amphipsalta zelandica , that is only found in new  zealand.        fig. 1.1     (a) state three features, visible in fig. 1.1 , that show that the chorus cicada is an insect.  1  2   3  [3]      (b)  insects are classified in the same group as crustaceans, arachnids and myriapods.      name the group that contains all these animals.   [1]      evolutionary relationships between different species are investigated by examining dna.      (c) state precisely where dna is found in a cell.    [2]     ",
            "4": "4  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  small sections of dna in 14 species of cicada found in australia, new caledonia and new  zealand ( 1 to 14) were examined for similarities and differences.     the results of the dna examination of these species were used to make a diagram  showing how these cicada species may have evolved. species that are closely related are  grouped together on the right of fig. 1.2.     the brackets show that the cicada species in new zealand are in two separate groups.    1 2 34 910 111256 78 1314the ancestralspeciesof thesecicadanew zealand new zealandnew caledonia australia australia     fig. 1.2     ",
            "5": "5  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use  (d) it is suggested that the eight cicada species in new zealand originated from two  migrations, a and b, from australia as shown in fig.1.3.    australiaaustralianew caledonia new zealandaustraliakey migration a migration b     fig. 1.3     explain how the results in fig. 1.2 support the idea that the eight cicada species in new  zealand originated from two migrations of cicadas as shown in fig. 1.3.      you can use the numbers from fig. 1.2 in your answer.             [3]     ",
            "6": "6  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  islands in the pacific have been colonised by populations of animals that have migrated  from australia, mainland asia and the americas. over many generations these populations have changed. now they are unable to breed with animals of the original populations in australia, mainland asia and the americas.     (e)  explain how natural selection has resulted in changes in the populations of animals on  islands in the pacific.            [4]        [total: 13]   ",
            "7": "7  \u00a9 ucles 2012 0610/33/o/n/12 [turn over                                       question 2 begins on page 8.",
            "8": "8  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use 2 (a)  define the term excretion .          [3]      fig. 2.1 shows a kidney tubule and the blood vessels associated with it.    a b c d e fgh     fig. 2.1   ",
            "9": "9  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use (b) table 2.1 shows some processes that occur in a kidney.    in table 2.1, write the letter  of the part shown in fig. 2.1 where each process occurs.     you must put one letter in each box. you may use the same letter more than once.    table 2.1    process letter  filtration of blood   reabsorption of most of the solutes from the filtrate   water is absorbed by osmosis to determine the  concentration of urine   unfiltered blood returns to the renal vein         [4]     (c)  table 2.2 lists the components of blood, filtrate and urine.    table 2.2    component blood filtrate urine  red blood cells /checkbld /xmarkbld /xmarkbld  white blood  cells /checkbld    plasma  proteins /checkbld    glucose /checkbld    urea /checkbld    salts /checkbld    water /checkbld        complete the table by using ticks ( /checkbld) and crosses ( /xmarkbld) to show whether or not each  component is present in filtrate and in u rine of a healthy person. the first component  has been done for you. [2]       [total: 9]     ",
            "10": "10  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use 3 mycoprotein is a form of single cell protein. it is produced by growing the fungus, fusarium   venenatum , in a fermenter. as the fungus grows in the fermenter it produces large  quantities of hyphae which are extracted and processed as shown in fig. 3.1.    removal of hyphae in medium hyphae filtered from medium hyphae treated to remove rna hyphae processed into meat-like form to make burgers, sausages, pies and other productsgrowth of fungusfermenterglucose corn starch ammonia, salts oxygen in sterile air food additivessmall quantity of fusarium venenatumenzymes       fig. 3.1     (a) (i)  name an enzyme used to digest the corn starch.    [1]      (ii) explain why it is necessary to digest the corn starch.         [2]     ",
            "11": "11  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use  (b) explain why sterile conditions are necessary in the fermenter.        [2]      in 2008, there were riots in some parts of the world in protest against shortages of staple  foods, such as rice.     (c) explain why it is better ecologically for people to eat foods made from plants rather  than from animal products, such as meat.             [3]       (d)  describe three possible advantages of using foods prepared from mycoprotein as  substitutes for animal products, such as meat.  1     2     3    [3]     ",
            "12": "12  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  (e) discuss whether production of foods made from mycoprotein might not reduce food  shortages in the future.            [3]        [total: 14]   4 niusila opeloge from samoa holds a commonwealth games record for weightlifting. he  can lift 338  kg.  weightlifting is an example of an anaerobic sport as muscles act over a  short period of time.     (a) write a balanced chemical equation for anaerobic respiration in muscle.         \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. /barb2right \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. [2]     weightlifting involves contraction of the muscles of the arms.      fig. 4.1 shows the muscles that move the forearm.    scapula tricepshumerus biceps radius ulnaelbow joint     fig. 4.1     (b) describe how the muscles identified in fig. 4.1 work to move the forearm up.         [2]  ",
            "13": "13  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use  exercise that occurs over a longer period of time than weightlifting often involves aerobic  respiration as well as anaerobic respiration.    fig. 4.2 shows the oxygen consumed by an athlete during and after a 5000 metre race.   0 5 10 15 20 25 30 353.0 2.01.0 0oxygen consumption/  dm3 min\u20131 time  / minrace starts race ends     fig. 4.2     (c) describe the athlete\u2019s oxygen consumption during and after the race as shown in      fig. 4.2.      you will gain credit for using the figures in the graph to support your answer.   during          after          [4]   ",
            "14": "14  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  (d) explain why the oxygen consumption does not return immediately to the resting level  after the exercise is finished.                      [5]        [total: 13]   ",
            "15": "15  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use 5 fertilisers are used to increase crop yields. many fertilisers contain compounds of nitrogen  and are called \u2018nitrogen fertilisers\u2019.     the development in the early twentieth century of the haber-bosch process for converting  nitrogen from the air into ammonia made the production of these fertilisers possible.     (a) fig. 5.1 shows the global use of nitrogen fertilisers between 1960 and 2003.    1960 1970 1980 year1990 200090 8070605040302010 0global nitrogen fertiliser use  / million tonnesper year     fig. 5.1      (i)  calculate the percentage increase in the global use of nitrogen fertilisers between  1970 and 1987. show your working.                 answer  % [2]   ",
            "16": "16  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  (ii) explain why the use of nitrogen fertilisers has increased.               [3]       (b) some farmers increase the fertility of their soils by adding organic fertilisers, such as  manure, and by using legume crops in a crop rotation. manure contains protein, urea and ammonia in the waste from farm animals.     (i) explain how nitrogen, in the form of nitrate ions, becomes available in a soil after  the addition of manure.                 [4]     (ii) explain why legume crops, such as peas, beans, alfalfa and clover are used in  crop rotations.              [3]   ",
            "17": "17  \u00a9 ucles 2012 0610/33/o/n/12 [turn over  for  examiner's  use  (c) the overuse of fertilisers can lead to environmental problems. soils, rivers, lakes, the  sea and the atmosphere have all been affected by this pollution.     outline the undesirable effects of the overuse of fertilisers.                 [5]        [total: 17]   ",
            "18": "18  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use 6 haemoglobin is a protein that is made inside developing red blood cells in the bone  marrow.    (a) (i)  state the function of haemoglobin.   [1]      (ii) name the small molecules that are combined to make haemoglobin.    [1]      (iii) name the mineral ion provided in the diet that is needed to make haemoglobin.   [1]      there are many different varieties of haem oglobin. the gene for haemoglobin exists as two  alleles, hb a and hbs.      people with the genotype hbshbs have a condition called sickle cell anaemia.    (b) describe the features of sickle cell anaemia.              [3]      (c) the allele for hb s is rare in many parts of the world, but it is more common in parts of  tropical africa.     explain why hb s is more common in parts of tropical africa.            [3]   ",
            "19": "19  \u00a9 ucles 2012 0610/33/o/n/12  for  examiner's  use  (d) the parents of people with sickle cell anaemia rarely have this condition.      explain, using a genetic diagram, how two parents who do not have sickle cell anaemia  may have a child with the condition.          parental genotypes gametes genotype of child with sickle cell anaemia      \u00d7 +        [3]    (e) sickle cell anaemia is an example of variation in humans. there are many causes of  variation, including nuclear fall-out.      suggest how nuclear fall-out could cause variation in humans.           [2]        [total: 14]   ",
            "20": "20    copyright acknowledgements:    figure 1.1   figure 1.2   figure 5.1  \u00a9  richard garvey-williams / alam y b3mptx;  side view:  chorus cicada   \u00a9  peter arensburger et al;  biogeography and phyloge ny of the new zealand cicada gen era (hemiptera:  cic adidae) based on  nuclear and  mitochondrial dna data;    journal of biogeography;  2004  \u00a9  http://lepo.it.da.ut.ee/~o lli/eutr/html/htmlbook_4.html     permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.   \u00a9 ucles 2012 0610/33/o/n/12  blank page "
        },
        "0610_w12_qp_51.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib12 11_0610_51/6rp  \u00a9 ucles 2012  [turn over       *9938145318* for examiner's use  1   2   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  october/november 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions       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, highlighters, glue or correction fluid. do not  write in any barcodes.    answer both  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.     ",
            "2": "2  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use 1 read through all the questions on this paper carefully before starting work.       you are going to compare the metabolism of two yeast mixtures in test-tubes w1 and w2.     both mixtures contain the same concentration of sucrose.     (a) set up and use the apparatus provided, as shown in fig.  1.1, to obtain the results  needed to complete table 1.1.    20 cm3 active yeast mixture in test-tubefoamdelivery tube beaker of water at 30  \u00b0c \u2013 40 \u00b0c (if the water coolsbelow 30  \u00b0c, raise your hand andrequest warm water)waterw1 w2thermometer     fig. 1.1    \u007f connect the bung and delivery tube to test-tube w1, as shown in fig. 1.1.    \u007f wait for two minutes before placing the open end of the delivery tube in the water,  as shown in fig. 1.1.     \u007f note the time and immediately  start counting the number of gas bubbles.  after two  minutes, record the number of bubbles as trial 1  in table 1.1.    \u007f repeat the counting process for two minutes and record this number of bubbles as  trial 2  in table 1.1.    \u007f repeat the counting process for two minutes and record this number of bubbles as  trial 3 in table 1.1.    \u007f remove the bung and delivery tube from test-tube w1.    \u007f connect the bung and delivery tube to test-tube w2 and repeat the above  procedures.  table 1.1    number of bubbles of gas released in two minutes  yeast mixture  trial 1 trial 2 trial 3  w1 \u2026\u2026. \u2026\u2026. \u2026\u2026.  w2 \u2026\u2026. \u2026\u2026. \u2026\u2026.        [4] ",
            "3": "3  \u00a9 ucles 2012 0610/51/o/n/12 [turn over  for  examiner's  use  (b) gas bubbles are produced in this experiment.     (i) state which metabolic process is being carried out by the yeast cells to produce  this gas.    [1]     (ii) name this gas. [1]      (iii) describe a test for this gas and the result that you would expect.         [2]      (c) suggest why the test-tubes w1 and w2 were placed in a beaker of warm water during  the experiment.         [2]       (d) describe and explain any differences observed in the number of bubbles of gas  released.            [3]     ",
            "4": "4  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use  (e) state two sources of error in the method of this investigation. suggest how to improve  the method to reduce each  source of error.  source of error    improvement     source of error     improvement    [4]        [total: 17]        ",
            "5": "5  \u00a9 ucles 2012 0610/51/o/n/12 [turn over  for  examiner's  use 2 you are provided with two leaves, w3 and w4.    (a) make a large, labelled drawing of leaf w3.                                             [4] ",
            "6": "6  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use  (b) use the hand lens to carefully observe leaf w3 and leaf w4.     describe one similarity and two differences that you can see. do not include size in  your comparison.      (i) similarity     [1]     (ii) differences   1   2   [2]     (iii) leaf w3 is from a dicotyledon.       give one visible feature to support this statement.     [1]     ",
            "7": "7  \u00a9 ucles 2012 0610/51/o/n/12 [turn over  for  examiner's  use  fig. 2.1 shows a photomicrograph of a section of a leaf similar to w3.             fig. 2.1     (c) (i)  on fig. 2.1, draw a line to label a photosynthetic cell in the palisade layer. [1]    (ii) draw arrows on fig. 2.1 to show the pathway that carbon dioxide gas must take to  reach the photosynthetic cell labelled in (c)(i)  from the air outside the leaf. [2]   ",
            "8": "8  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use  when leaves die, they fall from the tree and are eventually decomposed.    some students investigated the decomposition of samples of leaves.  they made drawings  and weighed the samples at intervals over a period of two years.      table 2.1 shows the results of this investigation.    table 2.1    time / months mass of leaves in   sample / g appearance of one leaf in   the sample  0 42.5    6 46.0    12 32.5    18 16.0    24 7.5       (d) (i)  describe and explain the changes in appearance of the leaves during the two  years.             [3]        ",
            "9": "9  \u00a9 ucles 2012 0610/51/o/n/12 [turn over  for  examiner's  use  (ii) use the measurements from table 2.1 to plot a graph to show how the mass of the  leaf samples change with time.                      [4]    (iii) describe the results for the change in mass shown on the graph.              [3]   ",
            "10": "10  \u00a9 ucles 2012 0610/51/o/n/12  for  examiner's  use  (iv) suggest two factors that may change the rate of decomposition of the leaves.   1   2   [2]        [total: 23]   ",
            "11": "11  \u00a9 ucles 2012 0610/51/o/n/12  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.    \u00a9 ucles 2012 0610/51/o/n/12  blank page "
        },
        "0610_w12_qp_52.pdf": {
            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 11_0610_52/8rp  \u00a9 ucles 2012  [turn over       *8436107810* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  october/november 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions.       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, highlighters, 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.     ",
            "2": "2  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use read through all the questions on this paper carefully before starting work.   1 milk is the main food for young mammals and contains all the required nutrients for the first  part of life. milk needs to clot before it can be digested.     the stomach of a young mammal produces an enzyme which causes some soluble  proteins in milk to form insoluble clots.      you will carry out an investigation on this clotting process.     you are supplied with fresh milk, labelled milk.     you are also supplied with the enzyme, labelled enzyme .     carry out your investigation as follows:    \u007f take a clean test-tube and label it 1.    \u007f measure 5  cm3 of milk into the test-tube.  stand the test-tube in the container of water  at 40  \u00b0c.     when a mixture of milk and the enzyme solution is gently rotated in a test-tube, clotting  goes through the stages shown in fig.  1.1 and fig.  1.2.     stage c is the point at which you should record the time that the reaction has finished.    stage a stage b stage c clots have formedstage d all of milk solidfilm of milk flows  / drains  back into milk quicklyfilm of milk drains slowly and sticks to inside of test-tubesmall spots  / clots stick to inside of test-tube as film of milk drains backall the milk has coagulated     fig. 1.1    clots on the side of the test-tube     fig. 1.2 ",
            "3": "3  \u00a9 ucles 2012 0610/52/o/n/12 [turn over  for  examiner's  use  (a) (i) add 1  cm3 of the enzyme solution to the milk in test-tube 1 and shake the test-tube  carefully.    \u007f start timing and gently rotate the test-tube as shown in fig. 1.1 to form a film  of milk on the inside of the test-tube.    \u007f keep rotating the test-tube until stage c is reached, as shown in fig. 1.1 and  fig. 1.2, and record the time that was taken for clots to form.            write the time taken for clots to form in table 1.1. [1]    \u007f leave the clotted milk in test-tube 1 as you will need it later.    table 1.1    test-tube time taken for clots to form using fresh milk / seconds  1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  3 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      (ii) repeat this procedure with test-tubes labelled 2 and 3. use fresh milk and enzyme  solution each time.       for test-tube 2 and test-tube 3, record the time taken for clots to form in table 1.1.  [2]     (iii)     \u007f filter the clotted milk from test-tube 1 into a clean test-tube through the  apparatus provided. this separates the clots from the liquid. leave this to filter and move onto parts (b) and (c) whilst you wait. you will need both the  clots and the separated liquid for part  (e).     suggest and explain why this procedure was carried out three times.          [2]     ",
            "4": "4  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use  a similar experiment was carried out using dried milk mixed with water. the results are  shown in table 1.2.    table 1.2    test-tube time taken for clots to form using dried milk / seconds  1 210  2 160  3 200     (b)  describe and explain the results for the time taken to form clots using fresh milk in  table 1.1 and dried milk in table 1.2.             [3]      (c) suggest and explain why the test-tubes were placed in a container of water at 40  \u00b0c.         [2]       (d) (i)  state one source of error in the method  of this investigation.   [1]    (ii) suggest how to improve the method to reduce the error stated in  (d)(i).     [1]     ",
            "5": "5  \u00a9 ucles 2012 0610/52/o/n/12 [turn over  for  examiner's  use   (e) now you are going to use both the clots and the liquid which you separated  by filtering the milk that was in test-tube 1.     (i) describe how you will safely carry out a test to compare the protein content of the clots with that of the liquid.                  [4]      \u007f test the protein content of the clots by using a suitable reagent.    \u007f test the protein content of the liquid using the same reagent.     (ii) describe your observations and give your conclusions in table 1.3.     table 1.3     clots liquid  observations     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   conclusions     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [4]        [total: 20] ",
            "6": "6  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use 2 you are provided with part of a plant organ labelled y.    \u007f remove the covering from y.     (a) (i) use the hand lens to examine the  cut surface of y.     make a large, labelled drawing of the cut surface  of y.               [4]   (ii) suggest two biological functions of y for the plant.   1      2            [2] ",
            "7": "7  \u00a9 ucles 2012 0610/52/o/n/12 [turn over  for  examiner's  use \u007f remove, by cutting, a small piece of the central part of y.    \u007f place it on the tile.    \u007f carefully add a few drops of iodine solution to the small piece of y.     (b) describe and explain your observations.         [2]        [total: 8]                           question 3 begins on page 8.   ",
            "8": "8  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use 3 flies lay eggs which hatch into maggots. an investigation was carried out on the respiration  rate of maggots.     fig. 3.1 shows some living maggots in a large test-tube.     the apparatus was left to settle with the clip open.    the clip was then closed and a drop of coloured liquid was introduced into the open end of  the capillary tube.    scale capillary tubecoloured liquidcliprubber tubing glass tubing maggots metal gauze soda lime   fig. 3.1    soda lime absorbs carbon dioxide.     during the investigation, the drop of coloured liquid moved along the capillary tube towards   the test-tube.                    ",
            "9": "9  \u00a9 ucles 2012 0610/52/o/n/12 [turn over  for  examiner's  use  (a) explain why the drop of coloured liquid moved towards the test-tube.                 [4]                           question 3 continues on page 10.     ",
            "10": "10  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use  some students carried out a similar investigation with another sample of maggots to find  the effect of temperature on this process.       the distance moved by the drop of coloured liquid was measured after one minute at each  temperature as shown in table 3.1.    table 3.1    temperature / \u00b0c 15 20 25 30 35 40  distance moved by drop / mm 20 40 55 80 120 105     (b)  plot the data in table 3.1 to show the effect of temperature on the distance moved by  the drop of coloured liquid.                    [4] ",
            "11": "11  \u00a9 ucles 2012 0610/52/o/n/12  for  examiner's  use  (c) describe the results shown on the graph.             [3]       (d) suggest a suitable control for this investigation.       [1]        [total: 12]   ",
            "12": "12      permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2012 0610/52/o/n/12  blank page   "
        },
        "0610_w12_qp_53.pdf": {
            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 11_0610_53/fp  \u00a9 ucles 2012  [turn over       *1211414383* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  october/november 2012     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions.       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, highlighters, 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.     ",
            "2": "2  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use read through all the questions on this paper carefully before starting work.   1 milk is the main food for young mammals and contains all the required nutrients for the first  part of life. milk needs to clot before it can be digested.     the stomach of a young mammal produces an enzyme which causes some soluble  proteins in milk to form insoluble clots.      you will carry out an investigation on this clotting process.     you are supplied with fresh milk, labelled milk.     you are also supplied with the enzyme, labelled enzyme .     carry out your investigation as follows:    \u007f take a clean test-tube and label it 1.    \u007f measure 5  cm3 of milk into the test-tube.  stand the test-tube in the container of water  at 40  \u00b0c.     when a mixture of milk and the enzyme solution is gently rotated in a test-tube, clotting  goes through the stages shown in fig.  1.1 and fig.  1.2.     stage c is the point at which you should record the time that the reaction has finished.    stage a stage b stage c clots have formedstage d all of milk solidfilm of milk flows  / drains  back into milk quicklyfilm of milk drains slowly and sticks to inside of test-tubesmall spots  / clots stick to inside of test-tube as film of milk drains backall the milk has coagulated     fig. 1.1    clots on the side of the test-tube     fig. 1.2 ",
            "3": "3  \u00a9 ucles 2012 0610/53/o/n/12 [turn over  for  examiner's  use  (a) (i) add 1  cm3 of the enzyme solution to the milk in test-tube 1 and shake the test-tube  carefully.    \u007f start timing and gently rotate the test-tube as shown in fig. 1.1 to form a film  of milk on the inside of the test-tube.    \u007f keep rotating the test-tube until stage c is reached, as shown in fig. 1.1 and  fig. 1.2, and record the time that was taken for clots to form.            write the time taken for clots to form in table 1.1. [1]    \u007f leave the clotted milk in test-tube 1 as you will need it later.    table 1.1    test-tube time taken for clots to form using fresh milk / seconds  1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  3 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      (ii) repeat this procedure with test-tubes labelled 2 and 3. use fresh milk and enzyme  solution each time.       for test-tube 2 and test-tube 3, record the time taken for clots to form in table 1.1.  [2]     (iii)     \u007f filter the clotted milk from test-tube 1 into a clean test-tube through the  apparatus provided. this separates the clots from the liquid. leave this to filter and move onto parts (b) and (c) whilst you wait. you will need both the  clots and the separated liquid for part  (e).     suggest and explain why this procedure was carried out three times.          [2]     ",
            "4": "4  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use  a similar experiment was carried out using dried milk mixed with water. the results are  shown in table 1.2.    table 1.2    test-tube time taken for clots to form using dried milk / seconds  1 210  2 160  3 200     (b)  describe and explain the results for the time taken to form clots using fresh milk in  table 1.1 and dried milk in table 1.2.             [3]      (c) suggest and explain why the test-tubes were placed in a container of water at 40  \u00b0c.         [2]       (d) (i)  state one source of error in the method  of this investigation.   [1]    (ii) suggest how to improve the method to reduce the error stated in  (d)(i).     [1]     ",
            "5": "5  \u00a9 ucles 2012 0610/53/o/n/12 [turn over  for  examiner's  use   (e) now you are going to use both the clots and the liquid which you separated  by filtering the milk that was in test-tube 1.     (i) describe how you will safely carry out a test to compare the protein content of the clots with that of the liquid.                  [4]      \u007f test the protein content of the clots by using a suitable reagent.    \u007f test the protein content of the liquid using the same reagent.     (ii) describe your observations and give your conclusions in table 1.3.     table 1.3     clots liquid  observations     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   conclusions     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026       \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026         [4]        [total: 20] ",
            "6": "6  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use 2 you are provided with part of a plant organ labelled y.    \u007f remove the covering from y.     (a) (i) use the hand lens to examine the  cut surface of y.     make a large, labelled drawing of the cut surface  of y.               [4]   (ii) suggest two biological functions of y for the plant.   1      2            [2] ",
            "7": "7  \u00a9 ucles 2012 0610/53/o/n/12 [turn over  for  examiner's  use \u007f remove, by cutting, a small piece of the central part of y.    \u007f place it on the tile.    \u007f carefully add a few drops of iodine solution to the small piece of y.     (b) describe and explain your observations.         [2]        [total: 8]                           question 3 begins on page 8.   ",
            "8": "8  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use 3 flies lay eggs which hatch into maggots. an investigation was carried out on the respiration  rate of maggots.     fig. 3.1 shows some living maggots in a large test-tube.     the apparatus was left to settle with the clip open.    the clip was then closed and a drop of coloured liquid was introduced into the open end of  the capillary tube.    scale capillary tubecoloured liquidcliprubber tubing glass tubing maggots metal gauze soda lime   fig. 3.1    soda lime absorbs carbon dioxide.     during the investigation, the drop of coloured liquid moved along the capillary tube towards   the test-tube.                    ",
            "9": "9  \u00a9 ucles 2012 0610/53/o/n/12 [turn over  for  examiner's  use  (a) explain why the drop of coloured liquid moved towards the test-tube.                 [4]                           question 3 continues on page 10.     ",
            "10": "10  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use  some students carried out a similar investigation with another sample of maggots to find  the effect of temperature on this process.       the distance moved by the drop of coloured liquid was measured after one minute at each  temperature as shown in table 3.1.    table 3.1    temperature / \u00b0c 15 20 25 30 35 40  distance moved by drop / mm 20 40 55 80 120 105     (b)  plot the data in table 3.1 to show the effect of temperature on the distance moved by  the drop of coloured liquid.                    [4] ",
            "11": "11  \u00a9 ucles 2012 0610/53/o/n/12  for  examiner's  use  (c) describe the results shown on the graph.             [3]       (d) suggest a suitable control for this investigation.       [1]        [total: 12]   ",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2012 0610/53/o/n/12  blank page       "
        },
        "0610_w12_qp_61.pdf": {
            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib12 11_0610_61/5rp   \u00a9 ucles 2012  [turn over       *2633815221* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  october/november 2012     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, 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.        for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use   1 some students compared the metabolism of two yeast mixtures in test-tubes w1 and w2,  using the apparatus shown in fig. 1.1. both mixtures contained the same concentration of sucrose.  20 cm3 active yeast mixture in test-tubefoamdelivery tube beaker of water at 30  \u00b0c \u2013 40 \u00b0cwaterw1 w2thermometer     fig. 1.1    the apparatus was left for two minutes. after this period, the number of gas bubbles  released from the delivery tube was counted for two minutes. this number was recorded as trial 1 in table 1.1.      the yeast mixture was shaken and the number of bubbles was recorded for two more  minutes as  trial  2.  this was repeated for trial 3 .     the whole procedure was then repeated using test-tube w2.     the results for all three trials for test-tube w2 were recorded in table 1.1.    table 1.1    number of bubbles of gas released in two minutes  yeast mixture  trial 1 trial 2 trial 3  w1 5 3 2  w2 20 15 10     (a) gas bubbles are produced in this experiment.      (i) state which metabolic process is being carried out by the yeast cells to produce  this gas.   [1]     (ii) name this gas. [1]    ",
            "3": "3  \u00a9 ucles 2012 0610/61/o/n/12 [turn over  for  examiner's  use  (iii) describe a test for this gas and the result that you would expect.         [2]      (b) suggest why the test-tubes w1 and w2 were placed in a beaker of warm water during  the experiment.         [2]       (c) describe and explain any differences observed in the number of bubbles of gas  released.            [3]     ",
            "4": "4  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use (d) state two sources of error in the method  of this investigation.    suggest how to improve the method to reduce each source of error.  source of error    improvement     source of error     improvement    [4]        [total: 13]    ",
            "5": "5  \u00a9 ucles 2012 0610/61/o/n/12 [turn over                                       question 2 begins on page 6.    ",
            "6": "6  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use 2 fig. 2.1 shows the upper surface of two leaves, w3 and w4.    w3 w4   fig. 2.1    (a) make a large, labelled drawing of leaf w3.        [4]   ",
            "7": "7  \u00a9 ucles 2012 0610/61/o/n/12 [turn over  for  examiner's  use  (b) carefully observe leaf w3 and leaf w4 in fig. 2.1.     describe one similarity  and two differences  that you can see. do not include size in  your comparison.     (i) similarity     [1]     (ii) differences   1    2    [2]     ",
            "8": "8  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use  fig. 2.2 shows a photomicrograph of a section of a leaf similar to w3.           aa b \u00d7 280a bcell y       fig. 2.2    (c) (i)  on fig. 2.2, draw a line to label a photosynthetic cell in the palisade layer. [1]    (ii) draw arrows on fig. 2.2 to show the pathway that carbon dioxide gas must take to  reach the photosynthetic cell labelled in (c)(i)  from the air outside the leaf. [2]    ",
            "9": "9  \u00a9 ucles 2012 0610/61/o/n/12 [turn over  for  examiner's  use  (d) measure the length, from a to b, of cell y on fig. 2.2.       record your measurement.   length from  a to b  mm      calculate the actual length of cell y.      show your working.       actual length of cell y  mm [3]    ",
            "10": "10  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use  when leaves die, they fall from the tree and are eventually decomposed.    some students investigated the decomposition of samples of leaves.  they made drawings  and weighed the samples at intervals over a period of two years.      table 2.1 shows the results of this investigation.    table 2.1    time / months mass of leaves in       sample / g appearance of one leaf in  the sample.  0 42.5    6 46.0    12 32.5    18 16.0    24 7.5        (e) (i)  describe and explain the changes in appearance of the leaves during the two  years.            [3]     ",
            "11": "11  \u00a9 ucles 2012 0610/61/o/n/12 [turn over  for  examiner's  use   (ii)  use the measurements from table 2.1 to plot a graph to show how the mass of the  leaf samples change with time.                        [4]    (iii) describe the results for the change in mass shown on the graph.              [3]        [total: 23] ",
            "12": "12  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use 3 fig. 3.1 shows an invertebrate animal.        fig. 3.1     fig. 3.2 shows the external features of six other animals.    a bc f d not to scalee   fig. 3.2    (a) give the letters of two animals that belong to the same group as the invertebrate  shown in fig. 3.1.  1    2   [2]   ",
            "13": "13  \u00a9 ucles 2012 0610/61/o/n/12  for  examiner's  use  (b) describe  two similarities, visible  in fig. 3.2, between animal b and animal f.  1    2    [2]        [total: 4]   ",
            "14": "14  \u00a9 ucles 2012 0610/61/o/n/12  blank page",
            "15": "15  \u00a9 ucles 2012 0610/61/o/n/12  blank page",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of 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.    \u00a9 ucles 2012 0610/61/o/n/12  blank page "
        },
        "0610_w12_qp_62.pdf": {
            "1": "    this document consists of 11 printed pages and 1 blank page.  ib12 11_0610_62/4rp   \u00a9 ucles 2012  [turn over       *5736715400* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  october/november 2012     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, 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.         for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use 1 milk is the main food for young mammals and contains all the required nutrients for the first  few months of life. milk needs to be clotted before it can be digested.    the stomach of a young mammal produces an enzyme which causes soluble proteins in  milk to form insoluble clots.      some students investigated the effect of temperature on this enzyme using two types of  milk.  the students measured the time taken for clots to form.     table 1.1 shows the results for fresh  milk.    table 1.2 shows the results for dried  milk mixed with water.    table 1.1    time taken for fresh  milk to clot / seconds  temperature / \u00b0c  1st reading 2nd reading 3rd reading mean  33 36 42 30 36  35 35 34 30 33  37 15 20 25   \u2026\u2026  39 19 15 20 18  41 27 25 23 25       (a) complete table 1.1 by calculating the mean value for 37  \u00b0c.     write your answer in table 1.1    [1]   table 1.2    time taken for dried  milk to clot / seconds  temperature / \u00b0c  1st reading 2nd reading 3rd reading mean  33 210 160 200 190  35 165 174 150 163  37 150 125 130 135  39 118 90 110 106  41 69 102 60 77   ",
            "3": "3  \u00a9 ucles 2012 0610/62/o/n/12 [turn over  for  examiner's  use  (b) (i)  plot a graph of the data for both  types of milk on one set of axes to show the  effect of temperature on the mean  clotting time.          [5]    (ii) describe and compare the effect of temperature on the clotting time for both types  of milk.                 [4]     ",
            "4": "4  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use  (c) suggest and explain why each test has been carried out three times.        [2]      (d) enzymes are involved in the clotting process. a water bath was used to keep the  temperature constant, at each temperature, for each test.        suggest why it is important to keep the temperature constant.            [3]       (e) the clots are separated and used in cheese making.       describe how you would safely carry out a test to compare the protein content of the  separated clots with the protein content of the liquid.                 [4]        [total: 19]   ",
            "5": "5  \u00a9 ucles 2012 0610/62/o/n/12 [turn over  for  examiner's  use 2 fig. 2.1 shows part of a plant organ cut vertically in half.        fig. 2.1     (a) (i)  make a large, labelled drawing of the cut surface of this organ.         [4]",
            "6": "6  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use  (ii) suggest two biological functions of this organ for the plant.   1  2  [2]     (b) a student removed a small sample of the organ and tested it for the presence of starch.    state the name of the reagent used to test for the presence of starch.   [1]      (c) fig. 2.1, on page 5, shows roots growing from the organ.      fig. 2.2 shows some cells found just behind the growing tip of a root.       fig. 2.2      (i)  some of these cells are dividing.  during division the \u2018daughter\u2019 chromosomes  separate at the equator and move towards the poles of the cell.      on fig. 2.2 draw a circle around one cell that shows the chromosomes which have  separated. [1]    (ii) name the type of cell division taking place in fig. 2.2.    [1]   ",
            "7": "7  \u00a9 ucles 2012 0610/62/o/n/12 [turn over  for  examiner's  use  fig. 2.3 shows some mature root cells further from the tip.         fig. 2.3     (d) describe two visible differences between the dividing cells shown in fig. 2.2 and the  mature cells shown in fig. 2.3.    dividing cells mature cells  1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..       [2]        [total: 11]  ",
            "8": "8  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use 3 flies lay eggs which hatch into maggots. an investigation was carried out on the respiration  rate of maggots.    fig. 3.1 shows some living maggots in a large test-tube.     the apparatus was left to settle with the clip open.    the clip was then closed and a drop of coloured liquid was introduced into the open end of  the capillary tube.    scale capillary tubecoloured liquidcliprubber tubing glass tubing maggots metal gauze soda lime     fig. 3.1     soda lime absorbs carbon dioxide.      during the investigation, the drop of coloured liquid moved along the capillary tube towards   the test-tube.   ",
            "9": "9  \u00a9 ucles 2012 0610/62/o/n/12 [turn over  for  examiner's  use  (a) explain why the drop of coloured liquid moved towards the test-tube.                [4]       (b) suggest a suitable control for this investigation.    [1]     ",
            "10": "10  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use   some students carried out a similar investigation with another sample of maggots to  find the effect of temperature on this process.       the distance moved by the drop of coloured liquid was measured after one minute at  each temperature.      fig. 3.2 shows the results.   10 15 20 25 temperature  / \u00b0c30 35 40distance moved by drop  / mm120 100 80604020 0     fig. 3.2     (c) describe the results shown on the graph.            [3]   ",
            "11": "11  \u00a9 ucles 2012 0610/62/o/n/12  for  examiner's  use  (d) explain the difference between the results at 20  \u00b0c and 30  \u00b0c.        [2]        [total: 10]    ",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.    \u00a9 ucles 2012 0610/62/o/n/12  blank page "
        },
        "0610_w12_qp_63.pdf": {
            "1": "         this document consists of 11 printed pages and  1 blank page.  ib12 11_0610_63/9rp   \u00a9 ucles 2012  [turn over       *2870861678* university of cambridge international examinations  international general certificate of secondary education         biology 0610/63     paper 6  alternative to practical  october/november 2012     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 a pencil for any diagrams or graphs.  do not use staples, paper clips, highlighters, 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.      for examiner's use   1   2   3   total  ",
            "2": "2  \u00a9 ucles 2012 0610/63/o/n/12  blank page                       ",
            "3": "3  \u00a9 ucles 2012 0610/63/o/n/12 [turn over  for  examiner's  use   1 fig. 1.1 shows a woodlouse.        fig. 1.1     (a) (i)  name the invertebrate group to which this animal belongs.   [1]     (ii) describe two features that are characteristic of this invertebrate group.   1    2  [2]      small invertebrates such as woodlice respond to different environmental conditions.    24 woodlice were placed in a choice chamber linked by a connecting passage, as shown in  fig. 1.2.     12 of the woodlice were placed in the damp area on one side of the choice chamber; the  other 12 were placed in the dry area on the other side of the choice chamber.      damp drywoodlouse connecting passage choice chambertransparent lid     fig. 1.2   ",
            "4": "4  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use  after 5 minutes the number of woodlice in each area of the chamber was recorded.     the woodlice were released into their natural environment.   this procedure was repeated four more times using different woodlice.    the results are shown in table 1.1.    table 1.1    trial 1 2345positions of woodlice damp area dry areanumber of woodlice in the damp areanumber of woodlice in the dry area .. ..connecting passage .. .. .. .. .. .. .. .. .. .. .. ..total mean        (b) complete table 1.1 by:     (i) counting and recording the number of woodlice in each area of the choice chamber  for each trial;                                                                                   [2]     (ii) calculating the total number of woodlice and the mean for each area.                                                                                          [2]    ",
            "5": "5  \u00a9 ucles 2012 0610/63/o/n/12 [turn over  for  examiner's  use  (c) draw a pie-chart on the diagram below to show the mean number of woodlice in each  area of the chamber. give a key to identify the areas.    key                                                                        . [2]      (d) explain how the behaviour of the woodlice would help them to survive in their natural  habitat.             [3]       (e) suggest how you might improve this investigation.             [3]        [total: 15] ",
            "6": "6  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use 2 the water hyacinth, eichhornia crassipes , is a free-floating perennial water plant found in  many parts of the world.     fig. 2.1 and fig. 2.2 show plants growing on the surface of water.                                    fig. 2.1 fig. 2.2     fig. 2.3 shows a leaf from one of the water hyacinth plants.       fig. 2.3    ",
            "7": "7  \u00a9 ucles 2012 0610/63/o/n/12 [turn over  for  examiner's  use  (a) make a large, labelled drawing of the leaf in fig. 2.3 to show the whole leaf, including  the swollen leaf stalk.                                              [4] ",
            "8": "8  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use  fig. 2.4 shows a cross section through a swollen leaf stalk.    air space z \u00d7100  fig. 2.4     (b) the internal tissue is shown in fig. 2.4. the internal tissue has many large air spaces  between the cells.      measure the size of the air space z on fig. 2.4.  size of air space z mm      use your measurement to calculate the actual size of air space z.      show your working.          actual size of air space z  mm [3]           (c) using the information provided, suggest how the structure of the leaf stalk helps the  plant to grow in the environment in which it is found.         [2]   ",
            "9": "9  \u00a9 ucles 2012 0610/63/o/n/12 [turn over  for  examiner's  use  water hyacinths will flower and form seeds in warm climates. they can also reproduce and  spread asexually (by vegetative means).     the growth rate can be very rapid and so the plant can become a problem and spread over  the surface of rivers and lakes.    (d) (i)  suggest two ways in which the spread of this water plant can harm other aquatic  organisms.  1     2    [2]     (ii) suggest two ways in which the spread of the plant could be controlled.   1     2    [2]        [total: 13]          ",
            "10": "10  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use 3 a protease enzyme digests the white protein in milk to form a clear soluble product.     some students carried out an investigation to find the effect of temperature on this process.    5  cm3 of milk and a few drops of enzyme were warmed separately to 40  \u00b0c and then mixed  together. the time taken for the white mixture to clear was recorded. this procedure was repeated two more times at this temperature.    the whole procedure was repeated for a range of temperatures and all the results were  recorded in table 3.1.    table 3.1    time for milk to clear / seconds  temperature  / \u00b0c 1st test 2nd test 3rd test mean  20 120 110 115 115  30 60 55 59 58  40 30 35 28 31  50 19 25 22 22  60 80 75 76 77    ",
            "11": "11  \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use  (a) (i)  plot the data to show the effect of temperature on the mean time for the milk to  clear.          [4]     (ii) describe and explain the effect of temperature on the time taken for the milk to  clear.                 [4]     ",
            "12": "12    copyright acknowledgements:    question 2 fig. 2.1 \u00a9 water hyacinth image  alamy ltd  permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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.  university of 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.    \u00a9 ucles 2012 0610/63/o/n/12  for  examiner's  use (b) (i)  suggest and explain why each test was carried out three times.         [2]     (ii) in this investigation, temperature was varied.       suggest and explain one variable that needs to be controlled.           [2]        [total: 12]   "
        }
    },
    "2013": {
        "0610_s13_qp_11.pdf": {
            "1": "    this document consists of 16 printed pages.  ib13 06_0610_11/5rp  \u00a9 ucles 2013  [turn over       *2526737671* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2013 0610/11/m/j/13  1 worms come to the soil surface after heavy rain.    which characteristic of living organisms does this show?  a growth  b nutrition  c reproduction  d sensitivity     2 which animal is not an arthropod?    ab cd      3 the diagram shows a sea lion.    which labelled feature shows that this animal is a mammal?    a streamlined body b flipperc skind whiskers      ",
            "3": "3  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  4 the diagram shows an animal found in fresh water.         use the key to identify the animal.  1 body divided into segments ... go to 2   body not divided into segments . go to 3  2 straight body .. animal a   curved body ... animal b  3 has a shell . animal c   has no shell ... animal d    5 which statement about xylem is correct?  a it carries sucrose.  b it converts light energy to chemical energy.  c it divides actively to help the plant to grow.  d it is no longer living.     6 the diagram shows a bacterial cell.    cell wall cell membranecytoplasm dna     how is this cell different from a typical animal cell?  a it has a cell membrane.  b it has cytoplasm.  c it has no chloroplasts.  d it has no nucleus.    ",
            "4": "4  \u00a9 ucles 2013 0610/11/m/j/13  7 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus     8 which of these tissues is not part of the organ with which it is paired?     tissue organ containing this  tissue  a ciliated root  b muscle intestine  c nervous brain  d xylem leaf     9 the diagram shows a specialised cell.    nucleus vacuole cell membrane cell wall    for which function is the cell adapted?  a absorption of water  b contraction of muscles  c movement of dust particles  d transport of oxygen    ",
            "5": "5  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  10 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right membrane  key molecule of water molecule of dissolved sustance     what movement of molecules will occur?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.      11 the scent from a bunch of flowers spreads throughout a room.    how does the scent spread?  a by conduction  b by diffusion  c by osmosis  d by transpiration    12 a human cell contains a length of dna that carries the code for making which substance?  a fat  b glycogen  c lipase  d starch    ",
            "6": "6  \u00a9 ucles 2013 0610/11/m/j/13  13 a student set up a test-tube containing starch, water and amylase.    how could the student test whether the amylase had digested all the starch?  a add biuret solution.  b add dilute hydrochloric acid.  c add iodine solution.  d weigh the test-tubes and contents before and after the experiment.     14 the diagram shows the apparatus used in an investigation to measure the rate of oxygen  production during photosynthesis.    bright lightgasmeasuring cylinder glass funnelbeaker aquatic plantwater     the investigation was repeated several times and the average amount of gas collected was  calculated.    which two factors must be kept constant during this investigation?  a the amount of water in the beaker and the height of the measuring cylinder  b the size of aquatic plant and the amount of gas in the measuring cylinder  c the size of aquatic plant and the duration of exposure to light  d the size of the beaker and the funnel     ",
            "7": "7  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  15 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar     which teeth are used for cutting rather than grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1    16 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     ",
            "8": "8  \u00a9 ucles 2013 0610/11/m/j/13  17 the diagram shows a double circulatory system.    heart2 13 4capillaries of the lungscapillaries of the rest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     18 the photograph shows two blood cells, x and y.    xy     what are the functions of cells x and y?     cell x cell y  a carries out phagocytosis carries oxygen  b carries oxygen produces antibodies  c carries oxygen carries carbon dioxide  d produces antibodies carries oxygen     ",
            "9": "9  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  19 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow  /  cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     20 which chemical could be used to show that cells are respiring aerobically?  a benedict\u2019s solution  b dilute sulfuric acid  c ethanol  d limewater     21 when does respiration take place in animals and plants?     animals plants  a all the time all the time  b all the time night time only  c day time only day time only  d day time only night time only     ",
            "10": "10  \u00a9 ucles 2013 0610/11/m/j/13  22 the diagram shows some ciliated cells from the trachea.    x     what is the function of the parts labelled x?  a detecting stimuli  b exchanging gases  c moving mucus  d trapping bacteria    23 which food type, when eaten in excess, will cause a rise in the urea content of urine?  a carbohydrate  b fat  c mineral salts  d protein    24 where is urea made?    a intestines  b kidney  c liver  d muscles    ",
            "11": "11  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  25 the diagram shows the eye of a person in a brightly-lit room.    f g    what happens to distance f and distance g when this person moves into a dimly-lit room?     distance f distance g  a becomes larger becomes smaller  b becomes smaller stays the same  c becomes smaller becomes larger  d stays the same becomes smaller     26 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord      27 which row shows how one type of gamete is transported so that fertilisation can occur in a  flowering plant?     type of gamete how transported  a female in a pollen grain  b female in a seed  c male in a pollen grain  d male in a seed     ",
            "12": "12  \u00a9 ucles 2013 0610/11/m/j/13  28 in which conditions will seeds germinate?     temperature  / \u00b0c the only gas present water  a 20 carbon dioxide water present  b 20 oxygen water present  c 0 carbon dioxide water absent  d 0 oxygen water absent     29 the graph shows the growth curves for boys and girls.    0 5 10 age  / years15 20 70 605040302010 0mass /  kgboys  girls      what is the approximate average growth rate of boys between 10 and 15 years old?  a 3.5  kg per year  b 18  kg per year  c 32  kg per year  d 50  kg per year    30 in cats, the allele for short hair is dominant to the allele for long hair. a short-haired cat gives birth  to five kittens. two of them have long hair.    which statement must  be correct?  a neither of the parents is heterozygous.  b one parent is homozygous.  c the female cat is heterozygous.  d the male cat is heterozygous.    ",
            "13": "13  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  31 cystic fibrosis is an inherited disease that occurs when an individual is homozygous for a  recessive allele.    if parents are both heterozygous for this characteristic, what is the probability that their first child will have cystic fibrosis?  a 0% b 25% c 50% d 100%    32 what determines the sex of a baby?  a the father\u2019s blood group  b the father\u2019s chromosomes  c the mother\u2019s blood group  d the mother\u2019s chromosomes     33 which statement explains why the energy flow in a food chain is in one direction?  a decomposers recycle nutrients for plants.  b energy is not recycled.  c plants convert light energy to chemical energy.  d the number of organisms decreases at each level in the food chain.     34 which organisms do not get their energy by eating other organisms?  a consumer  b decomposer  c herbivore  d producer     ",
            "14": "14  \u00a9 ucles 2013 0610/11/m/j/13  35 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which is the pyramid of biomass?    ab cd       36 the diagram shows part of the carbon cycle.    which letter represents photosynthesis?    carbon dioxide in air plants animalsfossil fuelsc ba d      ",
            "15": "15  \u00a9 ucles 2013 0610/11/m/j/13 [turn over  37 the diagram shows part of the water cycle.    tree soil cloud  rain      how is water lost from the tree?  a condensation  b respiration  c translocation  d transpiration     38 rabbits eat grass and foxes eat rabbits.    what would cause the highest increase in the number of rabbits?  a less grass and fewer foxes  b less grass and more foxes  c more grass and fewer foxes  d more grass and more foxes    39 the bloodworm is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of sewage ba cd direction of flow   ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of th e cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2013 0610/11/m/j/13  40 what describes eutrophication and its effect on a river?  a nutrients are depleted in the river, causing bacteria to die. this allows plants to grow and  deoxygenate the water.  b nutrients are depleted in the river, causing plants to die. these decompose, so the water is  deoxygenated.  c nutrients enter the river, causing algae to grow. these die and decompose, so the water is  deoxygenated.  d nutrients enter the river, causing plants to grow. these provide extra food for animals, which  deoxygenate the water.      "
        },
        "0610_s13_qp_12.pdf": {
            "1": "    this document consists of 17 printed pages and 3 blank pages.  ib13 06_0610_12/4rp  \u00a9 ucles 2013  [turn over       *8237681575*   university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser   soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.  each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2013 0610/12/m/j/13  1 the diagrams show a plant at the start of an experiment, and the same plant two days later.    start of experiment after two days light from  one side      which characteristic of living organisms is not demonstrated by this experiment?  a excretion  b growth  c movement  d sensitivity      2 an animal can swim, has a backbone, suckles young and breathes air.  to which group does it belong?  a amphibians  b fish  c mammals  d reptiles     3 what is a feature of both  insects and arachnids?  a antennae  b compound eyes  c exoskeleton  d six legs    ",
            "3": "3  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  4 the diagram shows an arthropod.        using the key, identify this arthropod.  1 body segments clearly visible ...  go to 2  body segments not visible   go to 4  2 body with many segments   go to 3  body with three distinct parts   go to 4  3 antennae longer than the legs ..  a  antennae shorter than the legs .  b  4 three pairs of legs .  c  more than three pairs of legs   d     5 the diagram shows some cells.    cell membrane cytoplasm nucleus    what are these cells?  a liver cells  b palisade cells  c red blood cells  d white blood cells     ",
            "4": "4  \u00a9 ucles 2013 0610/12/m/j/13  6 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus     7 which cells line the trachea?    abcd     ",
            "5": "5  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  8 the photograph shows a cross-section of a root.    xylemroot hai r     the root hair and the xylem are part of the same  a cell and organism.   b cell and tissue.   c organ and organism.   d tissue and organ.     9 the scent from a bunch of flowers spreads throughout a room.    how does the scent spread?  a by conduction  b by diffusion  c by osmosis  d by transpiration     ",
            "6": "6  \u00a9 ucles 2013 0610/12/m/j/13  10 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right membrane  key molecule of water molecule of dissolved sustance     what movement of molecules will occur?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.      11 the temperature of an enzyme-controlled reaction is increased by 10  \u00b0c.    how does this affect the rate of reaction?  a it always increases the rate.  b it always decreases the rate.  c it may increase or decrease the rate.  d it has no effect on the rate.      12 in an experiment, the effect of temperature on the action of amylase is investigated.    six different test-tubes are set up, each containing a mixture of amylase and starch solution.    which condition should not be kept the same in each of the six test-tubes?  a concentration of amylase  b ph  c temperature  d volume of starch solution     ",
            "7": "7  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  13 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     14 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth    ",
            "8": "8  \u00a9 ucles 2013 0610/12/m/j/13  15 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar     which teeth are used for cutting rather than grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1     16 the diagram shows a double circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     17 which words correctly complete the following sentence?   \u2018transpiration is the \u2026\u20261\u2026\u2026 of water at the surface of the \u2026\u20262\u2026\u2026 cells followed by the \u2026\u20263\u2026\u2026 of water vapour from the plant \u2026\u20264\u2026\u2026 .\u2019     1 2 3 4  a active uptake xylem gain stem  b diffusion guard gain root  c evaporation mesophyll loss leaves  d osmosis cuticle loss flower    ",
            "9": "9  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  18 the diagram shows the human heart.    rq p s     in which order does blood pass through the chambers during a complete circuit of the body after  it returns from the lungs?  a q \u2192 r \u2192 s \u2192 p  b q \u2192 r \u2192 p \u2192 s  c p \u2192 s \u2192 q \u2192 r  d p \u2192 s \u2192 r \u2192 q    19 an athlete takes part in a race. the graph shows her breathing rate before, during and after the  race.     at which point does her body contain the greatest amount of lactic acid?     breathing rate time start of raceend of raceabc d      20 when does respiration take place in animals and plants?     animals plants  a all the time all the time  b all the time night time only  c day time only day time only  d day time only night time only   ",
            "10": "10  \u00a9 ucles 2013 0610/12/m/j/13  21 what are the effects of tobacco smoke on the gas exchange system?     mucus in the airways chance of lung infection  a decreased decreased  b decreased increased  c increased decreased  d increased increased     22 what are the functions of the diaphrag m and the cilia in the human gas exchange system?     diaphragm cilia  a contracts to cause breathing in carry mucus to the throat  b contracts to cause breathing out trap bacteria from the air  c relaxes to cause breathing in filter dust from the air  d relaxes to cause breathing out produce mucus    23 which food type, when eaten in excess, will cause a rise in the urea content of urine?  a carbohydrate  b fat  c mineral salts  d protein     24 the diagram shows the eye of a person in a brightly-lit room.    f g    what happens to distance f and distance g when this person moves into a dimly-lit room?     distance f distance g  a becomes larger becomes smaller  b becomes smaller stays the same  c becomes smaller becomes larger  d stays the same becomes smaller   ",
            "11": "11  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  25 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord     26 the diagram shows the female reproductive system.    where does implantation normally occur?    abc d     ",
            "12": "12  \u00a9 ucles 2013 0610/12/m/j/13  27 the diagram shows a vertical section through the carpel of a flower that has been pollinated.    pollen tube     what is the correct order of structures through which the pollen tube must grow in order to bring  about fertilisation?     first  last  a micropyle stigma style ovary wall  b ovary wall micropyle stigma style  c stigma style ovary wall micropyle  d style ovary wall micropyle stigma     28 which environmental condition is  not needed for the germination of seeds?  a carbon dioxide  b oxygen  c warmth  d water    ",
            "13": "13  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  29 the graph shows how dry mass of a plant changes with time.    where on the graph is growth occurring?    timedry mass a b cd      30 when white-flowered pea plants are crossed with red-flowered pea plants, the offspring (f 1) all  have red flowers.    if these f 1 plants pollinate themselves, the next generation (f 2) contains both red and white- flowered plants.   which statement explains this?  a the allele for red flowers is dominant and the f 1 plants are heterozygous.  b the allele for red flowers is dominant and the f 1 plants are homozygous.  c the allele for red flowers is recessive and the f 1 plants are heterozygous.  d the allele for red flowers is recessive and the f 1 plants are homozygous.      31 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     ",
            "14": "14  \u00a9 ucles 2013 0610/12/m/j/13  32 the diagram shows two pyramids based on food chains in which the producer is a large tree.    p q    what do the two pyramids represent?      p q  a biomass biomass  b biomass numbers  c numbers biomass  d numbers numbers      33 the diagram shows a food chain.    rice plant  \u2192  caterpillar  \u2192  song bird  \u2192  hawk    how many decomposers are shown in this food chain?  a 0 b 1 c 3 d 4     34 the numbers in the diagram below show the am ount of energy, in kj, transferred through a part  of an ecosystem.    sunlight  plants  herbivores  carnivores 88 000 15 000energy lost  energy lost energy lost 73  000 13 200     how much energy, in kj, is transferred from herbivores to carnivores?  a 15  000 + 13  200  b 15  000 \u2013 13  200  c 88  000 + 15  000  d 88  000 \u2013 15  000   ",
            "15": "15  \u00a9 ucles 2013 0610/12/m/j/13 [turn over  35 the diagram shows part of the carbon cycle without the arrows.    which labelled line should have an arrow head on its lower end?    burning a b c d  decay respiration plantscarbon dioxide in air animals wood  fossil  fuels       36 which letter represents the lag phase in the population graph shown?      ab c d timenumber of individualsin thepopulation      ",
            "16": "16  \u00a9 ucles 2013 0610/12/m/j/13  37 the diagram shows part of the water cycle.    tree soil cloud  rain      how is water lost from the tree?  a condensation  b respiration  c translocation  d transpiration      38 the diagram shows a population pyramid for a city.    60 60 50 50 40 40 30 30 20 20 10 10 0 0 90+  80-89  70-79 60-69 50-59 40-49 30-39  20-29  10-19  0-9 age thousands thousandsmales females     what feature of the population is shown in the diagram?  a a quarter of the population is aged above 70.  b the greater proportion of the population is aged below 40.  c there are more females over 80 than males over 80.  d there is a low birth rate. ",
            "17": "17  \u00a9 ucles 2013 0610/12/m/j/13  39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013      40 a farmer put some fertiliser on his field. soon afterwards, there was a heavy storm and some of  the fertiliser drained into a lake.    land with fertiliser lakeplants    what is the effect of the fertiliser on the growth of  the crop plants in the field and the plants in the  lake?     crop plants lake plants  a decrease growth  decrease growth  b decrease growth increase growth  c increase growth decrease growth  d increase growth increase growth     ",
            "18": "18    \u00a9 ucles 2013 0610/12/m/j/13  blank page",
            "19": "19  \u00a9 ucles 2013 0610/12/m/j/13  blank page",
            "20": "20  copyright acknowledgements:    question 8 \u00a9  ref:  b705/061;  transverse secton through iris root ;  claude nuridsany & marie perennou;  science photo library.   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/12/m/j/13  blank page  "
        },
        "0610_s13_qp_13.pdf": {
            "1": "    this document consists of 15 printed pages and 1 blank page.  ib13 06_0610_13/fp  \u00a9 ucles 2013  [turn over       *4846544150* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet.  electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2013 0610/13/m/j/13  1 which animal is not an arthropod?    ab cd       2 the diagram shows an animal found in fresh water.        use the key to identify the animal.  1 body divided into segments ... go to 2   body not divided into segments . go to 3  2 straight body .. animal a   curved body ... animal b  3 has a shell . animal c   has no shell ... animal d    ",
            "3": "3  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  3 worms come to the soil surface after heavy rain.    which characteristic of living organisms does this show?  a growth  b nutrition  c reproduction  d sensitivity     4 the diagram shows a sea lion.    which labelled feature shows that this animal is a mammal?    a streamlined body b flipperc skind whiskers       5 the diagram shows a bacterial cell.    cell wall cell membranecytoplasm dna     how is this cell different from a typical animal cell?  a it has a cell membrane.  b it has cytoplasm.  c it has no chloroplasts.  d it has no nucleus.     ",
            "4": "4  \u00a9 ucles 2013 0610/13/m/j/13  6 which statement about xylem is correct?  a it carries sucrose.  b it converts light energy to chemical energy.  c it divides actively to help the plant to grow.  d it is no longer living.      7 which of these tissues is not part of the organ with which it is paired?     tissue organ containing this  tissue  a ciliated root  b muscle intestine  c nervous brain  d xylem leaf      8 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus     ",
            "5": "5  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  9 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right membrane  key molecule of water molecule of dissolved sustance     what movement of molecules will occur?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.      10 the scent from a bunch of flowers spreads throughout a room.    how does the scent spread?  a by conduction  b by diffusion  c by osmosis  d by transpiration     11 the diagram shows a specialised cell.    nucleus vacuole cell membrane cell wall    for which function is the cell adapted?  a absorption of water  b contraction of muscles  c movement of dust particles  d transport of oxygen ",
            "6": "6  \u00a9 ucles 2013 0610/13/m/j/13  12 a student set up a test-tube containing starch, water and amylase.    how could the student test whether the amylase had digested all the starch?  a add biuret solution.  b add dilute hydrochloric acid.  c add iodine solution.  d weigh the test-tubes and contents before and after the experiment.     13 a human cell contains a length of dna that carries the code for making which substance?  a fat  b glycogen  c lipase  d starch    14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     ",
            "7": "7  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  15 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar     which teeth are used for cutting rather than grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1     16 the diagram shows the apparatus used in an investigation to measure the rate of oxygen  production during photosynthesis.    bright lightgasmeasuring cylinder glass funnelbeaker aquatic plantwater     the investigation was repeated several times and the average amount of gas collected was  calculated.    which two factors must be kept constant during this investigation?  a the amount of water in the beaker and the height of the measuring cylinder  b the size of aquatic plant and the amount of gas in the measuring cylinder  c the size of aquatic plant and the duration of exposure to light  d the size of the beaker and the funnel     ",
            "8": "8  \u00a9 ucles 2013 0610/13/m/j/13  17 the photograph shows two blood cells, x and y.    xy     what are the functions of cells x and y?     cell x cell y  a carries out phagocytosis carries oxygen  b carries oxygen produces antibodies  c carries oxygen carries carbon dioxide  d produces antibodies carries oxygen      18 when does respiration take place in animals and plants?     animals plants  a all the time all the time  b all the time night time only  c day time only day time only  d day time only night time only     19 which chemical could be used to show that cells are respiring aerobically?  a benedict\u2019s solution  b dilute sulfuric acid  c ethanol  d limewater    ",
            "9": "9  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  20 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow  /  cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.    21 the diagram shows a double circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     22 where is urea made?    a intestines  b kidney  c liver  d muscles    ",
            "10": "10  \u00a9 ucles 2013 0610/13/m/j/13  23 the diagram shows some ciliated cells from the trachea.    x     what is the function of the parts labelled x?  a detecting stimuli  b exchanging gases  c moving mucus  d trapping bacteria     24 which food type, when eaten in excess, will cause a rise in the urea content of urine?  a carbohydrate  b fat  c mineral salts  d protein    25 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord     ",
            "11": "11  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  26 the diagram shows the eye of a person in a brightly-lit room.    f g    what happens to distance f and distance g when this person moves into a dimly-lit room?     distance f distance g  a becomes larger becomes smaller  b becomes smaller stays the same  c becomes smaller becomes larger  d stays the same becomes smaller     27 the graph shows the growth curves for boys and girls.    0 5 10 age  / years15 20 70 605040302010 0mass / kgboys  girls      what is the approximate average growth rate of boys between 10 and 15 years old?  a 3.5  kg per year  b 18  kg per year  c 32  kg per year  d 50  kg per year     ",
            "12": "12  \u00a9 ucles 2013 0610/13/m/j/13  28 which row shows how one type of gamete is transported so that fertilisation can occur in a  flowering plant?     type of gamete how transported  a female in a pollen grain  b female in a seed  c male in a pollen grain  d male in a seed     29 in which conditions will seeds germinate?     temperature  / \u00b0c the only gas present water  a 20 carbon dioxide water present  b 20 oxygen water present  c 0 carbon dioxide water absent  d 0 oxygen water absent     30 cystic fibrosis is an inherited disease that occurs when an individual is homozygous for a  recessive allele.    if parents are both heterozygous for this characteristic, what is the probability that their first child will have cystic fibrosis?  a 0% b 25% c 50% d 100%      31 what determines the sex of a baby?  a the father\u2019s blood group  b the father\u2019s chromosomes  c the mother\u2019s blood group  d the mother\u2019s chromosomes      32 in cats, the allele for short hair is dominant to the allele for long hair. a short-haired cat gives birth  to five kittens. two of them have long hair.    which statement must  be correct?  a neither of the parents is heterozygous.  b one parent is homozygous.  c the female cat is heterozygous.  d the male cat is heterozygous.   ",
            "13": "13  \u00a9 ucles 2013 0610/13/m/j/13 [turn over  33 a single tree is food for a large population of caterpillars. several small birds eat the caterpillars.  the small birds are eaten by a bird of prey.    which is the pyramid of biomass?    ab cd       34 the diagram shows part of the carbon cycle.    which letter represents photosynthesis?    carbon dioxide in air plants animalsfossil fuelsc ba d       35 which organisms do not get their energy by eating other organisms?  a consumer  b decomposer  c herbivore  d producer ",
            "14": "14  \u00a9 ucles 2013 0610/13/m/j/13  36 which statement explains why the energy flow in a food chain is in one direction?  a decomposers recycle nutrients for plants.  b energy is not recycled.  c plants convert light energy to chemical energy.  d the number of organisms decreases at each level in the food chain.      37 rabbits eat grass and foxes eat rabbits.    what would cause the highest increase in the number of rabbits?  a less grass and fewer foxes  b less grass and more foxes  c more grass and fewer foxes  d more grass and more foxes     38 the diagram shows part of the water cycle.    tree soil cloud  rain      how is water lost from the tree?  a condensation  b respiration  c translocation  d transpiration     ",
            "15": "15  \u00a9 ucles 2013 0610/13/m/j/13  39 what describes eutrophication and its effect on a river?  a nutrients are depleted in the river, causing bacteria to die. this allows plants to grow and  deoxygenate the water.  b nutrients are depleted in the river, causing plants to die. these decompose, so the water is deoxygenated.  c nutrients enter the river, causing algae to grow. these die and decompose, so the water is deoxygenated.  d nutrients enter the river, causing plants to grow. these provide extra food for animals, which  deoxygenate the water.     40 the bloodworm is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of sewage ba cd direction of flow    ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of cambridge international examinations is part of t he cambridge assessment group. ca mbridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/13/m/j/13  blank page  "
        },
        "0610_s13_qp_21.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 06_0610_21/3rp  \u00a9 ucles 2013  [turn over       *4160810555* university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  may/june 2013     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 1 the terms eating and breathing are often wrongly stated as characteristics of living  organisms.    (a) eating is often confused with nutrition.       define the term nutrition .        [2]      (b) breathing is often confused with respiration.       define the term respiration .        [2]        [total: 4]    ",
            "3": "3  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use 2 (a)  table 2.1 shows some of the effects of alcohol and heroin.     complete table 2.1 by writing yes or no in each of the boxes.     one box has been completed for you.    table 2.1    effect alcohol heroin  addiction    depressant    can cause liver damage when  used in excess  yes      [3]    (b) tobacco smoke contains harmful chemicals.      state one effect of the following chemicals in tobacco smoke:     (i) carbon monoxide;     [1]     (ii) nicotine;     [1]     (iii) tar.     [1]        [total: 6]   ",
            "4": "4  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 3 (a)  fig. 3.1 shows the digestive system.    h g f edcbai   fig. 3.1      use the letters from fig. 3.1 to identify one place where each process occurs.    (i) amylase is secreted  letter    [1]     (ii) lipase is secreted  letter    [1]     (iii) protease is secreted  letter    [1]     (iv) bile is formed  letter    [1]     (v) hydrochloric acid is released  letter    [1]     ",
            "5": "5  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (b)  enzymes are involved in chemical digestion.      describe the function of the enzyme lipase.            [3]      (c) the teeth are involved in physical digestion.      fig. 3.2 shows a section through a tooth.    r s t   fig. 3.2    (i) name a mineral that is required for the development of healthy teeth.   [1]     (ii) name the parts labelled r, s and t as shown on fig. 3.2.   r   s   t  [3]   ",
            "6": "6  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use  (iii) describe how dental decay is caused.             [3]        [total: 15]   ",
            "7": "7  \u00a9 ucles 2013 0610/21/m/j/13 [turn over                                             question 4 begins on page 8.           ",
            "8": "8  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 4 fig. 4.1 shows a section through an insect-pollinated flower.    da b c    fig. 4.1     (a) name the parts labelled a, b, c and d as shown on fig. 4.1.  a    b    c    d   [4]      (b) (i)  define the term pollination .        [2]   ",
            "9": "9  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (ii) pollination can be carried out by insects or by wind.       describe four features of flowers that would show they are insect-pollinated.  1    2     3     4    [4]      (c) wind-pollinated flowers produce much more pollen than insect-pollinated flowers.      this pollen is usually lighter than pollen from insect-pollinated flowers.    suggest why these are advantages to a plant that is wind-pollinated.  more pollen     light pollen    [2]        [total: 12]      ",
            "10": "10  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 5 (a)  fig. 5.1 shows a graph of the human population from 1800 to 2010.    8 6420 1800 1850 1900 year1950 2000world population/  billions     fig. 5.1      the human population before 1800 had remained fairly constant.     (i) suggest  three  reasons for the increase in the human population since 1800.   1    2     3    [3]   ",
            "11": "11  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (ii) state  three  social implications if the human population continues to increase at the  current rate.   1    2     3    [3]       (b) many human activities cause pollution of the environment.     describe the undesirable effects of the following pollutants.    (i) nuclear fall-out         [2]     (ii) untreated sewage               [3]        [total: 11] ",
            "12": "12  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 6 (a)  explain the term carnivore .        [2]      (b) fig. 6.1 shows a food chain.     oak tree insectsinsect eating birdshawk     fig. 6.1      name a herbivore from the food chain shown in fig. 6.1.    [1]      (c) draw and label a pyramid of biomass for this food chain.          [2]   ",
            "13": "13  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (d) the food chain shown in fig. 6.1 starts with an oak tree.     name and describe the method of nutrition of the oak tree.   name  description            [4]        [total: 9]    ",
            "14": "14  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 7 (a)  explain the terms allele  and gene .   allele    gene    [2]      (b) ptc is a bitter tasting chemical that some humans can taste while others cannot. this  is controlled by a single gene with a pair of alleles.      fig. 7.1 shows the inheritance of the ability to taste ptc in a family.   12 6 5 4 3key female \u2013 can taste ptc male \u2013 can taste ptcmale \u2013 cannot taste ptc     fig. 7.1    (i) the allele for tasting ptc is dominant to the allele for not tasting ptc.        state evidence shown in fig. 7.1 that supports this fact.             [3]     (ii) use the symbols t for the dominant allele and t for the recessive  allele to state the  genotypes for individuals 2 and 5.   individual 2    individual 5    [2]  ",
            "15": "15  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (iii) what are the two possible genotypes for individual 3?    [1]        [total: 8]     ",
            "16": "16  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 8 (a)  fig. 8.1 shows a diagram of the human circulatory system.    small intestinehead and arms leg muscleskidneysliverlungs right ventricleleft ventricleright atriumleft atriumh gf     fig. 8.1      name the blood vessels labelled f, g and h as shown on fig. 8.1.  f   g   h  [3]     (b) state two ways in which the blood entering leg muscles differs from the blood leaving  leg muscles.  1    2    [2]  ",
            "17": "17  \u00a9 ucles 2013 0610/21/m/j/13 [turn over  for  examiner's  use  (c) humans have a double circulation, as shown in fig. 8.1.     explain the advantages of humans having a double circulation.            [3]        [total: 8] ",
            "18": "18  \u00a9 ucles 2013 0610/21/m/j/13  for  examiner's  use 9 (a)  define the term excretion .        [2]      (b) name two human excretory organs.       identify two substances that each organ excretes.  organ    substances excreted  1    2     organ   substances excreted 1    2  [4]      (c) green plants are living organisms and excrete substances.      suggest one substance that plants excrete.   [1]        [total: 7]   ",
            "19": "19  \u00a9 ucles 2013 0610/21/m/j/13  blank page",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.  university of 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.    \u00a9 ucles 2013 0610/21/m/j/13  blank page "
        },
        "0610_s13_qp_22.pdf": {
            "1": "    this document consists of 21 printed pages and 3 blank pages.  ib13 06_0610_22/4rp  \u00a9 ucles 2013  [turn over       *8889282829* university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    no additional materials are required.       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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 1 scientists found four new animal species living in the sea.     features of the animals are described in table 1.1.   table 1.1    animal description group  a body covered by hard exoskeleton       more than five pairs of jointed limbs   b soft segmented body                                 no obvious limbs present   c body covered in small scales  gill slits and gills present   d scaly body                                                two pairs of legs     identify the group to which each animal belongs.    write your answers in table 1.1. [4]       [total: 4]     ",
            "3": "3  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use 2 (a) (i)  state three  uses of water in the human body.   1   2   3  [3]     (ii) in the human body, the amounts of different substances, such as water, remain  within narrow limits.       name the term used to describe the maintenance of a constant internal  environment.    [1]     (b) fig. 2.1 shows the water gains and losses in a human over 24 hours.    daily water gains drinks water in foodwater formed within body total1500  cm3   700  cm3   200  cm3 2400  cm3daily water losses exhaled air faecessweaturine total  400  cm3   100  cm3   500  cm3     ?   cm3 2400  cm3     fig. 2.1     (i) fig. 2.1 shows that water is formed within the body.        name a reaction in the body that produces water.    [1]     (ii) use fig. 2.1 to calculate the volume of water the person must lose in their urine  over the 24 hours to keep the volume  of water in the body constant.     volume of water lost in urine   cm3 [1]    ",
            "4": "4  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (c) (i)  the kidney excretes excess water.        state three  other processes that occur in the kidney.  1     2     3    [3]      (ii)  on a very hot day the volume of water lost as sweat may increase.      suggest how increased sweating could affect the urine a person produces.         [2]        [total: 11]     ",
            "5": "5  \u00a9 ucles 2013 0610/22/m/j/13 [turn over                                              question 3 begins on page 6.",
            "6": "6  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 3 cystic fibrosis is an inherited disorder.      people with this disorder produce mucus that is very thick and sticky.    this mucus can block many passages in the body including the bronchi and bronchioles.     (a) suggest why people with cystic fibrosis often have lung infections.             [3]       (b) cystic fibrosis is controlled by a recessive allele.     what is meant by the term recessive  allele ?      [1]      (c) use f to represent the allele for normal mucus and f to represent the allele for very  thick mucus, that causes cystic fibrosis.     (i) state the genotypes of a person with cystic fibrosis.    [1]     (ii) two parents with normal mucus have a child with cystic fibrosis.        state the genotype of the parents.   [1]   ",
            "7": "7  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use  (iii) these parents have another child.        complete the genetic diagram to show the possibility that this child will also have  cystic fibrosis.      parental phenotypes parental genotypes gametes offspring genotypes offspring phenotypespossibility of a child having cystic fibrosis  ...normal mucus ... .   . .   . ..   ..normal mucus ... .   . .   . ..   ..\u00d7 \u00d7 +          [4]        [total: 10]    ",
            "8": "8  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 4 explain the meaning of each of the terms and give one example of each.     (a) non-renewable material            example  [3]      (b) sewage      example  [2]        [total: 5]    ",
            "9": "9  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use 5 fig. 5.1 shows a section through the human female reproductive system and other  structures.    cd e f gb abone (part of hip girdle)     fig. 5.1     in table 5.1, write the letter from fig. 5.1 which labels the structure that carries out each  function.     one has been completed for you.    table 5.1    function letter  produces egg cells e  where sperm are deposited during intercourse   ring of muscle that relaxes to allow the baby to be born   where implantation takes place   where fertilisation takes place       [4]       [total: 4]    ",
            "10": "10  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 6 (a) (i)  fig. 6.1 shows the outline of the young stem of a eudicotyledonous  (dicotyledonous) plant.           fig. 6.1      on fig. 6.1, draw and label the position of the phloem and xylem in the stem.  [2]   (ii) name a substance that is transported in the phloem.      [1]      (b) describe the pathway taken by water from the soil to a leaf.             [3]        [total: 6]       ",
            "11": "11  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use 7 (a) (i)  fig. 7.1 shows a simple reflex arc.    muscle with nerve endingsreceptor in skin ba   fig. 7.1       name the cells labelled a and b as shown on fig. 7.1.  a   b  [2]     (ii) state two features of a reflex action.   1     2    [2]       (b)  state what is meant by an effector .     [1]     ",
            "12": "12  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (c) fig. 7.2 shows the muscles and bones around the elbow joint.     d c radius bone ulna bone     fig. 7.2     (i) name the structures labelled c and d as shown on fig. 7.2.   c   d  [2]     (ii) a nerve impulse stimulates muscle d to contract.       describe what will happen to the muscles and bones of the arm.          [2]         [total: 9]    ",
            "13": "13  \u00a9 ucles 2013 0610/22/m/j/13 [turn over                                                question 8 begins on page 14.",
            "14": "14  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 8 the metabolism of an organism involves many processes that need energy.      (a) complete the word equation for aerobic respiration.     glucose  +  oxygen ...  +  ...  +  energy      [2]     (b) the rate of metabolism can be calculated and it is called the metabolic rate.      fig. 8.1 shows changes in pulse rate as metabolic rate increases during exercise.    0 0.4 0.8 1.2 metabolic rate  / arbitrary unitspulse rate  / beats per minute 1.6 2.0 2.4180 160140120100 80 60 exercise period     fig. 8.1   ",
            "15": "15  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use   fig. 8.2 shows changes in the output of blood from the heart (stroke volume) as  metabolic rate increases during exercise.    0 0.4 0.8 1.2 metabolic rate  / arbitrary unitsstroke volume  / cm3 per beat 1.6 2.0 2.4200 180160140120100 80 exercise period     fig. 8.2     (i) use fig. 8.1 to state the metabolic rate before exercise started.    arbitrary units [1]    (ii) use fig. 8.1 and fig. 8.2 to state what the stroke volume was when the pulse rate had increased to 110 beats per minute.    cm 3 per beat [1]   ",
            "16": "16  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (c) (i) explain why pulse rate increased during exercise.             [3]     (ii) suggest what happens to the pulse rate when exercise is finished.          [2]       (d) suggest one way in which the output of the heart (stroke volume) can be increased.     [1]        [total: 10]    ",
            "17": "17  \u00a9 ucles 2013 0610/22/m/j/13 [turn over  for  examiner's  use 9 fig. 9.1 shows a potato plant.   potato flowers tuber 2 tuber 3 underground stemrootstuber 1soil level     fig. 9.1     as the plant grows, buds on the underground stem grow into side shoots.    the ends of these shoots swell to form tubers.    the tubers can grow into new plants.   (a) (i)  which type of nuclear division will occur at the end of a shoot as a tuber develops?   [1]    (ii) the three tubers, shown in fig. 9.1, are each grown to form separate plants.      they all show the same characteristics as the parent plant.       explain why this happens.     [1]   ",
            "18": "18  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (iii) after two months the three new plants were different sizes.        suggest two reasons why the plants were different.  1     2    [2]       (b) the potato plant has purple flowers that are usually insect-pollinated. after pollination  the seeds formed can grow into new plants.     (i) explain why these plants may show features different from the parent plants.              [3]     (ii) a scientist has two varieties of potato.       one variety has disease resistance and the other variety grows well in dry soil.       suggest how the scientist could produce a new variety with both of these  characteristics.             [3]        [total: 10]    ",
            "19": "19  \u00a9 ucles 2013 0610/22/m/j/13 [turn over                                              question 10 begins on page 20.",
            "20": "20  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use 10 (a)  define the term ecosystem .         [2]      (b) fig. 10.1 shows the food web of a heather moor ecosystem in scotland.     heather plantsother insectsbeetlesshrews hares rabbitsadders stoatsgolden eagles grouse bee     fig. 10.1     (i) state the source of energy for all the organisms in this food web.    [1]    (ii) name the producer in this food web.    [1]     (c) use the boxes to form a food chain with four organisms shown in fig. 10.1.      use arrows to show the flow of energy through the food chain.           [3]   ",
            "21": "21  \u00a9 ucles 2013 0610/22/m/j/13  for  examiner's  use  (d) in one year, a large number of young grouse died before they matured.      suggest how this would affect the numbers of hares and shrews in this food web.   (i) hares         [2]     (ii) shrews         [2]       [total: 11]   ",
            "22": "22  \u00a9 ucles 2013 0610/22/m/j/13  blank page",
            "23": "23  \u00a9 ucles 2013 0610/22/m/j/13  blank page",
            "24": "24      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2013 0610/22/m/j/13  blank page "
        },
        "0610_s13_qp_23.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 06_0610_23/4rp  \u00a9 ucles 2013  [turn over       *2856902052* university of cambridge international examinations  international general certificate of secondary education       biology 0610/23     paper 2 core  may/june 2013     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 1 flowering plants are classified into two groups, the monocotyledons and the eudicotyledons  (dicotyledons).     (a) complete table 1.1 to show differences between these two groups.    table 1.1     monocotyledons eudicotyledons  number of  cotyledons in seed    pattern of veins in  leaf    number of flower  parts e.g. petals        [4]     (b) state two environmental stimuli that flowering plants can detect.  1  2  [2]       (c) fig. 1.1 shows a cross section of part of a eudicotyledonous (dicotyledonous) plant as  seen through a microscope.        fig. 1.1     (i) name the part of a plant through which the section has been cut.     [1]     (ii) on fig. 1.1, draw a line to label the phloem tissue and a line to label the xylem  tissue.       label the phloem and xylem tissues. [2]  ",
            "3": "3  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use  (iii) describe two functions of xylem tissue.   1    2    [2]        [total: 11]   ",
            "4": "4  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 2 state and explain  two ways in which the use of agricultural machinery and fertilisers have  helped to increase food production.  agricultural machinery  1      2         fertilisers   1      2      [6]        [total: 6]       ",
            "5": "5  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use 3 (a) (i)  state how a human zygote is formed.        [2]     (ii) outline the early development of a human zygote before it becomes a fetus.         [2]      (b) fig. 3.1 shows the tissues of the mother and fetus in the placenta of humans.     blood spacesblood spaces blood spacesmaternal arterymaternal vein umbilical vein umbilical arteryplacenta     fig. 3.1     the diagram shows that the blood systems of the mother and the fetus are separate.      (i) suggest one reason why the two blood systems should be kept separate.     [1]   ",
            "6": "6  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use  (ii) the placenta is often described as \u201ca small intestine, a lung and a kidney\u201d.       explain how the placenta functions like each of these organs.  small intestine        lung         kidney        [6]      (c) describe two ways in which a pregnant mother could help the healthy development of  her fetus.  1    2    [2]        [total: 13]        ",
            "7": "7  \u00a9 ucles 2013 0610/23/m/j/13 [turn over                                               question 4 begins on page 8.",
            "8": "8  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 4 (a)  sulfur dioxide is a pollutant gas produced when some types of fossil fuel are burnt.     describe three  undesirable effects of sulfur dioxide pollution.  1    2     3    [3]      (b) sulfur dioxide in the air can affect a type of organism called a lichen.     fig. 4.1 shows the numbers of three types of lichen, k, l and m, growing near to an  industrial site that releases sulfur dioxide.    20 1510 5 0 02468 1 0 distance from industrial site  / kmnumber of each lichen per 20  m2lichen k lichen l lichen m     fig. 4.1     (i) state which type of lichen grows closest to the industrial site.    [1]     (ii) state which types of lichen you would expect to find growing 5  km from the  industrial site.    [1]   ",
            "9": "9  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use  (iii) explain which type of lichen is most affected by the sulfur dioxide.         [2]     (iv) calculate how many lichen plants you would expect to find in a 20  m2 area at        10  km from the industrial site.        show your working.    lichen plants [2]        [total: 9]   ",
            "10": "10  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 5 (a)  an investigation was carried out by a student on the effect of temperature on the  digestion of fat by an enzyme.    (i) name an enzyme that digests fats.    [1]     (ii) one product of fat digestion is fatty acids.       name the other product.   [1]      six test-tubes containing the same volume of olive oil and the enzyme solution were  set up.       one drop of an indicator was added to each test-tube.     the six test-tubes were labelled and placed in separate water baths at different  temperatures.      the indicator was blue at the start and changed to yellow when the ph fell to ph 5 or  below.     the time for the contents of each test-tube to turn yellow was recorded.     (iii) suggest why the ph of the mixture would fall as digestion takes place.     [1]     ",
            "11": "11  \u00a9 ucles 2013 0610/23/m/j/13 [turn over                                               question 5 continues on page 12.",
            "12": "12  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use  (b) table 5.1 shows the results of this investigation.  table 5.1    temperature / \u00b0c time to turn yellow / hours  5 23  15 14  25 8  35 5  45 15  55 29     (i) plot the results on fig. 5.1.     0 1 02 03 0 temperature  / \u00b0c40 50 6030 20 10 0time to turn yellow  / hours     fig. 5.1      [3] ",
            "13": "13  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use  (ii) state the temperature at which the reaction was fastest (optimum temperature).         [1]      (c) another student repeated the investigation.      this student added bile to each test-tube, as well as the enzyme.   (i) explain the function of bile in the digestion of fat.              [3]     (ii) predict the results of the second investigation.       include in your answer a reference to rate of reaction and optimum temperature.          [2]        [total: 12]   ",
            "14": "14  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 6 complete the sentences about respiration by writing the most appropriate word(s) in each  space.     respiration in living cells is a series of chemical reactions that release energy. these  chemical reactions are speeded up by   .   if a yeast cell does not have enough oxygen it may carry out    respiration. in this process  and carbon dioxide are   formed. this type of respiration in yeast is used by humans in   in humans, when muscle cells do not have enough oxygen during exercise,    is broken down into   [6]        [total: 6]      ",
            "15": "15  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use 7 (a)  animals such as birds and mammals can help in the dispersal of fruits and seeds.    (i) seeds develop from ovules.       name the structure from which fruits develop.   [1]     (ii) state three  features of fruits that would help their dispersal by animals.   1     2     3    [3]     (iii) name one other mechanism of fruit or seed dispersal.     [1]       (b) describe one way in which insects can help in the life cycle of a flowering plant.        [2]        [total: 7]         ",
            "16": "16  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 8 fig. 8.1 shows the energy flow through a food chain.     organism a ... kjtrophic level 3 .. trophic level 2 .. trophic level 1 ..1200  kj80 kj20 kj energy lost 8800  kj sun light 1 000  000  kjlost by reflection 990  000  kjenergy lost 1120  kjenergy lost 60 kj   fig. 8.1     (a) on fig. 8.1, write carnivore, herbivore or producer at the correct trophic level. [3]     (b) (i)  use fig. 8.1 to calculate the quantity of energy trapped by organism a.                  kj [1]     (ii) name the process by which organism a traps energy.    [1]   ",
            "17": "17  \u00a9 ucles 2013 0610/23/m/j/13 [turn over  for  examiner's  use  (iii) state two ways by which energy is lost at each trophic level.   1    2    [2]        [total: 7]        ",
            "18": "18  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use 9 fig. 9.1 shows changes in the relative concentrations of four substances in the blood  plasma. these changes happen when the blood flows through the renal artery, the capillaries in the kidney and the renal vein.    renal artery capillaries in kidneyrenal veinrelative concentrationsin bloodglucose urea carbon dioxide oxygen     fig. 9.1    (a)  explain the difference in the concentration of urea in the renal vein and in the renal  artery.             [3]      (b) explain the differences in the concentration of oxygen and carbon dioxide shown in    fig. 9.1.              [3]  ",
            "19": "19  \u00a9 ucles 2013 0610/23/m/j/13  for  examiner's  use  (c) describe and explain the changes in glucose concentration shown in fig. 9.1.            [3]        [total: 9]   ",
            "20": "20      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.    \u00a9 ucles 2013 0610/23/m/j/13  blank page "
        },
        "0610_s13_qp_31.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 06_0610_31/6rp  \u00a9 ucles 2013  [turn over       *7596256075* university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  may/june 2013     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/31/m/j/13        blank page",
            "3": "3  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use 1 (a)  fig. 1.1 shows the human head, neck and thorax.    a b c dk j h g f e  fig. 1.1     complete table 1.1 by writing one letter from fig. 1.1 to identify the named structures.       the first one has been done for you.       table 1.1    structure letter from fig. 1.1  left lung d  bronchus   diaphragm   intercostal muscle   rib   trachea       [5]   ",
            "4": "4  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (b) in an investigation, a student breathed in and out of the apparatus shown in fig. 1.2.      valve x opens to allow atmospheric air in while valve y is closed.      when the student breathes out, valve x is closed and valve y opens to allow breathed  out air into the bag.     atmospheric air valve x valve y bag for collection of breathed out ai r breathed out airair breathed out     fig. 1.2     the student breathed in and out four times . the bag was sealed and the volume of air  inside the bag was measured.      a sample of air from the bag was analysed for the percentage composition of oxygen,  carbon dioxide and nitrogen.    the student then did some vigorous exercise for five minutes. after the exercise, the  student repeated the procedure.     the results of the investigation are shown in table 1.2.   table 1.2    sample of breathed out air    before exercise after exercise  total volume of air collected in bag / cm3 2  000 15  000  mean volume of air per breath / cm3 500   percentage of oxygen / % 17.2 15.3  percentage of carbon dioxide / % 3.6 5.5  percentage of nitrogen / % 74.9 74.7     ",
            "5": "5  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use   (i) calculate the mean volume of air per breath after exercise.       write your answer in table 1.2.     show your working.            [1]     (ii) suggest one way, not shown in table 1.2 , in which the student\u2019s breathing  changed after exercise.    [1]     (iii) the figures in table 1.2 for the percentage composition of air in each sample do  not add up to 100  %.      name one other gas that would be present in both  samples of air.   [1]     (iv) the results for oxygen and carbon dioxide in the samples of breathed out air taken  before and after exercise are different.        describe and explain these differences.            [3]          [total: 11]    ",
            "6": "6  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use 2 fig.  2.1 shows the flow of energy through a natural ecosystem that is not used by humans  at any of the trophic levels.    the unit of energy flow is kj per m 2 per year.    o n mp l 92 000 light17 0001500110 decomposers95 15 990 400 85007000 51 00024 000     fig. 2.1     (a) the letters l to o represent the different trophic levels in the ecosystem.    (i) name the first and third trophic levels, l and n.  l   n  [2]     (ii) suggest what is shown by the relative sizes of the boxes, l to o, in the energy  flow diagram in fig. 2.1.    [1]   ",
            "7": "7  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (iii) there are no predators in the ecosystem feeding on the animals in trophic level o.      suggest and explain why there are no predat ors in the ecosystem feeding on the  animals in trophic level o.             [3]     (iv) p  in fig. 2.1 does not represent any organisms.       explain what p represents in the energy flow diagram.         [2]       (b) people who live near this ecosystem would like  to use some of the organisms at  trophic level m for food.       suggest and explain what might happen to the ecosystem if the people took too many  of the organisms at trophic level m.                [3]        [total: 11]  ",
            "8": "8  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use 3 fig. 3.1 shows the human female reproductive system.    xr s t v w     fig. 3.1    (a) table 3.1 shows four functions of the female reproductive system.      complete the table by:   \u007f naming the part of the system that carries out each of the functions;    \u007f using the letters from fig. 3.1 to identify the part of the system named.      one row has been completed for you.    table 3.1    function name of organ letter from fig. 3.1  production of   gametes    site of implantation    site of fertilisation    dilates during birth cervix v      [3]       the hormone fsh is important in regulating the menstrual cycle.    (b) (i) state the target organ of fsh.    [1]     (ii) state one effect of fsh.     [1]   ",
            "9": "9  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (c) the drug clomiphene is given to women who have difficulty in having children. the  drug increases the secretion of fsh.     as part of treatment for infertility, a woman was given clomiphene for five days. the  concentration of oestrogen in her blood was measured every day for 27 days.      the results are shown in fig. 3.2.   0 2 4 6 8 10 12 14 16 18 20 22 24 26 28160 140120100 80604020 0concentration of oestrogen in the blood  / arbitrary units time  / days clomiphene taken    fig. 3.2     (i) describe the changes in oestrogen in the blood over the 27 days.       you will gain credit if you use results from fig. 3.2 in your answer.                [4]   ",
            "10": "10  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (ii) doctors thought that ovulation occurred around day 15.       explain what is meant by the term ovulation .        [2]       (d) the treatment was not successful on the first occasion.      as an alternative to this treatment, women may be offered in vitro  fertilisation (ivf)  treatment.      in ivf treatment, an egg is fertilised outside the body and the resulting embryo is  placed into the uterus.     describe what happens when an egg is fertilised by a sperm.             [3]     ",
            "11": "11  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (e) some embryos produced by ivf do not develop because there are problems with their  chromosomes, such as having the wrong number.    (i) define the term chromosome .         [2]     (ii) state the correct number of chromosomes that should be in a cell of a human  embryo.    [1]        [total: 17]     ",
            "12": "12  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use 4 fig. 4.1 shows a cross section of part of a stem of buttercup, ranunculus .    fig. 4.2 is an outline drawing of one vascular bundle from the stem of ranunculus .        fig. 4.1           fig. 4.2     (a) draw and label the position of the xylem and the phloem in the outline of the vascular  bundle in fig. 4.2. [2]     (b) name the carbohydrate that is transported in the phloem.   [1]     ",
            "13": "13  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (c) substances transported in the phloem are carried upwards in the stem at some times  of the year and downwards at other times.     explain why substances are transported in the phloem upwards at one time of the year   and downwards at another.                 [4]       (d) define the term transpiration .            [3]     ",
            "14": "14  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (e) the rattan palm is a plant that climbs on rainforest trees to heights of about 40 metres.     explain how water is moved to the tops of tall plants, such as the rattan palm.                [4]        [total: 14]  ",
            "15": "15  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use 5 enzymes are necessary for many biological processes, such as the digestion of fat.    fat  +  water fatty acids  +  glycerollipase      (a) (i) explain why enzymes are necessary for biological processes.               [3]     (ii) lipase, protease and amylase are enzymes secreted into the alimentary canal.       name one organ that secretes each enzyme. choose your answers from this list.     colon             gall bladder             liver            oesophagus    pancreas             rectum             salivary glands             stomach      you can use each organ only once .  lipase   protease   amylase  [3]     ",
            "16": "16  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (b) a group of students investigated the digestion of fat in milk.     \u007f they added an alkaline solution to the milk.  \u007f they divided the milk into four test-tubes.  \u007f they added lipase and bile salts to some of the test-tubes, as shown in table 5.1.  they did this at the same time for each test-tube.  \u007f they kept all test-tubes at 40  \u00b0c.  \u007f after 5 minutes, they added universal indicator solution to each test-tube.    table 5.1    test-tube contents colour of ph indicator after 5  minutes at 40  \u00b0c  a milk, alkaline solution, lipase and bile  salts orange  b milk, alkaline solution, bile salts and  water blue  c milk, alkaline solution, lipase and  water yellow  d milk, alkaline solution and water blue      fig. 5.1 shows the colour of the indicator at different ph values.     0246 ph8 1 01 21 4red orange yellow green blue purple     fig. 5.1     (i) explain why test-tube d was included in the investigation.         [2]     ",
            "17": "17  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (ii) explain why the colour in test-tube a was orange.               [3]     (iii) explain the results for test-tubes b and c.  test-tube b         test-tube c      [4]        [total: 15]   ",
            "18": "18  \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use 6 bacteria and animals are found in many habitats on land and in the sea.    (a) state two ways in which the structure of a bacterial cell differs from the structure of an  animal cell.  1   2  [2]      (b) some bacteria were grown in the laboratory. fig. 6.1 shows the change in numbers of  bacteria when grown in a closed flask containing nutrients and oxygen.    abcd e800 700600500400300200100 0 0 1 02 03 0 time  / hours40 50 60number of bacteria  / cells \u00d7 106  per cm3 abcd e     fig. 6.1     (i) name the phases of growth, a and b.  a  b  [2]   ",
            "19": "19  \u00a9 ucles 2013 0610/31/m/j/13 [turn over  for  examiner's  use  (ii) explain why the numbers of bacteria do not change in phase d and decrease in  phase e.            [3]       (c) fig. 6.2 shows the vent crab, bythograea thermydron , which lives at great depths in the  sea where there is no light.        fig. 6.2      (i) state  one feature, visible  in fig. 6.2, that show that b. thermydron  is an arthropod.   [1]     ",
            "20": "20    copyright acknowledgements:    figure 1.1 figure 4.1 \u00a9  b s beckett;  biology, a modern introduction ;  oxford university press.  \u00a9  ref:  b725/0317;  buttercup stem  (ranunculus sp.);  herve conge;  ism scie nce photo library.    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    university of 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.   \u00a9 ucles 2013 0610/31/m/j/13  for  examiner's  use  (ii) although most species of crabs are red, brown or green, b. thermydron  is white.       suggest and explain how white crabs evolved at great depths in the sea.                [4]        [total: 12]   "
        },
        "0610_s13_qp_32.pdf": {
            "1": "  this document consists of 18 printed pages and  2 blank pages.  ib13 06_0610_32/6rp  \u00a9 ucles 2013  [turn over       *7604327696* university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  may/june 2013     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, highlighters, 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.   ",
            "2": "2    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 1 the kidneys remove metabolic waste from the liquid part of the blood.    name:   (i) the liquid part of the blood;    [1]     (ii) the process that involves removing metabolic waste from the body.    [1]       fig. 1.1 shows a kidney tubule and its associated blood vessels.   x y b za     fig. 1.1    (b) describe the functions of the regions labelled a and b.  a       b      [4]  ",
            "3": "3    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  table 1.1 shows the concentrations of some substances in the blood at x, the fluid at y and  the urine at z.    table 1.1    concentration / g per 100  cm3  substance  blood at x fluid at y urine at z  glucose 0.1 0.1 0.0  protein 7 0 0  sodium ions 0.35 0.35 0.5  urea 0.03 0.03 2.0     (c) name the substance shown in table 1.1 that:    (i) has molecules that are  too large to pass through the walls of capillaries;    [1]     (ii) is all reabsorbed in the kidney;    [1]     (iii) is a metabolic waste product.    [1]      (d) explain why the concentrations of sodium ions and urea are greater at z than at y.         [2]     ",
            "4": "4    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use (e) people who have acute kidney failure are given dialysis treatment.      in dialysis machines, the blood flows through narrow tubes made from partially  permeable membranes, surrounded by dialysis fluid.      (i) dialysis fluid contains sodium ions.       use the information in table 1.1 to suggest the concentration of sodium ions that  should be in the fluid and give a reason for your answer.  concentration  g per 100  cm3 reason      [2]     (ii) state two components of blood that are not in dialysis fluid.   1  2  [2]       (f) heparin is added to the blood before it returns to the body from the dialysis machine.  heparin prevents a person\u2019s blood from clotting.     describe the process of blood clotting.             [3]        [total: 18]      ",
            "5": "5    \u00a9 ucles 2013 0610/32/m/j/13 [turn over                                                     question 2 begins on page 6.",
            "6": "6    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 2 antibiotics are used to treat human diseases.    many bacteria have become resistant to antibiotics. some antibiotics can no longer be used  to treat certain diseases.     samples of bacteria were taken from a person who had an infectious disease. they were  spread onto four petri dishes of agar (agar plates). three of these agar plates contained the antibiotics 1, 2 or 3.     the results are shown in fig. 2.1.    agar plate contains no antibioticagar plate contains antibiotic 1agar plate contains antibiotic 2agar plate contains antibiotic 3 bacterial growth no bacteriakey     fig. 2.1    (a) explain why:    (i) no bacteria grew in the agar plate with antibiotic 2;       [1]     (ii) bacteria grew in the agar plate with antibiotic 3;      [1]       ",
            "7": "7    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  (iii) only a small number of bacteria grew with antibiotic 1.          [2]      (b) explain why it is important to carry out a test similar to that shown in fig. 2.1 before  giving an antibiotic to a person infected with a bacterial disease.          [2]      (c) antibiotic resistance has become a major problem worldwide.      suggest how the problem of antibiotic resistance can be limited.                  [4]     ",
            "8": "8    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use  (d) hormones are used to treat a variety of conditions.     the most common hormonal treatment is the use of insulin to treat diabetes. most of  the insulin is produced using cells that are grown in large fermenters. these cells have been genetically engineered to produce human insulin.      fig. 2.2 shows the stages involved in transferring the gene for insulin from human cells  to bacterial cells.      p gene from human cell removed from chromosome 11  q bacterium produces human insulin  r plasmid vector enters bacterium  s gene for human insulin found to be on chromosome 11  t bacterium divides by binary fission  v gene for human insulin inserted into a plasmid vector    fig. 2.2      (i) put the stages into the correct sequence. two have been done for you.     s     q      [1]     (ii) diabetes is often treated with human insulin that has been produced by genetically  modified cells. in most countries this type of insulin has replaced the insulin that was prepared from animals.       suggest the advantages of providing hum an insulin to people with diabetes rather  than insulin obtained from animals.              [3]        [total: 14] ",
            "9": "9    \u00a9 ucles 2013 0610/32/m/j/13 [turn over                                                 question 3 begins on page 10.",
            "10": "10    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 3 fig. 3.1 shows the front part of the eye.     the eye shown in fig. 3.1 is far adapted , which means that the lens is focusing light from a  distance.    ciliary muscle suspensory ligaments lens     fig. 3.1    the lens changes shape to alter the dire ction of light rays passing through the eye.     (a) name:    (i) another part of the eye that also alters the direction of the light rays;    [1]     (ii) the part of the eye where the light rays form an image.    [1]   ",
            "11": "11    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  (b) an eye specialist measured the change in shape of the lens of a patient during an eye  test. the specialist recorded the change in shap e of the lens with the patient looking at  a chart 10 metres away and when reading from a book. this is shown in fig. 3.2.    timeshape of lensmore convex less convexe     fig. 3.2      (i) write the letter d on fig. 3.2 to show a time when the patient was looking at the  chart that was 10 metres away. [1]      (ii) state how the ciliary muscles and suspens ory ligaments act to change the shape  of the lens during the time marked e on fig. 3.2.   ciliary muscles    suspensory ligaments    [2]      (c) outline how humans are able to see in colour.                [3]        [total: 8]   ",
            "12": "12    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 4 sorghum bicolor  is a cereal crop important in many dry areas of the world.    fig. 4.1 shows some plants of s. bicolor  growing in a field in china.        fig. 4.1    (a)  s. bicolor  is a monocotyledon.       state two features that are used to identify plants as monocotyledons.  1  2  [2]       (b) fig. 4.1 shows the flower heads of sorghum. pollen is released from the individual  flowers when they open.       most sorghum flowers are self-pollinated and then self-fertilised.      (i) state the meanings of the terms pollination  and fertilisation .   pollination        fertilisation       [2]     ",
            "13": "13    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  (ii) describe  two implications of self-pollination.   1    2    [2]      (c) describe the events that occur in flowering plants after fertilisation to form a seed.               [4]      (d) in india, the cultivation of sorghum has decreased because now people prefer foods  based on wheat and rice.       there are alternative uses of sorghum in the production of new foods, processed foods  and as feed for animals.       explain why it is less efficient to feed crops, such as sorghum, to animals rather than to  use them for human foods.            [3]        [total: 13]     ",
            "14": "14    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use 5 the alimentary canal is adapted for chemical and mechanical digestion.    (a) explain how chemical digestion differs from mechanical digestion.            [3]      fig. 5.1 is a diagram of the human alimentary canal.   j h g fedcba   fig. 5.1   ",
            "15": "15    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use  (b)  table 5.1 shows four functions of the alimentary canal.     complete the table by:   \u007f naming the part of the system that carries out each of the functions;    \u007f using the letters from fig. 5.1 to identify the part of the system named.      one row has been completed for you.    table 5.1    function name of part letter from fig. 5.1  produces bile liver j  most soluble food is absorbed  into the blood    indigestible food is egested    hydrochloric acid is produced    protease, lipase and amylase  are produced        [4]    (c) some people develop gallstones, made of cholesterol, that accumulate in the gall  bladder and the bile duct. gallstones block the flow of bile.      explain how gallstones can affect the digestion of fat.            [3]     ",
            "16": "16    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use  (d) cholesterol can also accumulate in the walls of the coronary arteries.     explain the effects that this might have.             [3]        [total: 13]   ",
            "17": "17    \u00a9 ucles 2013 0610/32/m/j/13 [turn over  for  examiner's  use 6 in some countries forests are cleared by burning. this produces carbon dioxide and ash.    (a) outline the environmental effects of an increase in carbon dioxide in the atmosphere as  a result of burning forests.                 [4]       (b) the ash helps crops to grow because it is rich in minerals, such as magnesium ions,  but it is deficient in nitrate ions.      explain why nitrate ions and magnesium ions are important for plants.                 [4]     ",
            "18": "18    \u00a9 ucles 2013 0610/32/m/j/13  for  examiner's  use  (c) when mineral ions from soils are washed into streams and rivers there is often a rapid  growth of algae.     (i) state the name of the effect that is caused by adding mineral ions to streams and  rivers.    [1]     (ii) these streams and rivers often have low concentrations of dissolved oxygen.      explain why.         [2]       (d) untreated domestic sewage contains organic waste as well as dissolved minerals.     outline how sewage is treated so that the water may be recycled as drinking water.                 [3]        [total: 14]   ",
            "19": "19    \u00a9 ucles 2013 0610/32/m/j/13  blank page",
            "20": "20      copyright acknowledgements:    question 4  figure 4.1 \u00a9  r ef:  12206819;  zhuda;  autumn sorghum in china;   www.istockphoto.com ;      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.   \u00a9 ucles 2013 0610/32/m/j/13  blank page "
        },
        "0610_s13_qp_33.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 06_0610_33/4rp  \u00a9 ucles 2013  [turn over       *4798882486*   university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  may/june 2013     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, highlighters, 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.   ",
            "2": "2    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use 1 fig. 1.1 shows three annelid species and ascaris lumbricoides , a species of nematode.    chaetopterus variopedatusnereis diversicolorlagisca flocculosaascaris lumbricoides annelids nematode not drawn to scale    fig. 1.1    (a) state three  features shown by the three annelid species that are not shown by the  nematode species.  1   2   3  [3]   ",
            "3": "3  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use  (b) organisms are given two names, e.g. nereis diversicolor .      state what is meant by the first name.   [1]       (c) n. diversicolor  is a filter feeder. it filters plankton from sea water.      annelids like n. diversicolor  form an important part of the ecosystems of estuaries.       fish feed on annelids when the sea covers the mud in the estuary.     when the tide is out wading birds are the main predators of annelids.      birds of prey are the main predators of the wading birds.    (i) explain the term ecosystem .         [3]     (ii) use the space below to draw a food chain for the estuary ecosystem when the  tide is out .         [2]     (iii) describe the advantages of drawing a food web rather than a food chain for an  ecosystem.           [2]   ",
            "4": "4    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  (d) the palolo worm is a species of annelid that lives on coral reefs in the pacific ocean.      at certain times of the year, all the worms in an area leave their burrows to swim to the  surface.     they all release their gametes into the water at the same time.     this is known as mass spawning.     suggest the advantages of having mass spawning occurring only at certain times of the  year and not all year round.             [3]      (e) meiosis is involved in producing gametes in palolo worms.      describe how meiosis differs from mitosis and explain why meiosis is important for the  production of gametes.                [4]        [total: 18]  ",
            "5": "5  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use 2 fanwort, cabomba caroliniana , is an aquatic plant often used to provide oxygen in fish  tanks.     some students investigated the effect of temperature on the rate of photosynthesis of        c. caroliniana . the apparatus that they used is shown in fig. 2.1.    ruler oil droplet capillary tubing water with sodium hydrogencarbonate beaker of water cabomba carolinianathermometer bench lampstopwatch     fig. 2.1    (a) explain why:    (i) the lamp was kept at the same distance from the c. caroliniana  throughout the  investigation;         [2]     (ii) the water was enriched with carbon dioxide by adding sodium hydrogencarbonate.         [2]     ",
            "6": "6    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  the students determined the rate of photosynthesis by measuring the movement of the oil  droplet along the glass tubing.    their results are shown in table 2.1.   table 2.1    distance travelled by the droplet / mm per  minute  temperature / \u00b0c  1 2 3 mean  17 5 3 3 3.7  21 10 15 11 12.0  23 20 10 15 15.0  25 30 15 15 20.0  30 50 40 30 40.0  45 5 3 5 4.3  50 1 0 1 0.7       (b) describe the effect of temperature on the rate of photosynthesis  of c. caroliniana .            [3]     ",
            "7": "7  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use  (c) photosynthesis is a chemical process catalysed by enzymes.      explain how the results shown in table 2.1 support the idea that enzymes are involved  in photosynthesis.                   [4]      (d) c. caroliniana  originally grew only in latin america.      this plant has escaped into the wild in australia where its rapid growth has reduced the  biodiversity of many streams and rivers.     suggest why the growth of c. caroliniana  in australia is far greater than in latin  america.           [2]        [total: 13]   ",
            "8": "8    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use 3 fig. 3.1 shows a diagram of a cell from the pancreas that secretes the hormone, insulin.    a b c     fig. 3.1     (a) state one function of each of the parts of the cell labelled a, b and c.    a   b   c  [3]      (b)  glucose in the blood is absorbed by liver cells and muscle cells. these cells convert  glucose to glycogen for storage.      explain why glucose needs to be converted to glycogen for storage rather than  remaining dissolved in the blood.           [2]     ",
            "9": "9  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use  (c)  other cells in the pancreas secrete the hormone glucagon.      glucagon stimulates liver cells, but has no effect on muscle cells.   (i) state the effect that glucagon has on liver cells.     [1]     (ii) state how hormones, such as glucagon and insulin, travel around the body.      [1]      (d) hormone growth promotants (hgps) are hormones. hgps are used to improve the  production of food from animals.     many of these hgps are hormones that are secreted naturally by the gonads (ovaries  and testes).      name two hormones that are secreted by the gonads.  1  2  [2]       (e) the hormones are given to cattle by placing implants behind the ears. these release  the hormones slowly during the animal\u2019s life time.     the advantages of using hgps in meat production are:    \u007f more meat is produced per animal;  \u007f a 15 to 30  % increase in growth rate;  \u007f a 5 to 15  % improvement in conversion of feed into meat;  \u007f a decrease in greenhouse emissions from cattle.      suggest:    (i) the advantages of an increase in the conversion of feed into meat for the farmer;           [2]  ",
            "10": "10    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  (ii) how the use of hgps leads to a decrease in greenhouse emissions from cattle.           [2]     (f) hgps are used in animal production systems in north america and australia.       the european union (eu) has banned the us e of hgps and the import of meat from  countries where the hormones are used.     suggest reasons for the ban on the use of hgps in the eu.           [2]        [total: 15] ",
            "11": "11  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use 4 blood is distributed through the body of a mammal in blood vessels. the blood supply to  muscles changes considerably at the start and at the end of exercise.    fig. 4.1 shows a cross section of a blood vessel as seen with an electron microscope.   cell x liquid y z     fig. 4.1    (a)  name:     (i) cell x;   [1]     (ii) liquid y;   [1]     (iii) the type of blood vessel shown in fig. 4.1.    [1]     (b) state three  substances that move across the wall of the blood vessel at z.  1   2   3  [3]     ",
            "12": "12    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  (c) table 4.1 shows the distribution of blood to different organs at rest and during exercise.    table 4.1    blood flow / cm3 per minute  regions of the body  at rest during strenuous  exercise percentage  change / %  heart muscle 250 750 200  kidneys 1 200 600 -50  skeletal muscles 1 000 12 500   skin 400 1 900 375  liver and alimentary canal 1 400 600 -57  brain 750 750 0  others 600 400 -33  total 5 600 17 500 213       (i) calculate the percentage change in t he blood supply to the skeletal muscles.      show your working.      write your answer in table 4.1.            [1]   ",
            "13": "13  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use  (ii) explain why it is necessary for the blood supply to muscles to increase during  exercise.                     [5]     (iii) the volume of blood to different organs varies as shown in table 4.1.        during exercise, blood flow to the skin increases and to the kidneys decreases.     describe the changes that occur in blood vessels to cause blood flow to increase  and to decrease.  increase blood flow          decrease blood flow          [4]        [total: 16]  ",
            "14": "14    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use 5 mammals and flowering plants both have internal fertilisation and internal development.    (a)  describe what happens after pollination that results in fertilisation in flowering plants.            [3]      (b) fig. 5.1 shows a fetus developing inside the uterus.    umbilical cordplacenta amniotic fluid amniotic sac cervixuterus back bone     fig. 5.1     ",
            "15": "15  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use   describe how the structures named in fig. 5.1  provide the following needs of the  fetus.   protection           constant temperature           nutrients           excretion of metabolic waste          [8]        [total: 11] ",
            "16": "16    \u00a9 ucles 2013 0610/33/mj/13          blank page",
            "17": "17  \u00a9 ucles 2013 0610/33/m/j/13 [turn over  for  examiner's  use 6 many biologists study populations of organisms in their natural habitats.    (a) define the term population .        [2]                                   question 6 continues on page 18.   ",
            "18": "18    \u00a9 ucles 2013 0610/33/mj/13  for  examiner's  use  (b) a 10-year study was carried out to investigate the relationship between voles and owls.  voles are small mouse-like mammals and owls are carnivorous birds.      the results are shown in fig. 6.1 and fig. 6.2.   12345 time  / years6789 1 045 000 40 000 35 000 30 000 25 000 20 000 15 000 10 000 5 000 0number of voles     fig. 6.1      12345 time  / years6789 1 030 25201510 50number of owls     fig. 6.2   ",
            "19": "19  \u00a9 ucles 2013 0610/33/m/j/13  for  examiner's  use   (i) suggest three  reasons for the decrease in the population of voles between years 5  and 6.   1    2     3    [3]     (ii) state the evidence from fig. 6.1 and fig. 6.2 that supports the idea that voles form  a large part of the food eaten by owls.             [2]        [total: 7]   ",
            "20": "20      copyright acknowledgements:    figure 1.1   figure 4.1  \u00a9  r philip dales;  annelids ;  hutchinson univer sity library;  1967.  \u00a9  a j grove, g e newell;  animal biology ;  university tutorial press;  1961.  \u00a9  robert d barnes;  invertebrate zoology ;  saunders;  1968.  \u00a9  em image of cross section of a capillary ;  http://remf.dartmou th.edu/images.mammalianpancreastem/source/14.html.    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/33/mj/13  blank page "
        },
        "0610_s13_qp_51.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib13 06_0610_51/5rp  \u00a9 ucles 2013  [turn over       *7396921964* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.        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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/51/m/j/13  for  examiner's  use for  examiner's  use  read through the whole question before starting work.    1 fig. 1.1 shows a bird\u2019s egg. part of the shell has been removed.    shell  yolk albumen     fig. 1.1     approximately 90  % of albumen is water. the remaining 10  % is made up of other  substances such as reducing sugar.      (a) describe how you could safely test a sample of albumen for reducing sugar.                   [4]       (b) you have been given a beaker containing albumen, labelled albumen .    you are going to test the albumen for the presence of protein.    \u007f put on the eye protection provided.  \u007f use the syringe to put 2  cm3 of albumen into a test-tube.  \u007f add 1  cm3 of biuret reagent, from the bottle labelled biuret .      describe your observation and state your conclusion.  observation     conclusion    [2]   ",
            "3": "3  \u00a9 ucles 2013 0610/51/m/j/13 [turn over  for  examiner's  use for  examiner's  use  (c) you are going to investigate the effect of acid on albumen.    \u007f put 2  cm3 of albumen into each of two clean test-tubes.  \u007f label the test-tubes 1 and 2.  \u007f carefully and slowly pour 2  cm3 of water, from the beaker labelled water , down  the inside  of test-tube 1.  \u007f carefully and slowly pour 2  cm3 of acid, from the beaker labelled acid, down the  inside  of test-tube 2.  \u007f gently move the test-tubes back and forwards. do not shake the test-tubes up and  down.    \u007f record the time. ..  \u007f observe the test-tubes after 5 minutes.     while you are waiting, continue with questions 1(d) and (e).     describe your observations and state your conclusion.  observation, test-tube 1     observation, test-tube 2     conclusion      [3]     (d) state why water was added to test-tube 1.       [1]       (e) fat is present in the yolk.     a student carried out the emulsion test on a sample of yolk and it gave a positive result.    state what the student would observe.     [1]        [total: 11]   ",
            "4": "4  \u00a9 ucles 2013 0610/51/m/j/13  for  examiner's  use for  examiner's  use 2 fig. 2.1 shows the back leg of two animals.   the animals belong to two different vertebrate groups.    pp q p q animal a animal b   fig. 2.1     (a) (i)  describe one similarity , visible  in fig. 2.1, between the leg of animal a and the  leg of animal b.       [1]     (ii) complete table 2.1 to state two differences , visible  in fig. 2.1 between the leg of  animal a and the leg of animal b.    table 2.1    feature animal a animal b                                   [3] ",
            "5": "5  \u00a9 ucles 2013 0610/51/m/j/13 [turn over  for  examiner's  use for  examiner's  use  (b)  make a large, labelled drawing of the leg of animal a.                                                    [5]    (c) you are going to calculate the magnification of your drawing of the photograph of the  leg of animal a.     length of line pq in fig. 2.1 is 36  mm.    draw line pq on your drawing in the same position as in fig. 2.1.  length of line pq in drawing  mm      calculate the magnification of your drawing.   show your working.                   magnification \u00d7 [3]   ",
            "6": "6  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use  (d) a population of animals was studied over nine years. the changes in the population of  males  are shown in fig. 2.2    1992 1994 1996 year1998 2000 2002700 600500400300200100 0estimated number ofmales   fig. 2.2      (i)  use the graph to estimate the total population of males and females in 1992.  assume that the number of males and females is equal.     show your working.     total population of males and females  [1]     (ii) describe the changes in the population from 1992 to 2001.                [3]        [total: 16]   ",
            "7": "7  \u00a9 ucles 2013 0610/51/m/j/13 [turn over  for  examiner's  use 3 (a)  an investigation was carried out on the growth of onion seedlings.     onion seedlings were grown in a tray.    one millimeter was removed from the tips of all of the onion seedlings on the left side  of the dividing line, as shown in fig. 3.1.    tips (1  mm) removed from onion seedlingstips left on onion seedlingstray   fig. 3.1     ten onion seedlings were cut at soil level from each side of the tray.    the heights of these onion seedlings were measured and recorded.    these are shown as the start heights in table 3.1.      after three days, ten more onion seedlings were cut from each side, measured and  recorded. the heights are shown in table 3.1.     (i) suggest why the onion seedlings were cut and removed from the tray before they  were measured.     [1]     (ii) state why a sample of ten onion seedlings is better than a sample of three onion  seedlings.      [1]   ",
            "8": "8  \u00a9 ucles 2013 0610/51/m/j/13  for  examiner's  use   table 3.1 shows the heights of the onion seedlings at the start and of those measured  after three days.    table 3.1     height of seedling / mm   tips removed tips left on   start after three days start after three days   84 70 70 63   61 76 79 65   54 63 57 83   57 76 58 79   56 80 53 83   62 71 52 74   68 73 61 76   45 60 63 60   64 76 51 85   49 75 76 62  total height / mm 600  620   mean height / mm 60  62      (iii) complete table 3.1 by calculating the total height and mean height of the onion  seedlings after three days. [2]     (iv) calculate the mean increase  in height of the onion seedlings:   tips removed  mm  tips left on  mm [1]      ",
            "9": "9    \u00a9 ucles 2013 0610/51/m/j/13 [turn over  for  examiner's  use  (b)  the experiment was repeated with another tray of onion seedlings.    the same experiment was then performed on beetroot seedlings.    the results are shown in table 3.2.   table 3.2                  (i) draw a bar chart on fig. 3.2 to show the data in table 3.2.             fig. 3.2      [4] mean increase in height / mm  onion seedlings beetroot seedlings  tips removed tips left on tips removed tips left on  10 9 1 7 ",
            "10": "10  \u00a9 ucles 2013 0610/51/m/j/13  for  examiner's  use  (ii) describe the effect of removing the tips on the growth of onion and beetroot  seedlings.   onion     beetroot    [2]     (iii) suggest where growth takes place in the shoots of onion and beetroot seedlings.   onion     beetroot    [2]        [total: 13]   ",
            "11": "11    \u00a9 ucles 2013 0610/51/m/j/13  blank page",
            "12": "12    copyright acknowledgements:    question 2 figure 2.1 \u00a9 peter skinner / shepreth wildlife park   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (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.    university of 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.    \u00a9 ucles 2013 0610/51/m/j/13  blank page "
        },
        "0610_s13_qp_52.pdf": {
            "1": "    this document consists of 13 printed pages and  3 blank pages.  ib13 06_0610_52/4rp  \u00a9 ucles 2013  [turn over       *1198432529* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.        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, highlighters, 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.     ",
            "2": "2  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  read through the whole question before starting work.   1 you are presented with two similar cut shoots in test-tubes that contained 20  cm3 of water at  the start.     one shoot still has its leaves attached and the other shoot has had its leaves removed.   the shoots were placed in the water immediately after being cut. the water level was  marked on the outside of the test-tubes.   a small quantity of oil was added to cover the water in these test-tubes.    the two test-tubes containing the shoots were left in the light for two days.    (a) (i)  suggest why oil was placed on top of the water in both test-tubes.     [1]     (ii) use a ruler to measure the height of the water in the two test-tubes.   test-tube containing shoot without leaves  mm test-tube containing shoot with leaves  mm [1]     (iii) describe and explain your observations.         [2]     (b) (i)   \u007f remove the shoots from the test-tubes.   \u007f use water from the beaker of water, labelled water , to wash any oil from the  shoots.  \u007f dry the cut end of each shoot and place the shoots on the white tile.  \u007f use the scalpel to remove approximately 3  cm from the cut end of each shoot.   \u007f immediately place both shoots in the beaker of coloured water, labelled  coloured water .  \u007f leave for 15-20 minutes.   ",
            "3": "3  \u00a9 ucles 2013 0610/52/m/j/13 [turn over  for  examiner's  use    while you are waiting, continue with part (c) of this question.    \u007f after 15-20 minutes remove the shoots from the coloured water.  \u007f use water from the beaker of water, labelled water , to remove any coloured  water from the outside of the shoots.  \u007f place the shoot without leaves on the white tile.   \u007f use the scalpel to remove 5  mm long sections from the cut end of the shoot, as  shown in fig. 1.1.   \u007f keep the sections in the order in which you removed them.   \u007f use the hand lens to observe each section.   \u007f continue removing sections until the coloured water is not visible in the stem,  as shown in fig. 1.1.    coloured water visible5 mm long sections coloured water not visible in stem (nofurther cuts made)white tile   fig. 1.1       estimate the distance moved by the coloured water in the shoot without leaves.    mm    \u007f push the sections and remaining stem of the shoot without leaves to the edge  of the white tile.    \u007f place the shoot with leaves on the white tile.  \u007f use the scalpel to remove 5 mm long sections from the cut end of the shoot, as  shown in fig. 1.1.  \u007f keep the sections in the order in which you removed them.  \u007f use the hand lens to observe each section.  \u007f continue removing sections until the coloured water is not visible in the stem,  as shown in fig. 1.1.      estimate the distance moved by the coloured water in the shoot with leaves.    mm [3]   ",
            "4": "4  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  (ii) use the hand lens to observe the cut end of the second section of the shoot with  leaves.       draw and label the cut end of this se ction to show the location of the coloured  water.       [2]    (iii) do the results in (b) (i)  support the observations in (a) (ii) ? explain your answer.          [2]     ",
            "5": "5  \u00a9 ucles 2013 0610/52/m/j/13 [turn over                                                     question 1 continues on page 6.",
            "6": "6  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  (c)  a group of students measured the mass lost from a flask containing a shoot with  leaves.    the shoot was placed in water, on a balance as shown in fig. 1.2.    an automatic data logger recorded the mass every six hours for two days.    data loggershoot with leaves flask oil water balance   fig. 1.2     only natural light from the sun was allowed to fall on the shoot.      the students calculated the mass lost every six hours. the data is shown in table 1.1.   table 1.1    time of day mass lost / g  10:00 0.0  16:00 3.0  22:00 5.0  04:00 5.0  10:00 7.0  16:00 10.0  22.00 11.5  04.00 11.5  10.00 13.5   ",
            "7": "7  \u00a9 ucles 2013 0610/52/m/j/13 [turn over  for  examiner's  use   (i)  plot the data from table 1.1 on fig. 1.3.              [4]       fig. 1.3    (ii) describe and explain the results.  description      explanation         [3]   ",
            "8": "8  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  fig. 1.4 shows part of the lower surface of a leaf as viewed under a microscope.    \u00d7 300 120  mmstomatah g     fig. 1.4    (d) name the structures labelled g and h.  g    h   [2]      (e) the number of stomata on the lower surface of the leaf can be calculated by using    fig. 1.4.    (i) count the number of stomata visible in fig. 1.4.         number of stomata   [1]   ",
            "9": "9  \u00a9 ucles 2013 0610/52/m/j/13 [turn over  for  examiner's  use  (ii) the magnification of the image in fig. 1.4 is \u00d7 300.      the length of one side of the image is 120  mm. the image is a square.      you can calculate the actual length of one side of the square of leaf surface shown  in fig. 1.4 by dividing the length of one side of the image by the magnification.     calculate the actual length of one side of the square of leaf surface shown in  fig. 1.4.    show your working.        actual length of one side of the square of leaf surface   mm [1]     (iii) calculate the actual total area of the square of leaf surface shown in fig. 1.4.    show your working.         actual total area of the square of leaf surface   mm 2 [2]     (iv) the number of stomata per mm2 can be calculated from the number of stomata  and the actual total area of the square of leaf surface shown in fig. 1.4.      calculate the number of stomata per mm2 of this leaf.      show your working.        number of stomata per mm 2   [2]     (v) the total area of the lower surface of this leaf was measured and found to be    9000  mm2.      calculate the total number of stomata on the lower surface of this leaf.    show your working.        total number of stomata   [1]        [total: 27]   ",
            "10": "10  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use 2 you are going to observe and draw one of your fingers.    (a) place the palm of your hand on the paper.    use the hand lens to examine one finger.     make a large, labelled drawing of this finger.                                                 [4]   ",
            "11": "11  \u00a9 ucles 2013 0610/52/m/j/13 [turn over  for  examiner's  use  (b) fig. 2.1 shows the european mole, talpa europa .     hand \u00d7 0.8  fig. 2.1      (i) state one similarity , visible  in fig. 2.1, between the structure of the mole\u2019s hand  and your hand.    [1]     (ii) complete table 2.1 to state two differences , visible  in fig. 2.1 between the  shape and size of the mole\u2019s hand and your hand.    feature mole\u2019s hand your hand  shape    size        [2]    (c) (i)  name the group of vertebrates to which the mole belongs.   [1]     (ii) state one feature, visible  in fig. 2.1, that supports your answer to (c)(i) .    [1]        [total: 9]  ",
            "12": "12  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use 3 arum lilies, such as arum maculatum , are plants that have a smell like rotting meat.    the smell attracts flies so that the flowers can be pollinated.    some arum lilies have a purple coloured sheath and some have a light green coloured  sheath.     fig. 3.1 shows an arum lily with part of the sheath cut away to show the inside.    sheath flies     fig. 3.1     a group of students collected arum lilies from the same habitat, two with purple coloured  sheaths and  three  with light green coloured sheaths.    they opened the sheaths of each lily and counted the number of flies inside.    the results are shown in table 3.1.    table 3.1    colour of sheath number of flies total number of   flies mean number of    flies  purple 3  purple 5    light green 5  light green 6  light green 4         (a) calculate the total and mean number of flies found in each colour of sheath.      write your answers in table 3.1. [2]     ",
            "13": "13  \u00a9 ucles 2013 0610/52/m/j/13  for  examiner's  use  (b) suggest two ways in which this investigation could be improved.  1    2    [2]        [total: 4]    ",
            "14": "14  \u00a9 ucles 2013 0610/52/m/j/13  blank page",
            "15": "15  \u00a9 ucles 2013 0610/52/m/j/13  blank page",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.    \u00a9 ucles 2013 0610/52/m/j/13  blank page "
        },
        "0610_s13_qp_53.pdf": {
            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib13 06_0610_53/4rp  \u00a9 ucles 2013  [turn over       *3453866648* for examiner's use  1   2   3   total   university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  may/june 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.        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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use 1 you are going to investigate the effect of enzyme concentration on starch.     (a) you are provided with a petri dish containing a layer of starch agar jelly. three small holes have been cut in the starch agar jelly as shown in fig. 1.1.    the three pieces of starch agar jelly, removed from these holes, are presented on a  white tile.    p q rpetri dish starch agar jelly hole in the starch agar jelly    fig. 1.1      \u007f remove the film from the white tile and add a drop of dilute iodine solution to each  piece of starch agar jelly.     (i) describe your observations.     [1]      you have been provided with two enzyme solutions, labelled 1 and 2. these are  different concentrations of the same enzyme.    \u007f remove the lid of the petri dish. label the holes p, q and r on the outside of the  petri dish, as shown in fig. 1.1.    \u007f carefully put two drops of enzyme solution 1 into hole p. do not over fill the hole.    \u007f carefully put two drops of enzyme solution 2 into hole q. do not over fill the hole.    \u007f carefully put two drops of water into hole r. do not over fill the hole.    \u007f replace the lid on the petri dish.    \u007f record the time ...     leave the petri dish for 15 minutes. while you are waiting  begin work on parts (b)  and (c).   ",
            "3": "3  \u00a9 ucles 2013 0610/53/m/j/13 [turn over  for  examiner's  use \u007f after 15 minutes remove the petri dish lid.    \u007f wash the surface of the starch agar jelly in the petri dish with water. pour the  water into the container labelled waste .    \u007f pour dilute iodine solution onto the starch agar jelly at one side of the petri dish.  tilt the petri dish so that the iodine solution flows to the opposite side of the dish  and covers all of the surface of the starch agar jelly, as shown in fig. 1.2.    starch agar jellydilute iodine solution dilute iodinesolution flowsover all of the surface of the starchagar jellypetri dish tilted by lifting one side   fig. 1.2    \u007f immediately pour the dilute iodine solution from the surface of the petri dish into  the container labelled waste .     \u007f wash the surface of the starch agar jelly with water. if you require more water,  raise your hand. pour the water into the container labelled waste .    \u007f leave the petri dish for 1 minute.    \u007f hold the petri dish up to the light and examine the starch agar jelly.   ",
            "4": "4  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (ii) make a drawing to show the appearance of the surface of the starch agar jelly on       fig. 1.3. include labels.      p q rp r q      fig. 1.3      [4]    (iii) explain the observations you have drawn in (a)(ii) .             [3]   ",
            "5": "5  \u00a9 ucles 2013 0610/53/m/j/13 [turn over  for  examiner's  use  (iv) suggest the name of the enzyme used in this investigation.    [1]     (v) state why water was added to hole r.     [1]      (b) germinating seeds produce enzymes that change stored food into soluble materials.      suggest a method similar to that in (a) that you would use to find out if germinating pea  seeds produce the same enzyme as in enzyme solutions 1 and 2.                 [4]     ",
            "6": "6  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (c) you are provided with a pea seedling. remove the film from the pea seedling.      make a large, labelled drawing of the pea seedling.                                                               [4]   ",
            "7": "7  \u00a9 ucles 2013 0610/53/m/j/13 [turn over                                                    question 1 continues on page 8.",
            "8": "8  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (d) fig. 1.4 shows pea seeds in a pod.    podpea seeds   fig. 1.4      the number of pea seeds in a pod varies.    two students picked a sample of 23 pods.    they opened the pods and counted the number of pea seeds.       fig. 1.5 shows the students\u2019 results.    number of pea seeds in each pod 8, 10, 11, 10, 9, 11, 9, 4, 10, 11, 12, 10, 10, 11, 8, 12, 10, 9, 11, 8, 10, 9, 12   fig. 1.5   ",
            "9": "9  \u00a9 ucles 2013 0610/53/m/j/13 [turn over  for  examiner's  use   (i) complete table 1.1 using the results from fig. 1.5 to show how many pods there  were with each number of pea seeds.      two rows have been completed for you.    table 1.1    number of pea seeds in  each pod tally number of pods  4    5    6    7    8 /// 3  9    10 ////   // 7  11    12        [2]     (ii) draw a histogram on fig. 1.6 to show the num ber of pods with each number of pea  seeds.             [4]    fig. 1.6     (iii) put an x in the bar on the graph which seems to be anomalous. [1]    ",
            "10": "10  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (iv) most pods contained 10 or 11 pea seeds.       suggest a reason for some pods containing 8 or 12 pea seeds.      [1]        [total: 26]  2 fig. 2.1 shows an arthropod.    s t \u00d7 2.5    fig. 2.1    (a) you are going to calculate the actual length of the part of the leg that is marked st in  fig. 2.1.     measure the length of line st.    length of line st   mm      calculate the actual length of the part of the leg that is marked st.      show your working.                 actual length of leg   mm [3]     ",
            "11": "11  \u00a9 ucles 2013 0610/53/m/j/13 [turn over  for  examiner's  use  (b) use features, visible  in fig. 2.1, to identify the group of arthropods to which this animal  belongs.       give two reasons for your answer.  group    reason 1     reason 2    [3]        [total: 6]    ",
            "12": "12  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use 3 (a)  fig. 3.1 shows a section of a dicotyledonous root as seen with a microscope.      fig. 3.1      on fig. 3.1:   draw a line to a root hair cell and label it;   draw a line to a cortex cell and label it. [2]     ",
            "13": "13  \u00a9 ucles 2013 0610/53/m/j/13  for  examiner's  use  (b) when stems have just been cut, drops of liquid often appear on the cut surface of the  stem.      a dicotyledonous stem was cut and the liquid was collected and tested for:   \u007f water;  \u007f reducing sugar;  \u007f protein;  \u007f fat.     the results are shown in table 3.1.      complete table 3.1 to show the reagents and final colours.   table 3.1    results  substance reagent  initial colour final colour positive or  negative  (/checkbldor /xmarkbld )  water cobalt chloride blue  /checkbld  reducing sugar  blue  /checkbld  protein  blue  /xmarkbld  fat ethanol + water colourless  /xmarkbld       [6]       [total: 8] ",
            "14": "14  \u00a9 ucles 2013 0610/53/m/j/13  blank page",
            "15": "15  \u00a9 ucles 2013 0610/53/m/j/13  blank page",
            "16": "16    copyright acknowledgements:    question 3  fig. 3.1 \u00a9  ref:  c003 / 4134;  broad bean root, light micrograph ;   dr keith wheeler, science photo library.   permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge  local examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/53/m/j/13  blank page "
        },
        "0610_s13_qp_61.pdf": {
            "1": "    this document consists of 11 printed pages and 1 blank page.  ib13 06_0610_61/5rp  \u00a9 ucles 2013  [turn over       *0191634512* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  may/june 2013     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, 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.     ",
            "2": "2  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use 1 fig. 1.1 shows a bird\u2019s egg. part of the shell has been removed.    shell yolk albumen     fig. 1.1    approximately 90  % of albumen is water. the remaining 10  % is made up of other  substances such as reducing sugar.      (a) describe how you could safely test a sample of albumen for reducing sugar.                  [4]      (b) a student tested some albumen for the presence of protein using biuret reagent.    the solution changed colour. it was a positive result.     describe this colour change.      [1]     ",
            "3": "3  \u00a9 ucles 2013 0610/61/m/j/13 [turn over  for  examiner's  use for  examiner's  use  (c) fig. 1.2 shows an experiment to investigate the effect of acid on albumen.    test-tube 13 drops of water test-tube 23 drops of dilute acid   fig. 1.2      the test-tubes were observed after five minutes.   the results are shown in table 1.1.   table 1.1    test-tube observation  1 stayed as a clear liquid  2 changed from a clear liquid to a white solid      (i) state a conclusion that can be made from these results.      [1]     (ii) state why water was added to test-tube 1.    [1]   ",
            "4": "4  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use (d) fat is present in the yolk.  a student carried out the emulsion test on a sample of yolk and it gave a positive result. state what the student would observe.    [1]      (e) two students wanted to investigate the effect of concentration of acid on albumen.       for this investigation, suggest a suitable:  variable to change;  variable to measure or observe;   variable to control.  [3]        [total: 11]   ",
            "5": "5  \u00a9 ucles 2013 0610/61/m/j/13 [turn over  for  examiner's  use for  examiner's  use 2 fig. 2.1 shows the back leg of two animals.    the animals belong to two different vertebrate groups.    pp q p q animal a animal b   fig. 2.1     (a) (i) describe one similarity , visible  in fig. 2.1, between the leg of animal a and the   leg of animal b.       [1]     (ii) complete table 2.1 to state two differences , visible  in fig. 2.1 between the leg of  animal a and the leg of animal b.    table 2.1    feature animal a animal b                                   [3] ",
            "6": "6  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use  (b) make a large, labelled drawing of the leg of animal a.                                                 [5]    (c) you are going to calculate the magnification of your drawing of the photograph of the  leg of animal a.      length of line pq in fig. 2.1 is 36  mm.    draw line pq on your drawing in the same position as in fig. 2.1.  length of line pq in drawing  mm       calculate the magnification of your drawing.    show your working.                    magnification \u00d7 [3]   ",
            "7": "7  \u00a9 ucles 2013 0610/61/m/j/13 [turn over  for  examiner's  use for  examiner's  use  (d) a population of animals was studied over ni ne years. the changes in the population of  males  are shown in fig. 2.2    1992 1994 1996 year1998 2000 2002700 600500400300200100 0estimated number ofmales   fig. 2.2     (i)  use the graph to estimate the total population of males and females in 1992.  assume that the number of males and females is equal.     show your working.     total population of males and females  [1]     (ii) describe the changes in the population from 1992 to 2001.               [3]        [total: 16] ",
            "8": "8  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use 3 (a)  an investigation was carried out on the growth of onion seedlings.     onion seedlings were grown in a tray.   one millimeter was removed from the tips of all of the onion seedlings on the left side  of the dividing line, as shown in fig. 3.1.    tips (1  mm) removed from onion seedlingstips left on onion seedlingstray     fig. 3.1     ten onion seedlings were cut at soil level from each side of the tray.    the heights of these onion seedlings were measured and recorded.     these are shown as the start heights in table 3.1.     after three days, ten more onion seedlings were cut from each side, measured and  recorded. the heights are shown in table 3.1.      (i) suggest why the onion seedlings were cut and removed from the tray before they  were measured.    [1]     (ii) state why a sample of ten onion seedlings is better than a sample of three onion  seedlings.     [1]   ",
            "9": "9  \u00a9 ucles 2013 0610/61/m/j/13 [turn over  for  examiner's  use for  examiner's  use   table 3.1 shows the heights of the onion seedlings at the start and of those measured  after three days.    table 3.1     height of seedling  / mm   tips removed tips left on   start after three days start after three days   84 70 70 63   61 76 79 65   54 63 57 83   57 76 58 79   56 80 53 83   62 71 52 74   68 73 61 76   45 60 63 60   64 76 51 85   49 75 76 62  total height  / mm 600  620   mean height  / mm 60  62      (iii) complete table 3.1 by calculating the total height and mean height of the onion  seedlings after three days. [2]     (iv) calculate the mean increase  in height of the onion seedlings:   tips removed  mm  tips left on  mm [1]     ",
            "10": "10  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use  (b)  the experiment was repeated with another tray of onion seedlings.    the same experiment was then performed on beetroot seedlings.   the results are shown in table 3.2.   table 3.2                   (i) draw a bar chart on fig. 3.2 to show the data in table 3.2.             fig. 3.2      [4] mean increase in height / mm  onion seedlings beetroot seedlings  tips removed tips left on tips removed tips left on  10 9 1 7 ",
            "11": "11  \u00a9 ucles 2013 0610/61/m/j/13  for  examiner's  use for  examiner's  use  (ii) describe the effect of removing the tips on the growth of onion and beetroot  seedlings.   onion    beetroot    [2]     (iii) suggest where growth takes place in the shoots of onion and beetroot seedlings.   onion     beetroot    [2]        [total: 13]   ",
            "12": "12    copyright acknowledgements:    question 2 figure 2.1 \u00a9 peter skinner / shepreth wildlife park   permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    university of 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.   \u00a9 ucles 2013 0610/61/m/j/13  blank page   "
        },
        "0610_s13_qp_62.pdf": {
            "1": "    this document consists of 15 printed pages and 1 blank page.  ib13 06_0610_62/6rp   \u00a9 ucles 2013  [turn over       *2408000291* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  may/june 2013     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, 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.       ",
            "2": "2  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use 1 fig. 1.1 shows two similar cut shoots in test-tubes that contained 20  cm3 of water at the  start.     one shoot has its leaves attached and t he other shoot has had its leaves removed.   the shoots were placed in the water immediately after being cut.    a small quantity of oil was added to cover the water in these test-tubes.    the two test-tubes with the shoots were left in the light for two days.   shoot with leavesshoot withoutleaves oil waterheight ofwater after2 days height ofwater afte r 2 days     fig. 1.1     (a) (i)  identify the variable that was changed (independent variable) in this investigation.     [1]   ",
            "3": "3  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use  (ii) suggest why oil was placed on top of the water in both test-tubes.      [1]     (iii) use a ruler to  measure the height of the water in the two test-tubes, shown in  fig. 1.1.   test-tube containing shoot without leaves  mm  test-tube containing shoot with leaves  mm [1]     (iv) describe and explain your observations.          [2]   ",
            "4": "4  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  (b) the two shoots were removed from the test-tubes.     both shoots were immediately placed in a beaker of coloured water and left for 10  minutes.    after 10 minutes the shoots were removed from the coloured water.     the shoots were cut in half, as shown in fig. 1.2, to see how far up the stem the  coloured water had moved.    each shoot cut in half from the cut end to the tipone half of each shoot showing the movement of the coloured water up the stemcoloured water   fig. 1.2   ",
            "5": "5  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use   shoot with leavesshoot without leaves    fig. 1.3      (i)  use a ruler to measure the distance moved by the coloured water, shown in       fig. 1.3.  shoot without leaves  mm  shoot with leaves  mm [1]     (ii) do the measurements in (b)(i)  support the measurements in (a)(iii) ? explain your  answer.          [2]   ",
            "6": "6  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  (iii) describe how you could carry out a similar investigation to determine whether  temperature  affects the rate of water uptake of shoots with leaves.              [3]     ",
            "7": "7  \u00a9 ucles 2013 0610/62/m/j/13 [turn over                                                 question 1 continues on page 8.",
            "8": "8  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  (c) a group of students measured the mass lost from a flask containing a shoot with  leaves.    the shoot was placed in water, on a balance as shown in fig. 1.4.     an automatic data logger recorded the mass every six hours for two days.    data loggershoot with leaves flask oil water balance   fig. 1.4     only natural light from the sun was allowed to fall on the shoot.     the students calculated the mass lost every six hours. the data is shown in table 1.1.   table 1.1    time of day mass lost  / g  10:00 0.0  16:00 3.0  22:00 5.0  04:00 5.0  10:00 7.0  16:00 10.0  22.00 11.5  04.00 11.5  10.00 13.5   ",
            "9": "9  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use  (c) (i)  plot the data from table 1.1 on fig. 1.5.             fig. 1.5      [4]    (ii) describe and explain the results.  description      explanation         [3]   ",
            "10": "10  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  fig. 1.6 shows part of the lower surface of a leaf as viewed under a microscope.    \u00d7 300 120  mmstomatah g     fig. 1.6    (d) name the structures labelled g and h.  g    h   [2]      (e) the number of stomata on the lower surface of the leaf can be calculated by using    fig. 1.6.    (i) count the number of stomata visible in fig. 1.6.         number of stomata   [1]   ",
            "11": "11  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use  (ii) the magnification of the image in fig. 1.6 is \u00d7 300.      the length of one side of the image is 120  mm. the image is a square.     you can calculate the actual length of one side of the square of leaf surface shown  in fig. 1.6 by dividing the length of one side of the image by the magnification.     calculate the actual length of one side of the square of leaf surface shown in  fig. 1.6.    show your working.      actual length of one side of the square of leaf surface   mm [1]     (iii) calculate the actual total area of the square of leaf surface shown in fig. 1.6.    show your working.       actual total area of the square of leaf surface   mm 2 [2]     (iv) the number of stomata per mm2 can be calculated from the number of stomata  and the actual total area of the square of leaf surface shown in fig. 1.6.      calculate the number of stomata per mm2 of this leaf.      show your working.     number of stomata per mm 2   [2]    (v) the total area of the lower surface of this leaf was measured and found to be   9000  mm2.       calculate the total number of stomata on the lower surface of this leaf.     show your working.     total number of stomata   [1]       [total: 27]  ",
            "12": "12  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use 2 you are going to observe and draw one of your fingers.     (a) place the palm of your hand on the paper.     examine one finger.     make a large, labelled drawing of this finger.                                                  [4]   ",
            "13": "13  \u00a9 ucles 2013 0610/62/m/j/13 [turn over  for  examiner's  use  (b) fig. 2.1 shows the european mole, talpa europa .     hand \u00d7 0.8  fig. 2.1      (i) state one similarity , visible  in fig. 2.1, between the structure of the mole\u2019s hand  and your hand.     [1]     (ii) complete table 2.1 to state two differences , visible  in fig. 2.1 between the  shape and size of the mole\u2019s hand and your hand.    feature mole\u2019s hand your hand  shape    size        [2]    (c) (i)  name the group of vertebrates to which the mole belongs.   [1]    (ii) state one feature, visible  in fig. 2.1, that supports your answer to (c)(i) .     [1]        [total: 9]  ",
            "14": "14  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use 3 arum lilies, such as arum maculatum , are plants that have a smell like rotting meat.    the smell attracts flies so that the flowers can be pollinated.     some arum lilies have a purple coloured sheath and some have a light green coloured  sheath.     fig. 3.1 shows an arum lily with part of the sheath cut away to show the inside.    sheath flies     fig. 3.1    a group of students collected arum lilies from the same habitat, two with purple coloured  sheaths and three  with light green coloured sheaths.    they opened the sheaths of each lily and counted the number of flies inside.    the results are shown in table 3.1.    table 3.1    colour of sheath number of flies total number of   flies mean number of   flies  purple 3  purple 5    light green 5  light green 6  light green 4      (a) calculate the total and mean number of flies found in each colour of sheath.       write your answers in table 3.1. [2]    ",
            "15": "15  \u00a9 ucles 2013 0610/62/m/j/13  for  examiner's  use  (b) suggest two ways in which this investigation could be improved.  1     2    [2]        [total: 4]   ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.   university of 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.    \u00a9 ucles 2013 0610/62/m/j/13  blank page "
        },
        "0610_s13_qp_63.pdf": {
            "1": "    this document consists of 13 printed pages and 3 blank pages.  ib13 06_0610_63/4rp   \u00a9 ucles 2013  [turn over       *5439306249* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  may/june 2013     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, 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.     ",
            "2": "2  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use 1 (a)  some students investigated the effect of enzyme concentration on starch.    they were provided with a petri dish containing a layer of starch agar jelly.   the students cut three small holes in the starch agar jelly and labelled them as shown  in fig. 1.1.    p q rpetri dish starch agar jelly hole in the starch agar jelly    fig. 1.1      they placed the starch agar jelly that had been cut out of the holes on a white tile and  added two drops of dilute iodine solution to each piece.     the dilute iodine solution changed from yellow/brown to deep blue.     (i) state why the colour changed.    [1]       the students were given two different concentrations of the same enzyme,     solution 1 and solution 2.    \u007f they put two drops of enzyme solution 1 into hole p.  \u007f they put two drops of enzyme solution 2 into hole q.  \u007f they put two drops of water into hole r.  \u007f after 15 minutes dilute iodine solution was poured over the surface of the  starch agar jelly.   ",
            "3": "3  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use   fig. 1.2 shows the appearance of the surface of the starch agar jelly after dilute iodine  solution had been added. the petri dish was placed on a piece of squared paper.     key deep blue clearhole in the starch agarjellyp r qpp qq rr 1 small square = 4mm = 4mm22     fig. 1.2    (ii) holes p, q and r are the same size.      use the grid and count the squares to estimate the area of hole r.    area of hole r  mm 2 [1]  ",
            "4": "4  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use  (iii) describe the results shown in fig. 1.2.            [3]     (iv) explain the results shown in fig. 1.2.              [3]     (v) suggest the name of the enzyme used in this investigation.    [1]     (vi) state why water was added to hole r.    [1]     ",
            "5": "5  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use  (b) germinating seeds produce enzymes that change stored food into soluble materials.     suggest a method similar to that in (a) that you would use to find out if germinating pea  seeds produce the same enzyme as in enzyme solutions 1 and 2.                 [4]     ",
            "6": "6  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use  (c) fig. 1.3 shows a pea seedling.         fig. 1.3      make a large, labelled drawing of the pea seedling in the space provided on page 7.                                    ",
            "7": "7  \u00a9 ucles 2013 0610/63/m/j/13 [turn over    draw the pea seedling in the space below.                                                                          [4]       ",
            "8": "8  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use  (d) fig. 1.4 shows pea seeds in a pod.    podpea seeds   fig. 1.4      the number of pea seeds in a pod varies.    two students picked a sample of 23 pods.    they opened the pods and counted the number of pea seeds.       fig. 1.5 shows the students\u2019 results.    number of pea seeds in each pod 8, 10, 11, 10, 9, 11, 9, 4, 10, 11, 12, 10, 10, 11, 8, 12, 10, 9, 11, 8, 10, 9, 12   fig. 1.5   ",
            "9": "9  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use   (i) complete table 1.1 using the results from fig. 1.5 to show how many pods there  were with each number of pea seeds.      two rows have been completed for you.    table 1.1    number of pea seeds in  each pod tally number of pods  4    5    6    7    8 /// 3  9    10 ////   // 7  11    12        [2]     (ii) draw a histogram on fig. 1.6 to show the num ber of pods with each number of pea  seeds.           [4]      fig. 1.6     (iii) put an x in the bar on the graph which seems to be anomalous. [1]   ",
            "10": "10  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use  (iv) most pods contained 10 or 11 pea seeds.      suggest a reason for some pods containing 8 or 12 pea seeds.     [1]        [total: 26]  2 fig. 2.1 shows an arthropod.    s  t  \u00d7 2.5    fig. 2.1    (a) you are going to calculate the actual length of the part of the leg that is marked st in  fig. 2.1.     measure the length of line st.    length of line st   mm       calculate the actual length of the part of the leg that is marked st.      show your working.                 actual length of leg   mm [3]     ",
            "11": "11  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use  (b) use features, visible  in fig. 2.1, to identify the group of arthropods to which this animal  belongs.      give two reasons for your answer.  group    reason 1     reason 2    [3]        [total: 6]    ",
            "12": "12  \u00a9 ucles 2013 0610/63/m/j/13  for  examiner's  use 3 (a)  fig. 3.1 shows a section of a dicotyledonous root as seen with a microscope.      fig. 3.1     on fig. 3.1:   draw a line to a root hair cell and label it;   draw a line to a cortex cell and label it. [2]     ",
            "13": "13  \u00a9 ucles 2013 0610/63/m/j/13 [turn over  for  examiner's  use  (b) when stems have just been cut, drops of liquid often appear on the cut surface of the  stem.     a dicotyledonous stem was cut and the liquid was collected and tested for:   \u007f water;  \u007f reducing sugar;  \u007f protein;  \u007f fat.     the results are shown in table 3.1.      complete table 3.1 to show the reagents and final colours.   table 3.1    results  substance reagent  initial colour final colour positive or  negative  (/checkbldor /xmarkbld )  water cobalt chloride blue  /checkbld  reducing sugar  blue  /checkbld  protein  blue  /xmarkbld  fat ethanol + water colourless  /xmarkbld        [6]       [total: 8] ",
            "14": "14  \u00a9 ucles 2013 0610/63/m/j/13  blank page",
            "15": "15  \u00a9 ucles 2013 0610/63/m/j/13  blank page",
            "16": "16    copyright acknowledgements:    question 3  fig. 3.1 \u00a9  ref:  c003 / 4134;  broad bean root, light micrograph ;   dr keith wheeler, science photo library.    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge  local examinations syndicate (ucles), which is it self a department of the university of cambridge.    \u00a9 ucles 2013 0610/63/m/j/13  blank page "
        },
        "0610_w13_qp_11.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_11/4rp  \u00a9 ucles 2013  [turn over       *7331630561* university of cambridge international examinations  international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2013 0610/11/o/n/13  1 which process provides the raw materials needed for tissue repair?  a excretion  b growth  c nutrition  d respiration      2 the diagram shows an arthropod.        how many pairs of jointed legs does this arthropod have?  a 2 b 20 c 21 d 40     3 which group does not contain animals that are arthropods?  a annelids  b arachnids  c crustaceans  d insects    ",
            "3": "3  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  4 keys are used in biological identification.    which statement may appear in a key and alone  could identify one of the plants in the diagrams?        a the plant has a single deep root with small branches.  b the plant has many similar roots, arising from a single point.  c the plant has one flower on the stem.  d the plant has pointed leaves.      5 the diagrams show a leaf cell before and after staining with iodine solution.    greenbefore staining  blue-blackafter staining  colour change      which substance causes the iodine solution to change colour?  a chlorophyll  b protein  c reducing sugar  d starch     ",
            "4": "4  \u00a9 ucles 2013 0610/11/o/n/13  6 the diagram shows a cell seen under the light microscope.    p q     which labels are correct?     p q  a cell membrane cytoplasm  b cell membrane vacuole  c cell wall cytoplasm  d cell wall vacuole     7 which is a tissue and which is an organ?     tissue organ  a a group of liver cells xylem  b a group of palisade cells the stomach  c the brain a root  d the reproductive system the liver    8 which series of terms is listed in order of increasing level of organisation?  a cell \u2192 organ \u2192 tissue \u2192 organ system  b cell \u2192 tissue \u2192 organ \u2192 organ system  c tissue \u2192 cell \u2192 organ \u2192 organ system  d tissue \u2192 organ \u2192 organ system \u2192 cell    ",
            "5": "5  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  9 the diagram shows six cells.    pqr stu     which are plant cells and which are animal cells?     plant cells animal cells  a p, q and u r, s and t  b p, r, s and t q and u  c q and t p, r, s and u  d r, s and u p, q and t      10 which diagram shows the appearance of a plant cell several minutes after it has been placed in a concentrated solution of sugar?    ab c d     ",
            "6": "6  \u00a9 ucles 2013 0610/11/o/n/13  11 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with dye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion      12 which statement is correct for all catalysts?  a they are enzymes.  b they are proteins.  c they speed up chemical reactions.  d they work in living organisms.      13 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     ",
            "7": "7  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  14 the diagram shows two food molecules before and after they have been digested by enzymes.    p qr s after before    what identifies the products of fat digestion?  a p and r b p and s c q and r d q and s      15 four foods were tested for each of the following nutrients:    fat (using ethanol);  protein (using the biuret test);  reducing sugar (using benedict\u2019s solution),    which food contains protein and fat?    colour of result of food test     purple  / lilac brick-red  / orange milky-white   a \u0013 \u0017 \u0013 key  b \u0013 \u0017 \u0017 \u0013 = nutrient present  c \u0017 \u0013 \u0013 \u0017 = nutrient absent  d \u0017 \u0013 \u0017      ",
            "8": "8  \u00a9 ucles 2013 0610/11/o/n/13  16 the graphs show the quantities of selected vitamins and mineral ions in four foods.    beans egg fish fruit beans egg fish fruit beans egg fish fruit beans egg fish fruitvitamin c mg per 100  g 30  20 10  0 vitamin d \u00b5g per 100  g 15 10  5 0 iron mg per 100  g 3 2 1 0 calcium mg per 100  g 150 100  50  0      which food is the richest source of the vitamin or mineral ions essential for the transport of  oxygen by the blood?  a beans  b egg  c fish  d fruit     ",
            "9": "9  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  17 the diagram shows the circulatory system of a mammal.    capillary networkin lungs capillary network in body organsleft atrium left ventricleright atrium right ventricle yx     what describes the blood in vessels x and y?     x y  a deoxygenated deoxygenated  b deoxygenated oxygenated  c oxygenated deoxygenated  d oxygenated oxygenated      18 in which order does water pass through these tissues in a plant?  a mesophyll \u2192 xylem \u2192 root cortex  b root cortex \u2192 mesophyll \u2192 xylem  c root cortex \u2192 xylem \u2192 mesophyll  d xylem \u2192 mesophyll \u2192 root cortex     ",
            "10": "10  \u00a9 ucles 2013 0610/11/o/n/13  19 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x shoot y  a 30  g 30  g  b 30  g 25  g  c 25  g 30  g  d 25  g 25  g     ",
            "11": "11  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  20 the diagram shows a section through an alveolus and a capillary.    xy      why does carbon dioxide move from x to y?  a air has a lower concentration of carbon dioxide than blood.  b carbon dioxide moves more freely in air than in blood.  c carbon dioxide must replace oxygen.  d diffusion of carbon dioxide can only be out of the blood.     21 the table shows the approximate composition of air breathed out by a mammal.    gas air breathed out  / %  nitrogen 80  oxygen 16  carbon dioxide 4    where did the nitrogen in the air breathed out come from?  a it was a product of proteins broken down in the mammal.  b it was a product of respiration.  c it was in the air that was breathed in.  d it was exchanged for oxygen which was taken into the blood.     ",
            "12": "12  \u00a9 ucles 2013 0610/11/o/n/13  22 the diagram shows some structures in the human neck and thorax.    q      the lining of tube q has cilia.    what is an important function of the cilia?  a to help in the exchange of gases  b to increase the internal surface area of tube q  c to moisten the air entering and leaving the lungs  d to move mucus towards the throat      23 the diagram shows some blood vessels near the surface of the skin.    skin sur face  y x z blood flow     if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant     ",
            "13": "13  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  24 a person has a high-protein diet.    what describes the level of urea in the blood leaving the liver and in the urine leaving the  kidneys?     urea in blood   leaving liver urea in urine   leaving kidneys  a high high  b high low  c low high  d low low     25 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= tropic response shown  c \u0017 \u0013 \u0017= no tropic response shown  d \u0017 \u0017      ",
            "14": "14  \u00a9 ucles 2013 0610/11/o/n/13  26 how does sweating cool the body?  a sweating causes vasodilation.  b sweating decreases the water content of the blood.  c urea and salt are lost from the body in sweat.  d water in sweat evaporates from the skin.      27 a mango tree can reproduce by seed and by asexual reproduction.    trees produced by each of these methods produce mango fruits.    when comparing these fruits genetically, what is the correct result?     fruits of trees grown  from seeds fruits of trees produced  by asexual reproduction  a identical identical  b identical non-identical  c non-identical identical  d non-identical non-identical     28 the diagram shows a section through a flower.    1 2 3 4     after the flower is fertilised, which parts will develop into the fruit and the seed?     fruit seed  a 1 2  b 1 4  c 2 3  d 3 4   ",
            "15": "15  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  29 the graph is a record of the growth of a plant.    y-axis x-axis    which labels should be used for the x-axis and the y-axis?     x-axis y-axis  a dry mass number of cells  b time cell size  c time dry mass  d total mass time      30 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      31 most birds have a coloured pigment in their feathers, but in a few individuals, pigment is absent  and the birds are albinos.    albinism occurs when a bird is homozygous recessive for the gene which creates the coloured pigment.    if two albino birds mated, what describes the appearance of their offspring?  a all albino  b all coloured  c 50% coloured, 50% albino  d 75% coloured, 25% albino     ",
            "16": "16  \u00a9 ucles 2013 0610/11/o/n/13  32 in an animal, the allele for straight fur is dominant to the allele for curly fur.    a pair of these animals mate and have nine offspring with straight fur and three with curly fur.    f represents the allele for straight fur and f represents the allele for curly fur.    what are the most likely genotypes of the parents?  a f and f b ff and ff c ff and ff d ff and ff      33 what defines a diploid nucleus?  a a nucleus containing two sets of chromosomes  b a nucleus containing two unpaired chromosomes  c a nucleus with two alternative forms of a gene  d a nucleus with two separate threads of dna    34 a food chain shows how organisms depend on each other for their sources of energy, but all  energy comes ultimately from one source.    what is this energy source?  a leaves of plants  b meat  c sunlight  d water     ",
            "17": "17  \u00a9 ucles 2013 0610/11/o/n/13 [turn over  35 the diagram shows a food web.    vegetation, fruits and seeds voles hawks spiders toads and lizards  herbivorous  insects carnivorous  insects  rabbits x foxes      what type of organism is x?  a a carnivore  b a decomposer  c a herbivore  d a producer      36 the diagram shows the carbon cycle.    carbon dioxide in the air carbon compounds in green plants carbon compounds in animals carbon compounds in micro-organisms which cause decaypqrs t uv     which three letters represent respiration?  a p, q and r b p, q and s c t, s and v d t, u and v    ",
            "18": "18  \u00a9 ucles 2013 0610/11/o/n/13  37 in which natural cycles do photosynthesis and respiration both  play a part?     carbon cycle water cycle  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     38 what is the correct sequence for the stages in a sigmoid population growth curve?  a lag \u2192 log \u2192 stationary  b log \u2192 lag \u2192 stationary  c stationary \u2192 lag \u2192 log  d stationary \u2192  log \u2192 lag    39 the chart shows which species of different animals are present in rivers of different ph.    6.5 6.0 5.5 5.0 4.5 4.0 phtrout bassperchfrogssalamandersclamscrayfishsnails mayfliesspecies key present absent     which conclusion can be drawn from this information?  a both frogs and mayflies can live in more acidic river water than trout.  b clams and snails are most affected by acidic river water.  c most species can live in river water below ph 5.5.  d not all species are affected by acidic river water.     ",
            "19": "19  \u00a9 ucles 2013 0610/11/o/n/13  40 the graph shows the quantities of pesticides that accumulate in four populations, each at  different trophic levels in a food chain.    which population is most likely to be herbivores?    abcd0.02 1020016001600 140012001000 800 600400200 0quantity of pesticideaccumulated/  parts per million      ",
            "20": "20  copyright acknowledgements:    question 40                         \u00a9  adap ted:  jean martin;  core biology ;  cambridge university press;  1999.     permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the p ublisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge a ssessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/11/o/n/13  blank page  "
        },
        "0610_w13_qp_12.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_12/fp  \u00a9 ucles 2013  [turn over       *8348341579* university of cambridge international examinations  international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2013 0610/12/o/n/13  1 the diagram shows an arthropod.        how many pairs of jointed legs does this arthropod have?  a 2 b 20 c 21 d 40     2 which group does not contain animals that are arthropods?  a annelids  b arachnids  c crustaceans  d insects    3 keys are used in biological identification.    which statement may appear in a key and alone  could identify one of the plants in the diagrams?        a the plant has a single deep root with small branches.  b the plant has many similar roots, arising from a single point.  c the plant has one flower on the stem.  d the plant has pointed leaves.    ",
            "3": "3  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  4 which process provides the raw materials needed for tissue repair?  a excretion  b growth  c nutrition  d respiration      5 which series of terms is listed in order of increasing level of organisation?  a cell \u2192 organ \u2192 tissue \u2192 organ system  b cell \u2192 tissue \u2192 organ \u2192 organ system  c tissue \u2192 cell \u2192 organ \u2192 organ system  d tissue \u2192 organ \u2192 organ system \u2192 cell      6 which is a tissue and which is an organ?     tissue organ  a a group of liver cells xylem  b a group of palisade cells the stomach  c the brain a root  d the reproductive system the liver     7 the diagram shows a cell seen under the light microscope.    p q     which labels are correct?     p q  a cell membrane cytoplasm  b cell membrane vacuole  c cell wall cytoplasm  d cell wall vacuole ",
            "4": "4  \u00a9 ucles 2013 0610/12/o/n/13  8 the diagrams show a leaf cell before and after staining with iodine solution.    greenbefore staining  blue-blackafter staining  colour change      which substance causes the iodine solution to change colour?  a chlorophyll  b protein  c reducing sugar  d starch     9 the diagram shows six cells.    pqr stu     which are plant cells and which are animal cells?     plant cells animal cells  a p, q and u r, s and t  b p, r, s and t q and u  c q and t p, r, s and u  d r, s and u p, q and t    ",
            "5": "5  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  10 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d     11 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with d ye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion     ",
            "6": "6  \u00a9 ucles 2013 0610/12/o/n/13  12 the diagram shows two food molecules before and after they have been digested by enzymes.    p qr s after before    what identifies the products of fat digestion?  a p and r b p and s c q and r d q and s      13 which statement is correct for all catalysts?  a they are enzymes.  b they are proteins.  c they speed up chemical reactions.  d they work in living organisms.    14 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     ",
            "7": "7  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  15 the graphs show the quantities of selected vitamins and mineral ions in four foods.    beans egg fish fruit beans egg fish fruit beans egg fish fruit beans egg fish fruitvitamin c mg per 100  g 30  20 10  0 vitamin d \u00b5g per 100  g 15 10  5 0 iron mg per 100  g 3 2 1 0 calcium mg per 100  g 150 100  50  0      which food is the richest source of the vitamin or mineral ions essential for the transport of  oxygen by the blood?  a beans  b egg  c fish  d fruit      16 four foods were tested for each of the following nutrients:    fat (using ethanol);  protein (using the biuret test);  reducing sugar (using benedict\u2019s solution),    which food contains protein and fat?    colour of result of food test     purple  / lilac brick-red  / orange milky-white   a \u0013 \u0017 \u0013 key  b \u0013 \u0017 \u0017 \u0013 = nutrient present  c \u0017 \u0013 \u0013 \u0017 = nutrient absent  d \u0017 \u0013 \u0017      ",
            "8": "8  \u00a9 ucles 2013 0610/12/o/n/13  17 the diagram shows the circulatory system of a mammal.    capillary networkin lungs capillary network in body organsleft atrium left ventricleright atrium right ventricle yx     what describes the blood in vessels x and y?     x y  a deoxygenated deoxygenated  b deoxygenated oxygenated  c oxygenated deoxygenated  d oxygenated oxygenated     ",
            "9": "9  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  18 the diagram shows a section through an alveolus and a capillary.    xy      why does carbon dioxide move from x to y?  a air has a lower concentration of carbon dioxide than blood.  b carbon dioxide moves more freely in air than in blood.  c carbon dioxide must replace oxygen.  d diffusion of carbon dioxide can only be out of the blood.     19 the table shows the approximate composition of air breathed out by a mammal.    gas air breathed out  / %  nitrogen 80  oxygen 16  carbon dioxide 4    where did the nitrogen in the air breathed out come from?  a it was a product of proteins broken down in the mammal.  b it was a product of respiration.  c it was in the air that was breathed in.  d it was exchanged for oxygen which was taken into the blood.      20 in which order does water pass through these tissues in a plant?  a mesophyll \u2192 xylem \u2192 root cortex  b root cortex \u2192 mesophyll \u2192 xylem  c root cortex \u2192 xylem \u2192 mesophyll  d xylem \u2192 mesophyll \u2192 root cortex   ",
            "10": "10  \u00a9 ucles 2013 0610/12/o/n/13  21 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x shoot y  a 30  g 30  g  b 30  g 25  g  c 25  g 30  g  d 25  g 25  g     ",
            "11": "11  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  22 the diagram shows some structures in the human neck and thorax.    q      the lining of tube q has cilia.    what is an important function of the cilia?  a to help in the exchange of gases  b to increase the internal surface area of tube q  c to moisten the air entering and leaving the lungs  d to move mucus towards the throat      23 the diagram shows some blood vessels near the surface of the skin.    skin sur face  y x z blood flow     if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant     ",
            "12": "12  \u00a9 ucles 2013 0610/12/o/n/13  24 how does sweating cool the body?  a sweating causes vasodilation.  b sweating decreases the water content of the blood.  c urea and salt are lost from the body in sweat.  d water in sweat evaporates from the skin.      25 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= tropic response shown  c \u0017 \u0013 \u0017= no tropic response shown  d \u0017 \u0017      ",
            "13": "13  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  26 a person has a high-protein diet.    what describes the level of urea in the blood leaving the liver and in the urine leaving the  kidneys?     urea in blood   leaving liver urea in urine   leaving kidneys  a high high  b high low  c low high  d low low     27 a mango tree can reproduce by seed and by asexual reproduction.    trees produced by each of these methods produce mango fruits.  when comparing these fruits genetically, what is the correct result?     fruits of trees grown  from seeds fruits of trees produced  by asexual reproduction  a identical identical  b identical non-identical  c non-identical identical  d non-identical non-identical     ",
            "14": "14  \u00a9 ucles 2013 0610/12/o/n/13  28 the diagram shows a section through a flower.    1 2 3 4     after the flower is fertilised, which parts will develop into the fruit and the seed?     fruit seed  a 1 2  b 1 4  c 2 3  d 3 4     29 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water    ",
            "15": "15  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  30 the graph is a record of the growth of a plant.    y-axis x-axis    which labels should be used for the x-axis and the y-axis?     x-axis y-axis  a dry mass number of cells  b time cell size  c time dry mass  d total mass time      31 most birds have a coloured pigment in their feathers, but in a few individuals, pigment is absent  and the birds are albinos.    albinism occurs when a bird is homozygous recessive for the gene which creates the coloured  pigment.    if two albino birds mated, what describes the appearance of their offspring?  a all albino  b all coloured  c 50% coloured, 50% albino  d 75% coloured, 25% albino     32 in an animal, the allele for straight fur is dominant to the allele for curly fur.    a pair of these animals mate and have nine offspring with straight fur and three with curly fur.    f represents the allele for straight fur and f represents the allele for curly fur.    what are the most likely genotypes of the parents?  a f and f b ff and ff c ff and ff d ff and ff    ",
            "16": "16  \u00a9 ucles 2013 0610/12/o/n/13  33 what defines a diploid nucleus?  a a nucleus containing two sets of chromosomes  b a nucleus containing two unpaired chromosomes  c a nucleus with two alternative forms of a gene  d a nucleus with two separate threads of dna      34 the diagram shows a food web.    vegetation, fruits and seeds voles hawks spiders toads and lizards  herbivorous  insects carnivorous  insects  rabbits x foxes      what type of organism is x?  a a carnivore  b a decomposer  c a herbivore  d a producer     35 a food chain shows how organisms depend on each other for their sources of energy, but all  energy comes ultimately from one source.    what is this energy source?  a leaves of plants  b meat  c sunlight  d water     ",
            "17": "17  \u00a9 ucles 2013 0610/12/o/n/13 [turn over  36 the diagram shows the carbon cycle.    carbon dioxide in the air carbon compounds in green plants carbon compounds in animals carbon compounds in micro-organisms which cause decaypqrs t uv     which three letters represent respiration?  a p, q and r b p, q and s c t, s and v d t, u and v     37 in which natural cycles do photosynthesis and respiration both  play a part?     carbon cycle water cycle  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
            "18": "18  \u00a9 ucles 2013 0610/12/o/n/13  38 the chart shows which species of different animals are present in rivers of different ph.    6.5 6.0 5.5 5.0 4.5 4.0 phtrout bassperchfrogssalamandersclamscrayfishsnails mayfliesspecies key present absent     which conclusion can be drawn from this information?  a both frogs and mayflies can live in more acidic river water than trout.  b clams and snails are most affected by acidic river water.  c most species can live in river water below ph 5.5.  d not all species are affected by acidic river water.      39 the graph shows the quantities of pesticides that accumulate in four populations, each at  different trophic levels in a food chain.    which population is most likely to be herbivores?    abcd0.02 1020016001600 140012001000 800 600400200 0quantity of pesticideaccumulated/  parts per million      ",
            "19": "19  \u00a9 ucles 2013 0610/12/o/n/13  40 what is the correct sequence for the stages in a sigmoid population growth curve?  a lag \u2192 log \u2192 stationary  b log \u2192 lag \u2192 stationary  c stationary \u2192 lag \u2192 log  d stationary \u2192  log \u2192 lag     ",
            "20": "20  copyright acknowledgements:    question.39                         \u00a9  adap ted:  jean martin;  core biology ;  cambridge university press;  1999.     permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/12/o/n/13  blank page  "
        },
        "0610_w13_qp_13.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0610_13/4rp  \u00a9 ucles 2013  [turn over       *3932117087* university of cambridge international examinations  international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2013     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, highlighters, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2013 0610/13/o/n/13  1 the diagram shows how a plant, called a venus fly-trap, reacts to a fly landing on it.    a fly lands on a leaf the fly is digested by juices  produced b y the leaf fly trapped     which characteristics of living things are shown by the plant in the diagram?  a excretion and growth  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     2 the diagram shows the external features of an animal.        to which class does it belong?  a amphibians  b fish  c mammals  d reptiles    ",
            "3": "3  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  3 the diagram shows an arthropod.    pincer legs    to which group does it belong?  a annelids  b arachnids  c insects  d myriapods      4 the diagram shows a small animal.        use the key to identify the animal.  1 has wings .. go to 2   has no wings . go to 3 2 has one pair of legs per segment ... a   has two pairs of legs per segment . b  3 has one pair of antennae ... c   has two pairs of antennae . d      5 which diagram shows a liver cell?    a b c d      ",
            "4": "4  \u00a9 ucles 2013 0610/13/o/n/13  6 what is a feature of both plant and animal cells?  a a cell membrane  b a cell wall  c a large vacuole  d chloroplasts      7 the diagram shows a student\u2019s drawing of guard cells.    which label line is incorrect ?    a  cell membrane b  cytoplasm c  stoma d  cell wall     8 the diagram shows structures that form the surface of the trachea.    s    which level of organisation is the structure labelled s?  a cell  b organ  c organ system  d tissue     ",
            "5": "5  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  9 what is a correct description of red blood cells?     thin region in  the cell centre large nucleus  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      10 the diagrams show an experiment when set up and the same experiment two hours later.    when set up two hours later  partially  permeable  membrane  pure  water concentrated sugar solution coloured with d ye dye hasmovedinto thisside     what explains the movement of water and dye?     movement of water movement of dye  a diffusion osmosis  b osmosis diffusion  c osmosis translocation  d translocation diffusion     ",
            "6": "6  \u00a9 ucles 2013 0610/13/o/n/13  11 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d     12 two enzyme-controlled reactions are shown.    amino acids          proteins  enzyme 1 proteins            amino acidsenzyme 2     from these reactions, what deduction can be made about enzymes?  a enzyme 1 has been changed to enzyme 2.  b enzyme 2 slows down the production of amino acids.  c enzymes can build up large molecules.  d enzymes only break down large molecules.     ",
            "7": "7  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  13 the graphs show the quantities of selected vitamins and mineral ions in four foods.    beans egg fish fruit beans egg fish fruit beans egg fish fruit beans egg fish fruitvitamin c mg per 100  g 30  20 10  0 vitamin d \u00b5g per 100  g 15 10  5 0 iron mg per 100  g 3 2 1 0 calcium mg per 100  g 150 100  50  0      which food is the richest source of the vitamin or mineral ions essential for the transport of  oxygen by the blood?  a beans  b egg  c fish  d fruit      14 four foods were tested for each of the following nutrients:    fat (using ethanol);  protein (using the biuret test);  reducing sugar (using benedict\u2019s solution),    which food contains protein and fat?    colour of result of food test     purple  / lilac brick-red  / orange milky-white   a \u0013 \u0017 \u0013 key  b \u0013 \u0017 \u0017 \u0013 = nutrient present  c \u0017 \u0013 \u0013 \u0017 = nutrient absent  d \u0017 \u0013 \u0017      ",
            "8": "8  \u00a9 ucles 2013 0610/13/o/n/13  15 the diagram shows some of the organs of the human body.    p sq r     in which organs does the digestion of carbohydrates take place?  a p and q b p and r c q and r d q and s      16 the diagram shows the circulatory system of a mammal.    capillary networkin lungs capillary network in body organsleft atrium left ventricleright atrium right ventricle yx     what describes the blood in vessels x and y?     x y  a deoxygenated deoxygenated  b deoxygenated oxygenated  c oxygenated deoxygenated  d oxygenated oxygenated   ",
            "9": "9  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  17 which statements about plant transpiration are correct?     plants transpire most when plants transpire least when  a air is dry temperature is high  b light intensity is high air is humid  c light intensity is low temperature is low  d temperature is cold light intensity is high     18 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x s hoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x shoot y  a 30  g 30  g  b 30  g 25  g  c 25  g 30  g  d 25  g 25  g    ",
            "10": "10  \u00a9 ucles 2013 0610/13/o/n/13  19 the diagram shows some structures in the human neck and thorax.    q      the lining of tube q has cilia.    what is an important function of the cilia?  a to help in the exchange of gases  b to increase the internal surface area of tube q  c to moisten the air entering and leaving the lungs  d to move mucus towards the throat      20 which process uses the greatest amount of energy?  a gaseous diffusion  b protein synthesis  c respiration  d starch digestion    ",
            "11": "11  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  21 the table shows the approximate composition of air breathed out by a mammal.    gas air breathed out  / %  nitrogen 80  oxygen 16  carbon dioxide 4    where did the nitrogen in the air breathed out come from?  a it was a product of proteins broken down in the mammal.  b it was a product of respiration.  c it was in the air that was breathed in.  d it was exchanged for oxygen which was taken into the blood.     22 a person has a high-protein diet.    what describes the level of urea in the blood leaving the liver and in the urine leaving the  kidneys?     urea in blood   leaving liver urea in urine   leaving kidneys  a high high  b high low  c low high  d low low    ",
            "12": "12  \u00a9 ucles 2013 0610/13/o/n/13  23 the diagram shows some blood vessels near the surface of the skin.    skin sur face  y x z blood flow     if vasoconstriction occurs at x, what happens to the blood flow at y and z?     y z  a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant      24 at night, a man looks at the stars and then begins to read a map using a bright lamp.    how do the shape of his lenses and the size of his pupils change?     lenses pupils  a fatter larger  b fatter smaller  c thinner larger  d thinner smaller     25 what is the main function of sweating?  a to excrete urea  b to remove excess salts  c to clean the pores  d to cool the body    ",
            "13": "13  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  26 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c rhythm method  d vasectomy      27 the diagram shows the human female reproductive system.    x      sometimes a woman may be unable to have a baby because the tube at x becomes blocked.    which processes are prevented?     fertilisation implantation ovulation   a \u0013 \u0013 \u0013 key  b \u0013 \u0013 \u0017 \u0013= prevented  c \u0017 \u0013 \u0013 \u0017= not prevented  d \u0013 \u0017 \u0013      28 the graph shows the growth curve of a plant.    dry mass seed  time1 2 3 4      at which two stages is growth not occurring?  a 1 and 4 b 2 and 3 c 3 and 4 d 1 and 2    ",
            "14": "14  \u00a9 ucles 2013 0610/13/o/n/13  29 the diagram shows a typical human growth curve from birth to 20 years.    0 1 2 3 4 5 6 7 8 9 10 age  / years11 12 13 14 15 16 17 18 19 20 175 150125100 75 50 25 0height /  cm     during which years is the growth rate greatest?  a 0 \u2013 2 years  b 8 \u2013 10 years  c 12 \u2013 14 years  d 18 \u2013 20 years     30 albinism in humans is caused by a recessive allele.    parents who do not suffer from the condition produce an albino child.    what is the probability that their second child will be born albino?  a 25% b 50% c 75% d 100%    31 an individual has the genotype bb.    what is the correct description of this genotype?  a heterozygous, with two different alleles of the same gene  b heterozygous, with two different genes of the same allele  c homozygous, with two different alleles of the same gene  d homozygous, with two different genes of the same allele     ",
            "15": "15  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  32 the diagram shows the inheritance of flower colour in pea plants.    parents genotypesgametespurple flowers pp p\u00d7 white flowers pp p f1 genotypesphenotypegametespp purple flowers p     p\u00d7 pp white flowers p     p f2 genotypesphenotyperatiopp  pp purple flowers 3 :pp  pp white flowers 1w x y z     at which stages in the diagram does meiosis occur?  a w and y b w and z c x and y d x and z     33 in an ecosystem, what happens to most of the chemical energy in the decomposers?  a it becomes heat.  b it is transferred back to the producers.  c it is transferred back to both producers and consumers.  d it is destroyed.    34 the three-toed sloth is a mammal that lives in the forests of central america. sloths are eaten by  wild cats such as jaguars and also by snakes. the sloths mainly eat leaves.    what is the original source of the energy supplied to the jaguars?  a leaves  b sloths  c snakes  d sun    ",
            "16": "16  \u00a9 ucles 2013 0610/13/o/n/13  35 the diagram shows a food web.    vegetation, fruits and seeds voles hawks spiders toads and lizards  herbivorous  insects carnivorous  insects  rabbits x foxes      what type of organism is x?  a a carnivore  b a decomposer  c a herbivore  d a producer      36 the diagram shows part of the water cycle.    sea cows    what must occur for water in the sea to reach the cows?  a condensation only  b condensation, then evaporation  c evaporation, then condensation  d evaporation only     ",
            "17": "17  \u00a9 ucles 2013 0610/13/o/n/13 [turn over  37 the diagram represents part of the carbon cycle.    carbon dioxide  in air animals fossil fuels plants dead matter    what is missing from this diagram?  a an arrow from animals to plants  b an arrow from carbon dioxide in the air to animals  c an arrow from carbon dioxide in the air to fossil fuels  d an arrow from plants to animals     38 the graphs show the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d     39 which feature of deforestation has t he greatest effect on the atmosphere?  a extinction of forest animal species  b increased risk of flooding  c reduction of photosynthesis  d soil erosion   ",
            "18": "18  \u00a9 ucles 2013 0610/13/o/n/13  40 in a pyramid of numbers, what does the top of the pyramid represent?  a carnivores  b decomposers  c herbivores  d sun     ",
            "19": "19  \u00a9 ucles 2013 0610/13/o/n/13  blank page",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/13/o/n/13  blank page  "
        },
        "0610_w13_qp_21.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_21/4rp  \u00a9 ucles 2013  [turn over       *6821487977* university of cambridge international examinations  international general certificate of secondary education       biology 0610/21     paper 2 core  october/november 2013     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 1 fig. 1.1 shows a woodlouse.        fig. 1.1      the woodlouse is a crustacean, one of the four groups of arthropod.      it is a herbivore that lives on land and eats decaying plant materials.      it breathes with gills that must be kept moist.    (a) name two other groups of arthropod.       for each group state one feature found only in animals of that group.  1 group    feature   2 group    feature  [4]      (b) some students were sent to find woodlice for an investigation.     suggest and explain two reasons why populations of woodlice are usually found under  stones, decaying wood and leaves.  1 reason    explanation       2 reason    explanation      [4]        [total: 8]   ",
            "3": "3  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use 2 inspired air has a different composition to expired air.      complete table 2.1 to show how inspired air is different from expired air.     table 2.1    substance how inspired air is different from expired air  carbon dioxide   dust particles   oxygen   water vapour       [4]       [total: 4]   ",
            "4": "4  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 3 fig. 3.1 shows a poster that a student made for a biology lesson.    blood a  plasma      that makes      antibodiesb  red blood cell      that transports     oxygen c  white blood       cells that      transport     glucose     fig. 3.1     the teacher told the class that the student had made a number of mistakes.    (a) for each of the three  labels, correct the mistakes by giving the name and function of  each component.     a name    function      b name    function      c name    function     [6]  ",
            "5": "5  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (b) name one other component of the blood that is not labelled on the poster.      state its function.  component   function    [2]        [total: 8]   ",
            "6": "6  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 4 (a)  table 4.1 shows some of the top ten causes of death in parts of the world during 2010.    table 4.1    cause of death percentage of the  deaths of adult  males percentage of the  deaths of adult  females  cancer (lung, alimentary canal,  breast, prostate and others) 17 12  coronary heart disease 7 14  stroke (blood clot in brain) 17 10      fig. 4.1 shows the data for the adult males.    cancers coronary heart diseasestroke20 10 0percentage of deaths males females males females males females    fig. 4.1      (i) draw the bars for the adult females on fig. 4.1. [1]    (ii) calculate the percentage of males dying from causes other than  those in         table 4.1.       show your working.      % [2]     (iii) state the type of cancer, listed in table 4.1, that occurs only in males.    [1]  ",
            "7": "7  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (b) the lifestyles of people can affect their risk of dying from some diseases.      (i) suggest three  actions that humans could take to lower their risk of dying from  coronary heart disease.  1     2     3    [3]     (ii) in 2010 2% of adult male deaths were due to liver disease.       suggest  one aspect of their life style that could have caused this.    [1]       [total: 8]    ",
            "8": "8  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 5 (a)  wheat is a type of grass that has been grown by humans for about 9000 years. the  earliest variety is called emmer.       fig. 5.1 shows emmer wheat and a modern type of wheat.   ear of modern wheatear of emmer wheat ear earawn grain   fig. 5.1     (i) use fig. 5.1 to describe two ways in which emmer wheat is different from modern  wheat.   1     2    [2]     (ii) over hundreds of years farmers improved the yield of wheat crops.       they kept grains from the highest yielding ears to grow the next crop.      name this farming practice.   [1]     ",
            "9": "9  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (b) there is evidence that emmer wheat was pollinated by pollen from other grasses.       this produced new varieties.    fig. 5.2 shows a section through a flower of wheat.        fig. 5.2      suggest the method of pollination in this wheat flower.      give two reasons for your answer.  method   reasons          [3]     ",
            "10": "10  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use  (c) 3000 years ago some farmers stored wheat in pits in the ground.      fig. 5.3 shows a pit full of grain.    chalk rock chalk rockwaterproof, airtight cap of clay layer of wheatgrains thatgerminatewheat grains thatdo not germinateor decayground level     fig. 5.3      wheat grains near the edge of the pit germinate.     the germinating grains use up all of one gas from the air in the pit and produce a  different gas.     the germinating grains also release heat that causes the temperature in the pit to rise  to 80  \u00b0c.      (i) name the chemical reaction that uses up and produces the gases.   [1]    (ii) name the gas used up during this chemical reaction.    [1]    (iii) name the gas released during this chemical reaction.    [1]   ",
            "11": "11  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (iv) suggest and explain  three  reasons why most of the grains in the pit did not  germinate or decay.   1     2     3    [3]        [total: 12]    ",
            "12": "12  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 6 complete the sentences about the contents of a nucleus by writing the most appropriate  word in each space.      use only words from the box.      alleles      chromosomes      diploid      dna    gametes      genes      haploid      muscles      chromosomes are long threads of  made up of many  .  two or more alternative forms of a gene, are called   .   a  nucleus contains a single set of unpaired  . these   nuclei are found in  .         [total: 6]    ",
            "13": "13  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use 7 (a)  fig. 7.1 shows a carbon cycle.    carbon dioxide in the air carbon compounds in fossil fuels carbohydrate, fat and protein in green plantscarbohydrate, fat and protein in soil carbohydrate, fat and protein in animalsdeathdeathdeath feedingfeeding feedingdeathdeathdeathab cde f     fig. 7.1      (i) write the letter of an arrow, a, b, c, d, e, or f as shown in fig. 7.1, that  represents each of the following processes.     combustion   photosynthesis   respiration  [3]     (ii) many of the world\u2019s governments are concerned that the carbon dioxide concentration in the atmosphere keeps rising.       explain why they are concerned about the rise in carbon dioxide concentration.               [3]     ",
            "14": "14  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use  (b) gazelles are herbivores that eat grass.       oxpecker birds feed on ticks that live on the skin of gazelles.     ticks suck blood from the gazelles.      (i) draw a food chain to represent these feeding relationships.                               [2]    (ii) state what the arrows represent in a food chain.    [1]    (iii) explain why a food chain is not considered to be a cycle like the carbon cycle.                [3]        [total: 12]   ",
            "15": "15  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use 8 throughout the world there are almost equal numbers of female and male babies born. the  sex of a baby is determined by the sex chromosomes.     (a) state the sex chromosomes present in a female and a male.      use x and y to represent the sex chromosomes.      female    male   [2]      (b) complete the genetic diagram to show the inheritance of sex in humans.     parent parental chromosomes gametes offspring chromosomes offspringmale ... .   . ..   ..female ... .   . ..   ..      [3]        [total: 5]   ",
            "16": "16  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 9 the enzyme lactase digests lactose into simple sugars.     (a) define the term enzyme .         [2]       (b)  describe how you could test for the presence of reducing sugars.        state what you would observe if the result was positive.                 [3]     ",
            "17": "17  \u00a9 ucles 2013 0610/21/o/n/13 [turn over  for  examiner's  use  (c)  fig. 9.1 shows the results of an investigation into the effect of ph on the activity of the  enzyme lactase.    07 ph14activity of lactase 123456 89 1 0 1 1 1 2 1 3     fig. 9.1      (i) use fig. 9.1 to determine the optimum ph of lactase.   [1]     (ii) describe the effect of the changes in ph on the activity of lactase.                [3]     ",
            "18": "18  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use  (d)  enzymes are involved in chemical digestion.      explain the role of teeth in physical digestion.           [2]        [total: 11]   ",
            "19": "19  \u00a9 ucles 2013 0610/21/o/n/13  for  examiner's  use 10 photosynthesis takes place in the leaves of plants.     (a) (i)  leaves absorb light energy and this is converted into chemical energy.       state where in leaves this energy change takes place.   [1]    (ii) complete the word equation for photosynthesis.       water  +  .. oxygen  +  .. [2]      (b) describe how water enters a plant from the soil.               [3]        [total: 6]   ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2013 0610/21/o/n/13  blank page "
        },
        "0610_w13_qp_22.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0610_22/4rp  \u00a9 ucles 2013  [turn over       *0003177444* university of cambridge international examinations  international general certificate of secondary education       biology 0610/22     paper 2 core  october/november 2013     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use 1 (a)  define the term photosynthesis .              [3]       (b)  some plants store starch in underground storage organs.    (i) explain how starch in a leaf is transported to an underground storage organ.              [2]     (ii) suggest one advantage to the plant of storing starch in an underground  storage  organ.     [1]     ",
            "3": "3  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use  (c) fig. 1.1 shows the underground storage organs of five plants.      a b c de   fig. 1.1      use the key to identify which storage orga n, shown in fig. 1.1, is produced by which  plant.      write the letter of each storage organ on the correct line in the key.      key     name of plant letter of storage  organ    1 (a)  approximately round      (b)  longer than it is wide     2 (a)  has a ring of roots at the base     (b)  no ring of roots   3 (a)  has shoots or leaves      (b)  no shoots or leaves   4 (a)  branched      (b)  not branched        go to 2  go to 3    allium  colocasia   go to 4   cassava   zingiber   solanum              \u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026      \u2026\u2026\u2026\u2026\u2026\u2026\u2026.   \u2026\u2026\u2026\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026      [4]        [total: 10]  ",
            "4": "4  \u00a9 ucles 2013 0610/22/o/n13         blank page",
            "5": "5  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 2 fig. 2.1 shows an external view of a human heart seen from the front.    a b right side of the heartleft side of the heart    fig. 2.1     (a) (i)  name blood vessel a.   [1]     (ii) blood vessel b supplies blood to the muscle of the heart wall.        name blood vessel b.   [1]     (iii) state what happens if blood vessel b becomes blocked.      [1]     (iv) describe and explain how the structure of the left ventricle differs  from the  structure of the right ventricle.            [2]     ",
            "6": "6  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (b) exercise affects pulse rate.     describe how you would measure a person\u2019s pulse rate.          [2]        [total: 7]   ",
            "7": "7  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 3 fig. 3.1 shows the relative growth of the br ain, reproductive organs and the whole body.    02468 1 0 age  / years12 14 16 18 20 22100 80604020 0size as percentageof adult size  / %whole bodywhole body reproductivereproductive organsorganshead and brainhead and brain whole body reproductive organshead and brain     fig. 3.1     (a) (i)  state the age at which the whole body has made 50% of its total growth.   [1]     (ii) suggest why the growth of the brain is so rapid in the early years of life.    [1]     (iii) between which two ages does the rapid increase in the size of the reproductive  organs occur?    [1]     ",
            "8": "8  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (b)  name the hormone which controls the start of puberty in:     (i) males;   [1]     (ii) females.    [1]     (iii) reproductive organs are affected by an increase of the male sex  hormone.        name two other  structures affected by this increase.  1  2  [2]       (c) some athletes use the male sex hormone as a drug.     they inject this hormone.      the use of such drugs is banned in athletics.     suggest two ways that the male sex hormone could improve the performance of an  athlete.   1     2    [2]        [total: 9]     ",
            "9": "9  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 4 fig. 4.1 is a section through the fruit of a pea plant showing some of its seeds.    sepalsseed fruit pod  fig. 4.1    (a) explain why the cells of the fruit pod, as shown in fig. 4.1, are genetically different from  the cells of the embryo in the seeds.               [3]      (b) (i)  fig. 4.2 shows a pea seedling after germination has begun.    a . b .   fig. 4.2       name the structures labelled a and b.      write your answers on fig. 4.2.  [2]     (ii) state three  external conditions that are always required for germination.   1  2   3  [3]   ",
            "10": "10  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (c) define the terms growth  and development .   growth          development       [3]        [total: 11]     ",
            "11": "11  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 5 fig. 5.1 shows a section through the human eye.    abcd exciliary muscle lens suspensory ligaments     fig. 5.1    (a) (i)  name the structures labelled a, b, c and d, shown in fig. 5.1.  a    b    c    d   [4]     (ii) state the function of structure e.     [1]     (iii) give one reason why  area x is called the blind spot.      [1]     ",
            "12": "12  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (b) a girl looks at a distant tree and then looks at a small plant very close to her.     describe the changes that take place in the ciliary muscles, the suspensory ligaments  and the lens to allow the girl to focus on the small plant.  ciliary muscles     suspensory ligaments     lens    [3]        [total: 9]   ",
            "13": "13  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use 6 fig. 6.1 shows a section through human skin.    abc d e ghx f     fig. 6.1    (a) in table 6.1, write the letter from fig. 6.1 which labels the structure that carries out  each of the functions.     one has been completed for you.   table 6.1    function letter  helps to prevent dehydration of the body b  detects changes in the external temperature   dilates when body temperature rises   prevents most heat loss from the body   produces a fluid to help the body lose heat       [4]     (b) name the structure labelled x on fig. 6.1.  x   [1]        [total: 5]     ",
            "14": "14  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use 7 (a)  explain what is shown by a food web.          [2]     (b) fig. 7.1 shows part of the food web in the arctic tundra.    arctic hare lichen liverwort grass mosslemming pika musk oxbrown bear arctic fox caribouarctic wolf snowy owl     fig. 7.1      (i)  name one organism, shown in fig. 7.1, that feeds on both animals and plants.   [1]     (ii) the arctic wolf is sometimes described as a top carnivore.       define the term carnivore .       [1]   ",
            "15": "15  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use  (iii) suggest why top carnivores, such as the arctic wolf, are usually only present in  very small numbers in an area.           [2]       (c) the number of lemmings in an area undergoes a rapid decrease every few years.      explain how a decrease in lemmings may affect the number of arctic foxes and arctic  hares.      (i) arctic foxes            (ii) arctic hares         [3]        [total: 9]     ",
            "16": "16  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use 8 table 8.1 shows the effect of the use of nitrate fertilisers on the yield of a crop.    (a) plot the data from table 8.1 as a line graph using the axes provided on fig. 8.1.    yield of crop  / tonnesper ha nitrate fertiliser added  / kg per ha    fig. 8.1            [4]     ",
            "17": "17  \u00a9 ucles 2013 0610/22/o/n13 [turn over  for  examiner's  use table 8.1    nitrate fertiliser added         / kg per ha yield of crop             / tonnes per ha  0 3.0  50 4.8  100 7.0  150 8.6  200 8.2     (b) (i)  calculate by how much the crop yield increased when 50  kg per ha of nitrate  fertiliser was added.     tonnes per ha [1]     (ii) use your graph to determine how much nitrate fertiliser must be added to double  the unfertilised crop yield.    kg per ha [1]     (iii) some farmers add more than 150  kg per ha of nitrate fertiliser.       suggest two reasons why this is not a good idea.   1     2    [2]     (iv) a farmer has only 100  kg of nitrate fertiliser available, but 2 ha of land.       he has to decide whether to put all of the fertiliser on one field of 1  ha or to spread  it evenly over both fields of 1  ha each.       use the data in table 8.1 to calculate which decision would give the farmer the  highest yield, in total.  calculation       decision  [2]     ",
            "18": "18  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (c) explain why the yield of a crop can be increased by adding nitrate fertilisers.            [3]        [total: 13]     9 when a mass of still air becomes trapped over a city, pollutants build up in the air next to  the ground.      (a) (i)  name two chemical pollutants that might build up over a busy city centre.  1  2  [2]     (ii) vehicles such as cars burn fossil fuels.        explain why vehicles may be banned from the city if pollution becomes severe.              [3]     ",
            "19": "19  \u00a9 ucles 2013 0610/22/o/n13  for  examiner's  use  (b) if air pollution is very severe, warnings may be given not to take young babies into the  city centre and for any people with heart and respiratory problems to stay inside.       suggest two reasons for this advice.  1      2     [2]        [total: 7]   ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of 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.    \u00a9 ucles 2013 0610/22/o/n13  blank page "
        },
        "0610_w13_qp_23.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/sw) 87648/6 r \u00a9 ucles 2013 [turn over *6155101680* biology  0610/23 paper 2 core october/november 2013  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. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou 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.university of cambridge international examinations international general certificate of secondary education",
            "2": "2 0610/23/o/n/13 \u00a9 ucles 2013blank page",
            "3": "3 0610/23/o/n/13 \u00a9 ucles 2013 [turn over1 the seven characteristics of living organisms are excretion , growth , movement , nutrition ,  reproduction , respiration  and sensitivity .  complete table 1.1 below by writing the characteristic opposite its definition. table 1.1 definition characteristic a set of chemical reactions that breaks  down nutrients to release energy in living cells the ability to detect stimuli and make  appropriate responses an act causing a change of position or place removal from an organism of toxic materials,  the waste products of metabolism or substances in excess of requirements  [4]  [total: 4]",
            "4": "4 0610/23/o/n/13 \u00a9 ucles 20132 pepper plants can be grown in glasshouses, where extra light can be supplied from electric lamps.  the amount of carbon dioxide in the air inside a glasshouse was measured on two different days,  m and n. on one of these days the lamps could not be used, because there was no electricity.  fig. 2.1 shows the amount of carbon dioxide in the air around the pepper plants on day m and day n. 0 0.00 06.00 12.00 time of day18.00 24.0010203040 amount of carbon dioxide in air  / arbitrary units5060 day nday m fig. 2.1  (a) (i) name the process, used by plants, that removes carbon dioxide from the air.  .. .[1]   (ii) state the time of day by which the pepper plants had removed most of the carbon dioxide.  .. .[1]   (iii) using the data from fig. 2.1, explain how you know that there was no electricity on day m.  .. .  .. .  .. .[2]",
            "5": "5 0610/23/o/n/13 \u00a9 ucles 2013 [turn over (b) the amount of carbon dioxide and the availability of light affect the growth of pepper plants.   suggest two other factors that affect the growth of pepper plants. 1    2   [2]  (c) the pepper grower wanted to find out whether the peppers he grew contained sugar and  vitamin c.   (i) state two reasons why too much sugar can be harmful to humans. 1    2   [2]   (ii) state one reason why humans need vitamin c in their diet.  .. .[1]  [total: 9]",
            "6": "6 0610/23/o/n/13 \u00a9 ucles 20133 fig. 3.1 shows part of the human arm. ae bd c fig. 3.1  (a) state which letter shows:   the biceps; .. [1]   the triceps. .. [1]  (b) state which letter shows a structure that contracts to extend (straighten) the arm at the elbow.   .. [1]  (c) explain what is meant by antagonistic muscles.  .. .  .. .[1]  [total: 4]",
            "7": "7 0610/23/o/n/13 \u00a9 ucles 2013 [turn over4 fig. 4.1 shows a human sperm and egg. not drawn to scale fig. 4.1  (a) the sperm and the egg have some similarities and some differences.   (i) describe one similarity  related to the function of these cells as gametes.  .. .[1]   (ii) describe one difference between the sperm and the egg.  .. .[1] state why this difference is important to the function of these cells.  .. .[1]",
            "8": "8 0610/23/o/n/13 \u00a9 ucles 2013 (b) the sperm and egg can fuse to form another type of cell.   this process is shown in fig. 4.2. process x  cell y  fig. 4.2   (i) write the name of the process x on the line provided. [1]   (ii) write the name of the new type of cell y on the line provided. [1]  (c) (i) name the organ where human sperm are made.  .. .[1]   (ii) describe the route by which sperm reach the egg.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "9": "9 0610/23/o/n/13 \u00a9 ucles 2013 [turn over (d) certain types of nutrient are needed in especially large amounts during the development of a  young human.   table 4.1 shows some nutrients which are particularly important at different stages of growth  and development.   the amounts are shown as \u2018relative food units\u2019 per kg of body mass. a high value for the  \u2018relative food unit\u2019 means that a nutrient is especially important. table 4.1 relative food units nutrient fetusyoung child  (7\u20139 years)girl at puberty carbohydrate 97 198 115 fat 63 50 41 protein 51 51 52 calcium 190 95 72 iron 99 106 220   use table 4.1 to identify which nutrient is required in the greatest amount at each stage of  development.   state one reason why each of these nutrients is important.   fetus: most important nutrient ..[1]reason why nutrient important [1]    y oung child (7\u20139 years): most important nutrient ..[1]reason why nutrient important [1]   girl at puberty: most important nutrient ..[1]reason why nutrient important [1]  [total: 15]",
            "10": "10 0610/23/o/n/13 \u00a9 ucles 20135 malnutrition is caused by some imbalance in the diet or lifestyle.  (a) this is a list of some effects of malnutrition.      constipation   coronary heart disease   obesity      starvation   tooth decay  use the list to complete table 5.1. table 5.1 imbalance in diet effect of malnutrition insufficient fibre insufficient fat and carbohydratehigh fat diet combined with a low  exercise lifestyle  [3]  (b) in some parts of the world, the supply  of food does not match the demand  for food.   describe two ways in which technology has helped farmers to grow more food. 1     .. . 2     .. .[2]  [total: 5] 6 alcohol is a widely used drug.  it has serious effects on many parts of the body, including the nervous system.  (a) (i) name the organ in the body where alcohol is broken down.  .. .[1]   (ii) suggest how alcohol reaches the brain.  .. .[1]",
            "11": "11 0610/23/o/n/13 \u00a9 ucles 2013 [turn over (b) doctors are concerned that young people in some countries are drinking too much alcohol.   fig. 6.1 shows the percentage of young people who drink alcohol in a city in one of these  countries. 0102030405060708090100 percentage using alcohol 11 12 13 14 age of young people  / years15 16 17female malekey fig. 6.1   (i) there is a difference in the percentage of males and females who drink alcohol.    state the age at which this difference is greatest.  .  [1]   (ii) it is not safe to drive a car or motorbike after drinking large amounts of alcohol.     explain why.  .. .  .. .  .. .  .. .[2]",
            "12": "12 0610/23/o/n/13 \u00a9 ucles 2013 (c) there are many other social problems caused by young people drinking alcohol.    describe three  examples of social problems, other than unsafe driving.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8]",
            "13": "13 0610/23/o/n/13 \u00a9 ucles 2013 [turn over7 fig. 7.1 shows a food web in a rainforest. hawk owl (bird) warbler (bird)tanager (bird) caterpillar (insect)aphid (insect)wasp (insect) mahogany treeweevil (insect)forest mouse fig. 7.1  (a) (i) name the organism in the food web shown in fig. 7.1 which can trap light energy to  produce sugars.  .. .[1]   (ii) name one secondary consumer in this food web.  .. .[1]   (iii) complete one food chain from this food web. write the name of one organism in each  box.  [2]   (iv) what do the arrows in the food chain represent?  .. .[1]",
            "14": "14 0610/23/o/n/13 \u00a9 ucles 2013 (b) some local people were paid to catch warblers for the pet trade.   explain why the number of tanagers and forest mice might get smaller if all of the warblers  were removed from the forest.  .. .  .. .  .. .  .. .[2]  (c) a group of scientists observed the animals in the forest.   table 7.1 shows the average number of each type of animal in one mahogany tree. table 7.1 animal trophic level number of animals hawk owl 4 2 tanager 3 4 warbler 3 5 aphid 2 36 caterpillar 2 42 weevil 2 13 wasp 2 7 forest mouse 2 2   (i) use information from table 7.1 to calculate the total number of animals at each trophic  level.    write your answers in table 7.2. table 7.2 trophic level number of animals 234  [1]",
            "15": "15 0610/23/o/n/13 \u00a9 ucles 2013 [turn over  (ii) use information from tables 7.1 and 7.2 to draw a pyramid of numbers  for this food web.  [2]  (d) many scientists believe that a pyramid of biomass  is more useful than a pyramid of numbers.   suggest which extra information would be needed to draw a pyramid of biomass.  .. .  .. .[1]  [total: 11]",
            "16": "16 0610/23/o/n/13 \u00a9 ucles 20138 (a) fig. 8.1 shows part of the water cycle. water in streams, rivers, lakes and seasatmosphere soilplants pqr s fig. 8.1   using words from the list, identify the processes p, q, r and s. drainage   egestion   evaporation photosynthesis   rainfall   transpiration p  .. . q  .. . r  .. . s  .. .  [4]  (b) (i) state  two ways in which water may leave the body of a mammal. 1    2   [2]   (ii) describe how water in a plant may become water in the cells of an animal.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "17": "17 0610/23/o/n/13 \u00a9 ucles 2013 [turn over (c) fig. 8.2 shows apparatus which can be used to measure the rate of water uptake by a plant  shoot. 063 stop clock air bubble scale fig. 8.2   three sets of this apparatus, using shoots from the same tree, were used at the same time.   the experiment was carried out with four different sets of external conditions a, b, c and d.  the time for the air bubble to move 10 cm was measured and recorded in table 8.1. table 8.1 external conditionstime for air bubble to move 10 cm / s shoot 1 shoot 2 shoot 3 a dry, still air at 15 \u00b0c 25 46 33 b dry, still air at 25 \u00b0c 19 37 31 c dry, moving air at 25 \u00b0c 16 32 27 d humid, still air at 15 \u00b0c 58 78 70   (i) state which shoot took up water most quickly under all conditions.  .. .[1]",
            "18": "18 0610/23/o/n/13 \u00a9 ucles 2013  (ii) suggest a difference between the shoots that could explain these results.  .. .  .. .[1]   (iii) suggest why the results under condition d were different from the results under  condition a.  .. .  .. .  .. .  .. .[2]  [total: 13]",
            "19": "19 0610/23/o/n/13 \u00a9 ucles 2013 [turn over9 coffee is an important crop in some countries.  coffee plants can be crossed to produce new varieties. a valuable variety would produce a high  yield in a range of different habitats.  (a) explain how two varieties of coffee plant could be crossed (bred together) to produce an  improved variety.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) scientists think that they may be able to use genetic engineering to produce valuable new  varieties. this involves taking a gene from one species and putting it into another species.   (i) define the term gene .  .. .[1]   (ii) name the part of the coffee plant cells which contains the genes.  .. .[1]  (c) new varieties of coffee plant can sometimes appear as a result of a random process.   name this random process.  .. .[1]",
            "20": "20 0610/23/o/n/13 \u00a9 ucles 2013 (d) four new varieties were produced. some of their properties are shown in table 9.1. table 9.1 characteristic  of plantsuper plus new mocha gro-better lo-cost ability to withstand  low temperaturehigh high low low resistance to insect  pestslow high very high very low height short very tall tall short yield without  fertiliserlow medium high low   in windy conditions the tall varieties of coffee plants blow over, so yields are very poor.   name the two varieties in table 9.1 that would grow best in windy conditions. 1 .. 2 ..  [2]  (e) yields can also be affected by whether the farmer can afford expensive chemicals such as  pesticides and fertilisers.   name the two varieties in table 9.1 that would grow best if the farmer could not afford fertiliser. 1 .. 2 ..  [2]  (f) a farm has the conditions shown in table 9.2.   use information from table 9.1 to complete table 9.2. table 9.2 temperature windnumber of  pestsavailability of  fertilisermost suitable  variety very cold not windy manyonly small  amounts  [1]  [total: 11]  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. university of 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."
        },
        "0610_w13_qp_31.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_31/3rp  \u00a9 ucles 2013 [turn over       *8387330290* university of cambridge international examinations  international general certificate of secondary education       biology 0610/31     paper 3 extended  october/november 2013     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use 1 (a)  table 1.1 shows some features of the five groups of vertebrates.      complete table 1.1 to compare the five groups of vertebrates using a tick ( /checkbld) to  indicate if the group shows the feature, or a cross ( /xmarkbld) if not.      the first row has been completed for you.    table 1.1    group of  vertebrates scaly skin external ear  (pinna) feathers mammary glands  birds /checkbld /xmarkbld /checkbld /xmarkbld  bony fish      amphibians      reptiles      mammals            [4]    fig. 1.1 shows a southern cassowary, casuarius casuarius , which is a large bird that cannot fly.   it lives in rainforests in northern australia and southern new guinea.     the cassowary feeds on fruits and helps to disperse seeds for many tree species, such as the cassowary plum.         fig. 1.1     (b) suggest why the cassowary can digest the fruit but not the seeds  of rainforest trees.      [2]   ",
            "3": "3  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use  (c) describe one method of seed dispersal that does not require animals.          [2]      (d) state two environmental conditions that seeds require so that they can germinate.  1.   2.  [2]      (e) cassowaries are an endangered species. many are killed on the roads and  development threatens their rainforest habitat.       cassowaries, as with many other rainforest species, cannot survive in small nature  reserves.      suggest why species, such as cassowaries, cannot survive in small nature reserves.               [3]        [total: 13]   ",
            "4": "4  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use 2 (a) (i)  explain the term balanced diet .               [3]     (ii) state three  factors that influence a person\u2019s nutritional needs.   1   2   3  [3]     ",
            "5": "5  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use  (b) glucose is absorbed in the small intestine and transported in the blood. the kidneys  filter the blood and reabsorb the glucose.      if the blood contains more than 180  mg of glucose per 100  cm3, the kidney cannot  reabsorb it all and some is present in the urine. this figure is called the renal  threshold .      a doctor suspects that a patient has diabetes because a urine test is positive for  glucose.       the patient takes a glucose tolerance test by drinking a solution of glucose. the doctor  records the patient\u2019s blood glucose concentration at 30  minute intervals for five and a  half hours.      the results are plotted on fig. 2.1.    300 250200150100 50 0 0 30 60 90 120 150 180 210 240 270 300 330blood glucose concentration  / mg per 100  cm3 time  / minutes glucose drink    fig. 2.1      (i)  draw a horizontal line on fig. 2.1 to show the renal threshold . [1]     (ii) state the time period when the kidney will produce urine containing glucose.    [1]     (iii) sketch on fig. 2.1 the blood glucose concentrations that the doctor might expect if  he repeated this test on someone who does not have diabetes. [1]  ",
            "6": "6  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (c) people who do not have diabetes maintain their blood glucose concentration below   180  mg per 100  cm3.     explain how the body does this.               [3]        [total: 12]    ",
            "7": "7  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use 3 (a)  starch, glucose and fructose are carbohydrates. fructose syrup is used as a  sweetening agent as an alternative to sucrose.      the flow chart in fig. 3.1 shows how fructose is prepared from maize starch.   starch released from the maize grains glucose syrup fructose syrupmaize grains grains are crushedph is adjusted addition of enzyme 1 addition of enzyme 2     fig. 3.1     (i)  name enzyme 1.   [1]     (ii) state why it is necessary to adjust the ph before an enzyme is added to the  process.      [1]      (b) maize grains contain protease enzymes. with reference to the processes shown in   fig. 3.1, suggest why it is important that these enzymes do not contaminate the  glucose syrup.    [1]     ",
            "8": "8  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (c) the formation of fructose syrup from glucose syrup is carried out at a temperature of  60  \u00b0c.     suggest an important property of enzyme 2 that allows it to be used at temperatures as  high as 60  \u00b0c.       [1]       (d) enzyme 2 is found naturally in many bacteria. enzymes for use in washing powders  are obtained from bacteria.     describe how bacteria are used to produce enzymes for washing powders.               [3]       (e) pectinase is an enzyme that breaks down compounds known as pectins. cell walls of  fruits, such as apples and mangoes, contain pectins.     explain the advantages  of using pectinase in fruit juice production.               [3]        [total: 10]  ",
            "9": "9  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use 4 (a) sickle cell anaemia is a genetic disorder that is found among people in certain parts of  the world.     a sample of blood was taken from a person with sickle cell anaemia and examined with  an electron microscope.       fig. 4.1 shows some of the red blood cells in the sample.        fig. 4.1      explain the problems that may occur as these cells circulate in the blood system.                  [4]   ",
            "10": "10  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (b) the gene for haemoglobin exists in two alternative forms:      h a codes for the normal form of haemoglobin;     hs codes for the abnormal form of haemoglobin.      (i)  state the name for the alternative forms of a gene.   [1]     (ii) a child has sickle cell anaemia. the parents do not have this disorder.        complete the genetic diagram to show how the child inherited the disorder.     use the symbols h a and hs in your answer.    parental phenotypes parental genotypes gametes child\u2019s genotype child\u2019s phenotypenormal hahsnormal hahs\u00d7\u00d7 + ... sickle cell anaemia       [2]    (iii) the parents are about to have another child.       what is the probability that this child will have sickle cell anaemia?   [1]     ",
            "11": "11  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use  (c) the maps in fig. 4.2 show the distribution of sickle cell anaemia and malaria in some  parts of the world.    distribution of malaria distribution of sickle cell anaemianorthern australiaindonesia andthe philippines key malaria key sickle cell anaemia   fig. 4.2   ",
            "12": "12  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use   (i) explain why sickle cell anaemia is common in people who live in areas where  malaria occurs.                [4]     (ii) suggest why sickle cell anaemia is very rare among people who live in indonesia  and northern australia.           [2]        [total: 14]    ",
            "13": "13  \u00a9 ucles 2013 0610/31/o/n/13 [turn over                                                 question 5 begins on page 14.     ",
            "14": "14  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use 5 (a)  complete table 5.1 by naming three  sense organs and the stimulus which each  detects.  table 5.1    sense organ stimulus               [3]    (b) reflexes are involuntary actions coordinated by reflex arcs like the one shown in       fig. 5.1.    spinal cordspinal nerve motor neurone sensory neurone biceps muscle triceps musclerelay neurone   fig. 5.1   ",
            "15": "15  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use   (i) explain what is meant by the term  involuntary  action .          [2]     (ii) the arm shown in fig. 5.1 moves in response to the detection of heat.       explain how the parts of the reflex arc shown in fig. 5.1 bring about this response.                      [5]     (iii) describe the advantages of simple reflexes,  such as the one shown in fig. 5.1.           [2]     ",
            "16": "16  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (c) the organs of the human body are coordinated by the nervous system.     outline one other way in which these organs are coordinated.          [2]        [total: 14]   ",
            "17": "17  \u00a9 ucles 2013 0610/31/o/n/13 [turn over  for  examiner's  use 6 nitrogen is one of the most important chemical elements in the biosphere.    nitrogen must be continually recycled if life is to continue on earth.   savanna grasslands are an important ecosystem in africa.   fig. 6.1 shows part of the nitrogen cycle in a grassland ecosystem in southern africa.    nitrogen gas (n2) in the atmosphere nitrate ions in the soil ammonia in the soil urea in urine cheetahdeflightning cimpaladbanitrogen   fixation cassia mimosoide s legume that fixesnitrogen     fig. 6.1     (a) name:     (i) a type of nitrogen-containing compound that is made by cassia mimosoides , eaten  by the impala and by the cheetah;   [1]     (ii) the type of consumer as represented by the cheetah;    [1]  ",
            "18": "18  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (iii) the process by which urea is removed from the body of the animals as shown       by d;   [1]     (iv) process f.   [1]      (b) explain the importance of recycling nitrogen in ecosystems, such as the african  savanna.               [3]       (c) the most common plants that grow in the african savanna are grasses. there are very  few legume plants, such as c. mimosoides .     suggest reasons why c. mimosoides  is a rare plant in the african savanna.               [3]     ",
            "19": "19  \u00a9 ucles 2013 0610/31/o/n/13  for  examiner's  use  (d) explain why there are far fewer cheetah than impala.                  [4]      (e) the cheetah is an endangered species.       it is important to conserve their food supply and all the species that inhabit their  ecosystem.     explain why.               [3]        [total: 17] ",
            "20": "20    copyright acknowledgements:    figure 4.1                         \u00a9  ref:  m108/0009;  sickle cell disease:  variation in cell deformity;   omikron / science photo. library.  permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/31/o/n/13  blank page "
        },
        "0610_w13_qp_32.pdf": {
            "1": "    this document consists of 18 printed pages and 2 blank pages.  ib13 11_0610_32/3rp  \u00a9 ucles 2013  [turn over       *9454349137* university of cambridge international examinations  international general certificate of secondary education       biology 0610/32     paper 3 extended  october/november 2013     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use 1 molluscs are important animals in many aquatic and terrestrial ecosystems.     fig. 1.1 shows four species of mollusc that live in the sea.   common octopus octopus vulgariscommon whelk buccinum undatum edible mussel mytilus edulis stout razor clam tagelus plebeius not to scale    fig. 1.1     (a) state two features shown by all mollusc species.  1   2  [2]       (b) state two features, visible in fig. 1.1 , in which the octopus differs from the other three  molluscs.  1   2  [2]     ",
            "3": "3  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use  (c) the edible mussel, mytilus edulis , is attached to rocks that are exposed to the air at low  tide.       use fig. 1.1 to suggest how an edible mussel is adapted to attach to rocks and survive  when exposed to the air.           [2]      (d) the zebra mussel, dreissena polymorpha , is a freshwater mussel that originates from  rivers in southern russia.      the mussel was introduced into the great lakes of north america and has increased  in huge numbers with serious effects on the food webs of the lakes.       explain why an introduced species, such as the zebra mussel, can have serious effects  on the populations of the species that are already living in the area.               [3]     ",
            "4": "4  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (e) the freshwater mussel, pletholophus swinhoei , was used in a project to monitor water  pollution by chemical waste in northern vietnam.       this was done by regularly counting the number of mussels in the river.     suggest the advantages of using freshwater mussels to monitor the pollution of water  instead of carrying out chemical analysis of the water.           [2]       (f) non-biodegradable plastics are a serious problem in many aquatic ecosystems.      explain the harm that non-biodegradable plastics may cause to organisms in aquatic  ecosystems.               [3]        [total: 14]       ",
            "5": "5  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use 2 (a) fig. 2.1 shows a reflex action that involves the eye.      a shows an eye in dim light. b shows the same eye when a bright blue light is shone  into it.    b a  bright blue light    fig. 2.1      (i) identify the:    \u007f stimulus to which the eye responds;  \u007f receptor cells that detect the stimulus;  \u007f effector;  \u007f response that the eye makes.      write your answers in table 2.1.   table 2.1    stimulus   receptor cells   effector   response       [4]   ",
            "6": "6  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (ii) describe how the nervous system coordinates the response shown in fig. 2.1.                   [4]      (b) adrenaline is secreted by the adrenal glands to prepare the body for dangerous  situations.      extreme sports, such as bungee jumping shown in fig. 2.2, are an example of such a  dangerous situation.       fig. 2.2   ",
            "7": "7  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use   explain how adrenaline prepares the body for an extreme sport, such as making a  bungee jump.                       [5]       (c) the response shown in fig. 2.1 is involuntary.      bungee jumping is a voluntary action.        describe two ways in which involuntary actions differ from voluntary actions.           [2]        [total: 15]    ",
            "8": "8  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use 3 (a)  the production of yoghurt involves the fermentation of milk by two types of bacteria  that use the protein and sugar (lactose) in milk.      lactobacillus bulgaricus breaks down proteins into short chains of amino acids.      streptococcus thermophilus uses the chains of amino acids to make formic acid.      l. bulgaricus  then uses lactose and formic acid to make lactic acid.      the flow diagram in fig. 3.1 shows the production process.    the bacteria use proteins and lactose in the milk producing formic acid and lactic acidthe bacteria are mixed with the milk and then incubated at 45  \u00b0c lactic acid clots the milk proteins to thicken the yoghurt production stops when the ph reaches 4.3two types of bacteria are addedmilk at ph 7 is sterilised     fig. 3.1    ",
            "9": "9  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use   (i) explain why the milk is sterilised at the start of the process.           [2]     (ii) explain why the bacteria are incubated at 45  \u00b0c.           [2]     (iii) state and explain what happens to the populations of the bacteria during the  yoghurt-making process.                       [5]   ",
            "10": "10  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (iv) explain why yoghurt cannot be made by using only one of the types of bacteria.           [2]      (b) at the end of the fermentation, food additives may be added to the yoghurt.     state three  types of food additive that may be used in producing yoghurt.   1   2   3  [3]        [total: 14]         ",
            "11": "11  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use 4 this question is about transport in plants.     (a) two pea plants, d and e, were supplied with substances containing the radioactive  isotopes, carbon-14 (14c) or phosphorus-32 (32p), as shown in fig. 4.1.      a leaf of plant d was exposed to radioactive carbon dioxide.      plant e was placed into a solution containing radioactive phosphate ions.    nutrient solutionfruit seedgrowing point flower clear plasticbag with addedradioactivecarbon dioxide plant d plant enutrient solutionwith addedradioactivephosphate ions   fig. 4.1     after several hours the plants were analysed for the presence of the radioactive isotopes.     sucrose containing  14c was found throughout plant d.      compounds containing 32p were found throughout plant e.    complete table 4.1 to show:    \u007f the tissue in which each substance is transported;  \u007f one possible sink for each substance.    table 4.1    pea plant d e  substance  transported sucrose phosphate ions  transport tissue    sink        [4] ",
            "12": "12  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (b) state one substance, other than sucrose , that is produced in leaves and translocated  to other parts of the plant.   [1]       (c) outline how sucrose is produced from carbon dioxide in pea plants.               [3]       (d) state two uses of sucrose within a pea plant.  1   2  [2]       (e) explain how ions, such as phosphate ions, are absorbed by plant roots.               [3]        [total: 13]  ",
            "13": "13  \u00a9 ucles 2013 0610/32/o/n/13 [turn over         blank page",
            "14": "14  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use 5 (a) the production of human gametes involves the type of nuclear division known as  meiosis.      state two reasons why meiosis is suitable for gamete production.  1      2     [2]       (b) the sex of a human fetus is determined by the sex chromosomes, x and y.     fig. 5.1 shows the determination of sex in four different examples.      examples 3 and 4 show sex determination in twins.     example gametes zygote 1 x x xxcell from a fetus xx + 2 x y xy xy + 4x x xx xx + x x xx xx +3 x x xx xxxx +     fig. 5.1   ",
            "15": "15  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use   (i) use 5.1 to explain how the sex of a fetus is determined.           [2]     (ii) examples 3 and 4 show two ways in which twins are formed.        the twins in example 3 are identical.       use fig. 5.1 to explain why.           [2]       (c) during the development of a fetus, different genes are expressed at different times.       explain what is meant by the term development .           [2]   ",
            "16": "16  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use  (d) one of the genes that controls the ability of blood to clot is found only on the x  chromosome.       xh represents an x chromosome with the dominant allele for normal blood clotting.      xh represents an x chromosome with the recessive allele which causes the blood to  clot slowly.      the y chromosome is small and does not have the gene for blood clotting.      here is a list of four genotypes.    x hxh,       xhxh,       xhy,       xhy     choose the genotype from the list that matches each of the following:   \u25cf gives a phenotype of long clotting time;   \u25cf is heterozygous;   \u25cf is homozygous.  [3]      (e)  haemophilia is a rare genetic condition in which the blood clots very slowly.      in the usa, haemophilia affects 1 in 5000 male births each year. in some cases these  births occur in families where the condition has not occurred before.      explain how boys can have haemophilia when the condition has not previously existed  in their family.           [2]        [total: 13]  ",
            "17": "17  \u00a9 ucles 2013 0610/32/o/n/13 [turn over  for  examiner's  use 6 fig. 6.1 shows soay sheep on st. kilda, a group of small remote islands off the coast of  scotland. these islands experience extreme conditions of cold, wind and rain.      sheep were introduced to the islands thousands of years ago and the soay sheep are  descended from them.     the islands of st. kilda have been uninhabited by people since 1930. the sheep are now  left unfarmed and in their natural state.        fig. 6.1      (a) the populations of soay sheep on st. kilda show much more variation in their  phenotype than modern breeds of sheep.      explain, by using an example from fig. 6.1, what is meant by variation in their  phenotype.           [2]     ",
            "18": "18  \u00a9 ucles 2013 0610/32/o/n/13 for  examiner's  use  (b) scientists have recorded the numbers of soay  sheep and lambs on st. kilda for many  years.      each year between 1985 and 1996, the lambs (young sheep) were caught, marked and  weighed. in some years, the total number of sheep on st. kilda was lower than in other  years.       fig. 6.2 shows the frequency of lambs of different body mass in years when the total  number of sheep was low and years when the total number was high.     frequency of lambs 3\u20134 5\u20136 7\u20138 9\u201310 11\u201312 body mass  / kglow population years 13\u201314 15\u201316 17\u201318 19\u201320 21\u201322120 100 80 604020 0 frequency of lambs 3\u20134 5\u20136 7\u20138 9\u201310 11\u201312 body mass  / kghigh population years 13\u201314 15\u201316 17\u201318 19\u201320 21\u201322120 100 80 604020 0key lambs that died lambs that survived for at least a year     fig. 6.2   ",
            "19": "19  \u00a9 ucles 2013 0610/32/o/n/13  for  examiner's  use   (i)  population size has a great effect on the survival of lambs on st. kilda.       describe the evidence from fig. 6.2 that supports this statement.           [2]     (ii) suggest an explanation for the effect that you have described.                [3]       (c) soay sheep are adapted to the extreme conditions experienced on st. kilda.      explain how natural selection could account  for the adaptive features of soay sheep.                   [4]        [total: 11] ",
            "20": "20      figure 1.1                      \u00a9  buccinum undatum ;                                              http://www.glaucus.org.uk/buckie.htm .                                             octopus vulgaris;                                              http://animaldiversity.ummz.umich.edu/site/resources/ grzimek_inverts/cephalopoda/octopus_vulgaris.jpg/view.html .                                             tagelus plebeius;                                               r d barnes;  invertebrate zoology ;  saunders;  1968.  figure 2.2                      \u00a9  bungee jumping ;  matejmm istock 1935273,  mayo5 istock 10138655.  figure 4.1                      \u00a9  r fosbery et al;  revise as biology for ocr ;  heinemann;  2001.  figure 6.1                      \u00a9  soay sheep on st kilda, scotland ;  gannet77 istock 2094245.  figure 6.2                      \u00a9  j m milner et al;  journal of animal ecology ;  1999;  http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2656.1999.00299.x/full.      permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.   cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/32/o/n/13 blank page   "
        },
        "0610_w13_qp_33.pdf": {
            "1": "    this document consists of 19 printed pages and 1 blank page.  ib13 11_0610_33/3rp  \u00a9 ucles 2013 [turn over       *8272753014* university of cambridge international examinations  international general certificate of secondary education       biology 0610/33     paper 3 extended  october/november 2013     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, highlighters, 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.   ",
            "2": "2  \u00a9 ucles 2013 0610/33/o/n/13         blank page",
            "3": "3  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use 1 crabs are classified, along with prawns, shrimps and lobsters, as crustaceans. most crabs  live in the sea, although some live in freshwater and there are a few land-dwelling crabs.    fig. 1.1 shows the structure of a typical crab.   cheliped  / claw eye carapace abdomen, often tucked beneath the rest of the bodywalking legs     fig. 1.1     (a) state the group of animals that includes crustaceans, insects, arachnids and  myriapods.   [1]     ",
            "4": "4  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  fig. 1.2 shows four different species of crab.    a  spiny spider crab maia squinadob  hairy hermit crab pagurus hirsutiusculus c  west african fiddler crab uca tangerid  sand crab portunus pelagicus    fig. 1.2   ",
            "5": "5  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use  (b) biologists use dichotomous keys to identify different species.     use fig. 1.1 and fig. 1.2 to state one visible  feature of each species of crab a, b, c  and d, that could be used in a dichotomous key to identify crabs.   a     b     c     d    [4]       (c)  crabs show variation in many features.      (i) state one feature of crabs that shows continuous variation .   [1]     (ii) describe how you would measure variation in the feature you have given in (i).    [1]     ",
            "6": "6  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  (d) crabs produce huge numbers of offspring, but their populations remain fairly constant  from year to year.     explain why.               [3]      (e) emergency medical packs contain bandages made from chitosan.      chitosan comes from the exoskeleton of crustaceans and has a positive charge to  attract red blood cells. it helps blood clot quickly and also has antibacterial properties.       explain the benefits of using bandages made from chitosan.              [3]        [total: 13]   ",
            "7": "7  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use 2 bovine somatotropin (bst) is a protein hormone that stimulates growth in cows.     (a) (i)  name the small molecules that are joined together to make proteins.   [1]     (ii) define the term growth .          [2]      (b) genetic engineering techniques similar to those used for producing human insulin were  used to make bacteria produce bst.     outline the way in which genetic engineering was used to produce bst.              [3]     ",
            "8": "8  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  (c) the effects of bst on milk production and the food energy intake of cows were  investigated.    the milk yield and food energy intake were recorded each day for each cow in two  groups, a and b.    \u007f group a received bst treatment at week 10.  \u007f group b did not receive any bst.      the results are shown in fig. 2.1.  0 5 10 15 20 25 30 35 4050 403020 0mean milk yield  / kg per day time  / weeksbst given 0 5 10 15 20 25 30 35 40180 170160150140130120 110 0 mean food energy intake/  mj per day time  / weeksbst givenkey bst no bsta ba aab bb     fig. 2.1  ",
            "9": "9  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use   (i) use fig. 2.1 to describe the effect of bst treatment on mean milk yield and mean  food energy intake. you will gain credit if you use data from fig. 2.1 in your answer.    mean milk yield             mean food energy intake            [6]     (ii) various studies have shown that there is little economic benefit from using bst.        use the results from fig. 2.1 to explain why this might be so.              [3]     ",
            "10": "10  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  (d) the us food and drug administration certifies that milk from cows treated with bst is  as safe as milk from cows not treated with the hormone.     it is impossible to test milk to detect the use of bst, but some milk producers in the us  label their milk to indicate that it is bst-free.      discuss the reasons for labelling milk to show whether it has come from cattle treated  with bst or not.               [3]        [total: 18]     3 fig. 3.1 shows a vertical section of a kidney.    e f g     fig. 3.1     (a) name the parts e, f and g.  e   f   g  [3]     ",
            "11": "11  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use  (b) substances move into and out of cells in kidney tubules.     fig. 3.2 shows four processes, h, j, k and l, that occur in cells lining the kidney  tubule.        the net movement of substance is shown by an arrow, in each case.    h j outside the cellsk l nucleus kidney tubulecell key high concentration low concentration  fig. 3.2     (i) complete table 3.1 by stating the letter, h, j, k or l, which identifies each of the  processes. give a reason for each answer.    table 3.1    process letter reason  diffusion of oxygen    active uptake of sodium ions        [4] ",
            "12": "12  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use  (ii) glucose is filtered from the blood. usually all of it is reabsorbed by the kidney  tubules so that there is none present in the urine.     name the part of the kidney where filtration occurs.    [1]     (iii) use fig. 3.2 to describe how kidney tubules reabsorb glucose from the filtrate.           [2]       (c) when plants are grown in a solution that includes a poison that prevents respiration,  the roots continue to absorb water, but do not absorb many ions.     explain this result.               [3]        [total: 13]    ",
            "13": "13  \u00a9 ucles 2013 0610/33/o/n/13 [turn over                                                  question 4 begins on page 14.",
            "14": "14  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use 4 (a)  yeast cells and human muscle cells can carry out both aerobic and anaerobic  respiration.      complete table 4.1 by writing the end products of aerobic and anaerobic respiration in  these two types of cell.     table 4.1    cell end products of respiration  aerobic anaerobic  yeast   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026    +    \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026    +    \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026    human muscle cell   \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026    +    \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..      [4]     (b) during exercise there are changes to:    \u007f breathing rate;  \u007f ventilation rate;  \u007f oxygen absorption;  \u007f heart rate;  \u007f blood pressure.    the effect of strenuous exercise is shown in table 4.2.    table 4.2     before exercise immediately after  exercise  breathing rate   / breaths per minute 11 22  ventilation rate (volume of air  taken into the lungs per minute )  / dm3 per minute 6 90  oxygen absorption   / cm3 per minute 250 2500  heart rate   / beats per minute 65 170  blood pressure   / kpa 15 25   ",
            "15": "15  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use   explain why the changes shown in table 4.2 occur during exercise.                      [5]        [total: 9]     ",
            "16": "16  \u00a9 ucles 2013 0610/33/o/n/13  for  examiner's  use 5 (a) in 2005, the world health organization estimated that there were 2.3 million children  infected with hiv.      most children become infected from their mothers at birth or during breast feeding.    very few become infected by movement of hiv across the placenta.      without any treatment, 25-40% of babi es of mothers who are hiv positive (hiv+) will  be infected. however, there are very effective treatments that have reduced transmission rates to 1%.       this has been achieved by:   \u007f encouraging mothers to be tested for hiv;  \u007f treating mothers and new-born babies with drugs that prevent hiv spreading within  the body and reduce the chances of infection at birth;  \u007f advising mothers not to breast feed if they are hiv+.      explain the meaning of the following terms as used in the passage above:  transmission;     drug.    [2]      (b) in many countries, there are dangers in using milk powder because it cannot be  prepared under sterile conditions.     explain the dangers of feeding non-sterile milk to children who may be hiv+.                  [4]     ",
            "17": "17  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use  (c) even though there is a risk of hiv infection, it is sometimes advised that women breast  feed their babies.      explain the advantages of breast feeding.                   [4]       (d) state two ways in which an adult may become infected with hiv.  1  2  [2]        [total: 12]    6 chemical fertilisers are used to improve crop productivity.      (a) outline how chemical fertilisers improve the productivity of crops.              [3]     ",
            "18": "18  \u00a9 ucles 2013 0610/33/on/13  for  examiner's  use  some students investigated the effect of acid on the germination and growth of seedlings.  seeds were placed onto paper that had been soaked in different concentrations of sulfuric  acid.      ten seeds were placed into each dish.      the students measured the lengths of roots and shoots. their results are shown in fig. 6.1.    0 1 22 43 6water time  / days48 60 7270 605040302010 0mean length /  mm 0 1 22 43 60.001  mol per dm3 sulfuric acid time  / days48 60 7270 605040302010 0mean length /  mm 0 1 22 43 60.002  mol per dm3 sulfuric acid time  / days48 60 7270 605040302010 0mean length/  mm 0 1 22 43 60.003  mol per dm3 sulfuric acid time  / days48 60 7270 605040302010 0mean length/  mmkey roots shoots   fig. 6.1   ",
            "19": "19  \u00a9 ucles 2013 0610/33/o/n/13 [turn over  for  examiner's  use  (b) state the conditions necessary for seeds to germinate.        [3]      (c) describe the effects of increasing the concentration of sulfuric acid on the growth of  roots and shoots of the seedlings.       you will gain credit if you use data from fig. 6.1 in your answer.                  [4]      (d) acid rain is formed when sulfur dioxide (so 2) and oxides of nitrogen (no x) dissolve in  rain water.      explain why concentrations of sulfur dioxide in the atmosphere have increased over the  last 150 years.          [2]     ",
            "20": "20      figure 2.1                           \u00a9  t d etherton & d e bauman;  biology of somatotropin in growth and lactation of domestic animals ;  physiological reviews;                                                     vol.78, no.3;  july 1998;  http://physrev.physiology.org/content/78/3/745.html .  figure 6.1                           \u00a9  g fleet et al;  acid rain in the classroom:  a student research project ;  journal of biological education;  1987.    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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.  cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2013 0610/33/on/13  for  examiner's  use  (e) describe three  effects of acid rain on organisms and their environment.  1    2     3    [3]        [total: 15]   "
        },
        "0610_w13_qp_51.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib13 11_0610_51/3rp  \u00a9 ucles 2013  [turn over       *4074697147* university of cambridge international examinations  international general certificate of secondary education       biology 0610/51     paper 5  practical test  october/november 2013     1 hour 15 minutes    candidates answer on the question paper    additional materials: as listed in the confidential instructions.       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, highlighters, 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.      for examiner's use  1   2   total  ",
            "2": "2  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use read through all the questions on this paper carefully before starting work   1 seeds from the plant family papilionaceae  form an important part of the human diet.    you are provided with three different types of soaked seed:  lentil ( lens culinaris ), chickpea  (cicer arietinum) and soya bean (glycine max).    carefully observe these seeds with the hand lens.    (a) describe the differences in shape and appearance of the seed coat (testa) between  the three types of seed.      write your answers in table 1.1.  table 1.1    feature lentil chickpea soya bean  shape of seed      appearance of  seed coat           [3]     (b) describe the food tests you could carry out to show that these seeds contain:      (i)  protein;         [2]   ",
            "3": "3  \u00a9 ucles 2013 0610/51/o/n/13 [turn over  for  examiner's  use  (ii) fat.             [3]       (c)    \u007f carefully remove the seed coat (testa) from one seed of each type.  \u007f separate the two parts of each seed (cotyledons) and place on a clean white tile.  \u007f add iodine solution to the cotyledons of each seed.  \u007f leave the seeds for at least five minutes.        while you are waiting continue with the rest of question 1.      record your observations and conclusions in table 1.2.   table 1.2    type of seed    lentil chickpea  soya bean   observation        conclusion             [2]   ",
            "4": "4  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use  (d) the percentage of protein and fat in five types of seed are shown in table 1.3.    table 1.3    type of seed percentage of protein / % percentage of fat / %  chickpea 8.0 2.5  lentil 9.0 0.6  lima bean 6.0 0.4  mung bean 7.0 0.4  soya bean 16.0 8.0      (i) construct a bar chart to show the percentages of protein and fat in the five types of  seed. use the same axes for the two sets of data.           [5]     (ii) meat is a good source of protein.      name the type of seed in table 1.3 that would be a good alternative to meat in the  human diet.   [1]   ",
            "5": "5  \u00a9 ucles 2013 0610/51/o/n/13 [turn over  for  examiner's  use  fig. 1.1 shows part of a label from a packet of soya bean seeds. the label shows the  energy content measured in kilojoules.    soya beans nutrition typical composition50 g serving provides energy proteincarbohydratefat230  kj 8.5 g 4.5 g 4.0 g     fig. 1.1     fig. 1.2 shows a simple calorimeter.  this apparatus can be used to find th e energy content of a soya bean seed.   the soya bean seed is burned and the energy released is absorbed by the water in the  test-tube.    thermometer water burning soya bean seed  fig. 1.2     (e) suggest how you could safely  carry out a simple investigation to find the energy  content of a sample of soya bean seeds.    state what you would need to measure and control.             [3]        [total: 19] ",
            "6": "6  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use 2 you will investigate the effect of solution e on cucumber.    \u007f remove the plastic film covering the section of cucumber.    \u007f cut a slice of the tissue from one end of the cucumber and discard.    \u007f cut one thin slice, no more than 2  mm in thickness, from the freshly cut end of the  section of cucumber. place the slice onto a clean white tile.    \u007f remove the centre from the slice as shown in fig. 2.1.    dark green outer tissuepale green inner tissue centreremoved     fig. 2.1    \u007f cut the slice in half as shown in fig. 2.2.      dark green outer tissuedark greenouter tissuepale green inner tissue cut    fig. 2.2    \u007f use the forceps to place one piece of cucumber in each petri dish.    \u007f label one petri dish e and the other w.   \u007f cover the piece of cucumber in petri dish e with solution e.    \u007f cover the piece of cucumber in petri dish  w with water.    \u007f leave the pieces of cucumber in solution e and water for 10 minutes.    while you are waiting continue with part (a) and question 3.    ",
            "7": "7  \u00a9 ucles 2013 0610/51/o/n/13 [turn over  for  examiner's  use  (a) draw the shape of the two pieces in tabl e 2.1, as soon as you place them in the  dishes.       show and label the dark green outer layer.    table 2.1    shape of piece of cucumber at start  in petri dish e in petri dish w                                 [2]    (b)  \u007f after 10 minutes, look carefully at the two pieces of cucumber in petri dishes e    and w.     draw the shape of the piece in petri dish  e and the piece in petri dish w in table 2.2.      show and label the dark green outer layer.   table 2.2    shape of piece of cucumber after 10 minutes  in petri dish e in petri dish w                                   [4]   ",
            "8": "8  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use  (c) explain the effect of solution e on the tissues of the cucumber.             [3]       (d) state two possible sources of error in the method used in this investigation.      suggest a suitable improvement.   source of error     improvement     source of error     improvement    [4]        [total: 13]   ",
            "9": "9  \u00a9 ucles 2013 0610/51/o/n/13 [turn over  for  examiner's  use 3 slugs and snails are molluscs that can live in water or on land.      fig. 3.1 shows a slug and a snail.   slug snail  fig. 3.1     (a) (i)  describe two features,  visible  in fig. 3.1, that suggest the slug and the snail  belong to the same group of molluscs.   1   2  [2]     (ii) describe one difference  other than size , visible  in fig. 3.1, between the slug and  the snail.    [1]    ",
            "10": "10  \u00a9 ucles 2013 0610/51/o/n/13  for  examiner's  use  you are provided with a shell of a mollusc.    (b) (i)  make a large, labelled drawing of this shell.         [4]    (ii) suggest the importance of the shell to molluscs belonging to this group.     [1]        [total: 8]   ",
            "11": "11  \u00a9 ucles 2013 0610/51/o/n/13  blank page",
            "12": "12      permission to reproduce items where third -party owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2013 0610/51/o/n/13  blank page "
        },
        "0610_w13_qp_52.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0610_52/5rp  \u00a9 ucles 2013  [turn over       *6546156367* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/52     paper 5  practical test  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.       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, highlighters, 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.     ",
            "2": "2  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use read through all the questions on this paper carefully before starting work.   1 catalase is a common enzyme found in both plants and animals.    you are going to investigate the activity of catalase in seeds and seedlings.     you will be provided with extracts from soaked seeds and from seedlings which have been  grown for four days. all seeds and seedlings will be from the same plant.     catalase breaks down hydrogen peroxide into water and oxygen.    2h 2o2   /barb2right   2h 2o   +   o 2     you will use the apparatus, shown in fig. 1.1, to compare the catalase activity of the two  extracts. this is done by counting the number of bubbles released in one minute.     oxygen starts to be released as soon as hydrogen peroxide is added to the extract.    foambungdelivery tube extract and hydrogen peroxide solutionwatertest-tubesupport     fig. 1.1     hydrogen peroxide can irritate the skin and damage your eyes.    \u007f put on the safety equipment provided.    \u007f half fill a test-tube with water.    \u007f place the end of the delivery tube into the test-tube of water. ensure the end is below  the surface of the water, as shown in fig. 1.1.     (a) (i)  take one of the test-tubes labelled hydrogen peroxide  and carefully add the  contents to the test-tube labelled seeds 1 .    \u007f quickly connect the bung with the delivery tube to the test-tube labelled   seeds 1 .    record the time.       \u007f count the number of bubbles of oxygen released in one minute.        write your result in table 1.1. ",
            "3": "3  \u00a9 ucles 2013 0610/52/o/n/13 [turn over  for  examiner's  use table 1.1    extract number of bubbles of oxygen  released in one minute  seeds 1   seeds 2   seedlings 1   seedlings 2       keep test-tube seeds 1  and its contents. you will need this for part (d).    \u007f repeat the procedure with each of the test-tubes labelled seeds 2 , seedlings 1 ,  and seedlings 2 .      write your results in table 1.1. [4]     keep test-tubes seeds 2 , seedlings 1  and seedlings 2  and their contents. you will  need them for part (d).     (ii) describe your results.                [3]     (iii) state the conclusion that can be made from these results.      [1]     ",
            "4": "4  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use  (b) (i)  explain why the tests for seeds and seedlings were repeated.         [2]     (ii) seeds and seedlings were crushed to make the extracts.      suggest two reasons why whole seeds and seedlings were not used in this  investigation.  1     2    [2]      (c) (i)  state two possible sources of experimental error in this investigation.  1   2  [2]     (ii) suggest how to improve the method to reduce one of the errors stated in (c)(i) .       [1]     ",
            "5": "5  \u00a9 ucles 2013 0610/52/o/n/13 [turn over  for  examiner's  use  (d) (i)  look at the four test-tubes that you left after completing (a)(i) .       measure the height of the foam produced in each of the test-tubes, as shown in  fig. 1.2.     foam extract and hydrogen peroxideheightof foam     fig. 1.2       record the heights of foam in table 1.2.    table 1.2    extract height of foam  / mm  seeds 1   seeds 2   seedlings 1   seedlings 2       [2]    (ii) state the conclusion that can be made from these results.      [1]     (iii) state and explain whether your conclusion in (a)(iii)  is consistent with your  conclusion in (d)(ii) .       [1]        [total: 19] ",
            "6": "6  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use 2 you are going to investigate the variation in size of bean seeds.      fig. 2.1 shows five bean seeds.                                                       a bcde mm mm mm mm mm     fig. 2.1     (a) (i)  measure, to the nearest mm, the maximum  lengths of the five seeds labelled a,  b, c, d and e shown in fig. 2.1.       write your measurements on fig. 2.1. [2]     forty other bean seeds have been measured for you.      this data has been recorded as a tally in table 2.1.   ",
            "7": "7  \u00a9 ucles 2013 0610/52/o/n/13 [turn over  for  examiner's  use  (ii) insert the tally mark for each bean seed a, b, c, d and e in the correct row in  table 2.1.  [2]     (iii) count the tally marks in each group of bean seed length.        write the total numbers in each group in table 2.1. [2]    table 2.1    bean seed  length / mm tally number in group  24.0 \u2013 25.9 i   26.0 \u2013 27.9 iiii   28.0 \u2013 29.9 iiii ii   30.0 \u2013 31.9 iiii iiii iiii ii   32.0 \u2013 33.9 iiii i   34.0 \u2013 35.9 iiii      (iv) construct a histogram on fig. 2.2 of the number in each group of bean seed  length.              [4]  fig. 2.2",
            "8": "8  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use  (v) name the type of variation shown by the bean seeds.    [1]      (b)  you are provided with two bean seeds, which have been soaked in water for 48 hours.    \u007f select one of the seeds and remove the testa (seed coat).    \u007f the bean seed is in two parts. carefully separate the parts and place on the white  tile.    \u007f use the hand lens to look at the inside of both parts, to view the embryo.    \u007f if an embryo is not present use another bean seed.    (i) make a large, labelled drawing of the inside of one part of the bean seed.       include detail of the embryo in your drawing.                           [4]   ",
            "9": "9  \u00a9 ucles 2013 0610/52/o/n/13  for  examiner's  use (ii) you are going to  calculate the magnification of your drawing.       measure the maximum length of the bean seed.   maximum length of bean seed  mm        draw a line on your drawing, to show where you have measured this length.      measure the maximum length of the bean seed in your drawing.  maximum length of the bean seed in your drawing  mm        calculate the magnification of your drawing.      show your working.              magnification \u00d7 [4]       (c) bean seeds are included in the human diet. most types of bean seed have a high  protein content.      describe a food test you could do to show that bean seeds contain protein.         [2]        [total: 21]   ",
            "10": "10  \u00a9 ucles 2013 0610/52/o/n/13  blank page",
            "11": "11  \u00a9 ucles 2013 0610/52/o/n/13  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.   university of 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.    \u00a9 ucles 2013 0610/52/o/n/13  blank page "
        },
        "0610_w13_qp_53.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0610_53/fp  \u00a9 ucles 2013  [turn over       *6168885115* for examiner's use  1   2   total     university of cambridge international examinations  international general certificate of secondary education       biology 0610/53     paper 5  practical test  october/november 2013     1 hour 15 minutes    candidates answer on the question paper.    additional materials: as listed in the confidential instructions.       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, highlighters, 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.     ",
            "2": "2  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use read through all the questions on this paper carefully before starting work.   1 catalase is a common enzyme found in both plants and animals.    you are going to investigate the activity of catalase in seeds and seedlings.     you will be provided with extracts from soaked seeds and from seedlings which have been  grown for four days. all seeds and seedlings will be from the same plant.     catalase breaks down hydrogen peroxide into water and oxygen.    2h 2o2   /barb2right   2h 2o   +   o 2     you will use the apparatus, shown in fig. 1.1, to compare the catalase activity of the two  extracts. this is done by counting the number of bubbles released in one minute.     oxygen starts to be released as soon as hydrogen peroxide is added to the extract.    foambungdelivery tube extract and hydrogen peroxide solutionwatertest-tubesupport     fig. 1.1     hydrogen peroxide can irritate the skin and damage your eyes.    \u007f put on the safety equipment provided.    \u007f half fill a test-tube with water.    \u007f place the end of the delivery tube into the test-tube of water. ensure the end is below  the surface of the water, as shown in fig. 1.1.     (a) (i)  take one of the test-tubes labelled hydrogen peroxide  and carefully add the  contents to the test-tube labelled seeds 1 .    \u007f quickly connect the bung with the delivery tube to the test-tube labelled   seeds 1 .    record the time.       \u007f count the number of bubbles of oxygen released in one minute.        write your result in table 1.1. ",
            "3": "3  \u00a9 ucles 2013 0610/53/o/n/13 [turn over  for  examiner's  use table 1.1    extract number of bubbles of oxygen  released in one minute  seeds 1   seeds 2   seedlings 1   seedlings 2       keep test-tube seeds 1  and its contents. you will need this for part (d).    \u007f repeat the procedure with each of the test-tubes labelled seeds 2 , seedlings 1 ,  and seedlings 2 .      write your results in table 1.1. [4]     keep test-tubes seeds 2 , seedlings 1  and seedlings 2  and their contents. you will  need them for part (d).     (ii) describe your results.                [3]     (iii) state the conclusion that can be made from these results.      [1]     ",
            "4": "4  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use  (b) (i)  explain why the tests for seeds and seedlings were repeated.         [2]     (ii) seeds and seedlings were crushed to make the extracts.      suggest two reasons why whole seeds and seedlings were not used in this  investigation.  1     2    [2]      (c) (i)  state two possible sources of experimental error in this investigation.  1   2  [2]     (ii) suggest how to improve the method to reduce one of the errors stated in (c)(i) .       [1]     ",
            "5": "5  \u00a9 ucles 2013 0610/53/o/n/13 [turn over  for  examiner's  use  (d) (i)  look at the four test-tubes that you left after completing (a)(i) .       measure the height of the foam produced in each of the test-tubes, as shown in  fig. 1.2.     foam extract and hydrogen peroxideheightof foam     fig. 1.2       record the heights of foam in table 1.2.    table 1.2    extract height of foam  / mm  seeds 1   seeds 2   seedlings 1   seedlings 2       [2]    (ii) state the conclusion that can be made from these results.      [1]     (iii) state and explain whether your conclusion in (a)(iii)  is consistent with your  conclusion in (d)(ii) .       [1]        [total: 19] ",
            "6": "6  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use 2 you are going to investigate the variation in size of bean seeds.      fig. 2.1 shows five bean seeds.                                                       a bcde mm mm mm mm mm     fig. 2.1     (a) (i)  measure, to the nearest mm, the maximum  lengths of the five seeds labelled a,  b, c, d and e shown in fig. 2.1.       write your measurements on fig. 2.1. [2]     forty other bean seeds have been measured for you.      this data has been recorded as a tally in table 2.1.   ",
            "7": "7  \u00a9 ucles 2013 0610/53/o/n/13 [turn over  for  examiner's  use  (ii) insert the tally mark for each bean seed a, b, c, d and e in the correct row in  table 2.1.  [2]     (iii) count the tally marks in each group of bean seed length.        write the total numbers in each group in table 2.1. [2]    table 2.1    bean seed  length / mm tally number in group  24.0 \u2013 25.9 i   26.0 \u2013 27.9 iiii   28.0 \u2013 29.9 iiii ii   30.0 \u2013 31.9 iiii iiii iiii ii   32.0 \u2013 33.9 iiii i   34.0 \u2013 35.9 iiii      (iv) construct a histogram on fig. 2.2 of the number in each group of bean seed  length.              [4]  fig. 2.2",
            "8": "8  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use  (v) name the type of variation shown by the bean seeds.    [1]      (b)  you are provided with two bean seeds, which have been soaked in water for 48 hours.    \u007f select one of the seeds and remove the testa (seed coat).    \u007f the bean seed is in two parts. carefully separate the parts and place on the white  tile.    \u007f use the hand lens to look at the inside of both parts, to view the embryo.    \u007f if an embryo is not present use another bean seed.    (i) make a large, labelled drawing of the inside of one part of the bean seed.       include detail of the embryo in your drawing.                           [4]   ",
            "9": "9  \u00a9 ucles 2013 0610/53/o/n/13  for  examiner's  use (ii) you are going to  calculate the magnification of your drawing.       measure the maximum length of the bean seed.   maximum length of bean seed  mm        draw a line on your drawing, to show where you have measured this length.      measure the maximum length of the bean seed in your drawing.  maximum length of the bean seed in your drawing  mm        calculate the magnification of your drawing.      show your working.              magnification \u00d7 [4]       (c) bean seeds are included in the human diet. most types of bean seed have a high  protein content.      describe a food test you could do to show that bean seeds contain protein.         [2]        [total: 21]   ",
            "10": "10  \u00a9 ucles 2013 0610/53/o/n/13  blank page",
            "11": "11  \u00a9 ucles 2013 0610/53/o/n/13  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright  is included has been sought and cleared w here possible. every  reasonable effort has been made by the publis her (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.   university of 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.    \u00a9 ucles 2013 0610/53/o/n/13    blank page     "
        },
        "0610_w13_qp_61.pdf": {
            "1": "    this document consists of 11 printed pages and 1 blank page.  ib13 11_0610_61/2rp  \u00a9 ucles 2013  [turn over       *6572596776* university of cambridge international examinations  international general certificate of secondary education       biology 0610/61     paper 6 alternative to practical  october/november 2013     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, 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.     ",
            "2": "2  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use 1 seeds from the plant family papilionaceae  form an important part of the human diet.     fig. 1.1 shows three different types of seed that have been soaked in water for 24 hours.    lentils chickpeas soya beans    fig. 1.1     (a) describe the differences in shape and appearance of the seed coat (testa) between  the three types of seed.      write your answers in table 1.1.    table 1.1    feature lentil chickpea soya bean  shape of seed      appearance of  seed coat          [3]   ",
            "3": "3  \u00a9 ucles 2013 0610/61/o/n/13 [turn over  for  examiner's  use  (b) a group of students were planning an investiga tion into the effect of temperature on the  germination of seeds.      the teacher gave them a list of possible variables.    temperature            number of seeds germinated         intensity of light              time      length of seedling                     volume of water      from this list, select the most suitable:   variable to change;   variable to measure.        [2]    ",
            "4": "4  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use  fig. 1.2 shows the same three seeds after they have been germinated in suitable  conditions.    lentil chickpea soya bean st     fig. 1.2     (c) (i) make a large, labelled drawing of the lentil seedling.          [4] ",
            "5": "5  \u00a9 ucles 2013 0610/61/o/n/13 [turn over  for  examiner's  use (ii) you are going to calculate the magnification of your drawing.       measure the length of the line st on fig. 1.2.  length of line st   mm       draw line st on your drawing in the same position as in fig. 1.2.       measure the corresponding length of st on your drawing.  length of st in drawing  mm       calculate the magnification of your drawing.       show your working.        magnification \u00d7 [4]     lentils contain protein and a small quantity of fat.    (d) describe the food tests you could carry out to show that lentil seeds contain:      (i)  protein;         [2]     (ii) fat.             [3]   ",
            "6": "6  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use  (e) the percentage of protein and fat in five types of seed, are shown in table 1.2.    table 1.2      type of seed percentage of protein / % percentage of fat / %  chickpea 8.0 2.5  lentil 9.0 0.6  lima bean 8.0 0.4  mung bean 7.0 0.4  soya bean 16.0 8.0     (i) construct a bar chart to show the percentages of protein and fat in the five types of  seed. use the same axes for the two sets of data.           [5]    (ii) meat is a good source of protein.       name the type of seed in table 1.2 that would be a good alternative to meat in the  human diet.    [1]   ",
            "7": "7  \u00a9 ucles 2013 0610/61/o/n/13 [turn over  for  examiner's  use  fig. 1.3 shows part of a label from a packet of soya bean seeds. the label shows the  energy content measured in kilojoules.    soya beans nutrition typical composition50 g serving provides energy proteincarbohydratefat230  kj 8.5 g 4.5 g 4.0 g     fig. 1.3     fig. 1.4 shows a simple calorimeter.   this apparatus can be used to find th e energy content of a soya bean seed.   the soya bean seed is burned and the energy released is absorbed by the water in the  test-tube.    thermometer water burning soya bean seed  fig. 1.4     (f) suggest how you could safely  carry out a simple investigation to find the energy  content of a sample of soya bean seeds.      state what you would need to measure and control.             [3]        [total: 27]",
            "8": "8  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use 2 a student investigated the effect of solution e on cucumber.     a thin slice, approximately 2  mm thick, was cut from a cucumber as shown in fig. 2.1.    2 mm dark green outer tissuepale greeninner tissue area ofseeds     fig. 2.1     the centre of the slice was removed as shown in fig. 2.2 a.   the slice was cut in half as shown in fig. 2.2 b.    a bdark green outer tissuedark greenouter tissuepale green inner tissue centreremoved     fig. 2.2   ",
            "9": "9  \u00a9 ucles 2013 0610/61/o/n/13 [turn over  for  examiner's  use  one piece (half slice) of cucumber was placed in solution e.   a second piece was placed in water.   after 5 minutes the shape of the pieces in solution e and water had changed.   table 2.1 shows the pieces of cucumber before and after being placed in solution e and  water.    table 2.1    the shape of the piece of cucumber before being placed in solution e the shape of the piece of cucumber after being placed in solution ethe shape of the piece of cucumber before being placed in water the shape of the piece of cucumber after being placed in waterdark green outer tissue pale green inner tissue dark greenouter tissue pale green inner tissuedark greenouter tissue pale green inner tissue dark greenouter tissue pale green inner tissue     (a) describe the effect of solution e and water on:    (i) the dark green outer tissue of the pieces of cucumber;    in solution e     in water    [2]   ",
            "10": "10  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use (ii) the pale green inner tissue of the pieces of cucumber.    in solution e     in water    [2]      (b) explain the effect of solution e on the tissues of the cucumber.             [3]      (c) state one possible source of error in the method used in this investigation.      suggest a suitable improvement.    source of error     improvement    [2]        [total: 9]   ",
            "11": "11  \u00a9 ucles 2013 0610/61/o/n/13  for  examiner's  use 3 slugs and snails are molluscs that can live in water or on land.      fig. 3.1 shows a slug and a snail.   slug snail    fig. 3.1     (a) (i)  describe two features,  visible  in fig. 3.1, that suggest the slug and the snail  belong to the same group of molluscs.   1   2  [2]     (ii) describe one difference,  other than size , visible  in fig. 3.1, between the slug and  the snail.    [1]       fig. 3.2 shows a shell of a mollusc.        fig. 3.2    (b) suggest the importance of the shell to molluscs that belong to this group.      [1]        [total: 4]   ",
            "12": "12    copyright acknowledgements:       permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.  university of 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.    \u00a9 ucles 2013 0610/61/o/n/13  blank page "
        },
        "0610_w13_qp_62.pdf": {
            "1": "    this document consists of 9 printed pages and 3 blank pages.  ib13 11_0610_62/5rp   \u00a9 ucles 2013  [turn over       *8179475121* university of cambridge international examinations  international general certificate of secondary education       biology 0610/62     paper 6 alternative to practical  october/november 2013     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, 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.       ",
            "2": "2  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use 1 catalase is a common enzyme found in both plants and animals.     some students investigated the activity of catalase in seeds and seedlings.   they used extracts from soaked seeds and from seedlings which had been grown for four  days. all the seeds and the seedlings were from the same plant.    catalase breaks down hydrogen peroxide into water and oxygen.   2h 2o2   /barb2right   2h 2o   +   o 2    fig. 1.1 shows the apparatus used to compare the catalase activity of the two extracts. this  was done by counting the number of bubbles of oxygen released in one minute.    oxygen starts to be released as soon as hydrogen peroxide is added to the extract.     foambungdelivery tube extract and hydrogen peroxide solutionwatertest-tubesupport     fig. 1.1      \u007f 2  g of extract from soaked seeds was used. this was placed in a test-tube, labelled  seeds 1  as shown in fig. 1.1.    \u007f hydrogen peroxide was poured into the test-tube.     \u007f the bung was quickly replaced into the top of this test-tube.  the number of bubbles of  oxygen released in one minute was counted and recorded in table 1.1.    \u007f this was repeated with another extract of soaked seeds, labelled seeds 2 . the results  were recorded in table 1.1.    \u007f the whole procedure was repeated with extracts from four-day old seedlings, labelled  seedlings 1  and seedlings 2 . the results were recorded in table 1.1.   ",
            "3": "3  \u00a9 ucles 2013 0610/62/o/n/13 [turn over  for  examiner's  use table 1.1                       (a) (i)  describe the results.               [3]     (ii) state the conclusion that can be made from these results.      [1]       (b) (i)  state two possible sources of experimental error in this investigation.  1   2  [2]     (ii) suggest how to improve the method to reduce  one of the errors stated in (b)(i) .       [1]     extract number of bubbles of oxygen  released in one minute  seeds 1 43  seeds 2 50  seedlings 1 30  seedlings 2 37 ",
            "4": "4  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use \u007f after the reaction had finished the four test-t ubes contained different heights of foam.     fig. 1.2 shows the four test-tubes.     foam extract and hydrogenperoxideheightof foam seeds 1 seeds 2 seedlings 1 seedlings 2    fig. 1.2       (c) (i)  measure the height of the foam in eac h of the test-tubes shown in fig. 1.2.       record the height of foam in table 1.2.   table 1.2                     [2]    (ii) state the conclusion that can be made from these results.     [1]   extract height of foam / mm  seeds 1   seeds 2   seedlings 1   seedlings 2  ",
            "5": "5  \u00a9 ucles 2013 0610/62/o/n/13 [turn over  for  examiner's  use  (iii) state and explain whether your conclusion in (a)(ii)  is consistent with your  conclusion in (c)(ii) .       [1]      (d) (i)  explain why the tests for seeds and seedlings were repeated.     [2]    (ii) seeds and seedlings were crushed to make the extracts.       suggest two reasons why whole seeds and seedlings were not used in this  investigation.  1     2    [2]      (e)  another group of students wanted to investigate the activity of catalase in different  types of seeds.      for this investigation suggest:    (i)  a variable to change;   [1]    (ii)  two variables to keep constant;  1   2  [1]     (iii)  a variable to measure;   [1]     (iv)  a suitable control.   [1]       [total: 19]  ",
            "6": "6  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use 2 you are going to investigate the variation in size of bean seeds. the bean seeds have been  soaked in water for 48 hours.     fig. 2.1 shows five soaked bean seeds.   a bcde mm mm mm mm mm     fig. 2.1     (a) (i)  measure, to the nearest mm, the maximum  lengths of the five seeds labelled a,  b, c, d and e shown in fig. 2.1.      write your measurements on fig. 2.1. [2]    forty other bean seeds have been measured for you.       this data has been recorded as a tally in table 2.1.  ",
            "7": "7  \u00a9 ucles 2013 0610/62/o/n/13 [turn over  for  examiner's  use  (ii) insert the tally mark for each bean seed a, b, c, d and e in the correct row in  table 2.1.  [2]     (iii)  count the tally marks in each group of bean seed length.       write the total number in each group in table 2.1. [2]    table 2.1    bean seed  length / mm tally number in group  24.0 \u2013 25.9 i   26.0 \u2013 27.9 iiii   28.0 \u2013 29.9 iiii ii   30.0 \u2013 31.9 iiii iiii iiii ii   32.0 \u2013 33.9 iiii i   34.0 \u2013 35.9 iiii      (iv) construct a histogram on fig. 2.2 of the number in each group of bean seed length.              [4]    fig. 2.2   ",
            "8": "8  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use  (v) name the type of variation shown by the bean seeds.    [1]      (b) fig. 2.2 shows one bean seed with the testa (seed coat) removed.        fig. 2.2     (i) make a large, labelled drawing of the bean seed.    include detail of the embryo in your drawing.                     [4]   ",
            "9": "9  \u00a9 ucles 2013 0610/62/o/n/13  for  examiner's  use  (ii)  you are going to calculate the magnification of your drawing.       measure the maximum length of the bean seed in fig. 2.2.   maximum length of the bean seed in fig. 2.2  mm        measure the maximum length of the bean seed in your drawing.      draw a line on your drawing, to show where you have measured this length.  maximum length of the bean seed in your drawing  mm        calculate the magnification of your drawing.      show your working.                   magnification \u00d7 [4]      bean seeds are included in the human diet. most types of bean seeds have a high protein  content.    (c) describe a food test you could do to show that bean seeds contain protein.         [2]        [total: 21]    ",
            "10": "10  \u00a9 ucles 2013 0610/62/o/n/13  blank page",
            "11": "11  \u00a9 ucles 2013 0610/62/o/n/13  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.   university of 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.    \u00a9 ucles 2013 0610/62/o/n/13  blank page "
        },
        "0610_w13_qp_63.pdf": {
            "1": "    this document consists of 10 printed pages and 2 blank pages.  ib13 11_0610_63/6rp   \u00a9 ucles 2013  [turn over       *5208440925* university of cambridge international examinations  international general certificate of secondary education       biology 0610/63     paper 6 alternative to practical  october/november 2013     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 a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, 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.       ",
            "2": "2  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use 1 fig. 1.1 shows two fruits, an apple and a plum, cut in half.     the apple is referred to as a false fruit because the edible part is not developed from the  ovary.      the plum is a true fruit because the edible part is developed from the ovary.      applexx plum    fig. 1.1     ",
            "3": "3  \u00a9 ucles 2013 0610/63/o/n/13 [turn over  for  examiner's  use  (a) (i)  make a large, labelled drawing of the apple.      include details of the ovary in your drawing.                                          [4] ",
            "4": "4  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use  (ii) you are going to  calculate the magnification of your drawing.      measure the width of the apple on fig. 1.1, between x and x.  width of apple in fig.1.1  mm        draw a line on your drawing, corresponding to the line between x and x.     measure this width of the apple in your drawing.  width of apple in your drawing   mm        calculate the magnification of your drawing.      show your working.                     magnification \u00d7 [4]        ",
            "5": "5  \u00a9 ucles 2013 0610/63/o/n/13 [turn over  for  examiner's  use  the apple and the plum have a similar shape.    (b) (i)  describe one other similarity , visible in fig. 1.1, of the two fruits.    [1]     (ii) complete table 1.1 to describe three  visible  differences , shown in fig. 1.1,  between the two fruits.     table 1.1    difference apple plum  1   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    2   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    3   \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026     \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026          [3]    as the two fruits ripen they become sweeter and softer.   (c) describe how you could safely test the apple for the presence of reducing sugars.                  [4]        [total: 16]   ",
            "6": "6  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use 2 trypsin is an enzyme that breaks down the white protein in milk to gradually produce a  soluble product and a clear, colourless solution.    a group of students investigated the effect of  ph on the activity of trypsin at two different  temperatures.      five different values of ph were tested and each ph was controlled using a buffer solution.    temperature was controlled using two water baths; at 40  \u00b0c and 50  \u00b0c.     20  cm3 of milk and 5  cm3 of trypsin was used in each test. before being mixed together,    test-tubes of milk and trypsin were both placed together in the water bath for 6 minutes.     the students then observed the test-tubes and recorded the time taken for the milk to  become clear.    table 2.1 shows their results at 40  \u00b0c.     table 2.2 shows their results at 50  \u00b0c.                   40  \u00b0c table 2.1    ph time for milk to clear /  s 5.5 600  6.0 360  7.0 50  7.5 35  8.0 45                    50  \u00b0c table 2.2    ph time for milk to clear/  s  5.5 850  6.0 500  7.0 70  7.5 65  8.0 100   ",
            "7": "7  \u00a9 ucles 2013 0610/63/o/n/13 [turn over  for  examiner's  use  (a) plot a graph using the data in tables 2.1 and 2.2 to compare the effect of ph on trypsin  at 40  \u00b0c and 50  \u00b0c. use the same axes for both temperatures.          [5]   ",
            "8": "8  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use  (b) (i)  describe and explain the effect of ph on the activity of trypsin.                [4]     (ii) describe the effect of raising the temperature by 10  \u00b0c on the activity of trypsin.       [2]      (c) (i)  before being mixed together, the test-tubes of milk and trypsin were both placed in  the water bath for six minutes.        suggest a reason for this procedure.    [1]     (ii) the students found it difficult to determine when the milk had gone completely  clear.       suggest how they could improve the method.     [1]   ",
            "9": "9  \u00a9 ucles 2013 0610/63/o/n/13 [turn over  for  examiner's  use  (d) another group of students wanted to investigate the effect of temperature on the  activity of trypsin.      for this investigation suggest:     (i) a suitable range of temperatures;      [1]     (ii) two  variables to keep constant;   1   2  [2]     (iii) a variable to measure;     [1]     (iv) a suitable control.     [1]        [total: 18]  ",
            "10": "10  \u00a9 ucles 2013 0610/63/o/n/13  for  examiner's  use 3 inhaled air differs in composition from exhaled air.    table 3.1 shows some of these differences.   table 3.1     inhaled air exhaled air  temperature varies body temperature  oxygen higher lower  carbon dioxide    water vapour        (a) complete table 3.1, to show the difference in composition of inhaled and exhaled air  for carbon dioxide and water vapour.      write your answers in table 3.1. [2]     (b) describe how you could test for the presence of:     (i) carbon dioxide;   test  result  [2]     (ii) water vapour.   test  result  [2]        [total: 6]   ",
            "11": "11  \u00a9 ucles 2013 0610/63/o/n/13  blank page",
            "12": "12      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.  university of 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.    \u00a9 ucles 2013 0610/63/o/n/13  blank page "
        }
    },
    "2014": {
        "0610_s14_qp_11.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 17 printed pages and 3 blank pages.  ib14 06_0610_11/8rp  \u00a9 ucles 2014 [turn over       *1981377663* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2014 0610/11/m/j/14  1 why does the energy needed by a human increase during the first ten years of life?  a coordination and responses improve.  b energy is needed for gamete formation.  c the body is growing.  d the diet is more balanced.      2 which feature is characteristic of both annelids and arthropods?  a compound eyes  b jointed limbs  c segmented bodies  d wings     3 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0017    4 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d   ",
            "3": "3  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  5 which pair of statements about a plant cell is correct?     outer surface of the cell position of sap vacuole  a cell membrane outside the cytoplasm  b cell membrane surrounded by the cytoplasm  c cell wall outside the cytoplasm  d cell wall surrounded by the cytoplasm     6 the diagram shows a cell.        which structure is not present?  a cell membrane  b cell wall  c cytoplasm  d nucleus    ",
            "4": "4  \u00a9 ucles 2014 0610/11/m/j/14  7 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      8 which structures contain a cell nucleus?     red blood cell root hair cell xylem vessel   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013= nucleus  c \u0017 \u0013 \u0017 \u0017= no nucleus  d \u0017 \u0017 \u0013     ",
            "5": "5  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  9 the diagram shows a cell.        which type of cell does the diagram show?  a an animal cell in a concentrated solution of salts  b an animal cell in pure water  c a plant cell in a concentrated solution of salts  d a plant cell in pure water      10 two identical cylinders, 40  mm long, are cut from a potato. one (w) is placed in water and the  other (x) is placed in a concentrated sugar solution.    what are the lengths of the cylinders after two hours?     length of cylinder  / mm  w x  a 38 40  b 38 42  c 40 42  d 42 38     11 what is a characteristic of all catalysts?  a they are broken down in the reaction.  b they are made of protein.  c they are not changed by the reaction.  d they do not change the rate of the reaction.    ",
            "6": "6  \u00a9 ucles 2014 0610/11/m/j/14  12 the bar chart shows the average number of chloroplasts in each of three different types of leaf  cell.    1 2 type of cell3average number of chloroplastsin each cell     what are the three types of cell?     1 2 3  a   guard cell   palisade mesophyll  cell spongy mesophyll  cell  b   palisade mesophyll  cell spongy mesophyll  cell guard cell    c   spongy mesophyll  cell guard cell   palisade mesophyll  cell  d   spongy mesophyll  cell palisade mesophyll  cell guard cell       ",
            "7": "7  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  13 the diagram shows two food tests carried out on solution x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar      14 a person has their gall bladder removed.    which statement is correct?  a they cannot eat carbohydrates.  b they can eat fat only in small amounts.  c they can eat only liquid food.  d they must not eat more than one large meal a day.     15 which blood vessel contains valves?  a arteriole  b capillary  c renal artery  d renal vein    ",
            "8": "8  \u00a9 ucles 2014 0610/11/m/j/14  16 when blood is flowing through a vena cava, which main blood vessel will it flow through next?  a hepatic portal vein  b hepatic vein  c pulmonary artery  d pulmonary vein      17 how does insulin move from the pancreas, where it is produced, to the cell where it acts?  a along nerves  b in the blood  c through the digestive system  d through the pancreatic duct     18 the graph shows the energy released by two animals through respiration as the external  temperature changes.    20  15 10  5 0  0 10 20 30  external temperature  / \u00b0c40 50 60 rate of energy released/  arbitrary units animal 1 animal 1 animal 2 animal 2  animal 1 animal 2      which conclusion can be drawn from the graph?  a animals 1 and 2 release the least energy at 23  \u00b0c.  b animal 2 always respires faster than animal 1.  c as the temperature rises, respiration always increases.  d the rate of respiration is the same for both animals at 23  \u00b0c.     ",
            "9": "9  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?     0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air in lungs / dm3 012 volumeof air in lungs /  dm3012 volume of air inlungs/  dm3      ",
            "10": "10  \u00a9 ucles 2014 0610/11/m/j/14  20 four word equations are shown.    p carbon dioxide  +  water  \u2192  glucose  +  oxygen  q glucose  +  oxygen  \u2192  carbon dioxide  +  water  r glucose  \u2192  lactic acid  s glucose  \u2192  alcohol  +  carbon dioxide    what are the equations for anaerobic respiration in humans and anaerobic respiration in yeast?     anaerobic  respiration  in humans anaerobic  respiration  in yeast  a q p  b q s  c r p  d r s      21 which organs remove excretory products from the blood?  a bladder and liver  b bladder and lungs  c kidneys and bladder  d lungs and kidneys    ",
            "11": "11  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  22 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1     ",
            "12": "12  \u00a9 ucles 2014 0610/11/m/j/14  23 the graph shows the effect of an antibiotic tr eatment on bacterial populations in the blood.    0 time  / days10bacterial populationstart ofantibiotictreatment     what conclusion can be drawn from the graph?  a antibiotics are effective against viral and bacterial infections.  b antibiotics cause reduction division in bacteria.  c antibiotics take ten days to kill all bacteria.  d before the start of antibiotic treatment the bacterial population was rising.      24 what are involved in reproduction in both  animals and plants?  a ovary and embryo  b ovary and testes  c ovule and stigma  d uterus and embryo    25 the diagram shows different parts of the female reproductive organs where different methods of  birth control can be used.    where should a diaphragm be placed before intercourse if a couple do not want a baby?    a d cb     ",
            "13": "13  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  26 the diagram shows an experiment on germination. groups of test-tubes were set up as shown.  the groups were placed in different conditions.    1 2 3 seeds dry cotton wool wet cotton wooloil deoxygenated water     which table shows the results?    a condition 1 2 3   in the dark \u0017 \u0013 \u0017   in the light \u0017 \u0013 \u0017        b condition 1 2 3   in the dark \u0017 \u0013 \u0013   in the light \u0017 \u0017 \u0013        c condition 1 2 3   in the dark \u0013 \u0013 \u0017   in the light \u0017 \u0013 \u0017        d condition 1 2 3   in the dark \u0013 \u0013 \u0013   in the light \u0013 \u0017 \u0017  key  \u0013= seeds germinate  \u0017= seeds do not germinate     ",
            "14": "14  \u00a9 ucles 2014 0610/11/m/j/14  27 in arthropods, growth occurs only after the exoskeleton is shed and before the new one hardens.    which graph shows a typical growth curve for an arthropod?    length of  arthropod timea timeb timec timedlength of arthropod length of arthropodlength of arthropod      28 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
            "15": "15  \u00a9 ucles 2014 0610/11/m/j/14 [turn over  29 genetics is the study of  a development of organisms.  b mechanisms of inheritance.  c nuclear division.  d variation between species.      30 what is unlikely  to be affected by the environment?  a blood group  b body mass  c health  d height     31 the diagram shows what happens to the energy that enters the atmosphere from the sun.    sun\u2019s energy2% is absorbed by plants 16% is reflected32% warms the ground50% evaporates water     how much of the sun\u2019s energy is not used for photosynthesis?  a less than 2%  b about 32%  c about 66%  d more than 98%     32 the diagram shows a food chain.    trophic level: producers  1 herbivores  2 carnivores  3 top carnivores 4     if the carnivores in trophic level 3 suddenly die out as a result of disease, in which trophic levels  will the number of organisms be likely to decrease ?  a 1 and 2 b 1 and 4 c 2 and 4 d 4 only     ",
            "16": "16  \u00a9 ucles 2014 0610/11/m/j/14  33 the surface waters of the ocean contain a population of microscopic plants.    which factor would result in fewer  of these plants?  a an increase in the population of microscopic animals  b greater concentration of mineral nutrients  c higher temperature  d more light     34 by which process does water enter the atmosphere?  a condensation  b photosynthesis  c precipitation  d transpiration    35 the diagram shows part of the carbon cycle.    which labelled arrow represents photosynthesis?    carbon dioxide  in atmosphere green plants animals bacteria a  b  c d       36 what are products of respiration in green plants?  a glucose and carbon dioxide  b glucose and oxygen  c water and carbon dioxide  d water and oxygen    ",
            "17": "17  \u00a9 ucles 2014 0610/11/m/j/14  37 in 2005, fifteen mice were set free on an isl and where mice had never lived before. the table  shows how their population changed over the next three years.    year mouse  population  2005 15  2006 62  2007 237  2008 965    what caused the population change shown in the table?  a lack of food  b lack of predators  c lack of space  d lack of water     38 what is reduced when untreated sewage is released into rivers?  a the amount of nitrate  b the concentration of carbon dioxide  c the concentration of oxygen  d the number of bacteria     39 the diagram shows a food chain.    a farmer sprays his cabbages with pesticide.    which organisms does the farmer want to kill?    a cabbagesb greenfliesc beetlesd small birds    40 which pollutants of water can lead to eutrophication?     fertilisers herbicides insecticides sewage  a \u0013 \u0013 \u0017 \u0017  b \u0013 \u0017 \u0017 \u0013  c \u0017 \u0013 \u0013 \u0017  d \u0017 \u0017 \u0013 \u0013    ",
            "18": "18  \u00a9 ucles 2014 0610/11/m/j/14  blank page ",
            "19": "19  \u00a9 ucles 2014 0610/11/m/j/14  blank page ",
            "20": "20      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/11/m/j/14  blank page  "
        },
        "0610_s14_qp_12.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib14 06_0610_12/4rp  \u00a9 ucles 2014 [turn over       *7039247 184* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2014 0610/12/m/j/14  1 growth is a characteristic feature of living organisms.    which process provides the energy for growth?  a excretion  b movement  c respiration  d sensitivity     2 the table shows the number of animals collected in a sample from some woodland and the  groups to which they belong.    animal group number in sample  annelids 8  arachnids 10  insects 80  molluscs 40  myriapods 7  nematodes 15    how many arthropods were collected?  a 33 b 97 c 120 d 160      3 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     ",
            "3": "3  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  4 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d     5 the diagram shows a spongy mesophyll cell.    p q r s     which structures indicate that this is a plant cell?  a p and s b q and r c r and p d s and q     ",
            "4": "4  \u00a9 ucles 2014 0610/12/m/j/14  6 the diagram shows a cell.        which structure is not present?  a cell membrane  b cell wall  c cytoplasm  d nucleus     7 the diagram shows blood passing through an arteriole into a capillary. part of the capillary wall  has been cut away to show the blood.    qpdirection of blood flow     what is the level of organisation of the structures labelled p and q?     p q  a organ cell  b organ tissue  c tissue cell  d tissue tissue    ",
            "5": "5  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  8 which structures contain a cell nucleus?     red blood cell root hair cell xylem vessel   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013= nucleus  c \u0017 \u0013 \u0017 \u0017= no nucleus  d \u0017 \u0017 \u0013      9 the diagram shows the movement of a concentrated sugar solution up a glass tube. the glass  tube is connected firmly to a hollowed-out carrot.    concentrated sugar solutioncarrotglass tube dilute sugar solution at the start after two hourswatertight sealat the start after 2 hours     why does the sugar solution in the glass tube rise?  a sugar molecules move across the carrot tissue into the glass tube.  b sugar molecules move across the carrot tissue into the beaker.  c water molecules move across the carrot tissue into the glass tube.  d water molecules move across the carrot tissue into the beaker.     ",
            "6": "6  \u00a9 ucles 2014 0610/12/m/j/14  10 a plant absorbs water and oxygen into its roots.    how are these substances absorbed?     water oxygen  a diffusion transpiration  b osmosis diffusion  c transpiration osmosis  d transpiration transpiration     11 the diagram shows the lock and key model of enzyme action.    1 32     which is the enzyme and which is the substrate?     enzyme substrate  a 1 2  b 1 3  c 3 1  d 3 2    12 the table shows the temperature and ph at which four different enzymes are most active.    which enzyme is a protease from the stomach?     optimum temperature  /  \u00b0c optimum ph  a 25 10  b 37 7  c 40 2  d 50 5    ",
            "7": "7  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  13 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     14 the small intestines of cows are similar in general structure and function to the small intestines of  humans.    a disease in cows reduces the number of villi in their small intestines.    the cows lose weight and become weak.    what explains this?  a less amylase produced  b less peristalsis  c slower absorption of nutrients  d slower digestion of proteins     15 the diagram shows a palisade cell.    in which region is starch stored?    a  b  c  d  ",
            "8": "8  \u00a9 ucles 2014 0610/12/m/j/14  16 which heart valves are open and which are closed when blood passes out of the right ventricle  towards the lungs?  a bicuspid (mitral) valve closed, tricuspid valve open  b bicuspid (mitral) valve open, semi-lunar valve closed  c tricuspid valve closed, semi-lunar valve open  d tricuspid valve open, bicuspid (mitral) valve open      17 a decrease in which factor normally causes transpiration rate to increase?  a humidity  b light intensity  c stomatal opening  d temperature    18 what is the path of water through a plant?  a cortex cells \u2192 xylem \u2192 stomata \u2192 roots  b root hair \u2192 xylem \u2192 mesophyll cells \u2192 stomata  c roots \u2192 cortex cells \u2192 stomata \u2192 phloem  d roots \u2192 root hair \u2192 stomata \u2192 xylem      19 what contains the greatest concentration of lactic acid?  a a bottle of alcoholic drink  b a loaf of freshly baked bread  c muscle cells during vigorous exercise  d yeast cells kept in glucose at 70  \u00b0c for 30 minutes    20 which two statements describe the effects of smoking cigarettes?    1 cilia beat more quickly.  2 cilia beat more slowly.  3 goblet cells stop producing mucus.  4 goblet cells produce more mucus.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
            "9": "9  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  21 a sample of expired air is collected in a gas jar. another gas jar contains normal atmospheric air.    a lighted candle is placed inside each gas jar as shown. the time taken for each flame to go out  is measured. as the candles burn they use up the oxygen available in the jar.    gas jar x gas jar ylid air sample candle     the table shows the results of this experiment.    gas jar time for candle flame  to go out  / s  x 15  y 9    what is an explanation of the difference between the results in jars x and y?  a jar x contains atmospheric air which has more carbon dioxide.  b jar x contains expired air which has more carbon dioxide.  c jar y contains atmospheric air which has less oxygen.  d jar y contains expired air which has less oxygen.     ",
            "10": "10  \u00a9 ucles 2014 0610/12/m/j/14  22 the diagram shows the human urinary system.    x     what is the part labelled x?  a renal artery  b renal vein  c ureter  d urethra     23 which responses occur when a person is too hot?     sweat  produced shivering blood vessels supplying  skin capillaries  a no yes constricted  b no yes dilated  c yes no constricted  d yes no dilated    ",
            "11": "11  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  24 the diagram shows the shoot of a seedling, fixed to a rotating platform that is being lit from one  side only.    lightrotates four times per hour shoot of seedling dampcotton wool     the platform was allowed to rotate for two days, then it was left stationary for a further two days.    which diagram shows the appearance of the seedling after this four-day period?    a bc d      25 how will the composition of a pregnant woman \u2019s blood change as it passes through the placenta?     concentration of  dissolved nutrients concentration of  urea  a decreases decreases  b decreases increases  c increases decreases  d increases increases    ",
            "12": "12  \u00a9 ucles 2014 0610/12/m/j/14  26 the diagram shows the female reproductive system.    123 4 5    at which labelled points are sperms and ova released?     sperms ova  a 3 2  b 4 2  c 5 1  d 5 3     27 in arthropods, growth occurs only after the exoskeleton is shed and before the new one hardens.    which graph shows a typical growth curve for an arthropod?    length of  arthropod timea timeb timec timedlength of arthropod length of arthropodlength of arthropod      ",
            "13": "13  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  28 the graph shows changes in dry mass as a seed germinates and becomes a seedling.    at which point is it respiring and photosynthesising at the same rate?    dry mass timea bcd       29 which statement is true of both chromosomes and genes?  a each codes for a specific protein.  b each may be copied and passed on in mitosis.  c each may be either dominant or recessive.  d each may exist as two or more alleles.      30 genetics is the study of  a development of organisms.  b mechanisms of inheritance.  c nuclear division.  d variation between species.     31 what is unlikely  to be affected by the environment?  a blood group  b body mass  c health  d height    ",
            "14": "14  \u00a9 ucles 2014 0610/12/m/j/14  32 the diagram shows what happens to the energy that enters the atmosphere from the sun.    sun\u2019s energy2% is absorbed by plants 16% is reflected32% warms the ground50% evaporates water     how much of the sun\u2019s energy is not used for photosynthesis?  a less than 2%  b about 32%  c about 66%  d more than 98%      33 the surface waters of the ocean contain a population of microscopic plants.    which factor would result in fewer  of these plants?  a an increase in the population of microscopic animals  b greater concentration of mineral nutrients  c higher temperature  d more light     34 the diagram shows the water cycle.    which letter represents transpiration?    rain, hail and snowclouds water vapour in airliving plantsliving animals sea, lakes and pondsrivers and streamsground watera b cd      ",
            "15": "15  \u00a9 ucles 2014 0610/12/m/j/14 [turn over  35 the diagram shows part of the carbon cycle.    which labelled arrow represents photosynthesis?    carbon dioxide  in atmosphere green  plants  animals bacteria a  b  c d       36 what are products of respiration in green plants?  a glucose and carbon dioxide  b glucose and oxygen  c water and carbon dioxide  d water and oxygen    37 the diagram shows a food chain.    trophic level: producers  1 herbivores  2 carnivores  3 top carnivores  4     if the carnivores in trophic level 3 suddenly die out as a result of disease, in which trophic levels  will the number of organisms be likely to decrease ?  a 1 and 2 b 1 and 4 c 2 and 4 d 4 only      38 what is reduced when untreated sewage is released into rivers?  a the amount of nitrate  b the concentration of carbon dioxide  c the concentration of oxygen  d the number of bacteria     ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/12/m/j/14  39 the diagram shows a food chain.    a farmer sprays his cabbages with pesticide.    which organisms does the farmer want to kill?    a cabbagesb greenfliesc beetlesd small birds     40 what is an effect of pollution by nuclear fall-out?  a deforestation  b eutrophication  c global warming  d increased mutation rate      "
        },
        "0610_s14_qp_13.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib14 06_0610_13/fp  \u00a9 ucles 2014 [turn over       *8553383965* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13    paper 1  multiple choice  may/june 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2014 0610/13/m/j/14  1 why does the energy needed by a human increase during the first ten years of life?  a coordination and responses improve.  b energy is needed for gamete formation.  c the body is growing.  d the diet is more balanced.      2 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0017     3 which feature is characteristic of both annelids and arthropods?  a compound eyes  b jointed limbs  c segmented bodies  d wings    4 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d   ",
            "3": "3  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  5 the diagram shows a cell.        which structure is not present?  a cell membrane  b cell wall  c cytoplasm  d nucleus     6 which pair of statements about a plant cell is correct?     outer surface of the cell position of sap vacuole  a cell membrane outside the cytoplasm  b cell membrane surrounded by the cytoplasm  c cell wall outside the cytoplasm  d cell wall surrounded by the cytoplasm     7 the diagram shows a cell.        which type of cell does the diagram show?  a an animal cell in a concentrated solution of salts  b an animal cell in pure water  c a plant cell in a concentrated solution of salts  d a plant cell in pure water    ",
            "4": "4  \u00a9 ucles 2014 0610/13/m/j/14  8 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      9 two identical cylinders, 40  mm long, are cut from a potato. one (w) is placed in water and the  other (x) is placed in a concentrated sugar solution.    what are the lengths of the cylinders after two hours?     length of cylinder  / mm  w x  a 38 40  b 38 42  c 40 42  d 42 38    ",
            "5": "5  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  10 which structures contain a cell nucleus?     red blood cell root hair cell xylem vessel   a \u0013 \u0013 \u0013 key  b \u0013 \u0017 \u0017 \u0013= nucleus  c \u0017 \u0013 \u0017 \u0017= no nucleus  d \u0017 \u0017 \u0013      11 what is a characteristic of all catalysts?  a they are broken down in the reaction.  b they are made of protein.  c they are not changed by the reaction.  d they do not change the rate of the reaction.    12 the bar chart shows the average number of chloroplasts in each of three different types of leaf  cell.    1 2 type of cell3average number of chloroplastsin each cell     what are the three types of cell?     1 2 3  a   guard cell   palisade mesophyll  cell spongy mesophyll  cell  b   palisade mesophyll  cell spongy mesophyll  cell guard cell    c   spongy mesophyll  cell guard cell   palisade mesophyll  cell  d   spongy mesophyll  cell palisade mesophyll  cell guard cell       ",
            "6": "6  \u00a9 ucles 2014 0610/13/m/j/14  13 which blood vessel contains valves?  a arteriole  b capillary  c renal artery  d renal vein      14 the diagram shows two food tests carried out on solution x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar      15 a person has their gall bladder removed.    which statement is correct?  a they cannot eat carbohydrates.  b they can eat fat only in small amounts.  c they can eat only liquid food.  d they must not eat more than one large meal a day.     ",
            "7": "7  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  16 the graph shows the energy released by tw o animals through respiration as the external  temperature changes.    20  15 10  5 0  0 10 20 30  external temperature  / \u00b0c40 50 60 rate of energy released/  arbitrary units animal 1 animal 1 animal 2 animal 2  animal 1 animal 2      which conclusion can be drawn from the graph?  a animals 1 and 2 release the least energy at 23  \u00b0c.  b animal 2 always respires faster than animal 1.  c as the temperature rises, respiration always increases.  d the rate of respiration is the same for both animals at 23  \u00b0c.     17 when blood is flowing through a vena cava, which main blood vessel will it flow through next?  a hepatic portal vein  b hepatic vein  c pulmonary artery  d pulmonary vein     18 how does insulin move from the pancreas, where it is produced, to the cell where it acts?  a along nerves  b in the blood  c through the digestive system  d through the pancreatic duct     ",
            "8": "8  \u00a9 ucles 2014 0610/13/m/j/14  19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?     0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air in lungs / dm3 012 volumeof air in lungs /  dm3012 volume of air inlungs/  dm3       20 which organs remove excretory products from the blood?  a bladder and liver  b bladder and lungs  c kidneys and bladder  d lungs and kidneys    ",
            "9": "9  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  21 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1      22 four word equations are shown.    p carbon dioxide  +  water  \u2192  glucose  +  oxygen  q glucose  +  oxygen  \u2192  carbon dioxide  +  water  r glucose  \u2192  lactic acid  s glucose  \u2192  alcohol  +  carbon dioxide    what are the equations for anaerobic respiration in humans and anaerobic respiration in yeast?     anaerobic  respiration  in humans anaerobic  respiration  in yeast  a q p  b q s  c r p  d r s    ",
            "10": "10  \u00a9 ucles 2014 0610/13/m/j/14  23 the diagram shows different parts of the female reproductive organs where different methods of  birth control can be used.    where should a diaphragm be placed before intercourse if a couple do not want a baby?    a d cb      24 the graph shows the effect of an antibiotic tr eatment on bacterial populations in the blood.    0 time  / days10bacterial populationstart ofantibiotictreatment     what conclusion can be drawn from the graph?  a antibiotics are effective against viral and bacterial infections.  b antibiotics cause reduction division in bacteria.  c antibiotics take ten days to kill all bacteria.  d before the start of antibiotic treatment the bacterial population was rising.     25 what are involved in reproduction in both  animals and plants?  a ovary and embryo  b ovary and testes  c ovule and stigma  d uterus and embryo    ",
            "11": "11  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  26 the diagram shows an experiment on germination. groups of test-tubes were set up as shown.  the groups were placed in different conditions.    1 2 3 seeds dry cotton wool wet cotton wooloil deoxygenated water     which table shows the results?    a condition 1 2 3   in the dark \u0017 \u0013 \u0017   in the light \u0017 \u0013 \u0017        b condition 1 2 3   in the dark \u0017 \u0013 \u0013   in the light \u0017 \u0017 \u0013        c condition 1 2 3   in the dark \u0013 \u0013 \u0017   in the light \u0017 \u0013 \u0017        d condition 1 2 3   in the dark \u0013 \u0013 \u0013   in the light \u0013 \u0017 \u0017  key  \u0013= seeds germinate  \u0017= seeds do not germinate     ",
            "12": "12  \u00a9 ucles 2014 0610/13/m/j/14  27 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     28 in arthropods, growth occurs only after the exoskeleton is shed and before the new one hardens.    which graph shows a typical growth curve for an arthropod?    length of  arthropod timea timeb timec timedlength of arthropod length of arthropodlength of arthropod      ",
            "13": "13  \u00a9 ucles 2014 0610/13/m/j/14 [turn over  29 the diagram shows a food chain.    trophic level: producers  1 herbivores  2 carnivores  3 top carnivores 4     if the carnivores in trophic level 3 suddenly die out as a result of disease, in which trophic levels  will the number of organisms be likely to decrease ?  a 1 and 2 b 1 and 4 c 2 and 4 d 4 only     30 genetics is the study of  a development of organisms.  b mechanisms of inheritance.  c nuclear division.  d variation between species.    31 what is unlikely  to be affected by the environment?  a blood group  b body mass  c health  d height    32 the diagram shows what happens to the energy that enters the atmosphere from the sun.    sun\u2019s energy2% is absorbed by plants 16% is reflected32% warms the ground50% evaporates water     how much of the sun\u2019s energy is not used for photosynthesis?  a less than 2%  b about 32%  c about 66%  d more than 98%     ",
            "14": "14  \u00a9 ucles 2014 0610/13/m/j/14  33 what are products of respiration in green plants?  a glucose and carbon dioxide  b glucose and oxygen  c water and carbon dioxide  d water and oxygen      34 the surface waters of the ocean contain a population of microscopic plants.    which factor would result in fewer  of these plants?  a an increase in the population of microscopic animals  b greater concentration of mineral nutrients  c higher temperature  d more light     35 by which process does water enter the atmosphere?  a condensation  b photosynthesis  c precipitation  d transpiration    36 the diagram shows part of the carbon cycle.    which labelled arrow represents photosynthesis?    carbon dioxide  in atmosphere green plants animals bacteria a  b  c d       ",
            "15": "15  \u00a9 ucles 2014 0610/13/m/j/14  37 what is reduced when untreated sewage is released into rivers?  a the amount of nitrate  b the concentration of carbon dioxide  c the concentration of oxygen  d the number of bacteria      38 in 2005, fifteen mice were set free on an isl and where mice had never lived before. the table  shows how their population changed over the next three years.    year mouse  population  2005 15  2006 62  2007 237  2008 965    what caused the population change shown in the table?  a lack of food  b lack of predators  c lack of space  d lack of water     39 the diagram shows a food chain.    a farmer sprays his cabbages with pesticide.    which organisms does the farmer want to kill?    a cabbagesb greenfliesc beetlesd small birds    40 which pollutants of water can lead to eutrophication?     fertilisers herbicides insecticides sewage  a \u0013 \u0013 \u0017 \u0017  b \u0013 \u0017 \u0017 \u0013  c \u0017 \u0013 \u0013 \u0017  d \u0017 \u0017 \u0013 \u0013    ",
            "16": "16      permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/13/m/j/14  blank page  "
        },
        "0610_s14_qp_21.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (lk/cgw) 77103/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6508111556* biology  0610/21 paper 2 core may/june 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/21/m/j/14 \u00a9 ucles 20141 fig. 1.1 shows five different mammals.  they are not drawn to the same scale. ab c ed fig. 1.1  use the key to identify the mammals shown in fig. 1.1.  complete table 1.1 by writing the names of the five mammals. ",
            "3": "3 0610/21/m/j/14 \u00a9 ucles 2014 [turn overkey name of mammal 1 (a)  has ears more than half the length of the head  (b) has ears less than half the length of the heado. cuniculus go to 2 2 (a)  has fur on tail all one colour   (b) has fur on tip of tail a different colour to rest of tail furgo to 3 go to 4 3 (a)  has webbed feet (skin between the toes)  (b)  does not have webbed feet (no skin between the toes)  m. vison m. leucurus 4 (a)  has white fur on the end of the tail  (b)  has black fur on the end of the tailv. vulpes m. erminea table 1.1 mammal name of mammal a bc d e  [4] [total: 4]",
            "4": "4 0610/21/m/j/14 \u00a9 ucles 20142 fig. 2.1 shows the average body mass and the average heart rate of nine mammals. 050 0.2 0.3 1.0 1.5 5.0 average body mass  / kg60 1300 3000 5000100150200average heart rate  / beats per min250300350400450 dog human buffalo rhinoceros elephantcatrabbitguinea pigrat fig. 2.1",
            "5": "5 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (a) (i) name the mammal that has an average body mass of 1300 kg.  ..  [1]   (ii) state the average heart rate of a guinea pig.     beats per minute [1]   (iii) name the mammal that has an average heart rate of 30 beats per minute.  ..  [1]   (iv) calculate how many times faster the heart of a rabbit beats than that of a buffalo.    show your working.     [2]  (b) describe the relationship between average body mass and average heart rate, shown  in fig.  2.1.  .. .  .. .[1]",
            "6": "6 0610/21/m/j/14 \u00a9 ucles 2014 (c) when the heart beats, it pumps blood round the body.   fig. 2.2 shows the components of blood as seen through a light microscope. ) * + fig. 2.2 y: \\asd\\sciences\\biology\\biologyimages\\blood\\humblood \u00d71000   name the blood components labelled f, g and h in fig. 2.2.     state one function for each component.   write your answers in table 2.1. table 2.1 label name of blood  componentone function of the blood component f g h  [6]",
            "7": "7 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (d) fig. 2.3 shows a diagram representing part of the human circulatory system.   the arrows indicate the direction of blood flow. heart liver alimentary canal kidney fig. 2.3    on fig. 2.3, label the lines that represent:    \u0081 the aorta;    \u0081 the hepatic portal vein.  [2]",
            "8": "8 0610/21/m/j/14 \u00a9 ucles 2014 (e) some students carried out an investigation into the effect of exercise on heart rate.  their results are shown in table 2.2. table 2.2 average heart rate at rest / beats per min average heart rate after exercise / beats per min 75 130   explain why exercise caused the average heart rate to increase.   .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 17]",
            "9": "9 0610/21/m/j/14 \u00a9 ucles 2014 [turn over3 (a) table 3.1 contains six statements about different methods of birth control.   only three  of the statements are correct.   read each statement carefully and decide if it is correct.   place a tick ( \u2713) in the box next to each correct statement.    table 3.1 statement about method of birth control correct? a chemical in spermicidal cream kills the sperm.in a vasectomy only one of the sperm ducts of a man needs to  be cut so that sperm cannot pass along it. the condom and femidom both work by catching the sperm in  a thin rubber bag. the diaphragm is effective in birth control as it prevents the  penis entering the vagina. the female contraceptive pill prevents an egg cell being  released. the iud is a device that stops sperm swimming through the  cervix.  [3]  (b) state which method of birth control is effective at preventing the spread of the human  immunodeficiency virus (hiv).     explain why it is effective. method  ... ... explanation  .. .  .. .  .. .  .. .  [3]",
            "10": "10 0610/21/m/j/14 \u00a9 ucles 2014 (c) the rhythm method  is another type of birth control.   it is less reliable than other methods.   (i) outline how the rhythm method works.  .. .  .. .  .. .  ..  [2]   (ii) suggest a reason why the rhythm method is used, even though it is not very reliable.  .. .  ..  [1]  [total: 9] 4 fig. 4.1 shows part of the carbon cycle. carbon dioxide in the atmosphere d carbon compounds in grasscarbon compounds    in zebrasa b c fig. 4.1",
            "11": "11 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (a) name the processes labelled a, b, c and d in fig. 4.1.   write your answers in table 4.1. table 4.1 name of process a bcd  [4]  (b) name a compound containing carbon:   (i) that is found in grass,  .. .[1]   (ii) that is found in zebras.  ..  [1]  (c) when a zebra dies, the carbon in its body is eventually returned to the atmosphere in the form  of carbon dioxide.   explain how this happens.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) state two human activities that are increasing the amount of carbon dioxide in the atmosphere. 1    2      [2]  [total: 11]",
            "12": "12 0610/21/m/j/14 \u00a9 ucles 20145 (a) fig. 5.1 shows a section through a leaf. fig. 5.1   fig. 5.2 names some structures found in a leaf and states a function of each of these  structures.   on fig. 5.2, draw one straight line between each  structure and the function it carries out.  structure cuticle stoma palisade cell phloem tissue spongy mesophyllfunction allows gaseous exchange with surroundings allows diffusion of gases within the leaf waterproofs the leaf transports sucrose out of the leaf produces glucose  [4] fig. 5.2",
            "13": "13 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (b) xylem vessels transport water into the leaf.   state two other functions of xylem vessels. 1    2       [2]  (c) some of the glucose made in the leaf is changed into another compound and stored by the  plant.   name this compound.  ..  [1]  (d) some of the structures in the leaf are involved in transpiration.   define transpiration .  .. .  .. .  .. .  .. .  .. .  ..  [2]  [total: 9]",
            "14": "14 0610/21/m/j/14 \u00a9 ucles 20146 fig. 6.1 shows a diagram of the alimentary canal. . / 0 1 3 5 fig. 6.1  (a) use the letters on fig. 6.1 to identify:   the colon,          ..   the pancreas,    ..   the stomach.     ..  [3]  (b) state one function for each of these parts of the alimentary canal. colon   .  .. . pancreas  . ..  .. . stomach  .. ..  .. .  [3]  (c) (i) on fig. 6.1 draw a line to show where bile is made.      label it x.  [1]   (ii) state the action that bile has on fats in the small intestine.  .. .  ..  [1]",
            "15": "15 0610/21/m/j/14 \u00a9 ucles 2014 [turn over  (iii) explain how this action speeds up the digestion of fats.  .. .  .. .  .. .  ..  [2]  (d) digested food is absorbed as it passes along the small intestine.   explain how this absorption takes place.  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 13]",
            "16": "16 0610/21/m/j/14 \u00a9 ucles 20147 fig. 7.1 shows a food web. hawk snake lizard grasshopper grassbird snail fig. 7.1  (a) state what the arrows on fig. 7.1 represent.  .. .  ..  [1]  ",
            "17": "17 0610/21/m/j/14 \u00a9 ucles 2014 [turn over (b) use the information in fig. 7.1 to give: the name of a producer,  .. .. the name of a secondary consumer,   the number of herbivore species present,   the number of carnivore species present.  .  [4]  (c) name an organism in this food web that occupies two trophic levels.  ..  [1]  [total: 6] 8 (a) (i) name the type of cell division that forms gametes (sperm cells and egg cells).  ..  [1]   (ii) state the difference between the number of chromosomes in gametes and the number of  chromosomes in other body cells.  .. .  ..  [1]  (b) the sex of a human is determined by the sex chromosomes, x and y .   state which sex chromosomes are present in a male and in a female.   male    ..   female ..  [2]",
            "18": "18 0610/21/m/j/14 \u00a9 ucles 2014 (c) (i) define the term allele .  .. .  ..  [1]   (ii) the fur colour in a species of mouse can be black or white.    the allele for black fur is dominant to the allele for white fur.     fig. 8.1 shows the cross between a mouse that is homozygous for black fur and a mouse  that is homozygous for white fur. parental phenotype: parental genotype:black fur bbwhite fur bb\u00d7 \u00d7\u00d7 fig. 8.1    all the offspring are black and have the genotype bb.    two of these offspring were mated together.    complete fig. 8.2 to show the results of this cross.",
            "19": "19 0610/21/m/j/14 \u00a9 ucles 2014parental phenotype: parental genotype: gametes: offspring genotype: offspring phenotype:black fur    black       : .. white ...\u00d7\u00d7 \u00d7+ +\u00d7 ... ... ... ... ... ... ... ratio:black fur  [5] fig. 8.2  (d) in an investigation, a mouse with black fur and a mouse with white fur were mated several  times. a total of 40 offspring were produced.   there were 19 offspring with black fur and 21 with white fur.    deduce the genotype of the parent that had black fur.    genotype  ... [1]  [total: 11]",
            "20": "20 0610/21/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s14_qp_22.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (lk/cgw) 95050/6 r \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1490757939* biology  0610/22 paper 2 core may/june 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/22/m/j/14 \u00a9 ucles 20141 fig. 1.1 shows five molluscs. they all live in the sea or on the shore. ba ce d fig. 1.1   use this key to identify these molluscs.  1 shell has one part      go to 2   shell has two parts      c. edule  2 shell has a hole in the top     f . aperta   shell does not have a hole in the top   go to 3  3  shell is narrow, with an obvious point   c. australis   shell is rounded with no obvious point   go to 4  4 shell is plain, with no pattern    l. littorea   shell is patterned      t. regina  write your answers in table 1.1.     table 1.1 mollusc name a b c d e  [4]  [total:   4]",
            "3": "3 0610/22/m/j/14 \u00a9 ucles 2014 [turn over2 (a) use words from the following list to complete the passage about plant reproduction.   y ou may use each word once, more than once or not at all. asexual cotyledon diploid fertilisation gamete haploid pollination sexual testa zygote  living organisms must reproduce to replace organisms which die, and to supply more organisms to occupy new environments. genetically identical offspring are produced from a single parent during the process of  reproduction. during ...reproduction, a special cell called a  is made by one parent and fuses with a . from another parent. this process of fusion is called .. and may eventually lead to the development of a seed.   [3]  (b) describe how potatoes reproduce ase xually.  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 6]",
            "4": "4 0610/22/m/j/14 \u00a9 ucles 20143 a woman wants to have a baby.   her doctor suggests that she measures her temperature every day to find out when she ovulates.  on the day that she ovulates, her temperature will increase sharply.  fig. 3.1 shows her temperature results over ten days. (a) she forgot to measure her temperature on day 7.     (i) use fig. 3.1 to work out what her temperature would have been on day 7.  .. . oc [1]   (ii) on which day did she ovulate?    ..  [1]   (iii) her doctor told her to measure her temperature at the same time each day.       explain why this is important.  ..  [1]  (b) ovulation is controlled by the release of a hormone.    the hormone responsible for the changes in a girl\u2019s body when puberty takes place is the  same as the hormone that controls ovulation.   (i) name this hormone.  ..  [1]   (ii) state how hormones travel round the body.  ..  [1]  [total: 5]",
            "5": "5 0610/22/m/j/14 \u00a9 ucles 2014 [turn over136.636.736.8temperature  / \u00b0c36.937.037.1 2345 day678 10 9 fig. 3.1  ",
            "6": "6 0610/22/m/j/14 \u00a9 ucles 20144 cells are adapted to their function, and may be arranged into tissues.  (a) define the term tissue .  .. .  ..  [1]  (b) fig. 4.1 shows four cell types.   draw lines to join the diagrams with the description of each cell\u2019s function. cell type cell function absorption contraction protection in respiratory system transport  [3] fig. 4.1    (c) living cells may take in useful materials by diffusion.   (i) define the term diffusion .  .. .  .. .  .. .  ..  [2]",
            "7": "7 0610/22/m/j/14 \u00a9 ucles 2014 [turn over  (ii) complete table 4.1 by naming the substances that move by diffusion in the following  parts of the body. table 4.1 part of body direction of diffusionname of substance  that diffuses lungs from air in alveolus to red blood cell small intestine across villus to blood in capillary biceps from muscle cell to blood in capillary  [3]  [total: 9]",
            "8": "8 0610/22/m/j/14 \u00a9 ucles 20145 (a) fig. 5.1 shows the proportion of different food groups in a diet. carbohydrates fats vitamins, minerals and fibreproteins fig. 5.1    (i) state the two food groups, shown in fig. 5.1, that supply the most energy per kilogram.   and    [2]   this diet has a low proportion of iron and vitamin d.   (ii) describe one effect of a shortage of iron in the human diet.  .. .  ..  [1]   (iii) describe one effect of a shortage of vitamin d in the human diet.  .. .  ..  [1]",
            "9": "9 0610/22/m/j/14 \u00a9 ucles 2014 [turn over (b) fig. 5.2 shows how much energy is required, each day, by different people. 5energy requirement  /  \u00d7 1000 kj per day 10 01520 young child teenage girl teenage boy farm worker hospital patient male office worker female office worker elderly person     person fig. 5.2     (i) use fig. 5.2. to suggest two factors which affect the energy requirements of a person. 1    2     [2]",
            "10": "10 0610/22/m/j/14 \u00a9 ucles 2014  (ii) explain why a female office worker with a daily intake of 15 000 kj is likely to become  overweight.  .. .  .. .  .. .  ..  [2]  (c) in many parts of the world, rice forms an important part of the diet.   rice contains a high proportion of starch.   egg, chicken or fish may be added to the rice.   (i) state why undigested starch cannot be used by the body.  .. .  ..  [1]   (ii) if food containing a lot of starch is chewed for a long time, it may leave a sweet taste in  the mouth.      explain why this happens.  .. .  .. .  .. .  ..  [2]    (iii) suggest the benefit of adding egg, chicken or fish to the rice.  .. .  ..  [1]   (iv) rice is not the only food that contains a lot of starch.    name two other foods that contain a lot of starch. 1    2     [2]",
            "11": "11 0610/22/m/j/14 \u00a9 ucles 2014 [turn over  (v) rice is usually boiled, but it can also be cooked in fat.    there may be harmful effects to the body of eating too much fatty food.    describe two ways in which too much fat in the diet may be harmful to the body. 1     .. . 2     .. .  [2]  [total: 16]",
            "12": "12 0610/22/m/j/14 \u00a9 ucles 20146 the zebra fish, brachydanio rerio,  is a small tropical fish which lives in freshwater streams.  in zebra fish, the allele for dark eye colour, d, is dominant to the allele for light eye colour, d.  fig. 6.1 shows a dark-eyed fish and a light-eyed fish.   fig. 6.1   (a) two dark-eyed fish were allowed to breed together.    they produced 32 offspring. 24 of these offspring were dark-eyed.   calculate the ratio of dark-eyed to light-eyed offspring.  show your working.  ..  [2]",
            "13": "13 0610/22/m/j/14 \u00a9 ucles 2014 [turn over (b) complete this genetic diagram for the original cross between the two dark-eyed parent fish.   parental phenotypes: gametes: offspring genotypes: offspring phenotypes:dark-eyed    . . . ... ... ... ... ... ... ...dark-eyed parental genotypes:  [5] fig. 6.2  (c) sometimes zebra fish have one dark eye and one light eye. this is very unusual.   (i) name the genetic change which could produce this unusual appearance.  ..  [1]   (ii) suggest two environmental factors that can increase the rate of this process. 1     2     [2]  [total: 10]",
            "14": "14 0610/22/m/j/14 \u00a9 ucles 20147 fig. 7.1 shows some of the feeding relationships in an oak woodland. sparrowhawk (bird) leaves of oak treegreat tit (bird)carabid beetle (insect) speckled moth larvae (insect)winter moth larvae (insect) 990 = energy trapped    in tissues of    organisms  / kj104 11013 122 fig. 7.1   (a) use the information in fig. 7.1 to name: a producer  . an organism that feeds on consumers.  .  [2]  (b) (i) name the two secondary consumers in this food web.   and    [1]",
            "15": "15 0610/22/m/j/14 \u00a9 ucles 2014 [turn over  (ii) calculate the total amount of energy trapped in the tissues of these secondary  consumers.    ... kj [1]  (c) the leaves of the oak tree are the only part of this food web capable of trapping energy by  photosynthesis.    calculate the percentage of the energy trapped by the oak leaves which becomes part of the  tissues of the primary consumers.   show your working. give your answer as a percentage.   % [3]  (d) some sparrowhawks have not been able to produce young because their eggs have only  very thin shells. the tissues of these female sparrowhawks were found to contain high concentrations of insecticide.   sparrowhawks do not eat insects.    suggest how high concentrations of insecticide could have built up in the bodies of the  sparrowhawks.  refer to fig. 7.1 in your answer.  .. .  .. .  .. .  ..  [3]  [total: 10]",
            "16": "16 0610/22/m/j/14 \u00a9 ucles 20148 in an ecosystem, there is an interaction between the living and the non-living environment. one  part of this interaction is the recycling of materials such as carbon.  fig. 8.1 shows the carbon cycle. carbon dioxide in air carbon compounds in plantscarbon compounds in dead organismsfossil fuelsdecay yxcombustion carbon compounds in animals fig. 8.1   use information from fig. 8.1, and your own knowledge, to answer the following questions.  (a) (i) label with the letter p an arrow to show where photosynthesis occurs. [1]   (ii) write the word equation for photosynthesis.  ..  [2]   (iii) name the green pigment in plants that is needed for photosynthesis.  ..  [1]",
            "17": "17 0610/22/m/j/14 \u00a9 ucles 2014 [turn over  (iv) many rainforests are being cut down.    this can bring about an increase in the percentage of carbon dioxide in the air.    explain how this happens.  .. .  .. .  .. .  ..  [2]  (b) name the processes labelled x and y in fig. 8.1.   process x .   process y .  [2]  (c) (i) the waste stems that remain after a cereal crop has been harvested are called straw.    farmers in some countries burn straw after the harvest.    what effect does this have on the amount of carbon dioxide in the environment?  ..  [1]   (ii) scientists suggest that it would be better for the environment if the straw was dug or  ploughed back into the soil.     in the soil, the straw could decay and decompose.    name one of the main groups of organisms that is responsible for decay and  decomposition.  ..  [1]   (iii) state two of the main benefits to plants of decomposition. 1     .. . 2       .. .  [2]  [total : 12]",
            "18": "18 0610/22/m/j/14 \u00a9 ucles 20149 if dust lands on the surface of their eye, a person will automatically blink.    this is an example of a reflex action.  (a) give another example of a reflex action, and explain why it is important to humans. name of reflex action.  ... . importance to humans.  .\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 .. .  [2]  (b) complete table 9.1 to compare a nervous response with a hormonal response. table 9.1 nervous hormonal signal type transmission route transmission  speed duration of effect  [4]  (c) plants can also show responses. for example, plant stems grow towards light.    (i) name this response.  .. .[1]   (ii) explain why this response is important to a plant.  ..  [1]  [total: 8]",
            "19": "19 0610/22/m/j/14 \u00a9 ucles 2014blank page",
            "20": "20 0610/22/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s14_qp_23.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nh/sw) 83442/3 \u00a9 ucles 2014 [turn over *0600549498* biology  0610/23 paper 2 core may/june 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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/23/m/j/14 \u00a9 ucles 2014blank page",
            "3": "3 0610/23/m/j/14 \u00a9 ucles 2014 [turn over1 fig. 1.1 shows four insects. ab c d fig. 1.1  (a) state one feature of the insects shown in fig. 1.1 that is a characteristic of this group.  .. .[1]  (b) use the key to identify the four insects.   write the name of each insect in the correct box in table 1.1. key name of insect 1 (a) body has stripes  (b) body has no stripes 2 (a) head is long and narrow  (b) head is wide and rounded 3 (a) antennae are longer than width of head  (b) antennae are shorter than width of headgo to 2 go to 3 otiorhynchus leptinotarsa lilioceris coccinella table 1.1 insect name of insect a b c d  [3]  [total: 4]",
            "4": "4 0610/23/m/j/14 \u00a9 ucles 20142 fig. 2.1 shows the human alimentary canal. a ... b ... c ... d ... e ... fig. 2.1  (a) choose words from the list to label the structures a, b, c, d and e. anus  large intestine  liver  oesophagus pancreas  rectum  small intestine  stomach   write your answers on fig. 2.1. [5]  (b) two types of muscle move food along the alimentary canal.   (i) name the two types of muscle.  and .. ..[1]   (ii) state the name of the process that moves the food.  .. .[1]   (iii) describe how the muscles in (b)(i)  move food along the alimentary canal.  .. .  .. .  .. .  .. .[2]",
            "5": "5 0610/23/m/j/14 \u00a9 ucles 2014 [turn over (c) scientists have invented a radio transmitter, which fits into a small tablet. when this tablet is  swallowed, the ph along the alimentary canal is shown on a computer.   fig. 2.2 shows the changes in ph as the tablet travels along the alimentary canal. 00246810 1 2 3 4 5 time after swallowing the tablet  / hoursph 6 7 8 9 10 fig. 2.2   (i) on fig. 2.2 write the letter x to show when the tablet was inside the stomach. [1]   (ii) give a reason for your answer to (c)(i) .  .. .  .. .[1]   (iii) state the highest ph that was detected by the tablet.  ...[1]  (d) name the part of the alimentary canal where most of the digested food is absorbed.  .. .[1]  [total: 13]",
            "6": "6 0610/23/m/j/14 \u00a9 ucles 20143 fig. 3.1 is an incomplete diagram of the carbon cycle. carbon dioxide in the air 1 respiration 2 3 4 5respiration bacteria & fungianimals plants coalformation of fossil fuels fig. 3.1  (a) complete the word equation for aerobic respiration.   ... + ...  carbon dioxide + ... [2]  (b) name the processes 1, 2, 3, 4 and 5 shown in fig. 3.1.   write your answers in table 3.1. table 3.1 number name of process 1 2 3 4 5  [5]",
            "7": "7 0610/23/m/j/14 \u00a9 ucles 2014 [turn over (c) fig. 3.2 shows a newspaper headline about global warming. global disaster ahead government spokesman announces that climates  will change if we do not reduce the amount of  greenhouse gases in the atmosphere. scientists have shown that the amounts of carbon dioxide and methane in the  atmosphere are continuing to rise. fig. 3.2   (i) explain two causes of the increase in the amount of carbon dioxide in the atmosphere. cause   .  .. . explanation  .. ..  .. . cause   .  .. . explanation  .. ..  .. .[4]   (ii) suggest one action which governments might take to reduce the amount of greenhouse  gases in the atmosphere.  .. .  .. .[1]  [total: 12]",
            "8": "8 0610/23/m/j/14 \u00a9 ucles 20144 fig. 4.1 shows the organisms in a woodland food chain.  the numbers written below each organism show the relative amount of energy at each trophic  level in the food chain. oak tree 100  000  kjcaterpillars 10 000  kjrobins 500  kjowls 50 kj fig. 4.1  (a) (i) state what the arrows in fig. 4.1 represent.  .. .[1]   (ii) suggest why the arrows are different sizes.  .. .  .. .[1]  (b) state the amount of energy that passes from the producers to the first consumers in fig. 4.1.  ..  kj [1]  (c) name two carnivores shown in fig. 4.1.  ... and .. . [1]  (d) only 10% of the energy in the robins passes to the owls.   describe what happens to the other 90% of the robins\u2019 energy.  .. .  .. .  .. .  .. .[2]  [total: 6]",
            "9": "9 0610/23/m/j/14 \u00a9 ucles 2014 [turn overquestion 5 starts on page 10.",
            "10": "10 0610/23/m/j/14 \u00a9 ucles 20145 (a) enzymes are biological catalysts.   (i) define the term catalyst .  .. .  .. .  .. .[2]   (ii) what are enzymes made of?    choose your answer from the list. carbohydrates  genes  hormones  proteins  vitamins   ... [1] (b) the activity of an enzyme can be affected by certain conditions.   (i) state one condition that could affect an enzyme.  .. .[1]   (ii) describe how the condition stated in (b)(i)  affects the activity of an enzyme.  .. .  .. .  .. .  .. .[2]",
            "11": "11 0610/23/m/j/14 \u00a9 ucles 2014 [turn over (c) milk is sometimes described as the \u2018complete food\u2019.   milk is made up of 84% water and 16% milk solids.   fig. 5.1 shows the percentage composition of milk solids. fat 32% sugar 37%proteinminerals 6% fig. 5.1   use the data in fig. 5.1 to calculate the percentage of protein present in the milk solids.   show your working.  % protein in the milk solids  ...[2]  (d) enzymes are used to break down the protein in milk before it can be absorbed by the body.   (i) complete the passage by writing the correct words from the list in the spaces.    y ou may use each word once, more than once or not at all. amino acids  amylase  fatty acids  glucose glycerol  lipase  protease    during digestion, protein in milk can be broken down by ... .    this enzyme turns the protein into ... . [2]   (ii) explain why the protein molecules must be broken down before they can be absorbed by  the body.  .. .  .. .  .. .  .. .[2]  [total: 12]",
            "12": "12 0610/23/m/j/14 \u00a9 ucles 20146 some students used beetles to investigate inheritance.  one group of students decided to breed a beetle which had long antennae with a beetle which  had short antennae. fig. 6.1 shows the beetles they used. short antennae long antennae fig. 6.1  all of the offspring from this first breeding experiment had long antennae.  (a) the students decided that the beetles they had used must have been pure-breeding  for the  lengths of their antennae.   explain the term pure-breeding .  .. .  .. .[1]  (b) the students used the results of their breeding experiment to make conclusions about the  alleles  for long and short antennae.   (i) state what is meant by an allele .  .. .[1]   (ii) what conclusions can be made about the alleles for long and short antennae? long antennae   ... short antennae  ..[ 2]",
            "13": "13 0610/23/m/j/14 \u00a9 ucles 2014 [turn over (c) the students decided to breed two of the offspring (with long antennae) from their first  breeding experiment with each other.   there were 20 offspring from this second  breeding experiment.   15 of these beetles have long antennae.   (i) state the number of beetles which have short antennae.  .[1]   (ii) calculate the ratio of long antennae to short antennae.  [1]  (d) fig. 6.2 shows part of the genetic diagram for the second  breeding experiment.   complete fig. 6.2.   \u0081 use a to represent the allele for long antennae.   \u0081 use a to represent the allele for short antennae. aa ... ... ...  gametes ... ... ... ...    offspring genotype offspring phenotypeparental phenotype parental genotype  [4] fig. 6.2",
            "14": "14 0610/23/m/j/14 \u00a9 ucles 2014 (e) in another  investigation, a beetle with long antennae and a beetle with short antennae were  bred together several times.   a total of 60 offspring were produced.   there were 31 with long antennae and 29 with short antennae.   deduce the genotype of the parent that had long antennae.  .. .[1]  [total: 11]",
            "15": "15 0610/23/m/j/14 \u00a9 ucles 2014 [turn over7 fig. 7.1 shows a method of growing tomato plants without soil.  the plants are supported above a tank of mineral solution aerated by an air pump. plastic support air line air pump mineral solutionplants fig. 7.1  mineral ions from the solution enter the tomato plants and are transported to the leaves.  (a) name the type of cell that is responsible for: absorbing water and minerals into the plant;   transporting water and minerals to the leaves.  .[2]  (b) tomato plants need nitrate ions and magnesium ions.   explain why these ions are important for healthy plant growth. nitrate ions  . ...  .. . magnesium ions    .. .[2]  (c) the mineral solution in the tank is checked regularly to see whether more minerals are  needed.   suggest two reasons why it is necessary to continue to add minerals to the solution. 1    2   [2]",
            "16": "16 0610/23/m/j/14 \u00a9 ucles 2014 (d) tomato plants need potassium ions to form flowers and fruits.   fig. 7.2 shows the mass of potassium ions absorbed by the tomato plants when the air pump  is switched off and when the air pump is switched on. 00100200300 50150total uptake of potassium / mg250 0.5 1.0 1.5 2.0 2.5 time  / hours3.0 3.5 4.0air pump switched on air pump switched off fig. 7.2   (i) describe the trend shown by both  sets of results.  .. .  .. .  .. .  .. .[2]   (ii) use data from fig. 7.2 to explain how the yield of tomatoes would be affected if air was  not bubbled through the mineral solution. effect on yield . . .. explanation  .. ..  .. .  .. .  .. .[3]  (e) state two factors other than water and minerals that plants need to grow. 1    2 ... . [2]  [total: 13]",
            "17": "17 0610/23/m/j/14 \u00a9 ucles 2014 [turn over8 potatoes exist in different shapes and sizes as shown in fig. 8.1.  some potato varieties are frost resistant, others are rich in vitamins or contain antioxidants. fig. 8.1  (a) suggest two other features that growers might want to introduce into a new variety of potato. 1    2   [2]  (b) potatoes can be grown from seeds.   seeds can be obtained by breeding two varieties of potato together.   the six statements a to e describe stages in producing a new variety of potato.   these statements are not in the correct order.    a collect pollen from the first potato plant    b collect the seeds and use them to grow new plants    c cover the second plant to exclude bees    d place pollen on the stigma of the second potato plant    e remove the anthers from the second potato plant    f select varieties with the features you want to breed together   (i) put each of the stages in the correct order by writing letters in the empty boxes.    two of the boxes have been done for you. ec  [2]   (ii) explain why potato plants that are bred from two plants are not identical to either parent.  .. .  .. .  .. .  .. .[2]",
            "18": "18 0610/23/m/j/14 \u00a9 ucles 2014 (c) explain why all the plants that are grown from the tubers of one potato plant are very similar.  .. .  .. .  .. .  .. .[2]  (d) it is now possible to alter the dna in potato plants so that they produce chemicals that can be  used as bioplastics or biofuels.   state the name of the process used to alter the dna in plants.   choose your answer from the list. artificial selection  genetic engineering  natural selection  selective breeding  .. .[1]  [total: 9]",
            "19": "19 0610/23/m/j/14 \u00a9 ucles 2014blank page",
            "20": "20 0610/23/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s14_qp_31.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (lk/cgw) 79852/5 \u00a9 ucles 2014 [turn over *3072262023* biology  0610/31 paper 3 extended may/june 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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/31/m/j/14 \u00a9 ucles 20141  some information about pollutants, their sources and their effects on the environment are shown  in table 1.1. table 1.1 pollutant source effect on the environment heavy metals in  chemical wastedisrupts functioning of plants,  causes brain damage phosphate eutrophication of streams, rivers  and lakes sulfur dioxidedamage to trees, e.g. death of  leaves ionising radiation ddtpesticide sprays accumulates in tissues of  animals  (a) complete table 1.1. [5]  (b) explain what happens in streams, lakes and rivers when eutrophication occurs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
            "3": "3 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (c) sulfur dioxide dissolves in rain water to form acid rain.   describe two measures that can be taken to reduce the effects of acid rain. 1     .. . 2     .. .  [2]  [total: 12]",
            "4": "4 0610/31/m/j/14 \u00a9 ucles 20142 dairy cattle are kept for milk production. approximately half of all the calves born are male.  (a) sex is determined in cattle in exactly the same way as it is in humans.   explain why 50% of all cattle are born male.    y ou may draw a genetic diagram to help your explanation.  .. .  .. .  .. .  .. .  .. .[4]  (b) dairy farmers only need a very small number of male calves. they limit the number by  using sex selection. sperm cells are identified and sorted before they are used in artificial insemination (ai).   explain how artificial insemination is carried out.  .. .  .. .  .. .  .. .  .. .[2]",
            "5": "5 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (c) table 2.1 shows the composition of 100 g of cow\u2019s milk compared with the same quantities of  commercial formula milk and human milk. table 2.1 nutrient cow\u2019s milk formula milk human milk carbohydrate / g 6.5 7.3 7.5protein / g 3.3 1.3 1.3 \u2013 1.6fat / g 3.9 3.6 4.1calcium / mg 120 42 34iron / mg 0.02 0.64 0.07vitamin d / \u00b5g 0.05 1.20 0.06vitamin a / \u00b5g 19 66 58   some women do not breast-feed their babies but bottle-feed them using formula milk. health  authorities advise against the use of cow\u2019s milk until babies are about 9 months old.   use the information in table 2.1 to explain the advantages of using formula milk rather than  cow\u2019s milk.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  one of the components of human milk is the enzyme lysozyme that is present in many body fluids  and is responsible for breaking down the cell walls of bacteria.  (d) define the term enzyme .  .. .  .. .  .. .  .. .[2]",
            "6": "6 0610/31/m/j/14 \u00a9 ucles 2014 (e) the effect of human lysozyme on two common species of bacteria, a and b, was investigated  at two different values of ph.   the investigation was set up as shown in fig. 2.1.    the test-tubes were kept at 37 \u00b0c for 24 hours.  a1 tube number ph of medium boiled lysozymespecies of bacteria fresh lysozymea a b234 4.0 4.0 9.0 4.0 99 9 9 fig. 2.1   after 24 hours, samples were taken from each test-tube. each sample was placed onto  nutrient agar in petri dishes. the dishes were incubated at 28 \u00b0c for a further 24 hours to  allow any bacteria to grow.    the results are shown in fig. 2.2. 1sample from test- tube result after incubation for 24 hours key: no growth of bacteria growth of bacteria234 fig. 2.2",
            "7": "7 0610/31/m/j/14 \u00a9 ucles 2014 [turn over  explain the results shown in fig. 2.2 by comparing the following pairs: 1 and 3  ..   .. .  .. .  .. .[2] 1 and 4  ..   .. .  .. .  .. .[2] 1 and 2  ..   .. .  .. .  .. .[2]  (f) human  milk also contains antibodies. explain the benefits of antibodies to a newborn child.  .. .  .. .  .. .  .. .  .. .[2]  [total: 20]",
            "8": "8 0610/31/m/j/14 \u00a9 ucles 20143 fig. 3.1 is a diagram that shows the control of blood glucose concentration. blood glucose concentration at 90 mg per 100  cm3 blood glucose concentration at 90 mg per 100  cm3blood glucose concentration below  90 mg per 100  cm3blood glucose concentration above  90 mg per 100  cm3increase in glucose in the blood storage of glucose as glycogendecrease in glucose in the blood breakdown of glycogen to glucose fig. 3.1  (a) (i) state one reason why the concentration of glucose in the blood increases .  .. .  .. .[1]   (ii) state one reason why the concentration of glucose in the blood decreases .  .. .  .. .[1]   (iii) name two places in the body where glycogen is stored. 1    2     [2]  (b) explain how an increase in glucose concentration is controlled in the body.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "9": "9 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (c) if the blood glucose concentration is very high there is a decrease in the water     potential of the blood. this may damage the red blood cells.    explain how a decrease in water potential of the blood may damage red blood cells.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 10]",
            "10": "10 0610/31/m/j/14 \u00a9 ucles 20144 (a) define the term respiration .  .. .  .. .  .. .  .. .  .. .[2]  (b) a rowing machine is a piece of apparatus that is used in many fitness centres.    fig. 4.1 shows a man training on a rowing machine. the man in the photograph has his arms  extended during the rowing stroke as shown in fig. 4.2.   fig. 4.1 fig. 4.2    use fig. 4.2 to describe how the hand is moved closer to the chest during the rowing stroke.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "11": "11 0610/31/m/j/14 \u00a9 ucles 2014 [turn overblank page",
            "12": "12 0610/31/m/j/14 \u00a9 ucles 2014 (c) the man has an intense workout on the rowing machine.    fig. 4.3 shows his oxygen uptake before and during the exercise.  00.00.5oxygen consumption / dm3 min\u20131 1.01.52.02.53.0 5 1 01 52 0 time  / min exercise starts exercise ends25 30 35 fig. 4.3   (i) explain why there is a steep increase in the man\u2019s oxygen consumption at the start of the  exercise.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
            "13": "13 0610/31/m/j/14 \u00a9 ucles 2014 [turn over  (ii) it took 10 minutes after the man had stopped rowing for his oxygen consumption to  decrease to its resting value.    on fig. 4.3 draw a line between 20 minutes and 35 minutes to show the change in  oxygen consumption after exercise has stopped.  [2]   (iii) explain why the man\u2019s oxygen consumption did not return to the resting value  immediately  after exercise.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 15]",
            "14": "14 0610/31/m/j/14 \u00a9 ucles 20145 fig. 5.1 shows the nematode, caenorhabditis elegans . fig. 5.1  (a) (i)  state the genus of this nematode.  .. .[1]   (ii) state two structural features of nematodes.   1    2     [2]  (b) nematodes feed on dead and decaying material. explain why this gives nematodes an  important role in ecosystems.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "15": "15 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (c) fig. 5.2 shows the life cycle of c. elegans . the diploid number of this species is 12. adult which has both male and female sex organs diploid body cells of the adult embryo passes out of adult and continues developmentnot drawn to scaleegg sperm larval stagep q fig. 5.2   (i) suggest why there is very little genetic variation in the offspring of the adult nematode  shown in fig. 5.2.   .. .  .. .  .. .  .. .  .. .[2]   (ii) state the haploid number of c. elegans .  .. .[1]",
            "16": "16 0610/31/m/j/14 \u00a9 ucles 2014  (iii) explain why meiosis  occurs at p and mitosis  occurs at q. meiosis at  p   .. .  .. .  .. . mitosis at q   .. .  .. .  .. .[3]  (d) c. elegans  was one of the first organisms to have its genome sequenced.    an organism\u2019s genome is the sum of all its genetic material. gene sequencing identifies all  the component parts of the dna that makes up the genome.    state where dna is located in a cell.  .. .  .. .[2]  [total: 14]",
            "17": "17 0610/31/m/j/14 \u00a9 ucles 2014 [turn overblank page",
            "18": "18 0610/31/m/j/14 \u00a9 ucles 20146 the pea plant, pisum sativum , is a legume which is grown both as a human food and as livestock  feed.  fig. 6.1 shows some of the root nodules on a pea plant. s fig. 6.1  fig. 6.2 shows a cross-section through the root nodule at s on fig. 6.1.  t  indicates the transport tissue in the root. t cells containing bacteria magnification = \u00d740 fig. 6.2",
            "19": "19 0610/31/m/j/14 \u00a9 ucles 2014 [turn over (a) the maximum diameter of the root nodule in fig. 6.2 is 73 mm.    calculate the actual diameter of the root nodule.  actual diameter  .. [1]  (b) describe the role of the bacteria in the root nodules of p . sativum .  .. .  .. .  .. .  .. .  .. .[2]  (c) the bacteria require carbohydrates that are supplied by the pea plant.    describe how the carbohydrates are produced and transported by the plant to the bacteria.    (i) produced  .. .  .. .  .. .  .. .[2]   (ii) transported  .. .  .. .  .. .  .. .[2]",
            "20": "20 0610/31/m/j/14 \u00a9 ucles 2014 (d) pea plants grow well in soils that are deficient in nitrogen.   explain how root hair cells of pea plants absorb nitrate ions from soils with low nitrate  concentrations.  .. .  .. .  .. .  .. .  .. .[2]  [total: 9] copyright acknowledgments: question 4  figure 4.1 \u00a9  ref:  8267369;  leezsnow;  workout on rowing machine from above ;  www.istockphoto.com.   question 5  figure 5.1   \u00a9  ref:  z180/0117;  sinclair stammers/science photo library;  lm of the nematode worm, caenorhabditis elegans ;   www.sciencephoto.com. question 6  figure 6.2   \u00a9  ref:  c003/5896;  dr keith wheeler/science photo library;  nitrogen-fixing root nodule, micrograph ;   www.sciencephoto.com.       permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s14_qp_32.pdf": {
            "1": "this document consists of 13 printed pages and 3 blank pages. dc (nf/cgw) 80358/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5746439676* biology  0610/32 paper 3 extended may/june 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/32/m/j/14 \u00a9 ucles 20141 fig. 1.1 shows the change in the biomass of the fungus penicillium  when grown in a fermenter to  produce the antibiotic penicillin. 200.00.51.01.52.02.53.03.54.04.55.0 40 60 80 time  / hoursbiomass  / g per kg growth medium v 100 120 140 160 180 0vwwxx fig. 1.1  (a)  name the stages in the growth of penicillium  indicated by v, w and x. v  . .. w  . . x  . . [3]  (b) state two factors that are kept constant when penicillium is grown in a fermenter. 1   ... 2   .. [2]  (c) suggest why the growth of penicillium  is measured in biomass rather than numbers of cells.  .. .  ..  [1]  [total: 6]",
            "3": "3 0610/32/m/j/14 \u00a9 ucles 2014 [turn overblank page",
            "4": "4 0610/32/m/j/14 \u00a9 ucles 20142 fig. 2.1 shows the changes in a human ovary during the first part of the menstrual cycle and after  the fertilisation of an egg. day 1 follicle day 10 day 14 day 15a cb fig. 2.1  (a) (i) name: organ a  . process b  .. cell c.  [3]   (ii) name the hormone that promotes: the growth of the follicle  ... .. process b.   [2]",
            "5": "5 0610/32/m/j/14 \u00a9 ucles 2014 [turn over  (iii) explain how a sperm cell is adapted for its functions.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) explain the advantages of sexual reproduction to an animal species.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  [total: 13]",
            "6": "6 0610/32/m/j/14 \u00a9 ucles 20143 fig. 3.1 is a diagram of the water cycle. e d fig. 3.1  (a) water is a large component of the cells in the leaves of trees, as labelled d on fig. 3.1.   explain how water passes from a leaf cell to the atmosphere.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) explain how the loss of water from the leaves helps to move water from the roots to the  leaves.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
            "7": "7 0610/32/m/j/14 \u00a9 ucles 2014 [turn over (c) explain how water enters the roots of the trees from the soil.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) fig. 3.1 shows a sewage treatment works, labelled e.   describe three processes used in the treatment of sewage. 1   ...  .. . 2   ...  .. . 3   ...   ..  [3]  (e) herbicides are used by farmers to control weeds.   explain the environmental damage that may be caused by herbicides.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 17]",
            "8": "8 0610/32/m/j/14 \u00a9 ucles 20144 table 4.1 shows the composition of blood plasma. table 4.1 component concentration in the plasma adrenaline / ng dm\u2013310 \u2013 100 fibrinogen / g dm\u201331.7 \u2013 4.0 glucose / mg dm\u20133700 \u2013 1000 hydrogencarbonate ions / g dm\u201331.1 \u2013 1.4 insulin / \u03bcg dm\u201330.33 \u2013 0.40 lactic acid / mg dm\u2013350 \u2013 200 sodium ions / g dm\u201333.1 \u2013 3.4 urea / mg dm\u2013370 \u2013 200  (a) from table 4.1, name:   (i) an excretory product  ..  [1]   (ii) a plasma protein.  ..  [1]  (b) (i) state what could cause the lactic acid concentration in the blood to increase to  200 mg dm\u20133.  ..  [1]   (ii) state the function of fibrinogen.  ..  [1]   (iii) state two effects that a concentration of adrenaline of 100 ng dm\u20133 might have on the  body.  .. .  ..  [2]  (c) table 4.1 shows that the glucose concentration varies between 700 and 1000 mg dm\u20133.   describe the role of the liver in regulating the concentration of glucose in the body.  .. .  .. .  .. .  .. .  ..  [3]",
            "9": "9 0610/32/m/j/14 \u00a9 ucles 2014 [turn over (d) lymphocytes and phagocytes are white blood cells.   a woman had some blood tests taken before and during a bacterial infection.   table 4.2 shows the number of white blood cells in the two blood samples. table 4.2 white blood  cellsmean number of cells per mm3 of blood before infection during infection lymphocytes 1300 3500phagocytes 2000 7500   (i) calculate the percentage increase in lymphocytes that occurred during the bacterial  infection.    show your working and give your answer to the nearest whole number .  answer  ...% [2]   (ii) describe the role of phagocytes in defence against disease.  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iii) describe the roles of white blood cells in tissue rejection.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 17]",
            "10": "10 0610/32/m/j/14 \u00a9 ucles 20145 (a) describe how food is moved along the small intestine.  .. .  .. .  .. .  ..  [2]  (b) the small intestine is lined by many villi.   fig. 5.1 shows a longitudinal section of a villus.   fig. 5.2 shows a cross-section of the same villus at v \u2013 w.   the diagrams are not drawn to the same scale. qp w sv r cell tmicrovilli  fig. 5.1 fig. 5.2   (i) name structures p, q, and r. p  . ... q  . .. r  . .. [3]   (ii) the blood that flows from s enters a vein.    name the vein that transports blood away from the small intestine.  ..  [1]",
            "11": "11 0610/32/m/j/14 \u00a9 ucles 2014 [turn over  (iii) cell t is an example of the cells that form the surface of the villi.    explain why there are many microvilli on cell t.  .. .  .. .  .. .  .. .  ..  [2]   (iv) some of the cells on the surface of the villi  secrete mucus for protection.    suggest what the villi need to be protected against.  .. .  .. .  .. .  ..  [2]  [total: 10]",
            "12": "12 0610/32/m/j/14 \u00a9 ucles 20146 myriapods are a group of arthropods that are commonly found in soil habitats in many parts of the  world. many myriapods are very small and not easy to identify.  fig. 6.1 shows four species of myriapod, not drawn to the same scale. polydesmus denticulatusscutigera coleoptratacylindroiulus punctatusscolopocryptops sexspinosus fig. 6.1  (a)  state three  features of all myriapods that are visible in fig. 6.1. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]",
            "13": "13 0610/32/m/j/14 \u00a9 ucles 2014 [turn over (b) describe three  features of myriapods that could be used to make a dichotomous key to  distinguish between the four species in fig. 6.1. 1   ...  .. . 2   ...  .. . 3   ...  ..  [3]  (c) mitochondria are cell structures that contain a small quantity of dna.   scientists are sequencing the dna of one particular gene in mitochondria to help identify  different species of many animals including myriapods. the sequences that they find are called \u2018barcodes\u2019.   (i) state the part of the cell that contains most of the dna.  ..  [1]   (ii) suggest how dna barcoding might be useful in the conservation of animals, such as  myriapods.  .. .  .. .  .. .  .. .  ..  [2]   (iii) state the function of dna in cells.  .. .  .. .  .. .  .. .  ..  [2]",
            "14": "14 0610/32/m/j/14 \u00a9 ucles 2014 (d) a student found the following information about the feeding relationships between some  organisms in a soil habitat.   dead organic matter, such as leaves, provides food for bacteria and soil fungi.   earthworms eat dead leaves.   many millipedes feed on dead plant matter and also on soil fungi.   nematodes feed on bacteria and are eaten by springtails.   centipedes are predators that feed on earthworms, millipedes and springtails.   (i) draw a food web to show the feeding relationships described above.  [4]   (ii) describe the roles of the soil organisms in the carbon cycle.  .. .  .. .  .. .  .. .  ..  [2]  [total: 17]",
            "15": "15 0610/32/m/j/14 \u00a9 ucles 2014blank page",
            "16": "16 0610/32/m/j/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s14_qp_33.pdf": {
            "1": "this document consists of 16 printed pages. dc (sjf/sw) 77045/4 \u00a9 ucles 2014 [turn over *4286478726* biology  0610/33 paper 3 extended may/june 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. y ou 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. 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.cambridge international examinations cambridge international level 1/level 2 certificate the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/33/m/j/14 \u00a9 ucles 20141 fungi were often classified as different species according to their visible reproductive structures.   penicillium dodgei and eupenicillium brefeldianum  were classified as different species because  they had different types of spores.   however, recently it was recognised that the spores of p . dodgei  were asexual spores, while those  of e. brefeldianum  were sexual spores. a comparison of the dna of these two fungi shows that  they are the same species.  this fungus is now known as penicillium brefeldianum.  (a)  state how dna analysis can show that p . dodgei and e. brefeldianum  are the same species.   .. .  .. .  .. .[2]    (b) (i) describe how a fungus, such as p . brefeldianum , reproduces asexually.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) discuss the advantages of asexual  reproduction.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 8]  ",
            "3": "3 0610/33/m/j/14 \u00a9 ucles 2014 [turn over2 sulfur dioxide (so2) can cause acid rain.   (a) name one other pollutant that can cause acid rain.   .. .[1]  (b)  describe the effects of acid rain on the environment.   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c)  state three methods to reduce atmospheric so2 pollution. 1     .. . 2     .. . 3     .. .  [3]",
            "4": "4 0610/33/m/j/14 \u00a9 ucles 2014 (d) scientists in china measured the concentration of sulfur dioxide (so2) in the atmosphere and  sulfur in plant tissues from 1990 until 2005. they did not record any measurements between  1990 and 1996.   their results are shown in fig. 2.1. 19890100200300400500600700800 00.20.40.60.81.01.21.41.61.8 199019961997199819992000 time  / yearatmospheric so2 / \u00b5g m\u20133plant tissue sulfur  / % 2001 2002 2003 2004 2005 2006plant tissue s atmospheric so2key: fig. 2.1   (i) describe the trends in the concentrations of sulfur found in the atmosphere and in the  plant tissues as shown in fig. 2.1. y ou will gain credit for using the data in the graph to  support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "5": "5 0610/33/m/j/14 \u00a9 ucles 2014 [turn over  (ii) suggest why the concentration of sulfur in the plant tissues was calculated as a  percentage  of the dry mass  of the plant tissue.  .. .  .. .  .. .  .. .  .. .[2] [total: 12]",
            "6": "6 0610/33/m/j/14 \u00a9 ucles 20143 (a)  define the term sensitivity.   .. .  .. .  .. .  .. .[2]  (b) describe how voluntary actions differ from involuntary actions.   .. .  .. .  .. .  .. .  .. .[2]  (c)  name the neurone that transmits impulses from a receptor.   .. .[1]  (d) reaction time is defined as the time taken to respond to a stimulus.   during a swimming relay race, the reaction times of four swimmers in two teams, a and b,  were recorded.    in each team, swimmer 1 responded to the sound of the start gun; swimmers 2, 3 and 4  responded to seeing the previous swimmer touch the swimming pool wall.   table 3.1 shows the reaction times for the swimming relay teams.  table 3.1 swimmerreaction time / s team a team b 1 0.81 0.752 0.48 0.403 0.58 0.064 0.31 0.35",
            "7": "7 0610/33/m/j/14 \u00a9 ucles 2014 [turn over  compare the reaction time of swimmer 1 in each team with the reaction times of the other  swimmers in each team. use the information in table 3.1 to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e)  adrenaline is often secreted during sporting competitions.    outline how adrenaline affects the performance of a swimmer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 11]",
            "8": "8 0610/33/m/j/14 \u00a9 ucles 20144  (a) fig. 4.1 shows a section through the anther of a lily flower. the cells in the centre are dividing  by meiosis. fig. 4.1   (i)  name the product of meiosis that is formed in anthers.   .. .[1]   (ii) explain the importance of meiosis in sexual reproduction.   .. .  .. .  .. .  .. .  .. .[2]",
            "9": "9 0610/33/m/j/14 \u00a9 ucles 2014 [turn over (b) fig. 4.2 shows a flower of lilium polyphyllum , a lily that grows in the himalayan mountains.    this species is cross-pollinated by insects.  fig. 4.2   (i) explain what is meant by cross-pollination .  .. .  .. .  .. .  .. .  .. .[2]   (ii)  name one feature visible  in fig. 4.2 that helps to attract insects.  .. .[1]",
            "10": "10 0610/33/m/j/14 \u00a9 ucles 2014 (c) plants of this species that grow at low altitudes produce flowers 60 days before the plants of  the same species that grow at high altitudes.    (i) suggest one environmental reason why lilies that grow at lower altitudes flower earlier  than the lilies at higher altitudes.   .. .[1]   (ii) explain why flowering time is an example of continuous variation.   .. .  .. .  .. .  .. .  .. .[2]  (d)  scientists think that plants of  l. polyphyllum  growing at high altitudes may evolve into a new  species.    explain how natural selection could lead to the evolution of a new species of lily.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 14]",
            "11": "11 0610/33/m/j/14 \u00a9 ucles 2014 [turn over5 fig. 5.1 shows a cross-section of a kidney. e fg fig. 5.1  (a)   name the structures labelled, e, f and g as shown in fig. 5.1. e  . f .. g  . [3]  (b) explain the function of the renal capsule in the kidney.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "12": "12 0610/33/m/j/14 \u00a9 ucles 2014 (c) glucose is reabsorbed, back into the blood, by active transport.   define active transport.    .. .  .. .  .. .  .. .  .. .[2]  (d) give one example, other than glucose, of a substance that is reabsorbed into the blood from  the renal tubule.  .. .[1]  (e)  dialysis is a treatment for kidney disease.    fig. 5.2 shows a dialysis machine. dialysis machine used dialysis fluid fresh dialysis fluidblood pump arm fig. 5.2",
            "13": "13 0610/33/m/j/14 \u00a9 ucles 2014 [turn over  (i) the composition of the dialysis fluid changes as it passes through the dialysis machine.     complete table 5.1 using the words \u2018low\u2019, \u2018high\u2019, \u2018same\u2019 or \u2018none\u2019 to show how the  concentration of each substance changes in the dialysis fluid.     the last one has been done for you. table 5.1 concentration of substance in: substanceblood before  dialysisused  dialysis fluid fresh dialysis fluid glucose normal salts high urea high toxins high high low  [3]   (ii) explain how a dialysis machine filters blood.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (f) kidney transplants are the most common organ transplants.   describe the advantages  of a kidney transplant compared with dialysis.   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "14": "14 0610/33/m/j/14 \u00a9 ucles 2014 (g) before a kidney is transplanted, it is important to match the tissue type of the donor with the  tissue type of the recipient.   state why this is necessary.  .. .  .. .[1]  [total: 20] 6 fig. 6.1 shows the carbon cycle. p, q, r, s and t each represent a part of the carbon cycle. p r tq sphotosynthesis respiration respiration respiration death carbonisation carbonisationdeath feedingcombustion fig. 6.1  (a)  complete table 6.1 by identifying p, q, r and s and the name of one example of a carbon  compound found in each. t has been completed for you. table 6.1 letter part of cycle carbon compound found in each part p q r s t fossil fuels, e.g. natural gas methane [4]",
            "15": "15 0610/33/m/j/14 \u00a9 ucles 2014 [turn over (b) photosynthesis is a very important process in the carbon cycle.     explain how the process of photosynthesis converts carbon compounds from p to carbon  compounds in q.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]   (c) the rate of photosynthesis varies as a result of changes in environmental factors.    state one environmental factor and explain how it can affect the rate of photosynthesis.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "16": "16 0610/33/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 2 figure 2.1   \u00a9 xue-y an liu, hua-yun xiao, cong-qiang liu, hong-wei xiao, y an-li wang;  assessment of atmospheric sulphur with the epilithic  moss haplocladium microphyllum: evidences from tissue sulphur and d34s analysis. environmental pollution;  elsevier; 2009. question 4 figure 4.1 \u00a9 biodisc;  cross-section of a lily anther showing the second meiotic division (lilium), a monocot. lm x6 5;  visuals unlimited;  2011. question 4 figure 4.2  \u00a9 anurag dhyani;  lilies and related plants, 2011-2012. phenology of lilium polyphyllum in garhwal himalaya, india;  rhs lily  group;  2011.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (d) environmental factors can be controlled in glasshouses.    describe how three environmental factors are controlled in a glasshouse to improve crop  yield. factor 1:   . how is it controlled:   ...  .. . factor 2:   . how is it controlled:   ...  .. . factor 3:   . how is it controlled:   ...  .. .  [3] [total: 15]"
        },
        "0610_s14_qp_51.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (rw/cgw) 77094/6 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7676012583* biology  0610/51 paper 5  practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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. for examiner\u2019s use 1 2 total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/51/m/j/14 \u00a9 ucles 2014read through all the questions on this paper carefully before starting work. 1 starch is broken down into reducing sugars in the alimentary canal. the digested products are  absorbed into the blood.  y ou will investigate the action of enzymes on the digestion of starch.  (a) describe how you would carry out a test for starch.  .. .  .. .[2]  (b) to test for reducing sugars you will use the benedict\u2019s test.   this test can indicate whether:    \u0081 reducing sugar is present in a high concentration;    \u0081 reducing sugar is present in a low concentration;    \u0081 reducing sugar is absent.   describe how you could tell the difference between these possible results.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) y ou are provided with four test-tubes supported in a test-tube rack.   \u0081 label the three  small test-tubes 0, 5 and 10.   y ou are also provided with a solution of starch labelled starch solution  and an enzyme  solution labelled enzyme solution .   \u0081 use a syringe to put 5 cm3 of starch solution into the large test-tube. rinse the syringe.   \u0081  use the syringe to add 5 cm3 of enzyme solution to the starch solution in the large  test-tube. rinse the syringe.   \u0081 shake gently to mix the contents.",
            "3": "3 0610/51/m/j/14 \u00a9 ucles 2014 [turn over  \u0081  immediately use a pipette to remove a sample of the mixture from the large test-tube. put  one drop onto the white tile and place the rest of the solution in the test-tube labelled 0.   \u0081 start the timer.  \u0081 test the drop on the white tile for the presence of starch.  \u0081 record your result in table 1.1. this is the result for time = 0 minutes.  now test the solution in the test-tube labelled 0 for the presence of reducing sugar.   \u0081 use a syringe to add approximately 2 cm 3 of benedict\u2019s solution to the test-tube labelled 0.   \u0081 raise your hand to ask for hot water to pour into the beaker provided.  \u0081  be careful when handling the apparatus.  the water is very hot.   \u0081  place the test-tube labelled 0 into the beaker of hot water and leave it for approximately  two minutes.   \u0081 record your observations and conclusions in table 1.1.   \u0081  after 5 minutes , use a clean pipette to remove another sample of the mixture from the  large test-tube. put one drop onto the white tile and place the rest of the solution into the test-tube labelled 5.   \u0081 test the drop on the white tile for the presence of starch.  \u0081 record your result in table 1.1. this is the result for time = 5 minutes.  now test the solution in the test-tube labelled 5 for the presence of reducing sugar.   \u0081 use a syringe to add approximately 2 cm 3 of benedict\u2019s solution to the test-tube labelled 5.   \u0081  place the test-tube labelled 5 into the beaker of hot water and leave it for approximately  two minutes.   \u0081 record your observations and conclusions in table 1.1.   \u0081  after 10 minutes , use a clean pipette to remove another sample of the mixture from the  large test-tube. put one drop onto the white tile and place the rest of the solution into the test-tube labelled 10.   \u0081 test the drop on the white tile for the presence of starch.  \u0081 record your result in table 1.1. this is the result for time = 10 minutes.  now test the solution in the test-tube labelled 10 for the presence of reducing sugar.   \u0081  use a syringe to add approximately 2 cm 3 of benedict\u2019s solution to the test-tube  labelled 10.   \u0081  place the test-tube labelled 10 into the beaker of hot water and leave it for approximately  two minutes.   \u0081 record your observations and conclusions in table 1.1.",
            "4": "4 0610/51/m/j/14 \u00a9 ucles 2014table 1.1 time /  minstarch test reducing sugar test 0observation  ... ...conclusion  . ...observation  ... ...conclusion  . ... 5observation  ... ...conclusion  . ...observation  ... ...conclusion  . ... 10observation  ... ...conclusion  . ...observation  ... ...conclusion  . ...  [6]  (d) suggest and explain what has happened during the 10 minutes to give the results shown in  table 1.1.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "5": "5 0610/51/m/j/14 \u00a9 ucles 2014 [turn over (e) explain why each of the following procedures was used:   (i) a clean pipette was used to remove each sample of the mixture;  .. .  .. .[1]   (ii) a white tile was used for the starch test.  .. .  .. .[1]  (f) describe two further tests that would act as \u2018controls\u2019 for this experiment.  .. .  .. .  .. .  .. .[2]  (g) suggest one improvement to the method that would make the results more reliable.  .. .  .. .[1]  (h) state the name of the enzyme that works in the alimentary canal to break down starch.  .. .[1]",
            "6": "6 0610/51/m/j/14 \u00a9 ucles 2014 (i) some students investigated the effect of ph on the activity of this enzyme.   their results are shown in table 1.2.     table 1.2     ph time for starch to be broken down / min 3.5  9.04.0  7.05.2  4.06.6  1.57.0  1.08.0  4.58.5 10.0   (i) plot a graph to show the results in table 1.2.       [4]   (ii) use the graph to suggest the optimum (best) ph for this enzyme.  .. .[1]",
            "7": "7 0610/51/m/j/14 \u00a9 ucles 2014 [turn over  (iii) describe the effect of ph on the activity of this enzyme.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 28]",
            "8": "8 0610/51/m/j/14 \u00a9 ucles 20142 a parasite is an organism that obtains its nutrients from another living organism (the host).  fig. 2.1 shows the parasitic plant dodder, cuscuta epithymum , growing on the host plant, gorse,  ulex sp. the flowers and stems belong to the dodder. this plant does not have leaves or roots, and  obtains its nutrients and water from the gorse. dodder flower dodder stem gorse     fig. 2.1",
            "9": "9 0610/51/m/j/14 \u00a9 ucles 2014 [turn over fig. 2.2 shows a section through the stem of gorse to show the attachment of the dodder as seen  using a microscope. stem of dodder \u00d7 50stem of gorse m n m n     fig. 2.2  (a) on fig. 2.2, draw labelled lines to identify the position of:   (i) xylem of gorse;   (ii) phloem of gorse.  [2]  (b) suggest how dodder obtains minerals from the gorse.  .. .  .. .[1]",
            "10": "10 0610/51/m/j/14 \u00a9 ucles 2014 (c) the structure that dodder uses to make contact with the gorse is called a haustorium. the  width of the haustorium is marked by the line mn, on fig. 2.2.   measure the length of mn.    mm   calculate the actual width of the haustorium ( mn).   show your working.   actual width  mm [3]  fig. 2.3 shows an arthropod that is a parasite that can live on humans.          fig. 2.3",
            "11": "11 0610/51/m/j/14 \u00a9 ucles 2014 (d) (i) make a large labelled drawing of the part of the parasite in the rectangle.  [4]   (ii) name the group of arthropods to which this animal belongs.    give a reason for your answer.  .. .  .. .[2]  [total: 12]",
            "12": "12 0610/51/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 2  figure 2.1 question 2  figure 2.2question 2  figure 2.3\u00a9  ref:  b650/0051;  geoff kidd/science photo library;  dodder (cuscuta epithymum);  www.sciencephoto.com. \u00a9  ref:  c004/8753;  garry delong/science photo library;  parasitic dodder plant ;  www.sciencephoto.com. \u00a9  ref:  f004/2842;  sciepro/science photo library;  tick;  www.sciencephoto.com. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s14_qp_52.pdf": {
            "1": "this document consists of 12 printed pages. dc (ac/sw) 80361/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *2714953338* biology  0610/52 paper 5  practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou may use a pencil for any diagrams or graphs. do not use staples, paper clips, highlighters, glue or correction fluid. do not write in any barcodes. answer all questions. electronic calculators may be used. y ou 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 certificat e.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/m/j/14 \u00a9 ucles 2014 read through all the questions on this paper carefully before starting work. 1 y ou are going to investigate the effect of surface area on the rate of digestion of food.  y ou will do this by observing how the total surface area of agar jelly affects the time that it takes for  the colour to change when placed in dilute sulfuric acid.   y ou are provided with a petri dish of agar jelly. the agar jelly contains universal indicator that  changes colour according to the ph of its environment.  y ou are also provided with a beaker of dilute sulfuric acid, labelled sulfuric acid .  \u0081 remove the agar jelly from the petri dish, using forceps.  \u0081  cut a small piece of agar jelly, less than 1 cm in length and width.  \u0081 use the measuring cylinder to pour 5 cm3 of dilute sulfuric acid into a large test-tube.  \u0081 place the piece of agar jelly into the large test-tube.   (a) describe the colour change in the piece of agar jelly when it is put into the dilute sulfuric acid.   ..  [1]   \u0081  cut four identical blocks of the dimensions, shown in fig. 1.1.  the agar jelly in the petri  dish is 1 cm in depth.  2 cm 1 cm 1 cm  fig. 1.1   \u0081 the four blocks should be cut accurately so that they each have the same volume.   \u0081 place the four blocks on a white tile.   \u0081 label the blocks, a, b, c and d, by writing on the white tile next to each block.   \u0081 make further cuts to the blocks of agar jelly as shown in fig. 1.2.",
            "3": "3 0610/52/m/j/14 \u00a9 ucles 2014 [turn overblockview of block from above showing  cuts that should be madetotal number  of pieces after  cuttingtotal surface  area of all  pieces / cm2 a cut here1 b 21 2 c 41 6 d 82 0  fig. 1.2  \u0081 label four large test-tubes, a, b, c and d.   \u0081 put block a (not cut) into the large test-tube labelled a.   \u0081 put the two pieces of agar jelly cut from block b into the large test-tube labelled b.  \u0081 put the four pieces of agar jelly cut from block c into the large test-tube labelled c.  \u0081 put the eight pieces of agar jelly cut from block d into the large test-tube labelled d.    y ou are going to add dilute sulfuric acid to each large test-tube and time how long it takes for  the agar jelly to change colour.    do not add the sulfuric acid to the large test-tubes yet.  ",
            "4": "4 0610/52/m/j/14 \u00a9 ucles 2014 (b) prepare a table to record your results.  [5]  \u0081  pour 20 cm3 of dilute sulfuric acid into each large test-tube.    \u0081 immediately make a note of the start time for each test-tube.  .. .  \u0081  ensure that you look carefully at all of the pieces. each piece needs to have changed colour  right through to the centre.  \u0081  when all the pieces of agar jelly in one large test-tube have changed colour completely,  calculate the time that it has taken for this to happen and record it in your results table.   \u0081 repeat until results from all 4 test-tubes have been recorded.   if it takes longer than ten minutes for the pieces of agar jelly in one large test-tube to change colour, record a result of \u2018more than 10 minutes\u2019.    ",
            "5": "5 0610/52/m/j/14 \u00a9 ucles 2014 [turn over (c) fig. 1.1 (from page 2) is shown again below.  2 cm 1 cm 1 cm  fig. 1.1   (i) calculate the volume of the block in fig. 1.1.    show your working and include the units.  volume of block  .. [2]   (ii) calculate the surface area of the block in fig. 1.1.    show your working.  surface area of block  ..  cm2 [2]   (iii) explain why it was important for blocks a, b, c and d to have the same volume at the  start, before they were cut into pieces.  .. .  ..  [1]  (d) describe and explain your results.    .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
            "6": "6 0610/52/m/j/14 \u00a9 ucles 2014 (e) suggest two sources of error in this investigation.   for each error, describe one way that you could improve this investigation. error 1  .. .  .. . improvement 1 . ..  .. . error 2 ... .  .. .  improvement 2 . ..  .. .[4]  (f) the surface area of food particles affects the rate of their break down.   a student carried out an experiment to investigate the rate of the break down of fat.    two test-tubes were set up as shown in table 1.1.     each test-tube contained the same volumes and concentration of enzyme.  table 1.1 test-tube contents of test-tube time taken for break down of fat / min e fat + enzyme + water 8 f fat + enzyme + bile 3   (i) suggest a reason for the difference in results recorded in table 1.1.    .. .  .. .  .. .  .. .[2]",
            "7": "7 0610/52/m/j/14 \u00a9 ucles 2014 [turn over  (ii) another student carried out a similar experiment but also included a test-tube that   contained fat and water only.    suggest a reason for this additional test-tube.  .. .  .. .[1]  [total: 22]  ",
            "8": "8 0610/52/m/j/14 \u00a9 ucles 20142 y ou are provided with a leaf.  (a) place the leaf on the grid below.   draw round the leaf, to show an outline of the leaf on the grid.  on your outline, draw and label two features of the leaf.    [3]",
            "9": "9 0610/52/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) use the grid to estimate the area of one surface of the leaf.    each square of the grid has an area of 1 cm2.   . cm2 [1]     (ii)  suggest one way to improve the accuracy of this method of calculating the surface area  of a leaf.  .. .  ..  [1]    (c) the two leaves, g and h, shown in fig. 2.1 are from the same plant. g h  \u00d7 1 fig. 2.1    one of the leaves was from higher up the plant, in full sunlight.    the other leaf was from lower down the plant, in the shade.    suggest and explain which leaf is from lower down the plant, in the shade.   .. .  .. .  .. .  .. ...  [2]",
            "10": "10 0610/52/m/j/14 \u00a9 ucles 2014 (d) table 2.1 shows the results of an investigation into the relationship between the total surface  area of leaves on a plant and the volume of water lost from the plant.  table 2.1 total surface area of leaves / m2volume of water lost from plant per day / dm3  0.05  4.5  0.10  6.5 0.15  8.0 0.20  10.0 0.25  12.5     (i) plot a graph of the data in table 2.1 on the grid below. draw a straight line of best-fit.  [4]",
            "11": "11 0610/52/m/j/14 \u00a9 ucles 2014 [turn over  (ii) describe the trend shown by the results.  .. .  .. .  .. .  ..  [2]  (e) fig. 2.2 shows the lower surface of a leaf as seen under a microscope.   j k \u00d7 400  fig. 2.2   jk shows the length of a stoma in fig. 2.2.   measure the length of jk. length of jk  .. mm     calculate the actual length of the stoma.   show your working.   actual length of stoma   mm  [3]  ",
            "12": "12 0610/52/m/j/14 \u00a9 ucles 2014copyright acknowledgements: question 2c e.s.masters \u00a9 ucles question 2e \u00a9 http://biology-aasharifah.blogspot.co.uk/2012/06/question-and-answer-about-stomata.html. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (f) a student investigated how light intensity affected the rate of water loss from a leaf.   suggest two variables that the student would control in their investigation. 1     .. . 2     .. .[2]  [total: 18]"
        },
        "0610_s14_qp_53.pdf": {
            "1": "this document consists of 8 printed pages. dc (nh/sw) 83475/2 \u00a9 ucles 2014 [turn over *0090218150* biology  0610/53 paper 5 practical test may/june 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/53/m/j/14 \u00a9 ucles 2014read through all the questions on this paper carefully before starting work. 1 the enzyme lipase breaks down fats into fatty acids and glycerol.  y ou are going to investigate how temperature affects the break down of the fats in milk using  lipase.  y ou are going to use a ph indicator, bromothymol blue, and observe the colour every minute for a  total time of 10 minutes.  table 1.1 shows the colour changes of this indicator. table 1.1 ph 6 7 8 colour yellow green blue \u2022 y ou have three containers labelled cold, warm and hot, each containing a test-tube. \u2022 use a dropping pipette to put 5 drops of bromothymol blue indicator into each test-tube. \u2022 use a syringe to add 1 cm3 of sodium carbonate solution to each test-tube. \u2022 use a clean syringe to add 2 cm3 of milk to each test-tube. \u2022 label another  three test-tubes  lipase. place one in  each of the containers labelled  cold ,  warm and hot. \u2022 use a clean syringe to add 3 cm3 of lipase to each test-tube labelled lipase. \u2022 raise your hand when you are ready for hot water to be added to the container labelled hot. \u2022 use the thermometer to measure the temperature in each container.  record the temperatures in table 1.2.  leave the experiment for 5 minutes. continue with question 1(b). \u2022 after 5 minutes, pour the lipase from the test-tube labelled lipase in the cold container into  the other test-tube in the cold container. shake the test-tube to mix the liquids.   repeat this process for the warm  container and the hot container.  (a) observe the colour of the bromothymol blue indicator every minute for 10 minutes. record  the colours in table 1.2.",
            "3": "3 0610/53/m/j/14 \u00a9 ucles 2014 [turn overtable 1.2 time / mincolour of indicator cold ..\u00b0cwarm ..\u00b0chot ..\u00b0c  0  1 2 3 4 5 6 7 8 910  [6]  (b) (i) sodium carbonate solution has a ph of 8. suggest why sodium carbonate solution was  added to the milk in this investigation.  .. .  .. .[1]   (ii) state why the two test-tubes in each of the labelled containers were left for 5 minutes     before mixing their contents.  .. .  .. .[1]   (iii) explain why the colour of the bromothymol blue indicator changed during the investigation.  .. .  .. .  .. .  .. .[2]",
            "4": "4 0610/53/m/j/14 \u00a9 ucles 2014  (iv) predict the colour change that you would observe if the experiment had been repeated  using water at 80 \u00b0c.    explain your answer.  .. .  .. .[2]  (c) state two variables that have been controlled in the experiment you have carried out.   for each of these variables, describe how it has been controlled. 1 variable  ... .. how it has been controlled  ... .  .. . 2 variable  ... .. how it has been controlled  ... .  .. .[4]  (d) suggest two ways to modify this investigation to find the optimum (best) temperature for the  enzyme lipase to break down the fats in milk. 1     .. . 2     .. .[2]  [total: 18]",
            "5": "5 0610/53/m/j/14 \u00a9 ucles 2014 [turn over2 the species of plant musa acuminata produces banana fruits.  y ou are provided with a covered piece of a banana on a white tile.  (a) (i) cut a slice from the banana, approximately 1 cm thick, as shown in fig. 2.1. 1 cm fig. 2.1    make a large drawing of the freshly cut surface of  the banana to show:    \u0081 the number of layers;     \u0081 the thickness of the layers.    label the region where seeds may develop.  [5]",
            "6": "6 0610/53/m/j/14 \u00a9 ucles 2014  (ii) measure the distance across the diameter of the freshly cut slice of the banana and  record your result. include the unit. diameter of the banana ..    draw a line across the diameter of your drawing, measure the distance and record your  result. include the unit. diameter of the drawing of the banana ...[2]   (iii) calculate the magnification of your drawing.    show your working.  magnification \u00d7  ...[2]  (b) (i) add five drops of iodine solution to the cut surface of the banana.    make sure the iodine solution spreads evenly and observe the colours.    on your drawing  of the cut surface of the banana,  label the colour  of each of the  different layers that you have drawn. [2]   (ii) use your observations to state where starch is stored in the banana.  .. .  .. .[1]",
            "7": "7 0610/53/m/j/14 \u00a9 ucles 2014 [turn over (c) some students collected food packaging labels to find the nutrients present in bananas.   the table below is a summary of their findings. nutrient mass / g per 100 g carbohydrate 22.25 fat  0.25 protein  2.00 fibre  2.50   (i) plot a bar chart of the data.  [4]   (ii) the remaining mass of a banana is mostly water, as the mass of vitamins and minerals  is very small.    calculate, to the nearest whole number, the mass of water in 100 g of banana.    show your working.   .g [2]",
            "8": "8 0610/53/m/j/14 \u00a9 ucles 2014 (d) in another investigation, students kept unripe bananas at room temperature for seven days.   they studied some of the changes during ripening.   each day the students took one banana and:   \u0081 observed the colour of the banana skin;   \u0081 removed a sample of the flesh tissue and determined the reducing sugar content.   the table below shows their results. time / dayschange during ripening skin colour reducing sugar content  / % 1 green  52 green and yellow 123 mostly yellow 184 all yellow 255 yellow, some brown 296 yellow and brown 307 mostly brown 30   (i) the reducing sugar content increased as the bananas ripened.    calculate how many times greater was the sugar content on day 6 compared with day 1.    show your working.   [2]   (ii) suggest the source of the reducing sugar.  .. .  .. .[1]   (iii) animals eat wild bananas and spread the seeds in their faeces.    suggest one feature of ripe bananas that attracts animals.  .. .  .. .[1]  [total: 22] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s14_qp_61.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (rw/cgw) 77095/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6664250533* biology  0610/61 paper 6  alternative to practical may/june 2014  1 hour candidates answer on the question paper. additional materials: 300 mm ruler 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/61/m/j/14 \u00a9 ucles 20141 starch is broken down into reducing sugars in the alimentary canal. the digested products are  absorbed into the blood.  some students investigated the action of enzymes on the digestion of starch.  (a) describe how you would carry out a test for starch.  .. .  .. .[2]  (b) describe how you would safely carry out a test for reducing sugars.  .. .  .. .  .. .  .. .  .. .  .. .[3]  the students used a length of tubing that had been securely tied at one end.   \u0081 5 cm3 of starch solution and 5 cm3 of enzyme solution were added to the tubing.   \u0081 a knot was used to close the open end of the tubing.   \u0081 the outside of the tubing was rinsed with water.   \u0081 the tubing was supported as shown in fig. 1.1. large test-tube containing water knotknot beaker containing water at 35\u00b0ctubing containing starch and enzyme solutions fig. 1.1  (c) suggest why the starch and enzyme solutions were kept at 35\u00b0c.  .. .  .. .[1]",
            "3": "3 0610/61/m/j/14 \u00a9 ucles 2014 [turn over \u0081  2 cm3 were removed immediately from the water in the large test-tube. one drop was placed  on a white tile to test for starch. the remainder was placed in a test-tube to test for reducing sugar. this was sample 1.  \u0081  four further samples were removed at 10 minute intervals. each sample was tested for starch  and reducing sugar.  (d) (i) complete table 1.1 by writing in the observations for the five reducing sugar tests. table 1.1 sample time / min observation conclusion 1  0 none 2 10 very little3 20 some present4 30 more sugars present5 40 large amount present  [3]   (ii) the observations for the starch tests were all brown.    explain what can be concluded from these observations.  .. .  .. .[1]  (e) suggest and explain what happened during the 40 minutes to give the results in (d)(i)  and  (d)(ii) .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
            "4": "4 0610/61/m/j/14 \u00a9 ucles 2014 (f) explain why each of the following procedures was carried out:   (i) the outside of the tubing was rinsed before it was placed in the large test-tube of water;  .. .  .. .[1]   (ii) a white tile was used for the starch test.  .. .  .. .[1]  (g) (i) suggest which region of the alimentary canal is represented by the tubing.    give a reason for your answer.  .. .  .. .  .. .  .. .[2]   (ii) state the name of the enzyme that works in the alimentary canal to break down starch.  .. .[1]  (h) some students investigated the effect of ph on the activity of this enzyme.   their results are shown in table 1.2. table 1.2 ph time for starch to be broken down / min 3.5  9.04.0  7.05.2  4.06.6  1.57.0  1.08.0  4.58.5 10.0",
            "5": "5 0610/61/m/j/14 \u00a9 ucles 2014 [turn over  (i) plot a graph to show the results in table 1.2.      [4]   (ii) use the graph to suggest the optimum (best) ph for this enzyme.  .. .[1]   (iii) describe the effect of ph on the activity of this enzyme.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iv) suggest a suitable control for this investigation.  .. .  .. .[1]  [total: 28]",
            "6": "6 0610/61/m/j/14 \u00a9 ucles 20142 a parasite is an organism that obtains its nutrients from another living organism (the host).  fig. 2.1 shows the parasitic plant dodder, cuscuta epithymum , growing on the host plant, gorse,  ulex sp. the flowers and stems belong to the dodder. this plant does not have leaves or roots, and  obtains its nutrients and water from the gorse. dodder flower dodder stem gorse fig. 2.1",
            "7": "7 0610/61/m/j/14 \u00a9 ucles 2014 [turn over fig. 2.2 shows a section through the stem of gorse to show the attachment of the dodder as seen  using a microscope. m n m n stem of dodder \u00d7 50stem of gorse fig. 2.2  (a) on fig. 2.2, draw labelled lines to identify the position of:   (i) xylem of gorse;   (ii) phloem of gorse.  [2]  (b) suggest how dodder obtains minerals from the gorse.  .. .  .. .[1]",
            "8": "8 0610/61/m/j/14 \u00a9 ucles 2014 (c) the structure that dodder uses to make contact with the gorse is called a haustorium. the  width of the haustorium is marked by the line mn, on fig. 2.2.   measure the length of mn.    mm   calculate the actual width of the haustorium ( mn).   show your working.   actual width  mm [3]  fig. 2.3 shows an arthropod that is a parasite that can live on humans. fig. 2.3",
            "9": "9 0610/61/m/j/14 \u00a9 ucles 2014 (d) (i) make a large labelled drawing of the part of the parasite in the rectangle.  [4]   (ii) name the group of arthropods to which this animal belongs.    give a reason for your answer.  .. .  .. .[2]  [total: 12]",
            "10": "10 0610/61/m/j/14 \u00a9 ucles 2014blank page",
            "11": "11 0610/61/m/j/14 \u00a9 ucles 2014blank page",
            "12": "12 0610/61/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 2  figure 2.1 question 2  figure 2.2question 2  figure 2.3\u00a9  ref:  b650/0051;  geoff kidd/science photo library;  dodder (cuscuta epithymum);  www.sciencephoto.com. \u00a9  ref:  c004/8753;  garry delong/science photo library;  parasitic dodder plant ;  www.sciencephoto.com. \u00a9  ref:  f004/2842;  sciepro/science photo library;  tick;  www.sciencephoto.com. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s14_qp_62.pdf": {
            "1": "this document consists of 12 printed pages. dc (ac/sw) 80360/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5930765143* biology  0610/62 paper 6  alternative to practical may/june 2014  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/62/m/j/14 \u00a9 ucles 20141 a student investigated the effect of surface area on the rate of digestion of food by observing the  colour change in agar jelly pieces placed in dilute sulfuric acid.  the student was provided with a petri dish of agar jelly. the agar jelly contained universal indicator  that changed colour according to the ph of its environment. red ph1 orange blue ph10  the student was also provided with a beaker of sulfuric acid.  when a small piece of agar jelly was put into the beaker of dilute sulfuric acid, it gradually changed  colour.  (a) suggest what colour the agar jelly became after it changed colour in the dilute sulfuric acid. it started orange and changed to  .. [1]  the student cut four identical blocks of agar jelly, each 2 cm \u00d7 1 cm \u00d7 1 cm, as shown in fig. 1.1. 2 cm 1 cm 1 cm  fig. 1.1  the student labelled the agar blocks a, b, c and d.       ",
            "3": "3 0610/62/m/j/14 \u00a9 ucles 2014 [turn over the blocks of agar jelly were then cut up as shown in  fig 1.2. blockview of block from above showing  cuts that were madetotal number  of pieces after  cuttingtotal surface  area of all  pieces / cm2 a cut here1  b 21 2 c 41 6 d 82 0  fig. 1.2  the student calculated the total surface area of all the pieces cut from each block.   (b) (i) calculate the surface area of block a.    show your working.  surface area of block a  ...cm2 [2] ",
            "4": "4 0610/62/m/j/14 \u00a9 ucles 2014  (ii) calculate the volume of block a.    show your working and include the units.  volume of block a  ... [2]   the student labelled four large test-tubes, a, b, c and d.     the student put all the agar pieces that had been cut from each agar block, a, b, c  and d, into the large test-tube that was labelled with the same letter as the agar block.   this is shown in fig. 1.3. a b c d fig. 1.3  the student poured sulfuric acid into each large test-tube and timed how long it took for all the  pieces of agar jelly in each large test-tube to change colour.   the student wrote down their results. block a took 12 minutes to  change. block b took 6 minutes 25  seconds. block c took 2 minutes 40  seconds. block d took 4 minutes 10  seconds.",
            "5": "5 0610/62/m/j/14 \u00a9 ucles 2014 [turn over (c) (i) state two pieces of apparatus, not shown in fig. 1.3, that the student needed to use for  this investigation.  .. . [1]   (ii) use the space below to draw a suitable results table for this investigation.   [5]  (d) describe and explain the results.  .. .  .. .  .. .  .. .   .. .  .. .  ..   [4]",
            "6": "6 0610/62/m/j/14 \u00a9 ucles 2014 (e) explain why it was important for blocks a, b, c and d to have the same volume at the start,  before they were cut into pieces.  .. .  ..   [1]  (f) suggest two possible sources of errors in the investigation.   for each error, describe one way that you could improve the investigation. error 1  .. .  .. . improvement 1   ..  .. . error 2  .. .    .. . improvement 2   ..  ..   [4]  (g) the surface area of food particles affects the rate of their break down.   a student carried out an experiment to investigate the rate of the break down of fat.    two test-tubes were set up as shown in table 1.1.   each test-tube contained the same volumes and concentrations of enzyme.  table 1.1 test-tube contents of test-tube time taken for break down of fat / min e fat + enzyme + water 8 f fat + enzyme + bile 3",
            "7": "7 0610/62/m/j/14 \u00a9 ucles 2014 [turn over  (i) suggest a reason for the difference in results recorded in table 1.1.    .. .  .. .  .. .  ..   [2]    (ii) another student carried out a similar experiment but also included a test-tube that  contained fat and water only.    suggest a reason for this additional test-tube.  .. .  ..   [1]  [total: 23]",
            "8": "8 0610/62/m/j/14 \u00a9 ucles 20142 the outline of a leaf has been drawn on the grid in fig. 2.1.   fig 2.1  (a) label two features of the leaf shown in fig. 2.1. [2]",
            "9": "9 0610/62/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) use the grid to estimate the area of the surface of the leaf shown in fig. 2.1.    each square of the grid has an area of 1 cm2.   ... cm2 [1]   (ii) suggest one way to improve the accuracy of this method of calculating the surface area  of a leaf.  .. .  ..  [1]  (c) the two leaves, g and h, shown in fig. 2.2 are from the same plant.   g h  \u00d7 1  fig. 2.2    one of the leaves was from higher up the plant, in full sunlight.    the other leaf was from lower down the plant, in the shade.    suggest and explain which leaf is from lower down the plant, in the shade.   .. .  .. .  .. .  ..  [2]  ",
            "10": "10 0610/62/m/j/14 \u00a9 ucles 2014 (d) table 2.1 shows the results of an investigation into the relationship between the total surface  area of the leaves on a plant and the volume of water lost from the plant.  table 2.1 total surface area of leaves / m2volume of water lost from plant per day / dm3  0.05  4.5  0.10  6.5 0.15  8.0 0.20  10.0 0.25  12.5   (i) plot a graph of the data in table 2.1 on the grid below. draw a straight line of best-fit.  [4]",
            "11": "11 0610/62/m/j/14 \u00a9 ucles 2014 [turn over  (ii) describe the trend shown by the results.  .. .  .. .  .. .  ..  [2]  (e) fig. 2.3 shows the lower surface of a leaf as seen under a microscope. j k \u00d7 400  fig. 2.3   jk shows the length of a stoma in fig. 2.3.   measure the length of jk. length of jk   mm     calculate the actual length of the stoma.   show your working.   actual length of stoma   mm  [3]",
            "12": "12 0610/62/m/j/14 \u00a9 ucles 2014 (f) a student investigated how light intensity affected the rate of water loss from a leaf.   suggest two variables that the student would control in their investigation. 1     .. . 2     ..   [2]  [total: 17] copyright acknowledgements: question 2c e.s.masters \u00a9 ucles question 2e \u00a9 http://biology-aasharifah.blogspot.co.uk/2012/06/question-and-answer-about-stomata.html. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s14_qp_63.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nh/sw) 83473/2 \u00a9 ucles 2014 [turn over *9683650458* biology  0610/63 paper 6 alternative to practical may/june 2014  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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/63/m/j/14 \u00a9 ucles 20141 the enzyme lipase digests fats into fatty acids and glycerol.  some students investigated how temperature affects the break down of the fats in milk using  lipase.  a ph indicator called bromothymol blue was used and the colour change was observed and  recorded every two minutes for a total time of 20 minutes.  table 1.1 shows the colour changes of this indicator. table 1.1 ph 6 7 8 colour yellow green blue cold water warm water hot watersodium carbonate, milk and indicatorlipase fig. 1.1  three beakers were labelled: cold, warm and hot. one test-tube was placed in each of the  labelled beakers. three drops of bromothymol blue indicator were put into each test-tube. 2 cm3 of  sodium carbonate solution was added to each test-tube and then 2 cm3 of milk was added to each  test-tube. finally, one test-tube containing  3 cm3 of lipase was put into each of the three beakers.  the temperature in each beaker was measured and recorded.  the experiment was left for 5 minutes, as shown in fig. 1.1.  after 5 minutes, the lipase was poured from the test-tube labelled lipase in the cold beaker into  the other test-tube in the cold beaker.  this process was repeated for the warm  beaker and the hot beaker.  the mixtures were stirred and the colour of the bromothymol blue indicator in each test-tube was  recorded at 0 (start), 2, 4, 6, 8,10, 12, 14, 16, 18 and 20 minutes.",
            "3": "3 0610/63/m/j/14 \u00a9 ucles 2014 [turn over fig. 1.2 shows the students\u2019 results. temperatures times and colours ice and water = 4, 0 \u2013 blue, 2 \u2013 blue, 4 \u2013 blue, 6 \u2013 blue, 8 \u2013 blue,  10 \u2013 blue, 12 \u2013 blue, 14 \u2013 blue, 16 \u2013 blue, 18 \u2013 blue, 20 \u2013 blue room temp = 21, 0 \u2013 blue, 2 \u2013 blue, 4 \u2013 blue, 6 \u2013 blue, 8 \u2013 green,  10 \u2013 blue, 12 \u2013 green, 14 \u2013 green, 16 \u2013 yellow, 18 \u2013 yellow, 20 \u2013 yellow hot water = 50, 0 \u2013 blue, 2 \u2013 blue, 4 \u2013 blue, 6 \u2013 green,  8 \u2013 green, 10 \u2013 green / yellow, 12 \u2013 green / yellow, 14 \u2013 yellow, 16 \u2013 yellow, 18 \u2013 yellow, 20 \u2013 yellow fig. 1.2  (a) complete table 1.2 to record the students\u2019 results. table 1.2 time / mincolour of indicator cold ..\u00b0cwarm ..\u00b0chot ..\u00b0c 0  [3]",
            "4": "4 0610/63/m/j/14 \u00a9 ucles 2014 (b) (i) sodium carbonate solution has a ph of 8. suggest why sodium carbonate solution was  added to the milk in this investigation.  .. .  .. .[1]   (ii) state why the two test-tubes in each of the labelled containers were left for 5 minutes  before mixing their contents.  .. .  .. .[1]   (iii) explain why the colour of the bromothymol blue indicator changed during the investigation.  .. .  .. .  .. .  .. .[2]   (iv) predict the colour that you would observe if the experiment had been repeated using  water at 80 \u00b0c.    explain your answer.  .. .  .. .[2]   (v) suggest a result that may be anomalous. give a reason for your answer. anomalous result  . .. reason  ...   .. .[2]",
            "5": "5 0610/63/m/j/14 \u00a9 ucles 2014 [turn over (c) state two variables that have been controlled in this investigation.   for each of these variables, describe how it has been controlled. 1 variable  ... ... how has it been controlled  ... .  .. . 2 variable  ... ... how has it been controlled  ... .  .. .[4]  (d) suggest two ways to modify this investigation to find the optimum (best) temperature for the  enzyme lipase to break down the fats in milk. 1     .. . 2     .. .[2]  [total: 17]",
            "6": "6 0610/63/m/j/14 \u00a9 ucles 20142 (a) the species of plant musa acuminata produces banana fruits.   fig. 2.1 shows a section cut from a banana. fig. 2.1   (i) make a large drawing of the cut surface of the banana in fig. 2.1 to show:    \u0081 the number of layers;    \u0081 the thickness of the layers.    label the region where seeds may develop.  [4]",
            "7": "7 0610/63/m/j/14 \u00a9 ucles 2014 [turn over  (ii) draw a line across the diameter of the cut slice of banana in fig. 2.1.    measure the distance and record your result. include the unit. diameter of the banana ..    draw a line across the diameter of your drawing, measure it and record your result. diameter of the drawing of the banana ...[3]   (iii) calculate the magnification of your drawing.    show your working.  magnification \u00d7  ...[2]  (b) the student then added iodine solution to the cut surface of the banana.   fig. 2.2 shows the colour of the iodine in the different regions of the banana. blue-black brown fig. 2.2   use the information in fig. 2.2 to state where starch is stored in the banana.  .. .  .. .[1]",
            "8": "8 0610/63/m/j/14 \u00a9 ucles 2014 (c) some students collected food packaging labels to find the nutrients present in bananas.   table 2.1 is a summary of their findings. table 2.1 nutrient mass / g per 100 g carbohydrate 22.25 fat  0.25 protein  2.00 fibre  2.50   (i) plot a bar chart of the data in table 2.1.  [4]   (ii) the remaining mass of a banana is mostly water, as the mass of vitamins and minerals  is very small.    calculate, to the nearest whole number, the mass of water in 100 g of banana.    show your working.   .g [2]",
            "9": "9 0610/63/m/j/14 \u00a9 ucles 2014 [turn over (d) in another investigation, students kept unripe bananas at room temperature for eight days.   they studied some of the changes during ripening.   each day the students took one banana and:   \u0081 observed the colour of the banana skin;   \u0081 removed a sample of the flesh tissue and estimated the reducing sugar content.   table 2.2 shows the students\u2019 results. table 2.2 time / dayschange during ripening skin colour reducing sugar content / % 1 green  52 green and yellow 123 mostly yellow 184 all yellow 255 all yellow 306 yellow, some brown 297 yellow and brown 308 mostly brown 30   (i) suggest on which day the bananas became ripe. state one reason for your answer. day  ... .. reason  ...   .. .[2]   (ii) the reducing sugar content increased as the bananas ripened.    calculate how many times greater was the sugar content on day 5 compared with day 1.    show your working.   [2]",
            "10": "10 0610/63/m/j/14 \u00a9 ucles 2014  (iii) suggest the source of the reducing sugar.  .. .  .. .[1]   (iv) animals eat wild bananas and spread the seeds in their faeces.    suggest two features of ripe bananas that attracts animals.  .. .  .. .  .. .  .. .[2]  [total: 23]",
            "11": "11 0610/63/m/j/14 \u00a9 ucles 2014blank page",
            "12": "12 0610/63/m/j/14 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w14_qp_11.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib14 11_0610_11/4rp r  \u00a9 ucles 2014 [turn over       *8373863306* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2014 0610/11/o/n/14  1 the diagram shows how a seed changes after it is planted in well-watered soil.        which characteristics of living things are demonstrated by this sequence?  a growth and reproduction  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     2 the diagram shows the body plan of an invertebrate animal.    rear front     to which group does the animal belong?  a annelid  b crustacean  c insect  d nematode     ",
            "3": "3  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  3 the diagram shows an animal.        use the key to identify the animal.  1 front limbs with five fingers  ...  go to 2   front limbs with four fingers  ..  go to 3  2 skin with spots  ..  a   skin without spots  .  b  3 tail with fins  ...  c   tail without fins  ..  d     4 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchial wall  d plant roots     ",
            "4": "4  \u00a9 ucles 2014 0610/11/o/n/14  5 which features are possessed by all plant cells?     a cell wall chloroplasts  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     6 for which process is a root hair cell adapted?  a absorption of mineral ions  b support of stem  c translocation of sucrose  d transport of oxygen    7 which processes produce a continuous space for the flow of water in xylem vessels?     break down of the  cell walls between  adjacent cells removal of the  cytoplasm in  each cell  a yes yes  b yes no  c no yes  d no no    8 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
            "5": "5  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  9 which substance is transported by haemoglobin?  a nitrogen  b oxygen  c urea  d water      10 what happens to most enzymes above 60  \u00b0c?  a they are denatured.  b they are destroyed by white blood cells.  c they are digested.  d they are made more active.     11 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
            "6": "6  \u00a9 ucles 2014 0610/11/o/n/14  12 what is the function of the anus?  a assimilation  b digestion  c egestion  d excretion      13 which simple molecules are the basic units of protein?  a amino acids  b fatty acids  c sugars  d vitamins     14 some liquid is collected from the xylem in the stem of a plant.    what is present in the liquid?  a cellulose  b inorganic ions  c starch  d sugar     15 what is a function of phloem?  a translocation  b transpiration  c storage of food  d support    ",
            "7": "7  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  16 the diagram shows human blood as seen through a light microscope.    a person\u2019s blood is unable to clot.    which component of the blood is not functioning properly?    ab c d       17 the diagram shows part of the trunk of a small tree with a ring of bark removed. removing the  ring of bark takes away phloem but leaves the xylem intact.    xylem phloemupper branch lower branchring of bark removed here     what effect will removing the bark have on the two branches?     lower branch upper branch  growth leaves growth leaves  a normal normal normal wilted  b normal wilted normal normal  c reduced normal normal normal  d reduced wilted reduced wilted     ",
            "8": "8  \u00a9 ucles 2014 0610/11/o/n/14  18 what are the products of anaerobic respiration in muscles?  a ethanol and carbon dioxide  b ethanol only  c lactic acid and carbon dioxide  d lactic acid only      19 the oxygen carrying capacity of the blood of smokers is less than that of non-smokers.    which component of cigarette smoke causes this?  a carbon monoxide  b nicotine  c smoke particles  d tar     20 why is yeast used in bread-making?  a to provide carbon dioxide  b to provide ethanol  c to provide lactic acid  d to provide oxygen    ",
            "9": "9  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  21 the table shows a student\u2019s water losses on a cool day.     water loss  / cm3  in urine 1500  in faeces 100  in expired air 400  in sweat 800  total 2800    on a hot day the student\u2019s water intake was the same as on the cool day.    on the hot day, which water losses would increase and which would decrease?     increase decrease  a in sweat in expired air  b in sweat in urine  c in urine in faeces  d in urine in sweat      22 after a meal containing carbohydrates, which row shows the changes in concentration of glucose  and urea in the blood as it passes through the liver?     glucose urea  a less less  b less more  c more less  d more more     23 which actions straighten the arm at the elbow joint?     biceps triceps  a contracts contracts  b contracts relaxes  c relaxes contracts  d relaxes relaxes    ",
            "10": "10  \u00a9 ucles 2014 0610/11/o/n/14  24 which response is a result of geotropism?  a flowers being produced  b growing bigger leaves  c roots growing downwards  d seeds germinating      25 the diagram shows a flower in vertical section.    2 13 4 5     which numbered parts of the flower continue to develop after fertilisation?  a 1 and 5 b 2 and 4 c 3 and 5 d 4 and 5     26 a plant has two different alleles of a gene resulting in it having a green seed.    which row describes the phenotype and genotype of the seeds of this plant?     phenotype genotype  a gg heterozygous  b gg homozygous  c green heterozygous  d green homozygous    27 to avoid extinction of a rare plant species, a botanical garden keeps a collection of seeds, known  as a seed bank.    which condition will prevent these seeds germinating whilst in storage?  a high humidity  b high oxygen levels  c low light intensity  d low temperature ",
            "11": "11  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  28 what may be defined as \u2018an increase in dry mass\u2019?  a growth  b nutrition  c reproduction  d respiration      29 the shape of a person\u2019s earlobes is determined by a single gene. this gene has dominant and  recessive alleles.    the allele for detached earlobes is dominant to the allele for attached earlobes.    the diagram shows the inheritance of earlobe shape in a family.    parents childrenattached detached attached detached detached    what is the probability of the next child from the same parents having detached earlobes?  a 0% b 25% c 50% d 75%      30 which sex chromosomes are present in all mature human sperm cells?  a both x and y chromosomes  b either x or y chromosomes  c only x chromosomes  d only y chromosomes    ",
            "12": "12  \u00a9 ucles 2014 0610/11/o/n/14  31 the diagram shows a plant that is producing small plantlets.    plantlet flower     which statement about the plantlets is correct?  a they are genetically different from the parent plant.  b they are genetically identical to the parent plant.  c they are produced as a result of the fusion of nuclei.  d they are produced by fertilising the flowers.     32 the diagram shows energy passing through an ecosystem.    which arrow shows energy leaving the food web?    sun producerfirst consumersecond consumerdecomposers heat energy - mainly from respirationthird consumerb a dc     ",
            "13": "13  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  33 the diagram shows a food web.    green plantsgrasshopperstoads greenfly snailsbeetlesbirds lizards squirrelssnakes     which organisms will increase in number, if the number of snakes increases?  a birds  b grasshoppers  c lizards  d squirrels     34 the diagram shows some feeding relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a swiftsbirds of prey c  finches b d insects      ",
            "14": "14  \u00a9 ucles 2014 0610/11/o/n/14  35 the diagram shows the water cycle.    living animals rivers and streamsground water living plants sea, lakes and pondsrain, hail and snow clouds water vapourx     which process is represented by x?  a osmosis  b photosynthesis  c respiration  d transpiration     36 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of years ago?    carbon dioxide  gas in the air  carbon compounds  in decaying  organisms coal and  oil carbon  compounds  in plants  carbon compounds  in animals carbon dioxide  dissolved in  seas and lakes  a  b c d       ",
            "15": "15  \u00a9 ucles 2014 0610/11/o/n/14 [turn over  37 the graph shows part of a growth curve for a bacterial population.    population size time    what is missing from the graph?  a the death phase  b the exponential phase  c the lag phase  d the stationary phase      38 over-use of fertilisers on farmland causes the chemicals in the fertilisers to be washed into ponds  and lakes.    this causes eutrophication resulting in the following events.    1 algae grow  2 fish die  3 bacteria grow  4 oxygen decreases    what is the correct sequence of these events?  a 1 \u2192 3 \u2192 4 \u2192 2  b 1 \u2192 4 \u2192 3 \u2192 2  c 3 \u2192 4 \u2192 2 \u2192 1  d 4 \u2192 1 \u2192 2 \u2192 3     ",
            "16": "16      permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/11/o/n/14  39 the concentration of a pesticide in the tissues of the organisms in the following food chain was  measured.    plants \u2192 small fish \u2192 large fish \u2192 birds of prey    which bar on the chart represents the large fish?    0.5  0.4 0.3 0.2 0.1  0  abcd organismpesticide concentrationin tissues/  mg per kg       40 which activity will be least  likely to lead to the extinction of species?  a conservation  b deforestation  c use of herbicides  d use of pesticides       "
        },
        "0610_w14_qp_12.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib14 11_0610_12/2rp r  \u00a9 ucles 2014 [turn over       *9625364945* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2014 0610/12/o/n/14  1 the diagram shows how a seed changes after it is planted in well-watered soil.        which characteristics of living things are demonstrated by this sequence?  a growth and reproduction  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     2 the diagram shows the body plan of an invertebrate animal.    rear front     to which group does the animal belong?  a annelid  b crustacean  c insect  d nematode     ",
            "3": "3  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  3 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchial wall  d plant roots     4 the diagram shows an animal.        use the key to identify the animal.  1 front limbs with five fingers  ...  go to 2   front limbs with four fingers  ..  go to 3  2 skin with spots  ..  a   skin without spots  .  b  3 tail with fins  ...  c   tail without fins  ..  d     ",
            "4": "4  \u00a9 ucles 2014 0610/12/o/n/14  5 for which process is a root hair cell adapted?  a absorption of mineral ions  b support of stem  c translocation of sucrose  d transport of oxygen      6 which features are possessed by all plant cells?     a cell wall chloroplasts  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     7 which substance is transported by haemoglobin?  a nitrogen  b oxygen  c urea  d water     8 which processes produce a continuous space for the flow of water in xylem vessels?     break down of the  cell walls between  adjacent cells removal of the  cytoplasm in  each cell  a yes yes  b yes no  c no yes  d no no     ",
            "5": "5  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  9 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013     10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 what happens to most enzymes above 60  \u00b0c?  a they are denatured.  b they are destroyed by white blood cells.  c they are digested.  d they are made more active.     ",
            "6": "6  \u00a9 ucles 2014 0610/12/o/n/14  12 what is a function of phloem?  a translocation  b transpiration  c storage of food  d support      13 some liquid is collected from the xylem in the stem of a plant.    what is present in the liquid?  a cellulose  b inorganic ions  c starch  d sugar     14 which simple molecules are the basic units of protein?  a amino acids  b fatty acids  c sugars  d vitamins    15 what is the function of the anus?  a assimilation  b digestion  c egestion  d excretion    ",
            "7": "7  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  16 the diagram shows part of the trunk of a small tree with a ring of bark removed. removing the  ring of bark takes away phloem but leaves the xylem intact.    xylem phloemupper branch lower branchring of bark removed here     what effect will removing the bark have on the two branches?     lower branch upper branch  growth leaves growth leaves  a normal normal normal wilted  b normal wilted normal normal  c reduced normal normal normal  d reduced wilted reduced wilted     17 the diagram shows human blood as seen through a light microscope.    a person\u2019s blood is unable to clot.    which component of the blood is not functioning properly?    ab c d      ",
            "8": "8  \u00a9 ucles 2014 0610/12/o/n/14  18 why is yeast used in bread-making?  a to provide carbon dioxide  b to provide ethanol  c to provide lactic acid  d to provide oxygen      19 what are the products of anaerobic respiration in muscles?  a ethanol and carbon dioxide  b ethanol only  c lactic acid and carbon dioxide  d lactic acid only     20 the oxygen carrying capacity of the blood of smokers is less than that of non-smokers.    which component of cigarette smoke causes this?  a carbon monoxide  b nicotine  c smoke particles  d tar     21 which actions straighten the arm at the elbow joint?     biceps triceps  a contracts contracts  b contracts relaxes  c relaxes contracts  d relaxes relaxes     ",
            "9": "9  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  22 the table shows a student\u2019s water losses on a cool day.     water loss  / cm3  in urine 1500  in faeces 100  in expired air 400  in sweat 800  total 2800    on a hot day the student\u2019s water intake was the same as on the cool day.    on the hot day, which water losses would increase and which would decrease?     increase decrease  a in sweat in expired air  b in sweat in urine  c in urine in faeces  d in urine in sweat      23 after a meal containing carbohydrates, which row shows the changes in concentration of glucose  and urea in the blood as it passes through the liver?     glucose urea  a less less  b less more  c more less  d more more     24 to avoid extinction of a rare plant species, a botanical garden keeps a collection of seeds, known  as a seed bank.    which condition will prevent these seeds germinating whilst in storage?  a high humidity  b high oxygen levels  c low light intensity  d low temperature     ",
            "10": "10  \u00a9 ucles 2014 0610/12/o/n/14  25 a plant has two different alleles of a gene resulting in it having a green seed.    which row describes the phenotype and genotype of the seeds of this plant?     phenotype genotype  a gg heterozygous  b gg homozygous  c green heterozygous  d green homozygous     26 which response is a result of geotropism?  a flowers being produced  b growing bigger leaves  c roots growing downwards  d seeds germinating     27 the diagram shows a flower in vertical section.    2 13 4 5     which numbered parts of the flower continue to develop after fertilisation?  a 1 and 5 b 2 and 4 c 3 and 5 d 4 and 5     28 which sex chromosomes are present in all mature human sperm cells?  a both x and y chromosomes  b either x or y chromosomes  c only x chromosomes  d only y chromosomes    ",
            "11": "11  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  29 what may be defined as \u2018an increase in dry mass\u2019?  a growth  b nutrition  c reproduction  d respiration      30 the shape of a person\u2019s earlobes is determined by a single gene. this gene has dominant and  recessive alleles.    the allele for detached earlobes is dominant to the allele for attached earlobes.    the diagram shows the inheritance of earlobe shape in a family.    parents childrenattached detached attached detached detached    what is the probability of the next child from the same parents having detached earlobes?  a 0% b 25% c 50% d 75%      31 the diagram shows energy passing through an ecosystem.    which arrow shows energy leaving the food web?    sun producerfirst consumersecond consumerdecomposers heat energy - mainly from respirationthird consumerb a dc     ",
            "12": "12  \u00a9 ucles 2014 0610/12/o/n/14  32 the diagram shows a plant that is producing small plantlets.    plantlet flower     which statement about the plantlets is correct?  a they are genetically different from the parent plant.  b they are genetically identical to the parent plant.  c they are produced as a result of the fusion of nuclei.  d they are produced by fertilising the flowers.     33 the diagram shows some feeding relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a swiftsbirds of prey c  finches b d insects      ",
            "13": "13  \u00a9 ucles 2014 0610/12/o/n/14 [turn over  34 the diagram shows a food web.    green plantsgrasshopperstoads greenfly snailsbeetlesbirds lizards squirrelssnakes     which organisms will increase in number, if the number of snakes increases?  a birds  b grasshoppers  c lizards  d squirrels     35 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of years ago?    carbon dioxide  gas in the air  carbon compounds  in decaying  organisms coal and  oil carbon  compounds  in plants  carbon compounds  in animals carbon dioxide  dissolved in  seas and lakes  a  b c d       ",
            "14": "14  \u00a9 ucles 2014 0610/12/o/n/14  36 the diagram shows the water cycle.    living animals rivers and streamsground water living plants sea, lakes and pondsrain, hail and snow clouds water vapourx     which process is represented by x?  a osmosis  b photosynthesis  c respiration  d transpiration     37 over-use of fertilisers on farmland causes the chemicals in the fertilisers to be washed into ponds  and lakes.    this causes eutrophication resulting in the following events.    1 algae grow  2 fish die 3 bacteria grow  4 oxygen decreases    what is the correct sequence of these events?  a 1 \u2192 3 \u2192 4 \u2192 2  b 1 \u2192 4 \u2192 3 \u2192 2  c 3 \u2192 4 \u2192 2 \u2192 1  d 4 \u2192 1 \u2192 2 \u2192 3     ",
            "15": "15  \u00a9 ucles 2014 0610/12/o/n/14  38 the graph shows part of a growth curve for a bacterial population.    population size time    what is missing from the graph?  a the death phase  b the exponential phase  c the lag phase  d the stationary phase      39 the concentration of a pesticide in the tissues of the organisms in the following food chain was  measured.    plants \u2192 small fish \u2192 large fish \u2192 birds of prey    which bar on the chart represents the large fish?    0.5  0.4 0.3 0.2 0.1  0  abcd organismpesticide concentrationin tissues/  mg per kg       40 which activity will be least  likely to lead to the extinction of species?  a conservation  b deforestation  c use of herbicides  d use of pesticides     ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/12/o/n/14  blank page  "
        },
        "0610_w14_qp_13.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib14 11_0610_13/4rp  \u00a9 ucles 2014 [turn over       *3567300897* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2014     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not write in any barcodes.  there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2014 0610/13/o/n/14  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 what can be found in both root hair cells and xylem vessels?     cell  membrane cell wall cytoplasm nucleus  a \u0013 \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013 \u0013  c \u0017 \u0013 \u0017 \u0017  d \u0017 \u0017 \u0013 \u0017     3 the diagram shows an animal.        use the key to identify the animal.  1 front limbs with five fingers  ...  go to 2   front limbs with four fingers  ..  go to 3  2 skin with spots  ..  a   skin without spots  .  b  3 tail with fins  ...  c   tail without fins  ..  d     ",
            "3": "3  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  4 how does oxygen move from the alveoli into the blood?  a by diffusion  b by evaporation  c by osmosis  d by transpiration      5 the diagram shows a liver cell.        in which way does this cell differ from a typical animal cell?  a it has a cell membrane.  b it has no vacuole.  c it has no cell wall.  d it has two nuclei.     6 which row shows the main tissue and organ involved in the process?     process tissue organ  a excretion in humans nerve brain  b nutrition in humans platelets veins  c photosynthesis in plants mesophyll leaf  d translocation in plants epidermis stem     7 which structure is not an organ?  a artery  b flower  c spinal cord  d xylem    ",
            "4": "4  \u00a9 ucles 2014 0610/13/o/n/14  8 which process occurs by osmosis?  a plant roots absorbing mineral ions from the soil   b plant roots absorbing water from the soil  c the small intestine absorbing fatty acids into the blood  d the small intestine absorbing glucose into the blood      9 red blood cells were placed in a dilute solution.    movement of water across the cell membrane caused a change in their appearance.    what explains this movement?     direction of  water movementfrom higher to lower  water potential from lower to higher  water potential  a in \u0013 \u0017  b in \u0017 \u0013  c out \u0013 \u0017  d out \u0017 \u0013      10 what happens to most enzymes above 60  \u00b0c?  a they are denatured.  b they are destroyed by white blood cells.  c they are digested.  d they are made more active.     ",
            "5": "5  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  11 the enzyme catalase, found in potato, spe eds up the breakdown of hydrogen peroxide. the  reaction releases a froth of oxygen bubbles.     the diagram shows an experiment to find the effect of changes in ph on the rate of this reaction.    froth of oxygen bubbles piece of potato  dilute hydrogen peroxide solution      the table shows the time taken for the froth of bubbles to reach the top of the test-tube at  different ph values.    ph minutes  4 4  5 3  6 1  7 2    which ph is nearest to the optimum (best) for this enzyme?  a ph 4 b ph 5 c ph 6 d ph 7     12 which food-testing reagent shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret reagent  c ethanol  d iodine solution    13 which two substances are needed for photosynthesis?  a carbon dioxide and glucose  b carbon dioxide and water  c oxygen and glucose  d oxygen and water    ",
            "6": "6  \u00a9 ucles 2014 0610/13/o/n/14  14 some liquid is collected from the xylem in the stem of a plant.    what is present in the liquid?  a cellulose  b inorganic ions  c starch  d sugar     15 in which list do all three blood vessels carry oxygenated blood?  a aorta, pulmonary artery, renal artery  b aorta, pulmonary vein, renal artery  c vena cava, pulmonary artery, renal vein  d vena cava, pulmonary vein, renal vein    16 in a person with a low platelet level, which process is slower than normal?  a antibody formation  b blood clotting  c oxygen carriage  d phagocytosis    17 the table shows some characteristics of four different plants.    the plants are growing in the same environmental conditions.    which plant will have the highest rate of transpiration?     number of  leaves on plant average surface  area of one leaf  /  cm2 average density of  stomata on leaves  / per mm\u20132 average diameter  of one stoma  / \u00b5m  a 12 42 248 19  b 25 20 250 16  c 35 52 275 18  d 36 45 150 15     ",
            "7": "7  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  18 four metabolic reactions are shown.    1 carbon dioxide  +  water  \u2192  glucose  +  oxygen  2 glucose  \u2192  ethanol  +  carbon dioxide  3 glucose  \u2192  lactic acid  4 glucose  +  oxygen  \u2192  carbon dioxide  +  water    which reactions take place in human cells to release energy?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     19 the oxygen carrying capacity of the blood of smokers is less than that of non-smokers.    which component of cigarette smoke causes this?  a carbon monoxide  b nicotine  c smoke particles  d tar      20 why is yeast used in bread-making?  a to provide carbon dioxide  b to provide ethanol  c to provide lactic acid  d to provide oxygen    ",
            "8": "8  \u00a9 ucles 2014 0610/13/o/n/14  21 the table shows the percentage composition of some chemicals found in blood entering the  kidney of a healthy person.    chemical composition in blood  entering kidney  / %  glucose 0.10  protein 8.00  urea 0.03    what is the percentage composition of the same chemicals in the urine of a healthy person?     composition in urine  / %  glucose protein urea  a 1.00 4.00 0.03  b 0.00 4.00 0.00  c 0.00 0.00 2.00  d 0.10 8.00 2.00      22 the diagram shows part of the human circulatory system.    in which vessel do the break-down products of hormones first appear?    lungs heart liver gut kidneyb c da      23 which target organ releases glucose into the blood-stream as a result of the action of adrenaline?  a adrenal gland  b kidney  c liver  d pancreas    ",
            "9": "9  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  24 which responses are shown by the shoot of a plant?     geotropism phototropism   a \u2013 \u2013 key  b \u2013 + + grows towards the stimulus  c + \u2013 \u2013 grows away from the stimulus  d + +      25 the diagram shows a flower in vertical section.    2 13 4 5     which numbered parts of the flower continue to develop after fertilisation?  a 1 and 5 b 2 and 4 c 3 and 5 d 4 and 5     ",
            "10": "10  \u00a9 ucles 2014 0610/13/o/n/14  26 the diagram shows a cell dividing into two.    dna strand dna strand     which process is shown in the diagram?  a asexual reproduction in a bacterium  b asexual reproduction in a potato plant  c meiosis in a woman\u2019s ovary  d mitosis in the root of a plant     27 some bean seeds are planted 2  cm below the surface of some soil in a tray.    which process will not occur as the seeds start to germinate?  a growth  b osmosis  c photosynthesis  d respiration     28 what may be defined as \u2018an increase in dry mass\u2019?  a growth  b nutrition  c reproduction  d respiration    ",
            "11": "11  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  29 the chart shows the inheritance of fur colour in a small mammal.    if the allele for white fur is dominant, which animal must  be heterozygous for the gene controlling  fur colour?    \u00d7\u00d7ab c d      30 the diagram shows the chromosomes from one person.    1 9 17 18 19 20 21 2210 11 12 13 14 15 1623 4 5678     what can be deduced about the person who has these chromosomes?  a a female with down\u2019s syndrome  b a male with down\u2019s syndrome  c a normal female  d a normal male     ",
            "12": "12  \u00a9 ucles 2014 0610/13/o/n/14  31 the diagram shows a plant that is producing small plantlets.    plantlet flower     which statement about the plantlets is correct?  a they are genetically different from the parent plant.  b they are genetically identical to the parent plant.  c they are produced as a result of the fusion of nuclei.  d they are produced by fertilising the flowers.     32 which diagram shows energy passing along a food chain?    producerprimary consumersecondary consumertertiary consumera producerprimary consumersecondary consumertertiary consumerb producerprimary consumersecondary consumertertiary consumerc producerprimary consumersecondary consumertertiary consumerd     ",
            "13": "13  \u00a9 ucles 2014 0610/13/o/n/14 [turn over  33 the diagram shows a food web.    green plantsgrasshopperstoads greenfly snailsbeetlesbirds lizards squirrelssnakes     which organisms will increase in number, if the number of snakes increases?  a birds  b grasshoppers  c lizards  d squirrels     34 the diagram shows some feeding relationships in a woodland area.    which of the labelled animals are in competition with seed-eating insects for their food?    woodland plants flowers (nectar) seedsinsects a swiftsbirds of prey c  finches b d insects      35 which process does not release water?  a excretion  b photosynthesis  c respiration  d transpiration    ",
            "14": "14  \u00a9 ucles 2014 0610/13/o/n/14  36 the diagram shows the carbon cycle.    which process produces carbon dioxide from substances made by photosynthesis millions of  years ago?    carbon dioxide  gas in the air  carbon compounds  in decaying  organisms coal and  oil carbon  compounds  in plants  carbon compounds  in animals carbon dioxide  dissolved in  seas and lakes  a  b c d       37 which statement about population growth is correct?  a the rate of population growth decreases as disease increases.  b the rate of population growth increases as food supply decreases.  c the rate of population growth increases when predation increases.  d the rate of population growth is not affected by social conditions.    ",
            "15": "15  \u00a9 ucles 2014 0610/13/o/n/14  38 the graph shows changes in part of a lake after it has been polluted by fertilisers from a nearby  farm.    at which time will the oxygen concentration in the water be lowest?    timea b c d nitrate concentration photosynthesising organisms bacteriakey       39 the concentration of a pesticide in the tissues of the organisms in the following food chain was  measured.    plants \u2192 small fish \u2192 large fish \u2192 birds of prey    which bar on the chart represents the large fish?    0.5  0.4 0.3 0.2 0.1  0  abcd organismpesticide concentrationin tissues/  mg per kg       40 which activity will be least  likely to lead to the extinction of species?  a conservation  b deforestation  c use of herbicides  d use of pesticides ",
            "16": "16    permission to reproduce items where third -party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2014 0610/13/o/n/14  blank page  "
        },
        "0610_w14_qp_21.pdf": {
            "1": "this document consists of 20 printed pages. dc (kn/sw) 93308/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8954733823* biology  0610/21 paper 2 core 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/21/o/n/14 \u00a9 ucles 20141 fig. 1.1 shows a snake.  a snake is a living organism and so shows the characteristics of life.   the snake feeds by catching small animals such as mice and rats. fig. 1.1   (a) complete table 1.1 showing some of the characteristics of life for the snake. table 1.1 characteristic of life definition nutritionobtaining nutrients for energy, growth  and repair removal from an organism of toxic materials,  the waste products of metabolism or  substances in excess of requirements reproduction a permanent increase in size and dry  mass by an increase in cell number or  cell size or both  [3]  (b) the snake is a reptile.   state one way that a reptile differs from a fish.  .. .[1]  [total: 4]",
            "3": "3 0610/21/o/n/14 \u00a9 ucles 2014 [turn over2 (a) fig. 2.1 shows a vertical section through a leaf. ba c fig. 2.1   name the structures labelled a, b and c.     write your answers in the spaces below. a ... b ...   c  ...  [3]",
            "4": "4 0610/21/o/n/14 \u00a9 ucles 2014 (b) potato plants produce new potato tubers underground as part of the process of asexual  reproduction.   fig. 2.2 shows the amount of carbohydrate stored in the leaves and new tubers of potato  plants, grown in a country in the northern hemisphere, between may and september. 5 4 3amount of carbohydrate / arbitrary units may june july dateaugust september2 1 0new tubers leaves fig. 2.2   (i) compare the amount of carbohydrate in the leaves and new tubers in may and  september. give an explanation for the differences.    use data from fig. 2.2 in your answer.    may difference  ... explanation  .. ..  .. .    september difference  ... explanation  .. ..  .. .     [4]",
            "5": "5 0610/21/o/n/14 \u00a9 ucles 2014 [turn over  (ii) state the form in which carbohydrate is stored in potato plants.  .. .[1]   (iii) state two uses, other than storage, for the carbohydrate made by photosynthesis. 1    2        [2]  [total: 10]",
            "6": "6 0610/21/o/n/14 \u00a9 ucles 20143 (a) fig. 3.1 shows a piece of apparatus used to measure reaction time. as soon as the bulb  lights up, the student being tested presses the switch. the reaction time, in seconds, is then  displayed on the timer.   ten students each have one attempt on the timer. light bulb timer display switch fig. 3.1   the results of the investigation are shown in fig. 3.2. 0.120.140.160.180.20 reaction time  / s 1 studentboys234 5 6789 1 0 girls fig. 3.2",
            "7": "7 0610/21/o/n/14 \u00a9 ucles 2014 [turn over  the average reaction time for the boys is 0.18 s.   calculate the average reaction time for the girls. show your working.  average reaction time for the girls  ... s [2]  (b) fig. 3.3 shows the pathway for a simple reflex action.   (i) complete the diagram by writing the correct words in the boxes. stimulus sensory, relay and motor neuronesresponse fig. 3.3  [2]   (ii) blinking is a reflex action. fig. 3.4 shows what is happening as an eye blinks and then  opens again. fig. 3.4    suggest one reason why this reflex action is important to the body.  .. .  .. .[1]",
            "8": "8 0610/21/o/n/14 \u00a9 ucles 2014 (c) heroin is a powerful drug.   (i) describe what is meant by the term drug.  .. .  .. .  .. .  .. .[2]   (ii) suggest how heroin could affect reaction time.  .. .  .. .[1]   (iii) there are many problems caused by people using heroin.      describe three  examples of these problems. 1     .. . 2     .. . 3     .. .[3]  (d) an antibiotic is an example of a drug that can be used as a medicine.   describe how antibiotics are useful to the human body.  .. .  .. .[1]  [total: 12]",
            "9": "9 0610/21/o/n/14 \u00a9 ucles 2014 [turn overquestion 4 begins on page 10.",
            "10": "10 0610/21/o/n/14 \u00a9 ucles 20144 fig. 4.1 shows the sex chromosomes in a fertilised human egg. egg fertilised eggxy... ... sperm fig. 4.1   (a) (i) complete the diagram to show the sex chromosomes in the sperm and the egg. [1]   (ii) state the biological name for a fertilised egg.  .. .[1]  (b) the fertilised egg develops into a baby.    explain why there are approximately equal numbers of male and female babies in humans.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "11": "11 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (c) (i) identical twins are formed when one sperm fertilises one egg, which then splits into two.  each of these then develops into an embryo.    compare the alleles present in a pair of identical twins.  .. .  .. .[1]   (ii) tony and edward are identical twins. tony edward    table 4.1 gives some information about some characteristics of tony and edward. table 4.1 characteristic tony edward sex male male height / cm 161 162 weight / kg 55 58 skin colour pale tanned hair style short hair long hair blood group a a    state the two characteristics from table 4.1 that are only controlled by genetic  information. ...  .. .[2]  [total: 8]",
            "12": "12 0610/21/o/n/14 \u00a9 ucles 20145 fig. 5.1 shows a section through a flower. a b c e f gd fig. 5.1  (a) table 5.1 describes the functions of some parts of the flower.   complete the table using the label letters from fig. 5.1.   y ou may use each letter once, more than once or not at all. table 5.1 function letter protection of the flower when in bud place where pollen is produced site of fertilisation a suitable landing site for pollen attracts insects  [5]",
            "13": "13 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (b) individual flowers of the same species can be different colours.   fig. 5.2 is a genetic diagram which shows how colour is inherited for one particular species.   r  represents the allele for red flower colour.   r  represents the allele for white flower colour.   (i) complete fig. 5.2 using words from this list. each word may be used once, more than  once or not at all. dominant            gametes            genotypes            heterozygous homozygous            phenotypes            recessive    red parental ... \u00d7 white rr parental ... rr all r . all r all rr f1  all red f1  fig. 5.2  [3]   (ii) the f1 red flowers were pollinated with pollen from white flowers.    state the proportion of red to white flowers you would expect in the offspring from this  cross.  .. .[1]  [total: 9]",
            "14": "14 0610/21/o/n/14 \u00a9 ucles 20146 fig. 6.1 shows the human digestive system. a b c d e fig. 6.1  (a) (i) state the letter of the organ that makes  bile.  .. .[1]   (ii) name the organ that stores  bile.  .. .[1]   (iii) the bile duct can become blocked.    explain why this causes problems with the digestion of fats.  .. .  .. .  .. .  .. .[2]",
            "15": "15 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (b) table 6.1 shows information about some parts of the human digestive system. table 6.1 organph of digestive  juiceenzymes present in  digestive juice salivary gland7.5 amylase stomach 2.0 protease small intestine8.5amylase lipase protease   (i) name two parts of the digestive system where amino acids could be produced by  digestion. 1    2   [2]   (ii) suggest two reasons why starch is not digested in the stomach. 1    2   [2]  (c) (i) the material entering the colon is liquid, but the faeces are usually much more solid.    state how this happens.  .. .  .. .[1]   (ii) name the component of a balanced diet which is necessary for the correct formation of  faeces.  .. .[1]   (iii) name a disorder which can result from a shortage of the component identified in (c)(ii) .  .. .[1]  [total: 11]  ",
            "16": "16 0610/21/o/n/14 \u00a9 ucles 20147 fig. 7.1 shows part of a food web in a lake. kingfisher (bird) perch (fish) trout (fish) smelt (fish)crayfish (crustacean)duck (bird) diving beetle (insect) water flea (crustacean)gnat larva (insect) rudd (fish) algae pond weed fig. 7.1  (a) (i) name one organism in this food web which can trap light energy to produce sugars.  .. .[1]   (ii) complete this food chain from this food web. write the name of one organism in each  box.  diving beetle  [2]  (b) there are farmers\u2019 fields around the lake.   some of the farmers use insecticides on their crops.   suggest why the farmers use insecticides.  .. .  .. .[1]",
            "17": "17 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (c) some of the insecticide washed into the lake.   (i) trout were caught and when analysed, were shown to contain insecticides.    use fig. 7.1 to explain why insecticide was found in the trout.  .. .  .. .  .. .  .. .[2]   (ii) a high level of insecticide in birds has been linked to them laying eggs with very thin  shells, which break easily.     the population of kingfishers in the food web decreased. when analysed, the kingfishers  were shown to contain very high levels of insecticide.    use fig. 7.1 to explain the effect of high levels of insecticide in kingfishers on the  population of trout.  .. .  .. .[1]  (d) fertilisers were also washed into the lake.   a few weeks later large numbers of dead fish were found floating in the lake.   explain how this addition of fertilisers caused the fish in the lake to die.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 11]",
            "18": "18 0610/21/o/n/14 \u00a9 ucles 20148 fig. 8.1 shows the flow of energy through a food chain in a field. the figures refer to the quantity of  energy being transferred, in kj per m2 per year. sunlight grass21 500cattle 30501900125 new growthrespiration faecesfood eaten death and decay fig. 8.1  (a) (i) name one group of organisms which could decay the dead remains of the grass plants.  .. .[1]   (ii) decay is usually fastest in the early autumn.    suggest two factors which could affect the rate of decay. 1    2   [2]  (b) after the cattle have eaten the grass, much of the energy is released in respiration.   (i) calculate how much energy is released by the cattle in respiration. show your working.     kj per m2 per year [2]   (ii) state two uses of the energy released in respiration. 1    2   [2]",
            "19": "19 0610/21/o/n/14 \u00a9 ucles 2014 [turn over (c) cattle release methane into the atmosphere.   state one undesirable effect of methane on the environment.  .. .[1]  (d) land for rearing cattle is often provided by cutting down trees.   state two harmful effects to the environment of this deforestation. 1    2   [2]  [total: 10]",
            "20": "20 0610/21/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.9 fig. 9.1 shows a sample of human blood. a b c d fig. 9.1  (a) table 9.1 states the functions of some parts of the blood.   complete the table using the label letters from fig. 9.1.   use each letter only once. table 9.1 function letter transports oxygen removes bacteria from the blood involved in blood clotting transports urea  [3]  (b) name the blood vessel likely to carry the highest concentration of carbon dioxide.  .. .[1]  (c) name the mineral likely to be removed from the blood by the bones and teeth.  .. .[1]  [total: 5]"
        },
        "0610_w14_qp_22.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nh/sw) 79848/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5275558789* biology  0610/22 paper 2 core 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/22/o/n/14 \u00a9 ucles 20141 fig. 1.1 shows five invertebrates that can harm humans. not drawn to scaleab dhead enlarged c e fig. 1.1  use the key to identify the invertebrates shown in fig. 1.1.  write the letter for each organism in the key.",
            "3": "3 0610/22/o/n/14 \u00a9 ucles 2014 [turn over     k e y description name of organism letter 1 (a) body divided into visible segments go to 3 (b) body not divided into visible segments go to 2 2 (a) four pairs of legs present amblyomma americanum (b) three pairs of legs present pthirus pubis 3 (a) bristles present on body aedes aegypti (b) no bristles present on body go to 4 4 (a) hooks on head taenia solium (b) no hooks on head hirudo medicinalis  [4]  [total: 4]",
            "4": "4 0610/22/o/n/14 \u00a9 ucles 20142 (a) fig. 2.1 shows the relationship between body height and body mass in humans.   people can be placed into categories according to this relationship, as shown in fig. 2.1. 30 1.4 1.5 1.6 1.7 1.84050607080 mass of person  / kg height of person  / m90100110120130 obese overweight correct weight underweight fig. 2.1   (i) table 2.1 gives the height and mass of four students.    use the information in fig. 2.1 to complete the last column in table 2.1. table 2.1 student height / m mass / kg category g 1.5 73 h 1.7 65 j 1.8 55 k 1.8 85  [2]   (ii) suggest two ways in which fig. 2.1 could be improved to make it apply to everyone. 1 .   .. . 2 .   .. .[2]",
            "5": "5 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) an obese student wishes to lose weight.   (i) name two classes of food that need to be reduced in the diet of an obese person to help  lose weight. 1 .  2 . [2]   (ii) people who are trying to lose weight are also advised to take more exercise. explain how  this would help them lose weight.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) people who are obese are more likely to develop certain diseases than people who are  the correct weight.    name a disease that is linked to obesity.  .. .[1]  (c) a balanced diet includes food that provides fibre (roughage).   name a food that is a good source of fibre  and explain why it is important to include fibre in  the diet. source  ...  importance  ... .  .. .  .. .  .. .  .. .  .. .[4]  [total: 14]",
            "6": "6 0610/22/o/n/14 \u00a9 ucles 20143 (a) fig. 3.1 shows the female reproductive system. l m n fig. 3.1   state the names of the structures labelled l, m and n and give a function for each structure.  write your answers in table 3.1. table 3.1 letter name of structure function of structure l m n  [6]",
            "7": "7 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) inheritance of sex in humans is controlled by two chromosomes which are given the symbols  x and y .   fig. 3.2 is a flow diagram showing how two parents can produce a female  baby. female parentmale parent sperm zygote female babyegg fig. 3.2   complete fig. 3.2 by:    \u0081   writing in each circle  on fig. 3.2, the symbols for the sex chromosomes that are  present    \u0081   writing in each box on fig. 3.2, the name of the type of cell division that occurs.  [6]  [total: 12]",
            "8": "8 0610/22/o/n/14 \u00a9 ucles 20144 (a) fig. 4.1 shows a section through an insect-pollinated flower.   the structures in the flower are labelled by letters. a b c d fe g h fig. 4.1   table 4.1 describes the functions of four of the flower parts.   complete table 4.1 by writing the letter that identifies the flower part that carries out each  function. table 4.1 function of flower part letter forms the seed produces pollen protects the flower bud receives the pollen [4]",
            "9": "9 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) insect-pollinated flowers and wind-pollinated flowers are different in structure.   complete table 4.2 by:    \u0081   stating how the stamens and pollen of wind-pollinated flowers are different from  those of insect-pollinated flowers    \u0081 giving a reason for each of the differences.  an example for the petal has been completed for you. table 4.2 flower part difference reason for the difference petalwind-pollinated flowers have small petals that are not brightly colouredwind-pollinated flowers do not need to  attract insects stamen pollen  [4]  [total: 8]",
            "10": "10 0610/22/o/n/14 \u00a9 ucles 2014blank page",
            "11": "11 0610/22/o/n/14 \u00a9 ucles 2014 [turn over5 fig. 5.1 shows the water cycle.  letters have been used to represent different  processes that take place in the cycle. water vapour sea  / river liquid waterrnl m q p liquid waterrun offcloud animals landplantswater vapour water vapour fig. 5.1  identify the different processes represented by letters l, m, n, p, q and r and name them in  table 5.1. table 5.1 letter representing  the processname of process in the water cycle l m n p q r  [6]  [total: 6]",
            "12": "12 0610/22/o/n/14 \u00a9 ucles 20146 (a) the list states some of the roles of organisms in a food chain. carnivore    decomposer    herbivore    primary consumer producer    secondary consumer    tertiary consumer   in each box on fig. 6.1, use two terms from the list to describe the roles of the organisms in  food chain a and food chain b.   each term may be used once, more than once, or not at all. 1  ... 2  ...1  ... 2  ... 1  ... 2  ...producer food chain a food chain bproducercorn cornllama human human fig. 6.1  [6]",
            "13": "13 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) define the term trophic level .  .. .  .. .  .. .  .. .[2]  (c) a student described a food chain found in his garden.    \u0081   one bush has hundreds of aphids on it. the aphids suck liquid from the phloem of the bush to get their food.    \u0081   the aphids are eaten by large beetles.    \u0081   all the beetles have many parasites on their bodies. the parasites suck liquids from the bodies of the beetles for their food.   fig. 6.2 shows part of the pyramid of numbers for this food chain.   complete fig. 6.2 by:    \u0081   sketching in the two missing boxes    \u0081   labelling the four boxes with the names of the organisms. fig. 6.2  [2]  [total: 10]",
            "14": "14 0610/22/o/n/14 \u00a9 ucles 20147 humans carry out aerobic and anaerobic respiration.  (a) compare the two types of respiration by completing table 7.1.   place a tick ( \u2713) to show which statements are correct for each type of respiration in humans. table 7.1 statementaerobic  respirationanaerobic  respiration produces lactic acid releases carbon dioxide uses glucose uses oxygen  [4]  (b) athletes compete in races of different distances.   fig. 7.1 shows the percentage of energy released by aerobic and anaerobic respiration during  these races. 020406080100 100 800 1500 distance of race  / menergy released / % 10 000 25  000anaerobic respiration aerobic respiration fig. 7.1",
            "15": "15 0610/22/o/n/14 \u00a9 ucles 2014 [turn over  use fig. 7.1 to:   (i) state the percentage of energy that is provided by anaerobic respiration in a 100m race   . % [1]  (ii) state the length of race in which 96% of the energy is provided by aerobic respiration   ..m [1]  (iii) state the length of race where the total energy released by each type of respiration is  equal.   ..m [1] (c) state two conclusions that can be made from the data shown in fig. 7.1. 1     .. . 2     .. .[2]  [total: 9]",
            "16": "16 0610/22/o/n/14 \u00a9 ucles 20148 fig. 8.1 shows a section through a leaf. the leaf is adapted to carry out photosynthesis in the  plant. stomacuticlespongy mesophyll cellpalisade mesophyll cellchloroplastcuticle fig. 8.1  (a) (i) give the word equation for photosynthesis.  .. .  .. .[2]   (ii) state the function of the chloroplasts in photosynthesis.  .. .  .. .[2]   (iii) describe how the chloroplasts are distributed in the mesophyll layers of the leaf and  explain how this distribution is important for efficient photosynthesis. description  .. ...  .. . explanation ... ..  .. .[2]",
            "17": "17 0610/22/o/n/14 \u00a9 ucles 2014 [turn over (b) (i) explain the role of stomata in the process of photosynthesis.  .. .  .. .  .. .  .. .[2]   (ii) explain the function of the cuticle in a leaf.  .. .  .. .  .. .  .. .[2]  (c) to grow, a plant needs a supply of nitrate ions.   explain the reason for this.  .. .  .. .  .. .  .. .[2]  [total: 12]",
            "18": "18 0610/22/o/n/14 \u00a9 ucles 20149 fig. 9.1 shows processes that are carried out by organs in the human body.  draw one line from each process to the organ where the process takes place.  y ou will need to draw five lines. process organ breaks down  alcohol kidney destroys  hormones liver eliminates  excess water lung excretes  carbon dioxide forms urea [5] fig. 9.1  [total: 5]",
            "19": "19 0610/22/o/n/14 \u00a9 ucles 2014blank page",
            "20": "20 0610/22/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w14_qp_23.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (leg/fd) 98535/2 \u00a9 ucles 2014 [turn over *1952591909* biology  0610/23 paper 2 core 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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/23/o/n/14 \u00a9 ucles 20141 fig. 1.1 shows five different mammals. $ % &' ( fig. 1.1",
            "3": "3 0610/23/o/n/14 \u00a9 ucles 2014 [turn over use the key to identify the mammals shown in fig. 1.1.  write the letter of each species ( a to e) in the correct box beside the key. key name of mammal letter 1 (a) has a humped back go to 2 (b) back is level with no hump go to 3 2 (a) has one hump on its back camelus dromedarius (b) has two humps on its back camelus ferus 3 (a) has black fur on its face lama glama (b) fur on face is not black go to 4 4 (a) neck and legs long and thin vicugna vicugna (b) neck and legs short and thick vicugna pacos  [total: 4]",
            "4": "4 0610/23/o/n/14 \u00a9 ucles 20142 (a) (i) state  the word equation for aerobic respiration.   +        +   [2]   (ii) organisms carry out aerobic respiration to release the energy they need to stay alive.    state three  processes that humans carry out using this released energy. 1 .  2 .  3 . [3]  (b) an investigation was carried out on two students.     each student breathed out as much air as possible, as quickly as possible.     the volume of expired (exhaled) air and the time taken were measured.   fig. 2.1 shows the results of the investigation. \u0013\u0013\u0014yroxph ri\u0003h[sluhg dlu\u0003\u0012\u0003gp\u0016 wlph\u0003\u0012\u0003vihpdoh \u0015\u0016\u0017 \u0014\u0015 \u0016 \u0017\u0018\u0019pdoh fig. 2.1",
            "5": "5 0610/23/o/n/14 \u00a9 ucles 2014 [turn over  (i) state the volume of air expired by the female student and the amount of time she took to  breathe out as much air as possible.    volume ... dm3    time taken ... s [2]   (ii) state one difference and one similarity shown in fig. 2.1 between the results for the  male and female students. difference  ...  .. . similarity  ... .  .. .[2]   (iii) this investigation was also carried out on another male student who had smoked  cigarettes each day for the last four years.    suggest one way in which the results for this student would be different to those of the  male student who did not smoke.  .. .  .. .[1]  (c) state two components of tobacco smoke that can damage the body. 1    2   [2]  (d) (i) complete table 2.1 by stating three  ways in which anaerobic respiration is different to  aerobic respiration in animal cells. table 2.1 way in which anaerobic respiration is different  to aerobic respiration in animal cells 1 23  [3]",
            "6": "6 0610/23/o/n/14 \u00a9 ucles 2014  (ii) y easts carry out anaerobic respiration.    state two ways in which humans make use of this process. 1 .  2 . [2]  [total: 17]",
            "7": "7 0610/23/o/n/14 \u00a9 ucles 2014 [turn over3 choose words from the list to complete the spaces in the sentences.  each word may be used once, more than once or not at all. diploid           embryo           haploid           ovary           oviduct           semen sperm           testis           ureter           urethra           zygote  in humans, the female gamete is the egg and the male gamete is the ... .  both gametes are ... cells.  an egg is produced by an ... and passes along an ... to  reach the uterus.  when humans reproduce, their gametes fuse to form a cell called the ... .  [total: 5] 4 explain why it is important for humans to carry out conservation of fossil fuels and water supplies.   ..   ..   ..   ..   ..   ..   ..   .. [4]  [total: 4]",
            "8": "8 0610/23/o/n/14 \u00a9 ucles 20145 fig. 5.1 shows a photograph of some red blood cells, taken through a microscope. fig. 5.1  (a) explain how the features of a red blood cell given in table 5.1 are important to its function.   write your answers in table 5.1. table 5.1 feature of red blood cell explanation of importance contains haemoglobin no nucleus presentvery tiny cell  [3]",
            "9": "9 0610/23/o/n/14 \u00a9 ucles 2014 [turn over (b) blood is made up of four major components. two of these components are plasma and red  blood cells.   name the two other major components of blood and state their function. name  .  function  .   .. . name  .  function  .   .. .[4]  [total: 7] 6 plants carry out translocation and transpiration to move substances.  complete table 6.1 to give a comparison between translocation and transpiration. table 6.1 point of comparison translocation transpiration example of substance  moved direction of movement  of substancefrom . to .from . to . tissue where process  takes place  [total: 6]",
            "10": "10 0610/23/o/n/14 \u00a9 ucles 20147 the boxes on the left contain biological terms.  the boxes on the right contain definitions of these biological terms.  draw one straight line to link each term with its correct definition.  one has been done for you.  term definition trophic level                               unit containing all of the organisms and  their environment, interacting together in  a given area ecosystem                               diagram showing the flow of energy from one organism to another food chain                               position of an organism in, for example,  a pyramid of numbers herbivoreorganism that gets its energy from eating plants carnivore                               organism that gets its energy from dead or waste organic matter decomposer                               organism that gets its energy from eating other animals  [4]  [total: 4]",
            "11": "11 0610/23/o/n/14 \u00a9 ucles 2014 [turn overquestion 8 begins on page 12.",
            "12": "12 0610/23/o/n/14 \u00a9 ucles 20148 (a) fig. 8.1 shows part of the carbon cycle. fduerq glr[lgh lq\u0003dlu idhfhvelvrq vwuhdpwuhh fig. 8.1   on fig. 8.1 draw four labelled arrows to represent the following processes:   \u0081 one  arrow to represent photosynthesis, labelled p   \u0081 one  arrow to represent decay, labelled d   \u0081 two  arrows to represent respiration, each labelled r.  [4]",
            "13": "13 0610/23/o/n/14 \u00a9 ucles 2014 [turn over (b) fig. 8.2 shows part of the water cycle. idhfhvelvrq vwuhdpwuhhforxg fig. 8.2   on fig. 8.2 draw two labelled arrows to represent the following processes:   \u0081 one  arrow to represent precipitation, labelled k   \u0081 one  arrow to represent evaporation, labelled e.  [2]  [total: 6]",
            "14": "14 0610/23/o/n/14 \u00a9 ucles 20149 (a) humans need fibre (roughage) and mineral ions as part of a balanced diet.   name four other food groups that form part of a balanced diet. 1    2    3    4   [4]  (b) explain the importance of including fibre in the diet.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) greater food production has helped the human population of the world to increase.    explain two different ways in which modern technology has resulted in greater food production.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 11]",
            "15": "15 0610/23/o/n/14 \u00a9 ucles 2014 [turn overquestion 10 begins on page 16.",
            "16": "16 0610/23/o/n/14 \u00a9 ucles 201410 fig. 10.1 shows a diagram of the reproductive organs of a wind-pollinated flower. rydu\\ vwdon\u0003ri\u0003vwdphq \u000bilodphqw\f fig. 10.1  (a) state three  ways in which the reproductive structures of this flower are different to those of an  insect-pollinated flower.   write your answers in table 10.1. table 10.1 structure wind-pollinated flower insect-pollinated flower anther  stalk of stamen (filament) stigma  [3]  (b) state three  ways in which an insect-pollinated flower attracts insects. 1    2    3   [3]",
            "17": "17 0610/23/o/n/14 \u00a9 ucles 2014 [turn over (c) the pollen grains of wind-pollinated flowers and insect-pollinated flowers are different.   suggest one feature that would help pollen grains be dispersed by wind.  .. .  .. .[1]  [total: 7]",
            "18": "18 0610/23/o/n/14 \u00a9 ucles 201411 (a) define these genetic terms:   (i) meiosis  ..      .. .      .. .[2]   (ii) chromosome.  .      .. .      .. .[2]  (b) the petal colour in a species of plant can be blue or white.   the allele for blue petals is dominant to the allele for white petals.   the allele for blue petals is represented by b and the allele for white petals is represented by b.   two heterozygous  blue plants were crossed.   complete fig. 11.1 to show the results of this cross. eoxh\u0003shwdov sduhqwdo skhqrw\\sh sduhqwdo jhqrw\\sh \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 \u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011\u0011 jdphwhv riivsulqj jhqrw\\sh riivsulqj skhqrw\\sh udwlr eoxh\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u0003\u001d zklwheoxh\u0003shwdov fig. 11.1  [5]  [total: 9]",
            "19": "19 0610/23/o/n/14 \u00a9 ucles 2014blank page",
            "20": "20 0610/23/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w14_qp_31.pdf": {
            "1": "this document consists of 15 printed pages and 1 blank page. dc (sjf/sw) 77044/5 \u00a9 ucles 2014 [turn over *8390854340* biology  0610/31 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. y ou 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.  y ou 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 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/31/o/n/14 \u00a9 ucles 20141 fig. 1.1 shows some cells from the lining of the trachea. mucus cilia cell membrane nucleus goblet cell fig. 1.1  (a) describe the functions of the nucleus and cell membrane. nucleus  .. ...  .. . cell membrane   ..  .. .  .. .  .. . [4]  (b) the cells in fig. 1.1 form a tissue.    define the term tissue .  .. .  .. ... [1]  (c) the goblet cell secretes mucus.   describe the role of mucus and cilia in the trachea.  .. .  .. .  .. .  .. .  .. .  .. ... [3]    [total: 8]",
            "3": "3 0610/31/o/n/14 \u00a9 ucles 2014 [turn over2 in tulip plants, the petals can have markings called flecks.   there are two alleles for flecks in tulip plants: with flecks f; and without flecks f.  (a)  explain the meaning of the term dominant allele.  .. .  .. ... [1]    (b) a tulip grower crosses two tulip plants.    he finds that 76 of the offspring have petals with flecks and 23 of the offspring have petals  without flecks.    (i) complete the genetic diagram to explain this result.    parental genotypes   \u2026\u2026\u2026\u2026\u2026\u2026\u2026 x \u2026\u2026\u2026\u2026\u2026\u2026\u2026    parental phenotypes   \u2026\u2026\u2026\u2026\u2026\u2026\u2026 x \u2026\u2026\u2026\u2026\u2026\u2026\u2026    gametes    x       offspring genotypes  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    offspring phenotypes   petals with flecks present petals without flecks  [5]   (ii) the tulip grower wants to produce a pure-breeding variety of tulips with petals without  flecks.    state the genotypes of the parent plants he should use to produce tulip plants without  flecks. explain your answer.    parental genotypes   \u2026\u2026\u2026\u2026\u2026\u2026\u2026 x \u2026\u2026\u2026\u2026\u2026\u2026\u2026 explanation  .. ..  .. .  .. ... [2]   [total: 8]",
            "4": "4 0610/31/o/n/14 \u00a9 ucles 20143 the blood of a fetus does not mix with the blood of its mother, but substances are exchanged  across the placenta.  (a)  table 3.1 shows five substances that cross the placenta, their direction of movement and the  reason for the movement.   complete table 3.1. the second row has been completed for you. table 3.1 substance direction of movement reason amino acids carbon dioxide from fetus waste gas from respirationglucoseoxygenurea [4]  (b) during pregnancy, women are often given dietary advice.    explain why pregnant women require more iron and vitamin d in their diet. iron  . ... vitamin d   . [2]",
            "5": "5 0610/31/o/n/14 \u00a9 ucles 2014 [turn over (c)  mothers may be encouraged to breast-feed their newborn babies. the first milk that a mother  secretes is called colostrum and contains antibodies.   (i) name the cells that produce antibodies.  .. ... [1]    (ii) explain why it is important for newborn babies to have antibodies.  .. .  .. .  .. .  .. .  .. .  .. ... [3]   (iii) some mothers bottle-feed their newborn babies with formula milk rather than breast-feed.    describe four advantages  of breast-feeding, other than  providing antibodies.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [4]  [total: 14]",
            "6": "6 0610/31/o/n/14 \u00a9 ucles 20144  ecologists study plants and animals in their natural environment.   some ecologists inserted probes into the water-conducting tissue in trees, as shown in fig. 4.1.  the ecologists measured the time taken for water to move up from probe 1 to probe 2.  probe 1 data loggerprobe 2tree fig. 4.1  (a) (i) name the water-conducting tissue into which the two probes were inserted.  .. ... [1]   (ii) describe how the structure of this water-conducting tissue is adapted to its function.  .. .  .. .  .. .  .. .  .. ... [2]  ",
            "7": "7 0610/31/o/n/14 \u00a9 ucles 2014 [turn over (b) explain the mechanism of water movement from the roots up the tree to the leaves.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [4] ",
            "8": "8 0610/31/o/n/14 \u00a9 ucles 2014 (c) fig. 4.2 shows the rate of water conduction up three different trees in a forest over 24 hours. 0 4 8 12 time  / hrate of water conduction  / dm3 per hour 16 20 2400.51.01.52.02.5 tree a tree b tree c fig. 4.2   (i) describe the rate of water conduction in tree a, during this 24 hour period.    y ou will gain credit for using the data in fig. 4.2 to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3] ",
            "9": "9 0610/31/o/n/14 \u00a9 ucles 2014 [turn over  (ii) suggest how the ecologists used the data in fig. 4.2 to calculate the total volume of  water used by a tree in 24 hours.  .. .  .. ... [1]     (iii) in fig. 4.2, tree a is a tall tree, tree b is a medium-height tree and tree c is a short tree.     suggest reasons for the different rates of water conduction in the three trees.  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3]   (d) loggers often cut down the tall trees in a forest.    describe the effects on the forest ecosystem of cutting down trees.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [4]  [total: 18]",
            "10": "10 0610/31/o/n/14 \u00a9 ucles 20145 fig. 5.1 shows a species of bacterium,  lactobacillus bulgaricus . fig. 5.1  (a)   list two features that distinguish bacteria from other groups of organisms. 1    2   .. [2]  (b)  l. bulgaricus are added to milk to make yoghurt.   fig. 5.2 shows the changes in a population of l. bulgaricus during fermentation to make  yoghurt. number of living bacterial cells time fig. 5.2   (i) name the stages shown on fig. 5.2. write your answers in the boxes on fig. 5.2. [4]",
            "11": "11 0610/31/o/n/14 \u00a9 ucles 2014 [turn over  (ii) explain why the population of l. bulgaricus  does not continue to increase during the  fermentation to make yoghurt.  .. .  .. .  .. .  .. .  .. ... [2]    (c)  the curve shown in fig. 5.2 is a sigmoid population growth curve.   define the term growth .   .. .  .. .  .. .  .. .  .. ... [2]    (d) bacteria, such as l. bulgaricus , can reproduce rapidly.   name the process of reproduction in bacteria.  .. ... [1]",
            "12": "12 0610/31/o/n/14 \u00a9 ucles 2014 (e) sometimes food additives are added to yoghurt. some people suggest that it is healthier to  eat yoghurt without additives.   suggest the advantages and disadvantages of putting food additives into yoghurt. advantages  ...   .. .  .. .  .. . disadvantages  ...  .. .  .. .  .. ... [4] [total: 15]",
            "13": "13 0610/31/o/n/14 \u00a9 ucles 2014 [turn over6 microorganisms in the soil release enzymes to digest dead leaves.  (a)  explain how enzymes catalyse chemical reactions.  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3]   (b) protease and cellulase are two enzymes secreted by soil microorganisms. protease digests  protein.    suggest what part of the dead leaf cells are digested by the enzyme cellulase.  .. ... [1]  ",
            "14": "14 0610/31/o/n/14 \u00a9 ucles 2014 (c) table 6.1 shows the results of a study comparing the decomposition of dead leaves at two  locations a and b.  table 6.1 location a location b protease activity / \u00b5mol min\u201312750 2670 cellulase activity / \u00b5mol min\u201314790 2500 soil ph 6.0 3.5soil water content / % 10 77   (i)  compare the enzyme activity at location a with the enzyme activity at location b.     y ou will gain credit for using the data from table 6.1 to support your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3]    (ii) suggest possible reasons for any differences in the enzyme activity at location a and  location b.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [3]",
            "15": "15 0610/31/o/n/14 \u00a9 ucles 2014 (d)  describe how nitrogen in proteins in dead leaves is recycled to be absorbed by plants.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. ... [4]   (e) microorganisms also process and convert atmospheric nitrogen to form a nitrogen compound  that can be absorbed by plants.   (i) name this process of converting atmospheric nitrogen.  .. ... [1]   (ii) explain how this process happens.  .. .  .. .  .. .  .. .  .. ... [2]  [total: 17]",
            "16": "16 0610/31/o/n/14 \u00a9 ucles 2014copyright acknowledgements: question 4  figure 4.2 question 5  figure 5.1question 6  table 6.1\u00a9  adapted:  granier;  tree physiology 3 ;  heron publishing;  1987. \u00a9  ref:  b220/1875rm;  dr kari lounatmaa/science photo library;  lactobacillus bacteria, sem   ;  www.sciencephoto.com.  \u00a9  adapted:  munch dilly;  soil biology;  biochem 28, no.8 ;  elsevier;  1996. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w14_qp_32.pdf": {
            "1": "this document consists of 23 printed pages and 1 blank page. dc (nh/jg) 80969/4 \u00a9 ucles 2014 [turn over *0510876364* biology  0610/32 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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/32/o/n/14 \u00a9 ucles 20141 fig. 1.1 is a photomicrograph of a leaf of the tea plant, camellia sinensis . a b c de fig. 1.1  (a) name a to e. a  . .. b  . .. c  . .. d  . .. e  . ..[5]",
            "3": "3 0610/32/o/n/14 \u00a9 ucles 2014 [turn over (b) fig. 1.2 shows a cell from region b of the leaf shown in fig. 1.1. f g h j k l fig. 1.2   use the letters from fig. 1.2 to complete table 1.1.   write one letter only in each box to identify the function. y ou may use each letter once, more  than once or not at all. table 1.1 function letter from  fig. 1.2 controls movement of substances into and out of the cell exerts a pressure to help maintain the shape of the cell produces sugars using light as a source of energy withstands the internal pressure of the cell controls all the activities of the cell  [5]",
            "4": "4 0610/32/o/n/14 \u00a9 ucles 2014 (c) the enzyme catalase is found in lettuce leaves.   a student investigated the activity of this enzyme by grinding some lettuce leaves and adding  them to a solution of hydrogen peroxide. the volume of oxygen produced was measured until  the reaction stopped.   the student\u2019s results are shown in fig. 1.3. 001234567 20 40 60 80 100 120\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 \u00d7 \u00d7 \u00d7 \u00d7\u00d7 volume of oxygen collected  / cm3 time  / s fig. 1.3   (i) describe the results shown in fig. 1.3. y ou will gain credit if you use the data in your  answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "5": "5 0610/32/o/n/14 \u00a9 ucles 2014 [turn over  (ii) explain the action of enzymes during a reaction.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 16]",
            "6": "6 0610/32/o/n/14 \u00a9 ucles 20142 (a) define the term excretion .  .. .  .. .  .. .  .. .  .. .  .. .[3]   fig. 2.1 is a diagram of a kidney tubule and its blood supply. 1 2 3 4blood blood fig. 2.1",
            "7": "7 0610/32/o/n/14 \u00a9 ucles 2014 [turn over (b) the concentrations of solutes in the fluids at regions 1, 2, 3 and 4 were determined. the  results are shown in table 2.1. table 2.1 substanceconcentration / g dm\u20133 region 1 region 2 region 3 region 4 glucose  0.9  0.9 0.2  0.0protein 82.0  0.0 0.0  0.0salts  8.0  8.0 9.6 16.5urea  0.2  0.2 0.2 20.0   state the substance or substances in table 2.1 which:   (i) has molecules which are too large to be filtered;  .. .[1]   (ii) has molecules which are small enough to be filtered but is completely reabsorbed from  the fluid in the kidney tubule;  .. .[1]   (iii) increases in concentration as fluid moves along the kidney tubule. 1    2   [1]  (c) state three  structures through which the fluid from region 4 passes as it leaves the body. 1    2    3   [3]  (d) one role of the kidney is to maintain the concentration of the blood plasma.   name the process of maintaining constant conditions within the body.  .. .[1]  [total: 10]",
            "8": "8 0610/32/o/n/14 \u00a9 ucles 20143 sewage treatment works use bacteria to digest the waste matter. waste matter contains complex  organic compounds, such as starch, cellulose, protein and fat.  fig. 3.1 shows a diagram of a sewage works with an aerobic digestion tank.  the sewage works discharges clean water into a river. downstream from the sewage works, water  is removed to be used as drinking water for a nearby village. chlorine solids removedsolids removedgrit to landfill compressed airaireffluentscreens grit tanksedimentation tank aerobic digestion tankfinal sedimentation tankchlorination tank mixing paddlecollection and pumping river fig. 3.1",
            "9": "9 0610/32/o/n/14 \u00a9 ucles 2014 [turn over (a)  explain the roles of bacteria in the aerobic digestion tank shown in fig. 3.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (b) fig. 3.1 shows that chlorine is added to water before it leaves the sewage treatment works.   explain why chlorine is added to the water.  .. .  .. .  .. .  .. .  .. .[2]  [total: 7]",
            "10": "10 0610/32/o/n/14 \u00a9 ucles 20144 mammals have a double circulatory system. blood flows between:   \u0081 the heart and the lungs   \u0081 the heart and the rest of the body (systemic circulation).  (a) fig. 4.1 shows a cross-section of an artery. fig. 4.1   explain how the structure of an artery, as shown in fig. 4.1, is related to its functions.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
            "11": "11 0610/32/o/n/14 \u00a9 ucles 2014 [turn overquestion 4 continues on page 12.",
            "12": "12 0610/32/o/n/14 \u00a9 ucles 2014 (b) fig. 4.2 shows the total cross-sectional area of the blood vessels in the systemic circulation. it  also shows the changes that occur in blood pressure and the speed (velocity) of blood in the  different blood vessels. aortamean blood pressure  / kpatotal cross- sectional area of the blood vessels  / cm2 speed of the blood  / cm s\u20131 arteriesarterioles capillariesveinsvena cavatissue fluid 001000200030004000 01020304050 123456789101112131415 pressure velocityaorta vena cava fig. 4.2",
            "13": "13 0610/32/o/n/14 \u00a9 ucles 2014 [turn over  (i) state the maximum mean blood pressure in the aorta.  .. .[1]   (ii) describe how mean blood pressure and speed of blood change with cross-sectional  area of blood vessels, as shown in fig. 4.2. blood pressure  ...  .. .  .. .  .. . speed of blood  ...   .. .  .. .  .. .[3]  (c) describe  how substances move from the blood in the capillaries into the tissue fluid.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (d) blood flows from arteries into arterioles before entering capillaries.   explain the role of the arterioles in the skin when a person is very cold.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 14]",
            "14": "14 0610/32/o/n/14 \u00a9 ucles 20145 fig. 5.1 is a diagram of the human immunodeficiency virus (hiv). x ycell membrane of host cell fig. 5.1  (a)  (i) name the parts of the virus labelled x and y. x  . ... y  . ...[2]   (ii) state three ways in which the structure of bacteria differs from the structure of viruses. 1 .  2 .  3 . [3]",
            "15": "15 0610/32/o/n/14 \u00a9 ucles 2014 [turn overquestion 5 continues on page 16.",
            "16": "16 0610/32/o/n/14 \u00a9 ucles 2014 (b) sub-saharan africa has the highest proportion of the population living with hiv in the world.  the world health organization estimates both the total number of people who live with hiv  and the total number of people that are newly infected each year.   fig. 5.2 shows the estimated numbers for sub-saharan africa between 1990 and 2010.  number of people living with hiv, sub-saharan africa. 1990\u20132010 number of people newly infected with hiv, sub-saharan africa. 1990\u20132010199019911 9931 9951 9971 999 2001 2003 2005 2007 200 9 19921 9941 9961 998 2000 2002 2004 2006 2008 20100510152025 199019911 9931 9951 9971 999 2001 2003 2005 2007 200 9 19921 9941 9961 998 2000 2002 2004 2006 2008 201000.51.01.52.02.53.0 yearyearmillions of people millions of people fig. 5.2",
            "17": "17 0610/32/o/n/14 \u00a9 ucles 2014 [turn over  (i) summarise the changes between 1990 and 2009 in the number of people living with hiv  and the number of people newly infected with hiv. number of people living with hiv  .. .  .. .  .. . number of people newly infected with hiv . .. .  .. .  .. .[4]   (ii) suggest why in 2010 the number of people living with hiv increased but the number of  newly infected people decreased.  .. .  .. .  .. .  .. .  .. .  .. .[2]   (iii) describe three  ways in which hiv is transmitted from infected to uninfected people. 1 .   .. . 2 .   .. . 3 .   .. .[3]",
            "18": "18 0610/32/o/n/14 \u00a9 ucles 2014  (iv) describe the effects of hiv on the immune system.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 17]",
            "19": "19 0610/32/o/n/14 \u00a9 ucles 2014 [turn overquestion 6 begins on page 20.",
            "20": "20 0610/32/o/n/14 \u00a9 ucles 20146 some pollutants are not broken down easily and remain in the environment for a long time. these  are described as persistent pollutants.   pcbs are a waste material from the manufacturing of electrical insulation. pcbs are one of the  most persistent pollutants in the environment.  between 1947 and 1976, factories dumped large quantities of pcbs into the hudson river in the  usa. studies measured the concentrations of pcbs in the tissues of organisms in a food chain in  the sea near the hudson river, as shown in fig. 6.1. 11 400  \u2013 17 300  concentrations of pcbs in arbitrary units 6 \u2013 45 1.56 0.85porpoise herring zooplankton phytoplankton not to scale fig. 6.1",
            "21": "21 0610/32/o/n/14 \u00a9 ucles 2014 [turn over (a) (i) describe the results shown in fig. 6.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) suggest an explanation for the different concentrations of pcbs in the organisms of the  food chain.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "22": "22 0610/32/o/n/14 \u00a9 ucles 2014 (b) pcbs are toxic to many organisms because they bind to a protein molecule known as ahr.   the atlantic tomcod, microgadus tomcod , is a fish that lives in the hudson river and other  rivers nearby.   90% of the tomcod population in the hudson river is resistant to the effects of pcbs. this is  because these fish have a different type of ahr compared with other tomcod populations.   (i) suggest how this resistance came about.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]   (ii) scientists predict that the proportion of fish resistant to pcbs will decrease if the  concentration of pcbs in the river decreases.    suggest reasons why the proportion of fish with the altered ahr protein might decrease.  .. .  .. .  .. .  .. .  .. .[2]",
            "23": "23 0610/32/o/n/14 \u00a9 ucles 2014 (c) describe the problems caused by non-biodegradable plastics in the environment.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 16]",
            "24": "24 0610/32/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: figure 1.1 \u00a9 ref: c003/5023; tea leaf, light micrograph ; www.sciencephoto.com. figure 5.2  \u00a9 global hiv/aids response \u2013 epidemic update and health sector progress towards universal access \u2013 progress report; 2011; http://whqlibdoc.who.int/publications/2011/9789241502986_eng.pdf. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w14_qp_33.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nh/jg) 80967/5 \u00a9 ucles 2014 [turn over *1841291605* 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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/33/o/n/14 \u00a9 ucles 2014blank page",
            "3": "3 0610/33/o/n/14 \u00a9 ucles 2014 [turn over1 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   \u0081 finishing the row for nucleus   \u0081  adding three  structural features, visible in fig. 1.1, and indicating whether they are  present ( \u2713) or absent ( \u2717) in the animal cell and in the plant cell. table 1.1 structural feature animal cell plant cell cell wall \u2717\u2713 nucleus  [4]",
            "4": "4 0610/33/o/n/14 \u00a9 ucles 2014 (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.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (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.  .. .[1]   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.    \u0081 group a continued to receive the solution containing all the nutrients.   \u0081 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. ab3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0rate of movement of sucrose out of the leaves / arbitrary units a b120 020406080100 sucrose concentration in the leaves / arbitrary units group group fig. 1.2",
            "5": "5 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (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  .. .  .. .  .. .  .. . concentration of sucrose in the leaves ... .. .  .. .  .. .  .. .[4]   (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.  .. .  .. .  .. .  .. .  .. .[3]  [total: 16]",
            "6": "6 0610/33/o/n/14 \u00a9 ucles 20142 (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.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]",
            "7": "7 0610/33/o/n/14 \u00a9 ucles 2014 [turn over (b) down\u2019s syndrome is an example of a characteristic that shows discontinuous variation.   state the cause of down\u2019s syndrome.  .. .  .. .[1]  (c) explain how discontinuous variation differs from continuous variation, in its expression and  cause.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 13]",
            "8": "8 0610/33/o/n/14 \u00a9 ucles 20143 (a) define the term growth.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b)  fig. 3.1 shows the events that follow fertilisation in a human. e ad b coviduct fig. 3.1",
            "9": "9 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (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.  .. .  .. .  .. .  .. .[2]  [total: 10]",
            "10": "10 0610/33/o/n/14 \u00a9 ucles 20144 y east, saccharomyces cerevisiae , is a single-celled fungus.  (a) state one reason why yeast is classified as a fungus and not as a bacterium.  .. .  .. .[1]  (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:   \u0081 1.0 g dry yeast   \u0081 250 cm3 glucose solution   \u0081 a solution containing ammonium compounds as a source of nitrogen.   the fermenter is shown in fig. 4.1. air lock water water out water in water jacket yeast, glucose and ammonium compounds in water fig. 4.1   explain the importance of each of the following:   (i) the water jacket  .. .  .. .  .. .[2]",
            "11": "11 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (ii) a source of nitrogen  .. .  .. .  .. .  .. .[2]   (iii) the air lock.  .. .  .. .  .. .  .. .[2]",
            "12": "12 0610/33/o/n/14 \u00a9 ucles 2014 (d) fig. 4.2 shows the change in the yeast population and in the alcohol content in the student\u2019s  fermenter. 00 2 4 6 8 10 12 141234567 01234567 yeast population / g dm\u20133alcohol concentration / g dm\u20133 time  / hoursalcoholyeast \u00d7 \u00d7\u00d7\u00d7 \u00d7 \u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 \u00d7\u00d7 \u00d7\u00d7\u00d7 \u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 fig. 4.2   (i) describe the changes in the population of yeast.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) explain the changes you have described.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "13": "13 0610/33/o/n/14 \u00a9 ucles 2014 [turn over (e) name two industrial processes that rely on anaerobic respiration of yeast. 1 .  2 . [2]  [total: 17]",
            "14": "14 0610/33/o/n/14 \u00a9 ucles 20145 (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. key\u00d7 \u00d7 \u00d7 \u00d7 \u00d7 \u00d7 \u00d7 0050100150200250300 51 0 1 5 2 0 2 5 light intensity  / arbitrary unitsrate of photosynthesis / arbitrary units a b c dco2 / %temp / \u00b0c a 30 20 30 20b c d0.13 0.13 0.03 0.03 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]",
            "15": "15 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (ii) define the term limiting factor .  .. .  .. .  .. .  .. .[2]  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. gridcrop residues and animal manurespongecarbon dioxide fig. 5.2  (b) (i) suggest the reason for using a grid instead of a solid base for the composting unit.  .. .  .. .  .. .  .. .[2]",
            "16": "16 0610/33/o/n/14 \u00a9 ucles 2014  (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.  .. .  .. .  .. .  .. .  .. .[2]  (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. 0 1 02 03 04 05 06 00100200300400500600700 carbon dioxide concentration / parts per million time  / days\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7\u00d7 \u00d7 \u00d7\u00d7\u00d7 \u00d7\u00d7with composting units no composting units fig. 5.3   (i) state why a glasshouse without composting units was used in the investigation.  .. .  .. .  .. .  .. .[2]",
            "17": "17 0610/33/o/n/14 \u00a9 ucles 2014 [turn over  (ii) describe the results shown in fig. 5.3.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (d) at the end of the investigation the crop plants were harvested and weighed. table 5.2 gives  the results. table 5.2 crop plantmean fresh mass / g per plant no composting  unitscomposting  units chinese cabbage 115.7 355.8 celery  44.7 133.9lettuce  95.5 349.4   use the information in fig. 5.3 and in table 5.2 to summarise the results of the study.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 18]",
            "18": "18 0610/33/o/n/14 \u00a9 ucles 20146 fig. 6.1 shows the movement of the ribs and the diaphragm during breathing in. diaphragmsternumexternal intercostal muscles vertebrae fig. 6.1  (a) state what happens to the following structures during breathing in. diaphragm . .  .. .  .. . ribcage ...   .. .  .. . external intercostal muscles ..   .. .  .. .[3]  (b) explain the effect of strenuous physical activity on the ph of the blood.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 6]",
            "19": "19 0610/33/o/n/14 \u00a9 ucles 2014blank page",
            "20": "20 0610/33/o/n/14 \u00a9 ucles 2014blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w14_qp_51.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (lk/cgw) 80230/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9290035140* biology  0610/51 paper 5 practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/51/o/n/14 \u00a9 ucles 2014in order to plan the best use of your time, read through all of the questions in this paper  carefully before starting work. 1 y east, saccharomyces cerevisiae , is used in bread-making. when the yeast cells respire, the  carbon dioxide produced is used to make the bread dough rise.  y ou are provided with an active yeast suspension and a mixture of 25 g flour and 1 g sugar.   y ou are going to investigate the rate at which bread dough rises. \u0081 y ou have three 20 cm3 syringes that have been sealed as shown in fig. 1.1. \u0081 label the syringes 1, 2 and 3.  \u0081 add the yeast suspension to the mixture of flour and sugar. \u0081 stir the mixture until it forms an even mixture. this is the bread dough. \u0081 support each syringe vertically. \u0081  carefully pour 5 cm3 of the bread dough into the open end of each of the syringes. this is the  starting volume of bread dough at 0 minutes. note the time ...   sealbread dough5101520 5101520 510 1231520syringe fig. 1.1  (a) leave the syringes for 5 minutes.   y ou are going to measure and record the volume of bread dough in each syringe after  5 minutes, 10 minutes, 15 minutes and 20 minutes. y ou already know the volume at 0 minutes.  this will give you five readings, taken at 5 minute intervals.   prepare a table to record your results whilst you are waiting during the first 5 minute period.",
            "3": "3 0610/51/o/n/14 \u00a9 ucles 2014 [turn over  \u0081  measure the volume of bread dough in each syringe every 5 minutes for a total of 20 minutes. record your results in your table. [6]continue with question 1(c) and 1(d) between measurements.      (b) (i)  give a reason why three  syringes were used.  ..   ..  [1]   (ii) calculate the average volume of the bread dough in the three syringes after 20 minutes.    show your working.    give your answer to the nearest whole number.    cm 3 [1]",
            "4": "4 0610/51/o/n/14 \u00a9 ucles 2014 (c)  describe how you would use this method to investigate the effect of mass of sugar on the  volume of bread dough. do not carry out this investigation.    ..   ..   ..   ..   ..   ..   ..   ..  [4]  (d)  some students used the same method described in part (a) to investigate the effect of  temperature on the volume of bread dough.    they used three 50 cm3 syringes at each of seven temperatures.   the starting volume in each syringe was 5 cm3.   their results are recorded in table 1.1. table 1.1 temperature / \u00b0caverage volume of bread dough  after 20 minutes / cm3average increase in  volume / cm3 10 6 1 20 10 530 20 1540 35... 50 47 42 60 30 2570 7 2     (i)  calculate the average increase in volume at 40 \u00b0c.    write your answer in the space in table 1.1. [1]",
            "5": "5 0610/51/o/n/14 \u00a9 ucles 2014 [turn over  (ii) use the data in table 1.1 to plot a graph of the average increase in volume of bread  dough against temperature.      [4]   (iii) describe the results shown by the graph.  ..   ..   ..   ..  [2]   (iv) suggest what the students could conclude from this investigation about the effect of  temperature on the activity of yeast.  ..   ..  [1]  [total: 20]",
            "6": "6 0610/51/o/n/14 \u00a9 ucles 20142 y ou are provided with two leaves from different plants, labelled r and s.  (a) (i)  make a large drawing of  r to show:       \u0081 the shape of the leaf    \u0081 the arrangement of the veins in the leaf.    label the main vein (midrib).    [4]",
            "7": "7 0610/51/o/n/14 \u00a9 ucles 2014 [turn over  (ii) measure, in millimetres, the distance across the widest part of r and record your result.  include your units. distance across the widest part of r .    draw a line across the widest part of your drawing, measure the distance (in millimetres)  and record your result. include your units. distance across widest part of drawing of r .. [3]   (iii) calculate the magnification of your drawing.    show your working.    give your answer to the nearest whole number.  magnification \u00d7 ..  [2]  (b) (i) complete table 2.1 by recording two visible differences, other than colour, between  leaves  r and s. table 2.1  r  s 1..   2..    [2]   (ii) state, with a reason, which of the leaves, r or s, is from a monocotyledon.    ..   ..  [1]",
            "8": "8 0610/51/o/n/14 \u00a9 ucles 2014 (c) some students were provided with two leaves, v and w, from different plants. in an  investigation into water loss, the students recorded the mass of each of these leaves every 5 minutes for 60 minutes.     (i) the humidity did not change during the investigation.    state one other variable that should be kept constant during the investigation.  ..  [1]  the results are shown in table 2.2. table 2. 2 time / min mass of  v / g mass of  w / g 0 5.2 7.55 4.8 7.2 10 4.0 6.515 5.5 6.020 3.2 5.525 2.9 5.130 2.8 4.335 2.7 4.040 2.4 3.645 2.2 3.250 1.8 3.055 1.8 2.960 1.8 2.7   (ii) the students assumed that the change in mass was due to water loss.    describe how the students could show that water  is lost from the leaves.  ..   ..   ..   ..   ..   ..  [3]",
            "9": "9 0610/51/o/n/14 \u00a9 ucles 2014  (iii) describe two similarities and two differences in the pattern of water loss of leaf v and  leaf w. similarities1   ...  ..  2   ...  ..  differences1   ...  ..  2   ...  ..  [4]  [total: 20]",
            "10": "10 0610/51/o/n/14 \u00a9 ucles 2014blank page",
            "11": "11 0610/51/o/n/14 \u00a9 ucles 2014blank page",
            "12": "12 0610/51/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w14_qp_52.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (ac/jg) 82799/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *0583560603* biology  0610/52 paper 5  practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/52/o/n/14 \u00a9 ucles 2014in order to plan the best use of your time, read through all of the questions in this paper carefully  before starting work. 1 living cells produce catalase to break down toxins, such as hydrogen peroxide, that are formed in  cells.  catalase breaks down hydrogen peroxide to form oxygen and water. hydrogen peroxide \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 \u2192 oxygen + water catalase  y ou are going to investigate if ripe fruits produce more catalase than unripe fruits.  the unripe pepper fruits of capsicum annuum  are green in colour when they start developing. as  the fruit ripens it turns red and tastes sweeter.  extracts have been prepared from both green and red pepper fruits. small pieces of filter paper  have been soaked in the extracts and dried before this investigation.  (a) (i) \u0081 put on the eye protection provided.              y ou are provided with four test-tubes, each containing 25 cm3 of dilute hydrogen  peroxide solution. label two of the test-tubes green and the other two red.    \u0081   use the forceps to pick up one piece of filter paper from the dish labelled green .  place the piece of filter paper in one of the test-tubes labelled green  and measure the  time, in seconds, that it takes to rise to the surface of the hydrogen peroxide solution. record this time in table 1.1.    \u0081   use the second test-tube labelled green  to repeat this procedure with a second piece  of filter paper from the dish labelled green . record this time in table 1.1.",
            "3": "3 0610/52/o/n/14 \u00a9 ucles 2014 [turn over now, repeat the procedure using filter paper soaked in extract from red peppers.   \u0081  use the forceps to pick up one piece of filter paper from the dish labelled red. place the  piece of filter paper in one of the test-tubes labelled red and measure the time it takes,  in seconds, to rise to the surface of the hydrogen peroxide solution. record this time in table 1.1.   \u0081  use the second test-tube labelled red to repeat this procedure with a second piece of  filter paper from the dish labelled red. record this time in table 1.1.  [4] table 1.1 pepper extract time / s filter paper 1 filter paper 2 green red   (ii) describe your observations as the pieces of filter paper rise to the surface of the hydrogen  peroxide solution.  .. .  .. .[1]   (iii) describe your results and state the conclusion that can be made regarding the amount  of catalase in ripe and unripe fruits.  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "4": "4 0610/52/o/n/14 \u00a9 ucles 2014 (b) the red pepper fruit is said to be sweeter than the green pepper fruit.   describe how you could safely test if the sweetness is due to the presence of reducing sugar.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (c) the sugar content of the green pepper and four other types of fresh fruit is shown in table 1.2. table 1.2 type of fresh fruitsugar content  / g per 100 g banana 15.0green pepper 2.7lemon 3.5orange 9.0tomato 2.0",
            "5": "5 0610/52/o/n/14 \u00a9 ucles 2014 [turn over  (i) plot a graph of the data in table 1.2 to compare the sugar content of the five fruits.  [4]   (ii) calculate how many times more sugar can be found in 100 g of banana compared to  100 g of green pepper.    show your working.    give your answer to the nearest whole number.  [2] [total: 19]",
            "6": "6 0610/52/o/n/14 \u00a9 ucles 20142 y ou are provided with part of a carrot, daucus carota .  \u0081 remove the plastic film from the piece of carrot.  \u0081 use the hand lens to observe the cut surface.  (a) make a large drawing of the cut surface of the carrot to show:   \u0081 the number of layers    \u0081 the thickness of the layers.   label where the leaves are attached.  [4]",
            "7": "7 0610/52/o/n/14 \u00a9 ucles 2014 [turn over (b) the carrot is an example of a storage organ.   \u0081 use a dropping pipette to carefully add 5 drops of iodine solution to the cut surface of the  carrot.     make sure that the iodine solution spreads evenly and observe its colour after  approximately 1 minute.   (i) describe your observations.   .. .  .. .[1]   (ii)  use your observations to describe the distribution of starch in the storage organ.  .. .  .. .  .. .  .. .[2]",
            "8": "8 0610/52/o/n/14 \u00a9 ucles 2014 (c) carrot plants produce storage organs in their first year. these are used in their second year to  produce flowers and seeds.    fig. 2.1 shows three carrot seeds as seen under a light microscope. st fig. 2.1   y ou are going to calculate the magnification of fig. 2.1.   measure the length of line st drawn on one of the seeds in fig. 2.1.   length of st . mm    the scale rule shows 10 mm, divided into 100 divisions, each of 0.1 mm. use this scale rule to  measure the actual width of the seed marked by line st.   actual width of seed, marked by st (using scale rule) . mm   calculate the magnification of fig. 2.1.   show your working.   give your answer to the nearest whole number.  magnification \u00d7  ...[4]  [total: 11]",
            "9": "9 0610/52/o/n/14 \u00a9 ucles 2014 [turn overquestion 3 begins on page 10.",
            "10": "10 0610/52/o/n/14 \u00a9 ucles 20143 fig. 3.1 shows a male and a female fly of the same species. male female fig. 3.1  (a) describe two differences, visible  in fig. 3.1, between the male and female fly.   complete table 3.1 to record these differences. table 3.1 feature male female  [3]",
            "11": "11 0610/52/o/n/14 \u00a9 ucles 2014 (b) fig. 3.2 shows a different type of insect, a bee. not drawn to scale fig. 3.2   insects can be recognised by having three parts to the body and three pairs of legs, amongst  other features.   describe two other  features, visible in fig. 3.1 and fig. 3.2, that show that the fly and the bee  are both identified as insects. 1    2   [2]  (c) both flies and bees are attracted to coloured flowers.    suggest how you could find out which colours attract more bees than flies.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 10]",
            "12": "12 0610/52/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w14_qp_53.pdf": {
            "1": "this document consists of 12 printed pages. dc (cw/sw) 96902/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *3753265078* biology  0610/53 paper 5 practical test october/november 2014  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/53/o/n/14 \u00a9 ucles 2014read through all the questions on this paper carefully before starting work. 1 y ou are going to investigate osmosis in pieces of potato placed in different liquids.   y ou are provided with three liquids a, b and c.  \u0081 label three small beakers a, b and c.  \u0081 pour liquid a into beaker a to a depth of 40 mm.  \u0081 pour liquid b into beaker b to a depth of 40 mm.  \u0081 pour liquid c into beaker c to a depth of 40 mm.  y ou are provided with half a potato, a white tile and a knife.  take care when using the knife as the blade will be sharp.  \u0081 remove the film that is covering the potato.  \u0081  cut three thin slices of potato, as shown in fig. 1.1. each slice should be approximately 3 mm  thick. cut here cut end 3 mmpotato fig. 1.1  \u0081  lay one slice on the white tile. remove the edges of the slice so that it is a square shape, at  least 30 mm along each side, as shown by the bold line in fig. 1.2. put these pieces to one side fig. 1.2  \u0081 put the pieces shaded in fig. 1.2 to one side.",
            "3": "3 0610/53/o/n/14 \u00a9 ucles 2014 [turn over \u0081  cut the square shape into six sticks, approximately 30 mm long \u00d7 5 mm wide, as shown by  the dotted lines in fig. 1.3. cut square slice of potato into sticks fig. 1.3  \u0081  cut the remaining two slices of potato into sticks using the same method. this will give you  18 sticks in total.  \u0081 place six sticks into each of the three small beakers, a, b and c.  \u0081 make a note of the time.   ...  \u0081 leave the sticks in the liquids for 15 minutes. continue with part (a) whilst you are waiting.",
            "4": "4 0610/53/o/n/14 \u00a9 ucles 2014 (a) y ou are going to observe and record the texture and firmness of the sticks before and after   they have been in liquids a, b and c.   prepare a table to record your results.  use the space below.   \u0081 cut another slice of potato and divide it into sticks as before.   \u0081  use these pieces of potato to observe the texture and firmness of the sticks before they  were placed into the liquids.   \u0081 record your observations in your results table.  \u0081  after 15 minutes, remove from the liquids the sticks that had been placed in the liquids.  be careful not to get them mixed up.   \u0081 observe the texture and firmness of the sticks.  \u0081 record your observations in your results table.  [5]",
            "5": "5 0610/53/o/n/14 \u00a9 ucles 2014 [turn over (b) one of the liquids is distilled water, one is a dilute sugar solution and one is a concentrated  sugar solution.   (i) use your results to identify the liquids. record your answers in the table 1.1. table 1.1   a, b or c? distilled waterdilute sugar solutionconcentrated sugar solution  [2]   (ii) explain how your results helped you to identify the liquids.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) suggest why you used six sticks in each liquid.  .. .  .. .[1]",
            "6": "6 0610/53/o/n/14 \u00a9 ucles 2014 (d) suggest two changes that could be made to improve the results of this investigation.   for each change, explain how it would improve the results. change  ... ...  .. .  .. . explanation  .. .  .. .  .. . change  ... ...  .. .  .. . explanation  .. .  .. .  .. .[4] [total: 15]",
            "7": "7 0610/53/o/n/14 \u00a9 ucles 2014 [turn over2 fig. 2.1 shows a cross-section of a human coronary artery as seen with a microscope. blockage a b cd fig. 2.1  the actual internal diameter of this coronary artery at ab is 4.3 mm.  (a) measure the length of ab in fig. 2.1.   length of ab in fig. 2.1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 mm   calculate the magnification of fig. 2.1.   show your working.  magnification \u00d7  .. [3]",
            "8": "8 0610/53/o/n/14 \u00a9 ucles 2014 (b) the coronary artery in fig. 2.1 has been affected by coronary heart disease.   a blockage has reduced the internal diameter of the coronary artery.   this reduced diameter is shown by the line cd.   the actual diameter ab is 4.3 mm.   the reduced actual diameter cd is 2.0 mm.    calculate the percentage decrease in the diameter of the artery from ab to cd.   show your working.   give your answer to the nearest whole number.   % [3] [total: 6]",
            "9": "9 0610/53/o/n/14 \u00a9 ucles 2014 [turn over3 fruits contain the seeds of a plant. they are dispersed from the parent plant in a variety of ways.  a student investigated the dispersal of two different fruits, e and f, by measuring the distance  travelled by fruits from their parent plants.  fig. 3.1 shows fruits e and f.            not to scale  e f fig. 3.1  (a) use fig. 3.1 to describe two visible  differences, other than size, between fruits e and f.   write your answers in table 3.1. table 3.1 difference ef 1 2  [2]",
            "10": "10 0610/53/o/n/14 \u00a9 ucles 2014 (b) the student measured the distance travelled by 10 fruits of each type from their parent plants  at different wind speeds. they calculated the average distance travelled at each wind speed.   the results are shown in table 3.2. table 3.2 wind speed / ms\u20131average distance travelled by fruit / m ef  2  2.6 0.2 4  4.5 3.6 6  7.9 2.3 8  9.9 4.210 14.2 6.7   (i) draw a graph to show the data in table 3.2 on the grid below.    use the same set of axes to show the data for both fruits.  [5]",
            "11": "11 0610/53/o/n/14 \u00a9 ucles 2014 [turn over  (ii) e  is dispersed by the wind.    describe the evidence from the data  that supports this statement.  .. .  .. .[1]  (c) once a fruit has been dispersed, the seeds can germinate.   fig. 3.2 shows a seed germinating.  fig. 3.2   draw a large, labelled diagram of this germinating seed.  [4]",
            "12": "12 0610/53/o/n/14 \u00a9 ucles 2014 (d) a student wanted to find out how temperature might affect the germination of seeds.   state:  (i) the variable that should be changed  .. .[1]   (ii) the variable that should be measured and recorded  .. .[1]   (iii) two  variables that should be kept constant. 1    2   [2]  (e) seeds store protein.   before the seed germinates, enzymes in the seed begin to break down the protein.   (i) describe a method you would use to test a seed for the presence of protein.  .. .  .. .  .. .  .. .  .. .[2]   (ii) state the results you would expect to see if protein is present.  .. .  .. .[1] [total: 19] copyright acknowledgements: question 2 \u00a9 ref: m172/0312; coloured lm of occluded human coronary artery ; science photo library; www.sciencephoto,com question 3 \u00a9 ref: anrh54; simon colmer / alamy; sycamore tree fruit ; www.alamy.com.  \u00a9 ref: adhmef; natural visions / alamy; devils claw fruit from namibia ; www.alamy.com. question 3c \u00a9 ref: apg6x3; nigel cattlin / alamy ; germinating pea seed root ; www.alamy.com. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w14_qp_61.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (lk/cgw) 80231/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7196760830* biology  0610/61 paper 6 alternative to practical october/november 2014  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/61/o/n/14 \u00a9 ucles 2014blank page",
            "3": "3 0610/61/o/n/14 \u00a9 ucles 2014 [turn over1 y east, saccharomyces cerevisiae , is used in bread-making.   some students mixed flour, sugar and a yeast suspension to make bread dough and investigate  the rate at which the dough rises.  \u0081 25 g of wheat flour and 1 g of sugar were weighed and placed in a beaker. \u0081 25 cm3 of yeast suspension  was added to the flour and sugar. \u0081  the mixture was stirred with a glass rod until it formed a smooth paste. this was the bread  dough. \u0081 the narrow opening of three clean 20 cm3 syringes was sealed as shown in fig.1.1. \u0081 5 cm3 of the dough was poured into each of the syringes. \u0081  the syringes were placed vertically in a test-tube rack, as shown in fig. 1.1.   sealbread dough5101520 5101520 510 1231520syringe fig. 1.1  \u0081 after 5 minutes, the volume of the dough in each syringe was measured and recorded.  \u0081 the volume of the dough in each syringe was then measured and recorded every 5 minutes  for a total of 20 minutes.",
            "4": "4 0610/61/o/n/14 \u00a9 ucles 2014 fig. 1.2. shows the appearance of the three syringes after 5, 10, 15 and 20 minutes.   5101520 5101520 510 1231520after 5 minutes 5101520 5101520 510 1231520after 10 minutes 5101520 5101520 510 1231520after 15 minutes 5101520 5101520 510 1231520after 20 minutes fig. 1.2",
            "5": "5 0610/61/o/n/14 \u00a9 ucles 2014 [turn over (a) prepare a table to record the results of the investigation shown in fig. 1.1 and fig. 1.2.    read the volume of the dough in each syringe and record it in your table.  [6]  (b) (i)  give a reason why three  syringes were used.  .. .  .. .[1]   (ii) identify the syringe in which the results may be anomalous and explain your choice.  .. .  .. .[1]   (iii) calculate the average volume of the bread dough in the three syringes after 20 minutes.    show your working.    give your answer to the nearest whole number.   .cm3 [1]",
            "6": "6 0610/61/o/n/14 \u00a9 ucles 2014 (c) some students used the same method described in part (a) to investigate the effect of  temperature on the volume of bread dough.    they used three 50 cm 3 syringes at each of seven temperatures.   the starting volume in each syringe was 5 cm3.   their results are recorded in table 1.1. table 1.1 temperature / \u00b0caverage volume of bread dough  after 20 minutes / cm3average increase in  volume / cm3 10 6 1 20 10 530 20 1540 35.. 50 47 42 60 30 2570 7 2   (i) calculate the average increase in volume at 40 \u00b0c.    write your answer in the space in table 1.1. [1]",
            "7": "7 0610/61/o/n/14 \u00a9 ucles 2014 [turn over  (ii) use the data in table 1.1 to plot a graph of the average increase in volume of bread  dough against temperature.       [4]   (iii) describe the results shown by the graph.  .. .  .. .  .. .  .. .[2]   (iv) suggest what the students could conclude from this investigation about the effect of  temperature on the activity of yeast.  .. .  .. .[1]  [total: 17]",
            "8": "8 0610/61/o/n/14 \u00a9 ucles 20142 fig. 2.1 shows two leaves, r and s, from different plants. rs actual size fig. 2.1  (a) (i) make a large drawing of r to show:    \u0081 the shape of the leaf    \u0081 the arrangement of the veins in the leaf.    label the main vein (midrib).  [4]",
            "9": "9 0610/61/o/n/14 \u00a9 ucles 2014 [turn over  (ii) draw a line across the widest part of r in fig. 2.1. measure, in millimetres, the distance  and record your result. include your units. distance across the widest part of r ..    draw a line across the widest part of your drawing, measure the distance (in millimetres) and record your result. include your units. distance across widest part of drawing of r ...[3]   (iii) calculate the magnification of your drawing.    show your working.    give your answer to the nearest whole number.  magnification \u00d7 [2]  (b) (i) complete table 2.1 by recording two visible differences, other than colour, between  leaves  r and s. table 2.1  r  s 1..   2..    [2]   (ii) state, with a reason, which of the leaves, r or s, is from a monocotyledon.   .. .  .. .[1]",
            "10": "10 0610/61/o/n/14 \u00a9 ucles 2014 (c) some students were provided with two leaves, v and w, from different plants. in an  investigation into water loss, the students recorded the mass of each of these leaves every 5 minutes for 60 minutes.    (i) the humidity did not change during the investigation.    state two other variables that should be kept constant during the investigation.    describe how each variable could be kept constant.  1. variable  ..  method of keeping constant  .. .. . 2. variable  ..  method of keeping constant  .. .. .[4]  the results are shown in table 2.2.    table 2.2 time / min mass of v / g mass of w / g 0 5.2 7.55 4.8 7.2 10 4.0 6.515 5.5 6.020 3.2 5.525 2.9 5.130 2.8 4.335 2.7 4.040 2.4 3.645 2.2 3.250 1.8 3.055 1.8 2.960 1.8 2.7",
            "11": "11 0610/61/o/n/14 \u00a9 ucles 2014  (ii) the students assumed that the change in mass was due to water loss.    describe how the students could show that water  is lost from the leaves.  .. .  .. .  .. .  .. .  .. .   .. .[3]   (iii) describe two similarities and two differences in the pattern of water loss of leaf v and leaf  w. similarities1 .   .. . 2 .   .. . differences1 .   .. . 2     .. .[4]  [total: 23]",
            "12": "12 0610/61/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w14_qp_62.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (ac/jg) 82804/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7758046807* biology  0610/62 paper 6  alternative to practical october/november 2014  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/62/o/n/14 \u00a9 ucles 20141 living cells produce catalase to break down the toxins, such as hydrogen peroxide, that are formed  in cells.  catalase breaks down hydrogen peroxide to form oxygen and water. hydrogen peroxide \u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013\u2013 \u2192 oxygen + water catalase  an investigation was carried out to find out if ripe fruits produce more catalase than unripe fruits.  the unripe pepper fruits of capsicum annuum  are green in colour when they start developing. as  the fruit ripens it turns red and tastes sweeter.  extracts were prepared from both green and red pepper fruits.   small squares of filter paper were soaked in the extracts and dried for testing.  the pieces of filter paper were placed in hydrogen peroxide solution as shown in fig. 1.1.  as the catalase in the extracts breaks down the hydrogen peroxide, the pieces of filter paper rise  to the surface. the time taken for each piece of filter paper to reach the surface was measured. piece of filter paperhydrogen peroxide solution start finish fig. 1.1  the procedure was carried out to obtain three results for red pepper fruits and three results for  green pepper fruits.   the measurements are shown in table 1.1.",
            "3": "3 0610/62/o/n/14 \u00a9 ucles 2014 [turn overtable 1.1 pepper extracttime / s filter paper 1 filter paper 2 filter paper 3 red 50 35 30 green 75 60 62  (a) calculate the total time and the mean time for each extract.   give your answers to the nearest whole number.  red pepper extract: total time   s    mean time . s green pepper extract: total time   s mean time   s  [2]  (b) describe and explain whether this investigation supports the statement \u2018ripe fruits produce  more catalase than unripe fruits\u2019.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) state two variables that must be controlled to compare the catalase activity in the extracts. 1 .  2 .   [2]",
            "4": "4 0610/62/o/n/14 \u00a9 ucles 2014 (d)  the red pepper fruit is said to be sweeter than the unripe green pepper fruits.   describe how you could safely test if the sweetness is due to the presence of reducing sugar.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (e) the sugar content of the green pepper and four other types of fresh fruit is shown in table 1.2. table 1.2 type of fresh fruitsugar content  / g per 100 g banana 15.0green pepper 2.7lemon 3.5orange 9.0tomato 2.0",
            "5": "5 0610/62/o/n/14 \u00a9 ucles 2014 [turn over  (i) plot a graph of the data in table 1.2 to compare the sugar content of the five fruits.   [4]   (ii) calculate how many times more sugar can be found in 100 g of banana compared to  100 g of green pepper.    show your working.    give your answer to the nearest whole number.  [2]  [total: 18]",
            "6": "6 0610/62/o/n/14 \u00a9 ucles 20142 fig. 2.1 shows a section through a carrot, daucus carota . fig. 2.1  (a) make a large drawing of the carrot to show:   \u0081 the number of layers   \u0081 the thickness of the layers.   label where the leaves are attached.",
            "7": "7 0610/62/o/n/14 \u00a9 ucles 2014 [turn over   [4]  (b) the carrot is an example of a storage organ.   describe how you would carry out a test to show the presence of starch in this storage organ.  .. .  .. .  .. .  .. .  .. .[2]",
            "8": "8 0610/62/o/n/14 \u00a9 ucles 2014 (c) carrot plants produce storage organs in their first year. these are used in their second year to  produce flowers and seeds.   fig. 2.2 shows three carrot seeds as seen under a light microscope. st fig. 2.2   y ou are going to calculate the magnification of fig. 2.2.   measure the length of line st drawn on one of the seeds in fig. 2.2.   length of st . mm    the scale rule shows 10 mm, divided into 100 divisions, each of 0.1 mm. use the scale rule to  measure the actual width of the seed marked by line st. actual width of seed, marked by st (using scale rule)  . mm.   calculate the magnification of fig. 2.2.   show your working.   give your answer to the nearest whole number.  magnification \u00d7  ...[4]  ",
            "9": "9 0610/62/o/n/14 \u00a9 ucles 2014 [turn over (d) some students wanted to investigate the conditions needed for the germination of carrot  seeds.   as part of their plan, they listed the conditions shown in fig. 2.3. water       warmth                 soil light air space fig. 2.3   one student selected light as a factor and suggested a plan for an investigation into the effect  of light on germination.   \u0081 samples of 15 soaked seeds were left to germinate in each of two open dishes.    \u0081 one dish was covered with black paper and the other dish was left uncovered.    \u0081 both dishes were placed on a window bench for three days.    \u0081 most seeds germinated successfully.   (i) give a conclusion that the student could make from this investigation.  .. .  .. .  .. .[1]   (ii) describe one improvement that the student could make to their method.  .. .  .. .  .. .[1]  [total: 12]",
            "10": "10 0610/62/o/n/14 \u00a9 ucles 20143 fig. 3.1 shows a male and a female fly of the same species. male female fig. 3.1  (a) describe two differences, visible  in fig. 3.1, between the male and female fly.   complete table 3.1 to record these differences. table 3.1 feature male female  [3]",
            "11": "11 0610/62/o/n/14 \u00a9 ucles 2014 (b) fig. 3.2 shows a different type of insect, a bee. not drawn to scale   fig. 3.2   insects can be recognised by having three parts to the body and three pairs of legs, amongst  other features.   describe two other  features, visible in fig. 3.1 and fig. 3.2 that show that the fly and the bee  are both identified as insects. 1    2   [2]  (c) both flies and bees are attracted to coloured flowers.    suggest how you could find out which colours attract more bees than flies.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 10]",
            "12": "12 0610/62/o/n/14 \u00a9 ucles 2014permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w14_qp_63.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (rw/cgw) 80357/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *2878449514* biology  0610/63 paper 6  alternative to practical october/november 2014  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/63/o/n/14 \u00a9 ucles 20141 a group of students investigated how their pulse rate changed during exercise.  they measured their resting pulse rate before they started exercising.  (a) (i) describe how to measure pulse rate.  .. .  .. .  .. .[2]   (ii) explain why it is important to measure the resting  pulse rate.  .. .  .. .[1]  (b) the students exercised for 1 minute and then measured their pulse rate.   they immediately exercised for another minute and measured their pulse rate again.   they continued exercising and measured their pulse rate every minute up to a total of  5 minutes.   fig. 1.1 shows the results for one of the students.     resting = 68 after 1st exercise, my pulse rate  was 88. then it was 82. then 102. then 110. at the end, it was 110.     fig. 1.1",
            "3": "3 0610/63/o/n/14 \u00a9 ucles 2014 [turn over  (i) draw a results table for the results shown in fig. 1.1.    write the results in your table.  [4]   (ii) describe the results and suggest an explanation for them. description ... ...  .. .  .. .  .. .  .. .  .. . explanation ... ..  .. .  .. .  .. .[4]",
            "4": "4 0610/63/o/n/14 \u00a9 ucles 2014 (c) suggest two changes that could be made to improve the results of this investigation.   for each change, explain how it would improve the results. change  ...  .. .  .. . explanation ... .  .. .  .. . change  ...  .. .  .. . explanation ... .  .. .  .. .[4]",
            "5": "5 0610/63/o/n/14 \u00a9 ucles 2014 [turn over (d) fig. 1.2 shows a cross-section of a human coronary artery as seen with a microscope.      blockage a b cd     fig. 1.2   the actual internal diameter of this coronary artery at ab is 4.3 mm.   (i) measure the length of ab in fig. 1.2.    length of ab in fig. 1.2  mm    calculate the magnification of fig. 1.2.    show your working.  magnification \u00d7  .. [3]",
            "6": "6 0610/63/o/n/14 \u00a9 ucles 2014  (ii) the coronary artery in fig. 1.2 has been affected by coronary heart disease.    a blockage has reduced the internal diameter of the coronary artery.    this reduced diameter is shown by the line cd.    the actual diameter ab is 4.3 mm.    the reduced actual diameter cd is 2.0 mm.    calculate the percentage decrease in the diameter of the artery from ab to cd.    show your working.    give your answer to the nearest whole number.   % [3]  [total: 21]",
            "7": "7 0610/63/o/n/14 \u00a9 ucles 2014 [turn over2 fruits contain the seeds of a plant. they are dispersed from the parent plant in a variety of ways.  a student investigated the dispersal of two different fruits, e and f, by measuring the distance  travelled by the fruits from their parent plants.  fig. 2.1 shows fruits e and f. e f not to scale     fig. 2.1  (a) use fig. 2.1 to describe two visible  differences, other than size, between fruits e and f.   write your answers in table 2.1.     table 2.1 difference ef 1 2  [2]",
            "8": "8 0610/63/o/n/14 \u00a9 ucles 2014 (b) the student measured the distance travelled by 10 fruits of each type from their parent plants  at different wind speeds. they calculated the average distance travelled at each wind speed.   the results are shown in table 2.2. table 2.2 wind speed / ms\u20131average distance travelled by fruit / m ef 2  2.6 0.24  4.5 3.66  7.9 2.38  9.9 4.2 10 14.2 6.7   (i) draw a graph to show the data in table 2.2 on the grid below.    use the same set of axes to show the data for both fruits.       [5]",
            "9": "9 0610/63/o/n/14 \u00a9 ucles 2014 [turn over  (ii) e  is dispersed by the wind.    describe the evidence from the data  that supports this statement.  .. .  ..  [1]  (c) once a fruit has been dispersed, the seeds can germinate.   fig. 2.2 shows a seed germinating.          fig. 2.2   draw a large, labelled diagram of this germinating seed.  [4]",
            "10": "10 0610/63/o/n/14 \u00a9 ucles 2014 (d) a student wanted to find out how temperature might affect the germination of seeds.   state:   (i) the variable that should be changed  .. .[1]   (ii) the variable that should be measured and recorded  .. .[1]   (iii) two  variables that should be kept constant. 1 .  2 . [2]  (e) seeds store protein.   before the seed germinates, enzymes in the seed begin to break down the protein.   (i) describe a method you would use to test a seed for the presence of protein.  .. .  .. .  .. .  .. .  .. .[2]   (ii) state the results you would expect to see if protein is present.  .. .  .. .[1]  [total: 19]",
            "11": "11 0610/63/o/n/14 \u00a9 ucles 2014blank page",
            "12": "12 0610/63/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1d question 2 question 2c\u00a9  ref:  m172/0312;  coloured lm of occluded human coronary artery ;  science photo library;  www.sciencephoto.com \u00a9  ref:  anrh54 simon colmer / alamy;  sycamore tree fruit ;  www.alamy.com \u00a9  ref:  adhmef;  natural visions / alamy;  devils claw fruit from namibia ;  www.alamy.com \u00a9  ref:  apg6x3;  nigel cattlin / alamy ;  germinating pea seed root ;  www.alamy.com permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2015": {
        "0610_m15_qp_12.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 13 printed pages and 3 blank pages.  ib15 03_0610_12/3rp  \u00a9 ucles 2015 [turn over       *5602445965* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  february/march 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2015 0610/12/f/m/15  1 what is not a characteristic of all living organisms?  a excretion  b photosynthesis  c reproduction  d respiration      2 which characteristics do bony fish have?     backbone scales hair  a \u0017 \u0017 \u0013  b \u0017 \u0013 \u0017  c \u0013 \u0013 \u0017  d \u0013 \u0017 \u0013     3 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate     ",
            "3": "3  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  4 use the key to identify the arthropod shown.        1 body divided into segments    go to 2   body not divided into segments  ..  go to 3  2 body has one pair of legs per segment  ..  a   body has two pairs of legs per segment  .  b  3 one pair of antennae  ..  c   two pairs of antennae  .  d      5 plant cells are often green but animal cells are not usually green.    which structure in plant cells makes them green?  a cell wall  b chloroplast  c cytoplasm  d vacuole     6 the diagram shows the structure of a palisade cell.    3 2 14 5     which features are also found in a liver cell?  a 1 and 2 b 2 and 5 c 3 and 4 d 4 and 5     ",
            "4": "4  \u00a9 ucles 2015 0610/12/f/m/15  7 what are the levels of organisation of the retina and of the eye?     retina eye  a cell organ  b cell organ system  c tissue organ  d tissue organ system     8 which cell helps to move dust particles out of an organism?  a ciliated cell  b guard cell  c muscle cell  d red blood cell    9 the diagram shows apparatus which can be used to demonstrate osmosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the glass tubes?     level in tube 1 level in tube 2  a falls falls  b falls rises  c rises falls  d rises rises     ",
            "5": "5  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  10 by which process does oxygen pass out of a leaf?  a diffusion  b osmosis  c translocation  d transpiration      11 lactase is a human enzyme that catalyses the breakdown of lactose in milk.    at which temperature does lactase work fastest?  a 0  \u00b0c b 18  \u00b0c c 37  \u00b0c d 100  \u00b0c     12 the graph shows the effect of ph on a particular enzyme-controlled reaction.    rate of reaction ph123456789 1 0 1 1 1 2 1 3     when is the enzyme not active?  a at ph 1 and ph 13  b at ph 3 and ph 11  c at ph 5 and ph 9  d at ph 7      13 which nutrient produces a purple colour when mixed with biuret solution?  a fat  b protein  c reducing sugar  d starch    ",
            "6": "6  \u00a9 ucles 2015 0610/12/f/m/15  14 what is carried by the xylem?  a chlorophyll  b mineral ions  c starch  d sugars      15 the diagram shows the teeth of the lower jaw of a human.    which tooth is an incisor?    ab c d      16 what is the correct sequence for blood being pumped from the heart to the lungs?  a left atrium \u2192  left ventricle \u2192  pulmonary artery  b left atrium \u2192  left ventricle \u2192  pulmonary vein  c right atrium \u2192  right ventricle \u2192  pulmonary artery  d right atrium \u2192  right ventricle \u2192  pulmonary vein    17 which structures in plants and in humans normally carry amino acids?     arteries phloem ureters  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
            "7": "7  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  18 why is the circulatory system of mammals described as a double circulation?  a blood flows firstly through arteries and then through veins.  b blood flows through the heart twice on one complete circuit of the body.  c in the heart, blood flows firstly through atria and then through ventricles.  d the atria and the ventricles contract alternately.      19 which word equation represents anaerobic respiration in human muscle?  a glucose \u2192 carbon dioxide + ethanol (alcohol)  b glucose \u2192 carbon dioxide + lactic acid  c glucose \u2192 ethanol (alcohol)  d glucose \u2192 lactic acid      20 a woman has been smoking heavily for many years.  which statement could  not be correct?  a her arteries are blocked with tar.  b she is addicted to nicotine.  c the cilia in the trachea have been destroyed.  d the surface area of the lungs is reduced.     21 what makes alveoli suitable as a gas exchange surface?     large total surface  area  well-supplied with  blood vessels  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     22 how is urea removed from the body?  a as insoluble waste  b by being destroyed in the liver  c in expired air  d in solution     ",
            "8": "8  \u00a9 ucles 2015 0610/12/f/m/15  23 how does blood change as it passes through a kidney?  a it gains glucose.  b it gains salts.  c it loses protein.  d it loses urea.      24 what would be the effects of vasodilation and sweating on the body temperature and on the  amount of moisture on the surface of the skin?     body temperature moisture on skin surface  a decreased decreased  b decreased increased  c increased decreased  d increased increased     25 what would be the pupil size and lens shape of a person reading a mobile phone text message in  a brightly-lit room?   pupil size lens shape  a large fat  b large thin  c small fat  d small thin     ",
            "9": "9  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  26 the graphs show changes that occur in a woman during the menstrual cycle.    0 7 14 21 28 time  / daysthickness of uterus lining blood hormoneconcentrationprogesterone oestrogen     which statement is supported by evidence in the graphs?  a a large increase in progesterone concentration always results in thickening of the uterus  lining.  b at ovulation, the uterus lining is at its thickest.  c each time the oestrogen concentration rises, the uterus lining becomes thicker.  d within 5 days of ovulation, the uterus lining gets thinner.     27 the diagram shows a developing fetus attached to the uterus of a pregnant woman.    which part is normally cut immediately after birth?    a dcb      28 which environmental condition is not essential for the germination of all seeds?  a availability of light  b availability of oxygen  c availability of water  d suitable temperature    ",
            "10": "10  \u00a9 ucles 2015 0610/12/f/m/15  29 what always increases during the development of an organism?  a cell number  b complexity  c dry mass  d volume      30 what is an example of a characteristic that shows discontinuous variation in humans?  a blood group  b body mass  c height  d width of hand     31 what are the sex chromosomes for human females and males?     female male  a xx xy  b xx yy  c xy xx  d yy xy    32 in fruit flies, the allele for grey body, g, is dominant over the allele for black body, g.    the result of a mating between two flies is shown.    grey-bodied fly \u00d7 black-bodied fly 33 grey-bodied flies + 38 black-bodied flies (offspring)(parents)     what were the genotypes of the parents?  a gg \u00d7 gg b gg \u00d7 gg c gg \u00d7 gg d gg \u00d7 gg     33 which way does energy flow directly in a food chain?  a carnivore to herbivore  b consumer to producer  c decomposer to producer  d producer to herbivore   ",
            "11": "11  \u00a9 ucles 2015 0610/12/f/m/15 [turn over  34 the diagram shows a food web.    locustscorpionbaboonleopard impala grass    at which trophic levels is the leopard feeding?  a first and second  b second and third  c second and fourth  d third and fifth      35 the graph shows changes in biomass of different organisms in an ecosystem over a 12 month  period. each line represents a different trophic level.    which line represents the herbivores?    biomass of organisms january april august monthdecembera b c d      ",
            "12": "12  \u00a9 ucles 2015 0610/12/f/m/15  36 which processes result in organisms gaining carbon compounds, and in the addition of carbon  dioxide to the atmosphere?     organisms gaining carbon  compounds  addition of carbon dioxide   to the atmosphere  a photosynthesis and combustion respiration by animals  b photosynthesis and combustion respiration by plants  c photosynthesis and feeding dead organisms changing to fossil fuels  d photosynthesis and feeding respiration by plants     37 the diagram shows part of the water cycle.    where is osmosis occurring?    water  vapour clouds plantssoil  lakea db c      ",
            "13": "13  \u00a9 ucles 2015 0610/12/f/m/15  38 the graph shows how the population of the world increased from 1650 until the present day.    1700 1800 1900 20008 765432 1 0 yearworld population(billions)     which phases of the usual sigmoid growth curve are missing in this graph?  a death and lag  b exponential (log) and stationary  c lag and exponential (log)  d stationary and death     39 which process may result in eutrophication in a lake?  a bleach entering from a factory  b fertilisers entering from farmland  c hot water entering from a power station  d pesticides entering from farmland    40 which two gases are the biggest contributors to the greenhouse effect?  a carbon dioxide and methane  b carbon monoxide and carbon dioxide  c methane and sulfur dioxide  d sulfur dioxide and carbon monoxide    ",
            "14": "14  \u00a9 ucles 2015 0610/12/f/m/15  blank page ",
            "15": "15  \u00a9 ucles 2015 0610/12/f/m/15  blank page ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/12/f/m/15  blank page  "
        },
        "0610_m15_qp_22.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (nf/cgw) 99153/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4595524825* biology  0610/22 paper 2 core february/march 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/22/f/m/15 \u00a9 ucles 20151 fig. 1.1 shows six different cells. they are not drawn to the same scale. ab c d ef not drawn to scale fig. 1.1  (a) table 1.1 shows a key which can be used to identify these cells. table 1.1 1 cell has a cell wall cell has a membrane but no cell wallgo to 2 go to 3 2 cell wall is of equal thickness all around the cell cell wall is of unequal thickness around the cellpalisade cell guard cell 3 cell has extensions cell has no extensionsgo to 4 go to 5 4 nucleus in cell body half way along the length of the cell nucleus in cell body at one end of the cellsensory neurone motor neurone 5 nucleus is missing from cell nucleus is irregular in shapered blood cell phagocyte",
            "3": "3 0610/22/f/m/15 \u00a9 ucles 2015 [turn over  use this key to identify cells a, b, c, d and e. cell f has been done for you.   write your answers in table 1.2. table 1.2 letter type of cell a bcd e f palisade cell [4]  (b) (i) state the main function of a palisade cell.  ..  [1]   (ii) suggest and explain two ways in which the structure of a palisade cell is adapted to this  function. adaptation 1  . . explanation  .. ..  .. . adaptation 2  . . explanation  .. ..  ..  [4] [total: 9]",
            "4": "4 0610/22/f/m/15 \u00a9 ucles 20152 fig. 2.1 shows an apparatus used to study the effect of minerals on plant growth. glass beaker covered with black paperplant cotton wool support for plant culture solution \u2013 minerals dissolved in distilled waterair supply \u2013 provides oxygen to roots, and bubbles keep culture solution well mixed fig. 2.1  (a) the plant grows better if air is bubbled through the solution surrounding its roots.   name the process that uses oxygen from the air to release energy in the plant\u2019s cells.  ... [1]  (b) an investigation was carried out into bean plants, using the apparatus shown in fig. 2.1.  table 2.1 shows the mean dry mass of three groups of bean plants grown in different solutions  for seven days. table 2.1 group culture solution mean dry mass of bean  plants / g acontains all minerals  required for growth9.4 b does not contain nitrogen 1.7 c does not contain magnesium 0.8",
            "5": "5 0610/22/f/m/15 \u00a9 ucles 2015 [turn over  (i) explain why, compared with group a, the dry mass was less in group b and group c.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (ii) describe the expected appearance of plants in group c at the end of the investigation.  ..  [1] [total: 6]",
            "6": "6 0610/22/f/m/15 \u00a9 ucles 20153 (a) fig. 3.1 shows some of the structures present in the human thorax (chest).   identify the structures labelled p, q, r and s.   write your answers in the boxes on fig. 3.1. 3 4 5 6 [4] fig. 3.1  (b) table 3.1 shows the composition of inspired (inhaled) and expired (exhaled) air. table 3.1 gas inspired air / % expired air / % carbon dioxide  0.03  3.90 nitrogen 79.00 79.00 oxygen 20.97 17.10   (i) expired air has more carbon dioxide then inspired air.    approximately how many times greater was the percentage of carbon dioxide in the  expired air than in the inspired air?    choose your answer from this list. \u00d71.3                \u00d713                \u00d7130                \u00d71300   ... [1]",
            "7": "7 0610/22/f/m/15 \u00a9 ucles 2015 [turn over  (ii) there is no difference in the nitrogen content of inspired and expired air.    suggest a reason for this.  .. .  ..  [1]   (iii) expired air often contains more water vapour than inspired air.     explain how this water vapour gets into the expired air.  .. .  .. .  .. .  ..  [2]",
            "8": "8 0610/22/f/m/15 \u00a9 ucles 2015 (c) table 3.2 shows the effects of exercise on the rate of oxygen uptake and the rate of energy  use. table 3.2 type of exerciserate of oxygen uptake  / dm3 per minuterate of energy use / kj per minute normal walking 1.5  3.0 walking uphill 3.0  5.5 running quickly 5.0  9.0 running at maximum  speed5.0 12.0   (i) describe what happens to the rate of oxygen uptake as activity increases.  .. .  .. .  .. .  ..  [2]   (ii) use the results in table 3.2 to calculate how many kilojoules of energy are needed to  run quickly for 12 minutes.   .. kj  [1]   (iii) 1 g of sugar provides about 18.0 kj of energy.    calculate how much sugar would be needed to run at maximum speed for 30 seconds.    show your working.   ... g  [2] [total: 13]",
            "9": "9 0610/22/f/m/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 shows a wild pig and a saddleback pig. the drawings are to the same scale. saddleback pig wild pig fig. 4.1  (a) the saddleback pig has been produced from the wild pig by artificial selection (selective  breeding).   suggest two useful characteristics, visible in fig. 4.1, which the farmers selected when  breeding the saddleback pig. 1   ...  .. . 2   ...  ..  [2]  (b) explain how the saddleback pig could have been produced by artificial selection.  .. .  .. .  .. .  .. .  .. .  ..  [3]",
            "10": "10 0610/22/f/m/15 \u00a9 ucles 2015 (c) there are different varieties of sheep. some of these varieties have white wool and some  have brown wool.   the allele for white wool colour, n, is dominant to the allele for brown wool colour, n.   a genetic diagram for the result of crossing a white-coloured sheep with a brown-coloured  sheep is shown in fig. 4.2.   complete the genetic diagram to show how wool colour is inherited in this cross. white wool sduhqwdo\u0003skhqrw\\sh sduhqwdo\u0003jhqrw\\sh jdphwhv riivsulqj\u0003jhqrw\\sh riivsulqj\u0003skhqrw\\sh brown   brown wool nn     fig. 4.2 [4] [total: 9]",
            "11": "11 0610/22/f/m/15 \u00a9 ucles 2015 [turn over5 (a) fig. 5.1 shows a power station. power stations release waste gases into the atmosphere  when they burn fossil fuels. fig. 5.1    name two gases that cause pollution when released into the atmosphere.    state one effect of each of these gases on the environment. gas  .. .. effect  ... ...  .. . gas  .. .. effect  ... ...  ..  [4]  (b) in some countries wood is an important fuel. wood may be collected by cutting down trees in  forests.   state three  undesirable effects of deforestation.  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 7]",
            "12": "12 0610/22/f/m/15 \u00a9 ucles 20156 fig. 6.1 represents an example of a human menstrual cycle. 25 menstruation (menstrual \u00b6period\u00b7)number of days ovulation (day 16 in this example) this part of the cycle is variable in lengththe time from ovulation to the start of menstruation is always 14 days 20 15 0 10 5 fig. 6.1  (a) state the part of the menstrual cycle which is always the same length.  ..  [1]  (b) (i) a woman\u2019s period started on august 2nd and her next period started on august 29th.    calculate the length of her menstrual cycle for that month.    ... days [1]   (ii) human sperms can live for up to 48 hours in the female\u2019s reproductive system, and  human eggs live for 24 hours after release.    ovulation occurred on 16th august.    state the dates in august on which intercourse could result in fertilisation taking place.    . august [2]",
            "13": "13 0610/22/f/m/15 \u00a9 ucles 2015 [turn over (c) during menstruation a woman loses blood. this can cause a woman to be anaemic.   symptoms of anaemia are lack of energy, pale colour and tiredness.   explain how these symptoms can be caused by the blood loss during menstruation.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) when a woman becomes pregnant a placenta and umbilical cord will form.   state the names of three  substances which must be able to pass from the woman to the  developing fetus across the placenta. 1   ... 2   ... 3   .. [3]  (e) in the plant life cycle seeds and fruits are dispersed.   fig. 6.2 shows an example of a fruit. fig. 6.2   (i) suggest one way in which this fruit is adapted so that animals are likely to eat it.  .. .  ..  [1]",
            "14": "14 0610/22/f/m/15 \u00a9 ucles 2015  (ii) the animals help to disperse the fruit and seeds.    suggest two advantages of fruit and seed dispersal. 1   ...  .. . 2   ...  ..  [2] [total: 13]",
            "15": "15 0610/22/f/m/15 \u00a9 ucles 2015 [turn over7 fig. 7.1 shows the human alimentary canal and some of the organs associated with it. a b c e f g hd fig. 7.1  (a) use letters from fig. 7.1 to identify which structure carries out a particular function. write your  answers in table 7.1. table 7.1 function letter ingestion of food bile storage fat digestion  egestion [4]  (b) name the process which moves food from d to f.  ..  [1]",
            "16": "16 0610/22/f/m/15 \u00a9 ucles 2015 (c) a student investigated the digestion of fats by the enzyme lipase.   he found that as lipase digested the fats, the ph of the solution changed from ph 8 to ph 6.   (i) explain why the digestion of fats changed the ph of the solution.  .. .  .. .  .. .  ..  [2]   (ii) fig. 7.2 shows three test-tubes that were set up for this experiment. a lipase fat ph indicator distilled waterlipase fat ph indicator bileboiled lipase fat ph indicator bilebc fig. 7.2   the time taken for the indicator to change colour after the lipase was added was measured.  the results are shown in table 7.2. table 7.2 test-tube time taken to change colour / minutes a 6.5 b 1.0 c no change after 25 minutes",
            "17": "17 0610/22/f/m/15 \u00a9 ucles 2015 [turn over   explain why the indicator in test-tube b changes colour much faster than the indicator in  test-tube a.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) some biological washing powders contain lipase. instructions on the packet state that  biological washing powders should be used in warm water but not in very hot water.   explain why warm water should be used instead of very hot water. use fig. 7.2 and table 7.2  to help with your answer.  .. .  .. .  .. .  ..  [2]  (e) eating too much fat can be harmful.   state one way in which too much fat can be harmful to human health.  ..  [1] [total: 13]",
            "18": "18 0610/22/f/m/15 \u00a9 ucles 20158 fig. 8.1 shows a woodland food web. hawk sparrows woodpeckers caterpillars aphids beetles flies oak tree primrosesblue tits spidersowl fig. 8.1  not drawn to scale  (a) (i) name one organism in this food web which can trap light energy to produce sugars.  ..  [1]   (ii) complete this food chain from the food web shown in fig. 8.1. write the name of one  organism in each box. spiders [2]",
            "19": "19 0610/22/f/m/15 \u00a9 ucles 2015 (b) (i) define the term population .  .. .  .. .  ..  [2]   (ii) define the term trophic level , using an example from fig. 8.1.  .. .  .. .  ..  [2]  (c) some of the leaves and fruit from the oak tree are not eaten by organisms shown in the food  web. the leaves and fruit fall to the ground where they are slowly broken down.   (i)  name one kind of organism responsible for this break down.  ..  [1]   (ii) explain how this break down is helpful to the oak trees.  .. .  .. .  .. .  ..  [2] [total: 10]",
            "20": "20 0610/22/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_m15_qp_32.pdf": {
            "1": "this document consists of 22 printed pages and 2 blank pages. dc (lk/fd) 99109/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6367955412* biology  0610/32 paper 3 extended february/march 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/32/f/m/15 \u00a9 ucles 20151  fig. 1.1 shows a diagram of a cross-section of a dicotyledonous leaf, as seen using a light  microscope. $ % fig. 1.1  (a) (i) name tissue a and cell b. a  . .. b  . . [2]   (ii) describe two ways in which tissue a is adapted for maximum photosynthesis. 1   ...  .. . 2   ...  ..  [2]",
            "3": "3 0610/32/f/m/15 \u00a9 ucles 2015 [turn over (b) plants use carbon dioxide for photosynthesis.   (i) describe where and how carbon dioxide enters a leaf.    .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii)  state the two products of photosynthesis.  ..  [1]",
            "4": "4 0610/32/f/m/15 \u00a9 ucles 2015 (c) hydrophytes are plants that grow in water. fig. 1.2 shows a photograph of indian lotus,  nelumbo nucifera , which is a hydrophyte. fig. 1.2   describe and explain two adaptations of hydrophytes to their environment. adaptation  ... ..  .. . explanation  .. .  .. .  .. .  adaptation  ... ..  .. . explanation  .. .  .. .  ..  [4]  [total: 12]",
            "5": "5 0610/32/f/m/15 \u00a9 ucles 2015 [turn over 2 coat colour in cattle is inherited in a very similar way to blood groups in humans. the gene for coat  colour has two codominant alleles:    cb which is the allele for brown coat    cw which is the allele for white coat.  table 2.1 shows the genotypes and phenotypes of different coat colours seen in a herd of cattle. table 2.1 genotype phenotype cbcbbrown cwcwwhite cbcwroan  (a) (i) explain the term  codominance .  .. .  .. .  .. .  .. .  ..  [2]    (ii) a farmer crossed several roan coloured cows with a roan coloured bull.      complete the genetic diagram to show the ratio of expected phenotypes among the  offspring. parental phenotypes roan cow c bcw\u00d7 roan bull cbcw parental genotypes \u00d7 gametes ... ... ... ... offspring genotypes  . . . . offspring phenotypes . . . . phenotypic ratio . [4]",
            "6": "6 0610/32/f/m/15 \u00a9 ucles 2015 (b) a farmer has a herd of cows that produce milk. the farmer wants to improve the milk yield  of the herd by using artificial selection (selective breeding). the farmer buys semen (fluid containing sperm) to inseminate the cows artificially.   (i) describe how the farmer could improve the milk yield of the cows using artificial selection.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) suggest one useful feature, other than milk yield and coat colour, which a farmer might  wish to develop in a herd of cows.  .. .  ..  [1]  (c) milk yield can also be increased by injecting cows with the hormone bovine somatotropin  (bst).   explain why there may be concerns about the use of this hormone to increase milk yield.   .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  [total: 13]",
            "7": "7 0610/32/f/m/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
            "8": "8 0610/32/f/m/15 \u00a9 ucles 20153 excretion is the process of removing waste products of metabolism from the body.  (a) name the two main products of metabolism that need to be excreted from the human body.  ..  [2]  (b) the kidney is one of the main excretory organs of the body. its role is to filter the blood. some  substances leave the blood and are removed from the body in the urine. the concentration of protein in the blood entering the kidneys in the renal arteries is 83 g dm \u20133.   state the concentration of protein that you would expect in the urine of a healthy person and  explain your answer. concentration   . g dm\u20133 explanation ... .  .. .  .. .  ..  [2]  (c) dialysis can be used to treat people whose kidneys do not function properly.   fig. 3.1 shows dialysis treatment.  blood pumpmovement of blood movement of dialysis fluid movement of  substances in and out of blood.h\\ blood from patient blood returns to patientbubble trap fresh dialysis fluiddialysis membraneused dialysis fluiddialysis unit fig. 3.1",
            "9": "9 0610/32/f/m/15 \u00a9 ucles 2015 [turn over  use fig. 3.1 to describe the process of dialysis and explain changes that occur in a person\u2019s  blood.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]  (d) some people with kidney failure are given a kidney transplant.   state one advantage and one disadvantage of having a kidney transplant instead of dialysis  treatment. advantage  ..   .. . disadvantage  .  ..  [2]  (e) the liver is another excretory organ of the body. the liver breaks down hormones and drugs,  such as alcohol.   (i) state one function of the liver other than  the breakdown of hormones and drugs.  .. .  .. .  ..  [1]",
            "10": "10 0610/32/f/m/15 \u00a9 ucles 2015  (ii) describe two effects on the body of long-term, excessive consumption of alcohol. 1   ...  .. . 2   ...  ..  [2]   (iii) suggest  one social implication of alcohol misuse.  .. .  ..  [1]  [total: 15]",
            "11": "11 0610/32/f/m/15 \u00a9 ucles 2015 [turn overquestion 4 begins on page 12.",
            "12": "12 0610/32/f/m/15 \u00a9 ucles 20154 (a) fig. 4.1 shows the structure of a typical fish. gruvdo\u0003ilq fdxgdo\u0003ilq dqdo\u0003ilq shoylf\u0003ilq shfwrudo\u0003ilqorzhu pdqgleohxsshu pdqgleoh fig 4.1   fig. 4.2 shows four species of freshwater fish, a, b, c and d. a b cd polyodon spathula salmo truttaprotopterus dolloi haplochromis nyererei not drawn to the same scale fig. 4.2",
            "13": "13 0610/32/f/m/15 \u00a9 ucles 2015 [turn over biologists use dichotomous keys to identify different species.  describe one visible feature of each species of fish a, b, c and d, that could be used to distinguish  it from the other three species in fig. 4.2.   only  use descriptions of the features labelled in fig. 4.1  in your answers.  write your answers in table 4.1. table 4.1 fish distinguishing feature a bcd  [4]",
            "14": "14 0610/32/f/m/15 \u00a9 ucles 2015 (b) pollution is harm done to the environment by release of substances produced by human  activities. acid rain is one form of pollution that damages many lakes, ponds and rivers.   (i) state one pollutant that causes acid rain.  ..  [1]   (ii) fig. 4.3 shows the effect of ph on the mean number of species of fish found in lakes in  new y ork state, usa. 4.001234567 4.5 5.0 5.5 6.0 phmean number of fish species in the lake 6.5 7.0 7.5 8.0 fig. 4.3    describe the results shown in fig. 4.3.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iii) explain the effects of acid rain on the environment.  .. .  .. .  .. .  .. .  ..  [2]  [total: 10]",
            "15": "15 0610/32/f/m/15 \u00a9 ucles 2015 [turn overquestion 5 begins on page 16.",
            "16": "16 0610/32/f/m/15 \u00a9 ucles 20155 many flowering plants can reproduce sexually and asexually.  (a) (i) define the term asexual reproduction .  .. .  .. .  .. .  .. .  ..  [2]   (ii) state  one advantage and  one disadvantage of asexual reproduction for flowering plants. advantage   ..  .. . disadvantage   .  ..  [2]  (b) fig. 5.1 shows a potato plant,  solanum tuberosum, grown from a tuber. the tubers that potato  plants are grown from are commonly referred to as seed potatoes. iorzhu vwhp xqghujurxqg vwhp \\rxqj wxehu\u0003 rog\u0003vhhg srwdwrurrwvwxehughyhorslqj wxehu fig. 5.1",
            "17": "17 0610/32/f/m/15 \u00a9 ucles 2015 [turn over  (i)  define the term growth .  .. .  .. .  .. .  .. .  ..  [2]   (ii) potatoes can reproduce asexually by means of tubers. the parent plant produces  underground stems, which eventually form tubers.    with reference to fig. 5.1, describe how tubers are formed from the underground stems  in potatoes.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
            "18": "18 0610/32/f/m/15 \u00a9 ucles 2015 (c) a student conducted an experiment to investigate the percentage change in mass of potato  tuber tissue when placed in different concentrations of sucrose solution. the potato tuber  tissue was cut into cubes of the same size.   fig. 5.2 shows a graph of the results. 0.0 -40 concentration of sucrose solution  / mol  dm-3percentage change in mass -30-20-10010203040 0.2 0.4 0.6 0.8 1.0 1.2 fig. 5.2   (i) use fig. 5.2 to predict the percentage change in mass of a cube of potato tuber tissue  placed in 1.2 mol dm\u20133 sucrose solution.  ..  [2]",
            "19": "19 0610/32/f/m/15 \u00a9 ucles 2015 [turn over  (ii) explain the results shown in fig. 5.2 in terms of water potential:     \u0081 between sucrose concentrations of 0.0 \u2013 0.4 mol dm\u20133     \u0081 at sucrose concentration 0.4 mol dm\u20133      \u0081 between sucrose concentrations of 0.4 \u2013 1.0 mol dm\u20133. between 0.0 \u2013 0.4 mol dm\u20133  ...  .. .  .. .  .. .  .. . at 0.4 mol dm\u20133  ...  .. .  .. .  .. . between 0.4 \u2013 1.0 mol dm\u20133  ...  .. .  .. .  .. .  ..  [5]",
            "20": "20 0610/32/f/m/15 \u00a9 ucles 2015 (d) pollination is the transfer of pollen from the anther to the stigma. pollen can be transferred to  the stigma by being carried by the wind or by animals.    fig. 5.3 shows a photograph of a wind-pollinated flowering plant . fig. 5.3   (i) state two structural adaptations of a flower for wind-pollination. 1   ... 2   .. [2]   (ii) state how self-pollination differs from cross-pollination.    .. .  .. .  ..  [1]   (iii) suggest one reason why self-pollination might be advantageous to a population of  plants.  .. .  .. .  ..  [1]  [total: 20]",
            "21": "21 0610/32/f/m/15 \u00a9 ucles 2015 [turn over6 fig. 6.1 shows changes in the global human population between 1910 and 2010. 1910010002000300040005000600070008000 1930 1950 year population (in millions) 1970 1990 2010 fig. 6.1  (a) improved food production has contributed to the increase in the human population.    (i) state and explain two ways in which modern technology has resulted in increased food  production.   .. .  .. .  .. .  .. .  ..  [2]   (ii) state one reason, other than  food production, why the human population has increased  so rapidly between 1910 and 2010.  .. .  ..  [1]",
            "22": "22 0610/32/f/m/15 \u00a9 ucles 2015 (b) in view of the increasing human population, people are sometimes encouraged to eat less  meat and more fruit and vegetables, to improve the energy efficiency of their food supply.   explain why eating less meat and more fruit and vegetables is more energy efficient.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (c) as the human population has increased, forests have been cleared for farming.   outline the effects of deforestation on the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  [total: 10]",
            "23": "23 0610/32/f/m/15 \u00a9 ucles 2015blank page",
            "24": "24 0610/32/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_m15_qp_52.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (ac/sg) 99149/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *2652824482* biology  0610/52 paper 5  practical test february/march 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/f/m/15 \u00a9 ucles 2015read through all the questions on this paper carefully before starting work. 1 y east is a single-celled organism that is used in bread-making and brewing.  y ou will investigate the process of respiration using an active yeast culture.  the active yeast culture has been prepared in a glucose solution and has been kept in a warm  environment. the glucose was dissolved in cooled, boiled water (boiling removed the gases from  the water) before the yeast was added.  \u0081 put on the eye protection provided.  \u0081 stir the contents of the container labelled yeast culture .  \u0081  using the syringe, measure 10 cm3 of yeast culture and place into each of the test-tubes,  labelled a and b.   \u0081  place test-tubes a and b in the beaker of warm water. they must  remain in the warm water  throughout this investigation.  \u0081  using the dropping pipette, carefully introduce drops of oil down the inside of test-tube  b onto  the surface of the yeast culture, until a complete layer, covering the surface, is formed.  \u0081  remove the film that is covering the test-tubes containing the hydrogencarbonate indicator  solution.  \u0081  set up the apparatus provided as shown in fig. 1.1. make sure that the open end of the  delivery tube is below the surface of the hydrogencarbonate solution. care is needed when inserting the bung into test -tubes a and b. air-tight bungs delivery tube delivery tube beaker of warm water hydrogencarbonate indicator solution yeast culture in glucose solutionhydrogencarbonate indicator solutionbeaker to support  test-tube abbeaker to support test-tube layer of oil fig. 1.1",
            "3": "3 0610/52/f/m/15 \u00a9 ucles 2015 [turn over (a) (i) describe the colour of the hydrogencarbonate indicator solution and what you observe in  the yeast cultures. hydrogencarbonate indicator solution  ... .. . yeast cultures  .  ..  [2]   every five minutes for ten minutes (0, 5 and 10 minutes), you are going to observe and record  the number of bubbles released from test-tubes a and b into the hydrogencarbonate indicator  solution in one minute and the colour of the hydrogencarbonate indicator solution    (ii) prepare a table to record these results and observations.  [3]   (iii) now, count the number of bubbles and observe the colour.    record these results and observations in your table. these are the results for 0 minutes.   repeat this after 5 and 10 minutes.   [3]",
            "4": "4 0610/52/f/m/15 \u00a9 ucles 2015  (iv) compare the appearance of the yeast cultures in test-tubes a and b.   .. .  .. .  ..  [1]   (v) describe and explain the results and observations shown in your table.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) explain why:   (i) the yeast culture was stirred at the beginning of the investigation  .. .  .. .  ..  [1]   (ii) the oil was introduced into test-tube b  .. .  .. .  ..  [1]   (iii) the test-tubes containing the yeast culture were kept in a container of warm water.  .. .  .. .  ..  [1]",
            "5": "5 0610/52/f/m/15 \u00a9 ucles 2015 [turn over (c) suggest two sources of error in this investigation. for each source of error, suggest an  improvement to reduce this source of error. source of error  ..   .. . improvement  .. ...  .. . source of error  ..   .. . improvement  .. ...  .. .[4]  (d) fig. 1.2 shows yeast as seen using a microscope. x 5000p q fig. 1.2   (i) describe what is occurring in fig. 1.2.  ..  [1]",
            "6": "6 0610/52/f/m/15 \u00a9 ucles 2015  (ii) y ou are going to calculate the actual length of a yeast cell shown in fig. 1.2.    measure the length of line pq. length of line pq   mm    calculate the actual length of the cell.   show your working.  actual length of cell ... mm  [3]  [total: 24]",
            "7": "7 0610/52/f/m/15 \u00a9 ucles 2015 [turn over2 y ou are provided with half of a fresh strawberry fruit. this is a false fruit as the edible part has  developed from a swollen receptacle.  \u0081 remove the plastic film.  \u0081 use the hand lens to observe the fruit.  (a) (i) make a large, labelled drawing of this fruit to show the cut surface. turn the fruit over and  make a second large, labelled drawing to show the outer surface. the second drawing should show the arrangement of the seeds. cut surface                 outer surface  [5]   (ii) suggest how the fruit may be dispersed to spread the seeds to new areas.  .. .  .. .  .. .  .. .  ..  [2]",
            "8": "8 0610/52/f/m/15 \u00a9 ucles 2015 (b) (i) describe how you would safely test this fruit to show the presence of reducing sugar.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (ii) describe how you would test this fruit to show the presence of protein.  .. .  .. .  .. .  .. .  ..  [2]    y ou will now carry out these tests.   \u0081  put on the eye protection provided.    \u0081  cut the fruit into small pieces and use approximately half for each test.    \u0081  raise your hand if you need a supply of hot water.",
            "9": "9 0610/52/f/m/15 \u00a9 ucles 2015  (iii) record your observations and conclusions in table 2.1. table 2.1. reducing sugar protein observation  conclusion  [3]  [total: 16]",
            "10": "10 0610/52/f/m/15 \u00a9 ucles 2015blank page",
            "11": "11 0610/52/f/m/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/52/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_m15_qp_62.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (ac/sg) 99150/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9073589209* biology  0610/62 paper 6 alternative to practical february/march 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/62/f/m/15 \u00a9 ucles 20151 y east is a single-celled organism that is used in bread-making and brewing.  some students carried out an investigation into respiration in an active yeast culture.  the active yeast culture was prepared in a glucose solution and was kept in a warm environment.  the glucose was dissolved in cooled, boiled water, (boiling removed the gases from the water) before the yeast was added.  the yeast culture was stirred and 10 cm3 added to each of test-tubes a and b.  in test-tube b, a few drops of oil were carefully added to form a layer on the surface of the yeast  culture.  the apparatus was set up as shown in fig. 1.1. air-tight stoppers delivery tube delivery tube beaker of warm water hydrogencarbonate indicator solution yeast culture in glucose solutionhydrogencarbonate indicator solutionbeaker to support  test-tube ablayer of oil fig. 1.1  the appearance of the yeast cultures and hydrogencarbonate indicator solutions were recorded.  the numbers of bubbles released from test-tubes a and b into the hydrogencarbonate indicator  solution were also recorded.   this was repeated at five minute intervals.   the results and observations were recorded in table 1.1.",
            "3": "3 0610/62/f/m/15 \u00a9 ucles 2015 [turn overtable 1.1 time  / minappearance of yeast  culture in a and bnumber of  bubbles released  in one minuteappearance of the  hydrogencarbonate  indicator solution ab a b a b   0 pale cream bubbles  formingpale cream no bubbles0 0 red red   5 foam starting  to form on topbubbles  forming5 4 pale red red 10 thicker foam  on topfrothy below  oil8 6 pale pink pale red 15 thicker foam  on topfrothy below  oil11 9 yellow-pink pale pink  red 20 foam 2 cm in  depthfoam  0.5 mm in  depth16 12 yellow yellow-pink  (a) (i) draw a graph of the results on the grid below. use the same set of axes to show the  number of bubbles released in one minute for the 20 minute period from test-tubes a  and b.  [5]  ",
            "4": "4 0610/62/f/m/15 \u00a9 ucles 2015  (ii) describe and explain the results and observations shown in table 1.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5]   (iii) suggest why the number of bubbles released per minute would decrease for both  test-tubes a and b after a period of 24 hours.  .. .  .. .  ..  [1]  (b) explain why:   (i) the yeast culture was stirred at the beginning of the investigation  .. .  .. .  ..  [1]   (ii) the oil was introduced into test-tube b  .. .  .. .  ..  [1]",
            "5": "5 0610/62/f/m/15 \u00a9 ucles 2015 [turn over  (iii) the test-tubes containing the yeast culture were kept in a container of warm water.  .. .  .. .  ..  [1]  (c) for this investigation give:   (i) the independent variable (variable that is deliberately changed)  .. .  .. .  ..  [1]   (ii) two  variables that need to be controlled.  .. .  .. .  .. .  .. .  ..  [2]  (d) the dependent variable in this investigation was the rate of respiration. this cannot be  measured directly.   describe how the rate of respiration was determined in this investigation.  .. .  .. .  .. .  .. .  ..  [2]",
            "6": "6 0610/62/f/m/15 \u00a9 ucles 2015 (e) fig. 1.2 shows yeast as seen using a microscope. x 5000p q fig. 1.2   (i) name the process that is occurring in fig. 1.2.    ..  [1]   (ii) y ou are going to calculate the actual length of a yeast cell shown in fig. 1.2.    measure the length of line pq. length of line pq   mm    calculate the actual length of the yeast cell.    show your working.  actual length of cell ... mm  [3]  [total: 23]",
            "7": "7 0610/62/f/m/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows two halves of a fresh strawberry fruit. this is a false fruit as the edible part has  developed from a swollen receptacle and the seeds are found in structures called achenes on the surface of the strawberry. fig. 2.1  (a) (i) make a large, labelled drawing of this fruit to show the cut surface. make a second  large, labelled drawing to show the outer surface. the second drawing should show the arrangement of the seeds. cut surface                 outer surface  [5]",
            "8": "8 0610/62/f/m/15 \u00a9 ucles 2015  (ii) suggest how the fruit may be dispersed to spread the seeds to new areas.  .. .  .. .  .. .  .. .  ..  [2]  (b) (i) describe how you would safely test this fruit to show the presence of reducing sugar.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]    (ii) describe how you would test this fruit to show the presence of protein.  .. .  .. .  .. .  .. .  ..  [2]",
            "9": "9 0610/62/f/m/15 \u00a9 ucles 2015 (c) fig. 2.2 shows two different strawberry fruits, s and t, from species of strawberry plants that  grow in different habitats. st fig. 2.2   (i) describe two similarities , visible in fig. 2.2, between the two fruits.  .. .  .. .  .. .  .. .  ..  [2]   (ii) complete table 2.1 to describe two differences , visible in fig. 2.2, between the two  fruits. table 2.1 feature st seeds shape  [2]  [total: 17]",
            "10": "10 0610/62/f/m/15 \u00a9 ucles 2015blank page",
            "11": "11 0610/62/f/m/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/62/f/m/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_11.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib15 06_0610_11/2rp  \u00a9 ucles 2015 [turn over       *8833948694* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2015 0610/11/m/j/15  1 the diagram illustrates some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide to atmosphereoxygen from atmosphere xlight energy     which characteristic of living organisms is represented by arrow x?  a excretion  b nutrition  c respiration  d sensitivity      2 what is a correct way of naming a species, according to the binomial system?   a homo sapiens   b homo sapiens   c human being  d sapiens    ",
            "3": "3  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  3 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     4 the key can be used to distinguish between four different chemical substances.   use the key to identify which substance could be a protein.  1 contains the element carbon  ... go to 2   does not contain carbon  .. a  2 contains the element nitrogen  . b   does not contain nitrogen  . .. go to 3  3 gives a positive result with benedict\u2019s test  .. c   gives a negative result with benedict\u2019s test   d     ",
            "4": "4  \u00a9 ucles 2015 0610/11/m/j/15  5 the diagram shows two guard cells from a leaf.    which labelled part would also be found in liver cells?    a b c d     6 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     ",
            "5": "5  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  7 the diagram shows a plant cell.        which features show that it is a plant cell?  a it has a cell wall and a vacuole.  b it has a nucleus and cytoplasm.  c it has a nucleus but no chloroplasts.  d it has chloroplasts but no vacuole.      8 in a section through a plant, a student f ound a group of long, microscopic structures. the  structures lacked end walls, cytoplasm and nuclei.    which identification and reason best matches the student\u2019s observations?     identification reason  a root hair cells they do not contain a nucleus when mature  b root hair cells they do not contain cytoplasm to absorb water  c xylem vessels they can support the plant better without cytoplasm  d xylem vessels they need to be hollow to carry water efficiently     9 the diagram shows a specialised cell cut in half.        what does this diagram indicate about the structure of this cell?  a the cell has a cell wall.  b the cell is concave on each side.  c the cell is long and thin.  d the cell is red and carries oxygen.    ",
            "6": "6  \u00a9 ucles 2015 0610/11/m/j/15  10 how do carbon dioxide and oxygen move in and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration     11 during osmosis, which molecules move and through which type of membrane?     molecules  moving type of  membrane  a oxygen partially permeable  b oxygen permeable  c water partially permeable  d water permeable      12 the diagram shows an experiment on the digestion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c       13 which effect does a gradual decrease in ph from 13 to 1 have on the action of amylase?  a slows it down only  b slows it down then speeds it up  c speeds it up only  d speeds it up then slows it down   ",
            "7": "7  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  14 the diagram represents a protein molecule.        what do the small circles represent?  a amino acids  b fatty acids  c glycerol  d simple sugars     15 poor nutrition can lead to a condition called rickets in which bones fail to develop properly.    the table shows some minerals and vitamins present in four foods.    which food would be best for a child who has rickets?     calcium iron vitamin c vitamin d   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0017 \u0017 \u0013 \u0013= substance present  c \u0017 \u0013 \u0013 \u0017 \u0017= substance absent  d \u0017 \u0013 \u0017 \u0013      16 which components make up most of the dry mass of a balanced diet?  a calcium compounds, carbohydrates and fats  b carbohydrates, fats and proteins  c fats, proteins and vitamins  d proteins, vitamins and calcium compounds    ",
            "8": "8  \u00a9 ucles 2015 0610/11/m/j/15  17 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity    ",
            "9": "9  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  18 the diagrams show four different stages in one heart beat.    pq rsdirection in which blood is movingkey     what is the correct order for the stages after stage p?  a q \u2192 r \u2192 s  b r \u2192 q \u2192 s  c r \u2192 s \u2192 q  d s \u2192 r \u2192 q      19 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.      20 which process in humans does not use energy released from respiration?  a cell division  b diffusion of oxygen  c muscle contraction  d protein synthesis     ",
            "10": "10  \u00a9 ucles 2015 0610/11/m/j/15  21 the graph shows the results of an experiment to investigate the rate of respiration of an organism  at different temperatures.    00 10 20 30 temperature  / \u00b0crate of respiration 40 50 60     what explains the difference between the rate of respiration at 50  \u00b0c and that at 30  \u00b0c?  a enzymes working faster at 50  \u00b0c  b enzymes working more slowly at 50  \u00b0c  c less oxygen available at 50  \u00b0c  d more oxygen available at 50  \u00b0c     22 the diagram shows an experiment to investigate the respiration of yeast.    balloon yeast in sugar solutiongas evolved at the beginning after 24 hoursyeast, sugar and new compound       which gas is evolved and which new compound is present after 24 hours?     gas evolved new compound  a carbon dioxide ethanol (alcohol)  b carbon dioxide lactic acid  c oxygen ethanol (alcohol)  d oxygen lactic acid     ",
            "11": "11  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  23 which function does not occur in the kidneys?  a breakdown of alcohol    b removal of excess salts from the blood  c removal of excess water from the blood  d removal of urea from the blood     24 what is urea formed from?  a amino acids  b fatty acids  c glucose  d glycerol      25 what is not an effect of consumption of alcohol?  a liver damage  b loss of muscle coordination  c poor self control  d stimulation of the nervous system     26 which labelled part of the eye contains muscle?    cda b      27 which method of birth control is based on knowing the stage of a woman\u2019s menstrual cycle?  a condom  b contraceptive pill  c diaphragm  d rhythm method ",
            "12": "12  \u00a9 ucles 2015 0610/11/m/j/15  28 the diagram shows some changes which take place during a woman\u2019s menstrual cycle.    00 71 4 time  / days21 28relative hormoneconcentrationprogesterone oestrogen     assuming ovulation occurs on day 14, what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the level of oestrogen   d a rise in the level of progesterone and fall in the level of oestrogen     29 development is defined as an increase in  a complexity.  b dry mass.  c number of cells.  d size.      30 in addition to a suitable temperature, what else is always necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions  c sunlight and water  d water and oxygen      31 a genetic cross between two organisms may be shown as gg \u00d7 gg.    what does g represent?  a a dominant allele  b a dominant chromosome  c a recessive allele  d a recessive chromosome ",
            "13": "13  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  32 some fruit flies have orange eyes and others have red eyes.  if two orange-eyed fruit flies are crossed, their offspring always have orange eyes. if two red-eyed fruit flies are crossed, their offspring sometimes include both orange-eyed and  red-eyed flies.  what can be concluded from these observations?  a crossing an orange-eyed fly with a red-eyed fly will produce a 1  : 1 ratio in the offspring.  b the allele for orange eyes is dominant.  c the allele for red eyes is dominant.  d we could determine which allele is dominant only by doing a cross that produces a 3  : 1 ratio.      33 what can be continuously recycled in ecosystems?     carbon energy water  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0017 \u0013  d \u0017 \u0013 \u0017     34 which diagram shows a pyramid of biomass for a woodland?    a b c d      ",
            "14": "14  \u00a9 ucles 2015 0610/11/m/j/15  35 which of the following is an example of a food chain?  a carnivore \u2192 herbivore \u2192 producer   b flower \u2192 fruit \u2192 seed  c grass \u2192 antelope \u2192 lion  d starch \u2192 maltose \u2192 glucose     36 the diagram shows the movements of water between oceans, land and the air. the figures are  based on an annual mean precipitation of 100 units.    oceanslandevaporation 84precipitation (rain, snow, hail, sleet, etc) 7723transpiration evaporationx     what is the total of evaporation from the land and transpiration from plants at x?  a 7 b 13 c 16 d 77    ",
            "15": "15  \u00a9 ucles 2015 0610/11/m/j/15 [turn over  37 what is shown in the diagram?    air plant animalfossil fuel photosynthesisrespirationburning decomposition     a a food web  b non-cyclical energy flow  c the carbon cycle  d the water cycle    38 the table shows the birth rates and death rates in four countries.    which country will double its population most quickly?     birth rate  /  % population death rate  / % population  a 5.0 4.0  b 4.5 2.5  c 3.5 2.0  d 3.0 3.0     39 which two gases both  contribute to global warming?  a carbon dioxide and methane  b methane and oxygen  c oxygen and sulfur dioxide  d sulfur dioxide and carbon dioxide    ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/11/m/j/15  40 lichens are organisms that do not grow well in air containing sulfur dioxide.    which graph shows the change in number of lichen species from the centre of an industrial city to the countryside 15  km away?    distance from city centre  / kma  0 01 5 distance from city centre  / kmb 0 01 5 distance from city centre  / kmc  0 01 5 distance from city centre  / kmd 0 01 5number of  lichen species number of lichen species number of  lichen species number of lichen species        "
        },
        "0610_s15_qp_12.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib15 06_0610_12/2rp  \u00a9 ucles 2015 [turn over       *6782855144* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2015 0610/12/m/j/15  1 the diagram illustrates some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide to atmosphereoxygen from atmosphere xlight energy     which characteristic of living organisms is represented by arrow x?  a excretion  b nutrition  c respiration  d sensitivity      2 the statements describe four different plants.    which plant must be a monocotyledon?  a the flowers are wind-pollinated.  b the flowers each have five petals.  c the leaves are large with a clear network of veins on them.  d the leaves have parallel veins.     ",
            "3": "3  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  3 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     ",
            "4": "4  \u00a9 ucles 2015 0610/12/m/j/15  4 the diagram shows an animal.        use the key to identify this animal.    1 body covered with scales  ..  go to 2   body covered with hair  ..  go to 3  2 has a rounded bill  ..  a  has a pointed bill  ...  b  3 has webbed feet    c   does not have webbed feet  ...  d    5 which diagram shows chloroplasts in their correct position in a plant cell?    abcd      ",
            "5": "5  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  6 the diagram shows a plant cell.        which features show that it is a plant cell?  a it has a cell wall and a vacuole.  b it has a nucleus and cytoplasm.  c it has a nucleus but no chloroplasts.  d it has chloroplasts but no vacuole.      7 which is not an organ?  a blood  b heart  c tooth  d vein     8 what results from the destruction of cilia in the trachea due to smoking?  a cilia cannot filter bacteria.  b cilia cannot trap dust.  c mucus cannot be manufactured.  d mucus cannot be carried towards the throat.    9 how do carbon dioxide and oxygen move in and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    ",
            "6": "6  \u00a9 ucles 2015 0610/12/m/j/15  10 which statements are correct for both  diffusion and osmosis?   involves movement  of water only requires energy  from the cell molecules move from higher  concentration to lower  concentration  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0017 \u0013  d \u0017 \u0017 \u0017      11 an enzyme in potato cells causes oxygen to be produced from hydrogen peroxide.    cubes of potato were incubated with hydrogen peroxide at different temperatures.    the numbers of bubbles of oxygen released per minute were counted at each temperature.  the table shows the results.    temperature  / \u00b0c 15 25 35 45 55  number of bubbles  / bubbles per minute 96 98 82 36 1    the results suggest the optimum temperature for the enzyme is between which two values?  a 15  \u00b0c and 35  \u00b0c  b 35  \u00b0c and 45  \u00b0c  c 35  \u00b0c and 55  \u00b0c  d 45  \u00b0c and 55  \u00b0c     ",
            "7": "7  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  12 the diagram shows an experiment on the digestion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c       13 which row shows the elements and basic units that are used in the construction of large food  molecules?   food molecules elements basic units  a fats carbon, hydrogen, oxygen, nitrogen glucose  b fats carbon, hydrogen, oxygen, nitrogen glycerol  c starch carbon, hydrogen, oxygen glucose  d starch carbon, hydrogen, oxygen glycerol     ",
            "8": "8  \u00a9 ucles 2015 0610/12/m/j/15  14 the diagram shows part of the human alimentary canal.  in which part does protein digestion begin?    a b c d      15 poor nutrition can lead to a condition called rickets in which bones fail to develop properly.    the table shows some minerals and vitamins present in four foods.    which food would be best for a child who has rickets?     calcium iron vitamin c vitamin d   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0017 \u0017 \u0013 \u0013= substance present  c \u0017 \u0013 \u0013 \u0017 \u0017= substance absent  d \u0017 \u0013 \u0017 \u0013      ",
            "9": "9  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  16 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity    17 a celery stalk is placed in a beaker of blue dye. once the dye reaches the leaves, the stalk is  taken out and cut in half.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
            "10": "10  \u00a9 ucles 2015 0610/12/m/j/15  18 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.     19 the table shows the composition of four samples of air.  air sample percentage of  oxygen percentage of  carbon dioxide percentage  humidity  p 21 0.04 20  q 16 4.04 100  r 4 0.40 80  s 20 4.00 60    which sample is inspired air and which sample is expired air?     sample  breathed in sample  breathed out  a p q  b p s  c q r  d q s     ",
            "11": "11  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  20 the diagram shows an experiment to investigate the respiration of yeast.    balloon yeast in sugar solutiongas evolved at the beginning after 24 hoursyeast, sugar and new compound       which gas is evolved and which new compound is present after 24 hours?     gas evolved new compound  a carbon dioxide ethanol (alcohol)  b carbon dioxide lactic acid  c oxygen ethanol (alcohol)  d oxygen lactic acid     21 in which conditions do the leaves of a green plant respire?   bright light darkness  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     22 which two substances are both reabsorbed in the kidneys?  a glucose and salts  b glucose and starch  c glycogen and salts  d glycogen and starch    ",
            "12": "12  \u00a9 ucles 2015 0610/12/m/j/15  23 which organ makes urea?  a bladder  b kidney  c liver  d stomach     24 what are correct descriptions of mitosis and meiosis?     mitosis meiosis  a cells produced are genetically identical repairs damaged cells  b halves the chromosome number cells produced are genetically identical  c involved in asexual reproduction halves the chromosome number  d involved in sexual reproduction doubles the chromosome number     25 the diagram shows two antagonistic muscles and the directions of movement that they produce.    p qr sdirection of movement     which row correctly identifies these muscles and the directions of movement they produce on  contraction?     muscle p muscle q  name movement name movement  a biceps r triceps s  b biceps s triceps r  c triceps r biceps s  d triceps s biceps r   ",
            "13": "13  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  26 the diagram shows a germinating broad bean seed which has been cut in half.    1 2 34     which labels show the cotyledon and the plumule?     cotyledon plumule  a 1 3  b 1 4  c 2 3  d 2 4      27 the diagram shows some changes which take place during a woman\u2019s menstrual cycle.    00 71 4 time  / days21 28relative hormoneconcentrationprogesterone oestrogen     assuming ovulation occurs on day 14, what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the level of oestrogen   d a rise in the level of progesterone and fall in the level of oestrogen     ",
            "14": "14  \u00a9 ucles 2015 0610/12/m/j/15  28 in addition to a suitable temperature, what else is always necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions  c sunlight and water  d water and oxygen     29 what defines the development of an organism?  a increase in age  b increase in complexity  c increase in height  d increase in length      30 a man has three sons.    what is the chance of his next child being a son?  a 0% b 25% c 50% d 75%    31 the diagram shows a cross between heterozygous tall pea plants.    parental genotypes tt          \u00d7          tt gametes t          t          t          t offspring e         f         g         h    which statement is not correct?  a offspring e and h are both homozygous.  b offspring f and g are both heterozygous.  c the phenotypes of offspring e, f and g are the same.  d the ratio of different phenotypes in the offspring is 1  : 1.     ",
            "15": "15  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  32 the bar chart shows the heights of pea plants grown from 500 pea seeds.    number of pea plants height of plants    what variation do the plants show?  a continuous variation only  b discontinuous variation only  c both continuous variation and discontinuous variation  d neither continuous variation nor discontinuous variation     33 which pair of statements about energy flow in ecosystems is correct?   energy entering the  ecosystem from the sun nature of energy flow  a light and chemical cyclical  b light and chemical non-cyclical  c light and heat cyclical  d light and heat non-cyclical     34 the diagram shows a food chain based on a tree.    tree aphids beetles birds      which diagram shows a pyramid of numbers for this food chain?    a b c d       ",
            "16": "16  \u00a9 ucles 2015 0610/12/m/j/15  35 which process forms part of the carbon cycle?  a combustion  b evaporation  c osmosis  d transpiration     36 herbivores take in carbon atoms from plants.  how do carbon atoms leave the herbivores?   in faeces in respiration through death  and decay  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0013  c \u0013 \u0017 \u0017  d \u0017 \u0013 \u0013     37 in which stages in the water cycle is the water in vapour form?     absorption by  plant roots movement from  sea to clouds precipitation transpiration  a \u0013 \u0013 \u0017 \u0017  b \u0013 \u0017 \u0013 \u0017  c \u0017 \u0013 \u0017 \u0013  d \u0017 \u0017 \u0013 \u0013     ",
            "17": "17  \u00a9 ucles 2015 0610/12/m/j/15 [turn over  38 the graph shows how the population of the world has increased from 1650 until the present day.    1700 1800 year1900 20007 6543210world population/  billionsp     what stage in the sigmoid population growth curve is represented by region p?  a death phase  b exponential (log) phase  c lag phase  d stationary phase     ",
            "18": "18  \u00a9 ucles 2015 0610/12/m/j/15  39 lichens are organisms that do not grow well in air containing sulfur dioxide.    which graph shows the change in number of lichen species from the centre of an industrial city to the countryside 15  km away?    distance from city centre  / kma  0 01 5 distance from city centre  / kmb 0 01 5 distance from city centre  / kmc  0 01 5 distance from city centre  / kmd 0 01 5number of  lichen species number of lichen species number of  lichen species number of lichen species      40 which two gases both  contribute to global warming?  a carbon dioxide and methane  b methane and oxygen  c oxygen and sulfur dioxide  d sulfur dioxide and carbon dioxide    ",
            "19": "19  \u00a9 ucles 2015 0610/12/m/j/15  blank page     ",
            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/12/m/j/15  blank page     "
        },
        "0610_s15_qp_13.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certifica te.  this document consists of 17 printed pages and 3 blank pages.  ib15 06_0610_13/3rp  \u00a9 ucles 2015 [turn over       *5756420182* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  may/june 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2015 0610/13/m/j/15  1 the diagram illustrates some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide to atmosphereoxygen from atmosphere xlight energy     which characteristic of living organisms is represented by arrow x?  a excretion  b nutrition  c respiration  d sensitivity      2 all fish, all birds and all mammals are  a animals with internal fertilisation.  b carnivores.  c vertebrates.  d warm-blooded animals.    ",
            "3": "3  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  3 the diagram shows four arthropods.    pediculus   \u00d720   dermacentor   \u00d77  anopheles   \u00d710 carcinus   \u00d70.5     how many of these arthropods are insects?  a 1 b 2 c 3 d 4     ",
            "4": "4  \u00a9 ucles 2015 0610/13/m/j/15  4 the diagram shows an animal.        use the key to identify the animal.    1 has two wings  ..  go to 2  has four wings  .  go to 3  2 has antennae much shorter than legs  .  a  has antennae about the same length as legs  ..  b  3 has feathery antennae  .  c  has smooth antennae  ..  d    5 the diagram shows a plant cell.        which features show that it is a plant cell?  a it has a cell wall and a vacuole.  b it has a nucleus and cytoplasm.  c it has a nucleus but no chloroplasts.  d it has chloroplasts but no vacuole.    ",
            "5": "5  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  6 the cell shown in the diagram has been magnified 3000 times. the diagram is 21  mm wide.        what is the actual diameter of the cell?  a 21  mm  b 300021mm  c 21 x 3000  mm  d 213000 mm     7 xylem is an example of  a a cell.  b a tissue.  c an organ.  d an organ system.     8 the diagram shows a cross-section through a plant root.    q     q shows the part that is stained red when the ro ot is placed in water containing a red dye.    what is found at q?  a guard cells  b palisade cells  c phloem  d xylem    ",
            "6": "6  \u00a9 ucles 2015 0610/13/m/j/15  9 how do carbon dioxide and oxygen move in and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration     10 the diagram shows an experiment set up to investigate osmosis in living cells.    water (x) glass dishpotato concentrated sugar solution (y)    what happens to the volumes of water (x) and sugar solution (y) after 12 hours?      volume of water (x) volume of sugar solution (y)  a decreases increases  b increases increases  c increases remains the same  d remains the same decreases     11 the diagram shows an experiment on the digestion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c  ",
            "7": "7  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  12 which graph shows the effect of temperature between 20  \u00b0c and 35  \u00b0c on the activity of a human  digestive enzyme?    rate of  reaction  20 35a  temperature  / \u00b0c temperature  / \u00b0ctemperature  / \u00b0c temperature  / \u00b0crate of  reaction  20 35b  rate of  reaction  20 35c  rate of  reaction  20 35d       13 which product of photosynthesis moves out of a green leaf through its stomata?  a carbon dioxide   b glucose  c oxygen  d water    14 poor nutrition can lead to a condition called rickets in which bones fail to develop properly.    the table shows some minerals and vitamins present in four foods.    which food would be best for a child who has rickets?     calcium iron vitamin c vitamin d   a \u0013 \u0017 \u0013 \u0017 key  b \u0013 \u0017 \u0017 \u0013 \u0013= substance present  c \u0017 \u0013 \u0013 \u0017 \u0017= substance absent  d \u0017 \u0013 \u0017 \u0013      ",
            "8": "8  \u00a9 ucles 2015 0610/13/m/j/15  15 a person ate food x. food x was not affected by enzymes until it reached the duodenum.   what was in food x?  a fat  b mineral ion  c protein  d starch     16 the diagram shows a plant shoot and the same shoot six hours later.    plant shoot same shoot six hours later    which change in environmental conditions could cause this change in the shoot?  a a decrease in available water  b a decrease in light intensity  c a decrease in wind speed  d an increase in humidity      17 why does chewing food speed up digestion?  a bacteria in the food are killed.  b food is mixed with protease.  c the surface area of the food is increased.  d the taste of food is improved.     18 where does haemoglobin become oxyhaemoglobin?  a heart  b kidneys  c liver  d lungs   ",
            "9": "9  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  19 the diagram shows an experiment to investigate the respiration of yeast.    balloon yeast in sugar solutiongas evolved at the beginning after 24 hoursyeast, sugar and new compound       which gas is evolved and which new compound is present after 24 hours?     gas evolved new compound  a carbon dioxide ethanol (alcohol)  b carbon dioxide lactic acid  c oxygen ethanol (alcohol)  d oxygen lactic acid     20 a girl holds her breath for 30 seconds, breathes out, and then breathes in.   compared with the air she breathes out, the air she breathes in contains less  a carbon dioxide and water vapour.  b nitrogen and water vapour.  c oxygen and carbon dioxide.  d oxygen and nitrogen.    21 why does anaerobic respiration in muscles release less energy than aerobic respiration?  a energy is lost in carbon dioxide.  b energy is lost in oxygen.  c energy remains trapped in ethanol.  d energy remains trapped in lactic acid.    ",
            "10": "10  \u00a9 ucles 2015 0610/13/m/j/15  22 what is the function of the kidney?    a making glucose and reabsorbing urea  b making urea and removing salts  c removing glucose and reabsorbing salts  d removing urea and reabsorbing glucose      23 how does the skin react when the body becomes very warm?   blood vessels sweat production  a dilate almost stops  b dilate increases  c move towards skin surface almost stops  d move towards skin surface increases     24 which diagram shows a sensory neurone?    a c db      ",
            "11": "11  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  25 the diagram shows the muscles that control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil smaller?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     26 the diagram shows some changes which take place during a woman\u2019s menstrual cycle.    00 71 4 time  / days21 28relative hormoneconcentrationprogesterone oestrogen     assuming ovulation occurs on day 14, what is occurring at the time of ovulation?  a a fall in the levels of oestrogen and progesterone  b a fall in the level of progesterone only  c a rise in the level of oestrogen   d a rise in the level of progesterone and fall in the level of oestrogen     ",
            "12": "12  \u00a9 ucles 2015 0610/13/m/j/15  27 the diagram shows a process in plant reproduction.    carpel stamen stigma antherx     which process is represented by arrow x?  a fertilisation  b pollen tube growth  c pollination  d seed dispersal    28 in addition to a suitable temperature, what else is always necessary for seed germination?  a carbon dioxide and sunlight  b mineral ions  c sunlight and water  d water and oxygen    ",
            "13": "13  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  29 the graph shows how human height changes with age.    200 100 0 0 2 4 6 8 1 01 21 41 61 82 02 2height  / cm age  / years    in which age range is the growth rate slowest?  a 0\u20132 years  b 8\u201310 years  c 12\u201314 years  d 18\u201320 years     30 the diagram shows a plant cell.    where is most of the dna found?    ab c d      ",
            "14": "14  \u00a9 ucles 2015 0610/13/m/j/15  31 the diagram shows the chromosomes in the nucleus of a cell that divides by mitosis.        which diagram shows the chromosomes in the nucleus of one of the daughter cells produced?    abcd      32 the diagram shows the fusion of gametes to produce a son and a daughter.    parents gametesoffspring son daughterfather mother rq     what are the sex chromosomes in gamete q and son r?     q r  a x xx  b x xy  c y xx  d y xy     ",
            "15": "15  \u00a9 ucles 2015 0610/13/m/j/15 [turn over  33 which organisms can be sources of energy for decomposers?   producers herbivores carnivores  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0017      34 the diagram shows a pyramid of biomass for all organisms in an ecosystem.    p q r s    which organisms are carnivores?  a p and q b p and r c q and r d r and s     35 the diagram shows a food chain.    producer consumer  1 consumer  2 consumer 3     a disease reduced the numbers of consumer 3.    what would be the likely effect of this on the numbers of consumer 1 and consumer 2?     consumer 1 consumer 2  a decrease decrease  b decrease increase  c increase decrease  d increase increase      36 which process removes carbon dioxide from the atmosphere?  a combustion  b decomposition  c photosynthesis  d respiration     ",
            "16": "16  \u00a9 ucles 2015 0610/13/m/j/15  37 in which labelled stage in the water cycle is the water in vapour form?    landriver seaabcd plant roots       38 the graph shows a growth curve for a population of yeast.    0number of yeast cells 0 timeexponential (log) phasestationary phase death phase lag phase     which two phases of the growth curve are caused by factors such as predation, disease or lack  of food?  a exponential (log) and death  b exponential  (log) and stationary  c lag and exponential (log)  d stationary and death     39 which two gases both  contribute to global warming?  a carbon dioxide and methane  b methane and oxygen  c oxygen and sulfur dioxide  d sulfur dioxide and carbon dioxide    ",
            "17": "17  \u00a9 ucles 2015 0610/13/m/j/15  40 lichens are organisms that do not grow well in air containing sulfur dioxide.    which graph shows the change in number of lichen species from the centre of an industrial city to the countryside 15  km away?    distance from city centre  / kma  0 01 5 distance from city centre  / kmb 0 01 5 distance from city centre  / kmc  0 01 5 distance from city centre  / kmd 0 01 5number of  lichen species number of lichen species number of  lichen species number of lichen species      ",
            "18": "18  \u00a9 ucles 2015 0610/13/m/j/15  blank page ",
            "19": "19  \u00a9 ucles 2015 0610/13/m/j/15  blank page ",
            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/13/m/j/15  blank page  "
        },
        "0610_s15_qp_21.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nf/sw) 93276/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3022478872* biology  0610/21 paper 2 core may/june 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/21/m/j/15 \u00a9 ucles 20151 flowering plants can be divided into two groups: monocotyledons and eudicotyledons  (dicotyledons).  complete table 1.1 to state the differences between these two types of flowering plants. an  example has been done for you. table 1.1 difference monocotyledons eudicotyledons (dicotyledons) number of cotyledons in the seed 1 2 pattern of leaf veins number of petals present [4] [total: 4]",
            "3": "3 0610/21/m/j/15 \u00a9 ucles 2015 [turn over2 (a) (i) sometimes teeth develop dental decay.    describe how dental decay develops.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
            "4": "4 0610/21/m/j/15 \u00a9 ucles 2015  (ii) table 2.1 states three methods of caring for the teeth to prevent dental decay.    complete table 2.1 by describing why each method is effective. table 2.1 method of caring  for the teethdescription of why the method is effective brushing rinsing the mouth  after eating not eating sweet  foods between  meals [3]  (b) (i) there are four types of teeth.    state the functions of each of the following when food is being eaten. incisors  . .  .. . canines  ..   .. . premolars and molars  .. . [3]   (ii) suggest how the tongue helps in the process of chewing.  .. .  .. .  ..  [1]",
            "5": "5 0610/21/m/j/15 \u00a9 ucles 2015 [turn over (c) describe two reasons why solid food is chewed before it is swallowed. 1   ...  .. . 2   ...  .. . [2] [total: 13]",
            "6": "6 0610/21/m/j/15 \u00a9 ucles 20153 fig. 3.1 shows the human respiratory system. fig. 3.1  (a) on fig. 3.1 use label lines to identify:   a bronchiole;   the larynx;   the trachea. [3]  (b) fig. 3.2 shows:   a group of alveoli and the capillaries surrounding them in a human lung;   a section through this group of alveoli with most of the capillaries removed;   a magnified section of part of the wall of an alveolus and its capillary. capillary magnified wall of alveoli cut open group of alveoli and capillaries surrounding themsection through alveoli with most of the capillaries removedmagnified section of the wall of an alveolus and its capillaryairliquid film alveolus wall capillary wall red blood cellair out blood from pulmonary artery capillary alveolusblood to pulmonary veinair in fig. 3.2",
            "7": "7 0610/21/m/j/15 \u00a9 ucles 2015 [turn over  use fig. 3.2 to describe three  features of gas exchange surfaces in animals. feature 1  ... .  .. . feature 2  ... .  .. . feature 3  ... .  .. . [3]  (c) in an investigation a student recorded the volume of air inspired in one minute. the  measurement was taken while the student was resting and again when the student had run an 800 m race.   the results are shown in table 3.1. table 3.1 volume of air inspired  / dm3 per min  before the race  5.80 at the end of the  race88.75   (i) calculate the increase in the volume of air inspired by the student at the end of the race.    ... dm3 per min [1]   (ii) state two changes that the body makes to increase the volume of air inspired. 1     .. . 2     .. . [2]   (iii) suggest one reason why the body needs more air during exercise.  .. .  .. .  ..  [1] [total: 10]",
            "8": "8 0610/21/m/j/15 \u00a9 ucles 20154 (a) describe how deforestation harms the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]  (b) humans are polluting the environment.   complete table 4.1 by naming two examples of pollutants in each part of the environment.   y ou should name different pollutants for each part of the environment. table 4.1 part of the  environmentpollutant air1  . 2  . land1  . 2  . water1  . 2  . [3] [total: 7]",
            "9": "9 0610/21/m/j/15 \u00a9 ucles 2015 [turn over5 (a) define the following genetic terms. mutation   . ...  .. .  .. . heterozygous     .. .  .. . recessive allele   .  .. .  .. . [6]  (b) people use sun-cream to protect their skin. ultra-violet light from the sun is a type of ionising  radiation.   fig. 5.1 shows sun-cream being applied. fig. 5.1   suggest how using sun-cream reduces the damaging effect of the sun\u2019s rays.  .. .  .. .  .. . [1]",
            "10": "10 0610/21/m/j/15 \u00a9 ucles 2015 (c) fig. 5.2 shows the hand of a person who suffers from a mutation that results in people having  more than five digits on each hand (polydactyly). fig. 5.2   the mutation that results in this condition is dominant .   fig. 5.3 shows how the condition is inherited in a family. 12 345qrp 8 9 10 11 12 1367 male femalekey normal affected by polydactyly fig. 5.3",
            "11": "11 0610/21/m/j/15 \u00a9 ucles 2015 [turn over  (i) state the genotype of the individuals shown in fig. 5.3.    use aa, aa or aa.    write your answers in table 5.1. table 5.1 numbered person  on fig. 5.3genotype of  person  1  2 3 9 [4]   (ii) using evidence from fig. 5.3, state which of the couples, p, q or r, provides proof that  the mutation is not recessive. couple ... [1]   (iii) explain the reason for your answer.  .. .  .. .  .. .  ..  [2] [total: 14]",
            "12": "12 0610/21/m/j/15 \u00a9 ucles 2015blank page",
            "13": "13 0610/21/m/j/15 \u00a9 ucles 2015 [turn over6 fig. 6.1 shows a section through a seed. fig. 6.1  (a) using label lines, identify the following structures on fig. 6.1:   the plumule;   the radicle;   the testa. [3]  (b) name the structure in the seed that contains a store of food.  ..  [1]  (c) state the importance of seed dispersal to a plant.  .. .  ..  [1] [total: 5]",
            "14": "14 0610/21/m/j/15 \u00a9 ucles 20157 (a) fig. 7.1 shows the relationships between some organisms in part of an ecosystem. treeaphid locust grasscrowhawkeagle not drawn to scale fig. 7.1   (i) finches are another organism in this ecosystem. these birds eat the seeds that the tree  produces, and the hawks and eagles eat the finches.    add this information to fig. 7.1. [3]   (ii) suggest and explain two changes that might occur if the eagles in this ecosystem died out. change  ... ...  .. . explanation  .. ..  .. .",
            "15": "15 0610/21/m/j/15 \u00a9 ucles 2015 [turn overchange  ... ...  .. . explanation  .. ..  .. . [4]  (b) the boxes on the left contain the names of types of organisms found in a food web.   the boxes on the right contain definitions of these types of organisms.   draw a line from each box on the left to the box on the right that states its definition.   one example has been done for you. carnivore consumer decomposer herbivore produceran animal that gets its energy by  eating other animals the position of an organism in a  food chain, food web or pyramid of numbers, biomass or energy an animal that gets its energy from  eating plants an organism that gets its energy from  feeding on other organisms an organism that gets its energy from  dead or waste organic matter an organism that makes its own  organic nutrients, usually using energy from sunlight, through photosynthesis  [4] [total: 11]",
            "16": "16 0610/21/m/j/15 \u00a9 ucles 20158 (a) the digestive system produces enzymes.   define the term enzyme .  .. .  .. .  .. .  .. .  ..  [2]  (b) fig. 8.1 shows how the reaction rates of two different enzymes, l and m, vary when the ph  changes. rate of reaction 01 23 456789 1 0 ph acidic alkaline neutralenzyme lenzyme m fig. 8.1   use fig. 8.1 to state the ph at which each of these enzymes work the fastest. ph for enzyme l:  ph for enzyme m:  [2]",
            "17": "17 0610/21/m/j/15 \u00a9 ucles 2015 [turn over (c) table 8.1 lists the names of three enzymes found in the alimentary canal.   complete table 8.1 by writing in the names of the substrate and one end-product for each  enzyme.   choose your answers from the list. amino acids cellulose fat fatty acids glucose glycerol maltose proteinstarch vitamins table 8.1 name of enzyme substrate one end-product amylase lipase protease [6] [total: 10]",
            "18": "18 0610/21/m/j/15 \u00a9 ucles 20159 (a) fig. 9.1 shows a green plant. fig. 9.1   plants need to move substances around between their leaves, stems and roots. one of the  processes they use is translocation.   describe the process of translocation.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
            "19": "19 0610/21/m/j/15 \u00a9 ucles 2015 (b) fig. 9.2 shows the whole plant and sections through its root, stem and a leaf. leaf stem whole plant root fig. 9.2   on fig. 9.2 use label lines and the letter x to identify one region of xylem in each  section  (root, stem and leaf). [3] [total: 6]",
            "20": "20 0610/21/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_22.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (lk/sg) 99107/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5607021604* biology  0610/22 paper 2 core may/june 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/22/m/j/15 \u00a9 ucles 20151 fig. 1.1 shows three vertebrates. each is from a different class (group) of vertebrate. not drawn to scale fig. 1.1  (a) state one characteristic of all vertebrates.  .. .[1]  (b) (i) name the two other classes of vertebrate not shown in fig. 1.1. 1    2     [2]   (ii) name the feature which covers the surface of the bodies of animals in these two classes  but not the three animals shown in fig. 1.1.  .. .[1]   [total: 4]",
            "3": "3 0610/22/m/j/15 \u00a9 ucles 2015 [turn overquestion 2 begins on page 4.",
            "4": "4 0610/22/m/j/15 \u00a9 ucles 20152 (a) complete the following paragraph about enzymes. choose words from this list.   use each word only once or not at all. activators              catalysts              enzymes protein              reactions              unusual   all enzymes are made of ... molecules. they control the  metabolic ... in living organisms. the enzymes act as  ... as they speed up processes but are not permanently changed.  [3]  (b) enzymes are important in chemical digestion.   define the term digestion .  .. .  .. .  .. .  .. .  .. .[2]  (c) in an investigation to measure the effect of ph on enzyme activity, a protease enzyme was  mixed with solutions of different ph values. the mixtures were placed in holes cut in the  centre of dishes of gelatin.   gelatin is a protein which can be stained with a coloured dye. when the protease digests the  gelatin a colourless zone forms.   fig. 2.1 shows a dish at the start of the experiment. fig. 2.2 shows the dishes after a period of  24 hours. stained gelatin (a protein) hole containing mixture  of solution and protease dish at the start fig. 2.1",
            "5": "5 0610/22/m/j/15 \u00a9 ucles 2015 [turn overph 2 ph 4 ph 6 ph 8 ph 10gelatin colourless zone after 24 hours fig. 2.2   (i) using fig. 2.2, state the optimum (best) ph for the activity of this protease.  .[1]   (ii) suggest the region of the alimentary canal in which this protease carries out its function.  .. .[1]   (iii) complete the equation to explain how the protease caused the colourless zones to  appear.    ... protease  ... [2]  (d) the experiment was carried out at 20\u00b0 c.   suggest what would happen if the experiment was carried out at 30\u00b0 c.  .. .  .. .  .. .[1]  [total: 10]",
            "6": "6 0610/22/m/j/15 \u00a9 ucles 20153 fig. 3.1 shows the excretory system in a human male. a b c d e f g fig. 3.1  (a) table 3.1 shows five functions of parts of the excretory system. complete the table by:     \u0081 naming the part that carries out each of the functions     \u0081 using the letters from fig. 3.1 to identify the structures named. table 3.1 description of function name letter on fig. 3.1 carries urine and sperm out of the body g filters urea and other wastes from the  bloodkidney stores urine until it is convenient to  expel ite carries blood with  a high urea content renal artery carries urine away from the kidney d  [5]",
            "7": "7 0610/22/m/j/15 \u00a9 ucles 2015 [turn over (b) urine contains urea.   (i) state where urea is produced in the body.  .. .[1]   (ii) name the substance which is broken down to produce urea.   .. .[1]   table 3.2 compares the amounts of four different substances in blood plasma and urine. table 3.2 substancequantity / percentage per 100 cm3 of fluid blood plasma urine  water 91.50 95.50urea  0.03  2.10glucose  0.10  0.00salts  0.41  0.61   (iii) use the information in table 3.2 to describe how blood plasma differs from urine.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 10]",
            "8": "8 0610/22/m/j/15 \u00a9 ucles 2015question 4 begins on page 9.",
            "9": "9 0610/22/m/j/15 \u00a9 ucles 2015 [turn over4 (a) cystic fibrosis is an inherited disease. a person with cystic fibrosis produces mucus which is  very sticky.   (i) the mucus affects the function of the cilia in the air passages.    suggest what effects this will have on the person with this condition.  .. .  .. .  .. .  .. .  .. .[2]   (ii) the sticky mucus can also block the tube from the pancreas to the small intestine.    explain why this affects the digestion of fats in a person with cystic fibrosis.  .. .  .. .  .. .  .. .  .. .[2]  (b) cystic fibrosis is caused by a recessive allele.   state what is meant by the term allele .  .. .  .. .  .. .[1]",
            "10": "10 0610/22/m/j/15 \u00a9 ucles 2015 fig. 4.1 shows a family tree where one child has cystic fibrosis. father mother 123 unaffected male unaffected female affected malekey fig. 4.1  (c) using the symbols n for the dominant allele and n for the recessive allele:   (i) state the genotypes of the parents    father \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    mother \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [2]   (ii) state the genotype of child 2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [1]   (iii) state the possible genotypes of child 1 and child 3.    child 1 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026    child 3 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [2]  (d) the parents have another child.   what is the probability (chance) that the child will have cystic fibrosis?  .. .[1]  [total: 11]",
            "11": "11 0610/22/m/j/15 \u00a9 ucles 2015 [turn over5 (a) fig. 5.1 shows a tomato seed. plumule fig. 5.1   label the three parts of the seed indicated by the label lines.   write your answers in the boxes on fig. 5.1. [3]  (b) fig. 5.2 shows a section through a tomato fruit. seed fig. 5.2   (i) the seeds inside the tomato fruit have a hard outer layer.    suggest why this layer is important to the seed.  .. .  .. .[1]   (ii) suggest how these seeds are dispersed successfully from the parent plant.  .. .  .. .  .. .  .. .  .. .[2]",
            "12": "12 0610/22/m/j/15 \u00a9 ucles 2015 (c)  one stage in the development of a flowering plant is the germination of seeds.   (i) define the term development .  .. .  .. .  .. .[1]   (ii) fig. 5.3 shows an experiment which was set up to investigate the conditions required for  germination. abcdlight foil to block out light water-bath at 25  \u00b0cchemical to absorb waterchemical to absorb oxygenwater watercotton wool seeds fig. 5.3    the seeds in flask a are in dry cotton wool. the seeds in flasks b, c, and d are in damp  cotton wool.    some of the seeds will germinate and some will not.    complete table 5.1 by stating whether the seeds in flasks a, b, c and d will germinate  or not.    explain your answers.",
            "13": "13 0610/22/m/j/15 \u00a9 ucles 2015 [turn overtable 5.1 flaskwill the seeds  germinate?  write yes or noexplanation a bcd  [5]  [total: 12]",
            "14": "14 0610/22/m/j/15 \u00a9 ucles 20156 some students observed a number of organisms in a habitat.  they saw that beetles eat plants, snakes eat frogs and frogs eat beetles.  (a) write out a food chain linking these organisms. write your answers in the boxes.  [1]  (b) fig. 6.1 shows the population growth curve for the frog population over several years.   (i) the population curve shown in fig. 6.1 has four phases.    identify the four phases, p, q, r and s, and write your answers in the boxes provided. pqr snumber of frogs time / years fig. 6.1  [4]   (ii) using information from your food chain in part (a), and your knowledge of factors that  affect population growth, suggest reasons for the shape of the curve in the region marked  s on fig. 6.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8]",
            "15": "15 0610/22/m/j/15 \u00a9 ucles 2015 [turn over7 the list of words and phrases is about the relationships of organisms with one another and with  their environment.   carnivore              decomposer              ecosystem              food chain food web              herbivore              population              producer              pyramid of numbers pyramid of biomass              trophic level  table 7.1 shows a list of definitions of some of these words and phrases.  match each definition with one word or phrase from the list. write your answers in table 7.1.  each word may be used once, more than once or not at all. table 7.1 definition matching word or phrase an animal that gets its energy by eating other animals a network of interconnected food chains an organism that makes its own organic nutrients by photosynthesis the position of an organism in a food chain an animal that gets its energy by eating plants a group of organisms of one species, living in the same area  at the same time a unit containing all of the organisms and their environment,  interacting together, in a given area a diagram which shows the quantities of organisms involved  in a set of feeding relationships  [8]  [total: 8]",
            "16": "16 0610/22/m/j/15 \u00a9 ucles 20158 fig. 8.1  shows different plant cells a, b, c, d, and e. waxy layer ab c de not drawn to scale fig. 8.1  (a) fig. 8.2 shows a plant.   use the letters a, b, c, d, and e from fig. 8.1 to show where these cells would be found on  the plant shown in fig. 8.2.    write each of the letters in the appropriate box. one box will be left blank. fig. 8.2  [5]",
            "17": "17 0610/22/m/j/15 \u00a9 ucles 2015 [turn over (b) explain how the structures of cells a and e are related to their functions.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 9]",
            "18": "18 0610/22/m/j/15 \u00a9 ucles 20159 (a) fig. 9.1  represents two liquids, a and b, separated by a partially permeable membrane. water molecules partially permeable membrane sugar molecules net flow of waterab fig. 9.1   a  is pure water and b is a sugar solution.   in the human alimentary canal, water moves from the colon into the blood.   use the information in fig. 9.1 to explain the movement of water from the colon into the blood.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "19": "19 0610/22/m/j/15 \u00a9 ucles 2015 (b) the ratio of the surface area to the volume of a cell affects the rate of diffusion of a substance  into the cell.   the results of an investigation on diffusion into a cube-shaped cell are shown in table 9.1.   (i) complete table 9.1. one of the rows has been done for you. table 9.1 length of side  of cube / mmtime taken  for substance  to diffuse to  centre of cell / ssurface area of  cube / mm2 (total of 6  sides)volume of  cube / mm3surface area to  volume ratio 1 20 6 1 6:1 24 1 37 6  [2]   (ii) suggest how surface area to volume ratio affects the efficiency of diffusion.  .. .  .. .  .. .[1]  (c) explain one way that the lungs of a mammal are adapted to increase the rate of diffusion of  oxygen from the alveoli to the blood.  .. .  .. .  .. .  .. .  .. .[2]  [total: 8]",
            "20": "20 0610/22/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_23.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (st/cgw) 93280/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *0924559665* biology  0610/23 paper 2 core may/june 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/23/m/j/15 \u00a9 ucles 20151 fig. 1.1 shows four different animals. b a d c not to scale fig. 1.1  (a) classify each animal into its correct group choosing words from this list.      write your answers in the \u2018 group \u2019 column of table 1.1. amphibian   bird   fish   insect   mammal   mollusc   reptile [1]   one example has been completed for you. table 1.1 group feature 1 feature 2 a amphibian has a backbone has slimy skin b c d",
            "3": "3 0610/23/m/j/15 \u00a9 ucles 2015 [turn over (b) using phrases from the list, complete table 1.1 by adding two features of each animal group,  as shown for amphibians.   y ou may use each feature once, more than once or not at all. has no backbone   has a backbone   has feathers   has fur has gills   has scaly skin   has slimy skin   has a shell has 8 legs   has 6 legs [3]   [total: 4]",
            "4": "4 0610/23/m/j/15 \u00a9 ucles 20152 fig. 2.1 shows a section through the human heart.   chamber  a collects deoxygenated blood from the body.  ac bd fig. 2.1  (a) (i)  state the name of chamber b.      [1]   (ii) state which organ the blood goes to after it leaves chamber b.   [1]   (iii) blood can contain different concentrations of carbon dioxide and oxygen.    tick (\u2713) the boxes that describe the blood found in chamber c.     high concentration of carbon dioxide      low concentration of carbon dioxide      high concentration of oxygen      low concentration of oxygen   [1]   (iv) name the tissue that makes up the wall of chamber d.  .. .[1]",
            "5": "5 0610/23/m/j/15 \u00a9 ucles 2015 [turn over (b) the heart contains a number of valves.    (i) draw a line on fig. 2.1 to identify one of the valves.     label this line with a v. [1]   (ii) state the function of the valves in the heart.  .. .  .. .  .. .[1]  (c) (i) suggest two ways in which the heartbeat changes when a person exercises. 1     .. . 2     .. . [2]      (ii) the coronary artery supplies blood to the heart tissue. people with coronary heart  disease (chd) are unable to do much exercise.    state a cause of chd and explain why people with this disorder are unable to do much  exercise.  cause   .  .. . explanation  .. ..  .. .  .. .  .. . [3] [total: 11]",
            "6": "6 0610/23/m/j/15 \u00a9 ucles 20153 (a) complete the sentences about enzymes by filling in the gaps.   use words or phrases from the list. catalysts   hormones   not changed prevent   protein   slow down speed up   used up   enzymes are made of . molecules.      they function as . which means that they .  chemical reactions. [3]  (b) saliva contains an enzyme that digests starch.   a group of students used saliva to investigate the digestion of starch at different ph values.    their results are shown in fig. 3.1. 00246time taken for the digestion of starch / min ph810 2 4 6 8 10 12 14 fig. 3.1   (i) at which ph does the enzyme in saliva work the fastest?   ... [1]   (ii) how long does it take for the starch to be digested at ph 6?      min [1]",
            "7": "7 0610/23/m/j/15 \u00a9 ucles 2015 [turn over  (iii) the stomach produces hydrochloric acid.     use the graph to suggest why the enzyme found in saliva does not work inside the  stomach.  .. .  .. .  .. .  .. .  .. .[2]   (iv) name the enzyme that digests starch and state where this enzyme is produced.            name of enzyme  ... .  where produced  ... . [2]  (c) name one factor, other than ph, which can change the rate of enzyme activity.  .. .[1] [total: 10]",
            "8": "8 0610/23/m/j/15 \u00a9 ucles 20154 (a) fig. 4.1 shows diagrams of three types of cell found in the female reproductive system.   draw one straight line to join each diagram to the correct type of cell. type of cell not drawn to scalediagram ciliated cell egg cell nerve cell muscle cella b c fig. 4.1 [3]  (b)  cell b is found on the insides of the oviducts.   this type of cell is also found on the insides of the air passages leading to the lungs.   (i) describe the function of these cells in the air passages leading to the lungs.  .. .  .. .  .. .  .. .  .. .[2]   (ii) suggest why these cells are present in the oviducts.  .. .  .. .[1]",
            "9": "9 0610/23/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 4.2 shows the organs in the female reproductive system. fed fig. 4.2   (i) identify the parts labelled d, e and f. choose words from the list. cervix   ovary   oviduct   uterus   vagina    d  .       e  .      f  .  [3]   (ii) on fig. 4.2 draw an x to show where sperm are released during sexual intercourse. [1]  (d)  fig. 4.3 shows a sperm cell. the tail can be moved from side to side. tail fig. 4.3   suggest why the tail is important for reproduction.  .. .  .. .  .. .  .. .  .. .[2]  [total: 12] ",
            "10": "10 0610/23/m/j/15 \u00a9 ucles 20155 (a) complete table 5.1 to show which statements are true for diffusion and which are true for  osmosis. use a tick ( \u2713) if it is true or a cross ( \u2717) if it is false.   complete all eight boxes. table 5.1 statement diffusion osmosis must involve a partially permeable membrane involves the movement of gases and solutes is a result of the random movement of particles requires energy from respiration  [4]  (b) fig. 5.1 shows a small bag of coloured salts placed in a beaker of warm water.         after a few minutes, the water changes colour. this is shown in fig. 5.1. warm water bag of coloured saltscolour spreading out fig. 5.1    use fig. 5.1 to help explain how tissues obtain oxygen from the blood.    .. .  .. .  .. .  .. .  .. .[2] [total: 6]  ",
            "11": "11 0610/23/m/j/15 \u00a9 ucles 2015 [turn over6 (a) a plant develops seeds and fruit after pollination has occurred.   name one agent of pollination.  .. .[1]  (b) state one reason why fruit and seed dispersal is important for plants.  .. .  .. .  .. .[1]  (c) fig. 6.1 shows the fruiting body of a dandelion plant and a single fruit. the fruiting body is made  of many single fruits. single fruit dandelion fruiting body containing many single fruits fig. 6.1   use fig. 6.1 to suggest how the single dandelion fruits are dispersed from the parent plant.   give a reason for your answer.  how fruits are dispersed .. ..  .. . reason  ...   .. .  .. . [2]",
            "12": "12 0610/23/m/j/15 \u00a9 ucles 2015 (d) seeds will only germinate if they are provided with suitable conditions.   state the environmental conditions that are required for all seeds to germinate.  .. .  .. .  .. .[3]   [total: 7]",
            "13": "13 0610/23/m/j/15 \u00a9 ucles 2015 [turn over7 (a) fig. 7.1 shows four organisms in a food chain, the part each organism plays in the food chain  and a description of how it feeds. these are not in the correct order.   draw one straight line from each organism to the part it plays in the food chain.   draw one straight line from each part played in the food chain to its description. carnivorepart it plays in food chaindescription of feeding methodorganism decomposer herbivore producermakes organic nutrients using energy from sunlight gets its energy by eating plants gets its energy by eating other animals gets its energy from dead or waste matter fig. 7.1 [6]  (b) define the term trophic level.    .. .  .. .  .. .[1] [total: 7]",
            "14": "14 0610/23/m/j/15 \u00a9 ucles 20158 fig. 8.1 shows how the human population changed between the year 1500 and the year 2000. 1400 1200 1000 800 1500 1550 1600 1650 1700 1750 year1800 1850 1900 19502000population / millions600 400 200 0china india africa latin america western europe united states fig. 8.1  (a) (i) define the term population .  .. .  .. .  .. .  .. .[2]   (ii) use the graphs in fig. 8.1 to estimate the total  world population in the year 2000.    choose from the list. less than 2300 million   3300 million   4300 million   more than 4800 million    estimated world population =  ...[1]  (b) the populations of africa and latin america show a similar pattern of growth over the  500 year period.   describe and suggest reasons for this pattern of growth. description of pattern  ... .  .. . explanation  .. .  .. .  .. .  .. .[3]",
            "15": "15 0610/23/m/j/15 \u00a9 ucles 2015 [turn over (c) the populations of india and china also show a similar pattern to each other. both populations  have decreased at one point in time and then increased.   state two factors that could cause a human population to decrease . 1     .. . 2     .. . [2]  (d) in 1970, scientists started counting different groups of birds living on a large island.   fig. 8.2 shows how the numbers of four of these bird groups changed between 1970 and  2010. +40 +20 1970 1980 1990 year2000 2010% change0 -20 -40 -60seabirds water and wetland birds woodland birds farmland birds fig. 8.2   (i) compare the results for seabirds with the results for woodland birds.  .. .  .. .  .. .  .. .  .. .[2]",
            "16": "16 0610/23/m/j/15 \u00a9 ucles 2015  (ii) suggest a reason for the change in the numbers of woodland birds since 1990.  .. .[1]    (iii) the results for farmland birds are a particular cause for concern.    describe why it is important to conserve species and their habitats.  .. .  .. .  .. .  .. .  .. .[2]  [total: 13]",
            "17": "17 0610/23/m/j/15 \u00a9 ucles 2015 [turn over9 brachydactyly (club thumbs) is an inherited condition affecting the shape of the thumbs.  club thumbs are produced when a person inherits a dominant allele.  fig. 9.1 shows a normal thumb and a club thumb. normal thumbclub thumb (brachydactyly) fig. 9.1  (a) (i) describe the meaning of the term inherited .  .. .  .. .[1]   (ii) define the term  dominant allele .   .. .  .. .  .. .  .. .  .. .[2]",
            "18": "18 0610/23/m/j/15 \u00a9 ucles 2015 (b) fig. 9.2 shows part of a family tree. some of the individuals in the family tree have club  thumbs. ab cd male, club thumb male, normal thumb female, club thumb female, normal thumbkey fig. 9.2   (i) person c and person d have four children.    complete the genetic diagram to show why some of the children have club thumbs and  why some have normal thumbs.    use the letter t to represent the allele for club thumbs.    use the letter t to represent the allele for normal thumbs.      c  d  parental phenotypes  . \u00d7 .    parental genotypes  tt \u00d7 .              gametes  .       .  .       .  genotypes of  children  ...      ...      ...      ...  phenotypes  of children  ...      ...      ...      ... ratio . ...[6]",
            "19": "19 0610/23/m/j/15 \u00a9 ucles 2015  (ii) person b is homozygous for the gene for club thumbs.    state the evidence in fig. 9.2 which supports this statement.  .. .  .. .  .. .[1]  [total: 10] ",
            "20": "20 0610/23/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_31.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (cw/sw) 105196/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *8043492395* biology  0610/31 paper 3 extended may/june 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/31/m/j/15 \u00a9 ucles 20151 (a) fig. 1.1 shows five species of mollusc. ab c d e fig. 1.1   use the key to identify each species. write the letter of each species ( a to e) in the correct  box beside the key. key 1 (a) body is completely or partly covered in a shell go to 2 (b) body is not completely covered or partly covered in a shell limax flavus 2 (a) shell is attached to rocks by thin threads mytilus edulis (b) shell is not attached to rocks by thin threads go to 3 3 (a) shell is a spire that comes to a point buccinum undatum (b) shell is not a spire that comes to a point go to 4 4 (a) animal has tentacles nautilus pompilius (b) animal has 2 tentacles planorbis planorbis [3]",
            "3": "3 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (b) state two features that are shown by all molluscs. 1    2    [2]  [total: 5]",
            "4": "4 0610/31/m/j/15 \u00a9 ucles 20152 a student carried out an investigation to find the effect of carbon dioxide concentration on the rate  of photosynthesis of an aquatic plant.  the apparatus that the student used is shown in fig. 2.1. the student was advised to use a light  meter positioned at the same distance from the lamp as the pond plant. the student counted the  number of bubbles produced by the cut end of the stem. water-baththermometer pond plantmovable lamp 0cm15 rulerdilute sodium hydrogencarbonate solution stop watch fig. 2.1  (a) explain why the student included the following in the apparatus.   (i) the beaker of water and the thermometer.  .. .  .. .  .. .  .. .  .. .[2]   (ii) the light meter and the ruler.  .. .  .. .  .. .  .. .  .. .[2]",
            "5": "5 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (b) the results obtained by the student are shown in fig. 2.2. 0.00 0.05 0.10 0.15 0.20 0.25 carbon dioxide concentration  / %0.30 0.35 0.40 0.45 0.5025 20 15 10 5 0rate of photosynthesis / number of bubbles per minutexy fig. 2.2   (i) describe the student\u2019s results.    y ou will gain credit if you use data from fig. 2.2 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) state the factor that is limiting the rate of photosynthesis in region x of the graph.  .. .[1]",
            "6": "6 0610/31/m/j/15 \u00a9 ucles 2015  (iii) suggest and explain the reasons for the shape of the graph in region y.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) counting bubbles may not be the best way to measure the rate of photosynthesis. the volume  of the bubbles is not always exactly the same.   suggest and explain one alternative way of measuring the gas given off to solve this problem.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "7": "7 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (d) fig. 2.3 shows the carbon dioxide concentration in the atmosphere as determined at mauna  loa in hawaii between 1959 and 2013. 300320340360380400 1960 1950 1970 1980 year1990 2000 2010 2020concentration of carbon dioxide in the atmosphere / parts per millionmean valuerange of values fig. 2.3   (i) explain why the concentration of carbon dioxide has increased between 1959 and 2013.  .. .  .. .  .. .  .. .  .. .[2]",
            "8": "8 0610/31/m/j/15 \u00a9 ucles 2015  (ii) global warming is largely due to this increase in atmospheric carbon dioxide.    explain how increases in atmospheric carbon dioxide concentrations contribute to global  warming.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 21]",
            "9": "9 0610/31/m/j/15 \u00a9 ucles 2015 [turn over3 the menstrual cycle is coordinated by hormones secreted by the pituitary gland and hormones  secreted by the ovaries.  fig. 3.1 shows some of the events that occur during the menstrual cycle. h fsh is secreted by the pituitary gland joestrogen stimulates repair and growth of the  lining of the uterus k one or more follicles start to develop in an ovary l ovulation occurs m oestrogen is secreted by follicle cells n lh is secreted by the pituitary gland o oestrogen inhibits secretion of fsh fig. 3.1  (a) put the stages into the correct sequence. two have been done for you. hl [2]  (b) (i) describe what happens at ovulation.  .. .  .. .  .. .  .. .  .. .[2]   (ii) name the cell produced at fertilisation by the fusion of two gametes.  .. .[1]",
            "10": "10 0610/31/m/j/15 \u00a9 ucles 2015 (c) if an embryo implants in the uterus, the embryo secretes a hormone known as hcg that  stimulates the reproductive organs of the woman to continue to secrete progesterone.   describe what happens after fertilisation until the time that the embryo secretes hcg.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  (d) state two places where progesterone is produced during pregnancy. 1    2    [2]  (e) (i) fertility drugs are taken to increase the chance that a woman may become pregnant.    describe and explain how these drugs improve the chances of becoming pregnant.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "11": "11 0610/31/m/j/15 \u00a9 ucles 2015 [turn over  (ii) outline two social implications of using fertility drugs. 1     .. . 2     .. . [2] [total: 17]",
            "12": "12 0610/31/m/j/15 \u00a9 ucles 20154 a biologist made a slide of some epidermal cells from a scale leaf of an onion bulb.  fig. 4.1 is a drawing that the biologist made of one of the cells. d a b c fig. 4.1    (a) table 4.1 shows the functions of the structures within a plant cell.   complete the table by:   naming the part of the cell that carries out each function   using the letters from fig. 4.1 to identify the part of the cell named. table 4.1 function letter from fig. 4.1 name resists the turgor pressure of the cell controls the activities of the cell site of the chemical reactions of the  cell including synthesis of proteins [3]",
            "13": "13 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (b) the biologist added a few drops of concentrated salt solution to the cells on the slide and took  a photograph of the cells, as shown in fig. 4.2. fig. 4.2     (i) with reference to fig. 4.2, describe the effect on the plant cells of adding a concentrated  salt solution.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) use the term water potential  to explain the effect you have described.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 9]",
            "14": "14 0610/31/m/j/15 \u00a9 ucles 20155 mammals have a double circulation system.  (a) explain what is meant by a double circulation system.  .. .  .. .  .. .[1]   (b) table 5.1 shows some of the main organs in a mammal and the vessels that deliver blood and  take it away.   complete the table. table 5.1   organ blood vessel delivers blood takes blood away heart1 . 2 .  vein1 aorta 2 ..  artery lungs pulmonary artery liver1 hepatic artery 2 .hepatic vein kidney.  artery   vein    [5]",
            "15": "15 0610/31/m/j/15 \u00a9 ucles 2015 [turn over (c) table 5.2 shows the blood pressure in the different blood vessels that supply and drain a  muscle in the leg. table 5.2 blood vessel mean blood pressure / kpa aorta 13femoral artery 12distributing / muscular artery  9arteriole in muscle  6capillary in muscle 4\u20131.3venule in muscle     1.1femoral vein  < 1.0   (i) the table shows that the mean blood pressure decreases from 13 kpa in the aorta to  6 kpa in the arterioles.    explain why blood pressure must decrease in the arterioles before entering the  capillaries.  .. .  .. .  .. .  .. .  .. .[2]   (ii) explain how blood returns to the heart in the femoral vein against the pull of gravity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] ",
            "16": "16 0610/31/m/j/15 \u00a9 ucles 2015 (d) fig. 5.1 shows a section across part of an artery. fig. 5.1    with reference to fig. 5.1, explain how the structure of an artery is related to its function.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 14]",
            "17": "17 0610/31/m/j/15 \u00a9 ucles 2015 [turn over6 moose, alces americanus , shown in fig. 6.1, are large herbivores that primarily live in northern  parts of north america. they have a varied diet that includes young shoots of willow trees and aquatic plants.   fig. 6.1   isle royale is a large island in lake superior in the united states where there is a population of  moose that has been studied by ecologists for a long time. the animals\u2019 only predator is the wolf. the island has a population of wolves that has changed in numbers over the years.  (a) (i) draw a food chain for the organisms in the passages above.  [2]    (ii) complete table 6.1 by stating the name and identifying the trophic level of each organism  in the food chain. table 6.1 name of organism trophic level  [3]    (iii) state two factors that influence the numbers of a top predator, such as wolves. 1    2    [2]",
            "18": "18 0610/31/m/j/15 \u00a9 ucles 2015 (b) in the 1970s, the american ecologist paul colinvaux investigated the energy flow between  moose and wolves.   his results are summarised in table 6.2. table 6.2 energy input or output or energy flow energy / mj consumed by moose 4 320 000respiration of moose 380 000consumed by wolves 56 000respiration of wolves 53 000   (i) calculate the percentage of the energy obtained by the moose that is consumed by the  wolves. show your working.   ... % [2]   (ii) explain why the number of wolves on isle royale has never risen above 50 while the  highest number of moose recorded is 2450.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5] [total: 14]",
            "19": "19 0610/31/m/j/15 \u00a9 ucles 2015blank page",
            "20": "20 0610/31/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s15_qp_32.pdf": {
            "1": "this document consists of 20 printed pages. dc (nf/sw) 99331/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7452733535* biology  0610/32 paper 3 extended may/june 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/32/m/j/15 \u00a9 ucles 20151 (a) fig. 1.1 shows seven plant species that are important crops. ab cd f ge not drawn to scale fig. 1.1",
            "3": "3 0610/32/m/j/15 \u00a9 ucles 2015 [turn over  use the key to identify each species. write the letter of each species ( a to g) in the correct  box beside the key. one has been done for you. key 1 (a) branched veins on leaves go to 2 (b) parallel veins (not branched) on leaves go to 3 2 (a) leaves divided into leaflets (look like small individual leaves) go to 4 (b) leaves not divided into leaflets go to 5 3 (a) flowers grouped tightly together at the top of the stalk triticum aestivum (b) flowers grouped loosely together at the top of the stalk go to 6 4 (a) large flowers located at top of stem solanum tuberosum (b) small flowers located along the stem glycine max 5 (a) leaves have five lobes manihot esculenta f (b) leaves have three lobes ipomoea batatas 6 (a) flowers above youngest leaf zea mays (b) flowers bend down below youngest leaf oryza sativa [3]  (b) the pattern of the veins on the leaves was used in the key to separate the monocotyledonous  crop plants and eudicotyledonous (dicotyledonous) crop plants shown in fig. 1.1.   state one other feature that could be used to identify monocotyledonous plants from  eudicotyledonous plants.  ..  [1]",
            "4": "4 0610/32/m/j/15 \u00a9 ucles 2015 (c) the leaves of some crop plants are not eaten but are used to make paper. this reduces  deforestation because fewer trees are cut down for making paper. deforestation has negative effects on soil ecosystems.   (i) describe the negative effects of deforestation on soil ecosystems.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (ii) paper recycling can reduce deforestation.    outline how paper can be recycled.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 11]",
            "5": "5 0610/32/m/j/15 \u00a9 ucles 2015 [turn over2 (a) write a balanced chemical equation for photosynthesis.   ...    ... [3]   a student investigated the effect of light intensity on the rate of photosynthesis of algae.   fig. 2.1 shows the apparatus set up for the investigation. 0 20 40 60 80 100 120glass tank with water bottle containing algae suspension and hydrogencarbonate indicator solutionlamp rulerstop-clock fig. 2.1  (b) suggest why a glass tank with water was placed between the lamp and the bottle in the  investigation.  .. .  .. .  ..  [1]  (c) the hydrogencarbonate indicator solution changes colour when the ph changes. at ph 8.4 it  is red, at ph 7.6 it is yellow and at ph 9 it is purple.   predict the colour of the hydrogencarbonate indicator solution in the bottle nearest the lamp  at the end of the investigation. explain your answer. colour prediction   ... explanation  .. .  .. .  .. .  .. .  .. .  .. . [3]",
            "6": "6 0610/32/m/j/15 \u00a9 ucles 2015 (d) the student\u2019s results are shown in fig. 2.2. 100 90 80 70 60 50 40 30 20 10 0 02 0 4 0 6 0 8 0 distance from lamp  / cmtime for colour change / minutes 100 120 140 fig. 2.2   describe and explain how the rate of photosynthesis is affected by light intensity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [5] [total: 12]",
            "7": "7 0610/32/m/j/15 \u00a9 ucles 2015 [turn over3 fig. 3.1 shows images of red blood cells from a human, a, and a bird, b. nucleus b a fig. 3.1  (a) state the function of red blood cells.  .. .  .. .  ..  [1]  (b) there is a nucleus present in each of the red blood cells of the bird, as shown in fig. 3.1.   (i) state the function of a nucleus.  .. .  .. .  ..  [1]   (ii) human red blood cells do not contain a nucleus.    state an advantage of this.  .. .  .. .  ..  [1]",
            "8": "8 0610/32/m/j/15 \u00a9 ucles 2015 red blood cells from humans were placed into three test-tubes. each test-tube contained a salt  solution of a different concentration. a sample was taken from each test-tube and viewed using a  microscope. the results are shown in fig. 3.2. 0.10 salt concentration  / mol  dm\u201330.15 0.20 0.25 fig. 3.2  (c) (i) describe the appearance of the red blood cells in the 0.15 mol dm\u22123 salt solution and the  red blood cells in the 0.20 mol dm\u22123 salt solution. 0.15 mol dm\u22123 .  .. . 0.20 mol dm\u22123 .  .. . [2]   (ii) the red blood cells in the 0.10 mol dm\u22123 salt solution burst.    explain why the red blood cells burst.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (iii) suggest why a plant cell in 0.10 mol dm\u22123 salt solution would not burst.  .. .  .. .  ..  [1]",
            "9": "9 0610/32/m/j/15 \u00a9 ucles 2015 [turn over (d) some people in accidents lose a lot of blood. doctors give patients fluid to replace lost blood.   (i) use the information in fig. 3.2 to predict and explain the concentration of fluid replacement  given to patients who have lost blood. prediction  ...  explanation  .. ..  .. .  .. . [2]   (ii) describe the process of blood clotting.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 14]",
            "10": "10 0610/32/m/j/15 \u00a9 ucles 20154 fig. 4.1 shows part of the human gas exchange system. k l fig. 4.1  (a) (i) name structure k.  ..  [1]   (ii) ciliated cells and goblet cells line structure  l.    explain the function of these cells in structure l.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
            "11": "11 0610/32/m/j/15 \u00a9 ucles 2015 [turn over (b) gas exchange occurs at the alveoli.   (i) describe how oxygen molecules move from the alveoli into the blood.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]   (ii) during inspiration, air moves from the atmosphere into the lungs.    describe the mechanism of inspiration.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]   (iii) name one gas that is found in a higher concentration in expired air than in inspired air.  ..  [1]",
            "12": "12 0610/32/m/j/15 \u00a9 ucles 2015 (c) tobacco smoke affects the gas exchange system.   name two components of tobacco smoke and describe their effect on the gas exchange  system. component 1  .. ... effect  ... ..  .. .  .. . component 2  .. ... effect  ... ..  .. .  .. . [4] [total: 16]",
            "13": "13 0610/32/m/j/15 \u00a9 ucles 2015 [turn overquestion 5 begins on page 14.",
            "14": "14 0610/32/m/j/15 \u00a9 ucles 20155 the growth and development of an embryo begins immediately after fertilisation.  (a) fig. 5.1 shows some of the events ( s to y) between fertilisation and birth. s development of the heart t placenta forms u hormones are released by mother to start contractions  v implantation of the embryo in the lining of the uterus w embryo forms into a ball of eight cells x development of sex organs y fertilised ovum divides into two cells by mitosis fig. 5.1   (i) put the events into the correct sequence. two have been done for you. yx [2]   fig. 5.2 shows a developing fetus and part of the reproductive system of the mother. m n or q p fig. 5.2",
            "15": "15 0610/32/m/j/15 \u00a9 ucles 2015 [turn over  (ii) table 5.1 shows some functions and names of parts of the developing fetus and pregnant  mother.    complete the table. one row has been done for you. table 5.1 letter from fig. 5.2 name function during pregnancy p amniotic sac encloses the amniotic fluid attaches the placenta to the fetus amniotic fluid contracts to push the baby through the birth  canal placenta widens during labour to allow the head of the  baby to pass [5]",
            "16": "16 0610/32/m/j/15 \u00a9 ucles 2015 (b) mothers are often given nutritional advice for their newborn babies. scientists compared  breast-feeding to bottle-feeding with formula milk. their data is shown in table 5.2. table 5.2 breast milk formula milk lipid / g per dm337 38 lactose / g per dm373 72 protein / g per dm38.7 12.9 energy / kj per dm3680 690 volume of milk taken / g per day 448 732   use the data in table 5.2 to describe one difference and one similarity between the nutritional  value of breast milk and formula milk. difference  ... ...  .. . similarity  ... .  .. . [2]",
            "17": "17 0610/32/m/j/15 \u00a9 ucles 2015 [turn over (c) the scientists measured the growth of the babies fed with breast milk and babies fed with  formula milk described in table 5.2. the mass of the babies from birth until they were  15 months old is shown in fig. 5.3. 00mass  / kg age  / months224681012 4 6 8 10 12 14 16 breast-fedkey formula-fed fig. 5.3   (i) define  the term growth .  .. .  .. .  .. .  .. .  ..  [2]   (ii) using the information in table 5.2 and fig. 5.3, describe and explain the changes in the  mass of the babies that were breast-fed and babies that were bottle-fed with formula milk.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4]",
            "18": "18 0610/32/m/j/15 \u00a9 ucles 2015  (iii) the scientists noticed that there were other differences between the breast-fed babies  and the babies fed with formula milk.    describe the advantages and disadvantages of breast-feeding. advantages  ... .  .. .  .. .  .. .  .. . disadvantages   ...  .. .  .. .  .. .  .. .  [4] [total: 19]",
            "19": "19 0610/32/m/j/15 \u00a9 ucles 2015 [turn over6 the human population is growing rapidly. this is increasing the pressure on the world food supply.  (a) name the rapid growth phase of any population of organisms.  ..  [1]  in canada farmers are breeding fish in large nets because the wild stocks of fish are decreasing.  fig. 6.1 is a diagram of a salmon fish farm in the ocean. the salmon only eat the food provided by  the worker. worker feeds salmon with fish pieces from floating walkwayfish farmer monitors water from boat waste excreted from salmon collects at the bottom of the oceannet excess fish pieces pass into the ocean ocean floor fig. 6.1  (b) explain the effects of the excess fish pieces and waste excreted from the salmon on the  environment.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]",
            "20": "20 0610/32/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (c) state the lowest possible trophic level of the salmon shown in fig. 6.1.  ..  [1]  (d) other farmers grow seaweed. salmon farming is a less energy efficient way of producing food  for humans than seaweed farming.   explain why.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 8]"
        },
        "0610_s15_qp_33.pdf": {
            "1": "this document consists of 20 printed pages. dc (nh/sw) 89827/4 \u00a9 ucles 2015 [turn over *0773964445* biology  0610/33 paper 3 extended may/june 2015  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. y ou 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. y ou 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 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/33/m/j/15 \u00a9 ucles 20151 f ig. 1.1 shows seven different species of amphibian. a b c d e f gnot drawn to scale fig. 1.1",
            "3": "3 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (a) use the key to identify each species. write the letter of each species ( a to g) in the correct  box beside the key. one has been done for you. key 1 (a) long, narrow body, with or without legs go to 2   (b)body not long and narrow, back legs are larger than  the front legsgo to 5 2 (a) body without legs gymnopis multiplicata b   (b) body with legs which are all of the same size go to 3 3 (a) raised crest along the back of the body triturus cristatus   (b) no crest along the back of the body go to 44 (a) gills present necturus maculosus   (b) no gills present ambystoma tigrinum 5 (a) skin is smooth go to 6   (b) skin is not smoothoreophrynella  quelchii 6 (a) digits end in swellingspolypedates  leucomystax   (b) digits do not end in round swellings rana temporaria  [3]  (b) many amphibian species throughout the world are endangered.   suggest three  reasons why many amphibian species are endangered. 1     .. . 2     .. . 3     .. .  [3]  [total: 6]",
            "4": "4 0610/33/m/j/15 \u00a9 ucles 20152 some plants can be grown in water using the technique of hydroponics. the roots are in water and  supplied with the ions that they need at the concentrations that support maximum growth. some ions can be absorbed both by diffusion and by active transport.  (a) (i) state two features of diffusion that do not apply to active transport. 1     .. . 2     .. .  [2]   (ii) explain how roots are adapted to absorb ions.  .. .  .. .  .. .  .. .  .. .[2]  a group of students investigated the effect of soaking small onion bulbs in different concentrations  of sodium chloride solution. they peeled off the outer papery leaves of the onion bulbs and divided the onions into 6 batches, each with 10 onions.  the onions were surface dried with paper towels and weighed. the mean mass of the onions in  each batch was calculated. the onions were then left in sodium chloride solutions for three hours.  after three hours the students surface dried the onions and weighed them again. their results are  given in table 2.1. table 2.1 concentration of  sodium chloride solution / g dm\u20133mean mass of onions / g percentage  change in mass before  soakingafter soaking  for 3 hours   0 147 173 +17.7 25 153 165  +7.8 50 176 172  \u20132.3100 154 149  \u20133.2150 149 142  \u20134.7200 183 175",
            "5": "5 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) calculate the percentage change in mass of the onions that were in the most concentrated  solution of sodium chloride. show your working. write your answer in table 2.1.  [2]   (ii) explain why the students calculated the percentage change in mass of the onions.  .. .  .. .  .. .  .. .  .. .[2]  (c) the students plotted a graph of the results as shown in fig. 2.1. 05percentage change in mass concentration of sodium chloride solution  / g dm\u20133101520 \u20135 \u20131050 0 100 150 200 fig. 2.1   (i) complete the graph using your answer to (b)(i) . [1]   (ii) use the graph in fig. 2.1 to estimate the concentration of the sodium chloride solution  that has the same water potential as the onions.  .. .[2]",
            "6": "6 0610/33/m/j/15 \u00a9 ucles 2015 (d) using the term water potential , explain why the onions:   gained mass when soaked in dilute solutions of sodium chloride  .. .  .. .  .. .  .. .   lost mass when soaked in concentrated solutions of sodium chloride.   .. .  .. .  .. .  .. .  [4]  [total: 15]",
            "7": "7 0610/33/m/j/15 \u00a9 ucles 2015 [turn overquestion 3 begins on page 8.",
            "8": "8 0610/33/m/j/15 \u00a9 ucles 20153 researchers in michigan investigated the rate of photosynthesis in leaves of big-tooth aspen trees,  populus grandidentata , by placing some of the growing leaves inside transparent boxes.  the researchers measured the uptake of carbon dioxide by the leaves over a range of temperatures  from 10\u201340 \u00b0c. they carried out their measurements at two different concentrations of carbon  dioxide:   h  \u2013 325 ppm carbon dioxide which is close to the concentration in the atmosphere;   j  \u2013 1935 ppm carbon dioxide which is a very high concentration.  the results are shown in fig. 3.1. 1015uptake of  carbon dioxide / mg m\u20132 min\u20131 temperature  / \u00b0c202530 5 0 10 0 20 30 40 5 15 25 35j h fig. 3.1  (a) describe how the results for the aspen leaves in batch j differ from the results for the aspen  leaves in batch h. use data from fig. 3.1 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "9": "9 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (b) explain why the rate of photosynthesis in the leaves in batch j:   (i) increases with an increase in temperature from 15 \u00b0c to 35 \u00b0c  .. .  .. .  .. .  .. .  .. .[2]   (ii) decreases at temperatures above 35 \u00b0c.  .. .  .. .  .. .  .. .  .. .[2]  (c) use the results in fig. 3.1 to suggest and explain the likely effect on plant growth of an  increase in carbon dioxide concentration in the atmosphere as a result of the combustion of fossil fuels.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[5]  [total: 12]",
            "10": "10 0610/33/m/j/15 \u00a9 ucles 20154 the lungs and the kidneys are excretory organs of the human body.  (a) (i) define the term excretion .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) state an excretory product that is passed out through the lungs.  .. .[1]   (iii) outline the role of the liver in excretion.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "11": "11 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (b) fig. 4.1 is a vertical section of the kidney. pk l mno fig. 4.1   table 4.1 shows the functions of parts of the kidney.   complete the table by:   \u0081 naming the part of the kidney that carries out each function   \u0081 using letters from fig. 4.1 to identify the part of the kidney named.   one row has been completed for you. table 4.1 function name of part letter from fig. 4.1 blood is filtered concentration of urine is  determinedmedulla l urine flows to the  bladder blood is carried into the  kidney blood flows out of the  kidney  [4]",
            "12": "12 0610/33/m/j/15 \u00a9 ucles 2015 (c) people with kidney disease are often treated in renal dialysis clinics. their blood passes  through tubes lined with a special membrane for about three hours.   (i) state two waste substances that are removed from the blood by dialysis. 1    2     [2]   (ii) kidney patients may be given a kidney transplant. state one advantage and one  disadvantage of kidney transplants compared with dialysis. advantage  ..  .. .  .. . disadvantage  .   .. .  .. .  [2]  [total: 15]",
            "13": "13 0610/33/m/j/15 \u00a9 ucles 2015 [turn overquestion 5 begins on page 14.",
            "14": "14 0610/33/m/j/15 \u00a9 ucles 20155 the menstrual cycle involves monthly changes in the ovary and the uterus.  (a) fig. 5.1 shows the sequence of changes within the ovary that occur during the menstrual  cycle. r st fig. 5.1   (i) name structures r and s. r  . ... s  . ...  [2]   (ii) state the name of the process that is occurring at t.  .. .[1]  (b) the ovary secretes hormones that control the growth and maintenance of the lining of the  uterus.   name the hormone that stimulates:   (i) the growth of the lining of the uterus during the first half of the menstrual cycle  .. .[1]   (ii) the maintenance of the lining of the uterus during the second half of the menstrual cycle.  .. .[1]",
            "15": "15 0610/33/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 5.2 is an electron micrograph showing a sperm cell on the surface of an egg cell. fig. 5.2   (i) state three  ways in which a sperm cell differs from an egg cell. 1    2    3   [3]   (ii) human body cells have 46 chromosomes. human egg and sperm cells have  23 chromosomes each.    what term is used to describe the number of chromosomes in a gamete, such as an egg  cell or a sperm cell?  .. .[1]   (iii) state the organ in which fertilisation occurs in humans.  .. .[1]   (iv) describe what happens between the event shown in fig. 5.2 and implantation in the  uterus.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
            "16": "16 0610/33/m/j/15 \u00a9 ucles 2015 (d) clomiphene citrate is a fertility drug that has been available for over 50 years. as part of a  fertility treatment clomiphene citrate is taken once a day (daily dose) for about five days.   researchers investigated the use of the drug in denmark between 1974 and 1993. the  results of their study are shown in fig. 5.3. 400600total number of daily doses of clomiphene citrate per year year80010001200140016001800 200 0 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 fig. 5.3   (i) describe the change in the use of clomiphene citrate in denmark between 1974 and  1993. use data from fig. 5.3 in your answer.  .. .  .. .  .. .  .. .  .. .[2]",
            "17": "17 0610/33/m/j/15 \u00a9 ucles 2015 [turn over  (ii) clomiphene citrate is used as part of a treatment cycle to help women become pregnant.  often this involves artificial insemination (ai).     describe how a treatment cycle involving fertility drugs and ai would be carried out.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 19]",
            "18": "18 0610/33/m/j/15 \u00a9 ucles 20156 some integrated farming systems involve making best use of all available resources without the  use of large inputs of energy in the form of fossil fuels.  a study looked at what happened to the light energy that was the major energy input to farms in  the zhujiang delta in china. the farms are based on a dyke-pond system as shown in fig. 6.1. dykeelephant grass vegetables phytoplanktonmulberry trees pondfish fig. 6.1  elephant grass, vegetables and mulberry trees are grown on the dykes in between the ponds.  the elephant grass is grown and then cut to feed the fish. vegetables and fish are used for human  consumption. silkworms feed on the mulberry trees. phytoplankton are the main producers in the  pond and are eaten by the fish.  (a) (i) explain the meaning of the term producer .  .. .  .. .  .. .  .. .  .. .[2]",
            "19": "19 0610/33/m/j/15 \u00a9 ucles 2015 [turn over  (ii) use the information provided in the passage on page 18 and in fig. 6.1 to complete  a  food web for the farm. some of the producers have been drawn for you.   phytoplankton  in the pondmulberry trees vegetables  [5]  (b) in the study the researchers discovered that the vegetables absorbed 1560 mj m\u20132 per year of  light energy. the energy which was transferred from the vegetables to humans was 3 mj m\u20132  per year.   explain what happens to the energy that is absorbed by the vegetables but is not transferred  to humans.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "20": "20 0610/33/m/j/15 \u00a9 ucles 2015 (c) suggest the advantages to a farmer of including ponds stocked with fish in an integrated  farming system.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 13] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s15_qp_51.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (lk/sw) 89823/6 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9662444334* biology  0610/51 paper 5  practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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. for examiner\u2019s use 1 2 total the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/51/m/j/15 \u00a9 ucles 2015read through all of the questions in this paper carefully before starting work. 1 y ou are provided with part of a citrus fruit .  \u0081 remove the plastic film and place the fruit on the white tile to show the cut surface.  (a) make a large, labelled drawing of the cut surface of this fruit to show the internal structure. [4]  juice can be extracted from fruits on a commercial scale. this process uses an enzyme to digest  part of the plant structure to release a larger volume of juice.   y ou are going to investigate the effect of ph on this enzyme when it is added to a sample of fresh  fruit.  y ou will be using buffer solutions to change the ph.  \u0081  dip a piece of universal indicator paper into buffer  x.  \u0081 repeat for buffer  y using another piece of universal indicator paper.",
            "3": "3 0610/51/m/j/15 \u00a9 ucles 2015 [turn over (b) (i) observe and record the colour of these pieces of universal indicator paper after they  have been placed in the buffer solutions.    buffer  x ...    buffer  y ... [1]   (ii) use the colour chart provided to determine the ph of buffer  x and y.    ph of buffer x .        ph of buffer y  . [1]  \u0081 label four empty cups,  a1, b1, c1, and d1.  \u0081 add 25 cm3 of crushed fruit to each of the four labelled cups.  y ou are provided with four beakers labelled water , enzyme , buffer  x and buffer  y.  \u0081  use the syringes to add the volumes of contents shown in table 1.1 to the crushed fruit in  each of the cups. table 1.1 contents volume of contents added / cm3 a1 b1 c1 d1 crushed fruit 25 25 25 25buffer  x 55\u2013\u2013 buffer  y \u2013\u201355 water 2 \u2013 2 \u2013enzyme \u2013 2 \u2013 2",
            "4": "4 0610/51/m/j/15 \u00a9 ucles 2015 leave  cups a1, b1, c1 and d1 to stand for 10 minutes and proceed with the later questions.  \u0081 label four empty cups, a2, b2, c2 and d2.  \u0081 place one filter paper into each of the cups.  spoon the mixture from cup a1 into the filter paper placed into cup a2 as shown in fig. 1.2.  repeat the procedure for cups b1, c1 and d1. filter papercrushed fruit mixture filtered juice fig. 1.2  record the time. ...  leave the mixtures in cups a2, b2, c2 and d2 to filter for 10 minutes  and proceed with later  questions.  \u0081 after 10 minutes, remove the filter paper and remaining crushed fruit mixture within it.  \u0081 measure the volume of filtered juice in cups a2, b2, c2 and d2.  (c) complete table 1.2 by recording:   \u0081 the units in the appropriate place   \u0081 the volume of juice filtered in each cup. table 1.2 volume of juice filtered / \u2026\u2026... a2 b2 c2 d2 \u2026\u2026\u2026.. \u2026..\u2026.. \u2026\u2026... \u2026.\u2026..  [4]",
            "5": "5 0610/51/m/j/15 \u00a9 ucles 2015 [turn over (d) compare the volumes and describe the appearance of the filtered juice in cups:   (i) a2  and b2  .. .  .. .  .. .  .. .  .. .[2]   (ii) c2  and d2.  .. .  .. .  .. .  .. .  .. .[2]  (e) describe the effect of ph on the enzyme by comparing the volumes and the appearance of  the filtered juice in cups b2 and d2.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (f) (i) suggest why water was added to cups a1 and c1.   .. .  .. .  .. .[1]   (ii) state two variables that were controlled in this investigation. 1    2     [2]",
            "6": "6 0610/51/m/j/15 \u00a9 ucles 2015  (iii) suggest two ways in which you could modify this investigation to produce more accurate  results. 1     .. . 2     .. .  [2] [total: 22]",
            "7": "7 0610/51/m/j/15 \u00a9 ucles 2015 [turn over2 the heart pumps blood to the body through the arteries. the rate of blood flow can be determined  at certain sites around the body as a pulse. this can be used to estimate the heart rate.  (a) (i) on fig. 2.1, label two sites where you can feel a pulse. fig. 2.1  [2]   (ii) suggest one feature of these sites that makes it possible to feel a pulse.  .. .  .. .[1]",
            "8": "8 0610/51/m/j/15 \u00a9 ucles 2015 (b) fig. 2.2. shows a section through two blood vessels, a vein and an artery, as seen on a  prepared slide when viewed with the use of a microscope. xy \u00d7 125     vein  artery fig. 2.2   the diameter of the blood vessel in fig. 2.2, shown by line xy, can be calculated using: diameter = measured length of line xy on image magnification   (i) measure, in mm, the length of line xy on fig. 2.2.  measured length of xy  ... mm [1]   (ii) use the information above and your answer to (i) to calculate the diameter shown by line  xy, in mm.    show your working. give your answer to one decimal place.  diameter  ... mm [1]",
            "9": "9 0610/51/m/j/15 \u00a9 ucles 2015 [turn over  (iii) the length of xy may not be the most accurate measurement of the diameter of the  blood vessel in fig. 2.2.    suggest how you could determine a more accurate measurement of the diameter.  .. .  .. .  .. .  .. .  .. .[2]   (iv) the vein and artery in fig. 2.2 have features that are different.    complete table 2.1 to name three  features that are different and describe the differences  that you can observe in fig. 2.2. table 2.1 feature vein artery .. ..  .. .. ..  .. .. ..  .. [4]",
            "10": "10 0610/51/m/j/15 \u00a9 ucles 2015 (c) when running the heart rate increases. after running the heart rate returns to normal.   (i) plan an investigation to compare the increase in heart rate as a result of exercise for  students that take regular exercise with those that do not.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) draw a suitable table with headings and units to show how you would record the  measurements. [3] [total: 18]",
            "11": "11 0610/51/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/51/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_52.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/sw) 90482/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5337704053* biology  0610/52 paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/m/j/15 \u00a9 ucles 2015read through all the questions on this paper carefully before starting work. 1 hydrogen peroxide is produced by metabolism in most cells and is toxic in high concentration.    cells contain the enzyme catalase to break down the hydrogen peroxide.   fig. 1.1 shows this reaction. hydrogen peroxide water + oxygencatalase fig. 1.1  y ou are going to investigate the activity of catalase found in leaves. y ou will place two different  sized pieces of leaf into hydrogen peroxide solution and record the time taken for them to rise to  the surface of the solution.  (a) (i) prepare a table to record your results.    [4]  y ou are provided with three flat bottomed containers (specimen tubes).  \u0081  use a ruler to measure a distance of 40 mm from the bottom of each container and draw a  line on the containers, as shown in fig. 1.2. 40 mmline drawn on container fig. 1.2",
            "3": "3 0610/52/m/j/15 \u00a9 ucles 2015 [turn over y ou are provided with hydrogen peroxide solution in a container labelled hydrogen peroxide .  \u0081 put on the eye protection provided.  \u0081  use the syringe provided to put hydrogen peroxide solution into each container until it reaches  the line at 40 mm.  \u0081  use the ruler and scissors provided to cut three  pieces of leaf. each piece should measure  10 mm \u00d7 10 mm.  \u0081  bend one of the pieces of wire provided into a u-shape. place a piece of leaf into the u-shape  and pinch the wire to hold the leaf in place as shown in fig. 1.3. leaf metal wire fig. 1.3  \u0081 add one piece of leaf and wire to the hydrogen peroxide solution in each of the containers. if  it does not sink straight away, push the piece of leaf gently down with forceps.  \u0081 observe the pieces of leaf and measure the time taken for each piece of leaf to rise from the  bottom of the container to the surface of the hydrogen peroxide solution. record the times in  seconds in your table.   the piece of leaf may sink after it reaches the surface. make sure you record the time for the  piece of leaf to first reach the surface.    \u0081 using forceps, remove the pieces of leaf from the containers and place them in the container  labelled waste . keep the pieces of wire for the following steps.  \u0081 cut another three  pieces of leaf, 15 mm \u00d7 15 mm, and attach a piece of wire to each piece of  leaf.   \u0081 repeat the procedure of recording the time taken to reach the surface of the hydrogen  peroxide solution for each of these 15 mm \u00d7 15 mm pieces of leaf.    (ii)  calculate the mean time taken for each size of leaf piece to reach the surface.    show your working. 10 mm \u00d7 10 mm   . 15 mm \u00d7 15 mm  .[1]   (iii) describe the effect of the size of leaf piece on the time taken to rise to the surface.  .. .  .. .  .. .[1]",
            "4": "4 0610/52/m/j/15 \u00a9 ucles 2015 (b) (i) describe your observations of the pieces of leaves as they rise to the surface.  .. .  .. .  .. .  .. .  .. .[2]   (ii) use the information you have been given and your observations to explain why the leaf  pieces rose to the surface.  .. .  .. .  .. .  .. .  .. .[2]  (c) predict, with reasons, the effect of using a piece of leaf 20 mm \u00d7 20 mm on the time taken to  rise to the surface.   .. .  .. .  .. .  .. .  .. .[2]  (d) (i) state one variable that has been controlled in the investigation you have carried out.  .. .[1]   (ii) state one source of error in the method used in this investigation.    describe how to improve the method to decrease the effect of this error. error   ... improvement  ..   .. .  .. .    [2]",
            "5": "5 0610/52/m/j/15 \u00a9 ucles 2015 [turn over  (iii) describe a control experiment for this investigation.   .. .  .. .  .. .  .. .  .. .[2]",
            "6": "6 0610/52/m/j/15 \u00a9 ucles 2015 (e) some students used the same method to investigate the catalase activity in pieces of leaf of  four different species, w, x, y and z. each piece of leaf was the same size.   fig. 1.4 shows their results. species w xy zaverage time / s 290130170  50 fig. 1.4   (i) plot a bar chart of the data shown in fig. 1.4.    [4]",
            "7": "7 0610/52/m/j/15 \u00a9 ucles 2015 [turn over  (ii) describe the results and suggest what the students could conclude from this investigation.   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   [total: 24]",
            "8": "8 0610/52/m/j/15 \u00a9 ucles 20152 fig. 2.1 shows cells in the growing part of a root as seen using a microscope.  cell a cell b cell c \u00d7 600 fig. 2.1  (a) (i) count and record the total number of cells in fig. 2.1. do not include any cells that are  only partly visible.   .. .[1]   (ii) chromosomes can be seen in cells that are undergoing mitosis. there are 18 of these  cells in fig. 2.1.    calculate the percentage of the cells that are undergoing mitosis in fig. 2.1.    show your working. give your answer to the nearest whole number.   ... % [2]  (b) state two ways, visible in fig. 2.1, in which the cell labelled b is different from the cell  labelled a. 1     .. . 2     .. .    [2]",
            "9": "9 0610/52/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 2.2 is a magnified view of cell c in fig. 2.1. cell c \u00d7 800 fig. 2.2   (i) make a large drawing of the cell labelled c to show:     \u0081 the cell wall      \u0081 the chromosomes.    label a chromosome.  [5]   (ii) measure the length of cell c in fig. 2.2 and record your result. include the unit .    draw a line on fig. 2.2 to show where you have made your measurement. length of cell c ...[2]    (iii) calculate the actual length of the cell.    show your working. give your answer to the nearest whole number.  size of cell  mm [2]",
            "10": "10 0610/52/m/j/15 \u00a9 ucles 2015 (d) cancer in the bronchus can be caused by smoking. when cancer develops, mitosis in cells  becomes uncontrolled, forming tumours.    fig. 2.3 shows cancer in the wall of a bronchus as seen using a microscope.  cells forming wall of bronchusouter surfacearea xarea y fig. 2.3   describe two features, visible in fig. 2.3, that suggest that area x is healthy and area y is  cancerous. 1     .. .  .. . 2     .. .  .. .     [2]    [total: 16]",
            "11": "11 0610/52/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/52/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_53.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nf/sw) 90333/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1703367358* biology  0610/53 paper 5 practical test may/june 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/m/j/15 \u00a9 ucles 2015read through all the questions on this paper carefully before starting work. 1 urine is a waste product released from the body.  it contains urea, water, salts and other metabolic  wastes.  y ou are going to investigate the chemicals present in different samples of urine.  y ou are provided with three samples of urine labelled a, b and c.  these samples have been made up in the laboratory to represent urine.  (a) complete table 1.1 to describe the appearance of the three samples. table 1.1 sample appearance a bc [3]  (b) urine is often tested as part of a medical health check.   two common tests are described below.   test 1   pour a small volume of the urine sample into a test-tube.   add approximately the same volume of biuret reagent to the test-tube.   observe any colour change.   test 2   pour a small volume of the urine sample into a test-tube.   add approximately the same volume of benedict\u2019s solution to the test-tube.   heat the test-tube in a water-bath.   observe any colour change.",
            "3": "3 0610/53/m/j/15 \u00a9 ucles 2015 [turn over  y ou are going to carry out both of these tests on the three urine samples a, b and c.   y ou will carry out six tests in total.   (i) prepare a table to record your observations in the space below.  [3]   (ii) use the equipment provided to carry out test 1 and test 2 on each sample a, b, and c.    raise your hand when you are ready for a supply of hot water for your water-bath in  test 2.    record your observations in your table. [3]",
            "4": "4 0610/53/m/j/15 \u00a9 ucles 2015 (c) the results of urine tests can be used to suggest whether a person has a health problem.   assume samples a, b and c were collected from three different people during a medical  health check.   if reducing sugar is present, the person may be suffering from a disease called diabetes.   if protein is present, the person may be suffering from kidney problems.   however, if reducing sugar and protein are both absent from the urine, the person is likely to  be healthy.    use this information and your results to make and explain a conclusion about the health of  each of these three people.   (i) person a  .. .  .. .  ..  [2]   (ii) person b  .. .  .. .  ..  [2]   (iii) person c  .. .  .. .  ..  [2]",
            "5": "5 0610/53/m/j/15 \u00a9 ucles 2015 [turn over (d) suggest two sources of error with these tests.   for each error, describe how you could improve the method to decrease the effect of the  error. error 1  .. .   .. . improvement 1   ..  .. . error 2  .. .  .. . improvement 2   ..  .. . [4]",
            "6": "6 0610/53/m/j/15 \u00a9 ucles 2015 (e) one of the functions of the kidney is to reabsorb glucose back into the blood.   table 1.2 shows the relationship between the glucose concentration in the blood and the  amount of glucose excreted in the urine. table 1.2 blood glucose concentration / mg per 100 cm3glucose excreted in urine / mg per minute   0   0100   0200   0300  40400 100500 190600 280700 370",
            "7": "7 0610/53/m/j/15 \u00a9 ucles 2015 [turn over  (i) plot a graph of the data in table 1.2 on the grid. [4]   (ii) describe the trend shown by the data plotted in (i).  .. .  .. .  ..  [2]   (iii) use your graph to find how much glucose is excreted in the urine when the blood glucose  level is 280 mg per 100 cm3.   ..  mg per minute  [1] [total: 26]",
            "8": "8 0610/53/m/j/15 \u00a9 ucles 20152 y ou are provided with half of a flower labelled f.  carefully remove the plastic film.  use the hand lens to observe the male and female parts in the centre of the half-flower.  (a) draw a large, labelled diagram of your half-flower.   y our diagram should show the arrangement of the male and female parts. [5]",
            "9": "9 0610/53/m/j/15 \u00a9 ucles 2015 [turn over (b) figure 2.1 shows half of a different flower. \u00d7 0.4d e fig. 2.1   look carefully at flower f and at the flower in fig. 2.1.   (i) state one way in which the flower in fig. 2.1 is similar  to flower f.  .. .  ..  [1]   (ii) state one way in which the flower in fig. 2.1 is different  to flower f.  .. .  ..  [1]  (c) measure the length of line de in fig. 2.1.   length of line de  mm   calculate the actual length of line de.   show your working.  actual length of line de  ...  mm  [3]",
            "10": "10 0610/53/m/j/15 \u00a9 ucles 2015 (d) flowers produce a sugar solution so that a pollen tube can grow.   a student was planning an investigation to find out how the concentration of sugar solution  might affect the rate of growth of pollen tubes.   state:   (i) the variable that should be changed;  ..  [1]   (ii) what should be measured;  ..  [1]   (iii) two  variables that should be kept constant. 1 .  2 .   [2] [total: 14]",
            "11": "11 0610/53/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/53/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_61.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (lk/sw) 89821/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1715045242* biology  0610/61 paper 6  alternative to practical may/june 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/61/m/j/15 \u00a9 ucles 20151 fig. 1.1 shows part of an orange . fig. 1.1  (a) make a large, labelled drawing of the cut surface of this fruit to show the internal structure.  [4]   juice can be extracted from fruits on a commercial scale. this process uses an enzyme to  digest part of the plant structure to release a larger volume of juice.    the juice of citrus fruits, such as the orange, is acidic.    students investigated the effect of ph on the activity of this enzyme.    buffer solutions x and y were used to change the ph.   pieces of universal indicator paper were used to test the ph of buffer solutions x and y.",
            "3": "3 0610/61/m/j/15 \u00a9 ucles 2015 [turn over (b) observe the shade of the pieces of universal indicator paper shown in fig. 1.2 and estimate  the ph by comparing with the chart.  x 3 ph 4567 8y fig. 1.2    ph of buffer x .        ph of buffer y . [2]   four plastic cups a, b, c and d were set up as shown in table 1.1. table 1.1 contents volume of contents added / cm3 abcd crushed fruit 25 25 25 25 buffer x 55\u2013\u2013 buffer y \u2013\u201355 water 2 \u2013 2 \u2013 enzyme \u2013 2 \u2013 2  (c) suggest why water was added to cups a and c.   .. .  .. .  .. .[1]",
            "4": "4 0610/61/m/j/15 \u00a9 ucles 2015  the contents of plastic cups a, b, c and d were stirred and left to stand for 10 minutes. the  contents were then filtered into measuring cylinders.   the results are shown in fig. 1.3. 510152025303540 510152025303540 510152025303540 5 0 cm30 cm30 cm30 cm310152025303540 abcd fig. 1.3  (d) complete table 1.2 by recording:   \u0081 the units in the appropriate place   \u0081 the volume of filtered juice shown in fig. 1.3. table 1.2 volume of juice filtered / \u2026\u2026... abcd \u2026\u2026\u2026.. \u2026..\u2026.. \u2026\u2026... \u2026.\u2026..  [2]  (e) compare the volumes and describe the appearance of the filtered juice in measuring  cylinders:   (i) a  and b  .. .  .. .  .. .  .. .  .. .[2]",
            "5": "5 0610/61/m/j/15 \u00a9 ucles 2015 [turn over  (ii) c  and d.  .. .  .. .  .. .  .. .  .. .[2]  (f) describe the effect of ph on the enzyme by comparing the volumes and the appearance of  the filtered juice in measuring cylinders b and d.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (g) (i) state two variables that were controlled in this investigation. 1    2     [2]   (ii) suggest two ways in which you could modify this investigation to produce more accurate  results. 1     .. . 2     .. .  [2]  [total: 20]",
            "6": "6 0610/61/m/j/15 \u00a9 ucles 20152 the heart pumps blood to the body through the arteries. the rate of blood flow can be determined  at certain sites around the body as a pulse. this can be used to estimate the heart rate.  (a) (i) on fig. 2.1, label two sites where you can feel a pulse.  [2] fig. 2.1   (ii) suggest one feature of these sites that makes it possible to feel a pulse.  .. .  .. .[1]  (b) describe how you could measure the pulse and use this to estimate the heart rate.  .. .  .. .  .. .  .. .  .. .[2]",
            "7": "7 0610/61/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 2.2 shows a section through two blood vessels, a vein and an artery, as seen on a  prepared slide when viewed with the use of a microscope. xy \u00d7 125     vein  artery fig. 2.2   the diameter of the blood vessel in fig. 2.2, shown by line xy, can be calculated using: diameter =  measured length of line xy on image magnification   (i) measure, in mm, the length of line xy on fig. 2.2.  measured length of xy  ... mm [1]   (ii) use the information above and your answer to (i) to calculate the diameter shown by line  xy, in mm.    show your working. give your answer to one decimal place.  diameter  ... mm [1]",
            "8": "8 0610/61/m/j/15 \u00a9 ucles 2015  (iii) the length of xy may not be the most accurate measurement of the diameter of the  blood vessel in fig. 2.2.    suggest how you could determine a more accurate measurement of the diameter.  .. .  .. .  .. .  .. .  .. .[2]   (iv) the vein and artery in fig. 2.2 have features that are different.    complete table 2.1 to name three  features that are different and describe the differences  that you can observe in fig. 2.2. table 2.1 feature vein artery .. ..  .. .. ..  .. .. ..  ..  [4]",
            "9": "9 0610/61/m/j/15 \u00a9 ucles 2015 (d) when running the heart rate increases. after running the heart rate returns to normal.   (i) plan an investigation to compare the increase in heart rate as a result of exercise for  students who take regular exercise with those who do not.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) draw a suitable table with headings and units to show how you would record the  measurements.  [3]  [total: 20]",
            "10": "10 0610/61/m/j/15 \u00a9 ucles 2015blank page",
            "11": "11 0610/61/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/61/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_62.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/sw) 90481/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3521800952* biology  0610/62 paper 6 alternative to practical may/june 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/62/m/j/15 \u00a9 ucles 20151 hydrogen peroxide is produced by metabolism in most cells and is toxic in high concentration.   cells contain the enzyme catalase to break down the hydrogen peroxide.   fig. 1.1 shows this reaction. hydrogen peroxide water + oxygencatalase fig. 1.1  some students investigated the activity of catalase found in leaves. two different sized pieces of  leaf were placed into hydrogen peroxide solution and the time taken for the pieces of leaf to rise  was recorded.  \u0081 a ruler was used to measure a distance of 40 mm from the bottom of three  containers and a  line drawn on the containers.  \u0081 hydrogen peroxide solution was poured into each container until it reached the line at 40 mm.  \u0081 a ruler and scissors were used to cut three  pieces of leaf, each measuring 10 mm \u00d7 10 mm,  from leaves of the same species.   \u0081 a 1 cm length of metal wire was bent into a u-shape. a piece of leaf was placed into the  u-shape and the wire pinched to hold the leaf in place as shown in fig. 1.2.  leaf metal wire fig. 1.2  \u0081 one piece of leaf was placed in the hydrogen peroxide solution in each of the containers and  pushed gently with forceps to make it sink.   \u0081 the leaves were observed and a timer was used to measure the time taken for each piece of  leaf to rise from the bottom of the container to the surface of the hydrogen peroxide solution.  \u0081 forceps were used to remove the pieces of leaf from each container.  \u0081 the experiment was then repeated using three pieces of leaf cut to a size of 15 mm \u00d7 15 mm  from leaves of the same species as previously used.",
            "3": "3 0610/62/m/j/15 \u00a9 ucles 2015 [turn over  fig. 1.3 shows the times for each set of leaves. piece 1 piece 2 10 \u00d7 10  mm leaf piecespiece 3 piece 1 piece 2 15 \u00d7 15  mm leaf piecespiece 3 fig. 1.3  (a) (i) prepare a table to record the results shown in fig. 1.3.    record the times taken for the leaf pieces to rise into this table.     [4]   (ii)  calculate the mean time taken for each size of leaf piece to reach the surface.    show your working. 10 mm \u00d7 10 mm   . 15 mm \u00d7 15 mm  .[1]",
            "4": "4 0610/62/m/j/15 \u00a9 ucles 2015  (iii) describe the effect of the size of leaf piece on the time taken to rise to the surface.  .. .  .. .  .. .[1]  (b) fig. 1.4 shows the students\u2019 observations of the pieces of leaf. 10 x 10many small bubbles formed on the leaf at first and then some large  bubbles. there were more at the edge. then the leaf tipped and started to rise. 15 x 15this was the same as the first set of leaves, but the bubbles seemed  to start quicker. fig. 1.4   use the information you have been given and the observations in fig. 1.4 to explain why the  leaf pieces rose to the surface.  .. .  .. .  .. .  .. .  .. .[2]  (c) predict, with reasons, the effect of using a piece of leaf 20 mm \u00d7 20 mm on the time taken to  rise to the surface.   .. .  .. .  .. .  .. .  .. .[2]",
            "5": "5 0610/62/m/j/15 \u00a9 ucles 2015 [turn over (d) (i) state one variable that has been controlled in the students\u2019 investigation. variable  . .[1]   (ii) state one source of error in the method used in this investigation.    describe how to improve the method to decrease the effect of this error. error . ... improvement  ..   .. .  .. .     [2]   (iii) describe a control experiment for this investigation.  .. .  .. .  .. .  .. .  .. .[2]   (iv) state one hazard (danger to the students) in this investigation and describe one safety  precaution the students should take to reduce this hazard. hazard  ...  safety precaution   ...  .. .  .. .    [2]",
            "6": "6 0610/62/m/j/15 \u00a9 ucles 2015 (e) the students used the same method to investigate the catalase activity in pieces of leaf of  four different species, w, x, y and z. each piece of leaf was the same size.   fig. 1.5 shows their results. species w xy zaverage time / s 290130170  50 fig. 1.5   (i) plot a bar chart of the data shown in fig. 1.5.    [4]",
            "7": "7 0610/62/m/j/15 \u00a9 ucles 2015 [turn over  (ii) describe the results and suggest what the students could conclude from this investigation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]    [total: 24]",
            "8": "8 0610/62/m/j/15 \u00a9 ucles 20152 fig. 2.1 shows cells in the growing part of a root as seen using a microscope. cell a cell b cell c \u00d7 600 fig. 2.1  (a) (i) count and record the total number of cells in fig. 2.1. do not include any cells that are  only partly visible.   .. .[1]   (ii) chromosomes can be seen in cells that are undergoing mitosis. there are 18 of these  cells in fig. 2.1.    calculate the percentage of the cells that are undergoing mitosis in fig. 2.1.     show your working. give your answer to the nearest whole number.   ... % [2]  (b) state two ways, visible in fig. 2.1, in which the cell labelled b is different from the cell  labelled a. 1     .. . 2     .. .  [2]",
            "9": "9 0610/62/m/j/15 \u00a9 ucles 2015 [turn over (c) fig. 2.2 is a magnified view of cell c in fig. 2.1. cell c \u00d7 800     fig. 2.2   (i) make a large drawing of the cell labelled c to show:    \u0081 the cell wall     \u0081 the chromosomes.    label a chromosome.   [5]   (ii) measure the length of cell c on fig. 2.2 and record your result. include the unit .    draw a line on fig. 2.2 to show where you have made your measurement. length of cell c ...[2]    (iii) calculate the actual length of the cell.    show your working. give your answer to the nearest whole number.  size of cell  mm [2]",
            "10": "10 0610/62/m/j/15 \u00a9 ucles 2015 (d) cancer in the bronchus can be caused by smoking. when cancer develops, mitosis in cells  becomes uncontrolled, forming tumours.    fig. 2.3 shows cancer in the wall of a bronchus as seen using a microscope.  cells forming wall of bronchusouter surfacearea xarea y fig. 2.3   describe two features, visible in fig. 2.3, that suggest that area  x is healthy and area  y is  cancerous. 1     .. .  .. . 2     .. .  .. .[2]  [total: 16]",
            "11": "11 0610/62/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/62/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s15_qp_63.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nf/sw) 90335/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *8918218018* biology  0610/63 paper 6 alternative to practical may/june 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/63/m/j/15 \u00a9 ucles 20151 urine is a waste product released from the body. it contains urea, water, salts and other metabolic  wastes.  a student investigated the chemicals present in different samples of urine, a, b and c.  these samples were made up in the laboratory to represent urine.  the student carried out a test for protein and a test for reducing sugar on each sample.  (a) describe the method that the student should use to safely test the samples for: reducing sugar .. .  .. .  .. .  .. . protein. .. .  .. .  .. .  .. .  [4]  (b) table 1.1 shows the student\u2019s observations of the final colour in each of the two tests. table 1.1 sampleobservation of final colour reducing sugar test protein test a blue blue b red blue c orange violet",
            "3": "3 0610/63/m/j/15 \u00a9 ucles 2015 [turn over  urine is often tested as part of a medical health check. the results of these urine tests can be  used to suggest whether a person has a health problem.   assume samples a, b and c were collected from three different people during a medical  health check.   if reducing sugar is present, the person may be suffering from a disease called diabetes.   if protein is present, the person may be suffering from kidney problems.   however, if reducing sugar and protein are both absent from the urine, the person is likely to  be healthy.   use this information to make and explain a conclusion about the health of each of these  people.   (i) person a  .. .  .. .  .. .  .. .  ..  [2]   (ii) person b  .. .  .. .  .. .  .. .  ..  [2]   (iii) person c  .. .  .. .  .. .  .. .  ..  [2]",
            "4": "4 0610/63/m/j/15 \u00a9 ucles 2015 (c) the student decided to test the ph of samples a, b and c using litmus paper. their teacher  suggested that this was not the best way to test the ph and recommended that they used another method.   (i) describe why the teacher thought that litmus was not suitable.  .. .  .. .  ..  [1]   (ii) suggest a suitable alternative method of determining the ph of a solution.  ..  [1]  (d) one of the functions of the kidney is to reabsorb glucose back into the blood.   table 1.2 shows the relationship between the glucose concentration in the blood and the  amount of glucose excreted in the urine. table 1.2 blood glucose concentration / mg per 100 cm3glucose excreted in urine / mg per minute   0   0100   0200   0300  40400 100500 190600 280700 370",
            "5": "5 0610/63/m/j/15 \u00a9 ucles 2015 [turn over  (i) plot a graph of the data in table 1.2. [4]   (ii) describe the trend shown by the data plotted in (i).  .. .  .. .  .. .  .. .  ..  [2]   (iii) use your graph to find how much glucose is excreted in the urine when the blood glucose  concentration is 280 mg per 100 cm3.   ..  mg per minute  [1] [total: 19]",
            "6": "6 0610/63/m/j/15 \u00a9 ucles 20152 fig. 2.1 shows an insect-pollinated flower. fig. 2.1",
            "7": "7 0610/63/m/j/15 \u00a9 ucles 2015 [turn over (a) draw a large, labelled diagram of fig. 2.1.   y our diagram should show the arrangement of the male and female parts. [5]",
            "8": "8 0610/63/m/j/15 \u00a9 ucles 2015 (b) fig. 2.2 shows a reduced image of the flower shown in fig. 2.1, a, and a section through a  different flower, b.          \u00d7 0.4d e  a b fig. 2.2   look carefully at the flowers in fig. 2.2. y ou may also find it helpful to look back at the enlarged  image of a shown in fig. 2.1.   (i) state one visible way in which flower a is similar  to flower b.  .. .  ..  [1]   (ii) state one way in which the flower a is different  to flower b.  .. .  ..  [1]  (c) measure the length of line de in fig. 2.2.   length of line de .. mm   calculate the actual length of line de.   show your working. give your answer to the nearest whole number.  actual length of line de  ...  mm  [3]",
            "9": "9 0610/63/m/j/15 \u00a9 ucles 2015 [turn over (d) flowers produce a sugar solution so that a pollen tube can grow.   a student was planning an investigation to find out how the concentration of sugar solution  might affect the rate of growth of pollen tubes.   state:   (i) the variable that should be changed  ..  [1]   (ii) what should be measured  ..  [1]   (iii) three  variables that should be kept constant. 1 .  2 .  3   ... [3] [total: 15]",
            "10": "10 0610/63/m/j/15 \u00a9 ucles 20153 fig. 3.1 shows four different animals that pollinate flowers.      f  g                    h  j     fig. 3.1 not to scale  (a) (i) state one way, visible in fig. 3.1, that animal g is different from animal h.  ..  [1]   (ii) state two characteristics, visible  in fig. 3.1, that are common to all four animals, f, g, h  and j. 1   ... 2   ...  [2]  (b) (i) state the letters of the two animals, f, g, h or j, which belong to the same animal group.    ... and ... [1]   (ii) identify the animal group to which they belong. suggest a reason why you have chosen  this group.    animal group . reason for choice   ...  .. .   [2] [total: 6]",
            "11": "11 0610/63/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/63/m/j/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w15_qp_11.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib15 11_0610_11_ml/rp  \u00a9 ucles 2015 [turn over     *2377085453 *  cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)     modified language       read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2015 0610/11/o/n/15  1 which process releases the most energy from one molecule of glucose?  a aerobic respiration  b anaerobic respiration in muscle  c anaerobic respiration in yeast  d photosynthesis      2 the diagram shows some leaves and flowers of different plants.    12 3 4 5    which are from monocotyledons?  a 1 and 3 b 1 and 5 c 2 and 4 d 2 and 5    ",
            "3": "3  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  3 the list shows the scientific names for ei ght animals, using the binomial system.  alderia modesta  arenicola cristata  arenicola marina  austrominius modestus  bittium reticulatum botrylloides leachii botryllus schlosseri  clypeostoma reticulatum  which two animals are most closely related?  a alderia modesta and austrominius modestus  b arenicola cristata  and arenicola marina  c bittium reticulatum and clypeostoma reticulatum  d botryllus schlosseri and botrylloides leachii      4 the diagram shows a flower seen from above.        use the key to find the name of the family to which it belongs.    1 four petals ...  go to 2   five petals  ...  go to 3  2 two stamens  ...  a scrophulariaceae    six stamens    b brassicaceae  3 petals joined   c caryophyllaceae    petals separate  ..  d rosaceae     ",
            "4": "4  \u00a9 ucles 2015 0610/11/o/n/15  5 three cell structures are listed.    1 cell wall  2 cytoplasm  3 nucleus    which structures are found in palisade cells and in liver cells?  a 1 and 2 b 1 only c 2 and 3 d 3 only    6 the diagram shows two plant cells, p and q.    cell q cell p     how does cell p differ from cell q?  a it has no cell wall.  b it has no chloroplasts.  c it has no nucleus.  d it has no vacuole.     7 the diagram shows different types of cells.        which structure do all these cells have?  a cell membrane  b cell wall  c chloroplast  d nucleus     ",
            "5": "5  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  8 the diagram shows a male gamete.        which term describes the level of organisation of this gamete?  a cell  b organ  c organism  d tissue      9 which description of xylem is correct?  a a cell used for absorption  b a tissue used for support  c an organ system used for conduction  d an organ used for transport     10 the diagram shows a fish in a pond.        why does oxygen diffuse from the air into the water before reaching the fish?  a oxygen is more concentrated in the air than in the water.  b oxygen is more concentrated in the water than in the air.  c oxygen is needed by the fish for aerobic respiration.  d oxygen is needed by the fish for anaerobic respiration.     11 which structure provides the best surface for diffusion?  a atrium  b bronchioles  c ileum  d trachea    ",
            "6": "6  \u00a9 ucles 2015 0610/11/o/n/15  12 what is true of all enzymes?     they are sugars they are most effective   at ph7  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     13 the diagram shows a piece of small intestine during peristalsis.    direction of peristalsisx     what is happening at x?     circular muscles longitudinal muscles  a contracted contracted  b contracted relaxed  c relaxed contracted  d relaxed relaxed     ",
            "7": "7  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  14 a plant with striped leaves similar to the one below was kept in bright light for six hours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll removed. it was then tested for starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      15 the diagram shows the human alimentary canal.    which structure does not secrete digestive enzymes?    a d cb      ",
            "8": "8  \u00a9 ucles 2015 0610/11/o/n/15  16 which substance is lost from the body of a healthy person by the kidneys, but not by the lungs?  a carbon dioxide  b glucose  c urea  d water      17 which statement is correct for most  veins in the human body?  a they carry blood at high pressure.  b they have a pulse.  c they have valves.  d they take blood away from the heart.      18 what is transported in the phloem and what is the direction of transport?  a starch, up and down  b starch, up only  c sucrose, down and up  d sucrose, down only     ",
            "9": "9  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  19 apparatus was set up as shown.    air sodium hydroxide solution flask xblack paperplant flask yto pump limewater limewater     sodium hydroxide removes carbon dioxide from t he air. limewater goes cloudy if carbon dioxide  is bubbled through it.    what happens to the limewater in flasks x and y when the pump is switched on?     flask x flask y  a goes cloudy goes cloudy  b goes cloudy stays clear  c stays clear goes cloudy  d stays clear stays clear      20 the diagram shows apparatus used to investigate anaerobic respiration in yeast.    yeast in a glucose solutionglass tubecoloured liquid air from which oxygen has been removed     what happens to the coloured liquid?  a moves rapidly to the left  b moves slowly to the left  c moves to the right  d stays still     ",
            "10": "10  \u00a9 ucles 2015 0610/11/o/n/15  21 why do mammals sweat?  a to cool the body  b to lose water vapour through the skin surface  c to release energy through the oxidation of glucose  d to remove glucose from the blood      22 the diagram shows a section through part of the human eye.    suspensory ligaments lens     when a person looks at an object which is far away from their eye, which of the following happens?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner     ",
            "11": "11  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  23 the diagram shows half a flower.   on which structure would pollen be deposited in pollination?  a  b c d       24 in which region does diffusion of materials take place between mother and fetus?  a amniotic sac  b ovary  c placenta  d umbilical cord      25 during childbirth, what must happen to the cervix and the uterus wall?     cervix uterus wall  a contracts contracts and relaxes  b contracts relaxes  c dilates contracts and relaxes  d dilates relaxes     ",
            "12": "12  \u00a9 ucles 2015 0610/11/o/n/15  26 the diagram shows a baby, a child and an adult (not drawn to the same scale).    as a baby grows into an adult, which labelled region grows the most ?    a  b c  d        27 four tubes were set up as shown and placed in the dark.    in which tube would the seeds germinate first?    a b c d  0 \u00b0c2 5  \u00b0c2 5  \u00b0c2 5  \u00b0cseeds  moist  cotton  wool cotton woolseeds dry  cotton  wool water with oxygen removedoil      ",
            "13": "13  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  28 the graph shows the height of a child, from birth to the age of 10.    0 2 4 6 8 10140 120100 80604020 0 age  / yearsheight  / cm     what was the approximate height of the child at 7 years of age?  a 106  cm b 116  cm c 122  cm d 130  cm      29 which statement about the human sex chromosomes is correct?  a all boys have two y chromosomes.  b everybody has at least one x chromosome.  c girls have a y chromosome and an x chromosome.  d nobody has two x chromosomes.      30 what results from meiosis of a diploid cell?  a genetically different diploid cells  b genetically different haploid cells  c genetically identic al diploid cells  d genetically identical haploid cells     ",
            "14": "14  \u00a9 ucles 2015 0610/11/o/n/15  31 which pathway is taken by energy from the sun?    achemical energy in carbohydratesstored in plantstrapped by chlorophyll b chemical energy in carbohydratesstored in plantstrapped by chlorophyllc chemical energy in carbohydratesstored in plantstrapped by chlorophylldchemical energy in carbohydratesstored in plantstrapped by chlorophyll       32 the diagram shows a food chain.    insect-eating birdsladybirds greenflies lettuce hawks     if the hawks are removed from this food chain, what is likely to happen to the numbers of the other organisms in this chain?     greenflies ladybirds insect-eating birds a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase decrease increase      33 the diagram shows a food web including a producer, consumers and a decomposer.    which organism is the decomposer?    organism  d organism  b  organism  c organism  a       ",
            "15": "15  \u00a9 ucles 2015 0610/11/o/n/15 [turn over  34 which organisms remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers      35 which process is not part of the carbon cycle?  a combustion  b photosynthesis  c respiration  d transpiration      36 the diagram shows a simple water cycle.    tree  soil cloud  rain     what is responsible for water loss from the tree?  a evaporation  b photosynthesis  c respiration  d translocation    ",
            "16": "16  \u00a9 ucles 2015 0610/11/o/n/15  37 the diagram shows the age structure of a human population.    1.5 1.5 1.0 1.0 0.5 0.5 0 population (millions)age (years) 60 and over45 \u2013 5930 \u2013 4415 \u2013 29under 15males females     which age group has the largest number of people?  a 60 and over  b 45-59  c 30-44  d under 15     38 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air     39 what is reduced  after deforestation?  a force of rain hitting the ground  b rainwater run-off  c soil erosion  d soil fertility    ",
            "17": "17  \u00a9 ucles 2015 0610/11/o/n/15  40 the diagram shows four positions on a river where water samples were taken.    w x  y z direction  of flow untreated  sewage outlet      which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration position position positionposition      ",
            "18": "18  \u00a9 ucles 2015 0610/11/o/n/15  blank page ",
            "19": "19  \u00a9 ucles 2015 0610/11/o/n/15  blank page ",
            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/11/o/n/15  blank page    "
        },
        "0610_w15_qp_12.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib15 11_0610_12_ml/fp  \u00a9 ucles 2015 [turn over     *7524335656 *  cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)     modified language      read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid.  write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.   read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2015 0610/12/o/n/15  1 some lizards detach their tails when threatened by a predator.    which characteristic is shown?  a excretion  b growth  c reproduction  d sensitivity    2 the diagram shows a key for five vertebrates.    start here has legs has feathers organism u has scales organism w organism vhas no scaleshas no feathershas no legs organism t     which class of vertebrates does organism w belong to?  a amphibians  b birds  c fish  d reptiles    ",
            "3": "3  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  3 the diagram shows an animal whose scientific name is rattus rattus .        which genus does it belong to?  a mammal  b rattus   c rattus   d vertebrate    4 the diagram shows a cross-section of part of a leaf.    upper epidermis  lower epidermis  midrib layer x     which type of cell is found in layer x?    ab c d       5 the diagram shows a student\u2019s drawing of two guard cells.    which label line is not correct?    a  chloroplast b  cell membrane c  vacuole d  cell wall     ",
            "4": "4  \u00a9 ucles 2015 0610/12/o/n/15  6 how does a liver cell differ from a palisade cell?  a a liver cell has a membrane.  b a liver cell has a vacuole.  c a liver cell has no cell wall.  d a liver cell has no cytoplasm.      7 the diagram shows structures taken from two different organisms.    r q ps (cells not drawn to scale)    which structures have the main function of transport?  a p and r b p and s c q and r d q and s     8 at which level of organisation is a root?  a organ  b organ system  c organism  d tissue     ",
            "5": "5  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  9 the diagram shows a plant cell.        what is the appearance of this cell after it has been placed in pure water for 30 minutes?    a b cd      10 a student cuts out four pieces of carrot root of equal size. the pieces are treated as shown in the  diagram, and then left for two hours.    after two hours, which piece of carrot will be the smallest?    boiled carrota sugar solution boiled carrotb water fresh carrotc sugar solution fresh carrotd water      ",
            "6": "6  \u00a9 ucles 2015 0610/12/o/n/15  11 the diagram shows the effect of an enzyme working in the human digestive system.    protein amino acidsenzyme at ph 1.5 and temperature 37  \u00b0c     what would reduce  the rate of production of amino acids?  a removing the amino acids as they are formed  b increasing the amount of protein  c raising the temperature to 40  \u00b0c  d raising the ph to 7.5    12 which substance catalyses the breakdown of fats to fatty acids and glycerol?  a adrenaline  b alcohol  c bile  d lipase     13 an experiment was done using the apparatus shown in the diagram.    the carbon dioxide content of the water in each tube was measured at the start and again three  hours later.    in which tube would there be a decrease  in carbon dioxide content?    a b c d  black  polythene  to keep  out light water  water plant water snaillight light light       ",
            "7": "7  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  14 what is formed first in a leaf as a result of photosynthesis?  a chlorophyll  b glucose  c starch  d water      15 a plant with striped leaves similar to the one below was kept in bright light for six hours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll removed. the leaf was then tested for starch  using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend       16 from which part of a leaf does most water evaporate during transpiration?  a the cuticle  b the guard cells  c the spongy mesophyll cells  d the xylem vessels     17 in which order does water pass through the cells of a plant, as the water travels from the roots to  a leaf?  a mesophyll cells \u2192 root hair \u2192 root cortex \u2192 xylem  b root cortex \u2192 root hair \u2192 xylem \u2192 mesophyll cells  c root hair \u2192 mesophyll cells \u2192 root cortex \u2192 xylem  d root hair \u2192 root cortex \u2192 xylem \u2192 mesophyll cells ",
            "8": "8  \u00a9 ucles 2015 0610/12/o/n/15  18 the diagram shows a vertical section through a human heart.    yx     what are x and y?     x y  a left atrium right ventricle  b left ventricle right atrium  c right atrium left ventricle  d right ventricle left atrium     ",
            "9": "9  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  19 the diagram shows the composition of four samples of air (o 2 = oxygen, co 2 = carbon dioxide,  n2 = nitrogen).    100 80604020 0composition /  % o2co2n2 o2co2n2 o2co2n2 o2co2klm n n2    which sample is inspired air and which sample is expired air?     inspired air expired air  a k n  b l k  c m l  d n m      20 the diagram shows apparatus used to investigate anaerobic respiration in yeast.    yeast in a glucose solutionglass tubecoloured liquid air from which oxygen has been removed     what happens to the coloured liquid?  a moves rapidly to the left  b moves slowly to the left  c moves to the right  d stays still     ",
            "10": "10  \u00a9 ucles 2015 0610/12/o/n/15  21 the diagram shows some organs in which urea is found.    p q r     which organ makes urea, and which organ removes it from the blood?     makes urea removes urea  from blood  a p q  b q q  c q r  d r p      22 what is a function of the kidneys of a healthy person?  a break down toxins  b eliminate all salts  c reabsorb all glucose  d retain all water    ",
            "11": "11  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  23 the diagram shows a capillary loop in the skin of a mammal.    capillary loop     what will the capillary loop look like if the mammal becomes cold?    ab c d      24 the diagram shows a section through part of the eye.    suspensory ligamentsiris pupil lensx     x is a contracted ciliary muscle.  what will happen when it relaxes?  a the lens will decrease its curvature.  b the lens will increase its curvature.  c the size of the pupil will decrease.  d the size of the pupil will increase.     ",
            "12": "12  \u00a9 ucles 2015 0610/12/o/n/15  25 the diagram shows a timeline of a woman\u2019s menstrual cycle, which lasts for 28 days.    1 2 3 4 5 6 7 8 9 10 1 1 12 13 14 15 16  17  18  19  20  21  22  23  24  25  26  27 28 menstruation (period)     on which days of the menstrual cycle is a woman most likely to become pregnant?  a days 1 - 4  b days 7 - 10  c days 13 - 16  d days 20 - 23     ",
            "13": "13  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  26 the diagram shows a vertical section through a flower.    yx     what are x and y?     x y  a anther stigma  b anther style  c stamen stigma  d stamen style      27 the graph shows the height of a child, from birth to the age of 10.    0 2 4 6 8 10140 120100 80604020 0 age  / yearsheight  / cm     what was the approximate height of the child at 7 years of age?  a 106  cm b 116  cm c 122  cm d 130  cm    ",
            "14": "14  \u00a9 ucles 2015 0610/12/o/n/15  28 four samples of seeds germinated in different conditions of temperature and light, as shown in  the table.    sample temperature  / \u00b0c light  1 20 absent  2 20 present  3 5 absent  4 5 present    a typical seedling from each sample was removed after seven days.    which seedling was from sample 2?    green greenyellow yellowabcd       29 what results from meiosis of a diploid cell?  a genetically different diploid cells  b genetically different haploid cells  c genetically identic al diploid cells  d genetically identical haploid cells    30 what will be the genotypes of the offspring resulting from a genetic cross between two  individuals, one of which is homozygous dominant, (tt), and the other heterozygous?  a all tt  b 50% tt, 50% tt  c 50% tt, 50%tt  d 25%tt, 50%  tt, 25% tt    ",
            "15": "15  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  31 which pathway is taken by energy from the sun?    achemical energy in carbohydratesstored in plantstrapped by chlorophyll b chemical energy in carbohydratesstored in plantstrapped by chlorophyllc chemical energy in carbohydratesstored in plantstrapped by chlorophylldchemical energy in carbohydratesstored in plantstrapped by chlorophyll       32 the diagram shows a food chain.    insect-eating birdsladybirds greenflies lettuce hawks     if the hawks are removed from this food chain, what is likely to happen to the numbers of the other organisms in this chain?     greenflies ladybirds insect-eating birds a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase decrease increase      33 the diagram shows a food web including a producer, consumers and a decomposer.    which organism is the decomposer?    organism  d organism  b  organism  c organism  a       ",
            "16": "16  \u00a9 ucles 2015 0610/12/o/n/15  34 which organisms remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers      35 which process is not part of the carbon cycle?  a combustion  b photosynthesis  c respiration  d transpiration      36 the diagram shows a simple water cycle.    tree  soil cloud  rain     what is responsible for water loss from the tree?  a evaporation  b photosynthesis  c respiration  d translocation    ",
            "17": "17  \u00a9 ucles 2015 0610/12/o/n/15 [turn over  37 the graphs show the number of carnivores in a habitat over a period of time. at time x the  herbivores in their food chain are removed from the habitat.    which graph shows the effect of this on the number of carnivores?    time xtime x time xtime xnumber of carnivoresnumber of carnivores number of carnivoresnumber of carnivoresa b  c d        38 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air      39 what is reduced  after deforestation?  a force of rain hitting the ground  b rainwater run-off  c soil erosion  d soil fertility     ",
            "18": "18  \u00a9 ucles 2015 0610/12/o/n/15  40 the diagram shows four positions on a river where water samples were taken.    w x  y z direction  of flow untreated  sewage outlet      which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration position position positionposition      ",
            "19": "19  \u00a9 ucles 2015 0610/12/o/n/15  blank page ",
            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/12/o/n/15  blank page    "
        },
        "0610_w15_qp_13.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib15 11_0610_13_a3/fp  \u00a9 ucles 2015 [turn over     /g6/g19/g16/g12/g19/g18/g18/g19/g14/g13/g16/g6/g3 cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice  october/november 2015     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate num ber on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a mark will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2015 0610/13/o/n/15  1 what are the characteristics of bony fish?   maintain  constant body  temperature external ears  present jelly-covered  eggs scales  a /g22/g3 /g22/g3 /g26/g3 /g26/g3 b /g22/g3 /g26/g3 /g22/g3 /g22/g3 c /g26/g3 /g22/g3 /g26/g3 /g26/g3 d /g26/g3 /g26/g3 /g22/g3 /g22/g3     2 what are the features of the leaves of a plant that is a eudicotyledon (dicotyledon)?     broad leaves parallel veins  a /g22/g3 /g22/g3 b /g22/g3 /g26/g3 c /g26/g3 /g22/g3 d /g26/g3 /g26/g3    3 many snakes that belong to the viper family are unusual in that they give birth to live young.    this is usually a characteristic of which vertebrate group?  a amphibians  b birds  c bony fish  d mammals     4 use the key to identify which group is amphibians.  1 hair present  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 mammals   hair absent  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. go to 2  2 feathers present \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026 group a   feathers absent  \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026. go to 3  3 dry scaly skin\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026.. group b   moist skin \u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026.\u2026.. go to 4 4 four limbs \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026 group c   no limbs \u2026\u2026\u2026...\u2026\u2026\u2026\u2026\u2026.\u2026...\u2026 group d     ",
            "3": "3  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  5 the diagram shows a liver cell.        which features are present in this cell and also in most plant cells?    a cell membrane and cytoplasm  b cell membrane and sap vacuole  c cell wall and cytoplasm  d cell wall and sap vacuole      6 which structure is present in a root hair cell but not in a liver cell?  a cell wall  b chloroplast  c glycogen granule  d nucleus      7 which description of the heart is correct?  a the heart is an organ, containing several systems, which forms part of the circulatory tissue.  b the heart is an organ, containing several tissues, which forms part of the circulatory system.  c the heart is a system, containing several organs, which forms part of the circulatory tissue.   d the heart is a system, containing several tissues, which forms part of the circulatory organ.      8 the diagram shows four cells.    1234     which two cells contain cellulose and a vacuole?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4    ",
            "4": "4  \u00a9 ucles 2015 0610/13/o/n/15  9 the diagrams show how a cell appears under the microscope at the start of an experiment and  after it has been placed in a dilute solution of salts for 5 minutes.    after placing in a dilute solution of saltsstart of the experiment    which statement explains what happens?  a dissolved salts enter the cell by diffusion.  b dissolved salts leave the cell by diffusion.  c water enters the cell by osmosis.  d water leaves the cell by osmosis.      10 the diagram represents the molecules in two solutions either side of a fully permeable   membrane.    fully permeable membranekey solute molecules water molecules     in which directions are the net movements of the molecules?   solute molecules water molecules  a left to right left to right  b left to right right to left  c right to left left to right  d right to left right to left     ",
            "5": "5  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  11 which group of compounds ensures that metabolic reactions take place effectively?  a carbohydrates  b enzymes  c fatty acids  d hormones      12 four different foods were tested for their composition.    the results are shown in the table.    which food contains protein but not reducing sugar or starch?     benedict\u2019s test iodine test biuret test  a blue black purple  b blue brown purple  c brick red black blue  d brick red brown blue      13 what are the smaller basic units of starch and glycogen molecules?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids simple sugars  c simple sugars fatty acids and glycerol  d simple sugars simple sugars     ",
            "6": "6  \u00a9 ucles 2015 0610/13/o/n/15  14 a plant with striped leaves similar to the one below was kept in bright light for six hours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll removed. it was then tested for starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend       15 which substances are transported in the phloem?  a amino acids and starch  b amino acids and sucrose  c protein and starch  d starch and sucrose     16 the diagrams show some components of the blood of a mammal.    which component causes the blood to start clotting?    ab c d      ",
            "7": "7  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  17 where are hormones removed from the blood and broken down in the human body?  a gall bladder  b kidneys  c liver  d stomach      18 the list shows four metabolic processes.    1 carbon dioxide  +  water  /g111  glucose + oxygen  2 glucose  /g111  alcohol + carbon dioxide  3 glucose  /g111  lactic acid  4 glucose  +  oxygen  /g111  carbon dioxide  +  water    which of these processes occur in muscles?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1    19 the diagram shows apparatus used to investigate anaerobic respiration in yeast.    yeast in a glucose solutionglass tubecoloured liquid air from which oxygen has been removed     what happens to the coloured liquid?  a moves rapidly to the left  b moves slowly to the left  c moves to the right  d stays still    ",
            "8": "8  \u00a9 ucles 2015 0610/13/o/n/15  20 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d      21 where is urea produced in the human body and from which chemicals is it produced?     produced chemical  a intestine proteins  b kidneys amino acids  c kidneys fatty acids  d liver amino acids     ",
            "9": "9  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  22 the table shows the composition of a liquid found in the human body.    component concentration  / arbitrary units  amino acids 0.00  glucose 0.00  proteins 0.00  salts 1.50  urea 2.00    in a healthy person, which structure contains this liquid?    ab c d       23 the diagram shows muscles and bones in a person\u2019s arm.    weightbiceps triceps     what happens to the muscles as the weight is lowered?     biceps triceps  a lengthens lengthens  b lengthens shortens  c shortens lengthens  d shortens shortens     ",
            "10": "10  \u00a9 ucles 2015 0610/13/o/n/15  24 in an experiment to investigate phototropism, a plant shoot is grown with light coming from one  side only.    after two days, in which region has the greatest rate of growth occurred?    start of experiment light  after two days light a bcd       25 which structure is involved in the transfer of dissolved nutrients from the mother to the fetus?  a kidney  b liver  c placenta  d stomach    26 the diagram shows the human female reproductive system.        after ejaculation, along which route does a male gamete travel to fuse with an egg?  a ovary /g111 oviduct /g111 uterus /g111 cervix  b ovary /g111 uterus /g111 cervix /g111 vagina  c vagina /g111 cervix /g111 uterus /g111 oviduct  d vagina /g111 uterus /g111 cervix /g111 oviduct      ",
            "11": "11  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  27 which set of conditions is required for seed germination?     oxygen warmth water  a /g22 /g26 /g22  b /g22 /g22 /g26  c /g26 /g22 /g22  d /g22 /g22 /g22      28 the graph shows the height of a child, from birth to the age of 10.    0 2 4 6 8 10140 120100 80604020 0 age  / yearsheight  / cm     what was the approximate height of the child at 7 years of age?  a 106  cm b 116  cm c 122  cm d 130  cm      29 which of these cells is haploid?  a liver cell  b red blood cell  c sperm cell  d zygote    ",
            "12": "12  \u00a9 ucles 2015 0610/13/o/n/15  30 what results from meiosis of a diploid cell?  a genetically different diploid cells  b genetically different haploid cells  c genetically identical diploid cells  d genetically identical haploid cells      31 which pathway is taken by energy from the sun?    achemical energy in carbohydratesstored in plantstrapped by chlorophyll b chemical energy in carbohydratesstored in plantstrapped by chlorophyllc chemical energy in carbohydratesstored in plantstrapped by chlorophylldchemical energy in carbohydratesstored in plantstrapped by chlorophyll       32 the diagram shows a food web including a producer, consumers and a decomposer.    which organism is the decomposer?    organism  d organism  b  organism  c organism  a       ",
            "13": "13  \u00a9 ucles 2015 0610/13/o/n/15 [turn over  33 the diagram shows a food chain.    insect-eating birdsladybirds greenflies lettuce hawks     if the hawks are removed from this food chain, what is likely to happen to the numbers of the  other organisms in this chain?     greenflies ladybirds insect-eating birds a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase decrease increase      34 which organisms remove carbon dioxide from the atmosphere?  a carnivores  b decomposers  c herbivores  d producers    35 the diagram shows a simple water cycle.    tree  soil cloud  rain     what is responsible for water loss from the tree?  a evaporation  b photosynthesis  c respiration  d translocation ",
            "14": "14  \u00a9 ucles 2015 0610/13/o/n/15  36 which process is not part of the carbon cycle?  a combustion  b photosynthesis  c respiration  d transpiration      37 which factors affect the rate of growth of a plant population?   disease grazing by herbivores light intensity  a /g22/g3 /g22/g3 /g22/g3 b /g22/g3 /g22/g3 /g26/g3 c /g22/g3 /g26/g3 /g22/g3 d /g26/g3 /g22/g3 /g22/g3     38 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air     39 what is reduced  after deforestation?  a force of rain hitting the ground  b rainwater run-off  c soil erosion  d soil fertility    ",
            "15": "15  \u00a9 ucles 2015 0610/13/o/n/15  40 the diagram shows four positions on a river where water samples were taken.    w x  y z direction  of flow untreated  sewage outlet      which graph shows oxygen concentrations in the river?    wxb  yzoxygen  concentration  wxa  yzoxygen  concentration  wxd  yzoxygen  concentration  wxc  yzoxygen  concentration position position positionposition      ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2015 0610/13/o/n/15  blank page    "
        },
        "0610_w15_qp_21.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/sw) 103972/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5690327736* biology  0610/21 paper 2 core october/november 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/21/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows five different mammals.   a b dc e not drawn to scale fig. 1.1",
            "3": "3 0610/21/o/n/15 \u00a9 ucles 2015 [turn over use the key to identify the mammals shown in fig. 1.1.  write the letter of each species ( a to e) in the correct box beside the key. key letter 1 (a) has visible external ears go to 2 (b) does not have visible external ears eschrichtius robustus 2  (a)  stands on four legs go to 3 (b)  stands on two legs go to 43  (a)  has two horns between its ears antidorcas marsupialis  (b)  has two horns in front of its ears diceros bicornis 4  (a)  has ears placed on top of head macropus rufus  (b)  has ears placed at the side of head homo sapiens  [4] [total: 4]",
            "4": "4 0610/21/o/n/15 \u00a9 ucles 20152 (a) define the term homeostasis .  .. .  .. .  .. .  .. .[2]  (b) fig. 2.1 shows a section through the skin.   direction of blood flowhgf fig. 2.1   (i) name the structures f, g and h, shown on fig. 2.1.    f .    g  .    h  . [3]  ",
            "5": "5 0610/21/o/n/15 \u00a9 ucles 2015 [turn over  fig. 2.2 shows the same section through the skin.  direction of blood flow4 31 2 fig. 2.2   (ii) using fig. 2.2, state which numbered part of the skin, 1 \u2013 4, has the highest temperature  on a cold day.  part number  [1]",
            "6": "6 0610/21/o/n/15 \u00a9 ucles 2015 (c) when the body temperature rises above 37 \u00b0c, two changes occur in the skin to help the  temperature return to normal:    \u0081 vasodilation     \u0081 increased sweating.   fig. 2.3 shows a simplified diagram of the skin.    capillary arteriole fig. 2.3   (i)  describe what happens in vasodilation, and explain how this helps to lower body  temperature.    use fig. 2.3 to help with your explanation.   .. .  .. .  .. .  .. .  .. .[3]",
            "7": "7 0610/21/o/n/15 \u00a9 ucles 2015 [turn over  (ii) explain how increased sweating helps to lower the body temperature.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (iii) state two methods, other than reduced sweating, that the body uses to stop the body  temperature falling below normal on a cold day. 1    2    [2]  (d) name the part of the body which coordinates the changes in the skin to keep the body  temperature at 37 \u00b0c.  .. .[1] [total: 15] ",
            "8": "8 0610/21/o/n/15 \u00a9 ucles 20153 the boxes on the left contain some genetic terms.  the boxes on the right contain definitions of genetic terms.  draw  one straight line to join each term to its correct definition.  draw only five lines.  one example has been done for you. term definition allelea thread of dna, made up of a string of  genes chromosomea length of dna that codes for a specific  protein diploid an alternative form of a gene gene containing two sets of chromosomes haploidtransmission of genetic information from  generation to generation inheritancethe physical features of an organism due to  both its genotype and its environment containing a single set of unpaired  chromosomes       [5] [total: 5]",
            "9": "9 0610/21/o/n/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 shows a seed as it is starting to germinate and the same seed several days later.   seed several days laterseed starting to germinatesoil surface fig. 4.1  (a) explain how growth differs from development.   use information from fig. 4.1 to help with your explanation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) state three  environmental conditions that all seeds need before they can germinate.   1 .   2 .   3 . [3] [total: 7]",
            "10": "10 0610/21/o/n/15 \u00a9 ucles 20155 fig. 5.1 shows the reproductive system of a man.  a b c d e f fig. 5.1  (a) the functions of some of the parts of the reproductive system of a man are given in table 5.1.  complete table 5.1 using information from fig. 5.1. one row has been done for you: table 5.1 functionletter from fig. 5.1name produces fluid for sperm to swim in c prostate gland produces sperm and testosterone introduces sperm into the female body carries sperm or urine [6]    (b) (i) some men have an operation called a vasectomy. this involves cutting the sperm ducts.  place an x on fig. 5.1 to show where the sperm duct would be cut. [1]   (ii) state why this operation is carried out.  .. .  .. .[1]  [total: 8]",
            "11": "11 0610/21/o/n/15 \u00a9 ucles 2015 [turn over6 fig. 6.1 shows a human kidney and the ureter attached to it.   kidney ureter fig. 6.1  (a) two other tubes are attached to the kidney, but are not shown on fig. 6.1.   name these two tubes. 1    2    [2]  (b) kidneys excrete urea.   state one other substance that is excreted by the kidneys.  .. .[1]  (c) (i) state where urea is formed.  .. .[1]   (ii) explain why urea has to be produced.   .. .  .. .  .. .  .. .  .. .[2]   (iii) state how urea travels to the kidney.  .. .  .. .  .. .[1] [total: 7]",
            "12": "12 0610/21/o/n/15 \u00a9 ucles 2015blank page",
            "13": "13 0610/21/o/n/15 \u00a9 ucles 2015 [turn over7 fig. 7.1 shows part of the carbon cycle.  the arrows represent the processes that take place in the carbon cycle. carbon dioxide in air carbon compounds in dead plants and animalscarbon compounds in animals box hefa b cd fig. 7.1  (a) (i) complete fig. 7.1 by filling in box h. [1]   (ii) state the process represented by letter c.   .. .[1]   (iii) draw a line with an arrow on fig. 7.1 to represent photosynthesis.    label this line g. [1]   (iv) state the process represented by letter b.  .. .[1]  (b) (i) state which two letters represent respiration.    ..  .. [2]   (ii) write the word equation for aerobic respiration.  .. .[2]   (iii) explain why every living cell has to carry out respiration.  .. .  .. .  .. .  .. .  .. .[2]  [total: 10]",
            "14": "14 0610/21/o/n/15 \u00a9 ucles 20158 (a) explain why food has to be digested.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  fig. 8.1 shows a section through the human body.   j k l m fig. 8.1",
            "15": "15 0610/21/o/n/15 \u00a9 ucles 2015 [turn over (b) identify the structures labelled on fig. 8.1.   write your answers in table 8.1. table 8.1 structure name j k l m  [4]  (c) in a medical investigation the number of villi in four people was compared. the results given  in table 8.2 show the average number of villi present in 1 cm2 of ileum wall.  table 8.2 person average number of villi per cm2 p 4200 q 4500 r 3500 s 3250   (i) calculate the difference in the number of villi between person p and person s.    difference =    per cm 2 [1]   (ii) further investigations showed that person q could absorb digested food more rapidly  than the other people.     use the information in table 8.2 to explain this result.  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 11]",
            "16": "16 0610/21/o/n/15 \u00a9 ucles 20159 transpiration occurs in plants.  (a) explain what is meant by the term transpiration .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) fig. 9.1 shows a healthy plant and its appearance three hours later when it has started to wilt. 0 hours 3 hours fig. 9.1   state and explain two changes a student could make to the environment of the plant that  would stop it wilting any further. change to the environment   ... explanation  .. .  .. .  .. . change to the environment   ... explanation  .. .  .. .  .. . [4] [total: 7]",
            "17": "17 0610/21/o/n/15 \u00a9 ucles 2015 [turn overquestion 10 starts on page 18.",
            "18": "18 0610/21/o/n/15 \u00a9 ucles 201510 some animals were introduced into a new habitat.  fig. 10.1 shows how the number of animals in the population changed with time.   0population size time0phase aphase b fig. 10.1  (a) name phase a and phase b of the population growth curve shown in fig. 10.1.   phase a .   phase b . [2]",
            "19": "19 0610/21/o/n/15 \u00a9 ucles 2015 (b) fig. 10.2 shows the human population growth curve since the year 1 a.d.   0 year1234567 population / billions 100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 fig. 10.2   (i) state and explain how the human population growth curve is different to the growth curve  in fig. 10.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) suggest one social implication that might arise from the current size of the human  population.  .. .  .. .  .. .[1] [total: 6]",
            "20": "20 0610/21/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w15_qp_22.pdf": {
            "1": "this document consists of 20 printed pages. dc (nh/sg) 103973/2 \u00a9 ucles 2015 [turn over *0533431675* biology  0610/22 paper 2 core october/november 2015  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. y ou 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. y ou 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 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/22/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows six different insects. a b c d e f not drawn to scale fig. 1.1",
            "3": "3 0610/22/o/n/15 \u00a9 ucles 2015 [turn over use the key to identify the insects labelled a, b, e and f.  write your answers in table 1.1. key description name of insect 1 (a) insect has wings go to 2 (b) insect has no wings go to 32 (a) one pair of wings go to 4 (b) two pairs of wings go to 53 (a) two tail pieces springtail (b) three tail pieces silverfish4 (a) abdomen is pointed robber fly (b) abdomen is rounded hoverfly5 (a) antennae are pointed large yellow moth (b) antennae have rounded ends clouded yellow butterfly table 1.1 insect name of insect a b e f  [4]  [total: 4]",
            "4": "4 0610/22/o/n/15 \u00a9 ucles 20152 (a) fig. 2.1 shows some capillaries near the skin surface. epidermis capillary with large blood flowcapillary with small blood flow fig. 2.1   (i) state the condition in the body that would cause these capillaries to have a large blood  flow.  .. .[1]   (ii) describe and explain one other response of the body to the condition you have stated in  (a)(i) .  .. .  .. .  .. .  .. .  .. .[2]   (iii) explain why mammals increase blood flow to the skin surface.  .. .  .. .  .. .  .. .[2]",
            "5": "5 0610/22/o/n/15 \u00a9 ucles 2015 [turn over (b) a doctor will often use a thermometer to help in the diagnosis of illness.   fig. 2.2 shows a thermometer and a range of body temperatures. 30 35 40 45 50 55 60\u00b0cresting exercising hyperthermia hypothermia fig. 2.2   state the temperature at which the body begins to suffer from hypothermia.   ...\u00b0c [1]  (c) explain why the body temperature is slightly higher when exercising than when resting.  .. .  .. .  .. .  .. .  .. .[2]  [total: 8]",
            "6": "6 0610/22/o/n/15 \u00a9 ucles 20153 fig. 3.1 represents the heart, part of the circulatory system and some of the organs supplied by  this system. head lungs liver alimentary canal kidneys legsbc a fig. 3.1",
            "7": "7 0610/22/o/n/15 \u00a9 ucles 2015 [turn over (a) (i) on fig. 3.1, draw an arrow on blood vessel c to show the direction of blood flow. [1]   (ii) name the blood vessels labelled a, b and c, shown in fig. 3.1. a  .. b  .. c  ..  [3]   (iii) on fig. 3.1, draw a line to complete the circulation of blood for the alimentary canal.  label this line with the correct name of this blood vessel. [2]  (b) table 3.1 shows some of the characteristics of blood vessels.   complete table 3.1 by writing:    \u0081 yes if the characteristic is present    \u0081 no if the characteristic is absent. table 3.1 characteristicblood vessel aorta vena cava capillary thick, elastic wall yesvalves present along length notransports oxygenated blood noamino acids pass through walls no  [4]",
            "8": "8 0610/22/o/n/15 \u00a9 ucles 2015 (c) fig. 3.2  shows the heart of a person who has recovered from a mild heart attack as a result of  having coronary heart disease. atrium ventriclep r blockage area of dead heart tissue fig. 3.2   (i) name the blood vessel labelled r, shown on fig. 3.2.  .. .[1]   (ii) name one substance which could block blood vessel r.  .. .[1]",
            "9": "9 0610/22/o/n/15 \u00a9 ucles 2015 [turn over  (iii) explain why a blockage at point p on fig. 3.2 is likely to cause a serious, possibly fatal,  heart attack.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 15]",
            "10": "10 0610/22/o/n/15 \u00a9 ucles 20154 (a) the boxes on the left contain some genetic terms and the boxes on the right contain  definitions of these genetic terms.   draw one straight line to join each term with its correct definition. draw only six lines. term definition genotype having two different alleles of the same gene dominant the physical features of an organism heterozygous the genetic make-up of an organism phenotype an allele that is expressed in a heterozygote haploida length of dna which codes for a specific  protein genecontaining a single set of unpaired  chromosomes  [5]  (b) (i) define the term mitosis .  .. .  .. .  .. .[1]   (ii) one role of mitosis is to repair damaged tissues.    state two other examples of when mitosis occurs. 1    2     [2]",
            "11": "11 0610/22/o/n/15 \u00a9 ucles 2015 [turn over (c) the number of human male and female babies born is approximately equal.   fig. 4.1 is an incomplete diagram to show the inheritance of the sex chromosomes in humans.   (i) complete  fig. 4.1 by filling in the sex chromosomes of the gametes and children. [2] xx xymother eggsfather spermparents gametes children fig. 4.1   (ii) the couple in fig. 4.1 are expecting another child.    state the probability (chance) that it will be a boy.  ..  [1]   (iii) write a letter m on fig. 4.1 to show where meiosis occurs. [1]  [total: 12]",
            "12": "12 0610/22/o/n/15 \u00a9 ucles 20155 fig. 5.1 shows the internal structure of a tooth. k l n m fig. 5.1  (a) (i) name the type of tooth shown in fig. 5.1.   [1]   (ii) name the parts of the tooth labelled k, l, m and n.    write your answers in the boxes on fig. 5.1.  [4]",
            "13": "13 0610/22/o/n/15 \u00a9 ucles 2015 [turn over (b) describe how dental (tooth) decay is caused.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 8]",
            "14": "14 0610/22/o/n/15 \u00a9 ucles 20156 (a) fig. 6.1 is a graph which shows the growth of different parts of the human body. 100 90 80 70 60 50 40 30 20 10 0 02468 1 0 1 2 1 4 1 6 1 8 2 0 age  / yearsgrowth  / percentage of maximum reproductive tissueswhole bodyhead fig. 6.1   use information from fig. 6.1  to:   (i) state the age at which the head reaches full size  ..years [1]   (ii) give two age ranges during which the growth rate of the whole body is very rapid    from .. to ..    from .. to .. [2]",
            "15": "15 0610/22/o/n/15 \u00a9 ucles 2015 [turn over  (iii) describe and explain the change in the growth of the reproductive tissues between  14 and 20 years of age.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) the development of the fetus can be affected by a pregnant woman\u2019s lifestyle.   (i) state a possible effect on the fetus of a shortage of calcium in the mother\u2019s diet.  .. .[1]   (ii) state a possible effect on the newborn baby if the mother smokes during pregnancy.  .. .[1]  [total: 8]",
            "16": "16 0610/22/o/n/15 \u00a9 ucles 20157 (a) fig. 7.1 shows part of the carbon cycle. the boxes represent processes within this cycle. manure heapcarbon dioxide in air grass plantsurine and faeces stems (straw) put on manure heap fig. 7.1   (i) complete the carbon cycle shown in fig. 7.1 by choosing processes from this list.    write the name of a process in each of the boxes on fig. 7.1. y ou may use each word  once, more than once or not at all.    combustion   deamination   decomposition   denaturation     egestion   feeding   photosynthesis   respiration  [4]   (ii) write the word  equation for aerobic respiration.  .. .[2]",
            "17": "17 0610/22/o/n/15 \u00a9 ucles 2015 [turn over  (iii) manure is a source of natural fertiliser which can be used to improve the growth of crops.    explain one way that the overuse of fertilisers can be harmful to the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (b) in some parts of the world there is not enough food to feed all of the human population.   farmers sometimes cut down forests to provide more land for growing crops or keeping cattle.  this process is called deforestation.   explain how deforestation can be harmful to the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "18": "18 0610/22/o/n/15 \u00a9 ucles 2015 (c) there can be a shortage of water in highly-developed countries where water use is very high.   fig. 7.2 shows the water use in one country in europe. animal farming irrigationhome sanitation power generationindustry street cleaning fig. 7.2   (i) calculate the percentage of water used in irrigation and animal farming.    show your working.    %  [2]   (ii) some water is used to flush waste from domestic toilets.    give one reason why this waste water must be treated before it can be re-used.  .. .[1]   (iii) boiling foods in water can reduce their nutrient level by removing vitamins.    name the vitamin which is needed to prevent the disease scurvy.  .. .[1]  [total: 17]",
            "19": "19 0610/22/o/n/15 \u00a9 ucles 2015 [turn over8 fig. 8.1 shows a structure found in the wall of the small intestine. fig. 8.1  (a) (i) name the structure shown in fig. 8.1.  .. .[1]   (ii) state one function of this structure.  .. .  .. .[1]",
            "20": "20 0610/22/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (b) table 8.1 contains information about the digestion of the three main types of food.   fill in the spaces to complete table 8.1. table 8.1 food type enzyme involved in  digestionproducts of digestion starch simple sugar fat protein protease  [4]  (c) the products of protein digestion are carried away to the liver.  state two ways in which the liver may deal with these products of protein digestion. 1     .. . 2     .. .  [2]  [total: 8]"
        },
        "0610_w15_qp_23.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (st/fd) 103974/2 \u00a9 ucles 2015 [turn over *3908364711* biology  0610/23 paper 2 core october/november 2015  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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0610/23/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows five different mammals. % & ' ($ not drawn to scale fig. 1.1",
            "3": "3 0610/23/o/n/15 \u00a9 ucles 2015 [turn over use the key to identify the mammals shown in fig. 1.1.  write the letter of each species ( a to e) in the correct box beside the key. key letter 1 (a) has webbed feet go to 2 (b) does not have webbed feet go to 32  (a)  tail wide and flattened castor canadensis  (b)  tail rounded, ending in a point lutra lutra 3  (a)  body fur striped panthera tigris  (b)  body fur not striped go to 44  (a)  tail has tuft of dark fur at the end panthera leo  (b)  no tuft of fur at end of tail canis lupus  [4] [total: 4] 2 (a) define the term transpiration .   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "4": "4 0610/23/o/n/15 \u00a9 ucles 2015 (b) fig. 2.1 shows four leaves from the same tree. )* + -leaf eaten by insect fig. 2.1   suggest which leaf will transpire most rapidly and give a reason for your answer.   leaf .. reason  ...   .. .  .. .  .. .  .. . [3]",
            "5": "5 0610/23/o/n/15 \u00a9 ucles 2015 [turn over (c) fig. 2.2 shows a healthy plant during an investigation into transpiration.   it was kept in the same environment, apart from the light changing, during 24 hours.   the mass of the plant and pot was measured at the start, after 12 hours in the light and after  a further 12 hours in the dark.   2.50  kgplastic bag 2.30  kgplastic bag 2.25  kgplastic bag at the start after 12 hours in the lightafter a further 12 hours in the dark fig. 2.2   (i) describe the results of the investigation shown in fig. 2.2.  .. .  .. .  .. .  .. .  .. .[2]   (ii) suggest and explain why the plant pot was enclosed in a plastic bag for this investigation.  .. .  .. .  .. .  .. .  .. .[2]",
            "6": "6 0610/23/o/n/15 \u00a9 ucles 2015  (iii) state two environmental factors, other than light, that would change the rate of  transpiration in the plant shown in fig. 2.2. 1     .. . 2     .. . [2] [total: 12]",
            "7": "7 0610/23/o/n/15 \u00a9 ucles 2015 [turn over3 (a) (i) fig. 3.1 shows a fetus inside its mother.  placenta ; < = fig. 3.1    identify the structures labelled  x, y and z on fig. 3.1.    write your answers on fig. 3.1. [3]   (ii) add a label line and the letter f on fig. 3.1 to show where fertilisation normally occurs.  [1]   (iii) the placenta is the organ where chemicals are exchanged between the blood of the  mother and the blood of the fetus.    complete table 3.1 by stating two chemicals that pass from the mother to the fetus and  two chemicals that pass from the fetus to the mother. table 3.1 chemical passing from  mother to fetuschemical passing from  fetus to mother 11 22 [4]",
            "8": "8 0610/23/o/n/15 \u00a9 ucles 2015 (b) fig. 3.2 shows two stages in the birth of a baby.   vwdjh\u0003rqh vwdjh\u0003wzr fig. 3.2   describe two changes that have occurred between stage one and stage two that will help the  birth of the baby.   state what has changed and how this makes the birth easier.   write your answers in table 3.2. table 3.2 what has changed how this makes the birth easier change 1 change 2 [4]",
            "9": "9 0610/23/o/n/15 \u00a9 ucles 2015 [turn over (c) during pregnancy the baby grows and develops.   explain the difference between growth and development.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
            "10": "10 0610/23/o/n/15 \u00a9 ucles 2015 (d)  fig. 3.3 shows how the length of a fetus changes during pregnancy. 00 1102030length of fetus  / cm4050 234 age of fetus  / months5678 9 fig. 3.3       (i) state the age of the fetus when it is 16 cm long.   ...months [1]    (ii) state the length of the fetus at 7.5 months old.   ..cm [1]   (iii) calculate how many times longer the fetus is at four months old than it is at two months  old.   ... [1] [total: 19]",
            "11": "11 0610/23/o/n/15 \u00a9 ucles 2015 [turn over4 describe why it is important for humans to conserve species and their habitats.   ..   ..   ..   ..   ..   ..   ..   ..   .. [4] [total: 4]",
            "12": "12 0610/23/o/n/15 \u00a9 ucles 20155 the boxes on the left contain some biological terms.  the boxes on the right contain descriptions of these biological terms.  draw one straight line to join each term with its description.  draw only six lines.  one has been done for you. biological term description translocationmovement of sucrose and amino acids in  phloem assimilationremoval from organisms of toxic materials,  waste products of metabolism and  substances in excess excretionmovement of digested food into a cell where  it becomes part of the cell nutritiondiffusion of water through a partially  permeable membrane ingestionchemical reaction that breaks down nutrient  molecules to release energy osmosistaking in, absorbing and using substances  for growth and repair of the body respiration taking in food through the mouth [5] [total: 5]",
            "13": "13 0610/23/o/n/15 \u00a9 ucles 2015 [turn over6  (a) fig. 6.1 shows a seed that has been buried in the soil, before and after it has germinated.   on the seed labelled germinated seed  in fig. 6.1, draw and label the plumule (shoot) and  radicle which develop after germination. ungerminated seedgerminated seedsoil level fig. 6.1 [2]      (b) state the name of the response that causes a plant to grow towards or away from:   \u0081 gravity  .. .   \u0081 light.  .. . [2] [total: 4]",
            "14": "14 0610/23/o/n/15 \u00a9 ucles 20157 (a) fig. 7.1 shows a diagram of a section through the heart.     v tsr fig. 7.1    (i) identify the structures labelled r, s and t on fig. 7.1.    write your answers on fig. 7.1. [3]    (ii) suggest why the wall of chamber  t is thicker than the wall of chamber v, as shown on  fig. 7.1.  .. .  .. .  .. .[1]    (iii) the heart creates and maintains a one-way flow of blood around the body.    describe how the heart does this.  .. .  .. .  .. .  .. .  .. .[2]",
            "15": "15 0610/23/o/n/15 \u00a9 ucles 2015 [turn over (b) fig. 7.2 shows part of the circulatory system. lungs kidneysintestinesliver \u0017\u0018 \u0015 \u0016<;\u0019\u0014 fig. 7.2    (i) identify the blood vessels labelled x and y on fig. 7.2.    write your answers on fig. 7.2. [2]    (ii) use the numbers on fig. 7.2 to identify the blood vessels containing blood as described  in table 7.1.    write your answers in table 7.1. table 7.1 description of bloodnumber of the  blood vessel has the highest concentration of oxygen has the highest concentration of urea has the lowest concentration of urea [3]",
            "16": "16 0610/23/o/n/15 \u00a9 ucles 2015 (c) table 7.2 shows some measurements made on the blood of three students.   student p is healthy but students l, m and n suffer from ill-health. table 7.2 measurement of bloodstudent lstudent mstudent nstudent p number of red blood cells per mm38.1 million 5.4 million 8.2 million 8.0 million number of white blood cells per mm35500 8750 8700 8600 number of blood platelets per mm3255 000 250 000 150 000 245 000   state which of the students has the following health problem: cannot make enough antibodies  ...blood takes a long time to clot  ..  becomes exhausted quickly during exercise.   [3] [total: 14]",
            "17": "17 0610/23/o/n/15 \u00a9 ucles 2015 [turn over8 choose words from the list to complete the sentences.  each word may be used once, more than once or not at all. accommodation   brain   vasoconstriction   diffusion vasodilation   evaporation   heart   homeostasis saliva   sweat   tears  the skin helps to keep the body temperature constant. this is part of the process called .. .  control of body temperature is coordinated by the .. . if the temperature of the blood rises above normal, the body responds by  .. of the blood vessels near the surface of the skin. some glands in the skin also produce .. which helps cool the  body by ... . [5] [total: 5]",
            "18": "18 0610/23/o/n/15 \u00a9 ucles 20159 (a) (i) define the term population .  .. .  .. .  .. .  .. .  .. .[3]    (ii) state three  factors that can affect the size of a population. 1    2    3    [3]  (b) fig. 9.1 shows the growth curve of a colony of bacteria living in an environment with limited  resources. time  / days012345678 9 10 11number of bacteria 345 6 fig. 9.1    (i) name the parts of the graph on fig. 9.1 that are labelled q and r. q  . .. r  . ... [2]",
            "19": "19 0610/23/o/n/15 \u00a9 ucles 2015   (ii) describe and explain what is happening in the section of the graph labelled s on  fig. 9.1.  .. .  .. .  .. .  .. .  .. .[2]    fig. 9.2 shows the world population for humans. 13001 0234567 1400 1500 1600 1700 yearhuman population / billions 1800 1 900 2000 fig. 9.2   (iii) state three  ways in which this graph is different to the graph of the bacterial population  in fig. 9.1. 1     .. . 2     .. . 3     .. . [3] [total: 13]",
            "20": "20 0610/23/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w15_qp_31.pdf": {
            "1": "this document consists of 16 printed pages. dc (st/sg) 103975/2 \u00a9 ucles 2015 [turn over *5109052365* biology  0610/31 paper 3 extended october/november 2015  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. y ou 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.  y ou 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 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/31/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows seven lizards that are at risk of becoming extinct. ac b e d f g not to same scale fig. 1.1",
            "3": "3 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (a) (i)  name the vertebrate group that contains lizards.  .. .[1]   (ii) use the key to identify each species. write the letter of each species ( a to g) in the  correct box beside the key. one has been done for you. key 1 (a) feet with three toes go to 2  (b) feet with five toes go to 32  (a)  has a collar or crest on head go to 4 (b)  has no collar or crest on head chalcides minutus 3  (a)  spikes along back go to 5 (b)  no spikes along back go to 64  (a)  ridges extend along back and tail brookesia perarmata  (b)  no ridges along back or tail calumma parsonii 5  (a)  blunt, rounded head amblyrhynchus cristatus  (b)  elongated head cyclura lewisi 6  (a)  large raised scales on skin abronia graminea  (b)  scales on skin are not large or raised varanus komodoensis d [3]  (b) the effect of humans on the environment has caused the populations of the lizard species in  fig. 1.1 to decrease.   explain why conserving lizards is important.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "4": "4 0610/31/o/n/15 \u00a9 ucles 2015 (c) zookeepers report that isolated female komodo dragons, varanus komodoensis , have  produced offspring asexually. this is very unusual in vertebrates.   (i) state two disadvantages of asexual reproduction.  .. .  .. .  .. .  .. .  .. .[2]   (ii) state two disadvantages of sexual reproduction.  .. .  .. .  .. .  .. .  .. .[2]  (d) sexual reproduction requires meiosis to occur.   (i) define the term meiosis .  .. .  .. .  .. .[2]   (ii) explain the significance of meiosis to the survival of endangered species of lizards.  .. .  .. .  .. .  .. .  .. .[3] [total: 16]  ",
            "5": "5 0610/31/o/n/15 \u00a9 ucles 2015 [turn over2 the pressure in the lungs of a student before and during the start of a volleyball match was  recorded.  the results are shown in fig. 2.1.  0123456789 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 time  / s match startslung pressure / arbitrary units   fig. 2.1  (a)  (i)  use the results in fig. 2.1 to calculate the breathing rate before the start of the match.  express your answer to the nearest whole number.    show your working.   ..breaths per minute  [2]",
            "6": "6 0610/31/o/n/15 \u00a9 ucles 2015  (ii)  use the results in fig. 2.1 to describe how the pattern of breathing during the match is  different from the pattern of breathing before the match starts.   .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (b) describe the process of inhalation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) carbon dioxide is excreted from the body through the lungs.   (i) explain why this process is termed excretion .  .. .  .. .  .. .[1]   (ii) name the part of the blood in which most carbon dioxide is transported.  .. .[1]   (iii) describe the effect of increased carbon dioxide concentration on blood ph.  .. .[1]",
            "7": "7 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (d) carbon dioxide moves from the blood capillaries into the alveoli by diffusion.   explain why the rate of diffusion of carbon dioxide increases during exercise.  .. .  .. .  .. .  .. .  .. .[2] [total: 14]  ",
            "8": "8 0610/31/o/n/15 \u00a9 ucles 20153 fig. 3.1 is a diagram of human skin in cold weather.   pqr s t u v fig. 3.1  (a) table 3.1 shows the responses of the skin to cold weather.   complete the table by:    \u0081 naming the parts of the skin that respond to cold weather    \u0081 using the letters ( p to v) from fig. 3.1 to identify these parts of the skin. table 3.1 responses of skin to cold weather name of part letter from fig. 3.1 stands upright to trap air constricts to reduce blood flow to skin stops producing sweat [3]",
            "9": "9 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (b)  the response of the skin to cold weather is an involuntary action.    explain how an involuntary action differs from a voluntary action.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c)  describe how the nervous system coordinates the response of the skin to cold weather.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (d)  explain how negative feedback is involved in the control of body temperature.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 13]",
            "10": "10 0610/31/o/n/15 \u00a9 ucles 20154 leaves are made of tissues.  (a) define the term tissue .  .. .  .. .  .. .[1]  fig. 4.1 is a photograph of a transverse section of a leaf, showing the upper and lower surfaces. leaf hair on upper surface b stomata a leaf hair on lower surface   fig. 4.1    (b) name:   (i) tissue a  .. .[1]   (ii) the process by which gases travel through the stomata.  .. .[1]",
            "11": "11 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (c) describe how root hair cells differ from the cells labelled b in fig. 4.1.  .. .  .. .  .. .  .. .  .. .[2]  (d) outline how water that has entered a root hair cell reaches the stomata.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (e) leaf hairs, shown in fig. 4.1, help to increase the humidity near the leaf surface.   (i) compare the leaf hairs on the upper leaf surface with the leaf hairs on the lower leaf  surface.  .. .  .. .  .. .[1]   (ii) explain the importance of increasing humidity near the leaf surface.   .. .  .. .  .. .  .. .  .. .[2] [total: 12]",
            "12": "12 0610/31/o/n/15 \u00a9 ucles 20155 fig. 5.1 is a diagram showing the events from pollination to fertilisation in a species of flowering  plant. a b cstigma pollen grain style ovary   fig. 5.1  (a) name the likely method of pollination for the flowers shown at a in fig. 5.1. give an explanation  for your choice. method of pollination .  explanation  .. .  .. .  .. .  .. . [3]",
            "13": "13 0610/31/o/n/15 \u00a9 ucles 2015 [turn over (b) in fig. 5.1 pollen is transferred from one plant to another.   state the name for this type of pollination.  .. .[1]   (c) name structure b shown in fig. 5.1 and state its function.  .. .  .. .  .. .[2]  (d) fertilisation occurs at c as shown in fig. 5.1.   describe what happens at fertilisation in flowering plants.  .. .  .. .  .. .  .. .  .. .[2]  (e) seed formation occurs after fertilisation. seeds are formed inside the fruits and then dispersed.   (i) name the part of the flower that develops into the seed.  .. .[1]   (ii) name the part of the flower that develops into the fruit.  .. .[1]   (iii) state an advantage of seed dispersal.  .. .  .. .[1]",
            "14": "14 0610/31/o/n/15 \u00a9 ucles 2015 (f) seed germination occurs when conditions are suitable.   explain the role of enzymes in seed germination.  .. .  .. .  .. .  .. .  .. .[2]  [total: 13]",
            "15": "15 0610/31/o/n/15 \u00a9 ucles 2015 [turn over6 the government in denmark encourages people to recycle their household waste. table 6.1 shows  the mass of household waste collected for recycling in denmark in 2000, 2004 and 2008. table 6.1 type of waste collected from  householdsmass of household waste  collected for recycling  / thousand tonnes 2000 2004 2008 paper and paper packaging 181 221 207glass  83  88  65plastic   2   4   4metal  17  25 410green kitchen waste  45  53  38garden waste 505 495 527  (a) many governments aim to recycle at least 50% of all household waste.    in 2008, 2558 thousand tonnes of household waste was produced in denmark.    (i) calculate the percentage of household waste that was recycled in 2008.     give your answer to the nearest whole number.    show your working.    ...  %  [2]   (ii) the mass of waste paper and paper packaging collected for recycling decreased slightly  between 2004 and 2008.     suggest a reason for this slight decrease.  .. .  .. .  .. .[1]   (iii) name one other type of recyclable waste, shown in table 6.1, which shows a similar  trend to paper and paper packaging.  .. .[1]",
            "16": "16 0610/31/o/n/15 \u00a9 ucles 2015 (b) the recycling of paper and paper packaging uses fewer resources than making paper from  trees.    describe how paper is recycled.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  (c) most waste that is not recycled is put in landfill sites or burnt. greenhouse gases are produced  at landfill sites and by burning.   explain the likely consequences of an increase in the concentration of greenhouse gases in  the atmosphere.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4] [total: 12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w15_qp_32.pdf": {
            "1": "this document consists of 21 printed pages and 3 blank pages. dc (st/fd) 128659 \u00a9 ucles 2015  [turn over * 7 0 3 3 2 6 8 6 2 5 * biology  0610/32 paper 3  extended  october/november 2015  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. y ou 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. y ou 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.cambridge international examinations cambridge international general certificate of secondary education the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/32/o/n/15 \u00a9 ucles 2015blank page ",
            "3": "3 0610/32/o/n/15 \u00a9 ucles 2015 [turn over1 fig. 1.1 shows a common emerald dove, chalcophaps indica .   fig. 1.1  (a) two distinguishing features of birds are beaks and wings.   state one other  feature shown only  by birds that is visible in fig. 1.1.  ... [1]",
            "4": "4 0610/32/o/n/15 \u00a9 ucles 2015 (b) birds show variation in the sizes and shapes of their beaks. a beak is composed of an upper  mandible and a lower mandible.   fig. 1.2 shows the heads of seven different species of bird.  a c e gd fb lower mandibleupper mandiblewidth of head not drawn to scale fig. 1.2",
            "5": "5 0610/32/o/n/15 \u00a9 ucles 2015 [turn over  use the key to identify each species. write the letter of each species ( a to g) in the correct  box beside the key. one has been done for you. key 1 (a) beak is shorter than the width of the  headgo to 2  (b) beak is longer than the width of the  headgo to 4 2 (a) upper mandible is same length as  the lower mandiblespinus tristis  (b) upper mandible is longer than the  lower mandiblego to 3 3  (a) lower mandible is about half the  length of the upper mandibleara araraunaa  (b) lower mandible is more than half the  length of the upper mandibleaquila chrysaetos 4  (a) both mandibles widen at the end of  the beakplatalea regia  (b) both mandibles are a similar width  along their whole lengthgo to 5 5  (a) beak is straight trochilus polytmus  (b) beak is curved go to 6 6  (a) beak curves upwards recurvirostra americana  (b) beak curves downwards phoenicopterus minor [3]",
            "6": "6 0610/32/o/n/15 \u00a9 ucles 2015 (c) fig. 1.3 shows the events that occur during sexual reproduction in birds. the numbers in  brackets indicate the number of chromosomes in the nuclei of the cells of the common  emerald dove. adult male (80) adult female (80) process aprocess a sperm (40) cell b (80) embryo (80) hatching young bird (80)egg (40) fig. 1.3   (i) name process  a and cell b. a   b       [2]   (ii) state why cell b is described as a diploid cell.  ... [1]   (iii)  the embryo of the bird develops from cell b.      state what is meant by the term development .  ...  ...  ... [1]",
            "7": "7 0610/32/o/n/15 \u00a9 ucles 2015 [turn over  (iv) sexual reproduction usually leads to variation.     explain why variation is an advantage for a species such as the common emerald dove.  ...  ...  ...  ...  ... [2] [total: 10]",
            "8": "8 0610/32/o/n/15 \u00a9 ucles 20152 sports physiologists study ways in which athletes can improve their performance by recording  factors such as oxygen uptake and the concentration of lactic acid in the blood. they can also  monitor how these two factors change during training.   fig. 2.1 shows an athlete running on a treadmill in a physiology laboratory while aspects of his  breathing are measured. . fig. 2.1  the athlete ran on a treadmill at a slow speed for 11 minutes.   his oxygen uptake was measured before, during and after the exercise.   the results are shown in fig. 2.2.   the arrows indicate the start and end of the period of exercise.",
            "9": "9 0610/32/o/n/15 \u00a9 ucles 2015 [turn overfig. 2.2  (a)  (i) state the oxygen uptake at rest, before the athlete started running.    cm3 kg\u20131 min\u20131 [1]   (ii) use fig. 2.2 to describe the changes in oxygen uptake during and after running on the  treadmill (from 2 to 25 minutes).  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]content removed due to copyright restrictions.",
            "10": "10 0610/32/o/n/15 \u00a9 ucles 2015  (iii) explain the change in oxygen uptake during the run (between 2 and 13 minutes).  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) the lactic acid concentration in the blood of the athlete was measured at intervals.   at the end of the slow run the lactic acid concentration had increased by 30%.   after a rest, the athlete ran at a much faster speed on the treadmill. at the beginning of this  exercise the lactic acid concentration in his blood was 100  mg dm\u20133. after 11 minutes running  at the faster speed, his lactic acid concentration was 270  mg dm\u20133.    (i) calculate the percentage increase in lactic acid concentration at the end of the faster  run.     show your working.  answer  ... %  [2]   (ii) explain why the percentage increase in lactic acid is much greater when running at the  faster speed.  ...  ...  ...  ...  ...  ...  ... [3] [total: 14]",
            "11": "11 0610/32/o/n/15 \u00a9 ucles 2015 [turn overblank page",
            "12": "12 0610/32/o/n/15 \u00a9 ucles 20153  fig. 3.1 shows part of the thoracic and abdominal cavities of a human.  g h j k lmnopthoracic cavity abdominal cavity   fig. 3.1  (a) (i) name the structures labelled g, h and m. g  ... h   m  ... [3]",
            "13": "13 0610/32/o/n/15 \u00a9 ucles 2015 [turn over  (ii) table 3.1 shows five functions of organs in the abdominal cavity.    complete the table by:    \u2022 naming the organ that carries out each function    \u2022 using the letters from fig. 3.1 to identify the organ named.          one row has been completed for you. table 3.1 function name letter from fig. 3.1 conversion of glucose to glycogen secretion of insulin and glucagon pancreas k absorption of products of digestion storage of bile chemical digestion of protein in an  acidic ph  [4]  (b) fat is particularly difficult to digest as it is not water soluble and forms spherical globules in  the alimentary canal.   fig. 3.2 is a diagram showing what happens to fat globules when mixed with bile. fat globules fig. 3.2   (i) name the process shown in fig. 3.2.  ... [1]",
            "14": "14 0610/32/o/n/15 \u00a9 ucles 2015  (ii) explain the advantage of the process shown in fig. 3.2.  ...  ...  ...  ...  ... [2]  (c) insulin and glucagon are hormones secreted by the pancreas to control the concentration of  glucose in the blood.   (i) complete table 3.2 to show how the uptake of glucose by cells and the concentration of  glucose in the blood respond when the two hormones are secreted.     use the words increases , decreases  and stays the same to complete the table. table 3.2 hormone uptake of glucose by cells concentration of glucose in  the blood insulin glucagon [2]   (ii) state another hormone that influences the concentration of glucose in the blood.  ... [1]  (d) explain why the control of the concentration of glucose in the blood is an example of negative  feedback.  ...  ...  ...  ...  ...  ...  ... [3] [total: 16]",
            "15": "15 0610/32/o/n/15 \u00a9 ucles 2015 [turn over4 fig. 4.1 is an electron micrograph of part of the lower surface of a leaf. three stomata are visible. k   fig. 4.1    (a) name the cells labelled k.  ... [1]  (b) stomata allow the movement of gases into and out of the leaf. during the daytime oxygen  passes out and carbon dioxide passes in.   (i) explain why oxygen passes out of the leaf during the daytime.  ...  ...  ...  ...  ...  ...  ... [3]",
            "16": "16 0610/32/o/n/15 \u00a9 ucles 2015  (ii) describe the path taken by a carbon dioxide molecule after  it has passed through the  stomata during the daytime until it becomes part of a glucose molecule.   ...  ...  ...  ...  ...  ...  ... [3]  (c) plants that live in different types of habitat have leaves that show adaptations for survival.    table 4.1 shows some features of the leaves of three species of plant from different types of  habitat. table 4.1 species habitatorientation of  the leavesindividual  leaf area  / cm2mean stomatal density   / number of stomata per mm2 upper  epidermislower  epidermis annual meadow  grass, poa annuagrassland vertical 1 \u2013 10 125 135 white water lily,  nymphaea albathe surface  of ponds and  lakeshorizontalmore than  1000460 none common myrtle,   myrtus communisdry scrubland horizontal 2 \u2013 4 none 508   (i) state how the stomatal density of annual meadow grass differs from the stomatal  densities of the other two species in table 4.1.  ...  ...  ...  ...  ... [2]",
            "17": "17 0610/32/o/n/15 \u00a9 ucles 2015 [turn over  (ii)  suggest explanations for the distribution and density of stomata in white water lily and  common myrtle as shown in table 4.1. white water lily  ...  ...  ...  ...  ...  ... common myrtle  ..  ...  ...  ...  ...  ... [5] [total: 14] ",
            "18": "18 0610/32/o/n/15 \u00a9 ucles 20155 bacteria can be grown on nutrient agar in petri dishes. the main nutrients in the agar are glucose  and amino acids. the bacteria reproduce asexually to form colonies. each colony is formed from  one bacterium.  (a) (i) explain why glucose and amino acids are included in the agar medium. glucose  ..  ... amino acids  ...  ... [2]   (ii) describe how bacteria reproduce asexually.  ...  ...  ...  ...  ... [2]",
            "19": "19 0610/32/o/n/15 \u00a9 ucles 2015 [turn overblank page",
            "20": "20 0610/32/o/n/15 \u00a9 ucles 2015 a microbiologist collected bacteria from a kitchen which was suspected to be responsible for an  outbreak of food poisoning.   the microbiologist spread the bacteria on nutrient agar and let them reproduce to form colonies.  the bacterial colonies were transferred onto new nutrient agar that contained high concentrations  of antibiotics s or t, as shown in the flow diagram in fig. 5.1.   sample of bacteria collected from the  kitchen, spread across the surface of an agar plate agar plate 1 incubated for 24 hours at 30  \u00b0c bacteria transferred from agar plate 1 to agar plates 2, 3 and 4 at the same time agar plate 2 with no antibioticagar plate 3 with antibiotic sagar plate 4 with antibiotic t bacteria transferred to a growth medium and incubated for 24 hours bacteria transferred to agar plate 6bacteria transferred to agar plate 5 agar plate 6 with antibiotic tagar plate 5 with antibiotic smany bacterial colonies fig. 5.1",
            "21": "21 0610/32/o/n/15 \u00a9 ucles 2015 [turn over (b) explain the appearance of agar plates 3 and 4.  ...  ...  ...  ... [2]  (c) explain why many bacterial colonies were found on agar plates 5 and 6.  ...  ...  ...  ...  ... [2]  (d) gonorrhoea is a sexually transmitted disease. it is caused by the bacterium,  neisseria gonorrhoeae . many strains of this bacterium cannot be treated by common  antibiotics.    explain how strains of antibiotic-resistant bacteria are formed and then spread.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 13]  ",
            "22": "22 0610/32/o/n/15 \u00a9 ucles 20156 some students studied water pollution in a stream near their school.  they took samples of water at six sampling points along the stream and carried out a chemical  analysis on the water samples. they also counted the numbers of five different invertebrates at the  same sampling points. the students used a four point scale to record the numbers they found in  each sample.   their results are shown in table 6.1. table 6.1 sampling  pointschemical analysis types of invertebrates nitrate  concentrationoxygen  concentrationrat-tailed  maggotmayfly  nymphstonefly  nymphtubifex  wormwater  louse 1 low high + +++ + + + 2 high very low ++ \u2013 \u2013 +++ ++ 3 high very low ++ \u2013 \u2013 +++ ++ 4 very high very low ++ + \u2013 +++ ++ 5 very high low + ++ \u2013 ++ ++ 6 low high + +++ + + + key \u2013  none +  1 to 10 ++  11 to 100 +++  too many to count  (a) using only  the information from table 6.1,    (i) state the invertebrates that survive in polluted water  ...  ... [1]   (ii) state the invertebrate that is most sensitive to a decrease in the oxygen concentration of  the water.  ... [1]",
            "23": "23 0610/32/o/n/15 \u00a9 ucles 2015 [turn over (b) the students noticed there were many algae and aquatic plants growing in the stream at  sampling points 4 and 5.   use the results in table 6.1 to explain why there are many algae and aquatic plants growing  in these parts of the stream.  ...  ...  ...  ...  ... [2]  (c) the students decided there were advantages in sampling invertebrates to assess the level of  pollution in the stream, compared with carrying out a chemical analysis of the water.   suggest the advantages of carrying out a survey of invertebrates when studying the pollution  of freshwater ecosystems, such as streams and rivers.  ...  ...  ...  ...  ... [2]  (d) the students found that the stream was polluted by sewage from a nearby house.    outline how sewage should be treated before entering a stream.  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "24": "24 0610/32/o/n/15 \u00a9 ucles 2015 (e) the stream contained many plastic items that had been thrown away. most of the plastic was  non-biodegradable.   describe the likely environmental problems caused by non-biodegradable plastics in streams  and rivers.  ...  ...  ...  ...  ...  ... [3] [total: 13]   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."
        },
        "0610_w15_qp_33.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (nh/sg) 103976/3 \u00a9 ucles 2015 [turn over *2059788963* biology  0610/33 paper 3 extended october/november 2015  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. y ou 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. y ou 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 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/33/o/n/15 \u00a9 ucles 20151 fig. 1.1 shows seven marsupial mammals. a bc de f g not drawn to scale fig. 1.1",
            "3": "3 0610/33/o/n/15 \u00a9 ucles 2015 [turn over (a) (i) state one visible feature that could be used to identify the marsupials in fig. 1.1 as  mammals.  .. .[1]   (ii) use the key to identify each species. write the letter of each species ( a to g) in the  correct box beside the key. one has been done for you. key 1 (a) tail visible go to 2  (b) no tail visible go to 32 (a) back feet at least twice as long as front feet go to 4 (b) back feet and front feet of similar length go to 53 (a) large ears relative to the size of the head phascolarctos cinereus  (b) small ears relative to the size of the head vombatus ursinus 4 (a) tail at least twice as long as body sminthopsis longicaudata  (b) tail less than twice as long as body macropus rufus 5 (a) uniform body colouring paljara tirarense  (b) markings on body go to 66 (a) white band across back and chest sarcophilus harrisii  (b) no white band across back and chest dasyurus maculatus g  [3]  (b) sexual reproduction occurs in all mammals. a zygote is formed from the fertilisation of a male  gamete and a female gamete.   (i)  name the process that results in the formation of haploid gametes.  .. .[1]   (ii) explain the importance of sexual reproduction in mammals.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "4": "4 0610/33/o/n/15 \u00a9 ucles 2015 (c) marsupials differ from other mammals by giving birth to relatively undeveloped offspring.  female humans have a placenta and therefore give birth to more developed offspring.   (i) describe the role of the placenta in humans.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) in humans, the placenta is connected to the amniotic sac which contains amniotic fluid.    state two functions of the amniotic fluid.  .. .  .. .  .. .  .. .  .. .[2]  [total: 14]",
            "5": "5 0610/33/o/n/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows a diagram of the liver and the blood vessels that enter and exit from it. to the heartfrom the heart small intestineliverj k l m fig. 2.1  (a) name blood vessel l.  .. .[1]  (b) blood vessel j is a vein.    state two structural features of veins and explain how each feature is related to its function of  returning blood to the heart. feature  ...  explanation  .. .  .. . feature  ...  explanation  .. .  .. .[4]",
            "6": "6 0610/33/o/n/15 \u00a9 ucles 2015 (c) blood samples were taken from each of the blood vessels j, k, l and m two hours after a  meal of rice. table 2.1 shows the concentration of glucose in these blood samples. table 2.1 blood vesselblood glucose concentration / mg per 100 cm3 j 135 k 128 l 181 m 133   calculate the percentage increase in blood glucose concentration between blood vessel j  compared with l. express your answer to the nearest whole number.   show your working.    %  [2]  (d) control of blood glucose by the liver is an example of homeostasis.   (i) explain how the liver lowers blood glucose concentration when it is too high.  .. .  .. .  .. .  .. .  .. .[2]   (ii) name one other  factor in the human body that is also controlled by homeostasis.  .. .  .. .[1]",
            "7": "7 0610/33/o/n/15 \u00a9 ucles 2015 [turn over (e) amino acids are processed by the liver.   describe this process.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (f) state one other  function of the liver, besides homeostasis and processing amino acids.  .. .  .. .[1]  [total: 14]",
            "8": "8 0610/33/o/n/15 \u00a9 ucles 20153 researchers designed an investigation to find the effect of increasing levels of exercise on two  groups of people.  the first group of people were trained cyclists and the second group were untrained cyclists.   the researchers asked all the people to cycle at four levels of effort: 30%, 45%, 60% and 75% of  their maximum cycle speed.  they cycled for eight minutes at each level of effort.  (a) the researchers predicted that the pulse rate of all the cyclists would increase during exercise.   explain this prediction.  .. .  .. .  .. .  .. .  .. .[2]   fig. 3.1 shows the average concentration of lactic acid in the blood of the trained cyclists and  untrained cyclists in the investigation. 10 8 6 4 2 0 0 8 16 24 32 40average lactic acid concentration / arbitrary unitsuntrained cyclists trained cyclists time  / minuteskeylevel of effort 30% 45% 60% 75%after exercise fig. 3.1",
            "9": "9 0610/33/o/n/15 \u00a9 ucles 2015 [turn over (b) describe the effect of the increasing levels of effort on the average lactic acid concentration in  the blood of the untrained  cyclists.   y ou should use data from fig. 3.1 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) lactic acid is produced in the muscles during anaerobic respiration.   (i) define the term anaerobic respiration .  .. .  .. .  .. .  .. .  .. .[2]   (ii) describe how the lactic acid produced in muscle cells enters the blood.  .. .  .. .  .. .[1]   (iii) name the component of the blood that transports lactic acid.  .. .[1]",
            "10": "10 0610/33/o/n/15 \u00a9 ucles 2015 (d) explain why the lactic acid concentration in the blood in trained cyclists is different from the  untrained cyclists eight minutes after the exercise.   y ou should use data from fig. 3.1 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 13]",
            "11": "11 0610/33/o/n/15 \u00a9 ucles 2015 [turn overblank page",
            "12": "12 0610/33/o/n/15 \u00a9 ucles 20154 water moves into plants from the soil and exits through the leaves.  (a) explain how water moves from the soil into the root.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   water reaches the leaves from the roots through the xylem. fig. 4.1 shows images of stomata  on the lower surfaces of leaves of two varieties of olive plant, a and b. both are shown at the  same magnification. ab fig. 4.1  (b) (i) describe the function of stomata.  .. .  .. .  .. .  .. .  .. .[2]",
            "13": "13 0610/33/o/n/15 \u00a9 ucles 2015 [turn over  (ii) compare the density of stomata between the two varieties of olive plant, a and b, shown  in fig. 4.1.  .. .  .. .  .. .  .. .  .. .[2]   (iii) under identical environmental conditions the rate of water uptake in plant a is higher  than plant b.    explain why.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) the density of stomata is an example of a leaf adaptation to the environmental conditions.   state two other adaptations of leaves for survival in a dry environment.  .. .  .. .  .. .  .. .  .. .[2]",
            "14": "14 0610/33/o/n/15 \u00a9 ucles 2015 (d) water lost from the leaves enters the atmosphere.   describe how water is recycled from the atmosphere back to the roots.  .. .  .. .  .. .  .. .  .. .[2]  [total: 15]",
            "15": "15 0610/33/o/n/15 \u00a9 ucles 2015 [turn over5 plastic bags cause many problems in the environment.  (a) plastic bags were banned in bangladesh in 2002.   outline the effects of non-biodegradable plastics on the environment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "16": "16 0610/33/o/n/15 \u00a9 ucles 2015  some countries have not banned plastic bags. there have been many studies to analyse  possible alternatives to plastic bags.   table 5.1 shows the results of a study comparing the environmental impact of producing  plastic bags and paper bags. table 5.1 environmental impact of production plastic bags paper bags waterborne chemical waste / g per bag 1.1 2.7airborne chemical waste / g per bag 0.025 1.25energy used / kj per bag 594 2511trees used per bag 0 0.0014oil used / dm 3 per bag 0.022 0  (b) (i) compare the environmental impact of making plastic bags with the environmental impact  of making paper bags.    y ou should use data from table 5.1 in your answer.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) heavy metals and acids are the most common waterborne chemical wastes from the  production of paper bags.    describe the effects of these waterborne chemical wastes on the environment.  .. .  .. .  .. .  .. .  .. .[2]",
            "17": "17 0610/33/o/n/15 \u00a9 ucles 2015 [turn over (c) table 5.2 shows the results from a study comparing recycling of plastic bags and paper bags. table 5.2 plastic bags paper bags bags recycled / % 0.6 19.4energy used to recycle / kj per bag 17 14 444   (i) compare the energy used to make plastic  bags with the energy used to recycle plastic   bags.    y ou should use data from table 5.1 and table 5.2 in your answer.  .. .  .. .  .. .  .. .  .. .[2]   (ii) pollution by heavy metals and acid is one concern about the making of paper  bags.   there are additional concerns about the making and recycling of paper  bags.     discuss these additional concerns.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 14]",
            "18": "18 0610/33/o/n/15 \u00a9 ucles 20156 (a) define the term genetic engineering .  .. .  .. .  .. .  .. .  .. .[2]  (b) fig. 6.1 is a flow diagram that shows how insulin can be produced using genetic engineering.  r ql m n o p fig. 6.1",
            "19": "19 0610/33/o/n/15 \u00a9 ucles 2015  table 6.1 shows stages in the production of insulin by genetic engineering.   complete table 6.1. the first row has been done for you. table 6.1 letter from  fig. 6.1name description m chromosomes threads of dna found in the nucleus section of dna removed from human cell plasmid type of cell that is genetically engineeredspecific chain of amino acids coded by the  section of dna removed from the human cell fermenter  [5]  (c) the genetically engineered cells in fig. 6.1 reproduce asexually.   explain the advantages of asexual reproduction for insulin production by genetic engineering.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 10]",
            "20": "20 0610/33/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w15_qp_51.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/fd) 102799/4 \u00a9 ucles 2015 [turn over *2398243725* biology  0610/51 paper 5 practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/o/n/15 \u00a9 ucles 2015read through all of the questions in this paper carefully before starting work. you should wear the eye protection provided during the practical work in question 1. 1 during digestion, the enzyme amylase breaks down starch to maltose, a reducing sugar.  iodine solution can be used to test for the presence of starch.  \u0081 label a white tile 5 in one corner.  \u0081 place two drops of iodine solution onto tile 5. these drops must be 2 to 3 cm apart, in the  same corner of the white tile.  \u0081 use a glass rod to place a drop of the starch solution onto one of the drops of iodine solution.  dry the glass rod with a paper towel.  \u0081 use the glass rod to place a drop of water onto the other drop of iodine solution. dry the glass  rod with a paper towel.  (a) (i) record your observations. starch  ... .  .. . water  ... ...  .. .  [2]   (ii) state why water was used.  .. .  .. .[1]  \u0081 place a further eight drops of iodine solution onto tile 5, as shown in  fig. 1.1. iodine solutioniodine solution and starch solution iodine solution and water\u0018 fig. 1.1",
            "3": "3 0610/51/o/n/15 \u00a9 ucles 2015 [turn over \u0081 label another white tile 7.  \u0081 place eight drops of iodine solution onto tile 7, as in the bottom two rows in fig. 1.1.  \u0081 label two large test-tubes 5 and 7.  \u0081 place 5 cm3 of starch solution into each of the large test-tubes 5 and 7.  when a mixture of starch and amylase is tested at regular intervals, the intensity of the colour is  an indication of how much starch is present.  y ou are going to investigate the effect of ph (ph5 and ph7) on the activity of amylase.  read the instructions but do not carry them out until you have drawn a table for your results, in  the space provided in (b)(i) .  \u0081 test-tube a5 contains 4 cm3 of amylase at ph5. test-tube a7 contains 4 cm3 of amylase at  ph7.  \u0081 at the same time, add the contents of test-tube a5 to the starch solution in large test-tube 5  and add the contents of test-tube a7 to the starch solution in large test-tube 7.  \u0081 carefully mix the contents of large test-tube 5 using a clean glass rod. leave the glass rod in  the large test-tube.  \u0081 carefully mix the contents of large test-tube 7 using a clean glass rod. leave the glass rod in  the large test-tube.  \u0081 record the time. ..  \u0081 after one minute, use the glass rod to remove one drop from large test-tube 5. place this drop  onto the first drop of iodine solution on tile 5.   dry the glass rod on a paper towel and place it back into large test-tube 5.  \u0081 at the same time use the glass rod in large test-tube 7 to remove one drop from large test- tube 7. place this drop onto the first drop of iodine solution on tile 7.   dry the glass rod on a paper towel and place it back into large test-tube 7.  \u0081 repeat the testing process for large test-tubes 5 and 7 every minute, for a further seven  minutes.  \u0081 record your observations in your table in b(i).",
            "4": "4 0610/51/o/n/15 \u00a9 ucles 2015 (b) (i) prepare a table to record your observations of the starch tests on the contents of the  large test-tubes  5 and 7.  [3]   (ii) carry out the investigation and record your observations in the table you have prepared.  [3]  (c) compare the results obtained for large test-tubes 5 and 7.  .. .  .. .  .. .  .. .[2]  (d) describe three  ways in which this investigation could be improved. 1 .   .. . 2     .. . 3     .. .  [3]  [total: 14]",
            "5": "5 0610/51/o/n/15 \u00a9 ucles 2015 [turn over2 y ou are provided with part of a maize cob. this is composed of many individual fruits, known as  grains.  (a) (i) make a large drawing of a group of five grains viewed from above, as in fig. 2.2 on page 6.  [3]   (ii) remove one of the grains and measure the length from the point of attachment to the  outer surface, as shown in fig. 2.1. include the unit. measure this lengthouter surface point of attachment to cob fig. 2.1  length [2]",
            "6": "6 0610/51/o/n/15 \u00a9 ucles 2015  (iii) make a drawing of this grain, six times  its actual size.    label the point of attachment to the cob.  [3]  many colours of maize grains are known. the colour is inherited.  fig. 2.2 shows part of a cob with light and dark coloured grains. fig. 2.2",
            "7": "7 0610/51/o/n/15 \u00a9 ucles 2015 [turn over (b) (i) complete table 2.1 by counting the number of light and dark coloured grains. table 2.1 number of grains light dark  [1]   (ii) use the data in table 2.1 to suggest the phenotypic ratio of light to dark coloured grains.  .. . [1]   (iii) describe one visible phenotypic difference, other than colour, between the grains shown  in fig. 2.2.  .. .  .. . [1]  maize is used as a food source for humans and livestock. it contains mainly starch but also other  nutrients including proteins and fat.  (c) describe how to test maize grains for the presence of protein and fat. protein  .. .  .. .  .. .  .. . fat  ..   .. .  .. .  .. .  [5]",
            "8": "8 0610/51/o/n/15 \u00a9 ucles 2015 maize is a cereal. cereals form a high proportion of the daily energy intake for many people.  the protein and fat content of maize and five other cereals is shown in table 2.2. table 2.2 cerealcontent per 100 g of dried cereal / g protein fat maize  9.5 3.8millet 10.4 5.0oats 12.6 7.5rice  7.1 1.8sorghum  9.7 3.4wheat 13.8 2.0  (d) (i) plot the data from table 2.2 to show the protein and fat content of these six cereals. use  the same set of axes for both protein and fat.  [6]",
            "9": "9 0610/51/o/n/15 \u00a9 ucles 2015  (ii) approximately how many times more protein is there in 100 g of wheat compared with  100 g of rice?   [1]   (iii) use table 2.2 to identify the cereal that  provides the largest energy content per 100 g.    explain your choice of cereal.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 26]",
            "10": "10 0610/51/o/n/15 \u00a9 ucles 2015blank page",
            "11": "11 0610/51/o/n/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/51/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w15_qp_52.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (st/jg) 102609/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5404601978* biology  0610/52 paper 5  practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/o/n/15 \u00a9 ucles 20151 during respiration, a chemical is produced that causes the indicator methylene blue to change  from blue to colourless.   y ou are provided with a yeast suspension ( saccharomyces cerevisiae) , a solution of glucose and  a solution of methylene blue.  y ou are going to test the effect of temperature on the rate of respiration in yeast.  read through all of the instructions but do not carry them out until you have drawn a  table for your results in the space provided in 1(a).    you should wear the eye protection provided during the practical work in question 1. proceed as follows:  \u0081 place 10 cm 3 of glucose solution into each of three large test-tubes.  \u0081 add 1 cm3 methylene blue to each of the large test-tubes containing glucose solution.  \u0081 use the glass rod to stir the mixture until the methylene blue is mixed evenly. \u0081 place the large test-tubes into an empty beaker. \u0081 add 1 cm 3 of the yeast suspension provided into each of three standard test-tubes.  \u0081 place the three standard test-tubes into the same beaker as the large test-tubes. \u0081  y ou have three other beakers, labelled cold, warm and hot. the beaker labelled cold  contains ice and water. the beaker labelled warm  contains water at room temperature.   \u0081  place one large test-tube containing glucose and methylene blue and one standard test-tube  containing yeast suspension into each beaker.  \u0081 raise your hand when you are ready for hot water to go into the beaker labelled hot.  \u0081 use the thermometer to measure the temperature in each beaker. \u0081 record the temperatures in your table of results.  leave the apparatus for 5 minutes. during the 5 minutes you should start to answer 1(d).  \u0081  after 5 minutes, pour the yeast suspension in each standard test-tube into the glucose and  methylene blue mixture in each of the three large test-tubes.  \u0081  use the glass rod to stir the mixture until it is mixed evenly and start timing.  \u0081 record the time taken for the yeast suspension to return to its original colour.",
            "3": "3 0610/52/o/n/15 \u00a9 ucles 2015 [turn over (a) prepare a table to record your results.   in your table:  \u0081 record the temperatures in degrees celsius   \u0081 record the times in seconds .  [6]  (b) (i) in this investigation you only recorded one set of results. suggest a reason why it would  have been better to repeat the investigation.  .. .  .. .[1]   (ii) state one conclusion about the effect of temperature on the rate of respiration in yeast.  .. .  .. .[1]  (c)  (i) the method of timing how long it takes for the methylene blue in the three test-tubes to  become colourless is a source of error. suggest why.   .. .  .. .[1]   (ii) describe how you could improve the method to reduce this source of error.  .. .  .. .  .. .[1]",
            "4": "4 0610/52/o/n/15 \u00a9 ucles 2015  (iii) suggest one source of error, other than timing , in this investigation.  .. .  .. .  .. .[1]  (d) some students investigated the effect of ph on the rate of respiration by measuring the  volume of carbon dioxide produced by yeast in 30 minutes.     their results are shown in table 1.1. table 1.1 ph average volume of carbon dioxide    produced in 30 minutes  / cm3rate of carbon dioxide production  / cm3 per minute 4  6 0.2 5 12 0.463 6 1 .  275 4. 8 63 2.1     (i)  complete table 1.1 by calculating the rate of carbon dioxide production at ph 7.    write your answer in the space in table 1.1.     show your working in the space below. [1]",
            "5": "5 0610/52/o/n/15 \u00a9 ucles 2015 [turn over  (ii) plot the data from table 1.1 to show the effect of ph on the rate of carbon dioxide  production by yeast. [4]   (iii) describe and explain the trend shown by the results in table 1.1 and the graph you have  drawn.  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 19]",
            "6": "6 0610/52/o/n/15 \u00a9 ucles 20152 fig. 2.1. shows photomicrographs of two types of pollen grain,  r and s. rs not to scalex y fig. 2.1  (a) (i) make a large drawing of pollen grain  s.     [3]",
            "7": "7 0610/52/o/n/15 \u00a9 ucles 2015 [turn over  (ii) measure the length of the line xy on fig. 2.1. include the unit. length of xy  ...    draw the line xy on your drawing, in the same position as on fig. 2.1.    measure the length of xy on your drawing. include the unit. length of xy on your drawing      calculate the magnification of your drawing.    show your working.  magnification x  ... [5]  (b) (i) state two ways, visible in fig. 2.1, in which pollen grain r is different from pollen grain s.     write your answers in table 2.1.  table 2.1 feature pollen grain r pollen grain s ... . . .. ... . . .. [2]   (ii) describe one feature, visible in fig. 2.1, of pollen grain r that helps it to be dispersed.   .. .  .. .[1]",
            "8": "8 0610/52/o/n/15 \u00a9 ucles 2015 (c) some students placed samples of each type of pollen grain on a microscope slide and added  a drop of dilute sugar solution. pollen tubes started to grow.   to find out which of the pollen tubes grew faster, students measured the length of the pollen  tubes every 2 minutes for 20 minutes.    (i) suggest how the pollen tubes could be measured using a microscope.  .. .[1]    their results are recorded in table 2.2. table 2.2 time / minlength of pollen tubes / \u00b5m pollen grain r pollen grain s  2  0.5  0.4 4  1.8  1.5 6  4.2  3.9 8 12.6 13.410 18.8 21.112 24.9 29.614 30.2 36.816 36.6 44.2 18 41.9 52.820 48.5 59.8   (ii) compare the growth of pollen grain s with pollen grain r, using the data from table 2.2.  .. .  .. .  .. .  .. .  .. .[3]",
            "9": "9 0610/52/o/n/15 \u00a9 ucles 2015 [turn over (d) the plant that produces pollen grain  r produces fruits that contain seeds. these fruits  disperse the seeds by splitting along the edges, throwing out the seeds.   the students counted the number of seeds in a random sample of 100 fruits.    fig. 2.2 is a frequency histogram of their results. 50 40 30 20 10 0 20 21 22 23 24 25 number of seeds per fruitfrequency fig. 2.2   (i) suggest how the students could collect a random sample and count the seeds accurately.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) identify the most frequent number of seeds in a fruit.  .. .[1]   (iii) identify the number of seeds per fruit that has a frequency of 12.  .. .[1]",
            "10": "10 0610/52/o/n/15 \u00a9 ucles 2015   (iv) suggest one reason why some fruits have a lower number of seeds than others.  .. .  .. .[1] [total: 21]",
            "11": "11 0610/52/o/n/15 \u00a9 ucles 2015blank page",
            "12": "12 0610/52/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_w15_qp_53.pdf": {
            "1": "this document consists of 12 printed pages. dc (lk/jg) 102605/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4524286621* biology  0610/53 paper 5 practical test october/november 2015  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 3 total",
            "2": "2 0610/53/o/n/15 \u00a9 ucles 2015read through all of the questions on this paper carefully before starting work. you should wear the eye protection provided during the practical work in question 1.1 y ou are provided with some fresh milk, labelled milk.  (a) y ou are going to test the milk for protein.   (i) state the reagent you will use to test the milk for protein.  .. .[1]   (ii) carry out the test for protein on approximately 2 cm 3 of the milk.      observe and record any colour change. state a conclusion from your observations. colour change    conclusion  ... ..  [1]   (iii) y ou are expected to wear eye protection for this test.    state one other safety procedure you should follow.  .. .  .. .[1]  (b) y ou are going to investigate the effect of an enzyme on the milk.    this enzyme is found in the stomach of young mammals. it causes milk to form insoluble  clots. this makes the milk easier to digest.   y ou are provided with an enzyme solution, labelled enzyme .   \u0081 label a clean large test-tube, no x .   \u0081 add 5 cm 3 of fresh milk into the large test-tube no x .   \u0081 stand large test-tube no x  in a beaker of water at 40 \u00b0c for one minute.   \u0081 add 1 cm3 of the enzyme solution to the milk in the large test-tube no x .   \u0081 start timing.   \u0081  gently tilt and roll the large test-tube as shown in fig. 1.1. y ou can remove the large  test-tube from the water to do this. this should form a film of milk on the inside of the large test-tube.",
            "3": "3 0610/53/o/n/15 \u00a9 ucles 2015 [turn overstage a stage b stage c clots have formedstage d all of milk solidfilm of milk flows  / drains  back into milk quicklyfilm of milk drains slowly and sticks to inside of test-tubesmall spots  / clots stick to inside of test-tube as film of milk drains backall the milk has clotted fig. 1.1   \u0081  roll the large test-tube continuously until stage c is reached and clots are formed, as  shown in fig. 1.1 and fig. 1.2. if it takes longer than three minutes for clots to form, stop  rolling the large test-tube and continue with the rest of question (b). clots on the side of the test-tube fig. 1.2   \u0081  record the time taken for clots to form in minutes and seconds. if more than three  minutes, record your time as \u2018more than three minutes\u2019.     time taken for clots to form   ..     convert the time into seconds.     time taken for clots to form  ...  s  [1]",
            "4": "4 0610/53/o/n/15 \u00a9 ucles 2015 (c) y ou are going to investigate how chemical x affects the speed of the clotting process.   y ou are provided with two different concentrations of solution x. these are labelled x1  and x2.   y ou will add each of these solutions in turn to a mixture of milk and enzyme and record how  long it takes for clots to form in the milk.   prepare a table to record your results. y our table should include your results for no x as well  as for x1 and x2. ",
            "5": "5 0610/53/o/n/15 \u00a9 ucles 2015 [turn over  \u0081 label two clean large test-tubes x1 and x2.   \u0081 add 5 cm3 of fresh milk into each of the large test-tubes.   \u0081 raise your hand for a fresh supply of water at 40 \u00b0c.  \u0081 stand the test-tubes in the beaker of water at 40 \u00b0c for one minute.   \u0081 add 5 cm 3 of solution x1 to the large test-tube labelled x1.   \u0081 add 1 cm3 of the enzyme solution to the large test-tube x1.   \u0081 start timing.  \u0081  gently tilt and roll the large test-tube as before. roll the large test-tube continuously until  clots begin to form, as shown at stage c in fig. 1.1.   \u0081 repeat this procedure using solution x2.   \u0081  record the times taken for the milk to clot in large test-tubes x1 and x2 in your results  table.  [5]  (d) using your results, describe the pattern shown.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) the volume of milk in each test-tube was 5 cm 3 throughout the experiment.   suggest why this is important.  .. .  .. .[1]  (f) in part (c), you were given a fresh supply of water at 40 \u00b0c.   explain why this was necessary.  .. .  .. .  .. .  .. .[2]",
            "6": "6 0610/53/o/n/15 \u00a9 ucles 2015 (g) enzymes usually have a ph at which they work fastest. this is called the optimum ph.    fig. 1.3 shows the rate of activity of three different enzymes over a range of ph values.  123456789 1 0 1 1 1 2 pharginasepepsin amylaserate of enzyme activitykey fig. 1.3   (i) state the optimum ph for arginase.  .. .[1]   (ii) y our stomach contains acid. suggest which enzyme is most likely to be found in your  stomach.  .. .[1]  [total: 17]",
            "7": "7 0610/53/o/n/15 \u00a9 ucles 2015 [turn over2 y ou are provided with a leaf.  use the hand lens to observe the leaf.   (a) draw a large diagram of the upper surface of the leaf.  [3]",
            "8": "8 0610/53/o/n/15 \u00a9 ucles 2015 (b) a group of students investigated the rate of transpiration from four leaves.   they covered different surfaces of the leaves with petroleum jelly. petroleum jelly creates a  waterproof barrier.   they then measured the mass of each leaf.   the leaves were left hanging from a piece of string in a warm place for 24 hours.   the students then measured the mass of each leaf again.   table 2.1 shows their results. table 2.1 leafsurfaces covered with  petroleum jellymass at start  / gmass at end  / gpercentage  decrease in mass  / %  p upper and lower 4.8 4.6 4.2 q upper only 4.6 4.1 10.9 r lower only 4.6 4.3 6.5 s none 4.2 3.5   (i) calculate the percentage decrease in mass for leaf s.    show your working.    write your answer to one decimal place.     %  [2]   (ii) suggest why it is important to calculate the percentage decrease in mass for each leaf.  .. .  .. .  .. .  .. .[2]",
            "9": "9 0610/53/o/n/15 \u00a9 ucles 2015 [turn over  (iii) plot a bar chart to show the percentage decrease in mass for each leaf.  [4]   (iv) use the results to explain whether the upper or lower surface of the leaf loses the most  water.    .. .  .. .[1]",
            "10": "10 0610/53/o/n/15 \u00a9 ucles 2015 (c) the students decided to investigate how temperature affects the rate of transpiration.    suggest the variable they should change (independent variable), the variables they should  control (control variables) and the variable they should measure (dependent variable). independent variable  .. . control variables  .. .  .. .  .. . dependent variable  .. .  [4]  [total: 16]",
            "11": "11 0610/53/o/n/15 \u00a9 ucles 2015 [turn over3 fig. 3.1 is a photomicrograph of some human blood cells. 2 mm fig. 3.1  fig. 3.2 is a photomicrograph of some frog blood cells. 2 mm fig. 3.2",
            "12": "12 0610/53/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (a) complete table 3.1 to show how human red blood cells are different from frog red blood cells.  table 3.1 feature human red blood cells frog red blood cells  [3]  (b) both photomicrographs have the same magnification.   measure the length of the scale bar in millimetres.   length of scale bar  mm   use the scale bar to calculate the magnification of the photomicrographs.   show your working.   give your answer to the nearest whole number.  magnification \u00d7 ..  [3]  (c) the structure of frog red blood cells means that they can undergo a process that human red  blood cells cannot.   suggest what this process might be.     .. .[1]  [total: 7]"
        },
        "0610_w15_qp_61.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (ac/sw) 103126/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *1889796924* biology  0610/61 paper 6 alternative to practical october/november 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/61/o/n/15 \u00a9 ucles 20151 during digestion, the enzyme amylase breaks down starch to maltose, a reducing sugar.  (a) describe a test you could safely carry out to show the presence of starch in a solution.  .. .  .. .  .. .  .. .  .. .  ..  [3]  some students investigated the effect of ph on the activity of amylase during the breakdown of  starch. the starch test that you have described in (a) was carried out at intervals, until the starch  was no longer present.  their results, in table 1.1, show the time in minutes for the breakdown of starch using solutions of  different ph. table 1.1 ph time / mins 3.0 4.14.0 0.55.0 0.86.0 1.57.0 3.58.0 4.8",
            "3": "3 0610/61/o/n/15 \u00a9 ucles 2015 [turn over (b) (i) plot the data from table 1.1 to show the effect of ph on the time taken for amylase to  break down starch.  [4]   (ii) state the optimum (best) ph for the activity of amylase.  ..  [1]   (iii) use this formula to calculate the rate of activity of amylase at the ph given in (b)(ii) :     rate of enzyme activity =  1 time taken in minutes    show your working. give your answer to the nearest whole number.  rate  ...   [1]",
            "4": "4 0610/61/o/n/15 \u00a9 ucles 2015  (iv) describe the effect of ph on the activity of amylase.  .. .  .. .  .. .  .. .  .. .  ..  [3]  (c) (i) name two variables that need to be controlled in this investigation. 1    2     [2]   (ii) explain two ways this investigation could be improved.  .. .  .. .  .. .  ..  [2]  [total: 16]",
            "5": "5 0610/61/o/n/15 \u00a9 ucles 2015 [turn overblank page",
            "6": "6 0610/61/o/n/15 \u00a9 ucles 20152 fig. 2.1 shows part of a yellow maize cob, zea mays .  a cob is composed of many individual fruits known as grains. fig. 2.1  many colours of maize grains are known. the colour is inherited.  fig. 2.2 shows part of a cob with light and dark coloured grains. fig. 2.2",
            "7": "7 0610/61/o/n/15 \u00a9 ucles 2015 [turn over (a) (i) complete table 2.1 by counting the number of light and dark coloured grains. table 2.1 number of grains light  dark   [1]   (ii) use the data in table 2.1 to suggest the phenotypic ratio of light to dark coloured grains.  ..  [1]   (iii) describe one visible phenotypic difference, other than colour, between the grains shown  in fig. 2.2.  .. .  ..  [1]  maize is used as a food source for humans and livestock. it contains mainly starch but also other  nutrients including proteins and fat.  (b) describe how to test maize grains for the presence of protein and fat. protein  .. .  .. .  .. .  .. . fat  ..   .. .  .. .  .. .  [5]",
            "8": "8 0610/61/o/n/15 \u00a9 ucles 2015 maize is a cereal. cereals form a high proportion of the daily energy intake for many people.  the protein and fat content of maize and five other cereals is shown in table 2.2. table 2.2 cerealcontent per 100 g of dried cereal / g protein fat maize 9.5 3.8millet 10.4 5.0oats 12.6 7.5rice 7.1 1.8sorghum 9.7 3.4wheat 13.8 2.0    (c) use table 2.2 to identify the cereal that provides the largest energy content per 100 g.    explain your choice of cereal.  .. .  .. .  .. .  .. .  .. .  ..  [3] [total: 11]",
            "9": "9 0610/61/o/n/15 \u00a9 ucles 2015 [turn over3 fig 3.1 shows one complete leaf from two different species of plant, p and q. leafletsleaf    leaf p            leaf q fig. 3.1  (a) (i) state two features which are visible in both  leaf p and leaf q. 1    2     [2]   (ii)  state two ways, other than size, in which leaf p differs from leaf q.  1    2     [2]",
            "10": "10 0610/61/o/n/15 \u00a9 ucles 2015 (b) fig. 3.2 shows part of a climbing plant.  tendrils fig. 3.2   (i) in the space below make a large drawing of the part of the climbing plant shown in  fig. 3.2.  [4]",
            "11": "11 0610/61/o/n/15 \u00a9 ucles 2015  (ii) suggest one advantage and one disadvantage to the plant of having tendrils, as shown  in fig. 3.2. advantage  ..  .. . disadvantage  .   .. .  [2]  (c) fig. 3.3 shows a leaf of a monocotyledonous plant. fig. 3.3   the leaves shown in fig 3.1 and fig. 3.2 are all from eudicotyledonous (dicotyledonous)  plants.   complete table 3.1 by stating two ways in which the leaves shown in fig. 3.1 and fig. 3.2  differ from the leaf of a monocotyledonous plant, shown in fig. 3.3.    table 3.1. feature eudicotyledonous monocotyledonous  [3]  [total: 13]",
            "12": "12 0610/61/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w15_qp_62.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (nh/cgw) 102882/4 \u00a9 ucles 2015 [turn over *1219785243* biology  0610/62 paper 6 alternative to practical october/november 2015  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. y ou 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. y ou 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 certificat e.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/62/o/n/15 \u00a9 ucles 2015blank page",
            "3": "3 0610/62/o/n/15 \u00a9 ucles 2015 [turn over1 during respiration, a chemical is produced that causes the indicator methylene blue to change  from blue to colourless.  some students investigated the effect of temperature on the rate of respiration in yeast, using  yeast and methylene blue.  \u0081 a ruler was used to measure 2 cm from the top of three  test-tubes and a line was drawn on  each test-tube.  \u0081 y east suspension with glucose was poured into each test-tube until it reached the line drawn  on the test-tube.  \u0081 three beakers were labelled: cold, warm and hot.  \u0081 one test-tube was placed in each container.  \u0081 a mixture of ice and water was placed into the beaker labelled cold, tap water at room  temperature into the beaker labelled warm  and hot water from a tap into the beaker labelled  hot.  \u0081 a thermometer was used to measure the temperature in each beaker.  \u0081 the test-tubes were left for five minutes and then 1 cm3 of methylene blue was added to each   test-tube.  \u0081 a glass rod was used to stir the mixture so the methylene blue spread evenly.  \u0081 a stopper (bung) was placed in each test-tube and a timer started.  \u0081 the time for the methylene blue to become colourless was recorded. this was trial 1.  \u0081 the same procedure for trial 1 was repeated twice to give results for trial 2 and trial 3.   fig. 1.1 shows the temperatures of the water in each beaker and the times, in minutes and  seconds, for each test-tube to become colourless.",
            "4": "4 0610/62/o/n/15 \u00a9 ucles 2015100 90 80 70 60 50 40 30 20 10 0 10 20 30trial 1cold beaker trial 2 trial 3100 90 80 70 60 50 40 30 20 10 0 10 20 30trial 1warm beaker trial 2 trial 3100 90 80 70 60 50 40 30 20 10 0 10 20 30trial 1hot beaker trial 2 trial 3 fig. 1.1  (a) prepare a table to record the results of the investigation shown in fig. 1.1.   read the temperature for each beaker and the times taken for the methylene blue to become   colourless at each temperature.   in your table:   \u0081 record the temperatures in degrees celsius   \u0081 record the times in seconds .  [6]",
            "5": "5 0610/62/o/n/15 \u00a9 ucles 2015 [turn over (b) (i) state a reason why the students took three readings for each temperature.  .. .  .. .[1]   (ii) calculate the average time for the methylene blue to become colourless at each  temperature.    show your working and record your results in table 1.1.    give your answer to the nearest whole number. table 1.1 temperature  / \u00b0cworking average  [2]   (iii) state one conclusion about the effect of temperature on the rate of respiration in yeast.  .. .  .. .[1]  (c) (i) the method of timing how long it takes for the methylene blue in the three test-tubes to  become colourless is a source of error. suggest why.  .. .  .. .[1]   (ii) describe how you could improve the method to reduce this source of error.  .. .  .. .  .. .[1]",
            "6": "6 0610/62/o/n/15 \u00a9 ucles 2015 (d) some students investigated the effect of ph on the rate of respiration by measuring the  volume of carbon dioxide produced by yeast in 30 minutes.   their results are shown in table 1.2. table 1.2 phaverage volume of carbon dioxide  produced in 30 minutes / cm3rate of carbon dioxide  production / cm3 per minute 4 6 0.2 5 12 0.463 6  1 . 275 4 .. 86 3 2 . 1   (i) complete table 1.2 by calculating the rate of carbon dioxide production at ph 7.    write your answer in the space in table 1.2.    show your working in the space below.  [1]   (ii) plot the data from table 1.2 to show the effect of ph on the rate of carbon dioxide  production by yeast.  [4]",
            "7": "7 0610/62/o/n/15 \u00a9 ucles 2015 [turn over  (iii) describe and explain the trend shown by the results in table 1.2 and the graph you have  drawn.  .. .  .. .  .. .  .. .  .. .[3]  [total: 20]",
            "8": "8 0610/62/o/n/15 \u00a9 ucles 20152 fig. 2.1 shows photomicrographs of two types of pollen grain, r and s. r s not to scalex y fig. 2.1  (a) (i) make a large drawing of pollen grain  s.  [3]",
            "9": "9 0610/62/o/n/15 \u00a9 ucles 2015 [turn over  (ii) measure the length of the line xy on fig. 2.1. include the unit. length of xy  ...    draw the line xy on your drawing, in the same position as on fig. 2.1.    measure the length of xy on your drawing. include the unit. length of xy on your drawing .    calculate the magnification of your drawing.    show your working.  magnification x   [5]  (b) (i) state two ways, visible in fig. 2.1, in which pollen grain r is different from pollen grain s.    write your answers in table 2.1. table 2.1 feature pollen grain r pollen grain s ..    ..     [2]   (ii) describe one feature, visible in fig. 2.1, of pollen grain r that helps it to be dispersed.  .. .  .. .[1]",
            "10": "10 0610/62/o/n/15 \u00a9 ucles 2015 (c) some students placed samples of each type of pollen grain on a microscope slide and added  a drop of dilute sugar solution. pollen tubes started to grow.   to find out which of the pollen tubes grew faster, students measured the length of the pollen  tubes every 2 minutes for 20 minutes.   (i) suggest how the pollen tubes could be measured using a microscope.  .. .[1]    their results are recorded in table 2.2. table 2.2 time / minlength of pollen tubes / \u00b5m pollen grain r pollen grain s 2 0.5 0.44 1.8 1.56 4.2 3.98 12.6 13.4 10 18.8 21.112 24.9 29.614 30.2 36.816 36.6 44.218 41.9 52.820 48.5 59.8   (ii) compare the growth of pollen grain s with pollen grain r, using the data from table 2.2.  .. .  .. .  .. .  .. .  .. .[3]",
            "11": "11 0610/62/o/n/15 \u00a9 ucles 2015 (d) the plant that produces pollen grain r produces fruits that contain seeds. these fruits disperse  the seeds by splitting along the edges, throwing out the seeds.   the students counted the number of seeds in a random sample of 100 fruits.   fig. 2.2 is a frequency histogram of their results. 50 40 30 20 10 0 20 21 22 23 24 25 number of seeds per fruitfrequency fig. 2.2   (i) suggest how the students could collect a random sample and count the seeds accurately.  .. .  .. .  .. .  .. .  .. .  .. .[3]   (ii) identify the most frequent number of seeds in a fruit.  .. .[1]   (iii) suggest one reason why some fruits have a lower number of seeds than others.  .. .  .. .[1]  [total: 20]",
            "12": "12 0610/62/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w15_qp_63.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/sg) 102881/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3032043577* biology  0610/63 paper 6  alternative to practical october/november 2015  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/63/o/n/15 \u00a9 ucles 2015blank page",
            "3": "3 0610/63/o/n/15 \u00a9 ucles 2015 [turn over1 a student tested some solid egg white for protein.  (a) (i) describe the method the student would use to test the egg white for protein.  .. .  .. .  .. .  .. .[2]   (ii) describe how the student\u2019s observations would allow them to decide whether the egg  white contained protein or not.   .. .  .. .  .. .  .. .[2]   (iii) y ou would be expected to wear eye protection for this investigation.    state one other safety procedure you should follow.  .. .  .. .[1]    some students investigated the effect of different concentrations of enzyme on cooked  egg white.    the students set up three test-tubes, a, b and c, as shown in fig. 1.1.    they timed how long it took for all of the pieces of egg white in each test-tube to go clear. pieces of egg white10 cm3 distilled water10 cm3 enzyme solution5 cm3 enzyme solution + 5 cm3 distilled waterabc fig. 1.1",
            "4": "4 0610/63/o/n/15 \u00a9 ucles 2015 fig. 1.2 shows the students\u2019 results. the egg white in test-tube a  had not turned clear after 15  minutes. t est-tube b took 7 minutes and  12 seconds to turn clear . the egg white in test-tube c was  clear after 4 minutes and 26  seconds. fig. 1.2  (b) (i) in order to see patterns in the data more clearly, it is necessary to convert times from  minutes and seconds into seconds.     test-tube a had not turned clear after 900 seconds.    state the time in seconds  it took for the pieces of egg white in test-tubes b and c to turn  clear.    test-tube b \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. seconds    test-tube c \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..seconds  [1]   (ii) draw and complete a table to show the students\u2019 results.  [3]",
            "5": "5 0610/63/o/n/15 \u00a9 ucles 2015 [turn over (c) using the results in (b)(ii) , describe the pattern shown.  .. .  .. .  .. .  .. .[2]  (d) state the purpose of test-tube a in the investigation.   .. .  .. .[1]  (e) the test-tubes were kept at 40\u00b0c throughout the investigation.   suggest why this is important.  .. .  .. .  .. .  .. .[2]  (f) the students put the same mass of egg white into each test-tube.    however, the size of the pieces of egg white was not controlled.   suggest why this is a source of error in this investigation.  .. .  .. .  .. .[1]",
            "6": "6 0610/63/o/n/15 \u00a9 ucles 2015 (g) enzymes usually have a ph at which they work fastest. this is called the optimum ph.    fig. 1.3 shows the rate of activity of three different enzymes over a range of ph values.  123456789 1 0 1 1 1 2 pharginasepepsin amylaserate of enzyme activitykey fig. 1.3   (i) state the optimum ph for arginase.  .. .[1]   (ii) y our stomach contains acid. suggest which enzyme is most likely to be found in your  stomach.  .. .[1]  [total: 17]",
            "7": "7 0610/63/o/n/15 \u00a9 ucles 2015 [turn over2 fig. 2.1 shows a leaf from a plant. fig. 2.1  (a) draw a large diagram of the leaf shown in fig. 2.1.  [3]",
            "8": "8 0610/63/o/n/15 \u00a9 ucles 2015 (b) a group of students investigated the rate of transpiration from four leaves.   they covered different surfaces of the leaves with petroleum jelly. petroleum jelly creates a  waterproof barrier.   they then measured the mass of each leaf.    the leaves were left hanging from a piece of string in a warm place for 24 hours.   the students then measured the mass of each leaf again.   table 2.1 shows their results. table 2.1 leafsurfaces covered with  petroleum jellymass at start  / gmass at end  / gpercentage  decrease in mass  / %  p upper and lower 4.8 4.6 4.2 q upper only 4.6 4.1 10.9 r lower only 4.6 4.3 6.5 s none 4.2 3.5   (i) calculate the percentage decrease in mass for leaf s.    show your working.    write your answer to one decimal place.     %  [2]   (ii) suggest why it is important to calculate the percentage decrease in mass for each leaf.  .. .  .. .  .. .  .. .[2]",
            "9": "9 0610/63/o/n/15 \u00a9 ucles 2015 [turn over  (iii) plot a bar chart to show the percentage decrease in mass for each leaf.  [4]   (iv) use the results to explain whether the upper or lower surface of the leaf loses the most  water.  .. .  .. .[1]",
            "10": "10 0610/63/o/n/15 \u00a9 ucles 2015 (c) the students decided to investigate how temperature affects the rate of transpiration.   suggest the variable they should change (independent variable), the variables they should  control (control variables) and the variable they should measure (dependent variable). independent variable  .. . control variables  .. .  .. .  .. . dependent variable  .. .  [4]  [total: 16]",
            "11": "11 0610/63/o/n/15 \u00a9 ucles 2015 [turn over3 fig. 3.1 is a photomicrograph of some human blood cells. 2 mm fig. 3.1  fig. 3.2 is a photomicrograph of some frog blood cells. 2 mm fig. 3.2",
            "12": "12 0610/63/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (a) complete table 3.1 to show how human red blood cells are different from frog red blood cells.  table 3.1 feature human red blood cells frog red blood cells  [3]  (b) both photomicrographs have the same magnification.   measure the length of the scale bar in millimetres.   length of scale bar  mm   use the scale bar to calculate the magnification of the photomicrographs.   show your working.   give your answer to the nearest whole number.  magnification \u00d7   [3]  (c) the structure of frog red blood cells means that they can undergo a process that human red  blood cells cannot.   suggest what this process might be.   .. .[1]  [total: 7]"
        }
    },
    "2016": {
        "0610_m16_qp_12.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 18 printed pages and 2 blank pages.  ib16 03_0610_12/3rp  \u00a9 ucles 2016 [turn over       *6346877844* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  february/march 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2016 0610/12/f/m/16  1 the equation shows a chemical reaction that occurs in living organisms.    glucose + oxygen \u2192 carbon dioxide + water    which of these characteristics of living organisms is this equation associated with?     respiration nutrition  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     2 what is a correct way of naming an organism using the binomial system?  a common buttercup   b ranunculus acris  c ranunculus acris   d ranunculus sp.     ",
            "3": "3  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  3 the diagram shows a leaf.        use the key to identify the plant to which the leaf belongs.    leaf in one piece leaf edge smooth fagus sylvaticaleaf edge jagged ulmus minorleaf in more than one piece leaf edge smooth fraxinus americanaleaf edge jagged sorbus aucuparialeaves ab c d      4 a palisade cell and a nerve cell are observed under a light microscope.    only the palisade cell has a  a cell membrane.  b cytoplasm.  c nucleus.  d vacuole.     ",
            "4": "4  \u00a9 ucles 2016 0610/12/f/m/16  5 the diagram shows a palisade mesophyll cell from a green leaf.    w x y z    in which labelled part does photosynthesis occur and where is starch stored?     photosynthesis  occurs starch is  stored  a x w  b x z  c y x  d y y      6 which row describes a root hair cell?     allows water to  pass into the plant increases the surface  area of the root loses water  by transpiration  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013     ",
            "5": "5  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  7 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis     8 which diagram shows the changes in appearance of a plant cell when it remains in a  concentrated sugar solution for thirty minutes?    a  b  c  d      ",
            "6": "6  \u00a9 ucles 2016 0610/12/f/m/16  9 the diagram shows a large food molecule changing into smaller molecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion      10 the table shows the conditions in four test-t ubes containing equal amounts of starch and salivary  amylase.    in which test-tube is the starch broken down fastest?     ph temperature  / \u00b0c  a 2 27  b 2 37  c 7 27  d 7 37     11 plants manufacture their own supplies of carbohydrate.    what are the raw materials and the waste product of this process?     raw materials waste product  a carbon dioxide and chlorophyll oxygen  b carbon dioxide and water oxygen  c oxygen and chlorophyll carbon dioxide  d oxygen and water carbon dioxide    ",
            "7": "7  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  12 a plant with variegated leaves has the starch removed from its leaves by placing it in a dark  cupboard for 48 hours.    black paper is then fixed on one leaf as shown and the plant is exposed to light.    after 24 hours, which part of the leaf contains starch?    green region white region black paper on both sides of leafa b cd      13 the diagram shows part of the alimentary canal and associated organs.    u tv w     which structures secrete enzymes that digest proteins?  a t and u b u and v c v and w d w and t     ",
            "8": "8  \u00a9 ucles 2016 0610/12/f/m/16  14 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.      15 the diagram shows part of a protein molecule.    x     what does x represent?  a amino acid  b fatty acid  c glycerol  d sugar      16 by which process is water lost from a leaf?  a active transport  b diffusion  c osmosis  d photosynthesis     ",
            "9": "9  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  17 the lower end of a plant stem is placed in water coloured with red dye. after three hours, the  stem is cut as shown in the diagram.    which labelled region is stained red?    dab c      18 the diagram shows a section through the heart.    which part pumps blood to the aorta?    b c da      ",
            "10": "10  \u00a9 ucles 2016 0610/12/f/m/16  19 the diagram shows a section through a blood vessel in the leg.    p q     which type of blood vessel is shown, and in which direction does the blood flow?     type  of vessel direction  of flow  a artery p to q  b artery q to p  c vein p to q  d vein q to p     20 the table shows the approximate composition of air breathed out by a mammal.    gas air breathed out  / %  nitrogen 80  oxygen 16  carbon dioxide 4    where does the nitrogen in the air breathed out come from?  a it is a product of proteins broken down in the mammal.  b it is a product of respiration.  c it is exchanged for oxygen which is taken into the blood.  d it is in the air that was breathed in.      21 what is produced by yeast during anaerobic respiration?  a carbon dioxide and water  b ethanol and carbon dioxide  c ethanol and water  d lactic acid     ",
            "11": "11  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  22 what helps oxygen to be absorbed rapidly into the blood in the lungs?  a air breathed in has less oxygen than air breathed out.  b alveoli have thick walls and a large surface area.  c alveoli have thin walls and a large surface area.  d the concentration of oxygen in the blood is higher than in the alveoli.      23 the diagram shows an experiment to investigate gas exchange in a leaf.    leafsubstance to absorb carbon dioxideblack cover ink drop     in which direction does the ink drop move and for what reason?     direction reason  a to the left photosynthesis  b to the left respiration  c to the right photosynthesis  d to the right respiration     24 where is urea formed?  a kidneys  b liver  c muscles  d small intestine    ",
            "12": "12  \u00a9 ucles 2016 0610/12/f/m/16  25 the diagram shows the structures involved in a reflex action.    hot panrs qp     what is the sequence in which impulses pass through these structures?  a p \u2192 s \u2192 r \u2192 q  b q \u2192 r \u2192 s \u2192 p  c q \u2192 p \u2192 r \u2192 s  d s \u2192 p \u2192 q \u2192 r      26 which part of the human eye is sensitive to light?  a iris  b lens  c optic nerve  d retina    ",
            "13": "13  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  27 the diagram shows an experiment to investigate the response of a plant stem to gravity.    in darkresult after two days in dark     what is a suitable control for this experiment?    in dark in darka b light lightrotated slowly cd      28 possible effects of drug abuse include    1 addiction,  2 reduced self-control,  3 severe withdrawal symptoms.    which effects may occur as a result of drinking too much alcohol?  a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only      29 what must always be available to allow seeds to germinate?  a carbon dioxide  b light  c mineral salts  d water     ",
            "14": "14  \u00a9 ucles 2016 0610/12/f/m/16  30 the diagram shows a flower.    in which structure do seeds develop?    c bad       31 the graph shows the number of pregnancies in four groups of 100 women. each group used a  different method of contraception.    20 10 0 contraceptive pillintra-uterine device (iud)diaphragm monitoring body temperaturenumber of pregnancies     the method of contraception which is the least  effective is  a barrier.  b chemical.  c natural.  d surgical.      32 the following statements are about some hormones in the human body.    v causes changes in the ovaries during the menstrual cycle  w promotes the development of stronger muscles  x causes the voice to deepen at puberty  y produced by the pancreas    which statements are correct for testosterone?  a v and w b v and y c w and x d x and y ",
            "15": "15  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  33 which substance is coded for by a length of dna?  a fat  b fatty acid  c glycerol  d lipase      34 what are alleles?  a a pair of chromosomes  b different versions of the same gene  c the total number of genes on one chromosome  d two genes side by side on the same chromosome     35 a pure-breeding plant with smooth stems was crossed with a heterozygous plant with hairy  stems.    what will be the ratio of hairy  : smooth stems in the resulting plants?  a 1 hairy  : 1 smooth  b 1 hairy  : 3 smooth  c 3 hairy  : 1 smooth  d all hairy     36 which processes are part of the carbon cycle?     decomposition evaporation ingestion  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013     ",
            "16": "16  \u00a9 ucles 2016 0610/12/f/m/16  37 the diagram shows organisms feeding on a dead rat and one of the organisms which, in turn,  feeds on them.        what is needed to complete the food chain?  a carnivore  b consumer  c predator  d producer     ",
            "17": "17  \u00a9 ucles 2016 0610/12/f/m/16 [turn over  38 the diagram shows a food web.    tiny floating plantstiny floating animalsmussels sea lettucelugworms limpetscrabs prawnslobsters whelksseagulls     which organisms feed on the greatest variety of other organisms, as shown in this food web?  a crabs  b limpets  c lobsters  d mussels     ",
            "18": "18  \u00a9 ucles 2016 0610/12/f/m/16  39 the diagram shows how sewage is treated.    screen water to riversettling tanksecond settling tankaeration tankair out air in sludge digestersludge disposalsludge sludge     why is air bubbled through the aeration tank?  a to encourage microorganisms to reproduce quickly  b to float the sludge  c to settle the sludge  d to stop microorganisms from reproducing too quickly      40 three human activities are listed.    1 burning fossil fuels  2 deforestation  3 overusing fertilisers    which activities can cause the change shown in the graph?    concentration of carbon dioxide inthe atmosphere time     a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only     ",
            "19": "19  \u00a9 ucles 2016 0610/12/f/m/16  blank page ",
            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/12/f/m/16  blank page  "
        },
        "0610_m16_qp_22.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 03_0610_22/2rp  \u00a9 ucles 2016 [turn over     *7921658647 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  february/march 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2016 0610/22/f/m/16  1 what is a correct way of naming an organism using the binomial system?  a common buttercup   b ranunculus acris  c ranunculus acris   d ranunculus sp.       2 the diagram shows a leaf.        use the key to identify the plant to which the leaf belongs.    leaf in one piece leaf edge smooth fagus sylvaticaleaf edge jagged ulmus minorleaf in more than one piece leaf edge smooth fraxinus americanaleaf edge jagged sorbus aucuparialeaves ab c d     ",
            "3": "3  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  3 the diagram shows a palisade mesophyll cell from a green leaf.    w x y z    in which labelled part does photosynthesis occur and where is starch stored?     photosynthesis occurs starch is  stored  a x w  b x z  c y x  d y y      4 the diagram shows the detailed structure of a plant cell.    x     what is organelle x?  a chloroplast  b mitochondrion  c nucleus  d vacuole     ",
            "4": "4  \u00a9 ucles 2016 0610/22/f/m/16  5 the data show the results of an investigation on osmosis using sticks of potato.    concentration of  sugar solution  / mol   per dm3 length of potato  stick at start  / mm length of potato  stick after   24 hours  / mm  0.6 60 54    which statements explain this change in length?     movement of water cause of the movement  a into the potato cells the sugar solution has a higher water  potential than the potato cells.  b into the potato cells the sugar solution has a lower water  potential than the potato cells.  c out of the potato cells the sugar solution has a higher water  potential than the potato cells.  d out of the potato cells the sugar solution has a lower water  potential than the potato cells.      6 what causes the diffusion of oxygen into a plant cell?  a active transport  b movement of molecules  c osmosis  d photosynthesis     7 what is not an example of active transport?  a absorption of water by root hairs  b reabsorption of glucose by kidney tubules  c uptake of glucose by villi  d uptake of ions by root hairs    ",
            "5": "5  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  8 the diagram shows a section of dna, with four bases identified on one strand.    g a c t    which sequence of bases would be on the other strand, starting from the top?  a agtc b ctga c gact d tcag      9 the diagram shows a large food molecule changing into smaller molecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    10 the diagram represents the shape of an enzyme molecule.    active site     with which substrate would this enzyme mo st easily form an enzyme-substrate complex?    ab c d      ",
            "6": "6  \u00a9 ucles 2016 0610/22/f/m/16  11 the table shows the conditions in four test-t ubes containing equal amounts of starch and salivary  amylase.    in which test-tube is the starch broken down fastest?     ph temperature  / \u00b0c  a 2 27  b 2 37  c 7 27  d 7 37      12 a plant with variegated leaves has the starch removed from its leaves by placing it in a dark  cupboard for 48 hours.    black paper is then fixed on one leaf as shown and the plant is exposed to light.    after 24 hours, which part of the leaf contains starch?    green region white region black paper on both sides of leafa b cd      13 which row shows the effects of deficiencies in nitrate and magnesium ions on plant growth?     effect of nitrate ion  deficiency effect of magnesium  ion deficiency  a green leaves long roots  b long roots thin stem  c stunted growth yellow leaves  d thick stem large leaves     ",
            "7": "7  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  14 the diagram shows part of the alimentary canal and associated organs.    u tv w     which structures secrete enzymes that digest proteins?  a t and u b u and v c v and w d w and t      15 the graph shows ph changes in the mouth after eating.    5 0 1 01 52 02 53 03 58 7654321 0 time after eating  / minutesph     why is it a good idea to brush teeth after eating?  a acidic conditions help bacteria to grow.  b acids dissolve tooth enamel.  c alkaline conditions help bacteria to grow.  d alkalis dissolve tooth enamel.     ",
            "8": "8  \u00a9 ucles 2016 0610/22/f/m/16  16 the lower end of a plant stem is placed in water coloured with red dye. after three hours, the  stem is cut as shown in the diagram.    which labelled region is stained red?    dab c       17 by which process is water lost from a leaf?  a active transport  b diffusion  c osmosis  d photosynthesis     18 which process is used to transport sucrose from the leaves of a plant to its flowers?  a diffusion  b osmosis  c translocation  d transpiration    19 which row shows the chambers of the heart, from those with the thickest walls to those with the  thinnest walls?     thickest   thinnest  a atria left ventricle right ventricle  b atria right ventricle left ventricle  c left ventricle right ventricle atria  d right ventricle left ventricle atria     ",
            "9": "9  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  20 why is aspirin sometimes used as a drug to reduce the risk of coronary heart disease?  a it reduces blood pressure.  b it reduces pain.  c it reduces the tendency for blood to clot.  d it relaxes artery walls.      21 what happens when a child is vaccinated against tuberculosis?     type of immunity production of  memory cells  a active no  b active yes  c passive no  d passive yes     22 what helps oxygen to be absorbed rapidly into the blood in the lungs?  a air breathed in has less oxygen than air breathed out.  b alveoli have thick walls and a large surface area.  c alveoli have thin walls and a large surface area.  d the concentration of oxygen in the blood is higher than in the alveoli.    23 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    at which point on the diagram are the ribs beginning to be lowered?    ab c d102 101100 timepressure in lungs/  kpa      ",
            "10": "10  \u00a9 ucles 2016 0610/22/f/m/16  24 the diagram shows the structure of a kidney tubule.    where does filtration occur?    a b c d      25 the fovea of the eye has three kinds of cones absorbing light of different colours.    which row is correct?     type of cone stimulated  red sensitive blue sensitive green sensitive colour seen  a no yes yes red  b yes no yes blue  c yes yes no green  d yes yes yes white     26 a person eats a large bowl of rice.     what happens to the amounts of insulin, glucagon and glycogen in their body?    insulin glucagon glycogen  a decreases decreases increases  b decreases increases decreases  c increases decreases increases  d increases increases decreases     ",
            "11": "11  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  27 what is not an effect of the hormone adrenaline?  a decreased production of sweat  b dilated pupils  c increased blood glucose  d increased pulse rate      28 the diagram shows an experiment to investigate the response of a plant stem to gravity.    in darkresult after two days in dark     what is a suitable control for this experiment?    in dark in darka b light lightrotated slowly cd      29 possible effects of drug abuse include    1 addiction,  2 reduced self-control,  3 severe withdrawal symptoms.    which effects may occur as a result of drinking too much alcohol?  a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only    ",
            "12": "12  \u00a9 ucles 2016 0610/22/f/m/16  30 which hormone maintains the lining of the uterus during pregnancy?  a fsh  b oestrogen  c progesterone  d testosterone      31 the diagram shows a flower.    in which structure do seeds develop?    c bad      32 in sexual reproduction in humans, why are sperm cells produced in much greater numbers than  egg cells?  a more than one sperm cell fertilises an egg.  b sperm cells are small in size.  c sperm cells live for only a short time.  d the chance of one sperm cell reaching an egg is very small.      33 what are alleles?  a a pair of chromosomes  b different versions of the same gene  c the total number of genes on one chromosome  d two genes side by side on the same chromosome     ",
            "13": "13  \u00a9 ucles 2016 0610/22/f/m/16 [turn over  34 the diagram shows the sex chromosomes of a woman and of a man. their genotypes for a  recessive sex-linked condition are also shown.    a aa key a is dominant a is recessive     what are the chances that their daughter will show the sex-linked condition?  a 0% b 25% c 50% d 75%     35 the diagram shows the inheritance of abo blood groups. the blood groups of some of the  individuals are given.    a priya o b o a    what could be priya\u2019s genotype?  a iaio b ibib c ibio d ioio      36 what is not a feature of hydrophytes?  a large air spaces in the tissues  b leaves rolled up and covered with hairs  c leaves with stomata on the upper surface  d roots and xylem reduced    ",
            "14": "14  \u00a9 ucles 2016 0610/22/f/m/16  37 the diagram shows a pyramid of numbers in a food chain.    hawk tree shrewcaterpillarskapok tree     what type of organism is the hawk?  a producer  b primary consumer  c quaternary consumer  d tertiary consumer     38 the diagram shows organisms feeding on a dead rat and one of the organisms which, in turn,  feeds on them.        what is needed to complete the food chain?  a carnivore  b consumer  c predator  d producer     ",
            "15": "15  \u00a9 ucles 2016 0610/22/f/m/16  39 the diagram shows five stages in genetic engineering.    stage 1  the dna making up  a human gene is  isolated using  restriction enzymes.  stage 2  the dna of a  bacterial plasmid is cut open using  restriction enzymes. stage 3  the dna of the  human gene is  inserted into the  bacterial plasmid dna.    stage 4  the plasmid  containing the human gene is put back  into a bacterium.  stage 5  the bacteria with the  human gene divide  and make the  human protein.    which stages involve the formation of sticky ends?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    40 the careless use of nitrogenous fertiliser near rivers and lakes can cause eutrophication.    this results in the death of fish.    what is the direct cause of the death of the fish?  a decomposers reduce the amount of dissolved oxygen in the water.  b nitrates are toxic to plants.  c the rapid growth of producers uses up all the available nutrients.  d the sudden increase in the number of bacteria increases the spread of disease.     ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/22/f/m/16  blank page  "
        },
        "0610_m16_qp_32.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nf/sg) 109315/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6557561621* biology  0610/32 paper 3 theory (core) february/march 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/32/f/m/16 \u00a9 ucles 2016blank page",
            "3": "3 0610/32/f/m/16 \u00a9 ucles 2016 [turn over1 the boxes on the left contain the names of characteristics of living organisms.  the boxes on the right contain the definitions of these characteristics.  draw one straight line to link the characteristic with its correct definition.  an example has been done for you. characteristic definition sensitivitychemical reactions in cells that  break down nutrient molecules and release energy respirationthe ability to detect and respond  to changes in the environment nutritiontaking in of materials for energy,  growth and development excretionan action by an organism  causing a change of position or place movementremoval from organisms of toxic  materials and substances in excess of requirements reproduction a permanent increase in size growththe processes that make more  of the same kind of organism [5] [total: 5]",
            "4": "4 0610/32/f/m/16 \u00a9 ucles 20162 fig. 2.1 shows three mammals. gazelle leopardgiraffe not drawn to scale fig. 2.1",
            "5": "5 0610/32/f/m/16 \u00a9 ucles 2016 [turn over for each mammal, choose one adaptive feature visible  in fig. 2.1 and outline how it helps the  mammal to survive in its environment.  choose a different  feature for each mammal.  write your answers in table 2.1. table 2.1 name of mammal adaptive feature how feature helps the mammal to survive  in its environment gazelle giraffe leopard [6] [total: 6]",
            "6": "6 0610/32/f/m/16 \u00a9 ucles 20163 (a) define the term enzyme .  .. .  .. .  .. .  .. .  ..  [2]  (b) (i) fig. 3.1 shows a diagram of part of the human alimentary canal and associated organs.    name the structures labelled a, b, c and d.    write your answers on fig. 3.1. a b c d. . . . fig. 3.1 [4]",
            "7": "7 0610/32/f/m/16 \u00a9 ucles 2016 [turn over  (ii) fig. 3.2 also shows a diagram of part of the human alimentary canal and associated  organs.    on fig. 3.2,  draw label lines with letters to show:    e where hydrochloric acid is made    f where bile is made    g where amylase is made    h where egestion occurs. fig. 3.2 [4]  (c) (i) state where digested food is absorbed.  .. .  ..  [1]",
            "8": "8 0610/32/f/m/16 \u00a9 ucles 2016  (ii) digestion of carbohydrate produces glucose.    describe the absorption of glucose.  .. .  .. .  .. .  .. .  ..  [2] [total: 13]",
            "9": "9 0610/32/f/m/16 \u00a9 ucles 2016 [turn over4 (a) this question is about sexual reproduction in humans.   choose words from the list to complete the sentences below.   words may be used once, more than once or not at all. cervix egg cell embryo gamete ovary                   prostate gland                   scrotum testes uterus vagina zygote   sperm are produced in the . of the male.   a sperm is produced by meiosis and is an example of a cell called a . .   during sexual intercourse sperm are released into the ... of the   female.   at fertilisation a sperm fuses with the . to form a .. which   travels to the ... where it develops into an ... . [7]  (b) at the end of pregnancy a woman goes into labour and the baby is born.   outline the stages involved in labour and birth.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4] [total: 11]",
            "10": "10 0610/32/f/m/16 \u00a9 ucles 20165 an investigation was carried out into the blood flow in different parts of the body when resting and  during mild exercise.  fig. 5.1 shows the results for the skeletal muscles, the skin and the alimentary canal. 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 skeletal musclesskin alimentary canal parts of the bodyblood flow / dm3 per minuteat rest during mild exercise fig. 5.1",
            "11": "11 0610/32/f/m/16 \u00a9 ucles 2016 [turn over (a) (i) use fig. 5.1  to state the blood flow to the skeletal muscles when at rest.   . dm3 per minute  [1]   (ii) use fig. 5.1 to state the difference in blood flow to the skeletal muscles between rest and  during mild exercise.    show your working.   . dm3 per minute  [2]  (b) suggest why increased blood flow to the skeletal muscles is necessary during mild exercise.   .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (c) at rest, the blood flow to the skin is 0.5 dm3 per minute. during mild exercise this increases to  1.5 dm3 per minute.   (i) calculate the percentage increase in blood flow to the skin during mild exercise.    show your working.   ...%  [2]",
            "12": "12 0610/32/f/m/16 \u00a9 ucles 2016  (ii) outline the reason for this increased blood flow to the skin.  .. .  .. .  .. .  .. .  .. .  .. .  ..  [3]  (d) suggest why the blood flow to the alimentary canal decreases during mild exercise.  .. .  .. .  ..  [1]  (e) the blood flow to the brain stays the same during rest and exercise.   suggest two reasons for this unchanged blood flow.  .. .  .. .  .. .  .. .  ..  [2] [total: 14]",
            "13": "13 0610/32/f/m/16 \u00a9 ucles 2016 [turn over6 (a) (i) define the term chromosome .  .. .  .. .  .. .  .. .  ..  [2]   (ii) fig. 6.1 shows a plant cell.    on fig. 6.1, draw a line labelled w to show where chromosomes are found in this cell. fig. 6.1 [1]",
            "14": "14 0610/32/f/m/16 \u00a9 ucles 2016 (b) in mice the allele for black fur ( b) is dominant to the allele for white fur ( b).   a mouse with black fur was mated with a mouse with white fur.   the mouse with black fur had the genotype bb.   complete fig. 6.2 to show how fur colour is inherited by the offspring of this mating. parental phenotypes black fur    \u00d7    white fur parental genotypes ...     \u00d7     ... gametes .  +  .       \u00d7       .  +  . punnett square offspring genotypes . . . . offspring phenotypes     ratio .. black :  .. white fig. 6.2 [5]  (c) sex inheritance in mice is the same as in humans.   state the sex chromosomes of a male mouse and a female mouse.   male mouse   .   female mouse   . [2] [total: 10]",
            "15": "15 0610/32/f/m/16 \u00a9 ucles 2016 [turn over7 fig. 7.1 shows a section through a leaf.  (a) name the structures labelled j and k.   write your answers on fig. 7.1. j.. k.. fig. 7.1 [2]  (b) leaves carry out photosynthesis.   write the word equation for photosynthesis. light . +. . +. chlorophyll [2]",
            "16": "16 0610/32/f/m/16 \u00a9 ucles 2016 (c) maize plants photosynthesise to produce the chemicals needed to form corn cobs.   corn cobs are food for humans.   in an investigation, six similar fields of maize seedlings had different quantities of fertiliser  added.   the mass of corn cobs produced by each field was calculated.   the results are shown in fig. 7.2. 10 000 8000 6000 4000 2000 010 50 100 150 200 250field 1field 2field 3field 4field 5field 6 mass of corn cobs / kg per hectare fertiliser added  / kg per hectare fig. 7.2   (i) describe the results of the investigation shown in fig. 7.2.  .. .  .. .  .. .  ..  [2]   (ii) state two factors, other than adding fertiliser, which can affect the rate of photosynthesis.   1   ... 2   ... [2]",
            "17": "17 0610/32/f/m/16 \u00a9 ucles 2016 [turn over (d) (i) explain how the use of herbicides improves the yields from crop plants such as maize.  .. .  .. .  .. .  .. .  ..  [2]   (ii) suggest how genetic engineering could reduce the use of insecticides on farms.  .. .  .. .  .. .  .. .  ..  [2] [total: 12]",
            "18": "18 0610/32/f/m/16 \u00a9 ucles 20168 (a) name the two components that form the central nervous system (cns). 1   ... 2   ... [2]  (b) sense organs respond to specific stimuli.   name three different stimuli that the sense organs in the human body can detect. 1   ... 2   ... 3   ... [3]  (c) a student picks up a very hot object and immediately drops it.   describe what happens in this reflex action.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [4] [total: 9]",
            "19": "19 0610/32/f/m/16 \u00a9 ucles 2016blank page",
            "20": "20 0610/32/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_m16_qp_42.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (cw/fd) 112431/6 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7966026281* biology  0610/42 paper 4 theory (extended) february/march 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/42/f/m/16 \u00a9 ucles 20161 a researcher used a light microscope to observe epithelial cells from a human cheek.  fig. 1.1 is a photograph that the researcher made of these cells. $ % fig. 1.1  (a) (i) name the parts labelled a and b. a  . ... b  . ...  [2]   (ii) the cells in fig. 1.1 each have a cell membrane.    state one of the functions of a cell membrane.  .. .  .. .[1]   (iii) state how the shape of the cells shown in fig. 1.1 differs from the shape of a palisade  mesophyll cell in a leaf.  .. .  .. .  .. .[1]",
            "3": "3 0610/42/f/m/16 \u00a9 ucles 2016 [turn over (b) fig. 1.2 shows an electron micrograph of a mitochondrion. fig. 1.2   mitochondria have two membranes, an inner membrane and an outer membrane. the inner  membrane is folded and used in respiration.   suggest why the inner membrane of mitochondria is folded.  .. .  .. .  .. .[1]",
            "4": "4 0610/42/f/m/16 \u00a9 ucles 2016 (c) table 1.1 shows different specialised cells and the average number of mitochondria each cell  contains. table 1.1 specialised cell type average number of  mitochondria liver cell 1000\u20132000red blood cell 0sperm cell 25\u201375heart muscle cell 1500   explain the differences between the average numbers of mitochondria in the cells shown in  table 1.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4] [total: 9]",
            "5": "5 0610/42/f/m/16 \u00a9 ucles 2016 [turn over2 reflexes are simple responses that protect the body.  the pathway that nerve impulses travel along during a reflex is called a reflex arc.  (a) letters a to g show the components of a reflex arc.    a stimulus     b motor neurone    c sensory neurone    d receptor cell     e response    f relay neurone    g effector   put the components into the correct sequence. two have been done for you. a e  [1]  (b) impulses travel between neurones across a synapse.   describe how impulses travel across the synapse from one neurone to another.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) drugs such as heroin restrict the movement of impulses across synapses. users can become  addicted to heroin. when users stop taking heroin they may experience withdrawal symptoms.   (i) state two withdrawal symptoms that heroin users may experience. 1    2     [2]   (ii) suggest why heroin abuse may increase criminal activity.  .. .  .. .  .. .[1]",
            "6": "6 0610/42/f/m/16 \u00a9 ucles 2016 (d) heroin abuse may lead to hiv infection. there is currently no approved vaccine that prevents  the spread of hiv. vaccination stimulates active immunity against specific pathogens.   (i) explain how vaccination stimulates active immunity.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]   (ii) explain what is meant by passive immunity.  .. .  .. .  .. .  .. .  .. .[2]  [total: 13]",
            "7": "7 0610/42/f/m/16 \u00a9 ucles 2016 [turn over3 y east is used in bread-making. it respires anaerobically, producing carbon dioxide.  (a) write the balanced chemical equation for anaerobic respiration of yeast in bread-making.  .. .[2]  a baker wants to increase the rate of carbon dioxide production in the bread-making process.  the baker trialled different concentrations of glucose solution in the bread dough.  fig. 3.1 shows the results. 0.00.00.51.01.52.02.5rate of carbon dioxide production / cm3 per min3.03.54.5 4.0 1.0 2.0 3.0 4.0 concentration of glucose solution  / %5.0 6.0 7.0 fig. 3.1  (b) (i) predict the rate of carbon dioxide production if the concentration of the glucose solution  was 7.0%.  .. cm3 per min [1]   (ii) the baker carried out the trials at 30 \u00b0c.    the trials were repeated at 20 \u00b0c.     draw a line on fig. 3.1 to show the rate of carbon dioxide production at 20 \u00b0c. [2]   (iii) the baker carried out another trial at 80 \u00b0c. no carbon dioxide was released.    state why no carbon dioxide was produced.  .. .[1]  (c) name one other industrial process that uses yeast.  .. .[1]",
            "8": "8 0610/42/f/m/16 \u00a9 ucles 2016 (d) during the production of penicillin, large fermenters are used. fig. 3.2 shows a fermenter. frrolqj\u0003zdwhuvwhuloh\u0003dluqxwulhqwvsuhvvxuh uhohdvh\u0003ydoyh prwru surehv vdpsoh\u0003wxeh frrolqj\u0003zdwhu zdwhu\u0010iloohg mdfnhw vwluuhu wds surgxfwv fig. 3.2   (i) explain the functions of the following parts of the fermenter: stirrer  .. ...  .. . water-filled jacket  .. .  .. . probes  ...   .. .  [3]   (ii) the air and nutrients that are added to the fermenter are sterile.    state why they must be sterile.  .. .  .. .  .. .[1]  [total: 11]",
            "9": "9 0610/42/f/m/16 \u00a9 ucles 2016 [turn over4 (a) increasing human population is linked to a change in carbon dioxide concentration in the  atmosphere. fig. 4.1 shows the carbon dioxide concentration between 1958 and 2010  measured at mauna loa, hawaii. 1960320340360380 310330350370400 390 carbon dioxide concentration / parts per million 1970 1 980 1 990 year2000 2010 fig. 4.1   describe how the carbon dioxide concentration has changed between 1958 and 2010.   y ou will gain credit for using data from fig. 4.1.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]",
            "10": "10 0610/42/f/m/16 \u00a9 ucles 2016 (b) (i) carbon dioxide is a greenhouse gas.    name one other  greenhouse gas.  .. .[1]   (ii) explain how carbon dioxide enhances the greenhouse effect.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (c) mineral ions are needed for plant growth.   complete table 4.1 to show the function and effect of the lack of some mineral ions on plants.   one has been done for you. table 4.1 mineral ion function in plants effect of lack of mineral ion on plants nitrate magnesiumphosphate used for making dna poor root growth  [4]",
            "11": "11 0610/42/f/m/16 \u00a9 ucles 2016 [turn over (d) fertilisers can cause pollution to aquatic systems. overuse of fertilisers may cause   eutrophication. lake udai sagar in india is an example of an aquatic system that shows high  levels of eutrophication.   explain what happens in aquatic environments, such as lake udai sagar, when eutrophication  occurs.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]  [total: 17]",
            "12": "12 0610/42/f/m/16 \u00a9 ucles 20165 fig. 5.1 shows the different types of human teeth. lqflvruvfdqlqhsuhproduvproduv fig. 5.1  (a) describe the functions of the canine and molar teeth.  .. .  .. .  .. .  .. .  .. .[2]  (b) fig. 5.2 shows the skulls of a tiger and a rabbit. wljhu udeelw fig. 5.2   not to scale",
            "13": "13 0610/42/f/m/16 \u00a9 ucles 2016 [turn over  (i) state two ways in which the teeth of a tiger differ from the teeth of a rabbit, using evidence  from fig. 5.2.  .. .  .. .  .. .  .. .  .. .[2]   (ii) suggest one feature visible  in fig. 5.2 that indicates the tiger is a carnivore.  .. .  .. .  .. .[1]",
            "14": "14 0610/42/f/m/16 \u00a9 ucles 2016 (c) omnivores are animals that eat both animals and plants. scientists use the number and types  of teeth to classify animals as carnivores, herbivores or omnivores.    table 5.1 shows examples of different types of mammals and their teeth. table 5.1 mammal carnivore, herbivore  or omnivoreincisors canines premolars molars total  number  of teeth 1 omnivore 12 4 16 122 omnivore 12 4 16 12 443 herbivore 12 4 12 12 404 herbivore  6 2 12 12 325 carnivore 12 4 16 10 426 carnivore 12 4 10  8 34 x 12 4 12  8 36   (i) calculate the number of molars as a percentage of the total number of teeth for  mammal 1.    show your working.    give your answer to the nearest whole number.   .%  [2]   (ii) the skull of an unidentified mammal, x, is likely to be a carnivore.    discuss the evidence in table 5.1 for and against classifying mammal x as a carnivore.   .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
            "15": "15 0610/42/f/m/16 \u00a9 ucles 2016 [turn over (d) mechanically digested food travels from the mouth to the stomach. the gastric juice in the  stomach contains hydrochloric acid, giving a low ph environment.   explain why it is important to have a low ph in the stomach.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) products of digestion are absorbed through the villi in the small intestine.   explain how villi are adapted for absorption.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (f) coeliac disease is caused by a reaction to a protein called gluten. the villi become damaged  causing a reduction in the absorption of nutrients.   suggest possible effects on the body of a reduction in the absorption of nutrients.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3] [total: 20]",
            "16": "16 0610/42/f/m/16 \u00a9 ucles 20166 a new species of frog was discovered in 2009 in the amazon rainforest in peru.  fig. 6.1 shows this frog, osteocephalus castaneicola . fig. 6.1  (a) state the genus of this animal.  .. .[1]  in the past, anatomy was a way to classify species. dna is now used to aid the classification of  organisms.  (b) (i) draw and annotate a diagram to show the structure of dna.  [3]",
            "17": "17 0610/42/f/m/16 \u00a9 ucles 2016  (ii) describe how dna can be used to classify organisms.  .. .  .. .  .. .  .. .[2]  (c) dna controls cell function by controlling the production of proteins.   (i) proteins are coded for by a length of dna.    what is the name given to the length of dna which codes for a protein?  .. .[1]   (ii) describe the role of mrna in protein synthesis.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 10]",
            "18": "18 0610/42/f/m/16 \u00a9 ucles 2016blank page",
            "19": "19 0610/42/f/m/16 \u00a9 ucles 2016blank page",
            "20": "20 0610/42/f/m/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_m16_qp_52.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/sw) 109266/5 \u00a9 ucles 2016 [turn over *3765916169* biology  0610/52 paper 5 practical test february/march 2016  1 hour 15 minutes candidates answer on the question paper.additional materials: as listed in the confidential instructions. 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.y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 totalcambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/52/f/m/16 \u00a9 ucles 20161 y ou are going to investigate the effect of temperature on the activity of amylase.  amylase is an enzyme that catalyses the break down of starch.  starch changes the colour of iodine solution from orange-brown to blue-black.  y ou will measure the time taken for the iodine solution to stay orange-brown at two different  temperatures.  amylase can irritate the skin and damage the eyes. use the eye protection and gloves  provided.  read through steps 1 to 11 before  starting the experiment.  step 1  label a test-tube w, add 3 cm3 of starch solution and place it into the beaker of warm  water.  step 2  label a test-tube c, add 3 cm3 of starch solution and place it into the beaker of iced  water.  step 3 place one dropping pipette into each of test-tubes w and c.  step 4   use the marker pen to draw a line which divides the white spotting tile into two equal  halves. label one half w and the other half c.  step 5 put one drop of iodine solution into each of the wells of the spotting tile. step 6  transfer one drop of the liquid in test-tube w to the first well in the half of the spotting tile  labelled w. observe any colour change.  step 7  transfer one drop of the liquid in test-tube c to the first well in the half of the spotting tile  labelled c. observe any colour change.  (a) state any colour changes observed in steps 6 and 7.  .. .  .. .[1]  read through steps 8 to 11 and prepare a results table in part 1(b). do not start step 8 until you  have drawn your results table.  step 8 add 20 drops of amylase solution to each of test-tubes w and c, and stir gently.",
            "3": "3 0610/52/f/m/16 \u00a9 ucles 2016 [turn over step 9 start the timer.  step 10  immediately , transfer one drop of liquid from test-tube w to the second well in the half of  the spotting tile labelled w. return the remaining liquid in the pipette to test-tube w and  then place the dropping pipette back into test-tube w. immediately , transfer one drop of  liquid from test-tube c to the second well in the half of the spotting tile labelled c. return  the remaining liquid in the pipette to test-tube c and then place the dropping pipette back  into test-tube c.   observe any colour changes and record your results in the table you prepared in part  1(b).  step 11  repeat step 10 after 2, 4, 6 and 8 minutes, using different wells in the spotting tile in  each case. record your observations in the table you prepared in part 1(b).  (b) prepare a table to record your observations in the space below.  [6]  (c) suggest reasons for using separate dropping pipettes for test-tubes w and c.  .. .  .. .  .. .[1]",
            "4": "4 0610/52/f/m/16 \u00a9 ucles 2016 (d) explain your results for test-tube w.  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e) another student carried out the same investigation as you and they concluded: \u201cthe higher the temperature, the greater the activity of amylase.\u201d   do you agree with this conclusion?   give a reason for your answer.  .. .  .. .  .. .[1]  (f) state two sources of error in the method used in your investigation.   suggest how to improve the method to minimise these sources of error. error 1  .. .  .. . improvement 1   ..  .. .  .. . error 2  .. .  .. . improvement 2   ..  .. .  .. .  [4]",
            "5": "5 0610/52/f/m/16 \u00a9 ucles 2016 [turn over (g) some students stated: \u201cthe activity of amylase is greatest at 40 \u00b0c.\u201d   describe an investigation to test whether this statement is correct.   the investigation should be similar to that described in steps 1\u201311.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]  (h) amylase breaks starch down into reducing sugars.   outline how the students could show that reducing sugars are present in a solution.  .. .  .. .  .. .  .. .  .. .[2]  [total: 24]",
            "6": "6 0610/52/f/m/16 \u00a9 ucles 20162 leaves exposed to light photosynthesise and produce oxygen gas.  a student measured the rate at which the leaves of a pond plant produced bubbles of oxygen gas  when exposed to different intensities of light.  the apparatus used is shown in fig. 2.1. water-baththermometermovable lampsodium hydrogencarbonate solution bubble stopwatch not drawn to scalepond plant 02 5cm50 75 100 ruler fig. 2.1  the investigation was carried out in a dark laboratory. the only light source was the lamp, as  shown in fig. 2.1.  the student changed the light intensity by placing the lamp at different distances from the plant.  the results are shown in table 2.1. table 2.1 distance of lamp from plant / cm number of bubbles of oxygen produced per minute  20 29 40 16 60  8 80  3100  1",
            "7": "7 0610/52/f/m/16 \u00a9 ucles 2016 [turn over (a) (i) plot a graph of the data in table 2.1 and draw a line of best fit.  [5]   (ii) use your graph to estimate the distance of the lamp from the plant when six bubbles of  oxygen per minute would be produced.     show on the graph  how you obtained your answer.  .. .  [2]   (iii) describe the relationship between light intensity and the rate at which oxygen is produced  by the plant.  .. .  .. .  .. .  .. .  .. .[2]   (iv) suggest why the student used a water-bath in the investigation shown in fig. 2.1.  .. .  .. .[1]",
            "8": "8 0610/52/f/m/16 \u00a9 ucles 2016 (b) fig. 2.2 shows a photograph of a section through the pond plant as seen under a light  microscope. ab fig. 2.2   (i) make a large drawing of fig. 2.2 to show the position of the outermost layer of cells and  the central core.    do not draw any of the individual cells or air spaces.  [3]",
            "9": "9 0610/52/f/m/16 \u00a9 ucles 2016  (ii) the central core is called the stele. label the stele on your diagram.  [1]   (iii) the diameter of the section in the photograph in fig. 2.2 is shown by the line ab.    measure the length of ab on fig. 2.2.    length of ab on fig. 2.2  mm    the actual diameter of the section is 7.5 mm.    the magnification of fig. 2.2 can be calculated using the following equation: magnification = length of ab actual diameter of the section    calculate the magnification of fig. 2.2 using the information above and your answer  for ab.    show your working.    give your answer to the nearest whole number.  magnification  .. [2]  [total: 16]",
            "10": "10 0610/52/f/m/16 \u00a9 ucles 2016blank page",
            "11": "11 0610/52/f/m/16 \u00a9 ucles 2016blank page",
            "12": "12 0610/52/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_m16_qp_62.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (st/sw) 109262/5 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0745640984* biology  0610/62 paper 6 alternative to practical february/march 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/62/f/m/16 \u00a9 ucles 20161 some students investigated the effect of temperature on the activity of amylase.  amylase is an enzyme that catalyses the break down of starch.  starch changes the colour of iodine solution from orange-brown to blue-black. step 1  the students added 2 cm 3 of starch solution to a test-tube, labelled it w, and placed it  into a beaker of warm water.  step 2  they added 2 cm3 of starch solution to a second test-tube, labelled it c, and placed it into  a beaker of iced water.  step 3 the students placed one dropping pipette into each of test-tubes w and c.  step 4 they waited five minutes before continuing. step 5  the students added 10 drops of amylase solution to each of test-tubes w and c and  shook both test-tubes gently.  step 6 they started a timer. step 7  the students immediately tested the liquids in test-tubes w and c for starch using iodine  solution.  step 8  the students repeated step 7 after 2, 4, 6 and 8 minutes.  (a) iodine solution can affect the activity of amylase.   the students tested the liquids in test-tubes w and c using iodine solution without affecting  the activity of the amylase.    describe how the students did this.  .. .  .. .  .. .  .. .  .. .[2]  ",
            "3": "3 0610/62/f/m/16 \u00a9 ucles 2016 [turn over the students observed that the liquid from test-tube  w turned the iodine solution blue-black after  0 minutes, dark brown after 2 minutes, and it remained orange-brown after 4, 6 and 8 minutes.  the liquid from test-tube  c turned the iodine solution blue-black after 0, 2 and 4 minutes and dark  brown after 6 and 8 minutes.   (b)  prepare a table to record these observations in the space below. [4]  (c)  suggest reasons for:   (i) waiting for five minutes at step 4  .. .  .. .  .. .[1]   (ii)  using separate dropping pipettes for test-tubes w and c.  .. .  .. .  .. .[1]",
            "4": "4 0610/62/f/m/16 \u00a9 ucles 2016 (d)  explain the observations for test-tube w.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[3]  (e)  the students concluded: \u201cthe higher the temperature, the greater the activity of amylase.\u201d   do you agree with this conclusion?   give a reason for your answer.  .. .  .. .  .. .[1]  (f)  there is a source of error in step 5 of the method.   (i) identify this source of error.  .. .  .. .  .. .[1]   (ii) suggest apparatus that could be used to minimise this source of error.   .. .[1]",
            "5": "5 0610/62/f/m/16 \u00a9 ucles 2016 [turn over (g)  state one other source of error in the method used in this investigation.   suggest how to improve the method to minimise this source of error. error   ..  .. .  .. . improvement  .. ...  .. .  .. .  .. .  [2]  (h)  some students stated: \u201cthe activity of amylase is greatest at 40 \u00b0c.\u201d   describe an investigation to test whether this statement is correct.   the investigation should be similar to that described in steps 1\u20138.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
            "6": "6 0610/62/f/m/16 \u00a9 ucles 2016 (i) amylase breaks starch down into reducing sugars.   outline how the students could show that reducing sugars are present in a solution.  .. .  .. .  .. .  .. .  .. .[2] [total: 24]",
            "7": "7 0610/62/f/m/16 \u00a9 ucles 2016 [turn overblank page",
            "8": "8 0610/62/f/m/16 \u00a9 ucles 20162 leaves exposed to light photosynthesise and produce oxygen gas.  a student measured the rate at which the leaves of a pond plant produced bubbles of oxygen gas  when exposed to different intensities of light.  the apparatus used is shown in fig. 2.1.  water-bath not drawn to scalethermometer pond plantmovable lamp 0 25 50 75 100 rulersodium hydrogencarbonate solution stopwatch cmbubble fig. 2.1  the investigation was carried out in a dark laboratory. the only light source was the lamp, as  shown in fig. 2.1.  the student changed the light intensity by placing the lamp at different distances from the plant.  the results are shown in table 2.1. table 2.1 distance of lamp from plant / cm number of bubbles of oxygen produced per minute  20 29  40 16  60  8  80  3 100  1",
            "9": "9 0610/62/f/m/16 \u00a9 ucles 2016 [turn over (a) (i)  plot a graph of the data in table 2.1 and draw a line of best fit. [5]   (ii) use your graph to estimate the distance of the lamp from the plant when six bubbles of  oxygen per minute would be produced.     show on the graph  how you obtained your answer.  .. .  [2]   (iii) describe the relationship between light intensity and the rate at which oxygen is produced  by the plant.  .. .  .. .  .. .  .. .  .. .[2]    (iv) suggest why the student used a water-bath in the investigation shown in fig. 2.1.  .. .  .. .[1]",
            "10": "10 0610/62/f/m/16 \u00a9 ucles 2016 (b) fig. 2.2 shows a photograph of a section through the pond plant as seen under a light  microscope. ab fig. 2.2   (i)  make a large drawing of fig. 2.2 to show the position of the outermost layer of cells and  the central core.      do not draw any of the individual cells or air spaces. [3]",
            "11": "11 0610/62/f/m/16 \u00a9 ucles 2016  (ii) the central core is called the stele. label the stele on your diagram. [1]   (iii) the diameter of the section in the photograph in fig. 2.2 is shown by the line ab.    measure the length of ab on fig. 2.2.     length of ab on fig. 2.2 . mm    the actual diameter of the section is 7.5 mm.    the magnification of fig. 2.2 can be calculated using the following equation: magnification = length of ab actual diameter of the section    calculate the magnification of fig. 2.2 using the information above and your answer  for ab.    show your working.    give your answer to the nearest whole number.  magnification  .. [2] [total: 16]",
            "12": "12 0610/62/f/m/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s16_qp_11.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 06_0610_11/3rp  \u00a9 ucles 2016 [turn over       *9998858887* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2016 0610/11/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubbles of gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 which name is given to a group of individuals that can reproduce to produce fertile offspring?  a a genus  b a kingdom  c a species  d an organ system    3 use the key to identify the animal shown in the diagram.    has jointed legs three pairs of legsmore than three pairs of legs has tail a hexageniano tail b dytiscusfour pairs of legs c argyronetamore than four pairs of legs d asellus ",
            "3": "3  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  4 which row matches the cell membrane and cell wall of a palisade cell to their functions?     cell membrane cell wall  a active transport active transport  b active transport support  c support active transport  d support support     5 in a plant, what is formed by a group of xylem vessels?  a a cell  b a tissue  c an organ  d an organ system    6 what are the functions of xylem vessels?     absorption conduction photosynthesis support  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0013 \u0017 \u0017  c \u0017 \u0013 \u0017 \u0013  d \u0017 \u0017 \u0013 \u0013     7 active transport is the movement of  a molecules from a region of their higher concentration to a region of their lower concentration.  b particles from a region of lower concentration to a region of higher concentration using  energy from respiration.  c urine by relaxation of a sphincter muscle in the bladder.  d water through a partially permeable membrane from a more dilute to a more concentrated  solution.    ",
            "4": "4  \u00a9 ucles 2016 0610/11/m/j/16  8 the diagram shows an experiment to demonstrate the movement of molecules.    red ink solution permeable membrane attached to funnelbeaker of waterinverted thistle funnel     after one hour, the water in the beaker turned red.    what is the most likely reason for this colour change?  a molecules of red ink move through the membrane by diffusion.  b molecules of red ink move through the membrane by osmosis.  c molecules of water move through the membrane by diffusion.  d molecules of water move through the membrane by osmosis.     9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
            "5": "5  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  10 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      11 the diagram represents enzyme action.    + w+ y x    what are parts w, x and y in this chemical reaction?     enzyme product  substrate  a w x y  b x w y  c x y w  d y w x    ",
            "6": "6  \u00a9 ucles 2016 0610/11/m/j/16  12 in a photosynthesis experiment, a plant is left in bright sunlight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solution.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue  / black iodine solutionstays brownkey      13 which substance, needed for protein synthe sis, is carried into a leaf from the stem?  a carbon dioxide  b nitrate  c oxygen  d starch    14 which type of food is not digested before being absorbed by the body?  a carbohydrate  b fat  c protein  d water    ",
            "7": "7  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  15 the diagram shows the human alimentary canal.    in which structure is most glucose absorbed into the blood?    a b c d       16 which dietary component is unlikely  to be deficient in a meat-free diet?  a fat  b fibre  c protein  d vitamin d    ",
            "8": "8  \u00a9 ucles 2016 0610/11/m/j/16  17 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate oftranspiration rate of transpirationhumidityb humidityc humidityd      18 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.     ",
            "9": "9  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  19 which substances are dissolved in human blood plasma?  a carbon dioxide, haemoglobin and glucose  b carbon dioxide, oxygen and haemoglobin  c glucose, hormones and urea  d oxygen, urea and starch      20 which chamber of the heart has the thickest muscle wall?  a left atrium  b left ventricle  c right atrium  d right ventricle     21 what is the approximate percentage of oxygen in expired air?  a 0.04% b 4% c 16% d 21%      22 compared with atmospheric air, air breathed out by a human contains  a less water vapour, less carbon dioxide.  b less water vapour, more carbon dioxide.  c more water vapour, less carbon dioxide.  d more water vapour, more carbon dioxide.      23 what is produced by anaerobic respiration in yeast?     lactic acid carbon dioxide  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      24 what is the word equation for aerobic respiration in plants?  a carbon dioxide + water \u2192 glucose + oxygen  b glucose + carbon dioxide \u2192 water + oxygen  c glucose + oxygen \u2192 carbon dioxide + water  d glucose + water \u2192 carbon dioxide + oxygen   ",
            "10": "10  \u00a9 ucles 2016 0610/11/m/j/16  25 where is urea made?  a bladder  b kidney  c liver  d urethra      26 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     ",
            "11": "11  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  27 the diagram shows a neurone.    xy     which structures could be found at x and y?     x y  a brain intestine  b brain leg  c eye hand  d gland spinal cord     28 what will be the effect of strenuous exercise on the volume of water lost through the skin and the  kidneys?     volume of water  lost through  the skin volume of water  lost through  the kidneys  a decreases decreases  b decreases increases  c increases decreases  d increases increases      29 which organ is most often damaged by regularly drinking too much alcohol?  a heart  b liver  c pancreas  d stomach    30 when a baby is born, these processes occur.    1 breaking of the amniotic sac  2 contraction of muscles in the uterus wall  3 cutting of the umbilical cord    in which order do these processes usually occur?  a 2 \u2192 1 \u2192 3 b 2 \u2192 3 \u2192 1 c 3 \u2192 1 \u2192 2 d 3 \u2192 2 \u2192 1 ",
            "12": "12  \u00a9 ucles 2016 0610/11/m/j/16  31 the diagrams show pollen grains from three diff erent species of plant as they appear under the  microscope. the diagrams are all to the same scale.    123     which pollen grains are involved in insect-pollination?  a 1 and 2 b 1 only c 2 and 3 d 3 only     32 the diagram shows the human female reproductive system.    if a woman uses a femidom as a contraceptive, where would it be placed?    a b c d      ",
            "13": "13  \u00a9 ucles 2016 0610/11/m/j/16 [turn over  33 cells are formed by the division of existing cells. four different cells are shown.    which cell is produced by meiosis?    a b c d      34 albinism is an inherited condition in which pigment does not develop in the skin, hair and eyes.    the allele for albinism is recessive.    what are the chances of albino parents having an albino child?  a 0% b 25% c 75% d 100%      35 which name is given to the observable features of an organism?  a alleles  b genes  c genotype  d phenotype    36 what is not a feature of natural selection?  a competition for resources  b production of many offspring  c selection by humans  d variation within the population   ",
            "14": "14  \u00a9 ucles 2016 0610/11/m/j/16  37 the graph shows a population growth curve.    population size timex     which factors would cause region x on the graph to become steeper?  a decrease in predation, decrease in food supply  b increase in food supply, decrease in disease  c increase in food supply, increase in predation  d increase in predation, decrease in disease      38 the diagram shows a simple food chain.    green plant  \u2192  herbivore  \u2192  carnivore    if a disease causes the number of herbivores to decrease, what will be the effect on the numbers of green plants and carnivores?     green plants carnivores  a decrease decrease  b decrease increase  c increase decrease  d increase increase     39 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     ",
            "15": "15  \u00a9 ucles 2016 0610/11/m/j/16  40 the diagram shows the positions of four farms and th e concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/11/m/j/16  blank page       "
        },
        "0610_s16_qp_12.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 06_0610_12/3rp  \u00a9 ucles 2016 [turn over       *3322418281* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2016 0610/12/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubbles of gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus     ",
            "3": "3  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  3 the diagram shows a bird that lives near rivers.        use the key to identify the bird shown in the diagram.    1 toes joined by a flap of skin  ...   go to 2   toes separate  .   a  heron  2 beak as long or longer than the head     go to 3   beak not as long as the head     b  little grebe  3 top of head black  ...   c  avocet   top of head white  ...   d  mute swan     4 in a plant, what is formed by a group of xylem vessels?  a a cell  b a tissue  c an organ  d an organ system    5 the diagram shows a palisade mesophyll cell.    which structure is not found in an animal cell?    a b c d      ",
            "4": "4  \u00a9 ucles 2016 0610/12/m/j/16  6 which statement is correct for phloem but not for xylem?  a it carries mineral ions.  b it carries starch.  c it carries sucrose.  d it is no longer living.      7 why does oxygen diffuse into the blood from an alveolus in the lungs?  a the oxygen concentration in the alveolus is greater than the carbon dioxide concentration in  the blood.  b the oxygen concentration in the alveolus is greater than in the blood.  c the oxygen concentration in the blood is greater than in the alveolus.  d the oxygen concentration in the blood is greater than the carbon dioxide concentration in the  alveolus.     8 the diagram shows water and sugar molecules on either side of a partially permeable  membrane.    xykey sugar molecule water moleculepartially permeable membrane     what happens during osmosis?  a more sugar molecules pass through the membrane from x to y than from y to x.  b more sugar molecules pass through the membrane from y to x than from x to y.  c more water molecules pass through the membrane from x to y than from y to x.  d more water molecules pass through the membrane from y to x than from x to y.      9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.   ",
            "5": "5  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  10 when a substance is added to meat, amino acids are produced.    what is this substance?  a a hormone  b an enzyme  c an oil  d water     11 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c       12 which two substances are the products of photosynthesis?  a carbon dioxide and glucose  b carbon dioxide and water  c oxygen and carbon dioxide  d oxygen and glucose    ",
            "6": "6  \u00a9 ucles 2016 0610/12/m/j/16  13 in a photosynthesis experiment, a plant is left in bright sunlight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solution.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue  / black iodine solutionstays brownkey      14 which type of food is not digested before being absorbed by the body?  a carbohydrate  b fat  c protein  d water    15 the bacterium salmonella enterica  can cause severe food poisoning and the lining of the  alimentary canal may be damaged. in these cases absorption of digested food products cannot easily take place.    which region of the alimentary canal is most affected?  a colon  b ileum  c oesophagus  d stomach     ",
            "7": "7  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  16 the diagram shows some of the organs of the human body.    ps rq     in which organs does the digestion of proteins take place?  a p and q b p and r c q and r d q and s      17 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.     ",
            "8": "8  \u00a9 ucles 2016 0610/12/m/j/16  18 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate oftranspiration rate of transpirationhumidityb humidityc humidityd      19 the diagram shows the human heart and some of the blood vessels connected to it.    w z     before blood in w reaches z it must  a gain glucose.  b give up heat to the skin.  c pass through capillaries.  d travel to the head.   ",
            "9": "9  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  20 which substances are dissolved in human blood plasma?  a carbon dioxide, haemoglobin and glucose  b carbon dioxide, oxygen and haemoglobin  c glucose, hormones and urea  d oxygen, urea and starch      21 what are the approximate percentages of oxygen and carbon dioxide in atmospheric air?     oxygen  / % carbon dioxide   / %  a 16 4.00  b 16 8.00  c 20 0.04  d 20 4.00     22 which route is taken by air passing from the lungs of a human to the atmosphere?  a alveolus \u2192 bronchus \u2192 trachea  b alveolus \u2192 trachea \u2192 bronchus  c bronchus \u2192 alveolus \u2192 trachea  d trachea \u2192 alveolus \u2192 bronchus    23 during aerobic respiration glucose is broken down.    what is released in this process?     carbon  dioxide energy water  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0013  d \u0017 \u0013 \u0013    ",
            "10": "10  \u00a9 ucles 2016 0610/12/m/j/16  24 which processes depend on the action of enzymes?   1 digestion   2 osmosis  3 respiration   a 1 and 2 b 1 and 3 c 1 only d 2 and 3    25 which diet will cause the liver to produce the most urea?  a high carbohydrate, low fat  b high fat, high fibre  c high fat, low protein  d high protein, low carbohydrate    26 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     ",
            "11": "11  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  27 the diagram shows a section through an eye.    which structure controls how much light enters the pupil?    ab cd       28 what are the effects of adrenaline?     breathing rate pulse rate  a decreased decreased  b increased increased  c increased no effect  d no effect increased     29 which organ breaks down heroin and alcohol?  a bladder  b brain  c kidney  d liver    30 in which conditions will seeds germinate most quickly?  a dry and cold  b dry and warm  c wet and cold  d wet and warm    ",
            "12": "12  \u00a9 ucles 2016 0610/12/m/j/16  31 what are the characteristics of asexual reproduction?     fusion of  gamete nuclei genetic variety  in the offspring  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     32 the diagram represents processes in sexual reproduction.    cells in reproductive organsgametes zygoteq qr cells of embryo    which processes are represented by stages q and r?     q r  a meiosis meiosis  b meiosis mitosis  c mitosis meiosis  d mitosis mitosis      33 which name is given to the observable features of an organism?  a alleles  b genes  c genotype  d phenotype      34 which structure will be found in the nucleus of a body cell in a woman?  a x allele  b x chromosome  c y allele  d y chromosome    ",
            "13": "13  \u00a9 ucles 2016 0610/12/m/j/16 [turn over  35 what is a mutation?  a a change in a gene or chromosome  b a condition caused by a dominant allele  c a process used in genetic engineering  d a type of continuous variation      36 in the food chain below, the population of snakes is halved owing to a viral disease.    grass  \u2192  locusts  \u2192  snakes  \u2192  eagles    what effect does this have on the other members of the food chain?     grass locusts eagles  a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase increase decrease     37 which is an example of a population?  a all the animals and plants living in a pond  b all the mahogany trees growing in a forest  c all the people born in a country over a period of 100 years  d all the species of animals in africa    ",
            "14": "14  \u00a9 ucles 2016 0610/12/m/j/16  38 the diagram represents the carbon cycle.    carbon dioxide in air decomposing material in soil green plantsanimals fossil fuelsx     which process is represented by arrow x?  a combustion  b feeding  c photosynthesis  d respiration     39 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     ",
            "15": "15  \u00a9 ucles 2016 0610/12/m/j/16  40 the diagram shows the positions of four farms and th e concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/12/m/j/16  blank page      "
        },
        "0610_s16_qp_13.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib16 06_0610_13/3rp  \u00a9 ucles 2016 [turn over       *4851845816* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2016 0610/13/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubbles of gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 phototropism demonstrates which two characteristics of living organisms?  a growth and nutrition  b growth and sensitivity  c movement and nutrition  d nutrition and sensitivity    3 the table shows the scientific names and the common names of four plants.    scientific name common name  althea officinalis marsh mallow  hottonea palustris water violet  viola palustris marsh violet  viola tricolor wild pansy    which word in their names shows that two of the plants share the greatest number of features?  a marsh  b palustris   c viola   d violet     ",
            "3": "3  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  4 what is the correct order of increasing size of the following structures, from smallest to largest?  a chromosome \u2192 liver \u2192 white blood cell  b chromosome \u2192 white blood cell \u2192 liver  c liver \u2192 chromosome \u2192 white blood cell  d white blood cell \u2192 liver \u2192 chromosome     5 in a plant, what is formed by a group of xylem vessels?  a a cell  b a tissue  c an organ  d an organ system     6 the shaded area of the diagram represents structures found in both plant and animal cells.    plantplant cellcell structuresstructuresanimalanimal cellcell structuresstructuresplant cell structuresanimal cell structures     which cell structure is from the shaded area?  a cell membrane  b cell wall  c chloroplast  d large vacuole     ",
            "4": "4  \u00a9 ucles 2016 0610/13/m/j/16  7 a jar of air was placed upside down on top of a jar containing a brown gas as shown.    at start after one hourair brown gasair and brown gas     which process has taken place?  a diffusion both upwards and downwards  b diffusion downwards only  c diffusion upwards only  d diffusion and osmosis      8 which statement describes how young plants are supported?  a the pressure of water inside the cells pressing outwards on the cell membranes  b the pressure of water inside the cells pressing outwards on the cell walls  c the pressure of water passing from the roots through the phloem  d the pressure of water passing from the roots through the xylem     9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
            "5": "5  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  10 the diagram represents a chemical reaction.    product reactants+     which diagram represents the enzyme for this reaction?    abcd       11 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      ",
            "6": "6  \u00a9 ucles 2016 0610/13/m/j/16  12 four test-tubes are set up as shown in the diagram and left in full sunlight.    after several hours, which test-tube contains the most dissolved oxygen?    b d a c water snailwaterwaterpond weed pond weed water snail      13 in a photosynthesis experiment, a plant is left in bright sunlight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solution.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue  / black iodine solutionstays brownkey       14 which organ produces amylase?  a gall bladder  b liver  c oesophagus  d pancreas     ",
            "7": "7  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  15 which treatment is best for a person with persistent diarrhoea?  a drinking a solution of sugar and salt  b drinking pure water  c eating more fibre  d eating protein such as boiled eggs      16 which type of food is not digested before being absorbed by the body?  a carbohydrate  b fat  c protein  d water     17 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate oftranspiration rate of transpirationhumidityb humidityc humidityd      ",
            "8": "8  \u00a9 ucles 2016 0610/13/m/j/16  18 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.      19 which blood vessel has a high carbon dioxide concentration, a low oxygen concentration and a  high blood pressure?  a aorta  b pulmonary artery  c pulmonary vein  d vena cava     20 which substances are dissolved in human blood plasma?  a carbon dioxide, haemoglobin and glucose  b carbon dioxide, oxygen and haemoglobin  c glucose, hormones and urea  d oxygen, urea and starch    21 what is the path of carbon dioxide as it leaves the lungs?  a alveolus \u2192 bronchiole \u2192 bronchus \u2192 trachea   b alveolus \u2192 bronchus \u2192 bronchiole \u2192 trachea  c trachea \u2192 bronchiole \u2192 bronchus \u2192 alveolus  d trachea \u2192 bronchus \u2192 bronchiole \u2192 alveolus    ",
            "9": "9  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  22 in some amphibians, gas exchange occurs through the whole skin surface.    what are the most likely characteristics of the skin surface?     surface area type of skin  a large thick  b large thin  c small thick  d small thin     23 which description of anaerobic respiration in yeast is correct?     it produces alcohol it releases more energy  than aerobic respiration  a no no  b no yes  c yes no  d yes yes    24 what is an example of excretion in mammals?  a the release of hormones from glands  b the release of saliva into the mouth  c the removal of undigested food through the anus  d the removal of urea by the kidneys     25 a person has been sitting in a room at 35  \u00b0c for 30 minutes.    what would be the effect of then drinking several glasses of iced water?     blood temperature rate of sweating  a falls falls  b falls rises  c rises falls  d rises rises     ",
            "10": "10  \u00a9 ucles 2016 0610/13/m/j/16  26 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     27 what is an example of gravitropism?  a a chemical messenger produced by a plant  b a painful sensation in response to a stimulus  c the growth of a plant root towards the centre of the earth  d the growth of a plant shoot towards light    28 which organ produces a hormone?  a heart  b lung  c ovary  d spinal cord    ",
            "11": "11  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  29 what is a result of the excessive intake of alcohol?  a improved self-control  b liver damage  c reduced chance of hiv infection  d shorter reaction time      30 the table shows the conditions provided for four sets of seeds.    which of the seeds germinate?     oxygen water carbon dioxide  a \u0013 \u0013 \u0013  b \u0013 \u0017 \u0017  c \u0017 \u0013 \u0013  d \u0017 \u0017 \u0017      31 the diagram shows a human female\u2019s reproductive organs.    x     what is the name of structure x?  a cervix  b ovary  c oviduct  d ovule     ",
            "12": "12  \u00a9 ucles 2016 0610/13/m/j/16  32 owners of successful race horses hope that the horses\u2019 offspring will be like their parents.    how does a young race horse inherit its characteristics?  a equally from its mother and father  b mainly from its father  c mainly from its mother  d passed across the placenta     33 in pea plants the allele for tall, t, is dominant to the allele for dwarf, t.    which cross would produce plants in the proportion of 1 tall  : 1 dwarf?  a tt \u00d7 tt b tt \u00d7 tt c tt \u00d7 tt d tt \u00d7 tt      34 which name is given to the observable features of an organism?  a alleles  b genes  c genotype  d phenotype      35 which characteristic shows discontinuous variation in humans?  a height  b length of foot  c tongue rolling  d weight    ",
            "13": "13  \u00a9 ucles 2016 0610/13/m/j/16 [turn over  36 the graph shows the increase in the human population of the world since 1630.    4000 300020001000 050006000 1630 1730 1830 1930 2030population / millions year    what was the longest time taken for the population to double?  a 100 years b 200 years c 300 years d 400 years      37 the diagram shows a food chain.    tree  \u2192  small insects  \u2192  small birds  \u2192  birds of prey    what is the correct pyramid of numbers for this food chain?    birds of prey small birdssmall insectstreeab cd       38 which process is not part of the water cycle?  a condensation  b fossilisation  c precipitation  d transpiration    ",
            "14": "14  \u00a9 ucles 2016 0610/13/m/j/16  39 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection      40 the diagram shows the positions of four farms and th e concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
            "15": "15  \u00a9 ucles 2016 0610/13/m/j/16  blank page     ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/13/m/j/16  blank page      "
        },
        "0610_s16_qp_21.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 06_0610_21/3rp  \u00a9 ucles 2016 [turn over     *0137173808 *  cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2016 0610/21/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubblesof gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity    2 which name is given to a group of individuals that can reproduce to produce fertile offspring?  a a genus  b a kingdom  c a species  d an organ system    3 use the key to identify the animal shown in the diagram.    has jointed legs three pairs of legsmore than three pairs of legs has tail a hexageniano tail b dytiscusfour pairs of legs c argyronetamore than four pairs of legs d asellus ",
            "3": "3  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  4 which organelles are present in large numbers in cells that produce insulin?  a nuclei and mitochondria  b ribosomes and mitochondria  c rough endoplasmic reticulum and cell walls  d vesicles and nuclei      5 the actual thickness of the leaf shown in the diagram is 2000  \u03bcm, but its thickness in the diagram  is 50  mm.        what is the magnification of the diagram?  a \u00d70.025 b \u00d725 c \u00d7100 d \u00d7100  000     6 the diagram shows an experiment on osmosis.    which arrow shows the direction of the net movement of water at the start of the experiment?    partially permeablemembrane partially permeablemembraneglass tubingkey water sugar solution da c b     ",
            "4": "4  \u00a9 ucles 2016 0610/21/m/j/16  7 active transport is the movement of  a molecules from a region of their higher concentration to a region of their lower concentration.  b particles from a region of lower concentration to a region of higher concentration using  energy from respiration.  c urine by relaxation of a sphincter muscle in the bladder.  d water through a partially permeable membrane from a more dilute to a more concentrated  solution.     8 when bases pair up in the formation of dna, what is one of the pairings?  a g with a b g with c c g with g d g with t     9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
            "5": "5  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  10 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      11 the diagram represents enzyme action.    + w+ y x    what are parts w, x and y in this chemical reaction?     enzyme product  substrate  a w x y  b x w y  c x y w  d y w x     ",
            "6": "6  \u00a9 ucles 2016 0610/21/m/j/16  12 two similar leaves are set up in test-tubes as sh own. one is exposed to light, while the other is  kept in the dark.    orange hydrogencarbonate indicator solutiongreen leaf black papergreen leaf     after a few hours, which colour would the hydrogencarbonate indicator solution be in each tube?     light dark  a colourless blue-black  b purple yellow  c red blue  d yellow purple     ",
            "7": "7  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  13 the diagram shows a villus. the arrows show the direction of flow within vessels associated with  the villus.    which vessel carries blood to the liver?    a bcd       14 what is not a result of cholera infection?  a intestinal blockage  b loss of salts from blood  c severe dehydration of body tissues  d severe diarrhoea      15 what is the function of bile?  a to acidify food entering the duodenum  b to emulsify starch  c to increase the surface area of fats for digestion  d to provide enzymes for fat digestion     ",
            "8": "8  \u00a9 ucles 2016 0610/21/m/j/16  16 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate of transpiration rate of transpirationhumidityb humidityc humidityd      17 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.    ",
            "9": "9  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  18 the diagram shows a section through the human heart.    which is the right atrioventricular valve?    abc d       19 what is the function of lymphocytes in the blood?  a antibody production  b blood clotting  c phagocytosis  d transport of hormones      20 which part of a pathogen is recognised by the immune system?  a active site  b antibiotic  c antibody  d antigen      21 compared with atmospheric air, air breathed out by a human contains  a less water vapour, less carbon dioxide.  b less water vapour, more carbon dioxide.  c more water vapour, less carbon dioxide.  d more water vapour, more carbon dioxide.     ",
            "10": "10  \u00a9 ucles 2016 0610/21/m/j/16  22 what describes the actions of the intercostal muscles and the diaphragm when we breathe out?     external  intercostal muscles internal  intercostal muscles diaphragm  a contract relax falls  b contract relax rises  c relax contract falls  d relax contract rises      23 what is the word equation for aerobic respiration in plants?  a carbon dioxide + water \u2192 glucose + oxygen  b glucose + carbon dioxide \u2192 water + oxygen  c glucose + oxygen \u2192 carbon dioxide + water  d glucose + water \u2192 carbon dioxide + oxygen      24 an amino acid is deaminated. this is the removal of  a the carbon-containing part.  b the nitrogen-containing part.  c the oxygen-containing part.  d the sulfur-containing part.    ",
            "11": "11  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  25 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     26 the diagram shows the density of rods and cones across a horizontal section of the retina.    what is the position of the optic nerve?    density of receptors ab c d distance across the retinarodscones      ",
            "12": "12  \u00a9 ucles 2016 0610/21/m/j/16  27 what are the effects of insulin and glucagon on the concentration of blood glucose?     effect of insulin  on blood glucose  concentration effect of glucagon  on blood glucose  concentration  a decreases decreases  b decreases increases  c increases decreases  d increases increases     28 which organ is most often damaged by regularly drinking too much alcohol?  a heart  b liver  c pancreas  d stomach     29 what are advantages of sexual and asexual reproduction?     advantage of sexual reproduction advantage of asexual reproduction  a less population growth only one parent required  b more energy efficient gametes can be transferred by environment  c more genetic variation faster  d no transfer of gametes needed does not compete with the parent for nutrients      30 the diagrams show pollen grains from three different species of plant as they appear under the  microscope. the diagrams are all to the same scale.    123     which pollen grains are involved in insect-pollination?  a 1 and 2 b 1 only c 2 and 3 d 3 only     ",
            "13": "13  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  31 what happens to the chromosome number after meiosis and after mitosis?     meiosis mitosis  a halved halved  b halved stays the same  c stays the same halved  d stays the same stays the same      32 in the inheritance of abo blood groups, when two parents have the genotypes iaia and iaio, what  is the blood group of their offspring?  a group a  b group ab  c group b  d group o     33 which structures are present in a bacterial cell?     cell wall nucleus  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     34 the whole of an island\u2019s population of short-haired bumblebees is descended from just two  parents. these were introduced from the mainland.    which statement about the island\u2019s short-haired bumblebee population, compared with that of the  mainland, is correct?  a the population is less in danger of collapsing from disease.  b the population is more able to adapt to environmental changes.  c the population shows more genetic variety.  d the population will adapt to environmental changes more slowly.    ",
            "14": "14  \u00a9 ucles 2016 0610/21/m/j/16  35 the diagram shows a pyramid of biomass for a food chain in a woodland ecosystem.    fleas birds insects trees     what is the pyramid of numbers for this food chain?    ab cd       36 the diagram shows part of the nitrogen cycle.    at which stage is denitrification occurring?    nitrogen in the atmosphere nitrogen in plantsanimals nitrates nitrites ammonium compoundsab cd      ",
            "15": "15  \u00a9 ucles 2016 0610/21/m/j/16 [turn over  37 penicillin is produced in a fermenter by growing the fungus penicillium . the graph shows how the  mass of living penicillium  fungus and the concentration of penicillin changed over time.    mass concentrationmass of living penicilliumfungus 012 time  / days345concentration of penicillin     when is the best time to collect the penicillin?  a at 1.5 days  b at 3 days  c at 3.5 days  d at 5 days     38 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     39 which effect is least  likely to occur as a result of deforestation?  a an increase in biodiversity  b an increase in soil erosion  c an increase in the level of carbon dioxide in the atmosphere  d an increased risk of flooding    ",
            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/21/m/j/16  40 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow        "
        },
        "0610_s16_qp_22.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 06_0610_22/2rp  \u00a9 ucles 2016 [turn over     *1725547096*   cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2016 0610/22/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubblesof gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 which diagram shows a flower from a monocotyledon?    cd b a      3 in which part of the cell is oxygen used to release energy from nutrient molecules?  a mitochondrion  b ribosome  c rough endoplasmic reticulum  d vesicle    ",
            "3": "3  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  4 the actual thickness of the leaf shown in the diagram is 2000  \u03bcm, but its thickness in the diagram  is 50  mm.        what is the magnification of the diagram?  a \u00d70.025 b \u00d725 c \u00d7100 d \u00d7100  000     5 the diagram shows two cells. the net movement of water is from cell x to cell y.    cell x cell ywater     what causes water to pass from cell x to cell y?  a water potential is higher in cell x and active transport occurs  b water potential is higher in cell x and osmosis occurs  c water potential is lower in cell x and active transport occurs  d water potential is lower in cell x and osmosis occurs    ",
            "4": "4  \u00a9 ucles 2016 0610/22/m/j/16  6 for the stomata of a leaf to open, the guard cells accumulate more potassium ions than the  surrounding cells.    which row describes what happens?     movement of  potassium ions movement of  water in relation  to guard cells final state of the  guard cells  a active transport in turgid  b active transport out flaccid  c diffusion in plasmolysed  d diffusion out no change     7 the structures of antibodies, dna molecules and enzymes are specific to their actions.    which feature of each molecule makes it specific?     antibody dna enzyme  a active site binding site base order  b base order active site binding site  c base order binding site active site  d binding site base order active site      8 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.    9 a food stain on a table cloth is where meat cooked in oil has been spilt.    it is washed in a biological washing powder.    which combination of enzymes should be in the washing powder to remove the stain?  a amylase and lipase  b lipase and protease  c pectinase and amylase  d protease and pectinase ",
            "5": "5  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  10 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      11 when a tissue from a man is grafted onto a woman it may be rejected by the woman\u2019s body.    what is the main cause of this rejection?  a antibody production  b phagocytosis  c the action of antibiotics  d the presence of a y chromosome    ",
            "6": "6  \u00a9 ucles 2016 0610/22/m/j/16  12 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.     13 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate of transpiration rate of transpirationhumidityb humidityc humidityd      ",
            "7": "7  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  14 which process is an example of translocation?  a absorption of water by the roots and its movement through the xylem to the leaves  b loss of water from the leaves as it evaporates into the air  c movement of sucrose from the leaves through phloem to other parts of the plant  d the process by which plants use the food produced by photosynthesis to obtain energy      15 the diagram shows a section through the human heart.    which is the right atrioventricular valve?    abc d       16 what is the fluid in the blood called?  a lymph  b mucus  c plasma  d tissue fluid     ",
            "8": "8  \u00a9 ucles 2016 0610/22/m/j/16  17 the antibodies that give immunity to a disease can be acquired in the following different ways.    1 feeding on breast milk   2 infection by disease   3 vaccination    which give active immunity?  a 1 and 2 only  b 1 and 3 only  c 2 and 3 only  d 1, 2 and 3    18 which actions increase the volume of the thorax during breathing?     external  intercostal muscles internal  intercostal muscles muscles of  the diaphragm  a contract contract relax  b contract relax contract  c relax contract relax  d relax relax contract     19 what are the approximate percentages of oxygen and carbon dioxide in atmospheric air?     oxygen  / % carbon dioxide   / %  a 16 4.00  b 16 8.00  c 20 0.04  d 20 4.00      20 which processes depend on the action of enzymes?   1 digestion  2 osmosis  3 respiration  a 1 and 2 b 1 and 3 c 1 only d 2 and 3   ",
            "9": "9  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  21 lactic acid builds up in the muscles during vigorous exercise.    during recovery, how is this lactic acid removed?  a aerobic respiration of lactic acid in the liver  b anaerobic respiration of lactic acid in the muscles  c excretion of lactic acid by the kidneys  d removal of lactic acid by the alimentary canal     22 which diet will cause the liver to produce the most urea?  a high carbohydrate, low fat  b high fat, high fibre  c high fat, low protein  d high protein, low carbohydrate    23 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     ",
            "10": "10  \u00a9 ucles 2016 0610/22/m/j/16  24 what are the effects of adrenaline?     breathing rate pulse rate  a decreased decreased  b increased increased  c increased no effect  d no effect increased      25 the diagram shows the density of rods and cones across a horizontal section of the retina.    what is the position of the optic nerve?    density of receptors ab c d distance across the retinarodscones       26 which statement about antibiotics is not correct?  a antibiotics are used to treat diseases caused by viruses.  b some antibiotics are produced by fungi.  c some bacteria are resistant to antibiotics.  d when taking antibiotics for an infection, the treatment should be completed.     27 in which conditions will seeds germinate most quickly?  a dry and cold  b dry and warm  c wet and cold  d wet and warm    ",
            "11": "11  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  28 what are the characteristics of asexual reproduction?     fusion of  gamete nuclei genetic variety  in the offspring  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     29 where are oestrogen and progesterone produced during the menstrual cycle?     oestrogen progesterone  a hypothalamus ovary  b ovary ovary  c ovary placenta  d placenta pituitary gland      30 which structure will be found in the nucleus of a body cell in a woman?  a x allele  b x chromosome  c y allele  d y chromosome      31 when a cell divides, these events occur.    1 the dna inside the cell is duplicated exactly.  2 daughter cells are produced with the same chromosome number as the parent cell.    which type of division has occurred?    a meiosis producing genetically different cells  b meiosis producing genetically identical cells  c mitosis producing genetically different cells  d mitosis producing genetically identical cells     ",
            "12": "12  \u00a9 ucles 2016 0610/22/m/j/16  32 in the inheritance of abo blood groups, when two parents have the genotypes iaia and iaio, what  is the blood group of their offspring?  a group a  b group ab  c group b  d group o     33 the diagram shows a hydrophyte in a river.    surface of waterfloating leaves submerged leavesdirection of water flow     which statement about the submerged leaves is correct?  a they cannot photosynthesise.  b they have a thick cuticle.  c they offer little resistance to water flow.  d they require many xylem vessels for support.    34 some disease-causing bacteria survive treatment with an antibiotic.    which statement about the surviving bacteria is correct?  a the antibiotic will work better on the next generation of bacteria.  b the bacteria have undergone a process of natural selection.  c the bacteria will now be resistant to all antibiotics.  d the resistance of the bacteria is a result of selective breeding.     ",
            "13": "13  \u00a9 ucles 2016 0610/22/m/j/16 [turn over  35 the diagram shows a pyramid of biomass for a food chain in a woodland ecosystem.    fleas birds insects trees     what is the pyramid of numbers for this food chain?    ab cd       36 in the food chain below, the population of snakes is halved owing to a viral disease.    grass  \u2192  locusts  \u2192  snakes  \u2192  eagles    what effect does this have on the other members of the food chain?     grass locusts eagles  a decrease increase decrease  b decrease increase increase  c increase decrease decrease  d increase increase decrease     ",
            "14": "14  \u00a9 ucles 2016 0610/22/m/j/16  37 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     38 when human dna is inserted into the plasmid dna of bacteria, which enzyme is used to cut the  dna?  a dna ligase  b lipase  c protease  d restriction enzyme    ",
            "15": "15  \u00a9 ucles 2016 0610/22/m/j/16  39 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow       40 a large amount of herbicide is applied to a field. however, some of the herbicide is washed into a  nearby lake.    what is the effect of the herbicide on the weeds in the field and on the plants in the lake?     weeds in field plants in lake  a less growth less growth  b less growth more growth  c more growth less growth  d more growth more growth     ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/22/m/j/16  blank page    "
        },
        "0610_s16_qp_23.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 06_0610_23/2rp  \u00a9 ucles 2016 [turn over     *7037547692 *  cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  may/june 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2016 0610/23/m/j/16  1 some yeast, sugar and water are mixed in a test-tube. the diagrams show the test-tube at the  start and after one hour.    at start after one houryeast, sugar and waterbubblesof gas     which process causes this change?  a growth  b reproduction  c respiration  d sensitivity     2 during the process of nutrition, all organisms need to absorb mineral ions and water from their  environment.    which other substances do plants and animals need to absorb during this process?     plants animals  a carbon dioxide inorganic compounds  b carbon dioxide organic compounds  c oxygen inorganic compounds  d oxygen organic compounds     ",
            "3": "3  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  3 the shaded area of the diagram represents structures found in both plant and animal cells.    plantplant cellcell structuresstructuresanimalanimal cellcell structuresstructuresplant cell structuresanimal cell structures     which cell structure is from the shaded area?  a cell membrane  b cell wall  c chloroplast  d large vacuole     4 what is the correct order of increasing size of the following structures, from smallest to largest?  a chromosome \u2192 liver \u2192 white blood cell  b chromosome \u2192 white blood cell \u2192 liver  c liver \u2192 chromosome \u2192 white blood cell  d white blood cell \u2192 liver \u2192 chromosome      5 the actual thickness of the leaf shown in the diagram is 2000  \u03bcm, but its thickness in the diagram  is 50  mm.        what is the magnification of the diagram?  a \u00d70.025 b \u00d725 c \u00d7100 d \u00d7100  000    ",
            "4": "4  \u00a9 ucles 2016 0610/23/m/j/16  6 which statement describes how young plants are supported?  a the pressure of water inside the cells pressing outwards on the cell membranes  b the pressure of water inside the cells pressing outwards on the cell walls  c the pressure of water passing from the roots through the phloem  d the pressure of water passing from the roots through the xylem      7 the diagram shows the order of bases along part of one strand of dna.    a\u2015c\u2015t\u2015t\u2015a\u2015g\u2015a\u2015t    what is the order of bases on the corresponding part of the other strand?  a a\u2015c\u2015t\u2015t\u2015a\u2015g\u2015a\u2015t  b c\u2015a\u2015g\u2015g\u2015c\u2015t\u2015c\u2015g  c t\u2015a\u2015g\u2015a\u2015t\u2015t\u2015c\u2015a  d t\u2015g\u2015a\u2015a\u2015t\u2015c\u2015t\u2015a    8 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a  amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.     ",
            "5": "5  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  9 the diagrams show a protease enzyme catalysing the breaking of part of a protein molecule into  smaller pieces.     which diagram has three correct labels?    a substrateproduct enzymeb active site active siteproduct enzyme c substrate enzymed active site productsubstrate      ",
            "6": "6  \u00a9 ucles 2016 0610/23/m/j/16  10 which graph shows the effect of temperature on the activity of an enzyme?    temperature  / \u00b0cenzyme  activity a b  c d 0 50 100 enzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100  temperature  / \u00b0cenzyme  activity  0 50 100 temperature  / \u00b0c      11 which feature is a leaf adaptation for living in the desert?    a large size  b many stomata  c rolled along its length  d thin waxy cuticle     12 in which region of the alimentary canal is maltose digested?  a colon  b rectum  c small intestine  d stomach    ",
            "7": "7  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  13 which description of the cholera pathogen is correct?  a the bacterium prevents the kidney from absorbing wa ter, so water is secreted into the small  intestine, causing diarrhoea.  b the bacterium produces a toxin that causes the secretion of chloride ions into the small  intestine, drawing in water by osmosis.  c the virus prevents the kidney from absorbing water, so water is secreted into the small  intestine, causing diarrhoea.  d the virus produces a toxin that causes the secretion of chloride ions into the small intestine,  drawing in water by osmosis.     14 the diagram shows a fat globule (p) in one part of the alimentary canal and the same globule (q)  as it appears in another part of the alimentary canal.    pq    in which parts of the alimentary canal are p and q found?     p q  a duodenum stomach  b ileum oesophagus  c oesophagus ileum  d rectum ileum     ",
            "8": "8  \u00a9 ucles 2016 0610/23/m/j/16  15 which graph shows most clearly what will happen to the rate of transpiration as humidity  increases?    humiditya rate of transpiration rate of transpirationrate of transpiration rate of transpirationhumidityb humidityc humidityd      16 the diagram shows a potted plant and the same plant 24 hours later.    24 hours     what causes the change in the appearance of the plant?  a water loss is greater than water uptake.  b water moves from the leaves to the stem.  c water uptake is equal to water loss.  d water uptake is greater than water loss.    ",
            "9": "9  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  17 the diagram shows a section through the human heart.    which is the right atrioventricular valve?    abc d       18 what is a method of reducing the risk of coronary heart disease?  a angioplasty  b \u2018 by-pass\u2019 surgery  c controlled exercise  d inserting a stent     19 which row describes the features of passive immunity?     antibodies  made involves  memory cells effective  period  a no no short term  b no yes short term  c yes no long term  d yes yes long term      20 what is the path of carbon dioxide as it leaves the lungs?  a alveolus \u2192 bronchiole \u2192 bronchus \u2192 trachea   b alveolus \u2192 bronchus \u2192 bronchiole \u2192 trachea  c trachea \u2192 bronchiole \u2192 bronchus \u2192 alveolus  d trachea \u2192 bronchus \u2192 bronchiole \u2192 alveolus     ",
            "10": "10  \u00a9 ucles 2016 0610/23/m/j/16  21 when the external intercostal muscles contract, how do the pressure and the volume inside the  lungs change?     pressure volume  a decreases decreases  b decreases increases  c increases decreases  d increases increases      22 what is the equation for aerobic respiration?  a c6h12o6  +  6o 2  \u2192  6co 2  +  6h 2o  b c6h12o6  \u2192  2c 3h6o3  c c6h12o6  \u2192  2c 2h5oh  +  2co 2  d 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2      23 what is an example of excretion in mammals?  a the release of hormones from glands  b the release of saliva into the mouth  c the removal of undigested food through the anus  d the removal of urea by the kidneys     ",
            "11": "11  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  24 the diagram represents a simple reflex arc.    fingerr qspinal cord p musclepin    what is the sequence of nerve cells through which an impulse passes during a reflex action?     first  last  a p q r  b q r p  c q p r  d r p q     25 what effect does adrenaline have on blood glucose concentration and pulse rate?     blood glucose  concentration pulse rate  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
            "12": "12  \u00a9 ucles 2016 0610/23/m/j/16  26 the diagram shows the density of rods and cones across a horizontal section of the retina.    what is the position of the optic nerve?    density of receptors ab c d distance across the retinarodscones      27 a teacher said a way to remember the difference between two groups of cells is \u2018many, minute  and motile\u2019 or \u2018few, fat and fixed\u2019    what are the groups of cells?  a animal and plant cells  b male and female gametes  c red and white blood cells  d xylem and phloem cells     ",
            "13": "13  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  28 the diagram shows a flower.        which processes have taken place?     pollination fertilisation  a no no  b no yes  c yes no  d yes yes      29 the concentrations of lh and oestrogen are m easured during part of a menstrual cycle.    on which day does ovulation occur?     date concentration of  lh  / arbitrary  units concentration of  oestrogen  /  arbitrary units  a march 25th 10 30  b march 28th 12 135  c march 31st 120 130  d april 3rd 20 25     30 owners of successful race horses hope that the horses\u2019 offspring will be like their parents.    how does a young race horse inherit its characteristics?  a equally from its mother and father  b mainly from its father  c mainly from its mother  d passed across the placenta ",
            "14": "14  \u00a9 ucles 2016 0610/23/m/j/16  31 which structures in plant cells build protein molecules under the control of the nucleus?  a cell walls  b chloroplasts  c mitochondria  d ribosomes      32 in the inheritance of abo blood groups, when two parents have the genotypes iaia and iaio, what  is the blood group of their offspring?  a group a  b group ab  c group b  d group o    33 which characteristic shows discontinuous variation in humans?  a height  b length of foot  c tongue rolling  d weight     34 sickle cell anaemia is determined by the gene hb. hb a is the allele for normal blood. hbs is the  allele for sickle cell anaemia.    which combination of parents could result in some children with resistance to malaria and some  with all normal red blood cells?    a hb a hba hba hba  b hba hba hba hbs  c hba hba hbs hbs  d hbs hbs hbs hbs     ",
            "15": "15  \u00a9 ucles 2016 0610/23/m/j/16 [turn over  35 the diagram shows a pyramid of biomass for a food chain in a woodland ecosystem.    fleas birds insects trees     what is the pyramid of numbers for this food chain?    ab cd       36 which process is not part of the water cycle?  a condensation  b fossilisation  c precipitation  d transpiration      37 which process is carried out by bacteria in the root nodules of leguminous plants?  a decomposition  b denitrification  c nitrification  d nitrogen fixation     ",
            "16": "16  \u00a9 ucles 2016 0610/23/m/j/16  38 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a artificial selection  b genetic engineering  c heterozygous inheritance  d natural selection     39 when a river is polluted by fertiliser, the following processes may occur.    1 increased aerobic respiration of decomposers  2 increased growth of producers 3 decreased oxygen concentration in the water    what is the correct sequence for these processes?  a 1 \u2192 2 \u2192 3 b 1 \u2192 3 \u2192 2 c 2 \u2192 1 \u2192 3 d 2 \u2192 3 \u2192 1     ",
            "17": "17  \u00a9 ucles 2016 0610/23/m/j/16  40 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
            "18": "18  \u00a9 ucles 2016 0610/23/m/j/16  blank page    ",
            "19": "19  \u00a9 ucles 2016 0610/23/m/j/16  blank page    ",
            "20": "20    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/23/m/j/16  blank page       "
        },
        "0610_s16_qp_31.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (kn/sg) 113417/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7334224614* biology  0610/31 paper 3 theory (core) may/june 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/31/m/j/16 \u00a9 ucles 20161 fig. 1.1 shows an animal cell. a b. . fig. 1.1  (a) (i) name the features labelled a and b.    write your answers on fig. 1.1. [2]   (ii) the nucleus of living cells contains genetic material.    name the chemical  that this genetic material is made from.  .. .[1]  (b) the cell in fig. 1.1 carries out aerobic respiration.    name one chemical that diffuses into an animal cell and one chemical that diffuses out of a  cell during aerobic respiration.    chemical that diffuses in   ... chemical that diffuses out  ... ..    [2]  (c) the process of active transport occurs in some cells.   outline one way in which diffusion is different to active transport.  .. .  .. .[1]",
            "3": "3 0610/31/m/j/16 \u00a9 ucles 2016 [turn over  fig. 1.2 shows a cell from the palisade mesophyll layer of a leaf. c chloroplast d  fig. 1.2  (d) (i) name the features labelled c and d.    write your answers on fig. 1.2. [2]   (ii) name the process carried out by the chloroplasts and explain why all animal life depends  on this process. name of process  .. .. explanation  .. ..  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  [5]  [total: 13]",
            "4": "4 0610/31/m/j/16 \u00a9 ucles 20162 fig. 2.1 shows a gorilla with her baby. fig. 2.1  (a) gorillas are mammals and have characteristics that are only found in mammals, and not in  any other vertebrate group.   state:    (i) one  mammalian characteristic visible in fig. 2.1  .. .[1]   (ii) two  mammalian characteristics not visible in fig. 2.1  1    2     [2]",
            "5": "5 0610/31/m/j/16 \u00a9 ucles 2016 [turn over (b) fig. 2.2 shows the average body mass and table 2.1 shows the average lifespan of males in  six species of mammal. 50006000 4000 3000 2000 1000 0average male body mass  / kg specieselephant rhinoceros hippopotamus giraffe bison moose fig. 2.2 table 2.1 speciesaverage male  lifespan / years elephant 70 rhinoceros 48 hippopotamus 42 giraffe 25 bison 23 moose 21",
            "6": "6 0610/31/m/j/16 \u00a9 ucles 2016  (i) name the mammal that has an average lifespan of 23 years.      .. .[1]   (ii) state the average body mass of a male rhinoceros.      .. kg [1]   (iii) state the average body mass of the mammal that has an average lifespan of 25 years.   .. kg [1]  (iv) describe the relationship between average body mass and average lifespan shown in  fig. 2.2 and table 2.1.  .. .  .. .  .. .[1]  (c) the average lifespan of a human male can vary from 40 years to 85 years.    the lifespan partly depends on the things available in the country where the man lives.   suggest three  things that would increase the chance of a man having a longer lifespan. 1     .. . 2     .. . 3     .. .  [3]  [total: 10]",
            "7": "7 0610/31/m/j/16 \u00a9 ucles 2016 [turn over3 fig. 3.1 shows a section through the skin. f g h j direction of blood flow fig. 3.1  (a) name the structures labelled in fig. 3.1 and outline a function in the skin for each one.   write your answers in table 3.1.   an example has been done for you. table 3.1 structure name of structure function in the skin f g h sweat gland produces sweat for cooling the body j  [6]",
            "8": "8 0610/31/m/j/16 \u00a9 ucles 2016 (b) in an investigation the volume of sweat produced by a student was measured when running  while carrying different masses in a back-pack. back-pack   the results are shown in fig. 3.2. 20 15 10 5 0volume of sweat produced / arbitrary units running with empty back-packrunning with 3  kg back-packrunning with 6  kg back-packrunning with 9  kg back-pack fig. 3.2",
            "9": "9 0610/31/m/j/16 \u00a9 ucles 2016 [turn over  (i) use fig. 3.2 to state:    the volume of sweat produced when running with an empty back-pack   . arbitrary units   the volume of sweat produced when running with a 9 kg back-pack   . arbitrary units   use these two volumes to calculate the percentage increase in sweat production when  running with a 9 kg back-pack.    give your answer to the nearest whole number.    show your working.   ...  %   [3]   (ii) this investigation was carried out when the air temperature was 10 \u00b0c.    predict the effect of carrying out the same investigation if the air temperature was 15 \u00b0c.  .. .  .. .[1]  (c) when the student was at rest the volume of sweat produced was 2 arbitrary units.   the volume increases during exercise as the body needs to keep cool.  explain how this cooling takes place.  .. .  .. .  .. .  .. .  .. .  .. .[3]  [total: 13]",
            "10": "10 0610/31/m/j/16 \u00a9 ucles 20164 choose words from the list to complete the sentences about hormones.  each word may be used once, more than once, or not at all.   adrenaline blood decrease glands   increase insulin nerves main  saliva system target urine  hormones are chemicals produced by .. .  hormones are carried round the body by the .. . a hormone affects the activity of one part of the body called the .. organ. after a person has eaten a meal the pancreas releases the hormone .. .  one of the effects of this hormone is to lower the glucose level in the .. . [5] [total: 5]",
            "11": "11 0610/31/m/j/16 \u00a9 ucles 2016 [turn over5 fig. 5.1 shows some apparatus used to investigate transpiration. mmdirection of movement meniscus (end of liquid)capillary tuberubber tubingrubber bungleafy shoot coloured water fig. 5.1  the rate of transpiration can be calculated by measuring how far the meniscus moves in  five minutes.   (a) name the tissue that transports water from the roots to the leaves in a plant.  .. .[1]",
            "12": "12 0610/31/m/j/16 \u00a9 ucles 2016 (b) the investigation was carried out at five different temperatures.   all other conditions were kept constant.   table 5.1 shows the results recorded using the apparatus shown in fig. 5.1. table 5.1 temperature / \u00b0cdistance moved by  meniscus in five  minutes / mm 10 2820 3230 3740 4450 53     (i) state one conclusion that can be drawn from the results in table 5.1 about the effect of  temperature on the rate of transpiration.  .. .  .. .[1]   (ii) suggest why the investigation was not continued at temperatures above 50 \u00b0c.  .. .  .. .  .. .  .. .[2]",
            "13": "13 0610/31/m/j/16 \u00a9 ucles 2016 [turn over (c) the investigation was repeated using the leafy shoot shown in fig. 5.2. fig. 5.2   (i) predict how these results would be different to the results shown in table 5.1.  .. .  .. .[1]   (ii) give two reasons why the results would be different.  .. .  .. .  .. .  .. .[2]  (d) state one factor, other than temperature, that can affect the rate of transpiration.  .. .  .. .[1]  [total: 8]",
            "14": "14 0610/31/m/j/16 \u00a9 ucles 20166 (a) define the term genetic engineering .  .. .  .. .  .. .  .. .[2]  (b) state two examples of genetic engineering.    for each example, outline how it benefits humans.  write your answers in table 6.1. table 6.1 example benefit to humans   [4]  [total: 6]",
            "15": "15 0610/31/m/j/16 \u00a9 ucles 2016 [turn over7 the boxes on the left contain the names of some processes taking place in living organisms.  the boxes on the right contain descriptions of these processes. draw one straight line from each box on the left to a box on the right to link the name of the  process with its description.  an example has been done for you. name of process description of process pollinationthe diffusion of water through a partially  permeable membrane osmosisa response in which parts of a plant grow  towards or away from gravity gravitropismtransfer of pollen grains from the anther to  the stigma phagocytosisthe maintenance of a constant internal  environment assimilationthe movement of digested food molecules  into the cells of the body where they are used, becoming part of the cells homeostasisthe engulfing and killing of pathogens by  white blood cells  [4]  [total: 4]",
            "16": "16 0610/31/m/j/16 \u00a9 ucles 20168 fig. 8.1 shows the structures that produce urine and excrete it from the body. l... m... bladder ring of muscle urethra fig. 8.1  (a) (i) name the structures labelled l and m.    write your answers on fig. 8.1. [2]   (ii) urea is excreted in the urine.    name the organ that produces urea and suggest how urea is transferred to the kidneys.  .. .  .. .  .. .[2]",
            "17": "17 0610/31/m/j/16 \u00a9 ucles 2016 [turn over (b) in an investigation, the volume of urine produced by a student each day is measured.     the results are shown in table 8.1. table 8.1 dayvolume of urine  / cm3 per day 1 14402 15103 14104 14455 9106 14457 1500   suggest three  possible reasons for the lower volume of urine produced by the student on  day 5. 1     .. . 2     .. . 3     .. .  [3]  (c) outline three  processes used in the treatment of sewage to make the water it contains safe  for human use. 1     .. .  .. . 2     .. .  .. . 3     .. .  .. .  [3]  [total: 10]",
            "18": "18 0610/31/m/j/16 \u00a9 ucles 20169 (a) (i) table 9.1 contains examples of components of a balanced diet and foods that contain a  high proportion of the component.    complete table 9.1 by filling in the blank spaces. table 9.1 component of balanced dietfood containing a high proportion  of the component fat olive oil meat pasta fibre (roughage)  [3]   (ii) name two other components of a balanced diet that are not listed in table 9.1.  .. .  .. .[2]",
            "19": "19 0610/31/m/j/16 \u00a9 ucles 2016 (b) fig. 9.1 shows a picture of food production on a modern farm. fig. 9.1   the use of modern technology has increased the amount of food produced.   state two examples of modern technology and explain how each has contributed to the  amount of plants  grown for food. example explanation of technology  [4]  (c) on modern farms crop plants can be grown as large-scale monocultures.     suggest two negative impacts on an ecosystem for this method of food production.  1     .. . 2     .. .  [2]  [total: 11]",
            "20": "20 0610/31/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s16_qp_32.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (cw/sg) 108504/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8508702162* biology  0610/32 paper 3  theory (core) may/june 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/32/m/j/16 \u00a9 ucles 20161 fig. 1.1 shows four different reptiles. not drawn to scale fig. 1.1  (a) (i) reptiles are vertebrates.    state one feature which all vertebrates have in common.  .. .  .. .[1]",
            "3": "3 0610/32/m/j/16 \u00a9 ucles 2016 [turn over  (ii) state two features which can be used to identify the animals in fig. 1.1 as reptiles. 1     .. . 2     .. .  [2]   (iii) fig. 1.2 shows a snake. fig. 1.2    snakes are also reptiles. state one way, visible  in fig. 1.2, in which snakes are different  from the reptiles shown in fig. 1.1.  .. .  .. .[1]",
            "4": "4 0610/32/m/j/16 \u00a9 ucles 2016  fig. 1.3 shows a newt, which looks similar to some reptiles, but belongs to a different  vertebrate group. fig. 1.3  (b) (i) state the vertebrate group to which the newt belongs.    choose from this list and circle  your answer. amphibian   bird   fish   mammal  [1]   (ii) state two features of this group which distinguish it from other vertebrate groups. 1     .. . 2     .. . [2]",
            "5": "5 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (c) in some species of reptile, the female keeps the fertilised eggs in her body until they are  ready to hatch. suggest two advantages of having this adaptive feature. 1     .. . 2     .. .  [2] [total: 9]",
            "6": "6 0610/32/m/j/16 \u00a9 ucles 20162 fig. 2.1 shows a scientific project which involves growing tomato plants and fish in the same  glasshouse. solar panels provide power for heatingsunlight tomato plants release water vapour glasshousewater vapour is condensed, collected and run back into the fish tank fish are fed on plant-based food fish waste products are filtered and used as fertiliser for tomato plantstemperature maintained at 27  \u00b0c fig. 2.1  (a) state the process in the water cycle which is not used in this project. . . .[1]  (b) state the name of the process by which:   (i) the plants release water vapour .[1]   (ii) the fish release water and urea as waste products.   .. .[1]  the fish in fig. 2.1 are fed on plant-based food.  (c) (i) state the term used to describe animals which feed on plants.  .. .[1]   (ii) the tomato plants in fig. 2.1 are not grown in soil, because it can contain pathogens.    define the term pathogen .  .. .  .. .  .. .[1]",
            "7": "7 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (d) describe and explain two ways in which growing tomatoes in this project may save the grower  money.  .. .  .. .  .. .  .. .  .. .[3]  (e) the process of growing fish and tomatoes in fig. 2.1 shows some characteristics of a  sustainable resource.   (i) define the term sustainable resource .  .. .  .. .  .. .  .. .  .. .[2]   (ii) suggest why growing a species of fish in tanks may help to prevent extinction of the  species.  .. .  .. .  .. .[1] [total: 11]",
            "8": "8 0610/32/m/j/16 \u00a9 ucles 20163 flowers contain the male and female reproductive structures of a plant.  the female reproductive structure is the carpel. the male reproductive structure is the stamen. (a) draw straight lines from the reproductive structures to show which parts of the flower are in  each structure. y ou should draw only five lines.  reproductive part of flower  structure   anther   stigma  carpel  ovary   petal  stamen  filament   style   sepal  [4]  (b) this question is about reproduction in humans.   outline the events that occur between sperm being deposited in the vagina and the embryo  being formed.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]",
            "9": "9 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (c) state two ways in which meiosis is different from mitosis. 1     .. . 2     .. .  [2] [total: 10]",
            "10": "10 0610/32/m/j/16 \u00a9 ucles 20164 fig. 4.1 shows a root hair cell. a ... c ...b ... fig. 4.1  (a) (i) name the features labelled a, b and c.    write your answers on fig. 4.1. [3]   (ii) feature a is made of cellulose. what is cellulose made from?  .. .[1]   (iii) state two functions of a root hair cell. 1     .. . 2     .. . [2]   (iv) describe how a root hair cell is adapted for its function.  .. .  .. .  .. .[1]",
            "11": "11 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (b) fig. 4.2 shows a palisade mesophyll cell. fig. 4.2   the cell in fig. 4.2 contains structures which are not present in root hair cells.   state the name of these structures and explain their function.  .. .  .. .  .. .  .. .  .. .[3] [total: 10]",
            "12": "12 0610/32/m/j/16 \u00a9 ucles 20165 fig. 5.1 shows the risk of coronary heart disease by age and gender. 45 40 35 30 25 20 15 10 5 0 25 \u2013 34 35  \u2013 44 age group  / years45 \u2013 54 55  \u2013 64 65  \u2013 74percentage of all deaths caused by coronary heart diseasemen women fig. 5.1  (a) use fig. 5.1 to:   (i) state which age group has the lowest percentage of deaths caused by coronary heart  disease  .. .[1]   (ii) describe what happens to the risk of coronary heart disease as a man gets older  .. .  .. .  .. .  .. .  .. .[2]",
            "13": "13 0610/32/m/j/16 \u00a9 ucles 2016 [turn over  (iii) describe the difference in risk of coronary heart disease for a man and a woman between  the ages of 55 and 64.  .. .  .. .  .. .  .. .  .. .[2]  (b) state three  risk factors for coronary heart disease, other than  age and gender. 1    2    3    [3]  (c) fig. 5.2 shows a diagram of the human heart and its associated blood vessels. d e fh g fig. 5.2   on the diagram, circle  the letter of the blood vessel which, when blocked, results in coronary  heart disease. [1]",
            "14": "14 0610/32/m/j/16 \u00a9 ucles 2016 (d) the activity of the heart can be studied by monitoring the closing of the heart valves.   (i) describe how this monitoring could be carried out.  .. .  .. .[1]   (ii) state the function of the heart valves.  .. .  .. .[1]   fig. 5.3 shows heart activity (valves closing) over a period of ten seconds, for a person who  is resting. 05 1 0 time  / sheart activityvalves closing fig. 5.3   (iii) state how many times the valves close in ten seconds.  .. .[1]   (iv) calculate the heart rate, in beats per minute , of the person being monitored. show your  working.   beats per minute [2]   (v) suggest how the heart activity would be different if the person started to exercise.  .. .  .. .  .. .[1] [total: 15]",
            "15": "15 0610/32/m/j/16 \u00a9 ucles 2016 [turn over6 (a) define the term genetic engineering .  .. .  .. .  .. .  .. .  .. .[2]  (b) (i) outline why bacteria are useful in genetic engineering.  .. .  .. .  .. .  .. .  .. .[2]   (ii) table 6.1 contains six statements about biological processes. only two of these use  genetic engineering. identify these two processes. place a tick in the box ( \u2713) next to your  choices. table 6.1 statementuses genetic  engineering producing fruit juice using pectinase introducing genes into crop plants to provide additional  vitamins selective breeding to produce organisms with desirable  features placing a section of dna into bacteria to produce  human insulin using yeast to produce ethanol using a contraceptive implant as a method of birth  control  [2]",
            "16": "16 0610/32/m/j/16 \u00a9 ucles 2016 (c) scientists have used genetic engineering to develop crop plants which are resistant to  herbicides.   (i) explain why farmers use herbicides.  .. .  .. .  .. .  .. .  .. .[2]   (ii) a field contains genetically modified crop plants which are resistant to herbicides. it also  contains some weeds. the plants are sprayed with herbicides.    state how the herbicide affects:    the weeds  .. .  .. .    the crop plants.  .. .  .. .  [2] [total: 10]",
            "17": "17 0610/32/m/j/16 \u00a9 ucles 2016 [turn overblank page",
            "18": "18 0610/32/m/j/16 \u00a9 ucles 20167 fig. 7.1 shows a newly planted oil palm plantation, with a rainforest in the background.  the land on which the oil palms are being grown has been cleared by removing part of the forest. fig. 7.1  (a) (i) state the term used to describe the removal of forests.  .. .[1]   (ii) removing rainforests puts some species at risk of extinction.    list three other  undesirable effects of removing rainforests. 1     .. . 2     .. . 3     .. .  [3]",
            "19": "19 0610/32/m/j/16 \u00a9 ucles 2016 [turn over (b) the removal of rainforests has reduced the number of orangutans. their numbers fell from  315 000 in 1900 to 50 000 in 2014.   (i) calculate the percentage change in the number of orangutans between 1900 and 2014.    show your working. give your answer to the nearest whole number.   .%   [3]   (ii) outline two ways of conserving the orangutan species. 1     .. . 2     .. .  [2]  (c) crop plants such as oil palm plants are often grown as monocultures.   describe one negative impact to the environment of growing plants as monocultures.  .. .  .. .  .. .[1] [total: 10]",
            "20": "20 0610/32/m/j/16 \u00a9 ucles 20168 a student stood on a sharp pin, causing a nerve impulse to travel along a reflex arc in her nervous  system.  use words from the list to complete the boxes.  each word may be used once, more than once or not at all. brain   relay   neurone   effector   receptor response   spinal cord   stimulus sharp pin sensory cell sensory neurone motor (effector) neurone muscle in leg muscle contracts  [5] [total: 5] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0610_s16_qp_33.pdf": {
            "1": "this document consists of 21 printed pages and 3 blank pages. dc (rw/sg) 109185/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 2 7 2 0 6 9 5 6 9 * biology  0610/33 paper 3  core  may/june 2016  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. y ou 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. y ou 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.",
            "2": "2 0610/33/m/j/16 \u00a9 ucles 2016blank page",
            "3": "3 0610/33/m/j/16 \u00a9 ucles 2016 [turn over1 fig. 1.1 shows five arthropods. antbee cockroach ladybirdmoth not drawn to scale fig. 1.1  (a) state one feature that is shared by all arthropods.  ... [1]  (b) the five animals in fig. 1.1 all belong to the same group of arthropods.   (i) name this group of arthropods.    choose your answer from this list. arachnids        crustaceans        insects        myriapods    [1]   (ii) state two visible features of the bee, shown in fig. 1.1, which place it in this group. 1   2      [2]  [total: 4]",
            "4": "4 0610/33/m/j/16 \u00a9 ucles 20162 fig. 2.1 shows the flow of blood through the human heart and its associated blood vessels a, b, c  and d. a blood from bodyb blood to lungsc blood to body d blood from lungs fig. 2.1  (a) (i) state two ways in which the structure of blood vessel c is different from the structure of  blood vessel a. 1    ... 2    ...  [2]   (ii) tick the box that describes the blood in the vessel labelled d.    high pressure, deoxygenated       high pressure, oxygenated       low pressure, deoxygenated       low pressure, oxygenated     [1]",
            "5": "5 0610/33/m/j/16 \u00a9 ucles 2016 [turn over (b) complete the flow chart by writing the name  of each blood vessel in the correct box to show  the order in which blood travels through them.   use names from this list. aorta        pulmonary artery        pulmonary vein        vena cava blood from body heart lungs heart blood to body  [3]  [total: 6]",
            "6": "6 0610/33/m/j/16 \u00a9 ucles 2016blank page",
            "7": "7 0610/33/m/j/16 \u00a9 ucles 2016 [turn over3 (a) water enters plants through the root hairs and escapes to the air from the leaves.   (i) name the term that is used to describe the loss of water vapour from the leaves.  ... [1]   (ii) complete the flow chart by writing in the boxes the names of the parts through which  water passes after it enters the root hair cells.    choose words from the list. mesophyll cells        cortex cells        stomata        xylem enters root hair cell escapes to the air  [3]",
            "8": "8 0610/33/m/j/16 \u00a9 ucles 2016 fig. 3.1 shows a display of cut flowers in a shop.  at 6 am the flowers were placed in identical jars, e, f, g and h.  each jar contained 500  cm3 of water.  at 8 pm the jars all contained different volumes of water. e f g h fig. 3.1  (b) the volume of water remaining in jars e, f, g and h was measured at intervals between 6  am  and 8  pm.   the results are shown in the graph in fig. 3.2. 500 450 400 350 300 250 6 am 8 am 10 am midday 2 pm 4 pm 6 pm 8 pm time of dayvolume of water in jar / cm3jar e jar f jar g jar h fig. 3.2",
            "9": "9 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (i) using data from fig. 3.2, describe the changes in the volume of water in jar h.    suggest an explanation for these changes.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) calculate the difference between the volume of water in jars g and h at midday.    show your working.   . cm3  [1]   (iii) using only  information shown in fig. 3.1, suggest a reason for the difference in water  loss from jars g and h.  ...  ...  ... [1]  [total: 10]",
            "10": "10 0610/33/m/j/16 \u00a9 ucles 20164 (a) state what is meant by the term balanced diet .  ...  ...  ...  ...  ... [2]  (b) fig. 4.1 shows a pie chart of a person\u2019s diet. 36% 12.5%35% 11% 5.5%fruit and vegetables meat, fish, eggs and beans foods and drinks high in fat and sugarmilk and dairy foodsbread, rice, potatoes and pasta fig. 4.1   (i) bread, rice, potatoes and pasta form 36% of this diet.    explain why these foods are important to the body.  ...  ...  ...  ...  ... [2]",
            "11": "11 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (ii) state the foods shown in fig. 4.1 that are rich in protein and state why proteins are  important to the body.  ...  ...  ...  ...  ... [2]   (iii) only 5.5% of this diet is made up of food and drinks that are high in fat and sugar.    describe one harmful effect of eating too much fat.  ...  ...  ... [1]   (iv) the diet in fig. 4.1 would not be suitable for everyone\u2019s needs.    state and explain two factors that could affect a person\u2019s dietary needs.  ...  ...  ...  ...  ...  ...  ... [4]  [total: 11]",
            "12": "12 0610/33/m/j/16 \u00a9 ucles 20165 genetic engineering can be used to improve crops.  (a) explain the meaning of the term genetic engineering .  ...  ...  ...  ...  ... [2]  fig. 5.1 shows part of a newspaper article about a new variety of maize. bug-free maize farmers lose a lot of their crops to  insect pests each year. they have to  spray their crops with insecticide to  kill the insect pests. now, scientists  have developed a new variety of  maize called bt maize that contains  its own insecticide. some kinds of bacteria make a  natural insecticide called bt. the  scientists have taken the gene for  this insecticide from the bacteria,  and inserted it into maize plants. fig. 5.1  (b) (i) the new bt maize contains a gene taken from bacteria.    define the term gene .  ...  ...  ...  ...  ... [2]",
            "13": "13 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (ii) use the information in fig. 5.1 to suggest how the addition of this gene could increase  the farmer\u2019s maize crop.  ...  ...  ...  ...  ... [2]  (c) maize plants are wind-pollinated.   (i) describe what is meant by the term pollination .  ...  ... [1]   (ii) fruit trees are pollinated by insects.    suggest why growing bt maize near to apple trees might reduce the yield of the fruit  crop.  ...  ... [1]  (d) the development of bt maize is one example of genetic engineering.   state two other  examples of genetic engineering. 1    ... 2    ...  [2]  [total: 10]",
            "14": "14 0610/33/m/j/16 \u00a9 ucles 20166 hormones play an important part in controlling the human body.  (a) define the term hormone .  ...  ...  ...  ...  ...  ...  ... [3]  (b) fig. 6.1 shows some parts of the human body where hormones are made. female malej k reproductive organs fig. 6.1",
            "15": "15 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (i) complete table 6.1 by identifying and naming each part and stating the name of a  hormone produced by each of the parts.    some examples have been done for you. table 6.1 part name hormone j..insulin k..adrenaline reproductive organsovaries.. .. ..  [5]   (ii) adrenaline increases the heart rate.    state one example of a situation when adrenaline is produced and suggest why this  response is important.  ...  ...  ...  ...  ... [2]  [total: 10]",
            "16": "16 0610/33/m/j/16 \u00a9 ucles 20167 the development of biological washing powders using enzymes from bacteria is an example of  biotechnology.  (a) state two reasons why bacteria are useful in biotechnology, such as in the development of  biological washing powders. 1    ... 2    ...  [2]  (b) fig. 7.1 shows part of a label taken from a packet of \u20185 star bio\u2019 washing powder. 5 star bio biological  washing powdercontains enzymeswash at 30 \u00b0cremoves food stains do not wash above 60 \u00b0conly small quantities needed fig. 7.1   use the information shown in fig. 7.1 to:   (i) explain how this washing powder removes food stains  ...  ...  ...  ...  ... [2]",
            "17": "17 0610/33/m/j/16 \u00a9 ucles 2016 [turn over  (ii) explain why the manufacturer recommends washing at 30  \u00b0c and not above 60  \u00b0c  ...  ...  ...  ...  ... [2]   (iii) suggest why only small quantities of washing powder are needed to wash a large quantity  of clothes.  ...  ... [1]  (c) name an enzyme that could be used to remove fat stains from clothing.  ... [1]  [total: 8]",
            "18": "18 0610/33/m/j/16 \u00a9 ucles 20168 fig. 8.1 shows a drawing of a section through a human eye. fig. 8.1  (a) (i) on fig. 8.1, label and name the part of the eye which focuses light to form a clear image.  [2]   (ii) on fig. 8.1, label and name the part of the eye where the image is formed.  [2]  (b) glaucoma is a disorder which affects the eyes.   some forms of glaucoma can be inherited.   (i) what is meant by the term inherited ?  ...  ...  ... [1]   (ii) glaucoma can be caused by a recessive allele, g.    explain the meaning of the terms: recessive  ...  ... allele  ..  ...  ...  [2]",
            "19": "19 0610/33/m/j/16 \u00a9 ucles 2016 [turn over (c) fig. 8.2 shows part of a family tree in which some of the people have the type of glaucoma  that is caused by the recessive allele, g. 1 2 3 4 5 has glaucoma normal vision fig. 8.2   using g to represent the dominant allele and g to represent the recessive allele, complete the  table to show the genotype of each member of the family. person genotype 1.. 2.. 3.. 4.. 5..  [3]  [total: 10]",
            "20": "20 0610/33/m/j/16 \u00a9 ucles 20169 (a) fig. 9.1 shows a diagram of a sustainable fish farm. duck house fish provide food for village duck faeces fall into the water and provide nutrients for water plantsfish and ducks feed on water plantsducks produce eggs for human consumptionwater is used for the ducks to drink and to irrigate crop plantscrops feed the local population fruit trees crop plants fig. 9.1   (i) the fish grown in this fish farm are herbivores.    define the term herbivore .  ...  ... [1]   (ii) other organisms in the pond break down dead or decaying matter.    name this group of organisms.  ... [1]   (iii) the method of fish farming shown in fig. 9.1 is a good example of the conservation of  resources.    suggest three  reasons for this statement. 1    ... 2    ... 3    ...  [3]",
            "21": "21 0610/33/m/j/16 \u00a9 ucles 2016 [turn over (b) explain what is meant by a sustainable resource .  ...  ...  ...  ...  ... [2]  [total: 7]",
            "22": "22 0610/33/m/j/16 \u00a9 ucles 201610 fig. 10.1 shows an early stage in the birth of a baby. amniotic fluidbaby fig. 10.1  (a) the unborn baby is surrounded by amniotic fluid.   describe one function of this liquid.  ...  ... [1]",
            "23": "23 0610/33/m/j/16 \u00a9 ucles 2016 (b) the list describes six stages in the birth of a baby.   they are not in the correct order. amniotic sac bursts            baby passes down vagina            cervix dilates contractions begin            placenta delivered            umbilical cord is cut   complete the boxes by writing the descriptions of the stages in the correct order.   two of the stages have been completed for you. contractions begin . . . . . . umbilical cord is cut . .  [3]  [total: 4]",
            "24": "24 0610/33/m/j/16 \u00a9 ucles 2016permission 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.blank page"
        },
        "0610_s16_qp_41.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0610/41 may/june 2016 1 hour 15 minutesbiology paper 4 theory (extended) 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.donot write in any barcodes. answer allquestions. 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 document consists of 20printed pages. [turn over 06_0610_41_2016_1.15 \u00a9 ucles 2016 *7774192182*",
            "2": "fig. 1.1 shows the human heart and the main blood vessels. the functions of the parts of the heart and some of the blood vessels are given in table 1.1.(a)1 a b c d e fghjk fig. 1.1 06_0610_41_2016_1.15 \u00a9 ucles 20162",
            "3": "complete table 1.1. one row has been done for you. table 1.1 name letter on fig. 1.1function structure that separates oxygenated and deoxygenated blood structure that prevents backflow of blood from ventricle to atrium aorta a blood vessel that carries oxygenated blood blood vessel that carries deoxygenated bloodstructure that prevents backflow of blood from pulmonary artery to right ventricle chamber of the heart that contains oxygenated blood chamber of the heart that contains deoxygenated blood [6] [turn over 06_0610_41_2016_1.15 \u00a9 ucles 20163",
            "4": "a group of students used a heart monitor to record the pulse rate of an athlete during a 5000 metre race. the recordings started just before the race began and ended just after it hadfinished, as shown in fig. 1.2.(b) 180 160140120100 80604020 0 02468 1 0 1 2 1 4 1 6 1 8 time  / minpulse rate / beats per minutestart of race end of race fig. 1.2 use data from fig. 1.2 to describe the effect of exercise on the pulse rate of the athlete.(i) ... . ... . ... . ... . ... . ... . ... . [3] 06_0610_41_2016_1.15 \u00a9 ucles 20164",
            "5": "explain the change in pulse rate between 2 minutes and 3 minutes after the recordings started.(ii) ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] [total: 13] [turn over06_0610_41_2016_1.15 \u00a9 ucles 20165",
            "6": "the nervous system coordinates the responses of animals to changes in their environment.2 fig. 2.1 shows the arrangement of the nervous system in a mammal.complete fig. 2.1 by writing the names of the missing parts of the mammalian nervous system in the boxes.(a) nervous system brain nervous system nervous system cranial nerves spinal nerves fig. 2.1 [3] fig. 2.2 is a flow chart that shows how an involuntary action is controlled.(b) painful stimulus pain receptor x relay neurone motor neurone muscle response fig. 2.2 06_0610_41_2016_1.15 \u00a9 ucles 20166",
            "7": "state the structure found at x. (i) ... . [1] state the type of involuntary action shown by the flow chart.(ii) ... . [1] state twoways in which a voluntary action differs from an involuntary action. (iii) 1 . ... . 2  . [2] [turn over 06_0610_41_2016_1.15 \u00a9 ucles 20167",
            "8": "fig. 2.3 shows three pots of seedlings that have been kept in different conditions.(c) pot p pot q pot r fig. 2.3 state the conditions in which pots pandqwere kept. (i) p. q. [1] state the name of the growth response shown by the seedlings in pot r. (ii) ... . [2] 06_0610_41_2016_1.15 \u00a9 ucles 20168",
            "9": "explain the advantage to the seedlings of this growth response.(iii) ... . ... . ... . ... . ... . [2] auxins control the growth responses of seedlings. explain how auxins control the growth response of the seedlings in pot r.(iv) ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] [total: 16] [turn over06_0610_41_2016_1.15 \u00a9 ucles 20169",
            "10": "catalase is an enzyme that breaks down hydrogen peroxide inside cells. red blood cells contain catalase.3 some dogs have an inherited condition in which catalase is not produced. this condition is known as acatalasia and it is caused by a mutation in the gene for catalase. define the terms gene and gene mutation . (a) gene ...  ...  gene mutation... . ...  [2] a geneticist was asked to investigate the inheritance of acatalasia in dogs.(b) the normal allele is represented by band the mutant allele is represented by b. the geneticist made the diagram in fig. 3.1 to show the inheritance of acatalasia in a family of dogs. the shaded symbols indicate the dogs with acatalasia. 1 4 523normal male normal femalemale with acatalasiafemale with acatalasia fig. 3.1 state the genotypes of the dogs identified as 1,2and3in fig. 3.1. (i) 1. 2. 3. [3 ] 06_0610_41_2016_1.15 \u00a9 ucles 201610",
            "11": "the geneticist crossed dog 4with dog 5. approximately half of the offspring had acatalasia and half the offspring did not have acatalasia. complete the genetic diagram to show how this is possible.(ii) parental phenotypes parental genotypes gametes punnett squarenormal . ..    ,    ..dog 4 has acatalasia . ..dog 5 + offspring genotypes  offspring phenotypes .. [3] state the name given to the type of cross that you have completed in (b)(ii) . (iii) ... . [1] [total: 9] [turn over06_0610_41_2016_1.15 \u00a9 ucles 201611",
            "12": "rhabdostyla is a single-celled organism that has no cell wall and no chlorophyll. 4 gases are exchanged across the cell membrane of rhabdostyla . name:(a) the gas produced by rhabdostyla  the process that produces the gas ...the method of removal of the gas . [3] rhabdostyla lives in freshwater habitats, such as ponds, lakes and rivers. freshwater has a very low concentration of solutes. rhabdostyla has a contractile vacuole that fills with water and empties at intervals as shown in fig. 4.1. the contractile vacuole removes excess water. contractile  vacuole  contractile  vacuole expels excess water  not drawn to scale  fig. 4.1 explain, using the term water potential , why rhabdostyla needs to remove excess water. (b) ...  ...  ...  ...  ...  ...  ...  [3] 06_0610_41_2016_1.15 \u00a9 ucles 201612",
            "13": "in an investigation, individual rhabdostyla were placed into different concentrations of sea water. the rate of water excreted by the contractile vacuole of each organism was determined. the resultsare shown in fig. 4.2. 20 1816141210 86420rate of waterexcreted/  \u00b5m3 s\u20131 04 concentration of sea water  / %12 fig. 4.2 explain the results shown in fig. 4.2.(c) ...  ...  ...  ...  ...  ...  ...  [3] [turn over06_0610_41_2016_1.15 \u00a9 ucles 201613",
            "14": "single-celled organisms with cell walls do not have contractile vacuoles. suggest why.(d) ...  ...  ...  ...  ...  ...  ...  [3] [total: 12] 06_0610_41_2016_1.15 \u00a9 ucles 201614",
            "15": "a researcher investigated the population growth of fish for fish farming. the researcher stocked a farmer\u2019s lake with a small number of these fish and recorded the number of fish over the next fiveyears. the researcher\u2019s results showed that the population of fish had increased exponentially.5 use the axes to show the exponential growth in the population of fish. label the axes and draw a suitable curve.(i) (a) [3] explain why the population of fish increased exponentially.(ii) ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] [turn over06_0610_41_2016_1.15 \u00a9 ucles 201615",
            "16": "fig. 5.1 shows the total mass of wild fish caught worldwide between 1950 and 2012 and the mass of farmed fish produced worldwide over the same period. wild fishwild fish farmed fishfarmed fish100 908070605040 30 2010 0 1950 1960 1970 1980 year1990 2000 2010mass of fish /  millions  of tonneswild fish farmed fish fig. 5.1 describe the changes in the mass of wild fish caught between 1950 and 2012. you will gain credit if you use data from fig. 5.1.(b) ...  ...  ...  ...  ...  ...  ...  [3] 06_0610_41_2016_1.15 \u00a9 ucles 201616",
            "17": "it is predicted that wild fish stocks will decrease and become depleted because of overfishing. suggest ways in which governments can try to maintain the stocks of wild fish.(c) ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [6] like fish stocks, forests can be a sustainable resource. discuss what is meant by the term sustainable resource , using forests as an example.(d) ...  ...  ...  ...  ...  ...  ...  [3] [total: 19] [turn over06_0610_41_2016_1.15 \u00a9 ucles 201617",
            "18": "state the balanced chemical equation for photosynthesis.(a)6 ... ...light chlorophyll [2] a student investigated the effect of different wavelengths of light on the rate of photosynthesis of the water plant, cabomba . the student used the apparatus shown in fig. 6.1. off 1 2345 bench lamp coloured filtergraduated tubegassyringetap 1% sodium hydrogencarbonatesolution funnel cabomba0.0 0.5 1.0 fig. 6.1 06_0610_41_2016_1.15 \u00a9 ucles 201618",
            "19": "the student collected the gas produced by the plant for five minutes. the results are shown in table 6.1.(b) table 6.1 volume of gas collected / cm3wavelength of light / nmcolour of filter 0.80 400 violet 0.80 475 blue 0.20 550 green 0.40 600 yellow 0.90 675 red describe the effect of wavelength of light on the rate of photosynthesis as shown in the student\u2019s results in table 6.1. you will gain credit if you use data from the table  ...  ...  ...  ...  ...  ...  [3] state how the student would calculate the rates of photosynthesis from the results in table 6.1.(c) ...  ...  [1] [turn over 06_0610_41_2016_1.15 \u00a9 ucles 201619",
            "20": "state why the student:(d) kept the lamp at the same distance during the investigation,(i) ... . ... . ... . [1] used sodium hydrogencarbonate solution.(ii) ... . ... . ... . [1] state three uses in a plant of the carbohydrate produced in photosynthesis. (e) 1.. ... 2.. ... 3.. ... [3] [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 pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.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 l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0610_41_2016_1.15 \u00a9 ucles 201620"
        },
        "0610_s16_qp_42.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0610/42 biology may/june 2016 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.donot write in any barcodes. answer allquestions. 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 18printed pages and 2blank pages. [turn over 06_0610_42_2016_1.10 \u00a9 ucles 2016 *4518800444*",
            "2": "all mammals have a double circulatory system. fig. 1.1 shows part of the human double circulatory system.1 a dcbleft lung right lung p oj k muscular wall of heart left kidney right kidneyn l m fig. 1.1 name the muscular wall that separates the left and right sides of the human heart.(a) ...  [1] describe what is meant by the term double circulation. (i) (b) ... . ... . ... . [1] state one advantage of a double circulation. (ii) ... . ... . ... . [1] 06_0610_42_2016_1.10 \u00a9 ucles 20162",
            "3": "table 1.1 describes some of the structures of the human circulatory system shown in fig.1.1 . (c) complete the table. one row has been done for you. table 1.1 letter on fig. 1.1 name of structure description heart chamber with the thickest muscular wall blood vessel that carries oxygenated blood to the heart blood vessel that carries oxygenated blood away from the heart blood vessel that carries blood away from the kidneys n vena cava blood vessel with the largest lumen [4] describe how blood is transported from the vena cava to the lungs. you may use the letters on fig. 1.1 in your description.(d) ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] [turn over06_0610_42_2016_1.10 \u00a9 ucles 20163",
            "4": "doctors recommend that a healthy diet can reduce the risk of coronary heart disease.(i) (e) give one other lifestyle improvement patients can make that can reduce the risk of coronary heart disease. ... . ... . [1] sometimes surgery is required to treat coronary heart disease.(ii) describe one named example of surgery that can treat coronary heart disease. ... . ... . ... . ... . ... . [2] [total: 14] 06_0610_42_2016_1.10 \u00a9 ucles 20164",
            "5": "fig. 2.1 is an electron micrograph showing the bacteria, vibrio cholerae . 2 fig. 2.1 bacteria are prokaryotes.(i) (a) state twodistinguishing features of all prokaryotes. 1 . 2 . [2] the bacteria shown in fig. 2.1 each have a flagellum.(ii) suggest the function of the flagellum in bacteria . ... . ... . [1] [turn over 06_0610_42_2016_1.10 \u00a9 ucles 20165",
            "6": "v. cholerae is the pathogen that causes cholera. vaccination is used to control the spread of cholera during an outbreak.(b) explain how vaccination can control the spread of diseases. ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] many years ago scientists discovered that v. cholerae secretes a toxin. fig. 2.2 shows the results of an experiment to measure the flow of chloride ions out of human cells with andwithout the toxin.(c) 14 1210 86420 0 50 100 150 time  / sflow of chloride ions  / arbitrary units 200 250 300with toxin without toxinkey fig. 2.2 06_0610_42_2016_1.10 \u00a9 ucles 20166",
            "7": "calculate the difference in flow of chloride ions between the cells with the toxin and the cells without the toxin at 50 seconds.(i) show your working and state the units in your answer. . [2] use the data in fig. 2.2 to describe the effect of the toxin on the flow of chloride ions out of the cells.(ii) ... . ... . ... . ... . ... . ... . ... . [3] chloride ions cannot move out of cells by simple diffusion.(iii) suggest and describe how chloride ions could move out of cells. ... . ... . ... . ... . ... . ... . ... . [3] [turn over06_0610_42_2016_1.10 \u00a9 ucles 20167",
            "8": "the loss of chloride ions from cells causes diarrhoea and dehydration in patients with cholera.(d) state which organ in the alimentary canal is affected by the cholera toxin.(i) ... . [1] describe the treatment for cholera.(ii) ... . ... . ... . ... . ... . [2] [total: 18] 06_0610_42_2016_1.10 \u00a9 ucles 20168",
            "9": "anthocyanin is a red pigment found in carnation flowers. some carnation plants have a gene for making anthocyanin.3 a flower grower bred red carnations.(i) (a) describe how growers selectively breed plants . ... . ... . ... . ... . ... . ... . [3] explain the disadvantages of using sexual reproduction to breed red carnations.(ii) ... . ... . ... . ... . ... . [2] meiosis is necessary for sexual reproduction of carnation plants.(b) define the term meiosis . ...  ...  ...  ...  ...  [2] [turn over 06_0610_42_2016_1.10 \u00a9 ucles 20169",
            "10": "carnation plants show co-dominance for the anthocyanin gene. there are two alleles:(c) \u2022fa\u2013 allele for anthocyanin pigment (red flowers) \u2022fn\u2013 allele for no anthocyanin pigment (white flowers) state the genotype of a carnation plant that is heterozygous for this gene.(i) ... . [1] describe the phenotype of a heterozygous carnation plant for this gene.(ii) ... . ... . [1] the breeder crossed a fafncarnation plant with a fafacarnation plant. predict, using a genetic diagram, the proportion of pure breeding carnation plants in the offspring.(iii) parental genotypes fafn gametes punnett square...fafa\u00d7 ...+... ... offspring genotypes . offspring phenotypes ... proportion of pure breeding carnation plants ... [4] [total: 13] 06_0610_42_2016_1.10 \u00a9 ucles 201610",
            "11": "some students investigated osmosis in raw potato sticks.4 define the term osmosis . (a) ...  ...  ...  ...  ...  ...  ...  [3] the students measured the mass of four of the potato sticks using an electronic balance.(b) fig. 4.1 shows an electronic balance. fig. 4.1 the students left each potato stick in one of four different liquids for 5 hours: \u2022distilled water \u20220.1 mol per dm3sodium chloride solution \u20220.5 mol per dm3sodium chloride solution \u20221.0 mol per dm3sodium chloride solution. after 5 hours they measured the mass again and calculated the change in mass. [turn over06_0610_42_2016_1.10 \u00a9 ucles 201611",
            "12": "predict which of the liquids would cause the largest decrease in mass of a potato stick.(i) ... . [1] the students dried the potato sticks with paper towels before putting them on the electronic balance.(ii) suggest why. ... . ... . ... . [1] after the experiment the students noticed that the potato stick with the lowest mass was soft and floppy.(c) explain why the potato stick had become soft and floppy. ...  ...  ...  ...  ...  ...  ...  [3] the students followed the same experimental procedure with boiled potato sticks and found no overall change in mass in any of the solutions.(d) suggest why the mass of the boiled potato sticks remained the same. ...  ...  ...  ...  ...  [2] [total: 10] 06_0610_42_2016_1.10 \u00a9 ucles 201612",
            "13": "hormones are secreted by glands or made artificially by drug companies.5 name the gland that secretes testosterone.(i) (a) ... . [1] state why testosterone can improve sporting performance.(ii) ... . ... . ... . [1] describe the role of progesterone in the menstrual cycle.(iii) ... . ... . ... . [1] synthetic progesterone is found in oral contraceptives.(iv) name one other hormone often found in oral contraceptives. ... . [1] [turn over06_0610_42_2016_1.10 \u00a9 ucles 201613",
            "14": "water entering two sewage works, aandb, was tested for the presence of four hormones. the testing was repeated on water that left the sewage works to flow into lake aand lake b. the results of the tests on the water samples are shown in table 5.1. table 5.1 concentration of hormones at sewage works / ng per dm3hormone b a after sewage treatmentincluding chlorinealonebefore sewage treatmentafter sewage treatmentincluding ozoneand chlorinebefore sewage treatment not measurable 0.1 not measurable not measurable oestrogen 4.6 4.5 8.0 8.5 synthetic progesterone 2.7 2.4 2.8 2.5 natural progesterone 3.1 2.7 3.7 15.6 testosterone explain which water sample was most polluted with hormones before sewage treatment. use data from table 5.1 to support your answer.(b) ...  ...  ...  ...  ...  ...  ...  [3] 06_0610_42_2016_1.10 \u00a9 ucles 201614",
            "15": "one reason for treating sewage is to reduce the concentration of hormones in the environment.(c) chlorine was used in the sewage treatment of both lakes.(i) describe the effect that chlorine had on the hormone concentrations in the water. use data from table 5.1 to support your answer. ... . ... . ... . ... . ... . [2] state the main purpose of chlorine in sewage treatment.(ii) ... . ... . ... . [1] [turn over06_0610_42_2016_1.10 \u00a9 ucles 201615",
            "16": "describe the negative consequences of letting untreated sewage flow into lake ecosystems.(d) ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [6] [total: 16] 06_0610_42_2016_1.10 \u00a9 ucles 201616",
            "17": "fig. 6.1 shows the changes in glucose concentration of the blood.6 set leveltimehigh blood glucoseconcentration low blood glucoseconcentrationab c fig. 6.1 name the process that maintains blood glucose concentration within set limits.(a) ...  [1] name the hormone that would be secreted in response to the increasing blood glucose concentration at ain fig. 6.1.(i) (b) ... . [1] name an organ that is responsible for the decrease in blood glucose concentration after bin fig. 6.1.(ii) ... . [1] name the compound that is converted to glucose at cin fig. 6.1. (iii) ... . [1] [turn over06_0610_42_2016_1.10 \u00a9 ucles 201617",
            "18": "describe the symptoms and treatment of type 1 diabetes. (c) ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [5] [total: 9] 06_0610_42_2016_1.10 \u00a9 ucles 201618",
            "19": "blank page 06_0610_42_2016_1.10 \u00a9 ucles 201619",
            "20": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.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 l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0610_42_2016_1.10 \u00a9 ucles 201620"
        },
        "0610_s16_qp_43.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0610/43 biology may/june 2016 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.donot write in any barcodes. answer allquestions. 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 18printed pages and 2blank pages. [turn over 06_0610_43_2016_1.9 \u00a9 ucles 2016 *1314985603*",
            "2": "fig. 1.1 shows the human gas exchange system. the functions of the parts of the gas exchange system are given in table 1.1.(a)1 a b c d e fghjkm fig. 1.1 complete table 1.1. one row has been done for you. table 1.1 name letter on fig. 1.1 function larynx a structure that makes sounds bone that provides protection for the lungsairway that allows passage of air only into the right lung airway that allows passage of air into both lungs contracts to increase volume of thorax muscle that contracts to lower the ribcagesite of gas exchange [6] 06_0610_43_2016_1.9 \u00a9 ucles 20162",
            "3": "the gas exchange system contains cartilage.(b) describe the function of cartilage in the gas exchange system  ...  ...  ...  ...  [2] soon after starting physical activity the concentration of carbon dioxide in the blood increases.(c) name the process inside cells that produces carbon dioxide.(i) ... . ... . [1] state the effect on breathing of an increase in carbon dioxide concentration in the blood.(ii) ... . ... . ... . [1] explain how this effect on breathing is coordinated.(iii) ... . ... . ... . ... . ... . ... . ... . [3] [total: 13] [turn over 06_0610_43_2016_1.9 \u00a9 ucles 20163",
            "4": "fig. 2.1 is a flow chart that shows the events that occur as light travels through the eye.2 light reflected by an object light enters the eye and  passes through the cornea  light passes  through the lens  light enters  tissue x  light is absorbed  by rod cells  impulse is  generated  impulse is transmitted  to the brain  fig. 2.1 state the name of the tissue x. (i) (a) ... . [1] state the name of the nerve that transmits impulses from the eye to the brain.(ii) ... . [1] state what happens to rays of light as they enter the cornea and the lens.(iii) ... . [1] 06_0610_43_2016_1.9 \u00a9 ucles 20164",
            "5": "describe the role of rod cells.(iv) ... . ... . ... . ... . ... . [2] a plant, arabidopsis thaliana , was placed on its side in the dark. fig. 2.2 is a series of drawings made of the plant, over seven days, as it responded to a change in its surroundings.(b) fig. 2.2 state the stimulus to which the plant responded.(i) ... . [1] name the growth response shown by the plant.(ii) ... . [2] [turn over06_0610_43_2016_1.9 \u00a9 ucles 20165",
            "6": "explain the advantage to plants of the growth response shown in fig. 2.2.(iii) ... . ... . ... . ... . ... . [2] auxins control the growth responses of seedlings.(iv) explain how auxins control the growth response of a. thaliana , shown in fig. 2.2. ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] [total: 14] 06_0610_43_2016_1.9 \u00a9 ucles 20166",
            "7": "blank page [turn over06_0610_43_2016_1.9 \u00a9 ucles 20167",
            "8": "sex in cats is determined in the same way as in humans.(a)3 complete the diagram below to show how sex is determined in cats. male cat  female cat ..gametes xxfemale cat (xx) male cat  (.) .. offspring ratio.  [3] a scientist investigated the inheritance of fur colour in cats.(b) the gene for coat colour is located on the x chromosome. the gene has two alleles: \u2022b black \u2022b orange. the x chromosome with the allele for black is represented by xb. the x chromosome with the allele for orange is xb. a female cat can be a mixture of these colours, described as calico.fig. 3.1 shows the inheritance of this condition in a family of cats. 12 35 47 6orange male black malecalico femaleorange femaleblack female fig. 3.1 06_0610_43_2016_1.9 \u00a9 ucles 20168",
            "9": "state the genotypes of cats 1, 4, and 5 in fig. 3.1.(i) cat 1 ... cat 4 ...cat 5 ... [3] coat colour in cats is an example of discontinuous variation.(ii) explain why coat colour is an example of discontinuous variation . ... . ... . ... . ... . ... . ... . [3] [total: 9] [turn over 06_0610_43_2016_1.9 \u00a9 ucles 20169",
            "10": "a student investigated the diffusion of substances through visking tubing, an artificial membrane which has some of the properties of cell membranes.4 the student made a bag of visking tubing as shown in fig. 4.1. top of syringe elastic band visking bag knottest-tube starch solution waterbag filled with starch solutionand placed into a test-tube of water fig. 4.1 the student added some iodine solution to the water in the test-tube. after 30 minutes at room temperature, the contents of the visking bag were stained blue-black, but the water outside remained a yellow colour. explain these results.(i) (a) ... . ... . ... . ... . ... . ... . ... . ... . ... . [4] 06_0610_43_2016_1.9 \u00a9 ucles 201610",
            "11": "state three factors that influence the movement of molecules through membranes. (ii) 1 . 2 .3 . [3] [turn over 06_0610_43_2016_1.9 \u00a9 ucles 201611",
            "12": "fig. 4.2 is an electron micrograph of a red blood cell within a capillary.(b) magnification \u00d76500muscle cell fig. 4.2 molecules of carbon dioxide that are produced in muscle cells are transported to the blood.(i) describe the pathway taken by these molecules of carbon dioxide. ... . ... . ... . ... . ... . [3] explain how capillaries are adapted for their functions.(ii) ... . ... . ... . ... . ... . ... . [3] 06_0610_43_2016_1.9 \u00a9 ucles 201612",
            "13": "mammals have a transport system for carbon dioxide. plants absorb carbon dioxide from their surroundings to use in photosynthesis.(c) explain how a molecule of carbon dioxide from the atmosphere reaches the site of photosynthesis in a leaf. ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] [total: 17] [turn over06_0610_43_2016_1.9 \u00a9 ucles 201613",
            "14": "fig. 5.1 shows an area of forest where some of the trees have been cut down.5 fig. 5.1 explain the reasons why forests may be cut down as shown in fig. 5.1.(a) ...  ...  ...  ...  ...  ...  ...  [3] 06_0610_43_2016_1.9 \u00a9 ucles 201614",
            "15": "the loss of forests from parts of the world is assessed by satellite imagery. table 5.1 shows data on the forests in indonesia and malaysia, two countries in south-east asia which havelarge areas of forest.(b) table 5.1 area / thousands of hectares type of forestcountry 2010 2005 2000 1990 90 883 94 158 95 737 118 545 natural forestindonesia 18 649 19 317 19 932 20 420 natural forestmalaysia calculate the percentage loss of natural forest in indonesia between 1990 and 2010. show your working and express your answer to the nearest whole number.(i) ... % [3] use the data in table 5.1 to compare the loss of natural forest in indonesia with the loss of natural forest in malaysia.(ii) ... . ... . ... . ... . ... . ... . ... . ... . [3] [turn over06_0610_43_2016_1.9 \u00a9 ucles 201615",
            "16": "many hectares of natural forest have been cleared in countries such as malaysia and indonesia for oil palm plantations. both countries have also replanted forests togrow timber and other forest products.(iii) suggest why replanted forests and plantations are less useful for conservation than natural forest. ... . ... . ... . ... . ... . ... . ... . [3] discuss the effects of deforestation on areas of land.(c) ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [6] [total: 18] 06_0610_43_2016_1.9 \u00a9 ucles 201616",
            "17": "fig. 6.1 shows the alimentary canals of two mammals, an insect-eating bat, which is a carnivore, and a rabbit, which is a herbivore.6 insect-eating bat rabbit02 cm01 0 cm wv fig. 6.1 name the organs labelled vandw. (a) v... . w...  [2] explain the role of mechanical digestion.(b) ...  ...  ...  ...  ...  ...  ...  [3] [turn over06_0610_43_2016_1.9 \u00a9 ucles 201617",
            "18": "scientists investigated digestion in different species of mammal. the mammals that they studied ranged in size from an elephant shrew, elephantulus edwardii , with a mass of 50 g to an ox, bos taurus , with a mass of 220 kg. the scientists added indigestible particles to the animals\u2019 food and timed how long the particles stayed in the digestive system. the results for 24 different mammal species are shown in fig. 6.2. 160 140120100 80604020 0time in digestive system /  hours 0.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 relative body mass  / arbitrary units fig. 6.2 06_0610_43_2016_1.9 \u00a9 ucles 201618",
            "19": "the scientists concluded that food stays longer in the digestive systems of larger mammals compared with smaller mammals.(c) discuss the evidence from fig. 6.2 for andagainst the statement that food stays longer in the digestive systems of larger mammals. ...  ...  ...  ...  ...  ...  ...  ...  ...  [4] [total: 9] 06_0610_43_2016_1.9 \u00a9 ucles 201619",
            "20": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher 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 cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.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 l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0610_43_2016_1.9 \u00a9 ucles 201620"
        },
        "0610_s16_qp_51.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (st/ar) 108002/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3037277913* biology  0610/51 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/m/j/16 \u00a9 ucles 2016read through all the questions on this paper carefully before starting work. 1 metabolic reactions in cells produce toxic chemicals which can be converted to harmless or less  toxic chemicals.   hydrogen peroxide is broken down using the enzyme catalase which is found in most cells.  fig. 1.1 shows this reaction.  catalase  hydrogen peroxide  water and oxygen  2h2o2  2h2o + o2 fig. 1.1  y ou are going to investigate the effect of alcohol (ethanol) on the activity of catalase found in  potato.   read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in question 1 (a)(ii).    y ou should use the safety equipment provided while you are carrying out the practical work.   the potato pieces in dishes a and b have both been cut to the same size.   (a) (i) measure the length, width and height of one of the pieces of potato.  lengthwidthheight fig. 1.2    record your results in table 1.1. table 1.1 length of potato piece / mmwidth of potato piece / mmheight of potato piece / mm [1]  step 1  label four test-tubes, a1, a2, b1 and b2. add 10 cm3 of hydrogen peroxide solution to  each of the test-tubes.  step 2 cut two 30 mm \u00d7 10 mm \u00d7 2 mm slices from the potato piece in dish a.     leave the slices in dish a with the remaining portion of the potato piece.    when cutting, use a white tile and cut away from your hand.  step 3  cut two 30 mm \u00d7 10 mm \u00d7 2 mm slices from the potato piece in dish b.     leave the slices in dish b with the remaining portion of the potato piece.    when cutting, use a white tile and cut away from your hand.",
            "3": "3 0610/51/m/j/16 \u00a9 ucles 2016 [turn over step 4   place the free end of the delivery tube into the large test-tube of water.  step 5  use forceps to remove one of the 30 mm \u00d7 10 mm \u00d7 2 mm slices of potato from dish a  and put the slice into the hydrogen peroxide solution in test-tube a1.   step 6   immediately  place the rubber bung containing the delivery tube into test-tube a1, as  shown in fig. 1.3. make sure it fits tightly. start the timer. delivery tube empty beakerwaterbubble hydrogen peroxide solution potato slicebung fig. 1.3  step 7   count the number of bubbles released from the delivery tube for 3 minutes. record your  observations in your results table in question 1 (a)(ii) .  step 8   repeat steps  4 to 7 for the second 30 mm \u00d7 10 mm \u00d7 2 mm slice of potato from dish a  and use test-tube a2.   step 9   repeat steps  4 to 8 for the 30 mm \u00d7 10 mm \u00d7 2 mm slices of potato from dish b and use  test-tubes b1 and b2.    (ii) prepare a table to record your results.    y our table should show:    \u0081 the numbers of bubbles produced by each slice of potato in 3 minutes    \u0081   the mean number of bubbles produced by the potato piece from each of dishes a  and b.    record your results in your table as you carry out the practical work. [6]",
            "4": "4 0610/51/m/j/16 \u00a9 ucles 2016 (b)  explain why the bung of the delivery tube must fit tightly into the test-tube.  .. .  .. .  .. .[2]  (c) the potato pieces that you used were soaked in different concentrations of alcohol for  24 hours.     \u0081 the potato piece in dish a had been soaked in 20% alcohol.    \u0081 the potato piece in dish b had been soaked in 2% alcohol.   (i) suggest the relationship between the number of bubbles and the activity of catalase.  .. .  .. .  .. .[1]   (ii) compare the activity of catalase in the potato pieces from dish a and dish b.  .. .  .. .  .. .[1]   (iii) predict the number of bubbles that would be produced in 3 minutes if a piece of potato  was soaked in 50% alcohol before being placed in hydrogen peroxide solution.  .. .[1]  (d)  (i) state one variable that you controlled in this investigation.    describe how this variable was controlled.  variable  . . how it was controlled   .  .. .  .. . [2]",
            "5": "5 0610/51/m/j/16 \u00a9 ucles 2016 [turn over  (ii)  the method you used to measure the oxygen gas produced is a source of error.    state one reason why this method is a source of error.  .. .  .. .    suggest how to improve the method to minimise this error.  .. .  .. .  .. . [2]    (iii) identify one other source of error. state why this is a source of error. source of error  .. .  .. . reason  ...   .. .  .. . [2]   (iv) describe a control experiment that you could carry out for this investigation. do not carry  out this experiment .  .. .  .. .  .. .  .. .  .. .[2]   (v) predict the result you would expect from the control experiment described in (iv).  .. .  .. .[1]  (e) state one safety precaution required when ethanol is used in an investigation.  .. .  .. .  .. .[1]",
            "6": "6 0610/51/m/j/16 \u00a9 ucles 2016 (f)  in an investigation into the effects of alcohol on the nervous system, people were asked to  carry out a test on their reaction time.    the person being tested looked at a coloured block on a computer screen.    as soon as the colour changed they pressed a button.   the time taken to press the button was recorded by the computer.    this was their reaction time.   twenty people were tested before and after consuming a drink containing the same  concentration of alcohol.   table 1.2 shows the results of this investigation. table 1.2 test  personreaction time before  consuming alcohol / millisecondsreaction time after  consuming alcohol  / milliseconds 1 272 3222 310 350 3 225 2704 243 2905 240 3086 264 3157 201 2388 262 3009 225 252 10 235 27811 225 25312 247 27113 226 26614 194 220 15 206 23916 309 34017 223 26118 243 28619 270 31620 180 225 mean 240   (i) calculate the mean for the reaction time after consuming alcohol.    write your answer in table 1.2. [1]",
            "7": "7 0610/51/m/j/16 \u00a9 ucles 2016 [turn over  (ii) plot a bar chart to show the mean  reaction time of the people tested before and after  consuming alcohol. [3]   (iii) the range of reaction times recorded before consuming alcohol is 180\u2013310 milliseconds.    use table 1.2 to identify the range of reaction times recorded after consuming alcohol.    ... milliseconds [1]  [total: 27]",
            "8": "8 0610/51/m/j/16 \u00a9 ucles 20162 fig. 2.1 is a photograph of a cross-section of a vascular bundle in a leaf.   line ab shows the length of the vascular bundle. xylem vessel phloem tubea ba b fig. 2.1  (a) (i) make a large drawing to show the different regions of the vascular bundle shown in  fig. 2.1.     do not draw any individual cells.     identify and label on your drawing the position of the xylem vessel as shown in fig. 2.1. [5] ",
            "9": "9 0610/51/m/j/16 \u00a9 ucles 2016  (ii) measure the length of line ab as shown on fig. 2.1. include the unit.    length of ab ...    mark on your drawing a line in the same position as ab.    measure the line you have drawn.     length of line on drawing ... magnification = length of line on drawing length of ab    calculate the magnification of your drawing using the information above and your  answers.    show your working.  magnification  ...  [3]   (iii) state one way visible  in fig. 2.1 in which the xylem vessel is different from the phloem  tube.  .. .  .. .  .. .[1]  (b) the walls of xylem vessels are supported by a chemical called lignin, which can be stained by  a red dye. this makes the xylem vessel walls easily seen when using a microscope.   use this information to plan how you could find the position of the vascular bundles in a stem.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4]  [total: 13]",
            "10": "10 0610/51/m/j/16 \u00a9 ucles 2016blank page",
            "11": "11 0610/51/m/j/16 \u00a9 ucles 2016blank page",
            "12": "12 0610/51/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s16_qp_52.pdf": {
            "1": "this document consists of 12 printed pages. dc (nf/jg) 112125/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0409259109* biology  0610/52 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/m/j/16 \u00a9 ucles 2016read through all the questions on this paper carefully before starting work. 1 y ou are going to test the composition of three liquid food supplements: p, q and r.  use the eye protection provided. read through steps 1 to 5 before starting the experiment. (a) y ou will test the three food supplements, p, q and r, for vitamin c.   only two of the food supplements contain a high amount of vitamin c.   when iodine solution is mixed with starch a blue-black colour is observed. vitamin c stops the  blue-black colour from forming.   step 1  label a test-tube p and add 3 cm 3 of food supplement p to the test-tube.   step 2  add 1 cm3 of starch solution to test-tube p.   step 3  add iodine solution to test-tube p, one drop at a time. count the drops as you  add them. gently shake the test-tube from side to side after adding each drop. stop adding drops when a blue-black colour remains or when you have added  20 drops of iodine solution.   step 4  record the number of drops added in table 1.2.    step 5  repeat steps 1 to 4 with food supplements q and r.   table 1.1 shows how the number of drops of iodine solution added relates to the vitamin c  content of the food supplement. table 1.1 number of drops of iodine solution added vitamin c content 1 none 2\u20133 low 4 or more high",
            "3": "3 0610/52/m/j/16 \u00a9 ucles 2016 [turn over  (i) use your results and the information in table 1.1 to complete table 1.2. table 1.2 food supplement number of drops of iodine solution added vitamin c content p q r [2]   (ii) there is a source of error in step 3 of the method for the vitamin c test.    identify this source of error and suggest why it is a source of error in the experiment.  .. .  .. .  .. .  ..  [2]  (b) (i) y ou will now test the food supplements, p, q and r, to find their reducing sugar content.    a positive result for the test for reducing sugar is a colour change from blue.    the quicker the colour changes, the higher the concentration of reducing sugar.    read through steps 6 to 11 before starting the experiment.   step 6  label a test-tube p2 and add 3 cm 3 of food supplement p to the test-tube.    step 7  add 3 cm3 of the reducing sugar test solution to test-tube p2.    step 8  repeat steps 6 and 7 with food supplements q and r.    step 9  raise your hand to request a beaker of hot water.    step 10  place test-tubes p2, q2 and r2 into the beaker of hot water, and  immediately  start the timer.    step 11  observe the test-tubes and in table 1.3 record the time as soon as the  colour changes from blue.     if there is no colour change after 180 seconds (3 minutes), stop timing and  record \u2018more than 180\u2019 as the result for that test-tube.",
            "4": "4 0610/52/m/j/16 \u00a9 ucles 2016table 1.3 test-tube time for colour change / s [3]   (ii) name the solution used to test for reducing sugars.  ..  [1]  (c) state one source of error in the method used for the reducing sugar test.   suggest how to improve the method to minimise this source of error.   error  .. .  .. .  .. .   improvement  .. .  .. .  .. . [2]  (d) some students carried out the test for protein on food supplements p, q and r.   (i) state the chemical test you would use to show that protein is present.  ..  [1]   (ii) food supplements p and r contain protein. food supplement q does not contain protein.    complete table 1.4 to show the results from the students\u2019 tests for protein. table 1.4 food supplement colour at start colour at end p q r [2]",
            "5": "5 0610/52/m/j/16 \u00a9 ucles 2016 [turn over (e ) table 1.5 shows the protein content of five foods. table 1.5 food protein content of food / g per 100 g maize  3.2 rice  7.1 potato  2.0 yam  1.5 sorghum 11.3   (i) plot a graph of the data shown in table 1.5. [4]",
            "6": "6 0610/52/m/j/16 \u00a9 ucles 2016  (ii) it is recommended that a six-year-old child eats 20 g of protein per day.    calculate the mass of sorghum a six-year-old child must eat each day to obtain 20 g of  protein.    show your working.    give your answer to the nearest whole number.   .  g [2] [total: 19]",
            "7": "7 0610/52/m/j/16 \u00a9 ucles 2016 [turn over2 fig. 2.1 shows the apparatus used to measure the rate of water loss from the leaves of a plant. leafy shoot water rulerairtimer capillary tube containing waterrubber tubinglayer of petroleum jelly1: 25 fig. 2.1  (a) suggest how a student might use the apparatus shown in fig. 2.1 to calculate the rate of  water loss from the leaves of a leafy shoot.  .. .  .. .  .. .  .. .  ..  [2]   the student used the apparatus shown in fig. 2.1 to compare the rates of water loss from  leaves in still and moving air.  (b) suggest one piece of apparatus that the student could use to vary the air movement.  ..  [1]  (c) state two variables that the student should keep constant in this investigation. 1   ...  .. . 2   ...  .. . [2]",
            "8": "8 0610/52/m/j/16 \u00a9 ucles 2016  petroleum jelly is greasy and waterproof.  (d) suggest the purpose of the petroleum jelly on the apparatus shown in fig. 2.1.  .. .  ..  [1]   the student\u2019s results are shown in fig. 2.2. 0.00.51.01.52.5 2.0 rate of water loss / arbitrary units still air moving air fig. 2.2  (e) the rate of water loss is greater in moving air than still air.   use fig. 2.2 to calculate how many times greater the rate of water loss is in moving air than  still air.   show your working.   give your answer to one decimal place.    [2]  (f) another student thinks that the apparatus in fig. 2.1 does not measure water loss from the  leaves.   suggest why this student is correct.  .. .  .. .  ..  [1]",
            "9": "9 0610/52/m/j/16 \u00a9 ucles 2016 [turn over (g) fig. 2.3 shows some laboratory apparatus. ball of string scissorstwo clamps and stands jellypetroleum jelly balancegleavestimer 1: 25 fig. 2.3   petroleum jelly is greasy and waterproof.   describe, with the aid of a labelled diagram, how you could set up the apparatus shown in  fig. 2.3 to find out whether the upper or the lower surface of the leaves loses more water by  evaporation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  ..  [6]",
            "10": "10 0610/52/m/j/16 \u00a9 ucles 2016 (h) fig. 2.4 shows a section of a stem as seen under a light microscope. a b fig. 2.4",
            "11": "11 0610/52/m/j/16 \u00a9 ucles 2016 [turn over  make a large drawing of the section of the stem contained in the square on fig. 2.4 to show  the different structures and layers.   do not draw any individual cells. [4]",
            "12": "12 0610/52/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (i) (i) the diameter of the stem in fig. 2.4 is shown by the line ab.    measure the length of ab on fig. 2.4.  measured length of line ab  ..  mm  [1]   (ii) the actual diameter of the stem is 7.5 mm.    the magnification of fig. 2.4 can be calculated using the following equation: magnification = length of ab actual diameter of stem    calculate the magnification of fig. 2.4 using the information above and your answer to (i).    show your working.    give your answer to the nearest whole number.  magnification  .. [1] [total: 21]"
        },
        "0610_s16_qp_53.pdf": {
            "1": "this document consists of 12 printed pages and 4 blank pages. dc (rw/sg) 112143/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5154363115* biology  0610/53 paper 5 practical test may/june 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 3 total",
            "2": "2 0610/53/m/j/16 \u00a9 ucles 2016read through all of the questions in this paper carefully before starting work.  1 fig. 1.1 shows an elephant, loxodonta africana . they have large ears which help them to control  their body temperature. fig. 1.1  when the elephant is too hot, more blood is pumped into the blood vessels in the elephant\u2019s ears.  increasing blood flow to the surface of the skin helps the elephant to cool down.  y ou are going to set up a model of what happens in the elephant\u2019s ears as shown in fig. 1.2. \u20131001 0 2 0 3 040 5060708090 100110\u00b0c \u20131001 0 2 0 3 040 5060708090 100110\u00b0c large beaker small beaker water thermometercardboard lidpipette fig. 1.2  y ou will place hot water into two small beakers and stand each one in a larger beaker. one of the  small beakers will have \u2018ears\u2019 and the other will not.  the \u2018ears\u2019 will be represented by two plastic dropping pipettes. y ou will squeeze and release the  pipette ears throughout the experiment so that water continuously moves out of and into the pipettes.  y ou will measure and record the starting temperature of the hot water in both small beakers and  then record the temperature of the water every minute for a total of eight minutes.",
            "3": "3 0610/53/m/j/16 \u00a9 ucles 2016 [turn over (a) before you start the practical work, prepare a table to record your observations in the space  below. [6]  (b) suggest one safety precaution that you will take during this experiment.  .. .  .. .  .. .[1]",
            "4": "4 0610/53/m/j/16 \u00a9 ucles 2016 step 1  place one small beaker into each of the large beakers.  step 2  cut two circles from the piece of cardboard. the circles should fit inside the large beakers  and completely cover the top of the small beakers.  step 3  make a small hole in each circle of cardboard for a thermometer to pass through and  make two additional holes in one of the circles of cardboard for the pipette ears to pass  through.  step 4  carefully insert the thermometers and pipette ears through the holes in the circles of  cardboard as shown in fig. 1.2.  step 5  raise your hand for hot water. the hot water will be poured into both of the small beakers.  step 6  immediately  and carefully place the circles of cardboard on top of the small beakers.  measure and record the starting temperature of the water in both beakers.  step 7  start the timer.  step 8  begin to squeeze and release the pipette ears so that they empty and fill with hot water.  continue doing this throughout the experiment.  step 9  measure the temperature of the water in each small beaker every minute for a total of  eight minutes.  step 10  record your observations in the table in part (a).",
            "5": "5 0610/53/m/j/16 \u00a9 ucles 2016 [turn over (c) (i) a student repeated this experiment and calculated the change in temperature of the  water each minute for eight minutes in both small beakers.    the change in temperature in the small beaker with pipette ears was 18 \u00b0c.    the change in temperature in the small beaker without pipette ears was 11 \u00b0c.    explain why it is important to calculate the change in temperature in each beaker.  .. .  .. .  .. .  .. .  .. .[2]   (ii) use the information in part (c)(i)  to calculate the rate of temperature change in the small  beaker with pipette ears for the student\u2019s experiment.    show your working.    give your answer to two significant figures.  rate of temperature change  ..\u00b0c per min [2]  (d) (i) suggest and explain two sources of error in your experiment. 1     .. .  .. .  .. . 2     .. .  .. .  .. .  [4]",
            "6": "6 0610/53/m/j/16 \u00a9 ucles 2016  (ii) suggest an improvement that will reduce one of the sources of error identified in (d)(i) .  .. .  .. .[1]  (e) fig. 1.3 shows a different species of elephant, elephas maximus , to the one shown in fig. 1.1. fig. 1.3   (i) state one visible difference between the ears of the elephant in fig. 1.3 and those of the  elephant shown in fig. 1.1.  .. .  .. .[1]   (ii) based on this difference and the results of the student\u2019s experiment in part (c)(i) , what  can you conclude about the environmental conditions that the elephant shown in fig. 1.3 lives in compared to the elephant in fig. 1.1?  .. .  .. .  .. .[1]  [total: 18]",
            "7": "7 0610/53/m/j/16 \u00a9 ucles 2016 [turn overblank page",
            "8": "8 0610/53/m/j/16 \u00a9 ucles 20162 a student placed the cut end of a celery stick into a coloured dye as shown in fig. 2.1. fig. 2.1  the student left the celery stick in the dye for five minutes and then removed it.  the student cut a 0.5 cm slice from the end of the celery stick that had been in the dye.  the cut surface of the celery stick is shown in fig. 2.2. ab fig. 2.2",
            "9": "9 0610/53/m/j/16 \u00a9 ucles 2016 [turn over (a) make a large drawing of the piece of celery shown in fig. 2.2.   label, with the letter d, a part of the celery stick that has been coloured by the dye. [4]",
            "10": "10 0610/53/m/j/16 \u00a9 ucles 2016 (b) the size of the piece of celery in fig. 2.2 is shown by the line ab.   measure the length of ab on fig. 2.2.   length of ab on fig. 2.2  mm   mark on your drawing a line in the same position as the line ab on fig. 2.2.   measure this line.   length of line on drawing  mm     magnification = length of line on drawing length of ab   calculate the magnification of your drawing using the information above and your answers.   show your working.   give your answer to the nearest whole number.  magnification  ... [3]  (c) it is possible to measure how far the dye has travelled up the celery stick.   this is done by cutting 0.5 cm pieces from the end of the celery stick (that has been in the  dye) and counting how many pieces are cut before the dye is no longer visible.   (i) a student cut seven 0.5 cm pieces from the end of a celery stick before the dye was no  longer visible.    calculate how far up the celery stick the dye had travelled. write your answer in  millimetres .   ..mm  [1]",
            "11": "11 0610/53/m/j/16 \u00a9 ucles 2016 [turn over  (ii) plan an experiment, similar to that carried out by the student, to investigate the effect of  leaf area on the rate of water uptake by a celery stick.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6] [total: 14]",
            "12": "12 0610/53/m/j/16 \u00a9 ucles 20163 table 3.1 shows the relationship between an animal\u2019s life expectancy and its heart rate. table 3.1 life expectancy / years heart rate / beats per min  1 30016 20018 15026  4030  20  (a) plot a graph of the data in table 3.1 on the grid.   y ou should include a straight line of best fit on the graph . [4]",
            "13": "13 0610/53/m/j/16 \u00a9 ucles 2016 (b) use the data to describe the trend shown by the graph.  .. .  .. .  .. .  .. .  .. .[2]  (c) cows have an average heart rate of 60 beats per minute.   use your graph to predict the life expectancy of a cow.   show on the graph  how you obtained your answer.  years  [2] [total: 8]",
            "14": "14 0610/53/m/j/16 \u00a9 ucles 2016blank page",
            "15": "15 0610/53/m/j/16 \u00a9 ucles 2016blank page",
            "16": "16 0610/53/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s16_qp_61.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (st/ar) 108427/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *1752245066* biology  0610/61 paper 6  alternative to practical may/june 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/61/m/j/16 \u00a9 ucles 2016blank page",
            "3": "3 0610/61/m/j/16 \u00a9 ucles 2016 [turn over1 metabolic reactions in cells produce toxic chemicals which can be converted to harmless or less  toxic chemicals.   hydrogen peroxide is broken down using the enzyme catalase which is found in most cells.  fig. 1.1 shows this reaction.  catalase  hydrogen peroxide  water and oxygen  2h2o2  2h2o + o2 fig. 1.1 a student investigated the effect of alcohol (ethanol) on the activity of catalase found in potato,  using three pieces of potato cut to the same size.  fig. 1.2 shows these pieces of potato. height width length ab c fig. 1.2  (a) (i)  measure the length, width and height of one of these pieces of potato.     record your results in table 1.1. table 1.1 length of potato piece / mmwidth of potato piece / mmheight of potato piece / mm [1]  step 1  the student labelled six test-tubes, 1, 2, 3, 4, 5, and 6 and used a syringe to add 10 cm3  of hydrogen peroxide solution to each of the test-tubes.  step 2  they cut potato piece a to obtain two slices of similar size.  step 3  the student placed the free end of a delivery tube into a large test-tube containing water.  step 4   they placed one of the slices of potato piece a into the hydrogen peroxide solution in  test-tube 1.   step 5   the student immediately placed the rubber bung attached to the delivery tube into  test-tube 1 and pushed it in as tightly as possible, as shown in fig. 1.3.",
            "4": "4 0610/61/m/j/16 \u00a9 ucles 2016empty beakerbubble hydrogen peroxide solution potato slicedelivery tube water in large  test-tubebung fig. 1.3  step 6  they counted the number of bubbles released from the delivery tube in 3 minutes.   step 7  the student repeated steps  4\u20136 for the second slice of potato piece a using test-tube 2.   step 8   they repeated  steps  2\u20137 for potato piece b using test-tubes 3 and 4.  step 9  they repeated  steps  2\u20137 for potato piece c using test-tubes 5 and 6.  the student used a tally to count the number of bubbles.   fig. 1.4 shows their tally count. a1  a2  b1     b2    c1    c2   fig. 1.4",
            "5": "5 0610/61/m/j/16 \u00a9 ucles 2016 [turn over  (ii) prepare a table to record the student\u2019s results.    y our table should show:     \u0081 the numbers of bubbles produced by each slice of potato in 3 minutes     \u0081 the mean number of bubbles produced by each of potato piece a, b and c.      complete your table using the results from fig. 1.4. [5]  (b) (i) suggest why the free end of the delivery tube was placed in the water before adding the  potato slice to the hydrogen peroxide solution and connecting the test-tube to the bung of the delivery tube.  .. .  .. .  .. .[1]   (ii)  explain why the bung of the delivery tube must fit tightly into the test-tube.  .. .  .. .  .. .[2]",
            "6": "6 0610/61/m/j/16 \u00a9 ucles 2016 (c) the pieces of potato that the student used in their investigation were soaked in different  concentrations of alcohol for 24 hours.      \u0081 potato piece a was soaked in 20% alcohol.    \u0081 potato piece b was soaked in 2% alcohol.    \u0081 potato piece c was soaked in 10% alcohol.   (i) suggest the relationship between the number of bubbles and the activity of catalase.  .. .  .. .  .. .[1]   (ii) compare the activity of catalase in the potato pieces a, b and c.  .. .  .. .  .. .[1]    (iii) predict the number of bubbles that would be produced in 3 minutes if a piece of potato  was soaked in 50% alcohol before being placed in hydrogen peroxide solution.  .. .[1]  (d)  (i) state one variable that has been controlled in the student\u2019s investigation.    describe how this variable was controlled.  variable  . . how it was controlled   .  .. .  .. . [2]   (ii)  the method of measuring the oxygen gas produced is a source of error.    state one reason why this method is a source of error.  .. .  .. .    suggest how to improve the method to minimise this error.  .. .  .. .  .. . [2] ",
            "7": "7 0610/61/m/j/16 \u00a9 ucles 2016 [turn over  (iii) identify the source of error in step  2. state why this is a source of error. source of error  .. .  .. . reason  ...   .. .  .. . [2]   (iv) describe a control experiment that the student could carry out for this investigation.   .. .  .. .  .. .  .. .  .. .[2]   (v) predict the result expected from the control experiment described in (iv).  .. .  .. .[1]  (e) state one safety precaution required when ethanol is used in an investigation.  .. .  .. .  .. .[1]",
            "8": "8 0610/61/m/j/16 \u00a9 ucles 2016 (f) in an investigation into the effects of alcohol on the nervous system, people were asked to  carry out a test on their reaction time.    the person being tested looked at a coloured block on a computer screen.    as soon as the colour changed they pressed a button.   the time taken to press the button was recorded by the computer.    this was their reaction time.   twenty people were tested before and after consuming a drink containing the same  concentration of alcohol.   table 1.2 shows the results of this investigation. table 1.2 test  personreaction time before  consuming alcohol / millisecondsreaction time after  consuming alcohol  / milliseconds 1 272 3222 310 350 3 225 2704 243 2905 240 3086 264 3157 201 2388 262 3009 225 252 10 235 27811 225 25312 247 27113 226 26614 194 220 15 206 23916 309 34017 223 26118 243 28619 270 31620 180 225 mean 240   (i) calculate the mean for the reaction time after consuming alcohol.    write your answer in table 1.2. [1]",
            "9": "9 0610/61/m/j/16 \u00a9 ucles 2016 [turn over  (ii) plot a bar chart to show the mean  reaction time of the people tested before and after  consuming alcohol. [3]   (iii) the range of reaction times recorded before consuming alcohol is 180\u2013310 milliseconds.    use table 1.2 to identify the range of reaction times recorded after consuming alcohol.    ... milliseconds [1]  [total: 27]",
            "10": "10 0610/61/m/j/16 \u00a9 ucles 20162 fig. 2.1 is a photograph of a cross-section of a vascular bundle in a leaf.   line ab shows the length of the vascular bundle. [\\ohp yhvvho skorhp wxeh$ %$ % fig. 2.1  (a)  (i) make a large drawing to show the different regions of the vascular bundle shown in  fig. 2.1.     do not draw any individual cells.     identify and label on your drawing the position of the xylem vessel as shown in fig. 2.1. [5]",
            "11": "11 0610/61/m/j/16 \u00a9 ucles 2016  (ii) measure the length of line ab as shown on fig. 2.1. include the unit .    length of ab ...    mark on your drawing a line in the same position as ab.    measure the line you have drawn.     length of line on drawing ... magnification = length of line on drawing length of ab    calculate the magnification of your drawing using the information above and your  answers.    show your working.  magnification  ...  [3]   (iii) state one way visible  in fig. 2.1 in which the xylem vessel is different from the phloem  tube.  .. .  .. .  .. .[1]  (b) the walls of xylem vessels are supported by a chemical called lignin, which can be stained by  a red dye. this makes the xylem vessel walls easily seen when using a microscope.   use this information to plan how you could find the position of the vascular bundles in a stem.  .. .  .. .  .. .  .. .  .. .  .. .  .. .[4] [total: 13]",
            "12": "12 0610/61/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_s16_qp_62.pdf": {
            "1": "this document consists of 12 printed pages. dc (st/jg) 112140/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6336218590* biology  0610/62 paper 6 alternative to practical may/june 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/62/m/j/16 \u00a9 ucles 20161 some students test the composition of three liquid food supplements.   (a) (i) state the chemical test the students would use to show that protein is present in a liquid  sample of a food supplement.  .. .[1]   the students carried out this test for protein on liquid samples of food supplements p, q  and r.    food supplements p and r contained protein.   (ii) complete table 1.1 to show the results from the students\u2019 tests for protein. table 1.1 food supplement colour at start colour at end p q r  [2]  the students carried out a test for vitamin c on liquid samples of food supplements p, q and r.  when iodine solution is mixed with starch, a blue-black colour is observed. vitamin c stops this  blue-black colour from forming.  step 1  the students labelled a test-tube p and added 3 cm3 of food supplement p to the test- tube.   step 2 they added 1 cm3 of starch solution to test-tube p.   step 3  the students added iodine solution to the test-tube, one drop at a time. they counted the  drops as they added them. they shook the test-tube gently after adding each drop and stopped adding drops when a blue-black colour remained.      a blue-black colour remained in p after 12 drops of iodine solution had been added.  step 4 they repeated steps  1 to 3 with food supplements q and r.     a blue-black colour remained in q after 1 drop of iodine solution had been added.     a blue-black colour remained in r after 5 drops of iodine solution had been added.",
            "3": "3 0610/62/m/j/16 \u00a9 ucles 2016 [turn over  table 1.2 shows how the number of drops of iodine solution added relates to the vitamin c content  of the food supplement. table 1.2 number of drops of iodine solution added vitamin c content 1 none 2\u20133 low 4 or more high  (b) use the results of the students\u2019 experiments and the information in table 1.2 to complete  table 1.3. table 1.3 food supplement number of drops of iodine solution added vitamin c content p q r [2]   the students carried out a test for reducing sugar on liquid samples of food supplements p, q  and r.  (c) (i) name the solution used for the reducing sugar test.  .. .[1]   (ii) give one safety precaution that should be used when carrying out this test.  .. .[1]  a positive result for the test for reducing sugar is the appearance of a brick-red colour. the quicker the brick-red colour appears, the higher the concentration of reducing sugar. step 5  the students labelled a test-tube p2 and added a sample of food supplement p to the  test-tube.   step 6 they added 2 cm 3 of the test solution to test-tube p2.  step 7 the students repeated steps  5 and 6 with food supplements q and r.  step 8 they placed test-tubes p2, q2 and r2 into hot water, and started a timer.  step 9  the students observed the test-tubes carefully and noted the time when the brick-red  colour appeared in each test-tube.     if there was no colour change after 180 seconds (3 minutes), the students recorded  \u2018more than 180\u2019 as the result for that test-tube.",
            "4": "4 0610/62/m/j/16 \u00a9 ucles 2016  a brick-red colour appeared in test-tube r2 after 25 seconds and in test-tube p2 after 1 minute  and 15 seconds.  no brick-red colour appeared in test-tube q2.  (d)  complete table 1.4 to show the students\u2019 results for the reducing sugar test. table 1.4 test-tube time for brick-red colour to appear / s [2]  (e)  there is a source of error in step  5 of the method for the reducing sugar test.   (i) identify this source of error.  .. .  .. .  .. .[1]   (ii) suggest apparatus that could be used to minimise this source of error.   .. .[1]  (f)  state one other source of error in the method used for the reducing sugar test.   suggest how to improve the method to minimise this source of error. error .. .  .. . improvement .. .  .. .  .. . [2]  ",
            "5": "5 0610/62/m/j/16 \u00a9 ucles 2016 [turn over (g)  table 1.5 shows the protein content of five foods. table 1.5 food protein content of food / g per 100 g maize 3.2 rice 7.1 potato 2.0 yam 1.5 sorghum 11.3   (i) plot a graph of the data shown in table 1.5. [4]",
            "6": "6 0610/62/m/j/16 \u00a9 ucles 2016  (ii) it is recommended that a six-year-old child eats 20 g of protein per day.      calculate the mass of sorghum a six-year-old child must eat each day to obtain 20 g of  protein.     show your working.    give your answer to the nearest whole number.   . g [2] [total: 19]",
            "7": "7 0610/62/m/j/16 \u00a9 ucles 2016 [turn over2 fig. 2.1 shows the apparatus used to measure the rate of water loss from the leaves of a plant.  leafy shoot water rulerairtimer capillary tube containing waterrubber tubinglayer of petroleum jelly1: 25 fig. 2.1  (a)  suggest how a student might use the apparatus shown in fig. 2.1 to calculate the rate of  water loss from the leaves of a leafy shoot.  .. .  .. .  .. .  .. .  .. .[2]  the student used the apparatus shown in fig. 2.1 to compare the rates of water loss from leaves  in still and moving air.  (b) suggest one piece of apparatus that the student could use to vary the air movement.  .. .[1]  (c)  state two variables that the students should keep constant in this investigation. 1     .. . 2     .. . [2]  petroleum jelly is greasy and waterproof.  (d) suggest the purpose of the petroleum jelly on the apparatus shown in fig. 2.1.  .. .  .. .[1]",
            "8": "8 0610/62/m/j/16 \u00a9 ucles 2016 the student\u2019s results are shown in fig. 2.2.  0.00.51.01.52.5 2.0 rate of water loss / arbitrary units still air moving air fig. 2.2  (e)  the rate of water loss is greater in moving air than still air.   use fig. 2.2 to calculate how many times greater the rate of water loss is in moving air.   show your working.   give your answer to the nearest whole number.     [2]  (f)  another student thinks that the apparatus in fig. 2.1 does not measure water loss from the  leaves.   suggest why this student is correct.  .. .  .. .  .. .[1]",
            "9": "9 0610/62/m/j/16 \u00a9 ucles 2016 [turn over (g)  fig. 2.3 shows some laboratory apparatus.  ball of string scissorstwo clamps and stands jellypetroleum jelly balancegleavestimer 1: 25 fig. 2.3   petroleum jelly is greasy and waterproof.     describe, with the aid of a labelled diagram, how you could set up the apparatus shown in  fig. 2.3 to find out whether the upper or the lower surface of the leaves loses more water by  evaporation.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
            "10": "10 0610/62/m/j/16 \u00a9 ucles 2016 (h)  fig. 2.4 shows a section of a stem as seen under a light microscope. a b fig. 2.4",
            "11": "11 0610/62/m/j/16 \u00a9 ucles 2016 [turn over  make a large drawing of the section of the stem contained in the square on fig. 2.4 to show  the different structures and layers.    do not draw any individual cells. [4]",
            "12": "12 0610/62/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge. (i) (i) the diameter of the stem in fig. 2.4 is shown by the line ab.    measure the length of ab on fig. 2.4.   measured length of line ab  ... mm [1]   (ii) the actual diameter of the stem is 7.5 mm.     the magnification of fig. 2.4 can be calculated using the following equation: magnification = length of ab actual diameter of stem    calculate the magnification of fig. 2.4 using the information above and your answer  to (i).    show your working.    give your answer to the nearest whole number.  magnification  .. [1] [total: 21]"
        },
        "0610_s16_qp_63.pdf": {
            "1": "this document consists of 13 printed pages and 3 blank pages. dc (leg/sg) 112131/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0993917174* biology  0610/63 paper 6 alternative to practical may/june 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/63/m/j/16 \u00a9 ucles 20161 fig. 1.1 shows an elephant, loxodonta africana . they have large ears which help them to control  their body temperature. fig. 1.1  when the elephant is too hot, more blood is pumped into the blood vessels in the elephant\u2019s ears.  increasing blood flow to the surface of the skin helps the elephant to cool down.  a student set up a model of what happens in the elephant\u2019s ears, as shown in fig. 1.2. \u20131001 0 2 0 3 040 5060708090 100110\u00b0c \u20131001 0 2 0 3 040 5060708090 100110\u00b0c large beaker small beaker water thermometercardboard lidpipette fig. 1.2",
            "3": "3 0610/63/m/j/16 \u00a9 ucles 2016 [turn over they placed hot water into two small beakers and stood each one in a larger beaker. one of the  small beakers had \u2018ears\u2019 and the other did not.  the \u2018ears\u2019 were represented by two plastic dropping pipettes. the student squeezed and released  the pipette ears throughout the experiment so that water continuously moved out of and into the  pipettes.   the student placed a cardboard lid on top of each small beaker. they made holes in the cardboard  lids so that a thermometer and the pipettes could pass through them.  (a)  the student recorded the starting temperature of the water in both small beakers.   the thermometer readings are shown in fig. 1.3. 60 70 80 90 100 \u00b0c with ears 60 70 80 90 100 \u00b0c without ears fig. 1.3   read the starting temperatures of the two thermometers shown in fig. 1.3 and record the  temperatures below.   with ears . without ears . [2]",
            "4": "4 0610/63/m/j/16 \u00a9 ucles 2016 (b) the student measured and recorded the temperature of the hot water in both beakers every  minute for a total of eight minutes.   the student obtained the results shown in fig. 1.4. with ears (pipettes) the temperature went down  to 84 after a minute, then 80, 78, 76, 74, 72, 71  and finished at 70\u00b0c after 8 minutes. without the ears the other beaker of water  dropped every minute to 83, 82, 81, 79, 78, 77, 76  and finished at 75. fig. 1.4   prepare a table to record the observations shown in fig. 1.4 and the starting temperatures  from fig. 1.3.    complete the table by entering all of the results.  [4]",
            "5": "5 0610/63/m/j/16 \u00a9 ucles 2016 [turn over (c) suggest one safety precaution that should be taken during this experiment.  .. .  .. .  .. .[1]  (d) (i)  a student repeated this experiment and calculated the change in temperature of the  water each minute for eight minutes in both small beakers.    the change in temperature in the small beaker with pipette ears was 18 \u00b0c.    the change in temperature in the small beaker without pipette ears was 11 \u00b0c.    explain why it is important to calculate the change in temperature in each beaker.  .. .  .. .  .. .  .. .  .. .[2]   (ii) use the information in part (d)(i)  to calculate the rate of temperature change in the small  beaker with pipette ears for the student\u2019s experiment.    show your working.    give your answer to two significant figures.  rate of temperature change  ..\u00b0c per min  [2]  (e) (i) suggest why the student used cardboard lids on top of each of the small beakers.  .. .  .. .  .. .[1]",
            "6": "6 0610/63/m/j/16 \u00a9 ucles 2016  (ii) suggest and explain one source of error in the method as a result of using the cardboard  lids.  .. .  .. .  .. .[2]   (iii) suggest two improvements which could be made to the method, other than changing  the cardboard lids. 1     .. .  .. . 2     .. .  .. .  [2]  (f) fig. 1.5 shows a different species of elephant, elephas maximus , to the one shown in fig. 1.1.  fig. 1.5   (i) state one visible difference between the ears of the elephant in fig. 1.5 and those of the  elephant shown in fig. 1.1.  .. .  .. .[1]",
            "7": "7 0610/63/m/j/16 \u00a9 ucles 2016 [turn over  (ii) based on this difference and the results of the student\u2019s experiment in part (d)(i) , what  can you conclude about the environmental conditions that the elephant shown in fig. 1.5 lives in compared to the elephant in fig. 1.1?   .. .  .. .  .. .[1]  [total: 18]",
            "8": "8 0610/63/m/j/16 \u00a9 ucles 20162 a student placed the cut end of a celery stick into a coloured dye as shown in fig. 2.1. fig. 2.1  the student left the celery stick in the dye for five minutes and then removed it.  the student cut a 0.5 cm slice from the end of the celery stick that had been in the dye.  the cut surface of the celery stick is shown in fig. 2.2. ab fig. 2.2",
            "9": "9 0610/63/m/j/16 \u00a9 ucles 2016 [turn over (a) make a large drawing of the piece of celery shown in fig. 2.2.   label, with the letter d, a part of the celery stick that has been coloured by the dye.  [4]",
            "10": "10 0610/63/m/j/16 \u00a9 ucles 2016 (b) the size of the piece of celery in fig. 2.2 is shown by the line ab.   measure the length of ab on fig. 2.2.    length of ab on fig. 2.2 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 mm   mark on your drawing a line in the same position as the line ab on fig 2.2.    measure this line.   length of line on drawing\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..mm magnification = length of line on drawing length of ab   calculate the magnification of your drawing using the information above and your answers.   show your working.   give your answer to the nearest whole number.  magnification  ... [3]  (c) it is possible to measure how far the dye has travelled up the celery stick.   this is done by cutting 0.5 cm pieces from the end of the celery stick (that has been in the  dye) and counting how many pieces are cut before the dye is no longer visible.   (i) a student cut seven 0.5 cm pieces from the end of a celery stick before the dye was no  longer visible.    calculate how far up the celery stick the dye had travelled. write your answer in  millimetres .   . mm  [1]",
            "11": "11 0610/63/m/j/16 \u00a9 ucles 2016 [turn over  (ii) plan an experiment, similar to that carried out by the student, to investigate the effect of  leaf area on the rate of water uptake by a celery stick.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]  [total: 14]",
            "12": "12 0610/63/m/j/16 \u00a9 ucles 20163 table 3.1 shows the relationship between an animal\u2019s life expectancy and its heart rate. table 3.1 life expectancy / years heart rate / beats per min  1 30016 20018 15026  4030  20  (a) plot a graph of the data in table 3.1 on the grid.    y ou should include a straight line of best fit on the graph .  [4]",
            "13": "13 0610/63/m/j/16 \u00a9 ucles 2016 (b)  use the data to describe the trend shown by the graph.  .. .  .. .  .. .  .. .  .. .[2]  (c) cows have an average heart rate of 60 beats per minute.   use your graph to predict the life expectancy of a cow.    show on the graph  how you obtained your answer.    .. years  [2]  [total: 8]",
            "14": "14 0610/63/m/j/16 \u00a9 ucles 2016blank page",
            "15": "15 0610/63/m/j/16 \u00a9 ucles 2016blank page",
            "16": "16 0610/63/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w16_qp_11.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib16 11_0610_11/3rp  \u00a9 ucles 2016 [turn over     *0323781782* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                               ",
            "2": "2  \u00a9 ucles 2016 0610/11/o/n/16  1 the diagram shows a plant that has been placed near a sunlit window for a few weeks.        which two characteristics of living organisms have affected the shape of the plant?  a excretion and sensitivity  b growth and reproduction  c reproduction and excretion  d sensitivity and growth      2 what is a characteristic of amphibians but not of reptiles?  a four limbs  b laying eggs in water  c scaly skin  d using lungs for breathing     3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d    ",
            "3": "3  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  4 the diagram shows a spongy mesophyll cell from a green leaf.    1 2 3 4 5    which labelled structures are not found in animal cells?  a 1, 3 and 4 b 1, 4 and 5 c 2, 3 and 4 d 3, 4 and 5     5 what are the features of the cell walls in a xylem vessel?     end wall side wall  a absent thick  b absent thin  c present thick  d present thin    6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d     ",
            "4": "4  \u00a9 ucles 2016 0610/11/o/n/16  7 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016       8 what controls the speed of chemical reactions in all living cells?  a enzymes  b hormones  c ions  d vitamins      9 where are carbohydrates made in a green leaf?  a cell vacuoles  b chloroplasts  c phloem  d xylem    10 how does carbon dioxide pass through the stomata of a leaf?  a active transport  b diffusion  c osmosis  d transpiration     11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     ",
            "5": "5  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  12 a child decided to eat only meat, oily fish , cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d    13 the diagram shows the human alimentary canal.    which labelled part absorbs the most water?    d a c b      14 which substances are produced by the action of amylase on starch?  a amino acids  b fatty acids and glycerol  c salts  d simple sugars    ",
            "6": "6  \u00a9 ucles 2016 0610/11/o/n/16  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.    16 the diagrams show stages in the passage of water through a plant.    which arrow shows water moving in the form of water vapour?    c da b      ",
            "7": "7  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  17 which graph shows the effect of increasing humidity on the rate of transpiration?    a humidityrate of transpiration b humidityrate of transpiration  c humidityrate of  transpirationd humidityrate of  transpiration      ",
            "8": "8  \u00a9 ucles 2016 0610/11/o/n/16  18 the diagram shows a garden pond with a fountain worked by a pump. the fountain brings  oxygen from the air to fish in the pond.    pump waterp q     the system can be compared with part of the human circulatory system. the pump is compared with the heart.    what are p and q compared with?     p q  a aorta pulmonary artery  b pulmonary artery vena cava  c pulmonary vein vena cava  d vena cava aorta      19 the diagram shows sections through three types of blood vessel, not drawn to the same scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w   ",
            "9": "9  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot    21 what is the approximate composition of the air breathed out by a person?     oxygen  % carbon dioxide  %  a   5 73  b 16 4  c 21 0.04  d 78 2     22 which substances are produced by respiration in humans?     carbon  dioxide alcohol  (ethanol) water lactic acid  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u001a \u0016 \u0016  c \u0016 \u001a \u001a \u0016  d \u001a \u0016 \u0016 \u001a     ",
            "10": "10  \u00a9 ucles 2016 0610/11/o/n/16  23 the apparatus shown is set up and left for one hour.    mixture of yeast, sugarand waterindicator solution     a gas is released by the mixture. it caused the indicator solution to go cloudy.  what is the indicator solution?  a alcohol  b benedict\u2019s solution  c biuret solution  d limewater     24 a person is regularly connected to a machine that removes wastes, and excess salts and water,  from their blood.    which organ\u2019s function does the machine carry out?  a bladder  b kidney  c liver  d lung     ",
            "11": "11  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  25 the diagram shows the human nervous system.    4 2 31     which two structures form the central nervous system?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    26 the flow diagram shows the pathway that causes  pupil diameter to decrease in response to  bright light.    bright lightreceptor cellxcentral nervous systemneuronereduced pupil diameter    what does x represent?  a iris  b motor neurone  c relay neurone  d sensory neurone    ",
            "12": "12  \u00a9 ucles 2016 0610/11/o/n/16  27 the diagram shows seedlings in two experiments on  the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
            "13": "13  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  29 the diagram shows part of the reproductive system of a human female.    in which labelled region would implantation of a zygote normally take place?    ab c d      30 the diagrams show four methods of birth control.    which one is placed in the uterus?    abcd mon tue wed thu fri satsunsun sat fri thu wed montue sun sat fri thu wed montuemon tue wed thu fri satsunwhen this  pack is empty  start a new one immedia telyora l contraceptive tablets mon tue wed thu fri sat sun sun sat fri thu wed mon tue sun sat fri thu wed mon tuemon tue wed thu fri sat sun when this pack is empty s tart a new one immedi atelyoral contraceptive tablets       31 what is the definition of an allele?  a a length of dna that codes for a protein  b a thread-like structure, carrying genes  c a version of a gene  d the genetic make up of an organism      32 which row describes the cells produced in meiosis, and a function of this type of nuclear division?   cells produced function  a genetically different asexual reproduction  b genetically different sexual reproduction  c genetically identical asexual reproduction  d genetically identical sexual reproduction   ",
            "14": "14  \u00a9 ucles 2016 0610/11/o/n/16  33 a brown mouse mates with a white mouse. there are 8 brown mice and 9 white mice in the  offspring.    the same two mice mate again. there are 9 brown mice and 7 white mice in the offspring.    what are the genotypes of the parents most likely to be?  a heterozygous \u00d7 heterozygous  b homozygous dominant \u00d7 heterozygous  c homozygous dominant \u00d7 homozygous recessive  d homozygous recessive \u00d7 heterozygous    34 what is the principal source of energy input into a food chain?  a primary consumer  b producer  c secondary consumer  d the sun     35 the diagram shows a food web.    which arrow does not show the direction of energy flow?    herbivores decomposerscarnivores plants ca bd      ",
            "15": "15  \u00a9 ucles 2016 0610/11/o/n/16 [turn over  36 the diagram shows part of the carbon cycle.    organic compounds in plantscarbon dioxide organic compounds in animals deposits of coal, petroleum and natural gasz     what is the process labelled z?  a decomposition  b fossilisation  c photosynthesis  d respiration    ",
            "16": "16  \u00a9 ucles 2016 0610/11/o/n/16  37 the graph shows the population of mosquito larvae in a pond. on day 3, fish that eat mosquito  larvae are released into the pond.    1234 time  / days5678 0800 700600500400300200100 0population of mosquito larvae/  number per m3fish released     what is the most likely reason for the decline in the population of larvae after day 3?  a disease  b lack of oxygen  c old age  d predation      38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.      39 which agricultural activity does not result in pollution of nearby rivers?  a adding artificial fertilisers  b digging plant material into the soil  c spraying with herbicides  d spraying with insecticides     ",
            "17": "17  \u00a9 ucles 2016 0610/11/o/n/16  40 the diagram shows the results of a survey on th e types of animals found along a stretch of river  near to a factory.    rat-tailed maggot sludge wormblood worm mayfly nymph stonefly nymphmayfly nymph stonefly nymph shrimp caddis fly larvablood worm leechwater louse snailfactory emptying pollutants into the waterdirection of water flow     which of the following animals lives in the most polluted water?  a blood worm  b caddis fly larva  c leech  d stonefly nymph    ",
            "18": "18    blank page   \u00a9 ucles 2016 0610/11/o/n/16  ",
            "19": "19    blank page   \u00a9 ucles 2016 0610/11/o/n/16  ",
            "20": "20    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/11/o/n/16   "
        },
        "0610_w16_qp_12.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 11_0610_12/4rp  \u00a9 ucles 2016 [turn over     *3656500760* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2016 0610/12/o/n/16  1 which characteristic of living organisms is responsible for the production of oxygen in the leaf of a  plant exposed to sunlight?  a excretion  b movement  c nutrition  d respiration      2 the scientific name for humans is homo sapiens.   what does homo  refer to?  a arthropod  b genus  c kingdom  d species      3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d    ",
            "3": "3  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  4 which diagram represents a typical plant cell?    a b c d       5 what is not an organ?  a aorta  b liver  c neurone  d skin    6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d     7 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      ",
            "4": "4  \u00a9 ucles 2016 0610/12/o/n/16  8 the graph shows the effect of temperature on an enzyme-controlled reaction.    rate of reaction 02 0 temperature  / \u00b0c40 60     which statement describes the effect of temperature on this reaction?  a as the temperature increases to 25  \u00b0c the reaction speeds up.  b between 10  \u00b0c and 20  \u00b0c the enzyme stops working.  c between 35  \u00b0c and 45  \u00b0c the enzyme stops working.  d the optimum temperature for this reaction is 40  \u00b0c.      9 where are carbohydrates made in a green leaf?  a cell vacuoles  b chloroplasts  c phloem  d xylem    ",
            "5": "5  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  10 the diagram shows part of a leaf as seen in cross section under the microscope.    12 3     what are the names of regions 1, 2 and 3?     region  1 2 3  a palisade mesophyll vascular bundle spongy mesophyll  b spongy mesophyll palisade mesophyll vascular bundle  c vascular bundle palisade mesophyll spongy mesophyll  d vascular bundle spongy mesophyll palisade mesophyll     11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch    12 a child decided to eat only meat, oily fish , cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d     ",
            "6": "6  \u00a9 ucles 2016 0610/12/o/n/16  13 what functions are carried out by the small intestine?     absorption of  digested food absorption of  water ingestion  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u001a  d \u001a \u001a \u0016     14 the diagram shows part of the human alimentary canal and associated organs.    where does amylase act on food?    d c ba      ",
            "7": "7  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.    16 a plant shoot is placed in a solution of a dye.    the dye moves up the stem.    under which conditions will the dye move slowest?     temperature humidity  a high high  b high low  c low high  d low low      17 which process releases water vapour into the atmosphere from the leaves of trees?  a active transport  b osmosis  c respiration  d transpiration     ",
            "8": "8  \u00a9 ucles 2016 0610/12/o/n/16  18 which blood vessel carries blood to the muscle of the heart?  a coronary artery  b pulmonary artery  c renal vein  d vena cava      19 which chamber of the heart receives bl ood directly from the pulmonary vein?    cb a d       20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot    ",
            "9": "9  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  21 what is a chemical barrier to pathogens?  a nose hairs  b skin  c stomach acid  d white blood cells      22 the diagram shows the breathing system.    1 2 3    what are the labelled structures?     1 2 3  a bronchus diaphragm trachea  b diaphragm bronchus trachea  c trachea bronchus diaphragm  d trachea diaphragm bronchus      23 the equations represent chemical reactions that take place in living organisms.   which reaction releases the greatest amount of energy?  a carbon dioxide + water \u2192 glucose + oxygen  b glucose + oxygen \u2192 carbon dioxide + water  c glucose \u2192 alcohol + carbon dioxide  d glucose \u2192 lactic acid    ",
            "10": "10  \u00a9 ucles 2016 0610/12/o/n/16  24 where is urea made and where is it removed?   made removed  a kidney bladder  b kidney kidney  c liver kidney  d liver rectum      25 in reflexes, which term describes light, heat and sound?  a effectors  b impulses  c receptors  d stimuli     26 what is a function of the cornea?  a carries impulses to the brain  b controls how much light enters the eye  c detects light  d refracts light    ",
            "11": "11  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  27 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released     29 pollination is the transfer of pollen grains from  a anther to ovary.  b anther to stigma.  c stigma to ovary.  d stigma to ovule.   ",
            "12": "12  \u00a9 ucles 2016 0610/12/o/n/16  30 the diagrams show four methods of birth control.    which one is placed in the uterus?    abcd mon tue wed thu fri satsunsun sat fri thu wed montue sun sat fri thu wed montuemon tue wed thu fri satsunwhen this  pack is empty  start a new one immedia telyora l contraceptive tablets mon tue wed thu fri sat sun sun sat fri thu wed mon tue sun sat fri thu wed mon tuemon tue wed thu fri sat sun when this pack is empty s tart a new one immedi atelyoral contraceptive tablets       31 which method of birth control can protect a person from sexually transmitted infections?  a chemical implant  b condom  c female sterilisation  d iud     32 which combination of chromosomes from egg and sperm cells will produce a boy?   egg sperm  a x x  b x y  c y x  d y y     33 what is not a function of meiosis?  a producing genetically different cells  b producing nuclei in ovules  c producing sperm cells  d repairing damaged tissues    ",
            "13": "13  \u00a9 ucles 2016 0610/12/o/n/16 [turn over  34 a farmer buys a bull with unusual curved horns. he wants to know if the bull is pure-breeding for  curved horns. he mates the bull with cows in his herd which are all pure-breeding for straight horns.    which proportion of calves shows that the bull is pure-breeding for curved horns?  a all with curved horns  b half with straight horns  c three-quarters with curved horns  d three-quarters with straight horns    35 the phenotype of an organism is its  a combination of alleles.  b family pedigree.  c genetic make-up.  d observable features.    36 an insect is usually pale in colour which helps to camouflage it on tree trunks.   occasionally black individuals of this insect occur.  if the tree becomes dark in colour due to pollution, then the black individuals become more  common.   which process causes this?   a biotechnology  b conservation  c natural selection  d selective breeding    ",
            "14": "14  \u00a9 ucles 2016 0610/12/o/n/16  37 the graph shows how the world population of humans is increasing.    1250 1000 1500 1750 2000 time  / yearsworld populationsize     what has contributed to this increase?  a a high death rate in developing countries  b drought leading to famine  c improved medical care  d the widespread use of contraception      38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.      39 what is an example of genetic engineering?  a inserting genes into bacteria  b inserting insulin into bacteria  c spraying plants with herbicides  d using pectinase to make fruit juice     ",
            "15": "15  \u00a9 ucles 2016 0610/12/o/n/16  40 the diagram shows the results of a survey on th e types of animals found along a stretch of river  near to a factory.    rat-tailed maggot sludge wormblood worm mayfly nymph stonefly nymphmayfly nymph stonefly nymph shrimp caddis fly larvablood worm leechwater louse snailfactory emptying pollutants into the waterdirection of water flow     which of the following animals lives in the most polluted water?  a blood worm  b caddis fly larva  c leech  d stonefly nymph    ",
            "16": "16    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/12/o/n/16   "
        },
        "0610_w16_qp_13.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 11_0610_13/5rp  \u00a9 ucles 2016 [turn over     *5967824525* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                               ",
            "2": "2  \u00a9 ucles 2016 0610/13/o/n/16  1 breathing out combines which two characteristics of living organisms?  a excretion and movement  b excretion and respiration  c movement and sensitivity  d sensitivity and respiration      2 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.    to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods    3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d     4 which feature shows that a cell is a plant cell?  a cell membrane  b cell wall  c cytoplasm  d nucleus ",
            "3": "3  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  5 a student drew a large diagram of a leaf as shown.    drawing measured 160  mm     the drawing measured 160  mm.    the teacher noted that the diagram was twice the size of the leaf.    what was the actual size of the leaf?  a 2 mm b 16  mm c 80  mm d 180  mm     6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d      7 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      ",
            "4": "4  \u00a9 ucles 2016 0610/13/o/n/16  8 the graph shows how the activity of an enzyme varies with temperature.    rate of  enzyme activity temperature  / \u00b0c0 1 02 03 04 05 06 07 0     what is the best or optimum temperature for this enzyme and at what temperature is the enzyme  not working?     temperature  / \u00b0c  best not working  a 30   0  b 30 60  c 50   0  d 50 60      9 where are carbohydrates made in a green leaf?  a cell vacuoles  b chloroplasts  c phloem  d xylem    ",
            "5": "5  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  10 the diagram shows a leaf as seen in cross section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     12 a child decided to eat only meat, oily fish , cheese and bread, and drink only water.    which nutrient would be in low levels in this diet?  a calcium  b iron  c vitamin c  d vitamin d    ",
            "6": "6  \u00a9 ucles 2016 0610/13/o/n/16  13 what is the correct order of the processes that take place in the alimentary canal?  a absorption, digestion, ingestion, egestion  b digestion, ingestion, egestion, absorption  c egestion, digestion, absorption, ingestion  d ingestion, digestion, absorption, egestion      14 the diagram shows part of the human alimentary canal.    which organ produces hydrochloric acid?    a b c d      15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots. ",
            "7": "7  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  16 after passing through the root hair cells of a plant, what is the next tissue through which water  passes?  a cortex  b epidermis  c mesophyll  d xylem     17 the diagram shows part of a cross section through a leaf.    which arrow shows the direction of movement of water by osmosis in a leaf?    leaf cells cbd air spacea xylem vessel       18 the graph shows the effect of several minutes of vigorous exercise on heart rate.    when does the person stop doing this exercise?    heart rate 0 time  / minac db 5 10 15 20 25 30 35 40      ",
            "8": "8  \u00a9 ucles 2016 0610/13/o/n/16  19 the aorta takes  a deoxygenated blood away from the heart.  b deoxygenated blood towards the heart.  c oxygenated blood away from the heart.  d oxygenated blood towards the heart.      20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot     21 what are disease-causing organisms?  a antibodies  b pathogens  c phagocytes  d vaccines    ",
            "9": "9  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  22 a student blows through a straw into limewater.    limewaterstraw     what is the appearance of the limewater before and after blowing through the straw?     before after  a blue purple  b brown blue-black  c colourless white  d orange yellow     23 what is correct for aerobic respiration in muscles?   nutrient  molecule oxygen used?  a glucose no  b glucose yes  c lactic acid no  d glycogen yes     24 to show that a green plant may absorb oxygen, in which condition must it be placed and why?     condition reason  a dark to prevent photosynthesis  b dark to prevent respiration  c light to allow photosynthesis  d light to allow respiration     ",
            "10": "10  \u00a9 ucles 2016 0610/13/o/n/16  25 after a meal containing large amounts of meat, urine is likely to contain   a a decreased concentration of amino acids.  b an increased amount of fat.  c an increased concentration of protein.  d an increased concentration of urea.      26 which of these neurones is found in the peripheral nervous system?   motor sensory  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
            "11": "11  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  27 the diagram shows seedlings in two experiments on  the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
            "12": "12  \u00a9 ucles 2016 0610/13/o/n/16  29 the diagram shows a flower cut in half.    which structure receives pollen grains during pollination?    a b c d      30 the diagrams show four methods of birth control.    which one is placed in the uterus?    abcd mon tue wed thu fri satsunsun sat fri thu wed montue sun sat fri thu wed montuemon tue wed thu fri satsunwhen this  pack is empty  start a new one immedia telyora l contraceptive tablets mon tue wed thu fri sat sun sun sat fri thu wed mon tue sun sat fri thu wed mon tuemon tue wed thu fri sat sun when this pack is empty s tart a new one immedi atelyoral contraceptive tablets      31 what is defined as \u2018a thread-like structure of dna, carrying genetic information in the form of  genes\u2019?  a allele  b chromosome  c protein  d zygote    ",
            "13": "13  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  32 what is a function of meiosis?  a asexual reproduction  b producing cells for growth  c producing genetically different cells  d repairing tissues      33 in mice, the allele for black hair is dominant to the allele for brown hair.    what proportion of offspring will have black hair if a cross is made between a homozygous black  mouse and a heterozygous black mouse?  a 0% b 25% c 50% d 100%      34 which of these human characteristics shows continuous variation?  a free or attached earlobes  b sex  c tongue rolling  d weight      35 the diagram shows the flow of energy through an ecosystem.    decomposers x producers sunlight     what does x represent?  a carbon dioxide and water  b carnivores  c consumers  d oxygen     ",
            "14": "14  \u00a9 ucles 2016 0610/13/o/n/16  36 a herd of red deer live in a woodland, which contains snakes and a large variety of birds.   which group of organisms is an example of a population?  a all the animals in the wood  b all the red deer in the wood  c all the organisms in the wood  d all the plants in the wood    37 what is not a reason that bacteria are widely used in biotechnology?  a they are complex organisms.  b they are made of single cells.  c they are small.  d they reproduce quickly.     38 the diagram shows how ethanol can be produced from a sugar solution containing yeast.    after five hours the mixture produced bubbles.    air lock sugar solution containing yeast bubbles     what is the main gas in the bubbles?  a air  b carbon dioxide  c methane  d oxygen    ",
            "15": "15  \u00a9 ucles 2016 0610/13/o/n/16 [turn over  39 the diagram shows part of a food web.    planktonblue whalesmall crustaceanslarge fish small fish penguinseal     fishermen regularly catch and remove large fish.    what is most likely to happen to the populations of penguins, small fish and seals?     penguins small fish seal  a decrease increase increase  b increase decrease decrease  c increase increase increase  d no change decrease decrease     ",
            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/13/o/n/16  40 the diagram shows the results of a survey on th e types of animals found along a stretch of river  near to a factory.    rat-tailed maggot sludge wormbloodworm mayfly nymph stonefly nymphmayfly nymph stonefly nymph shrimp caddisfly larvabloodworm leechwater louse snailfactory emptying pollutants into the waterdirection of water flow     which of the following animals lives in the most polluted water?  a bloodworm  b caddisfly larva  c leech  d stonefly nymph      "
        },
        "0610_w16_qp_21.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib16 11_0610_21/5rp  \u00a9 ucles 2016 [turn over     *3193869340* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.            ",
            "2": "2  \u00a9 ucles 2016 0610/21/o/n/16  1 the diagram shows a plant that has been placed near a sunlit window for a few weeks.        which two characteristics of living organisms have affected the shape of the plant?  a excretion and sensitivity  b growth and reproduction  c reproduction and excretion  d sensitivity and growth      2 what is a characteristic of amphibians but not of reptiles?  a four limbs  b laying eggs in water  c scaly skin  d using lungs for breathing     3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d    ",
            "3": "3  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  4 the diagram shows a spongy mesophyll cell from a green leaf.    1 2 3 4 5    which labelled structures are not found in animal cells?  a 1, 3 and 4 b 1, 4 and 5 c 2, 3 and 4 d 3, 4 and 5     5 what are the features of the cell walls in a xylem vessel?     end wall side wall  a absent thick  b absent thin  c present thick  d present thin    6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d     ",
            "4": "4  \u00a9 ucles 2016 0610/21/o/n/16  7 commercial fishermen use ice to store the fish that they catch.   how does the ice keep the fish fresh?  a cells denature.  b decomposer activity decreases.  c decomposer activity increases.  d proteins denature.    8 what controls the speed of chemical reactions in all living cells?  a enzymes  b hormones  c ions  d vitamins     9 the diagram shows how the rate of photosynthesis varies with light intensity.    the four curves show different conditions of temperature and carbon dioxide concentration.    rate of photosynthesis light intensity30 \u00b0c, 0.2% co2 20 \u00b0c, 0.2% co2 30 \u00b0c, 0.1% co2 20 \u00b0c, 0.1% co2p     what limits the rate of photosynthesis at point p?       light intensity carbon dioxide  concentration temperature  a \u0016 \u0016 \u001a  b \u0016 \u001a \u001a  c \u001a \u0016 \u0016  d \u001a \u001a \u0016 ",
            "5": "5  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  10 the diagram shows part of a leaf in cross-section.    1 4 3 2    what shows the correct function of a numbered part?     part functions  a 1 photosynthesis  b 2 gaseous exchange  c 3 transport of water from the root  d 4 transport of sugars to the root     11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     12 which diseases are caused by a lack of iron and a lack of vitamin d?     lack of iron lack of vitamin d  a anaemia soft bones  b kwashiorkor anaemia  c kwashiorkor soft bones  d soft bones anaemia     ",
            "6": "6  \u00a9 ucles 2016 0610/21/o/n/16  13 the diagram shows the human alimentary canal.    which labelled part absorbs the most water?    d a c b      14 the cholera bacterium produces toxins that cause chloride ions to be secreted into the small  intestine.    how does this affect the water potential of blood in the intestinal capillaries and the intestinal  contents?     water potential  blood in  capillaries contents of  small intestine  a lowered lowered  b lowered raised  c raised lowered  d raised raised     ",
            "7": "7  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.    16 the diagrams show stages in the passage of water through a plant.    which arrow shows water moving in the form of water vapour?    c da b      ",
            "8": "8  \u00a9 ucles 2016 0610/21/o/n/16  17 which substance is moved by translocation in a flowering plant?  a amino acid  b cellulose  c fat  d starch      18 the diagram shows a garden pond with a fountain worked by a pump. the fountain brings  oxygen from the air to fish in the pond.    pump waterp q     the system can be compared with part of the human circulatory system. the pump is compared with the heart.    what are p and q compared with?     p q  a aorta pulmonary artery  b pulmonary artery vena cava  c pulmonary vein vena cava  d vena cava aorta      19 what happens when the left ventricle contracts?     atrioventricular  valves semilunar  valves  a closed closed  b closed open  c open closed  d open open     ",
            "9": "9  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot     21 what is not a consequence of vaccination?  a antigens trigger an immune response.  b antibodies lock onto antigens.  c memory cells are produced.  d phagocytes produce antibodies.     22 which sequence of changes takes place when we breathe in?  a diaphragm contracts  \u2192  volume of thorax increases  \u2192  pressure in lungs decreases  b diaphragm contracts  \u2192  volume of thorax increases  \u2192  pressure in lungs increases  c diaphragm relaxes  \u2192  volume of thorax increases  \u2192  pressure in lungs decreases  d diaphragm relaxes  \u2192  volume of thorax increases  \u2192  pressure in lungs increases     ",
            "10": "10  \u00a9 ucles 2016 0610/21/o/n/16  23 after a race, athletes experience oxygen debt.    the diagram shows how the oxygen debt is removed.    lactic acid forms in the muscles lactic acid moves in the blood to the live r deep breathing continues, supplying extra oxygenx     what happens at x?  a aerobic respiration of glucose  b aerobic respiration of lactic acid  c anaerobic respiration of glucose  d anaerobic respiration of lactic acid      24 what happens as a result of deamination in the liver?  a alcohol is broken down.  b glycogen is stored.  c glucose is produced.  d urea is produced.    ",
            "11": "11  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  25 the diagram shows a section through a human eye.    p q     good colour vision is a result of a high concentration of which type of cells at which position?  a cones at p  b cones at q  c rods at p  d rods at q     26 when the blood glucose concentration is low, which hormone is released and which organ  releases it?     hormone organ  a glucagon liver  b glucagon pancreas  c insulin liver  d insulin pancreas     ",
            "12": "12  \u00a9 ucles 2016 0610/21/o/n/16  27 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
            "13": "13  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  29 what is the function of the many mitochondria in a sperm cell?  a to help penetrate the egg cell  b to provide energy for movement  c to store food molecules  d to synthesise enzymes      30 the graph shows changes in the concentrations of  four hormones during the menstrual cycle.    which hormone is progesterone?    concentration in blood 07 1 4 time  / days21 28abc d      31 one parent has blood group a and the other parent has blood group b.    their first child has blood group o.    what are the possible blood groups of their next child?     group a group b group ab group o  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u0016 \u001a  c \u0016 \u0016 \u001a \u0016  d \u001a \u001a \u0016 \u001a     ",
            "14": "14  \u00a9 ucles 2016 0610/21/o/n/16  32 hba is the allele for normal haemoglobin and hbs is the allele for abnormal haemoglobin that  causes sickle-shaped red blood cells.    which row correctly matches a genotype to its phenotype?     genotype person has  sickle-cell  anaemia person has  resistance to  malaria  a hba hba \u001a \u0016  b hbs hba \u0016 \u001a  c hbs hba \u001a \u0016  d hbs hbs \u001a \u001a      33 how do the leaves of hydrophytes differ from those of xerophytes?  a smaller stomata  b smaller total surface area  c stomata on the undersides of the leaves  d thinner cuticle    34 the diagram shows a food chain.    240  j eaten by caterpillar120  j egested in faeces22 j egested in faeces 70 j lost in respiration 20 j lost in respirationplantcaterpillar bird     how much energy is transferred to the bird?  a 8 j b 42 j c 50 j d 240  j   ",
            "15": "15  \u00a9 ucles 2016 0610/21/o/n/16 [turn over  35 the diagram shows part of the nitrogen cycle.    nitrogen in atmosphere ammonium salts in soilprotein in animalsprotein in plantsnitrates in soilx     what could be responsible for process x?  a decomposers  b denitrifying bacteria  c lightning  d nitrifying bacteria    36 which statement describes the effect of predation and disease on a population?  a they cause an exponential (log) increase in the population size.  b they control the rate of growth of the population.  c they decrease the food supply available to the population.  d they reduce the lag phase of the population.     37 which structures, found in bacteria, make them useful in genetic engineering?  a cell walls  b membranes  c plasmids  d mitochondria     38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/21/o/n/16  39 an advantage of some genetically modified crop plants is that they will not  a be affected by herbicides.  b need carbon dioxide.  c need magnesium ions.  d need water.      40 what is not a reason for having conservation programmes?  a introducing species to new environments  b maintaining resources  c protecting vulnerable environments  d reducing extinction       "
        },
        "0610_w16_qp_22.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib16 11_0610_22/5rp  \u00a9 ucles 2016 [turn over       *8402847547* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2016 0610/22/o/n/16  1 which characteristic of living organisms is responsible for the production of oxygen in the leaf of a  plant exposed to sunlight?  a excretion  b movement  c nutrition  d respiration      2 the scientific name for humans is homo sapiens.   what does homo  refer to?  a arthropod  b genus  c kingdom  d species    3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d    ",
            "3": "3  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  4 which diagram represents a typical plant cell?    a b c d      5 a student draws a diagram of a mitochondrion.    the diagram has a magnification of \u00d720  000.        the diagram is 5  cm long.  what is the actual size of the mitochondrion?  a 0.00025  \u00b5m b 0.0025  \u00b5m c 0.025  \u00b5m d 2.5  \u00b5m     6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d      7 what would lead to a decrease in diffusion rate into a cell?  a greater concentration gradient  b higher temperature  c larger surface area of cell  d thicker cell wall     ",
            "4": "4  \u00a9 ucles 2016 0610/22/o/n/16  8 the graph shows the effect of temperature on an enzyme-controlled reaction.    rate of reaction 02 0 temperature  / \u00b0c40 60     which statement describes the effect of temperature on this reaction?  a as the temperature increases to 25  \u00b0c the reaction speeds up.  b between 10  \u00b0c and 20  \u00b0c the enzyme stops working.  c between 35  \u00b0c and 45  \u00b0c the enzyme stops working.  d the optimum temperature for this reaction is 40  \u00b0c.     9 curve x on the graph shows the effect of light  intensity on the rate of photosynthesis.    rate of photosynthesis light intensityyx     how have the conditions changed to produce curve y?  a decreased concentration of carbon dioxide  b decreased light intensity  c increased concentration of carbon dioxide  d increased light intensity     ",
            "5": "5  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  10 an experiment is set up to investigate gas exchange in aquatic plants.    black paper aquatic planthydrogencarbonate indicator solution     the hydrogencarbonate indicator solution is orange at the start.    which colour is it after three hours?    a blue-black  b orange  c purple  d yellow      11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     12 what is the main cause of kwashiorkor?   insufficient  energy insufficient  protein  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017    ",
            "6": "6  \u00a9 ucles 2016 0610/22/o/n/16  13 what functions are carried out by the small intestine?     absorption of  digested food absorption of  water ingestion  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0013 \u0017 \u0017  d \u0017 \u0017 \u0013     14 the graph shows the effect of ph on the activity of a human digestive enzyme.    01234 phrate of reaction     what is the enzyme?  a amylase  b maltase  c pepsin  d trypsin     ",
            "7": "7  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     16 a plant shoot is placed in a solution of a dye.    the dye moves up the stem.    under which conditions will the dye move slowest?     temperature humidity  a high high  b high low  c low high  d low low    17 which substance is moved by translocation in a flowering plant?  a amino acid  b cellulose  c fat  d starch    ",
            "8": "8  \u00a9 ucles 2016 0610/22/o/n/16  18 the diagram shows a section through the heart.     which is an atrioventricular valve in the right side of the heart?   a db c     19 what is a correct function of the lymphatic system?  a protects body from heat loss  b protects body from infection  c transports blood to lymph nodes  d transports urea to the kidneys    20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot    ",
            "9": "9  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  21 which change occurs during blood clotting?  a fibrinogen to fibrin  b glucose to glycogen  c haemoglobin to oxyhaemoglobin  d maltose to glucose      22 how does passive immunity differ from active immunity? in passive immunity  a antibodies are produced by lymphocytes.  b immunity depends on vaccination.  c immunity is specific to one type of antigen.  d no memory cells are produced.     23 after a race, athletes experience oxygen debt.    the diagram shows how the oxygen debt is removed.    lactic acid forms in the muscles lactic acid moves in the blood to the live r deep breathing continues, supplying extra oxygenx     what happens at x?  a aerobic respiration of glucose  b aerobic respiration of lactic acid  c anaerobic respiration of glucose  d anaerobic respiration of lactic acid    24 what is the equation for anaerobic respiration in yeast?  a c 6h12o6  +  6o 2  \u2192  6co 2  +  6h 2o  b c6h12o6  \u2192  2c 3h6o3  c c6h12o6  \u2192  2c 2h5oh  +  2co 2  d 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2    ",
            "10": "10  \u00a9 ucles 2016 0610/22/o/n/16  25 in a kidney tubule, which substances are filtered out of the blood in the glomerulus?  a glucose, protein, salts and water  b glucose, protein, urea and water  c glucose, salts, urea and water  d protein, salts, urea and water      26 when the blood glucose concentration is low, which hormone is released and which organ  releases it?     hormone organ  a glucagon liver  b glucagon pancreas  c insulin liver  d insulin pancreas     ",
            "11": "11  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  27 the diagram shows seedlings in two experiments on the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0013 \u0013 key  b \u0013 \u0017 \u0013= tropic response shown  c \u0017 \u0013 \u0017= no tropic response shown  d \u0017 \u0017       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
            "12": "12  \u00a9 ucles 2016 0610/22/o/n/16  29 what describes the nuclei in human reproduction?   egg sperm zygote  a diploid diploid diploid  b diploid diploid haploid  c haploid haploid diploid  d haploid haploid haploid      30 which feature allows the sperm to dissolve the jelly coating of the egg cell?  a acrosome  b flagellum  c mitochondria  d nucleus    31 the graph shows a hormone that is involved in controlling the human female menstrual cycle.    concentration of hormone 01 4 2 8 time  / days    which hormone is shown by the curve?  a fsh  b lh  c oestrogen  d progesterone     32 which combination of chromosomes from egg and sperm cells will produce a boy?   egg sperm  a x x  b x y  c y x  d y y ",
            "13": "13  \u00a9 ucles 2016 0610/22/o/n/16 [turn over  33 what happens in meiosis?   genetically identical  cells produced chromosome number  is halved  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017      34 what is the inheritance of colour blindness an example of?  a co-dominance  b continuous variation  c reduction division  d sex linkage     35 the phenotype of an organism is its  a combination of alleles.  b family pedigree.  c genetic make-up.  d observable features.      36 which is an adaptive feature of hydrophytes?  a large network of roots  b leaves covered with spines  c stomata on the upper surface of the leaves  d water storage in stem     37 which structures, found in bacteria, make them useful in genetic engineering?  a cell walls  b membranes  c plasmids  d mitochondria     ",
            "14": "14  \u00a9 ucles 2016 0610/22/o/n/16  38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.      39 an advantage of some genetically modified crop plants is that they will not  a be affected by herbicides.  b need carbon dioxide.  c need magnesium ions.  d need water.     40 when raw sewage is discharged into a stream, what is a result of eutrophication?  a decreased oxygen concentration caused by decreased bacterial activity  b decreased oxygen concentration caused by increased bacterial activity  c increased oxygen concentration caused by decreased bacterial activity  d increased oxygen concentration caused by increased bacterial activity    ",
            "15": "15    blank page   \u00a9 ucles 2016 0610/22/o/n/16 ",
            "16": "16    blank page     permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/22/o/n/16   "
        },
        "0610_w16_qp_23.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib16 11_0610_23/4rp  \u00a9 ucles 2016 [turn over     *9281735485* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  october/november 2016     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.            ",
            "2": "2  \u00a9 ucles 2016 0610/23/o/n/16  1 breathing out combines which two characteristics of living organisms?  a excretion and movement  b excretion and respiration  c movement and sensitivity  d sensitivity and respiration      2 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.    to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods    3 the diagram shows an insect.        use the key to identify the insect.  1 wings present  ...  go to 2  wings absent    a  2 two pairs of wings  .  go to 3  one pair of wings  ..  b  3 wings with circular markings  .  c  wings without circular markings    d     4 which feature shows that a cell is a plant cell?  a cell membrane  b cell wall  c cytoplasm  d nucleus ",
            "3": "3  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  5 the diagram shows an image of a chloroplast. the image is 5  cm long.        the actual length of the chloroplast is 5  \u00b5m.    what is the magnification of the image?  a \u00d710 b \u00d71000 c \u00d710  000 d \u00d7100  000     6 the diagram shows a plant cell which has lost water to its surroundings by osmosis.    which part is the partially permeable membrane?    a b c d     7 what describes active transport?     energy required particles move against  concentration gradient  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
            "4": "4  \u00a9 ucles 2016 0610/23/o/n/16  8 the graph shows how the activity of an enzyme varies with temperature.    rate of  enzyme activity temperature  / \u00b0c0 1 02 03 04 05 06 07 0     what is the best or optimum temperature for this enzyme and at what temperature is the enzyme  not working?     temperature  / \u00b0c  best not working  a 30   0  b 30 60  c 50   0  d 50 60      9 how does a plant use the sugar that it makes?   stored as starch used for  photosynthesis used for  respiration used to make  cellulose  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016     ",
            "5": "5  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  10 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      11 the roots of plants take up nitrates from the soil.    what are the nitrates used to make?  a fat  b glucose  c protein  d starch     ",
            "6": "6  \u00a9 ucles 2016 0610/23/o/n/16  12 which disease do children suffer from if they do not get enough iron from their diet?  a anaemia  b kwashiorkor  c marasmus  d rickets     13 what is the correct order of the processes that take place in the alimentary canal?  a absorption, digestion, ingestion, egestion  b digestion, ingestion, egestion, absorption  c egestion, digestion, absorption, ingestion  d ingestion, digestion, absorption, egestion    14 the diagram shows part of the human alimentary canal.    which organ produces hydrochloric acid?    a b c d      ",
            "7": "7  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  15 the diagram shows the stem of a plant. a strip of the outer tissue including the phloem has been  removed.    xylem phloem     how is transport in the plant affected?  a amino acids and sugar cannot pass to the roots.  b dissolved salts cannot pass to the leaves.  c water cannot pass to the leaves.  d water cannot pass to the roots.     16 which changes in atmospheric conditions can cause a plant to wilt?   humidity temperature  a decrease decrease  b decrease increase  c increase decrease  d increase increase     17 which substance is moved by translocation in a flowering plant?  a amino acid  b cellulose  c fat  d starch    18 what is a double circulation?  a blood circulates through arteries and veins.  b blood circulates through two hearts.  c blood flows through the heart twice for each circulation.  d blood flows twice around the body before going to the lungs.   ",
            "8": "8  \u00a9 ucles 2016 0610/23/o/n/16  19 the graph shows the thickness of the muscular wall in each of the four chambers of the heart.    which chamber is the right ventricle?   thickness of muscular wall ab heart chambercd       20 the diagram shows human blood cells, as seen under a microscope.    x     what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot     21 what are disease-causing organisms?  a antibodies  b pathogens  c phagocytes  d vaccines    ",
            "9": "9  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  22 which row describes active immunity?   depends on  phagocytes memory cells are  produced  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     23 after a race, athletes experience oxygen debt.    the diagram shows how the oxygen debt is removed.    lactic acid forms in the muscles lactic acid moves in the blood to the live r deep breathing continues, supplying extra oxygenx     what happens at x?  a aerobic respiration of glucose  b aerobic respiration of lactic acid  c anaerobic respiration of glucose  d anaerobic respiration of lactic acid     24 what is the equation for aerobic respiration in plants?  a c 6h12o6 + 6o 2  \u2192  6co 2 + 6h 2o  b c6h12o6  \u2192  2c 3h6o3  c 6co 2 + 6h 2o  \u2192  c6h12o6 + 6o 2  d c6h12o6  \u2192  2c 2h5oh + 2co 2    ",
            "10": "10  \u00a9 ucles 2016 0610/23/o/n/16  25 the diagram shows a vertical section through the front part of an eye when viewing a near object.    r s     what describes structures r and s?     r under tension s contracted  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     26 when the blood glucose concentration is low, which hormone is released and which organ  releases it?     hormone organ  a glucagon liver  b glucagon pancreas  c insulin liver  d insulin pancreas     ",
            "11": "11  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  27 the diagram shows seedlings in two experiments on  the tropic response of seedlings to gravity  and light.    shootshoot start of experiment in the dark3 days later shootshoot start of experiment 3 days laterlight from one sideto show the effect of gravity to show the effect of lightexperiment 1 experiment 2     how have the seedlings responded?     to gravity to light   a \u0016 \u0016 key  b \u0016 \u001a \u0016= tropic response shown  c \u001a \u0016 \u001a= no tropic response shown  d \u001a \u001a       28 when does fertilisation occur in humans?  a when an egg is released  b when implantation occurs  c when sperm and egg nuclei fuse  d when sperm are released    ",
            "12": "12  \u00a9 ucles 2016 0610/23/o/n/16  29 the diagram shows the structure of a sperm cell.    which part is the flagellum?    abc d      30 the graph shows a hormone that is involved in controlling the menstrual cycle.    hormone concentration 01 4 2 8 time  / days    what is the hormone?  a fsh  b lh  c oestrogen  d progesterone      31 what happens in mitosis?   genetically identical  cells produced chromosome  number is halved  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
            "13": "13  \u00a9 ucles 2016 0610/23/o/n/16 [turn over  32 ernst and amy have four children of different blood groups, as shown.    ernst amy jan group ajack group abcara group okris group b     what are the genotypes of ernst and amy?  a iaia and ibio  b iaib and ioio  c iaio and ibib  d iaio and ibio      33 what is an adaptive feature of xerophytes?  a do not have root hair cells  b leaves have large surface area  c stomata are in pits  d thin cuticles      34 what are possible positions in a food chain of a carnivore and a herbivore?   carnivore herbivore  a primary consumer producer  b secondary consumer primary consumer  c secondary consumer tertiary consumer  d tertiary consumer secondary consumer   ",
            "14": "14  \u00a9 ucles 2016 0610/23/o/n/16  35 the diagram shows part of the nitrogen cycle.    nitrogen in air nitrogen compounds in plants nitrogen compounds in animalsnitrogen compounds in soils     what is process s?  a denitrification  b nitrification  c nitrogen fixation  d nutrition    36 the graph shows the growth of a yeast population.    biomass time  / days02468 1 0 1 2     when was the rate at which cells were dying equal to the rate at which new cells were being  formed?  a day 3 b day 5 c day 9 d day 11    ",
            "15": "15  \u00a9 ucles 2016 0610/23/o/n/16  37 which structures, found in bacteria, make them useful in genetic engineering?  a cell walls  b membranes  c plasmids  d mitochondria     38 why is yeast used in bread-making?  a aerobic respiration produces alcohol.  b aerobic respiration produces lactic acid.  c anaerobic respiration produces alcohol.  d anaerobic respiration produces carbon dioxide.     39 an advantage of some genetically modified crop plants is that they will not  a be affected by herbicides.  b need carbon dioxide.  c need magnesium ions.  d need water.    40 fertiliser leaks into a river resulting in eutrophication.     what is the correct order of events lead ing to the death of animals in the river?    a increased decomposition of dead plantsincreased growth of plantsreduction in dissolved oxygenincreased aerobic respiration bydecomposers b increased decomposition of dead plantsincreased growth of plantsreduction in dissolved oxygenincreased aerobic respiration by decomposerscincreased decomposition of dead plantsincreased growth of plantsreduction in dissolved oxygenincreased aerobic respiration bydecomposers dincreased decomposition of dead plantsincreased growth of plantsreduction in dissolved oxygenincreased aerobic respiration bydecomposers      ",
            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.   cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2016 0610/23/o/n/16   "
        },
        "0610_w16_qp_31.pdf": {
            "1": "this document consists of 15 printed pages and 1 blank page. dc (nf/cgw) 118495/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *8948273964* biology  0610/31 paper 3  theory (core)  october/november 2016  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.",
            "2": "2 0610/31/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 shows three crustaceans which live in the same rock pool.  the rock pool also contains seaweed and seawater. carcinus maenas cancer pagurus not drawn to scalecrangon crangon fig. 1.1  (a) complete the sentences. use words from the list.   each word may be used once, more than once, or not at all. arthropods      carnivore      consumer      endoskeleton exoskeleton      five      four      habitat       herbivore population      producer      three      vertebrates   crustaceans all belong to the same group as insects, called ..  .   all crustaceans have at least .. pairs of legs.    they also have a hard outer covering called an .  .   seven individuals of one species, cancer pagurus,  were found in the same pool. these     individuals make up a .  .   cancer pagurus  is a . because it eats fish and other animals.   seaweed makes its own food so it is a .  . [6]",
            "3": "3 0610/31/o/n/16 \u00a9 ucles 2016 [turn over  (b) the drawing of cancer pagurus  in fig. 1.1 is not the same size as the actual animal.   state what would be needed to calculate its actual size and explain how you would do this  calculation.  ...  ...  ...  ...  ..  [3]  (c) all the crustaceans were found living under rocks or seaweed.   suggest two reasons why they were living there. 1  ...  ... 2  ...  ... [2]  (d) two other crustaceans, porcellana platycheles  and porcellana longicornis , were found in the  same rock pool. they are closely related to each other.   (i) describe how their scientific names show that they are closely related.  ...  ..  [1]   (ii) although they are closely related, they cannot successfully interbreed.    describe how their scientific names show that they cannot successfully interbreed.  ...  ...  ..  [1] [total: 13]",
            "4": "4 0610/31/o/n/16 \u00a9 ucles 2016 2 (a) (i) the eye is a sense organ.    define the term sense organ .  ...  ...  ...  ..  [2]   (ii) explain why the eye is described as an organ and not a tissue.  ...  ...  ...  ..  [2]  (b) fig. 2.1 shows a section through the eye. a b cdefg fig. 2.1",
            "5": "5 0610/31/o/n/16 \u00a9 ucles 2016 [turn over   (i) select letters from fig. 2.1 to match the part with its function.    write your answers in table 2.1. table 2.1 function letter carries impulses to the brain contains light receptors to detect light controls how much light enters the eye refracts light [4]   (ii) write down the letter from fig. 2.1 which shows the position of the blind spot.    ...  [1] [total: 9]",
            "6": "6 0610/31/o/n/16 \u00a9 ucles 2016 3 a student carried out an investigation into transpiration from leaves.  she chose leaves of a similar size from the same plant.  she weighed them and then placed them in different conditions.  as the leaves transpired they lost mass.  table 3.1 shows the results. table 3.1 leaf conditions mass at  start / gmass at  end /  gchange in  mass  / g% change  in mass h hot and dry 6.3 2.1 4.2 66.7 j cool and dry 6.4 4.6 1.8 k hot and humid 6.2 3.7 40.3 l cool and humid 5.1 4.7 0.4  7.8  (a) complete  the table by calculating:   (i) the change in mass for leaf k  ..  [1]   (ii) the percentage change in mass for leaf j.    show your working. write your answer to one decimal place.   ...  [2]  (b) state which conditions caused the most transpiration in the leaves.  ..  [1]",
            "7": "7 0610/31/o/n/16 \u00a9 ucles 2016 [turn over  (c) fig. 3.1 shows four types of plant tissue involved in the transport of water through a plant. m pn o fig. 3.1   (i) describe how tissue  o is adapted for its function.  ...  ...  ..  [1]   (ii) complete the flow chart by placing the letters of the cells m, n, o and p in the correct  order, starting with the absorption of water. absorption of watertranspiration from the leaf [3]  (d) state the name of:   (i) the type of tissue in which water is carried up the stem  ..  [1]   (ii)  another substance which is carried in the same tissue.  ..  [1] [total: 10]",
            "8": "8 0610/31/o/n/16 \u00a9 ucles 2016 4 the body has defences against pathogens.  (a) (i) define the term pathogen .  ...  ...  ..  [1]   (ii) state two ways a pathogen can be transmitted. 1  ...  ... 2  ...  ... [2]   (iii) the body can defend itself against pathogens.    complete table 4.1 by stating examples of the body\u2019s defences. table 4.1 defence example mechanical barrier chemical barrier  [2]  (b) (i) blood cells can also defend the body against pathogens.    outline how they do this.  ...  ...  ...  ...  ..  [3]   (ii) state one way in which modern medicine can help the body defend itself against  pathogens.  ...  ..  [1] [total: 9]",
            "9": "9 0610/31/o/n/16 \u00a9 ucles 2016 [turn over 5 fish called trout and other fish used to be caught commercially in the great lakes of canada.  however, canals built between the lakes before 1900 allowed a predator fish, the lamprey, to enter  the lakes.  the lamprey feeds on trout. it caused the fishing industry to collapse.  fig. 5.1 shows fish catches over 65 years. 05 1900\u20131904 1905\u20131909 1910\u20131914 1915\u20131919 1920\u20131924 1925\u20131929 1930\u20131934 1935\u20131939 1940\u20131944 1945\u20131949 1950\u20131954 1955\u20131959 1960\u20131964101520 years25total fish catch / \u00d7 106 kg30354045 fig. 5.1  (a) state in which five year period:   (i) the greatest mass of fish was caught  ...  [1]   (ii) the smallest mass of fish was caught  ...  [1]",
            "10": "10 0610/31/o/n/16 \u00a9 ucles 2016   (iii) between 1900 and 1904, 37.4 \u00d7 106 kg of fish were caught.    between 1960 and 1964, 23.4 \u00d7 106 kg of fish were caught.    calculate the reduction in fish catches between 1900 and 1964.    show your working.   ...  [2]  (b) in 1944 barriers were placed in the canals to stop lampreys entering the lakes.   suggest whether the barriers were effective.   explain your answer.  ...  ...  ..  [1]  (c) studies have shown that human activities can affect trout numbers.   suggest three  human activities that could cause the trout numbers to drop. 1  ...  ... 2  ...  ... 3  ...  ... [3]  (d) describe two methods of conserving endangered species. 1  ...  ... 2  ...  ... [2] [total: 10]",
            "11": "11 0610/31/o/n/16 \u00a9 ucles 2016 [turn over 6 (a) complete table 6.1 about diffusion and active transport.   place a tick ( \u2713) in each box which is correct. table 6.1 process involves the  movement of  particles down  a concentration  gradientinvolves the  movement of  particles up a  concentration  gradientenergy from  respiration is  required to move  the particles diffusion active transport [2]  (b) complete table 6.2 by naming the organ where each of these examples of diffusion takes  place. table 6.2 example of diffusion organ oxygen passes into the blood of a human carbon dioxide passes into a plant glucose is absorbed into the blood of a human [3]  (c) water moves into plant cells by osmosis.   explain how plants benefit from the build-up of water in their cells.  ...  ...  ..  [1] [total: 6]",
            "12": "12 0610/31/o/n/16 \u00a9 ucles 2016 7 (a) teeth are involved in mechanical digestion.   what is meant by the term mechanical digestion ?  ...  ..  [2]  (b) fig. 7.1 shows a section through a molar tooth. enamel cementq rt s fig. 7.1   (i) on fig. 7.1, label parts q and r. [2]   (ii) state two reasons why this tooth  cannot  be a canine tooth. 1  ...  ... 2  ...  ... [2]   (iii) gum disease causes the gums to shrink from position t to position s, as shown on  fig. 7.1.    suggest why the tooth is more likely to decay when the gums are at position s.  ...  ...  ..  [2]   (iv) state two ways of maintaining healthy teeth. 1  ...  ... 2  ...  ... [2] [total: 10]",
            "13": "13 0610/31/o/n/16 \u00a9 ucles 2016 [turn over 8 fig. 8.1 shows the apparatus used for investigating the contents of cigarette smoke. direction of smoke flow burning cigarette cotton woolto suction pump limewaterflask a flask b flask c universal indicator solution fig. 8.1  the smoke from the burning cigarette is sucked through the apparatus.  table 8.1 shows the results. table 8.1 flask contents of flask observations a cotton wool stained yellow-brown with a sticky liquid b limewater turned from colourless to milky c universal indicator solution turned from green to orange-red  (a) (i) the chemical from the smoke that stained the cotton wool was tar.    state two effects tar has on the body. 1  ...  ... 2  ...  ... [2]   (ii) state one conclusion that can be made from the limewater results.  ...  ...  ..  [1]",
            "14": "14 0610/31/o/n/16 \u00a9 ucles 2016   (iii) state what the universal indicator results show about cigarette smoke.  ...  ..  [1]   (iv) name one component of cigarette smoke, other than tar and carbon monoxide, not  found in this investigation.  ..  [1]  (b) the cigarette had a filter to collect harmful substances, but it did not work very well.   suggest how the results in table 8.1 show that the filter did not work very well.  ..  [1]  (c) explain why cigarette smoke makes the transport of oxygen by the blood less effective.  ...  ...  ...  ...  ..  [2] [total: 8]",
            "15": "15 0610/31/o/n/16 \u00a9 ucles 2016 9 fig. 9.1 shows a genetic cross between a purple flower and a white flower. components of the  cross are labelled with the letters u\u2013z. pppp p p pppppurple flower white flower pppp p z yxwvu p fig. 9.1  (a) use the letters u, v, w, x, y, or z from fig. 9.1 to answer the questions.    you may use any letter once, more than once, or not at all.   state which letter represents:   (i) the genotype of a heterozygous parent ..  [1]   (ii) a gamete ..  [1]   (iii) the phenotype of an individual ..  [1]   (iv) a pure-breeding offspring. ..  [1]  (b) state the ratio of purple flowers to white flowers produced in this cross.  ..  [1] [total: 5]",
            "16": "16 0610/31/o/n/16 \u00a9 ucles 2016 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.blank page"
        },
        "0610_w16_qp_32.pdf": {
            "1": "this document consists of 16 printed pages and 4 blank pages. dc (leg/fd) 118060/5 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *4698489384* biology  0610/32 paper 3  theory (core)  october/november 2016  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.",
            "2": "2 0610/32/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 shows a diagram of an arthropod. fig. 1.1  (a) (i) name the arthropod group this animal belongs to.  ... [1]   (ii) give two reasons for your answer. 1    ... 2    ...  [2]  (b) state the names of two other arthropod groups. 1   2    [2]  [total: 5]",
            "3": "3 0610/32/o/n/16 \u00a9 ucles 2016 [turn over 2 a pathogen is a disease-causing organism.  pathogens are transmitted from one host to another.  (a) describe and explain  two ways in which a pathogen can be transmitted from one host to  another. 1    ...  ...  ... 2    ...  ...  ...  ...  [4]  (b) (i) outline two natural body defences that prevent pathogens entering the body. 1    ... 2    ...  [2]   (ii) describe two hygienic food preparation practices that can stop the spread of diseases  caused by pathogens. 1    ... 2    ...  [2]   (iii) state one other method that has been developed by humans to prevent the spread of  diseases caused by pathogens.  ...  ... [1]  [total: 9]",
            "4": "4 0610/32/o/n/16 \u00a9 ucles 2016 3 table 3.1 shows the names of some specialised cells, each matched with a letter. table 3.1 specialised cell letter cell in the retina a liver cell b neurone c palisade mesophyll cell d root hair cell e red blood cell f sperm cell g white blood cell h  table 3.2 shows eight functions carried out by specialised cells.  complete table 3.2 by writing in the letter of the cell from table 3.1 responsible for the function.  you may use each letter once, more than once or not at all. an example has been done for you. table 3.2 cell function letter of cell responsible detection of light a formation of urea  antibody formation conduction of nerve impulses fertilisation of an egg cell glucose production oxygen transport phagocytosis  [7]  [total: 7]",
            "5": "5 0610/32/o/n/16 \u00a9 ucles 2016 [turn over 4 (a) (i) define the term sustainable resource.  ...  ...  ...  ... [2]   (ii) state  one example of a sustainable resource and one example of a resource that is not  sustainable. resource that is sustainable  ..  ... resource that is not sustainable    ...  [2]  (b) outline how sewage is treated to make the water it contains safe for reuse.  ...  ...  ...  ...  ...  ... [3]  [total: 7]",
            "6": "6 0610/32/o/n/16 \u00a9 ucles 2016 5 (a) fig. 5.1 shows the human breathing system. j k l m... ... ... ... fig. 5.1   name the structures labelled j, k, l and m.   write your answers on fig. 5.1.  [4]  (b) fig. 5.2 shows four sections through groups of alveoli and their blood capillaries. n pblood capillary alveolus r q fig. 5.2   state which diagram, n, p, q or r, shows the most efficient gas exchange surface.   give one reason for your answer. most efficient gas exchange surface  . reason  ...  ...  [2]",
            "7": "7 0610/32/o/n/16 \u00a9 ucles 2016 [turn over  (c) (i) state the word equation for aerobic respiration in cells.    .. + .. \u2192.. + ..  [2]   (ii) respiration releases energy.    outline three  uses of this energy in the human body. 1    ... 2    ... 3    ...  [3]  [total: 11]",
            "8": "8 0610/32/o/n/16 \u00a9 ucles 2016 6 (a) describe osmosis.  ...  ...  ...  ...  ...  ... [3]  (b) fig. 6.1 shows a plant cell. a.. b.. c.. fig. 6.1   (i) name the structures labelled a, b and c.    write your answers on fig. 6.1.  [3]   (ii) on fig 6.1, draw a label line d to show the position of the vacuole.  [1]",
            "9": "9 0610/32/o/n/16 \u00a9 ucles 2016 [turn over  (c) fig. 6.2 shows the same cell in pure water.    it is left there for 30 minutes. drop of water fig. 6.2   describe the changes that will occur in the cell during the 30 minutes it is in pure water.  ...  ...  ...  ...  ...  ... [3]  [total: 10]",
            "10": "10 0610/32/o/n/16 \u00a9 ucles 2016 7 the boxes on the left contain the names of biological terms.  the boxes on the right contain the definitions of these biological terms.  draw one straight line from each biological term to the box containing the correct definition.  an example has been done for you.   biological term  definition assimilation inheritance sense organ tissue active transport herbivore enzymetransmission of genetic information from  generation to generation groups of receptor cells responding to specific  stimuli the movement of digested food molecules into the  cells of the body where they are used, becoming  part of the cell a group of cells with similar structures working  together to perform a shared function an animal that gets its energy by eating plants a protein that functions as a biological catalyst movement of particles through a cell membrane  from a region of lower concentration to a region of  higher concentration using energy from respiration  [5]  [total: 5]",
            "11": "11 0610/32/o/n/16 \u00a9 ucles 2016 [turn over 8 (a) the body loses water all the time.   one of the ways in which water is lost is by sweating.   state  two other ways in which water is lost from the body. 1   2    [2]  (b) fig. 8.1 shows a section through the skin.   sweat is produced to prevent the body temperature from rising above normal.   describe how sweat production lowers the body temperature.   use fig. 8.1 to help with your explanation. blood capillary sweat gland fig. 8.1  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "12": "12 0610/32/o/n/16 \u00a9 ucles 2016  (c) fig. 8.2 shows the results of an investigation into the volume of sweat produced by a student  running at 12  km per hour.  051015volume of sweat produced / arbitrary units per hour20 no back-pack3 kg back-pack6 kg back-pack9 kg back-pack fig. 8.2   (i) state the volume of sweat produced by the student carrying a 6  kg back-pack.   ..  arbitrary units per hour [1]   (ii) state two conclusions that can be made about the relationship between the volume of  sweat produced and the load carried when exercising.     use information from fig. 8.2. 1    ... 2    ...  [2]",
            "13": "13 0610/32/o/n/16 \u00a9 ucles 2016 [turn over  (d) the student in the investigation put on a thick track suit, as shown in fig. 8.3.   he ran at 12  km per hour carrying a 9  kg back-pack. back-pack fig. 8.3   his sweat production increased from 12.5 to 24.0 arbitrary units per hour.   (i) calculate the percentage increase in sweat production caused by wearing a thick track  suit.    show your working.    ..  % [2]   (ii) suggest why wearing a thick track suit increased the volume of sweat produced.   ...  ...  ...  ...  ... [2]  [total: 13]",
            "14": "14 0610/32/o/n/16 \u00a9 ucles 2016 9 this question is about photosynthesis.  complete the sentences using words from the list.  each word may be used once, more than once or not at all.  chlorophyll  chloroplast  epidermis  glucose  glycogen  membrane  palisade  starch  stigma  stomata  when plants carry out photosynthesis the chemical called . traps light   energy.  the energy is used to combine raw materials to make . .  this process mainly happens in the . layer of the leaf.  the gas needed for photosynthesis enters the leaf through the . .  these are found in the . of the leaf.  leaves appear green because they contain the chemical called . .  [6]  [total: 6]",
            "15": "15 0610/32/o/n/16 \u00a9 ucles 2016 [turn over blank page",
            "16": "16 0610/32/o/n/16 \u00a9 ucles 2016 10 (a) name the plant cell that is specialised to absorb water from the soil.  ... [1]  (b) fig. 10.1 shows a section through a plant root and a plant stem. root stem fig. 10.1   label the xylem tissue in the root and the stem on fig. 10.1.   use label lines and the letter f. [2]  (c) a student carried out an investigation into the rate of transpiration.   fig. 10.2 shows three identical shoots and the way the leaves were treated in the investigation.   petroleum jelly is greasy and waterproof.   all three shoots were kept in the same conditions for one hour. shoot l shoot m shoot nend of shoot in waterno petroleum jelly on the leavespetroleum jelly on the lower  surface of the leavespetroleum jelly on the upper  surface of the leaves end of shoot in waterend of shoot in water fig. 10.2",
            "17": "17 0610/32/o/n/16 \u00a9 ucles 2016   table 10.1 shows the results of the investigation. table 10.1 shoot rate of transpiration / arbitrary units per hour l 16 m  2 n 14   (i) suggest why shoot m lost water (transpired) more slowly than shoot l.   ...  ...  ...  ... [2]   (ii) suggest why the rate of water loss was similar for shoots l and n.  ...  ...  ...  ... [2]  [total: 7]",
            "18": "18 0610/32/o/n/16 \u00a9 ucles 2016 blank page",
            "19": "19 0610/32/o/n/16 \u00a9 ucles 2016 blank page",
            "20": "20 0610/32/o/n/16 \u00a9 ucles 2016 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.blank page"
        },
        "0610_w16_qp_33.pdf": {
            "1": "this document consists of 20 printed pages and 4 blank pages. dc (leg/sg) 117694/5 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *4023581544* biology  0610/33 paper 3  theory (core)  october/november 2016  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.",
            "2": "2 0610/33/o/n/16 \u00a9 ucles 2016 1 fig. 1.1 shows five different vertebrates. not drawn to scale fig. 1.1  (a) state one feature that is shared by all vertebrates.  ... [1]  (b) the five animals in fig. 1.1 all belong to the same group of vertebrates.   (i) state the name of this group of vertebrates.  ... [1]   (ii) state two features which place the five vertebrates in this group. 1   2    [2]  [total: 4]",
            "3": "3 0610/33/o/n/16 \u00a9 ucles 2016 [turn over 2 fig. 2.1 is a drawing of a piece of plant tissue. a fig. 2.1  (a) (i) what name is given to this type of tissue?    choose your answer from the list. palisade mesophyll         root hair         xylem  ... [1]   (ii) name the part labelled a in fig. 2.1.  ... [1]  (b) this tissue is important for both transport and support in the plant.   explain how the structure of this tissue allows it to perform these functions: transport\u200a    ... support  ..  ...    [2]  (c) the cells in this tissue do not contain some of the structures found in most plant cells.   state one structure that is missing from the tissue shown in fig. 2.1.  ... [1]  [total: 5]",
            "4": "4 0610/33/o/n/16 \u00a9 ucles 2016 3 doctors can use an ecg machine to monitor a patient\u2019s heart rate.  fig. 3.1 shows the ecg of a healthy man. 0 5 10 15 time  / seconds key = 1 heartbeat fig. 3.1  (a) use fig. 3.1 to calculate the man\u2019s heart rate.   give your answer in beats per minute. show your working.   ...  beats per minute [2]  (b) the heart rate can also be measured by listening to the sounds that the heart makes.   state what causes the sounds made by the heart.  ... [1]",
            "5": "5 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (c) several things can alter a person\u2019s resting heart rate.    fig. 3.2 shows a normal resting ecg and the resting ecg of a person with a heart problem. 5 secondsnormal resting ecg resting ecg for person with a heart problem fig. 3.2   (i) describe how this heart problem affects the person\u2019s resting heart rate.     use data from fig. 3.2 to support your answer.  ...    ... [2]   (ii) state one factor which can alter the heart rate of a healthy person to produce the same  effect as the heart problem shown in fig. 3.2.  ... [1]  (d) describe the meaning of the term  coronary heart disease  and state one factor that increases  the risk of developing coronary heart disease. description    ... risk factor  ..  ...    [2]  [total: 8] ",
            "6": "6 0610/33/o/n/16 \u00a9 ucles 2016 4 (a) define the term photosynthesis  and outline one reason why it is important to ecosystems.  ...  ...  ...  ...  ... [3]  (b) (i) name the green substance that plants need for photosynthesis.  ... [1]   (ii) name the gas that plants need for photosynthesis.  ... [1]   (iii) name the gas that plants produce during photosynthesis.  ... [1]  (c) fig. 4.1 shows the apparatus a student used to investigate how light intensity affects  photosynthesis. 0 5 10 15 20test-tube cm rulerbubbles of gas aquatic plantlamp fig. 4.1   the student placed an aquatic plant under a funnel in a beaker of water.   during the investigation she placed the lamp at different distances from the aquatic plant.   at each distance she counted how many bubbles the aquatic plant produced in one minute.   the bubbles of gas were then collected in the test-tube.",
            "7": "7 0610/33/o/n/16 \u00a9 ucles 2016 [turn over   fig. 4.2 shows the results of her investigation. 30 25 20 15 10 5 0 8 9 10 11 12 13 14 15 distance of the lamp from the aquatic plant  / cm16 17 18 19 20 21number of bubbles per minute fig. 4.2   (i) use fig. 4.2 to find the number of bubbles produced when the lamp was placed 10  cm  from the aquatic plant.   ...  bubbles per minute [1]   (ii) describe how the rate of photosynthesis is affected by the distance of the lamp from the  aquatic plant.  ...  ...  ...  ...  ... [2]   (iii) predict the number of bubbles that would be produced if the lamp was placed 21  cm from  the aquatic plant.    bubbles per minute [1]",
            "8": "8 0610/33/o/n/16 \u00a9 ucles 2016  (d) another student placed the lamp 15  cm from the aquatic plant and kept it there.   although the light intensity stayed the same, the number of bubbles produced by the aquatic  plant per minute decreased.   suggest an explanation for this.  ...  ...  ...  ...  ... [2]   [total: 12]",
            "9": "9 0610/33/o/n/16 \u00a9 ucles 2016 [turn over blank page",
            "10": "10 0610/33/o/n/16 \u00a9 ucles 2016 5 this question is about the movement of substances into and out of cells.  (a) draw one straight line from each box on the left to join it with the box containing the correct  description on the right.  how substances pass into and  description  out of cells active transport diffusion osmosisthe movement of water through a  partially permeable membrane the exchange of one kind of particle  for another through a partially  permeable membrane the net movement of particles from a  region of their higher concentration to  a region of their lower concentration  down a concentration gradient the movement of particles through a  cell membrane from a region of lower  concentration to a region of higher  concentration using energy  [3]",
            "11": "11 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (b) (i) the contents of a meal must be digested before they can be absorbed.    state the two types of digestion. 1   2      [1]   (ii) the body uses enzymes to digest food.    define the term enzyme .  ...  ...  ...  ... [2]   (iii) give one example of a digestive enzyme and the substrate it acts on. enzyme  .. substrate     [1]   (iv) suggest why the human digestive system must make many different enzymes.  ...  ...  ...  ... [2]  [total: 9]",
            "12": "12 0610/33/o/n/16 \u00a9 ucles 2016 6 reflex actions play an important part in human behaviour.  (a) (i) what is meant by the term reflex action ?  ...  ...  ...  ...  ... [2]   (ii) suggest why reflex actions are important.  ...  ... [1]  (b) a reflex arc is made up of a number of different parts.   complete the sentences that describe a reflex arc by writing the correct words in the spaces.   each word may be used once, more than once or not at all. brain               effector               motor neurone               receptors   relay neurone               sensory neurone   changes in the surroundings are detected by  which   generate an impulse in a   . nerve impulses travel from this cell   to a   . the impulses then travel to a     . finally the nerve impulse is passed to an    which results in the body responding to the changes.  [4]",
            "13": "13 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (c) fig. 6.1 is a diagram of a reflex arc.    it shows two different neurones.   these are labelled neurone a and neurone b. neurone a neurone bjunction not drawn to scale fig. 6.1   (i) there are small gaps at the junctions between neurone a and neurone b.    state the name of these gaps.  ... [1]   (ii) state where in the body neurone b can be found.  ... [1]  [total: 9]",
            "14": "14 0610/33/o/n/16 \u00a9 ucles 2016 7 giant tortoises are an endangered species living on the galapagos islands, 600 miles from the  coast of south america.  fig. 7.1 shows a giant tortoise. fig. 7.1  (a) for over 300 years sailors hunted the slow-moving giant tortoises as a source of food.    they also left goats on the islands to provide food for sailors to eat in the future.    giant tortoises and goats are both herbivores.   use this information to suggest and explain two reasons why giant tortoises became an  endangered species. 1    ...  ... 2      ...  ...  [4]  (b) outline two ways that an endangered species can be conserved. 1    ... 2    ...  [2]",
            "15": "15 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (c) the loss of one species can affect other organisms living in the same environment.   suggest how the loss of one species of secondary consumer from a food web might affect  other organisms in the same food web.  ...    ...  ...  ...  ... [2]  [total: 8]",
            "16": "16 0610/33/o/n/16 \u00a9 ucles 2016 8 (a) a farmer buys a packet of seeds that produce plants with purple beans.   the packet states that the seeds are homozygous for bean colour.   define the term homozygous .  ...  ...  ...  ...  ... [2]  (b) the farmer plants the seeds and the bean plants grow.   when the beans are harvested the farmer notices that most of the beans are purple but a few  beans are green.   he decides that some of the plants carried the allele for the green coloured bean and that this  allele is recessive.   (i) define the term allele .  ...  ... [1]   (ii) suggest why the farmer decided that the allele for green coloured beans is recessive.  ...  ...  ...  ...  ... [2]  (c) describe the difference between the genotype  and the phenotype  of an organism.  ...  ...  ...  ...  ... [2]",
            "17": "17 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (d) the farmer only wants large  purple beans so he crosses the plants that produce the largest  purple beans and does this for several generations.   he does not breed from any plant that produces small or green beans.   eventually all his plants produce only large purple beans.   what is this process called?   ... [1]  (e) genetic engineering has been used to provide more food for the increasing human population.   give an example of genetic engineering in a crop plant and state how this will produce more  food.  ...  ...  ...  ...  ... [2]  [total: 10]",
            "18": "18 0610/33/o/n/16 \u00a9 ucles 2016 9 this question is about human nutrition.  the three boxes on the left contain definitions of processes involved in human nutrition.  the four boxes on the right contain the names of some of these processes.  (a) draw one straight line from each definition to join it to the correct process.  definition  process the movement of digested food  molecules into the cells of the body  where they are used, becoming part  of these cells the passing out of food that has  not been digested or absorbed, as  faeces, through the anus the taking of substances, e.g. food  and drink, into the body through the  mouthabsorption assimilation egestion ingestion  [3]",
            "19": "19 0610/33/o/n/16 \u00a9 ucles 2016 [turn over  (b) fig. 9.1 shows the teeth in the upper jaw of an adult human. fig. 9.1   (i) on fig. 9.1 label with a letter x one tooth that is adapted for cutting  food. state the name of the type of tooth adapted for cutting.  ...     [2]   (ii) on fig. 9.1 label with a letter y one tooth adapted for chewing  food. state the name of the type of tooth adapted for chewing.  ...     [2]",
            "20": "20 0610/33/o/n/16 \u00a9 ucles 2016  (c) fig. 9.2 shows a section through a human tooth.   two of the layers of the tooth are labelled a and b. a b fig. 9.2   eating too much sugar can be the beginning of a process that ends in dental decay.   explain how sugar is involved in decay and how decay affects parts a and b.  ...  ...  ...  ... [3]  [total: 10]",
            "21": "21 0610/33/o/n/16 \u00a9 ucles 2016 10 fig. 10.1 shows the energy flow in a simple food chain.  for every 200  j of energy in the cabbage eaten by the caterpillar 35  j passes into the bird. cabbage caterpillar birdlost in faeces 100  j ? j lost in respiration200  j 35 j fig. 10.1  (a) calculate the percentage of energy that is transferred from the cabbage to the bird in this  food chain.   show your working.    % [2]  (b) (i) the caterpillar passes 35  j of energy from the cabbage to the bird.    the rest of the 200  j is lost in the form of respiration and faeces.    use this information to find the energy the caterpillar loses in respiration.    show your working.     j [2]   (ii) suggest one other way the caterpillar uses the energy during its lifetime.  ... [1]  [total: 5]",
            "22": "22 0610/33/o/n/16 \u00a9 ucles 2016 blank page",
            "23": "23 0610/33/o/n/16 \u00a9 ucles 2016 blank page",
            "24": "24 0610/33/o/n/16 \u00a9 ucles 2016 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.blank page"
        },
        "0610_w16_qp_41.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (cw/fd) 117738/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *4375109406* biology  0610/41 paper 4  theory (extended)  october/november 2016  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.",
            "2": "2 0610/41/o/n/16 \u00a9 ucles 2016 blank page",
            "3": "3 0610/41/o/n/16 \u00a9 ucles 2016 [turn over 1 penicillin is an antibiotic.  (a) (i) explain why doctors give antibiotics to people who are ill.  ...  ...  ...  ... [2]   (ii) explain why it is important to complete a full treatment of antibiotics.  ...  ...  ...  ...  ...  ...  ... [3]",
            "4": "4 0610/41/o/n/16 \u00a9 ucles 2016  (b) penicillin was discovered in 1928 by alexander fleming.   name the type of microorganism that produces the antibiotic penicillin.  ... [1]  (c) penicillin is produced commercially in fermenters as shown in fig. 1.1. p u tsqrmotor ph control reservoir exhaust outlet inlet for penicillin-producing microorganisms fig. 1.1",
            "5": "5 0610/41/o/n/16 \u00a9 ucles 2016 [turn over   (i) describe how a fermenter can be sterilised.  ...  ...  ... [2]   (ii) table 1.1 shows some names of the parts of the fermenter and their functions.    complete table 1.1.    one row has been done for you. table 1.1 letter from fig. 1.1 name function water jacket s nutrient inlet r air supply t outletallows collection of the liquid containing  penicillin after fermentation  [5]  (d) describe what happens to the liquid containing penicillin after it is collected from the fermenter.  ...  ... [1] [total: 14]",
            "6": "6 0610/41/o/n/16 \u00a9 ucles 2016 2 carp are a type of fish. researchers in brazil measured the body lengths of a population of carp in  a river in 1998  and again in 2008 .  histograms of their results are shown in fig. 2.1. 0246810 number of carp / thousands 0.0-4.0 4.1-8.0 8.1-12.0 body length  / cm12.1-16.0 16.1-20.0 20.1-24.01998 121416 0246810 number of carp   / thousands 0.0-4.0 4.1-8.0 8.1-12.0 body length  / cm12.1-16.0 16.1-20.0 20.1-24.02008 121416 fig. 2.1",
            "7": "7 0610/41/o/n/16 \u00a9 ucles 2016 [turn over  (a) define the term population .  ...  ...  ...  ...  ... [2]  (b) describe the variation in body length of the carp population in 1998 . use the data in fig.  2.1  to support your answer.  ...  ...  ...  ...  ...  ...  ... [3]  (c) the total population of carp in 1998 was 43  000 fish.   (i) calculate the total population of carp in 2008 .    show your working.    [2]",
            "8": "8 0610/41/o/n/16 \u00a9 ucles 2016   (ii) the decrease in the carp population by 2008 was caused by overfishing.    explain how fish stocks can be sustained.  ...  ...  ...  ...  ...  ...  ... [4]  (d) body length is an example of continuous variation.   (i) suggest what causes the variation in body length in a population of fish.  ...  ...  ...  ...  ...  ...  ... [2]   (ii) continuous variation is shown with a histogram.    name the type of graph that should be used to show discontinuous  variation.  ... [1] [total: 14]",
            "9": "9 0610/41/o/n/16 \u00a9 ucles 2016 [turn over 3 pepsin is a protease enzyme found in the alimentary canal.  (a) (i) name the product formed from the digestion of proteins by protease enzymes.  ... [1]   (ii) state the organ in the alimentary canal where pepsin is secreted.  ... [1]  (b) a biologist performed an experiment to find the optimum ph for the activity of pepsin.   the enzyme activity was measured in four test-tubes. each test-tube contained a 1  cm3 cube  of cooked egg white which contains protein.   fig. 3.1 shows the four test-tubes.   the biologist measured the time taken for the complete digestion of the cubes of cooked egg  white. ph 1 ph 3 ph 5 ph 7solution of enzyme at a given ph cube of cooked egg white fig. 3.1   (i) the biologist ensured all the cubes of cooked egg white were exactly the same size.    suggest why.  ...  ...  ...  ...  ... [2]   (ii) temperature must be controlled in this experiment.    describe how temperature could be controlled.  ...  ... [2]",
            "10": "10 0610/41/o/n/16 \u00a9 ucles 2016  (c) the same experiment was performed with trypsin, another protease enzyme.   predict the optimum ph for trypsin.  ... [1]  (d) enzymes, such as proteases, are important in digestion.   describe in detail how enzymes function, using other digestive enzymes as examples.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 13]",
            "11": "11 0610/41/o/n/16 \u00a9 ucles 2016 [turn over 4 type 1 diabetes is caused by the immune system destroying body cells.  (a) (i) suggest which organ in the body is attacked by the immune system to cause type  1  diabetes.  ... [1]   (ii) antibodies are part of the immune system.    describe how antibodies function.  ...  ...  ...  ...  ... [2]  (b) humans need vitamin d as part of their diet.   (i) describe a cause of vitamin d deficiency in humans.  ...  ... [1]   (ii) describe the effects of vitamin d deficiency in humans.  ...  ...  ...  ...  ... [2]",
            "12": "12 0610/41/o/n/16 \u00a9 ucles 2016  scientists have found that mice can suffer from type 1 diabetes. they also found that vitamin  d  affects the development of type 1 diabetes in mice.  two groups of mice were studied. one group were normal and the other group were  vitamin  d-deficient. the percentage of mice in each group that developed type 1 diabetes was  recorded every fifty days.  table 4.1 shows their results. table 4.1 age / dayspercentage of mice with type 1 diabetes normal mice vitamin d-deficient mice   0  0  0  50  1  1 100  8 35 150 34 62 200 45 65 250 46 65  (c) describe the effect of vitamin d deficiency on the development of type 1 diabetes in mice.  use the data in table 4.1 to support your answer.  ...  ...  ...  ...  ...  ...  ... [3]  (d) suggest the symptoms that mice with type 1 diabetes would have.  ...  ...  ...  ...  ...  ...  ... [4]",
            "13": "13 0610/41/o/n/16 \u00a9 ucles 2016 [turn over  (e) describe the treatment for human patients with type 1 diabetes.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 16]",
            "14": "14 0610/41/o/n/16 \u00a9 ucles 2016 5 fig. 5.1 is an image of a germinating seed showing the growing root. j fig. 5.1  (a) describe and explain how the structures seen at j are adapted for their function.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
            "15": "15 0610/41/o/n/16 \u00a9 ucles 2016 [turn over  (b) (i) the root shown in fig. 5.1 is growing downward into the soil.    name this response seen in roots.  ... [1]   (ii) name the chemical that controls this response.  ... [1]   (iii) there are situations, either in wild plants or in laboratory experiments, where roots do  not grow downwards.    suggest and explain one situation.  ...  ...  ...  ...  ... [2] [total: 9]",
            "16": "16 0610/41/o/n/16 \u00a9 ucles 2016 blank page",
            "17": "17 0610/41/o/n/16 \u00a9 ucles 2016 [turn over 6 a dna molecule has two strands as shown in fig. 6.1. agtcstrand 2 strand 1 fig. 6.1  (a) (i) fill in the boxes on fig. 6.1 to show the letter of the bases on strand 2 that will pair with  the corresponding bases on strand 1.  [2]   (ii) state the name for the structure of a dna molecule as shown in fig. 6.1.  ... [1]",
            "18": "18 0610/41/o/n/16 \u00a9 ucles 2016  when molecules of dna are used to classify species, only one of the two dna strands is  sequenced.  first the dna sequence from one strand of a dna molecule from each species is lined up against  one strand from another species.  the bases of the dna sequences from the same strand can then be compared with each other.  fig. 6.2 shows a short section from the dna sequences of eight plant species. there are ten  differences between species a and species b. these differences are shown in fig. 6.2. species a: ctcctcgggt gacggcctag cccgttgacg aatcccattc ctaaacttt species b: ctcctagggt gcaggactag cccgttgacg aatcccattc cc aaga species c: ctcatagggt gcaggcctag cccgttgacg aatcacattc cgatt species d: ctcatagggt gcaggcctag ccccttgacg aatccaattc cgctt species e: ctcatagggt gcaggcctag cccgttgacg aatccaattc cgctt species f: ctcctaggtt gcaggcctag ccctttgaag aatcacattc cccaa species g: ctcctcgggt gcaggcatag ccctttgacg aatccccttc cgaaa species h: ctcctagggt gcaggcatag ccctttgacg aatccccttc caaaat fig. 6.2  (b) the number of differences between the dna sequences of the eight species shown in fig.  6.2  are recorded in table 6.1.   count the number of differences between the dna sequences shown in fig. 6.2 for:   \u2022 species c and species d   \u2022 species g and species h   write your answers in table 6.1.  [2]",
            "19": "19 0610/41/o/n/16 \u00a9 ucles 2016 [turn over table 6.1 species  aspecies  bspecies  cspecies  dspecies  especies  fspecies  gspecies  h species  a10 10 13 12 11 10 9 species  b 7  8  7  7  7 6 species  c 3  7  8 8 species  d 1  9  9 8 species  e 9  8 10 species  f 6 7 species  g species  h  (c) the most closely related species have the fewest differences between their dna sequences.   state which two plant species shown in table 6.1 are most distantly related  to each other.  ... [1]  (d) the most closely related species have the shortest distance from a branching point on a  classification tree.    use the information in table 6.1 to complete the classification tree in fig. 6.3. write the  letter corresponding to species b, c, d and g in the box next to the correct branch of the  classification tree.  [3] species species e species species h species species f species species a fig. 6.3",
            "20": "20 0610/41/o/n/16 \u00a9 ucles 2016  (e) a modern method for improving crop productivity is to cut out sections of dna carrying a  useful gene from one organism and place them into another organism.   (i) name the technique of inserting genes from one organism into another.  ... [1]   (ii) a gene for producing a vaccine has been inserted into banana plants.    give two other examples in which crop plants have been changed by inserting genes.  state one advantage for each example. example 1  .. advantage  .  ... example 2  .. advantage  .  ...  [4] [total: 14] 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."
        },
        "0610_w16_qp_42.pdf": {
            "1": "this document consists of 20 printed pages. dc (nf/sg) 116625/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *1496440090* biology  0610/42 paper 4  theory (extended)  october/november 2016  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. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/42/o/n/16 \u00a9 ucles 2016 1 milk is sometimes referred to as a \u2018complete food\u2019 because it contains all the nutrients that a  young mammal requires.  (a) table 1.1 shows three nutrients that are contained in milk.   complete the table by stating one role of each nutrient in the body of a young mammal. table 1.1 nutrient role in the body protein lactose (milk  sugar) calcium [3]  (b) protein digestion begins in the stomach of the human alimentary canal and is completed in  the small intestine.   describe in detail how enzymes function to digest protein in the alimentary canal.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6]",
            "3": "3 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (c) some people are unable to digest lactose (milk sugar) and have a condition known as lactose  intolerance.   fig. 1.1 shows what happens in the intestine of a person who is lactose intolerant if they eat  food containing a lot of lactose. from stomach build-up of gas and water small intestine large intestinebacteria produce hydrogen, methane and carbon dioxide bacteria digest lactose to simple sugars water diarrhoea and gasnot to scalekey: lactose bacteria fig. 1.1   (i) explain why lactose is not absorbed by the small intestine.  ...  ...  ...  ...  ..  [2]",
            "4": "4 0610/42/o/n/16 \u00a9 ucles 2016   (ii) suggest the dangers to health of severe diarrhoea if it is not treated for a long time.  ...  ...  ...  ...  ...  ..  [3]  (d) hydrogen gas is produced by the bacteria that digest lactose in the large intestine. the  gas is absorbed into the blood and excreted through the lungs. lactose intolerance can be  monitored by measuring the hydrogen gas content of the air a person breathes out.   people taking part in an investigation into lactose intolerance consumed the following milk  products on different days:    a. untreated milk    b. milk treated with lactase immediately before drinking    c. milk treated with lactase three days before drinking    d. yoghurt made by bacteria that digested the lactose in the milk   the hydrogen gas content of the air breathed out was measured every hour for five hours  following the ingestion of each milk product.   the mean results are shown in fig. 1.2. hydrogen gas breathed out / parts per million60 50 40 30 20 10 0 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 time  / hoursa b c d fig. 1.2",
            "5": "5 0610/42/o/n/16 \u00a9 ucles 2016 [turn over   (i) explain why untreated milk was included in the investigation.  ...  ...  ...  ..  [2]   (ii) suggest why lactase might be added to milk.  ...  ...  ...  ..  [2]   (iii) use the results in fig. 1.2 to explain why yoghurt is the best milk product for people with  lactose intolerance.  ...  ...  ...  ...  ...  ...  ..  [3] [total: 21]",
            "6": "6 0610/42/o/n/16 \u00a9 ucles 20162 fig. 2.1 is a diagram showing a small region of dna. fig. 2.1  fig. 2.2 shows part of the dna enlarged to show the sequence of bases. a t t cg c fig. 2.2  (a) complete fig. 2.2 by adding the letters for the bases that are missing. [2]",
            "7": "7 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (b) fig. 2.3 shows how dna is involved in protein synthesis. dna mrna mrnanuclear membrane ribosome fig. 2.3     not to scale   explain how mrna is involved in protein synthesis.  ...  ...  ...  ...  ...  ...  ..  [3]",
            "8": "8 0610/42/o/n/16 \u00a9 ucles 2016  (c) base sequences of the dna of different species are compared to investigate how species are  related to one another. the most closely related species have the shortest distance from a  branching point on a classification tree.   fig. 2.4 shows how six species of fungi are related to each other. a   aspergillus flavus b   aspergillus oryzae   c   aspergillus fumigatus   e   aspergillus clavatus f   aspergillus nidulansd   neosartorya fischeri   fig. 2.4   (i) use the letters on fig. 2.4 to state the two species that are most closely related.  ..  [1]   (ii) use fig. 2.4 to explain why aspergillus nidulans is the most distantly related species  from all of the other five species.  ...  ...  ...  ...  ..  [2]",
            "9": "9 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (d) modern methods of classification rely on the analysis and comparison of base sequences in  dna.   describe the type of evidence that scientists used for classifying organisms before they were  able to sequence dna.  ...  ...  ...  ...  ..  [2] [total: 10]",
            "10": "10 0610/42/o/n/16 \u00a9 ucles 2016 3 fig. 3.1 shows a section through a kidney. a b c fig. 3.1  (a) complete the table by stating the name of the parts labelled a, b and c on fig. 3.1. letter name of part a b c [3]  (b) (i) name the blood vessel in fig. 3.1 that has the highest concentration of urea.  ..  [1]   (ii) name the blood vessel in fig. 3.1 that has the lowest concentration of glucose.  ..  [1]",
            "11": "11 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (c) explain the role of the kidney in excretion.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]  (d) testosterone is a steroid hormone that is also taken as a drug to improve sporting  performance.   (i) define the term hormone .  ...  ...  ...  ...  ...  ...  ..  [3]   (ii) state where testosterone is produced in the body.  ..  [1]   (iii) state why testosterone is taken by some people to improve sporting performance.  ...  ...  ...  ...  ..  [2]",
            "12": "12 0610/42/o/n/16 \u00a9 ucles 2016  (e) the half-life of a drug is the time it takes for the concentration in the blood to decrease by a  factor of a half. the half-life of one form of testosterone taken to improve sporting performance  is 7 days.   a person received an injection of this form of testosterone. a blood sample taken almost  immediately showed its concentration to be 50  ng cm\u22123.   predict the concentration after 14 days, assuming the person does not have another injection,  and show your working.   .  ng cm\u22123  [2] [total: 17]",
            "13": "13 0610/42/o/n/16 \u00a9 ucles 2016 [turn over 4 hydrophytes are plants that show many adaptive features for life in aquatic habitats.  fig. 4.1 shows several species of hydrophyte growing in freshwater. fig. 4.1  a student investigated the density of stomata on the leaves of two different species of freshwater  hydrophyte.  table 4.1 shows the results. table 4.1 species location of  leavesmean stomatal density  / number per mm2 upper epidermis lower epidermis brazilian  waterweed, egeria densaunder the  surface of the  water  0 0 water lily, nuphar luteaon the surface  of the water420 0  (a) name the epidermal cells that control the size of stomata.  ..  [1]  (b) suggest reasons for the difference between the results for the two species.  ...  ...  ...  ...  ..  [2]",
            "14": "14 0610/42/o/n/16 \u00a9 ucles 2016  (c) fig. 4.2 shows a section through the leaf of a water lily. palisade mesophyll fig. 4.2   (i) state why the palisade mesophyll is a tissue.  ...  ..  [1]   (ii) name two other tissues that are present in the leaf in fig. 4.2. 1  ... 2  ... [2]  (d) the large air spaces are an adaptation of water lily leaves. suggest why.  ...  ...  ...  ...  ..  [2]  (e) hydrophytes are adapted to aquatic habitats.   state the name used for plants that are adapted to dry habitats.  ..  [1]",
            "15": "15 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (f) explain what is meant by the term adaptive feature .  ...  ...  ...  ...  ..  [2] [total: 11]",
            "16": "16 0610/42/o/n/16 \u00a9 ucles 2016 5 the numbers of different cells in a blood sample were counted. the results are shown in table  5.1. table 5.1 cell type number  / per mm3percentage red blood cells 4 820 000  94.91 lymphocytes     1 900   0.04 phagocytes     6 000   0.12 platelets   250 000 total 5 077 900 100.00  (a) complete the table by calculating the percentage of platelets. write your answer in table 5.1  to two decimal places.  [1]  (b) state the role of platelets in the blood and describe the process they are involved in.  ...  ...  ...  ...  ...  ..  [4]  (c) lymphocytes are white blood cells that are produced in bone marrow. lymphocytes travel in  the blood from bone marrow to lymph nodes throughout the body.   if a pathogen infects the body, some of these lymphocytes are activated.   state the role of lymphocytes in defence against pathogens.  ..  [1]  (d) during a second infection of the same pathogen the response by lymphocytes is much faster.  explain how this happens.  ...  ...  ...  ...  ...  ..  [2]",
            "17": "17 0610/42/o/n/16 \u00a9 ucles 2016 [turn over  (e) hiv invades specific lymphocytes that coordinate immune responses.   fig. 5.1 shows the change in numbers of these lymphocytes following an hiv infection that  has not been treated. 1200 1000 800 600 400 200 0 0 1 2 3 4 5 6 7 8 9 10lymphocytes / cells per mm3 time  / years fig. 5.1   (i) describe the changes in lymphocyte numbers following hiv infection.  ...  ...  ...  ...  ...  ..  [3]",
            "18": "18 0610/42/o/n/16 \u00a9 ucles 2016   (ii) describe the effects on the body of an untreated hiv infection as shown in fig. 5.1.  ...  ...  ...  ...  ...  ..  [3] [total: 14]",
            "19": "19 0610/42/o/n/16 \u00a9 ucles 2016 [turn over 6 wetlands are internationally important ecosystems. the spoon-billed sandpiper, calidris pygmaea ,  is an endangered species.  fig. 6.1 shows a spoon-billed sandpiper feeding in a wetland ecosystem. the wetland is a stopover  on the bird\u2019s long migration from north-east russia to south-east asia.  the smaller photograph is a close-up of the bird\u2019s legs to show that it has been ringed. fig. 6.1  spoon-billed sandpipers stop to feed at the rudong mudflats near shanghai, china.  putting one or more rings on a bird\u2019s leg is a common way to identify individual birds. spoon-billed  sandpipers ringed in russia have been seen at the rudong mudflats.  (a) suggest why scientists put leg rings on birds, such as the spoon-billed sandpiper.  ...  ...  ...  ...  ...  ..  [2]",
            "20": "20 0610/42/o/n/16 \u00a9 ucles 2016  (b) explain why it is important to conserve ecosystems, such as wetlands.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5] [total: 7] 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."
        },
        "0610_w16_qp_43.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (lk/sw) 117736/5 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *2616018628* biology  0610/43 paper 4  theory (extended)  october/november 2016  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.",
            "2": "2 0610/43/o/n/16 \u00a9 ucles 2016 1 an in vitro  fertilisation (ivf) procedure is outlined in fig. 1.1. b c d ea embryo not drawn to scale fig. 1.1  (a) (i) name structures a, b and d. a   b   d    [3]   (ii) state the purpose of syringe c.  ...  ... [1]  (b) (i) name a hormone that would be injected to stimulate egg cell development.  ... [1]   (ii) state when, during the menstrual cycle, this hormone should be injected.  ... [1]   (iii) draw an x on fig. 1.1 at the position where the embryos should be placed.  [1]",
            "3": "3 0610/43/o/n/16 \u00a9 ucles 2016 [turn over  (c) discuss the social implications of ivf.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 11]",
            "4": "4 0610/43/o/n/16 \u00a9 ucles 2016 blank page",
            "5": "5 0610/43/o/n/16 \u00a9 ucles 2016 [turn over 2 pectinase is an enzyme used in the production of fruit juice.  (a) describe in detail how enzymes function, using pectinase as an example.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
            "6": "6 0610/43/o/n/16 \u00a9 ucles 2016  (b) an experiment to test the effect of the size of apple pieces on the activity of pectinase was  performed by a group of students. some of their apparatus is shown in fig. 2.1. filter paper funnel measuring cylinder fig. 2.1   describe how the students should use the measuring cylinder to obtain accurate   measurements of volume.  ...  ...  ...  ...  ... [2]",
            "7": "7 0610/43/o/n/16 \u00a9 ucles 2016 [turn over  (c) the students added 1.5  cm3 of pectinase solution to pieces of apple in a beaker.   they then poured the mixture into the funnel.   they found that it took 10 minutes to collect 19  cm3 of juice.    (i) calculate the rate of the enzyme reaction.    show your working.    write your answer to the nearest whole number.   ..  cm3 per min  [2]   (ii) the students performed four experiments using different ways to prepare the apples.    the same total mass and type of apple was used each time.     a 0.5 cm3 apple cubes     b 1.0 cm3 apple cubes     c whole peeled small apples     d whole unpeeled small apples    predict and explain which experiment ( a, b, c or d) would result in the fastest rate of  reaction.   ...  ...  ...  ...  ... [2]  [total: 12]",
            "8": "8 0610/43/o/n/16 \u00a9 ucles 2016 3 the length of the small intestine was measured in four types of mammal.  the results are shown in table 3.1. table 3.1 mammallength of small  intestine  / cmlength of small  intestine relative to  body mass  / cm per g insect-eating bat   19 2.30  domestic cat 104 0.05  rat   98 0.34  human 552 0.01   (a) use the information in table 3.1 to compare the length of the small intestine of the four  mammals.  ...  ...  ...  ...  ...  ...  ... [3]",
            "9": "9 0610/43/o/n/16 \u00a9 ucles 2016 [turn over  (b) fig. 3.1 is a diagram showing a short length of the small intestine of a mammal.  outer surface inner surface lumen fig. 3.1   a function of the small intestine is absorption.   describe how a molecule of glucose passes from the lumen of the small intestine into the  blood.  ...  ...  ...  ...  ...  ...  ... [3]",
            "10": "10 0610/43/o/n/16 \u00a9 ucles 2016  (c) measurements were taken of the inner and outer surface area of two parts of the small  intestine for the four mammals in table 3.1. the results are shown in table 3.2. table 3.2 mammalratio of inner surface area to outer surface area  duodenum ileum insect-eating bat 283:1  54:1 domestic cat   15:1  12:1 rat    6:1    4:1 human    7:1    3:1   (i) suggest which mammal has the most villi per centimetre of small intestine.  ... [1]   (ii) the duodenum is more effective than the ileum at absorption. use the information in  table 3.2 to explain why.  ...  ...  ...  ...  ... [3]  (d) bile is released into the small intestine from the gall bladder.   outline the roles of bile.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 14]",
            "11": "11 0610/43/o/n/16 \u00a9 ucles 2016 [turn over 4 tobacco smoke is made up of over 7000 chemicals.  nicotine is a component of tobacco smoke.  (a) explain why nicotine is a drug.  ...  ...  ...  ...  ... [2]  (b) describe the effect on the gas exchange system of the following components of tobacco  smoke: carbon monoxide  ..  ...  ...  ... tar  .  ...  ...  ...  [4]",
            "12": "12 0610/43/o/n/16 \u00a9 ucles 2016  (c) a study compared the percentages of men and women aged between 35 and 54 years who  smoked cigarettes. the annual death rate caused by lung cancer was also recorded.    the results are shown in the two graphs in fig. 4.1. 195001020304050 smoking / %60708090 1960 1970 1980 1990 2000 195001020304050 mean annual death rate from lung cancer / cases per 100  000 people per year60 1960 1970 year year1980 1990 2000men womenkeymen womenkey fig. 4.1   (i) use the data shown in fig. 4.1 to compare the percentages of men and women who  smoked cigarettes between 1950  and 1998 .  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "13": "13 0610/43/o/n/16 \u00a9 ucles 2016 [turn over   (ii) use the information from both  graphs in fig. 4.1 to discuss the link between smoking  and lung cancer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) explain why it is recommended that pregnant women do not smoke.  ...  ...  ...  ...  ... [3]  [total: 17]",
            "14": "14 0610/43/o/n/16 \u00a9 ucles 2016 blank page",
            "15": "15 0610/43/o/n/16 \u00a9 ucles 2016 [turn over 5 (a) (i) describe the structure of a dna molecule.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) state the function of a gene.  ...  ... [1]  (b) molecular biologists identified a gene found in all species of bacteria and in mitochondria.   state the function of mitochondria.  ...  ... [2]  (c) some scientists think that mitochondria evolved from bacteria because they are similar in  size and structure. bacteria belong to the prokaryote kingdom.   give two features of all prokaryotes. 1   2    [2]",
            "16": "16 0610/43/o/n/16 \u00a9 ucles 2016  dna can be used to distinguish between different species of bacteria.  molecular biologists compared the dna sequences of the gene in mitochondria and six species of  bacteria. they counted the number of differences.  table 5.1 shows the number of differences between the dna sequences. table 5.1 mitochondria aspecies  b species  cspecies  dspecies  e species  f species  g  mitochondria a29 26 34 25   3 23 species  b 18 12 17 26 24 species  c19 10 19 14 species  d 28 29 30 species  e19   6 species  f 16 species  g   the most closely related species have:   \u2022 the least number of differences between their dna sequences   \u2022 the shortest distance from a branching point on a classification tree. ",
            "17": "17 0610/43/o/n/16 \u00a9 ucles 2016 [turn over  (d) use the information in table 5.1 to complete the classification tree in fig. 5.1. place the letter  for each species or the mitochondria in the box next to the correct branch of the classification  tree. two have been done for you. ge fig. 5.1   [3]  (e) suggest why using dna sequences is a useful method for identifying species of bacteria.  ...  ... [1]  [total: 12]",
            "18": "18 0610/43/o/n/16 \u00a9 ucles 2016 6 (a) name one feature of dicotyledonous leaves that distinguishes them from monocotyledonous  leaves.  ... [1]  (b) explain why a leaf is an organ.  ...  ... [1]  (c) photosynthesis occurs in leaves.    state the balanced chemical equation for photosynthesis.  ... [3]  (d) fig. 6.1 is an image of a section through a dicotyledonous leaf from a scanning electron  microscope.  jk l fig. 6.1",
            "19": "19 0610/43/o/n/16 \u00a9 ucles 2016   identify the layers labelled in fig. 6.1 and explain how their adaptations allow photosynthesis  to occur in the leaf.   (i) layer j  ... adaptation for photosynthesis  ...  ...  [2]   (ii) layer k  ... adaptation for photosynthesis  ...  ...  [2]   (iii) layer l  ... adaptation for photosynthesis  ...  ...  [2]  (e) plants need nitrate ions for growth.   explain why.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 14]",
            "20": "20 0610/43/o/n/16 \u00a9 ucles 2016 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.blank page"
        },
        "0610_w16_qp_51.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (kn/cgw) 118314/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5410210281* biology  0610/51 paper 5 practical test october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials: as listed in the confidential instructions. 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. y ou 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. y ou 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 certificat e.for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/o/n/16 \u00a9 ucles 2016read through all the questions on this paper carefully before starting work. 1 some animals have a body temperature that is higher than the temperature of the environment.  as a result these animals lose heat to the environment, causing their body temperature to fall. y ou are going to investigate the effect of the volume of the body on the loss of heat to the  environment.   the volume of the body of an animal and its temperature can be represented by hot water.  complete question 1(a) before starting the investigation.  step 1 label two beakers, one beaker a and another beaker b.  step 2 draw a line on beaker a, 6 cm up from the bottom of the beaker.  step 3  raise your hand when you are ready for hot water to be added to the container labelled  hot water .  step 4   add hot water to beaker a up to the 6 cm mark.  step 5 place the thermometer in the water in beaker a and start the timer.     immediately  measure the temperature of the water and record it in your results table.    leave the thermometer in the water throughout the investigation.  step 6  after 1 minute, measure the temperature of the water in beaker a and record it in your  results table.  step 7 repeat step 6 after 2, 3, 4 and 5 minutes and record these results.  step 8  raise your hand to get the container labelled hot water  refilled with hot water.  step 9 draw a line on beaker b, 3 cm up from the bottom of the beaker.  step 10  add hot water to beaker b up to the 3 cm mark.  step 11  repeat steps 5 to 7 for beaker b.",
            "3": "3 0610/51/o/n/16 \u00a9 ucles 2016 [turn over (a) prepare a table to record your results in the space below.  [6]  (b) (i) the rate of heat loss is the fall in temperature per minute.    calculate the rate of heat loss between 0 and 5 minutes for both beakers.    include the units .    show your working.    beaker a       beaker b     [4]",
            "4": "4 0610/51/o/n/16 \u00a9 ucles 2016  (ii) using your results, suggest a relationship between the volume of the body and heat loss.  .. .  .. .  .. .  .. .[2]  (c) (i) state two variables in this investigation that have been controlled. 1    2     [2]   (ii) suggest why the thermometer must be left in the water throughout the investigation.  .. .  .. .[1]   (iii) there is a possible source of error in step 2 and step 9 of this investigation.    identify the source of error and describe how to modify steps 2 and 9 to improve this  investigation.  .. .  .. .  .. .  .. .[2]",
            "5": "5 0610/51/o/n/16 \u00a9 ucles 2016 [turn over (d) some students were asked to test the hypothesis:   the colder the surroundings, the faster a small mammal\u2019s temperature will drop.  describe how the students could modify the investigation you have carried out to test this  hypothesis.   do not carry out this experiment.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
            "6": "6 0610/51/o/n/16 \u00a9 ucles 2016 (e) humans sweat when they get too hot.   the effect of the temperature of the room on the average rate of sweating was investigated.   the results are shown in table 1.1. table 1.1 temperature of room / \u00b0caverage rate of sweating / cm3 per hour 13 1022 4030 32036 74040 1180",
            "7": "7 0610/51/o/n/16 \u00a9 ucles 2016 [turn over  (i) plot a graph, using the data in table 1.1, on the grid.  [4]   (ii) describe the effect of the temperature of the room on the average rate of sweating.   .. .  .. .  .. .  .. .[2]  [total: 29]",
            "8": "8 0610/51/o/n/16 \u00a9 ucles 20162 fig. 2.1 shows photographs of five different flowers, a, b, c, d and e.  some of the structures of flowers are labelled on the photographs. apetal stigma stigma petalanther filament cd eb fig. 2.1  the genus of the five flowers can be identified using this key:  1. petals present and large  ... go  to 2   petals absent or very small  ... go to  4  2. four petals  ... ... draba     more than four petals   go  to 3  3. stigma clearly divided into 5   geranium     stigma not clearly divided  ...  fuschia  4. anthers large and hanging on long filaments away from flower .. sorghum   anthers small and close to flower   dactylis",
            "9": "9 0610/51/o/n/16 \u00a9 ucles 2016 [turn over (a) use the key to identify flowering plants a, b, c, d and e. letter genus of flower a bcd e  [4]",
            "10": "10 0610/51/o/n/16 \u00a9 ucles 2016 (b) specimen f is an insect-pollinated flower.    carefully remove one complete stamen (anther and filament) from specimen f and place it  on a white tile.   examine the stamen using a hand lens.  (i) make a large labelled drawing of the stamen.  [4]",
            "11": "11 0610/51/o/n/16 \u00a9 ucles 2016  (ii) measure the length of the filament you selected from specimen f.     include the unit. length of the filament  ... .    measure the length of the filament on your drawing.     draw a line on your drawing to show where you measured the filament.  length of the filament on your drawing  .     magnification = length of the filament on your drawing length of filament from specimen f    calculate the magnification of your drawing using the information above and your  answers. show your working.  magnification  .  [3]  [total: 11]",
            "12": "12 0610/51/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w16_qp_52.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (lk/fd) 118132/3 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *6816493985* biology  0610/52 paper 5  practical test  october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/o/n/16 \u00a9 ucles 2016 read through all the questions on this paper carefully before starting work. 1 maize (corn) is an important food crop that produces grain. fig. 1.1 shows a maize grain that has  germinated to form a seedling.  total length of the seedling visible above the soilfirst true leaf, used for photosynthesis coleoptile, used to protect the plumule below the soil soil level radicle, used to obtain water and mineral ions from the soilfood store, used during germination for energy and growth fig. 1.1  you are going to investigate the effect of light on the germination and early growth of maize. you  will measure and observe maize grown in the light and maize grown in the dark.  three maize grains were planted in each of the two pots labelled l and d.   one pot ( l) was placed in the light and the other pot ( d) placed in the dark.  the seedlings were kept at a constant temperature.  step 1  observe the appearance of the seedlings carefully.   (a) complete table 1.1 by recording two visible  differences in the seedlings grown in the light  and the seedlings grown in the dark. table 1.1 feature seedlings grown in the light seedlings grown in the dark  [2]",
            "3": "3 0610/52/o/n/16 \u00a9 ucles 2016 [turn over  you are going to measure the length of the coleoptiles and the total length of the seedlings visible  above the soil. you will measure all the seedlings grown in the light and all the seedlings grown in  the dark.  (b) (i) prepare a table to record your results.  [6]  step 2   use a ruler to measure the length of the coleoptile and the total length of the seedling  visible above the soil for each seedling.    record the results for the seedlings grown in pot l and in pot d in your table.   (ii) look at table 1.1 and the results of your measurements.    state two conclusions that can be made about the effect of light on the germination and     early growth of maize. 1 .  ...  ... 2 .  ...  ...  [2]",
            "4": "4 0610/52/o/n/16 \u00a9 ucles 2016   use gloves and eye protection while carrying out steps 3 to 14 of the practical work for  question 1.  step 3  use a marker pen to draw a line down the centre of a white tile.    label one side l and the other side d.  step 4   use a spatula to carefully dig out from each pot, two of the seedlings grown in the light  and two of the seedlings grown in the dark.   step 5   use a scalpel or razor blade to cut the remains of the food store from each of the  seedlings.  step 6   use the water in the beaker labelled water for washing  to wash each of these food  stores and remove the outer covering. put the outer covering in the beaker labelled  waste .  step 7   place the food stores from the seedlings grown in the light on the side of the tile labelled  l  and the food stores from seedlings grown in the dark on the side of the tile labelled d.   step 8  wash the spatula in the beaker labelled water for washing  and dry it with a paper towel.     use the spatula to crush together the two food stores from the seedlings grown in the  light on the part of the tile labelled l.     separate the crushed food store into two equal parts spaced at least 2  cm apart, as  shown in fig. 1.2.  step 9   repeat step 8 using the two food stores from the seedlings grown in the dark on the part  of the tile labelled d. l d fig. 1.2  step 10  label two test-tubes, one with the letter l and the other with the letter d.   step 11   scrape one of the food stores from the seedlings grown in the light into the test-tube  labelled l. add 2  cm3 of water from the beaker labelled water , taking care to wash the  crushed food store to the bottom of the test-tube.   step 12   repeat step 11 using one of the food stores from the seedlings grown in the dark and the  test-tube labelled d.  step 13   carry out a benedict\u2019s test on the contents of test-tube l and test-tube d.     raise your hand when you are ready for hot water to be placed in the beaker labelled  water-bath .    leave the test-tubes for 5 minutes.    during this time carry out step 14 and answer question (c)(i) .  step 14   add 1 drop of iodine solution to the remaining two food stores on the white tile. record  your results in table 1.2.",
            "5": "5 0610/52/o/n/16 \u00a9 ucles 2016 [turn over  (c) (i) describe how to carry out a biuret test on a crushed food store.  ...  ... [1]   (ii) the results of a biuret test are recorded in table 1.2.     complete step 13 by recording the results of your benedict\u2019s tests in table 1.2. table 1.2 test seedlings grown in light seedlings grown in dark biuret purple purple benedict\u2019s iodine   [2]   (iii) state the conclusion for the results shown in table 1.2.  ...  ... [1]",
            "6": "6 0610/52/o/n/16 \u00a9 ucles 2016  (d) a group of students investigated the changes in dry mass during germination and growth of  maize grown in the light and maize grown in the dark.   the dry mass is the total mass left after all the water has been evaporated.   table 1.3 shows the results of the investigation for the maize seedlings grown in the light. table 1.3 time / days 0 2 4 6 8 10 12 14 16 18 20 dry mass   of 10 maize  seedlings  / g22 20 17 12 10 8 11 13 14 15 17   (i) describe a method the students could have used to carry out this investigation.    use the information on page 2  to help you.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) suggest why the students measured the dry mass instead of the mass including water in  their investigation.  ...  ... [1]  [total: 21]",
            "7": "7 0610/52/o/n/16 \u00a9 ucles 2016 [turn over blank page",
            "8": "8 0610/52/o/n/16 \u00a9 ucles 2016 2 (a) a group of students investigated the effect of two different exercises on the heart rate of ten  male and ten female students.    before the first exercise, the pulse rate at rest was measured and the group then jumped on  the same spot for two minutes without moving their arms. every two seconds an investigator  shouted \u2018jump\u2019.    after two minutes the pulse rate was measured and the students were allowed ten minutes to  rest.   before the second exercise, the pulse rate at rest was measured again and the group was  asked to do a different exercise.   the students jumped on the same spot for two minutes lifting their arms above their head  as they jumped up and dropping their arms as they came down. every two seconds an  investigator shouted \u2018jump\u2019.   table 2.1 shows the results of this investigation.  table 2.1 activityaverage pulse rate  / beats per minute male students female students all students resting  68  74 71 after jumping  96  92 after jumping and  moving arms128 140   (i) complete table 2.1 by writing in the average pulse rate for all students after both forms  of exercise.  [2]   (ii) describe two variables in this investigation that have been controlled. 1    ... 2    ...  [2]   (iii) explain why the students had to rest before carrying out the second exercise.  ...  ... [1]   (iv) state one variable that cannot be controlled during the exercise and describe the effect  of this variable on the results of the investigation. variable  .. effect on results  .  ...  ...  [2]",
            "9": "9 0610/52/o/n/16 \u00a9 ucles 2016 [turn over  (b) (i) plot a bar chart of the data in table 2.1, for both the male and the female students, on  the grid.  [4]   (ii) state one similarity and one difference the effect of exercise has on males and females. similarity    ...  ... difference ...  ...  ...  [2]",
            "10": "10 0610/52/o/n/16 \u00a9 ucles 2016  (c) fig. 2.1 shows a photomicrograph of a cross section of an artery from a mammal. x y fig. 2.1   (i) make a large diagram of this cross section to show the layers forming the wall of the  artery.   [3]",
            "11": "11 0610/52/o/n/16 \u00a9 ucles 2016   (ii) measure the diameter of the lumen of the artery between points x and y on fig. 2.1.  include the unit . diameter of the lumen on fig. 2.1  .    draw a line in the same position on your drawing and measure the diameter of the lumen  on your drawing. diameter of the lumen on your drawing   magnification = diameter of the lumen on your drawing diameter of the lumen on fig. 2.1    calculate the magnification of your drawing using the equation given and your answers.    show your working.  magnification  ...  [3]  [total: 19]",
            "12": "12 0610/52/o/n/16 \u00a9 ucles 2016 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.blank page"
        },
        "0610_w16_qp_53.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/sg) 126396/5 \u00a9 ucles 2016  [turn over *1756719659* biology  0610/53 paper 5  practical test  october/november 2016  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/o/n/16 \u00a9 ucles 2016 read through all the questions on the paper carefully before starting work. 1 catalase is an enzyme found in plant and animal cells. it catalyses the breakdown of hydrogen  peroxide to form water and oxygen. catalasehydrogen peroxide   water + oxygen             2h2o2                2h2o  +  o2  you are going to investigate the effect of surface area on the breakdown of hydrogen peroxide by  catalase.  you will use potato as a source of catalase. you will vary the surface area of the potato and  measure the volume of oxygen produced by the break down of the hydrogen peroxide.  read all instructions but do not carry them out until you have drawn a table for your  results in the space provided in 1(a).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  lay the six potato sticks next to each other on the white tile.    cut each potato stick to exactly 4  cm in length.  step 2   take two of the potato sticks and cut each one into eight equal pieces as shown in  fig. 1.1. fig. 1.1  step 3  repeat step 2 with two more potato sticks. leave the last two potato sticks whole.  step 4   submerge the 25  cm3 measuring cylinder in the tub of water and allow it to fill with water.  turn the measuring cylinder upside down keeping the open end under the water in the  tub as shown in fig.  1.2.",
            "3": "3 0610/53/o/n/16 \u00a9 ucles 2016 [turn over large test-tubebung delivery tube inverted measuring cylinder water tubhydrogen peroxidepotatobubble open end of the delivery tube fig. 1.2  you are going to carry out a practice experiment using two of the potato sticks that have been cut  into 8 (a total of 16 pieces). record the results of this experiment in the space provided in 1(c).  step 5   place the open end of the delivery tube into the inverted measuring cylinder in the tub of  water.  step 6  use the syringe to add 20  cm3 of hydrogen peroxide to the large test-tube.  step 7   add the 16 pieces of potato that you cut in step 2 to the large test-tube and immediately  place the bung, attached to the other end of the delivery tube, into the large test-tube.  step 8   start the timer and carefully shake the large test-tube briefly every 30 seconds for three  minutes.  step 9   record the volume of oxygen gas collected in the measuring cylinder for your practice  experiment in 1(c).  step 10   remove the bung and pour the used hydrogen peroxide solution and potato into the  beaker labelled waste .  step 11  rinse the large test-tube with the washing water provided.  use the results of your practice experiment to choose the most appropriate size of measuring  cylinder to use to measure the volume of oxygen gas produced in three minutes. record your  choice in 1(c).  step 12   repeat steps 4 to 8 using the 16 pieces of potato that you cut in step 3 and your chosen  measuring cylinder. record in your table in 1(a), the volume of oxygen gas collected in  the measuring cylinder after three minutes.  step 13   repeat steps 4 to 8 using the remaining two whole potato sticks in step 7 and your  chosen measuring cylinder. record the volume of oxygen gas collected in the measuring  cylinder after three minutes in your table in 1(a).",
            "4": "4 0610/53/o/n/16 \u00a9 ucles 2016  (a) prepare a table to record your results.  [4]  (b) (i) calculate the rate of oxygen gas production for each of the values in your table. give  your answer in cm3 per minute to one decimal place.    show your working.  whole potato stick  .. cm3 per minute  cut potato stick  .. cm3 per minute  [2]   (ii) describe the effect on the surface area of the potato of cutting the potato stick into eight  pieces.  ...  ... [1]   (iii) describe and explain, using your results, the effect of surface area on the volume of  oxygen gas produced.  ...  ...  ...  ...  ...  ... [3]",
            "5": "5 0610/53/o/n/16 \u00a9 ucles 2016 [turn over  (c) complete the following: practice volume of oxygen produced  ...   size of the measuring cylinder used for steps 12 and 13     explain why you chose that size. explanation  ...  ...  ... [1]  (d) state two variables that were kept constant in this investigation. 1   2    [2]  (e) identify two sources of error in this method and suggest an improvement for each error. error  ..  ... improvement  .  ...  ... error  ..  ... improvement  .  ...  ...  [4]",
            "6": "6 0610/53/o/n/16 \u00a9 ucles 2016  (f) hydrogen peroxide breaks down slowly without catalase enzyme being present.   describe a suitable control for this investigation.  ...  ...  ...  ...  ... [2]  (g) another student wanted to investigate the amount of catalase present in different food plants.   describe a method that the student could use to carry out this investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
            "7": "7 0610/53/o/n/16 \u00a9 ucles 2016 [turn over  (h) table 1.1 shows the volume of oxygen produced when the student carried out the experiment  for three different food plants. table 1.1 food plant volume of oxygen produced  / cm3 a 9.2 b 0.8 c 6.7   plot a graph of the data from table 1.1 on the grid.  [4]  (i) describe how the student could test food prepared from these plants for the presence of  reducing sugars.  ...  ...  ...  ... [3]  [total: 31]",
            "8": "8 0610/53/o/n/16 \u00a9 ucles 2016 2 fig. 2.1 shows red onion cells, viewed through a microscope, that have been immersed in a strong  salt solution.  in a red onion cell the dark red pigment is located in the vacuole of the cell. mn magnification \u00d750 fig. 2.1  (a) (i) make a large drawing of three  of the cells shown in fig. 2.1.    on one of the cells label the vacuole.  [5]",
            "9": "9 0610/53/o/n/16 \u00a9 ucles 2016    fig. 2.2 shows red onion cells, viewed through a microscope, that have been immersed  in a weak salt solution. p qp q magnification \u00d750 fig. 2.2   (ii) measure the observed maximum length of the vacuole shown by the line mn on fig.  2.1.   .  mm     measure the observed maximum length of the vacuole shown by the line pq on fig.  2.2.   .  mm     calculate the percentage increase in the length of the vacuole.    show your working and give your answer to the nearest whole number.     [3]  (b) state one visible similarity between the cells in fig. 2.1 and the cells in fig.  2.2.  ...  ... [1]  [total: 9]",
            "10": "10 0610/53/o/n/16 \u00a9 ucles 2016 blank page",
            "11": "11 0610/53/o/n/16 \u00a9 ucles 2016 blank page",
            "12": "12 0610/53/o/n/16 \u00a9 ucles 2016 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.blank page"
        },
        "0610_w16_qp_61.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (lk/cgw) 118316/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *2425699758* biology  0610/61 paper 6  alternative to practical october/november 2016  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. y ou 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. y ou 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 certificat e.",
            "2": "2 0610/61/o/n/16 \u00a9 ucles 20161 some animals have a body temperature that is higher than the temperature of the environment.   as a result these animals lose heat to the environment, causing their body temperature to fall.  an investigation was carried out to find the effect of the volume of the body on the loss of heat to  the environment.   the volume of the body of an animal and its temperature can be represented by hot water.  step 1 two 250 cm3 beakers were labelled a and b.  step 2 a line was drawn on beaker a, 6 cm up from the bottom of the beaker.     a line was drawn on beaker b, 3 cm up from the bottom of the beaker.  step 3 hot water was added to both beakers up to these marks.  step 4  a thermometer was placed in the water in each beaker and a timer started.      the temperature of the water was measured immediately in both beakers and recorded  in a results table.    the thermometers were left in the water throughout the investigation.  step 5  the temperature of the water in both beakers was measured and recorded every minute  for five minutes. fig. 1.1 on page 3 shows the results of this investigation  (a) prepare a table in the space provided to record these results. use fig. 1.1 to complete this  table.   [5]",
            "3": "3 0610/61/o/n/16 \u00a9 ucles 2016 [turn over90beaker a readings 80 70 6090 80 70 6090 80 70 6090 80 70 6090 80 70 6090 80 70 60 90 80 70 6090 80 70 6090temperature measurements / \u00b0creading time / minutes reading time / minutes80 70 6090 80 70 6090 80 70 6090 80 70 60temperature measurements / \u00b0c 5 4 3 2 1 0 5 4 3 2 1 0beaker b readings fig. 1.1  (b) (i) the rate of heat loss is the fall in temperature per minute.    calculate the rate of heat loss between 0 and 5 minutes for both beakers.    include the units.    show your working.    beaker a       beaker b     [4]",
            "4": "4 0610/61/o/n/16 \u00a9 ucles 2016  (ii) using your results, suggest a relationship between the volume of the body and heat loss.  .. .  .. .  .. .  .. .[2]  (c) (i) state two variables in this investigation that have been controlled. 1    2     [2]   (ii) suggest why the thermometer must be left in the water throughout the investigation.  .. .  .. .[1]   (iii) there is a possible source of error in step 2 of the investigation.    identify this source of error and describe how to modify step 2 to improve the investigation.  .. .  .. .  .. .  .. .[2]   (iv) suggest one safety precaution students should take while carrying out this investigation.  .. .  .. .[1]",
            "5": "5 0610/61/o/n/16 \u00a9 ucles 2016 [turn over (d) some students were asked to test the hypothesis:   the colder the surroundings, the faster a small mammal\u2019s temperature will drop.  describe how the students could modify the investigation described in steps 1\u20135 to test this  hypothesis.  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .  .. .[6]",
            "6": "6 0610/61/o/n/16 \u00a9 ucles 2016 (e) humans sweat when they get too hot.   the effect of the temperature of the room on the average rate of sweating was investigated.   the results are shown in table 1.1. table 1.1 temperature of the room / \u00b0c average rate of sweating / cm3 per hour 13 1022 4030 32036 74040 1180",
            "7": "7 0610/61/o/n/16 \u00a9 ucles 2016 [turn over  (i) plot a graph, using the data in table 1.1, on the grid.  [4]   (ii) describe the effect of the temperature of the room on the average rate of sweating.  .. .  .. .  .. .  .. .[2]  [total: 29]",
            "8": "8 0610/61/o/n/16 \u00a9 ucles 20162 fig. 2.1 shows photographs of five different flowers, a, b, c, d and e.  some of the structures of flowers are labelled on the photographs. apetal stigma stigma petalanther filament cd eb fig. 2.1  the genus of the five flowers can be identified using this key:   1. petals present and large   go to 2    petals absent or very small  ... go to 4   2. four petals  ... draba      more than four petals   go to 3   3. stigma clearly divided into 5  . geranium      stigma not clearly divided    fuschia   4. anthers large and hanging on long filaments away from flower    sorghum    anthers small and close to flower    dactylis",
            "9": "9 0610/61/o/n/16 \u00a9 ucles 2016 [turn over (a) use the key to identify flowering plants a, b, c, d and e. letter genus of flower a b cd e  [4]",
            "10": "10 0610/61/o/n/16 \u00a9 ucles 2016 (b) fig. 2.2 shows five stamens (anthers and filaments) from an insect pollinated flower, gloriosa  superba . fig. 2.2",
            "11": "11 0610/61/o/n/16 \u00a9 ucles 2016  (i) make a large labelled drawing of the stamen enclosed by the box on fig. 2.2.    [4]   (ii) measure the length of the filament on fig. 2.2.     include the unit. length of filament on fig. 2.2      measure the length of the filament on your drawing.     draw a line on your drawing to show where you measured the filament.  length of filament on your drawing  ...     magnification = length of filament on your drawing length of filament on fig. 2.2    calculate the magnification of your drawing using the information above and your  answers. show your working.  magnification  .  [3]  [total: 11]",
            "12": "12 0610/61/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here 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 onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload 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 unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0610_w16_qp_62.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (cw/fd) 118576/4 \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *9181695259* biology  0610/62 paper 6  alternative to practical  october/november 2016  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. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/62/o/n/16 \u00a9 ucles 2016 1 maize (corn) is an important food crop that produces grain. fig. 1.1 shows a maize grain that has  germinated to form a seedling. total length of the seedling visible above the soilfirst true leaf, used for photosynthesis coleoptile, used to protect the plumule below the soil soil level radicle, used to obtain water and mineral ions from the soilfood store, used during germination for energy and growth fig. 1.1  some students investigated the effect of light on the germination and early growth of maize. the  students measured and observed maize grown in the light and maize grown in the dark.  fig. 1.2 shows the surface of two pots containing maize seedlings, one set grown in the light and  the other set grown in the dark.  the seedlings were grown at 20  \u00b0c and watered every day for ten days.  step 1  observe the appearance of the seedlings carefully.  (a) complete table 1.1 to record two visible  differences in the seedlings grown in the light and  the seedlings grown in the dark shown in fig. 1.2. table 1.1 feature seedlings grown in the light seedlings grown in the dark  [2]",
            "3": "3 0610/62/o/n/16 \u00a9 ucles 2016 [turn over seedlings grown in the dark soilseedlings grown in the light fig. 1.2  you are going to measure the length of the coleoptiles and the total length of the seedlings visible  above the soil. you will measure all the seedlings grown in the light and all the seedlings grown in  the dark.  (b) (i) prepare a table to record your results in the space below.  [6]",
            "4": "4 0610/62/o/n/16 \u00a9 ucles 2016  step 2   use a ruler to measure the length of the coleoptile and the total length of the seedling  visible above the soil for each seedling.    record your results in your table.   (ii) state two conclusions that can be made about the effect of light on the germination and  early growth of maize. 1    ...  ... 2    ...  ... [2]  step 3   a line was marked down the centre of a white tile and labelled l on one side and d on  the other side.  step 4   the three seedlings grown in the light and the three seedlings grown in the dark were  dug out from each pot after ten days.  step 5   the remains of the food store was cut away from each of the seedlings and washed in  water. the outer skin was removed.  step 6   the food stores were then placed on the white tile. the food stores from the seedlings  grown in the light were placed on the side of the tile labelled l and the food stores from  the seedlings grown in the dark were placed on the side labelled d.  step 7   a clean spatula was used to crush together the three food stores from the seedlings  grown in the light. this was then separated into three equal parts on the l side of the tile,  as shown in fig. 1.3.  step 8   the spatula was cleaned and used to crush together the three food stores from the  seedlings grown in the dark. this was also separated into three equal parts on the d side  of the tile, as shown in fig. 1.3. l dused for benedict\u2019s test tested with biuret reagenttested with iodine solution fig. 1.3  step 9   one of the food stores from the seedlings grown in the light was placed into a test-tube  labelled l and 2  cm3 of water added, taking care to wash the crushed food store to the  bottom of the test-tube.",
            "5": "5 0610/62/o/n/16 \u00a9 ucles 2016 [turn over  step 10   step 9 was repeated using one of the food stores from the seedlings grown in the dark  and a test-tube labelled d. \t step \t11\t\ta\tbenedict\u2019s \ttest\twas\tcarried\tout\ton\tthe\tcontents \tof\ttest-tube \tl and test-tube d.  step 12   a drop of iodine solution was added to one of the remaining food stores from the  seedlings grown in the light and to one of the remaining food store from the seedlings  grown in the dark on the white tile.  step 13   a drop of biuret reagent was added to each of the remaining food stores.    fig. 1.4 shows the results of these tests. ll d blue-black purpleblue-black blue blued purple fig. 1.4  (c) (i) record the results of these tests in table 1.2. table 1.2 test seedlings grown in the light seedlings grown in the dark benedict\u2019s iodine biuret  [3]   (ii) state the conclusion for the results shown in table  1.2.  ...  ... [1]",
            "6": "6 0610/62/o/n/16 \u00a9 ucles 2016  (d) a group of students investigated the changes in dry mass during germination and growth of  maize grown in the light and maize grown in the dark.   the dry mass is the total mass left after all the water has been evaporated.   table 1.3 shows the results of the investigation for the maize seedlings grown in the light. table 1.3 time / days  0  2  4  6  8 10 12 14 16 18 20 dry mass   of 10 maize  seedlings  / g22 20 17 12 10  8 11 13 14 15 17   (i) describe a method the students could have used to carry out this investigation.    use the information on page 2  to help you.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) suggest why the students measured the dry mass instead of the mass including water in  their investigation.  ...  ... [1] [total: 21]",
            "7": "7 0610/62/o/n/16 \u00a9 ucles 2016 [turn over blank page",
            "8": "8 0610/62/o/n/16 \u00a9 ucles 2016 2 (a) a group of students investigated the effect of two different exercises on the heart rate of ten  male and ten female students.   before the first exercise, the pulse rate at rest was measured and the group then jumped on  the same spot for two minutes without moving their arms. every two seconds an investigator  shouted jump.   after two minutes the pulse rate was measured and the students were allowed ten minutes to  rest.   before the second exercise, the pulse rate at rest was measured again and the group was  asked to do a different exercise.   the students jumped on the same spot for two minutes lifting their arms above their head  as they jumped up and dropping their arms as they came down. every two seconds an  investigator \tshouted\t\u2018jump\u2019.   table 2.1 shows the results of this investigation. table 2.1 activityaverage pulse rate  / beats per minute male students female students all students resting  68  74 71 after jumping  96  92 after jumping and  moving arms128 140   (i) complete table 2.1 by writing in the average pulse rate for all students after both forms  of exercise.  [2]   (ii) describe two variables in this investigation that have been controlled. 1    ... 2    ... [2]   (iii) explain why the students had to rest before carrying out the second exercise.  ...  ... [1]   (iv) state one variable that cannot be controlled during the exercise and describe the effect  on the results of the investigation. variable  .. effect on results  .  ...  ...  [2]",
            "9": "9 0610/62/o/n/16 \u00a9 ucles 2016 [turn over  (b) (i) plot a bar chart of the data in table 2.1, for both the male students and the female  students, on the grid. [4]   (ii) state one similarity and one difference the effect of exercise has on males and females. similarity    ...  ... difference ...  ...  ... [2]",
            "10": "10 0610/62/o/n/16 \u00a9 ucles 2016  (c) fig. 2.1 shows a photomicrograph of a cross section of an artery from a mammal. x y fig. 2.1   (i) make a large diagram of this cross section to show the layers forming the wall of the  artery.  [3]",
            "11": "11 0610/62/o/n/16 \u00a9 ucles 2016   (ii) measure the diameter of the lumen of the artery between points x and y on fig. 2.1.    include the unit. diameter of the lumen on fig. 2.1  .    draw a line in the same position on your drawing and measure the diameter of the lumen  on your drawing. diameter of the lumen on your drawing   magnification = diameter of the lumen on your drawing diameter of the lumen on fig. 2.1    calculate the magnification of your drawing using the equation given and your answers.    show your working.  magnification  ...  [3] [total: 19]",
            "12": "12 0610/62/o/n/16 \u00a9 ucles 2016 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."
        },
        "0610_w16_qp_63.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/sg) 126395/6 \u00a9 ucles 2016  [turn over *8077458146* biology  0610/63 paper 6  alternative to practical  october/november 2016  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. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/63/o/n/16 \u00a9 ucles 2016 1 catalase is an enzyme found in plant and animal cells. it catalyses the breakdown of hydrogen  peroxide to form water and oxygen. catalasehydrogen peroxide   water + oxygen             2h2o2                2h2o  +  o2  students investigated the effect of surface area on the breakdown of hydrogen peroxide by  catalase.  they used potato as a source of catalase. they varied the surface area of the potato and measured  the volume of oxygen gas produced by the break down of the hydrogen peroxide.  step 1  three potato sticks, of the same diameter, were placed next to each other on a white tile.    each potato stick was cut to exactly 4  cm in length.  step 2  one of the potato sticks was cut into eight equal pieces as shown in fig. 1.1. fig. 1.1  step 3  step 2 was repeated with another potato stick. the last potato stick was left whole.  step 4   a 25  cm3 measuring cylinder was submerged in a tub of water and allowed to fill with  water. the measuring cylinder was turned upside down keeping the open end under the  water in the tub as shown in fig. 1.2. large test-tubebung delivery tube inverted measuring cylinder water tubhydrogen peroxidepotatobubble open end of the delivery tube fig. 1.2",
            "3": "3 0610/63/o/n/16 \u00a9 ucles 2016 [turn over  a practice experiment was carried out using one of the potato sticks that had been cut into eight  pieces.   step 5   the open end of the delivery tube was placed into the inverted measuring cylinder in the  tub of water.  step 6  a syringe was used to add 20  cm3 of hydrogen peroxide to a large test-tube.  step 7   all eight pieces of potato were added to the large test-tube and the delivery tube bung  was immediately placed into the large test-tube.  step 8   a timer was started and the large test-tube was shaken every 30 seconds for three  minutes.  step 9   the volume of oxygen gas collected in the measuring cylinder for the practice experiment  was recorded as 2.5  cm3.  step 10   the contents of the large test-tube were discarded. the large test-tube was rinsed with  distilled water before being reused.  step 11   steps 4 to 8 were repeated with the remaining whole potato stick. the volume of oxygen  gas collected is shown in fig. 1.3.  step 12   steps 4 to 8 were repeated using the remaining potato stick that had been cut into eight  pieces. the volume of oxygen gas collected is shown in fig. 1.3. 1 2 3 4 5 6 7 8 9 10whole potato stick 1 2 3 4 5 6 7 8 9 10cut potato stick gas water fig. 1.3  step 13   read the volume of oxygen gas collected in the two measuring cylinders shown in  fig. 1.3 and record the results in your table in 1(a).",
            "4": "4 0610/63/o/n/16 \u00a9 ucles 2016  (a) prepare a table to record the results shown in fig. 1.3. complete the table by entering the  results.  [4]  (b) (i) the students measured the volume of oxygen gas produced in three minutes. calculate  the rate of oxygen gas production for each of the values in your table. give your answer  in cm3 per minute.    show your working.  whole potato stick  .. cm3 per minute  cut potato stick  .. cm3 per minute  [2]   (ii) describe the effect on the surface area of the potato of cutting the potato stick into eight  pieces.  ...  ... [1]   (iii) describe and explain, using the results from (b)(i) , the effect of surface area on the  volume of oxygen gas produced.  ...  ...  ...  ...  ...  ... [3]",
            "5": "5 0610/63/o/n/16 \u00a9 ucles 2016 [turn over  (c) the student used a 25  cm3 measuring cylinder to collect the gas in their practice experiment.  the practice volume of oxygen gas recorded was 2.5  cm3. suggest why the student then  chose to use a 10  cm3 measuring cylinder for the rest of their investigation.  ...  ...  ... [1]  (d) state two variables that were kept constant in this investigation. 1   2    [2]  (e) identify two sources of error in this method and suggest an improvement for each error. error  ..  ... improvement  .  ...  ... error  ..  ... improvement  .  ...  ...  [4]",
            "6": "6 0610/63/o/n/16 \u00a9 ucles 2016  (f) hydrogen peroxide breaks down slowly without catalase enzyme being present.   describe a suitable control for this investigation.  ...  ...  ...  ...  ... [2]  (g) another student wanted to investigate the amount of catalase present in different food plants.    describe a method the student could use to carry out this investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
            "7": "7 0610/63/o/n/16 \u00a9 ucles 2016 [turn over  (h) table 1.1 shows the volume of oxygen produced when the student carried out the experiment  for three different food plants. table 1.1 food plant volume of oxygen produced  / cm3 a 9.2 b 0.8 c 6.7   plot a graph of the data from table 1.1 on the grid.  [4]  (i) describe how the student could test food prepared from these plants for the presence of  reducing sugars.  ...  ...  ...  ... [3]  [total: 31]",
            "8": "8 0610/63/o/n/16 \u00a9 ucles 2016 2 fig. 2.1 shows red onion cells, viewed through a microscope, that have been immersed in a strong  salt solution.  in a red onion cell the dark red pigment is located in the vacuole of the cell. mn magnification \u00d750 fig. 2.1  (a) (i) make a large drawing of three  of the cells shown in fig. 2.1.    on one of the cells label the vacuole.  [5]",
            "9": "9 0610/63/o/n/16 \u00a9 ucles 2016    fig. 2.2 shows red onion cells, viewed through a microscope, that have been immersed  in a weak salt solution. p qp q magnification \u00d750 fig. 2.2   (ii) measure the observed maximum length of the vacuole shown by the line mn on fig.  2.1.   .  mm    measure the observed maximum length of the vacuole shown by the line pq on fig.  2.2.   .  mm    calculate the percentage increase in the length of the vacuole.    show your working and give your answer to the nearest whole number.     [3]  (b) state one visible similarity between the cells in fig.  2.1 and the cells in fig.  2.2.  ...  ... [1]  [total: 9]",
            "10": "10 0610/63/o/n/16 \u00a9 ucles 2016 blank page",
            "11": "11 0610/63/o/n/16 \u00a9 ucles 2016 blank page",
            "12": "12 0610/63/o/n/16 \u00a9 ucles 2016 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.blank page"
        }
    },
    "2017": {
        "0610_m17_qp_12.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib17 03_0610_12/2rp  \u00a9 ucles 2017 [turn over       *1962770622* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  february/march 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2017 0610/12/f/m/17  1 the drawing shows a ground squirrel.        which feature identifies this animal as a mammal?  a eye  b four limbs  c fur  d tail     2 the diagram shows how a seed changes after it is planted in soil and watered.        which characteristics of living things are demonstrated by this sequence?  a excretion and growth  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     ",
            "3": "3  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  3 the diagram shows a palisade cell from a leaf.        how does a palisade cell differ from the other cells in the same plant?  a it has a cell wall.  b it has a nucleus.  c it has a smaller vacuole.  d it has more chloroplasts.     4 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots      5 the length of a specimen in a photograph is 45  mm. its actual length is 25  mm.    what is the magnification of the photograph?  a \u00d70.6 b \u00d71.6 c \u00d71.8 d \u00d71125    ",
            "4": "4  \u00a9 ucles 2017 0610/12/f/m/17  6 the diagram shows a section through a leaf.    which arrow shows the direction of diffusion of carbon dioxide on a sunny day?    d cba       7 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right mem brane  key molecule of water molecule of dissolved sustance     which statement describes how the molecules will move?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.     ",
            "5": "5  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  8 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      9 two samples of a human enzyme were used in an experiment. before they were used    \u25cf sample x was heated to 80  \u00b0c and then cooled to 37  \u00b0c,  \u25cf sample y was cooled to 0  \u00b0c and then heated to 37  \u00b0c.    how will this affect their activity?  a sample x and sample y are no longer active.  b sample x and sample y will be equally active.  c sample x will be more active than sample y.  d sample y will be more active than sample x.     10 which substances are used for photosynthesis?  a carbon dioxide and glucose  b carbon dioxide and water  c glucose and oxygen  d glucose and water    11 which term is defined as the taking of substances into the body through the mouth?  a absorption  b assimilation  c digestion  d ingestion    12 what is needed to make the haemoglobin in red blood cells?  a calcium  b iron  c roughage  d vitamin d    ",
            "6": "6  \u00a9 ucles 2017 0610/12/f/m/17  13 the diagram shows a tooth with signs of decay.    enamel decay     what has made the hole in the enamel of the tooth?  a acid  b saliva  c sugar  d toothpaste     ",
            "7": "7  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  14 four leafy plant stems were placed into measuring cylinders with 100  cm3 of water. a layer of oil  prevented the water in the measuring cylinder from evaporating.      layer of oil water      the plant stems were exposed to different air humidities and temperatures for 48 hours as shown in the table.    plant  stem humidity temperature  /  \u00b0c final volume of  water  / cm3  1 low 5 75  2 low 25   3 high 5 95  4 high 25 65    the final volume of water in the measuring cylinders is shown for plant stems 1, 3 and 4.    what would be a likely final volume for plant stem 2?  a less than 65  cm3  b between 65  cm3 and 75  cm3  c between 75  cm3 and 95  cm3  d greater than 95  cm3     ",
            "8": "8  \u00a9 ucles 2017 0610/12/f/m/17  15 which blood vessel, if it becomes blocked, could lead directly  to a heart attack?  a coronary artery  b pulmonary artery  c pulmonary vein  d vena cava      16 a hospital patient who is feeling unwell is given a blood test.   the results of the blood test show a very low level of platelets.   what effect will this have?  a the blood will be unable to transport nutrients, hormones and carbon dioxide.  b the blood will not be able to carry as much oxygen to the tissues as normal.  c there will be a greater risk of bleeding because the blood will take longer to clot.  d there will be a greater risk of infection bec ause the blood cannot make antibodies.     17 what is a pathogen?  a a bacterium  b a disease-causing organism  c a disease that is transmissible  d a white blood cell that engulfs bacteria    ",
            "9": "9  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  18 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in the lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b c d2.5 2.01.51.0 04 time  / s82.52.01.51.0 04 time  / s8 2.52.01.51.0 04 time  / s82.52.01.51.0 04 time  / s8volume of air in the lungs duringbreathing  / dm3volume of air inthe lungs duringbreathing  / dm3 volume of air inthe lungs duringbreathing  / dm3volume of air inthe lungs duringbreathing  / dm3      ",
            "10": "10  \u00a9 ucles 2017 0610/12/f/m/17  19 in an experiment,  three glass bell jars were set up as shown in the diagram.    air from the lungs green plant pqr left in sunlight for 8 hoursleft open to the air for 8 hoursair breathed out by a student for 5 minutesbell jar     at the end of the experiment, which bell jar has  the most oxygen and which has the least?     most oxygen least oxygen  a p q  b p r  c q p  d r p     20 what are the products of anaerobic respiration in muscles?  a ethanol and carbon dioxide  b ethanol only  c lactic acid and carbon dioxide  d lactic acid only    21 which substance remains in the blood as it passes through the kidney?  a protein  b salts  c urea  d water    ",
            "11": "11  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  22 when the nervous system responds to a stimulus there are several stages to the response.    1 the central nervous system processes the information.  2 the receptors detect the stimulus.  3 a nerve impulse is sent to the central nervous system.  4 a response is produced.  5 a nerve impulse is sent to the muscles.    what is the correct order of the stages?  a 2, 3, 1, 5, 4  b 2, 3, 5, 1, 4  c 3, 2, 1, 5, 4  d 3, 2, 5, 1, 4      23 in which parts of the body are there receptors for blood temperature?     brain fatty tissue  of the skin  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     24 which row shows the effects of increased adrenaline release?     breathing rate pulse rate pupil  a decreases increases widens  b increases decreases widens  c increases increases narrows  d increases increases widens     25 which statement about the growth response of a plant shoot is correct?  a it grows away from gravity and away from light.  b it grows away from gravity and towards light.  c it grows towards gravity and away from light.  d it grows towards gravity and towards light.     ",
            "12": "12  \u00a9 ucles 2017 0610/12/f/m/17  26 a patient is suffering from an infection. her doctor prescribes an antibiotic.    one week later the infection is still present.    what could be the reason for this?  a it was the correct antibiotic for this infection.  b the pathogen was a virus.  c the pathogen was resistant to the antibodies.  d the patient was resistant to the antibiotic.      27 the diagram shows hydra  growing and releasing an offspring from the side of its body.    parent hydraoffspring     which row is correct?     parent and  offspring are  genetically identicaluses sexual  reproduction  a \u0013 \u0013  b \u0013 \u0017  c \u0017 \u0013  d \u0017 \u0017     ",
            "13": "13  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  28 the photograph shows the structures needed for reproduction in the flower of a dicotyledon.    p     what is the part labelled p?  a a stigma  b a style  c an anther  d an ovary     29 what is the name of the organ in which a human fetus grows until it is born?  a bladder  b ovary  c urethra  d uterus    30 what would protect against a sexually transmitted infection?  a contraceptive implant  b use of a condom  c use of a diaphragm  d vasectomy    ",
            "14": "14  \u00a9 ucles 2017 0610/12/f/m/17  31 which term describes the transmission of genetic information from one generation to the next?  a genetic engineering  b inheritance  c natural selection  d variation      32 what is a gene?  a a chain of amino acids that codes for a protein  b a length of dna that codes for a protein  c a length of protein that codes for an allele   d a structure that codes for the production of dna     33 which process involves meiosis?  a growth of cells  b production of gametes  c repair of damaged tissues  d replacement of cells    34 the allele for brown coat colour is dominant to the allele for albino coat colour.   a homozygous brown-coated mammal is crossed with a heterozygous brown-coated mammal.   what percentage of the offspring will be albino?  a 0% b 25% c 50% d 100%      35 which description of an adaptive feature is correct?  a a change in phenotype that is caused by the environment  b a change in the environment that is an advantage to an organism  c an action by an organism that aids its ability to survive and reproduce  d an inherited feature that increases an organism\u2019s ability to survive and reproduce     ",
            "15": "15  \u00a9 ucles 2017 0610/12/f/m/17 [turn over  36 the diagram shows part of the carbon cycle.    carbon dioxide plants animalsdead matterx     what does arrow x represent?  a decay  b nutrition  c photosynthesis  d respiration     37 the diagram shows the water cycle.    pondy z     which processes do y and z represent?     y z  a condensation evaporation  b precipitation evaporation  c transpiration condensation  d transpiration evaporation    ",
            "16": "16  \u00a9 ucles 2017 0610/12/f/m/17  38 what is inserted into a bacterium to make the bacterium produce insulin?  a a length of dna from a human  b a length of dna from another bacterium  c a molecule of insulin  d an enzyme      39 the graph shows world wheat production from 1950 to 2000.    world wheatproduction 1950 1975 2000    what has contributed to the changes shown in wheat production?  a not using herbicides  b not using insecticides  c using selective breeding  d using smaller areas of land     ",
            "17": "17  \u00a9 ucles 2017 0610/12/f/m/17  40 which graph shows the effect of pollution by untreated sewage on the amount of oxygen  dissolved in a river?    b dissolved oxygenc distance downstream sewage enters the riverdissolved oxygen distance downstream sewage enters the river dissolved oxygend distance downstream sewage enters the rivera dissolved oxygen distance downstream sewage enters the river      ",
            "18": "18  \u00a9 ucles 2017 0610/12/f/m/17  blank page",
            "19": "19  \u00a9 ucles 2017 0610/12/f/m/17  blank page",
            "20": "20    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/12/f/m/17  blank page  "
        },
        "0610_m17_qp_22.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 03_0610_22/4rp  \u00a9 ucles 2017 [turn over       *7903107076* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  february/march 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2017 0610/22/f/m/17  1 the drawing shows a ground squirrel.        which feature identifies this animal as a mammal?  a eye  b four limbs  c fur  d tail     2 the diagram shows how a seed changes after it is planted in soil and watered.        which characteristics of living things are demonstrated by this sequence?  a excretion and growth  b growth and sensitivity  c nutrition and reproduction  d nutrition and sensitivity     ",
            "3": "3  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  3 the diagram shows part of the classification of the animal kingdom with an example of each  group.    animals without backbones (invertebrates)with backbones (vertebrates) fish carpamphibians frogarthropods insects fleamyriapods centipedecrustaceans crabarachnids spiderreptiles lizardbirds parrotmammals rat     which pair of animals have the most recent common ancestor as suggested by the classification?  a centipede and carp  b flea and frog  c lizard and parrot  d spider and rat      4 the diagram shows a sample of material taken from an organism.        which level of organisation does the sample show?  a cell  b organ  c organ system  d tissue      5 the length of a specimen in a photograph is 45  mm. its actual length is 25  mm.    what is the magnification of the photograph?  a \u00d70.6 b \u00d71.6 c \u00d71.8 d \u00d71125     ",
            "4": "4  \u00a9 ucles 2017 0610/22/f/m/17  6 the diagram shows a section through a leaf.    which arrow shows the direction of diffusion of carbon dioxide on a sunny day?    d cba       7 the diagram represents two liquids, separated by a membrane through which osmosis can occur.    left right mem brane  key molecule of water molecule of dissolved sustance     which statement describes how the molecules will move?  a molecules of dissolved substance move from left to right.  b molecules of dissolved substance move from right to left.  c overall, water molecules move from left to right.  d overall, water molecules move from right to left.     ",
            "5": "5  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  8 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      9 many enzymes do not work at temperatures above 60  \u00b0c.    which statement explains this?  a product molecules are not made because the active site has changed shape.  b product molecules change shape so they do not fit the active site.  c substrate molecules are moving too fast.  d substrate molecules are moving too slowly.     10 which substances are used for photosynthesis?  a carbon dioxide and glucose  b carbon dioxide and water  c glucose and oxygen  d glucose and water     11 which term is defined as the taking of substances into the body through the mouth?  a absorption  b assimilation  c digestion  d ingestion     12 which nutrient is deficient in the diet of a child with kwashiorkor?  a calcium  b iron  c protein  d vitamin d     ",
            "6": "6  \u00a9 ucles 2017 0610/22/f/m/17  13 the diagram shows a tooth with signs of decay.    enamel decay     what has made the hole in the enamel of the tooth?  a acid  b saliva  c sugar  d toothpaste      14 which is a description of translocation?  a movement of amino acids and sucrose from sink to source  b movement of amino acids and sucrose from source to sink  c movement of water down a water potential gradient  d movement of water up a water potential gradient    15 which is a function of the lymphatic system?  a deamination of amino acids  b production of lipase  c protection from infection  d transport of oxygen    ",
            "7": "7  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  16 a hospital patient who is feeling unwell is given a blood test.   the results of the blood test show a very low level of platelets.   what effect will this have?  a the blood will be unable to transport nutrients, hormones and carbon dioxide.  b the blood will not be able to carry as much oxygen to the tissues as normal.  c there will be a greater risk of bleeding because the blood will take longer to clot.  d there will be a greater risk of infection bec ause the blood cannot make antibodies.     17 what is a common feature of both active and passive immunity?  a they are acquired by vaccination.  b they are always short-term.  c they involve the activity of memory cells.  d they involve antibodies.    ",
            "8": "8  \u00a9 ucles 2017 0610/22/f/m/17  18 the graph shows the rate and depth of a person\u2019s breathing before exercise.    2.5 2.01.51.0 04 time  / svolume of air in the lungs duringbreathing  / dm3 8     which graph shows the rate and depth of breathing of the same person immediately after a  period of exercise?    a b c d2.5 2.01.51.0 04 time  / s82.52.01.51.0 04 time  / s8 2.52.01.51.0 04 time  / s82.52.01.51.0 04 time  / s8volume of air in the lungs duringbreathing  / dm3volume of air inthe lungs duringbreathing  / dm3 volume of air inthe lungs duringbreathing  / dm3volume of air inthe lungs duringbreathing  / dm3      ",
            "9": "9  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  19 in an experiment,  three glass bell jars were set up as shown in the diagram.    air from the lungs green plant pqr left in sunlight for 8 hoursleft open to the air for 8 hoursair breathed out by a student for 5 minutesbell jar     at the end of the experiment, which bell jar has  the most oxygen and which has the least?     most oxygen least oxygen  a p q  b p r  c q p  d r p     20 what are the products of anaerobic respiration in muscles?  a ethanol and carbon dioxide  b ethanol only  c lactic acid and carbon dioxide  d lactic acid only    21 which substance remains in the blood as it passes through the kidney?  a protein  b salts  c urea  d water    ",
            "10": "10  \u00a9 ucles 2017 0610/22/f/m/17  22 the diagram shows the mechanisms that control the concentration of glucose in the blood.    normal blood glucose concentrationrises fallshormone x hormone zlowers glucose   concentration raises glucose   concentrationgland w gland y     which row identifies the glands and hormones labelled w, x, y and z?     gland w hormone x gland y hormone z  a adrenal gland adrenaline adrenal gland glucagon  b adrenal gland adrenaline pancreas insulin  c pancreas glucagon adrenal gland insulin  d pancreas insulin pancreas glucagon      23 which row shows the effects of increased adrenaline release?     breathing rate pulse rate pupil  a decreases increases widens  b increases decreases widens  c increases increases narrows  d increases increases widens    ",
            "11": "11  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  24 the graph shows how the rate of photosynthesis of a plant changes with light intensity, at three  different carbon dioxide concentrations. in each case the temperature is 15  \u00b0c.    0.10% carbon dioxide 0.04% carbon dioxide 0.02% carbon dioxide light intensityrate of photosynthesisx     what is the limiting factor for the rate of photosynthesis at point x on the graph?  a carbon dioxide concentration  b light intensity  c surface area of the plant  d temperature     25 what is an advantage of asexual reproduction for a population of flowering plants in the wild?  a a disease is less likely to affect the whole population.  b large numbers of offspring can be produced quickly.  c pollen can easily be transferred within the same flower.  d the offspring show genetic variety.    26 during sexual reproduction in plants, what will give rise to the greatest variation in the offspring?  a all of the flowers on the same plant have male and female reproductive organs.  b the anthers and stigmas on the same plant mature at the same time of year.  c there are separate male and female flowers on the same plant.  d there are separate male and female plants.    ",
            "12": "12  \u00a9 ucles 2017 0610/22/f/m/17  27 the diagram shows the head of a sperm.    x     what is the function of structure x?  a it carries genetic information.  b it controls the activities of the sperm cell.  c it is involved in the digestion of the ovum cell membrane.  d it provides energy for movement.      28 which hormone is given to women undergoing fertility treatment?  a adrenaline  b fsh  c insulin  d oestrogen     29 the diagram represents the fusion of sperm and ovum at fertilisation.    ovum spermfertilisation cell x     which description of cell x is correct?  a diploid gamete  b diploid zygote  c haploid gamete  d haploid zygote      30 a cell with 16 chromosomes divides twice by mitosis.    how many chromosomes does each of the resulting cells contain?  a 4 b 8 c 16 d 32     ",
            "13": "13  \u00a9 ucles 2017 0610/22/f/m/17 [turn over  31 a man of genotype iaio and woman of genotype ibio have a child.    what is the chance that the child will have the same blood group as one of its parents?  a zero b 1 in 4 c 1 in 2 d 3 in 4     32 which human phenotype is affected by environmental and genetic factors?  a blood group  b body size  c gender  d tongue rolling    33 which adaptation may be present in a xerophyte?  a leaves with small surface area and large numbers of stomata  b little or no xylem tissue and leaves with large surface area  c stomatal hairs and rolled leaves  d thin or no cuticle and deep roots    34 how does artificial selection differ from natural selection?  a selection changes the characteristics of living things.  b selection is based on genetic variation.  c selection is not based on adaptation to their environment.  d selection occurs over many generations.    35 the diagram shows the energy present in a food chain.    40  000  kj  \u2192 4000  kj  \u2192 400  kj  \u2192 40  kj  photosynthesising  phytoplankton krill herring bass    what percentage of energy present in the producer is transferred to the secondary consumer?  a 0.01%  b 0.1%  c 1% d 10%     ",
            "14": "14  \u00a9 ucles 2017 0610/22/f/m/17  36 which process results in the loss of nitrates from soils?  a deamination  b decomposition  c denitrification  d nitrification      37 during the exponential (log) phase of a sigmoid growth curve, which factor limits population  growth?  a availability of food  b build-up of wastes  c presence of disease  d rate of reproduction     38 genes are isolated from human dna using \u2026\u20261\u2026\u2026 enzymes.    a bacterial plasmid is cut with the same enzyme forming \u2026\u20262\u2026\u2026 .    the human dna is inserted into the bacterial plasmid using the enzyme \u2026\u20263\u2026\u2026 forming a   \u2026\u20264\u2026\u2026 plasmid.    which row correctly completes gaps 1, 2, 3 and 4?     1 2 3 4  a ligase sticky ends protease restriction  b recombinant new dna ligase daughter  c restriction daughter plasmids ligase diploid  d restriction sticky ends ligase recombinant    39 how does cutting down trees contribute to the greenhouse effect?  a there will be less carbon dioxide absorbed.  b there will be less oxygen absorbed.  c there will be less shade from trees.  d the soil will become dry.    ",
            "15": "15  \u00a9 ucles 2017 0610/22/f/m/17  40 which graph shows the effect of pollution by untreated sewage on the amount of oxygen  dissolved in a river?    b dissolved oxygenc distance downstream sewage enters the riverdissolved oxygen distance downstream sewage enters the river dissolved oxygend distance downstream sewage enters the rivera dissolved oxygen distance downstream sewage enters the river      ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to t race 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is  produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/22/f/m/17  blank page  "
        },
        "0610_m17_qp_32.pdf": {
            "1": "this document consists of 15 printed pages and 1 blank page. dc (kn/cgw) 129194/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *5774824962* biology  0610/32 paper 3  theory (core)  february/march 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.",
            "2": "2 0610/32/f/m/17 \u00a9 ucles 2017 1 the boxes on the left contain the names of glands which secrete enzymes.  the boxes on the right contain the names of digestive enzymes.  some glands produce more than one enzyme.  draw lines to link each gland with the enzyme or enzymes it produces.  draw four lines.  one has been drawn for you. salivary glandsgland pancreas glands in the stomach liningamylaseenzyme lipase protease  [4]  [total: 4]",
            "3": "3 0610/32/f/m/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows a diagram of the heart. a .  .  .  .  . b  c  d  e      fig. 2.1  (a) (i) complete fig. 2.1 by adding names to the label lines.    choose names from this list: aorta    atrium    muscular wall    pulmonary artery pulmonary vein    septum    vena cava    ventricle  [5]   (ii) state the name of the heart chamber that pumps blood to the lungs.  ... [1]",
            "4": "4 0610/32/f/m/17 \u00a9 ucles 2017  (b) the volume of blood the heart pumps out per minute is called the cardiac output.   fig. 2.2 shows how the cardiac output changes for students f and g as exercise increases. 35 30 25 20 cardiac output   / dm3 per min 15 10 at maximum exercise exercise intensityat rest5 0student f student g fig. 2.2   (i) use fig. 2.2 to state the cardiac output for student f when resting and when doing  maximum exercise.  when resting  ...  when doing maximum exercise  ...  [2]   (ii) calculate the percentage increase in cardiac output of student g from rest to maximum  exercise.    show your working.   . %  [2]",
            "5": "5 0610/32/f/m/17 \u00a9 ucles 2017 [turn over   (iii) suggest two ways the activity of the heart changes to produce an increase in cardiac  output. 1    ... 2    ...  [2]   (iv) during exercise, student f has a higher  cardiac output than student g.    suggest one reason for this difference.  ...  ... [1]  [total: 13]",
            "6": "6 0610/32/f/m/17 \u00a9 ucles 2017 3 fig. 3.1 shows a reflex arc. kh jsection of spinal cord muscle fig. 3.1  (a) (i) name the structures labelled h, j and k.    choose your answers from the following words or phrases:    effector   motor neurone   receptor    relay neurone   sensory neurone    write your answers in table 3.1. table 3.1 letter name h j k  [3]   (ii) on fig. 3.1, draw a small circle around one synapse.  [1]   (iii) state two characteristics of a reflex action. 1   2    [2]",
            "7": "7 0610/32/f/m/17 \u00a9 ucles 2017 [turn over  (b) fig. 3.2 shows what happens when a person picks up a hot object. 1 very hot2 3 fig. 3.2   (i) use fig. 3.2 to suggest why reflex actions are important.  ...  ...  ...  ...  ...  ... [2]   (ii) state one other reflex action in the body.  ...  ... [1]  [total: 9]",
            "8": "8 0610/32/f/m/17 \u00a9 ucles 2017 4 the boxes on the left contain the names of cells and tissues specialised for carrying out a particular  function.  the boxes on the right contain descriptions of specialised functions.  draw one straight line to link each specialised cell or tissue with its correct function.  an example has been done for you.  cell or tissue function ciliated cells absorption of water root hair cells transport of oxygen red blood cellsmovement of  mucus phloemtransport of  sucrose xylem phagocytosis egg cells reproduction white blood cells transport of water  [5]  [total: 5]",
            "9": "9 0610/32/f/m/17 \u00a9 ucles 2017 [turn over 5 (a) define the term species .  ...  ...  ...  ... [2]  (b) table 5.1 shows the names of vertebrate groups and some of their characteristics.   place a tick in the boxes to show if the characteristic is commonly present in that group.   the characteristics of the fish group have been done for you. table 5.1 group of vertebrates characteristic fish amphibians reptiles birds mammals have feathers over  most of the body have scales over most  of the body3 lay eggs 3 maintain a constant  body temperature young are fed on milk  [5]  [total: 7]",
            "10": "10 0610/32/f/m/17 \u00a9 ucles 2017 6 (a) (i) state the word equation for photosynthesis.  ... [2]   (ii) a plant needs chlorophyll to photosynthesise.    name the part of a plant cell that contains chlorophyll.  ... [1]   (iii) state two types of specialised cell that contain chlorophyll. 1   2   [1]  (b) in an investigation, some students placed a plant in bright light.     they measured the rate of photosynthesis at different temperatures.   the results are shown in fig. 6.1. 15 101 0234 rate of photosynthesis / arbitrary units 20 temperature  / \u00b0c25 fig. 6.1",
            "11": "11 0610/32/f/m/17 \u00a9 ucles 2017 [turn over   (i) describe the results shown in fig. 6.1.  ...  ...  ...  ... [2]   (ii) suggest an explanation for these results.  ...  ...  ...  ...  ... [2]   (iii) predict the effects on the rate of photosynthesis if the investigation is carried out at 60  \u00b0c.     explain your reason. prediction  ... reason  ...  ...  ...  [2]  [total: 10]",
            "12": "12 0610/32/f/m/17 \u00a9 ucles 2017 blank page",
            "13": "13 0610/32/f/m/17 \u00a9 ucles 2017 [turn over 7 (a) choose words or phrases from the list to complete the sentences about the enhanced   greenhouse effect.   each word or phrase may be used once, more than once or not at all. carbon dioxide     carbon monoxide     deforestation flooding     egestion     methane     nitrogen photosynthesise     respire     water vapour   the enhanced greenhouse effect leads to climate change. one reason for this increased effect is  that many trees are cut down. cutting down large areas of trees is called  .   when trees are cut down they cannot  and so the concentration of   .. in the atmosphere increases.   another gas that increases the greenhouse effect is . .  [4]  (b) describe two reasons why humans cut down trees. 1    ...  ...  ... 2    ...  ...  ...  [4]  (c) an increase in some greenhouse gases is one undesirable effect of cutting down trees.   state two other examples of these undesirable effects. 1    ... 2    ...  [2]  [total: 10]",
            "14": "14 0610/32/f/m/17 \u00a9 ucles 2017 8 fig. 8.1 shows part of a food web. hawk snake lizard grasshopper slug not drawn to scale grassblackbird fig. 8.1  (a) (i) state the principle source of energy for this food web.  ... [1]   (ii) explain what the arrows on fig. 8.1 represent.  ...  ... [1]   (iii) state the number of different secondary consumers in this food web.   .  secondary consumers [1]",
            "15": "15 0610/32/f/m/17 \u00a9 ucles 2017 [turn over   (iv) name the organism that is both  a secondary and a tertiary consumer.  ... [1]   (v) state what would happen to the number of hawks if the snakes in this food web all died.    explain your answer. number of hawks  ... explanation    ...  ...  [3]  (b) (i) the food web shown in fig. 8.1 changed when eagles moved into the area.    eagles eat snakes and lizards.    add this information to fig. 8.1. you do not need to draw an eagle.  [1]   (ii) state one factor that will increase the eagle population and one factor that will decrease  the eagle population. increase  . decrease  ...  [2]   (iii) define the term population .  ...  ...  ... [2]  [total: 12]",
            "16": "16 0610/32/f/m/17 \u00a9 ucles 2017 9 fig. 9.1 shows the male reproductive system as seen from the side.  (a) state the name of each labelled structure in fig. 9.1.   write your answers in the spaces provided. l m n p r..  .. .. .. .. [5] fig. 9.1  (b) (i) draw an x on fig. 9.1 to show where sperm cells are made.  [1]   (ii) draw a small circle on fig. 9.1 to show where sperm cells leave the body.  [1]  (c) state the function of the prostate gland and the scrotum. prostate gland  ...  ... scrotum  .  ...  [2]  (d) state one barrier method of birth control.  ... [1]  [total: 10] 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."
        },
        "0610_m17_qp_42.pdf": {
            "1": "this document consists of 15 printed pages and 1 blank page. dc (lk/sg) 129196/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0105482266* biology  0610/42 paper 4  theory (extended)  february/march 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.",
            "2": "2 0610/42/f/m/17 \u00a9 ucles 2017 1 fig. 1.1 shows a vertical section through a human heart and the major blood vessels. j k l m nop fig. 1.1  (a) (i) state the names of the structures labelled l, m and o as shown in fig. 1.1.    l ..    m ..    o ..  [3]   (ii) identify a letter on fig. 1.1 that represents a blood vessel that has:    blood with the highest concentration of carbon dioxide  ...    blood with the highest concentration of oxygen  ...    the highest pressure  ...  [3]",
            "3": "3 0610/42/f/m/17 \u00a9 ucles 2017 [turn over  (b) (i) describe how blood is moved by the heart from blood vessel k to blood vessel j.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]   (ii) explain why the wall of the left ventricle is thicker than the wall of the right ventricle.  ...  ...  ...  ...  ... [2]  [total: 13]",
            "4": "4 0610/42/f/m/17 \u00a9 ucles 2017 2 bacteria are classified as belonging to the prokaryote kingdom.  (a) state two features of all prokaryotes. 1   2    [2]   mrsa is a type of bacterium that is resistant to antibiotics. the number of cases of mrsa  identified in hospitals in the usa between 1995 and 2005 was recorded.    fig. 2.1 shows these data. 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005400  000 350  000 300  000 250  000 200  000 150  000 100  000 50 000 0number of cases of mrsa per year year fig. 2.1",
            "5": "5 0610/42/f/m/17 \u00a9 ucles 2017 [turn over  (b) (i) describe the results shown in fig. 2.1.  ...  ...  ...  ...  ... [2]   (ii) explain how bacteria become resistant to antibiotics.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) the number of cases of mrsa has decreased since 2005.    suggest reasons for this decrease.  ...  ...  ...  ...  ... [2]  [total: 10]",
            "6": "6 0610/42/f/m/17 \u00a9 ucles 2017 3 colour blindness in humans is caused by a fault in some of the light receptor cells in the retina of  the eye. rod cells and cone cells are two types of light receptor.   (a) complete table 3.1 to state the function of three types of cell in the eye. table 3.1 type of cell in the eye function rod cells.. .. cone cells.. .. sensory neurones .. ..  [3]  (b)  the number of rod cells and cone cells at places across the retina were recorded.   the diagram of an eye in fig. 3.1 shows the angles from the fovea where the recordings were  made.    the graph in fig. 3.1 shows the number of rod cells and cone cells across the retina.   use fig. 3.1 to describe and explain the distribution of rod cells and cone cells across the  retina.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
            "7": "7 0610/42/f/m/17 \u00a9 ucles 2017 [turn over 70 60 50 40 30 20 10 0 10 20 30 40 50 60 70020 00040 00060 00080 000100  000120  000140  000160  000180  000fovea optic nerveblind spot70\u00b0 60\u00b0 40\u00b0 20\u00b0 0\u00b020\u00b040\u00b060\u00b070\u00b0 number of rod cells and cone cells per mm2 angle from fovea  / degreescone cells cone cellsrod cells rod cellsblind spot fovea fig. 3.1",
            "8": "8 0610/42/f/m/17 \u00a9 ucles 2017  (c) colour blindness is a sex-linked characteristic.   the gene for colour vision is on the x chromosome.    there are two alleles of this gene: \u2022 b is the allele for normal colour vision \u2022 b is the allele for colour blindness.   fig. 3.2 is a pedigree chart showing the inheritance of colour blindness in a family. the key  shows the sex chromosomes and the alleles of the gene for colour vision. key male with normal colour vision xby colour-blind male xby female with normal colour vision xbxb carrier female with normal colour visionxbxb colour-blind female xbxb fig. 3.2   describe evidence from fig. 3.2 that shows that colour blindness is a sex-linked characteristic.  ...  ...  ...  ...  ... [2]",
            "9": "9 0610/42/f/m/17 \u00a9 ucles 2017 [turn over  (d) a man with normal colour vision (xby) and a woman who is colour-blind (xbxb) have a  baby.     complete the genetic diagram to predict the probability that the baby is colour-blind.   parental phenotypes     male with normal     x   colour-blind female          colour vision   parental genotypes           xby       x      xbxb   parental gametes  ... ... ... ...   offspring genotypes   ...   ...   ...   ...   offspring phenotypes  ...   ...   ...   ...   probability that the baby is colour-blind:   ... [4]  [total: 14]",
            "10": "10 0610/42/f/m/17 \u00a9 ucles 2017 4  (a) water is one requirement for photosynthesis.   state two other requirements needed by plants to carry out photosynthesis. 1   2    [2]  table 4.1 shows the number of hectares of forested area in some countries in africa in the years  1990, 2000 and 2005. table 4.1 countryhectares of forest per 1000 hectares of land 1990 2000 2005 cameroon 25 22 21 tanzania 41 37 35 nigeria 17 13 11 zambia 49 45 43 zimbabwe 22 19 18  (b) calculate the percentage loss of forested area in nigeria between 2000 and 2005 .    show your working and give your answer to the nearest whole number.     % [2]  (c) some forested areas are cleared to provide land to grow crop plants. deforestation reduces  the local rainfall and the concentration of water vapour in the air.   (i) describe and explain how a reduced concentration of water vapour in the air would  increase the movement of water through crop plants.  ...  ...  ...  ...  ...  ...  ... [3]",
            "11": "11 0610/42/f/m/17 \u00a9 ucles 2017 [turn over   (ii) describe how water moves from the soil into the roots of crop plants.  ...  ...  ...  ...  ...  ...  ... [3]   (d) describe the consequences of deforestation on the animals that live in forests.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 14]",
            "12": "12 0610/42/f/m/17 \u00a9 ucles 2017 5  (a) (i) alcohol can be made by the microorganism yeast.    state the balanced chemical equation for the production of alcohol by yeast.  ... [2]   (ii) name the organ that breaks down alcohol in the human body.  ... [1]  (b) fig. 5.1 shows a computer model of the enzyme alcohol dehydrogenase, which is the enzyme  responsible for breaking down alcohol.  fig. 5.1   enzymes have a specific three dimensional shape.   explain why the shape of an enzyme is important.  ...  ...  ...  ...  ...  ...  ... [3]",
            "13": "13 0610/42/f/m/17 \u00a9 ucles 2017 [turn over  (c) table 5.1 shows the enzyme activity of alcohol dehydrogenase at different temperatures. table 5.1 temperature  / \u00b0c enzyme activity   / arbitrary units 30 115 42 175   (i) the information in table 5.1 shows that an increase in temperature increases the activity  of alcohol dehydrogenase.    explain why an increase in temperature causes an increase in enzyme activity.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) state one factor, other than  temperature, that affects enzyme activity.  ... [1]  (d) a gene is involved in the production of the enzyme alcohol dehydrogenase.   (i) define the term gene .  ...  ...  ... [2]   (ii) describe the role of ribosomes in the synthesis of proteins such as enzymes.  ...  ...  ...  ...  ... [2]  [total: 14]",
            "14": "14 0610/42/f/m/17 \u00a9 ucles 2017 6  (a) table 6.1 shows some of the enzymes, their substrates, products and where they are  produced in the digestive system.   complete table 6.1. table 6.1 enzyme substrate product(s)location of enzyme  production ..starch..salivary glands maltase maltose.. .. .. ..amino acids stomach wall .. ..amino acidspancreas and   small intestinal wall lipase fats.. ..  [5]  (b) bile is made in the liver, stored in the gall bladder and passes into the small intestine.   describe the role of bile in digestion.  ...  ...  ...  ...  ...  ...  ... [3]  (c) after chemical digestion the products of digestion are absorbed.   define absorption .  ...  ...  ...  ...  ... [3]",
            "15": "15 0610/42/f/m/17 \u00a9 ucles 2017  (d) lack of protein in the diet can result in protein-energy malnutrition.   state the name of one disease caused by protein-energy malnutrition.  ... [1]  (e) people that eat a diet that is high in fats are often advised to reduce their intake of fats.   suggest the health benefits of this change in diet.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 15]",
            "16": "16 0610/42/f/m/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_m17_qp_52.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nh/cgw) 129198/3 \u00a9 ucles 2017  [turn over *3409735744* biology  0610/52 paper 5  practical test  february/march 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/f/m/17 \u00a9 ucles 2017 1 you are going to investigate the effect of different concentrations of sucrose solution on the  movement of water into and out of potato cells by osmosis.  water enters cells if the solution outside the cells is less concentrated than the solution inside the  cells.  water exits cells if the solution outside the cells is more concentrated than the solution inside the  cells.  you are provided with four potato sticks, which have been cut to the same length.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in (a)(ii).  step 1  measure each of the potato sticks. record the results in your table in (a)(ii) .  step 2   place one potato stick into each of the solutions in the large test-tubes labelled a, b, c  and d.    immediately observe what happens to each of the potato sticks.  (a) (i) record your observations    potato stick in solution a  .    potato stick in solution b  .    potato stick in solution c  .      potato stick in solution d  .  [1]  step 3   leave the potato sticks for 30 minutes. while you are waiting continue with the other  questions.  step 4  use a marker pen to divide the white tile into four sections and label them a, b, c and d.  step 5   after 30 minutes pour the contents of the large test-tube a into the beaker labelled waste.  place the potato stick on to the white tile in the section labelled a.  step 6  measure the length of the potato stick and record the results in your table in (a)(ii) .  step 7  repeat steps 5 and 6 for large test-tube b.",
            "3": "3 0610/52/f/m/17 \u00a9 ucles 2017 [turn over  step 8  repeat steps 5 and 6 for large test-tube c.  step 9  repeat steps 5 and 6 for large test-tube d.   (ii) prepare a table to record your results in the space provided.    your table should show:    \u2022 the length of the potato sticks at the start    \u2022 the length of the potato sticks after 30 minutes    \u2022 the change in length of the potato sticks.  [4]   (iii) pick up and examine each potato stick. state two physical differences, other than size,  that you observe when comparing the four potato sticks. 1   2    [2]",
            "4": "4 0610/52/f/m/17 \u00a9 ucles 2017  (b) (i) use all the information and your table of results to identify the solutions a, b, c and d.    write your answers in table 1.1. table 1.1 relative concentration of  sucrose solutiontest-tube  letter least concentrated most concentrated  [2]   (ii) explain how your results support your answer to part (b)(i) .  ...  ...  ...  ...  ... [3]   (iii) identify one source of error with the method and suggest an improvement. error   ...  ... improvement  ..  ...  ...  [2]   (iv) state one of the controlled variables for this investigation .  ...  ... [1]",
            "5": "5 0610/52/f/m/17 \u00a9 ucles 2017 [turn over blank page",
            "6": "6 0610/52/f/m/17 \u00a9 ucles 2017  (c) another investigation was carried out into the effect of different concentrations of sucrose  solution on potato sticks.   in this investigation students decided to measure the change in mass rather than the change  in length.   the students followed a similar method to the one in your investigation but they left the potato  sticks to soak for three hours instead of 30 minutes.   (i) suggest why the students left the potato sticks in the solutions for three hours instead of  30 minutes.  ...  ...  ... [1]   (ii) the students dried the potato sticks on paper towels before measuring the mass of each  potato stick.    suggest why this step was not important in your investigation, where length was  measured .  ...  ...  ... [1]   table 1.2 shows their results. table 1.2 concentration of  sucrose solution / g per dm3percentage  change in  mass   0  29.5  70  12.0 140  \u20133.0 210 \u201315.0 280 \u201326.0 350 \u201329.5",
            "7": "7 0610/52/f/m/17 \u00a9 ucles 2017 [turn over   (iii) using table 1.2, plot a graph on the grid to show the effect of the concentration of  sucrose solution on the percentage change in mass.    the y-axis has been started for you. 0  [4]   (iv) use your graph to find the concentration of sucrose solution that would cause no change   in mass of the potato stick.    mark this concentration on your graph with a + and record the concentration.    include the unit.    ..  [2]   (v) students tested other potatoes and found different values for the concentration of  sucrose solution that would cause no change in mass .    suggest one reason for this.  ...  ...  ... [1]  [total: 24]",
            "8": "8 0610/52/f/m/17 \u00a9 ucles 2017 2 you are provided with a flower. some of the petals have been removed.  observe the flower using a hand lens.  (a) draw a large diagram of the flower.  [4]",
            "9": "9 0610/52/f/m/17 \u00a9 ucles 2017 [turn over  (b) fig. 2.1 shows a different kind of flower. anther  magnification \u00d72.0 fig. 2.1   (i) measure the length of the labelled anther in the photograph.  length of anther  ...  mm [1]   (ii) use your answer to 2(b)(i)  and the equation to calculate the actual length of the anther. magnification = length  of anther on photograph actual length of anther    show your working.  actual length of anther  . mm  [2]",
            "10": "10 0610/52/f/m/17 \u00a9 ucles 2017  (c) after pollination and fertilisation, seeds will develop. these will disperse to new environments.  if conditions are suitable they will then germinate.   a student put some seeds on wet cotton wool in a petri dish and left them to germinate. the  student counted the number of seeds that had germinated.   describe a method the student could use to find the best or optimum temperature for the  germination of seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) after germination, the growing seedling may get most of its energy from food stores inside  the seed.   (i) describe how you could test the food store inside the seed for starch.  ...  ...  ... [2]   (ii) state the result that shows starch is present.  ... [1]  [total: 16]",
            "11": "11 0610/52/f/m/17 \u00a9 ucles 2017 blank page",
            "12": "12 0610/52/f/m/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_m17_qp_62.pdf": {
            "1": "*9531640679* this document consists of 10 printed pages and 2 blank pages. dc (cw/sw) 129190/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6 alternative to practical  february/march 2017  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. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/62/f/m/17 \u00a9 ucles 2017 1 (a) a student investigated the effect of different concentrations of sucrose solution on the  movement of water into and out of potato cells by osmosis.    water enters cells if the solution outside the cells is less concentrated than the solution inside  the cells.   water exits cells if the solution outside the cells is more concentrated than the solution inside  the cells.   prepare a table to record your results in (a)(i) .   the student was given four different concentrations of sucrose solution labelled a, b, c  and d.   the student was also given four potato sticks which were cut to the same length and diameter.   step 1   the student measured the length of four potato sticks. the potato sticks for this step  are shown in fig. 1.1. alength b c d fig. 1.1   step 2  the student labelled a large test-tube a and used a syringe to put 25  cm3 of sucrose  solution a into the large test-tube.   step 3  the student repeated step 2 using solutions b, c and d and three more large test- tubes. the student reused the syringe from step 2.",
            "3": "3 0610/62/f/m/17 \u00a9 ucles 2017 [turn over   step 4  the student placed one potato stick into each of the four large test-tubes, a, b, c  and d. this step is shown in fig. 1.2. a b c dsolutionpotato stick fig. 1.2   step 5  the potato sticks were left in the solutions for 30 minutes.   step 6  after 30 minutes the student removed the potato sticks from the solutions and  measured the length of each potato stick. the potato sticks for this step are shown  in fig. 1.3. a b c d fig. 1.3",
            "4": "4 0610/62/f/m/17 \u00a9 ucles 2017   (i) measure the length of each potato stick in fig. 1.1 and fig. 1.3 and record the results in  your table in (a)(i) .    prepare a table to record your results in the space provided.    your table should show:    \u2022 the length of the potato sticks at the start     \u2022 the length of the potato sticks after 30 minutes     \u2022 the change in length of the potato sticks.  [4]   (ii) suggest why it is important to compare the change in length rather than the final lengths  of the potato sticks in this type of investigation.  ...  ...  ... [1]",
            "5": "5 0610/62/f/m/17 \u00a9 ucles 2017 [turn over  (b) the student examined each potato stick after the 30 minutes soaking time. their observations  are recorded in fig. 1.4. potato stick a - slightly soft, bends a little potato stick b - very hard and easy to snap in half potato stick c - very soft and bends easily potato stick d - does not bend but difficult to snap in half fig. 1.4   (i) use the information in your table of results and in fig. 1.2 and fig. 1.4 to identify solutions  a, b, c and d.    write your answers in table 1.1. table 1.1 relative concentration of sucrose solutionsolution  letter least concentrated most concentrated [2]   (ii) explain how the results support your answer to part (b)(i) .  ...  ...  ...  ... [3]   (iii) identify one source of error with the method and suggest an improvement. error  ...  ... improvement  .  ... [2]",
            "6": "6 0610/62/f/m/17 \u00a9 ucles 2017   (iv) state one of the controlled variables for this investigation.  ...  ... [1]  (c) another investigation was carried out into the effect of different concentrations of sucrose  solution on potato sticks.   in this investigation students decided to measure the change in mass rather than the change  in length.   the students followed a similar method to the one in your investigation but they left the potato  sticks to soak for three hours instead of 30 minutes.   (i) suggest why the students left the potato sticks in the solutions for three hours instead of  30 minutes.  ...  ...  ... [1]   (ii) the students dried the potato sticks on paper towels before measuring the mass of each  potato stick.    suggest why this step was not important in the investigation described in 1(a), where  length was measured.  ...  ...  ... [1]    table 1.2 shows their results. table 1.2 concentration of  sucrose solution / g per dm3percentage change in mass   0  29.5  70  12.0 140  \u20133.0 210 \u201315.0 280 \u201326.0 350 \u201329.5",
            "7": "7 0610/62/f/m/17 \u00a9 ucles 2017 [turn over   (iii) using table 1.2, plot a graph on the grid to show the effect of the concentration of  sucrose solution on the percentage change in mass.    the y-axis has been started for you. 0 [4]   (iv) use your graph to find the concentration of sucrose solution that would cause no change   in mass of the potato stick.    mark this point on your graph with a + and record the concentration.    include the unit.    [2]   (v) students tested other potatoes and found different values for the concentration of  sucrose solution that would cause no change in mass.    suggest one reason for this.  ...  ...  ... [1] [total: 22]",
            "8": "8 0610/62/f/m/17 \u00a9 ucles 2017 2 fig. 2.1 shows a flower. some of the petals have been removed. fig. 2.1  (a) draw a large diagram of the flower.   [4]",
            "9": "9 0610/62/f/m/17 \u00a9 ucles 2017 [turn over  (b) fig. 2.2 shows a different kind of flower. anther magnification \u00d72.0 fig. 2.2   (i) measure the length of the labelled anther in the photograph.    length of anther  ...  mm [1]   (ii) use your answer to 2(b)(i)  and the equation to calculate the actual length of the anther. magnification = length of anther on photograph actual length of anther     show your working.  actual length of anther    mm [2]",
            "10": "10 0610/62/f/m/17 \u00a9 ucles 2017  (c) after pollination and fertilisation, seeds will develop. these will disperse to new environments.  if conditions are suitable they will germinate.   a student put some seeds on wet cotton wool in a petri dish and left them to germinate. the  student counted the number of seeds that had germinated.   describe a method the student could use to find the best or optimum temperature for the  germination of seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) after germination, the growing seedling may get most of its energy from food stores inside  the seed.   (i) describe how you could test the food store inside the seed for starch.  ...  ...  ... [2]   (ii) state the result that shows starch is present.  ... [1]   (iii) starch is broken down into simple sugars.    most of these sugars are reducing sugars.    describe how you could test for reducing sugars.  ...  ...  ... [2] [total: 18]",
            "11": "11 0610/62/f/m/17 \u00a9 ucles 2017 blank page",
            "12": "12 0610/62/f/m/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_s17_qp_11.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 06_0610_11/2rp  \u00a9 ucles 2017 [turn over       *6354409362* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2017 0610/11/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     3 the diagram shows an animal.        what is the animal?  1 animal with a vertebral column  ...  vertebrate  animal with an exoskeleton    go to 2  2 no distinct head, thorax and abdomen  ...  a  distinct head, thorax and abdomen    go to 3  3 eye occupies less than one third of the head  .  b  eye occupies more than one third of the head   go to 4  4 wings are wider than they are long  .  c  wings are longer than they are wide  ...  d     ",
            "3": "3  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
            "4": "4  \u00a9 ucles 2017 0610/11/m/j/17  6 the table shows the results of some food tests.    which row shows a food containing both protein and starch?     benedict\u2019s  solution biuret test ethanol iodine  solution  a blue blue clear blue-black  b blue purple clear blue-black  c red blue cloudy brown  d red purple cloudy brown      7 the diagrams show an experiment on enzyme activity.    the test-tubes contain hydrogen peroxide and the enzyme catalase.    in which test-tube is the enzyme inactive?    a at 4  \u00b0cb at 37  \u00b0cc at 37  \u00b0cd at 37  \u00b0cmixture of catalase and hydrogen peroxidemixture of boiled catalase and hydrogen peroxidemixture of catalase and boiled hydrogen peroxide       8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      ",
            "5": "5  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  9 the diagram shows a cross-section through a leaf.    x     which tissue is the cell labelled x part of?  a epidermis  b palisade mesophyll  c phloem  d spongy mesophyll      10 in plants, which ions are used to make amino acids?  a magnesium  b nitrates  c phosphates  d potassium     11 which condition can be caused by a deficiency of vitamin c?    a constipation  b cholera  c obesity  d scurvy    12 in which structure does storage and assimilation occur?  a liver  b mouth  c pancreas  d rectum   ",
            "6": "6  \u00a9 ucles 2017 0610/11/m/j/17  13 the diagram shows a human tooth.        which statement best describes the function of this tooth?  a it bites into food.  b it cuts food.  c it grinds food.  d it tears food.     14 to protect some medicines from the effect of gastric juice some tablets are coated with a   starch-like substance.    which enzyme digests the coating and what is produced by this action?     enzyme products  a amylase fatty acids and glycerol  b amylase simple sugars  c lipase fatty acids and glycerol  d lipase simple sugars     ",
            "7": "7  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  15 the diagrams show cross-sections through a root and a stem.    vwyz root stem    which labels are correct?    v w y z  a phloem xylem xylem phloem  b phloem xylem phloem xylem  c xylem phloem xylem phloem  d xylem phloem phloem xylem      16 a piece of blue cobalt( ii) chloride paper is clipped to the lower surface of a fresh leaf and is then  covered with plastic, as shown.    after a few minutes, part of the paper turns pink, showing that water is present.    paper remains blue paper turns pink lower surfaceof leaf cobalt( ii) chloride pape r plastic cover    which process carried out by leaves causes the paper to turn pink?  a absorption  b photosynthesis  c respiration  d transpiration     ",
            "8": "8  \u00a9 ucles 2017 0610/11/m/j/17  17 the diagram shows a section through the mammalian heart.    12 3 4     which labelled structures are arteries?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     18 what is an example of a transmissible disease?  a copd  b hiv  c scurvy  d tooth decay    19 what is a disease-causing organism called?  a antibody  b host  c pathogen  d phagocyte    ",
            "9": "9  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  20 the diagram shows part of the human gas exchange system.    where does the exchange of gases between air and blood take place?    a b c d       21 which statements about aerobic respiration are correct?     breaks down  nutrients releases  energy uses  oxygen  a \u0013 \u0013 \u0013  b \u0013 \u0013 \u0017  c \u0017 \u0017 \u0013  d \u0017 \u0017 \u0017    22 the diagram shows some organs in the human body.    in which part are amino acids broken down to form urea?    d ca b      ",
            "10": "10  \u00a9 ucles 2017 0610/11/m/j/17  23 what is a synapse?  a a junction between two neurones  b a relay neurone  c an effector  d an electrical signal      24 the diagram shows the skin.    which labelled structure releases sweat?    a bcd      25 the diagram shows a plant shoot growing towards light.    light     which response is shown by the shoot of the plant?  a active transport  b gravitropism  c photosynthesis  d phototropism     ",
            "11": "11  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  26 which statement about microorganisms is correct?  a bacteria are killed by hydrochloric acid in the duodenum.  b bacteria can become resistant to antibiotics.  c bacterial infection and viruses are treated with antibiotics.  d bacteria produce sugars that cause tooth decay.      27 which row correctly describes the type of plant reproduction that involves pollination?     type of plant  reproduction offspring compared  with parents  a asexual genetically different  b asexual genetically identical  c sexual genetically different  d sexual genetically identical      28 the diagram shows half a flower.    which structure is the stigma?     a b c d      29 a typical menstrual cycle consists of 28 days, with day 1 being the start of menstruation.    on which day is the lining of the uterus thickest?  a 1 b 4 c 9 d 21     ",
            "12": "12  \u00a9 ucles 2017 0610/11/m/j/17  30 the diagram shows four types of birth control device.    which is not a barrier method of contraception?    bc a d       31 the diagram shows the production of a human fertilised egg cell which develops into a male.    sperm cellegg cell fertilised egg cell     which row shows the sex chromosomes in the cells?     sex chromosomes found in  egg cell sperm cell fertilised egg cell  a x x xx  b y x xy  c x y xy  d x y xx     32 which statements about mitosis are correct?    1 mitosis produces genetically identical cells.  2 mitosis produces genetically different cells.  3 mitosis produces gametes.  4 mitosis produces body cells.    a 1 and 3 b 1 and 4 c 3 and 4 d 2 and 3     ",
            "13": "13  \u00a9 ucles 2017 0610/11/m/j/17 [turn over  33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.      34 which of these is a population?  1 all the insects in a rainforest  2 all the tigers in a rainforest  3 all the kapok trees in a rainforest  a 1, 2 and 3 b 1 only c 1 and 2 only d 2 and 3 only      35 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     ",
            "14": "14  \u00a9 ucles 2017 0610/11/m/j/17  36 the diagram shows part of the carbon cycle.    consumersproducers decomposerscarbon dioxide1 23 4     in which labelled stages is respiration occurring?     1 2 3 4  a \u0013 \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013 \u0013  c \u0017 \u0013 \u0013 \u0013  d \u0017 \u0017 \u0017 \u0013      37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d     38 which is a reason for using bacteria in biotechnology?  a bacteria are found inside the human body.  b bacteria can become resistant to antibiotics.  c bacteria can make complex molecules.  d bacteria reproduce slowly.    ",
            "15": "15  \u00a9 ucles 2017 0610/11/m/j/17  39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar      40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow      ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/11/m/j/17  blank page  "
        },
        "0610_s17_qp_12.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 06_0610_12/2rp  \u00a9 ucles 2017 [turn over       *4381318949* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2017 0610/12/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     3 what is a characteristic of both insects and arachnids?  a eight legs  b exoskeleton  c three pairs of legs  d wings    ",
            "3": "3  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    6 which substances are made by linking together glucose molecules only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils    ",
            "4": "4  \u00a9 ucles 2017 0610/12/m/j/17  7 which statement about enzymes is correct?  a enzymes are carbohydrates.  b enzymes are catalysts.  c enzymes are living organisms.  d enzymes are the same shape as the substrate.      8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      9 the diagram shows a cross-section through a leaf.    x     what is the cell labelled x?  a epidermis  b guard cell  c palisade mesophyll  d spongy mesophyll     ",
            "5": "5  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  10 the nutrient ions present in four different soils are shown.    which soil would be best for growing healthy, green plants?     nitrate ions magnesium ions  a absent absent  b absent present  c present absent  d present present     11 which occurs during digestion?    afat fatty acids  +  glycerolprotease bproteins simple sugarslipase cstarch amino acidsamylase dstarch simple sugarsamylase     12 by which process does water escape from stomata in the leaves?  a active transport  b diffusion  c evaporation  d osmosis    ",
            "6": "6  \u00a9 ucles 2017 0610/12/m/j/17  13 which type of tooth does the diagram show?        a canine  b incisor  c molar  d premolar     14 which statement describes assimilation?  a the breakdown of large, insoluble molecules into small soluble molecules  b the movement of small soluble molecules through the wall of the intestine into the blood  c the movement of small soluble molecules into the cells of the body, where they are used,  becoming part of the cells  d the taking of substances into the body through the mouth     15 the diagram shows a cross-section of a plant stem.    v     what is the function of the tissue labelled v?  a transporting dissolved nutrients and mineral ions  b transporting dissolved nutrients only  c transporting water and mineral ions  d transporting water only     ",
            "7": "7  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  16 a piece of blue cobalt( ii) chloride paper is clipped to the lower surface of a fresh leaf and is then  covered with plastic, as shown.    after a few minutes, part of the paper turns pink, showing that water is present.    paper remains blue paper turns pink lower surfaceof leaf cobalt( ii) chloride pape r plastic cover    which process carried out by leaves causes the paper to turn pink?  a absorption  b photosynthesis  c respiration  d transpiration     17 which chamber of the heart has the most muscular wall?  a left atrium  b left ventricle  c right atrium  d right ventricle    18 which component of the blood carries the most oxygen?  a plasma  b platelets  c red blood cells  d white blood cells    ",
            "8": "8  \u00a9 ucles 2017 0610/12/m/j/17  19 which is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies      20 the diagram shows part of the human gas exchange system.    where does the exchange of gases between air and blood take place?    a b c d      21 the diagram shows substances moving into and out of a living cell.    oxygenglucose watercarbon dioxide     which process is taking place in this cell?  a aerobic respiration  b anaerobic respiration  c photosynthesis  d ventilation     ",
            "9": "9  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  22 the diagram shows some organs in the human body.    in which part are amino acids broken down to form urea?    d ca b       23 the diagram shows a reflex arc.    x not to scale     what is x?  a a relay neurone  b a synapse  c the effector  d the receptor     ",
            "10": "10  \u00a9 ucles 2017 0610/12/m/j/17  24 the diagram shows the skin.    which labelled area contains fatty tissue?    a b c d      25 the diagram shows a seedling that has been placed in a pot of soil.        which diagram shows what happens after five days?    a b c d     26 which disease can be caused by smoking tobacco?  a cholera  b copd  c hiv  d scurvy    ",
            "11": "11  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  27 the diagram shows a spider plant with a daughter spider plant growing from it.    parent plant daughter plant    which statement is correct?  a fertilisation was involved in this type of reproduction.  b only one parent is needed in this type of reproduction.  c the parent and daughter plant are genetically different.  d this is an example of sexual reproduction.      28 the diagram shows half a flower.    which structure is the stigma?     a b c d     ",
            "12": "12  \u00a9 ucles 2017 0610/12/m/j/17  29 the diagram shows the human male reproductive system.    x     what is structure x?  a prostate gland  b scrotum  c testis  d urethra      30 which hormone is involved in the development and regulation of male secondary sexual  characteristics?  a adrenaline  b insulin  c oestrogen  d testosterone     31 what is produced when a cell undergoes mitosis once?   a four new cells which are different from each other and from their parent cell  b four new cells which are identical to each other and to their parent cell  c two new cells which are different from each other and from their parent cell  d two new cells which are identical to each other and to their parent cell    ",
            "13": "13  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  32 the diagram shows four cells.    which cell is produced by meiosis?    ab c d       33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     34 a female guinea pig that was pure-breeding for white fur, mated with a male guinea pig that was  pure-breeding for brown fur.    all the offspring had brown fur.    one of the male offspring mated with a female with white fur.    what proportion of white offspring would be expected from this cross?  a none  b one quarter  c one third  d one half     ",
            "14": "14  \u00a9 ucles 2017 0610/12/m/j/17  35 the diagram shows a food web.    grassbeetle larvaesmall birds grasshopperssnakes small mammalsowls     which two organisms in this web are both carnivores?  a beetle larvae and grasshoppers  b beetle larvae and snakes  c owls and grasshoppers  d owls and small birds      36 fungi can act as decomposers feeding on dead organic matter.   which statement describes their effect on the carbon cycle?  a releasing carbon dioxide during photosynthesis  b releasing carbon dioxide during respiration  c using carbon dioxide for photosynthesis  d using carbon dioxide for respiration    ",
            "15": "15  \u00a9 ucles 2017 0610/12/m/j/17 [turn over  37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d       38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.     39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar    ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/12/m/j/17  40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow        "
        },
        "0610_s17_qp_13.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 06_0610_13/3rp  \u00a9 ucles 2017 [turn over     *3088341698* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2017 0610/13/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     ",
            "3": "3  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  3 the diagram shows an animal.        use the key to identify the animal in the diagram.  1 has six jointed legs  ..  go to 2   has eight jointed legs  ...  go to 3 2 has antennae longer than its body  ..  b  gryllus    has antennae shorter than its body  .  c  musca   3 has stripes on its legs  ..  a  araneus    has no stripes on its legs  .  d  pisaurina      ",
            "4": "4  \u00a9 ucles 2017 0610/13/m/j/17  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p     5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016     ",
            "5": "5  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  6 what is the correct test for protein?     name of test heat colour change  a benedict\u2019s yes blue to red  b biuret yes remains blue  c biuret no blue to purple  d emulsion no appearance of a  white emulsion     7 the diagram represents an enzyme-controlled reaction.    what represents the enzyme?    ad c b      8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      ",
            "6": "6  \u00a9 ucles 2017 0610/13/m/j/17  9 the diagrams show the structure of four different cells from the leaf of a dicotyledonous plant.    which cell is a guard cell?    ab cdnot to scale       10 which mineral ion is absorbed by plant roots and used in the production of all amino acids?  a carbonate  b hydroxide  c magnesium  d nitrate     11 what is the pathway taken by water as it travels through a plant?  a mesophyll cells \u2192 xylem \u2192 root cortex cells \u2192 root hair cells  b root cortex cells \u2192 root hair cells \u2192 mesophyll cells \u2192 xylem  c root hair cells \u2192 root cortex cells \u2192 xylem \u2192 mesophyll cells  d xylem cells \u2192 mesophyll \u2192 root cortex cells \u2192 root hair cells     ",
            "7": "7  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  12 which is the main source of fibre in a human diet?  a dairy products  b meat products  c plant material  d water      13 the diagram shows a person\u2019s teeth. some of their teeth are missing.        what would the person find difficult?  a biting apples  b drinking water   c grinding meat  d tearing dry bread     14 what are functions of the hydrochloric acid in gastric juice?     giving the optimum ph  for gastric enzymes killing bacteria  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
            "8": "8  \u00a9 ucles 2017 0610/13/m/j/17  15 the diagrams show transverse sections through a root and a leaf.    root leafvw y z     which correctly identifies the phloem?  a v and y b v and z c w and y d w and z     16 a piece of blue cobalt( ii) chloride paper is clipped to the lower surface of a fresh leaf and is then  covered with plastic, as shown.    after a few minutes, part of the paper turns pink, showing that water is present.    paper remains blue paper turns pink lower surfaceof leaf cobalt( ii) chloride pape r plastic cover    which process carried out by leaves causes the paper to turn pink?  a absorption  b photosynthesis  c respiration  d transpiration    ",
            "9": "9  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  17 the diagram shows the outside of a human heart.    which is a coronary artery?    right atrium left ventricleleft atriumab c d       18 which of the blood vessels transporting these substances is an artery?  a carbon dioxide from the body to the heart  b carbon dioxide from the heart to the lungs  c oxygen from the lungs to the left atrium  d urea from the kidney to the vena cava     19 which body defence is a chemical barrier?  a antibody production  b hairs in the nose  c mucus lining the airways  d skin     ",
            "10": "10  \u00a9 ucles 2017 0610/13/m/j/17  20 the diagram shows part of the human gas exchange system.    where does the exchange of gases between air and blood take place?    a b c d       21 which equation represents anaerobic respiration in humans?  a glucose \u2192 lactic acid  b glucose \u2192 lactic acid + carbon dioxide  c glucose + oxygen \u2192 lactic acid  d glucose + oxygen \u2192 lactic acid + carbon dioxide      22 the diagram shows some organs in the human body.    in which part are amino acids broken down to form urea?    d ca b      ",
            "11": "11  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  23 which is the light sensitive part of the eye?  a cornea  b iris  c lens  d retina      24 which response occurs when body temperature rises?  a contraction of  hair erector muscles  b increased production of urine  c increased  shivering  d increased  sweating      25 what is meant by the term phototropism ?  a absorbing mineral ions using light energy  b directional growth in response to gravity  c directional growth  in response to light  d making food using light energy      26 which row shows the effects of excessive alcohol consumption?     reaction time self-control anti-social  behaviour  a quicker increased increased  b quicker reduced increased  c slower increased decreased  d slower reduced increased      27 which statement applies to sexual reproduction?  a offspring are genetically identical to the parent.  b offspring are not produced from gametes.  c offspring develop from a zygote.  d offspring develop from one gamete.     ",
            "12": "12  \u00a9 ucles 2017 0610/13/m/j/17  28 the diagram shows half a flower.    which structure is the stigma?     a b c d      29 the diagram shows the human female reproductive system.    x     what is structure x?  a ovary  b oviduct  c uterus  d vagina     30 which is a barrier method of birth control?  a abstinence from sex  b monitoring body temperature  c monitoring cervical mucus  d using a femidom    ",
            "13": "13  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  31 what do genes code for?  a fats  b proteins  c starch  d sugars      32 what are the uses of meiosis and mitosis?     asexual  reproduction growth sexual  reproduction  a meiosis meiosis meiosis  b meiosis meiosis mitosis  c mitosis meiosis meiosis  d mitosis mitosis meiosis      33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
            "14": "14  \u00a9 ucles 2017 0610/13/m/j/17  34 large areas of forest are cut down in order to clear the land for other uses.    which effect does this have on the atmosphere?  a carbon dioxide decreases.  b carbon dioxide increases.  c oxygen increases.  d water vapour increases.    35 the diagram shows part of a food web in a pile of dead leaves.    dead leavesbacteria millipedescentipedes mites fungi     which terms describe the organisms in the table?     bacteria centipedes leaves  a consumers herbivores producers  b decomposers carnivores decomposers  c decomposers consumers producers  d producers carnivores producers     ",
            "15": "15  \u00a9 ucles 2017 0610/13/m/j/17 [turn over  36 the diagram shows part of the water cycle.    clouds air plants water in soil rivers and lakesst     what are processes s and t?     s t  a condensation drainage  b condensation evaporation  c evaporation precipitation  d evaporation transpiration     37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d      ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/13/m/j/17  38 which is an example of genetic engineering?  a altering the dna in crop plants so they are resistant to herbicides  b only breeding from crop plants that are resistant to insect pests  c production of insulin in the pancreas  d using yeast to produce ethanol for biofuels      39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar      40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow        "
        },
        "0610_s17_qp_21.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 06_0610_21_vi_lil/fp  \u00a9 ucles 2017 [turn over     *0190070946* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2017 0610/21/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls      3 each of the diagrams shows an area of cytoplasm.    which is from a prokaryote?    a b cd      ",
            "3": "3  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p     5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016     ",
            "4": "4  \u00a9 ucles 2017 0610/21/m/j/17  6 which diagram shows the structure of dna?    abcd ca gttg gtacac ac cg gcta gcatat at c a g tt g g ta ca c a c c g g ct g g cc ta g a t       7 the graph shows how enzyme activity is affected by temperature.    02 0 4 0 6 0rate of reaction temperature  / \u00b0c    how can the change in activity between 40  \u00b0c and 55  \u00b0c be explained?  a heat has killed the enzyme.  b the enzyme has been used up.  c the reactants are moving faster.   d the substrate is less likely to fit into the active site.     ",
            "5": "5  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      9 the graph shows daily carbon dioxide uptake and transpiration by the plant agave  americana .    the plant is adapted to live in very dry conditions.    10 864200.6 0.40.20 0 4 8 1 21 62 02 4 time of day  / hoursco2 uptake  / mg per dm2 per hourtranspiration / g h2o per dm2 per hourtranspirationco2 uptake     what can be concluded from this graph?  a more stomata are closed during dark periods.  b more stomata are closed during light periods.  c there is no carbon dioxide uptake during dark periods.  d there is no water uptake during light periods.     10 in plants, which ions are used to make amino acids?  a magnesium  b nitrates  c phosphates  d potassium    ",
            "6": "6  \u00a9 ucles 2017 0610/21/m/j/17  11 the following symptoms can be caused by a dietary deficiency:    \u25cf bone pain  \u25cf dental problems  \u25cf fragile bones  \u25cf skeletal deformities    a lack of which nutrient is most likely to cause these symptoms?   a iron  b protein  c vitamin c  d vitamin d    12 statements 1\u2013  4 describe stages in the development of cholera.    1 chloride ions are secreted in the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated. 4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 3 \u2192 2  c 4 \u2192 1 \u2192 2 \u2192 3  d 4 \u2192 1 \u2192 3 \u2192 2     ",
            "7": "7  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  13 the diagram shows a human tooth.        which statement best describes the function of this tooth?  a it bites into food.  b it cuts food.  c it grinds food.  d it tears food.     14 the graph shows the effect of ph on the activity of three different enzymes.    02468 1 0 phenzyme activityx yz     the table shows the ph of different parts of the alimentary canal.    part of the  alimentary canal ph  mouth 7.0  stomach 2.0  small intestine 8.5    which enzymes in the graph are likely to be protease enzymes?  a x, y and z b x and z only c y and z only d z only    ",
            "8": "8  \u00a9 ucles 2017 0610/21/m/j/17  15 the diagrams show cross-sections through a root and a stem.    vwyz root stem    which labels are correct?    v w y z  a phloem xylem xylem phloem  b phloem xylem phloem xylem  c xylem phloem xylem phloem  d xylem phloem phloem xylem     16 which processes are used by root hairs to take up ions and water?     ion uptake water uptake  a active transport osmosis  b diffusion active transport  c osmosis diffusion  d osmosis osmosis      17 which of the following increases transpiration?  a air around the leaf with high humidity  b air molecules around the leaf with less kinetic energy  c an absence of light falling on the leaf  d water molecules in the leaf with more kinetic energy    ",
            "9": "9  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  18 the diagram shows a human blood cell.        what is its function?  a antibody production  b fibrinogen production  c oxygen transport  d phagocytosis      19 what is a disease-causing organism called?  a antibody  b host  c pathogen  d phagocyte      20 which is a function of the cartilage in the trachea?  a gas exchange  b prevents collapse of the trachea  c produces mucus  d traps bacteria      21 which is the equation for anaerobic respiration in yeast?  a c6h12o6  \u2192  2c 2h5oh  +  2co 2  b c6h12o6  +  6o 2  \u2192  6co 2  +  6h 2o  c 2co 2  +  2c 2h5oh  \u2192  c6h12o6  d 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2     ",
            "10": "10  \u00a9 ucles 2017 0610/21/m/j/17  22 a longitudinal section of the kidney and some associated structures have been labelled.    which labelling is correct?    a cortex medullaureterrenal arteryb cortex medullaureterrenal vein c cortexmedulla ureterrenal arteryd cortexmedulla ureter renal artery       23 the steps to produce a reflex action where the hand is withdrawn from a hot object are shown.    1 nerve impulses pass from the sensory neurone to the relay neurone.  2 nerve impulses pass from motor neurone to the effector. 3 nerve impulses pass from the receptor to the neurone.    what is the correct sequence of steps?  a 1 \u2192 2 \u2192 3 b 2 \u2192 1 \u2192 3 c 3 \u2192 1 \u2192 2 d 3 \u2192 2 \u2192 1    ",
            "11": "11  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  24 how many different kinds of cone receptor and rod receptor are there in the human retina?     types of  cone receptor types of  rod receptor  a 1 1  b 1 3  c 3 1  d 3 3     25 what is the result of the release of adrenaline?     blood glucose  concentration pulse rate  a decreased decreased  b decreased increased  c increased decreased  d increased increased      26 which statement about microorganisms is correct?  a bacteria are killed by hydrochloric acid in the duodenum.  b bacteria can become resistant to antibiotics.  c bacterial infection and viruses are treated with antibiotics.  d bacteria produce sugars that cause tooth decay.     27 dianthus flowers can be one of three different colours: red, pink or white.    a red flower is always homozygous and a white fl ower is always homozygous. pink flowers are  heterozygous.    if a red and a white flower are crossed, what percentage of the offspring will be pink?  a 0% b 25% c 75% d 100%    28 an alligator has 32 chromosomes in each of the cells of its nose.    how many chromosomes will an alligator zygote contain?  a 16 b 32 c 46 d 64     ",
            "12": "12  \u00a9 ucles 2017 0610/21/m/j/17  29 which hormone is produced by cells in the placenta of a developing fetus?  a fsh  b lh  c testosterone  d progesterone      30 the diagram shows four types of birth control device.    which is not a barrier method of contraception?    bc a d       31 which blood component is destroyed in people who are hiv positive?  a lymphocytes  b phagocytes  c platelets  d red blood cells     32 what are stem cells?  a specialised cells that divide by meiosis to produce daughter cells  b specialised cells that divide by mitosis to produce daughter cells  c unspecialised cells that divide by meiosis to produce daughter cells  d unspecialised cells that divide by mitosis to produce daughter cells    ",
            "13": "13  \u00a9 ucles 2017 0610/21/m/j/17 [turn over  33 the list shows the diploid number of chromosomes of four organisms.    fruit fly 8  human 46  potato 48  garden pea 14    what is the correct chromosome number of a male sex cell in each of these organisms?     fruit fly human potato garden pea a 4 23 24 7  b 4 46 12 7  c 8 46 48 14  d 16 92 96 28      34 which of these is a population?  1 all the insects in a rainforest 2 all the tigers in a rainforest 3 all the kapok trees in a rainforest  a 1, 2 and 3 b 1 only c 1 and 2 only d 2 and 3 only     35 the number of bacteria resistant to antibiotics is increasing.    what has contributed to this situation?  a choosing the antibiotic carefully to  match the strain of bacterium   b not completing the course of prescribed antibiotics  c tracing, testing and treating people who have been in contact with the infected person  d using antibiotics only when essential    ",
            "14": "14  \u00a9 ucles 2017 0610/21/m/j/17  36 the processes listed in 1\u2013  4 will affect the concentration of carbon dioxide in the atmosphere.    1 increased deforestation  2 increased forestation  3 decreased fossil fuel combustion  4 increased fossil fuel combustion    which processes would increase the concentration of carbon dioxide in the atmosphere?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d      38 which is a reason for using bacteria in biotechnology?  a bacteria are found inside the human body.  b bacteria can become resistant to antibiotics.  c bacteria can make complex molecules.  d bacteria reproduce slowly.    39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar    ",
            "15": "15  \u00a9 ucles 2017 0610/21/m/j/17  40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow      ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/21/m/j/17  blank page  "
        },
        "0610_s17_qp_22.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 06_0610_22/3rp  \u00a9 ucles 2027 [turn over     *0369736826* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2017 0610/22/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls      3 a plant has leaves that have white areas and green areas.    white area green area     which cell structures are not present in the white areas?  a cell membranes  b cell walls  c chloroplasts  d vacuoles     ",
            "3": "3  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p     5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016      6 which is an example of active transport?  a carbon dioxide entering a leaf  b ion uptake by root hair cells  c oxygen moving from the alveoli into the blood  d water uptake by root hair cells     ",
            "4": "4  \u00a9 ucles 2017 0610/22/m/j/17  7 an experiment was carried out to study the effect of temperature on the time taken for protein to  be digested by an enzyme.   the table shows the results.  temperature  / \u00b0c observation  25 4 hours for complete digestion  35 2 hours for complete digestion  45 3 hours for complete digestion  55 no digestion takes place     for these results, at which temperature does the enzyme denature?    a 20  \u00b0c b 30  \u00b0c c 40  \u00b0c d 50  \u00b0c     8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      ",
            "5": "5  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  9 the diagram shows a cross-section through a leaf.    x     what is the cell labelled x?  a epidermis  b guard cell  c palisade mesophyll  d spongy mesophyll     10 the nutrient ions present in four different soils are shown.    which soil would be best for growing healthy, green plants?     nitrate ions magnesium ions  a absent absent  b absent present  c present absent  d present present      11 which disease is caused by a deficiency of iron in the diet?  a anaemia  b kwashiorkor  c marasmus  d rickets     ",
            "6": "6  \u00a9 ucles 2017 0610/22/m/j/17  12 statements 1\u2013  4 describe stages in the development of cholera.    1 chloride ions are secreted in the gut.  2 osmosis causes water to move into the gut. 3 the infected person becomes dehydrated. 4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 3 \u2192 2  c 4 \u2192 1 \u2192 2 \u2192 3  d 4 \u2192 1 \u2192 3 \u2192 2    13 which type of tooth does the diagram show?        a canine  b incisor  c molar  d premolar    ",
            "7": "7  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  14 the graph shows the effect of ph on the activity of three different enzymes.    02468 1 0 phenzyme activityx yz     the table shows the ph of different parts of the alimentary canal.    part of the  alimentary canal ph  mouth 7.0  stomach 2.0  small intestine 8.5    which enzymes in the graph are likely to be protease enzymes?  a x, y and z b x and z only c y and z only d z only     15 which statement describes assimilation?  a the breakdown of large, insoluble molecules into small soluble molecules  b the movement of small soluble molecules through the wall of the intestine into the blood  c the movement of small soluble molecules into the cells of the body, where they are used,  becoming part of the cells  d the taking of substances into the body through the mouth    ",
            "8": "8  \u00a9 ucles 2017 0610/22/m/j/17  16 the diagram shows a cross-section of a plant stem.    v     what is the function of the tissue labelled v?  a transporting dissolved nutrients and mineral ions  b transporting dissolved nutrients only  c transporting water and mineral ions  d transporting water only      17 which process occurs during transpiration?  a evaporation of water from the xylem  b loss of water by osmosis from the guard cells  c movement of water vapour through the spongy mesophyll by active transport  d movement of water vapour through the stomata by diffusion     ",
            "9": "9  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  18 the diagrams show an experiment on transpiration.    four leaves of the same species are balanced on two drinking straws. one or both sides of the leaves are covered in grease. any difference in mass causes the heavier end to be lower.    leaf 1 no coveringleaf 2 both surfaces covered leaf 3 upper surface coveredleaf 4 lower surface coveredthread drinking strawpaper clip     at the start of the experiment the straws were positioned so that the leaves were level.    which leaves will be lower after an hour?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      19 which chamber of the heart has the most muscular wall?  a left atrium  b left ventricle  c right atrium  d right ventricle      20 a deficiency in which of the following may result in a person\u2019s blood failing to clot properly?  a antibodies  b fibrinogen  c haemoglobin  d protease     ",
            "10": "10  \u00a9 ucles 2017 0610/22/m/j/17  21 which is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies      22 a longitudinal section of the kidney and some associated structures have been labelled.    which labelling is correct?    a cortex medullaureterrenal arteryb cortex medullaureterrenal vein c cortexmedulla ureterrenal arteryd cortexmedulla ureter renal artery      ",
            "11": "11  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  23 the diagram shows a reflex arc.    x not to scale     what is x?  a a relay neurone  b a synapse  c the effector  d the receptor     24 which responses occur in the iris of the eye when a person walks from a dimly lit area to a  brightly lit area?     circular muscle radial muscle  a contract contract  b contract relax  c relax contract  d relax relax      25 which is the result of the release of adrenaline?  a constriction of pupils  b decrease in breathing rate  c decrease in pulse rate  d increase in blood glucose concentration     ",
            "12": "12  \u00a9 ucles 2017 0610/22/m/j/17  26 penicillin is an antibiotic that kills bacteria by preventing them from forming cell walls.    why does penicillin not affect viruses?  a viruses become resistant to penicillin.  b viruses do not contain cytoplasm.  c viruses do not have cell walls.  d viruses reproduce very rapidly.    27 dianthus flowers can be one of three different colours: red, pink or white.    a red flower is always homozygous and a white fl ower is always homozygous. pink flowers are  heterozygous.    if a red and a white flower are crossed, what percentage of the offspring will be pink?  a 0% b 25% c 75% d 100%     28 which row correctly shows whether the nuclei of the cells are diploid or haploid?     body cells gametes zygote  a diploid diploid haploid  b diploid haploid diploid  c haploid diploid haploid  d haploid haploid diploid      29 what is a feature of self-pollination?  a it improves the capacity of a species to respond to changes in the environment.  b it increases variation in the offspring.  c pollen grains are transferred from the anther of a flower to the stigma of a flower on a  different plant.  d pollen grains are transferred from the anther of a flower to the stigma of a flower on the same  plant.      30 which hormone causes the lining of the uterus to become thick and glandular before ovulation?  a fsh  b lh  c oestrogen  d progesterone    ",
            "13": "13  \u00a9 ucles 2017 0610/22/m/j/17 [turn over  31 which blood component is destroyed in people who are hiv positive?  a lymphocytes  b phagocytes  c platelets  d red blood cells      32 which row describes the genetic code in dna?     what forms the genetic code what the dna codes for  a sequence of amino acids sequence of bases  b sequence of amino acids sequence of proteins  c sequence of bases sequence of amino acids  d sequence of bases sequence of proteins      33 cell division by meiosis of a parent cell with 23 pairs of chromosomes will result in  a 2 cells, each with 23 pairs of chromosomes.  b 2 cells, each with 23 single chromosomes.  c 4 cells, each with 23 pairs of chromosomes.  d 4 cells, each with 23 single chromosomes.     34 colour blindness is a condition that occurs more frequently in men than in women.    which statement about this condition is correct?  a it affects the cornea.  b it can pass from father to son.  c it is a sex-linked characteristic.  d the gene is on the y chromosome.      35 which feature is an example of discontinuous variation?  a blood group  b body mass  c foot size  d height     ",
            "14": "14  \u00a9 ucles 2017 0610/22/m/j/17  36 in which processes is light energy converted to chemical energy?     photosynthesis plant respiration  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d       38 which feature of bacteria makes them useful in genetic engineering?  a they  do not have mitochondria.  b they do not have vacuoles.  c they have plasmids.  d they have cell walls.     39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar    ",
            "15": "15  \u00a9 ucles 2017 0610/22/m/j/17  40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow      ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/22/m/j/17  blank page  "
        },
        "0610_s17_qp_23.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern i reland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 06_0610_23/2rp  \u00a9 ucles 2017 [turn over       *3291229666* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  may/june 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.   each correct answer will score one mark. a mark will not be deducted for a wrong answer. any rough working should be done in this booklet. electronic calculators may be used.         ",
            "2": "2  \u00a9 ucles 2017 0610/23/m/j/17  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 the diagram shows some animal cells, as seen under the microscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     3 which structures are present in large numbers in cells with high rates of metabolism?  a chromosomes  b mitochondria  c ribosomes  d vacuoles    ",
            "3": "3  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  4 the diagram shows a section through a root.    p q r     what are the levels of organisation of the labelled structures?     cell organ tissue  a p q r  b p r q  c q r p  d r q p      5 which characteristics are correct for both  osmosis and diffusion?     require a partially  permeable membrane require a  concentration gradient are energy  consuming processes  a \u0013 \u0013 \u0017  b \u0013 \u0017 \u0013  c \u0017 \u0013 \u0017  d \u0017 \u0017 \u0013    ",
            "4": "4  \u00a9 ucles 2017 0610/23/m/j/17  6 the bases on one of the strands of a dna molecule have the sequence shown.    a-a-t-c-t-g    what is the corresponding sequence of bases on the other strand?  a a-a-t-c-t-g  b c-c-g-a-g-t  c g-g-c-t-c-a  d t-t-a-g-a-c      7 which statement describes the effect of temperature on enzymes?  a high temperatures denature enzymes making it difficult for substrate molecules to fit into the  active site.  b high temperatures denature enzymes making it easy for substrate molecules to fit into the active site.  c low temperatures denature enzymes making it difficult for substrate molecules to fit into the active site.  d low temperatures denature enzymes making it easy for substrate molecules to fit into the  active site.     8 four test-tubes are set up as shown.    which test-tube contains the most carbon dioxide after one hour?    abcd black polythene to keep out lightwater water snail aquatic plantlight light light      ",
            "5": "5  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  9 the diagrams show the structure of four different cells from the leaf of a dicotyledonous plant.    which cell is a guard cell?    ab cdnot to scale       10 which mineral ion is absorbed by plant roots and used in the production of all amino acids?  a carbonate  b hydroxide  c magnesium  d nitrate    11 which is the equation for photosynthesis?  a c 6h12o6  \u2192  2c 2h5oh  +  2co 2  b c6h12o6  +  6o 2  \u2192  6co 2  +  h 2o  c 2c2h5oh  +  2co 2  \u2192  c6h12o6   d 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2     ",
            "6": "6  \u00a9 ucles 2017 0610/23/m/j/17  12 statements 1\u2013  4 describe stages in the development of cholera.    1 chloride ions are secreted in the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated.  4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 3 \u2192 2  c 4 \u2192 1 \u2192 2 \u2192 3  d 4 \u2192 1 \u2192 3 \u2192 2     13 the diagram shows a person\u2019s teeth. some of their teeth are missing.        what would the person find difficult?  a biting apples  b drinking water   c grinding meat  d tearing dry bread     ",
            "7": "7  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  14 the graph shows the effect of ph on the activity of three different enzymes.    02468 1 0 phenzyme activityx yz     the table shows the ph of different parts of the alimentary canal.    part of the  alimentary canal ph  mouth 7.0  stomach 2.0  small intestine 8.5    which enzymes in the graph are likely to be protease enzymes?  a x, y and z b x and z only c y and z only d z only     ",
            "8": "8  \u00a9 ucles 2017 0610/23/m/j/17  15 the diagram shows a villus. structures p and q absorb different products of digestion.    p q     which row identifies the products absorbed by p and q?     p q  a amino acids glucose  b fatty acids maltose  c glucose fatty acids  d maltose amino acids      16 the diagram shows a leaf attached to the stem of a plant.    sunlight x x    what do the arrows at x represent?  a movement of amino acids in phloem  b movement of carbon dioxide in phloem  c movement of mineral ions in xylem  d movement of sucrose in xylem   ",
            "9": "9  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  17 which row shows what is carried, and in which direction, by the pulmonary vein?     what is carried direction  a deoxygenated blood from the heart  b deoxygenated blood to the heart  c oxygenated blood from the heart  d oxygenated blood to the heart     18 which component of the blood produces antibodies?  a lymphocytes  b phagocytes  c plasma  d red blood cells    19 which statement about antibodies is correct?  a breast milk contains antibodies and protects babies by giving them active immunity.  b injections of antibodies give passive immunity against the disease scurvy.  c insect repellents contain antibodies and give mosquitoes passive immunity against malaria.  d injections of antibodies give passive immunity against some pathogens.    20 which row shows the correct combination of muscle contractions and the pressure in the thorax  when breathing out?     internal  intercostal  muscles external  intercostal  muscles diaphragm pressure  in thorax  a contracted contracted contracted high  b contracted relaxed relaxed high  c relaxed contracted contracted high  d relaxed relaxed relaxed low    ",
            "10": "10  \u00a9 ucles 2017 0610/23/m/j/17  21 which is not involved in removing the oxygen debt after a human has been exercising?  a aerobic respiration of alcohol in the liver  b aerobic respiration of lactic acid in the liver  c continuation of deeper breathing  d continuation of faster heart rate      22 a longitudinal section of the kidney and some associated structures have been labelled.    which labelling is correct?    a cortex medullaureterrenal arteryb cortex medullaureterrenal vein c cortexmedulla ureterrenal arteryd cortexmedulla ureter renal artery      ",
            "11": "11  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  23 the diagram shows a synapse.    x    what do the dots at x represent?  a neurotransmitter  b receptor molecule  c synaptic cleft  d vesicle      24 which is the light sensitive part of the eye?  a cornea  b iris  c lens  d retina    25 what is meant by the term phototropism ?  a absorbing mineral ions using light energy  b directional growth in response to gravity  c directional growth  in response to light  d making food using light energy    26 which row shows the effects of excessive alcohol consumption?     reaction time self-control anti-social  behaviour  a quicker increased increased  b quicker reduced increased  c slower increased decreased  d slower reduced increased     ",
            "12": "12  \u00a9 ucles 2017 0610/23/m/j/17  27 dianthus flowers can be one of three different colours: red, pink or white.    a red flower is always homozygous and a white flower is always homozygous. pink flowers are  heterozygous.    if a red and a white flower are crossed, what percentage of the offspring will be pink?  a 0% b 25% c 75% d 100%      28 the diagram shows the ovary of a flower.    pollen grain ovary     which process is shown in the diagram?  a cross-pollination  b fertilisation  c meiosis  d self-pollination     29 what is a function of the placenta?  a a barrier to nicotine  b a barrier to the rubella virus  c exchange of blood  d transfer of dissolved nutrients    ",
            "13": "13  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  30 some men do not produce healthy sperm cells. a couple may choose to use the sperm of  another man, a donor, in order for the woman to get pregnant.    which procedure involves inserting sperm into the vagina of a woman from a donor?  a artificial insemination (ai)  b birth control  c in vitro  fertilisation (ivf)  d vasectomy     31 which blood component is destroyed in people who are hiv positive?  a lymphocytes  b phagocytes  c platelets  d red blood cells     32 four of the processes involved in the production of a protein are shown.    1 mrna attaches to a ribosome.  2 mrna moves to the cytoplasm.  3 the ribosome assembles amino acids into a protein molecule.  4 an mrna copy of the gene is made.    in which sequence do these events normally occur?  a 1 \u2192 2 \u2192 3 \u2192 4  b 2 \u2192 1 \u2192 3 \u2192 4  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1     33 which statement about the sex chromosomes is correct?  a men and women can inherit characteristics from genes carried on the x chromosome.  b men and women can inherit characteristics fr om genes carried on the y chromosome.  c only men can inherit characteristics from genes carried on the x chromosome.  d only women can inherit characteristics from genes carried on the y chromosome.    ",
            "14": "14  \u00a9 ucles 2017 0610/23/m/j/17  34 which row best describes human blood groups?     affected by  environment has no  intermediate  phenotypes shows  continuous  variation shows  discontinuous  variation  a \u0013  \u0017 \u0013 \u0017  b \u0013 \u0017 \u0017 \u0013  c \u0017 \u0013 \u0013 \u0017  d \u0017 \u0013 \u0017 \u0013     35 the diagram represents part of an aquatic food web.    aquatic plantstadpoles water beetles frogsfish small shrimps     which organisms are primary consumers in this food web?  a small shrimps and tadpoles  b tadpoles and frogs  c water beetles and fish  d water beetles and frogs     ",
            "15": "15  \u00a9 ucles 2017 0610/23/m/j/17 [turn over  36 the diagram shows part of the water cycle.    clouds air plants water in soil rivers and lakesst     what are processes s and t?     s t  a condensation drainage  b condensation evaporation  c evaporation precipitation  d evaporation transpiration     37 the graph shows the changes in the populations of predator and prey over a period of time.    which point on the graph shows a decrease in predator population?    number of individuals timea bc d     ",
            "16": "16    permission to reproduce items where third-par ty owned material protected by copyright is  included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holder s, 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 onl ine in the cambridge  international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge asse ssment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/23/m/j/17  38 which is an example of genetic engineering?  a altering the dna in crop plants so they are resistant to herbicides  b only breeding from crop plants that are resistant to insect pests  c production of insulin in the pancreas  d using yeast to produce ethanol for biofuels      39 why is yeast used in breadmaking?  a to produce alcohol  b to produce carbon dioxide  c to use up oxygen  d to use up sugar     40 the graph shows the levels of dissolved oxygen and mineral ions in a river.    at which point does raw sewage enter the river?    distance along riverlevels ab c dmineral ionsdissolved oxygendirection of river flow        "
        },
        "0610_s17_qp_31.pdf": {
            "1": "this document consists of 21 printed pages and 3 blank pages. dc (lk/sg) 129804/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9430343687* biology  0610/31 paper 3  theory (core)  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.",
            "2": "2 0610/31/m/j/17 \u00a9 ucles 2017 blank page",
            "3": "3 0610/31/m/j/17 \u00a9 ucles 2017 [turn over 1 fig. 1.1 shows a diagram of the eye. b .a .      fig. 1.1  (a) state the name of a and b.   write your answers on fig. 1.1.  [2]  (b) (i) describe how b will change when a bright light shines on it.  ...  ... [1]   (ii) suggest how this change protects the eye.  ...  ...  ...  ... [2]  [total: 5]",
            "4": "4 0610/31/m/j/17 \u00a9 ucles 2017 2 the boxes on the left contain the names of parts of the body that produce hormones.  the boxes in the centre contain the names of hormones.  the boxes on the right contain functions of these hormones.   (a) draw one straight line to link each hormone to the part of the body where it is produced.   draw one straight line to link each hormone to its function. part of the body hormone function adrenal gland adrenalinelowers blood  sugar level ovary insulinincreases rate of  breathing  pancreas oestrogencauses growth  of hairs on chest testis testosteronecauses breast  development   [6]  (b) state how hormones are transported round the body.  ...  ... [1]  [total: 7]",
            "5": "5 0610/31/m/j/17 \u00a9 ucles 2017 [turn over 3 fig. 3.1 shows the blood flow to certain parts of the body of a student who is sitting down. 2 1 0alimentary canalheart muscleskeletal musclesskinblood flow / dm3 per min fig. 3.1  (a) use fig. 3.1 to state the blood flow to the skeletal muscles in the student when he is sitting  down.    [1]  (b) state the name of two organs in the body whose blood flow is not shown on the graph. 1   2    [2]",
            "6": "6 0610/31/m/j/17 \u00a9 ucles 2017 fig. 3.2 shows the blood flow to the same parts of the body when the student is exercising. 12 11 10 9 8 7 6 5 4 3 2 1 0 alimentarycanalheartmuscleskeletalmusclesskinblood flow / dm3 per min fig. 3.2",
            "7": "7 0610/31/m/j/17 \u00a9 ucles 2017 [turn over  (c) (i) use the information from fig. 3.1 and fig. 3.2 to calculate the percentage increase in the  blood flow to the skeletal muscles when the student exercises.     show your working.   . %  [2]   (ii) during exercise the muscles need more energy.    name two chemicals the muscles absorb from the blood to release energy for contraction. 1   2    [2]   (iii) explain why blood flow to the heart  muscle increases when the person exercises.  ...  ...  ...  ...  ...  ... [3]",
            "8": "8 0610/31/m/j/17 \u00a9 ucles 2017  (d) fig. 3.1 and fig. 3.2 show that during exercise the blood flow to the alimentary canal and the  blood flow to the skin change.   (i) describe the changes in blood flow that occur in the alimentary canal and the skin during  exercise. alimentary canal    ...  ... skin    ...  ...  [3]   (ii) suggest a reason for the change in blood flow to the alimentary canal during exercise.  ...  ...  ... [1]   (iii) explain why the blood flow to the skin changes during exercise.  ...  ...  ...  ...  ... [3]  [total: 17]",
            "9": "9 0610/31/m/j/17 \u00a9 ucles 2017 [turn over 4 choose words from the list to complete the sentences about respiration.  each word may be used once, more than once or not at all. alcohol         carbon dioxide         glucose glycerol         lactic acid         oxygen         water  during exercise muscle cells can respire anaerobically and convert ...     to ...  .  when yeast cells respire anaerobically they produce ... and     ...  .  [4]  [total: 4]",
            "10": "10 0610/31/m/j/17 \u00a9 ucles 2017 5 an adaptive feature helps an organism survive in its environment.  adaptive features are inherited.  fig. 5.1 contains diagrams of three animals.  (a) for each animal, select one adaptive feature visible in fig. 5.1 and briefly suggest how it  helps the animal to survive.   an example has been done for you.   not drawn to scale animal c  red deer adaptive feature: antlers (horns) on head help in survival: used for defence against predators animal d saltwater crocodile adaptive feature:  .. help in survival:   .. ..",
            "11": "11 0610/31/m/j/17 \u00a9 ucles 2017 [turn over animal e golden eagle adaptive feature:  .. help in survival:   .. .. fig. 5.1  [4]",
            "12": "12 0610/31/m/j/17 \u00a9 ucles 2017  (b) fig. 5.2 shows a giraffe and an okapi. fig. 5.2   the long neck is an adaptive feature for giraffes.    it helps them feed on leaves that other animals like the okapi cannot reach.   giraffes developed long necks by the process of natural selection.",
            "13": "13 0610/31/m/j/17 \u00a9 ucles 2017 [turn over   the statements in table 5.1 are about how natural selection occurred in giraffes. table 5.1 statement  numberstatement 1 more giraffes are born than can survive. 2 giraffes have necks of different length. 3 the giraffes with the longest necks survive and reproduce. 4 there is competition for food between giraffes. 5 the surviving giraffes pass on their alleles for long necks to their offspring.   arrange these statements in a sequence to explain how natural selection occurred in giraffes.   one has been done for you. 4  [3]  [total: 7]",
            "14": "14 0610/31/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 shows a section of a bronchiole from the lungs of a person who never smoked cigarettes  (non-smoker) and a section of a bronchiole from a person who smoked cigarettes for several  years (smoker).  the two sections were taken from the same relative position in the lungs and are drawn to the  same scale. muscle cells cilia air space mucus with dust and bacteriagoblet cellgoblet cell non-smoker smoker fig. 6.1",
            "15": "15 0610/31/m/j/17 \u00a9 ucles 2017 [turn over  (a) (i) table 6.1 gives a comparison between the bronchiole of a non-smoker and a smoker.    use fig. 6.1 to complete table 6.1.    an example has been done for you. table 6.1 feature bronchiole of non-smoker bronchiole of smoker length of cilia number of cilia size of air space wide narrow mucus layer  [3]   (ii) identify two other ways in which the bronchiole in a non-smoker is different from the  bronchiole in a smoker. 1    ... 2    ...  [2]  (b) a person who smokes has a higher risk of lung infections than a person who does not smoke.   use evidence from fig. 6.1 to explain why the smoker has a higher risk of lung infections than  a non-smoker.  ...  ...  ...  ...  ... [2]  (c) state the name of two substances in tobacco smoke that are harmful. 1   2    [2]  [total: 9]",
            "16": "16 0610/31/m/j/17 \u00a9 ucles 2017 7 fig. 7.1 shows six leaves. g h jk l m  not drawn to scale fig. 7.1",
            "17": "17 0610/31/m/j/17 \u00a9 ucles 2017 [turn over   use the key to identify the plants that these leaves came from.   write the letter for each leaf in the key. key description name of organism letter 1 (a) veins parallel go to 2 (b) veins not parallel go to 3 2 (a)leaf length more than six times leaf width  at its widest pointplantago maritima (b)leaf length less than six times leaf width at  its widest pointplantago lanceolata 3 (a) leaf has thorns (spikes) ilex aquifolium (b) leaf has no thorns (spikes) go to 4 4 (a) leaf not divided into sections nymphaea alba (b) leaf divided into sections go to 5 5 (a) leaf divided into 3 sections trifolium pratense (b) leaf divided into 8 sections lupinus arboreus  [5]  [total: 5]",
            "18": "18 0610/31/m/j/17 \u00a9 ucles 2017 8 (a) define the term chemical digestion.  ...  ...  ...  ...  ...  ...  ... [3]   fig. 8.1 shows a diagram of the alimentary canal. n p r s t u v w x fig. 8.1",
            "19": "19 0610/31/m/j/17 \u00a9 ucles 2017 [turn over  (b) identify the structures in fig. 8.1 and use the letters to complete table 8.1.   an example has been done for you. table 8.1 name of structureletter from  fig. 8.1 salivary gland p anus large intestine mouth pancreas stomach  [5]  (c) state one function of the liver and one function of the small intestine. function of the liver  ...  ... function of the small intestine  ...  ...  [2]",
            "20": "20 0610/31/m/j/17 \u00a9 ucles 2017  (d) describe how the protein in food is digested in the alimentary canal.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (e) the condition where watery faeces are lost from the body is called diarrhoea .   outline one way in which diarrhoea can be treated.  ...  ... [1]  [total: 15]",
            "21": "21 0610/31/m/j/17 \u00a9 ucles 2017 [turn over 9 fig. 9.1 shows a photomicrograph of a section through a leaf. x y zmagnification \u00d7300 fig. 9.1  (a) (i) state the name of the layers of the leaf labelled x and y in fig. 9.1. x   y    [2]   (ii) the cells in layer x are transparent.    suggest a reason for this.  ...  ... [1]  (b) (i) state the name of the structure labelled z in fig. 9.1.  ... [1]   (ii) state the name of the process by which gases move into and out of z.  ... [1]",
            "22": "22 0610/31/m/j/17 \u00a9 ucles 2017   (iii) complete table 9.1 by placing one tick in each row to show the net movement of gases  through z on a hot, dry, sunny day. table 9.1 net movement of gas name of gas into leaf out of leafno  movement carbon dioxide oxygen water vapour  [3]  (c) (i) state two substances that are made during photosynthesis. 1   2    [2]   (ii) state the name of the green pigment needed for photosynthesis.  ... [1]  [total: 11]",
            "23": "23 0610/31/m/j/17 \u00a9 ucles 2017 blank page",
            "24": "24 0610/31/m/j/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_s17_qp_32.pdf": {
            "1": "this document consists of 16 printed pages and 4 blank pages. dc (nh/fd) 129954/2 \u00a9 ucles 2017  [turn over *2914930272* biology  0610/32 paper 3  theory (core)  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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/32/m/j/17 \u00a9 ucles 2017 blank page",
            "3": "3 0610/32/m/j/17 \u00a9 ucles 2017 [turn over 1 fig. 1.1 shows five whole leaves from different trees. a b d not to scaleec fig. 1.1  use the key to identify the leaves in fig. 1.1 and write the answers in table 1.1. table 1.1 key name of tree letter 1 (a) leaf is a single leaf shape go to 2 (b) leaf is divided into several parts called leaflets go to 4 2(a) veins branch from a long middle vein go to 3 (b) veins branch from a single point at the stalk hedera  3(a) leaf is oval and has a smooth edge magnolia (b) leaf is not oval and has a lobed edge quercus 4(a) leaf has leaflets joined at one point on the stalk aesculus (b) leaf has leaflets joined at different points along the  stalksorbus  [4]  [total: 4]",
            "4": "4 0610/32/m/j/17 \u00a9 ucles 2017 2 fig. 2.1 is a diagram of the alimentary canal. ab c d e f g hjkl fig. 2.1  (a) table 2.1 shows some of the processes that occur in the alimentary canal.   use the letters in fig. 2.1 to identify where the processes occur.   write your answers in table 2.1. table 2.1 process letter ingestion mechanical digestion secretion of protease absorption of nutrients egestion  [5]",
            "5": "5 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (b) chemical digestion is the breakdown of large, insoluble molecules into smaller, soluble  molecules. digestive enzymes such as lipase are used in this process.   (i) define the term enzyme .  ...  ...  ... [2]   (ii) the enzyme lipase breaks down fats.     state the end products of fat digestion. 1   2   [2]   (iii) list the three  chemical elements that are found in fats.  ... [1]   (iv) fat is an important component of a balanced diet.     draw circles around two foods that are a good source of fat.  beans     butter     pasta  oranges     rice    olive oil  [2]   (v) state the names of three  components of a balanced diet, other than fat. 1   2   3   [3]   (vi) state one use in the body of fat.  ...  ...  ... [1]  [total: 16]",
            "6": "6 0610/32/m/j/17 \u00a9 ucles 2017 3 hormones are chemical substances produced by glands.  the column on the left shows the names of some hormones.  the column on the right shows the names of some glands.  (a) draw one straight line from the hormone to the gland that secretes it.   draw four lines. testosteroneovaryhormone gland oestrogenadrenal pancreas adrenaline insulinsalivary testes  [4]  (b) state the function of the hormone insulin.  ...  ...  ... [1]  (c) ovaries are part of the female reproductive system. ovaries secrete hormones and also  release the female gamete.   (i) name the female gamete.  ... [1]   (ii) state two adaptive features of sperm. 1   2   [2]   (iii) name the type of cell division that produces gametes.  ... [1]",
            "7": "7 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (d) adrenaline is the hormone that is released in \u2018fight or flight\u2019 situations.   (i) describe two effects that adrenaline has on the body.  ...  ...  ...  ...  ... [2]   (ii) table 3.1 shows a list of activities.    tick the boxes that would result in a release of adrenaline. table 3.1 bungee jumping sitting an exam going for a gentle walk reading a textbook drinking water hearing a sudden noise painting a picture  [3]  [total: 14]",
            "8": "8 0610/32/m/j/17 \u00a9 ucles 2017 4 (a) use words from the list to complete the definition of anaerobic  respiration .   each word may be used once, more than once or not at all. carbon dioxide    cells    chemical    chloroplasts    energy nucleus    nutrient    oxygen    physical   the ... reactions in ... that break down ...  molecules to release energy without using ...  . [4]  (b) 100 g of glucose releases 1600  kj of energy during aerobic respiration.   the energy released during anaerobic respiration is only 5% of the energy released during  aerobic respiration.   (i) calculate the energy released from 100  g of glucose during anaerobic  respiration.    show your working.    kj [2]   (ii) state two substances made by aerobic  respiration. 1   2   [2]   (iii) state three  uses of the energy released by respiration in the body. 1   2   3   [3]  (c) state one way anaerobic respiration in muscles during vigorous exercise differs from the  anaerobic respiration that occurs in yeast.  ...  ...  ... [1]",
            "9": "9 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (d) state one industrial process that uses anaerobic respiration in yeast.  ...  ... [1]  [total: 13]",
            "10": "10 0610/32/m/j/17 \u00a9 ucles 2017 5 fig. 5.1 shows a diagram of part of the human circulatory system. lungs heart body fig. 5.1  (a) on fig. 5.1 label the:    \u2022 pulmonary artery    \u2022 pulmonary vein.  [2]  (b) state two ways the structure of a vein differs from the structure of an artery. 1   2   [2]",
            "11": "11 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (c) table 5.1 shows the components of the blood.   complete table 5.1 to show the functions of these components. table 5.1 component of  bloodfunction red blood cells white blood cells platelets plasma  [4]  [total: 8]",
            "12": "12 0610/32/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 is a drawing of a seed that has germinated. surface of soil shoot root seed fig. 6.1  (a) (i) draw two arrows on fig. 6.1 to show the direction of growth for the root and shoot.  [1]   (ii) name the type of growth response that would be shown by the root in fig. 6.1.  ... [1]  (b) fig. 6.2 shows the apparatus set up by a student to investigate the germination of seeds. a b c d kept at 21  \u00b0cseeds wet cotton woolseeds dry cotton wooloil seedswater seeds wet cotton wool kept at 5  \u00b0c fig. 6.2",
            "13": "13 0610/32/m/j/17 \u00a9 ucles 2017 [turn over   the seeds in test-tube a were the only ones which germinated.   explain why the seeds in test-tubes b, c and d did not germinate. b  ...  ... c  ...  ... d  ...  ... [3]  (c) after the seeds have germinated they will absorb mineral ions. plants need mineral ions for  healthy growth.   (i) complete table 6.1 to show the function of nitrate and magnesium ions in a plant. table 6.1 mineral ion function in plants nitrate magnesium  [2]   (ii) state where the mineral ions enter a plant.  ...  ... [1] [total: 8]",
            "14": "14 0610/32/m/j/17 \u00a9 ucles 2017 7 fig. 7.1 shows a photograph of ursus maritimus  (polar bear). fig. 7.1  (a) polar bears live in and around the arctic circle, surviving in extremely cold conditions.   describe and explain one visible  adaptive feature that enables the polar bear to survive in a  cold environment. feature  ..  ... explanation  ...  ...  ... [2]",
            "15": "15 0610/32/m/j/17 \u00a9 ucles 2017 [turn over  (b) polar bears have adapted over time to live in the cold arctic environment through a process  called natural selection.   describe the process of natural selection.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) polar bears are an endangered species.   suggest reasons why polar bears have become endangered and how they could be  conserved.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 10]",
            "16": "16 0610/32/m/j/17 \u00a9 ucles 2017 8 fig. 8.1 is a graph that shows the percentage of males and females in different age groups that  smoke cigarettes every day. 12\u201315 16\u201317 18\u201319 20\u201334 35\u201344 age group in years45\u201354 55\u201364 65+0510152025percentage of people who smoke every day3035male female fig. 8.1  (a) use fig. 8.1 to answer these questions.   (i) state the age group and gender that is most likely to smoke cigarettes every day.  ... [1]   (ii) state the percentage of 55\u201364 year old females who smoke cigarettes every day.    % [1]",
            "17": "17 0610/32/m/j/17 \u00a9 ucles 2017  (b) table 8.1 shows the components of cigarette smoke.   complete table 8.1 to show the effects of the components of cigarette smoke on the body. table 8.1 component in cigarette smoke effect on the body carbon monoxide tar nicotine  [3]  (c) smoking is one of the risk factors that contributes to coronary heart disease.   state two other  risk factors. 1   2    [2]  [total: 7]",
            "18": "18 0610/32/m/j/17 \u00a9 ucles 2017 blank page",
            "19": "19 0610/32/m/j/17 \u00a9 ucles 2017 blank page",
            "20": "20 0610/32/m/j/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_s17_qp_33.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/sw) 129955/2 \u00a9 ucles 2017  [turn over *5046903284* biology  0610/33 paper 3  theory (core)  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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/33/m/j/17 \u00a9 ucles 2017 1 (a) leaves play an important part in plant nutrition.   (i) name the process plants use to make carbohydrates such as simple sugars.  ... [1]   (ii) state the word equation for this process.  ... [2]   (iii) suggest one way that leaves are adapted to make carbohydrates.  ... [1]  (b) fig. 1.1 shows whole leaves from five different trees. not to scalea b c de fig. 1.1",
            "3": "3 0610/33/m/j/17 \u00a9 ucles 2017 [turn over   fig. 1.2 is a key which can be used to identify the five leaves shown in fig. 1.1.   the key shows the scientific names of the five trees that the leaves came from.   in this key box 4 is missing. 4. 2. does the leaf have a rough, toothed edge? quercus roburlaurus nobilisbetula pendulafraxinus excelsioraesculus hippocastanum3. does the leaf have a smooth, oval shape?1. does the leaf have more than one separate part? no yes no yesno go to 3 yesno go to 2 yes go to 4 fig. 1.2   (i) use the key to identify the five leaves shown in fig. 1.1.    the leaf labelled b has been identified for you.    complete table 1.1 by writing the correct letter next to the latin name of each type of leaf. table 1.1 name of tree letter aesculus hippocastanum b betula pendula fraxinus excelsior laurus nobilis quercus robur  [3]   (ii) suggest a suitable question which could be used to distinguish between the leaves of  aesculus hippocastanum  and fraxinus excelsior .    write your answer in box 4 on fig. 1.2.  [1]  [total: 8]",
            "4": "4 0610/33/m/j/17 \u00a9 ucles 2017 2 fig. 2.1 shows some of the external features of the human heart. b a c fig. 2.1  (a) (i) state the function of the heart.  ... [1]   (ii) name the tissue that makes up most of the heart wall labelled c on fig. 2.1.  ... [1]   (iii) state two ways that the activity of the heart can be monitored. 1   2    [2]  (b) (i) identify blood vessel b on fig. 2.1.    draw a circle around your answer. aorta    coronary artery    pulmonary artery pulmonary vein    vena cava  [1]   (ii) blockage of this blood vessel can cause serious damage to the heart.    describe one factor that can increase the risk of developing a blockage in this blood  vessel.  ... [1]   (iii) name the type of blood vessel that carries blood away from the heart  .. towards the heart  ..  [1]",
            "5": "5 0610/33/m/j/17 \u00a9 ucles 2017 [turn over  (c) (i) deoxygenated blood from the body enters the part of the heart labelled a on fig. 2.1. state the name of part a  ... [1]   (ii) the inside of the heart contains a number of valves.    state the function of these valves.  ...  ... [1]   (iii) state the name of the structure which separates the two sides of the heart.  ... [1]  [total: 10]",
            "6": "6 0610/33/m/j/17 \u00a9 ucles 2017 3 fig. 3.1 shows some of the endocrine glands of a woman.  the boxes contain the names of three substances made by the endocrine glands.  (a) (i) which group of substances do adrenaline, insulin and oestrogen belong to?  ... [1] adrenaline insulin oestrogen fig. 3.1   (ii) on fig. 3.1 draw three straight lines to join each of the names in the boxes to the  endocrine gland that releases the substance.  [3]   (iii) state the name of the gland which produces: insulin   oestrogen  ..  [2]   (iv) state the function of: insulin    ... oestrogen  ..  ...  [2]",
            "7": "7 0610/33/m/j/17 \u00a9 ucles 2017 [turn over  (b) describe two effects that adrenaline has on the body. 1    ... 2    ...  [2]  [total: 10]",
            "8": "8 0610/33/m/j/17 \u00a9 ucles 2017 4 this question is about chemical digestion.  (a) before food can be absorbed into the body it needs to be digested.   define the term chemical digestion .  ...  ...  ... [2]  (b) pasta contains starch, which is a carbohydrate.   (i) name the enzyme that breaks down starch.  ... [1]   (ii) name the substance formed when starch is digested.  ... [1]  (c) fig. 4.1 is a partially labelled diagram of the human alimentary canal.   some parts of the alimentary canal have been labelled but have not been named. liverstomach large intestine anusoesophagusa b ce d fig. 4.1",
            "9": "9 0610/33/m/j/17 \u00a9 ucles 2017 [turn over   (i) identify the two letters on fig. 4.1 that show the structures which produce enzymes that  break down starch.    1     2   [2]   (ii) state the name of the part of the alimentary canal responsible for the absorption of  digested food.  ... [1]  (d) state two functions of the stomach. 1   2    [2]  [total: 9]",
            "10": "10 0610/33/m/j/17 \u00a9 ucles 2017 5 pectinase is an enzyme which is used to extract juice from fruits such as apples.  fig. 5.1 shows the volume of juice extracted from two equally sized samples of crushed apple  over 16 minutes.  sample a contained pectinase and sample b contained the same volume of water. 001020304050volume of fruit juice  / cm360708090100110120 2 4 6 8 time  / minutes10 12 14 16a with pectinase b with water fig. 5.1",
            "11": "11 0610/33/m/j/17 \u00a9 ucles 2017 [turn over  (a) (i) how much juice had been extracted from the apples in sample a after 2 minutes?    cm3 [1]   (ii) how much longer does it take for sample b to produce this amount of juice?    show your working.   ...  [1]   (iii) state two advantages to the food industry of using pectinase in juice extraction. 1    ... 2    ...  [2]  (b) yeast can be added to the apple juice to make cider by anaerobic respiration.   (i) define the term anaerobic respiration.  ...  ...  ... [2]   (ii) as well as making alcohol, the anaerobic respiration of yeast can be used to make other  useful products. state the name of one of these products.  ... [1]   (iii) yeast can also respire aerobically.    state two ways aerobic respiration differs from anaerobic respiration in yeast. 1    ... 2    ...  [2]  [total: 9]",
            "12": "12 0610/33/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 shows a plant growing in the dark .  the pot has fallen over and has been left on its side for a few days. fig. 6.1  (a) describe how lying on its side has affected the growth of the plant.  ...  ... [1]  (b) the stem of the plant in fig. 6.1 is responding to an external stimulus.   (i) state the name of this stimulus.  ... [1]   (ii) state the name of this type of plant response.  ... [1]",
            "13": "13 0610/33/m/j/17 \u00a9 ucles 2017 [turn over  (c) plants also respond to other stimuli.   this is shown in fig. 6.2. fig. 6.2   (i) state the name of this response.  ... [1]   (ii) explain why the shoots are all bent over to the left and how this response is important for  the plant.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 7]",
            "14": "14 0610/33/m/j/17 \u00a9 ucles 2017 7 (a) there are two types of cell division, meiosis and mitosis.   cells produced by each type of division have different characteristics and functions.   complete table 7.1 by placing a tick in two of the boxes in each row to show the characteristics  and functions of the cells made by each type of cell division.   tick only four boxes. table 7.1 type of cell  divisioncharacteristics of cells uses genetically  differentgenetically  similarto produce  gametesfor growth and  repair meiosis mitosis  [2]  (b) one way of producing more potatoes is by planting tubers.   potato tubers are produced by asexual reproduction.   another way of producing potato plants is by planting seeds.   seeds are a result of sexual reproduction.   fig. 7.1 shows a potato plant. flower fruit containing seeds potato tubers fig. 7.1",
            "15": "15 0610/33/m/j/17 \u00a9 ucles 2017 [turn over   a farmer uses selective breeding to produce a new variety of potato.   describe the stages in selective breeding.  ...  ...  ...  ...  ...  ...  ... [3]  (c) genetic engineering can also be used to provide new varieties of crop plants.   using an example, explain what is meant by genetic engineering.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) state two ways of improving the yield of crops, other than  selective breeding or genetic  engineering. 1   2    [2]  [total: 11]",
            "16": "16 0610/33/m/j/17 \u00a9 ucles 2017 8 (a) the theory of natural selection explains how one species can gradually evolve into a new  species.   the statements a to f describe six stages in the process of natural selection.   the stages are not in the correct order.   a competition for resources   b passing on of their alleles to the next generation   c production of many offspring   d reproduction by individuals that are better adapted to the environment than others   e struggle for survival   f variation within populations   (i) arrange the stages in the correct order and then complete the flow chart by writing the  letters in the four empty boxes.    two of the stages have been filled in for you. \u00e8c\u00e8 \u00e8 \u00e8d\u00e8  [3]   (ii) statement b mentions alleles. an allele is a version of a gene.    state one way new alleles are formed.  ... [1]   (iii) state one factor that can increase the rate at which new alleles are formed.  ... [1]",
            "17": "17 0610/33/m/j/17 \u00a9 ucles 2017 [turn over (b) fig. 8.1 shows four animals with different adaptive features.   they are all mammals. tasmanian wolfflying phalangerflying squirrel wolf fig. 8.1   (i) define the term adaptive features.  ...  ...  ... [2]   (ii) describe two features, visible in fig. 8.1, which show that all of these animals are  mammals. 1    ... 2    ...  [2]   (iii) describe one feature of mammals that is not visible in fig. 8.1.  ... [1]  [total: 10]",
            "18": "18 0610/33/m/j/17 \u00a9 ucles 2017 9 fig. 9.1 shows a person donating blood.  blood is split into its separate components and used to treat different medical conditions. fig. 9.1  (a) table 9.1 shows the components of blood and the medical conditions that they are used to  treat.   the boxes on the left show the components of blood.   the boxes on the right show the medical conditions that they are used to treat.   draw a straight line from each component of the blood to the medical condition that it is used  to treat. table 9.1 components of blood medical condition plasmato help patients whose blood does  not clot easily plateletsto treat patients with burns who  have lost body fluids red blood cellsto treat patients who have low  immunity white blood cellsto treat patients with low levels of  haemoglobin  [3] ",
            "19": "19 0610/33/m/j/17 \u00a9 ucles 2017  (b) (i) describe two ways  that the structure of a red blood cell differs from the structure of a  white blood cell. 1   2    [2]   (ii) suggest why it is important for blood to form a clot if a blood vessel is cut.  ... [1]  [total: 6]",
            "20": "20 0610/33/m/j/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_s17_qp_41.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nf/sg) 129195/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9866717154* biology  0610/41 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.",
            "2": "2 0610/41/m/j/17 \u00a9 ucles 2017 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. stomach pancreasliver p r q fig. 1.1",
            "3": "3 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (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.  ...  ...  ...  ...  ...  ...  ... [3]",
            "4": "4 0610/41/m/j/17 \u00a9 ucles 2017  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.  ...  ...  ...  ...  ...  ...  ... [3]  (f) describe and explain how coronary heart disease can be treated.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 21]",
            "5": "5 0610/41/m/j/17 \u00a9 ucles 2017 [turn over 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.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "6": "6 0610/41/m/j/17 \u00a9 ucles 2017  (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 \u2022 naming the structure \u2022 identifying the letter that labels the structure.   the first one has been done for you. table 2.1 function name of structure letter from fig. 2.1 absorption of amino acids used  in making antibodiescell membrane 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]",
            "7": "7 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (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]",
            "8": "8 0610/41/m/j/17 \u00a9 ucles 2017 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 sensory neurone b  from pain receptors in the skinrelay neurone in the spinal cord impulses to sensory regions of the brain fig. 3.1 neurotransmitter fig. 3.2",
            "9": "9 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (b) describe how impulses are transmitted across the synapse.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) suggest how the structure of a synapse ensures that impulses travel in one direction.  ...  ...  ...  ...  ... [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.  ...  ...  ...  ...  ...  ...  ... [3]",
            "10": "10 0610/41/m/j/17 \u00a9 ucles 2017  (e) list three stimuli, other than pain, which humans can detect. 1 . 2 . 3 . [3] [total: 14]",
            "11": "11 0610/41/m/j/17 \u00a9 ucles 2017 [turn over blank page",
            "12": "12 0610/41/m/j/17 \u00a9 ucles 2017 4 fig. 4.1 shows part of the circulatory system of a fish.  the arrows show the direction of blood flow. a b c deventricleatriumgills heart 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]",
            "13": "13 0610/41/m/j/17 \u00a9 ucles 2017 [turn over 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\u2019s 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\u2019s kop represent a population.  ...  ...  ...  ...  ... [3]  (b) suggest three reasons why the giant quiver tree is an endangered species. 1 .  ... 2 .  ... 3 .  ... [3]",
            "14": "14 0610/41/m/j/17 \u00a9 ucles 2017  (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.  ...  ...  ...  ...  ...  ...  ... [3]",
            "15": "15 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (d) the population of a. pillansii trees on cornell\u2019s 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  photographnumber of living trees in  the original  photographnumber of  living trees in  2004number of  dead tree  stumpsaverage 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\u2019s kop.  ...  ...  ...  ...  ...  ... [3] [total: 15]",
            "16": "16 0610/41/m/j/17 \u00a9 ucles 2017 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 inflowsolution outflow mineral ion solution fig. 6.1",
            "17": "17 0610/41/m/j/17 \u00a9 ucles 2017 [turn over  (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  solutionnumber of plantstotal dry mass of all plants  / mg mean dry  mass of one  plant  / mgleaves roots total 1 complete  8 1880 1110 2990 374 2 without nitrate ions10 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).  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "18": "18 0610/41/m/j/17 \u00a9 ucles 2017  (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]",
            "19": "19 0610/41/m/j/17 \u00a9 ucles 2017 blank page",
            "20": "20 0610/41/m/j/17 \u00a9 ucles 2017 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."
        },
        "0610_s17_qp_42.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (nh/sw) 129193/4 \u00a9 ucles 2017  [turn over *8378460959* biology  0610/42 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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/42/m/j/17 \u00a9 ucles 2017 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.  ... [1]  (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.  ...  ...  ...  ...  ...  ...  ... [3]",
            "3": "3 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (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.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [t otal: 11]",
            "4": "4 0610/42/m/j/17 \u00a9 ucles 2017 2 many researchers are studying the structure and function of genes.  (a) define the term gene .  ...  ...  ... [2]  (b) every living cell is able to make proteins.   the process begins in the nucleus.   describe how proteins are made in a cell.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "5": "5 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) fig. 2.1 is a diagram of a protein used to move ions across membranes in root hair cells. high concentration of ions low concentration of ionsprotein direction of ion movement 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.  ...  ...  ...  ...  ...  ...  ... [3]  (d) proteins are also found in the blood.   state the names of two proteins found in the blood. 1   2    [2]  [total: 12]",
            "6": "6 0610/42/m/j/17 \u00a9 ucles 2017 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. pt qsr 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 \u2018open\u2019 and \u2018closed\u2019. table 3.1 part of the ecg  shown in fig. 3.1result of electrical  activityatrioventricular  valvessemilunar valves p atria contract qrs ventricles contract tatria and ventricles  relax  [3]   (ii) state the function of heart valves.  ...  ... [1]",
            "7": "7 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (c) fig. 3.2 shows the ecg of an athlete before and during exercise. 0 1 2 3 4 5exercise begins 6 time  / s7 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.  ...  ...  ...  ...  ...  ...  ... [3]",
            "8": "8 0610/42/m/j/17 \u00a9 ucles 2017   (iii) describe how the ventilation of the lungs will change while the athlete exercises.  ...  ...  ...  ...  ... [2]  [total: 12]",
            "9": "9 0610/42/m/j/17 \u00a9 ucles 2017 [turn over 4 a balanced diet is required to ensure healthy weight gain as children grow.  (a) explain the term balanced diet .  ...  ...  ...  ...  ... [3]  (b) a doctor diagnosed a young child with marasmus.   describe the symptoms of marasmus.  ...  ...  ...  ...  ...  ...  ... [3]",
            "10": "10 0610/42/m/j/17 \u00a9 ucles 2017  (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\u2019s milk for comparison. table 4.1 type of milk milk composition percentage of  proteinpercentage of  carbohydratepercentage of  fatenergy  / kj dm\u20133 fortified milk 16.5 57.0 17.0 5468 cow\u2019s 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. 024681012 body mass  / kg time  / months12 14 16 18 20 22marasmuskey healthy fig. 4.1",
            "11": "11 0610/42/m/j/17 \u00a9 ucles 2017 [turn over   using the information in table 4.1 and fig. 4.1, describe and explain the importance of diet  when treating children affected by marasmus.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) it is important that children with marasmus produce enough bile.   describe the role of bile in the digestion of fats.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 15]",
            "12": "12 0610/42/m/j/17 \u00a9 ucles 2017 blank page",
            "13": "13 0610/42/m/j/17 \u00a9 ucles 2017 [turn over 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.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  (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.  ...  ... [1]   (ii) state how the students could have measured the ph of the sulfuric acid.  ...  ... [1]   (iii) the students provided the environmental conditions that seeds need to germinate.    state two of these environmental conditions. 1   2    [2]",
            "14": "14 0610/42/m/j/17 \u00a9 ucles 2017  (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.  ...  ...  ... [2]   (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.  ...  ... [1]   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  / \u00b0c 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   (iii) describe the results obtained by group 1.  ...  ...  ...  ...  ... [2]",
            "15": "15 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (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  dishph group 2 percentage of  seeds germinated  after 72  hours 1 2.0 20 2 3.5 82 3 4.0 19 4 5.5 65 5 7.0 87   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.  ... [1]  [total: 15]",
            "16": "16 0610/42/m/j/17 \u00a9 ucles 2017 6 fig. 6.1 is a flow diagram that shows what happens at the start of a bacterial infection. sr u uut 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.  ...  ...  ...  ...  ...  ...  ... [3]",
            "17": "17 0610/42/m/j/17 \u00a9 ucles 2017 [turn over  (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 .  ...  ...  ... [1]",
            "18": "18 0610/42/m/j/17 \u00a9 ucles 2017  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.  ...  ...  ...  ...  ... [2]  (e) describe two ways of preventing tooth decay.  ...  ...  ...  ...  ... [2]  [total: 15]",
            "19": "19 0610/42/m/j/17 \u00a9 ucles 2017 blank page",
            "20": "20 0610/42/m/j/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_s17_qp_43.pdf": {
            "1": "*3423135586* this document consists of 18 printed pages and 2 blank pages. dc (ce/jg) 129192/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/43 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.",
            "2": "2 0610/43/m/j/17 \u00a9 ucles 2017 1 fig. 1.1 is a diagram of the human heart. the diagram shows the phase during the heart beat  when the atria contract. the blood vessels that carry blood to and from the heart are labelled  a to f. abcd e f 2 31 right atriumleft atrium fig. 1.1  (a) (i) draw one arrow on fig. 1.1 to show the pathway taken by blood from a vein into the  right  ventricle . [1]   (ii) identify the letter of the blood vessel that carries blood at the highest pressure and state  its name. letter ... name of the blood vessel  .. [1]  (b) (i) suggest what causes the valves at 1 and 2 to close during a heart beat.  ...  ... [1]   (ii) state the function of valves 1 and 2 in the heart.  ... [1]",
            "3": "3 0610/43/m/j/17 \u00a9 ucles 2017 [turn over  (c) fig. 1.1 shows the phase of the heartbeat when the ventricles are filling with blood.   using fig. 1.1, describe and explain how the blood travels from the right ventricle to the  lungs.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) state the name of the part of the heart labelled 3 and state its role in the mammalian  circulation. name  . role    ... [2]  [total: 10]",
            "4": "4 0610/43/m/j/17 \u00a9 ucles 2017 2 quinoa, chenopodium quinoa , is a dicotyledonous plant that produces seeds that resemble those  of cereals, such as rice.  (a) state one feature shown by all dicotyledonous plants.  ...  ... [1]  (b) during seed development, amino acids are converted into storage proteins and proteases.   protease molecules become active when the seed absorbs water at the start of germination.   fig. 2.1 shows the formation of a storage protein and a protease in developing quinoa seeds  and the action of protease on the storage protein during germination. part of a protease moleculeamino acids in seeds protein synthesis in seeds protease breaks down storage proteinpart of a storage protein molecule supply of amino acids in the germinating seed fig. 2.1",
            "5": "5 0610/43/m/j/17 \u00a9 ucles 2017 [turn over   (i) during seed development in quinoa some genes are \u2018switched on\u2019.    define the term gene .  ...  ...  ... [2]   (ii) describe the differences in structure between the storage protein and the protease  shown in fig. 2.1.  ...  ...  ...  ...  ... [2]  (c) state the roles of mrna and ribosomes in protein synthesis. mrna  ...  ... ribosome  ...  ... [2]",
            "6": "6 0610/43/m/j/17 \u00a9 ucles 2017  (d) researchers investigated the effect of ph on the activity of the protease in quinoa seeds.   the results are shown in fig. 2.2. 0.0 2.0 2.5 3.0 4.0 5.0 6.0 7.0 6.5 5.5 4.5 3.50.10.20.30.40.50.6 phenzyme activity / arbitrary units fig. 2.2   (i) state two factors other than ph that would affect enzyme activity. 1   2   [2]   (ii) describe the effect of increasing ph on the activity of the protease in quinoa seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
            "7": "7 0610/43/m/j/17 \u00a9 ucles 2017 [turn over   (iii) explain the activity of protease at ph 4.0 and at ph 7.0.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 16]",
            "8": "8 0610/43/m/j/17 \u00a9 ucles 2017 3 red blood cells in humans are produced from stem cells.  fig. 3.1 shows how a red blood cell is produced and becomes specialised. stem cellsmitochondrianucleus stem cell nucleus mature red blood cellproduction of haemoglobin fig. 3.1",
            "9": "9 0610/43/m/j/17 \u00a9 ucles 2017 [turn over  (a) use the information in fig. 3.1 to describe how red blood cells are produced and explain how  they are adapted to their function.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (b) red blood cells are suspended in the liquid part of the blood.   state the name of the liquid part of the blood.  ... [1]  (c) stem cells are also found under the outer layer of the skin.   explain why stem cells are found in the skin.  ...  ...  ...  ... [2]",
            "10": "10 0610/43/m/j/17 \u00a9 ucles 2017  (d) a type of anaemia is caused by a dietary deficiency.   (i) state the nutrient that is deficient in the diet when this type of anaemia occurs.  ... [1]   (ii) state two symptoms of anaemia. 1   2   [2]  (e) some people have sickle cell anaemia.   describe the cause of this type of anaemia.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 16]",
            "11": "11 0610/43/m/j/17 \u00a9 ucles 2017 [turn over 4 fig. 4.1 is a photograph of a yellow-shouldered amazon, amazona barbadensis , a species of  parrot found along the venezuelan coast of the caribbean. fig. 4.1  (a) state the vertebrate group that includes a. barbadensis  and give two features that are used  to classify animals into this group. vertebrate group  ... feature 1   feature 2  ... [2]  (b) this species is subdivided into several populations on the mainland and on the islands of  margarita and bonaire. scientists believe that yellow-shouldered amazons rarely travel  between these places.   explain what biologists mean when they refer to populations  of animals, such as  a. barbadensis .  ...  ...  ...  ...  ...  ... [3]",
            "12": "12 0610/43/m/j/17 \u00a9 ucles 2017  (c) the number of yellow-shouldered amazons on margarita island had decreased to 700 parrots  by 1989. the population then increased to 1600 parrots by 2009.   part of this increase was due to the release of captive-bred parrots on the island. this is one  of the few successful release programmes of parrots. a similar release programme in arizona  in the 1980s of a different species of parrot was not successful.   suggest why release programmes for captive-bred parrots were not successful.  ...  ...  ...  ...  ... [2]  (d) some captive breeding programmes involve very small numbers of animals.   outline the disadvantages of such programmes.  ...  ...  ...  ...  ...  ...  ... [3]",
            "13": "13 0610/43/m/j/17 \u00a9 ucles 2017 [turn over  (e) many biologists think that it is better to conserve ecosystems rather than individual species,  such as parrots.   explain the advantages of conserving ecosystems.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3] [total: 13]",
            "14": "14 0610/43/m/j/17 \u00a9 ucles 2017 5 an investigation studied the effect of fertilisers on grass yield and species diversity in a grassland  ecosystem.  some plots within the grassland were treated with fertilisers containing nitrogen, magnesium and  phosphate.  the control plots did not have any added fertiliser.  the average yields were:  \u2022 plots with fertiliser 1733  g m\u20132 year\u200a\u20131  \u2022 plots without fertiliser (control plots) 1009  g m\u20132 year\u200a\u20131  (a) (i) calculate the difference between the average yields of the two plots within the field as a  percentage of the average yield of the control plots.    show your working and give your answer to the nearest whole number.     % [2]   (ii) explain why the average yield increased as a result of adding the fertiliser.  ...  ...  ...  ...  ...  ...  ... [3]   (iii) state the name of the process that occurs when fertiliser washes off land into rivers and  causes an algal bloom.  ... [1]",
            "15": "15 0610/43/m/j/17 \u00a9 ucles 2017 [turn over  the researchers counted the number of different plant species in each of the plots in the grassland  to determine species diversity. counting started at the beginning of the growing season and was  repeated every three weeks.  the average number of plant species in each type of plot is shown in fig. 5.1. 00510152025 3 6 9 12 15 18 21 24 time  / weeksspecies diversity / average number of plant species m\u20132plots without fertiliser (control plots) plots with fertiliser fig. 5.1  (b) describe the effect of fertiliser on the plant species diversity shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ... [3]",
            "16": "16 0610/43/m/j/17 \u00a9 ucles 2017  (c) suggest why some species of plants survive in grassland and others do not.  ...  ...  ...  ...  ...  ...  ... [2]  [total: 11]  ",
            "17": "17 0610/43/m/j/17 \u00a9 ucles 2017 [turn over 6 meningitis is a transmissible disease. one form of the disease is caused by the bacterium  neisseria meningitidis .  (a) define the term transmissible disease .  ...  ...  ...  ... [2]  (b) one effect of meningitis is a slowing down of nerve impulses.   state what is meant by a nerve impulse .  ...  ...  ...  ... [2]  (c) the spread of meningitis can be controlled by using vaccines.   (i) explain how vaccination provides active immunity.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) if meningitis disappears from a country, explain why the vaccine should continue to be  used in that country.  ...  ...  ...  ... [2]",
            "18": "18 0610/43/m/j/17 \u00a9 ucles 2017  (d) people who have meningitis are treated with injections of antibodies to give them passive  immunity.   (i) suggest why the antibodies must be injected rather than taking them by mouth.  ...  ...  ...  ...  ... [2]   (ii) explain why passive immunity does not give long-term protection against diseases, such  as meningitis.  ...  ...  ...  ...  ...  ...  ... [2]  [total: 14]",
            "19": "19 0610/43/m/j/17 \u00a9 ucles 2017 blank page",
            "20": "20 0610/43/m/j/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_s17_qp_51.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages . dc (nh/cgw) 129792/4 \u00a9 ucles 2017  [turn over *7566306612* biology  0610/51 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/m/j/17 \u00a9 ucles 2017 blank page",
            "3": "3 0610/51/m/j/17 \u00a9 ucles 2017 [turn over 1 proteins are an important part of the diet. these proteins are used in the body to make enzymes  and other cell structures.  you are going to estimate the concentration of protein in two solutions,  a and b, using a set of  standard protein solutions.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in (a)(ii).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  label seven empty test-tubes  1, 2, 3, 4, 5, 6 and 7.  step 2   make the seven solutions containing the different concentrations of protein shown in  table 1.1.     to make solution 1 use a clean syringe, of appropriate size, to measure the volumes of  1% protein solution and distilled water stated in table 1.1. add these volumes to the test- tube labelled 1. continue this procedure until you have made all seven solutions in the  seven labelled test-tubes. table 1.1 test-tube number 1 2 3 4 5 6 7 volume of 1% protein solution  / cm34.00 3.00 2.00 1.00 0.50 0.25 0.00 volume of distilled water  / cm31.00 2.00 3.00 4.00 4.50 4.75 5.00 percentage concentration of protein solution 0.60 0.40 0.20 0.05 0.00  (a) (i) complete table 1.1 by calculating the percentage concentration of the protein solutions  in test -tubes 1 and 5. write your answers in table 1.1.    show your working.  [2]  step 3   add 2  cm3 of biuret reagent to each of the solutions in the test-tubes, 1 to 7. shake each  test-tube gently to mix the contents.  step 4   place the test-tubes in a test-tube rack in order of concentration, from the least  concentrated to the most concentrated. leave for 5 minutes.  step 5   you have been provided with two test-tubes labelled a and b. they contain protein  solutions of unknown concentrations.     add 2  cm3 of biuret reagent to the protein solution in the test-tube labelled a. shake the  test-tube gently to mix the contents.",
            "4": "4 0610/51/m/j/17 \u00a9 ucles 2017  step 6   add 2  cm3 of biuret reagent to the protein solution in the test-tube labelled b. shake the  test-tube gently to mix the contents.  step 7   leave test-tubes a and b in a test-tube rack for 5 minutes. continue with the other  steps.  step 8   hold each of the test-tubes 1 to 7 against a white background and record the colour in  your table.  step 9  give each of the test-tubes 1 to 7 a colour intensity score using the symbols in table 1.2.    test-tubes that have the same colour intensity should have the same score. table 1.2 colour intensity palest   darkest  score + ++ +++ ++++   (ii) prepare a table to record your results for test-tubes 1 to 7.    your table should show:    \u2022 the concentration of the protein solutions    \u2022 the colour of each of the solutions    \u2022 the colour intensity score given to each of the solutions.    record your results in your table as you carry out the practical work.  [5]",
            "5": "5 0610/51/m/j/17 \u00a9 ucles 2017 [turn over  step 10   compare the colour intensity of the solution in test-tube a with the colour intensity of the  solutions in test-tubes 1 to 7. give test-tube a a colour intensity score and record it in   (a)(iii) .  step 11  repeat step 10 for test-tube b.   (iii) record the colour intensity scores for test-tubes a and b.    colour intensity score for test-tube a  .    colour intensity score for test-tube b  .  [1]   (iv) use your table in (a)(ii)  and table 1.1 to estimate the percentage concentration of the  protein solutions  in test-tubes a and b.    concentration of the protein solution in test-tube  a   %    concentration of the protein solution in test-tube b   %  [2]  (b) (i) identify the control for this experiment and explain why it is used. control  ... why it is used  .  ...  ...  [2]   (ii) explain why the method used to find the concentration of the protein solutions in  test-tubes a and b can only be an estimate.  ...  ...  ...  ...  ... [2]  [total: 14]",
            "6": "6 0610/51/m/j/17 \u00a9 ucles 2017 2 yeast cells have a cell wall  on the outside that appears as a dark layer and a large paler coloured  vacuole  occupying most of the cell.  the nucleus  is round and often found near the centre of the cell. it is much smaller and darker  than the vacuole.  yeast grows by forming small buds  on one side of the cell that eventually break off.  fig. 2.1 shows a photograph of yeast cells viewed through a microscope.  (a) (i) on fig. 2.1 label two of these features of yeast cells. magnification \u00d7800cell a pqb fig. 2.1  [1]   (ii) measure the length of four yeast cells. show where you have measured each of these  cells on fig. 2.1.    record the length of each cell and calculate the average length of all four cells. include  the units. length of four yeast cells    1 .  2 .  3 .  4 .  average length of the four yeast cells  ...  [2]",
            "7": "7 0610/51/m/j/17 \u00a9 ucles 2017 [turn over   (iii) measure the length of cell a along the line pq drawn on fig. 2.1. include the units. length of cell a  ...    calculate the actual  length of cell a using the formula: actual length = length of cell a on fig. 2.1 magnification    give your answer to three decimal places and include the unit.  actual length of yeast cell a  ...  [3]   (iv) make a large drawing of the yeast cells that are inside the box labelled b on fig. 2.1.  [4]",
            "8": "8 0610/51/m/j/17 \u00a9 ucles 2017  (b) some students measured respiration in yeast using a culture of active yeast.   yeast produces a gas during respiration.   two syringes were filled with 20  cm3 of the active yeast culture and each syringe was placed  into a large test-tube containing water at 35  \u00b0c. both were placed in a water-bath at 35  \u00b0c as  shown in fig. 2.2.   the volume of gas in each syringe was measured every 5 minutes for 25 minutes. large test-tube of water at 35  \u00b0cwater-bath at 35  \u00b0c5101520 5101520 syringe containing active yeast culturegas produced by yeast fig. 2.2   (i) state  two variables that have been kept constant in this method. 1   2    [2]   (ii) identify one source of error in this method and suggest an improvement . error  ...  ... improvement  ..  ...  ...  [2]",
            "9": "9 0610/51/m/j/17 \u00a9 ucles 2017 [turn over  (c) table 2.1 shows their results. table 2.1 time / minvolume of gas collected  / cm3 syringe 1 syringe 2 average  5  2  3  2.5 10  5  7  6.0 15  7 11  9.0 20 12 13 12.5 25 13 14   (i) calculate the average volume of gas collected at 25 minutes.    write your answer in table 2.1.  [1]   (ii) plot a graph on the grid of the average volume of gas collected against time.    add a line of best fit.  [4]",
            "10": "10 0610/51/m/j/17 \u00a9 ucles 2017   (iii) one of the students decided that the result collected in syringe 1 at 15 minutes was  anomalous.    suggest a reason for their decision.  ...  ...  ... [1]  (d) describe how the students could use the method in 2(b) to investigate the effect of ph on  respiration in yeast.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 26]",
            "11": "11 0610/51/m/j/17 \u00a9 ucles 2017 blank page",
            "12": "12 0610/51/m/j/17 \u00a9 ucles 2017 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."
        },
        "0610_s17_qp_52.pdf": {
            "1": "this document consists of 12 printed pages. dc (lk/cgw) 129371/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7910379791* biology  0610/52 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/m/j/17 \u00a9 ucles 2017 1 you are going to investigate the rate of photosynthesis in leaf tissue using leaf discs that have  been cut from fresh whole leaves.  when photosynthesis takes place in a leaf oxygen gas is produced and this is released into the air  spaces in the leaf. carbon dioxide + water  glucose + oxygen  removing the air from the air spaces allows the leaf discs to sink when they are placed in water.  as photosynthesis takes place the leaf discs start to float. the time taken for the leaf discs to start  to float indicates the rate of photosynthesis.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the gloves and eye protection provided while you carry out the practical work.    step 1  label three test-tubes w1, w2 and w3. label the remaining three test-tubes  s1, s2 and s3. put all six test-tubes back into the test-tube rack.   step 2  remove the plunger from a 10  cm3 syringe and use forceps to carefully place  all 10 leaf discs into the empty syringe barrel.   step 3  cover the nozzle of the syringe with your finger and pour approximately 5  cm3  of distilled water into the barrel of the syringe as shown in fig. 1.1a.   step 4  insert the plunger back into the syringe and hold it upright as shown in fig.  1.1b.      remove your finger from the nozzle and slowly push the plunger into the barrel  to remove all of the air. do not remove any of the distilled water and take care  not to crush the leaf discs.",
            "3": "3 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   step 5  hold the syringe barrel in one hand and place your finger over the nozzle of the  syringe. use your other hand to pull on the plunger for five seconds as shown  in fig.  1.1c, taking care not to pull the plunger out of the syringe barrel. after  five seconds let go of the plunger. the leaf discs should sink to the bottom of  the syringe barrel as shown in fig. 1.1d. 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 plunger pushed in to expel airplungerbarrel distilled water leaf discnozzle 1 2 3 4 5 6 7 8 9 10 pull on plunger of syringeleaf discs sinking  fig. 1.1a  fig. 1.1b  fig. 1.1c  fig. 1.1d   step 6  if any of the leaf discs do not sink, repeat step 5 until at least six of the leaf  discs have sunk. continue with step 7 if, after three further attempts, the leaf  discs have still not sunk.   step 7  remove the  plunger  and pour the contents of the syringe barrel back into the  petri dish base.   step 8  use forceps to carefully place one of the leaf discs that sank into each of the  six test-tubes you labelled in step 1.   step 9  add distilled water , to a depth of approximately 5  cm from the bottom of the  test-tube, to test-tubes w1, w2 and w3 as shown in fig. 1.2 . leaf disc5 cmdistilled water or sodium hydrogencarbonate solution fig. 1.2   step 10  add sodium hydrogencarbonate solution , to a depth of approximately 5  cm  from the bottom of the test-tube, to test-tubes s1, s2 and s3 as shown in  fig. 1.2.",
            "4": "4 0610/52/m/j/17 \u00a9 ucles 2017   step 11  place a lamp at a distance of 10  cm from the test-tube rack containing the six  test-tubes you have prepared, as shown in fig. 1.3. w1 w2 w3 s1 s2 s3 lamp10 cm fig. 1.3   step 12  switch on the lamp and time how long it takes for each of the discs to start  to  rise. you should time all six test-tubes at the same time and record your results  in your table in 1(a)(i) .     if a leaf disc has not started to rise after five minutes, stop timing and record  the result as >300  in your table.  (a) (i) prepare a table to record your results.  [4]",
            "5": "5 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   (ii) state a conclusion for your results.  ...  ...  ... [1]   (iii) suggest why the leaf discs rise when photosynthesis takes place.  ...  ... [1]   (iv) identify the variable that was: measured  .. changed    [2]   (v) state two variables that were kept constant. 1   2    [2]   (vi) there are potential sources of error in steps 9 to 12 of the method on pages 3 and 4.    identify two sources of error in these steps.    for each error suggest one possible improvement. error  ...  ... improvement  .  ... error  ...  ... improvement  .  ...  [4]",
            "6": "6 0610/52/m/j/17 \u00a9 ucles 2017  (b) a student used the leaf disc method to investigate photosynthesis in plants grown in different  conditions.   the student selected two plants, x and y which were of the same species but were grown  in different locations. a leaf was taken from each plant and leaf discs were cut out of the leaf  from plant x and the leaf from plant y.   the results of their investigation are shown in table 1.1. table 1.1 planttime taken for the leaf discs to rise  / s trial 1 trial 2 trial 3 trial 4 trial 5 x 70 65 58 86 78 y 185 252 250 240 217   (i) calculate the average time taken for the leaf discs from plant x and the leaf discs from  plant  y to rise. include the units and give your answers as whole numbers.    space for working.    x ...    y ...  [2]",
            "7": "7 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   (ii) plot a bar chart on the grid of the average rising time of the leaf discs for plants x and y.  [3]  [total: 19]",
            "8": "8 0610/52/m/j/17 \u00a9 ucles 20172 (a) fig. 2.1 and fig. 2.2 are photomicrographs of cross-sections of leaves taken from different  areas of the same tree. some parts of the tree are shaded from the sun and some are in  direct sunlight.   the cross-section shown in fig. 2.1 was taken from a leaf grown in the shade and the  cross-section shown in fig. 2.2 was taken from a leaf grown in direct sunlight. qp magnification \u00d7130upper epidermis lower epidermispalisade mesophyll spongy mesophyllleaf grown in the shade fig. 2.1 magnification \u00d7130upper epidermis lower epidermispalisade mesophyll spongy mesophyllleaf grown in direct sunlight fig. 2.2   (i) state two visible differences between the leaves shown in fig. 2.1 and fig. 2.2. 1    ... 2    ...  [2]",
            "9": "9 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   (ii) make a large drawing of the leaf cross-section shown in fig. 2.2 .    do not draw individual cells. do not label your drawing.  [4]",
            "10": "10 0610/52/m/j/17 \u00a9 ucles 2017   (iii) measure the leaf thickness at line pq in fig. 2.1. include the unit. length of pq ...    calculate the actual leaf thickness using the equation: actual leaf thickness = length of line pq magnification    show your working and give your answer to two decimal places.     [3]  (b) a student measured the length and the thickness of some leaves taken from a different tree.   some parts of the tree were in direct sunlight and some parts of the tree were shaded from  the sun.   fig. 2.3 shows a diagram of two of the leaves sampled. leaf length leaf grown in direct sunlight leaf grown in the shade fig. 2.3",
            "11": "11 0610/52/m/j/17 \u00a9 ucles 2017 [turn over   table 2.1 shows the average leaf thickness and the average leaf length. table 2.1 leaves  in direct  sunlightleaves in  the shade difference percentage  difference average leaf thickness  / mm 2.27   1.53 0.74 32.6 average leaf length  / mm70.00 105.00   (i) calculate the percentage difference between the average leaf length of the leaves grown  in direct sunlight and the average leaf length of the leaves grown in the shade.    write your answers in table 2.1    space for working.  [2]   (ii) the student was testing a hypothesis that stated    \u201cleaves grown in the shade will be larger than leaves grown in direct sunlight\u201d    use table 2.1 to explain how the data: supports this hypothesis    ...  ...  ... does not support this hypothesis  ..  ...  ...  ...    [3]",
            "12": "12 0610/52/m/j/17 \u00a9 ucles 2017 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. (c) before testing leaves for the presence of starch, the green chlorophyll must be removed. the  chlorophyll can be removed by boiling the leaf in ethanol.   (i) describe how ethanol can be boiled safely.  ...  ...  ... [1]   (ii) suggest why the chlorophyll needs to be removed.  ...  ... [1]   (iii) a student wanted to find out if starch was present in both  leaves grown in direct sunlight  and leaves grown in the shade.    plan an investigation to determine if starch is present in both types of leaf.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 21]"
        },
        "0610_s17_qp_53.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/cgw) 129369/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4038666725* biology  0610/53 paper 5  practical test  may/june 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/m/j/17 \u00a9 ucles 2017 1 vitamin c is an important component of many fruits and vegetables.  the vitamin c content of a vegetable juice extract can be determined by carrying out a \u2018titration\u2019.  this is done by adding drops of iodine solution to a vegetable juice extract until a blue\u2011black  colour appears. the more iodine solution that needs to be added, the more vitamin c there is in  the vegetable juice extract.  you are going to investigate the vitamin c content in the solutions of different vegetable juice  extracts labelled p, q and r.  you are also provided with a starch solution and an iodine solution.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  label a large test \u2011tube p.  step 2  use a syringe to add 10  cm3 of solution p into the large test \u2011tube labelled p.  step 3   use a clean syringe to add 0.5  cm3 of starch solution to large test \u2011tube p and mix well by  swirling.  step 4   fill a clean syringe with 10  cm3 iodine solution.  step 5   add one drop of the iodine solution from the syringe to solution p.     swirl the mixture for 5 seconds.  step 6    repeat step 5 until the solution remains blue \u2011black. refill your syringe with iodine  solution if necessary.  step 7    record the total volume of iodine solution used for solution p in the table you have  prepared in 1(a).  step 8  repeat steps 1 to 7 for solution q.  step 9  repeat steps 1 to 7 for solution r.",
            "3": "3 0610/53/m/j/17 \u00a9 ucles 2017 [turn over  fig. 1.1 shows the apparatus for this investigation. iodine solution1 2 3 4 5 6 7 8 9 10 cm3 large test-tube containing 10 cm3 of solution p, 0.5 cm3 of starch solution and drops of iodine solution fig. 1.1  (a) use this space to prepare a table to record your results.  [3]",
            "4": "4 0610/53/m/j/17 \u00a9 ucles 2017  (b) explain why the starch solution was added to the vegetable juice extracts.   ...  ...  ... [1]  (c) state two variables that were kept constant in this investigation.  1   2    [2]  (d) identify two sources of error in this investigation and suggest a possible improvement for  each error.  error  ..  ... improvement  .  ... error  ..  ... improvement  .  ...  [4]  (e) a student was given a concentrated solution of vitamin c.   the solution contained 1000  mg of vitamin c in 100  cm3 of distilled water.   the student made four dilute solutions of vitamin c, using the volumes of concentrated  vitamin c solution and distilled water shown in table 1.1. table 1.1 solutionvolume of  concentrated  vitamin c solution  added  / cm3volume of  distilled water  added  / cm3final volume  / cm3vitamin c content  in the final  solution  / mg k 50.00  0.00 50.00 500.0 l 25.00 50.00 250.0 m 12.50 37.50 50.00 125.0 n  6.25 43.75 50.00   (i) calculate the volume of distilled water added to make solution l and the vitamin c  content of solution n. write your answers in table 1.1.  [3]",
            "5": "5 0610/53/m/j/17 \u00a9 ucles 2017 [turn over   the student recorded the volume of iodine solution needed to change solutions k, l, m and  n to a blue \u2011black colour.   fig. 1.2 shows their results. results (cm3) iodine solution used        k 9,   l 5,   m 3,   n 2 fig. 1.2   (ii) plot a graph on the grid of the vitamin c content of the final solutions shown in table 1.1  against the volume of iodine solution used by the student shown in fig. 1.2.    add a line of best fit.  [4]",
            "6": "6 0610/53/m/j/17 \u00a9 ucles 2017   (iii)  students were given vegetable juice extract t. the extract needed 7  cm3 of iodine  solution to change it to a blue \u2011black colour.    use the graph to estimate the vitamin c content of vegetable juice extract t.     on the graph  show how you estimated the vitamin c content.  vitamin c content of t ..  mg  [2]  (f) the vitamin c in vegetables breaks down when they are cooked at high temperatures.    plan an investigation to determine the effect of temperature on the vitamin c content of  vegetables.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 25]",
            "7": "7 0610/53/m/j/17 \u00a9 ucles 2017 [turn over blank page",
            "8": "8 0610/53/m/j/17 \u00a9 ucles 2017 2 the small intestine is involved in the digestion and absorption of food.  fig. 2.1 shows a photomicrograph of cross \u2011sections of villi in the small intestine. villi magnification \u00d7130 fig. 2.1  (a) make a large drawing of the two labelled villi shown in fig. 2.1.    do not draw individual cells.  [4]",
            "9": "9 0610/53/m/j/17 \u00a9 ucles 2017 [turn over \u2011 (b) fig. 2.2 is a photomicrograph that shows a cross \u2011section of part of the wall of the small  intestine. villuspp qq fig. 2.2   (i) the actual length of line pq on fig. 2.2 is 1.25  mm.    measure the length of line pq on fig. 2.2. include the unit.    length of pq ..    calculate the magnification of fig. 2.2 using the equation: magnification = measured length of line pq    ______________________ actual length of line  pq    show your working.   ..  [3]",
            "10": "10 0610/53/m/j/17 \u00a9 ucles 2017   (ii)  describe two ways in which the photomicrograph in fig. 2.2 is different from the  photomicrograph in fig.  2.1. 1    ... 2    ...  [2]  (c) digestion of starch occurs in the small intestine.   a student investigated the effect of temperature on the digestion of starch by amylase.   the student set up three tubes at different temperatures, each containing starch, amylase  and iodine solution. the student calculated the rate of reaction and recorded it in table 2.1. table 2.1 rate of reaction  / arbitrary units tube temperature  / \u00b0c trial 1 trial 2 trial 3 average a 10 2 6 1 b 20 8 9 10 c 30 12 10 11   (i) calculate the average rate of reaction for each tube. write your answers in table 2.1.    space for working.  [1]   (ii) identify the optimum temperature for the digestion of starch in this experiment and give a  reason for your choice.  optimum temperature   reason  ...  ...  ...  [2]",
            "11": "11 0610/53/m/j/17 \u00a9 ucles 2017   (iii) one of the students decided that the result collected for tube a during trial 2 was  anomalous.    suggest a reason for their decision.  ...  ...  ... [1]   (iv) the independent variable is the variable that is changed in an investigation. the  dependent variable is the variable that is measured in an investigation.    identify the independent and dependent variables in this investigation. independent variable  .  ... dependent variable    ...  [2]  [total: 15]",
            "12": "12 0610/53/m/j/17 \u00a9 ucles 2017 permission to reproduce items where third \u2011party 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 \u2011related 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.blank page"
        },
        "0610_s17_qp_61.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (kn/cgw) 129797/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *5844053921* biology  0610/61 paper 6  alternative to practical  may/june 2017  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. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/61/m/j/17 \u00a9 ucles 2017 blank page",
            "3": "3 0610/61/m/j/17 \u00a9 ucles 2017 [turn over 1 proteins are an important part of the diet. these proteins are used in the body to make enzymes  and other cell structures.   you are going to estimate the concentration of protein in two solutions, a and b, using the results  from a set of standard protein solutions.  known concentrations of protein solution were made. using biuret reagent, the colour intensity  score was determined at each concentration.  step 1  seven test-tubes were labelled 1, 2, 3, 4, 5, 6 and 7.   step 2   solutions containing different concentrations of protein were made using the volumes of  1% protein solution and distilled water shown in table 1.1. table 1.1  test-tube number 1 2 3 4 5 6 7 volume of 1% protein solution  / cm3 0.00 0.25 0.50 1.00 2.00 3.00 4.00 volume of distilled water  / cm3 5.00 4.75 4.50 4.00 3.00 2.00 1.00 percentage concentration of protein solution 0.00  0.05 0.20 0.40 0.60  (a) (i) complete table 1.1 by calculating the percentage concentration of the protein solutions  in test-tubes 3 and 7. write your answers in table 1.1.    show your working.  [2]   (ii) state the colour that shows the presence of protein when tested with biuret reagent.  ... [1]  step 3   2 cm3 of biuret reagent was added to each of the solutions in the test-tubes, 1 to 7. each  test-tube was shaken gently to mix the contents.   step 4   the test-tubes were placed in a test-tube rack in order of concentration, from the least  concentrated to most concentrated.  step 5   2 cm3 of biuret reagent was added to the protein solution in the test-tube labelled a and  shaken gently to mix the contents.   step 6  step 5 was repeated for the protein solution in test-tube b.",
            "4": "4 0610/61/m/j/17 \u00a9 ucles 2017  step 7   test-tubes 1 to 7 were held against a white background so that the colour of the solutions  were clearly visible. these test-tubes are shown in fig. 1.1.  step 8  the colour intensity of the solution in test-tube  7 was given a score using table 1.2. colour intensity palest darkest + ++ +++ ++++++++ colour intensity score score1 2 3 4 5 6 7 fig. 1.1 table 1.2 colour intensity palest darkest + ++ +++ ++++++++ colour intensity score score1 2 3 4 5 6 7   (iii) use table 1.2 to complete fig. 1.1 by writing in the score for test-tubes 1 to 6.    test-tubes that have the same colour intensity should be given the same score.  [1]   (iv) prepare a table to record the results for test-tubes 1 to 7.    your table should show:    \u2022 the concentration of the protein solutions    \u2022 the colour intensity score given to each of the solutions.  [3]",
            "5": "5 0610/61/m/j/17 \u00a9 ucles 2017 [turn over  the results for tubes a and b are shown in fig. 1.2. a b fig. 1.2   (v) use fig. 1.1 to determine the colour intensity scores for test-tubes a and b in fig. 1.2. colour intensity score for test-tube a  . colour intensity score for test-tube b  .  [1]   (vi) use your table from (a)(iv)  to estimate the percentage concentration of the protein  solutions in test-tubes a and b.  concentration of the protein solution in test-tube a   % concentration of the protein solution in test-tube b   %     [2]  (b) (i) identify the control for this experiment and explain why it is used. control  ... why it is used  .  ...  ...  [2]   (ii) explain why the method used to find the concentration of the protein solutions in   test-tubes a and b can only be an estimate.   ...  ...  ...  ...  ... [2]  [total: 14]",
            "6": "6 0610/61/m/j/17 \u00a9 ucles 2017 2 yeast cells have a  cell wall  on the outside that appears as a dark layer and a large paler coloured  vacuole  occupying most of the cell.   the nucleus  is round and often found near the centre of the cell. it is much smaller and darker  than the vacuole.  yeast grows by forming small buds  on one side of the cell that eventually break off.  fig. 2.1 shows a photograph of yeast cells viewed through a microscope.  (a) (i) on fig. 2.1 label two of these features of yeast cells.  magnification \u00d7800cell a pqb fig. 2.1     [1]   (ii) measure the length of four yeast cells. show where you have measured each of these  cells on fig. 2.1.    record the length of each cell and calculate the average length of all four cells. include  the units.    length of four yeast cells    1 ..  2 ..  3 ..  4 ..  average length of the four yeast cells  ...    [2]",
            "7": "7 0610/61/m/j/17 \u00a9 ucles 2017 [turn over   (iii) measure the length of cell a along the line pq drawn on fig. 2.1. include the units.    length of cell a ...    calculate the actual  length of cell a using the formula:     actual length = length of cell a on fig. 2.1 magnification    give your answer to three decimal places and include the unit.  actual  length of yeast cell a  ...    [3]    (iv) make a large drawing of the yeast cells that are inside the box labelled b on fig. 2.1.  [4]",
            "8": "8 0610/61/m/j/17 \u00a9 ucles 2017  (b) some students measured respiration in yeast using a culture of active yeast.    yeast produces a gas during respiration.   two syringes were filled with 20  cm3 of the active yeast culture and each syringe was placed  into a large test-tube containing water at 35  \u00b0c. both were placed in a water-bath at 35  \u00b0c as  shown in fig. 2.2.   the volume of gas in each syringe was measured every 5 minutes for 25 minutes. large test-tube of water at 35  \u00b0cwater-bath at 35  \u00b0c5101520 5101520 syringe containing active yeast culturegas produced by yeast fig. 2.2   (i) state two variables that have been kept constant in this method. 1   2   [2]   (ii) identify one source of error in this method and suggest an improvement. error  ...  ... improvement  .  ...  ... [2]",
            "9": "9 0610/61/m/j/17 \u00a9 ucles 2017 [turn over  (c) table 2.1 shows their results.  table 2.1 time  / minvolume of gas collected  / cm3 syringe 1 syringe 2 average  5  2  3  2.5 10  5  7  6.0 15  7 11  9.0 20 12 13 12.5 25 13 14   (i) calculate the average volume of gas collected at 25 minutes.     write your answer in table 2.1.  [1]   (ii)  plot a graph on the grid of the average  volume of gas collected against time.    add a line of best fit.    [4]",
            "10": "10 0610/61/m/j/17 \u00a9 ucles 2017   (iii) one of the students decided that the result collected in syringe 1 at 15 minutes was  anomalous.    suggest a reason for their decision.  ...  ...  ... [1]  (d) describe how the students could use the method in 2(b) to investigate the effect of ph on  respiration in yeast.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 26]",
            "11": "11 0610/61/m/j/17 \u00a9 ucles 2017 blank page",
            "12": "12 0610/61/m/j/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_s17_qp_62.pdf": {
            "1": "*6232824306* this document consists of 10 printed pages and 2 blank pages. dc (ce/cgw) 129388/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  may/june 2017  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. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/62/m/j/17 \u00a9 ucles 2017 1 a student wanted to investigate the effect of different growing conditions on the rate of  photosynthesis in plants.  when photosynthesis takes place in a leaf oxygen gas is produced and this is released into the air  spaces in the leaf. carbon dioxide + water  glucose + oxygen  when small discs are cut from the leaf, the gases in the air spaces in the leaf discs can be  removed. this allows the leaf discs to sink when they are placed in a liquid.  as photosynthesis takes place the leaf discs start to float. the time taken for the leaf discs to float  indicates the rate of photosynthesis.  step 1   a student selected two plants, x and y, which were of the same species but were growing  in two different locations.  step 2   one leaf was removed from plant x and five small discs were cut from the leaf. each leaf  disc was 8  mm in diameter.  step 3   the student placed the five leaf discs from plant x into a syringe containing 5  cm3 of 2%  sodium hydrogencarbonate solution. 1 2 3 4 5 6 7 8 9 10 pull on plunger of syringe     leaf discs sinkingnozzle barrel plunger  fig. 1.1a  fig. 1.1b  step 4   the student removed the air from the air spaces in the leaf discs from plant x by pulling  and releasing the syringe plunger as shown in fig. 1.1a. the leaf discs then sank to the  bottom of the syringe as shown in fig. 1.1b.",
            "3": "3 0610/62/m/j/17 \u00a9 ucles 2017 [turn over  step 5   the five leaf discs from plant x were removed from the syringe and each one was placed  into a separate test-tube in a test-tube rack.     2% sodium hydrogencarbonate solution was poured into each test-tube to a height of  approximately 5  cm from the bottom of the test-tube. this is shown in fig. 1.2. leaf x leaf yleaf disc5 cmsodium hydrogencarbonate solution fig. 1.2  step 6   a lamp was placed at a distance of 10  cm from the edge of the test-tube rack. this is  shown in fig. 1.3. lamp10 cm1 2 3 4 5 fig. 1.3  step 7   the lamp was switched on and a timer was started. the time taken for each of the five  leaf discs to start  to rise to the surface of the liquid in the test-tube was recorded.  step 8  the student repeated steps 2 to 7 for the five leaf discs from plant  y.",
            "4": "4 0610/62/m/j/17 \u00a9 ucles 2017 the student\u2019s results are shown in fig. 1.4. plant x leaf discs 1 min 10 s,  1 min 5 s,  58 s,  1 min 26 s,  1 min 18 s. plant y leaf discs 3 min 5 s,  4 min 12 s,  4 min 10 s,  4 min 0 s,  3 min 37 s. fig. 1.4  (a) (i) prepare a table to record the results shown in fig. 1.4.    record the student\u2019s results in your table.  [4]   (ii) calculate the average time taken for the leaf discs from plant x and the leaf discs from  plant y to rise. include the units and give your answer as a whole number.    space for working.    x .    y.  [2]",
            "5": "5 0610/62/m/j/17 \u00a9 ucles 2017 [turn over   (iii) plot a bar chart on the grid of the average rising time of the leaf discs for plants x and y.  [3]   (iv) suggest why the leaf discs rise when photosynthesis takes place.  ...  ... [1]   (v) explain why five leaf discs of each leaf type were used.  ...  ... [1]   (vi) identify the variable that was: measured  .. changed    [2]   (vii) state two variables that were kept constant. 1   2    [2]",
            "6": "6 0610/62/m/j/17 \u00a9 ucles 2017 (b) there are potential sources of error in step 5, step 6 and step 7 of the method on page 3.   identify two sources of error in these steps.   for each error suggest one possible improvement. error  ..  ... improvement  .  ... error  ..  ... improvement  .  ...  [4]  [total: 19] 2 (a) fig. 2.1 and fig. 2.2 are photomicrographs of cross-sections of leaves taken from different  areas of the same tree. some parts of the tree are shaded from the sun and some parts are  in direct sunlight.   the cross-section shown in fig. 2.1 was taken from a leaf grown in the shade and the  cross-section shown in fig. 2.2 was taken from a leaf grown in direct sunlight. qp magnification \u00d7130upper epidermis lower epidermispalisade mesophyll spongy mesophyllleaf grown in the shade fig. 2.1   (i) state two visible differences between the leaves shown in fig. 2.1 and fig. 2.2. 1    ... 2    ...  [2]",
            "7": "7 0610/62/m/j/17 \u00a9 ucles 2017 [turn over magnification \u00d7130upper epidermis lower epidermispalisade mesophyll spongy mesophyllleaf grown in direct sunlight fig. 2.2   (ii) make a large drawing of the leaf cross-section shown in fig. 2.2 .    do not draw individual cells. do not label your drawing.  [4]",
            "8": "8 0610/62/m/j/17 \u00a9 ucles 2017   (iii) measure the leaf thickness at line pq in fig. 2.1. include the unit. length of pq ...    calculate the actual leaf thickness using the equation: actual leaf thickness = length of line pq magnification    show your working and give your answer to two decimal places.     [3]  (b) a student measured the length and the thickness of some leaves taken from a different tree.   some parts of the tree were in direct sunlight and some parts of the tree were shaded from  the sun.   fig. 2.3 shows a diagram of two of the leaves sampled. leaf length leaf grown in direct sunlight leaf grown in the shade fig. 2.3",
            "9": "9 0610/62/m/j/17 \u00a9 ucles 2017 [turn over   table 2.1 shows the average leaf thickness and the average leaf length table 2.1 leaves in  direct sunlightleaves in   the shadedifference percentage  difference average leaf thickness  / mm 2.27   1.53 0.74 32.60 average leaf length  / mm70.00 105.00   (i) calculate the percentage difference between the average leaf length of the leaves grown  in direct sunlight and the average leaf length of the leaves grown in the shade.    write your answers in table 2.1.    space for working.  [2]   (ii) the student was testing a hypothesis that stated:    \u201cleaves grown in the shade will be larger than leaves grown in direct sunlight\u201d    use table 2.1 to explain how the data: supports this hypothesis    ...  ...  ... does not support this hypothesis  ..  ...  ...  ...  [3]",
            "10": "10 0610/62/m/j/17 \u00a9 ucles 2017  (c) before testing leaves for the presence of starch, the green chlorophyll must be removed. the  chlorophyll can be removed by boiling the leaf in ethanol.   (i) describe how ethanol can be boiled safely.  ...  ...  ... [1]   (ii) suggest why the chlorophyll needs to be removed.  ...  ... [1]   (iii) a student wanted to find out if starch was present in both  leaves grown in direct sunlight  and leaves grown in the shade.    plan an investigation to determine if starch is present in both types of leaf.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 21]",
            "11": "11 0610/62/m/j/17 \u00a9 ucles 2017 blank page",
            "12": "12 0610/62/m/j/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_s17_qp_63.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (st/cgw) 129389/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *0843525410* biology  0610/63 paper 6  alternative to practical  may/june 2017  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. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/63/m/j/17 \u00a9 ucles 2017 1 vitamin c is an important component of many fruits and vegetables.  the vitamin c content of a vegetable juice extract can be determined by carrying out a \u2018titration\u2019.  this is done by adding drops of iodine solution to a vegetable juice extract until a blue-black  colour appears. the more iodine solution that needs to be added, the more vitamin c there is in  the vegetable juice extract.  a student set up the apparatus as shown in fig. 1.1 to determine the vitamin c content of three  different vegetable juice extracts; p, q and r. conical flask containing 25 cm3 of vegetable juice extract p and 1 cm3 of starch solution 1 2 3 4 5 6 7 8 9 10 iodine solution fig. 1.1  step 1  a conical flask was labelled p.  step 2  25 cm3 of vegetable juice extract p was added to conical flask  p.  step 3  1 cm3 of starch solution was added to conical flask p and mixed well using a glass rod.   step 4  a 10 cm3 syringe was filled with iodine solution.  step 5   one drop of the iodine solution was added to conical flask  p and mixed for 5 seconds  using the glass rod.  step 6   step 5 was repeated, adding one drop at a time, until the solution in conical flask  p  remained blue-black.  step 7  steps 1 to 6 were repeated for the other two vegetable juice extracts; q and r.",
            "3": "3 0610/63/m/j/17 \u00a9 ucles 2017 [turn over  fig. 1.2 shows the volume of iodine solution that was left in each syringe at the end of the  investigation. each syringe contained 10  cm3 of iodine solution at the start of the investigation. iodine solution1 2 3 4 5 6 7 8 9 10 cm3 p q1 2 3 4 5 6 7 8 9 10 cm3 r1 2 3 4 5 6 7 8 9 10 cm3 fig. 1.2  (a) use fig. 1.2 to calculate the volume of iodine solution used  in p, q and r.   prepare a table and record these results in your table. [3]  (b) explain why the starch solution was added to the vegetable juice extracts.   ...  ...  ... [1]  (c) state two variables that should be kept constant in this investigation.  1   2   [2]",
            "4": "4 0610/63/m/j/17 \u00a9 ucles 2017  (d) identify two sources of error in this investigation and suggest a possible improvement for  each error.  error  ..  ... improvement  .  ... error  ..  ... improvement  .  ... [4]  (e) a student was given a concentrated solution of vitamin c.   the solution contained 1000  mg of vitamin c in 100  cm3 of distilled water.   the student made four dilute solutions of vitamin c, using the volumes of concentrated  vitamin c solution and distilled water shown in table 1.1. table 1.1 solution volume of concentrated  vitamin c solution added / cm3volume of distilled  water added  / cm3final volume  / cm3vitamin c content  in the final solution / mg k 50.00  0.00 50.00 500.0 l 25.00 50.00 250.0 m 12.50 37.50 50.00 125.0 n  6.25 43.75 50.00   (i) calculate the volume of distilled water added to make solution l and the vitamin c  content of solution n. write your answers in table 1.1.   [3]",
            "5": "5 0610/63/m/j/17 \u00a9 ucles 2017 [turn over   the student recorded the volume of iodine solution needed to change solutions k, l, m and  n to a blue-black colour.   fig. 1.3 shows their results. results (cm3) iodine solution used        k 9,   l 5,   m 3,   n 2 fig. 1.3   (ii)  plot a graph on the grid of the vitamin c content of the final solutions shown in table 1.1  against the volume of iodine solution used by the student shown in fig. 1.3.    add a line of best fit. [4]   (iii)  students were given vegetable juice extract t. the extract needed 7  cm3 of iodine  solution to change it to a blue-black colour.    use the graph to estimate the vitamin c content of vegetable juice extract t.     on the graph show how you estimated the vitamin c content.  vitamin c content of t  .  mg [2]",
            "6": "6 0610/63/m/j/17 \u00a9 ucles 2017  (f) the vitamin c in vegetables breaks down when they are cooked at high temperatures.    plan an investigation to determine the effect of temperature on the vitamin c content of  vegetables.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 25]",
            "7": "7 0610/63/m/j/17 \u00a9 ucles 2017 [turn over blank page",
            "8": "8 0610/63/m/j/17 \u00a9 ucles 2017 2 the small intestine is involved in the digestion and absorption of food.  fig. 2.1 shows a photomicrograph of cross-sections of villi in the small intestine. villi magnification \u00d7130 fig. 2.1  (a) make a large drawing of the two labelled villi shown in fig. 2.1.    do not draw individual cells. [4]",
            "9": "9 0610/63/m/j/17 \u00a9 ucles 2017 [turn over  (b) fig. 2.2 is a photomicrograph that shows a cross-section of part of the wall of the small  intestine. villuspp qq fig. 2.2   (i) the actual length of pq on fig. 2.2 is 1.25  mm.    measure the length of line pq on fig. 2.2. include the unit.    length of pq     calculate the magnification of fig. 2.2 using the equation:      magnification = measured length of line pq actual length of line pq    show your working.    [3]",
            "10": "10 0610/63/m/j/17 \u00a9 ucles 2017   (ii) describe two ways in which the photomicrograph in fig.  2.2 is different from the  photomicrograph in fig.  2.1. 1    ... 2    ... [2]  (c) digestion of starch occurs in the small intestine.   a student investigated the effect of temperature on the digestion of starch by amylase.   the student set up three tubes at different temperatures, each containing starch, amylase  and iodine solution. the student calculated the rate of reaction and recorded it in table 2.1. table 2.1 rate of reaction  / arbitrary units tube temperature  / \u00b0c trial 1 trial 2 trial 3 average a 10 2 6 1 b 20 8 9 10 c 30 12 10 11   (i)  calculate the average rate of reaction for each tube. write your answers in table 2.1.    space for working. [1]   (ii) identify the optimum temperature for the digestion of starch in this experiment and give a  reason for your choice.    optimum temperature   reason    ...  ... [2]",
            "11": "11 0610/63/m/j/17 \u00a9 ucles 2017   (iii) the student decided that the result collected for tube a during trial 2 was anomalous.    suggest a reason for their decision.  ...  ...  ... [1]   (iv) the independent variable is the variable that is changed in an investigation. the  dependent variable is the variable that is measured in an investigation.    identify the independent and dependent variables in this investigation. independent variable  .  ... dependent variable    ... [2] [total: 15]",
            "12": "12 0610/63/m/j/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_w17_qp_11.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 11_0610_11/3rp  \u00a9 ucles 2017 [turn over     *0846476635 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2017 0610/11/o/n/17  1 which process in plant cells uses chlorophyll?  a growth  b nutrition  c movement  d respiration      2 the table shows the scientific names of four members of the cat family.    common name scientific name  leopard panthera pardus  lion panthera leo  ocelot leopardus pardalis  tiger panthera tigris    which statement is correct?  a all four cats are members of the same species.  b the leopard and the ocelot are members of the same genus.  c the leopard, lion and tiger are members of the same genus.  d the leopard, lion and tiger are members of the same species.     3 the diagram shows a type of tooth.    crown root     use the key to identify the tooth.  1 the root is divided into two parts  ...  go to 2  the root is not divided into two parts  .  go to 3  2 the height of the crown is greater than the length of the root  ...  a  the height of the crown is less than the length of the root    b  3 flattened crown  .  c  ridged crown  .  d   ",
            "3": "3  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  4 the diagram shows a student\u2019s drawing of guard cells.    which label is not correct?    a  cell membrane b  cytoplasm c  vacuole d  cell wall     5 the diagrams show a leaf and its internal structure.    12 3     what are the levels of organisation of the labelled structures?     1 2 3  a cell tissue organ system  b organ cell tissue  c organ system tissue cell  d tissue cell organ    ",
            "4": "4  \u00a9 ucles 2017 0610/11/o/n/17  6 the diagram shows an insect as seen using the low power lens of a microscope.    the actual diameter of the circle is 0.3  cm.        what is the approximate size of this insect in millimetres?  a 0.1  mm b 1.0  mm c 2.0  mm d 3.0  mm     7 the diagram shows part of a section through a leaf.    which arrow represents the diffusion of oxygen during photosynthesis?    leaf cells xylem cdba      8 what helps to support plants?  a pressure inwards on the cell vacuoles  b pressure inwards on the chloroplasts  c pressure outwards on the cell walls  d pressure outwards on the nuclei     ",
            "5": "5  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  9 which of these is digested by protease?    a bcdkey amino acid glucose chemical bond       10 which enzyme is used to produce clear apple juice?  a amylase  b lipase  c pectinase  d protease      11 what is the optimum ph for stomach enzymes?  a ph  2 b ph  7 c ph  9 d ph  12      12 what are the raw materials necessary for photosynthesis?  a carbon dioxide and water  b light and a suitable temperature  c oxygen and carbon dioxide  d water and a suitable temperature      13 in plants, which substance contains magnesium ions?  a cellulose  b chlorophyll  c haemoglobin  d starch      14 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein     ",
            "6": "6  \u00a9 ucles 2017 0610/11/o/n/17  15 which chemical reaction takes place in the mouth?  a fats are digested into fatty acids and glycerol.  b fats are digested into simpler sugars.  c starch is digested into simpler sugars.  d starch is digested into amino acids.      16 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m      17 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf     ",
            "7": "7  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  18 which tissue transports water from the roots to the leaves in a plant?  a cortex  b epidermis  c mesophyll  d xylem      19 on which organ is an ecg performed?  a brain  b colon  c ear  d heart      20 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle      21 which are both chemical barriers to the transmission of pathogens?  a mucus and stomach acid  b mucus and white blood cells  c skin and hairs in the nose  d skin and stomach acid     ",
            "8": "8  \u00a9 ucles 2017 0610/11/o/n/17  22 the table shows the approximate compos ition of inspired and expired air.    gas percentage of gas  in inspired air percentage of gas  in expired air  p 78.10 78.10  q 20.90 16.00  r variable variable  s 0.04 4.00    what is the name of gas s?  a carbon dioxide  b nitrogen  c oxygen  d water vapour     ",
            "9": "9  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  23 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeastand water     what would happen to each balloon after one day?    pqa pqb pqc pqd      ",
            "10": "10  \u00a9 ucles 2017 0610/11/o/n/17  24 the diagram represents the exchange of gases during breathing and during respiration in the  body.    carbon dioxide in bloodoxygen in blood carbon dioxideoxygen x y     what is represented by x and by y?     x y  a lungs air  b lungs body cells  c body cells air  d body cells lungs     25 the table shows information about urea.    which row is correct?     substance that  urea is made from organ that  makes urea organ that  excretes urea  a amino acids kidney bladder  b amino acids liver kidney  c fatty acids kidney bladder  d fatty acids liver kidney     26 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body     ",
            "11": "11  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  27 what shows the order in which these structures are involved in a reflex action?  a effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  b effector \u2192 sensory neurone \u2192 motor neurone \u2192 relay neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 motor neurone \u2192 sensory neurone \u2192 relay neurone \u2192 effector     28 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    29 the diagram shows the gas exchange surface of a person who has just smoked a cigarette.     substance p can cause cancer.    p moisture alveolus wall    what is substance p?  a carbon dioxide  b carbon monoxide  c nicotine  d tar     ",
            "12": "12  \u00a9 ucles 2017 0610/11/o/n/17  30 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy      31 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      32 four processes involved in labour and birth are shown.    1 cutting the umbilical cord  2 contraction of muscles in the uterus wall 3 dilation of the cervix  4 passage of the baby through the vagina    in which sequence do these events normally occur?  a 2 \u2192 3 \u2192 1 \u2192 4  b 2 \u2192 3 \u2192 4 \u2192 1  c 3 \u2192 2 \u2192 1 \u2192 4  d 3 \u2192 2 \u2192 4 \u2192 1      33 in some mammals the allele for brown coat colour is dominant to the allele for white coat colour.    which percentage of offspring will be white if a cross is made between two heterozygous  mammals?  a 0% b 25% c 50% d 100%     ",
            "13": "13  \u00a9 ucles 2017 0610/11/o/n/17 [turn over  34 which term is defined as a length of dna that codes for a protein?    a amino acid  b chromosome  c gene  d mutation     35 what makes tongue rolling an example of discontinuous variation?  a a person can roll their tongue only when they are young.  b there are many different types of tongue rollers.  c tongue rolling has to be learnt.  d tongue rolling is something that a person either can or cannot do.     36 what is shown by the widest block in a pyramid of numbers for a grassland ecosystem?  a all the consumers in the pyramid  b the carnivores in the pyramid  c the organisms at the top of the pyramid  d the producers in the pyramid    37 a food chain is shown.    potato plant \u2192 slug \u2192 hedgehog    by which process is energy transferred from the potato plant to the slug?  a egestion  b excretion  c ingestion  d photosynthesis    ",
            "14": "14  \u00a9 ucles 2017 0610/11/o/n/17  38 a farmer put some fertiliser on his field. some  of the fertiliser drained into a nearby lake.    land with fertiliser lakeplants    what is the effect of the fertiliser on the growth of the crop plants in the field and the plants in the  lake?     crop plant  growth  lake plant  growth  a decreased decreased  b decreased increased  c increased decreased  d increased increased      39 the diagrams show the depth and rate of breathing in a person at 12.00  pm and 1.00  pm.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12.00  pm 1.00  pm 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12.00  pm and 1.00  pm?     depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
            "15": "15  \u00a9 ucles 2017 0610/11/o/n/17  40 the table shows the amount of carbon dioxide in the atmosphere in three different years.    year 1930 1980 1990  carbon dioxide  / parts per million 300 330 370    what is the most likely cause of this change?  a destruction of rainforests  b increased use of fertilisers containing nitrogen  c pollution of air by sulfur dioxide  d rise in the sea level    ",
            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/11/o/n/17  blank page  "
        },
        "0610_w17_qp_12.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib17 11_0610_12/3rp  \u00a9 ucles 2017 [turn over     *9230046908 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2017 0610/12/o/n/17  1 which process do living organisms use to re move excess carbon dioxide from their bodies?  a excretion  b movement  c nutrition  d respiration      2 when a donkey is bred with a zebra, a zebronkey is produced. zebronkeys are not fertile  animals.    which statement is correct?  a donkeys and zebras belong to different species because their offspring are not fertile.  b donkeys and zebras belong to different species because they do not look exactly the same.  c donkeys and zebras belong to the same species because they look alike.  d donkeys and zebras belong to the same species because they produce offspring.     3 the diagram shows a leaf.        use the key to identify the leaf.  1 leaf with several small leaflets  ..  go to 2   leaf with one large leaf blade    go to 3 2 leaflets are broad and flat  .  a   leaflets are narrow and hair-like  ...  b  3 leaf with a smooth edge  ...  c   leaf with a toothed edge  ...  d     ",
            "3": "3  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  4 the diagram shows a cell from the leaf of a plant.    which part contains the highest amount of magnesium?    a b c d       5 what is a leaf?  a a cell  b an organ  c an organ system  d a tissue     6 an experiment is set up as shown.    water soluble blue crystals     after several hours, the water turns blue.    which process causes this colour change to take place?  a absorption  b active transport  c diffusion  d osmosis     ",
            "4": "4  \u00a9 ucles 2017 0610/12/o/n/17  7 a cell has an actual length of 0.2  mm. a student wants to make a drawing of this cell so that it  appears two hundred times bigger.    how long should the student draw this cell?  a 4 mm b 0.04  cm c 40  mm d 40  cm      8 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane  a \u0016 \u001a \u0016  b \u0016 \u001a \u001a  c \u001a \u0016 \u0016  d \u001a \u0016 \u001a     9 which of these is digested by protease?    a bcdkey amino acid glucose chemical bond       10 which chemical is used to test for the presence of protein in a food sample?  a benedict\u2019s solution  b biuret solution  c dcpip  d iodine solution    ",
            "5": "5  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  11 four test-tubes were set up as shown in the table.    in which test-tube would starch be broken down the fastest?     2 cm3 starch  suspension  added 1 cm3 of  amylase added 1 cm3 of boiled  amylase added temperature  / \u00b0c   a \u0016 \u0016 \u001a 5 key  b \u0016 \u0016 \u001a 35 \u0016= present  c \u0016 \u001a \u0016 5 \u001a= absent  d \u0016 \u001a \u0016 35       12 the average number of chloroplasts in four differ ent types of cell taken from a plant is shown.    which is a root hair cell?  a 0 b 47 c 370 d 920     13 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein    ",
            "6": "6  \u00a9 ucles 2017 0610/12/o/n/17  14 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m      15 what could lead to obesity?  a energy consumption exceeding energy expenditure  b increased consumption of dietary fibre  c reduced consumption of fat  d reduced consumption of sugar      16 which stage of nutrition takes place when food molecules become part of a body cell?  a absorption  b assimilation  c digestion  d ingestion     ",
            "7": "7  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  17 the diagram shows a transverse section through a plant organ.    m     what is m?  a phloem in a root  b phloem in a stem  c xylem in a root  d xylem in a stem      18 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf     19 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle    ",
            "8": "8  \u00a9 ucles 2017 0610/12/o/n/17  20 the diagram shows a section through a mammalian heart.    which part carries blood directly from the lungs?    bc da       21 which is a mechanical barrier to pathogens?  a acid in the stomach  b hairs in the nose  c mucus in the trachea  d phagocytosis in the blood     22 what is the approximate percentage of oxygen in exhaled air?  a 0.04 b 4.00 c 16.00 d 21.00    ",
            "9": "9  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  23 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeast and water    what would happen to each balloon after one day?    pqa pqb pqc pqd      ",
            "10": "10  \u00a9 ucles 2017 0610/12/o/n/17  24 the diagram represents the exchange of gases during breathing and during respiration in the  body.    carbon dioxide in bloodoxygen in blood carbon dioxideoxygen x y     what is represented by x and by y?     x y  a lungs air  b lungs body cells  c body cells air  d body cells lungs      25 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body     26 what shows the order in which these structures are involved in a reflex action?  a effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  b effector \u2192 sensory neurone \u2192 motor neurone \u2192 relay neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 motor neurone \u2192 sensory neurone \u2192 relay neurone \u2192 effector      27 which acts as a sense organ?  a the gall bladder  b the kidney  c the skin  d the ureter    ",
            "11": "11  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  28 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus     29 which disease is caused by bacteria?  a aids  b cholera  c obesity  d scurvy     30 where does fertilisation occur in a flowering plant?  a in the ovary  b in the pollen grain  c in the style  d on the stigma     31 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy    ",
            "12": "12  \u00a9 ucles 2017 0610/12/o/n/17  32 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      33 in some plants, h is the dominant allele for hairy stems and h is the recessive allele for smooth  stems.    a pair of these plants produce 37 offspring, 18 with hairy stems and 19 with smooth stems.    what are the most likely genotypes of the parents?  a hh \u00d7 hh b hh \u00d7 hh c hh \u00d7 hh d hh \u00d7 hh    34 the family tree shows the inheritance of the ability to smell flowers called freesias. the allele for  the ability to smell freesias is dominant.    which individual\u2019s symbol is not correct?    a dc bfemale able to smell freesias female unable to smell freesias male able to smell freesias male unable to smell freesiaskey       35 what is an example of continuous variation?  a blood group  b gender  c height  d tongue rolling     ",
            "13": "13  \u00a9 ucles 2017 0610/12/o/n/17 [turn over  36 which pyramid of numbers has more herbivores than producers?    a b c d      37 the diagram shows the flow of energy along a food chain.    fox rabbit green plant    which process in the rabbit will allow energy to be passed on to the fox?  a excretion  b growth  c movement  d sensitivity    38 the diagram shows part of the carbon cycle.    carbon dioxide in atmosphere organic compounds in animalsorganic compounds in plantsplant and animal remains in soil (humus)12 4 3     which two numbered arrows represent the process of respiration?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     ",
            "14": "14  \u00a9 ucles 2017 0610/12/o/n/17  39 when making commercial apple juice, the fruit is crushed to separate cells and to release the cell  contents. chemical q is found between the cells. it holds the cells together but it makes the extracted juice cloudy.    which process is used to produce a clear juice?  a adding more water to dissolve chemical q  b adding pectinase to digest chemical q  c boiling the juice to destroy chemical q  d crushing the apples to release chemical q     40 the table shows the amount of carbon dioxide in the atmosphere in three different years.    year 1930 1980 1990  carbon dioxide  / parts per million 300 330 370    what is the most likely cause of this change?  a destruction of rainforests  b increased use of fertilisers containing nitrogen  c pollution of air by sulfur dioxide  d rise in the sea level    ",
            "15": "15  \u00a9 ucles 2017 0610/12/o/n/17  blank page",
            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/12/o/n/17  blank page  "
        },
        "0610_w17_qp_13.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 16 printed pages.  ib17 11_0610_13/4rp  \u00a9 ucles 2017 [turn over     *7127785257 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2017 0610/13/o/n/17  1 which process releases water and energy?  a aerobic respiration  b osmosis  c photosynthesis  d protein synthesis      2 the dire wolf is an extinct species of wolf.    what is the correct scientific name for this wolf?  a canis dirus   b canis dirus   c canis dirus   d canis dirus     3 which of the animals shown is a crustacean?    ab c d      4 the diagram shows a type of plant cell.    nucleus cytoplasm cell wall vacuole    where does this type of cell come from?  a a root  b cuticle  c palisade mesophyll  d spongy mesophyll ",
            "3": "3  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  5 which structures are found in a white blood cell?     cell  membrane cell  wall chloroplast large  vacuole cytoplasm nucleus  a \u0016 \u0016 \u001a \u001a \u001a \u001a  b \u0016 \u001a \u001a \u001a \u0016 \u0016  c \u001a \u0016 \u001a \u001a \u001a \u0016  d \u001a \u001a \u0016 \u0016 \u001a \u001a     6 the diagram shows the structure of a plant cell.        this cell is part of a tissue which  a absorbs carbon dioxide from the air.  b absorbs ions from the soil.  c transports sucrose from leaves.  d transports water in stems.      7 a student made the following statements about the movement of ions by active transport.    1 it is the net movement of particles from a low concentration to a high concentration.  2 it is the net movement of particles from a high concentration to a low concentration. 3 it requires the use of energy.  4 it can only take place in living, respiring cells.    which statements are correct?  a 1, 3 and 4 b 1 and 4 only c 2 and 4 d 2 only    ",
            "4": "4  \u00a9 ucles 2017 0610/13/o/n/17  8 which diagram shows the appearance of a plant cell after it is placed in pure water?    cdab       9 what is the colour change shown by benedict\u2019s solution when heated with a reducing sugar?  a blue to purple  b blue to red  c brown to blue-black  d red to yellow      10 into which part of the alimentary canal is the enzyme that digests starch secreted?    a b c d      ",
            "5": "5  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  11 which of these is digested by protease?    a bcdkey amino acid glucose chemical bond       12 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein      13 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m     ",
            "6": "6  \u00a9 ucles 2017 0610/13/o/n/17  14 a person has swollen, bleeding gums and slow wound healing.    this could be caused by a lack of which nutrient in a diet?  a calcium  b fibre  c iron  d vitamin c     15 which function is performed by the duodenum?  a assimilation  b digestion  c egestion  d ingestion    16 solid food enters the mouth at p and enters the oesophagus at q.    p  q      how does the food at q differ from the food at p?  a it contains less fibre.  b it contains less vitamin d.  c it contains less protein.  d it contains less starch.      17 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf   ",
            "7": "7  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  18 which words correctly complete the following two sentences?    during transpiration, water moves from the ..1.. in a leaf and passes into ..2.. cells.    it then leaves the surface of these cells by ..3.. and ..4.. out of the stomata.     1 2 3 4  a phloem xylem osmosis evaporates  b stomata guard active transport flows  c xylem mesophyll diffusion drains  d xylem mesophyll evaporation diffuses     19 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle     ",
            "8": "8  \u00a9 ucles 2017 0610/13/o/n/17  20 the photomicrograph shows some blood cells.    p     what is the function of cell p?  a it carries carbon dioxide.  b it carries oxygen.  c it helps to clot blood.  d it produces antibodies.     21 what can be passed from one person to another during blood transfusion?  a cholera  b chronic obstructive pulmonary disease (copd)  c hiv  d scurvy    ",
            "9": "9  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  22 the diagram shows some structures in the human thorax (chest).    from which part does most oxygen pass directly into the blood?    a b c d      ",
            "10": "10  \u00a9 ucles 2017 0610/13/o/n/17  23 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeast and water    what would happen to each balloon after one day?    pqa pqb pqc pqd      ",
            "11": "11  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  24 the diagram represents the exchange of gases during breathing and during respiration in the  body.    carbon dioxide in bloodoxygen in blood carbon dioxideoxygen x y     what is represented by x and by y?     x y  a lungs air  b lungs body cells  c body cells air  d body cells lungs      25 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body    26 a student begins to lose control of her bicycle while travelling down a hill at speed.    the concentration of which substance will begin to increase rapidly in her blood?  a adrenaline  b insulin  c oestrogen  d testosterone      27 what shows the order in which these structures are involved in a reflex action?  a effector \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 receptor  b effector \u2192 sensory neurone \u2192 motor neurone \u2192 relay neurone \u2192 receptor  c receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  d receptor \u2192 motor neurone \u2192 sensory neurone \u2192 relay neurone \u2192 effector    ",
            "12": "12  \u00a9 ucles 2017 0610/13/o/n/17  28 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    29 which row states the possible harmful effects of tobacco smoke?     cancer liver damage coronary  heart  disease  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016      30 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy     ",
            "13": "13  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  31 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      32 the diagram shows half a flower.    p q r s     after pollination, where would pollen grains be found?  a p and q b q and r c r and s d s and p      33 a pure-breeding white rat was crossed with a pure-breeding black rat. all their offspring were  black.    one of the offspring was bred with a pure-breeding white rat.    what is the most likely percentage of black rats in the offspring?  a 25 b 50 c 75 d 100    34 a tall pea plant is crossed with a short pea plant.    all the offspring plants are tall.    what are the genotypes of the tall parent plant and the offspring?     tall parent offspring  a heterozygous heterozygous  b heterozygous homozygous  c homozygous heterozygous  d homozygous homozygous     ",
            "14": "14  \u00a9 ucles 2017 0610/13/o/n/17  35 what is a mutation?  a a change in appearance  b a change in a gene  c a change in behaviour  d a change in the environment      36 which two processes both result in increased water vapour in the atmosphere?  a condensation and precipitation  b condensation and transpiration  c evaporation and transpiration  d precipitation and evaporation      37 the diagram shows a food web.    herbivores decomposerscarnivores plants     what do the arrows represent?  a the absorption of oxygen  b the absorption of water  c the flow of energy  d the release of carbon dioxide    ",
            "15": "15  \u00a9 ucles 2017 0610/13/o/n/17 [turn over  38 the diagram shows part of a food web.    plantsworms slugsfrogssnakes badgers hedgehogs blackbirds     what is most likely to increase the size of the frog population?  a fewer hedgehogs  b fewer slugs  c more badgers  d more blackbirds     39 the diagram shows a bacterial cell that will be used to produce human insulin.    qbacterial dnabacterial cell     what is inserted into gap q?  a a gene from a healthy human  b cells from a human pancreas  c dna from another bacterium  d molecules of human insulin    ",
            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/13/o/n/17  40 the table shows the amount of carbon dioxide in the atmosphere in three different years.    year 1930 1980 1990  carbon dioxide  / parts per million 300 330 370    what is the most likely cause of this change?  a destruction of rainforests  b increased use of fertilisers containing nitrogen  c pollution of air by sulfur dioxide  d rise in the sea level      "
        },
        "0610_w17_qp_21.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 15 printed pages and 1 blank page.  ib17 11_0610_21/4rp  \u00a9 ucles 2017 [turn over     *6977353268 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2017 0610/21/o/n/17  1 which term is defined as all the chemical reactions that occur in cells?  a photosynthesis  b protein synthesis  c respiration  d metabolism      2 the diagram shows a section of dna from a chimpanzee.    a g c t a c a g a g    which diagram shows a section of dna from the organism that is most closely related to the chimpanzee?    a a g c t a c a g a t a b g c t a c a g t t a c t c a a c a g t t a d t c t a c a g t t    3 the length of a mitochondrion in a photomicrograph is 15  mm.    the actual length of the mitochondrion is 3  \u00b5m.    what is the magnification of the photomicrograph?  a \u00d75 b \u00d745 c \u00d75000 d \u00d745  000    ",
            "3": "3  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  4 the diagrams show a leaf and its internal structure.    12 3     what are the levels of organisation of the labelled structures?     1 2 3  a cell tissue organ system  b organ cell tissue  c organ system tissue cell  d tissue cell organ     5 different factors affect the rate of diffusion of molecules across a membrane.    which row represents changes to factors that will increase the rate of diffusion?     concentration  gradient across  a membrane thickness  of membrane surface area  of membrane temperature  a decrease decrease increase increase  b decrease increase increase decrease  c increase decrease increase increase  d increase increase decrease decrease    ",
            "4": "4  \u00a9 ucles 2017 0610/21/o/n/17  6 a red blood cell and a palisade mesophyll cell are placed in a solution which has a higher water  potential than the cells.    what will happen to each cell?     red blood cell palisade  mesophyll cell  a bursts bursts  b bursts gains mass  c loses mass gains mass  d loses mass loses mass     7 the diagram shows a protease molecule catalysing the break down of a protein molecule.    rp q s     what are the parts labelled p, q, r and s?     enzyme product substrate active site  a p q r s  b r s p q  c s p q r  d s r q p    ",
            "5": "5  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  8 the diagram shows the structure of part of a dna molecule.    x     what does x represent?  a amino acid  b base  c carbon  d protein      9 which statement about enzymes is correct?  a enzymes become part of the product.  b lowering the ph always slows down the reaction rate.  c raising the temperature always increases the reaction rate.  d the specificity of an enzyme depends on the shape of its active site.      10 which enzyme is used to produce clear apple juice?  a amylase  b lipase  c pectinase  d protease      11 which structure would be found in large numbers in cells that have a high energy requirement?  a chloroplast  b endoplasmic reticulum  c large vacuole  d mitochondrion     ",
            "6": "6  \u00a9 ucles 2017 0610/21/o/n/17  12 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein      13 which disease can be caused by a deficiency of iron in the diet?  a anaemia  b kwashiorkor  c marasmus  d rickets      14 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m     ",
            "7": "7  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  15 the graph shows the concentration of oxygen in the air spaces of a green leaf of a plant during a  12-hour period.    concentration of oxygen inair spaces timex     which statement about carbon dioxide in the air spaces during time x is correct?  a carbon dioxide is being produced because the rate of photosynthesis is greater than the rate  of respiration.  b carbon dioxide is being produced because the rate of respiration is greater than the rate of photosynthesis.  c carbon dioxide is being used because the rate of photosynthesis is greater than the rate of  respiration.  d carbon dioxide is being used because the rate of respiration is greater than the rate of  photosynthesis.    16 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf    ",
            "8": "8  \u00a9 ucles 2017 0610/21/o/n/17  17 the diagram shows the vessels associated with the flow of fluids to and from body cells.    which is the lymph vessel?    a d cb       18 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle      19 which are both chemical barriers to the transmission of pathogens?  a mucus and stomach acid  b mucus and white blood cells  c skin and hairs in the nose  d skin and stomach acid     ",
            "9": "9  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  20 the table shows some of the changes that occur during breathing.     from contracted  to relaxed from relaxed  to contracted  diaphragm p x  external intercostals q y  internal intercostals r z    which changes occur to cause inspiration?  a p, q and z b x, q and r c x, y and r d x, y and z     21 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeastand water     what would happen to each balloon after one day?    pqa pqb pqc pqd    ",
            "10": "10  \u00a9 ucles 2017 0610/21/o/n/17  22 the graph shows the lactic acid concentration in blood during and after exercise.    1.0 0.5 0 0 5 10 15 time  / minutes20 25 30blood lactic acid concentration/  mg dm\u20133 exercise recoveryz     the continuation of which process accounts for the shape of the graph at z?  a deep breathing  b high heart rate  c high rate of breathing  d movement of lactic acid from the muscles      23 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body     24 four effects of a specific hormone are listed.    \u25cf increased blood pressure  \u25cf increased blood glucose concentration  \u25cf increased rate of respiration  \u25cf reduced blood flow to the gut    what is this hormone?  a adrenaline  b glucagon  c insulin  d testosterone    ",
            "11": "11  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  25 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    26 the diagram shows a synapse in a reflex arc.    pq     what are the identities of the two neurones and in which direction does the neurotransmitter  pass?     neurone p neurone q direction of passage  of neurotransmitter  a motor relay p \u2192 q  b motor sensory p \u2192 q  c relay motor q \u2192 p  d relay sensory q \u2192 p     ",
            "12": "12  \u00a9 ucles 2017 0610/21/o/n/17  27 the immune system recognises pathogens and attacks them.    which feature of pathogens triggers this response?  a antibodies  b antibiotics  c antigens  d memory cells     28 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water    29 which row shows the adaptive features of sperm cells?     flagellum jelly coat mitochondria  a absent absent present  b absent present absent  c present absent present  d present present absent     30 in some mammals the allele for brown coat colour is dominant to the allele for white coat colour.    which percentage of offspring will be white if a cross is made between two heterozygous  mammals?  a 0% b 25% c 50% d 100%    31 which term is defined as a length of dna that codes for a protein?    a amino acid  b chromosome  c gene  d mutation     ",
            "13": "13  \u00a9 ucles 2017 0610/21/o/n/17 [turn over  32 the following are involved in protein synthesis.    1 amino acids assembled in order  2 mrna moves to the cytoplasm  3 mrna passing through a ribosome  4 dna in the nucleus    in which order do they become involved when proteins are made?  a 1 \u2192 3 \u2192 2 \u2192 4  b 3 \u2192 2 \u2192 1 \u2192 4  c 4 \u2192 2 \u2192 3 \u2192 1  d 4 \u2192 3 \u2192 2 \u2192 1      33 what makes tongue rolling an example of discontinuous variation?  a a person can roll their tongue only when they are young.  b there are many different types of tongue rollers.  c tongue rolling has to be learnt.  d tongue rolling is something that a person either can or cannot do.     34 the distribution of the sickle-cell allele in human populations varies in different areas of the world.    what is an explanation for this difference?  a people that are heterozygous for the sickle-cell allele have a resistance to cholera.  b people that are heterozygous for the sickle-cell allele have a resistance to malaria.  c people that are heterozygous for the sickle-cell allele are more likely to suffer from anaemia.  d people with sickle-cell anaemia have more alleles.    35 nitrogen in the air cannot be used by plants until it is in the form of nitrates.    which two processes convert nitrogen from the air into nitrates?  a decomposition of faeces and nitrification  b denitrification and lightning  c nitrogen fixation by bacteria and denitrification  d nitrogen fixation by bacteria and lightning    ",
            "14": "14  \u00a9 ucles 2017 0610/21/o/n/17  36 what is shown by the widest block in a pyramid of numbers for a grassland ecosystem?  a all the consumers in the pyramid  b the carnivores in the pyramid  c the organisms at the top of the pyramid  d the producers in the pyramid      37 the diagrams show the depth and rate of breathing in a person at 12.00  pm and 1.00  pm.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12.00  pm 1.00  pm 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12.00  pm and 1.00  pm?     depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases      38 ligase enzymes are used in genetic engineering to  a cut open plasmid dna.  b insert plasmids into bacteria.  c isolate the dna making up a human gene.  d join human dna to plasmid dna.    ",
            "15": "15  \u00a9 ucles 2017 0610/21/o/n/17  39 what is not a reason for conservation programmes?  a to introduce new species  b to maintain nutrient cycles  c to maintain resources  d to protect vulnerable environments      40 some examples of the waste products of hu man activity are discarded household rubbish,  excess fertiliser, industrial chemicals and untreated sewage.    which of these can both  cause increased growth of aquatic plants?  a chemical waste and discarded household rubbish  b discarded household rubbish and excess fertiliser  c excess fertiliser and untreated sewage  d untreated sewage and chemical waste    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/21/o/n/17  blank page  "
        },
        "0610_w17_qp_22.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 14 printed pages and 2 blank pages.  ib17 11_0610_22/5rp  \u00a9 ucles 2017 [turn over     *3623538707 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.    there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet.  electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2017 0610/22/o/n/17  1 to which group do both  the organisms shown in the diagram belong?    leaf-like fronds which have structures containing spores on their lower surface     a dicotyledons  b ferns  c fungi  d monocotyledons    2 the diagram shows a section of dna from a chimpanzee.    a g c t a c a g a g    which diagram shows a section of dna from the organism that is most closely related to the chimpanzee?    a a g c t a c a g a t a b g c t a c a g t t a c t c a a c a g t t a d t c t a c a g t t     ",
            "3": "3  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  3 what is a leaf?  a a cell  b an organ  c an organ system  d a tissue      4 the diagram shows a magnified image of a human liver cell with a mitochondrion labelled. the  actual size of the liver cell is 20  \u00b5m.    the image size of the liver cell is 40  mm and the image size of the mitochondrion is 4  mm.    20 \u00b5mmitochondrion     what is the actual size of the mitochondrion shown in the diagram?  a 0.002  mm b 0.02  mm c 0.2  mm d 2  mm     5 what would increase the rate of diffusion of oxygen into an animal cell?  a decreasing the concentration gradient between the inside of the cell and the outside  b decreasing the temperature of the cell and its surroundings  c increasing the distance that the oxygen molecules have to travel  d increasing the surface area of the cell membrane    ",
            "4": "4  \u00a9 ucles 2017 0610/22/o/n/17  6 a red blood cell and a palisade mesophyll cell are placed in a solution which has a higher water  potential than the cells.    what will happen to each cell?     red blood cell palisade  mesophyll cell  a bursts bursts  b bursts gains mass  c loses mass gains mass  d loses mass loses mass     7 where in the alimentary canal is the enzyme trypsin found and what are the products of the  reaction it catalyses?     where trypsin  is found products  a duodenum amino acids  b duodenum fatty acids  c ileum proteins  d stomach amino acids     8 the diagram shows a cell before and during mitosis.    at which stage are the chromosomes copied?    db a c      ",
            "5": "5  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  9 why does excessive heat decrease enzyme activity?  a it changes the shape of the active site.  b it changes the shape of the substrate and product molecules.  c it increases the force of collisions between substrate and product molecules.  d it increases the kinetic energy of the substrate molecules.      10 four test-tubes were set up as shown in the table.    in which test-tube would starch be broken down the fastest?     2 cm3 starch  suspension  added 1 cm3 of  amylase added 1 cm3 of boiled  amylase added temperature  / \u00b0c   a \u0016 \u0016 \u001a 5 key  b \u0016 \u0016 \u001a 35 \u0016= present  c \u0016 \u001a \u0016 5 \u001a= absent  d \u0016 \u001a \u0016 35       11 the average number of chloroplasts in four differ ent types of cell taken from a plant is shown.    which is a root hair cell?  a 0 b 47 c 370 d 920     12 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein     13 which stage of nutrition takes place when food molecules become part of a body cell?  a absorption  b assimilation  c digestion  d ingestion    ",
            "6": "6  \u00a9 ucles 2017 0610/22/o/n/17  14 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m      15 what is the function of translocation?  a to move leaves towards the light for photosynthesis  b to move water into leaves for photosynthesis  c to transport amino acids for the growth of new leaves  d to transport starch to all parts of a plant      16 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf     ",
            "7": "7  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  17 what happens as the blood flows from the atria into the ventricles of the heart?     atrioventricular  valves muscle wall  of the atria muscle wall  of the ventricles semi-lunar  valves  a close relax contract open  b close relax relax open  c open contract contract close  d open contract relax close     18 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle     19 which is a mechanical barrier to pathogens?  a acid in the stomach  b hairs in the nose  c mucus in the trachea  d phagocytosis in the blood    ",
            "8": "8  \u00a9 ucles 2017 0610/22/o/n/17  20 the table shows some of the changes that occur during breathing.     from contracted  to relaxed from relaxed  to contracted  diaphragm p x  external intercostals q y  internal intercostals r z    which changes occur to cause inspiration?  a p, q and z b x, q and r c x, y and r d x, y and z    21 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeast and water    what would happen to each balloon after one day?    pqa pqb pqc pqd    ",
            "9": "9  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  22 vigorous exercise can cause an oxygen debt.    which process removes the oxygen debt?  a aerobic respiration of lactic acid in the liver  b a decrease in breathing rate  c a decrease in heart rate  d an increase in blood supply to the skin     23 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body    24 which row shows the function of rod cells?     have greater  sensitivity to light give colour vision  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
            "10": "10  \u00a9 ucles 2017 0610/22/o/n/17  25 the diagram shows a person sweating in hot weather.        what part is played by sweat glands during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    26 the diagram shows a synapse in a reflex arc.    pq     what are the identities of the two neurones and in which direction does the neurotransmitter  pass?     neurone p neurone q direction of passage  of neurotransmitter  a motor relay p \u2192 q  b motor sensory p \u2192 q  c relay motor q \u2192 p  d relay sensory q \u2192 p     ",
            "11": "11  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  27 the graph shows the number of deaths from mrsa infection per 100  000 people in a population  of over-65-year-olds from 2005 to 2012.    2005 2006 2007 2008 2009 year2010 2011 201213 12 11 10 9 8number of deaths from mrsa infectionin over-65-year-oldsper 100  000 people     what is a possible explanation for the changes shown in the graph?  a a decrease in the size of the population of over-65-year-olds  b antibiotics do not affect viruses  c more effective antibiotics are being used to treat infected people  d over-65-year-olds are immune to mrsa infection     28 after fertilisation, how many chromosomes are in the zygote?  a half as many as in an ovum  b the same as in an ovum  c the same as in a sperm  d twice as many as in a sperm     29 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water    ",
            "12": "12  \u00a9 ucles 2017 0610/22/o/n/17  30 in some plants, h is the dominant allele for hairy stems and h is the recessive allele for smooth  stems.    a pair of these plants produce 37 offspring, 18 with hairy stems and 19 with smooth stems.    what are the most likely genotypes of the parents?  a hh \u00d7 hh b hh \u00d7 hh c hh \u00d7 hh d hh \u00d7 hh    31 the family tree shows the inheritance of the abilit y to smell flowers called freesias. the allele for  the ability to smell freesias is dominant.    which individual\u2019s symbol is not correct?    a dc bfemale able to smell freesias female unable to smell freesias male able to smell freesias male unable to smell freesiaskey      32 the diagram shows a cell from an organism at the end of meiosis.        what is the diploid number for cells from this organism?  a 3 b 6 c 12 d 24    33 when growing millet, farmers choose seeds from high-yielding plants.    which biological practice is this an example of?  a adaptation  b artificial selection  c evolution  d natural selection    ",
            "13": "13  \u00a9 ucles 2017 0610/22/o/n/17 [turn over  34 which graph shows the growth of a population where there are no limiting factors?    00 timepopulation sizea timepopulation sizeb timepopulation sizec timepopulation sized 0000 00       35 what is defined as \u2018all of the populations of different species in an ecosystem\u2019?  a community  b environment  c habitat  d trophic level      36 which pyramid of numbers has more herbivores than producers?    a b c d      ",
            "14": "14  \u00a9 ucles 2017 0610/22/o/n/17  37 why are bacteria useful in biotechnology and genetic engineering?  a bacteria do not have cell vacuoles.  b bacteria do not have mitochondria.  c bacteria have cell walls.  d bacteria share their genetic code with all other organisms.      38 ligase enzymes are used in genetic engineering to  a cut open plasmid dna.  b insert plasmids into bacteria.  c isolate the dna making up a human gene.  d join human dna to plasmid dna.      39 the action of which type of bacteria would cause soil to be lacking in nitrates?  a aerobic  b denitrifying  c nitrifying  d nitrogen fixing      40 what is used to help sustain fish stocks?     education legal quotas eating more fish restocking  a \u0016 \u0016 \u0016 \u001a  b \u0016 \u0016 \u001a \u0016  c \u0016 \u001a \u0016 \u0016  d \u001a \u0016 \u0016 \u0016     ",
            "15": "15  \u00a9 ucles 2017 0610/22/o/n/17  blank page",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/22/o/n/17  blank page  "
        },
        "0610_w17_qp_23.pdf": {
            "1": "  the syllabus is approved for use in england, wales and northern ir eland as a cambridge international level 1/level 2 certificat e.  this document consists of 17 printed pages and 3 blank pages.  ib17 11_0610_23/3rp  \u00a9 ucles 2017 [turn over     *0288685329 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  october/november 2017     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2017 0610/23/o/n/17  1 the plant mimosa pudica  has leaves that fold in when touched.    this demonstrates movement and which other characteristic?  a excretion  b growth  c nutrition  d sensitivity     2 the diagram shows a section of dna from a chimpanzee.    a g c t a c a g a g    which diagram shows a section of dna from the organism that is most closely related to the chimpanzee?    a a g c t a c a g a t a b g c t a c a g t t a c t c a a c a g t t a d t c t a c a g t t    ",
            "3": "3  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  3 the diagrams show structures associated with a leaf.    thick cellulose wall nucleus vacuole cytoplasm leaf leaf stalk detail    what is the level of organisation of the part shown in detail?  a cell  b organ  c organ system  d tissue     4 the diagram shows a pollen grain of a rice plant. the size of the image is 40  mm    40 \u00b5m    the actual length of the pollen grain is 40  \u00b5m.    by how many times has the diagram been magnified?  a \u00d71 b \u00d710 c \u00d7100 d \u00d71000     ",
            "4": "4  \u00a9 ucles 2017 0610/23/o/n/17  5 three equally sized pieces of potato were put into different concentrations of sucrose solution.  one piece of potato was put into distilled water.    the concentrations of sucrose solution were 0.2  g dm\u20133, 0.4  g dm\u20133 and 0.6  g dm\u20133.    the graph shows the change in mass of the potato pieces over a period of 60 minutes.    which piece of potato was put into distilled water?    2 10 \u2013106 0time  / minuteschange in mass of the potato pieces  / ga b c d      6 a red blood cell and a palisade mesophyll cell are placed in a solution which has a higher water  potential than the cells.    what will happen to each cell?     red blood cell palisade  mesophyll cell  a bursts bursts  b bursts gains mass  c loses mass gains mass  d loses mass loses mass     ",
            "5": "5  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  7 the diagram shows an evolutionary tree based on a computer-generated study of different sea  mammals.    fin whale humpback whale sperm whale beaked whale dolphin porpoisecommon ancestor     according to this evolutionary tree, which whale has dna base sequences that are least  shared  with the other whales?  a beaked whale  b fin whale  c humpback whale  d sperm whale      8 what is the colour change shown by benedict\u2019s solution when heated with a reducing sugar?  a blue to purple  b blue to red  c brown to blue-black  d red to yellow     ",
            "6": "6  \u00a9 ucles 2017 0610/23/o/n/17  9 into which part of the alimentary canal is the enzyme that digests starch secreted?    a b c d      10 the diagram shows an enzyme with its substrate and product molecules.    q r sp     which form an enzyme-substrate complex?  a p and q b q and r c r and s d s and p     ",
            "7": "7  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  11 the diagram shows the apparatus at the beginning of an investigation into temperature change  during the germination of seeds. the temperature at the start of the investigation was 25  \u00b0c in  both flasks.    after two days the temperature in flask 1 is 25  \u00b0c. the temperature in flask 2 is 28  \u00b0c.    living seeds dead and disinfectedseeds cotton wool thermometer flask 1 flask 2vacuum flask     which characteristic of living organisms is shown in this experiment?  a excretion  b growth  c reproduction  d respiration      12 what must be increased in the diet of a person suffering from constipation?  a fats  b fibre  c iron  d protein     ",
            "8": "8  \u00a9 ucles 2017 0610/23/o/n/17  13 which substrate, enzyme and product are correctly named?     substrate enzyme product  a amino acids trypsin protein  b amylase maltose glucose  c lipase lipid fatty acids and glycerol  d maltose maltase glucose      14 the diagram shows the human alimentary canal, with a string marked in metres beside it.    oesophagus anus0 1 2 3 4 56789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m     ",
            "9": "9  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  15 what is not a use of water by plants?  a acting as a solvent  b cooling the plant  c dissolving cellulose cell walls  d raw material in photosynthesis      16 what is a description of transpiration?  a exchange of gases between the leaf and the atmosphere  b loss of water vapour from the leaves and stems of a plant  c movement of water from the roots to the leaves  d movement of water through the cells of the leaf      17 the diagram represents the circulatory system of a mammal.    in which chamber of the heart are the muscle walls thickest?    ab dcrest of bodylungs heart     ",
            "10": "10  \u00a9 ucles 2017 0610/23/o/n/17  18 the diagram shows a cross-section through a human blood vessel.    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle      19 what can be passed from one person to another during blood transfusion?  a cholera  b chronic obstructive pulmonary disease (copd)  c hiv  d scurvy     20 the table shows some of the changes that occur during breathing.     from contracted  to relaxed from relaxed  to contracted  diaphragm p x  external intercostals q y  internal intercostals r z    which changes occur to cause inspiration?  a p, q and z b x, q and r c x, y and r d x, y and z     ",
            "11": "11  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  21 in an experiment to investigate anaerobic respiration, two bottles are set up in a warm room, as  shown.    balloonpq balloon yeast and watersugar, yeastand water     what would happen to each balloon after one day?    pqa pqb pqc pqd      ",
            "12": "12  \u00a9 ucles 2017 0610/23/o/n/17  22 two pieces of an aquatic plant were placed into two different test-tubes, p and q.    each test-tube contained hydrogencarbonate indicator and was sealed and kept at 20  \u00b0c.    test-tube p was kept in the light and test-tube q was kept in the dark.   the table shows the effect of carbon dioxide on the colour of the hydrogencarbonate indicator.    less carbon  dioxide more carbon  dioxide  dark red orange    what would the colour of the indicator be after 12 hours?     p q  a dark red orange  b dark red dark red  c orange dark red  d orange orange    23 what is the most important function of sweating?  a to remove excess heat from the body  b to remove excess salts from the body  c to remove excess urea from the body  d to remove excess water from the body     24 a student begins to lose control of her bicycle while travelling down a hill at speed.    the concentration of which substance will begin to increase rapidly in her blood?  a adrenaline  b insulin  c oestrogen  d testosterone     ",
            "13": "13  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  25 the diagram shows a person sweating in hot weather.        what part is played by sweat gla nds during the process of sweating?  a effector  b receptor  c sense organ  d stimulus    26 the diagram shows a synapse in a reflex arc.    pq     what are the identities of the two neurones and in which direction does the neurotransmitter  pass?     neurone p neurone q direction of passage  of neurotransmitter  a motor relay p \u2192 q  b motor sensory p \u2192 q  c relay motor q \u2192 p  d relay sensory q \u2192 p      27 which process occurring at a synapse is prevented by the presence of heroin?  a the binding of a neurotransmitter with receptors  b the diffusion of a neurotransmitter across the gap  c the formation of a neurotransmitter  d the stimulation of vesicles by an impulse     ",
            "14": "14  \u00a9 ucles 2017 0610/23/o/n/17  28 the diagram shows half a flower.    p q r s     after pollination, where would pollen grains be found?  a p and q b q and r c r and s d s and p      29 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water      30 a pure-breeding white rat was crossed with a pure-breeding black rat. all their offspring were  black.    one of the offspring was bred with a pure-breeding white rat.    what is the most likely percentage of black rats in the offspring?  a 25 b 50 c 75 d 100    31 an organism is heterozygous for a gene with the alleles t and t.    which diagram represents a diploid cell from this organism?    a b c d tt t t tt      ",
            "15": "15  \u00a9 ucles 2017 0610/23/o/n/17 [turn over  32 red-green colour blindness is a sex-linked characteristic caused by a recessive allele.   which prediction can be made about the children of a woman who is colour-blind and a man with  normal vision?  a boys will be colour-blind, girls will have a 50% chance of being colour-blind.  b boys will be colour-blind, girls will have normal vision.  c girls will be colour-blind, boys will have a 50% chance of being colour-blind.  d girls will be colour-blind, boys will have normal vision.      33 the diagram shows a vertical section through a leaf.    upper epidermis lower epidermissub-stomatal air chamber spongy  mesophyll cell     which diagram shows the plant that the leaf was taken from?    abcd wate r       34 what is a mutation?  a a change in appearance  b a change in a gene  c a change in behaviour  d a change in the environment     ",
            "16": "16  \u00a9 ucles 2017 0610/23/o/n/17  35 the biomass at each trophic level in an ecosystem is measured. the results are shown in the  table.    which trophic level contains herbivores?    trophic  level mass  / g m\u20133  a 0.1  b 0.6  c 1.2  d 17.9     36 the diagram shows a food web.    herbivores decomposerscarnivores plants     what do the arrows represent?  a the absorption of oxygen  b the absorption of water  c the flow of energy  d the release of carbon dioxide      37 ligase enzymes are used in genetic engineering to  a cut open plasmid dna.  b insert plasmids into bacteria.  c isolate the dna making up a human gene.  d join human dna to plasmid dna.      38 with which kingdoms do bacteria share the same genetic code?  a animal, plant, fungus and protoctist  b animal, plant and fungus only  c animal and plant only  d animal only     ",
            "17": "17  \u00a9 ucles 2017 0610/23/o/n/17  39 what is a direct result of deforestation?  a decreased leaching of mineral salts  b increased loss of soil  c increased production of methane  d increased recycling of important minerals    40 the table shows the ability of three species of fish and their eggs to survive in water at different  ph levels.    if the eggs do not survive offspring cannot be produced.     ph   6.5 6.0 5.5 5.0 4.5 4.0   trout \u0016 \u0016 \u0016 \u0016 \u0016 \u001a key  sea bass \u0016 \u0016 \u0016 \u001a \u001a \u001a \u0016= survive   perch \u0016 \u0016 \u0016 \u0016 \u001a \u001a \u001a= do not survive   fish eggs \u0016 \u0016 \u0016 \u001a \u001a \u001a     a lake at ph 6.0 contains breeding populations of all three fish.    if acid rain causes the ph to fall to 5.0,  which outcome would be likely to occur?  a trout and perch will survive and produce offspring.  b trout and perch will survive but only perch will produce offspring.  c trout and perch will survive but produce no offspring.  d trout, sea bass and perch will survive but produce no offspring.     ",
            "18": "18  \u00a9 ucles 2017 0610/23/o/n/17  blank page",
            "19": "19  \u00a9 ucles 2017 0610/23/o/n/17  blank page",
            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2017 0610/23/o/n/17  blank page  "
        },
        "0610_w17_qp_31.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/cgw) 133508/4 \u00a9 ucles 2017  [turn over *5518523036* this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/31 paper 3  theory (core)  october/november 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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/31/o/n/17 \u00a9 ucles 20171 fig. 1.1 shows five different insects. c b a enot to scale d fig. 1.1",
            "3": "3 0610/31/o/n/17 \u00a9 ucles 2017 [turn over  use the key to identify the insects in fig. 1.1.  write the letter for each insect in table 1.1. table 1.1 key name of insect letter 1 (a)  (b)body is long and thin body is short and roundedgo to 2 go to 3 2 (a)  (b)body has a spotted pattern body has a plain patternalaus oculatus photinus pyralis 3 (a)  (b)no visible antennae visible antennaecopris lunaris go to 4 4 (a)  (b)body has a striped pattern body has a dotted patterngraphosoma lineatum coccinella septempunctata  [4]  [total: 4]",
            "4": "4 0610/31/o/n/17 \u00a9 ucles 20172 (a) define the term population.  ...  ...  ... [2]  (b) fig. 2.1 shows a marine food web. algae not to scalelimpetsstarfishshark mussels zooplanktonfishseagulloctopus phytoplankton fig. 2.1   use fig. 2.1 to answer these questions.   (i) state the name of one producer in this food web.  ... [1]   (ii) state the name of one herbivore in this food web.  ... [1]   (iii) complete the food chain, containing four organisms, that ends with the seagull.    write the names of the organisms in the boxes. seagull  [1]",
            "5": "5 0610/31/o/n/17 \u00a9 ucles 2017 [turn over   (iv) the shark population has decreased.    explain what effect this might have on the populations of starfish and limpets. starfish  ...  ...  ... limpets  ...  ...  ...  [4]   (v) suggest two factors that could decrease the shark population. 1   2    [2]  (c) state the principal source of energy for food webs.  ... [1]",
            "6": "6 0610/31/o/n/17 \u00a9 ucles 2017  (d) the sea forms an important part of the water cycle.   fig. 2.2 shows the water cycle. seacd ba fig. 2.2   state the names of the processes shown by the letters in fig. 2.2. a  ... b  ... c  ... d  ...  [4]  [total: 16]",
            "7": "7 0610/31/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) there are four different types of birth control method. these are shown in table 3.1.   complete table 3.1 by writing each of the following examples of birth control in the correct  column. abstinence     condom     contraceptive pill diaphragm     female sterilisation     iud monitoring body temperature      vasectomy table 3.1 type of birth control method natural chemical barrier surgical  [4]  (b) complete the sentences to state how the contraceptive pill works.   choose your answers from the list.   each of the words may be used once, more than once or not at all. egg cells     enzymes     hormones     ovary ovules     sperm     testes   the contraceptive pill contains ..  . they work by preventing the  .. releasing ..  .  [3]",
            "8": "8 0610/31/o/n/17 \u00a9 ucles 2017  (c) hiv is an example of a sexually transmitted infection.   (i) state what the letters hiv stand for.  ... [1]   (ii) describe two ways that hiv can be transmitted. 1   2    [2]   (iii) suggest two ways that the spread of hiv can be controlled. 1    ... 2    ...  [2]  [total: 12]",
            "9": "9 0610/31/o/n/17 \u00a9 ucles 2017 [turn over 4 fig. 4.1 shows a lily flower. f e d ca b fig. 4.1  (a) state the letters that identify the parts of the flower in fig. 4.1.   anther     filament     petal     stigma    [4]  (b) the lily flower is pollinated by insects.   state two ways that the pollen from the lily flower is different from the pollen of a wind- pollinated flower. 1   2    [2]  (c) pollen contains the male gamete.   state the name of the process that produces gametes.  ... [1]",
            "10": "10 0610/31/o/n/17 \u00a9 ucles 2017  (d) the boxes on the left contain the names of parts of a flower.   the boxes on the right contain the functions of parts of a flower.   draw one straight line to link each part of the flower with its function.   draw four lines. ovary petal sepal stigmawhere ovules are produced where pollen is produced protects the flower when in bud often coloured to attract insects where pollen is depositedpart of a flower function  [4]  [total: 11]",
            "11": "11 0610/31/o/n/17 \u00a9 ucles 2017 [turn over 5 fig. 5.1 shows a diagram of a cross-section of a leaf. ba fig. 5.1  (a) (i) identify the parts labelled on fig. 5.1 and state the names of tissue a .. cell b ..  [2]   (ii) the cells in tissue  a are adapted for photosynthesis.    state where photosynthesis occurs in the cell.  ... [1]  (b) draw circles around the structures that are  found in both plant and animal cells. cell membrane      cell wall      cytoplasm starch grains      nucleus      permanent vacuole  [3]",
            "12": "12 0610/31/o/n/17 \u00a9 ucles 2017  (c) state the raw materials needed for photosynthesis.  ... [1]  (d) fig. 5.2 shows two leaves from the same plant. a b fig. 5.2   suggest which leaf carries out more photosynthesis and explain why.  ...  ...  ...  ...  ... [2]  [total: 9]",
            "13": "13 0610/31/o/n/17 \u00a9 ucles 2017 [turn over 6 drugs are substances that alter chemical reactions in the body.  (a) the boxes in the middle show the name of the drug.   the boxes on the left show the long-term risk of using the drug.   the boxes on the right show the short-term effect of using the drug.   draw one straight line from the name of the drug to its long-term risk.   draw another line from the name of the drug to its short-term effect.   draw three lines on each side. lung cancer infections such as hiv liver damagedepressant reduces oxygen  capacity of the bloodlong-term risk short-term effect alcohol tobacco heroindrug  [3]",
            "14": "14 0610/31/o/n/17 \u00a9 ucles 2017  (b) fig. 6.1 shows the percentage of people who misused drugs in a one-month period.   these data were taken from a survey of people of different ages. 0510 age group  / years1520percentage of people misusing drugs in one month25303540 11\u201315 16\u201320 21\u201325 26\u201330 31\u201335 36\u201340 41\u201345 46\u201350 51\u201355 56\u201360 61\u201365 66\u201370 fig. 6.1   use the information in fig. 6.1 to answer these questions.   (i) state the age group that had the lowest percentage of people misusing drugs.  . years [1]   (ii) state the percentage of 31\u201335 year-olds that misused drugs in one month.  ... % [1]   (iii) describe the results shown in fig. 6.1.  ...  ...  ...  ...  ... [3]",
            "15": "15 0610/31/o/n/17 \u00a9 ucles 2017 [turn over  (c) drugs can also be used for medicinal reasons. antibiotics are an example of a medicinal drug.   state what type of infection a doctor might prescribe antibiotics for.  ...  ... [1]  [total: 9]",
            "16": "16 0610/31/o/n/17 \u00a9 ucles 2017 7 fig. 7.1 shows a potometer.  this equipment is used to measure the rate of water uptake in a leafy shoot. ruler reservoirair bubblecapillary tubewaterleafy shoot reservoir fig. 7.1  (a) a leafy shoot in a potometer was exposed to different conditions.   the distance moved by the air bubble in 10 minutes was recorded.   table 7.1 shows the results. table 7.1 conditions distance moved in 10 minutes  / mm cool, damp air  4 cool, dry air  6 warm, damp air 10 warm, dry air 50   (i) state which conditions result in the greatest rate of water uptake in the shoot.  ... [1]   (ii) calculate the rate of water uptake in millimetres per minute for the shoot in cool, damp  air.    show your working.  .. mm  per min  [2]",
            "17": "17 0610/31/o/n/17 \u00a9 ucles 2017 [turn over   (iii) the rate of water uptake is approximately equal to the rate of transpiration.    an increase in wind speed increases the rate of transpiration.    suggest the effect that increasing wind speed would have on the movement of the air  bubble.  ...  ... [1]  (b) state where and how water normally enters a plant.  ...  ...  ... [2]  (c) describe how water is lost from a plant by transpiration.  ...  ...  ...  ...  ...  ...  ... [3]  (d) state the name of the tissue that transports water to the leaves.  ... [1]  [total: 10]",
            "18": "18 0610/31/o/n/17 \u00a9 ucles 2017 8 water is an important part of a balanced diet.  (a) state three  other components of a balanced diet. 1   2   3    [3]  (b) state where most  water is absorbed in the alimentary canal.  ... [1]  (c) excess water is removed in the urine.   fig. 8.1 shows the organ system that excretes excess water. kidneys a b c fig. 8.1   state the names of the parts labelled a, b and c.   a    b    c   [3]",
            "19": "19 0610/31/o/n/17 \u00a9 ucles 2017  (d) the volume and the concentration of urine can vary.   body temperature, exercise and water intake affect the volume and concentration of urine.   table 8.1 shows three changes in the body.   complete table 8.1 by putting a tick in the boxes to show how each change affects the volume  and concentration of the urine.   one example has been done for you. table 8.1 changes in the bodyurine volume urine concentration increases decreases increases decreases increase in body temperature \u2713 \u2713 increase in exercise increase in water uptake  [2]  [total: 9]",
            "20": "20 0610/31/o/n/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_w17_qp_32.pdf": {
            "1": "*2505823378* this document consists of 16 printed pages. dc (nf/sg) 134063/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/32 paper 3  theory (core)  october/november 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. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/32/o/n/17 \u00a9 ucles 2017 1 the boxes on the left contain possible effects of using some drugs.  the boxes on the right contain the names of some drugs.  draw straight lines to link the effect with the drug or drugs responsible.  an example has been done for you.  draw five lines. possible effect coronary heart disease addiction death of bacteria liver damagedrug nicotine alcohol heroin antibiotics [5] [total: 5]",
            "3": "3 0610/32/o/n/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows a section through a flower. a .. b .. c .. d .. fig. 2.1  (a) state the names of structures a, b, c and d on fig. 2.1.   write your answers on fig. 2.1.  [4]  (b) the flower in fig. 2.1 is pollinated by insects.   complete table 2.1 by describing three  ways in which a wind-pollinated flower is different to   the flower in fig. 2.1.   give a reason for each difference.   an example has been done for you. table 2.1 structurehow a wind-pollinated flower   differs from the flower in  fig. 2.1reason for difference anther loosely attached easily shaken by wind to  release pollen petals stigma pollen [6] [total: 10]",
            "4": "4 0610/32/o/n/17 \u00a9 ucles 2017 3 choose a word or a phrase from the list to complete the sentences about birth control.  each word or phrase may be used once, more than once or not at all.  chemical  cervix  femidom  iud  mechanical  mucus  sperm  sperm ducts  surgical  ureter  uterus  vagina  one barrier method of birth control uses a diaphragm.  another barrier method uses a   . this is placed inside the    of the female to catch the   .  a vasectomy is a  method of sterilising a man.  it involves cutting   the   .  taking a contraceptive pill is an example of a  method of birth control. [6] [total: 6]",
            "5": "5 0610/32/o/n/17 \u00a9 ucles 2017 [turn over 4 (a) students investigated the effect of \u201c flower food \u201d on cut flowers.   ten flowers of the same species were placed into a container of water.   ten flowers of the same species were placed into a container of water and flower food .   the students recorded the number of days until the first petal fell off each flower.   the results are shown in fig. 4.1. 02468101214 average time taken for one petal to fall off / days flowers in water flowers in water and flower food flower treatment fig. 4.1   (i) use fig. 4.1 to state the average time taken for one petal to fall off the flowers placed in  water and flower food .   ..  days [1]   (ii) state one conclusion for the results shown in fig. 4.1.  ...  ..  [1]",
            "6": "6 0610/32/o/n/17 \u00a9 ucles 2017  (b) flower food  contains the following chemicals:    malic acid    glucose    fungicide    bactericide   (i) malic acid helps water to pass up the stem to the flower.    state the name of the tissue in the stem that transports water.  ..  [1]   (ii) explain how the glucose in the flower food  is used by the flower.  ...  ...  ...  ..  [2]   (iii) bactericides and fungicides  kill decomposers.    define the term decomposer.  ...  ...  ...  ..  [2] [total: 7]",
            "7": "7 0610/32/o/n/17 \u00a9 ucles 2017 [turn over 5 fig. 5.1 shows a section through a leaf. r ... s ... t ... v ... fig. 5.1  (a) state the names of r, s, t and v on fig. 5.1.   write your answers on fig. 5.1.  [4]  (b) the main function of leaves is to produce carbohydrates.   describe how plants produce carbohydrates.  ...  ...  ...  ...  ...  ...  ...  ..  [4] [total: 8]",
            "8": "8 0610/32/o/n/17 \u00a9 ucles 2017 6 (a) fig. 6.1 shows six insects. e gh j kf not drawn to scale fig. 6.1",
            "9": "9 0610/32/o/n/17 \u00a9 ucles 2017 [turn over   use the key to identify the insects in fig. 6.1.   write the letter for each insect in the key. key description name of insectletter on  fig. 6.1 1(a) has branched antenna go to 2 (b) antenna not branched go to 3 2(a) antenna branched at the end melolontha (b) antenna branched all the way along cyriopalus 3(a) head has long thin projection go to 4 (b) head does not have long thin projection go to 5 4(a) abdomen has no spots trigonopterus (b) abdomen with spots ceutorhyncus 5(a) front legs extend beyond the head stephanorrhina (b) front legs do not extend beyond the head attagenus [5]  (b) insects are arthropods.   (i) state one feature of all arthropods.  ..  [1]   (ii) state the names of two other groups of arthropods. 1  ... 2  ... [2] [total: 8]",
            "10": "10 0610/32/o/n/17 \u00a9 ucles 2017 7 fig. 7.1 shows part of a food web in a river.  caddisfly larva mayfly larva blackfly larvastonefly larvaheron kingfisher trout shrimpleech algaenot drawn to scale  fig. 7.1  (a) (i) use the information from fig. 7.1 to complete table 7.1. table 7.1  role in the food web name of the organism a producer a primary consumer an organism that is both a secondary and a tertiary  consumer [3]",
            "11": "11 0610/32/o/n/17 \u00a9 ucles 2017 [turn over   (ii) state the number of carnivores present in fig. 7.1.  ..  [1]   (iii) state the name of the principal source  of energy for the food web shown in fig. 7.1.  ..  [1]  (b) a disease killed all the trout.   predict and explain how the death of the trout will affect the populations of kingfishers and  shrimps. kingfishers    ...  ...  ... shrimps  .  ...  ...  ... [4]  (c) ducks eat aquatic plants and caddisfly larvae.   add this information to fig. 7.1 by drawing two new boxes and two arrows.   do not draw the organisms. [2] [total: 11]",
            "12": "12 0610/32/o/n/17 \u00a9 ucles 2017 8 (a) (i) state the name of the organ that produces urea.  ..  [1]   (ii) urea is formed from an excess of one particular component of food.    state the name of this component.  ..  [1]  (b) fig. 8.1 shows the system that excretes urea. p l m nrenal veinkidney urethra fig. 8.1   identify the structures m, n and p on fig. 8.1.   state a function for each structure.   write your answers in table 8.1.   an example has been done for you. table 8.1 letter on  fig. 8.1name of structure function of structure l renal artery transports blood to the kidney m n p [6]",
            "13": "13 0610/32/o/n/17 \u00a9 ucles 2017 [turn over  (c) urea is a component of urine.   state the name of two other components of urine. 1  ... 2  ... [2]  (d) kidney cells produce carbon dioxide.   (i) state the name of the organ which excretes carbon dioxide.  ..  [1]   (ii) state how carbon dioxide is transported around the body.  ..  [1] [total: 12]",
            "14": "14 0610/32/o/n/17 \u00a9 ucles 2017 9 alcohol is a drug.  (a) excessive consumption of alcohol increases the risk of having an accident.   state two effects of alcohol on the body that increase the risk of having an accident. 1  ...  ... 2  ...  ... [2]   fig. 9.1 shows the number of alcohol-related deaths in a city between 1994 and 2012. 1994 1996 1998 2000 2002 2004 2006 2008 2010 201224 20 16 12 8 4 0male female number of alcohol-related deaths per 100  000 population time  / year fig. 9.1",
            "15": "15 0610/32/o/n/17 \u00a9 ucles 2017 [turn over  (b) describe three trends shown in fig. 9.1.  ...  ...  ...  ...  ...  ...  ..  [3]  (c) (i) state the number of male alcohol-related deaths in 1998.  ... per 100  000 population [1]   (ii) the city has a population of 700  000.    there were 9 female per 100  000 population alcohol-related deaths in 2012.    calculate the total number of female alcohol-related deaths in the city in 2012.    show your working.   .  females  [2]   (iii) predict what may have happened to the number of alcohol-related deaths after 2012.    give two reasons for your answer.  ...  ...  ...  ...  ..  [2] [total: 10]",
            "16": "16 0610/32/o/n/17 \u00a9 ucles 2017 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.10 (a) (i) state the name of the hormone that is released into the blood stream in a frightening  situation.  ..  [1]   (ii) state two effects that this hormone will have on the body. 1  ...  ... 2  ...  ... [2] [total: 3]"
        },
        "0610_w17_qp_33.pdf": {
            "1": "*4625548764* this document consists of 20 printed pages. dc (nf/jg) 134065/5 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/33 paper 3  theory (core)  october/november 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. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/33/o/n/17 \u00a9 ucles 2017 1 fig. 1.1 shows five species of birds that live near the water in habitats such as mudflats, marshes  and shorelines. ab c d e not to scale fig. 1.1  (a) state two features that are characteristic of all birds. 1   2   [2]",
            "3": "3 0610/33/o/n/17 \u00a9 ucles 2017 [turn over  (b) fig. 1.2 is a key to identify the five birds in fig. 1.1. does it have a curved beak? yes yes yesno noyes nono does the beak curve upwards?does it have a dark patch on its chest? does it have a black and  white head?whimbrel banded stiltcommon sandpiper pied avocetandean avocet fig. 1.2   use the key to identify the five birds shown in fig. 1.1.   complete table 1.1 by writing the letters a, b, c, d and e in the boxes next to the name of  each bird. table 1.1 name of the bird letter pied avocet andean avocet common sandpiper banded stilt whimbrel [4]",
            "4": "4 0610/33/o/n/17 \u00a9 ucles 2017  (c) bird a in fig. 1.1 feeds mainly on small animals found in the mud or in the water.   it has long legs and a long beak.   (i) suggest how these features help it to survive in its habitat.  ...  ...  ..  [2]   (ii) state the name of the process that has produced birds with these features.  ..  [1] [total: 9]",
            "5": "5 0610/33/o/n/17 \u00a9 ucles 2017 [turn over 2 fig. 2.1 shows the system that excretes excess water from the body. f g h j fig. 2.1  (a) (i) identify the letter on fig. 2.1 that shows where urine is stored.  ..  [1]    (ii) state the name of the organ where urine is stored.  ..  [1]  (b) the ureter and the urethra are two parts of the organ system shown in fig. 2.1.   describe the function of these two structures. ureter    ... urethra  ..  ... [2]",
            "6": "6 0610/33/o/n/17 \u00a9 ucles 2017  (c) urine contains urea.   (i) circle the substance that is broken down to produce urea.    amino acids          fatty acids          hydrochloric acid          lactic acid  [1]   (ii) state the name of the organ that produces urea.  ..  [1]  (d) a scientist compared the daily water intake and daily water loss from an athlete on two  separate days.   the first set of results was collected on a day when the athlete was resting.   the second set of results was collected on the day of a long race.   the results are shown in table 2.1. table 2.1 rest day race day water input / cm3water loss / cm3water input / cm3water loss / cm3 respiration  400 faeces  100 respiration  500 faeces  100 food 500 skin 400 food 500 skin .. drink  1500 breathing  400 drink  .. breathing  600 urine  .. urine  400 total  .. total  2400 total  3000 total  3000   calculate the four missing values in table 2.1.   write your answers on the dotted lines in table 2.1. [2]  (e) a person drinks a large volume of water but does not exercise.   describe the effect that increased water intake would have on the volume and concentration  of urine produced.  ...  ...  ..  [2] [total: 10]",
            "7": "7 0610/33/o/n/17 \u00a9 ucles 2017 [turn over 3 (a) drinking excessive alcohol, injecting heroin and smoking tobacco can all do serious harm to  the body.   table 3.1 shows some of the risks of using these substances.   complete table 3.1 by putting ticks in the boxes to show the possible risks of using these  substances. table 3.1 actionchronic  obstructive  pulmonary  diseasecoronary  heart  diseasehiv  infectionliver  diseaselung cancer drinking  excessive  alcohol injecting  heroin smoking  tobacco [3]  (b) explain why many people find it difficult to stop smoking tobacco.  ...  ...  ...  ...  ..  [2]",
            "8": "8 0610/33/o/n/17 \u00a9 ucles 2017  (c) a man and a woman drink the same volume of an alcoholic drink in 30 minutes.   fig. 3.1 shows the change in their blood alcohol concentration over seven hours. 100 90 80 70 60 50 40 30 20 10 0 0 1 2 3 4 5 6 7 8 time  / hours stopped drinkingblood alcohol concentration / mg per 100  cm3 of bloodwoman man fig. 3.1   (i) describe two ways that the woman\u2019s blood alcohol concentration is different from the  man\u2019s blood alcohol concentration in fig. 3.1. 1  .  ...  ... 2  .  ...  ... [2]   (ii) at two hours the blood alcohol concentration of the man was 50  mg per 100  cm3 of blood.    state the blood alcohol concentration of the woman at two hours.   ..  mg per 100  cm3 of blood.  [1]",
            "9": "9 0610/33/o/n/17 \u00a9 ucles 2017 [turn over   (iii) calculate the difference between the man\u2019s and the woman\u2019s blood alcohol concentrations  at two hours, using your answer to part 3(c)(ii) .   ..  mg per 100  cm3 of blood.  [1]   (iv) suggest one reason why the same volume of alcohol affected the man and the woman  differently.  ...  ...  ..  [1] [total: 10]",
            "10": "10 0610/33/o/n/17 \u00a9 ucles 2017  4 (a) the development of a new human life involves different stages.   these stages are labelled by the letters a to g.   the stages are not in the correct order.  a birth  b development of a fetus  c fertilisation  d formation of an embryo  e formation of a zygote  f implantation  g release of an egg cell   put the seven stages in the correct order.   write the letters in the spaces in the flow chart to show the correct order.   two of the stages have been done for you.        c                            b     [3]  (b) the list shows four different methods of birth control. natural          chemical          barrier          surgical   state the name of the method that these types of birth control belong to: use of a condom  ... vasectomy   use of a contraceptive pill  . [3]  (c) hiv is an example of a sexually transmitted infection.   (i) define the term sexually transmitted infection .  ...  ...  ..  [2]   (ii) state the name of the disease that hiv can lead to.  ..  [1]",
            "11": "11 0610/33/o/n/17 \u00a9 ucles 2017 [turn over   (iii) describe one other  way that hiv can be transmitted.  ...  ...  ..  [1] [total: 10]",
            "12": "12 0610/33/o/n/17 \u00a9 ucles 2017 5 (a) most flowers contain male and female parts.   (i) state the name of the male gamete in plants.  ..  [1]   (ii) state the name of the female gamete in plants.  ..  [1]   (iii) state the name of the part of a flower that produces male gametes.  ..  [1]   (iv) state the name of the part of a flower which receives the male gametes.  ..  [1]  (b) fig. 5.1 shows the flower of an aroid plant.   it is sometimes called the corpse flower because it smells of rotting meat. fig. 5.1   the smell of the corpse flower attracts lots of insects.   the insects pollinate the flower.",
            "13": "13 0610/33/o/n/17 \u00a9 ucles 2017 [turn over   describe other  ways insect-pollinated flowers and wind-pollinated flowers are adapted for  pollination. insect-pollinated flowers  ...  ...  ...  ... wind-pollinated flowers  .  ...  ...  ... [4]  (c) the seeds of the corpse flower are dispersed by birds.   the seeds germinate and new corpse flowers grow.   state two environmental conditions that a seed requires for germination. 1   2   [2] [total: 10]",
            "14": "14 0610/33/o/n/17 \u00a9 ucles 2017 6 (a) explain why plants are the start of most food webs.  ...  ...  ...  ...  ..  [3]  (b) fig. 6.1 is a desert food web. scorpion foxhawk snake lizard locustkangaroo rat desert plants not to scale fig. 6.1   (i) use fig. 6.1 to complete a food chain that has four different organisms and ends with the  hawk.    write the names of three missing organisms in the boxes. hawk [1]",
            "15": "15 0610/33/o/n/17 \u00a9 ucles 2017 [turn over   (ii) state the names of two tertiary consumers in the food web in fig. 6.1.  ..  [2]  (c) the number of locusts in the food web in fig. 6.1 suddenly decreases.   explain what effect this would have on the population of scorpions and on the population of  desert plants. scorpions  ..  ...  ...  ...  ... desert plants  .  ...  ...  ...  ... [4] [total: 10]",
            "16": "16 0610/33/o/n/17 \u00a9 ucles 2017 7 (a) the cells in the leaves of plants that make glucose contain a green substance.   (i) state the name of this green substance.  ..  [1]   (ii) state the name of the cells that make glucose.  ..  [1]  (b) leaves contain different types of cells.   fig. 7.1 represents a typical leaf. fig. 7.1   (i) state the name of the thin, transparent layer of wax which covers the surface of most  leaves.  ..  [1]   (ii) state the name of the layer of cells that is beneath the layer of wax that covers the outer  surface.  ..  [1]  (c) leaves contain two types of transport tissue, xylem and phloem.   state which substances are transported by: xylem   phloem  .. [2]",
            "17": "17 0610/33/o/n/17 \u00a9 ucles 2017 [turn over  (d) the lower surface of most leaves has many pores.   the pores allow gases to move into and out of a leaf for photosynthesis.   (i) state the name of these pores.  ..  [1]   (ii) state the name of the gas that is used for photosynthesis.  ..  [1]   (iii) state the name of the gas that is produced by photosynthesis.  ..  [1] [total: 9]",
            "18": "18 0610/33/o/n/17 \u00a9 ucles 2017 8 (a) a person with diabetes may be unable to make insulin.   (i) insulin belongs to an important group of chemicals made by the body.    state the name of this group of chemicals.  ..  [1]   (ii) state where insulin is produced in the body.  ..  [1]   (iii) state the function of insulin.  ...  ..  [1]  (b) a person with diabetes may need regular injections of insulin.   state how the insulin is transported to different parts of the body.  ..  [1]  (c) human insulin can be made by genetically engineered bacteria.   (i) define the term genetic engineering .  ...  ...  ..  [2]   (ii) state one example of genetic engineering in crop plants.  ...  ..  [1] [total: 7]",
            "19": "19 0610/33/o/n/17 \u00a9 ucles 2017 [turn over 9 fig. 9.1 shows a cross between two guinea pigs. the male guinea pig is pure-breeding for black  fur colour and the female guinea pig is pure-breeding for white fur colour.  the allele for black fur colour can be represented by b and the allele for white fur colour can be  represented by  b.  all four of their offspring had black fur. parents first generation offspringmale guinea pig female guinea pig fig. 9.1  (a) (i) state the phenotypes of each of the parent guinea pigs in fig. 9.1. phenotype of the male  ... phenotype of the female   [1]   (ii) state the genotype of the female parent guinea pig.  ..  [1]   (iii) all of the offspring are heterozygous.    state the genotype of the heterozygous offspring.  ..  [1]",
            "20": "20 0610/33/o/n/17 \u00a9 ucles 2017 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. (b) two of the first generation offspring were crossed.   they produced four second generation offspring.   these are labelled a, b, c and d in fig. 9.2. first generation offspring are crossed second generation offspring a b c d fig. 9.2   (i) state all of the possible genotypes for the three offspring labelled a, b and c.  ..  [1]   (ii) state the phenotypic ratio of the second generation of guinea pigs.  ..  [1] [total: 5]"
        },
        "0610_w17_qp_41.pdf": {
            "1": "*2674180091* this document consists of 18 printed pages and 2 blank pages. dc (lk/jg) 133513/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/41 paper 4  theory (extended)  october/november 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. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/41/o/n/17 \u00a9 ucles 2017 1 fig. 1.1 and fig. 1.2 show two images of villi.  fig. 1.1 shows a surface view of many villi viewed through a scanning electron microscope.  fig. 1.2 shows a section of one villus viewed through a light microscope. villi fig. 1.1 p q r s fig. 1.2",
            "3": "3 0610/41/o/n/17 \u00a9 ucles 2017 [turn over  villi are found in the small intestine.  (a) state the function of villi.  ...  ... [1]  (b) identify and describe two of the labelled components of a villus.   use the letters in fig. 1.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (c) some infections in the small intestine can cause diarrhoea.   (i) describe the effects of diarrhoea on the body.  ...  ...  ...  ...  ... [2]   (ii) state the treatment for the effects of severe diarrhoea.  ... [1]  (d) (i) blood transports nutrients.    state the component of the blood that transports nutrients.  ... [1]",
            "4": "4 0610/41/o/n/17 \u00a9 ucles 2017   (ii) the nutrients in the blood can be used to become part of cells.    state the name of this process.  ... [1]   (iii) amino acids are an example of a type of nutrient transported in the blood.    state two examples of larger molecules found in cells that are made from amino acids. 1   2    [2]  [total: 12]",
            "5": "5 0610/41/o/n/17 \u00a9 ucles 2017 [turn over 2 a group of students planned an investigation to determine the effects of physical activity on  breathing rate.  (a) describe how the students could measure their breathing rates.  ...  ...  ... [2]  (b) the students measured their breathing rates before physical activity and every minute for  five minutes after cycling around the school field.   write a hypothesis for their investigation.  ...  ...  ... [2]",
            "6": "6 0610/41/o/n/17 \u00a9 ucles 2017  (c) fig. 2.1 shows a woman on a stationary bicycle. the mask fitted over her nose and mouth  measures the composition of the air she breathes out. fig. 2.1   fig. 2.2 shows the concentration of carbon dioxide in the air expired by the woman in the five  minutes after she stopped exercising.   the dashed line on the graph shows the concentration of carbon dioxide in her expired air  when she was at rest, before she began to exercise. 6.5 6.0 5.5 5.0 4.5 4.0 0 1 2 time / min3 4 5percentage concentration of carbon dioxideconcentration of carbon dioxide expired before exercise concentration of carbon dioxide expired immediately after exercise fig. 2.2",
            "7": "7 0610/41/o/n/17 \u00a9 ucles 2017 [turn over   describe and explain the results of the investigation shown in fig. 2.2.   use the data in fig. 2.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) before starting the investigation, the researchers confirmed that the woman did not have  coronary heart disease.   (i) suggest why.  ...  ... [1]   (ii) explain why exercise is recommended for people with a high risk of developing coronary  heart disease.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 14]",
            "8": "8 0610/41/o/n/17 \u00a9 ucles 2017 3 the flowers of pea plants can be pollinated by bees.  (a) state three  features of flowers that would attract insects such as bees. 1    ... 2    ... 3    ...  [3]  (b) successful pollination results in fertilisation.   describe the events that occur after pollen grains leave the anther of a flower until fertilisation  takes place.  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
            "9": "9 0610/41/o/n/17 \u00a9 ucles 2017 [turn over  (c) following fertilisation, seeds will form.   in pea plants there are two alleles for height: \u2022\ttall (t)  \u2022\tdwarf ( t)   (i) define the term allele .  ...  ...  ... [1]   (ii) a farmer wanted to identify the genotype of tall pea plants as either homozygous  dominant or heterozygous.    he used a homozygous recessive dwarf pea plant to determine the genotype of the tall  pea plants.    state the name of this type of genetic cross.  ... [1]   (iii) complete the genetic diagram to determine the genotype of the parent plant if all the  offspring from the cross are tall plants. parental phenotypes tall \u00d7 dwarf parental genotypes .. \u00d7 .. gametes.  .+.  . offspring genotype  . offspring phenotype  ...  [4]",
            "10": "10 0610/41/o/n/17 \u00a9 ucles 2017   (iv) another farmer wants to produce pure-breeding dwarf pea plants.    state the genotypes of both of the parent pea plants the farmer should use.     give a reason for your choice. genotypes  .. reason  ...  ...  [2]  [total: 16]",
            "11": "11 0610/41/o/n/17 \u00a9 ucles 2017 [turn over 4 a neurone is a type of specialised animal cell.  (a) (i) neurones develop from unspecialised cells.    state the name of these unspecialised cells.  ... [1]   (ii) all animal cells have some common features.    state two structural features common to all animal cells. 1   2    [2]   (iii) most neurones are longer than other types of animal cell.    suggest why most neurones are very long.  ...  ... [1]  (b) some neurones connect to effector organs.   (i) state the name of the type of neurone that connects to an effector organ.  ... [1]   (ii) state one example of an effector organ.  ... [1]",
            "12": "12 0610/41/o/n/17 \u00a9 ucles 2017  (c) fig. 4.1 shows parts of two neurones. the area in the dashed circle has been magnified. m e f g h jkl fig. 4.1   (i) complete table 4.1. one row has been done for you. table 4.1 letter from   fig. 4.1name description component of the cell that releases energy during  aerobic respiration h neurotransmitters chemicals that transmit signals from one neurone  to the next neurone the gap between two neurones the sac in which neurotransmitters are transported  to the cell membrane the molecules that the neurotransmitters bind to the structure that controls the activities in the cell  [5]   (ii) state where in the body the neurones in fig. 4.1 would be found.  ... [1]",
            "13": "13 0610/41/o/n/17 \u00a9 ucles 2017 [turn over  (d) describe how neurotransmitters move across the gap between two neurones.  ...  ...  ...  ...  ... [3]  (e) nerves and hormones coordinate the functions of the body.   suggest why blinking of the eyes is coordinated by nerves and not hormones.  ...  ... [1]  [total: 16] ",
            "14": "14 0610/41/o/n/17 \u00a9 ucles 2017 5 (a) yeast can respire aerobically and anaerobically.   state the balanced chemical equation for aerobic respiration by yeast.  ... [2]   (b) when yeast respires anaerobically, ethanol is released.   ethanol is a type of sustainable resource that can be produced from a wide range of crops.   it can be used as a biofuel.   table 5.1 summarises some information about crops that are used to make biofuel. table 5.1 cropbiofuel producedenergy yield / gj per haoptimum growth  temperature  / \u00b0coptimum annual  rainfall range  / mm wheat ethanol 53\u201384 24  800\u20131200 corn ethanol 63\u201376 18  360\u20131000 sugar beet ethanol 110\u2013122 18  360\u20131000 sugar cane ethanol 110\u2013140 28  800\u20131200 oil palm oil 150\u2013166 28 1100\u20132500   (i) uruguay has an average temperature range of 12  \u00b0c to 24  \u00b0c and an average annual  rainfall of 1000  mm.    suggest and explain which crop would be the most  suitable crop to grow for producing  biofuel in uruguay.    use the information in table 5.1 to justify your choice.  ...  ...  ...  ...  ...  ...  ... [3]",
            "15": "15 0610/41/o/n/17 \u00a9 ucles 2017 [turn over   (ii) sugar cane requires soil with high concentrations of nitrogen and potassium.    describe how the lack of nitrate ions would affect the production of sugar cane.  ...  ...  ...  ...  ...  ...  ... [3]   (iii) researchers in brazil are considering using microscopic algae that live in water to  produce biofuels. they have found that algae can produce a maximum amount of energy  of 200  gj per m2.    1 m2 = 0.0001 ha    convert the production of biofuel from algae into gj per ha.    space for working.   ..  gj per ha [1]   (iv) suggest why people who are concerned about the environment want countries to  produce more biofuel from algae rather than the crops listed in table 5.1.  ...  ...  ...  ...  ...  ...  ... [3]",
            "16": "16 0610/41/o/n/17 \u00a9 ucles 2017  (c) define the term sustainable development .  ...  ...  ... [2]  [total: 14]",
            "17": "17 0610/41/o/n/17 \u00a9 ucles 2017 [turn over 6 viruses can cause diseases.  (a) (i) state two other features of all viruses. 1   2    [2]   (ii) describe how vaccination can prevent the spread of disease.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
            "18": "18 0610/41/o/n/17 \u00a9 ucles 2017 (b) fig. 6.1 shows four different viruses. adenovirus picornavirusretrovirus herpesvirus fig. 6.1   suggest one feature that could be used to classify viruses into groups.  ...  ... [1]  [total: 8]",
            "19": "19 0610/41/o/n/17 \u00a9 ucles 2017 blank page",
            "20": "20 0610/41/o/n/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_w17_qp_42.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (nh/sw) 176429/4 \u00a9 ucles 2017  [turn over *1150047344* biology  0610/42 paper 4  theory (extended)  october/november 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 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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/42/o/n/17 \u00a9 ucles 2017 blank page",
            "3": "3 0610/42/o/n/17 \u00a9 ucles 2017 [turn over 1 the lungs and the kidneys are part of the excretory system of mammals.  (a) (i) state the name of one substance that is excreted from the lungs and state where in the  body it is produced. name  . site of production  ...  [2]   (ii) state the name of one excretory substance, that is removed by the kidneys, that contains  nitrogen.    explain why it is excreted. name  . explanation    ...  [2]  (b) blood is filtered as it flows through the kidneys.   (i) state the name of the structure within a kidney that filters the blood.  ... [1]   (ii) state two components of blood that do not pass through the filter. 1   2    [2]",
            "4": "4 0610/42/o/n/17 \u00a9 ucles 2017  (c) the filtrate which is formed from the blood in the kidneys contains many useful substances,  which are reabsorbed into the blood.   fig. 1.1 is a photomicrograph of a cross-section of some of the cells that carry out reabsorption. a b cde fig. 1.1   (i) complete the table by stating the letter in fig. 1.1 that identifies each structure. structure letter on fig. 1.1 microvilli nucleus mitochondrion  [3]",
            "5": "5 0610/42/o/n/17 \u00a9 ucles 2017 [turn over   (ii) state one function of the nucleus.  ...  ... [1]   (iii) state the name of one part of the mammalian body other than  the kidney that has cells  with microvilli.  ... [1]   (iv) the cells that line the kidney tubules, such as those in fig. 1.1, absorb many compounds  from the filtrate.    use fig. 1.1 to explain how the cells are adapted for absorption.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 16]",
            "6": "6 0610/42/o/n/17 \u00a9 ucles 2017 2 a person who wanted to begin a fitness programme did some vigorous exercise.  a fitness trainer took a drop of blood from the person\u2019s finger before, during and after vigorous  exercise and tested it for lactic acid.  (a) explain why it is important that the equipment used for taking blood is clean (sterile).  ...  ...  ...  ... [2]  (b) the results of the tests for lactic acid are shown in fig. 2.1. blood lactic acid concentration / mmol  dm\u201331214 10 8 6 4 2 0 0 10 20 30 40 50 60 70 80 90 time  / minperiod of exercise fig. 2.1",
            "7": "7 0610/42/o/n/17 \u00a9 ucles 2017 [turn over   describe and explain the changes in blood lactic acid concentration shown in fig. 2.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
            "8": "8 0610/42/o/n/17 \u00a9 ucles 2017  (c) the concentration of lactic acid in the blood of two athletes was investigated. one athlete, p,  had been training and the other, q, was returning to training after an injury.   blood samples were taken from both athletes during a training session. the results are shown  in fig. 2.2. blood lactic acid concentration / mmol  dm\u20133 012345678910 4 6 8 10 12 14 16 18 20 running speed  / km h\u20131athlete pathlete q fig. 2.2   (i) the lactic acid threshold is the level of exercise where the lactic acid concentration  begins to increase exponentially.    state the lactic acid threshold for athletes p and q. p . km  h\u20131 q . km  h\u20131  [1]   (ii) suggest a reason for the difference in lactic acid threshold of athletes p and q.  ...  ...  ... [1]",
            "9": "9 0610/42/o/n/17 \u00a9 ucles 2017 [turn over   (iii) explain the link between physical activity and breathing.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 14]",
            "10": "10 0610/42/o/n/17 \u00a9 ucles 2017 3 tasmania is an island off the south coast of australia. sheep were introduced to tasmania in the  nineteenth century.  fig. 3.1 shows the population of sheep in tasmania from 1820 to 1940. the dashed line shows  the trend in the population growth. 0.000.25 1820 1830 1840 1850 1860 1870 1880 year1890 1900 1910 1920 1930 19400.500.751.001.25number of sheep / millions2.25 1.501.752.00 = actual number    of sheepkey solid line dashed line = trend line fig. 3.1  (a) describe the trend  in the population of sheep in tasmania between 1820 and 1940, using the  information in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ...  ... [3]",
            "11": "11 0610/42/o/n/17 \u00a9 ucles 2017 [turn over  (b) explain the change in the trend  of the population that you described in 3(a).  ...  ...  ...  ...  ...  ...  ... [3]  (c) the sheep that were first introduced to tasmania were not well adapted to the environment.   describe how farmers can use selective breeding to improve their sheep so that they are  better adapted to the environment.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "12": "12 0610/42/o/n/17 \u00a9 ucles 2017  (d) maintaining very large populations of farm animals is unsustainable.   define the term sustainable development .  ...  ...  ...  ...  ... [2]  [total: 12]",
            "13": "13 0610/42/o/n/17 \u00a9 ucles 2017 [turn over 4 the garden pea, pisum sativum , is a plant which has flowers that have both male and female  parts. p. sativum  is naturally self-pollinating.  (a) discuss the advantages and disadvantages of self-pollination.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (b) gregor mendel studied inheritance in the garden pea, p. sativum .   the flowers of p. sativum  that he studied were either purple or white. the gene that controls  flower colour has two alleles, b and b.   when mendel crossed purple-flowered plants with white-flowered plants all the plants in the  next generation had purple flowers.   (i) table 4.1 shows five genetic terms that can be applied to mendel\u2019s study of the  inheritance of flower colour.    complete table 4.1 by stating an example of each genetic term. the first one has been  completed for you. table 4.1 term example in p. sativum  dominant trait purple flowers recessive allele phenotype homozygous genotype heterozygous genotype  [4]",
            "14": "14 0610/42/o/n/17 \u00a9 ucles 2017   (ii) test crosses can be used to determine the genotype of a plant with purple flowers.    the genetic diagrams show test crosses for purple-flowered plants with two different  genotypes.    complete the genetic diagrams for test cross 1 and test cross 2. test cross 1 parental phenotype  purple flowers  \u00d7 white flowers parental genotype     bb    \u00d7 . genotypes of gametes  ...  ...  + ...  ... offspring genotypes  ... offspring phenotypes  .test cross 2   purple flowers \u00d7 white flowers       bb    \u00d7 .     ...  ...  + ...  ...       ...   ...  [5]  (c) pickerel weed, pontederia cordata , is a plant that grows in shallow water on the edges of  ponds and lakes in north america.   a few seedlings of these plants are white. the white seedlings cannot make chlorophyll.   researchers carried out several crosses using pickerel weed plants.   their results are shown in table 4.2. table 4.2 crossnumber of offspring green white 1 149  0 2  70 22",
            "15": "15 0610/42/o/n/17 \u00a9 ucles 2017 [turn over   (i) select suitable symbols for the alleles and state the possible genotypes of the parents  for each cross. cross 1  ... cross 2  ...  [2]   (ii) it is not possible to carry out a test cross with pickerel weed plants.    suggest why.  ...  ...  ...  ...  ... [2]  [total: 17]",
            "16": "16 0610/42/o/n/17 \u00a9 ucles 2017 5 fig. 5.1 shows the bacterium helicobacter pylori , which is a human pathogen. fig. 5.1  (a) state the genus of helicobacter pylori .  ... [1]  (b) h. pylori  is placed in the prokaryote kingdom.   state two structural features that h. pylori  shares with other prokaryotes. 1   2    [2]  (c) (i) h. pylori can cause infections in the stomach.    suggest how this infection could be treated.  ... [1]   (ii) state one natural body defence that is found in the stomach.  ... [1]",
            "17": "17 0610/42/o/n/17 \u00a9 ucles 2017 [turn over  (d) the immune system is not very effective against pathogens, such as h. pylori , that live inside  the alimentary canal. this means that active immunity and passive immunity do not provide  complete protection against h. pylori  infections.   explain how active immunity differs from passive immunity.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 9]",
            "18": "18 0610/42/o/n/17 \u00a9 ucles 2017 6 glucose is absorbed into the blood in the small intestine. fig. 6.1 shows the human circulatory  system and the pathway taken by molecules, such as glucose, when they travel in the blood. head & arms lungs heart liver stomach & intestines kidneys muscles in the legs edc b a fig. 6.1",
            "19": "19 0610/42/o/n/17 \u00a9 ucles 2017 [turn over  (a) complete table 6.1 by naming the blood vessels labelled on fig. 6.1 and stating whether  they contain oxygenated blood or deoxygenated blood. one row has been completed for you. table 6.1 letter on  fig. 6.1name of the blood vesseloxygenated or  deoxygenated blood a hepatic portal vein b c d e femoral artery oxygenated  [4]  (b) insulin is a hormone that is secreted by the pancreas.   (i) define the term hormone .  ...  ...  ...  ...  ... [2]   (ii) describe the role of insulin in the body.  ...  ...  ...  ...  ...  ...  ... [3]",
            "20": "20 0610/42/o/n/17 \u00a9 ucles 2017  (c) explain how blood flow in the skin helps to maintain a constant body temperature in very hot  conditions.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 12] 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."
        },
        "0610_w17_qp_43.pdf": {
            "1": "*4862944531* this document consists of 18 printed pages and 2 blank pages. dc (st/sg) 133511/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/43 paper 4  theory (extended)  october/november 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. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/43/o/n/17 \u00a9 ucles 2017 1 fig. 1.1 shows two photomicrographs of a cross-section of trachea.  a b c d e low magnification high magnification fig. 1.1   (a) the open space at the centre of the trachea is labelled a in fig. 1.1.   air travels into and out of the trachea through this open space.   state a gas that is at a higher concentration in expired air than in inspired air.  ... [1]  (b) describe and explain the functions of the structures or substances labelled b to e in fig. 1.1.   use the letters in fig. 1.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "3": "3 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) fig. 1.2 shows some events during inspiration. p pressure in the thorax decreases  q air travels down the trachea r air enters the bronchi s air travels through the larynx t air enters the nose u the ribcage moves upwards and outwards v air enters the alveoli fig. 1.2   (i) put the events shown in fig. 1.2 into the correct sequence. two have been done for you. t v [2]   (ii) suggest why alveoli have thin walls.  ...  ...  ...  ... [2]  (d) sickle-cell anaemia is a disease that reduces the delivery of oxygen to tissues.   explain why.  ...  ...  ...  ...  ...  ...  ... [3] [total: 12]",
            "4": "4 0610/43/o/n/17 \u00a9 ucles 2017 blank page",
            "5": "5 0610/43/o/n/17 \u00a9 ucles 2017 [turn over 2 a group of students investigated the effect of exercise on their heart rates.  they measured their heart rates: \u2022 before exercise \u2022 immediately after running 1  km \u2022 one minute after running 1  km  before doing the investigation they wrote a hypothesis.   (a) (i) write a hypothesis for this investigation.  ...  ...  ...  ... [2]   (ii) the students measured their pulse as an indicator of heart rate.     describe how the students could measure their pulse.  ...  ...  ...  ... [2]  (b) in another investigation, a doctor tested some of her patients to determine the effect of  exercise on coronary heart disease.   coronary heart disease is caused by a blockage in the coronary artery.   describe the effect on the heart of a blockage in the coronary artery.  ...  ...  ...  ...  ... [2]",
            "6": "6 0610/43/o/n/17 \u00a9 ucles 2017  (c) the doctor divided her coronary heart disease patients randomly into two equal groups.    each group was given different instructions: \u2022 group a \u2013 patients were given a daily exercise plan  \u2022 group b \u2013 patients were told to make their own exercise plan.   the doctor measured the heart rate (hr) of each patient immediately after doing exercise  and again one minute later.   she calculated their heart rate recovery using this formula:   heart rate recovery = hr immediately after exercise \u2013 hr one minute after exercise.   she then calculated the average heart rate recovery for each of the two groups of patients.   the doctor repeated these measurements after three months and after six months.   the results are shown in fig. 2.1. 30 25 20 15 10 5 0average heart rate recovery / beats per minute time  / monthshigh fitness medium fitness low fitness 0 3 6key: group a group b fig. 2.1",
            "7": "7 0610/43/o/n/17 \u00a9 ucles 2017 [turn over   describe and explain the effect of exercise on the average heart rate recovery of the coronary  heart disease patients in group a and group b.   use data from fig. 2.1 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (d) exercise may reduce the risk of coronary heart disease.   state one other  possible way of reducing the risk of developing coronary heart disease.  ... [1]  [total: 13]",
            "8": "8 0610/43/o/n/17 \u00a9 ucles 2017 3 apple scab is a disease that infects apple trees.   fig. 3.1 shows apples from uninfected and infected apple trees. uninfected apple tree infected apple tree fig. 3.1  there is a gene that determines whether or not apple trees are resistant to apple scab disease.   there are two alleles for this gene: \u2022 disease-resistant, r \u2022 not disease-resistant, r  (a) (i) complete the sentence.    genes and alleles are made of . .  [1]",
            "9": "9 0610/43/o/n/17 \u00a9 ucles 2017 [turn over   (ii) a farmer wanted to do a test cross to identify the genotype of disease-resistant apple  trees. this would tell him whether his trees were either homozygous dominant or  heterozygous.     determine the phenotypes of the offspring if the unknown parent apple tree was  heterozygous.     complete the genetic diagram:    parental phenotypes  disease-resistant  \u00d7 not disease-resistant    parental genotypes  ..  \u00d7 ..    gametes  . ,  .  \u00d7 . ,  .    offspring genotype      offspring phenotype   [5]  (b) the farmer wanted to breed disease-resistant apple trees.    (i) he decided not to use heterozygous disease-resistant apple trees in his selective  breeding programme.    explain why.  ...  ...  ...  ...  ...  ...  ... [2]",
            "10": "10 0610/43/o/n/17 \u00a9 ucles 2017   (ii) the farmer wanted to be sure that only the selected disease-resistant apple trees would  reproduce.     suggest what the farmer could do to ensure that only the selected apple trees were  pollinated.  ...  ...  ... [1]   (iii) describe how artificial selection differs from natural selection.  ...  ...  ...  ...  ... [2] [total: 11]",
            "11": "11 0610/43/o/n/17 \u00a9 ucles 2017 [turn over blank page",
            "12": "12 0610/43/o/n/17 \u00a9 ucles 2017 4 the canadian government were concerned about overfishing at the grand banks in the atlantic  ocean.  as a result, commercial fish stocks were monitored from 2002 until 2013.  the population data for four species of fish are shown in fig. 4.1. number of fish / million700 600 500 400 300 200 100 02002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 yearnumber of fish / millionspecies l140 120 100 80 60 40 20 02002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013number of fish / million yearspecies k species m700 600 500 400 300 200 100 02002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 year species n2500 2000 1500 1000 500 02002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013number of fish / million year fig. 4.1",
            "13": "13 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (a) use the information in fig. 4.1 to:   (i) state the most abundant fish species in 2002  ... [1]   (ii) suggest the fish species that had the most carefully controlled fishing quotas between  2002  and 2013 .    give a reason for your choice.  ...  ...  ... [1]   (iii) calculate the percentage increase in species n between 2002  and 2003 .    show your working.    [2]  (b) overfishing is a possible reason for the decrease of the population of species m between  2002 and 2003.   state two other  reasons that could have caused this decrease. 1   2   [2]",
            "14": "14 0610/43/o/n/17 \u00a9 ucles 2017  (c) overfishing can be reduced by having large holes in fishing nets.   fig. 4.2 shows sections of two fishing nets, the drawings are both at the same scale.   fishing net with large holesfishing net with small holes fig. 4.2   (i) suggest how controlling the size of the holes in fishing nets helps to reduce overfishing.  ...  ...  ... [1]   (ii) describe and explain how methods other  than fishing net hole size, could help to prevent  overfishing.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "15": "15 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (d) fig. 4.3 shows part of a food web at the grand banks. guillemot gull seal cod zooplankton phytoplanktonsquid fig. 4.3   cod is a species of fish that almost became extinct in the grand banks due to overfishing.    suggest how the extinction of cod could affect the food web in fig. 4.3.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "16": "16 0610/43/o/n/17 \u00a9 ucles 2017  (e)  sustainable development is required to manage fish stocks.   define the term sustainable development .  ...  ...  ... [2]  [total: 17] 5 the kingdom fungi contains a great diversity of organisms including yeasts, moulds and  mushrooms.  like plants, fungi contain nuclei and mitochondria.  (a) (i) state the function of mitochondria.  ...  ... [2]    (ii) state two characteristics of fungi that are used to distinguish them from plants. 1   2   [2]  (b) yeast is a single-celled fungus that is used in bread-making.   explain why yeast is used in bread-making.  ...  ...  ...  ...  ...  ...  ... [3]",
            "17": "17 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (c) penicillium  is a mould fungus that is used to make antibiotics.   (i) describe how penicillium  is used to make the antibiotic penicillin.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) explain why antibiotics can be used to treat bacterial infections but not viral infections.  ...  ...  ... [1]  (d) some fungi are human pathogens.   describe how the human body prevents pathogens from entering.  ...  ...  ...  ...  ...  ...  ... [3] [total: 14]",
            "18": "18 0610/43/o/n/17 \u00a9 ucles 2017 6 fig. 6.1 is a flow chart of some of the events that occur to maintain a constant body temperature.   body temperature rises temperature receptors detect a stimulus the central nervous system receives an impulse and sends the impulse on body temperature falls to the set levelsweat glands respond blood vessels respond hair erector muscles respondyx fig. 6.1 ",
            "19": "19 0610/43/o/n/17 \u00a9 ucles 2017 [turn over  (a) (i) state the names of the types of neurones at x and y in fig. 6.1.  x   y   [2]   (ii) state the name of one effector shown in fig. 6.1.  ... [1]   (iii) state the name of the mechanism that controls homeostasis which is represented by the  flowchart in fig. 6.1.  ... [1]  (b) (i) describe how shunt vessels in the skin function to help cool the body when the body  temperature is high.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) describe how the sweat glands and the hair erector muscles function in mammals when  the external environment is hot.  ...  ...  ...  ...  ...  ...  ... [3]",
            "20": "20 0610/43/o/n/17 \u00a9 ucles 2017 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. (c) (i) suggest an advantage of using neurones rather than hormones to regulate body  temperature.   ...  ...  ... [1]   (ii) list two hormones that are involved in homeostasis. 1   2   [2] [total: 13]"
        },
        "0610_w17_qp_51.pdf": {
            "1": "*0416259056* this document consists of 9 printed pages and 3 blank pages. dc (st/sg) 133516/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/51 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/o/n/17 \u00a9 ucles 2017 1 fruits such as apples and bananas contain chemicals called polyphenols. an enzyme, polyphenol  oxidase, is also present. it catalyses a reaction which converts the polyphenols into brown\u2011coloured  compounds.  this reaction happens when the cells are damaged and exposed to oxygen in the air.   polyphenol oxidasepolyphenols + oxygen  brown\u2011coloured compounds   you are going to investigate the effect of ph on the enzyme polyphenol oxidase in apples.   read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).   you should use the gloves and eye protection provided when you are carrying out the practical  work. step 1  label five petri dishes a, b, c, d and e. step 2  pour the water from the container labelled water  into petri dish a. step 3  pour the solution labelled b into the petri dish labelled b. step 4  repeat step 3 for each of the solutions labelled c, d and e and the petri dishes labelled  c, d and e. step 5  dip the end of one piece of universal indicator paper into the solution in petri dish a.  compare the colour of the indicator paper to the colour chart provided to identify the ph  of the solution. record the ph in your table in 1(a)(i) . step 6  repeat step 5 for petri dishes b, c, d and e. step 7  cut the apple provided in half vertically and remove the peel. put the peel into the  container labelled waste . when cutting, take care to cut downwards on to the white tile  and away from your hands.  step 8  cut five slices from the apple, avoiding the core. each apple slice should be approximately  30 mm \u00d7 10 mm \u00d7 5 mm in size. keep the rest of the apple for step  11. step 9  on the white tile, chop one of the apple slices into small pieces and then use a spatula to  crush the pieces to a pulp.   chop and crush the four remaining apple slices. keep each of the crushed apple slices  separate from each other on the white tile, as shown in fig. 1.1. crushed apple sliceswhite tile fig. 1.1 step 10  place one of the crushed apple slices into each of the solutions in petri dishes a, b, c, d  and e. put the lids on the petri dishes and leave them for two minutes. step 11  if the cut surface of the rest of the apple has started to turn brown, cut the brown layer  away. cut another 30  mm \u00d7 10 mm \u00d7 5 mm slice. chop and crush this apple slice in the  same way as in step  9. leave this crushed apple slice on the white tile and label it  control .   put any leftover apple into the container labelled waste .",
            "3": "3 0610/51/o/n/17 \u00a9 ucles 2017 [turn over step 12  remove the lid of petri dish a and carefully tilt the base so the liquid runs away from the  crushed apple. pour the liquid into the beaker labelled waste liquid . make sure that the  crushed apple does not fall into the waste liquid.   do not replace the lid of the petri dish.  step 13  repeat step 12 for each of the petri dishes labelled b, c, d and e. step 14  determine the colour intensity of the crushed apple in each petri dish using the key  shown in table 1.1. record the results in your table in 1(a)(i) . step 15  determine the colour intensity of the crushed apple in each petri dish after 10 minutes  and after 20  minutes. record the results in your table in 1(a)(i) .   while you are waiting continue with the other questions. table 1.1 colour of crushed apple slice no brown colour light brown dark brown  colour intensity value 1 2 3  (a) (i) prepare a table to record your results.    your table should include: \u2022 the colour intensity value for the crushed apple slices \u2022 the ph of each solution. [6]     (ii)  list the ph values from the most effective to the least effective in preventing the browning  of the apple slices.  ... [1]",
            "4": "4 0610/51/o/n/17 \u00a9 ucles 2017   (iii) state the purpose of the control set up in step 11.  ...  ...  ... [1]   table 1.2 shows the ph of some household products.  table 1.2 household  productolive oil lemon juice milk water salt water baking soda ph no value 2.0 6.6 7.0 7.6 9.0   (iv) using the results of your investigation, suggest which of the household products in  table  1.2 could be used to treat cut apples to prevent them from going brown. explain  your choice. household product  . explanation    ... [2]  (b) (i) state one variable that has been kept constant in the investigation you have carried out.    describe how this variable has been kept constant. variable  .. how it has been kept constant  ...  ... [2]   (ii) explain why the lids were not put back on to the petri dishes after the solutions were  poured away in steps  12 and 13.   ...  ...  ... [1]  (c) explain why the method used to find the colour intensity value for the crushed apple slices in  step 14 is a source of error.  ...  ...  ... [1]",
            "5": "5 0610/51/o/n/17 \u00a9 ucles 2017 [turn over  (d) identify one source of error in steps 8, 9 or 10 and suggest an improvement for this error. source of error  ..  ... improvement  .  ...  ... [2]  (e)  the enzyme polyphenol oxidase and the substrate polyphenol can be extracted from crushed  apples. the substrate turns brown when the enzyme is present.   some students were provided with extracts of the enzyme and the substrate.     describe a method the students could use to find the optimum temperature of the enzyme.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
            "6": "6 0610/51/o/n/17 \u00a9 ucles 2017  (f) in another experiment, enzymes were extracted from two different fruits.   these enzyme extracts were heated at 65  \u00b0c for a total of 60 minutes.    during this time samples were removed every 15 minutes.    the samples were tested to find out how much enzyme activity remained.   table 1.3 shows the results of the experiment.  table 1.3 sample time / minpercentage of enzyme activity remaining apricot avocado  0 100 100 15   5  40 30   0  25 45   0  20 60   0  10",
            "7": "7 0610/51/o/n/17 \u00a9 ucles 2017 [turn over   (i) plot a line graph on the grid of enzyme activity against sample time.    you should plot the data for the apricot and for the avocado. [5]   (ii) state a conclusion for these results.   ...  ...  ... [1] [total: 28] ",
            "8": "8 0610/51/o/n/17 \u00a9 ucles 2017 2 fig. 2.1 is a photomicrograph of some blood cells. phagocytes nuclei lymphocyte red blood cells magnification \u00d71500 fig. 2.1   (a) (i) state two visible differences between the red blood cells and the white blood cells  (phagocytes and lymphocytes) in fig. 2.1.   1    ... 2    ... [2]   (ii) make a large drawing of the two cells labelled phagocytes  in fig. 2.1. [4]",
            "9": "9 0610/51/o/n/17 \u00a9 ucles 2017   (b)  (i) measure the diameters of the three marked blood cells, along both the lines drawn on  each of the cells, in fig.  2.1. record these measurements in table 2.1.    add the missing units to table 2.1.    calculate the average diameter for each type of blood cell and write your results in  table  2.1.  table 2.1  type of blood celldiameter 1 /...diameter 2 /...average diameter /... red blood cell lymphocyte phagocyte [3]   (ii) calculate the actual average diameter of the red blood cell using your answer in 2(b)(i)   and the following equation.  magnification =  average diameter of the red blood cell in fig. 2.1 actual average diameter of the red blood cell    give your answer in micrometres ( \u03bcm) to the nearest whole number . 1 mm = 1000  \u03bcm     show your working.   ... \u03bcm [3]  [total: 12]",
            "10": "10 0610/51/o/n/17 \u00a9 ucles 2017 blank page",
            "11": "11 0610/51/o/n/17 \u00a9 ucles 2017 blank page",
            "12": "12 0610/51/o/n/17 \u00a9 ucles 2017 permission to reproduce items where third \u2011party 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 \u2011related 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.blank page"
        },
        "0610_w17_qp_52.pdf": {
            "1": "*2946945408* this document consists of 11 printed pages and 1 blank page. dc (st/fc) 133856/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/52 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/o/n/17 \u00a9 ucles 2017 1 starch is an important food source that is digested by the enzyme amylase to form the reducing  sugar maltose.     amylase starch + water      maltose   you are going to investigate the effect of enzyme concentration on the rate of digestion of starch  by amylase.   read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1 (a)(i). put on the gloves and eye protection provided  before starting the practical work.  step 1  label three test-tubes a, b and c.  step 2  put 5  cm3 of starch solution into each of test-tubes a, b and c.  step 3  label another three test-tubes a1, b1 and c1.  step 4  put 1  cm3 of 3% amylase solution into test-tube a1.   put 1  cm3 of 2% amylase solution into test-tube b1.   put 1  cm3 of 1% amylase solution into test-tube c1.  step 5  place all six test-tubes into a water-bath at 60  \u00b0c and leave for three minutes.    raise your hand when you are ready for hot water.    you will need to maintain the temperature of the water-bath between 55\u201360  \u00b0c  during the whole experiment. raise your hand for more hot water if needed.  step 6   use a marker pen to divide a dry white tile into three sections and label them a, b and c  as shown in fig.  1.1.   step 7   drop iodine solution onto the tile to form two rows of 8 drops approximately the same  distance apart, in each of the sections a, b and c as shown in fig. 1.1.  a b c drop of iodine solutionrow 1 row 8 fig. 1.1  step 8   dip a glass rod into the starch solution in test-tube a to remove some of the solution.  then touch the glass rod onto the surface of the first drop and then the second drop of  iodine solution in row 1 on the section of the tile labelled a. rinse and dry the glass rod.  step 9   repeat step 8 using the amylase solution in test-tube a1 and the drops of iodine solution  in row  2 on the section of the tile labelled a.",
            "3": "3 0610/52/o/n/17 \u00a9 ucles 2017 [turn over  step 10  start a timer. add the amylase solution in test-tube a1 to the contents of test-tube a.      stir the mixture with a glass rod and immediately  remove some of the mixture using  the glass rod and touch it onto the surface of the first drop and then the second drop of  iodine solution in row 3 on the section of the tile labelled a. rinse and dry the glass rod.  step 11   after one minute use the glass rod to remove some of the mixture from test-tube a and  touch it onto the first drop and then the second drop of iodine solution in row 4 on the  section of the tile labelled a. rinse and dry the glass rod.  step 12  repeat step 11 for another four minutes or until all the starch has been digested.    if starch was still present in row 8, record this in your table as > 5 minutes.  step 13  repeat steps  8 to 12 for test-tubes b and b1.  step 14  repeat steps 8 to 12 for test-tubes c and c1.  (a) (i) prepare a table to record your results.    the table should include: \u2022 the concentration of the amylase solution \u2022 the time taken for all the starch to be digested for each enzyme concentration.    record your results in your table as you carry out the practical work.      [5]   (ii)  describe how you decided the time at which all the starch had been digested by the  amylase.  ...  ... [1]",
            "4": "4 0610/52/o/n/17 \u00a9 ucles 2017   (iii) the starch has been digested into simple (reducing) sugars. describe how you could  test the liquid in the test-tubes to show they contain reducing sugars.  ...  ...  ...  ... [2]  (b) (i) state one variable that has been kept constant in the investigation you have carried out.    describe how this variable has been kept constant.  variable  .. how it has been kept constant  ...  ... [2]   (ii) explain why all the test-tubes were left in the water-bath for three minutes before the  enzyme was added to the starch.   ...  ...  ... [1]   (iii) explain why step  9 was carried out before mixing the enzyme and starch together.  ...  ...  ... [1]  (c)  (i) identify two sources of error in the method used in steps 10, 11 and 12. 1    ... 2    ... [2]",
            "5": "5 0610/52/o/n/17 \u00a9 ucles 2017 [turn over   (ii) for one of the errors you identified in (c)(i) , describe how the method could be improved  to reduce the error.  ...  ...  ... [1]",
            "6": "6 0610/52/o/n/17 \u00a9 ucles 2017  (d) in another experiment some students made starch agar that contained 100  mg per cm3 of  starch.     the starch agar was stained using iodine and was then cut into blocks that measured  2 cm \u00d7  3 cm \u00d7 0.5 cm.     (i) calculate the total mass of starch in each of the blocks of starch agar.    show your working.   ..  mg  [3]   six small beakers containing 20  cm3 of 5% amylase solution were placed in water-baths at  different temperatures. one of the blocks containing starch from  (d)(i) was placed into each  of the beakers.    the time taken for all the starch to disappear was measured.    the results of the experiment are shown in table 1.1. table 1.1 temperature  / \u00b0c time taken for starch to disappear  / srate of reaction  / mg per s 20 1500 0.2 30 375 0.8 40 200 1.5 50 125 2.4 60 65 4.6 70 88   (ii) complete table 1.1 by writing in the rate of reaction at 70  \u00b0c. [1]",
            "7": "7 0610/52/o/n/17 \u00a9 ucles 2017 [turn over    (iii)  plot a graph on the grid to show the effect of temperature on the rate of reaction. [4]  [total: 23]",
            "8": "8 0610/52/o/n/17 \u00a9 ucles 2017 2 fig. 2.1 is a photomicrograph of the epidermis of a leaf. it shows epidermal cells, guard cells and  stomata.  each stoma is surrounded by two guard cells containing chloroplasts. xxyystoma cytoplasmepidermal cells chloroplast cell wall guard cell fig. 2.1  (a) (i) complete table 2.1 to show two visible differences between epidermal cells and guard  cells. table 2.1 feature epidermal cell guard cell [2]   ",
            "9": "9 0610/52/o/n/17 \u00a9 ucles 2017 [turn over   (ii) make a large drawing of the two guard cells and the stoma shown inside the box on  fig. 2.1. [4]  (b) measure the total width of the guard cells and stoma along the line xy on fig. 2.1.   include the units.   total width of the guard cells and stoma on fig. 2.1      draw a line on your drawing  in the same position as the line xy.    measure width of the guard cells and stoma on your drawing.  include the units.   total width of the guard cells and stoma on your drawing    calculate the magnification of your drawing using the formula: magnification = width on your drawing width on fig. 2.1   show your working and give your answer to the nearest whole number.    [3]",
            "10": "10 0610/52/o/n/17 \u00a9 ucles 2017  (c) fig. 2.2 shows the rate of water gain by absorption and the rate of water loss by transpiration  in a plant during a 24-hour period on a hot sunny day.  60 50 40 30 20 10 0 06.00 10.00 14.00 18.00 time of day22.00 02.00 06.00rate of water loss or gain / g per unit time transpirationabsorption fig. 2.2   compare the trends shown in fig. 2.2 for absorption and transpiration of water during the  24-hour period.  ...  ...  ...  ... [2]  (d)  fig. 2.3 shows the apparatus used to measure water uptake by a leafy shoot. the leafy shoot  is sealed tightly into a glass tube which is connected to a capillary tube containing water.    as the leafy shoot loses water through its leaves it absorbs water from the apparatus. air is  pulled into the open end of the capillary tube as the water moves towards the leafy shoot.    the distance moved by the air in the capillary tube can be measured on the scale and used to  calculate the volume of water absorbed by the leafy shoot.",
            "11": "11 0610/52/o/n/17 \u00a9 ucles 2017 leafy shoot waterwater to refill the capillary tube capillary tube with a scale open end of the capillary tubeaircut end of a leafy shoot stem fig. 2.3   describe how you would use this apparatus to investigate the effect of temperature or  humidity on the rate of water absorption by a leafy shoot.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 17]",
            "12": "12 0610/52/o/n/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_w17_qp_53.pdf": {
            "1": "*5869015591* this document consists of 10 printed pages and 2 blank pages. dc (nh/fc) 134067/3 \u00a9 ucles 2017  [turn overbiology  0610/53 paper 5  practical test  october/november 2017  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/o/n/17 \u00a9 ucles 2017 you should wear the eye protection provided during the practical work in question 1. 1 citrus fruits, such as oranges, contain sugars. you are going to investigate the simple (reducing)  sugar content of three different citrus fruits.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  step 1   you are provided with samples of three different types of fruit. take three separate  beakers and label these with the names of the fruits you have been given. record the  names of the fruits in table 1.1 in 1(a)(i) .  step 2  squeeze the juice from one type of fruit into the labelled beaker.  step 3  repeat step 2 with the other two types of fruit.  step 4   use the measuring cylinder to measure the volume of juice you have extracted from  each type of fruit and record this in table  1.1 in 1(a)(i) . pour the fruit juice back into the  labelled beaker when you have finished measuring it.  rinse the measuring cylinder with the washing water after each measurement.  if you have less than 5  cm3 of each juice raise your hand to obtain more fruit and repeat step 2.  (a) (i) table 1.1 type of fruit volume of juice  / cm3 1 2 3  [1]     step 5  label three large test-tubes 1, 2, and 3.     step 6  add 2  cm3 of the juice from fruit 1 to large test-tube 1.     step 7   add 2  cm3 of reducing sugar test solution to large test-tube 1 and place it  in the empty beaker labelled water-bath . record the colour of the solution in  large test-tube 1 in your table in 1(a)(ii) .     step 8  repeat step 6 and step 7 with the juice from fruit 2 and the juice from fruit 3.     step 9  you are now going to add hot water to the beaker labelled water-bath .        raise your hand when you are ready for hot water. leave the large test-tubes  in the water-bath for 10 minutes.      during this time continue with the rest of the questions.     step 10   after 10 minutes record the colour observed in large test-tubes 1, 2 and 3 in  your table in 1(a)(ii) .",
            "3": "3 0610/53/o/n/17 \u00a9 ucles 2017 [turn over   (ii) prepare a table to record your results.  [4]   (iii) state the name of the solution used to test for reducing sugars.  ... [1]   (iv) state which fruits contain reducing sugars.  ... [1]   (v) explain why it was necessary to record the colour of the reducing sugar test solution and  fruit juice mixture  before  heating.  ...  ...  ... [1]",
            "4": "4 0610/53/o/n/17 \u00a9 ucles 2017  (b) state one variable that has been kept constant in the investigation you have carried out.   describe how this variable has been kept constant. variable  . how it has been kept constant  ..  ...  ...  [2]  (c) identify two sources of error in the method.   for each of these errors, describe how the method could be improved to reduce the error. error  .. improvement  .  ...  ... error  .. improvement  .  ...  ...  [4]  (d) describe a test that could be used to determine if the fruits you have tested contain protein.  ...  ...  ...  ... [2]",
            "5": "5 0610/53/o/n/17 \u00a9 ucles 2017 [turn over  (e) citrus fruits are a good source of vitamin c.   dcpip can be used to test for vitamin c. when dcpip reacts with vitamin c the colour of the  solution changes from dark blue to colourless.   vitamin c can be destroyed by heating it at high temperatures or by heating it for a long time.   fruit juices are often heat treated to kill bacteria which allows the juice to be kept for a long  time without being refrigerated.   a student wanted to investigate the effect of heating on the vitamin c content of fruit juice.   describe a method the student could use for their investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
            "6": "6 0610/53/o/n/17 \u00a9 ucles 2017  (f) you are provided with a slice of orange.   draw a large diagram of the slice of orange.  [4]  [total: 26]",
            "7": "7 0610/53/o/n/17 \u00a9 ucles 2017 [turn over blank page",
            "8": "8 0610/53/o/n/17 \u00a9 ucles 2017 2 hormones are involved in tropic responses in plants, such as gravitropism and phototropism.  auxin is a plant growth hormone.  a student investigated the length of roots from seedlings grown in different concentrations of auxin.  the student measured the root length of five of the seedlings grown in each concentration of auxin.  table 2.1 shows the results. table 2.1 percentage  concentration  of auxinroot length  / mmaverage root  length  / mm1 2 3 4 5 0.0 15 16 18 14 15 15.6 0.2 18 17 19 20 18 0.4 24 21 22 22 23 22.4 0.6 17 16 18 17 19 17.4 0.8 13 12 14  5 12 11.2 1.0 12 10 10 12 11 11.0  (a) (i) calculate the missing average value from the table 2.1.    show your working and give your answer to one decimal place in table 2.1.  [2]   (ii) scientists do not include anomalous data in their average calculations.    one of the pieces of data in table 2.1 is not consistent with the other results for that  concentration. this means it is anomalous.    circle  the anomalous data in table 2.1.    calculate the correct average for this concentration of auxin, excluding the anomalous  data. give your answer to one decimal place.    space for working.   .. mm  [2]",
            "9": "9 0610/53/o/n/17 \u00a9 ucles 2017 [turn over   (iii)  plot a graph on the grid to show the effect of auxin concentration on the average root  length.  [4]   (iv) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  ...  ... [3]",
            "10": "10 0610/53/o/n/17 \u00a9 ucles 2017  (b) fig. 2.1 shows the root tip of a poppy seedling. m nm n magnification  \u00d7 120 fig. 2.1",
            "11": "11 0610/53/o/n/17 \u00a9 ucles 2017   measure the length of the line mn on fig. 2.1. include the unit.   length of mn ...   calculate the actual size of the root tip at mn using the formula. include the unit in your  answer. magnification = length of mn on fig. 2.1 actual size of mn   space for working.    [3]  [total: 14]",
            "12": "12 0610/53/o/n/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_w17_qp_61.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. dc (nf/sg) 133515/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4672819309* biology  0610/61 paper 6  alternative to practical  october/november 2017  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.",
            "2": "2 0610/61/o/n/17 \u00a9 ucles 2017 1 fruits such as apples and bananas contain chemicals called polyphenols. an enzyme,  polyphenol oxidase, is also present. it catalyses a reaction which converts the polyphenols into  brown\u2011coloured  compounds.  this reaction happens when the cells are damaged and exposed to oxygen in the air. polyphenols + oxygen    polyphenol oxidase     brown \u2011coloured compounds  some students investigated the effect of ph on the enzyme polyphenol oxidase in apples.  the students were provided with one apple, distilled water and four solutions labelled b, c, d and  e. each solution had a different ph.  step 1  five petri dishes were labelled a, b, c, d and e.  step 2  20 cm3 of distilled water was added to petri dish a.  step 3  20 cm3 of solution b was poured into the petri dish labelled b.  step 4  step 3 was repeated using solutions c, d and e and the petri dishes labelled c, d  and e.  step 5  universal indicator paper and a ph colour chart were used to find the ph of each of the  solutions in the five petri dishes.  step 6  six slices were cut from an apple and put on to separate white tiles. the apple slices  were cut to approximately the same size.  step 7  each apple slice was chopped into small pieces and then crushed with a spatula.  step 8  one of the crushed apple slices was put into each of the solutions in petri dishes a, b, c,  d and e. a lid was put on to each of the petri dishes and they were left for two minutes.  step 9  the crushed apple from the remaining slice was left uncovered, on the white tile and was  labelled control .  step 10  the lid of petri dish a was removed and the liquid was poured away, leaving only the  crushed apple in the petri dish. the petri dish lid was not replaced.  step 11   step 10 was repeated for petri dishes b, c, d and e.  step 12  the students looked at the colour of the crushed apple slice in each petri dish at  0 minutes, 10  minutes and  20 minutes.    the students used the key shown in table 1.1 to identify the colour intensity value for  each crushed apple slice. table 1.1 colour of the crushed  apple sliceno brown colour light brown dark brown  colour intensity value 1 2 3",
            "3": "3 0610/61/o/n/17 \u00a9 ucles 2017 [turn over \t \t \t fig. \t1.1\tshows\tthe\tstudents\u2019 \tresults. a b c c cd d de e eb ba acontrol control control0 min 10 min 20 min ph 7 ph 2 ph 3 ph 8 ph 9crushed apple fig. 1.1  (a) (i) prepare a table to record the results.    your table should include: \u2022 the colour intensity value for the crushed apple slices \u2022 the ph of each solution. [5]   (ii) list the ph values from the most effective to the least effective in preventing the browning  of the apple.  ..  [1]",
            "4": "4 0610/61/o/n/17 \u00a9 ucles 2017   (iii) state the purpose of the control set up in step 9.  ...  ...  ..  [1]   table 1.2 shows the ph of some household products. table 1.2 household  productolive oil lemon  juicemilk water salt water baking  soda ph no value 2.0 6.6 7.0 7.6 9.0   (iv) suggest which of the household products in table 1.2 should be used to prevent cut  apples from going brown. explain your choice. household product  . explanation    ... [2]  (b) (i) state one variable that was kept constant in the investigation described.    describe how this variable was kept constant. variable  .. how it was kept constant  ...  ... [2]   (ii) explain why the lids were not put back on to the petri dishes after the solutions were  poured away in steps 10 and 11.  ...  ...  ..  [1]   (iii)  state the main hazard in steps 6 and 7 and describe how to reduce the risk of this  hazard.  ...  ...  ..  [1]",
            "5": "5 0610/61/o/n/17 \u00a9 ucles 2017 [turn over  (c) explain why the method used to find the colour intensity value for the crushed apple slices in  step 12 is a source of error.  ...  ...  ..  [1]  (d) identify one source of error in steps 6, 7 or 8 and suggest an improvement for this error. source of error  ..  ... improvement   .  ...  ... [2]  (e) the enzyme polyphenol oxidase and the substrate polyphenol can be extracted from crushed  apples. the substrate turns brown when the enzyme is present.   some students were provided with extracts of the enzyme and the substrate.   describe a method the students could use to find the optimum temperature of the enzyme.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6]",
            "6": "6 0610/61/o/n/17 \u00a9 ucles 2017  (f) in another experiment, enzymes were extracted from two different fruits.   these enzyme extracts were heated at 65  \u00b0c for a total of 60 minutes.   during this time samples were removed every 15 minutes.   the samples were tested to find out how much enzyme activity remained.   table 1.3 shows the results of the experiment. table 1.3 sample time    / minpercentage of enzyme activity remaining apricot avocado  0 100 100 15   5  40 30   0  25 45   0  20 60   0  10",
            "7": "7 0610/61/o/n/17 \u00a9 ucles 2017 [turn over   (i) plot a line graph on the grid of enzyme activity against sample time.    you should plot the data for the apricot and for the avocado.     [5]   (ii) state a conclusion for these results.  ...  ...  ... [1] [total: 28]",
            "8": "8 0610/61/o/n/17 \u00a9 ucles 2017 2 fig. 2.1 is a photomicrograph of some blood cells. phagocytes nuclei lymphocyte red blood cells magnification \u00d71500 fig. 2.1  (a) (i) state two visible differences between the red blood cells and the white blood cells  (phagocytes and lymphocytes) i n fig. 2.1. 1  ...  ... 2  ...  ... [2]   (ii) make a large drawing of the two cells labelled phagocytes  in fig. 2.1. [4]",
            "9": "9 0610/61/o/n/17 \u00a9 ucles 2017  (b)  (i) measure the diameters of the three marked blood cells, along both the lines drawn on  each of the cells, in fig. 2.1. record these measurements in table 2.1.    add the missing units to table 2.1.    calculate the average diameter for each type of blood cell and write your results in  table  2.1. table 2.1 type of blood celldiameter 1 / ...diameter 2 / ...average diameter / ... red blood cell lymphocyte phagocyte [3]   (ii) calculate the actual average diameter of the red blood cell using your answer in 2(b)(i)   and the following equation. magnification  =   average diameter of the red blood cell in fig. 2.1 actual average diameter of the red blood cell    give your answer in  micrometres ( \u03bcm) to the nearest whole number.  1 mm = 1000  \u03bcm    show your working.   ... \u03bcm [3] [total: 12]",
            "10": "10 0610/61/o/n/17 \u00a9 ucles 2017 blank page",
            "11": "11 0610/61/o/n/17 \u00a9 ucles 2017 blank page",
            "12": "12 0610/61/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third \u2011party 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 \u2011related 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."
        },
        "0610_w17_qp_62.pdf": {
            "1": "*8795360785* this document consists of 11 printed pages and 1 blank page. dc (lk/sg) 133505/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  october/november 2017  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.",
            "2": "2 0610/62/o/n/17 \u00a9 ucles 2017 1 starch is an important food source that is digested by the enzyme amylase to form the reducing  sugar maltose.     amylase starch + water         maltose  some students investigated the effect of enzyme concentration on the rate of digestion of starch.   step 1   three test-tubes were labelled a, b and c.  step 2   5 cm3 of starch solution was put into each of test-tubes a, b and c.  step 3  another three test-tubes were labelled  a1, b1 and c1.  step 4  1 cm3 of 3% amylase solution was put into test-tube a1.    1 cm3 of 2% amylase solution was put into test-tube b1.    1 cm3 of 1% amylase solution was put into test-tube c1.  step 5   all six test-tubes were placed into a water-bath at 60  \u00b0c for three minutes.   step 6  a white tile was divided into three sections and labelled a, b and c as shown in fig. 1.1.    step 7   iodine solution was dropped onto the tile to form two rows of 10 drops approximately the  same distance apart, in each of the sections a, b and c as shown in fig. 1.1.   a b c row 1 row 10drop of iodine solution fig. 1.1  step 8   a glass rod was dipped into the starch solution in test-tube a to remove some of the  solution. the glass rod was then touched onto the surface of the first drop and then the  second drop of iodine solution in row 1 on the section of the tile labelled a. the glass rod  was rinsed and dried.  step 9   step 8 was repeated using the amylase solution in test-tube a1 and the drops of iodine  solution in row 2 on the section of the tile labelled a.  step 10   a timer was started and the amylase solution in test-tube a1 was poured into test-tube  a.     the mixture of starch and amylase in test-tube a was stirred with a glass rod and then  some of the mixture was immediately removed using the glass rod.     the glass rod was then touched onto the surface of the first drop and then the second  drop of iodine solution in row 3 on the section of the tile labelled a. the glass rod was  rinsed and dried.",
            "3": "3 0610/62/o/n/17 \u00a9 ucles 2017 [turn over  step 11   after one minute the glass rod was used to remove some of the mixture from test -tube a  and touched onto the first drop and then the second drop of the iodine solution in row 4  on the section of the tile labelled  a. the glass rod was rinsed and dried.  step 12  step 11 was repeated for six more minutes.  step 13  steps 8 to 12 were repeated for test-tubes b and b1.  step 14  steps 8 to 12 were repeated for test-tubes c and c1.    fig. 1.2 shows the students\u2019 results. a b c row 1 row 10key no starch starch drops joined together fig. 1.2  (a) (i) prepare a table to record the students\u2019 results.    the table should include: \u2022\tthe concentration of the amylase solution \u2022\tthe time taken for all the starch to be digested for each amylase concentration.  [5]",
            "4": "4 0610/62/o/n/17 \u00a9 ucles 2017   (ii) explain why the students\u2019 results are not reliable.  ...  ...  ... [1]   (iii) the starch was digested into simple (reducing) sugars. describe how you could test the  liquid in the test-tubes to show they contain reducing sugars.  ...  ...  ...  ... [2]  (b) (i) state one variable that was kept constant in this investigation.    describe how this variable was kept constant.  variable  .. how it was kept constant  ...  ...  [2]   (ii) explain why all the test-tubes were left in the water-bath for three minutes before the  amylase was added to the starch.  ...  ...  ... [1]   (iii) explain why step 9 was carried out before mixing the amylase and starch together.  ...  ...  ... [1]  (c) (i) identify two sources of error in steps 10, 11 and 12. 1    ... 2    ...  [2]",
            "5": "5 0610/62/o/n/17 \u00a9 ucles 2017 [turn over   (ii) for one of the errors you identified in (c)(i) , describe how the method could be improved  to reduce the error.  ...  ...  ... [1]",
            "6": "6 0610/62/o/n/17 \u00a9 ucles 2017  (d) in another experiment some students made starch agar that contained 100  mg per cm3 of  starch.     the starch agar was stained using iodine and was then cut into blocks that measured   2 cm \u00d7 3  cm \u00d7 0.5  cm.     (i) calculate the total mass of starch in each of the blocks of starch agar.    show your working.   ... mg  [3]   six small beakers containing 20  cm3 of 5% amylase solution were placed in water-baths at  different temperatures. one of the blocks containing starch from (d)(i)  was placed into each  of the beakers.   the time taken for all the starch to disappear was measured.    the results of the experiment are shown in table 1.1. table 1.1 temperature  / \u00b0c time taken for starch to disappear  / srate of reaction  / mg per s 20 1500 0.2 30 375 0.8 40 200 1.5 50 125 2.4 60 65 4.6 70 88   (ii) complete table 1.1 by writing in the rate of reaction at 70  \u00b0c. [1]",
            "7": "7 0610/62/o/n/17 \u00a9 ucles 2017 [turn over   (iii) plot a graph on the grid to show the effect of temperature on the rate of reaction.   [4]  [total: 23]",
            "8": "8 0610/62/o/n/17 \u00a9 ucles 2017 2 fig. 2.1 is a photomicrograph of the epidermis of a leaf. it shows epidermal cells, guard cells and  stomata.  each stoma is surrounded by two guard cells containing chloroplasts. xxyystoma cytoplasmepidermal cells chloroplast cell wall guard cell fig. 2.1  (a) (i) complete table 2.1 to show two visible differences between epidermal cells and guard  cells. feature epidermal cell guard cell  [2]",
            "9": "9 0610/62/o/n/17 \u00a9 ucles 2017 [turn over   (ii)  make a large drawing of the two guard cells and the stoma shown inside the box on  fig. 2.1. [4]  (b) measure the total width of the guard cells and stoma along the line xy on fig. 2.1.   include the units.   total width of the guard cells and stoma on fig. 2.1 ...     draw a line on your drawing  in the same position as the line xy.    measure the width of the guard cells and stoma on your drawing. include the units.   total width of the guard cells and stoma on your drawing ...   calculate the magnification of your drawing using the formula: magnification = width on your drawing width on fig. 2.1   show your working and give your answer to the nearest whole number.     [3]",
            "10": "10 0610/62/o/n/17 \u00a9 ucles 2017  (c) fig. 2.2 shows the rate of water gain by absorption and the rate of water loss by transpiration  in a plant during a 24-hour period on a hot sunny day. 60 50 40 30 20 10 0 06.00 10.00 14.00 18.00 time of day22.00 02.00 06.00rate of water loss or gain / g per unit time transpirationabsorption fig. 2.2   compare the trends shown in fig. 2.2 for the absorption and transpiration of water during the  24-hour period.  ...  ...  ...  ... [2]  (d) fig. 2.3 shows the apparatus used to measure water uptake by a leafy shoot. the leafy shoot  is sealed tightly into a glass tube which is connected to a capillary tube containing water.    as the leafy shoot loses water through its leaves it absorbs water from the apparatus. air is  pulled into the open end of the capillary tube as the water moves towards the leafy shoot.   the distance moved by the air in the capillary tube can be measured on the scale and used to  calculate the volume of water absorbed by the leafy shoot.",
            "11": "11 0610/62/o/n/17 \u00a9 ucles 2017 leafy shoot waterwater to refill the capillary tube capillary tube with a scale open end of the capillary tubeaircut end of a leafy shoot stem fig. 2.3   describe how you would use the apparatus in fig. 2.3 to investigate the effect of temperature  or humidity on the rate of water absorption by a leafy shoot.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 17]",
            "12": "12 0610/62/o/n/17 \u00a9 ucles 2017 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.blank page"
        },
        "0610_w17_qp_63.pdf": {
            "1": "*5342618795* this document consists of 10 printed pages and 2 blank pages. dc (rw/sw) 134168/3 \u00a9 ucles 2017  [turn overbiology  0610/63 paper 6  alternative to practical  october/november 2017  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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/63/o/n/17 \u00a9 ucles 2017 1 citrus fruits, such as oranges, contain sugars.  a student investigated the simple (reducing) sugar content of three different citrus fruits.  step 1  the student was provided with three fruits; orange, grapefruit and lemon.  step 2  the juice from the orange was squeezed into a labelled beaker.  step 3  step 2 was repeated for the grapefruit and the lemon.  step 4  the student put the juice they extracted into three measuring cylinders.    these are shown in fig.  1.1. 5101520 5101520 5101520 orange grapefruit lemon fig. 1.1  (a) (i) in table  1.1 record the volume of juice shown in each measuring cylinder in fig.  1.1. table  1.1 type of fruit volume of juice / cm3 orange grapefruit lemon  [1]",
            "3": "3 0610/63/o/n/17 \u00a9 ucles 2017 [turn over  step 5   the student added 2  cm3 of the orange juice and 2  cm3 of the solution used to test for  reducing sugars to a test-tube labelled orange and recorded the colour of the liquid.  step 6  the student repeated step  5 for the grapefruit juice and the lemon juice.  step 7  the test-tubes were then put into a water-bath and left for five minutes.  step 8  the colour of the liquid in the test-tubes was recorded after five minutes.    the student\u2019s observations are shown in fig.  1.2. grapefruit light blue bright green lemon stayed blueorange green dark yellow fig. 1.2   (ii) use the information in fig.  1.2 to prepare a table to record the student\u2019s results in the  space provided.  [3]",
            "4": "4 0610/63/o/n/17 \u00a9 ucles 2017   (iii) state the name of the solution used to test for reducing sugars.  ... [1]   (iv) suggest a suitable temperature for the water-bath used in step 7.  ... [1]   (v) state which fruits contain reducing sugars.  ... [1]   (vi) explain why the student recorded the colour of the reducing sugar test solution and fruit  juice mixture before  heating.  ...  ...  ... [1]  (b) state one variable that was kept constant in this investigation.   describe how this variable was kept constant. variable  . how it has been kept constant  ..  ...  ...  [2]  (c) identify two sources of error in the method.   for each of these errors, describe how the method could be improved to reduce the error. error  .. improvement  .  ...  ... error  .. improvement  .  ...  ...  [4]",
            "5": "5 0610/63/o/n/17 \u00a9 ucles 2017 [turn over  (d) describe a test that could be used to determine if the fruits contained protein.  ...  ...  ...  ... [2]  (e) citrus fruits are a good source of vitamin  c.   dcpip can be used to test for vitamin  c. when dcpip reacts with vitamin  c the colour of the  solution changes from dark blue to colourless.   vitamin  c can be destroyed by heating it at high temperatures or by heating it for a long time.   fruit juices are often heat treated to kill bacteria which allows the juice to be kept for a long  time without being refrigerated.   a student wanted to investigate the effect of heating on the vitamin  c content of fruit juice.   describe a method the student could use for their investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
            "6": "6 0610/63/o/n/17 \u00a9 ucles 2017  (f) fig. 1.3 shows a photograph of a slice of orange. fig. 1.3   draw a large diagram of the slice of orange.  [4]  [total: 26]",
            "7": "7 0610/63/o/n/17 \u00a9 ucles 2017 [turn over blank page",
            "8": "8 0610/63/o/n/17 \u00a9 ucles 2017 2 hormones are involved in tropic responses in plants, such as gravitropism and phototropism.  auxin is a plant growth hormone.  a student investigated the length of roots from seedlings grown in different concentrations of  auxin.  the student measured the root length of five of the seedlings grown in each concentration of  auxin.  table  2.1 shows the results. table  2.1 percentage  concentration  of auxin  root length / mmaverage root  length / mm1 2 3 4 5 0.0 15 16 18 14 15 15.6 0.2 18 17 19 20 18 0.4 24 21 22 22 23 22.4 0.6 17 16 18 17 19 17.4 0.8 13 12 14  5 12 11.2 1.0 12 10 10 12 11 11.0  (a) (i) calculate the missing average value from the table  2.1.    show your working and give your answer to one decimal place in table  2.1.  [2]   (ii) scientists do not include anomalous data in their average calculations.    one of the pieces of data in table  2.1 is not consistent with the other results for that  concentration. this means it is anomalous.    circle  the anomalous data in table  2.1.    calculate the correct average for this concentration of auxin, excluding the anomalous  data. give your answer to one decimal place.    space for working.   .. mm  [2]",
            "9": "9 0610/63/o/n/17 \u00a9 ucles 2017 [turn over   (iii) plot a graph on the grid to show the effect of auxin concentration on the average root  length.  [4]   (iv) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  ...  ... [3]",
            "10": "10 0610/63/o/n/17 \u00a9 ucles 2017  (b) fig. 2.1 shows the root tip of a poppy seedling. m nm n magnification  \u00d7 120  magnification \u00d7120 fig. 2.1",
            "11": "11 0610/63/o/n/17 \u00a9 ucles 2017   measure the length of the line mn on fig.  2.1. include the unit.   length of mn ...   calculate the actual size of the root tip at mn using the formula. include the unit in your  answer.     magnification = length of mn on fig.  2.1 actual size of mn   space for working.     [3]  [total: 14]",
            "12": "12 0610/63/o/n/17 \u00a9 ucles 2017 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.blank page"
        }
    },
    "2018": {
        "0610_m18_qp_12.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib18 03_0610_12/4rp  \u00a9 ucles 2018 [turn over     *0935368408* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  february/march 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2018 0610/12/f/m/18  1 what is a characteristic of all living organisms?  a breathing  b egestion  c excretion  d ingestion      2 what are the characteristics of fish?     maintain  constant body  temperature external ears  present jelly-covered  eggs scales  a \u0016 \u0016 \u001a \u001a  b \u0016 \u001a \u0016 \u0016  c \u001a \u0016 \u001a \u001a  d \u001a \u001a \u0016 \u0016     3 the diagram shows part of a flowering plant.        using the key, identify this plant.  1 three petals  .  go to 2  more than three petals  ...  go to 3  2 leaves longer than they are wide    a  leaves wider than they are long  ..  b  3 leaves parallel-veined  .  c  leaves not parallel-veined  ...  d     ",
            "3": "3  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  4 the diagram shows a single cell from an organism called spirogyra .    vacuolecytoplasm chloroplast cell wall nucleus cytoplasmic strand    which features does spirogyra  share with plant cells?     cell wall chloroplast cytoplasm nucleus vacuole  a \u0016 \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a \u001a \u0016  c \u0016 \u001a \u0016 \u0016 \u001a  d \u001a \u0016 \u0016 \u001a \u0016     ",
            "4": "4  \u00a9 ucles 2018 0610/12/f/m/18  5 which level of organisation is shown in the diagram?    heartlung capillaries body capillaries    a organ  b organism  c organ system  d tissue    6 an egg measured 6.5  cm in diameter. a student made a drawing of this egg and the diameter was  measured as 19.5  cm.    what was the magnification of the drawing?  a \u00d70.3 b \u00d73.0 c \u00d76.5 d \u00d7300    ",
            "5": "5  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  7 the diagram shows a plant cell.        what is the appearance of this cell after it has been placed in pure water for 30 minutes?    a b cd      8 when a food substance is tested with iodine solution, which colour shows the presence of  starch?  a blue-black  b brown  c orange  d purple    ",
            "6": "6  \u00a9 ucles 2018 0610/12/f/m/18  9 the graph shows the activity of three di gestive enzymes at differing ph levels.    enzyme activity 123456789 1 0 1 1 1 2 phxy z     which statement is correct?  a enzymes x and y are both active at ph  7.  b enzymes x and z are both active at ph  4.  c enzymes y and z are both active at ph  4.  d enzymes y and z are both active at ph  8.     10 the diagram shows a cross-section of part of a leaf.    upper epidermis lower epidermis midriblayer x     which type of cell is found in layer x?    ab c d      ",
            "7": "7  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  11 which molecule contains magnesium?  a chlorophyll  b fat  c glucose  d starch      12 in which part of the body of a mammal does mechanical digestion occur?  a gall bladder  b liver  c mouth  d pancreas      13 in which order does water pass through these tissues in a plant?  a mesophyll \u2192 xylem \u2192 root cortex  b root cortex \u2192 mesophyll \u2192 xylem  c root cortex \u2192 xylem \u2192 mesophyll  d xylem \u2192 mesophyll \u2192 root cortex    14 which part of the blood contains haemoglobin?  a plasma  b platelets  c red blood cells  d white blood cells     15 the body has defences to protect itself from diseases.    what is a mechanical barrier to diseases?  a hairs in the nose  b plasma  c stomach acid  d white blood cells     ",
            "8": "8  \u00a9 ucles 2018 0610/12/f/m/18  16 compared with inspired air, which description of expired air is correct?  a it has less oxygen and less carbon dioxide.  b it has less oxygen and more carbon dioxide.  c it has more oxygen and less carbon dioxide.  d it has more oxygen and more carbon dioxide.      17 an experiment is set up to investigate the uptake of oxygen by germinating seeds.    xysoda lime absorbs carbon dioxide dead seeds rinsedin antisepticgerminating seedswater bath at 25  \u00b0c coloured watercoloured water     what happens to the levels of the coloured water at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged      18 which organ regulates the amount of water in a mammal\u2019s body?  a kidney  b liver  c lungs  d skin    ",
            "9": "9  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  19 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord    20 the graph shows the effect of an antibiotic treatment on bacterial populations in the blood.    0 time  / days10bacterial populationstart ofantibiotic treatment     which conclusion can be drawn from the graph?  a antibiotics are effective against viral and bacterial infections.  b antibiotics cause meiosis in bacteria.  c antibiotics take ten days to kill all bacteria.  d before the start of antibiotic treatment the bacterial population was rising.     21 drinking alcohol before driving a car is dangerous.    which statement correctly explains why drinking alcohol and driving is dangerous?  a alcohol increases reaction time.  b alcohol can cause liver damage.  c alcohol is a drug.  d alcohol is addictive.    ",
            "10": "10  \u00a9 ucles 2018 0610/12/f/m/18  22 which statement about sexual reproduction is correct?  a it is a process that involves the fusion of two nuclei.  b it always produces genetically identical offspring.  c no zygote is formed.  d there is no fertilisation.      23 the diagram shows a cross-section of a flower.    where does fertilisation take place?    b dca      24 the graph shows changes in the thickness of the lining of the uterus wall during a menstrual  cycle.    days of the menstrual cycle1 7 14 21 28thickness of uteruswall lining     which day is the last day of menstruation?  a 4 b 8 c 16 d 20    ",
            "11": "11  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  25 the table shows the percentage of pregnancies in four groups of women. each group used a  different method of contraception.    method of contraception percentage of  pregnancies  the contraceptive pill 1  monitoring body temperature 14  diaphragm 7  male sterilisation (vasectomy) 0    which contraceptive method was the least  effective?  a barrier  b chemical  c natural  d surgical      26 which sex chromosomes in the egg and the sperm will produce a male child?     sex chromosome  in egg sex chromosome  in sperm  a x x  b x y  c y x  d y y     27 cell division has the following functions.    1 asexual reproduction  2 growth  3 production of gametes  4 repair of damaged tissue 5 replacement of cells    which functions are specific to mitosis?  a 1, 2, 3 and 4  b 1, 2, 4 and 5  c 2, 3 and 4 only  d 3, 4 and 5 only ",
            "12": "12  \u00a9 ucles 2018 0610/12/f/m/18  28 the chart shows the inheritance of fur colour in a small mammal.    if the allele for white fur is dominant, which animal must  be heterozygous for the gene controlling  fur colour?    \u00d7\u00d7ab c d     29 four phenotypes of a group of people were studied.    which phenotype will show discontinuous variation?  a blood group  b foot size  c height  d weight      30 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves one parent.  d it involves parents that possess desirable features.     ",
            "13": "13  \u00a9 ucles 2018 0610/12/f/m/18 [turn over  31 which diagram shows how energy flows through an ecosystem?    a sunb csun sund sun     32 the diagram shows part of a food web.    sandpipers insects mitesspiders plantsmink geese    which members of the food web are examples of producers, herbivores and carnivores?     producers herbivores carnivores  a insects sandpipers mink  b geese mites sandpipers  c plants geese spiders  d plants sandpipers insects     ",
            "14": "14  \u00a9 ucles 2018 0610/12/f/m/18  33 the diagram shows part of the carbon cycle.    which process reduces the carbon dioxide content of the atmosphere?    carbon dioxide in atmosphere industry and poweranimals transport plants decomposers fossil fuels (coal and oil)b c da       34 which factor will cause a decrease in population size?  a decreased food supply  b decreased predation  c decreased disease  d decreased death rate     35 some of the characteristics of bacteria are listed.    1 can make complex molecules  2 can reproduce quickly  3 have cytoplasm  4 may cause diseases    which characteristics make bacteria useful in biotechnology and genetic engineering?  a 1, 2, 3 and 4 b 1 and 2 only c 2 and 3 only d 3 and 4 only    36 what is a product of anaerobic respiration in yeast?  a biological washing powders  b ethanol  c fruit juice  d human insulin    ",
            "15": "15  \u00a9 ucles 2018 0610/12/f/m/18 37 which statement about genetic engineering is correct?  a it involves choosing which individual organisms are used for breeding.  b it is always done using genes from the same species.  c it produces a new combination of genes.  d it produces exact copies of individual organisms.      38 deforestation has undesirable effects on the environment.    which effect makes the greatest contribution to global warming?  a extinction of species  b increased carbon dioxide  c increased flooding  d loss of soil by erosion    39 methane is a gas that contributes to the greenhouse effect.    which human activity is a source of methane?  a deforestation  b growing rice  c using fertilisers  d using herbicides     40 which stage in the treatment of sewage removes large floating objects, such as plastic bags?  a aeration  b discharge  c screening  d sedimentation    ",
            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/12/f/m/18   "
        },
        "0610_m18_qp_22.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib18 03_0610_22/4rp  \u00a9 ucles 2018 [turn over     *3265335475* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  february/march 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2018 0610/22/f/m/18  1 biology is the study of living things.    which characteristic applies to all forms of life?  a able to move from place to place  b able to reproduce  c carry out photosynthesis  d possess a nervous system     2 two animals have an identical sequence of amino acids in one of the proteins found in their cells.    what does this indicate about these animals?  a they have been eating the same types of food.  b they have not been exposed to substances that cause mutation.  c they must be members of the same genus.  d they share a recent ancestor.     3 the diagram shows part of a flowering plant.        using the key, identify this plant.  1 three petals  .  go to 2  more than three petals  ...  go to 3  2 leaves longer than they are wide    a  leaves wider than they are long  ..  b  3 leaves parallel-veined  .  c  leaves not parallel-veined  ...  d     ",
            "3": "3  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  4 the diagram shows a single cell from an organism called spirogyra .    vacuolecytoplasm chloroplast cell wall nucleus cytoplasmic strand    which features does spirogyra  share with plant cells?     cell wall chloroplast cytoplasm nucleus vacuole  a \u0016 \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a \u001a \u0016  c \u0016 \u001a \u0016 \u0016 \u001a  d \u001a \u0016 \u0016 \u001a \u0016      5 a student was told that a drawing of a bacterial cell had been magnified 30  000 times. the length  of the drawing was 45  mm.    what was the actual length of the bacterium?  a 0.15  mm b 1.5  \u00b5m c 0.66  mm d 0.66  \u00b5m     ",
            "4": "4  \u00a9 ucles 2018 0610/22/f/m/18  6 which graph represents the effect of increasing temperature on the rate of diffusion?    rate of diffusion temperaturea 0 0rate of diffusion temperatureb 0 0 rate of diffusion temperaturec 0 0rate of diffusion temperatured 0 0      7 protoplasts are plant cells that have had their cell walls removed.    what happens if plant protoplasts are placed in distilled water?  a they get larger and become turgid.  b they get larger and burst.  c they get smaller and become plasmolysed.  d they get smaller and shrivel up.     8 when a food substance is tested with iodine solution, which colour shows the presence of  starch?  a blue-black  b brown  c orange  d purple     ",
            "5": "5  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  9 the graph shows the activity of three di gestive enzymes at differing ph levels.    enzyme activity 123456789 1 0 1 1 1 2 phxy z     which statement is correct?  a enzymes x and y are both active at ph  7.  b enzymes x and z are both active at ph  4.  c enzymes y and z are both active at ph  4.  d enzymes y and z are both active at ph  8.     10 the diagram shows a cross-section of part of a leaf.    upper epidermis lower epidermis midriblayer x     which type of cell is found in layer x?    ab c d      ",
            "6": "6  \u00a9 ucles 2018 0610/22/f/m/18  11 which molecule contains magnesium?  a chlorophyll  b fat  c glucose  d starch      12 in which part of the body of a mammal does mechanical digestion occur?  a gall bladder  b liver  c mouth  d pancreas      13 during growth, potato plants produce flowers and underground storage organs called tubers.    during this time, which parts of the plant act as sources and sinks for translocation?     flowers leaves potato tubers  a sink sink source  b sink source sink  c source sink source  d source source sink      14 what is an advantage of a double circulatory system in mammals?  a blood can flow down the body on the left and up the body on the right.  b blood can flow more slowly along the circulatory system.  c blood pressure stays the same throughout the circulatory system.  d oxygenated and deoxygenated blood are kept separate.     15 the body has defences to protect itself from diseases.    what is a mechanical barrier to diseases?  a hairs in the nose  b plasma  c stomach acid  d white blood cells    ",
            "7": "7  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  16 during exercise, receptors detect a change in the blood and cause the breathing rate to increase.    what change do the receptors detect and where are they found in the body?     change in blood site of detection  a carbon dioxide increases brain  b carbon dioxide increases intercostal muscles  c oxygen decreases brain  d oxygen decreases intercostal muscles     17 an experiment is set up to investigate the uptake of oxygen by germinating seeds.    xysoda lime absorbs carbon dioxide dead seeds rinsedin antisepticgerminating seedswater bath at 25  \u00b0c coloured watercoloured water     what happens to the levels of the coloured water at x and y?     x y  a falls rises  b falls unchanged  c rises falls  d rises unchanged     ",
            "8": "8  \u00a9 ucles 2018 0610/22/f/m/18  18 the diagram shows a section of a kidney.    x y z     what are the correct labels?     x y z  a cortex medulla ureter  b cortex ureter medulla  c medulla cortex ureter  d medulla ureter cortex     19 a boy accidentally touches a very hot object and immediately takes his hand away.    in this reflex action, what is the effector?  a a heat receptor in his hand  b a motor neurone  c a muscle in his arm  d the spinal cord     20 which description of how the pupil of the eye gets smaller is correct?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     ",
            "9": "9  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  21 there are two types of diabetes, type 1 and type 2.    the graph shows the number of children with each type of diabetes per 100  000 children, in one  country.    23456789 age  / years10 11 12 13 14 15 16 17350 300250200150100 50 0number of children withdiabetesper 100  000 childrentype 1 type 2     which conclusion can be made from the graph?  a 1.5% of 9-year-olds have diabetes.  b 31.3% of 17-year-olds with diabetes have type 2 diabetes.  c there are 10 more 12-year-olds in the country with diabetes than 13-year-olds.  d type 2 diabetes will cause more health problems than type 1.     ",
            "10": "10  \u00a9 ucles 2018 0610/22/f/m/18  22 the diagram shows an experiment using wheat shoot tips to investigate plant growth.    x y x yshoot tip removedafter two days in even light     which statement is supported by the ev idence provided by this experiment?  a auxin moves through the plant by osmosis.  b auxin is made in the shoot tip.  c auxin is unequally distributed in response to light.  d auxin inhibits cell elongation.     23 a wind-pollinated plant has which features?  a large anthers, coloured petals and produces nectar  b large petals, small anthers and a sticky stigma  c small petals, large anthers and a feathery stigma  d small petals, produces nectar and has a strong scent    24 which describes a human male gamete?     motile relative size compared  to female gamete flagellum  present  a yes larger yes  b yes smaller yes  c no smaller no  d no larger no     ",
            "11": "11  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  25 what is a consequence of hiv infection on the human body?  a decreased lymphocyte numbers  b increased protection against bacterial infections  c increased haemoglobin production  d sickle-cell anaemia      26 which sex chromosomes in the egg and the sperm will produce a male child?     sex chromosome  in egg sex chromosome  in sperm  a x x  b x y  c y x  d y y      27 cell division has the following functions.    1 asexual reproduction  2 growth  3 production of gametes  4 repair of damaged tissue 5 replacement of cells    which functions are specific to mitosis?  a 1, 2, 3 and 4  b 1, 2, 4 and 5  c 2, 3 and 4 only  d 3, 4 and 5 only    ",
            "12": "12  \u00a9 ucles 2018 0610/22/f/m/18  28 the chart shows the inheritance of fur colour in a small mammal.    if the allele for white fur is dominant, which animal must  be heterozygous for the gene controlling  fur colour?    \u00d7\u00d7ab c d     29 in areas of the world where malaria is present, the sickle-cell allele is more common.    what is the reason for this?  a both diseases are caused by the same allele.  b heterozygous individuals with the sickle-cell allele are less likely to have malaria.  c heterozygous individuals with the sickle-ce ll allele are more likely to have malaria.  d these are parts of the world with many diseases.      30 which feature helps a xerophyte survive in its environment?  a flat leaves with a large surface area  b no cuticle  c short roots  d sunken stomata     ",
            "13": "13  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  31 what is a feature of natural selection?  a it does not require a struggle for survival.  b it does not require variation in a population.  c it involves the selection of advantageous phenotypes.  d it involves the selection of disadvantageous genotypes.      32 the diagram shows energy flow through an ecosystem.    sun herbivore decomposercarnivoregreen plant x     in what form is energy transferred at x?  a chemical  b heat  c kinetic  d light     33 the diagram shows part of the carbon cycle.    which process reduces the carbon dioxide content of the atmosphere?    carbon dioxide in atmosphere industry and poweranimals transport plants decomposers fossil fuels (coal and oil)b c da      ",
            "14": "14  \u00a9 ucles 2018 0610/22/f/m/18  34 the graph shows the human population of the world for the last 2000 years.    0 1000 time  / years20006000 40002000 0population  /  million p     what is the phase identified by p?  a death  b exponential (log)  c lag  d stationary     35 some of the characteristics of bacteria are listed.    1 can make complex molecules  2 can reproduce quickly  3 have cytoplasm 4 may cause diseases    which characteristics make bacteria useful in biotechnology and genetic engineering?  a 1, 2, 3 and 4 b 1 and 2 only c 2 and 3 only d 3 and 4 only      36 what is a requirement for the production of penicillin in a fermenter?  a adding bubbles of nitrogen gas to mix the nutrients and penicillium   b adding the required amount of sugar as a nutrient  c ensuring no oxygen enters the fermenter so only anaerobic respiration occurs  d maintaining a constant temperature of 95  \u00b0c to prevent other microorganisms growing     ",
            "15": "15  \u00a9 ucles 2018 0610/22/f/m/18 [turn over  37 human insulin can be produced in large quantities by modified e. coli  bacteria.    four of the steps in this production process are listed.    1 insulin is removed from the bacterial culture.  2 an enzyme is used to cut out the insulin gene from a human chromosome. 3 the insulin gene is placed into the plasmid of the bacterium. 4 bacteria with the insulin gene reproduce very rapidly.    what is the order of these steps?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 3 \u2192 4 \u2192 2  c 2 \u2192 3 \u2192 4 \u2192 1  d 4 \u2192 1 \u2192 2 \u2192 3     38 what is a major contributor to the problem of worldwide famine?  a equal distribution of food  b increasing population and life expectancy  c large-scale monoculture of crop plants  d use of herbicides and insecticides in farming    39 the flow diagram shows a process that can occur as a result of pollution in a river.    high concentrations of nitrate ions enter a riveralgae reproduce rapidlyalgae die and decomposelow concentration of dissolved oxygen kills organisms    which term describes the process shown in the flow diagram?  a aerobic respiration  b eutrophication  c nitrogen cycle  d photosynthesis    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/22/f/m/18  40 which stage in the treatment of sewage removes large floating objects, such as plastic bags?  a aeration  b discharge  c screening  d sedimentation     "
        },
        "0610_m18_qp_32.pdf": {
            "1": "*0687622809* this document consists of 16 printed pages and 4 blank pages. dc (sr/sw) 145670/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/32 paper 3  theory (core)  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.",
            "2": "2 0610/32/f/m/18 \u00a9 ucles 2018 1 table 1.1 contains a list of chemicals that are useful to humans.  complete table 1.1 by stating one way in which each chemical is useful. table 1.1 chemical use of the chemical  antibiotic fertiliser herbicide insecticide pectinase [5] [total: 5]",
            "3": "3 0610/32/f/m/18 \u00a9 ucles 2018 [turn over 2 fig. 2.1 shows a section through a blood vessel. white blood cell red blood cell fig. 2.1  (a) identify the type of blood vessel shown in fig. 2.1.  ..  [1]  (b) red blood cells are different to white blood cells.   state three  ways in which a red blood cell is different to a white blood cell. 1    ... 2    ... 3    ... [3]  (c) (i) state the name of the liquid component of blood.  ..  [1]   (ii) state three  substances that are transported in the liquid component of blood. 1   2   3   [3] [total: 8]",
            "4": "4 0610/32/f/m/18 \u00a9 ucles 2018 blank page",
            "5": "5 0610/32/f/m/18 \u00a9 ucles 2018 [turn over 3 the boxes on the left contain the names of structures in the body.  the boxes on the right contain the names of processes carried out by the body.  draw one straight line from each structure to the process in which it is involved.  draw six lines. structure process aorta cervix duodenum ribs sensory neurone ureterbreathing circulation digestion excretion reflex action reproduction [6] [total: 6]",
            "6": "6 0610/32/f/m/18 \u00a9 ucles 2018 4 the kidneys excrete excess water in urine.  (a) the main component of urine is water.   state two other substances that are excreted by healthy kidneys. 1   2   [2]  (b) a scientist investigated the effect of drinking sugar solutions, of different concentrations, on  the volume of urine produced.   \u2022 1.5 dm3 of sugar solution a was consumed by a healthy adult.   \u2022 urine was collected at thirty minute intervals for 150 minutes.   \u2022 the volume of urine produced every thirty minutes was added to the previous total  volume.   \u2022 this procedure was repeated with sugar solutions b and c.   the results are shown in fig. 4.1. 01.01.11.21.3 30 60 90 time  / minutestotal volume of urine collected / dm3 120 150solution a solution b solution c fig. 4.1",
            "7": "7 0610/32/f/m/18 \u00a9 ucles 2018 [turn over   (i) complete table 4.1 using the information in fig. 4.1. table 4.1 description of measurement volume / dm3 total volume of urine produced 60 minutes after drinking  solution c volume of urine produced between 30 minutes and 60 minutes  after drinking solution b total volume of urine produced 150 minutes after drinking  solution a  [3]   (ii) suggest which of the three solutions, a, b or c, contained the most sugar.    give a reason for your suggestion. solution  .. reason  ...  ...  ...   [2]  (c) list two factors that will affect the volume and concentration of urine produced. 1     2    [2]",
            "8": "8 0610/32/f/m/18 \u00a9 ucles 2018  (d) the body loses water in the urine.   state two other ways in which the body loses water. 1    ... 2    ... [2] [total: 11] 5 fig. 5.1 shows a diagram of a cell found in leaves.   f. g. h. fig. 5.1  (a) (i)  state the names of structures f, g and h.    write your answers on fig. 5.1. [3]   (ii) on fig. 5.1 draw:    a line labelled k to show where the chromosomes are found    a line labelled l to show the position of the cell membrane. [2]   (iii) state the name of this type of plant cell.  ..  [1]",
            "9": "9 0610/32/f/m/18 \u00a9 ucles 2018 [turn over  (b) the cell in fig. 5.1 was placed in a concentrated glucose solution.   fig. 5.2 shows the appearance of the cell after ten minutes in the glucose solution.     fig. 5.2   (i) state two ways in which the cell has changed. 1   2     [2]   (ii) water moves into and out of the cell by osmosis.    osmosis is a form of diffusion.    describe the ways in which diffusion is different to active transport.  ...  ...  ...  ...  ...  ... [3]   [total: 11]",
            "10": "10 0610/32/f/m/18 \u00a9 ucles 2018 6 this question is about enzymes.   choose words from the list to complete the sentences.  each word may be used once, more than once, or not at all. amino acids  amylase  bacteria  biological fatty acids  glucose  humidity  lipase living  protease  salivary  temperature  all enzymes are proteins. proteins are made of ...  .  an enzyme acts as a ... catalyst.    in order to work rapidly, enzymes need the correct ... and ph.   an example of an enzyme that works in the acidic conditions in the stomach is     ...  .   acidic conditions will kill many of the ... present in food.  salivary ... stops working in acidic conditions.  fats are broken down by ...  . [7] [total: 7] 7 (a) some animals produce milk to feed their offspring.     table 7.1 shows the mass of the substances found in 100  g of milk from two animals. table 7.1 substancemass in 100  g of milk  / g human milk water buffalo milk protein 1.10 4.50 fat 4.50 8.00 carbohydrate 7.50 4.90 calcium 0.03 2.00 water",
            "11": "11 0610/32/f/m/18 \u00a9 ucles 2018 [turn over   (i) calculate the mass of water in both the human milk and the water buffalo milk.    write your answers in table 7.1.    space for working.  [2]   (ii) state the name of the substance in table 7.1 that is present in a higher concentration in  human milk than in water buffalo milk.  ..  [1]     (iii) state the name of one component of a balanced diet that is missing from table 7.1.  ..  [1]   (iv) producing milk for offspring is a characteristic of a particular group of animals.    state the name of this group of animals.  ..  [1]  (b) state how young animals use the substances listed in table 7.1. protein  ...  ... fat  ..  ... carbohydrate  .  ... calcium  .  ... water  .  ...  [5]",
            "12": "12 0610/32/f/m/18 \u00a9 ucles 2018  (c) an adult eats a high-fat diet.   state two health problems that could be caused by eating a high-fat diet. 1    ... 2    ... [2] [total: 12]",
            "13": "13 0610/32/f/m/18 \u00a9 ucles 2018 [turn over 8 (a) define the term pollination .  ...  ...  ...  ... [2]  (b) fig 8.1 shows a flower that reproduces using wind-pollination.  fig. 8.1   describe two ways in which the flower in fig. 8.1 is adapted for wind-pollination. 1    ... 2    ... [2]",
            "14": "14 0610/32/f/m/18 \u00a9 ucles 2018  (c) fig. 8.2 shows two photomicrographs of pollen. pollen from an insect-pollinated flowermagnification \u00d7  1250 pollen from a wind-pollinated flowermagnification \u00d7  2000 fig. 8.2   describe, using your knowledge and the information in fig. 8.2, how pollen from an  insect -pollinated flower is different to pollen from a wind-pollinated flower.  ...  ...  ...  ...  ...  ..  [3]  (d) sexual reproduction in plants results in seeds being formed.   state three  conditions needed for the germination of seeds. 1 . 2   3   [3] [total: 10]",
            "15": "15 0610/32/f/m/18 \u00a9 ucles 2018 [turn over 9 some insects can reproduce by sexual reproduction and asexual reproduction. in both types of  reproduction chromosomes are passed from the parent or parents, to the offspring.  fig. 9.1 shows a drawing of a parent insect and seven of her offspring: m, n, p, r, s, t and u. parent insect m n p r s t u fig. 9.1  (a) (i) two of the offspring were produced by asexual reproduction.    suggest the letters representing these two offspring. 1 .. 2 .. [1]   (ii) insect r was produced by sexual reproduction.    use the information from the diagram to support this statement.  ...  ...  ..  [1]   (iii) state the term that is defined as the observable features of an organism.  ..  [1]",
            "16": "16 0610/32/f/m/18 \u00a9 ucles 2018  (b) fig. 9.2 shows a group of male students. they are all the same age. fig. 9.2   (i) the students in fig. 9.2 show continuous variation in some of their characteristics.    state three  characteristics in which these students show continuous variation. 1   2   3   [3]   (ii) state one example of discontinuous variation.  ... [1] [total: 7]",
            "17": "17 0610/32/f/m/18 \u00a9 ucles 2018 10 fig. 10.1 shows part of the water cycle.  the letters represent processes that take place in the water cycle. x yz fig. 10.1  complete table 10.1 by stating the names of processes x, y and z in fig. 10.1. table 10.1 letter name of the process x y z [3] [total: 3]",
            "18": "18 0610/32/f/m/18 \u00a9 ucles 2018 blank page",
            "19": "19 0610/32/f/m/18 \u00a9 ucles 2018 blank page",
            "20": "20 0610/32/f/m/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_m18_qp_42.pdf": {
            "1": "*8859812661*cambridge international examinations cambridge international general certificate of secondary education biology  0610/42 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 \u00a9 ucles 2018  [turn over",
            "2": "2 0610/42/f/m/18 \u00a9 ucles 20181 (a) (i) fig. 1.1 is a branching key used to identify different species of bacteria.  do the bacteria have flagella? do the bacteria have more than one flagellum? do the bacteria have flagella attached at one end only?do the bacteria form a chain?do the bacteria have a spiral shape?no yes no yes no yes no yes no yes da c f eb 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. .. .. ..  [5] fig. 1.2",
            "3": "3 0610/42/f/m/18 \u00a9 ucles 2018 [turn over   (ii) 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. magnification \u00d717  30045 mm45 mm 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]",
            "4": "4 0610/42/f/m/18 \u00a9 ucles 2018   (ii) the actual length of the bacterium shown in fig. 1.3 is 0.0026  mm.    convert this value to micrometres ( \u00b5m).    space for working.   .  \u00b5m [1]  (d) (i) describe and explain the effects of cholera bacteria on the gut.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) suggest one treatment for cholera.  ... [1]  [total: 14]",
            "5": "5 0610/42/f/m/18 \u00a9 ucles 2018 [turn over blank page",
            "6": "6 0610/42/f/m/18 \u00a9 ucles 2018 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. 19960246810estimated numbers of people with copd  / million12141618 2001 2006 yearcitykey: village 2011 2016 fig. 2.1",
            "7": "7 0610/42/f/m/18 \u00a9 ucles 2018 [turn over  (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.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (b) (i) explain how the body prevents particles in inspired air from reaching the gas exchange  surfaces.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]",
            "8": "8 0610/42/f/m/18 \u00a9 ucles 2018   (ii) 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]",
            "9": "9 0610/42/f/m/18 \u00a9 ucles 2018 [turn over 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\u2019 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\u22122width of bar  / cm 1 producer 120 12.0 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.  [1]   (ii) using the information in table 3.1, draw a pyramid of biomass.    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]",
            "10": "10 0610/42/f/m/18 \u00a9 ucles 2018  (c) (i) outline how organisms in the first trophic level of the woodland food chain produce  biomass using energy from the sun.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) explain why the fourth trophic level has the least biomass in this food chain.  ...  ...  ...  ...  ...  ...  ... [3]  (d) the woodland is a conservation area.   outline the possible benefits of conserving this specific area of woodland.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 14]",
            "11": "11 0610/42/f/m/18 \u00a9 ucles 2018 [turn over 4 fig. 4.1 is a diagram of the human female reproductive system. cef da b 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    [2]",
            "12": "12 0610/42/f/m/18 \u00a9 ucles 2018  (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. 10\u201314050 000100  000150  000200  000number of chlamydia cases in 2008250  000300  000350  000400  000 15\u201319 20\u201324 25\u201329 30\u201334 age group  / years35\u201339 40\u201344 45\u201354 55\u201364 65+ fig. 4.2   describe the results shown by the data in fig. 4.2.  ...  ...  ...  ...  ...  ...  ... [3]  (d) chlamydia is caused by a bacterium.   (i) suggest a treatment for chlamydia.  ... [1]   (ii) state the name of one other  sti.  ... [1]",
            "13": "13 0610/42/f/m/18 \u00a9 ucles 2018 [turn over   (iii) 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]",
            "14": "14 0610/42/f/m/18 \u00a9 ucles 2018 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 mean dry mass of  weeds  / g per m2weed density  / number  of weeds per m2 day 7 day 23 day 33 a \u2713 7.40 6.20 b \u2713 3.90 4.90 c \u2713 0.50 1.20 d \u2713 \u2713 0.66 1.90 e \u2713 \u2713 0.18 0.98 f \u2713 \u2713 0.07 0.29 g \u2713 \u2713 \u2713 0.08 0.51  (a) (i) 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]",
            "15": "15 0610/42/f/m/18 \u00a9 ucles 2018 [turn over   (iii) 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]",
            "16": "16 0610/42/f/m/18 \u00a9 ucles 2018 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 pepsintest-tube 2 egg white solution, pepsin and hydrochloric acidtest-tube 3 egg white solution, boiled pepsin and hydrochloric acidtest-tube 4 egg white solution and hydrochloric acidstop-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 contents appearance at   0 minsappearance after   5 mins 1 egg white solution,  pepsincloudy less cloudy 2 egg white solution,  pepsin, hydrochloric acidcloudy clear 3 egg white solution, boiled  pepsin, hydrochloric acidcloudy cloudy 4 egg white solution,  hydrochloric acidcloudy cloudy",
            "17": "17 0610/42/f/m/18 \u00a9 ucles 2018 [turn over   (i) explain the results shown for test-tubes 1, 2 and 3 in table 6.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]   (ii) explain the purpose of test-tube 4.  ...  ...  ...  ...  ... [2]   (iii) state the name of the organ in the body that produces pepsin.  ... [1]",
            "18": "18 0610/42/f/m/18 \u00a9 ucles 2018  (c) maltase is another digestive enzyme.   describe the action of maltase and state where it acts in the alimentary canal.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 13]",
            "19": "19 0610/42/f/m/18 \u00a9 ucles 2018 blank page",
            "20": "20 0610/42/f/m/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_m18_qp_52.pdf": {
            "1": "*3854609403* this document consists of 10 printed pages and 2 blank pages. dc (st/cgw) 145668/3 \u00a9 ucles 2018  [turn overbiology  0610/52 paper 5  practical test  february/march 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 totalcambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/52/f/m/18 \u00a9 ucles 2018 1 you are going to investigate the effect of temperature on water uptake in celery stalks.  water is transported in the xylem tissue of plant stems.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you are provided with two celery stalks of the same length and two small beakers that contain a  red stain.  step 1   place one of the small beakers containing red stain into the large beaker labelled cool.  place the other small beaker containing red stain into the large beaker labelled warm .  the large beakers will act as water-baths.  step 2   raise your hand when you are ready for water to be added to the two water-baths. add  ice water to the cool water-bath and warm water to the warm  water-bath. make sure  that the water in the water-baths does not go into the small beakers of red stain.  step 3  leave the small beakers containing the red stain in the water-baths for 3 minutes.  step 4   after 3 minutes, put one celery stalk into each beaker of red stain and leave them in the  water-baths for 10 minutes.  step 5  label one white tile cool and the other white tile warm .  you can continue with other questions during this time.  step 6   after 10 minutes remove the celery stalk from the warm  beaker of red stain and place it  on the tile labelled warm . remove the celery stalk from the cool beaker of red stain and  place it on the tile labelled cool.  step 7   on the tile labelled warm , cut a section across the celery stalk, 5  mm from the end that  was in the red stain, as shown in fig. 1.1. section cut in this direction end that was in the red stain fig. 1.1  step 8   use a hand lens to see if the red stain is visible in the xylem of the cut section of the  celery stalk. fig. 1.2 shows the location of the xylem tissue in a cut section of a celery  stalk. xylem tissue fig. 1.2",
            "3": "3 0610/52/f/m/18 \u00a9 ucles 2018 [turn over  step 9  if the red stain is visible, cut another 5  mm section from the celery stalk.  step 10  repeat steps 8 and 9 until you cut a section in which the red stain is not visible.  step 11   count the number of 5  mm sections you have cut and record this number in your table in  1(a)(i) .  step 12  repeat steps 7 to 11 with the other celery stalk on the tile labelled cool.  (a) (i) prepare a table and record your results in your table, in the space provided.     your table should include: \u2022 the temperature (cool or warm) of the red stain \u2022 the number of sections that were stained in 10 minutes \u2022 the total distance moved by the red stain in 10 minutes. [4]   (ii) use your data to calculate the rate of movement of the red stain in the celery stalk at  each temperature.     space for working.  warm   ..  mm per minute     cool  ..  mm per minute  [2]",
            "4": "4 0610/52/f/m/18 \u00a9 ucles 2018   (iii) state a conclusion for your results.  ...  ...  ... [1]  (b) state two variables which were kept constant in this experiment. 1   2   [2]  (c) one way of improving the method used in this investigation would be to repeat it a number of  times.   identify two other  sources of error in this investigation.   for each error, suggest an improvement to minimise the effect of the error. error 1  ...  ... improvement 1  ..  ...  ... error 2  ...  ... improvement 2  ..  ...  ... [4] ",
            "5": "5 0610/52/f/m/18 \u00a9 ucles 2018 [turn over  (d) some farmers wanted to investigate the effect of humidity on the rate of transpiration in celery  plants.    fig. 1.3 shows a celery plant being harvested.   fig. 1.3   one method of measuring the rate of transpiration is to record how long it takes a red stain to  travel up the xylem tissue in a celery stalk that still has its leaves attached.   plan an investigation to determine the effect of humidity on the rate of movement of water  through leafy celery stalks.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 19]",
            "6": "6 0610/52/f/m/18 \u00a9 ucles 2018 2 fig. 2.1 shows a photomicrograph of a bronchus, surrounded by alveoli and other tissues, in the  lung. bronchus wall alveolia b bronchus lumen fig. 2.1  (a) (i) make a large drawing of the bronchus shown in fig. 2.1.     do not include any of the alveoli or other tissues in your drawing. do not label your  drawing. [4]",
            "7": "7 0610/52/f/m/18 \u00a9 ucles 2018 [turn over   (ii) the diameter of the bronchus in fig. 2.1 is shown by the line ab.    measure the length of ab on fig. 2.1. include the units.    length of ab on fig. 2.1 .     the actual diameter of the bronchus in fig. 2.1 is 1.5  mm.    the magnification of the bronchus in fig. 2.1 can be calculated using the following  equation: magnification = length of ab on fig. 2.1  actual diameter of the bronchus    calculate the magnification of the bronchus in fig. 2.1.    give your answer to the nearest whole number.    space for working.    [2]",
            "8": "8 0610/52/f/m/18 \u00a9 ucles 2018  (b) a student investigated the effect of exercise on breathing rate.   the breathing rates of five people were measured at rest and after running for different  periods of time. the people rested between each period of running.   the results are shown in table 2.1. table 2.1 running  time / minutesbreathing rate  / breaths per minute person average  one two three four five  0 20 24 22 26 28 24  2 32 31 28 32 32 31  4 39 41 38 42 40  6 46 52 52 46 44 48  8 48 50 52 46 44 48 10 49 51 51 46 43 48   (i) complete table 2.1 by calculating the average breathing rate for four minutes of running.    space for working. [1]   (ii) the student thought that the result for person two at six minutes was an anomaly.     suggest what the student should do to determine if the result is anomalous.  ...  ...  ... [1]",
            "9": "9 0610/52/f/m/18 \u00a9 ucles 2018 [turn over   (iii) plot a graph on the grid, to show the relationship between running time and the average  breathing rate. draw a line of best fit.  [4]   (iv) use your graph to estimate the average breathing rate for one minute of running.    show on the graph how you obtained your answer.    [2]   (v) use your graph to describe the relationship between running time and the average  breathing rate.  ...  ...  ...  ...  ...  ... [3]",
            "10": "10 0610/52/f/m/18 \u00a9 ucles 2018  (c) (i) suggest one safety precaution for this investigation.   ...  ...  ... [1]   (ii) state two variables that should be kept constant during this investigation. 1    ... 2    ... [2]   (iii) state the variable that has been changed (the independent variable) in this investigation.   ... [1] [total: 21]",
            "11": "11 0610/52/f/m/18 \u00a9 ucles 2018 blank page",
            "12": "12 0610/52/f/m/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_m18_qp_62.pdf": {
            "1": "*3585141648*cambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  february/march 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 10 printed pages and 2 blank pages. dc (st/sw) 145586/4 \u00a9 ucles 2018  [turn over",
            "2": "2 0610/62/f/m/18 \u00a9 ucles 2018 1 a student investigated the effect of temperature on water uptake in celery stalks.  water is transported in the xylem tissue in plant stems.  step 1   one celery stalk was placed into a beaker containing warm  red stain. another celery  stalk was placed into a beaker containing cool red stain.     this is shown in fig 1.1. celery stalk beaker red stainxylem tissue fig. 1.1  step 2  both celery stalks were left in the red stain for 10 minutes.   step 3  after 10 minutes the celery stalks were removed from the red stain.   step 4   a 5 mm section was cut from the end of the celery stalk which had been in the warm  red  stain, as shown in fig. 1.2. section cut in this direction end that was in the red stain fig. 1.2  step 5   the section was inspected for the presence of the red stain in the xylem tissue in the  celery stalk, as shown in fig. 1.3. xylem tissue fig. 1.3",
            "3": "3 0610/62/f/m/18 \u00a9 ucles 2018 [turn over  step 6   if the red stain was visible in the cut section, another 5  mm section was cut and the  process repeated until no red stain was visible in the cut section. this allowed the student  to estimate how far the red stain had moved up the celery stalk.  step 7   steps 4 to 6 were repeated for the celery stalk which had been in the cool red stain.  (a) (i) state one safety precaution that should be taken while carrying out this method.   ...  ...  ... [1]   (ii) the student\u2019s results are shown in fig.  1.4. number of 5  mm sections cut from the celery stalk in warm   red stain \u2013 11 number of 5  mm sections cut from the celery stalk in cool red  stain \u2013 5 fig. 1.4    prepare a table and record your results in your table, in the space provided.    your table should include:     \u2022 the temperature (cool or warm) of the red stain     \u2022 the number of sections that were stained in 10 minutes     \u2022 the total distance moved by the red stain in 10 minutes. [3]   (iii) use the data to calculate the rate of movement of the red stain in the celery stalk at each  temperature.    space for working  warm   ..  mm per minute  cool  ..  mm per minute [2]",
            "4": "4 0610/62/f/m/18 \u00a9 ucles 2018   (iv) state a conclusion for these results.  ...  ...  ... [1]  (b) state two variables which were kept constant in this experiment.   1   2   [2]  (c) one way of improving the method used in this investigation would be to repeat it a number of  times.   identify two other  sources of error in this investigation.   for each error, suggest an improvement to minimise the effect of the error. error 1  ...  ... improvement 1  ..  ...  ... error 2  ...  ... improvement 2  ..  ...  ... [4] ",
            "5": "5 0610/62/f/m/18 \u00a9 ucles 2018 [turn over  (d) some farmers wanted to investigate the effect of humidity on the rate of transpiration in celery  plants.   fig. 1.5 shows celery plants being harvested.  fig. 1.5   one method of measuring the rate of transpiration is to record how long it takes a red stain to  travel up the xylem tissue in a celery stalk that still has its leaves attached.   plan an investigation to determine the effect of humidity on the rate of movement of water  through leafy celery stalks.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6] [total: 19]",
            "6": "6 0610/62/f/m/18 \u00a9 ucles 2018 2 fig. 2.1 shows a photomicrograph of a bronchus, surrounded by alveoli and other tissues, in the  lung. bronchus wall alveolia b bronchus lumen fig. 2.1  (a) (i) make a large drawing of the bronchus shown in fig. 2.1.     do not include any of the alveoli or other tissues in your drawing. do not label your  drawing. [4]",
            "7": "7 0610/62/f/m/18 \u00a9 ucles 2018 [turn over  (ii) the diameter of the bronchus in fig. 2.1 is shown by the line ab.    measure the length of ab on fig. 2.1. include the units.    length of ab on fig. 2.1      the actual diameter of the bronchus in fig. 2.1 is 1.5  mm.    the magnification of the bronchus in fig. 2.1 can be calculated using the following  equation: magnification  = length of ab on fig. 2.1  actual diameter of the bronchus    calculate the magnification of the bronchus in fig. 2.1.    give your answer to the nearest whole number.    space for working.    [2]",
            "8": "8 0610/62/f/m/18 \u00a9 ucles 2018  (b) a student investigated the effect of exercise on breathing rate.   the breathing rates of five people were measured at rest and after running for different  periods of time. the people rested between each period of running.   the results are shown in table 2.1. table 2.1 running  time / minutesbreathing rate  / breaths per minute person average  one two three four five  0 20 24 22 26 28 24  2 32 31 28 32 32 31  4 39 41 38 42 40  6 46 52 52 46 44 48  8 48 50 52 46 44 48 10 49 51 51 46 43 48   (i) complete table 2.1 by calculating the average breathing rate for four minutes of running.    space for working. [1]   (ii) the student thought that the result for person two at six minutes was an anomaly.     suggest what the student should do to determine if the result is anomalous.  ...  ...  ... [1]",
            "9": "9 0610/62/f/m/18 \u00a9 ucles 2018   (iii) plot a graph, on the grid, to show the relationship between running time and the average  breathing rate. draw a line of best fit. [4]   (iv) use your graph to estimate the average breathing rate for one minute of the running.    show on the graph how you obtained your answer.    [2]   (v) use your graph to describe the relationship between running time and the average  breathing rate.  ...  ...  ...  ...  ...  ... [3] [turn over",
            "10": "10 0610/62/f/m/18 \u00a9 ucles 2018  (c) (i) suggest one safety precaution for this investigation.  ...  ...  ... [1]   (ii) state two variables that should be kept constant during this investigation. 1    ... 2    ... [2]   (iii) state the variable that has been changed (the independent variable) in this investigation.   ... [1] [total: 21]",
            "11": "11 0610/62/f/m/18 \u00a9 ucles 2018 blank page",
            "12": "12 0610/62/f/m/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_11.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 14 printed pages and 2 blank pages.  ib18 06_0610_11/2rp  \u00a9 ucles 2018 [turn over     *9449437177 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2018 0610/11/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
            "3": "3  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus    ",
            "4": "4  \u00a9 ucles 2018 0610/11/m/j/18  6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei      7 which words correctly complete the paragraph?   diffusion may be defined as the net movement of particles from a region of their \u00ab\u00ab1\u00ab\u00ab  concentration, to a region of their \u00ab\u00ab2\u00ab\u00ab concentration, where movement is \u00ab\u00ab3\u00ab\u00ab a  concentration gradient.   1 2 3  a higher lower down  b higher lower up  c lower higher down  d lower higher up      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall    9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch    ",
            "5": "5  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 the equation for photosynthesis is shown.    ..1..  +  ..2..  \u2192  glucose  +  ..3..    which words correctly complete gaps 1, 2 and 3?     1 2 3  a carbon dioxide light oxygen  b carbon dioxide water oxygen  c oxygen light carbon dioxide  d oxygen water carbon dioxide      12 what is the best source of vitamin c in a balanced diet?  a fish  b fruit  c meat  d rice     ",
            "6": "6  \u00a9 ucles 2018 0610/11/m/j/18  13 a young, active woman requires more of which cons tituent in her diet than a young, active man?  a fat  b iron  c protein  d vitamin c      14 which condition could be caused by a lack of iron?    a anaemia  b cholera  c scurvy  d diabetes    15 the diagram shows part of a section through a plant stem.    which tissue transports water from the roots to the leaves?    a b c d     16 petroleum jelly is waterproof and transparent.    covering the underside of the leaves of a plant with a thin layer of petroleum jelly will slow down the rate of water loss from the plant.    which statement explains this?  a plants absorb nutrients from the petroleum jelly.  b plants absorb water from the petroleum jelly.  c stomata are blocked by the petroleum jelly.  d the petroleum jelly stops photosynthesis.    ",
            "7": "7  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  17 the diagram shows the human heart.    rq p s     in which order does blood pass through the chambers during a complete circuit of the body after  it returns from the lungs?  a q \u2192 r \u2192 s \u2192 p  b q \u2192 r \u2192 p \u2192 s  c p \u2192 s \u2192 q \u2192 r  d p \u2192 s \u2192 r \u2192 q     18 the diagrams show some components of the blood of a mammal.    which component causes the blood to start clotting?    ab c d       19 which statement describes a transmissible disease?  a a disease caused when a pathogen passes from one host to another  b a disease caused when a pathogen passes through a host\u2019s body  c a disease caused when a pathogen passes to the host\u2019s body only by direct contact  d a disease caused when a pathogen passes to the host\u2019s body only by indirect contact    ",
            "8": "8  \u00a9 ucles 2018 0610/11/m/j/18  20 a sample of expired air is collected in a gas jar. another gas jar contains normal atmospheric air.    a lighted candle is placed inside each gas jar as shown. the time taken for each flame to go out is measured. as the candles burn they use up the oxygen available in the jar.    gas jar x gas jar ylid air sample candle     the table shows the results of this experiment.    gas jar time for candle flame  to go out  / s  x 15  y 9    what is an explanation of the difference between the results in jars x and y?  a jar x contains atmospheric air which has more carbon dioxide.  b jar x contains expired air which has more carbon dioxide.  c jar y contains atmospheric air which has less oxygen.  d jar y contains expired air which has less oxygen.    21 which row describes anaerobic respiration?     energy  released oxygen  required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     ",
            "9": "9  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  22 the diagram shows the excretory system.    x    what is structure x?  a bladder  b kidney  c ureter  d urethra     23 which are effectors?  a brain and spinal cord  b muscles and glands  c receptors  d sensory neurones and motor neurones     24 which hormone is involved in the conversion of glucose to glycogen?  a adrenaline  b insulin  c oestrogen  d testosterone     25 which mechanism for maintaining body temperature involves the action of muscles?  a detection of temperature  b insulation with fatty tissue  c shivering  d sweating    ",
            "10": "10  \u00a9 ucles 2018 0610/11/m/j/18  26 antibiotics are used to treat some diseases.    which diseases could they be effective against?     bacterial  infection hiv scurvy  a \u0016 \u0016 \u0016  b \u0016 \u001a \u0016  c \u0016 \u001a \u001a  d \u001a \u0016 \u001a     27 the graph shows the number of people infected with hiv, in one part of the world, between 1985  and 2010.    1985 1990 1995 2000 2005 201030 25201510 50number of peopleinfectedwith hiv/  million     using data from the graph, which statement is correct?  a between 1995 and 2000 the number of people infected with hiv increased by 67%.  b between 1995 and 2000 the number of people infected with hiv increased by 20%.  c between 1990 and 1995 the number of people infected with hiv doubled.  d between 1995 and 2000 the number of people infected with hiv doubled.     ",
            "11": "11  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  28 the diagram shows reproduction in a potato plant. potato x was planted into the ground and a  plant grew from it. the plant then produced potato y.    potato ypotato x     which statement is correct?  a x and y are genetically different.  b y was produced by asexual reproduction.  c y was produced by sexual reproduction.  d y was produced by the fusion of gametes.      29 which row correctly links the named process with its description?     process description  a menstruation release of an egg  b menstruation shedding of the lining of the uterus  c ovulation fusion of nuclei  d ovulation start of puberty     ",
            "12": "12  \u00a9 ucles 2018 0610/11/m/j/18  30 the human immunodeficiency virus (hiv) can be transmitted in body fluid.    some examples of body fluids are listed.    1 blood  2 saliva 3 semen 4 tear fluid    which body fluids could transmit hiv?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1 and 3 only  d 3 only     31 which method of birth control involves a surgical procedure?  a condom  b contraceptive pill  c monitoring body temperature and cervical mucus  d vasectomy    32 the diagram shows the inheritance of sex in humans.      male gametes    x y  female  gametesx xx xy  x xx xy    what is the chance of the couple\u2019s next child being male?  a 25% b 50% c 75% d 100%      33 which type of cell is produced by meiosis?  a fertilised egg cell  b leaf cell  c red blood cell  d sperm cell     ",
            "13": "13  \u00a9 ucles 2018 0610/11/m/j/18 [turn over  34 what will cause the rate of mutation to increase?  a increase in exposure to ionising radiation  b increase in genetic variation in a population  c increase in phenotypic variation in a population  d increase in the rate of reproduction      35 a feature of some plants that live in dry places is that the leaves are reduced to spines.    what is an advantage of the leaves being reduced to spines?  a decrease in photosynthesis  b decrease in transpiration  c increase in photosynthesis  d increase in transpiration    36 black truffle is a fungus that obtains nutrients from the roots of hazel trees. female pigs find and  eat the fungi.   what is the principal source of the energy for this food chain?  a female pigs  b hazel trees  c soil  d the sun    37 the diagram shows a food chain.    apple tree \u2192 herbivorous insects \u2192 carnivorous insects \u2192 bird    which pyramid of numbers represents the food chain?    a b cd      ",
            "14": "14  \u00a9 ucles 2018 0610/11/m/j/18  38 some washing powders are called biological washing powders.    what is the reason for this?  a they contain bacteria.  b they contain enzymes.  c they contain myriapods.  d they contain viruses.     39 what is an example of genetic engineering?  a inserting a gene for human insulin production into bacteria  b selective breeding to produce cattle with high milk yields  c using herbicides to kill unwanted plants  d using insecticides to kill insect pests     40 what is a negative impact to an ecosystem of large-scale monoculture?  a crops need harvesting at the same time.  b monocultures produce less food.  c monocultures produce more food.  d the genetic variation of organisms is reduced.    ",
            "15": "15    blank page   \u00a9 ucles 2018 0610/11/m/j/18 ",
            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/11/m/j/18   "
        },
        "0610_s18_qp_12.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib18 06_0610_12/2rp  \u00a9 ucles 2018 [turn over     *1276425606 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2018 0610/12/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
            "3": "3  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus    ",
            "4": "4  \u00a9 ucles 2018 0610/12/m/j/18  6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei      7 the table shows the concentration of gases in a blood vessel and in an alveolus.    which row shows the conditions that cause a gas produced in respiration to diffuse from the blood vessel into the alveolus?     gas produced concentration in  the blood vessel concentration in  the alveolus  a carbon dioxide low high  b carbon dioxide high low  c oxygen low high  d oxygen high low      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall      9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch     ",
            "5": "5  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
            "6": "6  \u00a9 ucles 2018 0610/12/m/j/18  11 an experiment is set up as shown.    test-tube xsmall plant gauze platform green indicator test-tube y    the green indicator turns yellow when the concentration of carbon dioxide increases. the green  indicator turns blue when the concentration of carbon dioxide decreases.    after several hours, the indicator in test-tube x turned blue. the indicator in test-tube y remained  green.    which process caused the colour change?  a germination  b photosynthesis  c respiration  d transpiration      12 why do plants need nitrate ions?  a for making amino acids  b for making fatty acids  c for making glucose  d for making starch      13 in which part of the alimentary canal do chemical digestion and mechanical digestion take place?  a colon  b duodenum  c mouth  d oesophagus     ",
            "7": "7  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  14 the diagram shows part of the alimentary canal.    where is most water absorbed?    ab c d      15 a celery stalk was placed in a beaker which contained a red stain. after 24 hours, the red stain  appeared at the top of the celery stalk.        which structures stained red?  a cortex cells  b mesophyll cells  c phloem  d xylem     16 a student is investigating the effect of temperature on the rate of transpiration.    which environmental conditions should be kept constant during this investigation?     humidity light intensity temperature wind speed  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u001a \u001a \u0016 \u001a ",
            "8": "8  \u00a9 ucles 2018 0610/12/m/j/18  17 the diagram shows the human heart.    rq p s     in which order does blood pass through the chambers during a complete circuit of the body after  it returns from the lungs?  a q \u2192 r \u2192 s \u2192 p  b q \u2192 r \u2192 p \u2192 s  c p \u2192 s \u2192 q \u2192 r  d p \u2192 s \u2192 r \u2192 q     18 the diagrams show some components of the blood of a mammal.    which component causes the blood to start clotting?    ab c d      19 the body produces mucus as a defence against diseases.    what type of defence is stomach acid?     cells chemical  barrier mechanical  barrier  a \u0016 \u0016 \u0016  b \u0016 \u001a \u001a  c \u001a \u0016 \u001a  d \u001a \u001a \u0016   ",
            "9": "9  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  20 a sample of expired air is collected in a gas jar. another gas jar contains normal atmospheric air.    a lighted candle is placed inside each gas jar as shown. the time taken for each flame to go out is measured. as the candles burn they use up the oxygen available in the jar.    gas jar x gas jar ylid air sample candle     the table shows the results of this experiment.    gas jar time for candle flame  to go out  / s  x 15  y 9    what is an explanation of the difference between the results in jars x and y?  a jar x contains atmospheric air which has more carbon dioxide.  b jar x contains expired air which has more carbon dioxide.  c jar y contains atmospheric air which has less oxygen.  d jar y contains expired air which has less oxygen.    21 which row describes anaerobic respiration?     energy  released oxygen  required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     ",
            "10": "10  \u00a9 ucles 2018 0610/12/m/j/18  22 the diagram shows the excretory system.    x     what is structure x?  a bladder  b kidney  c ureter  d urethra    23 the diagram shows structures in a reflex arc.    recepto r musclex     what is x?  a effector  b relay neurone  c sensory neurone  d synapse     ",
            "11": "11  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  24 which row describes the effect of the hormone adrenaline on breathing rate, pulse rate and pupil  size?     breathing rate pulse rate pupil size  a decrease decrease larger  b decrease increase smaller  c increase decrease smaller  d increase increase larger     25 the diagram shows a seedling growing inside a dark box.    shoot rootdark box     what type of responses affect the direction of growth of the root and the shoot in this experiment?     response by the root response by the shoot  a gravitropism gravitropism  b gravitropism phototropism  c phototropism gravitropism  d phototropism phototropism     26 what is the definition of a drug?  a any illegal substance taken into the body  b any substance taken into the body  c any substance taken into the body that modifi es or affects chemical reactions in the body  d any substance taken into the body which is not a medicine    ",
            "12": "12  \u00a9 ucles 2018 0610/12/m/j/18  27 the graph shows the number of alcohol-related deaths in men and women between the years  2001 and 2005 in one country.    400 300200100 0 0\u201319 20\u201334 35\u201349 age group  / yearsnumber of alcohol-relateddeaths 50\u201364 65+key men women     which conclusion is supported by the data in the graph?  a all alcohol-related deaths increase with age.  b men in the 35\u2013  49 year old age group are most likely to die due to alcohol-related reasons.  c men in the 65+ age group are least likely to die due to alcohol-related reasons.  d women are more likely to die due to alcohol-related reasons than men.     28 the diagram shows a potato tuber that developed from the stem of a parent potato plant. three  shoots are starting to grow from the tuber.    shoot tuber     how do the genotypes of the shoots compare with the genotypes of the tuber and of the parent?     genotype  of tuber genotype  of parent  a is different to the shoots is different to the shoots  b is different to the shoots is identical to the shoots  c is identical to the shoots is different to the shoots  d is identical to the shoots is identical to the shoots     ",
            "13": "13  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  29 the list shows various terms used in sexual reproduction in organisms.    1 male gamete  2 female gamete  3 ovule  4 ovary 5 filament 6 fertilisation 7 haploid    which terms are only used in sexual reproduction in plants?  a 1 and 7 b 2 and 4 c 2 and 6 d 3 and 5    30 the diagram shows stages of a menstrual cycle.    during which stage does menstruation occur?     ovulationa b cd      ",
            "14": "14  \u00a9 ucles 2018 0610/12/m/j/18  31 the diagram shows part of the female reproductive system with a birth control device in place.    uterus     which birth control device is being used?  a chemical implant  b diaphragm  c femidom  d iud    32 which chromosomes can be found in a single sperm?  a x and x b x and y c x or x d x or y     33 which term is used for an organism that has two different alleles of a particular gene?  a dominant  b heterozygous  c homozygous  d recessive      34 what is an adaptive feature of an organism?  a any feature that is changed by the environment  b any feature that helps an organism to survive and reproduce  c any feature that shows continuous variation  d any inherited feature than an organism has      35 what is required for natural selection to occur?  a genetic variation between individuals  b humans selecting desirable characteristics  c no competition between individuals or resources  d offspring produced by asexual reproduction     ",
            "15": "15  \u00a9 ucles 2018 0610/12/m/j/18 [turn over  36 what is the principal source of energy for most food chains?  a carbon dioxide gas  b glucose  c oxygen  d sunlight      37 the diagram shows part of the carbon cycle.    coal, oil and gasgradual production of fossil fuelscarbon dioxide in atmosphere     which process is missing from the diagram?  a combustion  b photosynthesis  c plant respiration  d decomposition     38 genetic engineering has been used to produce human insulin.    into which type of cell were the human genes for insulin inserted?  a animal  b bacterial  c fungal  d human    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/12/m/j/18  39 what are reasons for using chemical fertilisers in food production?      increase pollution  in rivers and lakes increase  crop yields reduce competition between crops  and weeds  a \u0016 \u0016 \u0016  b \u001a \u0016 \u001a  c \u0016 \u001a \u001a  d \u001a \u001a \u0016     40 as well as carbon dioxide, which other gas is mainly responsible for the enhanced greenhouse  effect?  a methane  b oxygen  c ozone  d sulfur dioxide    "
        },
        "0610_s18_qp_13.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib18 06_0610_13/3rp  \u00a9 ucles 2018 [turn over     *0433363336* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2018 0610/13/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
            "3": "3  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 the diagram shows a plant cell.    in which labelled part of the cell is sugar made?    d cell walla vacuole b chloroplast c nucleus    ",
            "4": "4  \u00a9 ucles 2018 0610/13/m/j/18  6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei      7 the diagram shows a section through an alveolus and through a capillary.    capillary wall low carbon dioxide concentration high carbon dioxide concentrationcapillaryredblood cellswall of alveolus air x y     how does carbon dioxide move from y to x?  a by diffusion  b by osmosis  c by translocation  d by transpiration      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall     ",
            "5": "5  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch      10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
            "6": "6  \u00a9 ucles 2018 0610/13/m/j/18  11 the diagram shows a section through a leaf.    srp q     what are structures p, q, r and s?     p q r s  a chloroplast phloem palisade tissue xylem  b cuticle xylem chloroplast stoma  c phloem palisade tissue cuticle stoma  d xylem chloroplast phloem cuticle      12 a lack of which dietary component can result in constipation?  a fat  b fibre (roughage)  c carbohydrate  d protein      13 a woman requires more calcium in her diet when she is pregnant.   which statement explains why?  a bone growth in the fetus  b muscle growth in the fetus  c production of haemoglobin in the fetus  d to provide energy for the fetus     ",
            "7": "7  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  14 the diagram shows part of the alimentary canal.    j k lm     which row correctly identifies the structures labelled j to m?     j k l m  a oesophagus pancreas small intestine stomach  b pancreas small intestine stomach oesophagus  c small intestine stomach oesophagus pancreas  d stomach oesophagus pancreas small intestine      15 the diagram shows the pathway of water from the soil through a plant.    soil  \u2192  x  \u2192  y  \u2192  z  \u2192  mesophyll cells    which cells are represented by x, y and z?     x y z  a root hair cells root cortex cells xylem  b root hair cells xylem root cortex cells  c xylem root cortex cells root hair cells  d xylem root hair cells root cortex cells      16 what will not affect the rate of transpiration?  a humidity of the atmosphere  b number of open stomata  c rate of respiration  d temperature    ",
            "8": "8  \u00a9 ucles 2018 0610/13/m/j/18  17 the diagram shows the human heart.    rq p s     in which order does blood pass through the chambers during a complete circuit of the body after  it returns from the lungs?  a q \u2192 r \u2192 s \u2192 p  b q \u2192 r \u2192 p \u2192 s  c p \u2192 s \u2192 q \u2192 r  d p \u2192 s \u2192 r \u2192 q     18 the diagrams show some components of the blood of a mammal.    which component causes the blood to start clotting?    ab c d       19 what is an indirect method of transmitting disease?  a body fluid  b blood  c food  d skin contact between people    ",
            "9": "9  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  20 a sample of expired air is collected in a gas jar. another gas jar contains normal atmospheric air.    a lighted candle is placed inside each gas jar as shown. the time taken for each flame to go out is measured. as the candles burn they use up the oxygen available in the jar.    gas jar x gas jar ylid air sample candle     the table shows the results of this experiment.    gas jar time for candle flame  to go out  / s  x 15  y 9    what is an explanation of the difference between the results in jars x and y?  a jar x contains atmospheric air which has more carbon dioxide.  b jar x contains expired air which has more carbon dioxide.  c jar y contains atmospheric air which has less oxygen.  d jar y contains expired air which has less oxygen.    21 which row describes anaerobic respiration?     energy  released oxygen  required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     ",
            "10": "10  \u00a9 ucles 2018 0610/13/m/j/18  22 the diagram shows the excretory system.    x     what is structure x?  a bladder  b kidney  c ureter  d urethra     23 what is the correct sequence in a reflex action?  a receptor \u2192 stimulus \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 effector  b receptor \u2192 stimulus \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  c stimulus \u2192 receptor \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 effector  d stimulus \u2192 receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector     24 in 1921, banting and best extracted a substanc e from the pancreas of an animal. the substance  was injected into children whose blood sugar concentrations were too high. the children\u2019s blood  sugar concentrations were returned to normal.    which substance in the pancreatic extract would return the children\u2019s blood sugar concentrations  to normal?  a adrenaline  b insulin  c glucose  d oestrogen     ",
            "11": "11  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  25 a seed is placed and grown on a rotating disc, as shown.    seed pinned to disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd       26 which organ is the site of break down of alcohol in the human body?  a bladder  b kidney  c liver  d stomach      27 alcohol is a drug.    which statement is correct?  a it can cause copd.  b it is a depressant.  c it is not addictive.  d it speeds up reaction times.    28 the following statements give information about the reproduction of different organisms.    1 daffodil plants produce genetically identical bulbs that grow into a new plant the  following year.  2 in summer, female aphids produce genetically identical offspring without fertilisation  by a male.  3 most banana plants are genetically identical because they were produced from one  parent plant.    which statements are examples of asexual reproduction?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only ",
            "12": "12  \u00a9 ucles 2018 0610/13/m/j/18  29 which stages in sexual reproduction occur in both flowering plants and human reproduction?    1 gametes are made by meiosis.  2 gametes fuse to form a zygote.  3 the male gamete moves to the female gamete.    a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only     30 which part of the female reproductive system produces oestrogen?  a cervix  b ovary  c oviduct  d uterus     31 which hormone is responsible for the development of secondary sexual characteristics?  a fsh  b lh  c oestrogen  d progesterone    32 a length of dna codes for a protein.    what is this a definition of?  a a gene  b an amino acid  c an x chromosome  d a y chromosome     ",
            "13": "13  \u00a9 ucles 2018 0610/13/m/j/18 [turn over  33 the diagrams show human male and female reproductive organs.    p q rx y z     where does meiosis take place?  a p and x b q and x c q and y d r and z    34 the bar chart shows the heights of pea plants grown from 500 pea seeds.    number of pea plants height of plants    what variation do the plants show?     continuous discontinuous  a \u0016 \u0016  b \u0016 \u001a  c \u001a \u0016  d \u001a \u001a     ",
            "14": "14  \u00a9 ucles 2018 0610/13/m/j/18  35 the picture shows a fox that lives in the desert.        which adaptation does the fox have for living in the desert?  a eyes at front of head to help judge distance  b large ears to increase heat loss  c long bushy tail for balance  d sharp teeth to catch prey     36 the diagram shows a simple food chain.    green plants chickens wild dogs1 2 3     which process releases the energy that is lost at 1, 2 and 3?  a ingestion  b photosynthesis  c respiration  d transpiration    ",
            "15": "15  \u00a9 ucles 2018 0610/13/m/j/18 37 which labelled stage in the water cycle shows precipitation?    landriver seaabd plant rootsc      38 what is the name of the structure that separates the left and right ventricles of the heart?    a atrium  b septum  c vena cava  d valve      39 what is a source of air pollution?  a herbicides  b methane  c untreated sewage  d water vapour    40 which process does not change the carbon dioxide level in the air?  a decomposition  b feeding  c photosynthesis  d respiration    ",
            "16": "16    blank page     permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/13/m/j/18   "
        },
        "0610_s18_qp_21.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib18 06_0610_21/2rp  \u00a9 ucles 2018 [turn over     *0654737364* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2018 0610/21/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
            "3": "3  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 in which part of the cell does aerobic respiration occur?  a cytoplasm  b mitochondrion  c ribosome  d vesicle      6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei     ",
            "4": "4  \u00a9 ucles 2018 0610/21/m/j/18  7 which words correctly complete the paragraph?   diffusion may be defined as the net movement of particles from a region of their \u00ab\u00ab1\u00ab\u00ab  concentration, to a region of their \u00ab\u00ab2\u00ab\u00ab concentration, where movement is \u00ab\u00ab3\u00ab\u00ab a  concentration gradient.   1 2 3  a higher lower down  b higher lower up  c lower higher down  d lower higher up      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall    9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch    ",
            "5": "5  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 the equation for photosynthesis is shown.    ..1..  +  ..2..  \u2192  glucose  +  ..3..    which words correctly complete gaps 1, 2 and 3?     1 2 3  a carbon dioxide light oxygen  b carbon dioxide water oxygen  c oxygen light carbon dioxide  d oxygen water carbon dioxide      12 what is the best source of vitamin c in a balanced diet?  a fish  b fruit  c meat  d rice     ",
            "6": "6  \u00a9 ucles 2018 0610/21/m/j/18  13 a young, active woman requires more of which constituent in her diet than a young, active man?  a fat  b iron  c protein  d vitamin c      14 which condition could be caused by a lack of iron?    a anaemia  b cholera  c scurvy  d diabetes    15 the diagram shows part of a section through a plant stem.    which tissue transports water from the roots to the leaves?    a b c d     16 petroleum jelly is waterproof and transparent.    covering the underside of the leaves of a plant with a thin layer of petroleum jelly will slow down the rate of water loss from the plant.    which statement explains this?  a plants absorb nutrients from the petroleum jelly.  b plants absorb water from the petroleum jelly.  c stomata are blocked by the petroleum jelly.  d the petroleum jelly stops photosynthesis.    ",
            "7": "7  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  17 a student places two samples of crushed apple into two beakers, p and q. the samples are of  equal size. she adds 5  cm3 of pectinase solution to beaker p and 5  cm3 of water to beaker q.    after five minutes, she places the samples of crushed apple into two different filter funnels, and  measures the volume of juice filtering through from each sample over a period of 10 minutes.    which graph shows her results?    00total volume of juice filteredthrough timea q p 00total volume of juice filteredthrough timeb p q 00total volume of juice filteredthrough timec q p 00total volume of juice filteredthrough timed qp       18 during the process of blood clotting, damage to blood vessels stimulates l, and m is converted  to n.    what are l, m and n?     l m n  a fibrin platelets fibrinogen  b fibrinogen platelets fibrin  c platelets fibrin fibrinogen  d platelets fibrinogen fibrin     ",
            "8": "8  \u00a9 ucles 2018 0610/21/m/j/18  19 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.    20 muscles are responsible for the ventilation of the lungs during breathing.    which row describes their action during the inspiration of air?     diaphragm  muscles external  intercostal muscles internal  intercostal muscles  a contract contract relax  b contract relax contract  c relax contract relax  d relax relax contract      21 yeast is able to respire both aerobically and anaerobically.    which statement describes the waste products of yeast respiration?  a aerobic respiration produces alcohol as one of its waste products.  b aerobic respiration produces three times as much carbon dioxide as anaerobic respiration  from one molecule of glucose.  c anaerobic respiration and aerobic respiration both produce the same amount of carbon  dioxide from one molecule of glucose.  d anaerobic respiration produces three times as much carbon dioxide as aerobic respiration  from one molecule of glucose. ",
            "9": "9  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  22 the table shows the presence or absence of chemicals in solution in different parts of a healthy  kidney.    which row is correct?     chemical blood plasma  in glomerulus fluid entering  kidney tubule fluid in ureter   a glucose \u0016 \u001a \u001a key  b protein \u0016 \u0016 \u0016 \u0016= present  c salts \u0016 \u001a \u001a \u001a= absent  d urea \u0016 \u0016 \u0016       23 four processes occur when impulses cross a synapse.    p neurotransmitter diffuses across the gap  q neurotransmitter binds with receptors  r impulse stimulates vesicles  s release of neurotransmitter    what is the correct sequence for these processes?  a p \u2192 r \u2192 q \u2192 s  b r \u2192 p \u2192 q \u2192 s  c r \u2192 s \u2192 p \u2192 q  d s \u2192 q \u2192 r \u2192 p      24 which hormone is involved in the conversion of glucose to glycogen?  a adrenaline  b insulin  c oestrogen  d testosterone     ",
            "10": "10  \u00a9 ucles 2018 0610/21/m/j/18  25 the diagram shows the structure of human skin.    xy z     what are x, y and z?     x y z  a receptor sensory neurone sweat gland  b sensory neurone hair erector muscle receptor  c sweat gland hair erector muscle sensory neurone  d sweat gland receptor blood vessel      26 a seedling was placed in a horizontal position.    which diagram shows the result of the gravitropic responses in the seedling?    a root shoot c rootshootb root shoot d root shoot     ",
            "11": "11  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  27 which hormone may be used to improve sporting performance?  a fsh  b lh  c oestrogen  d testosterone      28 specific grape varieties are maintained using stem cuttings from mature plants that are then  planted and cultivated to produce grapes. this is an example of artificial asexual reproduction.    what is a disadvantage of using asexual reproduction to produce fruit?  a an outbreak of disease will affect the whole crop in the same way.  b genetically identical fruit is produced relatively quickly.  c no pollination or pollinators are required.  d the characteristics of the grapes will vary between plants.    29 which two statements are correct for the process of cross-pollination in plants?    1 increases potential for variation in offspring  2 pollen is transferred to a different flower on the same plant 3 reduces potential to respond to environmental change 4 pollen is transferred to a flower on a different plant of the same species    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     30 what is a function of the mitochondria in a sperm cell?  a penetrating the surface of the egg cell  b propelling the sperm towards the egg  c storing food energy  d supplying the energy for movement    ",
            "12": "12  \u00a9 ucles 2018 0610/21/m/j/18  31 the diagram shows the chromosomes in the nucleus of a body cell in an adult fruit fly.        what are the diploid and haploid number of chromosomes in the fruit fly?     diploid haploid  a 4 8  b 8 4  c 8 16  d 16 8      32 the diagram shows the phenotypes for blood groups in a family.    a aa bb oparents childrenkey male female     which statement about the genotypes of the parents is correct?  a both parents have alleles for blood group a and b.  b both parents have the allele for blood group o.  c only the father has the allele for blood group o.  d only the mother has the allele for blood group o.    33 sickle-cell anaemia is a genetic disorder which results in severe illness in homozygous  individuals. in some human populations being heterozygous can be beneficial.    what could be the reason for this?  a heterozygous individuals are not affected by the disorder.  b heterozygous individuals are more resistant to malaria.  c it is caused by a dominant allele.  d the disorder is sex-linked.     ",
            "13": "13  \u00a9 ucles 2018 0610/21/m/j/18 [turn over  34 which statement describes the relationship between evolution and natural selection?  a a change in the adaptive features of a population over time causes evolution, resulting in  natural selection.  b evolution causes a change in the adaptive features of a population over time, resulting in  natural selection.  c evolution causes natural selection, resulting in a change in the adaptive features of a  population over time.  d evolution is the change in the adaptive features of a population over time as a result of  natural selection.     35 the diagram shows a food chain.    maize   \u2192   locusts   \u2192   lizards   \u2192   snakes   10  000  kj 1000  kj 100  kj 10  kj    what is the efficiency of energy transfer between the maize and the lizards in this food chain?  a 0.01% b 0.1% c 1% d 10%    36 the diagram shows part of a food web from a rainforest.    fruits and leaveshowler monkeys iguanasharpy eagles anacondasjaguars     in this food web, at which trophic level are the anacondas?  a primary consumers  b secondary consumers  c tertiary consumers  d quaternary consumers    ",
            "14": "14  \u00a9 ucles 2018 0610/21/m/j/18  37 the diagram shows the structure of a bacterial cell.    dna x     the presence of structure x in the bacterial cell is one reason why bacteria are used in genetic  engineering.    what is structure x?  a endoplasmic reticulum  b mitochondria  c plasmid  d ribosome     38 what does penicillium  need to grow in a fermenter?     amino acids carbohydrates oxygen  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     39 deforestation can have a negative impact on the environment.    which statement about the negative impact of deforestation is correct?  a decreases the levels of carbon dioxide which can lead to reduced rates of photosynthesis  b decreases the amount of water flowing in local rivers so there is less flooding  c leads to soil loss so there is less fertile soil for the growth of crops in the area  d provides less land for the extraction of natural resources     ",
            "15": "15  \u00a9 ucles 2018 0610/21/m/j/18 40 when nitrates enter a lake they cause rapid growth of algae on the surface of the water. this  causes the following changes in the lake:    1 a decrease in the concentration of dissolved oxygen in the water  2 fish and other aquatic animals die  3 an increase in aerobic respiration by decomposers 4 producers die and decomposition increases    in which order do these changes occur?  a 1 \u2192 2 \u2192 4 \u2192 3  b 3 \u2192 1 \u2192 2 \u2192 4  c 4 \u2192 2 \u2192 3 \u2192 1  d 4 \u2192 3 \u2192 1 \u2192 2     ",
            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/21/m/j/18   "
        },
        "0610_s18_qp_22.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 16 printed pages.  ib18 06_0610_22/2rp  \u00a9 ucles 2018 [turn over     *1751718756 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2018 0610/22/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
            "3": "3  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 in which part of the cell does aerobic respiration occur?  a cytoplasm  b mitochondrion  c ribosome  d vesicle      6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei     ",
            "4": "4  \u00a9 ucles 2018 0610/22/m/j/18  7 the table shows the concentration of gases in a blood vessel and in an alveolus.    which row shows the conditions that cause a gas produced in respiration to diffuse from the  blood vessel into the alveolus?     gas produced concentration in  the blood vessel concentration in  the alveolus  a carbon dioxide low high  b carbon dioxide high low  c oxygen low high  d oxygen high low      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall      9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch     ",
            "5": "5  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
            "6": "6  \u00a9 ucles 2018 0610/22/m/j/18  11 an experiment is set up as shown.    test-tube xsmall plant gauze platform green indicator test-tube y    the green indicator turns yellow when the concentration of carbon dioxide increases. the green  indicator turns blue when the concentration of carbon dioxide decreases.    after several hours, the indicator in test-tube x turned blue. the indicator in test-tube y remained  green.    which process caused the colour change?  a germination  b photosynthesis  c respiration  d transpiration      12 why do plants need nitrate ions?  a for making amino acids  b for making fatty acids  c for making glucose  d for making starch      13 in which part of the alimentary canal do chemical digestion and mechanical digestion take place?  a colon  b duodenum  c mouth  d oesophagus     ",
            "7": "7  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  14 the diagram shows part of the alimentary canal.    where is most water absorbed?    ab c d      15 a celery stalk was placed in a beaker which contained a red stain. after 24 hours, the red stain  appeared at the top of the celery stalk.        which structures stained red?  a cortex cells  b mesophyll cells  c phloem  d xylem     16 a student is investigating the effect of temperature on the rate of transpiration.    which environmental conditions should be kept constant during this investigation?     humidity light intensity temperature wind speed  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a \u0016  c \u001a \u0016 \u001a \u0016  d \u001a \u001a \u0016 \u001a ",
            "8": "8  \u00a9 ucles 2018 0610/22/m/j/18  17 a student places two samples of crushed apple into two beakers, p and q. the samples are of  equal size. she adds 5  cm3 of pectinase solution to beaker p and 5  cm3 of water to beaker q.    after five minutes, she places the samples of crushed apple into two different filter funnels, and  measures the volume of juice filtering through from each sample over a period of 10 minutes.    which graph shows her results?    00total volume of juice filteredthrough timea q p 00total volume of juice filteredthrough timeb p q 00total volume of juice filteredthrough timec q p 00total volume of juice filteredthrough timed qp       18 during the process of blood clotting, damage to blood vessels stimulates l, and m is converted  to n.    what are l, m and n?     l m n  a fibrin platelets fibrinogen  b fibrinogen platelets fibrin  c platelets fibrin fibrinogen  d platelets fibrinogen fibrin     ",
            "9": "9  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  19 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.    20 muscles are responsible for the ventilation of the lungs during breathing.    which row describes their action during the inspiration of air?     diaphragm  muscles external  intercostal muscles internal  intercostal muscles  a contract contract relax  b contract relax contract  c relax contract relax  d relax relax contract     ",
            "10": "10  \u00a9 ucles 2018 0610/22/m/j/18  21 aerobic respiration involves the break down of glucose.    c6h12o6  +  ...x...o 2  \u2192  ...y...h 2o  +  ...z...co 2  +  energy    which values for x, y and z balance the equation?     x y z  a 6 4 6  b 6 6 6  c 6 12 6  d 12 12 12      22 the composition of the blood in the renal vein is different to the composition of the blood in the  renal artery.    what substance has a higher concentration in the renal vein than in the renal artery?  a carbon dioxide  b glucose  c oxygen  d urea    23 the diagram shows the structures in a reflex arc.    recepto r musclex     what is x?  a effector  b relay neurone  c sensory neurone  d synapse     ",
            "11": "11  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  24 which row describes accommodation when viewing a near object?     ciliary muscles suspensory  ligaments lens shape  a contracted slackened more spherical  b contracted tight more spherical  c relaxed slackened less spherical  d relaxed tight more spherical     25 hormones and the nervous system both control our bodies.    which statement about the control provided by our hormones is correct?  a fast response and long lasting  b fast response and short lived  c slow response and long lasting  d slow response and short lived    26 which row describes heroin?     type of drug location of effect  a depressant blood  b depressant synapses  c stimulant blood  d stimulant synapses      27 what is an advantage, for an organism, of using asexual reproduction?  a disease spreads rapidly.  b it does not cause variation.  c it easily adapts to environmental change.  d population increases rapidly.    28 the diploid number in ovis aries  (sheep) is 54.    how many chromosomes will there be in a zygote of this species?  a 0 b 27 c 54 d 108    ",
            "12": "12  \u00a9 ucles 2018 0610/22/m/j/18  29 which adaptive feature of sperm provides the energy that enables it to swim?  a the acrosome  b the cell membrane  c the flagellum  d the mitochondria      30 two hormones, x and y, are secreted by the ovaries. the graph shows the concentrations of  these hormones in the blood during one complete menstrual cycle.    concentration of hormonein the blood time  / days0 7 14 21 28x y     what are hormones x and y?     hormone x hormone y  a fsh lh  b lh fsh  c oestrogen progesterone  d progesterone oestrogen     ",
            "13": "13  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  31 the mitotic index of a tissue is the percentage of cells in a tissue that are undergoing division.    the table shows the number of cells in two tissue samples, x and y.    tissue  sample number of cells  undergoing  mitosis number of cells  not undergoing  mitosis total number of  cells in the  tissue sample  x 25 55  80  y 15 95 110    which statement is correct?  a tissue x is growing faster with a mitotic index of 31.3%.  b tissue x is growing faster with a mitotic index of 45.4%.  c tissue y is growing faster with a mitotic index of 13.6%.  d tissue y is growing faster with a mitotic index of 15.8%.      32 some features of cell division are listed.    1 haploid cells are produced  2 new cells are genetically identical 3 reduction division  4 results in variation    which features would be associated with meiosis?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4    33 sickle-cell anaemia is an inherited disease.    parental genotypes1 \u00d7 2 gametes hbshbahbahba 34 56offspring genotypes    which genotypes represented in the diagram would increase an individual\u2019s resistance to  malaria?  a 1, 3 and 4 b 1, 4 and 5 c 2, 3 and 4 d 2, 5 and 6    ",
            "14": "14  \u00a9 ucles 2018 0610/22/m/j/18  34 fitness is defined as the probability of an organism \u00ab\u00ab1\u00ab\u00ab and \u00ab\u00ab2\u00ab\u00ab in the environment  in which it is found.    which words correctly complete gaps 1 and 2?     1 2  a photosynthesising respiring  b reproducing respiring  c surviving  reproducing  d surviving photosynthesising     35 a food chain has the pyramid of numbers shown.    carnivorous insects herbivorous insects producer     what is the pyramid of biomass for the same food chain?    a b c d      ",
            "15": "15  \u00a9 ucles 2018 0610/22/m/j/18 [turn over  36 the graph shows the changes in a population of brine shrimp over a period of time.    number of brine shrimp time0 012 3     over which section or sections is the birth rate greater than the death rate?  a 1, 2 and 3 b 1 and 2 only c 1 only d 2 only      37 what is a disadvantage of using bacteria to produce human insulin?  a few ethical concerns  b genetic code shared with other organisms  c they contain plasmids  d they mutate frequently      38 the diagram shows a bacterial cell containing a plasmid.    plasmid     what is inserted into the plasmid if this cell is  to be used for the production of insulin?  a a length of dna from a human  b a length of dna from another bacterium  c a molecule of insulin  d an enzyme    39 what would be unlikely to increase the risk of human famine?  a a rapidly increasing human population  b flooding of land  c lack of rain causing a drought  d the use of pesticides on crops    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/22/m/j/18  40 since 1970 sulfur dioxide emissions have dropped by 95% in some parts of the world.    what is the main reason for the reduction in emissions?  a fewer coal-powered power stations  b increase in wind turbines  c less cars on the road  d less industry    "
        },
        "0610_s18_qp_23.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 15 printed pages and 1 blank page.  ib18 06_0610_23/3rp  \u00a9 ucles 2018 [turn over     *7539978956* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  may/june 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2018 0610/23/m/j/18  1 which organisms carry out respirati on, growth, movement and excretion?  a all animals and all plants  b animals only  c arthropods and flowering plants only  d plants only      2 the diagram shows an animal whose scientific name is falco peregrinus .        to which species does it belong?  a bird  b f. peregrinus   c falco   d vertebrate      3 what kind of skin do amphibians have?  a dry without scales  b dry with scales  c moist without scales  d moist with scales     ",
            "3": "3  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  4 the diagram shows a flowering plant.        use the key to identify the plant.    flower has four petalsplant leaves with jagged edgesleaves with smooth edges b aflower has five petals leaves with jagged edgesleaves with smooth edges d c      5 in which part of the cell does aerobic respiration occur?  a cytoplasm  b mitochondrion  c ribosome  d vesicle      6 why do some root cells have root hairs?  a for the maintenance of the temperature of the cell sap  b to increase the surface area of the cells  c to increase the volume of the cell sap  d to provide a place for cell nuclei     ",
            "4": "4  \u00a9 ucles 2018 0610/23/m/j/18  7 the diagram shows a section through an alveolus and through a capillary.    capillary wall low carbon dioxide concentration high carbon dioxide concentrationcapillaryredblood cellswall of alveolus air x y     how does carbon dioxide move from y to x?  a by diffusion  b by osmosis  c by translocation  d by transpiration      8 which part of a plant root hair is partially permeable?  a the cell sap  b the cell surface membrane  c the cell vacuole  d the cell wall     ",
            "5": "5  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  9 the table shows the results of food tests carried out on a fruit.    test benedict\u2019s biuret ethanol iodine  result positive positive negative negative    what did the fruit contain?  a fat and reducing sugar  b fat and starch  c protein and reducing sugar  d protein and starch      10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
            "6": "6  \u00a9 ucles 2018 0610/23/m/j/18  11 the diagram shows a section through a leaf.    srp q     what are structures p, q, r and s?     p q r s  a chloroplast phloem palisade tissue xylem  b cuticle xylem chloroplast stoma  c phloem palisade tissue cuticle stoma  d xylem chloroplast phloem cuticle      12 a lack of which dietary component can result in constipation?  a fat  b fibre (roughage)  c carbohydrate  d protein      13 a woman requires more calcium in her diet when she is pregnant.   which statement explains why?  a bone growth in the fetus  b muscle growth in the fetus  c production of haemoglobin in the fetus  d to provide energy for the fetus     ",
            "7": "7  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  14 the diagram shows part of the alimentary canal.    j k lm     which row correctly identifies the structures labelled j to m?     j k l m  a oesophagus pancreas small intestine stomach  b pancreas small intestine stomach oesophagus  c small intestine stomach oesophagus pancreas  d stomach oesophagus pancreas small intestine      15 the diagram shows the pathway of water from the soil through a plant.    soil  \u2192  x  \u2192  y  \u2192  z  \u2192  mesophyll cells    which cells are represented by x, y and z?     x y z  a root hair cells root cortex cells xylem  b root hair cells xylem root cortex cells  c xylem root cortex cells root hair cells  d xylem root hair cells root cortex cells      16 what will not affect the rate of transpiration?  a humidity of the atmosphere  b number of open stomata  c rate of respiration  d temperature    ",
            "8": "8  \u00a9 ucles 2018 0610/23/m/j/18  17 a student places two samples of crushed apple into two beakers, p and q. the samples are of  equal size. she adds 5  cm3 of pectinase solution to beaker p and 5  cm3 of water to beaker q.    after five minutes, she places the samples of crushed apple into two different filter funnels, and  measures the volume of juice filtering through from each sample over a period of 10 minutes.    which graph shows her results?    00total volume of juice filteredthrough timea q p 00total volume of juice filteredthrough timeb p q 00total volume of juice filteredthrough timec q p 00total volume of juice filteredthrough timed qp       18 during the process of blood clotting, damage to blood vessels stimulates l, and m is converted  to n.    what are l, m and n?     l m n  a fibrin platelets fibrinogen  b fibrinogen platelets fibrin  c platelets fibrin fibrinogen  d platelets fibrinogen fibrin     ",
            "9": "9  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  19 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.    20 muscles are responsible for the ventilation of the lungs during breathing.    which row describes their action during the inspiration of air?     diaphragm  muscles external  intercostal muscles internal  intercostal muscles  a contract contract relax  b contract relax contract  c relax contract relax  d relax relax contract     ",
            "10": "10  \u00a9 ucles 2018 0610/23/m/j/18  21 a student investigated aerobic respiration.    woodlicecapillary tubedrop of liquid gauze soda lime     soda lime absorbs carbon dioxide.    if the woodlice are respiring aerobically, what will happen to the drop of liquid?  a it will move towards the woodlice as oxygen is used up and carbon dioxide is released.  b it will move away from the woodlice as oxygen is used up and carbon dioxide is released.  c it will not move as carbon dioxide is used up and oxygen is released.  d it will not move as oxygen is used up and carbon dioxide is released.    22 the diagram shows a kidney and associated structures.    blood in blood out x     what is the name of structure x?  a pulmonary artery  b pulmonary vein  c renal artery  d renal vein     23 what is the correct sequence in a reflex action?  a receptor \u2192 stimulus \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 effector  b receptor \u2192 stimulus \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector  c stimulus \u2192 receptor \u2192 motor neurone \u2192 relay neurone \u2192 sensory neurone \u2192 effector  d stimulus \u2192 receptor \u2192 sensory neurone \u2192 relay neurone \u2192 motor neurone \u2192 effector     ",
            "11": "11  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  24 the diagram shows the cross-section of an eye.    e f g     which statement is true when a person views a near object?  a e contracts; g is pulled less; f bulges less; more refraction of light takes place  b e contracts; g is pulled less; f bulges more; more refraction of light takes place  c e relaxes; g is pulled less; f bulges less; less refraction of light takes place  d e relaxes; g is pulled more; f bulges more; less refraction of light takes place     25 compared to the hormonal system, the responses of the nervous system are  a faster and of longer-duration.  b faster and of shorter-duration.  c slower and of longer-duration.  d slower and of shorter-duration.    26 in an experiment to investigate phototropism, a plant shoot is grown with light coming from one  side only.    after two days, in which region has the greatest rate of growth occurred?    start of experimentlight after two dayslighta bcd      ",
            "12": "12  \u00a9 ucles 2018 0610/23/m/j/18  27 crop plants produced by asexual reproduction are identical. this can be a disadvantage.    which statements describe disadvantages?    1 crop plants are produced rapidly.  2 a disease could kill all of the plants. 3 only one parent is needed. 4 the plants cannot adapt to environmental changes.    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     28 the table shows some features of artificial insemination and in-vitro fertilisation.    which row shows the features that are correct for both  artificial insemination and in-vitro  fertilisation?     fertilisation happens  outside the female  reproductive system implantation happens  outside the female  reproductive system involves  sexual  intercourse pregnancy  develops naturally  after implantation  a \u0016 \u0016 \u001a \u001a  b \u0016 \u001a \u001a \u0016  c \u001a \u001a \u0016 \u001a  d \u001a \u001a \u001a \u0016     29 the graph shows the concentration of four hormones during the menstrual cycle.    which line represents progesterone?    hormone level day of cycleovulation0 14 28a bc d      ",
            "13": "13  \u00a9 ucles 2018 0610/23/m/j/18 [turn over  30 cystic fibrosis is an inherited disease. the allele for cystic fibrosis is recessive.    a woman is heterozygous and her partner is homozygous dominant.  what is true of any children they produce?  a all of their children will have cystic fibrosis.  b there is a one in two chance of being heterozygous.  c there is a one in four chance of being heterozygous.  d there is no chance of having the cystic fibrosis allele.     31 which graph shows the correct change in mass of dna in one cell during cell division by mitosis?    mass of dna timea 0 0mass of dna timeb 0 0 mass of dna timec 0 0mass of dna timed 0 0     32 cell x contains 16 chromosomes. it divides by meiosis.    how many chromosomes do each of the new cells contain?  a 4 b 8 c 16 d 32     33 which statement about blood groups in humans is correct?  a they are determined by genes and the environment.  b they are determined only by the environment.  c they are determined only by genes.  d they show continuous variation.    ",
            "14": "14  \u00a9 ucles 2018 0610/23/m/j/18  34 plants are adapted to survive in different environments.    which are features of xerophytes?     cuticle number  of stomata  a thick few  b thick many  c thin few  d thin many      35 in which form is nitrogen taken up by the roots of plants?    a as amino acids  b as nitrate ions  c as protein  d as urea     36 what is a community?  a a unit containing all the organisms in a given area, and their environment, interacting  together  b a unit in which energy is transferred from one organism to the next  c all of the populations of different species in an ecosystem  d all the organisms of one species in a given area     37 which feature of bacteria makes it possible for them to be used to produce human insulin?  a bacteria possess plasmids.  b bacteria possess exactly the same dna base sequences as humans.  c bacteria possess the same genes for insulin.  d bacteria possess the same number of chromosomes as humans.    ",
            "15": "15  \u00a9 ucles 2018 0610/23/m/j/18 38 in some areas, farmers who grow genetically modified (gm) corn have to make sure there is a  gap between gm and non-gm crops.    what is the reason for leaving a gap between the crops?  a so they can get large machinery into the fields  b to prevent cross-pollination between gm and non-gm crops  c to prevent disease spreading between crops  d to prevent pests attacking crops     39 how does eutrophication lead to the death of aquatic organisms?  a algae not releasing enough oxygen  b algae respiring instead of photosynthesising  c decomposer bacteria lowering oxygen concentration in the water  d poisoning due to carbon dioxide accumulation in the water     40 what is an example of sustainable development?  a burning more fossil fuels to provide more energy  b catching more fish to feed a growing population   c clearing tropical forest to plant large areas of oil palm plants  d selective felling of forest trees for timber and replanting cleared areas    ",
            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/23/m/j/18   "
        },
        "0610_s18_qp_31.pdf": {
            "1": "*1851872046* this document consists of 18 printed pages and 2 blank pages. dc (sr/jg) 146413/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/31 paper 3  theory (core)  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. 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.",
            "2": "2 0610/31/m/j/18 \u00a9 ucles 2018 1 (a) the boxes on the left describe processes carried out by cells.   the boxes on the right contain the names of the cells that carry out these processes.   draw one straight line from each box on the left to a box on the right to link the process to the  cell type.   draw six lines.   an example has been done for you.  transport of oxygenphloem sieve tube element red blood celltransport of sucrose phagocytosispalisade mesophyll   cell platelets blood clotting production of glucose white blood cell root hair cell antibody formation absorption of   mineral ions from   the soilprocess cell type    [6]",
            "3": "3 0610/31/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 1.1 shows a section through part of a leaf. fig. 1.1   (i) on fig. 1.1 draw: \u2022 a label line to identify one guard cell and label it g \u2022 a label line to identify one of the stomata and label it s.   [2]   (ii) state one function of stomata.  ...  ..  [1]  [total: 9]",
            "4": "4 0610/31/m/j/18 \u00a9 ucles 2018 2 (a) define the term sexual reproduction .  ...  ...  ... [3]  (b) fig. 2.1 shows some organs in the body of a man. d ca b fig. 2.1   (i) complete table 2.1 by writing in the names of the parts labelled a to d in fig. 2.1. table 2.1 letter on fig. 2.1 name of partname of the substance or  substances transported a faeces b sperm c sperm and urine d urine  [4]",
            "5": "5 0610/31/m/j/18 \u00a9 ucles 2018 [turn over   (ii) on fig. 2.1 draw a label line to the prostate gland and label it  p. [1]  (c) state the function of the scrotum.  ...  ...  ... [1]  [total: 9]",
            "6": "6 0610/31/m/j/18 \u00a9 ucles 2018 3 this question is about neurones and reflex actions.  choose words from the list to complete the sentences.  each word may be used once, more than once, or not at all. endocrine       fast      impulses motor       nervous       receptor       sensory slow       stimuli       synapses  neurones are cells that are part of the ...  system.  there are three types of neurone involved in a simple reflex action: a sensory neurone, a relay     neurone and a ... neurone.  the nerves conduct electrical ... . these are transmitted from one     neurone to the next at junctions called ... .  a reflex action is automatic, co-ordinated and ... .  [5]  [total: 5]",
            "7": "7 0610/31/m/j/18 \u00a9 ucles 2018 [turn over blank page",
            "8": "8 0610/31/m/j/18 \u00a9 ucles 2018 4 (a) respiration releases energy.   write the word equation for aerobic respiration.  ..  [2]  (b) fig. 4.1 shows the average daily energy requirement of different groups of males and females. 02000 1000400050006000700080009000 300011 000 10 00012 00013 000key group descriptionmales females average energy requirement / kj per day age 5 age 11 age 17 inactive adultactive adult fig. 4.1   (i) state the average energy requirement of a five-year-old female.   ..  kj per day  [1]",
            "9": "9 0610/31/m/j/18 \u00a9 ucles 2018 [turn over   (ii) an eleven-year-old male received only 8000  kj per day for four months.    use the data in fig. 4.1 to suggest two ways this could affect him. 1   2      [2]  (c) use the data in fig. 4.1 to make three  comparisons between the energy requirements of  individuals aged 17 years and adults. 1    ... 2    ... 3    ...  [3]  (d) yeast cells can respire anaerobically.    biotechnology makes use of this.    state two ways that the products of anaerobic respiration in yeast are used by humans. 1    ... 2    ...  [2]  [total: 10]",
            "10": "10 0610/31/m/j/18 \u00a9 ucles 2018 5 (a) (i) the sentences in the box describe the feeding relationships between four organisms. hawks obtain their energy from blackbirds. a fig tree carries out photosynthesis. blackbirds are secondary consumers. caterpillars are herbivores.    use the information in the sentences to write a food chain containing these four  organisms.    do not draw pictures of the organisms.  [3]   (ii) state the principal source of energy for this food chain.  ..  [1]   (iii) state the type of organism that gains its energy from dead organic material.  ..  [1]  (b) (i) a species becomes endangered  when it is at risk of extinction.    explain two ways in which a species could become endangered.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
            "11": "11 0610/31/m/j/18 \u00a9 ucles 2018 [turn over   (ii) state one way in which endangered species can be conserved.  ...  ...  ... [1]  [total: 10]",
            "12": "12 0610/31/m/j/18 \u00a9 ucles 2018 6 fig. 6.1 shows a section through a tooth. f g h. . . fig. 6.1  (a) state the names of structures f, g and h.   write your answers on fig. 6.1.  [3]  (b) (i) state two functions of teeth. 1    ... 2    ...  [2]   (ii) describe the importance of teeth in the digestion of food.  ...  ...  ...  ..  [2]  [total: 7]",
            "13": "13 0610/31/m/j/18 \u00a9 ucles 2018 [turn over 7 fig. 7.1 shows sections of two flowers, k and l, from the same species. flower k flower l fig. 7.1  (a) (i) on flower l in fig. 7.1, identify and label an ovule and a petal.  [2]   (ii) state the names of the parts in fig. 7.1 that: produce ovules  .. protect the bud of the flower  ..  [2]  (b) on fig. 7.1, draw an arrow to represent the transfer of pollen from flower k to flower l during  pollination .  [2]  (c) a student said, \u201cflowers k and l are pollinated by insects.\u201d   describe two structures in flowers k and l that support this statement.   use features that are visible in fig. 7.1. 1    ... 2    ...  [2]",
            "14": "14 0610/31/m/j/18 \u00a9 ucles 2018  (d) describe the pathway water takes in a plant, as it moves from the soil to a leaf.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]  [total: 12]",
            "15": "15 0610/31/m/j/18 \u00a9 ucles 2018 [turn over 8 during digestion enzymes act on different types of food to produce simpler substances that can be  absorbed.  complete table 8.1 by inserting the missing information. table 8.1 food typeenzyme acting on the food  typesimpler substances  produced protein protease amylase fatty acids and glycerol  [5]  [total: 5]",
            "16": "16 0610/31/m/j/18 \u00a9 ucles 2018 9 in an investigation, the carbon dioxide concentration in the air above a crop of maize plants was  measured for 24 hours.  there was no wind blowing during the 24 hours of the investigation.  the results of this investigation are shown in fig. 9.1. 2830323436carbon dioxide concentration / arbitrary units38 0 2 4 6 8 10 12 14 16 18 20 22 2440 time  / hourssunrise sunsetmiddaymidnight midnight fig. 9.1",
            "17": "17 0610/31/m/j/18 \u00a9 ucles 2018 [turn over  (a) (i) state the two times, on fig. 9.1, at which the carbon dioxide concentration in the air was  37 arbitrary units.  ..  [1]   (ii) calculate the difference in the carbon dioxide concentration in the air between 04:00  (sunrise) and 12:00 (midday) on fig. 9.1.    space for working.   . arbitrary units [1]   (iii) explain why the concentration of carbon dioxide decreases between 04:00 and 09:00.  ...  ...  ...  ...  ...  ...  ...  ..  [3]  (b) state two environmental factors that would affect the results of this investigation. 1   2    [2]  [total: 7]",
            "18": "18 0610/31/m/j/18 \u00a9 ucles 2018 10 selective breeding of animals is very important to farmers.  many different breeds of sheep have been produced by selective breeding.  fig. 10.1 shows a flock of merino sheep. this breed of sheep was produced by selective breeding. fig. 10.1  (a) sheep are important animals in many parts of the world as they produce meat, wool and milk.   table 10.1 describes some characteristics of five different breeds of sheep. table 10.1 breed of sheep wool yield wool quality meat yield milk yield arapawa average good poor average awassi average poor average very good blackbelly poor poor very good average merino good very good good poor tsurcana average good average average",
            "19": "19 0610/31/m/j/18 \u00a9 ucles 2018   a farmer wants to sell both meat and wool.   suggest which breed of sheep in table 10.1 is the most suitable for this farmer.   give a reason for your choice. breed of sheep  .. reason  ...  ...  ... [2]  (b) another farmer wants to produce a new breed of sheep with both a very good milk yield and  a very good quality of wool.   the farmer is able to buy any of the breeds of sheep shown in table 10.1.   describe the process this farmer would use to produce the new breed of sheep on her farm.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]  [total: 6]",
            "20": "20 0610/31/m/j/18 \u00a9 ucles 2018 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."
        },
        "0610_s18_qp_32.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (leg/fd) 145562/5 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *3840572322* biology  0610/32 paper 3  theory (core)  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. 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.",
            "2": "2 0610/32/m/j/18 \u00a9 ucles 2018 1 fig. 1.1 shows a diagram of the male reproductive system. e dcba fig. 1.1  (a) state the letter on fig. 1.1 that identifies:   where sperm are made     .   the part that carries urine and sperm out of the body  .   where fluid that is added to the sperm is made.   .  [3]  (b) sperm leaves the male reproductive system to fertilise the egg cell in the female reproductive  system.   describe the path taken by the sperm after it has left the male reproductive system until it  fertilises the egg.  ...  ...  ...  ...  ...  ...  ... [3]",
            "3": "3 0610/32/m/j/18 \u00a9 ucles 2018 [turn over  (c) sperm contain chromosomes that can become part of a zygote.   (i) complete the definition of the term chromosome .    use words from the list.    each word can only be used once or not at all. amino acids           cells           dna           hormones information           genes           nerves           protein    a chromosome is a thread-like structure of .. , carrying genetic     .. in the form of .. .  [3]   (ii) state all the possible sex chromosomes that a normal sperm can contain.  ... [1]   (iii) state two ways that sperm are adapted to their function. 1   2    [2]  [total: 12]",
            "4": "4 0610/32/m/j/18 \u00a9 ucles 2018 2 (a) fig. 2.1 shows a diagram of a leaf. h g fig. 2.1   \u2022 the part of the leaf labelled g contains no chlorophyll and is a white colour.   \u2022 the part of the leaf labelled h contains chlorophyll and is a green colour.   glucose produced during photosynthesis is stored in the leaf as starch.   the leaf was boiled in ethanol to remove the chlorophyll. the leaf was then tested for the  presence of starch with iodine solution.   (i) predict the colour of the part of the leaf labelled g after iodine solution has been added.  ... [1]   (ii) predict the colour of the part of the leaf labelled h after iodine solution has been added.  ... [1]   (iii) state a conclusion about chlorophyll from this investigation.  ...  ...  ... [1]  (b) a similar leaf was kept in the dark for 24 hours and then tested for the presence of starch.   the leaf contained no starch.   explain why the leaf contained no starch.  ...  ...  ... [1]",
            "5": "5 0610/32/m/j/18 \u00a9 ucles 2018 [turn over  (c) water is required for the process of photosynthesis.   (i) describe where and how water enters a plant.  ...  ...  ...  ...  ...  ...  ... [3]   (ii) describe one function of water in a plant other than for photosynthesis.  ... [1]   (iii) state the name of the tissue in a plant that transports water.  ... [1]   (iv) state the name of the part of a leaf through which water vapour is lost from the plant.  ... [1]  [total: 10]",
            "6": "6 0610/32/m/j/18 \u00a9 ucles 2018 3 (a) eating food contaminated by bacteria can cause illness.   this type of illness is called food poisoning.   fig. 3.1 shows the number of cases of food poisoning per 100  000 people in the population in  one country.   (i) state the year with the highest number of cases of food poisoning in fig. 3.1.  ... [1]   (ii) state the number of cases of food poisoning per 100  000 people in the population in the  year 1996 in fig.  3.1.      ... cases per 100  000 people [1]   (iii) describe the trend in the number of cases of food poisoning between 2003 and 2011 in  fig. 3.1.  ...  ...  ...  ...  ...  ...  ... [3]",
            "7": "7 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 year100140180220240 120160200 number of cases of food poisoning per 100  000 people in the population    fig. 3.1",
            "8": "8 0610/32/m/j/18 \u00a9 ucles 2018  (b) food poisoning is caused by different types of bacteria.   a common type of bacterium that causes food poisoning is campylobacter jejuni .   state the genus of this species.  ... [1]  (c) food poisoning can result in vomiting and diarrhoea.   outline the treatment of diarrhoea.  ...  ...  ... [1]  (d) the body has several defence mechanisms against bacteria.   table 3.1 shows three types of defence mechanism.   the word list gives examples of these defence mechanisms.   in table 3.1 write the examples under the correct type of defence.   use each word once only. antibodies               mucus               nasal hairs phagocytosis               skin               stomach acid  table 3.1 cellular chemical mechanical   [3]  [total: 10]",
            "9": "9 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 4 the eye is a sense organ.  fig. 4.1 is a diagram of a section through the eye. pupilcorneairislens optic nerve retina fig. 4.1  (a) shade in the part of the eye that gives people different eye colours on fig. 4.1.  [1]  (b) the boxes on the left show parts of the eye.   the boxes on the right show the functions of different parts of the eye.   draw four lines to link the part of the eye with its correct function.   one has been done for you.  part function cornea iris lens retina optic nervecontrols how much light enters the eye refracts light focuses light carries impulses to the brain contains light receptors  [3]",
            "10": "10 0610/32/m/j/18 \u00a9 ucles 2018  (c) the skin is another sense organ.     fig. 4.2 shows a photograph of the skin on a person\u2019s arm.    the skin of the person is responding to a stimulus. fig. 4.2   (i) state the stimulus for the response shown in fig. 4.2.  ... [1]   (ii) state the effector that causes the response shown in fig. 4.2.  ... [1]  [total: 6]",
            "11": "11 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 5 (a) fig. 5.1 shows part of the carbon cycle. some of the arrows are missing. carbon compounds in the atmosphere carbon compounds in plantscarbon compounds in fossil fuelscarbon compounds in animalsk l pj m fig. 5.1   (i) state all the letters in fig. 5.1 that represent respiration.  ... [2]   (ii) state the name of the process that the letter j represents.  ... [1]   (iii) draw an arrow on fig. 5.1 to represent the process of feeding.  [1]  (b) carbon dioxide is a greenhouse gas.   state the name of one other greenhouse gas.  ... [1]  (c) deforestation can cause an increase in the concentration of carbon dioxide in the atmosphere.   (i) state two other undesirable effects of deforestation. 1   2   [2]   (ii) state two uses for land that has been cleared of trees. 1   2   [2]",
            "12": "12 0610/32/m/j/18 \u00a9 ucles 2018  (d) the forests in brazil contain many endangered species.   table 5.1 shows the area of forest that was removed in brazil each year between 2006\u20132010. table 5.1 year area of forest removed  / km2 2006 14 286 2007 12 651 2008 11 911 2009 7464 2010 7000   (i) calculate the average area of forest removed per year from 2006 to 2010.    show your working.  ...km2 [2]   (ii) describe the trend in the data shown in table 5.1.  ...  ...  ... [1]   (iii) suggest two reasons for the trend you have described in part (ii). 1 . 2 . [2]  [total: 14]",
            "13": "13 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 6 fig. 6.1 shows a diagram of the gas exchange system.   alveoli  fig. 6.1  (a) complete the labelling of fig. 6.1 using the words from the list. bronchiole    diaphragm    intercostal muscle    trachea  [4]  (b) alveoli are gas exchange surfaces.   state two features that make alveoli good gas exchange surfaces. 1   2   [2]  (c) there is less oxygen in expired air than in inspired air.   (i) describe two other  ways in which expired air is different from inspired air. 1   2   [2]   (ii) state the name of a process that uses oxygen in the body.  ... [1]",
            "14": "14 0610/32/m/j/18 \u00a9 ucles 2018  (d) state an example of a cell and an organ from the gas exchange system. cell   organ     [2]  [total: 11]",
            "15": "15 0610/32/m/j/18 \u00a9 ucles 2018 [turn over 7 excretion is the removal of toxic substances or substances in excess, from the body.    (a) excess water is excreted from the lungs and the kidneys.   state the name of one other  substance that is excreted from the lungs  ... the kidneys    [2]  (b) the volume and concentration of urine varies with changing conditions.   table 7.1 shows three changing conditions.   write increase  or decrease  in each of the boxes in table 7.1 to show how each change  affects the volume and the concentration of urine. table 7.1 changing condition volume of urine concentration of urine increase in water intake increase in temperature increase in exercise  [3]  (c) excretion is a characteristic of living organisms.     growth is another characteristic of living organisms.   (i) define the term growth .  ...  ...  ... [2]   (ii) state three characteristics of living organisms other than excretion and growth. 1   2   3   [3]  [total: 10]",
            "16": "16 0610/32/m/j/18 \u00a9 ucles 2018 8 blood group is an example of discontinuous variation.  the blood groups of patients in a hospital were recorded.  fig. 8.1 shows the results. 0 a b blood groupab o10203040 number of patients5060 fig. 8.1  (a) explain how fig. 8.1 shows that blood group is an example of discontinuous variation.  ...  ...  ... [1]  (b) table 8.1 shows different examples of variation.   tick all the boxes that show examples of discontinuous variation. table 8.1 attached or unattached earlobes  foot length  gender (male or female) height tongue rolling weight  [3]",
            "17": "17 0610/32/m/j/18 \u00a9 ucles 2018 (c) variation can be caused by mutation.   the word mutation can be connected to the words in the boxes on the right to make a  complete sentence.   draw three  lines to join the word \u2018mutation\u2019 to the words in the boxes to make three correct  sentences.  [3]  [total: 7]mutationis a genetic change. is a change in the environment. only occurs in plants. forms new alleles. changes your physical appearance only. can be caused by ionising radiation.",
            "18": "18 0610/32/m/j/18 \u00a9 ucles 2018 blank page",
            "19": "19 0610/32/m/j/18 \u00a9 ucles 2018blank page",
            "20": "20 0610/32/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_33.pdf": {
            "1": "*4384109818* this document consists of 17 printed pages and 3 blank pages. dc (sc/fc) 145578/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/33 paper 3  theory (core)  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. 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.",
            "2": "2 0610/33/m/j/18 \u00a9 ucles 20181 (a) scientists classify organisms into groups.   state one feature that is used to identify vertebrates.  ... [1]  (b) vertebrates are classified into five groups.   fig. 1.1 shows three vertebrates found in australia. duck-billed platypus saltwater crocodile emunot to scale fig. 1.1   the emu, the saltwater crocodile and the duck-billed platypus each belong to a different  vertebrate group.   all three animals lay eggs that develop and hatch on land.   (i) state the name of the vertebrate group to which emus belong and give one feature of  this group that is visible in fig. 1.1. group  . visible feature    ...  [2]",
            "3": "3 0610/33/m/j/18 \u00a9 ucles 2018 [turn over   (ii) state the name of the vertebrate group to which crocodiles belong and give one feature  of this group that is visible in fig. 1.1. group  . visible feature    ...  [2]   (iii) the duck-billed platypus is classified as a mammal.    give evidence from fig. 1.1 for and against classifying the duck-billed platypus as a  mammal. evidence for  ...  ...  ... evidence against  ...  ...  ...  [3]  (c) there are two groups of vertebrates which lay eggs that develop in water.   state the name of these two groups of vertebrates. 1   2    [2]  [total: 10]",
            "4": "4 0610/33/m/j/18 \u00a9 ucles 2018 blank page",
            "5": "5 0610/33/m/j/18 \u00a9 ucles 2018 [turn over 2 (a) (i) state the word equation for photosynthesis.  ... [2]   (ii) state the name of the green substance plants need for photosynthesis.  ... [1]  (b) a group of students used an aquatic plant to investigate the effect of temperature on the rate  of photosynthesis.   fig. 2.1. shows the apparatus the students used. glass beaker bubbles of gas thermometer water clear syringe aquatic plantstop-clock min sec fig. 2.1",
            "6": "6 0610/33/m/j/18 \u00a9 ucles 2018   the students counted the number of bubbles of gas the aquatic plant produced, in two  minutes, at different temperatures.   fig. 2.2 shows a graph of their results. 0050100150 number of bubbles of gas produced in two minutes temperature  / \u00b0c200 10 20 30 40 fig. 2.2   (i) state the temperature at which the aquatic plant produced the most bubbles of gas in  two minutes.   ... \u00b0c [1]   (ii) use fig. 2.2 to find the number of bubbles of gas produced by the aquatic plant, in two  minutes, at 15  \u00b0c and at 25  \u00b0c. 15 \u00b0c  . 25 \u00b0c  .  [1]   (iii) use your answer to (b)(ii)  to calculate the percentage increase in the number of bubbles  of gas produced by the aquatic plant at 15  \u00b0c and at 25  \u00b0c.    show your working.     %  [2]",
            "7": "7 0610/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) describe the results shown in fig. 2.2.   ...  ...  ...  ...  ...  ... [3]  (d) state one factor, other than temperature, that affects the rate of photosynthesis.  ... [1]  [total: 11]",
            "8": "8 0610/33/m/j/18 \u00a9 ucles 20183 a man is overweight.   fig. 3.1 shows his diet. he consumes 15 000 kj a day. yumi bar fig. 3.1  (a) (i) suggest why the diet shown in fig. 3.1 is not considered to be a balanced diet.  ...  ... ... ...  ...  ... [2]    (ii) suggest and explain how the man could reduce his weight.  ...  ...  ...  ...  ... [2]",
            "9": "9 0610/33/m/j/18 \u00a9 ucles 2018 [turn over  (b) the following sentences describe the importance of some foods.   choose words from the list to complete the sentences  anaemia  constipation  calcium  fat iron hair  scurvy  teeth  vitamin c  vitamin d  water oranges and lemons are fruits which are a good source of  ... and help to prevent  ... . foods made from milk are important for making healthy bones and  ...  because they are a good source of  ...  . fibre is important because it helps to prevent  ...  .  [5]  (c) explain how a woman\u2019s dietary needs will change when she is pregnant.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total: 13]",
            "10": "10 0610/33/m/j/18 \u00a9 ucles 2018 4 (a) fig. 4.1 shows a mosquito feeding on human blood. mosquito human blood vessel fig. 4.1   (i) mosquitoes can carry transmissible diseases such as malaria.    define the term transmissible disease .  ...  ...  ...  ... [2]   (ii) using information from fig. 4.1, suggest how the mosquito is adapted for feeding on  human blood.  ...  ...  ... [1]  (b) (i) the human body has a number of defences against disease.    state the name of the mechanical barrier which is broken by the mosquito.  ... [1] ",
            "11": "11 0610/33/m/j/18 \u00a9 ucles 2018 [turn over   (ii) some components of blood defend the body against disease.    table 4.1 contains the names of three of the components of blood.    it also states three defence mechanisms.    complete table 4.1 by placing a tick ( \u00fc) in the box that matches each defence  mechanism to the correct component of blood. table 4.1 defence mechanismcomponent of blood platelets red blood cells white blood cells antibody production blood clotting phagocytosis  [3]  (c) the body also has chemical barriers against disease.   state the name of two chemical barriers in the body. 1   2     [2]  [total: 9]",
            "12": "12 0610/33/m/j/18 \u00a9 ucles 2018 5 fig. 5.1 shows part of the carbon cycle. carbon dioxide in the atmospherecarbon dioxide in the atmosphere carbon compounds in animalsb c ca carbon compounds in limestone rockcarbon compounds in plants carbon compounds in coal fig. 5.1  (a) identify the processes shown by arrows a, b and c on fig. 5.1.   choose words from the list.  combustion  decomposition  excretion  feeding  fossilisation process a  . process b  . process c  .  [3]  (b) (i) on fig. 5.1 draw one arrow to represent photosynthesis.    label this arrow with a letter d. [1]   (ii) on fig. 5.1 draw one arrow to represent respiration.    label this arrow with a letter e. [1]",
            "13": "13 0610/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) the concentration of carbon dioxide in the atmosphere is increasing.   (i) describe two possible causes of the increased carbon dioxide concentration in the  atmosphere.   ...  ...  ...  ...  ... [2]   (ii) state two adverse effects of the increase in carbon dioxide concentration in the  atmosphere. 1 .  ... 2 .  ...  [2]    (iii) carbon dioxide is a greenhouse gas.    state the name of one other  greenhouse gas.  ... [1]  [total: 10]",
            "14": "14 0610/33/m/j/18 \u00a9 ucles 2018 6 (a) organisms pass on their genetic information in their gametes.   (i) state the name of the type of cell division  that produces gametes.  ... [1]   (ii) state the name of the cell formed when the nuclei of two gametes join together.  ... [1]  (b) a rabbit that was homozygous for black fur was crossed with a rabbit that was homozygous  for brown fur.   all of their offspring had black fur.   this is shown in fig. 6.1. \u00d7parents f1 offspringhomozygous black fur male bbhomozygous brown fur female bb all of the f1 offspring have black fur fig. 6.1   (i) define the term homozygous .  ...  ...  ... [1]   (ii) state the dominant allele for fur colour and give a reason for your answer. dominant allele  .. reason  ...  ...  [2]",
            "15": "15 0610/33/m/j/18 \u00a9 ucles 2018 [turn over  (c) the f1 offspring all have the same phenotype as the male parent but their genotype is not  the same as the male parent.   state how the phenotype  of an organism is different to its genotype .  ...  ...  ... [1]  (d) a rabbit with brown fur is mated with one of the f1 rabbits with black fur.   complete the genetic diagram to show the possible fur colours that could occur from this  mating.   parental phenotypes  brown fur  \u00d7 black fur   parental genotypes  bb \u00d7 bb   gametes  ...   , ...  + ...   , ...   offspring genotypes   ...   ...   ...   ...   offspring phenotypes  ...   ...   ...   ...   ratio  ...  brown   :  ...  black  [4]",
            "16": "16 0610/33/m/j/18 \u00a9 ucles 2018  (e) new breeds of rabbits can be produced by selective breeding.   describe the stages in the process of selective breeding.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 13]",
            "17": "17 0610/33/m/j/18 \u00a9 ucles 2018 [turn over 7 fig. 7.1 is part of a newspaper article about pollution. how safe is your water? a source of safe drinking water is important for life. water is also important for transport, industry and for producing  crops to feed people. many of the world\u2019s largest cities and towns developed near large  rivers or lakes. the increase in population has resulted in many of the rivers and  lakes becoming polluted. more water treatment plants are needed to deal with raw sewage and  to produce water free from pathogens. fig. 7.1  (a) state four sources of water pollution other than raw sewage.  1   2   3   4    [4]  (b) outline the steps in the treatment of raw sewage that make it safe to return to the environment.  ...  ...  ...  ...  ...  ...  ... [3]  (c) define the term pathogen.  ... [1]  [total: 8]",
            "18": "18 0610/33/m/j/18 \u00a9 ucles 2018 8 fig. 8.1 shows the human female reproductive system. hgd e f fig. 8.1  (a) use the letters on fig. 8.1 to identify: the cervix   the oviduct  .. the uterus   the vagina  ...  [4]  (b) on fig. 8.1, write an x to show where female gametes are produced.  [1]  (c) state the name of the structure where fertilisation normally takes place.  ... [1]  [total: 6]",
            "19": "19 0610/33/m/j/18 \u00a9 ucles 2018 blank page",
            "20": "20 0610/33/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_41.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (sc/ar) 145577/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *1630232262* biology  0610/41 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. 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.",
            "2": "2 0610/41/m/j/18 \u00a9 ucles 2018 blank page",
            "3": "3 0610/41/m/j/18 \u00a9 ucles 2018 [turn over 1 (a) the reactions of chemical digestion are catalysed by enzymes.   fig. 1.1 shows the stages of an enzyme-catalysed reaction. enzyme ba c d fig. 1.1   state the names of a to d in fig. 1.1. a  ... b  ... c  ... d  ...  [4]",
            "4": "4 0610/41/m/j/18 \u00a9 ucles 2018  (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. ghka b c d ejlm f fig. 1.2",
            "5": "5 0610/41/m/j/18 \u00a9 ucles 2018 [turn over   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]",
            "6": "6 0610/41/m/j/18 \u00a9 ucles 2018 2 (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]",
            "7": "7 0610/41/m/j/18 \u00a9 ucles 2018 [turn over  (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.  [2]   (ii) the scientist observed the detritivores and decided to include them with herbivores in  this pyramid of biomass.     suggest what the scientist discovered about the detritivores that made him make this  decision.  ...  ...  ... [1]",
            "8": "8 0610/41/m/j/18 \u00a9 ucles 2018   (iii) explain why there are rarely more than four or five trophic levels in ecosystems.  ...  ...  ...  ...  ... [2]   (iv) explain the advantages of presenting information about food webs as a pyramid of  biomass and not as a pyramid of numbers.  ...  ...  ...  ...  ...  ...  ...  ... [3]  [total: 13]",
            "9": "9 0610/41/m/j/18 \u00a9 ucles 2018 [turn over 3 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) identify the position of the xylem tissue by drawing a label line and the letter x on fig. 3.1.  [1]   (ii) 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.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 6]",
            "10": "10 0610/41/m/j/18 \u00a9 ucles 2018 blank page",
            "11": "11 0610/41/m/j/18 \u00a9 ucles 2018 [turn over 4 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 s ring of musclep q rskin 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) state the name of the tissue at r that provides insulation.  ... [1]",
            "12": "12 0610/41/m/j/18 \u00a9 ucles 2018  (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 70 60 50 40 30 20 10 015 20 25 30 35 40 45 temperature of the skin surface  / \u00b0cwith capsaicinwith capsaicin without capsaicinaverage blood flow as a percentage  of maximum blood flow 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.  ...  ...  ...  ...  ...  ...  ...  ... [3]",
            "13": "13 0610/41/m/j/18 \u00a9 ucles 2018 [turn over   (ii) explain the mechanism that increases blood flow through the skin.  ...  ...  ...  ...  ...  ...  ...  ... [3]   (iii) state the difference between the average blood flow for the treatments (with and without  capsaicin) at 35  \u00b0c.    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.  ...  ...  ...  ...  ...  ...  ...  ... [3]",
            "14": "14 0610/41/m/j/18 \u00a9 ucles 2018  (c) explain the importance of regulating body temperature in humans.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) body temperature is controlled by both hormones and nerves.   explain how co-ordination by hormones differs from co-ordination by nerves.  ...  ...  ...  ...  ...  ...  ...  ... [3]  [total: 22]",
            "15": "15 0610/41/m/j/18 \u00a9 ucles 2018 [turn over blank page",
            "16": "16 0610/41/m/j/18 \u00a9 ucles 2018 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. 100110120 90 80 70 60 50 40 30 20 10 0average rate of oxygen consumption / cm3 kg\u20131 min\u20131 type of exercisewalking trotting cantering galloping fig. 5.1",
            "17": "17 0610/41/m/j/18 \u00a9 ucles 2018 [turn over  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.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  [total:11]",
            "18": "18 0610/41/m/j/18 \u00a9 ucles 2018 6 (a) fig. 6.1 is a diagram of the human female reproductive system. s rt v w 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]",
            "19": "19 0610/41/m/j/18 \u00a9 ucles 2018  (b) fig. 6.2 is a diagram of a human sperm cell. flagellum mitochondrianucleusacrosome 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 ( \u03bcm).    space for working.     \u03bcm [1]  (c) explain why the nuclei of sperm cells differ from those of other cells in the male.  ...  ...  ...  ... [2] [turn over",
            "20": "20 0610/41/m/j/18 \u00a9 ucles 2018 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. (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]"
        },
        "0610_s18_qp_42.pdf": {
            "1": "*7668065725* this document consists of 16 printed pages and 4 blank pages. dc (nf/sw) 145576/4 \u00a9 ucles 2018  [turn overbiology  0610/42 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. 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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/42/m/j/18 \u00a9 ucles 2018 blank page",
            "3": "3 0610/42/m/j/18 \u00a9 ucles 2018 [turn over 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 cd e f  fig. 1.1  fig. 1.2   (i) 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]",
            "4": "4 0610/42/m/j/18 \u00a9 ucles 2018   (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]",
            "5": "5 0610/42/m/j/18 \u00a9 ucles 2018 [turn over 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 .  ...  ...  ..  [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]",
            "6": "6 0610/42/m/j/18 \u00a9 ucles 2018  (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 number of organisms biomass of organisms  / kg mangrove trees    1 000 450 000 fiddler crabs 7 500 000   8 000 seagulls  150 000   1 200   (i) 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]",
            "7": "7 0610/42/m/j/18 \u00a9 ucles 2018 [turn over   (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.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4] [total: 12]",
            "8": "8 0610/42/m/j/18 \u00a9 ucles 2018 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]",
            "9": "9 0610/42/m/j/18 \u00a9 ucles 2018 [turn over  (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]",
            "10": "10 0610/42/m/j/18 \u00a9 ucles 2018 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.  ...  ...  ...  ...  ...  ...  ..  [3]   fig. 4.1 shows the results of the survey. 0102030405060708090 any methodcondoms/ femidomspercentage of women in the survey contraceptive pills contraceptive methodother chemical methods fig. 4.1",
            "11": "11 0610/42/m/j/18 \u00a9 ucles 2018 [turn over  (b) (i) 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 \u2018other chemical methods\u2019 (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]",
            "12": "12 0610/42/m/j/18 \u00a9 ucles 2018 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.  ..  [2]",
            "13": "13 0610/42/m/j/18 \u00a9 ucles 2018 [turn over  (c) a respirometer is shown in fig. 5.2. it can be used to estimate an organism\u2019s rate of respiration. 876543210 droplet of oil wire meshwater-bath soda limefly larvae 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.  ...  ...  ..  [1]   (iii) fly larvae respire to release energy.    state two uses of energy in a fly larva. 1  . 2  . [2]",
            "14": "14 0610/42/m/j/18 \u00a9 ucles 2018  (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]",
            "15": "15 0610/42/m/j/18 \u00a9 ucles 2018 [turn over6 bacteria are useful in biotechnology and genetic engineering.  fig. 6.1 shows a photomicrograph of a bacterium. magnification \u00d727  000 fig. 6.1  (a) state the name of the process that is taking place in fig. 6.1.  ..  [1]  (b) (i) 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 ( \u03bcm).    space for working. . \u03bcm  [1]  (c) genetically modified bacteria can produce human insulin.   (i) state the name of the disease that can be treated with insulin injections.  ..  [1]",
            "16": "16 0610/42/m/j/18 \u00a9 ucles 2018   (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.  ...  ...  ..  [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]",
            "17": "17 0610/42/m/j/18 \u00a9 ucles 2018  (e) crop plants can also be genetically modified.   describe the advantages of genetically modifying crops.  ...  ...  ...  ...  ...  ...  ..  [4] [total: 19]",
            "18": "18 0610/42/m/j/18 \u00a9 ucles 2018 blank page",
            "19": "19 0610/42/m/j/18 \u00a9 ucles 2018 blank page",
            "20": "20 0610/42/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_43.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (leg/sw) 145575/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *4996149620* biology  0610/43 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. 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.",
            "2": "2 0610/43/m/j/18 \u00a9 ucles 2018 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  canalenzyme substrate product(s) mouth starch stomach peptides fat fatty acids and glycerol  [3]",
            "3": "3 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (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]",
            "4": "4 0610/43/m/j/18 \u00a9 ucles 2018 2 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]",
            "5": "5 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (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]",
            "6": "6 0610/43/m/j/18 \u00a9 ucles 2018 3 fig. 3.1 is a scanning electron micrograph of a vertical section through part of the leaf of a broad  bean plant, vicia faba . air spacesa b 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]",
            "7": "7 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (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]",
            "8": "8 0610/43/m/j/18 \u00a9 ucles 2018   (iii) wilting may look harmful, but it is often a strategy for survival.     suggest the advantages to a plant of wilting.  ...  ...  ...  ...  ...  ... [2]  [total: 15]",
            "9": "9 0610/43/m/j/18 \u00a9 ucles 2018 [turn over blank page",
            "10": "10 0610/43/m/j/18 \u00a9 ucles 2018 4 (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. nerve impulseskey:p q hormone fig. 4.1",
            "11": "11 0610/43/m/j/18 \u00a9 ucles 2018 [turn over   (i) 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]",
            "12": "12 0610/43/m/j/18 \u00a9 ucles 2018  (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]",
            "13": "13 0610/43/m/j/18 \u00a9 ucles 2018 [turn over 5 (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  \u00b0c. 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\u20131 [1]",
            "14": "14 0610/43/m/j/18 \u00a9 ucles 2018  (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]",
            "15": "15 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (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\u2019 results are shown in fig. 5.2. 0051015202530 10 20 30 40 body mass / mgrate of oxygen consumption / 10\u20133 cm3 h\u20131 50 60 70 8027 \u00b0c 7 \u00b0c17 \u00b0c 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]",
            "16": "16 0610/43/m/j/18 \u00a9 ucles 2018 6 (a) fig. 6.1 is a half-flower drawing of pride of barbados, caesalpinia pulcherrima .  b aed c f 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]",
            "17": "17 0610/43/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 6.2 is a scanning electron micrograph of some pollen grains from wind-pollinated flowers  and insect-pollinated flowers. magnification \u00d7220h j 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 (\u03bcm).    space for working.   .  \u03bcm [1]   (iii)  explain how the pollen grain labelled j is adapted for insect pollination.  ...  ...  ...  ...  ... [2]",
            "18": "18 0610/43/m/j/18 \u00a9 ucles 2018  (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]",
            "19": "19 0610/43/m/j/18 \u00a9 ucles 2018 blank page",
            "20": "20 0610/43/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_51.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (nf/sg) 118573/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *3803783270* biology  0610/51 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/m/j/18 \u00a9 ucles 2018 1 young mammals feed on milk. milk contains protein.  some mammals produce an enzyme called rennin. rennin changes the protein in milk so that it  can be digested by another enzyme.  the action of rennin causes small lumps or clots to form in the milk.  you are going to investigate the effect of ph on the activity of the enzyme rennin.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a).  use the gloves and eye protection provided while carrying out the practical work.   step 1  label three test-tubes p, q and r.   step 2  use a syringe to add 5  cm3  of milk into each of test-tubes p, q and r.   step 3  add two drops of acid to test-tube  p.   step 4  add two drops of distilled water to test-tube  q.   step 5  add two drops of alkali to test-tube  r.   step 6  label another three test-tubes p1, q1 and r1.   step 7  use a clean syringe to add 1  cm3  of 0.1% rennin solution into each of test-tubes  p1, q1 and r1.   step 8  raise your hand when you are ready for water to be added to the beaker labelled  water-bath .   step 9  place all six test-tubes into the filled water-bath and leave them for three minutes.   step 10  pour the contents of test-tube p1 into test-tube  p.     pour the contents of test-tube q1 into test-tube  q.     pour the contents of test-tube r1 into test-tube  r.   step 11  leave test-tubes p, q and r in the water-bath.     immediately start the stop-clock.     the empty test-tubes, p1, q1 and r1 can be placed in the test-tube rack.   step 12  after one minute, take test-tube p out of the water-bath.     tip and rotate test-tube p as shown in fig. 1.1.     observe the milk, and decide which stage of clotting ( no clotting , some clotting   or all clotted ) it has reached.     record your result in your table.",
            "3": "3 0610/51/m/j/18 \u00a9 ucles 2018 [turn over stage a no clotting stage b some clotting stage c all clottedmilk drains back smoothly from the sides of the test-tubesmall clots stic k to the sides of the test-tubemost of the milk is solid and does not pour when the  test-tube is tipped fig. 1.1   step 13  put test-tube p back into the water-bath.   step 14  repeat steps 12 and 13 for test-tubes q and r.   step 15  repeat steps 12, 13 and 14 every minute for five minutes.  (a) prepare a table in which to record your results. [4]",
            "4": "4 0610/51/m/j/18 \u00a9 ucles 2018  (b) state a conclusion for your results.  ...  ...  ...  ...  ..  [2]  (c) (i) suggest why, in step 9, all the test-tubes were placed into the water-bath for three  minutes before mixing the contents together in step 10.  ...  ...  ..  [1]   (ii) state two variables which have been kept constant in this investigation. 1  ... 2  ... [2]  (d) identify four sources of error in this investigation. 1    ... 2    ... 3    ... 4    ... [4]  (e) identify one hazard associated with this procedure that required you to wear eye protection.  ...  ...  ..  [1]",
            "5": "5 0610/51/m/j/18 \u00a9 ucles 2018 [turn over  (f) clotting separates milk into a solid part and a liquid part.   describe how you could find out if there was any protein remaining in the liquid part.  ...  ...  ...  ..  [2]  (g) after rennin has changed the protein in milk into a white solid, protease enzymes can be used  to digest the protein. the digested protein forms a colourless liquid.   a hypothesis stated:    the optimum temperature for protease enzymes to digest changed milk protein  is 37 \u00b0c.   describe a method that could be used to test this hypothesis.   do not carry out this investigation.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6] [total: 22]",
            "6": "6 0610/51/m/j/18 \u00a9 ucles 2018 2 a student wanted to investigate a garden ecosystem.  she counted the number of insects caught in spider webs in one small section of the garden.  she found six spider webs in the small section of garden sampled.  diagrams of the spider webs are shown in fig. 2.1. each black dot represents one insect caught  in a spider web. not drawn to scalea b c d e f fig. 2.1",
            "7": "7 0610/51/m/j/18 \u00a9 ucles 2018 [turn over  (a) (i) use fig. 2.1 to complete table 2.1. table 2.1 spider web number of insects caught in each web a b c d e f total [2]   (ii) calculate the average number of insects per web in the small section of garden, using  the information in fig. 2.1 and table 2.1.    space for working  . [1]   (iii) the student counted the total number of spider webs in the whole garden and found that  there were a total of 102 spider webs.    use this information and your answer to part 2(a)(ii)  to estimate the total number of  insects caught in webs in the whole garden.    space for working.  . [1]   (iv) suggest one reason why the estimated total number of insects caught in webs in the  whole garden may not be accurate.  ...  ...  ..  [1]",
            "8": "8 0610/51/m/j/18 \u00a9 ucles 2018  (b) fig. 2.2 is a photograph of a spider.   a spider\u2019s body has two main parts. the legs are all attached to the cephalothorax which  is the upper part of the body and starts at label x on fig. 2.2. the lower part of the body is  called the abdomen and is nearest to label y on fig. 2.2. x yy fig. 2.2",
            "9": "9 0610/51/m/j/18 \u00a9 ucles 2018 [turn over   (i) make a large drawing of the spider in fig. 2.2 to show its outline, including its legs.    label the abdomen. [5]   (ii) measure the length of the spider between points x and y on fig. 2.2. include the units.    length of line xy on the spider in fig. 2.2   ...    draw a line in the same position on your drawing and measure the length on your drawing.    length of line xy on the spider in your drawing   ...    calculate the magnification of your drawing using your measurements and the following  equation: magnification  = length of line xy on your drawing length of line xy on fig. 2.2    space for working.  .. [3]",
            "10": "10 0610/51/m/j/18 \u00a9 ucles 2018  (c) table 2.2 contains some other data collected by the student from the garden ecosystem. table 2.2 type of organism number found in the garden ecosystem trees   2 bushes   5 other plants  37 herbivores 118 carnivores  14",
            "11": "11 0610/51/m/j/18 \u00a9 ucles 2018   (i) plot a bar chart of the data in table 2.2. [3]   (ii) herbivores and carnivores are animals.    use the data in table 2.2 to calculate the ratio of animals to plants.    show your working and give your answer in its simplest form. .. [2] [total: 18]",
            "12": "12 0610/51/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_52.pdf": {
            "1": "*6185228460* 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 10 printed pages and 2 blank pages. dc (lk/sg) 145574/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/52 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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. for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/m/j/18 \u00a9 ucles 2018 1 you are going to investigate the rate of respiration in yeast at two different temperatures.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).   you should wear the gloves provided during the practical work in question 1.  step 1   use a ruler and marker pen to mark the two large test-tubes at 1  cm intervals from the  base of the large test-tube to the top of the large test-tube as shown in fig. 1.1. markings made at 1  cm intervalslarge test-tube not to scale fig. 1.1  step 2   raise your hand when you are ready for the water-bath beaker, labelled warm , to be  filled with warm water.   step 3   measure the starting temperature of the water in the water-bath and record it in table  1.1.  (a) (i) table 1.1 water-bath starting temperature / \u00b0c final temperature / \u00b0c warm cool  [1]  step 4   completely fill one of the small test-tubes with yeast suspension.  step 5   keep the small test-tube upright and carefully place the large test-tube over the top of  the small test-tube. push the small test-tube up to the top of the large test-tube as shown  in fig. 1.2a.   step 6   quickly invert the test-tubes as shown in fig. 1.2 b. place the test-tubes into the  water -bath labelled warm  as shown in fig. 1.2 c. it does not matter if a small amount of  air remains at the top of the smaller test-tube when it is inverted.",
            "3": "3 0610/52/m/j/18 \u00a9 ucles 2018 [turn over large test-tube small test-tube containing yeast suspensionfinger fingerwater-bath containing warm water a b c fig. 1.2  step 7   use the markings you have drawn on the large test-tube to measure the height of the  yeast suspension in the large test-tube. record this measurement in your table in 1(a)(ii) .  step 8   start the timer and measure the height of the yeast suspension in the large test-tube  after one minute and record the result in your table.   step 9  repeat the measurement every minute for a total of five minutes.  step 10   after five minutes record the final temperature of the water in the warm  water-bath and  record it in table 1.1.  step 11   repeat steps 3 to 10 using the remaining small and large test-tubes and the water-bath  labelled cool.   (ii) prepare a table to record your results.  [4]",
            "4": "4 0610/52/m/j/18 \u00a9 ucles 2018  (b) (i) state a conclusion for your results.  ...  ...  ... [1]   (ii) explain why the temperature of the water-bath was not an accurate measurement of the  temperature of the yeast suspension in the small test-tube.   ...  ...  ... [1]   (iii) identify the error present in step 7 of the method. suggest how the method could be  improved to reduce this error. error  ...  ... improvement  .  ...  ...  [2]   (iv) identify the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ...  [2]",
            "5": "5 0610/52/m/j/18 \u00a9 ucles 2018 [turn over  (c) a scientist investigated the effect of different concentrations of glucose on the rate of carbon  dioxide production in yeast cells. they measured the volume of carbon dioxide produced by  the yeast cells in five minutes.   (i) the scientist decided to test their method before beginning the investigation. they  performed three trials using one concentration of glucose.    the results are given in table 1.2. table 1.2 trialvolume of carbon dioxide  produced in 5 minutes / cm3 1 13.6 2 14.3 3 12.9    calculate the average volume of carbon dioxide produced in 5 minutes.       cm3    calculate the average rate of carbon dioxide production per minute.    ..  cm3 per minute  [2]",
            "6": "6 0610/52/m/j/18 \u00a9 ucles 2018   (ii) the scientist performed the investigation. their results are shown in table 1.3. table 1.3 percentage concentration of  glucoseaverage rate of carbon dioxide production   / cm3 per minute 0.5 1.3 1.0 2.6 1.5 3.8 2.0 4.3 2.5 4.4 3.0 4.4    plot a graph on the grid, using the data in table 1.3, to show the effect of glucose  concentration on the rate of carbon dioxide production. include a line of best fit.  [4]",
            "7": "7 0610/52/m/j/18 \u00a9 ucles 2018 [turn over   (iii) describe the effect of glucose concentration on the rate of carbon dioxide production by  respiring yeast cells shown in your graph.  ...  ...  ...  ...  ... [3]   (iv) estimate the concentration of glucose the scientist used to test their method. use your  answer for 1(c)(i) and your graph to find this value.   ...  % [1]  (d) (i) describe how the student could show that the glucose used in the investigation is a  simple (reducing) sugar.  ...  ...  ...  ...  ... [3]   (ii) identify one hazard when testing for simple (reducing) sugars.     describe one precaution that could be taken to reduce the risk. hazard  ...  ... precaution  .  ...  [2]  [total: 26]",
            "8": "8 0610/52/m/j/18 \u00a9 ucles 2018 2  fig. 2.1 shows asterionella , which are microscopic algae that live in fresh water. a b \u00d7425 fig. 2.1  (a) (i) make a large outline drawing of the algae. do not label your drawing.  [4]",
            "9": "9 0610/52/m/j/18 \u00a9 ucles 2018 [turn over   (ii) measure the length of the line ab in fig. 2.1. include the unit.     length of ab ..    use the formula to calculate the actual diameter of the algae shown in fig. 2.1. include  the unit.     magnification = length of line ab actual diameter of algae    show your working.     [3]",
            "10": "10 0610/52/m/j/18 \u00a9 ucles 2018  (b) algae photosynthesise. this process uses carbon dioxide.   hydrogencarbonate indicator can be used to determine the concentration of carbon dioxide in  a solution. colour of hydrogencarbonate indicator concentration of carbon dioxide purple low red medium yellow high   (i) a student wanted to use hydrogencarbonate indicator to investigate the effect of light  intensity on photosynthesis in fresh water algae.    describe how the student could carry out this experiment.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) state the name of a ph indicator, other than hydrogencarbonate, which could be used to  detect a change in ph.  ... [1]  [total: 14]",
            "11": "11 0610/52/m/j/18 \u00a9 ucles 2018 blank page",
            "12": "12 0610/52/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_53.pdf": {
            "1": "*9303603767* this document consists of 10 printed pages and 2 blank pages. dc (rw/fc) 145510/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/53 paper 5  practical test  may/june 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/m/j/18 \u00a9 ucles 2018 blank page",
            "3": "3 0610/53/m/j/18 \u00a9 ucles 2018 [turn over 1 you are going to investigate the effect of different concentrations of salt solution on a hollow plant  stem s.  you have been provided with a 2% salt solution and distilled water. you are going to use these to  make up different concentrations of salt solution.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  step 1  label four test-tubes 1, 2, 3 and 4.  step 2  add 20  cm3 of distilled water to test-tube  1.  step 3  add 5  cm3 of 2% salt solution and 15  cm3 distilled water to test-tube  2.  step 4  use the information in table  1.1 to make up the salt solutions in test-tubes 3 and 4. table 1.1 test-tube volume of 2% salt  solution  / cm3volume of distilled  water  / cm3final percentage  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 5  mix the contents of the test-tubes by gently shaking each test-tube.  step 6  label four petri dishes, 1, 2, 3 and 4.  step 7  pour the contents of test-tube  1 into petri dish  1.    pour the contents of test-tube  2 into petri dish  2.    pour the contents of test-tube  3 into petri dish  3.    pour the contents of test-tube  4 into petri dish  4.",
            "4": "4 0610/53/m/j/18 \u00a9 ucles 2018  step 8  cut 12 identical rings, each approximately 2  mm long from stem s, as shown in fig.  1.1.  take care not to crush the stem as you cut it. 2 mm long section of hollow stem fig. 1.1  step 9  carefully cut open each stem ring using a sharp knife as shown in fig.  1.2. make only  one cut through each ring. fig. 1.2  step 10  carefully place three cut stem rings into each labelled petri dish and leave them for  10 minutes.    while you are waiting, continue to answer the remaining questions.  step 11  after 10  minutes, place the ruler beneath each of the petri dishes and measure, in mm,  the distance between the two cut ends of each stem ring (as shown in fig.  1.3, where  the distance is 12  mm).    record this length in your table in 1(a)(ii) .    do not remove the rings from the petri dish to measure them. 0 10 20 30 40 50 60 70 80 90 100 fig. 1.3",
            "5": "5 0610/53/m/j/18 \u00a9 ucles 2018 [turn over   (ii) prepare a table in the space provided and record your measurements in your table.    your table should show: \u2022 all of your results \u2022 a calculated average for each solution.  [5]  (b) identify one hazard in step  9 and describe a suitable safety precaution. hazard  ...  ... precaution  .  ...  [2]",
            "6": "6 0610/53/m/j/18 \u00a9 ucles 2018  (c) explain why more than one ring of the hollow stem was placed into each petri dish.  ...  ...  ...  ... [2]  (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 8 and 11.   identify two of these errors and suggest an improvement for each. error 1  ...  ... improvement 1  ..  ...  ... error 2  ...  ... improvement 2  ..  ...  ...  [4]",
            "7": "7 0610/53/m/j/18 \u00a9 ucles 2018 [turn over  (f) fig. 1.4 is a photomicrograph of a cross-section of a hollow stem. a b magnification \u00d750 fig. 1.4   measure the length of ab on fig.  1.4. include the unit.   measured length of ab on fig.  1.4 .   calculate the actual length of ab using the following equation:    magnification = measured length of ab actual length of ab   show your working.     [3]  [total: 20]",
            "8": "8 0610/53/m/j/18 \u00a9 ucles 20182 fig. 2.1 shows an image of a monarch butterfly, danaus plexippus . head forewing hindwing magnification \u00d71 fig. 2.1  (a) make a large drawing of one of the hindwings of the monarch butterfly shown in fig. 2.1.  [4]",
            "9": "9 0610/53/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig. 2.2 shows an image of a viceroy butterfly, limenitis archippus . magnification \u00d71 fig. 2.2   describe one visible similarity and two visible differences between the viceroy and the  monarch butterflies\u2019 wings . similarity    ... difference 1  ...  ... difference 2  ...  ...  [3]",
            "10": "10 0610/53/m/j/18 \u00a9 ucles 2018  (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]",
            "11": "11 0610/53/m/j/18 \u00a9 ucles 2018   (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.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 20]",
            "12": "12 0610/53/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_61.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (nf/sg) 118571/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *2667917660* biology  0610/61 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.",
            "2": "2 0610/61/m/j/18 \u00a9 ucles 2018 1 young mammals feed on milk containing protein.  some mammals produce an enzyme called rennin. rennin changes the protein in milk so that it  can be digested by another enzyme.  the action of rennin causes small lumps or clots to form in the milk.  an investigation was carried out to find the effect of ph on the activity of the enzyme rennin.   step 1  three test-tubes were labelled p, q and r.   step 2  a syringe was used to add 5  cm3  of milk to each of these test-tubes.   step 3  a dropping pipette was used to add two drops of acid to test-tube  p.   step 4  a dropping pipette was used to add two drops of distilled water to test-tube  q.   step 5  a dropping pipette was used to add two drops of alkali to test-tube  r.   step 6  another three test-tubes were labelled p1, q1 and r1.   step 7  a clean syringe was used to add 1  cm3  of 0.1% rennin solution to each of  test-tubes p1, q1 and r1.   step 8  all six test-tubes were placed into a water-bath at 40  \u00b0c and left for three minutes.   step 9  the contents of test-tube p1 were added to test-tube  p.     the contents of test-tube q1 were added to test-tube q.     the contents of test-tube r1 were added to test-tube r.   step 10  test-tubes p, q and r were kept in the water-bath and a stop-clock was started.   step 11  after one minute, test-tube p was removed from the water-bath.     it was tipped and rotated as shown in fig. 1.1.     the appearance of the milk was observed, and the stage of clotting was decided  by comparing it to the diagrams in fig. 1.1. stage a no clotting stage b some clotting stage c all clottedmilk drains back smoothly from the sides of the test-tubesmall clots stic k to the sides of the test-tubemost of the milk is solid and does not pour when the  test-tube is tipped fig. 1.1   step 12  test-tube p was returned to the water-bath.   step 13  steps 11 and 12 were repeated for test-tubes q and r.   step 14  steps 11, 12 and 13 were repeated every minute for five minutes.",
            "3": "3 0610/61/m/j/18 \u00a9 ucles 2018 [turn over    the results are shown in fig. 1.2. test-tube p had some clotting at one minute and was all clotted at two minutes. test-tube q had no clotting at one, two or three minutes but some clotting at four  and five minutes. test-tube r had no clotting throughout the investigation, and remained unchanged  after five minutes. fig. 1.2  (a) prepare a table in which to record these results. use the information in fig. 1.2 to complete  this table. [3]  (b) state a conclusion for these results.  ...  ...  ...  ...  ..  [2]",
            "4": "4 0610/61/m/j/18 \u00a9 ucles 2018  (c) (i) suggest why, in step 8, all of the test-tubes were placed into a water-bath for three  minutes before mixing the contents together in step 9.  ...  ...  ..  [1]   (ii) state two variables that were kept constant in this investigation. 1   2   [2]  (d) identify four sources of error in this investigation. 1    ... 2    ... 3    ... 4    ... [4]  (e) identify one hazard associated with this procedure that would require the use of eye  protection.  ...  ...  ..  [1]",
            "5": "5 0610/61/m/j/18 \u00a9 ucles 2018 [turn over  (f) clotting separates milk into a solid part and a liquid part.   describe how you could find out if there was any protein remaining in the liquid part.  ...  ...  ...  ..  [2]  (g) state the name of the test that would be used to test the milk for the presence of fat.  ..  [1]  (h) after rennin has changed the protein in milk into a white solid, protease enzymes can be used  to digest the protein. the digested protein forms a colourless liquid.   a hypothesis stated:    the optimum temperature for protease enzymes to digest changed milk protein  is 37 \u00b0c.   describe a method that could be used to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6] [total: 22]",
            "6": "6 0610/61/m/j/18 \u00a9 ucles 2018 2 a student wanted to investigate a garden ecosystem.  she counted the number of insects caught in spider webs in one small section of the garden.  she found six spider webs in the small section of garden sampled.  diagrams of the spider webs are shown in fig. 2.1. each black dot represents one insect caught  in a spider web. not drawn to scalea b c d e f fig. 2.1",
            "7": "7 0610/61/m/j/18 \u00a9 ucles 2018 [turn over  (a) (i) use fig. 2.1 to complete table 2.1. table 2.1 spider web number of insects caught in each web a b c d e f total [2]   (ii) calculate the average number of insects per web in the small section of garden, using  the information in fig. 2.1 and table 2.1.    space for working.   ...  [1]   (iii) the student counted the total number of spider webs in the whole garden and found that  there were a total of 102 spider webs.    use this information and your answer to part 2(a)(ii)  to estimate the total number of  insects caught in webs in the whole garden.    space for working.   ...  [1]   (iv) suggest one reason why the estimated total number of insects caught in webs in the  whole garden may not be accurate.  ...  ...  ..  [1]",
            "8": "8 0610/61/m/j/18 \u00a9 ucles 2018  (b) fig. 2.2 is a photograph of a spider.   a spider\u2019s body has two main parts. the legs are all attached to the cephalothorax which  is the upper part of the body and starts at label x on fig. 2.2. the lower part of the body is  called the abdomen and is nearest to label y on fig. 2.2. x yy fig. 2.2",
            "9": "9 0610/61/m/j/18 \u00a9 ucles 2018 [turn over   (i) make a large drawing of the spider in fig. 2.2 to show its outline, including its legs.    label the abdomen.  [5]   (ii) measure the length of the spider between points x and y on fig. 2.2. include the units.    length of line xy on the spider in fig. 2.2      draw a line in the same position on your drawing and measure the length on your  drawing.    length of line xy on the spider in your drawing      calculate the magnification of your drawing using your measurements and the following  equation: magnification  = length of line xy on your drawing length of line xy on fig. 2.2    space for working.    [3]",
            "10": "10 0610/61/m/j/18 \u00a9 ucles 2018  (c) table 2.2 contains some other data collected by the student from the garden ecosystem. table 2.2 type of organism number found in the garden ecosystem trees   2 bushes   5 other plants  37 herbivores 118 carnivores  14",
            "11": "11 0610/61/m/j/18 \u00a9 ucles 2018   (i) plot a bar chart of the data in table 2.2. [3]   (ii) herbivores and carnivores are animals.    use the data in table 2.2 to calculate the ratio of animals to plants.    show your working and give your answer in its simplest form. .. [2] [total: 18]",
            "12": "12 0610/61/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_62.pdf": {
            "1": "*0016022679* this document consists of 10 printed pages and 2 blank pages. dc (lk/ar) 145511/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 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.",
            "2": "2 0610/62/m/j/18 \u00a9 ucles 2018 1 a student investigated the rate of respiration of yeast at two different temperatures.  step 1   the student was provided with a yeast suspension which also contained glucose.    two identical sets of equipment were set up as shown in fig. 1.1.  bubble of  gas produced by the yeast pipette water large test-tube 5 cm3 of yeast suspension containing glucose fig. 1.1  step 2   one set of the equipment shown in fig. 1.1 was placed into a warm  water-bath and the  starting temperature of the water-bath was recorded as 50  \u00b0c. the other set was placed  into a cool water-bath which had a starting temperature of 25  \u00b0c. the volume of water in  each water-bath was the same.  step 3   the student counted the number of gas bubbles produced by the yeast suspension in  five minutes and recorded the results in a tally chart. this is shown in fig. 1.2. cool    ||||   || warm  ||||  ||||          ||||  |||| fig. 1.2",
            "3": "3 0610/62/m/j/18 \u00a9 ucles 2018 [turn over  (a) (i) prepare a table and record the student\u2019s results shown in fig. 1.2.  [3]   step 4   at the end of the investigation the final temperature of the water in both water-baths was  measured. the results are shown in fig. 1.3. thermometer in the  warm  water-baththermometer in the  cool water-bath30 2050 40 fig. 1.3   (ii) use the information in step 2 and fig. 1.3 to complete table 1.1. table 1.1 water-bath starting temperature / \u00b0c final temperature / \u00b0c warm cool  [1]",
            "4": "4 0610/62/m/j/18 \u00a9 ucles 2018  (b) (i) state a conclusion for the results.  ...  ...  ... [1]     (ii) counting the number of gas bubbles produced may not be an accurate method of  measurement.    explain why and suggest an improvement. explanation    ...  ... improvement  .  ...  ...  [2]   (iii) identify a variable that should  have been kept constant during this investigation but   was not. suggest how this variable could have been kept constant. variable  ..  ... how this variable could have been kept constant  ..  ...  ...  [2]   (iv) identify the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ...  [2]",
            "5": "5 0610/62/m/j/18 \u00a9 ucles 2018 [turn over  (c) a scientist investigated the effect of different concentrations of glucose on the rate of carbon  dioxide production in yeast cells. they measured the volume of carbon dioxide produced by  the yeast cells in five minutes.    (i) the scientist decided to test their method before beginning the investigation.    they performed three trials using one concentration of glucose.    the results are given in table 1.2. table 1.2 trialvolume of carbon dioxide  produced in 5 minutes / cm3 1 13.6 2 14.3 3 12.9    calculate the average volume of carbon dioxide produced in 5 minutes.    .  cm3    calculate the average rate of carbon dioxide production per minute.   ...  cm3 per minute  [2]",
            "6": "6 0610/62/m/j/18 \u00a9 ucles 2018   (ii) the scientist performed the investigation. their results are shown in table 1.3. table 1.3 percentage concentration of glucose average rate of carbon dioxide production / cm3 per minute 0.5 1.3 1.0 2.6 1.5 3.8 2.0 4.3 2.5 4.4 3.0 4.4    plot a graph on the grid, using the data in table 1.3, to show the effect of glucose  concentration on the rate of carbon dioxide production. include a line of best fit.   [4]",
            "7": "7 0610/62/m/j/18 \u00a9 ucles 2018 [turn over   (iii) describe the effect of glucose concentration on the rate of carbon dioxide production by  respiring yeast cells, shown in your graph.  ...  ...  ...  ...  ... [3]   (iv) estimate the concentration of glucose the scientist used to test their method. use your  answer for 1(c)(i)  and your graph to find this value.   ...  % [1]  (d) (i) describe how the student could show that the glucose used in the investigation is a  simple (reducing) sugar.  ...  ...  ...  ...  ... [3]   (ii) identify one hazard when testing for simple (reducing) sugars.     describe one precaution that could be taken to reduce the risk.   hazard  ...  ... precaution  .  ...  ... [2]  [total: 26]",
            "8": "8 0610/62/m/j/18 \u00a9 ucles 2018 2  fig. 2.1 shows asterionella , which are microscopic algae that live in fresh water. a ba b \u00d7425 fig. 2.1  (a) (i) make a large outline drawing of the algae. do not label your drawing.  [4]",
            "9": "9 0610/62/m/j/18 \u00a9 ucles 2018 [turn over   (ii) measure the length of the line ab in fig. 2.1. include the unit.     length of ab ..    use the formula to calculate the actual diameter of the algae shown in fig. 2.1. include  the units. magnification = length of line ab actual diameter of algae    show your working.     [3]",
            "10": "10 0610/62/m/j/18 \u00a9 ucles 2018  (b) algae photosynthesise. this process uses carbon dioxide.   hydrogencarbonate indicator can be used to determine the concentration of carbon dioxide in  a solution. colour of hydrogencarbonate indicator concentration of carbon dioxide purple low red medium yellow high   (i) a student wanted to use hydrogencarbonate indicator to investigate the effect of light  intensity on photosynthesis in fresh water algae.    describe how the student could carry out this experiment.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]   (ii) state the name of a ph indicator other than hydrogencarbonate which could be used to  detect a change in ph.  ... [1]  [total: 14]",
            "11": "11 0610/62/m/j/18 \u00a9 ucles 2018 blank page",
            "12": "12 0610/62/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_s18_qp_63.pdf": {
            "1": "*7660910508* 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 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education 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.",
            "2": "2 0610/63/m/j/18 \u00a9 ucles 2018 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  solution  / cm3volume of distilled  water  / cm3final percentage  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",
            "3": "3 0610/63/m/j/18 \u00a9 ucles 2018 [turn over  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.",
            "4": "4 0610/63/m/j/18 \u00a9 ucles 2018  fig. 1.3 shows the appearance of the cut stem rings after  10 minutes.  petri dish 4 petri dish 3petri dish 2 petri dish 1 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",
            "5": "5 0610/63/m/j/18 \u00a9 ucles 2018 [turn over   (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: \u2022 all of your results \u2022 a calculated average for each solution.  [4]   (iii) use table 1.1 and your measurements to describe the results shown in fig. 1.3.  ...  ...  ... [1]  (b) identify one hazard in step 4 and describe a suitable safety precaution. hazard  ...  ... precaution  .  ...  [2]",
            "6": "6 0610/63/m/j/18 \u00a9 ucles 2018  (c) explain why more than one ring of the hollow stem was placed into each petri dish.  ...  ...  ...  ... [2]  (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  ...  ... improvement 1  ..  ...  ... error 2  ...  ... improvement 2  ..  ...  ...  [4]",
            "7": "7 0610/63/m/j/18 \u00a9 ucles 2018 [turn over  (f) fig 1.5 shows a section through a hollow plant stem observed through a light microscope. a b magnification \u00d750 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:    magnification = measured length of ab actual length of ab   show your working.       [3]  [total: 20]",
            "8": "8 0610/63/m/j/18 \u00a9 ucles 20182 fig. 2.1 shows an image of a monarch butterfly, danaus plexippus . head forewing hindwing magnification \u00d71 fig. 2.1  (a) make a large drawing of one of the hindwings of the monarch butterfly shown in fig. 2.1.  [4]",
            "9": "9 0610/63/m/j/18 \u00a9 ucles 2018 [turn over  (b) fig 2.2 shows an image of a viceroy butterfly, limenitis archippus . magnification \u00d71 fig. 2.2   describe one visible similarity and two visible differences between the viceroy and the  monarch butterflies\u2019 wings . similarity    ... difference 1  ...  ... difference 2  ...  ...  [3]",
            "10": "10 0610/63/m/j/18 \u00a9 ucles 2018  (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]",
            "11": "11 0610/63/m/j/18 \u00a9 ucles 2018   (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.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  [total: 20]",
            "12": "12 0610/63/m/j/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_w18_qp_11.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib18 11_0610_11/3rp  \u00a9 ucles 2018 [turn over     *1629595112 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2018 0610/11/o/n/18  1 which characteristic of living organisms is  represented by gas exchange in the alveoli?  a excretion  b growth  c nutrition  d reproduction      2 the binomial name for humans is homo sapiens .    which row is correct?     homo sapiens  a genus kingdom  b genus species  c species genus  d species kingdom    3 the diagram shows a stonefly larva.    antenna gills cerciabdomenthorax     use the key to identify the stonefly larva.  1 has two cerci at the end of the abdomen  .  go to 2   has three cerci at the end of the abdomen  ...  go to 3 2 abdomen longer than thorax    a   thorax longer than abdomen    b  3 gills visible on the thorax  ..  c   gills not visible  ..  d     ",
            "3": "3  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  4 which part of a plant cell controls the movement of substances into and out of the cell?  a cell membrane  b cell wall  c cytoplasm  d vacuole      5 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     ",
            "4": "4  \u00a9 ucles 2018 0610/11/o/n/18  6 the photograph shows a chloroplast magnified \u00d77000.    70 mm    what is the actual size of the chloroplast?  a 0.0001  mm b 0.001  mm c 0.01  mm d 100  mm     7 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    8 what are the features of active transport?     occurs through  a cell membrane particles move  from a higher to a  lower concentration uses energy  from respiration  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     ",
            "5": "5  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  9 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     10 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarch solutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      ",
            "6": "6  \u00a9 ucles 2018 0610/11/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 the diagram shows a cross-section of a leaf.        which tissue is immediately below the upper epidermis?  a cuticle  b guard cells  c palisade mesophyll  d spongy mesophyll     ",
            "7": "7  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth      14 the diagram shows part of the alimentary canal.    which structure produces lipase?    dcb a       15 the photomicrograph shows a cross-section through a buttercup root.    z     what is the function of the tissue labelled z?  a site of photosynthesis  b site of respiration  c transport of sugars  d transport of water     ",
            "8": "8  \u00a9 ucles 2018 0610/11/o/n/18  16 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x  / g shoot y  / g  a 25 25  b 25 30  c 30 25  d 30 30     17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of the rest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     ",
            "9": "9  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  18 some features that help to defend the body against pathogens are listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    ",
            "10": "10  \u00a9 ucles 2018 0610/11/o/n/18  19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3012 volume of air inlungs/  dm3       20 what is produced by anaerobic respiration in mammals?  a alcohol + carbon dioxide  b alcohol + oxygen  c lactic acid + carbon dioxide  d lactic acid    ",
            "11": "11  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  21 which row describes the functions of the bladder, kidneys and liver?     production  of urea excretion  of urea storage  of urine  a liver bladder kidneys  b bladder kidneys liver  c liver kidneys bladder  d kidneys liver bladder     22 the diagram shows a reflex arc.    which label points to the sensory neurone?    a b c hot pand      ",
            "12": "12  \u00a9 ucles 2018 0610/11/o/n/18  23 the diagram shows the structure of the eye.    which structure refracts light?    a bcd       24 which disease can be caused by tobacco smoking?  a cholera  b copd  c hiv  d scurvy      25 what is formed when the nucleus of a sperm fuses with the nucleus of an egg?  a gamete  b ovule  c stamen  d zygote     ",
            "13": "13  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  26 the diagram shows the female reproductive system.    where does implantation normally occur?    abc d     27 which precautions could help to prevent the spread of aids?    1 avoiding the mixing of blood  2 using a femidom  3 using the contraceptive pill  4 using a condom    a 1 and 3 b 1, 2 and 4 c 2, 3 and 4 d 2 and 4 only     ",
            "14": "14  \u00a9 ucles 2018 0610/11/o/n/18  28 the diagram shows a timeline of a woman\u2019s menstrual cycle, which lasts for 28 days.    1234567891011121314 1516 17 18 19 20 21 22 23 24 25 26 2728menstruation (period)     on which days of the menstrual cycle is a woman most likely to become pregnant?  a days 1\u2013  4  b days 7\u201310  c days 13\u201316  d days 20\u201323     29 the diagram shows what happens during fertilisation.    egg + sperm \u2192 fertilised egg \u2192 male embryo    which sex chromosomes are present in the egg, sperm and fertilised egg shown?     egg sperm fertilised  egg  a x x xx  b x y xy  c y x xy  d y y yy     ",
            "15": "15  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  30 many of the varieties of apple in the world evolved from a single wild species, malus sieversii .    which processes were involved in creating thousands of genetically different varieties of apple?     fertilisation meiosis mitosis  a \u0016 \u0016 \u0016  b \u0016 \u0016 \u001a  c \u0016 \u001a \u0016  d \u001a \u0016 \u0016     31 the genetic diagram shows a monohybrid cross. b is the dominant allele and b is the recessive  allele.    parent genotypes1 \u00d7 2 gametes b b b b 34 56 offspring genotypes    which of the parents and offspring are heterozygous?  a 1, 3 and 4 b 1, 5 and 6 c 2, 3 and 4 d 2, 5 and 6    32 the curve shows the distribution of a human characteristic.    number of people human characteristic    which characteristic is shown by the curve?  a blood groups  b height  c sex  d tongue rolling ",
            "16": "16  \u00a9 ucles 2018 0610/11/o/n/18  33 a farmer grows different varieties of dates, which are a type of fruit.    the table shows some features of the dates he grows.    variety colour texture yield size  barhee amber soft high small to medium  dayri dark reddish brown semi dry variable medium to large  hayany purplish black soft medium large  maktoom amber soft medium medium to large  thoory straw coloured dry medium medium to large    the farmer would like to produce a new variety of date using selective breeding.    he wants a medium sized date that is straw coloured and soft, with a high yield.    which two varieties could the farmer breed together to get the variety he wants?  a barhee and dayri  b barhee and thoory  c dayri and maktoom  d maktoom and thoory     34 the diagram shows a woodland food web.    fox rabbit snailfroghawk dandelion grass    which statement is correct?  a dandelions and grass are both primary consumers.  b the fox and the hawk are both secondary consumers.  c the frog is a tertiary consumer.  d the rabbit and the snail are both primary consumers.     ",
            "17": "17  \u00a9 ucles 2018 0610/11/o/n/18 [turn over  35 which process releases carbon dioxide into the air and which process removes carbon dioxide  from the air?     releases carbon  dioxide into the air removes carbon  dioxide from the air  a decay photosynthesis  b decay respiration  c photosynthesis combustion  d photosynthesis decay     36 the graph shows a population growth curve for a species of insect which has been reintroduced  to an island from where it had previously become extinct.    100 908070605040302010 0population size /  insects per m2 0 50 100 150 200 250 300 time since reintroduction  / days    how long after reintroduction does the insect po pulation size start to become limited by resources  such as food?  a 50 days b 100 days c 150 days d 200 days    ",
            "18": "18  \u00a9 ucles 2018 0610/11/o/n/18  37 biotechnology is used to produce ethanol for biofuels.    which type of organism can be used to produce the ethanol?  a fish  b myriapods  c viruses  d yeast     38 what is an example of genetic engineering?  a using enzymes to make washing powders  b using pectinase to make fruit juice  c producing plants that have been given genes for resistance to insect pests  d using yeast to make bread     39 what is least  likely to result from deforestation?  a increase in flooding  b increase in species  c loss of habitats  d loss of soil     40 what could prevent a species from becoming endangered?  a captive breeding programme  b climate change  c introduction of other species  d pollution     ",
            "19": "19    blank page   \u00a9 ucles 2018 0610/11/o/n/18  ",
            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/11/o/n/18   "
        },
        "0610_w18_qp_12.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 17 printed pages and 3 blank pages.  ib18 11_0610_12/4rp  \u00a9 ucles 2018 [turn over     *2954426877* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.      ",
            "2": "2  \u00a9 ucles 2018 0610/12/o/n/18  1 all living organisms release energy from nutrient molecules within their cells.    what is the name of this characteristic?  a growth  b nutrition  c respiration  d sensitivity     2 the photographs show two different rats.    rattus norvegicus rattus rattus     which statement about the rats is correct?  a the rats are the same genus.  b the rats are the same species.  c the rats can breed together to produce fertile offspring.  d the rats do not share any of the same features.     3 the diagram shows an arthropod.        which group of arthropods does it belong to?  a arachnids  b crustaceans  c insects  d myriapods ",
            "3": "3  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  4 two types of cell, one animal and one plant, were examined using a light microscope.    which row shows the correct combination of cellular features that would be observed in the cells?     cell structure observed  animal cell plant cell  a chloroplast membrane vacuole cytoplasm  b cytoplasm nucleus chloroplast membrane  c membrane cell wall cytoplasm nucleus  d nucleus chloroplast cell wall membrane      5 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \u00d7500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    ",
            "4": "4  \u00a9 ucles 2018 0610/12/o/n/18  7 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration      8 the diagram shows apparatus used to investigate osmosis.    the volumes of solutions a, b, c and d were the same at the start of the investigation.    after one hour, the solutions had moved up the glass tubes.    which solution was the most concentrated at the start of the investigation?    glass tube partially permeable membraneglasstubeglasstube partially permeable membraneglasstube water solution asolution bsolution csolution d     ",
            "5": "5  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  9 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     10 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarchsolutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      ",
            "6": "6  \u00a9 ucles 2018 0610/12/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 the diagram shows a cross-section of a leaf.    which is the xylem?    b ca d      13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth     ",
            "7": "7  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  14 which row shows an enzyme with the correct site of production and products?     enzyme enzyme  produced by product(s)  of digestion  a amylase salivary glands amino acids  b amylase stomach sugar  c protease salivary glands sugar  d protease stomach amino acids     15 the diagram shows a plant cell.        what type of plant cell is this?  a guard cell  b mesophyll cell  c root cortex cell  d root hair cell     ",
            "8": "8  \u00a9 ucles 2018 0610/12/o/n/18  16 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x  / g shoot y  / g  a 25 25  b 25 30  c 30 25  d 30 30     17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     ",
            "9": "9  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  18 some organisms cause transmissible diseases.    what is defined as a disease-causing organism?  a bacterium  b pathogen  c phagocyte  d virus     19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volumeof air inlungs/  dm3 012 volumeof air inlungs/  dm3012 volumeof air inlungs/  dm3      ",
            "10": "10  \u00a9 ucles 2018 0610/12/o/n/18  20 as we breathe out, ..1.. is ..2.. through the lungs.    which words correctly complete gaps 1 and 2?     1 2  a carbon dioxide excreted  b carbon dioxide respired  c oxygen excreted  d oxygen respired     21 a person carries out vigorous exercise without drinking any water.    what would happen to the concentration and volume of the person\u2019s urine immediately after exercise?     urine  concentration urine  volume  a decrease decrease  b decrease increase  c increase decrease  d increase increase    22 the diagram shows a reflex arc.    which label points to the sensory neurone?    a b c hot pand     ",
            "11": "11  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  23 what does the central nervous system consist of?  a brain, spinal cord and peripheral nerves  b brain and spinal cord only  c brain only  d spinal cord and peripheral nerves only      24 where is alcohol broken down in the body?  a bladder  b kidneys  c liver  d stomach      25 the diagram shows parts of a flower.    which structure represents the site of fertilisation?    a b c d     ",
            "12": "12  \u00a9 ucles 2018 0610/12/o/n/18  26 the diagram shows the female reproductive system.    where does implantation normally occur?    abc d     27 which precautions could help to prevent the spread of aids?    1 avoiding the mixing of blood  2 using a femidom  3 using the contraceptive pill  4 using a condom    a 1 and 3 b 1, 2 and 4 c 2, 3 and 4 d 2 and 4 only     ",
            "13": "13  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  28 the diagram shows a timeline of a woman\u2019s menstrual cycle, which lasts for 28 days.    1234567891011121314 1516 17 18 19 20 21 22 23 24 25 26 2728menstruation (period)     on which days of the menstrual cycle is a woman most likely to become pregnant?  a days 1\u2013  4  b days 7\u201310  c days 13\u201316  d days 20\u201323      29 what is the transmission of genetic information from generation to generation known as?  a cell division  b inheritance  c meiosis  d mitosis     ",
            "14": "14  \u00a9 ucles 2018 0610/12/o/n/18  30 the diagram shows the chromosomes in one human cell.    123456 789 1 0 1 1 1 2 13 14 15 16 17 18 19 20 21 22 xx    what can be concluded from the chromosomes in this cell?  a the cell is from a man.  b the cell is from a woman.  c there are only 23 chromosomes per cell.  d there are only 46 pairs of chromosomes per cell.      31 the allele for detached earlobes is dominant to the allele for attached earlobes.    two parents are heterozygous for detached earlobes.    what is the probability of their first child having attached earlobes?  a 0% b 25% c 50% d 75%     32 which is an example of discontinuous variation?  a height  b skin colour  c tongue rolling  d weight     ",
            "15": "15  \u00a9 ucles 2018 0610/12/o/n/18 [turn over  33 farmers have bred holstein-friesian cattle to produce more milk than older breeds of cattle.    which process was used to produce these cattle?  a adaptation  b genetic engineering  c natural selection  d selective breeding     34 the diagram shows a food web.    hedgehog greenflycaterpillar rose plant cabbage plantbeetlerobin     which row shows a food chain in this food web?     producer primary  consumer secondary  consumer  a hedgehog caterpillar robin  b cabbage plant greenfly beetle  c cabbage plant beetle robin  d rose plant hedgehog greenfly    ",
            "16": "16  \u00a9 ucles 2018 0610/12/o/n/18  35 the diagram shows part of the carbon cycle.    which arrow represents photosynthesis?    carbon dioxide in air animals burning plants decomposersa bcd       36 the population of rabbits in a woodland halves over a ten year period. rabbits are herbivores.    what could have caused this change?  a an increased food supply  b an increased light intensity  c an increased number of predators  d an increased water supply     37 the production of ethanol for biofuels involves two stages.    firstly, starch is converted to glucose by ..1 .. . secondly, glucose is converted to ethanol   by ..2.. during ..3.. .    which row correctly completes gaps 1, 2 and 3?     1 2 3  a enzymes bacteria aerobic respiration  b enzymes yeast anaerobic respiration  c pectinase bacteria aerobic respiration  d pectinase yeast anaerobic respiration     ",
            "17": "17  \u00a9 ucles 2018 0610/12/o/n/18  38 scientists have produced yellow rice called golden rice. golden rice has been produced by the  insertion of genes into rice plants.    what is involved in the production of golden rice?  a genetic engineering  b mutation  c natural selection  d selective breeding      39 what is a negative impact on the environment caused by deforestation?  a decrease in land for livestock production  b decreased levels of carbon dioxide in the air  c increase in flooding  d increased levels of soil      40 which is a greenhouse gas?  a herbicides  b insecticides  c methane  d oxygen     ",
            "18": "18  \u00a9 ucles 2018 0610/12/o/n/18  blank page",
            "19": "19  \u00a9 ucles 2018 0610/12/o/n/18  blank page",
            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/12/o/n/18  blank page  "
        },
        "0610_w18_qp_13.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 17 printed pages and 3 blank pages.  ib18 11_0610_13/3rp  \u00a9 ucles 2018 [turn over     *9885623081* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2018 0610/13/o/n/18  1 which process occurs both in plants and in animals?  a excretion  b phagocytosis  c photosynthesis  d transpiration      2 what does the term species  mean?  a a group of animals that reproduce asexually  b a group of organisms that can reproduce to produce fertile offspring  c a group of plants that reproduce to produce fertile offspring  d a group of vertebrates that reproduce sexually      3 woodlice are arthropods with 14 jointed legs.    to which arthropod class do they belong?  a arachnids  b crustaceans  c insects  d myriapods     4 sunflowers have yellow flowers.    which cell structure is found in sunflower leaves but not in the petals of the flowers?  a cell membrane  b cell wall  c chloroplast  d vacuole    ",
            "3": "3  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  5 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.      6 a bacterial cell has a length of 40  mm when it is magnified by \u00d720  000.    what is the actual length of the bacterial cell?  a 0.0002  mm b 0.002  mm c 0.02  mm d 0.2  mm     7 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    ",
            "4": "4  \u00a9 ucles 2018 0610/13/o/n/18  8 the diagram shows four identical pieces of potato in test-tubes. the potato pieces were left as  shown for six hours.    which piece of potato would have the greatest increase in mass?    a b c d distilled water 5% sugar solution20% sugar solutionair      9 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  /  g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     ",
            "5": "5  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  10 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarchsolutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light      ",
            "6": "6  \u00a9 ucles 2018 0610/13/o/n/18  12 the diagram shows a cross-section of a leaf.    x y z    which row shows the correct labels?     palisade  mesophyll cell spongy  mesophyll cell stoma  a x y z  b x z y  c y x z  d y z x      13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth     ",
            "7": "7  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  14 the diagram shows the activity of salivary am ylase, pancreatic lipase and stomach protease at  different ph levels.    123456 ph789 1 1 10 12enzyme activity     from the graph, what is the optimum ph for the protease enzyme?  a 2.0 b 3.5 c 7.0 d 8.0      15 the diagram shows a section through the stem of a dicotyledonous plant.    which part transports water and mineral ions?    a b c d      ",
            "8": "8  \u00a9 ucles 2018 0610/13/o/n/18  16 the diagram shows two shoots at the start of an experiment on transpiration.    30 gspring balance  oil watershoot  x shoot  y  30 g     what are the likely readings on the spring balances after three days?     shoot x  / g shoot y  / g  a 25 25  b 25 30  c 30 25  d 30 30     17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     ",
            "9": "9  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  18 the body\u2019s first line of defence can prevent some pathogens from entering the body.    which is a first line of defence?  a antibody production  b mucus  c phagocytosis  d vaccination     19 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volumeof air inlungs/  dm3 012 volumeof air inlungs/  dm3012 volumeof air inlungs/  dm3      ",
            "10": "10  \u00a9 ucles 2018 0610/13/o/n/18  20 glucose is required for respiration.    which other molecule is required for aerobic respiration?  a carbon dioxide  b nitrogen  c oxygen  d water     21 which row correctly shows the organ where each substance is excreted?     carbon dioxide excess water salts urea  a kidneys liver lungs lungs  b liver liver liver skin  c lungs kidneys kidneys kidneys  d lungs kidneys liver skin    22 the diagram shows a reflex arc.    which label points to the sensory neurone?    a b c hot pand     ",
            "11": "11  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  23 the diagram shows the appearance of the iris and pupil in three different light conditions.    pupiliris1 2 3     which row shows the size of the pupil of the eye in each light condition?     no  light moderate  light bright  light  a 1 2 3  b 1 3 2  c 2 1 3  d 3 2 1      24 some possible effects of injecting substances are listed.    1 it can cause addiction.  2 it can provide immunity to a disease.  3 it can cause hiv infection if needles are shared.  4 it can improve reaction times.    which effects are associated with injecting heroin?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      25 when asexual reproduction takes place, there will always be  a fertilisation.  b offspring  genetically different from parent.  c only one parent required.  d production of a pollen tube.     ",
            "12": "12  \u00a9 ucles 2018 0610/13/o/n/18  26 the diagram shows the female reproductive system.    where does implantation normally occur?    abc d     27 which precautions could help to prevent the spread of aids?    1 avoiding the mixing of blood  2 using a femidom  3 using the contraceptive pill  4 using a condom    a 1 and 3 b 1, 2 and 4 c 2, 3 and 4 d 2 and 4 only     ",
            "13": "13  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  28 the diagram shows a timeline of a woman\u2019s menstrual cycle, which lasts for 28 days.    1234567891011121314 1516 17 18 19 20 21 22 23 24 25 26 2728menstruation (period)     on which days of the menstrual cycle is a woman most likely to become pregnant?  a days 1\u2013  4  b days 7\u201310  c days 13\u201316  d days 20\u201323      29 which name is given to different versions of a gene?  a allele  b chromosome  c length of dna  d protein      30 which cells in the human body are produced by meiosis?  a egg cells  b muscle cells  c nerve cells  d white blood cells     ",
            "14": "14  \u00a9 ucles 2018 0610/13/o/n/18  31 two pea plants with white flowers are crossed. some of the offspring pea plants have red flowers  and some have white flowers.    which statement about the parent pea plants is correct?  a both parents are heterozygous.  b both parents are homozygous.  c one parent is heterozygous and one parent is homozygous.  d the white allele for flower colour is recessive.     32 the diagram shows a plant reproducing asexually by growing a plantlet from a runner. the  leaves of the plantlet appear different to the leaves of the parent plant.    plantletrunnerparent plant     which statement explains the difference in the leaf shape of the plantlet?  a a mutation has occurred in the genes of the plantlet.  b the plantlet inherited the genes from the parent plant.  c the plant was produced by meiosis.  d the plantlet was produced by the fusion of gametes.     33 part of the process of natural selection is described.    organisms produce many ..1.., which results in competition for ..2.. . this means that  organisms struggle for ..3.. .    which row correctly completes gaps 1, 2 and 3?     1 2 3  a offspring survival resources  b offspring resources survival  c resources survival offspring  d resources offspring survival    ",
            "15": "15  \u00a9 ucles 2018 0610/13/o/n/18 [turn over  34 which organism in the food chain shown uses light energy?    green plant chicken rat cobraabcd       35 what is the definition of a food chain?  a a line of different living things  b taking in the sun\u2019s energy  c the process of one living thing ingesting another living thing  d the transfer of energy from one organism to the next, beginning with a producer     36 elk are mammals and they are herbivores.    the graph shows the total number of elk in a national park between 1978 and 2008.    1978198019821984198619881990199219941996199820002002200420062008 yeartotal numberof elk700 600500400300200100 0     what is a possible explanation for the change in the elk population between 1998 and 2000?  a decrease in disease  b decrease in hunting  c increase in food source  d increase in predation     ",
            "16": "16  \u00a9 ucles 2018 0610/13/o/n/18  37 bacteria have the following features.    1 the ability to make complex molecules  2 the ability to reproduce quickly  3 have a cell membrane  4 have cytoplasm    which features make bacteria useful in biotechnology?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 1 and 2 only  d 1 only     38 some washing powders contain enzymes as well as detergent.    in an experiment, three pieces of cloth were stained with the same substance. they were left in  different beakers of detergent, some with added enzyme, at 40  \u00b0c for 30 minutes.    detergent beakercloth black stainat the start of the experiment after 30 minutesat 40  \u00b0c detergent onlydetergent and lipasedetergent and protease    which statement is correct for the results shown by this experiment?  a the black stain contained carbohydrate.  b the black stain contained fat.  c the black stain contained protein.  d the black stain contained water.     ",
            "17": "17  \u00a9 ucles 2018 0610/13/o/n/18  39 which activity is the least  likely source of pollution?    farmer spraying fields with insecticide farmer spraying fieldswith herbicide b   sewage treatment worksa direction offlow of streamstream cfield sprayed withfertiliser just beforeheavy rainfalld direction of water flow       40 what is used in the conservation of species?  a deforestation  b moving species to different habitats  c seed banks  d selective breeding     ",
            "18": "18    blank page   \u00a9 ucles 2018 0610/13/o/n/18  ",
            "19": "19    blank page   \u00a9 ucles 2018 0610/13/o/n/18  ",
            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/13/o/n/18   "
        },
        "0610_w18_qp_21.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib18 11_0610_21/3rp  \u00a9 ucles 2018 [turn over     *3938804197 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2018 0610/21/o/n/18  1 the sundew is a carnivorous plant that can trap small insects with sticky hairs and then digest  them. when an insect gets stuck, other nearby sticky hairs bend over to trap the insect.    which characteristics of living organisms are demonstrated when the sundew traps insects?  a growth and excretion  b growth and sensitivity  c movement and excretion  d movement and sensitivity     2 systems of classification show which organisms share more recent ancestors.    what is the most accurate system of classification?  a using anatomy  b using dna base sequences  c using morphology  d using a pedigree diagram     3 which part of a plant cell controls the movement of substances into and out of the cell?  a cell membrane  b cell wall  c cytoplasm  d vacuole    ",
            "3": "3  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  4 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     5 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    ",
            "4": "4  \u00a9 ucles 2018 0610/21/o/n/18  6 four freshly cut potato cylinders were soaked for one hour in different salt solutions before being  pinned to cork blocks. two of the blocks are shown.    cork blockpin rigid potato cylinderflaccidpotato cylinder     which solution would cause the potato cylinder to be most flaccid?  a 0.1  mol per dm3 salt solution  b 0.3  mol per dm3 salt solution  c 0.7  mol per dm3 salt solution  d 1.0  mol per dm3 salt solution      7 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown    8 which statement about the structure of dna is correct?  a base a always pairs with base c.  b base a always pairs with base t.  c it consists of proteins.  d it forms a single helix.    ",
            "5": "5  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  9 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarchsolutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      10 a student wrote some notes about enzymes.    she wrote:    \u2018the ..1.. of the enzyme is ..2.. to an area on the substrate.    this area on the substrate can fit into it to form an ..3.. complex\u2019.    which words correctly complete gaps 1, 2 and 3?     1 2 3  a active site complementary enzyme-substrate  b active site similar enzyme-product  c shape complementary enzyme-product  d shape similar enzyme-substrate    ",
            "6": "6  \u00a9 ucles 2018 0610/21/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 the diagram shows a plant cell.    nucleuscell membrane chloroplastcytoplasmcell wallvacuole     which type of cell is shown?  a cuticle cell  b epidermal cell  c palisade mesophyll cell  d spongy mesophyll cell      13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth   ",
            "7": "7  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  14 the diagram shows part of the alimentary canal.    which structure produces lipase?    dcb a       15 the photomicrograph shows a cross-section through a buttercup root.    z     what is the function of the tissue labelled z?  a site of photosynthesis  b site of respiration  c transport of sugars  d transport of water     ",
            "8": "8  \u00a9 ucles 2018 0610/21/o/n/18  16 roots and leaves both act as a source and a si nk for sucrose and amino acids at different times  during the year.    at which point in the year are the roots most active as a source?    a spring new leaves start to grow b summer leaves are matured winter no leaves are present c autumn leaves die and fall      17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of therest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4      18 what happens to the heart valves when the ventricles contract?     atrioventricular  valves semilunar  valves  a valves close valves close  b valves close valves open  c valves open valves close  d valves open valves open   ",
            "9": "9  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  19 the diagram with the structure labelled x shows a bacterium with proteins on its surface. the  diagram labelled y shows proteins made by the human body.    x y    which row shows the correct combination for destroying the bacterium?     name of x name of y correct  shape of y  a antigen antibody    b antibody antigen    c antigen antibody    d antibody antigen       ",
            "10": "10  \u00a9 ucles 2018 0610/21/o/n/18  20 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately  after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volumeof air inlungs/  dm3 012 volumeof air inlungs/  dm3012 volumeof air inlungs/  dm3       21 what is produced by anaerobic respiration in mammals?  a alcohol + carbon dioxide  b alcohol + oxygen  c lactic acid + carbon dioxide  d lactic acid     ",
            "11": "11  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  22 which row describes the functions of the bladder, kidneys and liver?     production  of urea excretion  of urea storage  of urine  a liver bladder kidneys  b bladder kidneys liver  c liver kidneys bladder  d kidneys liver bladder    23 the diagram shows the structure of the eye.    which structure refracts light?    a bcd     ",
            "12": "12  \u00a9 ucles 2018 0610/21/o/n/18  24 a student used two seedlings x and y to investigate phototropism.    the diagram shows their investigation.    x at the start of the experimentpiece of glasslight x after some time no curvature towards lightpiece of glasslight y at the start of the experimentlight y after some time gives curvature towards lightpiece of glass piece of glasslight     which statement explains the difference in results between x and y?  a the piece of glass destroyed the auxin on the shaded side of the seedling.  b the piece of glass destroyed the auxin on the side of the seedling facing the light.  c the piece of glass in x stopped the auxin travelling down the shaded side of the seedling.  d the piece of glass in x stopped the auxin travelling down the side of the seedling facing the  light.     ",
            "13": "13  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  25 the diagram shows part of the mechanism that controls blood sugar concentration.    liver pancreas3  more glycogen 4  less glycogen 5  more glucagon 6  less glucagon1  more glucose 2  less glucose blood vessels blood vessels     a person does one hour of exercise.    starting with the pancreas, what is the sequence of events in which the hormone glucagon is  involved?  a 5 \u2192 3 \u2192 2 b 5 \u2192 4 \u2192 1 c 6 \u2192 3 \u2192 1 d 6 \u2192 4 \u2192 2     26 the graph shows the number of cases of mrsa in one country between 2001 and 2006.    8000 7250650057505000 2001 2002 2003 2004 2005 2006 yearnumber of cases ofmrsa     between which years was the greatest  change in the number of cases of mrsa seen?  a 2002 and 2003  b 2003 and 2004  c 2004 and 2005  d 2005 and 2006    ",
            "14": "14  \u00a9 ucles 2018 0610/21/o/n/18  27 which row describes sexual reproduction?     gamete  nucleus zygote  nucleus genetically different  offspring produced  a diploid diploid \u001a  b diploid haploid \u001a  c haploid diploid \u0016  d haploid haploid \u0016      28 which statement describes human male gametes?  a large, few and non-motile  b large, numerous and motile  c small, few and non-motile  d small, numerous and motile     29 which organ secretes the most progesterone during pregnancy?  a adrenal gland  b ovary  c placenta  d uterus     30 what is the role of mrna?  a assembles amino acids into protein molecules  b carries a copy of the gene out of the nucleus  c controls cell function by controlling the production of proteins  d duplicates chromosomes before mitosis    ",
            "15": "15  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  31 the diagram shows the formation of new diploid cells.    xy     what do arrows x and y represent?     x y  a duplication of chromosomes meiosis  b duplication of chromosomes mitosis  c meiosis duplication of chromosomes  d mitosis duplication of chromosomes      32 a man marries a woman who has a different blood group from him. they have two children. the  children have different blood groups from each other and different blood groups from their parents.    what are the genotypes of the parent\u2019s blood groups?  a i aia and iaib b iaia and ioio c iaib and ibib d iaib and ioio      33 sickle-cell anaemia is a genetic disease that is caused by the allele hbs.    hba is the normal allele.    a woman does not have the symptoms of the disease but her brother does show symptoms.    if her mother and father do not have symptoms, which statement is correct?  a the woman has the genotype hbshbs.  b the woman\u2019s brother has the genotype hbahba.  c the woman\u2019s father and mother both have the genotype hbahbs.  d the woman\u2019s father and mother both have the genotype hbshbs.     ",
            "16": "16  \u00a9 ucles 2018 0610/21/o/n/18  34 over the last 30 years some antibiotics have become less effective in treating bacterial infection.    what is the reason for this?  a artificial selection  b asexual reproduction  c more effective new antibiotics  d natural selection    35 the diagram shows part of the nitrogen cycle.    nitrogen in atmosphere plants yz xw ammonium ionsnitrate ionsanimals     which row correctly identifies the bacteria involved in processes w, x, y and z?     w x y z  a denitrifying decomposer nitrifying nitrogen-fixing  b denitrifying nitrifying decomposer nitrogen-fixing  c nitrifying decomposer nitrogen-fixing denitrifying  d nitrogen-fixing nitrifying decomposer denitrifying     ",
            "17": "17  \u00a9 ucles 2018 0610/21/o/n/18 [turn over  36 the graph shows a bacteria population curve.    in which phase on the graph is the number of bacteria dying equal to the number dividing?    0 0number of bacteria time  / minab c d      37 bacteria are used in genetic engineering and biotechnology.    bacteria are used because of the presence of which cell structure?  a cell membrane  b cell wall  c cytoplasm  d plasmids    38 what is an example of genetic engineering?  a using enzymes to make washing powders  b using pectinase to make fruit juice  c producing plants that have been given genes for resistance to insect pests  d using yeast to make bread    39 what is least  likely to result from deforestation?  a increase in flooding  b increase in species  c loss of habitats  d loss of soil    ",
            "18": "18  \u00a9 ucles 2018 0610/21/o/n/18  40 pieces of plastic between 1  \u00b5m and 1  mm in size are called microplastics. microplastics are put  into some face creams and are produced during clothing manufacture. they can now be found in increasing quantities in oceans all over the world.    as well as their small size, which other property of microplastics make them dangerous to living  organisms?  a they are lightweight.  b they are non-biodegradable.  c they are non-reactive.  d they are toxic.     ",
            "19": "19    blank page   \u00a9 ucles 2018 0610/21/o/n/18  ",
            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/21/o/n/18   "
        },
        "0610_w18_qp_22.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib18 11_0610_22/3rp  \u00a9 ucles 2018 [turn over     *3397490337 * cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2018 0610/22/o/n/18  1 a person drinks a glass of iced water and the volume of sweat they secrete decreases.    this is an example of which characteristic of living organisms?  a growth  b movement  c respiration  d sensitivity     2 lichens are formed from two different organisms living together.    the table shows some of the characteristics of two organisms, x and y, found in most lichens.    x y  made of strands called hyphae single celled  hyphae have cell walls  and many nuclei cell contains a nucleus  and chloroplasts    which kingdoms are represented by x and y?     x y  a fungus plant  b fungus protoctist  c protoctist fungus  d protoctist plant     3 two types of cell, one animal and one plant, were examined using a light microscope.    which row shows the correct combination of cellular features that would be observed in the cells?     cell structure observed  animal cell plant cell  a chloroplast membrane vacuole cytoplasm  b cytoplasm nucleus chloroplast membrane  c membrane cell wall cytoplasm nucleus  d nucleus chloroplast cell wall membrane     ",
            "3": "3  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  4 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     5 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    ",
            "4": "4  \u00a9 ucles 2018 0610/22/o/n/18  6 the diagram shows a plant cell after it has been submerged in a solution, p, for 20 minutes.        which row describes the water potential of solution p and the condition of the cell?     water potential of solution p condition of the cell  a higher than the cell sap in the vacuole plasmolysed and turgid  b higher than the cell sap in the vacuole under high turgor pressure  c lower than the cell sap in the vacuole plasmolysed and flaccid  d the same as the cell sap in the vacuole under low turgor pressure     7 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  /  g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown    8 the base sequence of part of one strand of a dna molecule is shown.    atagcc    what is the base sequence of the other strand?  a gcgatt b cgctaa c tatcgg d atagcc     ",
            "5": "5  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  9 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarch solutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      10 the graph shows the effect of temperature on the action of an enzyme.    enzyme activity temperature  / \u00b0c0 20 40 60 80     why does the rate of reaction change when the temperature is increased from 20  \u00b0c to 30  \u00b0c?     more kinetic  energy of particles more frequent  collisions of particles  a \u0016 \u0016  b \u001a \u0016  c \u0016 \u001a  d \u001a \u001a     ",
            "6": "6  \u00a9 ucles 2018 0610/22/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 the diagram shows the structure of cells from the leaf of a plant.        what type of cells are they?  a epidermal cells  b guard cells  c palisade cells  d spongy cells    13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth    ",
            "7": "7  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  14 which row shows an enzyme with the correct site of production and products?     enzyme enzyme  produced by product(s)  of digestion  a amylase salivary glands amino acids  b amylase stomach sugar  c protease salivary glands sugar  d protease stomach amino acids     15 the diagram shows a plant cell.        what type of plant cell is this?  a guard cell  b mesophyll cell  c root cortex cell  d root hair cell    ",
            "8": "8  \u00a9 ucles 2018 0610/22/o/n/18  16 roots and leaves both act as a source and a si nk for sucrose and amino acids at different times  during the year.    at which point in the year are the roots most active as a source?    a spring new leaves start to grow b summer leaves are matured winter no leaves are present c autumn leaves die and fall      17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of the rest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4      18 what happens to the heart valves when the ventricles contract?     atrioventricular  valves semilunar  valves  a valves close valves close  b valves close valves open  c valves open valves close  d valves open valves open   ",
            "9": "9  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  19 the diagram with the structure labelled x shows a bacterium with proteins on its surface. the  diagram labelled y shows proteins made by the human body.    x y    which row shows the correct combination for destroying the bacterium?     name of x name of y correct  shape of y  a antigen antibody    b antibody antigen    c antigen antibody    d antibody antigen       ",
            "10": "10  \u00a9 ucles 2018 0610/22/o/n/18  20 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3012 volume of air inlungs/  dm3      21 as we breathe out, ..1.. is ..2.. through the lungs.    which words correctly complete gaps 1 and 2?     1 2  a carbon dioxide excreted  b carbon dioxide respired  c oxygen excreted  d oxygen respired     ",
            "11": "11  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  22 a person carries out vigorous exercise without drinking any water.    what would happen to the concentration and volume of the person\u2019s urine immediately after exercise?     urine  concentration urine  volume  a decrease decrease  b decrease increase  c increase decrease  d increase increase      23 what does the central nervous system consist of?  a brain, spinal cord and peripheral nerves  b brain and spinal cord only  c brain only  d spinal cord and peripheral nerves only    ",
            "12": "12  \u00a9 ucles 2018 0610/22/o/n/18  24 a student used two seedlings x and y to investigate phototropism.    the diagram shows their investigation.    x at the start of the experimentpiece of glasslight x after some time no curvature towards lightpiece of glasslight y at the start of the experimentlight y after some time gives curvature towards lightpiece of glass piece of glasslight     which statement explains the difference in results between x and y?  a the piece of glass destroyed the auxin on the shaded side of the seedling.  b the piece of glass destroyed the auxin on the side of the seedling facing the light.  c the piece of glass in x stopped the auxin travelling down the shaded side of the seedling.  d the piece of glass in x stopped the auxin travelling down the side of the seedling facing the  light.      25 what is a response to a low concentration of glucose in the blood?  a glucagon will cause the body to convert glucose into glycogen.  b glucagon will cause the body to convert glycogen into glucose.  c insulin will cause the body to convert glucose into glycogen.  d insulin will cause the body to convert glycogen into glucose.     ",
            "13": "13  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  26 the graph shows the number of cases of mrsa in one country between 2001 and 2006.    8000 7250650057505000 2001 2002 2003 2004 2005 2006 yearnumber of cases ofmrsa     between which years was the greatest  change in the number of cases of mrsa seen?  a 2002 and 2003  b 2003 and 2004  c 2004 and 2005  d 2005 and 2006    27 what are two adaptive features of a human sperm cell?    1 jelly coat present  2 relatively high number of mitochondria 3 acrosome present 4 relatively high energy stores    a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     28 which hormone maintains the thickness of the lining of the uterus during pregnancy?  a follicle stimulating hormone (fsh)  b luteinising hormone (lh)  c oestrogen  d progesterone     29 what is a possible disadvantage of in vitro fertilisation (ivf)?  a donated eggs and sperm can be used.  b embryos can be screened for genetic disorders.  c it requires more medical resources.  d unused embryos can be stored.    ",
            "14": "14  \u00a9 ucles 2018 0610/22/o/n/18  30 a sperm cell from a domestic cat contains 19 chromosomes.    if this cell fertilises an egg, which zygote is produced?  a diploid, with 19 chromosomes  b diploid, with 38 chromosomes  c haploid, with 19 chromosomes  d haploid, with 38 chromosomes    31 the diagram shows a cell of an organism. the nucleus contains 12 chromosomes.        after it divides by mitosis, how many chromosomes would be present in one of the daughter  cells?  a 6 b 12 c 18 d 24    32 pure-breeding black-feathered chickens are mated with pure-breeding white-feathered chickens.  all of the individuals in the offspring in the f1 generation have both black and white feathers.    what will be the ratio of offspring phenotypes when two of the f1 generation chickens are  crossed?  a 1 black  : 1 white  b 1 black  : 2 black and white  : 1 white  c 3 white  : 1 black  d 3 black  : 1 white     ",
            "15": "15  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  33 the diagram shows the bases on part of a chromosome, p, responsible for the production of  normal haemoglobin. the same part of another chromosome, q, is responsible for the production of sickle-cell haemoglobin.    g ca t chromosome pg cg ct a chromosome qg c     what has caused the difference between the two chromosomes?  a discontinuous variation  b gene mutation  c phenotypic variation  d selective breeding      34 farmers have bred holstein-friesian cattle to produce more milk than older breeds of cattle.    which process was used to produce these cattle?  a adaptation  b genetic engineering  c natural selection  d selective breeding     ",
            "16": "16  \u00a9 ucles 2018 0610/22/o/n/18  35 the diagram shows a food web.    hedgehog greenflycaterpillar rose plant cabbage plantbeetlerobin     which row shows a food chain in this food web?     producer primary  consumer secondary  consumer  a hedgehog caterpillar robin  b cabbage plant greenfly beetle  c cabbage plant beetle robin  d rose plant hedgehog greenfly     36 the diagram shows part of the nitrogen cycle.    which change is caused by the action of denitrifying bacteria?    plantsnitrogen gas in the air animalsnitrate in the soil faeces and urinefeedingdeath deathb cad      ",
            "17": "17  \u00a9 ucles 2018 0610/22/o/n/18 [turn over  37 the diagram shows an industrial fermenter used to produce penicillin.    x     what is a function of the part labelled x?  a add oxygen to the solution  b maintain an even temperature throughout the solution  c record the ph of the solution  d sterilise the solution    38 genetic engineering involves various stages.    1 human dna is inserted into bacterial plasmid dna  2 recombinant plasmid inserted into bacteria 3 restriction enzyme cuts bacterial plasmid dna 4 restriction enzyme cuts human dna    what is the correct sequence for genetic engineering?  a 1 \u2192 2 \u2192 4 \u2192 3  b 2 \u2192 3 \u2192 4 \u2192 1  c 3 \u2192 2 \u2192 4 \u2192 1  d 4 \u2192 3 \u2192 1 \u2192 2    ",
            "18": "18  \u00a9 ucles 2018 0610/22/o/n/18  39 the statements describe some of the events that occur during eutrophication.    what is directly responsible for the increase in bacteria?  a a decrease in dissolved oxygen concentration  b an increase in nitrate concentration  c an increase in the population of algae  d an increase in the death of producers    40 in 1991 there were only fourteen daviesia cunderdin  plants.    what happens to a plant population that becomes very small?  a each plant will produce fewer offspring.  b each plant will produce more offspring.  c variation in the population is increased.  d variation in the population is reduced.    ",
            "19": "19    blank page   \u00a9 ucles 2018 0610/22/o/n/18  ",
            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/22/o/n/18   "
        },
        "0610_w18_qp_23.pdf": {
            "1": "  this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certifica te.  this document consists of 18 printed pages and 2 blank pages.  ib18 11_0610_23/4rp  \u00a9 ucles 2018 [turn over     *6778270274* cambridge international examinations  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  october/november 2018     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2018 0610/23/o/n/18  1 the venus flytrap is a plant that feeds on insects. when a fly lands on the leaf, the leaf folds very  quickly and traps the fly. the leaves pr oduce enzymes which digest the fly.    which characteristics of living organisms are involved?  a excretion, growth, nutrition  b movement, excretion, nutrition  c movement, sensitivity, growth  d movement, sensitivity, nutrition     2 the diagrams show four organisms not drawn to the same scale.    which organism is a prokaryote?    ab cdnot to scale       3 sunflowers have yellow flowers.    which cell structure is found in sunflower leaves but not in the petals of the flowers?  a cell membrane  b cell wall  c chloroplast  d vacuole    ",
            "3": "3  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  4 the diagram shows part of a leaf in cross-section.    x y    structures x and y are both part of the same  a cell.  b organ.  c tissue.  d vessel.     5 how do carbon dioxide and oxygen move into and out of a mesophyll cell?  a active transport  b diffusion  c respiration  d transpiration    6 which process is involved in the uptake of glucose by the epithelial cells of kidney tubules?  a active transport  b diffusion  c osmosis  d transpiration    ",
            "4": "4  \u00a9 ucles 2018 0610/23/o/n/18  7 the data show the concentrations of sugar and starch in an onion.    total sugar including  reducing sugar  / g per 100g starch  / g per 100g  3.7 0.0    the onion is tested with benedict\u2019s solution and iodine solution.    which set of results is correct?     benedict\u2019s  solution iodine  solution  a blue blue-black  b blue brown  c brick red blue-black  d brick red brown     8 which processes depend on the fact that water is a solvent?     evaporation  from the spongy  mesophyll cells glucose  transported  in blood plasma movement of water  by osmosis loss of sweat from  the skin surface  a \u0016 \u0016 \u0016 \u0016  b \u0016 \u0016 \u0016 \u001a  c \u0016 \u001a \u001a \u0016  d \u001a \u0016 \u0016 \u001a     ",
            "5": "5  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  9 the apparatus shown is used for an experiment on starch digestion.    which test-tube contains the most sugar after 20 minutes?    a starch solutionand salivaryamylasestarch solutionand salivaryamylasestarch solution water-bath at 15  \u00b0c water-bath at 37  \u00b0cbc d      10 the graph shows how an enzyme-controlled reaction is affected by temperature.    0 10 20 30 40 506 54321 0rate /  arbitrary units temperature  / \u00b0cx y     which statement explains the change in activity between x and y?  a there are more effective collisions.  b there is a change in the enzyme shape.  c there is more substrate present.  d the kinetic energy of the molecules has increased.    ",
            "6": "6  \u00a9 ucles 2018 0610/23/o/n/18  11 an experiment was carried out using the apparatus shown.    the carbon dioxide content of the water in each test-tube was measured at the start and again  three hours later.    in which test-tube would there be a decrease in carbon dioxide content?    abcd black polythene to keep out lightwater water plant water snaillight light light       12 which region in the leaf of a green plant contains phloem?  a palisade mesophyll  b spongy mesophyll  c upper epidermis  d vascular bundle      13 what is the result of a diet lacking iron?  a bleeding gums  b poor wound healing  c reduced number of red blood cells  d weak bones and teeth     ",
            "7": "7  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  14 the diagram shows the activity of salivary amyl ase, pancreatic lipase and stomach protease at  different ph levels.    123456 ph789 1 1 10 12enzyme activity     from the graph, what is the optimum ph for the protease enzyme?  a 2.0 b 3.5 c 7.0 d 8.0     15 the diagram shows a section through the stem of a dicotyledonous plant.    which part transports water and mineral ions?    a b c d      ",
            "8": "8  \u00a9 ucles 2018 0610/23/o/n/18  16 roots and leaves both act as a source and a si nk for sucrose and amino acids at different times  during the year.    at which point in the year are the roots most active as a source?    a spring new leaves start to grow b summer leaves are matured winter no leaves are present c autumn leaves die and fall      17 the diagram shows a circulatory system.    heart2 13 4capillaries of the lungscapillaries of the rest of the body     which vessels carry oxygenated blood?  a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4      18 what happens to the heart valves when the ventricles contract?     atrioventricular  valves semilunar  valves  a valves close valves close  b valves close valves open  c valves open valves close  d valves open valves open   ",
            "9": "9  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  19 the diagram with the structure labelled x shows a bacterium with proteins on its surface. the  diagram labelled y shows proteins made by the human body.    x y    which row shows the correct combination for destroying the bacterium?     name of x name of y correct  shape of y  a antigen antibody    b antibody antigen    c antigen antibody    d antibody antigen       ",
            "10": "10  \u00a9 ucles 2018 0610/23/o/n/18  20 the graph shows changes in the volume of air in the lungs of a person at rest, over a period of 30  seconds.    0012 30 time  / svolume of air inlungs/  dm3     which graph shows changes in the volume of air in the lungs of the same person immediately after they have done five minutes of vigorous exercise?    0 30 time  / sa 0 30 time  / sb 0 30 time  / sc 0 30 time  / sd012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3 012 volume of air inlungs/  dm3012 volume of air inlungs/  dm3      21 glucose is required for respiration.    which other molecule is required for aerobic respiration?  a carbon dioxide  b nitrogen  c oxygen  d water    ",
            "11": "11  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  22 which row correctly shows the organ where each substance is excreted?     carbon dioxide excess water salts urea  a kidneys liver lungs lungs  b liver liver liver skin  c lungs kidneys kidneys kidneys  d lungs kidneys liver skin      23 the diagram shows the appearance of the iris and pupil in three different light conditions.    pupiliris1 2 3     which row shows the size of the pupil of the eye in each light condition?     no  light moderate  light bright  light  a 1 2 3  b 1 3 2  c 2 1 3  d 3 2 1     ",
            "12": "12  \u00a9 ucles 2018 0610/23/o/n/18  24 a student used two seedlings x and y to investigate phototropism.    the diagram shows their investigation.    x at the start of the experimentpiece of glasslight x after some time no curvature towards lightpiece of glasslight y at the start of the experimentlight y after some time gives curvature towards lightpiece of glass piece of glasslight     which statement explains the difference in results between x and y?  a the piece of glass destroyed the auxin on the shaded side of the seedling.  b the piece of glass destroyed the auxin on the side of the seedling facing the light.  c the piece of glass in x stopped the auxin travelling down the shaded side of the seedling.  d the piece of glass in x stopped the auxin travelling down the side of the seedling facing the  light.     25 in a mammal, body temperature is regulated by negative feedback.    as a result of negative feedback, what happens in the mammal\u2019s body as the temperature of the  external environment decreases?  a relaxation of hair erector muscles  b sweating  c vasoconstriction  d vasodilation    ",
            "13": "13  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  26 the graph shows the number of cases of mrsa in one country between 2001 and 2006.    8000 7250650057505000 2001 2002 2003 2004 2005 2006 yearnumber of cases ofmrsa     between which years was the greatest  change in the number of cases of mrsa seen?  a 2002 and 2003  b 2003 and 2004  c 2004 and 2005  d 2005 and 2006    27 pollen grains are transferred from the anthers to the stigma. the pollen grains adhere to the  sticky stigma. the statements describe what happens next.    1 the pollen grain grows a pollen tube.  2 the pollen tube enters the ovule. 3 the pollen tube grows down the style. 4 the male nucleus fuses with an egg cell nucleus.    in which order do these stages occur?  a 1 \u2192 2 \u2192 4 \u2192 3  b 1 \u2192 3 \u2192 2 \u2192 4  c 2 \u2192 3 \u2192 1 \u2192 4  d 3 \u2192 1 \u2192 4 \u2192 2    ",
            "14": "14  \u00a9 ucles 2018 0610/23/o/n/18  28 the diagram shows a woman\u2019s menstrual cycle.    day 0day 28bleeding startsbleeding stops pr qs    on which day does ovulation occur, and on which day could fertilisation occur?     ovulation fertilisation  a p r  b p s  c q r  d q s      29 which method of contraception could also help prevent the spread of hiv?  a condom  b contraceptive pill  c monitoring cervical mucus  d vasectomy     30 which name is given to different versions of a gene?  a allele  b chromosome  c length of dna  d protein     31 which feature of meiosis ensures that the zygote is diploid?  a chromosomes are duplicated.  b four gametes are formed.  c genetically different gametes are formed.  d haploid gametes are formed.    ",
            "15": "15  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  32 which genotypes result in a person having blood group a?  a iaia and iaib b iaia and iaio c iaio and ioio d iaio and iaib    33 the diagram shows a plant reproducing asexually by growing a plantlet from a runner. the  leaves of the plantlet appear different to the leaves of the parent plant.    plantletrunnerparent plant     which statement explains the difference in the leaf shape of the plantlet?  a a mutation has occurred in the genes of the plantlet.  b the plantlet inherited the genes from the parent plant.  c the plant was produced by meiosis.  d the plantlet was produced by the fusion of gametes.      34 what results from the process of natural selection and adaptation?  a artificial selection  b evolution  c reproduction  d selective breeding     ",
            "16": "16  \u00a9 ucles 2018 0610/23/o/n/18  35 the diagram shows a food web in the ocean.    shark penguinseal krill herring algae    which two animals are secondary and tertiary consumers?  a penguin and herring  b penguin and shark  c seal and penguin  d seal and shark     ",
            "17": "17  \u00a9 ucles 2018 0610/23/o/n/18 [turn over  36 a student was given data on the change in the number of insects in a population over a period of  twelve weeks. the student was asked to name and label each phase.    13 12 11 10 9876543 2 1 0number of insects/  thousand 0123456 time  / weeks789 1 0 1 1 1 2phase one phase two phase three     what is the correct label for phase three?  a death phase  b exponential (log) phase  c lag phase  d stationary phase    37 insulin is now produced using genetically modi fied bacteria. previously, diabetics were given  insulin extracted from the pancreas of animals.    why is the insulin from bacteria regarded as a better ethical choice?  a insulin is produced from bacterial dna  b it is accepted by vegetarians  c plasmids are involved  d the genetic code is shared     ",
            "18": "18  \u00a9 ucles 2018 0610/23/o/n/18  38 plasmids are often used in genetic engineering.    what is a plasmid?  a bacterial cell  b gene  c loop of dna  d protein    39 the diagram shows a food web in a woodland.    tree type xcaterpillars snailsblackbirdshawks hedgehogs hornets sparrows tree type y    what is most likely to happen if all of tree type x is removed by humans?  a the carbon dioxide concentration in the woodland will decrease.  b the population of hedgehogs will increase.  c the population of hornets will increase.  d the population of sparrows will decrease.     40 the increased availability of nitrates in rivers and lakes can result in the death of fish.    which statement explains why fish die in rivers and lakes containing a high concentration of nitrates?  a the increase in water plants stops the fish swimming.  b there is an increase in anaerobic respiration by plants.  c there are fewer water plants for fish to eat.  d there is an increase in aerobic respiration by decomposers.    ",
            "19": "19    blank page   \u00a9 ucles 2018 0610/23/o/n/18  ",
            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  international examinations copyright acknow ledgements booklet. this is produced for each  series of examinations and is freely a vailable to download at  www.cie.org.uk after the live examination series.    cambridge international examinations is part of the cambridge as sessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.    \u00a9 ucles 2018 0610/23/o/n/18   "
        },
        "0610_w18_qp_31.pdf": {
            "1": "*4992228368* this document consists of 18 printed pages and 2 blank pages. dc (kn/sg) 154215/5 \u00a9 ucles 2018  [turn overthis syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/31 paper 3  theory (core)  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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/31/o/n/18 \u00a9 ucles 2018 1 fig. 1.1 shows a diagram of the human female reproductive system. df ea b c fig. 1.1  (a) using letters a\u2013f, identify the parts of the human female reproductive system in fig. 1.1.   where eggs are made     where fertilisation occurs     where implantation of the zygote occurs    [3]  (b) oestrogen is a hormone responsible for the development of secondary sexual characteristics  during puberty.   (i) state the name of the part of the female reproductive system that secretes oestrogen.  ... [1]   (ii) describe how the hormone oestrogen is transferred to its target organs.  ...  ... [1]  (c) table 1.1 shows some secondary sexual characteristics.   place ticks ( 3) in table 1.1 to show which characteristics develop during puberty in boys and  girls.   one row has been done for you. table 1.1 secondary sexual characteristic boy girl breasts grow 3 growth of sex organs growth of pubic hair  start of menstruation  voice deepens  [4]",
            "3": "3 0610/31/o/n/18 \u00a9 ucles 2018 [turn over  (d) sperm and egg cells are specialised cells that are adapted for reproduction.   the boxes on the left show some specialised cells.   the boxes on the right show the functions of some specialised cells.   draw four lines to link each specialised cell with its function.   one has been done for you. ciliated cell nerve cell palisade mesophyll cell red blood cell root hair cellabsorption of water conduction and support conduction of impulses movement of mucus photosynthesis transport of oxygenspecialised cell function  [4]  [total: 13]",
            "4": "4 0610/31/o/n/18 \u00a9 ucles 2018 2 the apparatus shown in fig. 2.1 was used to investigate the effects of different conditions on the  rate of photosynthesis in an aquatic plant. oxygen water funnel aquatic plant fig. 2.1  a student investigated the effects of light and carbon dioxide on the rate of photosynthesis.  the number of bubbles of oxygen produced in one minute was counted in four different conditions.  table 2.1 shows the results. table 2.1 testconditionsnumber of  bubbles of  oxygen per  minutelightcarbon dioxide  source added to  the water 1 present no  2 2 absent no  0 3 present yes 20 4 absent yes  0  (a) state two conclusions about the conditions needed for photosynthesis using the information  in table 2.1. 1    ... 2    ...  [2]",
            "5": "5 0610/31/o/n/18 \u00a9 ucles 2018 [turn over  (b) the investigation was carried out at 15  \u00b0c. it was repeated at 25  \u00b0c.   suggest and explain the effect this had on the results of test 2 and test 3. test 2  .  ...  ... test 3  .  ...  ...  [4]  (c) carbon dioxide enters plant cells by diffusion.   the word diffusion on the left can be joined to two boxes on the right to make two correct  statements about diffusion.     draw two straight lines from diffusion to the boxes to complete the two statements.   diffusioninvolves a genetic change.  is the movement of particles from high  concentration to low concentration. is the movement of particles from low  concentration to high concentration.  occurs due to the random movement of  particles.  only occurs in plant cells. requires a partially permeable  membrane. requires energy.  [2]  [total: 8]",
            "6": "6 0610/31/o/n/18 \u00a9 ucles 2018 3 a student completed different types of activity.  she measured her pulse rate during each type of activity in beats per minute (bpm).  the results are shown in fig. 3.1. pulse rate / bpm type of activity140 120 100 80 60 40 20 0 resting running walking cycling swimming fig. 3.1  (a) use fig. 3.1 to answer these questions.   (i) state the type of activity that results in the highest pulse rate.  ... [1]",
            "7": "7 0610/31/o/n/18 \u00a9 ucles 2018 [turn over   (ii) state the pulse rate of the student when she was cycling.   ...  bpm [1]   (iii) calculate the percentage increase in her pulse rate between resting and walking.    show your working and give your answer to the nearest whole number.     %  [2]  (b) measuring the pulse is one way of monitoring the activity of the heart.   state one other  way of monitoring the activity of the heart.  ...  ... [1]  (c) describe the changes to a person\u2019s breathing during exercise.  ...  ...  ... [2]  (d) aerobic respiration increases during exercise.   use the words from the list to complete the definition of aerobic respiration .   each word or phrase may be used once, more than once or not at all. cells                carbon dioxide                dna                oxygen the heart                the brain                nutrient   aerobic respiration is the chemical reactions in ... that use    ... to break down ... molecules to release    energy.  [3]",
            "8": "8 0610/31/o/n/18 \u00a9 ucles 2018  (e) anaerobic respiration occurs when exercising vigorously.   (i) state the word equation for anaerobic respiration in muscle cells.  ... [1]   (ii) state one advantage of using aerobic rather than anaerobic respiration in humans.  ...  ... [1]  [total: 12]",
            "9": "9 0610/31/o/n/18 \u00a9 ucles 2018 [turn over 4 (a) fig. 4.1 shows the four different types of human teeth. incisor canine premolar molar fig. 4.1   fig. 4.2 shows a diagram of the position of the different types of teeth in the mouth. rq sp fig. 4.2   complete table 4.1 by writing the names, positions and functions of the different types of  teeth in the mouth shown in fig. 4.2. table 4.1 name of type of tooth letter on fig. 4.2 function r incisor grinding premolar tearing and grinding   [4]",
            "10": "10 0610/31/o/n/18 \u00a9 ucles 2018  (b) teeth can develop dental decay.   (i) explain how dental decay is caused.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]   (ii) describe two ways to avoid dental decay. 1    ... 2    ...  [2]  [total: 10]",
            "11": "11 0610/31/o/n/18 \u00a9 ucles 2018 [turn over 5 the energy we use comes from a variety of sources.  fig. 5.1 shows the percentage of each source of energy used in one country in 2011. oil 23% natural gas 8% coal 41%solid biomass & waste 23%nuclear & other renewables 5% fig. 5.1  (a) coal, natural gas and oil are types of fossil fuel.   calculate the total percentage of energy in fig. 5.1 that came from fossil fuels.    % [1]  (b) explain why fossil fuels are not sustainable resources.  ...  ...  ... [1]  (c) combustion of fossil fuels releases carbon dioxide into the atmosphere.   (i) state the name of two other  processes that release carbon dioxide into the atmosphere. 1   2    [2]   (ii) state the name of one process that removes carbon dioxide from the atmosphere.  ... [1]",
            "12": "12 0610/31/o/n/18 \u00a9 ucles 2018  (d) describe the effects on the environment of increasing carbon dioxide concentration in the  atmosphere.   ...  ...  ...  ...  ... [2]  (e) improvements in food production have allowed human populations to increase.   describe how modern technology has increased the production of crop plants.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 10]",
            "13": "13 0610/31/o/n/18 \u00a9 ucles 2018 [turn over 6 fig. 6.1 is a photograph of a lion. fig. 6.1  (a) lions are mammals and have the scientific name panthera leo .   (i) state one feature visible  in fig. 6.1 that identifies the lion as a mammal.  ... [1]   (ii) state the genus of this mammal.  ... [1]  (b) mammals are one of the five groups of vertebrates.   the list describes some of the features of fish, amphibians, reptiles, mammals and birds.   some features belong to more than one group.   state the name of one vertebrate group which has the distinguishing feature of: scales  ... feathers  . gills  ... smooth moist skin  .  [4]  (c) state two features of the cells of all living organisms. 1   2    [2]  [total: 8]",
            "14": "14 0610/31/o/n/18 \u00a9 ucles 2018 7 fig. 7.1 shows a goat with white fur. fig. 7.1  fur colour is inherited in goats. \u2022 the allele for white fur is represented by a. \u2022 the allele for black fur is represented by a. \u2022 each goat is identified by the numbers 1 to 8 in fig. 7.2.  fig. 7.2 shows a diagram of the inheritance of fur colour in a herd of goats. goat 1 aa goat 3 aagoat 4 aagoat 5 aa goat 7 aagoat 8 aagoat 6 aagoat 2 aa fig. 7.2",
            "15": "15 0610/31/o/n/18 \u00a9 ucles 2018 [turn over  (a) use fig. 7.2 to answer these questions.   (i) state how many goats have white fur.  ... [1]   (ii) state the phenotype of goat 5.  ... [1]   (iii) draw circles around two terms that can be used to describe the genotype  of goat 6. black                     dominant                     heterozygous homozygous                     recessive                     white  [2]  (b) state the name of the type of variation shown by fur colour in these goats.  ... [1]  (c) a farmer identified two goats to breed together.   \u2022 the genotype of the male goat is aa. \u2022 the genotype of the female goat is aa.   complete the genetic diagram and the phenotypic ratio for this cross. male female     phenotypic ratio  ... white : ... black  [3]",
            "16": "16 0610/31/o/n/18 \u00a9 ucles 2018  (d) describe the process a farmer could use to breed a herd of white goats.  ...  ...  ...  ...  ...  ...  ... [3]  [total: 11]",
            "17": "17 0610/31/o/n/18 \u00a9 ucles 2018 [turn over 8 (a) catalase is an enzyme that catalyses the breakdown of hydrogen peroxide into water and  oxygen.   the effect of temperature on catalase activity was investigated.     the results are shown in fig. 8.1 0.0 0 10 20 30 temperature  / \u00b0ccatalase activity / arbitrary units 40 50 600.10.20.30.40.50.60.70.80.91.01.2 1.11.31.41.5 fig. 8.1   (i) state the temperature at which catalase is most active in fig. 8.1.   ... \u00b0c [1]   (ii) explain why there is no enzyme activity at 60  \u00b0c.  ...  ...  ... [1]",
            "18": "18 0610/31/o/n/18 \u00a9 ucles 2018  (b) state one factor other than temperature that affects enzyme activity.  ... [1]  (c) digestive enzymes are used in chemical digestion to break down large insoluble molecules to  smaller soluble molecules.   the boxes show some large insoluble molecules, some digestive enzymes and some smaller  soluble molecules that are produced during digestion.   draw one straight line from each enzyme to the insoluble molecule it acts on.     draw another line from each enzyme to the smaller soluble molecule that is produced.   draw a total of six lines. fat protein starchinsoluble molecule soluble molecules amylase amino acids lipasefatty acids  and glycerol protease sugarsenzyme  [5]  [total: 8]",
            "19": "19 0610/31/o/n/18 \u00a9 ucles 2018 blank page",
            "20": "20 0610/31/o/n/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_w18_qp_32.pdf": {
            "1": "*3759785418* 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 (st/jg) 154217/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/32 paper 3  theory (core)  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.",
            "2": "2 0610/32/o/n/18 \u00a9 ucles 2018 blank page",
            "3": "3 0610/32/o/n/18 \u00a9 ucles 2018 [turn over 1 the boxes on the left contain the names of processes from the carbon cycle.  the boxes on the right contain some descriptions of processes.  draw one straight line from each process to link the process to its description.  an example has been done for you. combustion decomposition feeding fossilisation photosynthesis respirationbreakdown of dead or  waste organic matter burning chemical reactions in cells that  break down nutrient molecules to  release energy conversion of the remains of  organisms into fossils ingestion of organic material maintenance of a constant internal  environment manufacture of carbohydrates from  raw materials using energy from lightprocess description [5] [total: 5]",
            "4": "4 0610/32/o/n/18 \u00a9 ucles 2018 2 some students investigated the conditions needed for the germination of maize seeds. they used  maize seeds from a packet of seeds they had purchased in a shop.  three dishes were used, each containing cotton wool and the same number of maize seeds, as  shown in fig. 2.1.   maize seed cotton wool fig. 2.1  table 2.1 shows the conditions provided for each dish.  table 2.1 conditionsdish a b c treatment of cotton wool damp dry damp temperature  / \u00b0c 20 20 3 light or dark light light dark  the seeds were left for five days and then observed.  the results are shown in table 2.2. table 2.2 dish results a all seeds germinated b no seeds germinated c no seeds germinated  (a) (i) explain why the seeds in dishes b and c did not germinate. dish b  ...  ... dish c  ...  ... [2]",
            "5": "5 0610/32/o/n/18 \u00a9 ucles 2018 [turn over   (ii) in a second investigation, maize seeds were placed in a dish containing damp cotton  wool.    this dish was left in the dark for five days at 20  \u00b0c.    predict and explain the results. prediction  ...  ... explanation    ...  ... [2]  (b) a student gathered 70 maize seeds from plants growing in a field. the seeds were placed in  dishes containing damp cotton wool.   after five days only 64 seeds had germinated.    (i) calculate the percentage of seeds that germinated.    show your working.    give your answer to the nearest whole number.    . % [2]   (ii) suggest a reason why some of the seeds did not germinate.  ...  ...  ... [1] [total: 7]",
            "6": "6 0610/32/o/n/18 \u00a9 ucles 2018 3 this question is about biological molecules.  choose words or phrases from the list to complete the sentences.  each word or phrase may be used once, more than once, or not at all.  calcium  carbon  carbon dioxide  carbohydrate  cellulose  chloroplasts  fat glycerol  glycogen  iron methane  nitrogen  oxygen  protein  starch  fats are composed of the elements .. , hydrogen and   .. only. all proteins contain these three elements and the element   .. .  glucose is a type of ... .  animals store excess glucose as .. in the liver.  plants store excess glucose as .. . plants also convert glucose to  .. which is used to make cell walls.  [7] [total: 7]",
            "7": "7 0610/32/o/n/18 \u00a9 ucles 2018 [turn over 4 (a) fig. 4.1 shows teeth in a human skull.   fig. 4.1   add label lines and labels to fig. 4.1 to identify an incisor tooth and a molar tooth.  [2]",
            "8": "8 0610/32/o/n/18 \u00a9 ucles 2018  (b) fig. 4.2 represents the teeth of two adults, d and e. it shows the numbers of the types of  teeth and the number of decayed teeth. 9 8 7 6 5 4 3 2 1 0 incisors canines premolars molars healthy teeth decayed teethtypes and health of teethnumber of teethadult d 9 8 7 6 5 4 3 2 1 0 incisors canines premolars molars types and health of teethnumber of teethadult ekey:   fig. 4.2",
            "9": "9 0610/32/o/n/18 \u00a9 ucles 2018 [turn over  a healthy adult human has 32 teeth.   (i) state the number of teeth e has lost.   ... [1]   (ii) state the number of decayed teeth present in d.   ... [1]   (iii) suggest two reasons why d and e have different numbers of decayed teeth. 1    ... 2    ... [2]    (iv) identify the type of tooth that decays most frequently in fig. 4.2.  ... [1]  (c) describe how bacteria are involved in tooth decay.  ...  ...  ...  ...  ... [2] [total: 9]",
            "10": "10 0610/32/o/n/18 \u00a9 ucles 2018 5 (a) fig. 5.1 shows a diagram of part of the alimentary canal and associated structures. h ... j ...   fig. 5.1   (i) state the names of the structures labelled h and j.    write your answers on fig. 5.1.  [2]   (ii) on fig. 5.1 draw label lines with letters to show:    n where faeces are stored    p where most  water is absorbed    r where digested food is absorbed.    [3]  (b) (i) state the name of the process that is defined as the movement of digested food  molecules into the cells of the body where they are used, becoming part of the cells.  ... [1]   (ii) state the name of the process that removes faeces from the body.  ... [1]",
            "11": "11 0610/32/o/n/18 \u00a9 ucles 2018 [turn over  (c) fig. 5.2 shows how the rate of reaction of a digestive enzyme changes with ph. 0.01.02.03.04.05.06.0 0 1 2 3 4 5 6 7 8 9 10 11 phrate of reaction / arbitrary units fig. 5.2   (i) describe the effect of the increase in ph on the rate of reaction shown in fig. 5.2.  ...  ...  ...  ...  ... [2]   (ii) state one factor other than ph that will affect enzyme activity.  ... [1] [total: 10]",
            "12": "12 0610/32/o/n/18 \u00a9 ucles 2018 blank page",
            "13": "13 0610/32/o/n/18 \u00a9 ucles 2018 [turn over 6 fig. 6.1 shows the sequence of events that occur in sexual reproduction.           sperm cell egg cell  s  t ball of cellsnot to scale fig. 6.1  (a) (i) state the name of cell t in fig. 6.1.  ... [1]    (ii) state the name of the process that takes place at s to form cell t in fig. 6.1.  ... [1]   (iii) state where in the human body process s takes place.  ... [1]",
            "14": "14 0610/32/o/n/18 \u00a9 ucles 2018  (b) (i) some humans have the ability to roll their tongues and some cannot roll their tongues.     this characteristic is controlled by genes.    fig. 6.2 shows two boys: boy a cannot roll his tongue and boy b can roll his tongue. boy a boy b fig. 6.2    the allele for tongue rolling ( t) is dominant to the allele for non-tongue rolling ( t).        fig. 6.3 shows a family tree for this characteristic. individual 1 and his partner are both  heterozygous for tongue rolling. key: male tongue roller male non-tongue roller female tongue roller female non-tongue roller1 2 3 4 fig 6.3     ",
            "15": "15 0610/32/o/n/18 \u00a9 ucles 2018 [turn over    complete table 6.1 by inserting the genotypes of the numbered individuals in fig. 6.3. table 6.1 individual genotype 1 3 4 [3]   (ii) individual 2 in fig. 6.3 is heterozygous for tongue rolling. he marries a woman who  cannot roll her tongue.    state all of the possible genotypes of their children and predict the ratio of phenotypes  for their children. possible offspring genotypes:   ratio of phenotypes:  ... [2] [total: 8]",
            "16": "16 0610/32/o/n/18 \u00a9 ucles 2018 7 (a) complete the sentences by placing appropriate words in the spaces to give a definition of  transpiration.   in transpiration water is lost from the .. of a plant.   the water .. from the surface of the ..     cells and water vapour is produced.   the water vapour moves by .. out of the plant through pores    called .. . [5]  (b) complete table 7.1 by  \u2022 stating two environmental conditions that affect the rate of transpiration  \u2022 stating how a decrease  in each environmental condition affects the rate of  transpiration. table 7.1 environmental condition effect of a decrease on the rate of transpiration [4] [total: 9]",
            "17": "17 0610/32/o/n/18 \u00a9 ucles 2018 [turn over 8 fig. 8.1 shows a photomicrograph of some red blood cells.  fig. 8.1  (a) (i) state the function of a red blood cell.  ... [1]   (ii) state two ways in which a red blood cell is adapted to its function. 1    ... 2    ... [2]  (b) state the name of a component of blood that is responsible for clotting.  ... [1]  (c) (i) state the name of the disease caused by a blockage in the arteries supplying the heart  muscle.  ... [1]   (ii) list three  risk factors that increase the risk of a blockage in the arteries supplying the  heart muscle. 1   2   3   [3]",
            "18": "18 0610/32/o/n/18 \u00a9 ucles 2018  (d) fig. 8.2 is a diagram of the circulatory system. the blood vessels are labelled with letters. lungs heart kidneys legs def b cga fig 8.2   complete table 8.1 by identifying the letter of the named blood vessels in fig. 8.2.  table 8.1 name of blood vessel letter aorta pulmonary artery renal vein vena cava [4]",
            "19": "19 0610/32/o/n/18 \u00a9 ucles 2018 [turn over  (e) describe how the structures of the circulatory system maintain a one-way flow of blood.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 16] ",
            "20": "20 0610/32/o/n/18 \u00a9 ucles 2018 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.9 (a) some animals are farmed intensively.   describe the negative impacts to an ecosystem of intensive livestock production.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]  (b) state why fertilisers, herbicides and insecticides are used in farming. fertilisers  ...  ... herbicides  .  ... insecticides  ...  ... [3]  (c) fertilisers, herbicides and insecticides can all pollute water.   list two other sources of water pollution. 1   2   [2] [total: 9] "
        },
        "0610_w18_qp_33.pdf": {
            "1": "*5841849284* this document consists of 18 printed pages and 2 blank pages. dc (rw/ct) 154216/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/33 paper 3  theory (core)  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.",
            "2": "2 0610/33/o/n/18 \u00a9 ucles 20181 fig. 1.1 shows six different arthropods labelled a, b, c, d, e and f. not to scalea b c d ef fig. 1.1  (a) state one feature that can be used to classify an animal as an arthropod.  ... [1]  (b) (i) state one visible feature that arthropods a, b and c have that arthropods d, e and f do  not have.  ...  ... [1]   (ii) state the letter of the organism in fig. 1.1 that is a crustacean.    give a reason for your answer.    letter ... reason  ...  ...  [2]",
            "3": "3 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (c) one of the drawings shows an arthropod named araneus  diadematus .   this arthropod has a body in two segments and it has eight legs.   (i) state the letter of the organism in fig.  1.1 that shows araneus  diadematus .    ...  [1]   (ii) state the name of the group of arthropods that includes araneus diadematus .  ... [1]  [total: 6]",
            "4": "4 0610/33/o/n/18 \u00a9 ucles 2018 2 (a) arrange the structures in the list in increasing order of organisation, starting with the smallest  structure. cell        organism         organ organ system         tissue   the first one has been done for you. cell ... ... ... ...  [3]",
            "5": "5 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (b) the boxes on the left show different parts of a flowering plant.   the boxes on the right are terms that describe different levels of organisation.   draw one straight line from each part of a flowering plant to the correct level of organisation. flower flowering plant palisade mesophyll root hairpart of a flowering plant level of organisation cell organ organism organ system tissue  [4]  [total: 7]",
            "6": "6 0610/33/o/n/18 \u00a9 ucles 2018 3 fig. 3.1 shows a food chain that is found in the sea. green alga sea snail not to scalecrab starfish fig. 3.1  (a) (i) state the name of the producer in this food chain.  ... [1]   (ii) define the term producer .  ...  ...  ... [2]   (iii) state the name of the secondary consumer in this food chain.  ... [1]   (iv) state the name of the herbivore in this food chain.  ... [1]   (v) state what the arrows in a food chain represent.  ...  ...  ... [1]",
            "7": "7 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (b) in some countries humans eat crabs.   explain how the over-harvesting of crabs could affect the other organisms in the food chain  shown in fig. 3.1 .  ...  ...  ...  ...  ...  ...  ... [3]  [total: 9]",
            "8": "8 0610/33/o/n/18 \u00a9 ucles 2018 4 fig. 4.1 shows a photograph of an area where the trees have been cut down. fig. 4.1  (a) (i) state the name of the type of habitat destruction shown in fig.  4.1.  ... [1]   (ii) list three  undesirable effects of habitat destruction. 1   2   3    [3]  (b) state three  human activities, other than cutting down large areas of trees, that can cause  habitat destruction. 1   2   3   [3]",
            "9": "9 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (c) describe how endangered species can be conserved.  ...  ...  ...  ...  ...  ...  ... [3]  (d) human activity can cause pollution of the environment.   table  4.1 shows some pollutants, the environment they pollute and some of the effects.   complete table  4.1. table 4.1 pollutant environment effect of pollutant on the environment methane air herbicides kills non-targeted plants water increased growth of water plants  [3]  [total: 13]",
            "10": "10 0610/33/o/n/18 \u00a9 ucles 2018 5 (a) coat colour in horses is controlled by genes.   the allele for black coat ( e) is dominant.   the allele for red coat ( e) is recessive.   place ticks ( \uf0fc) in the table to show the coat colours of horses with each of the following  genotypes. genotype black coat red coat ee ee ee  [2]  (b) modern horse breeds look very different to each other, but still belong to the same species.   fig. 5.1 shows three different horse breeds. thoroughbred shetland shire  fig. 5.1   state the term used to describe the difference between individuals of the same species.  ... [1]",
            "11": "11 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (c) shire horses have been produced by selective breeding. they are strong and can pull heavy  loads.   describe the process of selective breeding.  ...  ...  ...  ...  ...  ...  ... [3]  (d) describe how natural selection differs from selective breeding.  ...  ...  ...  ...  ...    [2]  [total: 8]",
            "12": "12 0610/33/o/n/18 \u00a9 ucles 2018 6 a factory uses biotechnology to process apples.  some of the apple juice is mixed with yeast and used to make ethanol.  (a) (i) state the type of respiration in yeast that produces ethanol.  ... [1]   (ii) state the name of the substance in apple juice that is converted to ethanol by yeast.  ... [1]  (b) the yeast uses enzymes to produce ethanol.   (i) define the term enzyme .  ...  ... [2]   fig. 6.1 shows apparatus used to find the best (optimum) temperature for making ethanol. yeast and apple juicestop-clock bubbles of gaswater fig. 6.1   the same apparatus was used at different temperatures.   the rate of ethanol production was compared by counting the number of bubbles of gas  produced by the yeast and apple juice mixture per minute.   (ii) state the name of the gas produced by the yeast in fig. 6.1.  ... [1]",
            "13": "13 0610/33/o/n/18 \u00a9 ucles 2018 [turn over   the results of the investigation are shown in fig.  6.2. 0 0 20 40 60 8020406080 rate of reaction / bubbles per minute temperature /  \u00b0c fig. 6.2   (iii) calculate the increase in the rate of reaction from 20  \u00b0c to 25  \u00b0c in fig. 6.2.    space for working.  ... bubbles per minute [1]   (iv) state the optimum temperature for the reaction shown in fig. 6.2.  .. \u00b0c [1]",
            "14": "14 0610/33/o/n/18 \u00a9 ucles 2018  (c) the cut surface of an apple usually turns brown when exposed to air. this is caused by  enzymes.   three slices of apple were given different treatments and were then exposed to air for  30 minutes.   table  6.1 shows the treatments and appearance of the apple slices. table 6.1 apple slice ph temperature  / \u00b0cappearance of the apple  slice at 0  minutesappearance of the apple  slice after 30  minutes a 6 20 white brown b 2 20 white white c 6  4 white white   suggest why slice  b and slice  c did not turn brown after 30  minutes. slice b  ...  ... slice c  ...  ...  [2]  (d) the enzyme pectinase is used in industry for the production of apple juice.   explain why pectinase is used when making apple juice.  ...  ...  ...  ...  ...  ...  ... [3]",
            "15": "15 0610/33/o/n/18 \u00a9 ucles 2018 [turn over  (e) hygienic conditions are required in an apple juice factory.   describe three  precautions workers should take to ensure that good food hygiene is  maintained in the apple juice factory. 1    ... 2    ... 3    ...  [3]  [total: 15]",
            "16": "16 0610/33/o/n/18 \u00a9 ucles 2018 7 (a)  (i) state one type of blood cell that is involved in the defence against disease.  ... [1]   (ii) state two ways blood cells defend the body against disease. 1   2    [2]  (b) (i) hiv is a sexually transmitted infection (sti).    define the term sexually transmitted infection .  ...  ...  ... [2]   (ii) state why antibiotics cannot be used to treat hiv infections.  ...  ...  ... [2]   (iii) explain how the spread of stis can be controlled.  ...  ...  ...  ...  ...  ...  ...  [3]  [total: 10]",
            "17": "17 0610/33/o/n/18 \u00a9 ucles 2018 [turn over 8 (a) fig. 8.1 shows some parts of the human body. a b c d e f g fig. 8.1   (i) use fig.  8.1 to complete table  8.1.    state the letter and the name of the part responsible for each function. table 8.1 function letter in fig.  8.1 name of the part produces insulin produces hydrochloric acid produces urea  [6]   (ii) state the letter of the part of the body where egestion occurs.  ... [1]   (iii) state the function of hydrochloric acid in the body.  ... [1]",
            "18": "18 0610/33/o/n/18 \u00a9 ucles 2018  (b) complete the sentences using words from the list. amino acids     anus     bladder     fatty acids     glucose rectum     uterus     ureter     urethra   you may use the words once, more than once or not at all.   urea is a waste product made from the breakdown of excess ... .  urea  passes through the kidney and forms part of the urine.   urine leaves the kidney in the .. . this tube takes the urine to the   ... where the urine is stored until it leaves the body. it leaves the  body through the ...  .  [4]  [total: 12]",
            "19": "19 0610/33/o/n/18 \u00a9 ucles 2018 blank page",
            "20": "20 0610/33/o/n/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_w18_qp_41.pdf": {
            "1": "*2203479952* this document consists of 16 printed pages. dc (st/jg) 152888/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/41 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.",
            "2": "2 0610/41/o/n/18 \u00a9 ucles 2018 1 fig. 1.1 shows a pyramid of biomass and part of the carbon cycle. co2 in atmosphere fossil fuelsdcba decomposersx 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.    ...  [1]   (iii) 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]",
            "3": "3 0610/41/o/n/18 \u00a9 ucles 2018 [turn over  (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.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]  [total: 13]",
            "4": "4 0610/41/o/n/18 \u00a9 ucles 2018 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. paper disc soaked in penicillinzone where bacteria are growing zone where bacteria are no longer growinge f 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]",
            "5": "5 0610/41/o/n/18 \u00a9 ucles 2018 [turn over  (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]",
            "6": "6 0610/41/o/n/18 \u00a9 ucles 2018 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]",
            "7": "7 0610/41/o/n/18 \u00a9 ucles 2018 [turn over  (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.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]",
            "8": "8 0610/41/o/n/18 \u00a9 ucles 2018  (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 zone  2 zone  1glass jar containing water 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. 3.2average flow-rate of water  / arbitrary units healthy roots treated roots 1 150 160 2 230 200 3 280 270   (i) 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.     % [2]",
            "9": "9 0610/41/o/n/18 \u00a9 ucles 2018 [turn over   (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]",
            "10": "10 0610/41/o/n/18 \u00a9 ucles 2018 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 w x yr s t u fig. 4.1  (a) table 4.1 describes some of the functions of the parts of the eye.   complete the table by: \u2022 naming the parts of the eye \u2022 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]",
            "11": "11 0610/41/o/n/18 \u00a9 ucles 2018 [turn over  (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: \u2022 xb \u2013 normal colour vision \u2022 xb \u2013 colour blindness.   (i)  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]",
            "12": "12 0610/41/o/n/18 \u00a9 ucles 2018    fig. 4.2 shows a pedigree diagram for colour blindness. 3 9 10 11 124 5 6 7 8colour vision female carrier female colour-blind female colour vision male carrier male colour-blind male2 1 13...key:   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.  [1]   (iv) 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]",
            "13": "13 0610/41/o/n/18 \u00a9 ucles 2018 [turn over 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]",
            "14": "14 0610/41/o/n/18 \u00a9 ucles 2018  (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. 60 50 40 30 20 10 0 0 100 80 60 40 20 140 160men women 120 alcohol consumption  / g per dayrisk of dying from liver disease / arbitrary unitskey: fig. 5.1     describe the results shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 14]",
            "15": "15 0610/41/o/n/18 \u00a9 ucles 2018 [turn over 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]",
            "16": "16 0610/41/o/n/18 \u00a9 ucles 2018 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. (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]"
        },
        "0610_w18_qp_42.pdf": {
            "1": "*3580845999* this document consists of 18 printed pages and 2 blank pages. dc (nf/ct) 152730/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/42 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.",
            "2": "2 0610/42/o/n/18 \u00a9 ucles 2018 blank page",
            "3": "3 0610/42/o/n/18 \u00a9 ucles 2018 [turn over 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. bald eagle marsh rice rat muskrat clovergrasssnow goose algae and phytoplanktonoysterstone crabspotted sandpiper mycid shrimpblenny water fleapipe fish 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]",
            "4": "4 0610/42/o/n/18 \u00a9 ucles 2018  the functioning of ecosystems relies on the cycling of nutrients.  fig. 1.2 shows part of the nitrogen cycle. nitrogen gas in the air nitrate ions plantsamino acids in plants proteins in plantsproteins in dead plants ammonium ionsd ab c 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.  ...  ...  ...  ...  ...  ...  ...  ..  [3]",
            "5": "5 0610/42/o/n/18 \u00a9 ucles 2018 [turn over  (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.  ...  ...  ...  ...  ...  ...  ...  ..  [3] [total: 13]",
            "6": "6 0610/42/o/n/18 \u00a9 ucles 2018 blank page",
            "7": "7 0610/42/o/n/18 \u00a9 ucles 2018 [turn over 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. dwarfnot to scaletall 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. enzymeamino acid   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.  ...  ...  ...  ...  ...  ...  ...  ..  [3]",
            "8": "8 0610/42/o/n/18 \u00a9 ucles 2018  (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]",
            "9": "9 0610/42/o/n/18 \u00a9 ucles 2018 [turn over   (ii) explain the disadvantages  of the type of reproduction shown in fig. 2.3.  ...  ...  ...  ...  ...  ...  ..  [3] [total: 12]",
            "10": "10 0610/42/o/n/18 \u00a9 ucles 2018 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]",
            "11": "11 0610/42/o/n/18 \u00a9 ucles 2018 [turn over   (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]",
            "12": "12 0610/42/o/n/18 \u00a9 ucles 2018 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. 0020406080100120140160180200220 30 60 90 120 150 180 210 240blood glucose concentration / mg per 100  cm3 time  / minutesba glucose solution taken fig. 4.1",
            "13": "13 0610/42/o/n/18 \u00a9 ucles 2018 [turn over   (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.  ...  ...  ...  ...  ...  ...  ...  ...  ..  [4]",
            "14": "14 0610/42/o/n/18 \u00a9 ucles 2018   (v) the doctor thought that person a had type 1 diabetes.    describe three  symptoms of type 1 diabetes.  ...  ...  ...  ...  ..  [3] [total: 15]",
            "15": "15 0610/42/o/n/18 \u00a9 ucles 2018 [turn over 5 fig. 5.1 shows a photomicrograph of human blood. phagocyte red blood celllymphocyte fig. 5.1  (a) describe the differences in appearance and the roles of the three cells labelled in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [6]",
            "16": "16 0610/42/o/n/18 \u00a9 ucles 2018  (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 forms a mesh at the break in the blood vesselprothrombin thrombin fig. 5.2   (i) complete fig. 5.2 by filling in the two empty boxes.  [1]   (ii) state two roles of blood clotting.  ...  ...  ...  ...  ..  [2]",
            "17": "17 0610/42/o/n/18 \u00a9 ucles 2018 [turn over  (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. q rp 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]",
            "18": "18 0610/42/o/n/18 \u00a9 ucles 2018   (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 .  ...  ...  ...  ...  ..  [2] [total: 15]",
            "19": "19 0610/42/o/n/18 \u00a9 ucles 2018 [turn over 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]",
            "20": "20 0610/42/o/n/18 \u00a9 ucles 2018 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. (c) there are many threats to wildlife in the galapagos.   describe ways in which endangered species can be conserved.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5]  (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]"
        },
        "0610_w18_qp_43.pdf": {
            "1": "*2480390357* this document consists of 17 printed pages and 3 blank pages. dc (ce/sw) 152729/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/43 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.",
            "2": "2 0610/43/o/n/18 \u00a9 ucles 2018 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. jh gfqp oklmn fig. 1.1",
            "3": "3 0610/43/o/n/18 \u00a9 ucles 2018 [turn over   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 nitrate ions are washed into rivers leaching f 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.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4] [total: 12]",
            "4": "4 0610/43/o/n/18 \u00a9 ucles 2018 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.  ...  ...  ... [2]",
            "5": "5 0610/43/o/n/18 \u00a9 ucles 2018 [turn over  (c) explain how meiosis can result in variation in a species.   use the words chromosome  and gametes  in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ... [4]  (d) another cause of variation is the formation of new alleles.   describe how new alleles can be formed.  ...  ...  ...  ...  ...  ...  ... [3] [total: 10]",
            "6": "6 0610/43/o/n/18 \u00a9 ucles 2018 blank page",
            "7": "7 0610/43/o/n/18 \u00a9 ucles 2018 [turn over 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. [2]   (ii) state the name of the tissue shown in fig. 3.1.  ... [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.  ...  ...  ...  ...  ...  ...  ... [3]",
            "8": "8 0610/43/o/n/18 \u00a9 ucles 2018  (b) stomata are found on the lower surface of broad bean leaves.   describe the function of stomata.  ...  ...  ...  ...  ...  ...  ... [3]  (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 open stomata ion concentration in guard cells  / pmol  0.3  2.5 guard cell volume  / \u03bcm3  4000.0  6500.0 turgor pressure in the guard cells  / mpa  2.0  4.8 width of stomatal opening  / \u03bcm  0.0  8.0   (i) ions move into guard cells by active transport.    describe how the ions move into the guard cells.  ...  ...  ... [2]",
            "9": "9 0610/43/o/n/18 \u00a9 ucles 2018 [turn over   (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.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5]   (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]",
            "10": "10 0610/43/o/n/18 \u00a9 ucles 2018 blank page",
            "11": "11 0610/43/o/n/18 \u00a9 ucles 2018 [turn over 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.  ...  ...  ...  ...  ...  ...  ... [3]",
            "12": "12 0610/43/o/n/18 \u00a9 ucles 2018  (c) fig. 4. 1 shows the concentration of glycogen in the fetus of a domestic cat during pregnancy  and immediately after birth. 00100200300400500600700 10 20 30 40 50 time since fertilisation  / daysglycogen concentration / \u03bcmol per g 60 70 80 90birth fig. 4.1   hormones stimulate changes in the concentration of glycogen in the fetus.   (i) define the term hormone .  ...  ...  ...  ...  ... [3]",
            "13": "13 0610/43/o/n/18 \u00a9 ucles 2018 [turn over   (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.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
            "14": "14 0610/43/o/n/18 \u00a9 ucles 2018  (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    ... 2    ... 3    ... [3] [total: 20]",
            "15": "15 0610/43/o/n/18 \u00a9 ucles 2018 [turn over 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. 0123456789 type of leaf spiketype 1 type 2 type 3number of individuals 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.  ...  ...  ... [2]",
            "16": "16 0610/43/o/n/18 \u00a9 ucles 2018  (c) the ecologist also measured other features of the leaves.   fig. 5.2 shows the variation in leaf feature b. 0123456789 0\u20135 6\u201310 11\u201315 leaf feature b / arbitrary units16\u201320 21\u201325number of individuals fig. 5.2   state two named features of leaves that show the type of variation shown in fig.  5.2. 1   2   [2]",
            "17": "17 0610/43/o/n/18 \u00a9 ucles 2018 [turn over  (d) after one year, the ecologist recorded the variation in leaf feature b again.   the results are shown in fig.  5.3. 0123456789 0\u20135 6\u201310 11\u201315 leaf feature b / arbitrary units16\u201320 21\u201325number of individuals fig. 5.3   suggest one reason for the difference in variation of leaf feature b after one year.  ...  ... [1] [total: 7]",
            "18": "18 0610/43/o/n/18 \u00a9 ucles 2018 6 fig. 6.1 is a diagram showing some body cells and parts of the human lymphatic and circulatory  systems. arteriole lymphatic vessel capillary venulezab y not to scalex 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]",
            "19": "19 0610/43/o/n/18 \u00a9 ucles 2018  (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]",
            "20": "20 0610/43/o/n/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_w18_qp_51.pdf": {
            "1": "*9077378872* this document consists of 11 printed pages and 1 blank page. dc (nf/sw) 151302/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/51 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/o/n/18 \u00a9 ucles 2018 1 grapes are soft fruits that contain sugars.  you are going to investigate the concentration of reducing sugars in grapes.  read all the instructions but do not carry them out until you have drawn a table for   your results in the space provided in 1(a)(iii).  you should use the safety equipment provided while you are carrying out the practical work. step 1  put 50  cm3 of distilled water into a measuring cylinder. step 2  place four of the grapes into the measuring cylinder and record the total volume of  distilled water and grapes in the measuring cylinder in table 1.1.  (a) (i) calculate the total volume of the four grapes and record it in table 1.1. table 1.1 total volume of distilled water  and grapes in the measuring  cylinder  / cm3total volume of the  grapes  / cm3 [1]   (ii) calculate the average volume of one grape using your answer to 1(a)(i) .    space for working.   ...  cm3  [1] step 3  label a test-tube g. step 4  pour the contents of the measuring cylinder into the container labelled waste .   remove the four grapes and dry them with a paper towel. return the four grapes to the  petri dish base. step 5  use a spatula to crush all of the grapes in the petri dish base and try to extract as much  juice as possible. pour the grape juice into the small beaker labelled grape juice . step 6  use a clean syringe to put 5.0  cm3 of the grape juice into test-tube g. step 7  label three test-tubes, s1, s2 and s3. step 8  add 5.0  cm3 of the solution labelled s to the test-tube labelled s1. step 9  add 1.0  cm3 of the solution labelled s to the test-tube labelled s2 and then add 4.0  cm3 of  distilled water. mix the contents of s2. step 10  add 0.2  cm3 of the solution labelled s to the test-tube labelled s3 and then add 4.8  cm3 of  distilled water. mix the contents of s3.",
            "3": "3 0610/51/o/n/18 \u00a9 ucles 2018 [turn over step 11  use a clean syringe to add 5.0  cm3 of benedict\u2019s solution to each of test-tubes s1, s2,  s3 and g.   raise your hand when you are ready for hot water to be added to the beaker labelled  water-bath . step 12  place the test-tubes s1, s2, s3  and g into the water-bath at the same time.   start timing and record the time at which a colour change first appears in each test-tube.   record your results in your table in 1(a)(iii) .   (iii) prepare a table to record your results.    your table should include: \u2022 the solutions tested \u2022 the time, in seconds, of the first appearance of a colour change in each solution.    record your results in your table as you carry out the practical work. [4]  (b) (i)  the concentration of reducing sugar in solution s and s1 is 200  g per dm3.    the concentration of reducing sugar in solution s3 is 8 g per dm3.    calculate the concentration of reducing sugar in solution s2, using the information in  step 9. concentration of reducing sugar in s2  ..  g per dm3. [2]",
            "4": "4 0610/51/o/n/18 \u00a9 ucles 2018   (ii) state a conclusion for your reducing sugar investigation.  ...  ...  ...  ..  [1]  (c) (i) state one variable that you kept constant in your investigation.  ..  [1]   (ii) the method used in step 12 contains two potential sources of error .    state one source of error and suggest an improvement to minimise the error. error  ...  ... improvement  .  ...  ... [2]   (iii) identify one safety precaution you used when carrying out this investigation and give a  reason for this precaution. safety precaution  ...  ... reason for the safety precaution    ... [2]",
            "5": "5 0610/51/o/n/18 \u00a9 ucles 2018 [turn over  (d) grapes develop in large groups attached to their parent plant. as they develop, grapes  increase in size and ripen.   fig. 1.1 shows one group of grapes. fig. 1.1   a student suggested that the concentration of reducing sugars in grapes changed as the  grapes developed and ripened.   describe how the method you used in steps 3 to 12 could be modified to determine if there is  a change in the concentration of reducing sugars in grapes during development.  ...  ...  ...  ...  ...  ...  ..  [2]",
            "6": "6 0610/51/o/n/18 \u00a9 ucles 2018  (e) some students placed eight grapes, that had been picked at different ages, into water. they  measured the change in the volume of the grapes after 24 hours.   table 1.2 shows the results of this investigation. table 1.2 age of  grapes when  picked  / daysstarting volume  of grapes  / cm3final volume of grapes  after 24 hours  / cm3percentage change in volume  12  5.0  5.5 10  24  7.6  8.5 12  36 12.0 13.7 14  48 17.0 19.7 16  60 22.0 26.0 18  72 25.0 30.0 20  84 30.0 36.6  96 36.0 45.0 25 108 42.0 54.6 30 120 55.0 74.3 35   (i) calculate the percentage change in volume of grapes aged 84 days.    write your answer in table 1.2.    show your working. [2]",
            "7": "7 0610/51/o/n/18 \u00a9 ucles 2018 [turn over   (ii) plot a line graph on the grid of the age of the grapes against the percentage change in  volume. [4]   (iii) describe the trends shown by the results in table 1.2 and your graph.  ...  ...  ...  ..  [2]   (iv) state the variable that was changed (independent variable) in this investigation.  ..  [1] [total: 25]",
            "8": "8 0610/51/o/n/18 \u00a9 ucles 2018 2 fig. 2.1 shows a photomicrograph of part of the lung of a mammal. magnification \u00d71200alveoluscells forming the wall of an alveoluscells forming the wall of a capillary capillary a fig. 2.1  (a) (i) measure the diameter of the capillary labelled a using the two lines drawn on the capillary  in fig. 2.1. include the unit.    diameter 1     diameter 2     calculate the average diameter of capillary a.    [2]",
            "9": "9 0610/51/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the actual average diameter of capillary a using your answer to 2(a)(i)  and the  formula: magnification  = average diameter of capillary a on fig. 2.1 actual average diameter of capillary a    1 mm = 1000  \u03bcm    give your answer to the nearest whole \u03bcm.   ..  \u03bcm [3]   (iii) make a large drawing of three alveoli and one capillary, that are next to each other in  fig. 2.1. do not draw individual cells. [4]",
            "10": "10 0610/51/o/n/18 \u00a9 ucles 2018  (b) some students measured the average increase in chest circumference, during breathing,  when at rest. each student wrapped a tape measure around their chest just below the armpits,  as shown in fig. 2.2. fig. 2.2   each student then breathed out and took a measurement of their chest circumference.  they then breathed in and took a second measurement. the difference between the two  measurements is the increase in chest circumference.   table 2.1 shows the results of their measurements. table 2.1 increase in chest circumference  / mm male female 40 32 31 37 48 25 28 38 46 27 33 30 39 22 41 38 25 27 39 34 average 37   (i) calculate the average increase in chest circumference for females.    write your answer in table 2.1.  [1]",
            "11": "11 0610/51/o/n/18 \u00a9 ucles 2018   (ii) describe how the students could find out the effect of exercise intensity on chest  circumference during breathing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ..  [5] [total: 15]",
            "12": "12 0610/51/o/n/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_w18_qp_52.pdf": {
            "1": "*5363957393* this document consists of 10 printed pages and 2 blank pages. dc (lk/sw) 152884/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/52 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/o/n/18 \u00a9 ucles 2018 1 fruit juice can be produced by crushing and squeezing fresh fruit. the juice produced in this way  is often cloudy.  the enzyme pectinase is used to produce clear fruit juice. this process is called clarification.  fig. 1.1 shows fruit juice before and after clarification. before afterprecipitate fig. 1.1  you are going to investigate the effect of pectinase concentration on the clarification of apple juice.  you are provided with freshly prepared apple juice in a beaker labelled a, water in a beaker  labelled w, and a 5% pectinase solution in a beaker labelled e.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(b).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  label four test-tubes p1, p2, p3 and p4.  step 2   make up the different concentrations of pectinase by using the syringes provided to add  water and pectinase solution to the test-tubes as shown in table 1.1. table 1.1 test-tube volume of water w  / cm3volume of 5%   pectinase solution   e / cm3final percentage  concentration of  pectinase solution p1 0.00 1.00 5.0 p2 0.50 0.50 2.5 p3 0.75 0.25 p4 1.00 0.00 0.0",
            "3": "3 0610/52/o/n/18 \u00a9 ucles 2018 [turn over  (a) calculate the final concentration of the pectinase solution in test-tube p3.   show your working and write your answer, to one decimal place, in table 1.1.  [2]  step 3  raise your hand when you are ready for hot water to be added to the water-bath .  step 4  add 5  cm3 of apple juice a to each of test-tubes p1, p2, p3 and p4.     carefully mix the contents of each test-tube by shaking them gently and place all four  test-tubes into the water-bath .  step 5  immediately start the timer and leave for five minutes. do not shake the test-tubes again.  step 6   after five minutes, use a ruler to measure the height of the precipitate formed in each of  the four test-tubes, as shown in fig. 1.2. if no precipitate has formed record this as \u20180\u2019 in  your table. return the test-tubes to the water-bath.    record the measurements in your table in 1(b). precipitate not to scale012345678910 fig. 1.2  step 7  leave the four test-tubes in the water-bath  for a further  five minutes.  step 8   after five minutes repeat the measurement of the height of any precipitate in each of  test-tubes p1, p2, p3 and p4. record the measurements in your table in 1(b).  step 9   return the test-tubes to the water-bath and repeat step 7 and step 8 to take a final set of  measurements.",
            "4": "4 0610/52/o/n/18 \u00a9 ucles 2018  (b) prepare a table to record your results.  [4]  (c) state a conclusion for your results.  ...  ...  ...  ...  ... [2]  (d) (i) state the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) state two variables that were kept constant in this investigation. 1   2    [2]   (iii) identify one possible error in step 6 and suggest an improvement. error  ...  ... improvement  .  ...  ...  [2]",
            "5": "5 0610/52/o/n/18 \u00a9 ucles 2018 [turn over  (e) explain the purpose of test-tube p4.  ...  ...  ...  ...  ..  [2]  (f) a student stated the hypothesis:   \u201ctreating fruit juice with pectinase reduces the vitamin c content of the fruit juice\u201d.   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (g) a student wanted to find out if fruit juice contained starch.   state the result you would expect for a positive test for starch.  ..  [1]",
            "6": "6 0610/52/o/n/18 \u00a9 ucles 2018  (h) fig. 1.3 shows a cross-section of a tomato fruit. fig. 1.3   make a large drawing of the cross-section of tomato fruit.  [4]  [total: 26]",
            "7": "7 0610/52/o/n/18 \u00a9 ucles 2018 [turn over2 a student investigated the number of petals on the flowers of two species of daisy, species a and  species b.  (a) fig. 2.1 shows one daisy flower of species a. xy fig. 2.1   the actual length of petal xy of the daisy in fig. 2.1 was measured by the student as 5 mm.   measure the length of petal xy on fig. 2.1. include the units.   length of xy on fig. 2.1 ...    use the formula to calculate the magnification of the photograph.    magnification = length of xy on fig. 2.1 actual length of petal xy   show your working.      [2]",
            "8": "8 0610/52/o/n/18 \u00a9 ucles 2018 the student collected 10 flowers from species a and 10 flowers from species b. they counted the  number of petals on each flower.  fig. 2.2 shows some of the daisy flowers of species a. 109 fig. 2.2  (b) (i) count the number of petals on flowers 9 and 10 in fig. 2.2 and record the number of  petals in table 2.1. table 2.1 number of petals flower number species a species b 1 16 7 2 15 5 3 13 5 4 20 6 5 20 6 6 15 7 7 17 5 8 15 6 9 6 10 5 average number of petals 17   [1]",
            "9": "9 0610/52/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the average number of petals for species b.     write your answer in table 2.1. give your answer to the nearest whole number.    space for working.  [1]   (iii) suggest one method that could be used to ensure that the counting of the number of  petals is accurate.  ...  ...  ... [1]  (c) plot a bar chart on the grid of the average number of petals for species a and species b from  table 2.1.  [3]",
            "10": "10 0610/52/o/n/18 \u00a9 ucles 2018  (d) state two reasons why the student should have repeated the investigation.  1    ... 2    ...  [2]  (e) the student noticed that insects fed on the nectar produced by the flowers.   (i) describe the test that the student would use to find out if the nectar contains reducing  sugars.  ...  ...  ...  ...  ...  ... [3]   (ii) state one safety precaution that should be taken when carrying out the test for reducing  sugars.  ...  ... [1]  [total: 14]",
            "11": "11 0610/52/o/n/18 \u00a9 ucles 2018 blank page",
            "12": "12 0610/52/o/n/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_w18_qp_53.pdf": {
            "1": "*6873358006* this document consists of 9 printed pages and 3 blank pages. dc (rw/sg) 152890/4 \u00a9 ucles 2018  [turn overbiology  0610/53 paper 5  practical test  october/november 2018  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge international examinations cambridge international general certificate of secondary education for examiner\u2019s use 1 2 total this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/53/o/n/18 \u00a9 ucles 2018 1 catalase is an enzyme found in plant and animal cells. it catalyses the break down of hydrogen  peroxide to form water and oxygen. 2h2o2      2h2o  +  o2  hydrogen peroxide  water  oxygen  the oxygen produced during the reaction forms a foam on the surface of the mixture of hydrogen  peroxide and catalase. the height of the foam can be used as a measure of the activity of the  catalase present.  you are going to investigate the effect of cooking on the activity of catalase in potato tissue.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should wear the gloves and eye protection provided during the practical work in  question  1.  step 1  label one large test-tube c and the other large test-tube u.  step 2  you are provided with two potato sticks, place them on the white tile. cut each potato  stick to exactly 4  cm in length.  step 3  cut one potato stick into four, 1  cm long, pieces as shown in fig.  1.1. repeat this with the  other potato stick. 1 cm not to scale fig. 1.1  step 4  raise your hand when you are ready for hot water to be added to the beaker labelled  hot water .  step 5  place four of the 1  cm pieces of potato into the hot water . leave them in the hot water  for five minutes.   while you are waiting continue with the other questions.  step 6  after five minutes use forceps to carefully remove the four cooked potato pieces from the  hot water  and put them into the large test -tube labelled c.  step 7  put the remaining four uncooked potato pieces into the large test -tube labelled u.  step 8  use the syringe to put 15  cm3 of hydrogen peroxide solution into each of the large  test-tubes. leave them for three minutes.",
            "3": "3 0610/53/o/n/18 \u00a9 ucles 2018 [turn over  step 9  after three minutes place the ruler against the outside of each of the large test -tubes and  measure the height of the foam produced in each large test -tube. think about how you  will do this so that the height measured can be compared between the two test -tubes.   record these measurements in your table in 1(a)(i) .  (a) (i) prepare a table to record your results.  [4]   (ii) describe how you made sure that your measurements of the height of the foam in each  large test -tube could be compared.  ...  ...  ... [1]   (iii) state a conclusion for these results.  ...  ...  ... [1]  (b) (i) identify the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) state three  variables, other than the way in which you measured the height of the foam,  that should have been kept constant in the investigation. 1   2   3    [3]",
            "4": "4 0610/53/o/n/18 \u00a9 ucles 2018  (c) identify three  sources of error in this method. 1    ... 2    ... 3    ...  [3]  (d) a student was asked to test the hypothesis:    catalase activity is the same in all species of plants.   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
            "5": "5 0610/53/o/n/18 \u00a9 ucles 2018 [turn over  (e) potatoes contain a lot of starch. when potatoes start to grow to form new plants, the starch is  broken down by the enzyme amylase to form reducing sugars.   explain how you could test samples of potato to show that starch and reducing sugars are  present. starch    ...  ... reducing sugars    ...  ...  ...  [5]  [total: 24]",
            "6": "6 0610/53/o/n/18 \u00a9 ucles 2018 2 woodlice are small animals.  the rate of respiration of a woodlouse can be measured using a simple respirometer as shown in  fig. 2.1.  as the woodlouse respires the drop of coloured liquid moves along the capillary tube. cm 1 2 3 4 5 6ruler capillary tubewoodlouse potassium hydroxide to absorb carbon dioxideairtight bungdrop of coloured liquidstart mesh barrier cmruler capillary tubewoodlouse potassium hydroxide to absorb carbon dioxideairtight bungdrop of coloured liquidafter 30 minutes mesh barrier 1 2 3 4 5 6 fig. 2.1  (a) (i) record the position of the drop of coloured liquid in the capillary tube shown in fig.  2.1 at  the start  and after 30  minutes .  start  . mm  after 30 minutes  . mm  [1]   (ii) using the information in 2(a)(i) , calculate the rate of movement of the drop of coloured  liquid in mm per minute. give your answer to one decimal place.    space for working.    mm per minute  [2]",
            "7": "7 0610/53/o/n/18 \u00a9 ucles 2018 [turn over  (b) the rate of movement of the drop of coloured liquid along the respirometer can be used  as a measure of the rate of respiration. a student used the apparatus shown in fig.  2.1 to  investigate the rate of respiration in different species of small animals.   the results are shown in table  2.1. table 2.1 animal speciesrate of movement of drop of coloured liquid / mm per minute repeat 1 repeat 2 repeat 3 average a 1.6 1.7 1.3 1.5 b 0.9 1.0 0.7 0.9 c 2.4 2.6 2.5 2.5 d 1.9 2.0 1.9 1.9   (i) plot a bar chart on the grid to show the average rate of movement of the drop of coloured  liquid in the capillary tube for the four different species of animal.  [3]   (ii) state which letter represents the animal species with the highest rate of respiration.  ... [1]",
            "8": "8 0610/53/o/n/18 \u00a9 ucles 2018   (iii) the student decided it would be better to calculate the rate of respiration per gram of  animal so that the values could be compared.    describe how the student could find out the rate of respiration per gram of animal.  ...  ...  ...  ... [2]  (c) fig. 2.2 shows a photograph of a woodlouse. p q fig. 2.2   (i) draw a large diagram of the woodlouse in fig.  2.2.  [4]",
            "9": "9 0610/53/o/n/18 \u00a9 ucles 2018   (ii) the magnification of the woodlouse in fig.  2.2 is \u00d79.    measure the width of the woodlouse along line pq. include the unit.    length of line pq ..    calculate the actual width of the woodlouse using the formula. include the unit. magnification = length of line pq on fig. 2.2 actual width of woodlouse    show your working and give your answer to two decimal places.     [3]  [total: 16]",
            "10": "10 0610/53/o/n/18 \u00a9 ucles 2018 blank page",
            "11": "11 0610/53/o/n/18 \u00a9 ucles 2018 blank page",
            "12": "12 0610/53/o/n/18 \u00a9 ucles 2018 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.blank page"
        },
        "0610_w18_qp_61.pdf": {
            "1": "*3086942782* 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 12 printed pages and 4 blank pages. dc (st/sw) 150979/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/61 paper 6  alternative to practical  october/november 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.",
            "2": "2 0610/61/o/n/18 \u00a9 ucles 2018 1  grapes are soft fruits that contain sugars.  some students investigated the concentration of reducing sugars in grapes.   (a) step 1   the students determined the volume of the grapes by placing 50  cm3 of distilled  water into a measuring cylinder.   step 2   four grapes were placed into the measuring cylinder and the total volume of the  distilled water and grapes was measured.   fig. 1.1 shows the total volume of the distilled water and grapes in the measuring cylinder. 90100 80 70 60 50 40 30 20 10grapeswater fig. 1.1   (i)   table 1.1 total volume of distilled water  and grapes in the measuring  cylinder  / cm3total volume of the grapes  / cm3    calculate the total volume of the four grapes using the information in step 1 and fig. 1.1.    write your answers in table 1.1.  [1]",
            "3": "3 0610/61/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the average volume of one grape using your answer to 1(a)(i) .    space for working.   ..  cm3 [1]   step 3  three test-tubes were labelled, s1, s2 and s3.   step 4  5.0 cm3 of a sugar solution ( s) was added to test-tube s1.   step 5  1.0 cm3 of solution s and 4.0  cm3 of distilled water were added to test-tube s2.      the contents of s2 were mixed.    step 6  0.2 cm3 of solution s and 4.8  cm3 of distilled water were added to test-tube s3.      the contents of s3 were mixed.   step 7  grape juice was extracted from ten grapes.   step 8   5.0 cm3 of the extracted grape juice was placed into a test -tube labelled g.   step 9  5.0 cm3 of benedict\u2019s solution was added to each of test-tubes s1, s2, s3 and g.   step 10    test-tubes s1, s2, s3 and g were placed into an 80  \u00b0c water-bath.   step 11  the time at which a colour change first appeared in each test-tube was recorded.    step 12  steps 3 to 11 were repeated to obtain a second set of results.",
            "4": "4 0610/61/o/n/18 \u00a9 ucles 2018  fig. 1.2 shows the students\u2019 results in minutes and seconds. s1trial 2trial 1 s2 s3 gs1 s2 s3 g fig. 1.2   (iii) prepare a table to record the results, shown in fig. 1.2.    your table should include:    \u2022 the solutions tested    \u2022 the time, in seconds, of the first appearance of a colour change in each solution. [4]  (b)  (i)  the concentration of reducing sugar in solution s1 is 200  g per dm3.    the concentration of reducing sugar in solution s3 is 8 g per dm3.    calculate the concentration of reducing sugar in solution s2, using the information in  step 5.  concentration of reducing sugar in s2  ..  g per dm3 [2]",
            "5": "5 0610/61/o/n/18 \u00a9 ucles 2018 [turn over   (ii) state a conclusion for the reducing sugar investigation.  ...  ...  ... [1]  (c) (i) state one variable that was kept constant in the reducing sugar investigation.  ... [1]   (ii) the method used to estimate the concentration of reducing sugar in grapes contains  potential sources of error.    state one source of error and suggest an improvement to minimise the error. error  ...  ... improvement  .  ...  ... [2]    (iii) identify one safety precaution that should be used when carrying out this investigation  and give a reason for this precaution. safety precaution  ...  ... reason for the safety precaution    ... [2]",
            "6": "6 0610/61/o/n/18 \u00a9 ucles 2018 blank page",
            "7": "7 0610/61/o/n/18 \u00a9 ucles 2018 [turn over  (d) grapes develop in large groups attached to their parent plant. as they develop, grapes  increase in size and ripen.    fig. 1.3 shows one group of grapes. fig. 1.3     a student suggested that the concentration of reducing sugars in grapes changed as the  grapes developed and ripened.   describe how the method used in steps 3 to 12 could be modified to determine if there is a  change in the concentration of reducing sugars in grapes during development.  ...  ...  ...  ...  ...  ...  ... [2]",
            "8": "8 0610/61/o/n/18 \u00a9 ucles 2018  (e) some students placed eight grapes, that had been picked at different ages, into water. they  measured the change in the volume of the grapes after 24 hours.    table 1.2 shows the results of this investigation.  table 1.2  age of grapes  when picked  / daysstarting volume of grapes  / cm3final volume after  24 hours  / cm3 percentage  change in volume  12  5.0  5.5 10  24  7.6  8.5 12  36 12.0 13.7 14  48 17.0 19.7 16  60 22.0 26.0 18  72 25.0 30.0 20  84 30.0 36.6  96 36.0 45.0 25 108 42.0 54.6 30 120 55.0 74.3 35     (i) calculate the percentage change in volume of grapes aged 84 days.     write your answer in table 1.2.    show your working. [2]",
            "9": "9 0610/61/o/n/18 \u00a9 ucles 2018 [turn over   (ii) plot a line graph on the grid of the age of the grapes against the percentage change in  volume. [4]   (iii) describe the trends shown by the results in table 1.2 and your graph.  ...  ...  ...  ... [2]   (iv) state the variable that was changed (independent variable) in this investigation.  ..  [1] [total: 25]",
            "10": "10 0610/61/o/n/18 \u00a9 ucles 2018 2 fig. 2.1 shows a photomicrograph of part of the lung of a mammal. magnification \u00d71200alveoluscells forming the wall of an alveoluscells forming the wall of a capillary capillary a fig. 2.1  (a) (i) measure the diameter of the capillary labelled a using the two lines drawn on the capillary  in fig. 2.1. include the unit.    diameter 1     diameter 2     calculate the average diameter of capillary a.    [2]",
            "11": "11 0610/61/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the actual average diameter of capillary a using your answer to 2(a)(i)  and the  formula: magnification  = average diameter of capillary a on fig. 2.1 actual average diameter of capillary a    1 mm = 1000  \u03bcm    give your answer to the nearest whole \u03bcm.   ..  \u03bc m [3]   (iii) make a large drawing of three alveoli and one capillary, that are next to each other in  fig. 2.1. do not draw individual cells. [4]   ",
            "12": "12 0610/61/o/n/18 \u00a9 ucles 2018  (b) some students measured the average increase in chest circumference, during breathing,  when at rest. each student wrapped a tape measure around their body just below the armpits,  as shown in fig. 2.2. fig. 2.2   each student then breathed out and took a measurement of their chest circumference.  they then breathed in and took a second measurement. the difference between the two  measurements is the increase in chest circumference.   table 2.1 shows the results of their measurements. table 2.1 increase in chest circumference  / mm male female  40 32 31 37 48 25 28 38 46 27 33 30 39 22 41 38 25 27 39 34 average 37   (i) calculate the average increase in chest circumference for females.    write your answer in table 2.1.  [1] ",
            "13": "13 0610/61/o/n/18 \u00a9 ucles 2018   (ii) describe how the students could find out the effect of exercise intensity on chest  circumference during breathing.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [5] [total: 15]",
            "14": "14 0610/61/o/n/18 \u00a9 ucles 2018 blank page",
            "15": "15 0610/61/o/n/18 \u00a9 ucles 2018 blank page",
            "16": "16 0610/61/o/n/18 \u00a9 ucles 2018 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."
        },
        "0610_w18_qp_62.pdf": {
            "1": "*1091265997* this document consists of 12 printed pages. dc (rw/sw) 152886/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education biology  0610/62 paper 6  alternative to practical  october/november 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.",
            "2": "2 0610/62/o/n/18 \u00a9 ucles 2018 1 fruit juice can be produced by crushing and squeezing fresh fruit. the juice produced in this way  is often cloudy.  the enzyme pectinase is used to produce clear fruit juice. this process is called clarification.  fig. 1.1 shows fruit juice before and after clarification. before afterprecipitatecloudy apple juice clear apple juice fig. 1.1  a student investigated the effect of pectinase concentration on the clarification of apple juice.  the student was provided with freshly prepared apple juice, water and a 5% pectinase solution.  step 1  four test-tubes were labelled p1, p2, p3 and p4.  step 2  syringes were used to add the volumes of water and 5% pectinase solution shown in  table  1.1 to each of the test-tubes. table 1.1 test-tubevolume of water  / cm3volume of 5%  pectinase solution  / cm3final percentage  concentration of  pectinase solution p1 0.00 1.00 5.0 p2 0.50 0.50 2.5 p3 0.75 0.25 p4 1.00 0.00 0.0",
            "3": "3 0610/62/o/n/18 \u00a9 ucles 2018 [turn over  (a) calculate the final concentration of the pectinase solution in test -tube p3.   show your working and write your answer, to one decimal place, in table  1.1.  [2]  step 3  5 cm3 of apple juice was added to each of test -tubes p1, p2, p3 and p4.  step 4  the contents of each test -tube were carefully mixed using a glass rod.  step 5  a stop-clock was immediately started.  step 6  after five minutes, the height of the precipitate formed was measured using a ruler, as  shown in fig. 1.2. if no precipitate had formed in the test-tube, it was recorded as \u20180\u2019. precipitate not to scaleclear apple juice 012345678910 fig. 1.2    care was taken not to shake the test -tubes.  step 7  after a further five minutes, the student repeated the measurement of the precipitates in  the test-tubes.",
            "4": "4 0610/62/o/n/18 \u00a9 ucles 2018  fig. 1.3 shows the test-tubes at 0, 5 and 10  minutes. p1 0 minutes 5 minutes 10 minutesp2 p3 p4 p1 p2 p3 p4 p1 p2 p3 p4 fig. 1.3",
            "5": "5 0610/62/o/n/18 \u00a9 ucles 2018 [turn over  (b) prepare a table to record the results.   measure the height of the precipitate in each test-tube in fig. 1.3.   record the measurements in your table.  [4]  (c) state a conclusion for the results.  ...  ...  ...  ...  ... [2]  (d) (i) state the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) state two variables that should have been kept constant in this investigation. 1   2    [2]",
            "6": "6 0610/62/o/n/18 \u00a9 ucles 2018   (iii) identify one possible error in step  6 and suggest an improvement. error  ...  ... improvement  .  ...  ...  [2]  (e) explain the purpose of test-tube p4.  ...  ...  ...  ...  ... [2]  (f) a student stated the hypothesis:   \u201ctreating fruit juice with pectinase reduces the vitamin c content of the fruit juice\u201d.   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]",
            "7": "7 0610/62/o/n/18 \u00a9 ucles 2018 [turn over  (g) fig. 1.4 shows a cross -section of a tomato fruit. fig. 1.4   make a large drawing of the cross -section of tomato fruit.  [4]",
            "8": "8 0610/62/o/n/18 \u00a9 ucles 2018  (h) a student wanted to find out if tomatoes contained starch.   state the result you would expect for a positive test for starch.  ... [1]  [total: 26]",
            "9": "9 0610/62/o/n/18 \u00a9 ucles 2018 [turn over2 a student investigated the number of petals on the flowers of two species of daisy, species a and  species b.  (a) fig. 2.1 shows one daisy flower of species a. xy fig. 2.1   the actual length of petal xy of the daisy in fig. 2.1 was measured by the student as 5 mm.   measure the length of petal xy on fig. 2.1. include the units.   length of xy on fig. 2.1       use the formula to calculate the magnification of the photograph. magnification = length of xy on fig. 2.1 actual length of petal xy   show your working.     [2]",
            "10": "10 0610/62/o/n/18 \u00a9 ucles 2018 the student collected 10 flowers from species a and 10 flowers from species b. they counted the  number of petals on each flower.  fig. 2.2 shows some of the daisy flowers of species a. 109 fig. 2.2  (b) (i) count the number of petals on flowers 9 and 10 in fig. 2.2 and record the number of  petals in table 2.1. table 2.1 number of petals flower number species a species b 1 16 7 2 15 5 3 13 5 4 20 6 5 20 6 6 15 7 7 17 5 8 15 6 9 6 10 5 average number of petals 17  [1]",
            "11": "11 0610/62/o/n/18 \u00a9 ucles 2018 [turn over   (ii) calculate the average number of petals for species  b.    write your answer in table  2.1. give your answer to the nearest whole number.    space for working.  [1]   (iii) suggest one method that could be used to ensure that the counting of the number of  petals is accurate.  ...  ...  ... [1]  (c) plot a bar chart on the grid of the average number of petals for species  a and species  b from  table  2.1.  [3]",
            "12": "12 0610/62/o/n/18 \u00a9 ucles 2018 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. (d) state two reasons why the student should have repeated the investigation. 1    ... 2    ...  [2]  (e) the student noticed that insects fed on the nectar produced by the flowers.   (i) describe the test that the student would use to find out if the nectar contains reducing  sugars.  ...  ...  ...  ...  ...  ... [3]   (ii) state one safety precaution that should be taken when carrying out the test for reducing  sugars.  ...  ... [1]  [total: 14]"
        },
        "0610_w18_qp_63.pdf": {
            "1": "*2515046532* this document consists of 10 printed pages and 2 blank pages. dc (st/jg) 152887/5 \u00a9 ucles 2018  [turn overbiology  0610/63 paper 6  alternative to practical  october/november 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.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0610/63/o/n/18 \u00a9 ucles 2018 blank page",
            "3": "3 0610/63/o/n/18 \u00a9 ucles 2018 [turn over 1 catalase is an enzyme found in plant and animal cells. it catalyses the break down of hydrogen  peroxide to form water and oxygen.  2h2o2  2h2o + o2  hydrogen peroxide   water   oxygen  the oxygen produced during the reaction forms a foam on the surface of the mixture of hydrogen  peroxide and catalase. the height of the foam can be used as a measure of the activity of the  catalase present.  a student investigated the effect of cooking on the activity of catalase in potato tissue using 3%  hydrogen peroxide.  the student used the following method:  step 1  cut two potato sticks so that they are identical in both shape and size.  step 2  put 5  cm3 of hydrogen peroxide solution into a test-tube labelled uncooked potato .  step 3   put 5  cm3 of hydrogen peroxide solution into a test-tube labelled cooked potato .  step 4   put one of the potato sticks into a beaker of hot water (90  \u00b0c) and leave it for five minutes  before carefully removing it.  step 5   put the potato stick from step 4 into the test-tube labelled cooked potato .  step 6   put the uncooked potato stick into the test-tube labelled uncooked potato .  step 7   leave the potato sticks in the hydrogen peroxide for three minutes and then measure  the height of the foam produced in each of the test-tubes.",
            "4": "4 0610/63/o/n/18 \u00a9 ucles 2018  fig. 1.1 shows the test-tubes after three minutes. cm12345678910111213 uncooked potatocooked potato foam test-tubehydrogen peroxide desk ruler potato stick fig. 1.1",
            "5": "5 0610/63/o/n/18 \u00a9 ucles 2018 [turn over  (a) (i) prepare a table for the student\u2019s results.    measure the height of the foam in each of the test -tubes in fig.  1.1. record these values  in your table. [3]   (ii) calculate the difference in the height of the foam produced by cooked and uncooked  potato after three minutes. include the units.    space for working.    [1]   (iii) describe how you made sure that your measurements of the height of the foam in each  test-tube could be compared.  ...  ...  ... [1]   (iv) state a conclusion for these results.  ...  ...  ... [1]",
            "6": "6 0610/63/o/n/18 \u00a9 ucles 2018  (b) (i) identify the variable that was changed (independent variable) in this investigation.  ... [1]   (ii) state three  variables, other than the way in which you measured the height of the foam,  that should have been kept constant in this investigation. 1   2   3   [3]  (c) identify three  sources of error in this method. 1    ... 2    ... 3    ... [3]",
            "7": "7 0610/63/o/n/18 \u00a9 ucles 2018 [turn over  (d) a student was asked to test the hypothesis:    catalase activity is the same in all species of plants.   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ... [6]  (e) potatoes contain a lot of starch. when potatoes start to grow to form new plants, the starch is  broken down by the enzyme amylase to form reducing sugars.    explain how you could test samples of potato to show that starch and reducing sugars are  present. starch    ...  ... reducing sugars    ...  ...  ... [5] [total: 24]",
            "8": "8 0610/63/o/n/18 \u00a9 ucles 2018 2 woodlice are small animals.  the rate of respiration of a woodlouse can be measured using a simple respirometer as shown in  fig. 2.1.  as the woodlouse respires the drop of coloured liquid moves along the capillary tube. cmruler capillary tubewoodlouse potassium hydroxide to absorb carbon dioxideairtight bungdrop of coloured liquidstart mesh barrier cmruler capillary tubewoodlouse potassium hydroxide to absorb carbon dioxideairtight bungdrop of coloured liquidafter 30 minutes mesh barrier1 2 3 4 5 6 1 2 3 4 5 6 fig. 2.1  (a) (i) record the position of the drop of coloured liquid in the capillary tube shown in fig. 2.1 at  the start  and after 30 minutes .   start    mm    after 30 minutes    mm [1]   (ii) using the information in 2(a)(i) , calculate the rate of movement of the drop of coloured  liquid in mm per minute. give your answer to one decimal place.    space for working.   ..  mm per minute [2]",
            "9": "9 0610/63/o/n/18 \u00a9 ucles 2018 [turn over  (b) the rate of movement of the drop of coloured liquid along the respirometer can be used  as a measure of the rate of respiration. a student used the apparatus shown in fig. 2.1 to  investigate the rate of respiration in different species of small animals.   the results are shown in table 2.1. table 2.1 animal speciesrate of movement of drop of coloured liquid  / mm per minute repeat 1 repeat 2 repeat 3 average a 1.6 1.7 1.3 1.5 b 0.9 1.0 0.7 0.9 c 2.4 2.6 2.5 2.5 d 1.9 2.0 1.9 1.9   (i) plot a bar chart on the grid to show the average rate of movement of the drop of coloured  liquid in the capillary tube for the four different species of animal. [3]   (ii) state which letter represents the animal species with the highest rate of respiration.   ... [1]",
            "10": "10 0610/63/o/n/18 \u00a9 ucles 2018   (iii) the student decided it would be better to calculate the rate of respiration per gram of  animal so that the values could be compared.    describe how the student could find out the rate of respiration per gram of animal.  ...  ...  ...  ... [2]  (c) fig. 2.2 shows a photograph of a woodlouse.  p q fig. 2.2   (i)  draw a large diagram of the woodlouse in fig.  2.2. [4]",
            "11": "11 0610/63/o/n/18 \u00a9 ucles 2018   (ii) the magnification of the woodlouse in fig. 2.2 is \u00d79.    measure the width of the woodlouse along line pq. include the unit.    length of line pq ..    calculate the actual width of the woodlouse using the formula. include the unit. magnification = length of line pq on fig. 2.2 actual width of woodlouse    show your working and give your answer to two decimal places.    [3] [total: 16]",
            "12": "12 0610/63/o/n/18 \u00a9 ucles 2018 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.blank page"
        }
    },
    "2019": {
        "0610_m19_qp_12.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 14 printed pages and 2 blank pages.  ib19 03_0610_12/3rp  \u00a9 ucles 2019 [turn over     *8560040174* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  february/march 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.      ",
            "2": "2  \u00a9 ucles 2019 0610/12/f/m/19  1 a living organism, x, can make its own food, get rid of toxic materials and detect and respond to  stimuli.    what other  four processes must organism x carry out to stay alive?  a excretion, growth, movement, sensitivity  b excretion, growth, nutrition, respiration  c growth, movement, reproduction, respiration  d movement, reproduction, respiration, sensitivity      2 what is a correct way of naming a species using the binomial system?  a homo sapiens   b homo sapiens   c human being  d sapiens     3 the diagram shows a pea pod, which is a fruit.    seedsepals     use the key to identify the fruit.  1 sepals fall off as soon as the flower is fertilised    go to 2  sepals do not fall off as soon as the flower is fertilised  .  go to 3  2 pod contains fewer than four seeds  ..  a  pod contains more than four seeds  ...  b  3 fruit splits to release several seeds  ...  c  fruit splits to release only one seed  ...  d     ",
            "3": "3  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  4 the diagram shows two cells.        which process can be carried out by only one of these cells?  a controlling the chemical reactions in the cell  b controlling the movement of substances into the cell  c making starch inside the cell  d using glucose inside the cell      5 the diagram shows a palisade mesophyll cell from a green leaf.    w x y z    in which labelled part does photosynthesis occur and where are chromosomes found?     photosynthesis  occurs where chromosomes  are found  a x w  b x z  c y x  d y w     ",
            "4": "4  \u00a9 ucles 2019 0610/12/f/m/19  6 the photograph shows a cross-section of a root.    xylemroot hai r     the root hair and the xylem are part of the same  a cell and organism.   b cell and tissue.   c organ and organism.   d tissue and organ.     7 the diagram shows a fly.    x y     the line xy represents the length of the wing.    the length of line xy is 26  mm.    the actual size of the wing between xy is 4  mm.    what is the magnification of the image?  a \u00d70.15 b \u00d76.5 c \u00d722 d \u00d7104    ",
            "5": "5  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  8 a frog is an animal. a frog\u2019s skin is permeable to oxygen and carbon dioxide.    when a frog is swimming in pond water, in which directions will there be a net diffusion of oxygen  and carbon dioxide?     from the frog  into the water from the water into  the frog  a carbon dioxide oxygen  b carbon dioxide and oxygen no movement  c oxygen carbon dioxide  d no movement carbon dioxide and oxygen    9 which process only involves the movement of water through the partially permeable membrane  of a cell?  a absorption  b evaporation  c osmosis  d transpiration     10 the diagram shows the effect of an enz yme working in the human digestive system.    protein amino acidsenzyme at ph 1.5 and temperature 37  \u00b0c     what would reduce  the rate of production of amino acids?  a removing the amino acids as they are formed  b increasing the amount of protein  c raising the temperature to 37.1  \u00b0c  d raising the ph to 7.5     ",
            "6": "6  \u00a9 ucles 2019 0610/12/f/m/19  11 the diagram shows an experiment to investigate photosynthesis.    light startlight finishgas     what is the most abundant gas present at the top of the tube at the end of the experiment?  a carbon dioxide  b methane  c sulfur dioxide  d oxygen      12 dcpip can be used to test for vitamin c in food. lemon juice contains vitamin c.    when lemon juice is tested what are the results?  a starts blue, finishes colourless  b starts colourless, finishes blue  c stays blue  d stays colourless      13 what is meant by chemical digestion?  a large insoluble molecules are broken down into small soluble molecules.  b large soluble molecules are broken down into small insoluble molecules.  c small insoluble molecules are built up into large soluble molecules.  d small soluble molecules are built up into large insoluble molecules.     ",
            "7": "7  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  14 the diagram shows a cross-section through a plant stem.    tissue 1 tissue 2     what are the functions of the two labelled tissues?     tissue 1 tissue 2  a transport only support only  b transport only transport and support  c transport and support transport only  d support only transport only     15 a leafy shoot is placed in a solution of a red dye.    after 30 minutes, which part of a leaf from this shoot will contain the red dye?    a b c d    ",
            "8": "8  \u00a9 ucles 2019 0610/12/f/m/19  16 the diagrams show stages in the passage of water through a plant.    which arrow shows water moving in the form of water vapour?    ba c d      17 the diagram shows a section of the heart.    rp q     what is the function of the structure labelled q?  a it controls the amount of blood leaving the heart.  b it increases the pressure in part r.  c it prevents backflow of blood into part p.  d it prevents blood flowing into the vena cava. ",
            "9": "9  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  18 the body has different types of defences against pathogens.    1 antibodies  2 hairs in the nose  3 mucus  4 skin    which defences help to prevent pathogens reaching the alveoli when breathing in?  a 1, 2, and 3 b 2, 3, and 4 c 2 and 3 only d 2 only      19 what are the approximate percentages of oxygen and carbon dioxide in inspired air?     percentage of  oxygen percentage of  carbon dioxide  a 16 4.00  b 16 8.00  c 20 0.04  d 20 4.00      20 the flow diagram summarises three different ways that glucose can be broken down to release  energy.    plus oxygen glucose1carbon dioxide and water lactic acid ethanol2 3     which routes involve the action of enzymes?  a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3     21 which of these would increase the volume of urine produced by a human?  a being in a hot environment  b drinking large volumes of water  c suffering from diarrhoea  d running a long distance   ",
            "10": "10  \u00a9 ucles 2019 0610/12/f/m/19  22 which structure controls the amount of light entering the eye?  a cornea  b iris  c lens  d retina      23 which hormone is secreted by the pancreas?  a adrenaline  b insulin  c oestrogen  d testosterone      24 in which organ is alcohol broken down?  a brain  b kidney  c liver  d stomach      25 antibiotics can be used to treat some infections.    antibiotics can treat infections caused by  a all pathogens.  b bacteria and viruses only.  c bacteria only.  d viruses only.    ",
            "11": "11  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  26 the diagram shows a strawberry plant.    which labelled part of the plant can only be produced by asexual reproduction?    a bc d       27 what must always be available to allow seeds to germinate?  a carbon dioxide  b light  c mineral salts  d water     28 what is a possible order of events during labour and birth?     1st 2nd 3rd 4th  a   cervix  dilates baby passes  through vagina amniotic sac  breaks uterus muscles  begin to contract  b   baby passes  through vagina cervix  dilates amniotic sac  breaks uterus muscles  begin to contract  c   uterus muscles  begin to contract cervix  dilates amniotic sac  breaks baby passes  through vagina  d   uterus muscles  begin to contract baby passes  through vagina cervix  dilates amniotic sac  breaks    ",
            "12": "12  \u00a9 ucles 2019 0610/12/f/m/19  29 the diagram shows a woman\u2019s body temperature during a menstrual cycle.    monitoring body temperature is one natural method of birth control.    during which part of the menstrual cycle should sexual intercourse be avoided to try to prevent  pregnancy?    body temperature 1 14 days28 7 21abc d       30 what is the name of a length of dna that codes for a protein?  a amino acid  b chromosome  c gene  d nucleus      31 which cells in the human body are produced by the process of meiosis?  a blood cells  b muscle cells  c skin cells  d sperm cells      32 which human characteristic is an example of discontinuous variation?  a height  b skin colour  c tongue rolling  d weight     ",
            "13": "13  \u00a9 ucles 2019 0610/12/f/m/19 [turn over  33 an adaptive feature of an organism is defined as one that helps the organism to  a change.  b disperse to new habitats.  c grow.  d survive and reproduce.      34 what is the principal source of energy input to biological systems?  a carbon dioxide in air  b glucose  c minerals in soil  d sunlight      35 which process involves water falling from clouds towards the ground?  a evaporation  b cloud formation  c precipitation  d transpiration      36 which enzyme in a biological washing powder will help remove fatty stains?  a amylase  b lipase  c pectinase  d protease      37 corn is a crop plant. glow-worms are organisms which give off light.    which process could use these two species to make corn plants which glow?  a breeding the organisms together  b causing mutations in the organisms  c selective breeding  d transferring genes from one species to another species     ",
            "14": "14  \u00a9 ucles 2019 0610/12/f/m/19  38 what is used to reduce competition from weeds when growing crops?  a deforestation  b fertiliser  c herbicide  d insecticide      39 the food web shows the feeding relationships in a woodland.    treeswood pigeon caterpillarschaffinchsparrowhawk grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.     40 what is an example of a non-renewable resource?  a biofuels  b fish  c fossil fuels  d trees    ",
            "15": "15  \u00a9 ucles 2019 0610/12/f/m/19  blank page",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.   cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/12/f/m/19  blank page  "
        },
        "0610_m19_qp_22.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 03_0610_22/3rp  \u00a9 ucles 2019 [turn over     *0642095416 * cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  february/march 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2019 0610/22/f/m/19  1 a living organism, x, can make its own food, get rid of toxic materials and detect and respond to  stimuli.    what other  four processes must organism x carry out to stay alive?  a excretion, growth, movement, sensitivity  b excretion, growth, nutrition, respiration  c growth, movement, reproduction, respiration  d movement, reproduction, respiration, sensitivity      2 what is a correct way of naming a species using the binomial system?  a homo sapiens   b homo sapiens   c human being  d sapiens     3 the drawing is of a magnified human liver cell.    x     what is structure x?  a cytoplasm  b mitochondrion  c nucleus  d rough endoplasmic reticulum    ",
            "3": "3  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  4 the diagram shows two cells.        which process can be carried out by only one of these cells?  a controlling the chemical reactions in the cell  b controlling the movement of substances into the cell  c making starch inside the cell  d using glucose inside the cell      5 the photograph shows a cross-section of a root.    xylemroot hai r     the root hair and the xylem are part of the same  a cell and organism.   b cell and tissue.   c organ and organism.   d tissue and organ.     ",
            "4": "4  \u00a9 ucles 2019 0610/22/f/m/19  6 the diagram shows a fly.    x y     the line xy represents the length of the wing.    the length of line xy is 26  mm.    the actual size of the wing between xy is 4  mm.    what is the magnification of the image?  a \u00d70.15 b \u00d76.5 c \u00d722 d \u00d7104     7 a frog is an animal. a frog\u2019s skin is permeable to oxygen and carbon dioxide.    when a frog is swimming in pond water, in which directions will there be a net diffusion of oxygen and carbon dioxide?     from the frog  into the water from the water into  the frog  a carbon dioxide oxygen  b carbon dioxide and oxygen no movement  c oxygen carbon dioxide  d no movement carbon dioxide and oxygen    8 which process only involves the movement of water through the partially permeable membrane  of a cell?  a absorption  b evaporation  c osmosis  d transpiration    ",
            "5": "5  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  9 which statement about biological molecules is correct?  a dna contains the bases a, c, g and t.  b glycogen is made from glycerol molecules.  c oils are made from amino acids and glucose.  d proteins are made from fatty acids.      10 the diagram shows the effect of an enz yme working in the human digestive system.    protein amino acidsenzyme at ph 1.5 and temperature 37  \u00b0c     what would reduce  the rate of production of amino acids?  a removing the amino acids as they are formed  b increasing the amount of protein  c raising the temperature to 37.1  \u00b0c  d raising the ph to 7.5     11 the diagrams show molecules involved in the action of a digestive enzyme such as maltase.    which is the substrate?    abcd      ",
            "6": "6  \u00a9 ucles 2019 0610/22/f/m/19  12 the diagram shows an experiment to investigate photosynthesis.    light startlight finishgas     what is the most abundant gas present at the top of the tube at the end of the experiment?  a carbon dioxide  b methane  c sulfur dioxide  d oxygen     13 what will happen to a green plant grown in soil that is deficient in nitrate ions?  a it will have large leaves and good root growth.  b it will have purple leaves and poor root growth.  c it will have small leaves and a thin stem.  d it will have white leaves and a thick stem.    14 what is meant by chemical digestion?  a large insoluble molecules are broken down into small soluble molecules.  b large soluble molecules are broken down into small insoluble molecules.  c small insoluble molecules are built up into large soluble molecules.  d small soluble molecules are built up into large insoluble molecules.     ",
            "7": "7  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  15 the graph shows the concentration of maltose in different parts of the alimentary canal.    maltose concentration mouth stomach small intestine distance through the alimentary canalx     what causes the change in concentration at x?  a absorption of maltose  b action of amylase  c action of maltase  d assimilation of maltose     16 the diagram shows a cross-section through a plant stem.    tissue 1 tissue 2     what are the functions of the two labelled tissues?     tissue 1 tissue 2  a transport only support only  b transport only transport and support  c transport and support transport only  d support only transport only   ",
            "8": "8  \u00a9 ucles 2019 0610/22/f/m/19  17 a leafy shoot is placed in a solution of a red dye.    after 30 minutes, which part of a leaf from this shoot will contain the red dye?    a b c d     18 the diagram shows a section through a fish heart and the direction of blood flow.    atrium ventricle     after leaving the heart, where will the blood flow to next?  a eyes  b fins  c gills  d tail muscle    ",
            "9": "9  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  19 the graph shows pressure changes that take place in the right atrium, right ventricle and left  ventricle of a human heart when the muscle walls contract and relax.    0.0 0.2 0.4 0.616 141210 8 6420pressure /  kpa time  / s    what is the pressure in the right ventricle when the left ventricle is at its maximum pressure?  a 0.4  kpa b 2.0  kpa c 3.0  kpa d 15.0  kpa      20 the body has different types of defences against pathogens.    1 antibodies  2 hairs in the nose 3 mucus  4 skin    which defences help to prevent pathogens reaching the alveoli when breathing in?  a 1, 2, and 3 b 2, 3, and 4 c 2 and 3 only d 2 only     21 what are the approximate percentages of oxygen and carbon dioxide in inspired air?     percentage of  oxygen percentage of  carbon dioxide  a 16 4.00  b 16 8.00  c 20 0.04  d 20 4.00   ",
            "10": "10  \u00a9 ucles 2019 0610/22/f/m/19  22 the flow diagram summarises three different ways that glucose can be broken down to release  energy.    plus oxygen glucose1carbon dioxide and water lactic acid ethanol2 3     which routes involve the action of enzymes?  a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3    23 the graph shows the lactic acid concentration in blood during and after exercise.    1.0 0.5 0 0 5 10 15 time  / minutes20 25 30blood lactic acid concentration/  mg dm\u20133 exercise recoveryz     which process accounts for the shape of the graph at z?  a aerobic respiration of lactic acid in the kidney  b aerobic respiration of lactic acid in the liver  c anaerobic respiration of lactic acid in the kidney  d anaerobic respiration of lactic acid in the liver     ",
            "11": "11  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  24 the diagram shows the structure of a kidney tubule.    where does filtration occur?    a b c d      25 the diagram shows a section through part of the human eye.    suspensory ligaments lens     what takes place when a person looks at an object which is far away from their eye?     suspensory  ligaments lens  a slacken becomes fatter  b slacken becomes thinner  c tighten becomes fatter  d tighten becomes thinner    ",
            "12": "12  \u00a9 ucles 2019 0610/22/f/m/19  26 which statement about adrenaline is correct?  a adrenaline causes the pupils to narrow.  b adrenaline increases blood glucose concentration.  c adrenaline secretion increases when at rest.  d adrenaline slows down the pulse rate.      27 the diagram shows an experiment on oat seedlings. all the seedlings are exposed to light from directly above.    which seedling will grow to the left?    a intact seedlingb tip cut off and thrown awayc tip cut off and a block of agar containing auxind tip cut off and a block of agar containing auxinleft rightlight      28 what type of organism is mrsa?  a bacterium  b fungus  c protoctist  d virus      29 what describes the nuclei in human reproduction?   egg sperm zygote  a diploid diploid diploid  b diploid diploid haploid  c haploid haploid diploid  d haploid haploid haploid     ",
            "13": "13  \u00a9 ucles 2019 0610/22/f/m/19 [turn over  30 the graph shows a hormone that is involved in controlling the menstrual cycle.    hormone concentration 01 4 2 8 time  / days    what is the hormone?  a fsh  b lh  c oestrogen  d progesterone    31 what happens as a result of mitosis?     genetically identical  cells produced chromosome number  is halved   a \u0016 \u0016 key  b \u0016 \u001a \u0016 = yes  c \u001a \u0016 \u001a = no  d \u001a \u001a       32 which parents could produce offspring with blood group o?  a heterozygous father with blood group a and heterozygous mother with blood group b  b heterozygous father with blood group a and homozygous mother with blood group b  c homozygous father with blood group a and heterozygous mother with blood group b  d homozygous father with blood group a and homozygous mother with blood group o     33 the development of antibiotic resistant bacteria is an example of  a artificial selection.  b genetic engineering.  c humans developing immunity to antibiotics.  d natural selection.   ",
            "14": "14  \u00a9 ucles 2019 0610/22/f/m/19  34 what is the correct definition of a gene mutation?  a a change in the base sequence of dna  b a change in the gene or chromosome  c a change in the number of amino acids  d a change in the number of chromosomes      35 energy flows through a food chain.    in which form does the energy first enter the food chain?  a chemical  b heat  c kinetic  d light     36 which organisms are responsible for removing nitrate ions from soil?  a denitrifying bacteria and nitrogen-fixing bacteria in root nodules  b denitrifying bacteria and plants  c nitrifying bacteria and plants  d nitrogen-fixing bacteria in root nodules     37 what are all reasons why bacteria are useful in genetic engineering?  a they are very small. they do not need large containers. they have no mitochondria.  b they reproduce asexually. they can double their numbers in twenty minutes in good  conditions. they have cell walls.  c they have the same genetic code as other organisms. they have plasmids. there is a lack  of ethical concern about their use.  d their dna is not in a nucleus. they have a cell membrane. they have a large surface area  to volume ratio.    38 which statement describes the role of dna ligase in genetic engineering?  a cuts open a bacterial plasmid  b joins the human gene to the plasmid  c inserts plasmid back into bacterium  d isolates a human gene    ",
            "15": "15  \u00a9 ucles 2019 0610/22/f/m/19  39 what must always be available to allow seeds to germinate?  a carbon dioxide  b light  c mineral salts  d water      40 which list correctly describes the sequence of events in the eutrophication of a river or lake?      a    1 decreased growth of plants  2 dead plants decompose  3 increase in anaerobic bacteria 4 decrease in dissolved oxygen      b    1 increased growth of plants  2 dead plants decompose  3 increase in aerobic bacteria 4 decrease in dissolved oxygen          c    1 decreased growth of plants  2 dead plants decompose  3 decrease in anaerobic bacteria 4 increase in dissolved oxygen      d    1 plants die  2 dead plants decompose  3 decrease in aerobic bacteria 4 increase in dissolved oxygen      ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.   cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/22/f/m/19  blank page  "
        },
        "0610_m19_qp_32.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (sc/cb) 170515/3 \u00a9 ucles 2019  [turn over *5734655204* biology  0610/32 paper 3  theory (core)  february/march 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/32/f/m/19 \u00a9 ucles 2019 1 a balanced diet contains seven different groups of substances.  three of these groups of substances are fats, fibre (roughage) and vitamins.  (a) state the names of three  other groups of substances in a balanced diet. 1   2   3    [3]  (b) the boxes on the left contain the names of conditions that can develop if the diet is not  balanced for a long period of time.   the boxes on the right contain descriptions of how these conditions may be caused.   draw one straight line from each box on the left to a box on the right to link the condition to its  cause.  name of condition  description of cause constipation obesity scurvy starvationdiet contains very little   fibre diet very high in protein eating more food than   is necessary lack of enough food lack of fruits such as  oranges  [4]  [total: 7]",
            "3": "3 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 2 (a) complete the sentences about aerobic and anaerobic respiration.   use words or phrases from the list.   each word or phrase may be used once, more than once, or not at all.  carbon dioxide       carbon monoxide       energy  fatty acids       glycerol       guard       lactic acid  mesophyll       muscle       nitrogen       oxygen   anaerobic respiration is different to aerobic respiration because ...      is not needed to break down glucose molecules.   the amount of ...  released from each glucose molecule is much     smaller in anaerobic respiration.   anaerobic respiration in humans takes place in ...  cells during     vigorous exercise. it produces ...  from glucose.   a different form of anaerobic respiration takes place in yeast cells. here the glucose is broken     down into alcohol and ...  .  [5]  (b) state two ways in which the products of anaerobic respiration in yeast can be used by  humans. 1   2    [2]",
            "4": "4 0610/32/f/m/19 \u00a9 ucles 2019  (c) fig. 2.1 shows the percentage of energy provided by anaerobic respiration when athletes run  in races of different distances. 0200 400 800 distance of race  / mpercentage of  energy  provided by  anaerobic  respiration 150020406080 fig. 2.1   describe the results shown in fig. 2.1.   use the data to support your answer.  ...  ...  ...  ...  .  [2]  [total: 9]",
            "5": "5 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 3 (a) fig. 3.1 shows the eye of a person in normal daylight. fig. 3.1   complete fig. 3.2 by drawing the pupil to show the effect of shining a bright light into the eye.  fig. 3.2  [1]",
            "6": "6 0610/32/f/m/19 \u00a9 ucles 2019  (b) (i) fig. 3.3 shows the names of five structures involved in a reflex arc.    complete fig. 3.3 by drawing four arrows to show the pathway and direction a nerve  impulse travels during a reflex action. fig. 3.3  [3]   (ii) state the name of the junction between two neurones.   .  [1]  (c) the body is regulated by both the nervous system and by hormones.   table 3.1 shows information about the names of hormones, where they are produced and  their actions in the body.   complete table 3.1. table 3.1 name of hormonewhere the hormone is  produced in the bodyaction the hormone has in the body insulin pancreas adrenal glandwidened pupils, increased heart rate, raised  blood glucose concentration testosterone  [4]  [total: 9]receptor relay neurone sensory neurone effector motor neurone",
            "7": "7 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 4 modern technology has resulted in increased food production.  (a) state three  examples of modern technology that are used to increase food production. 1   2   3    [3]  (b) many farms grow one type of crop plant on a large area of land. this type of crop production  is called large-scale monoculture.   state two negative impacts to an ecosystem of large-scale monocultures. 1    ... 2    ...  [2]  [total: 5]",
            "8": "8 0610/32/f/m/19 \u00a9 ucles 2019 5 (a) state one adaptive feature of an egg cell and one adaptive feature of a sperm. egg cell  .  ... sperm    ...  [2]  (b) some actions can damage the health of a fetus during pregnancy.   state two actions a woman should avoid during pregnancy. 1    ... 2    ...  [2]  (c) fig. 5.1 shows a fetus in its mother\u2019s body shortly before it is born. fig. 5.1",
            "9": "9 0610/32/f/m/19 \u00a9 ucles 2019 [turn over   (i) state the functions of the placenta.  ...  ...  ...  ...  .  [2]   (ii) describe three  events, other than pain, that occur in the mother\u2019s body during the  process of labour and birth. 1    ... 2    ... 3    ... [3]  [total: 9]",
            "10": "10 0610/32/f/m/19 \u00a9 ucles 2019 blank page",
            "11": "11 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 6 fig. 6.1 shows a section through a plant root. x fig. 6.1  (a) (i) the x on fig. 6.1 represents a molecule of water.    on fig. 6.1, draw a line from the x to show the pathway this water molecule takes to  pass into the tissue that transfers it to the leaves.  [1]   (ii) state the name of the process by which the water molecule moves into the root.  .  [1]   (iii) state the name of the tissue that transports the water to the leaves.  .  [1]",
            "12": "12 0610/32/f/m/19 \u00a9 ucles 2019  (b) fig. 6.2 shows the apparatus used in an investigation. air bubbled through the solution dilute solution of mineral ions fig. 6.2   in the investigation, several sets of this apparatus were set up.   each set of apparatus was placed in a different temperature.   the rate of mineral ion uptake by the plants was measured.   the results are shown in fig. 6.3. 05101520 0 10 20 30 temperature / \u00b0crate of  mineral ion  uptake / arbitrary  units 40 fig. 6.3",
            "13": "13 0610/32/f/m/19 \u00a9 ucles 2019 [turn over   (i) state the rate of mineral ion uptake at 25  \u00b0c in fig. 6.3.    arbitrary units  [1]   (ii) describe and explain the results shown in fig. 6.3.    use the data to support your answer.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) state the name of one mineral ion that plants absorb through their roots and state why the  plants need this mineral ion. name of mineral ion  .. needed for    ...   [2]  [total: 10]",
            "14": "14 0610/32/f/m/19 \u00a9 ucles 2019 7 (a) fig. 7.1 shows an external view of the heart of a person who has coronary heart disease. right atriumleft atrium coronary artery area of dead  muscle tissue right ventricleleft ventricleaorta pulmonary artery fig. 7.1   (i) on fig. 7.1 three arteries are labelled.    state the name of two other types of blood vessel. 1   2    [2]   (ii) describe the structure of an artery.  ...  ...  ...  ...  .  [2]",
            "15": "15 0610/32/f/m/19 \u00a9 ucles 2019 [turn over  (b) (i) fig. 7.1 shows an area of dead muscle tissue.    describe what is meant by the term coronary heart disease and suggest why the heart  muscle tissue has died.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) one factor that increases the risk of developing coronary heart disease is having a diet  that contains a lot of fat.    state three other  factors that increase the risk of a person developing coronary heart  disease. 1   2   3    [3]  [total: 10]",
            "16": "16 0610/32/f/m/19 \u00a9 ucles 2019 8 table 8.1 lists some processes carried out by living organisms.  place a tick ( \u2713) in a box to show the type of process that occurs in animals, occurs in plants, or  occurs in both.  an example has been done for you. table 8.1 name of processoccurs in  animalsoccurs in  plants absorption \u2713 \u2713 diffusion egestion photosynthesis respiration sexual reproduction transpiration  [6]",
            "17": "17 0610/32/f/m/19 \u00a9 ucles 2019 [turn over 9 (a) define the term pathogen .  ...  .  [1]  (b) the body has defences against pathogens.   the defences can be grouped into three types and these are listed in table 9.1.   complete table 9.1 by giving a specific example for each type of defence. table 9.1 type of body defence example mechanical barrier chemical barrier cells  [3]  (c) (i) suggest two reasons why it is important for people to wash their bodies frequently. 1    ... 2    ...  [2]   (ii) a student\u2019s shirt has food stains on it.     the food stain contains proteins and fats.    the shirt is washed in a biological washing powder.    explain why a biological washing powder is effective at removing the stain.  ...  ...  ...  .  [2]",
            "18": "18 0610/32/f/m/19 \u00a9 ucles 2019  (d) fig. 9.1 shows an example of an unhygienic practice in a kitchen. fig. 9.1   explain why hygienic food preparation is important.  ...  ...  ...  ...  .  [2]  [total: 10]",
            "19": "19 0610/32/f/m/19 \u00a9 ucles 2019 10 (a) define the term drug.  ...  ...  ...  .  [2]  (b) state the name of one lung disease linked to smoking cigarettes.  .  [1]  (c) alcohol is a drug.   state the name of the organ in the body that breaks down alcohol.  .  [1]  (d) state the name of the group of drugs that are used to treat bacterial infections.  .  [1]  [total: 5]",
            "20": "20 0610/32/f/m/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_m19_qp_42.pdf": {
            "1": "*7869841019* biology  0610/42 paper 4  theory (extended)  february/march 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this document consists of 15 printed pages and 1 blank page. dc (st/sg) 165036/2 \u00a9 ucles 2019  [turn overthis syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/42/f/m/19 \u00a9 ucles 2019 1 the kidney is one of the main excretory organs of the body.  (a) define the term excretion .  ...  ...  ...  ...  .  [3]  (b) one of the roles of the kidney is to filter the blood.   fig. 1.1 shows a section of a kidney. ca b fig. 1.1   state the name of the parts labelled a, b and c on fig. 1.1. a  ... b  ... c  ...  [3]",
            "3": "3 0610/42/f/m/19 \u00a9 ucles 2019 [turn over  (c) table 1.1 shows the concentrations of four solutes:    \u2022 in the blood in the renal artery    \u2022 in the fluid in the kidney tubule    \u2022 in the urine. table 1.1 solutesolute concentration  / g dm\u20133 blood in the   renal arteryfluid in the   kidney tubuleurine glucose  0.9 0.9  0.0 protein 83.0 0.0  0.0 salts  8.0 8.0 16.5 urea  0.2 0.2 20.0   (i) calculate the percentage increase in the concentration of urea between the blood in the  renal artery and the urine.    show your working.     % [2]   (ii) describe the results for the concentration of salts shown in table 1.1.  ...  ...  ...  ...  .  [2]   (iii) state the reason for the difference in the concentration of protein between the blood in  the renal artery and the fluid in the kidney tubule.  ...  .  [1]",
            "4": "4 0610/42/f/m/19 \u00a9 ucles 2019   (iv) state the reason for the difference in the concentration of glucose between the fluid in  the kidney tubule and the urine.  ...  .  [1]  (d) dialysis is a treatment used for people with kidney failure.   some people with kidney failure are given a kidney transplant.   state the advantages of having a kidney transplant instead of dialysis.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 15]",
            "5": "5 0610/42/f/m/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 shows some flowers of a snapdragon plant, antirrhinum majus .   snapdragons are insect-pollinated plants. fig. 2.1   (i)  state one feature visible in fig. 2.1 that suggests these flowers are insect-pollinated.  .  [1]   (ii) state how self-pollination differs from cross-pollination.  ...  ...  .  [1]   (iii) suggest why self-pollination might be advantageous to a population of plants.  ...  ...  ...  ...  ...  ...  .  [3]",
            "6": "6 0610/42/f/m/19 \u00a9 ucles 2019  (b) petal colour in the flowers of snapdragon plants shows co-dominance.    the gene for petal colour has two co-dominant alleles:    \u2022 cr for red petals    \u2022 cw for white petals   table 2.1 shows the genotypes and phenotypes of snapdragon plants with different petal  colours. table 2.1 genotype phenotype crcrred cwcwwhite crcwpink   (i) explain the term co-dominance .  ...  ...  ...  ...  .  [2]",
            "7": "7 0610/42/f/m/19 \u00a9 ucles 2019 [turn over   (ii) a botanist crossed two snapdragon plants with pink flowers.    complete the genetic diagram to show the ratio of expected phenotypes in the offspring. parental phenotypes pink flower pink flower parental genotypes gametes\u00d7 crcwcrcw\u00d7 ... ... ... ...    offspring genotypes               offspring phenotypes            phenotypic ratio   . [4]   (iii) the botanist wanted to produce a generation of snapdragons that all had pink flowers.    state the phenotypes of the parent plants that the botanist would need to cross.    explain your answer. parent phenotypes   explanation    ...  ... [2]  [total: 13]",
            "8": "8 0610/42/f/m/19 \u00a9 ucles 2019 3 reflexes are simple responses that protect the body.  (a) the letters a to g show the components involved in a reflex action.   a  stimulus    b motor neurone   c sensory neurone   d receptor cell    e response   f relay neurone   g effector   put the letters into the correct sequence involved in a reflex action. two have been done for  you. a e [1]  (b) impulses travel along neurones.   describe how impulses pass from one neurone to another neurone across a synapse.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "9": "9 0610/42/f/m/19 \u00a9 ucles 2019 [turn over  (c) drugs such as heroin affect the nervous system. when users stop taking heroin they may  experience withdrawal symptoms.   (i) outline the short-term effects of heroin on the body.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state two withdrawal symptoms that heroin users may experience.  ...  .  [2]   (iii) suggest why heroin abuse may increase criminal activity.  ...  .  [1]  [total: 11]",
            "10": "10 0610/42/f/m/19 \u00a9 ucles 2019 4 pollution is the harm done to the environment by the release of substances from human activities.  table 4.1 shows the names of some pollutants, their sources and their effects on the environment. table 4.1 pollutant source effect on environment acid rain carbon dioxideenhanced greenhouse  effect cattle and rice farmingenhanced greenhouse  effect fertilisers crop farming eutrophication  (a) complete table 4.1.  [4]  (b) when fertiliser is applied to fields, it can lead to eutrophication in lakes and rivers.   (i)  describe and explain what happens in lakes when eutrophication occurs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "11": "11 0610/42/f/m/19 \u00a9 ucles 2019 [turn over   (ii) suggest ways in which a farmer could reduce the chances of eutrophication occurring  when applying fertiliser to crops.  ...  ...  ...  ...  .  [2]  [total: 12]",
            "12": "12 0610/42/f/m/19 \u00a9 ucles 2019 5 scientists investigated the effect of cuticle thickness on water loss from the leaves of the balsam  fir tree, abies balsamea .  the leaves were divided into three groups:   a \u2013 thick cuticle   b \u2013 medium cuticle   c \u2013 thin cuticle  samples of leaves from each group were weighed. the leaves were placed on a tray in dry air at  20 \u00b0c. the samples of leaves were reweighed, at intervals, over 15 hours.  the scientists calculated the mass of each sample of leaves as a percentage of the initial mass.  fig. 5.1 shows the results. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15100 95 90 85 80 75mass of the leaves as a percentage of the initial mass time  / hoursa b c fig. 5.1",
            "13": "13 0610/42/f/m/19 \u00a9 ucles 2019 [turn over  (a) (i) describe and explain the results shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) the investigation was repeated on a day when the air humidity was higher.    suggest and explain the effect that this would have on the results.  ...  ...  ...  ...  ...  ...  .  [3]  (b) the leaves of pine trees show xerophytic features. stems and roots also show xerophytic  adaptations.   state one adaptation of the stem and one adaptation of the root in xerophytes. stem  .. root  ...  [2]",
            "14": "14 0610/42/f/m/19 \u00a9 ucles 2019  (c) water is one of the raw materials needed for the production of sugars in photosynthesis.   (i) state the name of the other raw material needed for photosynthesis.  .  [1]   (ii) state three  ways a plant uses the sugars produced in photosynthesis. 1   2   3   [3]  [total: 14] 6 fig. 6.1 is a diagram of the virus that causes measles. x y fig. 6.1  (a) (i) state the name of the parts of the virus shown in fig. 6.1 labelled x and y. x   y   [2]   (ii) bacteria belong to the prokaryote kingdom.      state two ways in which the structure of bacteria differs from the structure of viruses. 1   2   [2]",
            "15": "15 0610/42/f/m/19 \u00a9 ucles 2019  (b) viruses and some bacteria are pathogenic. diseases caused by pathogens are transmissible.   (i) state two ways that a pathogen can be transmitted indirectly . 1   2   [2]   (ii) the body has barriers to defend itself against pathogens.    state two mechanical barriers of the body. 1   2   [2]  (c) some white blood cells produce antibodies as part of the body\u2019s defence against pathogens.   describe the role of antibodies in defence of the body.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) the immunity gained after infection by a pathogen is active immunity.   explain how active immunity differs from passive immunity.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 15]",
            "16": "16 0610/42/f/m/19 \u00a9 ucles 2019 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  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge."
        },
        "0610_m19_qp_52.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (jm/cb) 168098/6 \u00a9 ucles 2019  [turn over *0642577413*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/52 paper 5  practical test  february/march 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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. for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/f/m/19 \u00a9 ucles 2019 blank page",
            "3": "3 0610/52/f/m/19 \u00a9 ucles 2019 [turn over 1 you are going to investigate the effect of two different types of washing powder on stained cloth.  one of these is biological and contains enzymes and detergent. the other is non-biological and  contains only detergent.  you are provided with: \u2022  four pieces of dry cloth that have been stained with the same food \u2022  a solution of biological washing powder in a beaker labelled bio \u2022  a solution of non-biological washing powder in a beaker labelled non-bio \u2022  distilled water in a beaker labelled water .  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  use a marker pen to divide a white tile into four sections. label the four sections bio,  non-bio , water  and not washed  as shown in fig. 1.1. bio non-bio water not washed fig. 1.1  step 2  place one piece of stained cloth on the not washed  section of the white tile.  step 3  put one piece of stained cloth into each of the beakers labelled bio, non-bio  and water .  step 4  use a glass rod to push the pieces of cloth into the liquid in each beaker. stir the liquid in  each beaker for 10 seconds.  step 5  start a stop-clock.  step 6  after 5 minutes, stir the liquid in each beaker for 10 seconds.  step 7  let the pieces of cloth soak in the liquid for a further 5 minutes and then repeat step 6.  step 8  remove the pieces of cloth from the beakers and place them on the labelled sections of  the white tile.",
            "4": "4 0610/52/f/m/19 \u00a9 ucles 2019  step 9  observe the stain on each piece of cloth and use the intensity score in table 1.1 to  match the intensity of the stain on each piece of cloth. record the intensity score in your  table in 1(a)(i) . table 1.1 intensity score lowest intensity highest intensity+ ++ +++ ++++  (a) (i) prepare a table to record your results in the space provided.  [4]   (ii) state one variable that was kept the same in this investigation.  .  [1]   (iii) identify one source of error in step 4 and explain how it might affect the results. error  ... explanation    ...  ... [2]   (iv) identify a control in this experiment and explain why this control was used.  ...  ...  ...  .  [2]",
            "5": "5 0610/52/f/m/19 \u00a9 ucles 2019 [turn over   (v) state why the method used in step 9 may not give accurate results.  ...  ...  .  [1]  (b) some students wanted to find the optimum (best) temperature for using biological washing  powder.   a petri dish was filled with agar jelly containing starch. a circular hole was cut into the centre  of the agar. a solution of the biological washing powder was put into the hole. the petri dish  was incubated at 10  \u00b0c for 10 hours.   after 10 hours iodine solution was poured onto the agar in the petri dish.   this procedure was repeated at different temperatures.   a typical result is shown in fig. 1.2. agar stained pale brown agar stained blue-blackhole with washing powder solution fig. 1.2   (i) state the variable that was changed (independent variable) in the investigation described  in 1(b).  .  [1]   (ii) some of the agar is stained blue-black and some is stained pale brown.    state a conclusion for this result.  ...  ...  .  [1]",
            "6": "6 0610/52/f/m/19 \u00a9 ucles 2019   (iii) the diameter of the pale brown stained area was measured during the investigation.    the results are shown in table 1.2. table 1.2 temperature  / \u00b0cdiameter of pale brown  stained area  / mm 10 11 20 14 30 18 40 22 50 22 60  7 70  5    plot a line graph on the grid of the data in table 1.2.  [4]",
            "7": "7 0610/52/f/m/19 \u00a9 ucles 2019 [turn over   (iv) describe the trend shown by the data in table 1.2 and your graph.  ...  ...  ...  ...  .  [2]   (v) the students were unable to determine the optimum temperature from their results.    describe what additional measurements would be needed to find the optimum  temperature.  ...  ...  ...  ...  .  [2]  [total: 20]",
            "8": "8 0610/52/f/m/19 \u00a9 ucles 2019 2 fig. 2.1 shows photomicrographs of lung tissue at the same magnification. one shows healthy  lung tissue and the other shows lung tissue from a person with copd.  line ab shows the diameter of one healthy alveolus. line cd shows the diameter of an area of  lung where the alveoli have been destroyed. alveolar wall a b healthy copdc d fig. 2.1  (a) (i) make a large drawing of the lung tissue of the person with copd shown in fig. 2.1. do  not draw individual cells.  [4]",
            "9": "9 0610/52/f/m/19 \u00a9 ucles 2019 [turn over   (ii) measure the length of cd as shown on fig. 2.1. include the unit.  length of cd      mark on your drawing the position of the line cd and measure the length of the line you  have drawn. include the unit.  length of line on your drawing      calculate the magnification of your drawing. give your answer to the nearest whole  number. magnification = length of line on your drawing  length of cd on fig. 2.1    space for working.     [3]   (iii) describe three  visible ways that the lungs of the healthy person differ from the person  with copd in fig. 2.1. 1    ... 2    ... 3    ...  [3]",
            "10": "10 0610/52/f/m/19 \u00a9 ucles 2019  (b) some students decided to investigate the concentration of carbon dioxide in expired air  compared to that in inspired air.   they used the apparatus shown in fig. 2.2 by breathing into the tube labelled t. air enters air exits limewatera bt inspired air expired air fig. 2.2   (i) suggest one possible hazard in this investigation.  .  [1]   (ii) state one other substance which could be used instead of limewater to determine the  concentration of carbon dioxide.  ...  .  [1]",
            "11": "11 0610/52/f/m/19 \u00a9 ucles 2019 [turn over   (iii) when the students used the apparatus shown in fig. 2.2, inspired air passed through  the limewater in test-tube a and expired air passed through the limewater in test-tube b.    the students timed how long it took for the limewater in test-tubes a and b to go cloudy.    their results are shown in table 2.1. table 2.1 time taken for limewater to go cloudy  / s test-tube a test-tube b 600 6    the concentration of carbon dioxide in inspired air is 0.04%.    calculate, using the results in table 2.1, the concentration of carbon dioxide in expired  air.    show your working.     %  [2]",
            "12": "12 0610/52/f/m/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (c) a student wanted to investigate the hypothesis:   \u2018expired air contains more carbon dioxide immediately after exercise than before  exercise.\u2019   plan an investigation using the apparatus shown in fig. 2.2 to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  [6]  [total: 20]"
        },
        "0610_m19_qp_62.pdf": {
            "1": "this document consists of 12 printed pages. dc (jm/cb) 168097/6 \u00a9 ucles 2019  [turn over *1431020750*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/62 paper 6 alternative to practical  february/march 2019  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.",
            "2": "2 0610/62/f/m/19 \u00a9 ucles 2019 1 a student investigated the effect of two different types of washing powder on stained cloth. one  was biological and contained enzymes and detergent. the other was non-biological and contained  only detergent.  they were provided with: \u2022 four pieces of dry cloth that had been stained with the same food \u2022 a solution of biological washing powder in a beaker labelled bio \u2022 a solution of non-biological washing powder in a beaker labelled non-bio \u2022 distilled water in a beaker labelled water .  step 1  a marker pen was used to divide a white tile into four sections. the four sections were  labelled bio, non-bio , water  and not washed .  step 2  one piece of stained dry cloth was placed on the not washed  section of the white tile.  step 3  one piece of stained dry cloth was placed into each of the solutions labelled bio, non-bio  and water .  step 4  one glass rod was used to push the pieces of cloth into the liquid in each beaker. the  liquid in each beaker was then stirred for 10 seconds.  step 5  the liquid in each beaker was stirred again, for 10 seconds, after 5, 10 and 15 minutes.  step 6  after 15 minutes each piece of cloth was removed from the liquid and placed on the  labelled area of the white tile.  step 7  the student observed the stain on each piece of cloth and used the intensity score in  table 1.1 to determine the intensity of the stain on the four pieces of cloth.  a drawing of the four pieces of cloth at the end of the experiment is shown in fig. 1.1. not washed waternon-bio bio fig. 1.1",
            "3": "3 0610/62/f/m/19 \u00a9 ucles 2019 [turn over table 1.1 intensity score lowest intensity + ++ +++ highest intensity ++++  (a) (i) prepare a table to record the results in the space provided.    use the information in fig.  1.1 and table 1.1 to match the intensity of the stain to a score  for each piece of cloth. record the intensity scores in your table.   [3]   (ii) state the variable that was measured (dependent variable) in this investigation.  .  [1]   (iii) state one variable that was kept the same in this investigation.  .  [1]   (iv) identify one source of error in step 4 and explain how it might affect the results. error  ... explanation    ...  ... [2]",
            "4": "4 0610/62/f/m/19 \u00a9 ucles 2019   (v) identify a control in this experiment and explain why this control was used.  ...  ...  ...  .  [2]   (vi) state why the method used in step 7 may not give accurate results.  ...  ...  .  [1]",
            "5": "5 0610/62/f/m/19 \u00a9 ucles 2019 [turn over  (b) some students wanted to find the optimum (best) temperature for using biological washing  powder.   a petri dish was filled with agar jelly containing starch. a circular hole was cut into the centre  of the agar. a solution of the biological washing powder was put into the hole. the petri dish  was incubated at 10  \u00b0c for 10 hours.   after 10 hours iodine solution was poured onto the agar in the petri dish.   this procedure was repeated at different temperatures.   a typical result is shown in fig. 1.2. agar stained pale brown agar stained blue-blackhole with washing powder solution fig. 1.2   (i) state the variable that was changed (independent variable) in the investigation described  in 1(b).  .  [1]   (ii) some of the agar is stained blue-black and some is stained pale brown.    state a conclusion for this result.  ...  ...  .  [1]",
            "6": "6 0610/62/f/m/19 \u00a9 ucles 2019   (iii) the diameter of the pale brown stained area was measured during the investigation.    the results are shown in table 1.2. table 1.2 temperature  / \u00b0cdiameter of pale brown  stained area  / mm 10 11 20 14 30 18 40 22 50 22 60  7 70  5    plot a line graph on the grid of the data in table 1.2.  [4]",
            "7": "7 0610/62/f/m/19 \u00a9 ucles 2019 [turn over   (iv) describe the trend shown by the data in table 1.2 and your graph.  ...  ...  ...  .  [2]   (v) the students were unable to determine the optimum temperature from their results.    describe what additional measurements would be needed to find the optimum  temperature.  ...  ...  ...  .  [2]  [total: 20]",
            "8": "8 0610/62/f/m/19 \u00a9 ucles 2019 2 fig. 2.1 shows photomicrographs of lung tissue at the same magnification. one shows healthy  lung tissue and the other shows lung tissue from a person with copd.  line ab shows the diameter of one healthy alveolus. line cd shows the diameter of an area of  lung where the alveoli have been destroyed. alveolar wall a b healthy copdc d fig. 2.1  (a) (i) make a large drawing of the lung tissue of the person with copd shown in fig. 2.1. do  not draw individual cells.  [4]",
            "9": "9 0610/62/f/m/19 \u00a9 ucles 2019 [turn over   (ii) measure the length of cd as shown on fig. 2.1. include the unit.  length of cd      mark on your drawing the position of the line cd and measure the length of the line you  have drawn. include the unit.  length of line on your drawing      calculate the magnification of your drawing. give your answer to the nearest whole  number. magnification = length of line on your drawing  length of cd on fig. 2.1    space for working.     [3]   (iii) describe three  visible ways that the lungs of the healthy person differ from the person  with copd in fig. 2.1. 1    ... 2    ... 3    ...  [3]",
            "10": "10 0610/62/f/m/19 \u00a9 ucles 2019  (b) some students decided to investigate the concentration of carbon dioxide in expired air  compared to that in inspired air.   they used the apparatus shown in fig. 2.2 by breathing into the tube labelled t. air enters air exits limewatera bt inspired air expired air fig. 2.2   (i) suggest one possible hazard in this investigation.  .  [1]   (ii) state one other substance which could be used instead of limewater to determine the  concentration of carbon dioxide.  ...  .  [1]",
            "11": "11 0610/62/f/m/19 \u00a9 ucles 2019 [turn over   (iii) when the students used the apparatus shown in fig. 2.2, inspired air passed through  the limewater in test-tube a and expired air passed through the limewater in test-tube b.    the students timed how long it took for the limewater in test-tubes a and b to go cloudy.    their results are shown in table 2.1. table 2.1 time taken for limewater to go cloudy  / s test-tube a test-tube b 600 6    the concentration of carbon dioxide in inspired air is 0.04%.    calculate, using the results in table 2.1, the concentration of carbon dioxide in expired  air.    show your working.     %  [2]",
            "12": "12 0610/62/f/m/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (c) a student wanted to investigate the hypothesis: \t \t \u2018expired \tair\tcontains \tmore\tcarbon\tdioxide\timmediately \tafter\texercise \tthan\t before\texercise.\u2019   plan an investigation using the apparatus shown in fig. 2.2 to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 20]"
        },
        "0610_s19_qp_11.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 06_0610_11/3rp  \u00a9 ucles 2019   [turn over     *1109116087* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2019 0610/11/m/j/19  1 the diagram shows a leaf on a plant.    sun water from the soilcarbon dioxidefrom the airsimple sugarsmade in the leaf     which characteristic of life is represented by this diagram?  a excretion  b nutrition  c respiration  d sensitivity     2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     ",
            "3": "3  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  3 the diagram shows an insect.        what is the insect?  1 insect has no wings  ...  go to 2   insect has wings    go to 3 2 legs longer than, or as long as the body  ...  a   legs shorter than the body  .  b  3 abdomen long and thin  ..  c   abdomen shorter and wider  ...  d    4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a      5 which organ is part of the digestive system?  a colon  b larynx  c trachea  d ureter    ",
            "4": "4  \u00a9 ucles 2019 0610/11/m/j/19  6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis     7 the apparatus shown was set up.    pure waterglass tube sugar solution and blue ink partially permeablemembrane     some hours later, the water in the beaker had turned blue, and the liquid in the glass tube had  moved upwards.    which processes caused these changes?     water turned  blue liquid in glass  tube moved  upwards  a osmosis diffusion  b active transport osmosis  c diffusion active transport  d diffusion osmosis ",
            "5": "5  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  8 four solutions were tested to see whether they contained protein, starch or glucose.    the colours of the solutions after the tests are recorded in the table.    which solution contained protein and glucose but not starch?     biuret test iodine test benedict\u2019s test  a blue brown orange  b blue blue-black blue  c purple brown orange  d purple blue-black blue     9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.      10 which graph shows the effect of ph on enzyme activity?    enzyme activitya enzyme activity 17 1 4 phb enzyme activityc enzyme activityd17 1 4 ph 17 1 4 ph17 1 4 ph     ",
            "6": "6  \u00a9 ucles 2019 0610/11/m/j/19  11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      12 the diagram shows a cross-section of a leaf as seen under a microscope.    which structure is a palisade mesophyll cell?    a db c      ",
            "7": "7  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  13 the chart is used to find a person\u2019s recommended mass.    1.85 1.801.751.701.651.601.551.50 30 40 50 60 70 80 90 100 mass  / kgheight  / m 110 120 130 140 150 160lowlow massmassidealideal massmassslightlyslightly obeseobesemoderatelymoderately obeseobeselow massideal massslightly obesemoderately obese     for the data provided about body mass and height, which person would benefit most from the introduction of a calorie-controlled diet and regular exercise?     body mass  /  kg height  / m  a 40 1.55  b 50 1.75  c 70 1.80  d 90 1.75     14 the following statements are about enzymes.    1 enzymes are catalysts  2 enzyme are proteins  3 enzymes are used up during chemical reactions    which statements are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
            "8": "8  \u00a9 ucles 2019 0610/11/m/j/19  15 the diagram shows a human tooth with an area of decay.    area of decay     what is likely to have caused the decay?  a acids released by bacteria  b digestion of the tooth by bacteria  c excess of fat in the food  d lack of fibre in the food    16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
            "9": "9  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     18 the diagram shows a section of a human vein.    x     what is the function of the part labelled x?  a to make sure the blood flows to the heart  b to make sure the blood flows to the kidneys  c to make sure the blood flows to the brain  d to make sure the blood flows to the lungs    ",
            "10": "10  \u00a9 ucles 2019 0610/11/m/j/19  19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w     20 the diagram shows one way the body defends itself against pathogens.    white blood cellbacteria     what is the name of this defence mechanism?  a antibody production  b egestion  c phagocytosis  d vaccination     21 what is the approximate percentage of oxygen in expired air?  a 0.04% b 4% c 16% d 21%     ",
            "11": "11  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  22 potted plants are left for a week in a tank of water as shown.    soiltank water permeable plant pot    why do the plants die?  a the roots do not have enough oxygen.  b the roots do not have enough water.  c the roots have too much oxygen.  d the roots have too much carbon dioxide.    23 the diagram shows two experiments investigat ing gas exchange in small aerobic crustaceans.    soda lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda lime glass beads instead of soda limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still     ",
            "12": "12  \u00a9 ucles 2019 0610/11/m/j/19  24 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place inside the container?  a glucose  \u2192  ethanol  +  carbon dioxide  b glucose  \u2192  lactic acid  c glucose  +  oxygen  \u2192  carbon dioxide  +  water  d glucose  +  oxygen  \u2192  ethanol     25 which substances are excreted by humans?     carbon  dioxide urea urine   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016= involved  c \u0016 \u0016 \u001a \u001a= not involved  d \u001a \u0016 \u0016      26 the diagram shows a simple reflex arc.    which labelled part is the sensory neurone?    abc d      27 some structures in the eye are listed.    1 cornea  2 iris  3 lens  4 retina    which structures contain light receptors?  a 1, 2 and 3 b 2, 3 and 4 c 2 and 4 only d 4 only ",
            "13": "13  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  28 which type of drug is used to treat bacterial infection?  a antibody  b antibiotic  c depressant  d vaccine      29 the diagram shows a section of an insect-pollinated flower.    which structure is the anther?    abc d      30 in humans, what is an example of a secondary sexual characteristic in both  males and females?  a hair grows on face  b hips widen  c fat is deposited on hips and thighs  d sexual organs grow    31 which contraceptive method could provide protec tion from sexually transmitted infections?  a condom  b diaphragm  c hormone implant  d vasectomy    ",
            "14": "14  \u00a9 ucles 2019 0610/11/m/j/19  32 which human characteristics are inherited?     earlobe  shape eye  colour languageskin  colour   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u0016 \u001a \u001a \u0016= inherited  c \u0016 \u001a \u001a \u0016 \u001a= not inherited  d \u001a \u0016 \u0016 \u0016      33 a rabbit has 44 chromosomes in each of its body cells.    which row correctly describes the gamete cells?     number of  chromosomes gametes compared  to body cells  a 22 genetically identical  b 22 genetically different  c 44 genetically identical  d 44 genetically different     34 which definition of continuous variation is correct?  a variation that results in a limited number of phenotypes between two extremes  b variation that results in a limited number of phenotypes with no intermediates  c variation that results in a range of phenotypes between two extremes  d variation that results in a range of phenotypes with no intermediates    35 when is evolution by natural selection most likely to occur?  a when there is a stable population of predators  b when there is a stable environment  c when there is less variation in the population  d when there is more variation in the population    ",
            "15": "15  \u00a9 ucles 2019 0610/11/m/j/19 [turn over  36 what process uses the principal source of energy input to biological systems?  a ingestion  b decomposition  c photosynthesis  d respiration      37 the diagram shows an aquatic food web.    phytoplanktonfish zooplanktonseagull krill crabsquidsealkiller whale blue whale seaweed    which statement is correct?  a there are two producers and three herbivores.  b there are two primary consumers and two secondary consumers.  c there are three producers and two primary consumers.  d there are two herbivores and two tertiary consumers.    38 why are bacteria useful in biotechnology and genetic engineering?  a they can reproduce rapidly.  b they live in soil.  c they may be pathogens.  d they need complex nutrients.    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/11/m/j/19  39 what is a description of genetic engineering?  a cross breeding individuals with different important characteristics  b cross breeding individuals with recessive alleles  c inserting a gene from one organism into another  d selecting random mutations to produce new varieties      40 large areas of tropical forests have been cleared to grow monocultures of palm oil plants.    which effect will this have on the ecosystem?  a the use of fossil fuels in the area will decrease.  b the use of pesticides in the area will decrease.  c the variety of species in the area will decrease.  d the variety of species in the area will increase.    "
        },
        "0610_s19_qp_12.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 14 printed pages and 2 blank pages.  ib19 06_0610_12/2rp  \u00a9 ucles 2019   [turn over     *9736254013* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2019 0610/12/m/j/19  1 carbon dioxide diffuses into a leaf.  which characteristic of living things requires this?  a excretion  b movement  c nutrition  d respiration      2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     ",
            "3": "3  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  3 the diagram shows an animal.        using the key, what is the animal?    1 has three pairs of legs    go to 2  has four pairs of legs  ..  go to 3  2 has wings  ...  a  has no wings  ..  b  3 large claws (pedipalps)  ...  c  no large claws (pedipalps)  ..  d    4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a       5 which group of organs belongs to the same organ system?  a diaphragm, oesophagus, trachea  b heart, liver, lungs  c heart, stomach, trachea   d oesophagus, intestine, stomach    ",
            "4": "4  \u00a9 ucles 2019 0610/12/m/j/19  6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis      7 which process describes osmosis?  a diffusion of water through a cell wall  b diffusion of water through a partially permeable membrane  c diffusion of water through the cell sap  d diffusion of water through the cytoplasm      8 which row shows the chemical elements contained in fats?     carbon hydrogen nitrogen oxygen   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u0016 \u0016 \u0016 \u0016= present  c \u001a \u0016 \u0016 \u001a \u001a= absent  d \u0016 \u001a \u0016 \u0016       9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein. ",
            "5": "5  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  10 which graph shows the effect of ph on enzyme activity?    enzyme activitya enzyme activity 17 1 4 phb enzyme activityc enzyme activityd17 1 4 ph 17 1 4 ph17 1 4 ph     11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      ",
            "6": "6  \u00a9 ucles 2019 0610/12/m/j/19  12 the diagram shows how sewage is treated.    screen water to riversettling tanksecond settling tankaeration tankair out air in sludge digestersludge disposalsludge sludge     why is air bubbled through the aeration tank?  a to encourage microorganisms to reproduce quickly  b to float the sludge  c to settle the sludge  d to stop microorganisms from reproducing too quickly     13 the food label is from a packet of cereal.    the label can help someone who is concerned about their diet.    nutrition   typical values   100  g contains energy  fat of which saturates carbohydrate  of which sugars  fibre protein salt 985  kj 235  kcal 1.5  g 0.3  g 45.5  g 3.8  g 2.8  g 7.7  g 0.5  g     a person eats 45  g of cereal.    one of the food types listed in the label can help prevent constipation.    how many grams of this food type does the person eat?  a 1.3  g b 2.8  g c 3.5  g d 7.7  g    ",
            "7": "7  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  14 digested food molecules move into the cells of the body where they are used and become part of  the cells.    what is this a definition of?  a absorption  b assimilation  c digestion  d ingestion    15 the diagram shows a human tooth with an area of decay.    area of decay     what is likely to have caused the decay?  a acids released by bacteria  b digestion of the tooth by bacteria  c excess of fat in the food  d lack of fibre in the food     ",
            "8": "8  \u00a9 ucles 2019 0610/12/m/j/19  16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye      17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     ",
            "9": "9  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  18 how does the transport system of a human differ from the transport system of a tree?     human tree  a carries mineral ions does not carry mineral ions  b must carry oxygen does not need to carry oxygen  c does not transport cells transports cells  d vessels no vessels      19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w      20 which disease is transmissible?  a cholera  b coronary heart disease  c lung cancer  d scurvy     21 what is the approximate percentage of oxygen in expired air?  a 0.04% b 4% c 16% d 21%     ",
            "10": "10  \u00a9 ucles 2019 0610/12/m/j/19  22 which pathway is followed by air passing into the body?  a larynx \u2192 trachea \u2192 bronchi \u2192 bronchioles \u2192 alveoli  b larynx \u2192 trachea \u2192 bronchioles \u2192 bronchi \u2192 alveoli  c trachea \u2192 larynx \u2192 bronchi \u2192 alveoli \u2192 bronchioles  d trachea \u2192 larynx \u2192 bronchi \u2192 bronchioles \u2192 alveoli     23 the diagram shows two experiments investigating gas exchange in small aerobic crustaceans.    soda lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda lime glass beads instead of soda limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still      24 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place inside the container?  a glucose  \u2192  ethanol  +  carbon dioxide  b glucose  \u2192  lactic acid  c glucose  +  oxygen  \u2192  carbon dioxide  +  water  d glucose  +  oxygen  \u2192  ethanol     ",
            "11": "11  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  25 where is urea formed and excreted?     formed excreted  a bladder heart  b heart liver  c kidney bladder  d liver kidney      26 which structure is an effector?  a adrenal gland  b motor neurone  c optic nerve  d spinal cord      27 when we get hot and the temperature of our blood rises, one of the ways we can cool down is by  sweating.    what detects the rise in temperature of the blood?  a skin  b sweat glands  c hair erector muscles  d brain    28 a person suffering from influenza was given anti biotics. influenza is caused by a virus.    why did the antibiotics not cure the person with influenza?  a antibiotics do not affect viruses.  b the antibiotic course was not long enough.  c the influenza virus became resistant to the antibiotics.  d the person was immune to antibiotics.    29 which parts of the gametes fuse during fertilisation?  a cell membranes  b cell walls  c cytoplasm  d nuclei   ",
            "12": "12  \u00a9 ucles 2019 0610/12/m/j/19  30 which environmental conditions must  be present for germination?  a carbon dioxide and water  b light and suitable temperature  c oxygen and carbon dioxide  d water and oxygen      31 what happens to the lining of the human uterus in the days before the release of an egg cell?   a breaks down  b lost from body  c thickens  d thins      32 which word describes an individual who has two identical alleles for a particular gene?  a dominant  b heterozygous  c homozygous  d phenotype      33 one type of night-blindness is an inherited condition, caused by a dominant allele.    the chart shows how this condition was passed on in one family.    xkey  normal female  normal male  male with  night-blindness     person x marries someone with normal sight.    what is the chance that their first child will have night-blindness?  a 0% b 25% c 50% d 75%     ",
            "13": "13  \u00a9 ucles 2019 0610/12/m/j/19 [turn over  34 the diagram shows the percentage of tongue rollers and non-rollers in a human population.    percentage of population rollers non-rollers tongue rolling ability    which word describes this type of variation?  a adaptive  b continuous  c discontinuous  d environmental    35 the diagram shows the average head and ear shapes of rabbits from four different regions.    which is best adapted to living in the coldest region?    ab cd      36 the food chain shows how energy is transferred to a human.    lettuce  \u2192  snails  \u2192  duck  \u2192  human    where did the energy in the lettuce come from?  a snails  b soil  c sun  d water    ",
            "14": "14  \u00a9 ucles 2019 0610/12/m/j/19  37 which process forms part of the carbon cycle?  a condensation  b fossilisation  c precipitation  d transpiration      38 which statement correctly explains why bacteria are used in biotechnology?  a bacteria reproduce slowly.  b bacteria need complex molecules.  c bacteria can make complex molecules.  d bacteria are all pathogens.      39 which enzyme is used in fruit juice production to make the juice clear?  a amylase  b pectinase  c protease  d lipase      40 what is not a reason for using chemical fertilisers in food production?  a improving growth rate  b improving mineral content of the soil  c increasing yields  d reducing competition with weeds    ",
            "15": "15    blank page   \u00a9 ucles 2019 0610/12/m/j/19 ",
            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/12/m/j/19   "
        },
        "0610_s19_qp_13.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 06_0610_13/2rp  \u00a9 ucles 2019   [turn over     *0029173015 * cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2019 0610/13/m/j/19  1 students find a small organism in a pond. they catch it and put it into a large jar of water. they  see that the organism swims away from light. it lays some eggs before they put it back into the  pond.    which characteristics of living things did the students see in this organism?  a excretion, growth and respiration  b growth, nutrition and sensitivity  c movement, reproduction and sensitivity  d movement, reproduction and respiration      2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     ",
            "3": "3  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  3 the photograph shows an organism.        use the key to identify the organism.  1 the mouth is at the front of the head.    go to 2   the mouth is between the eye and the fins.  ...  a  2 the long fin on the back has pale spots.    go to 3   there are no spots on the long fin.  .  b  3 the tail fin is longer than the body.    c   the tail fin is shorter than the body.  ...  d    4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a      5 which level of organisation is shown by the oesophagus, pancreas, stomach and liver?  a cells  b organs  c organisms  d tissues    ",
            "4": "4  \u00a9 ucles 2019 0610/13/m/j/19  6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis      7 which row describes active transport?   movement of  water uses energy   from respiration through a cell  membrane  a yes no no  b yes no yes  c no yes no  d no yes yes      8 which reagent is used when testing a food for vitamin c?  a benedict\u2019s solution  b dcpip  c ethanol  d iodine solution    ",
            "5": "5  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.    10 which graph shows the effect of ph on enzyme activity?    enzyme activitya enzyme activity 17 1 4 phb enzyme activityc enzyme activityd17 1 4 ph 17 1 4 ph17 1 4 ph     ",
            "6": "6  \u00a9 ucles 2019 0610/13/m/j/19  11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      12 the diagrams show the structure of four different cells from a plant.    which cell is from the upper epidermis of a leaf?    ab cd      ",
            "7": "7  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  13 the diagram shows the human alimentary canal.    1 3 4 52     which pair of structures both produce digestive enzymes?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 5     14 where is water absorbed?  a colon and small intestine  b large intestine only  c liver and colon  d small intestine only    ",
            "8": "8  \u00a9 ucles 2019 0610/13/m/j/19  15 the diagram shows a human tooth with an area of decay.    area of decay     what is likely to have caused the decay?  a acids released by bacteria  b digestion of the tooth by bacteria  c excess of fat in the food  d lack of fibre in the food    16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
            "9": "9  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.      18 what is the correct order of blood flow through the blood vessels entering and leaving the heart?  a aorta  \u2192  pulmonary artery  \u2192  pulmonary vein  \u2192  vena cava  b aorta  \u2192  pulmonary vein  \u2192  pulmonary artery  \u2192  vena cava  c vena cava  \u2192  pulmonary artery  \u2192  pulmonary vein  \u2192  aorta  d vena cava  \u2192  pulmonary vein  \u2192  pulmonary artery  \u2192  aorta     ",
            "10": "10  \u00a9 ucles 2019 0610/13/m/j/19  19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w      20 by which route would an hiv infection not be transmissible?  a blood  b saliva  c sharing needles for injections  d semen     21 what is the approximate percentage of oxygen in expired air?  a 0.04% b 4% c 16% d 21%      22 which process uses energy released by respiration?  a diffusion  b evaporation  c growth  d osmosis     ",
            "11": "11  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  23 the diagram shows two experiments investigating gas exchange in small aerobic crustaceans.    soda lime absorbs carbon dioxide.    small aerobic crustaceanscoloured liquid marker wire gauze soda lime glass beads instead of soda limecoloured liquid markerpq     which way does the liquid marker move?     p q  a left right  b left stays still  c right left  d right stays still     24 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place inside the container?  a glucose  \u2192  ethanol  +  carbon dioxide  b glucose  \u2192  lactic acid  c glucose  +  oxygen  \u2192  carbon dioxide  +  water  d glucose  +  oxygen  \u2192  ethanol      25 what is a function of the kidneys?  a breakdown of hormones  b formation of urea  c removal of oxygen  d removal of urea    ",
            "12": "12  \u00a9 ucles 2019 0610/13/m/j/19  26 which list describes the correct sequence of a simple reflex arc?  a receptor, relay neurone, motor neurone, sensory neurone, effector  b receptor, relay neurone, sensory neurone, motor neurone, effector  c receptor, sensory neurone, motor neurone, relay neurone, effector  d receptor, sensory neurone, relay neurone, motor neurone, effector      27 what are the effects on the body when adrenaline is released?     breathing rate and pulse rate pupil diameter  a decreases decreases  b decreases increases  c increases increases  d increases decreases      28 which effects does excessive alcohol consumption have on the body?     acts as a  stimulant increases  reaction time  a yes yes  b yes no  c no yes  d no no      29 female greenfly can multiply by producing eggs by mitosis. these eggs are not fertilised, but  they develop into a new generation of female greenfly.    what is this type of reproduction?  a asexual reproduction, leading to genetically different offspring  b asexual reproduction, leading to genetically identical offspring  c sexual reproduction, leading to genetically different offspring  d sexual reproduction, leading to genetically identical offspring    ",
            "13": "13  \u00a9 ucles 2019 0610/13/m/j/19 [turn over  30 what is not essential for germination?  a carbon dioxide  b oxygen  c warmth  d water      31 which is the main hormone responsible for the development of male secondary sexual  characteristics?  a adrenaline  b insulin  c oestrogen  d testosterone      32 what determines the sex of a baby?  a the father\u2019s xx chromosomes  b the father\u2019s xy chromosomes  c the mother\u2019s xx chromosomes  d the mother\u2019s xy chromosomes     33 in fruit flies, the allele for grey body, g, is dominant over the allele for black body, g.    the result of a mating between two flies is shown.    grey-bodied fly \u00d7 black-bodied flyparent 1 parent 2 40 grey-bodied flies + 42 black-bodied flies (offspring)(parents)     what were the genotypes of the parents?     parent 1 parent 2  a gg gg  b gg gg  c gg gg  d gg gg     ",
            "14": "14  \u00a9 ucles 2019 0610/13/m/j/19  34 which is a genetic change?  a allele  b genotype  c mutation  d phenotype      35 wheat is a crop plant. since the 1960s the average yield of wheat has doubled. a reason for this  is that modern wheat varieties have shorter, stronger stems and more seeds per stem.    what has caused these changes?  a competition for resources between individuals  b reproduction by individuals better adapted to their environment  c selection of individuals with desirable characteristics by humans  d struggle for survival between individuals    36 letters h, j, k and l show the organisms that make up a simple food web.    organism horganism j organism lorganism k     what must organism h be?  a a carnivore  b a decomposer  c a herbivore  d a producer    ",
            "15": "15  \u00a9 ucles 2019 0610/13/m/j/19 37 the diagram shows part of the water cycle.    water vapour in the air compounds in living plants compounds in living animalsp rain cloud     which process in living plants is responsible for returning water vapour to the air at p?  a combustion  b condensation  c photosynthesis  d transpiration    38 bacteria are useful for manufacturing products for human use.    which statement explains why they are useful?  a bacteria can be grown without nutrients.  b bacteria do not have a nucleus.  c bacteria infect human cells.  d bacteria reproduce very rapidly.    39 which of the processes involved in genetic engineering uses a human gene?  a herbicide resistance  b pesticide resistance  c insulin production in bacteria  d vitamin production in plants    40 what is an undesirable effect of deforestation?  a habitat creation  b loss of soil  c more species  d reduced carbon dioxide in the atmosphere    ",
            "16": "16    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/13/m/j/19   "
        },
        "0610_s19_qp_21.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 17 printed pages and 3 blank pages.  ib19 06_0610_21/3rp  \u00a9 ucles 2019   [turn over     *2132104938* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2019 0610/21/m/j/19  1 the diagram shows a leaf on a plant.    sun water from the soilcarbon dioxidefrom the airsimple sugarsmade in the leaf     which characteristic of life is represented by this diagram?  a excretion  b nutrition  c respiration  d sensitivity     2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     ",
            "3": "3  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  3 the photomicrograph shows part of an animal cell.    x     what is the structure labelled x?  a chloroplast  b mitochondrion  c ribosome  d vacuole     4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a      ",
            "4": "4  \u00a9 ucles 2019 0610/21/m/j/19  5 the diagram shows part of the skin.        what is the correct level of organisation for the skin?  a cell  b organ  c organ system  d tissue     6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis     ",
            "5": "5  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  7 the apparatus shown was set up.    pure waterglass tube sugar solution and blue ink partially permeablemembrane     some hours later, the water in the beaker had turned blue, and the liquid in the glass tube had  moved upwards.    which processes caused these changes?     water turned  blue liquid in glass  tube moved  upwards  a osmosis diffusion  b active transport osmosis  c diffusion active transport  d diffusion osmosis     8 four solutions were tested to see whether they contained protein, starch or glucose.    the colours of the solutions after the tests are recorded in the table.    which solution contained protein and glucose but not starch?     biuret test iodine test benedict\u2019s test  a blue brown orange  b blue blue-black blue  c purple brown orange  d purple blue-black blue     ",
            "6": "6  \u00a9 ucles 2019 0610/21/m/j/19  9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.    10 the diagrams show a protease enzyme catalysing the breaking of part of a protein molecule into  smaller pieces.     which diagram has three correct labels?    a substrateproduct enzymeb active site active siteproduct enzyme c substrate enzymed active site productsubstrate      ",
            "7": "7  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      12 the diagram shows a cross-section of a leaf as seen under a microscope.    which structure is a palisade mesophyll cell?    a db c      ",
            "8": "8  \u00a9 ucles 2019 0610/21/m/j/19  13 the chart is used to find a person\u2019s recommended mass.    1.85 1.801.751.701.651.601.551.50 30 40 50 60 70 80 90 100 mass  / kgheight  / m 110 120 130 140 150 160lowlow massmassidealideal massmassslightlyslightly obeseobesemoderatelymoderately obeseobeselow massideal massslightly obesemoderately obese     for the data provided about body mass and height, which person would benefit most from the introduction of a calorie-controlled diet and regular exercise?     body mass  /  kg height  / m  a 40 1.55  b 50 1.75  c 70 1.80  d 90 1.75     14 the cholera bacterium produces toxins that cause chloride ions to be secreted into the small  intestine.    how does this affect the water potential of blood in the intestinal capillaries and the intestinal  contents?     water potential  blood in  capillaries contents of  small intestine  a lowered lowered  b lowered raised  c raised lowered  d raised raised     ",
            "9": "9  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  15 a student investigates the breakdown of fats in milk by lipase. four test-tubes labelled a to d are  set up.    the table shows the contents of each test-tube.    in which test-tube will the contents become acidic most quickly?     milk bile boiled lipase lipase   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u0016 \u001a \u001a \u0016      16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
            "10": "10  \u00a9 ucles 2019 0610/21/m/j/19  17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     18 the diagram shows some of the transport tissues in a plant root.    y z     which row about tissues y and z in the diagram is correct?     tissue y tissue z  name transports name transports  a phloem mineral ions & water xylem sucrose  b phloem sucrose xylem mineral ions & water  c xylem mineral ions & water phloem sucrose  d xylem sucrose phloem mineral ions & water ",
            "11": "11  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w     20 the diagram shows one way the body defends itself against pathogens.    white blood cellbacteria     what is the name of this defence mechanism?  a antibody production  b egestion  c phagocytosis  d vaccination    ",
            "12": "12  \u00a9 ucles 2019 0610/21/m/j/19  21 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    at which point on the diagram are the ribs beginning to be lowered?    ab c d102 101 100 timepressure in lungs/  kpa      22 potted plants are left for a week in a tank of water as shown.    soiltank water permeable plant pot    why do the plants die?  a the roots do not have enough oxygen.  b the roots do not have enough water.  c the roots have too much oxygen.  d the roots have too much carbon dioxide.    23 which statement about both aerobic and anaerobic respiration is correct?  a they break down c 6h12o6.  b they produce an oxygen debt.  c they use co 2.  d they use o 2.    ",
            "13": "13  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  24 the components of a reflex arc are shown in the flow diagram.    receptor \u2192 sensory  neurone\u2192 synapse \u2192relay  neurone\u2192synapse \u2192 motor  neurone \u2192effector   which component is responsible for ensuring that t he nerve impulses travel in one direction only?  a motor neurone  b receptor  c sensory neurone  d synapse    25 what is a function of the liver?  a converting bile to urea  b converting urea to amino acids   c deamination of amino acids  d deamination of carbon dioxide    26 which statement about light receptors in the retina of a normal human eye is correct?  a the cones only work in dim light.  b the rods are found in the fovea.  c there are three types of cone.  d there are three types of rod.    ",
            "14": "14  \u00a9 ucles 2019 0610/21/m/j/19  27 a patient is injected with adrenaline.    which graph shows the expected changes to pulse rate and blood glucose concentration?    pulse rateblood glucose concentrationa 0 0.5 1 time after injection  / minutes1.5 2pulse rateblood glucose concentrationb 00 . 51 time after injection  / minutes1.5 2 pulse rateblood glucose concentrationc 0 0.5 1 time after injection  / minutes1.5 2pulse rateblood glucose concentrationd 00 . 51 time after injection  / minutes1.5 2 pulse rate blood glucose concentrationkey      28 the diagram represents a synapse in the brain involved in the perception of pain.    which labelled molecule represents heroin?    a bcd      ",
            "15": "15  \u00a9 ucles 2019 0610/21/m/j/19 [turn over  29 a human zygote is a diploid cell.    which statement about human diploid cells is correct?  a they do not have a nucleus.  b they fuse to form gametes.  c the nucleus contains a single set of chromosomes.  d the nucleus contains two sets of chromosomes.     30 which feature allows the sperm to dissolve the jelly coating of the egg cell?  a acrosome  b flagellum  c mitochondria  d nucleus     31 which statement about hiv is correct?  a it causes an increase in the number of lymphocytes.  b it is caused by bacteria.  c it increases the ability to produce antibodies.  d it is transmitted through sexual contact.    32 the diagram shows the chromosomes in the nucleus of a cell that divides by mitosis.        which diagram shows the chromosomes in the nucleus of one of the daughter cells produced?    abcd      ",
            "16": "16  \u00a9 ucles 2019 0610/21/m/j/19  33 what happens as a result of meiosis?  a diploid cells are produced.  b diploid and haploid cells are produced.  c genetically identical cells are produced.  d haploid cells are produced.      34 why is the allele for sickle-cell anaemia common in some parts of the world?  a malaria protects against sickle-cell anaemia.  b sickle-cell anaemia is caused by malaria.  c sickle-cell anaemia is transmitted by mosquitoes.  d the sickle-cell anaemia allele protects against malaria.      35 which statement describes how a species becomes adapted to its environment?  a genetic similarities give rise to different genotypes which may have a reproductive  advantage.  b genetic variation gives rise to different phenotypes which may have a reproductive  advantage.  c phenotypic similarities give rise to different genotypes which may have a reproductive  advantage.  d phenotypic variation gives rise to different phenotypes which may have a reproductive  advantage.    36 decomposers play an important role in the ca rbon cycle. they release carbon dioxide.    which process is responsible for this?  a feeding  b fossilisation  c photosynthesis  d respiration      37 which term describes a group of organisms of one species, living in the same area, at the same  time?  a community  b ecosystem  c genus  d population   ",
            "17": "17  \u00a9 ucles 2019 0610/21/m/j/19 38 the diagram shows a bacterial cell.    which part of its structure is particularly useful in genetic engineering?    ab c d      39 what can be managed sustainably?  a taking coal from a coalfield  b taking gas from under the earth\u2019s surface  c taking oil from an oilfield  d taking wood from a woodland     40 large areas of tropical forests have been cleared to grow monocultures of palm oil plants.    which effect will this have on the ecosystem?  a the use of fossil fuels in the area will decrease.  b the use of pesticides in the area will decrease.  c the variety of species in the area will decrease.  d the variety of species in the area will increase.     ",
            "18": "18    blank page   \u00a9 ucles 2019 0610/21/m/j/19  ",
            "19": "19    blank page   \u00a9 ucles 2019 0610/21/m/j/19 ",
            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/21/m/j/19   "
        },
        "0610_s19_qp_22.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 06_0610_22/2rp  \u00a9 ucles 2019   [turn over     *2849552127 * cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2019 0610/22/m/j/19  1 carbon dioxide diffuses into a leaf.  which characteristic of living things requires this?  a excretion  b movement  c nutrition  d respiration      2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.     3 heart muscle cells have a high rate of metabolism.    which structure do they require to be present in high numbers?  a chloroplasts  b mitochondria  c cell walls  d vacuoles     ",
            "3": "3  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a       5 the diagram shows a xylem vessel in a plant stem. the magnification is \u00d7400.    xx y x y \u00d7400    what is the actual width of the xylem vessel along the line xy?  a 8.75  \u00b5m b 14  \u00b5m c 87.5  \u00b5m d 140  \u00b5m     ",
            "4": "4  \u00a9 ucles 2019 0610/22/m/j/19  6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis      7 which process describes osmosis?  a diffusion of water through a cell wall  b diffusion of water through a partially permeable membrane  c diffusion of water through the cell sap  d diffusion of water through the cytoplasm      8 which row shows the chemical elements contained in fats?     carbon hydrogen nitrogen oxygen   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u0016 \u0016 \u0016 \u0016= present  c \u001a \u0016 \u0016 \u001a \u001a= absent  d \u0016 \u001a \u0016 \u0016       9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein. ",
            "5": "5  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  10 the diagrams show a protease enzyme catalysing the breaking of part of a protein molecule into  smaller pieces.     which diagram has three correct labels?    a substrateproduct enzymeb active site active siteproduct enzyme c substrate enzymed active site productsubstrate      11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      ",
            "6": "6  \u00a9 ucles 2019 0610/22/m/j/19  12 some gardeners use epsom salts (magnesium sulfate) as a fertiliser for their plants. epsom salts  release magnesium ions into the soil.    how would this benefit the plants?  a prevents pests from eating the leaves  b prevents the leaves from going yellow  c prevents water loss from the leaves  d prevents the growth of weeds    13 the food label is from a packet of cereal.    the label can help someone who is concerned about their diet.    nutrition   typical values  100  g contains energy  fat  of which saturates  carbohydrate of which sugars fibre protein salt 985  kj 235  kcal 1.5  g 0.3  g 45.5  g 3.8  g 2.8  g 7.7  g 0.5  g     a person eats 45  g of cereal.    one of the food types listed in the label can help prevent constipation.    how many grams of this food type does the person eat?  a 1.3  g b 2.8  g c 3.5  g d 7.7  g    ",
            "7": "7  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  14 the cholera bacterium produces toxins that cause chloride ions to be secreted into the small  intestine.    how does this affect the water potential of blood in the intestinal capillaries and the intestinal  contents?     water potential  blood in  capillaries contents of  small intestine  a lowered lowered  b lowered raised  c raised lowered  d raised raised     15 a person eats some cheese which contains a lot of fats and protein.    which row shows the combination of substances that will digest the cheese most effectively?     substances present   amylase bile lipase protease   a \u0016 \u001a \u0016 \u001a key  b \u001a \u0016 \u001a \u0016 \u0016= present  c \u0016 \u001a \u0016 \u0016 \u001a= absent  d \u001a \u0016 \u0016 \u0016      ",
            "8": "8  \u00a9 ucles 2019 0610/22/m/j/19  16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye      17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     ",
            "9": "9  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  18 the diagram shows some potato tubers. new shoots are beginning to grow.    sucrose is being translocated from source to sink.    soiltuber     which statement is correct?  a the tuber is a sink.  b the soil is a sink.  c the shoots are sources.  d the shoots are sinks.    19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w     ",
            "10": "10  \u00a9 ucles 2019 0610/22/m/j/19  20 which disease is transmissible?  a cholera  b coronary heart disease  c lung cancer  d scurvy      21 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    at which point on the diagram are the ribs beginning to be lowered?    ab c d102 101 100 timepressure in lungs/  kpa       22 which pathway is followed by air passing into the body?  a larynx \u2192 trachea \u2192 bronchi \u2192 bronchioles \u2192 alveoli  b larynx \u2192 trachea \u2192 bronchioles \u2192 bronchi \u2192 alveoli  c trachea \u2192 larynx \u2192 bronchi \u2192 alveoli \u2192 bronchioles  d trachea \u2192 larynx \u2192 bronchi \u2192 bronchioles \u2192 alveoli     23 oxygen is required for aerobic respiration.    how many molecules of oxygen are required for the aerobic respiration of three molecules of  glucose?  a 3 b 6 c 12 d 18     ",
            "11": "11  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  24 which statement about involuntary responses is correct?  a they always result in the same response to the same stimulus.  b they are learned responses.  c they are slower than voluntary responses.  d they never use voluntary muscles.      25 the diagram shows the first part of a kidney tubule and its blood supply.    during filtration, protein molecules do not pass through the wall of the glomerulus.    which part contains the highest concentration of protein?    c db a direction of blood flow      26 the diagram shows a cross-section of the human eye.    which label points to the spot in the eye where vision is the sharpest?    c abd      ",
            "12": "12  \u00a9 ucles 2019 0610/22/m/j/19  27 three plant shoots have their tips removed. two of the shoots have a piece of agar gel placed on  them, as shown in the diagram. the agar gel contains auxin. the shoots are exposed to light coming from one direction.    plant shootplantshoot plantshootlightagar gel containing auxin     what is the appearance of the shoots after two days?    a b c d      28 the diagram shows a synapse.    heroin affects the neurone.    which labelled part does the heroin directly affect?    direction of movementof impulsea b c d  ",
            "13": "13  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  29 what is an advantage of self-pollination?  a evolution is not possible.  b genetic variation cannot occur.  c isolated individuals can reproduce.  d it does not require gametes.      30 which feature allows the sperm to dissolve the jelly coating of the egg cell?  a acrosome  b flagellum  c mitochondria  d nucleus      31 the graph shows the relative concentration of hormones in the blood during days 14\u201328 of the  menstrual cycle.    which letter represents the hormone progesterone in a woman who is not pregnant?    relative concentrationof hormonesin the blood 14 16 18 20 22 24 26 28 time  / daysa b c d      ",
            "14": "14  \u00a9 ucles 2019 0610/22/m/j/19  32 the diagram shows the chromosomes in the nucleus of a cell that divides by mitosis.        which diagram shows the chromosomes in the nucleus of one of the daughter cells produced?    abcd       33 the diploid number for mice is 40 chromosomes.    how many chromosomes will be in a mouse cell formed by meiosis?  a 10 b 20 c 40 d 80    34 which statement is correct?  a people who are heterozygous for the sickle-c ell allele have a resistance to malaria.  b sickle-cell anaemia is caused by a change in the amino acid sequence of the haemoglobin  gene.  c sickle-cell anaemia is caused by both genetic and environmental factors interacting.  d the sickle-cell allele is rare in human populations in areas where there is malaria.      35 when antibiotics are overused they become less effective.    which statement is correct?  a artificial selection results in resistant strains of bacteria.  b patients become resistant to the antibiotic.  c the antibiotic causes the bacteria to mutate.  d the antibiotic does not kill resistant bacteria.     ",
            "15": "15  \u00a9 ucles 2019 0610/22/m/j/19 [turn over  36 the diagram shows how sewage is treated.    screen water to riversettling tanksecond settling tankaeration tankair out air in sludge digestersludge disposalsludge sludge     why is air bubbled through the aeration tank?  a to encourage microorganisms to reproduce quickly  b to float the sludge  c to settle the sludge  d to stop microorganisms from reproducing too quickly     37 which trophic level has the greatest amount of energy?    a  b  c  d  1 mahogany tree with  several thousand leaves \u2192 1500 aphids \u2192 10 small birds \u2192 2 eagles    38 all organisms share the same genetic code.    this means that bacteria can be used to  a improve the health of the digestive system.  b manufacture biofuels in large quantities.  c produce foods such as yoghurt and cheese.  d make proteins using human dna.     39 evidence shows that some aquatic organisms have been feminised.    what is the most likely cause of this?  a increased nitrates running off farmland into the rivers  b female hormones excreted by women taking contraceptive pills  c infectious diseases in the fish  d decreasing levels of oxygen in the rivers   ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/22/m/j/19  40 what is not a reason for using chemical fertilisers in food production?  a improving growth rate  b improving mineral content of the soil  c increasing yields  d reducing competition with weeds     "
        },
        "0610_s19_qp_23.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 18 printed pages and 2 blank pages.  ib19 06_0610_23/3rp  \u00a9 ucles 2019   [turn over     *2457016502* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  may/june 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.     ",
            "2": "2  \u00a9 ucles 2019 0610/23/m/j/19  1 students find a small organism in a pond. they catch it and put it into a large jar of water. they  see that the organism swims away from light. it lays some eggs before they put it back into the  pond.    which characteristics of living things did the students see in this organism?  a excretion, growth and respiration  b growth, nutrition and sensitivity  c movement, reproduction and sensitivity  d movement, reproduction and respiration      2 the diagram shows how homo sapiens  (modern people) could have evolved from earlier  ancestors.    homo habilishomo erectushomo heidelbergensishomo sapiens  (modern people)     which statement about modern people and their ancestors is correct?  a they are in the same species and the same genus.  b they are in the same species but not the same genus.  c they are in the same genus but not the same species.  d they are neither the same species nor the same genus.      3 in cells with a high respiration rate, what would be found in the cytoplasm in increased numbers?  a mitochondria  b ribosomes  c rough endoplasmic reticulum  d vesicles     ",
            "3": "3  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  4 which features are possessed by all plant cells?     a cell wall chloroplasts   a \u0016 \u0016 key  b \u0016 \u001a \u0016= present  c \u001a \u0016 \u001a= absent  d \u001a \u001a      5 the diagram shows a mitochondrion.    1 \u03bcm    the diagram is 70  mm long.    what is the magnification of the diagram?  a \u00d70.0007 b \u00d770 c \u00d77000 d \u00d770  000     6 the diagram shows a test-tube containing clear jelly. a drop of blue ink is injected into the middle  of the jelly.    clear jelly drop of blue ink     the blue colour of the ink spreads throughout the jelly.    by which process does the blue ink spread through the jelly?  a active transport  b catalysis  c diffusion  d osmosis     ",
            "4": "4  \u00a9 ucles 2019 0610/23/m/j/19  7 which row describes active transport?   movement of  water uses energy   from respiration through a cell  membrane  a yes no no  b yes no yes  c no yes no  d no yes yes      8 which reagent is used when testing a food for vitamin c?  a benedict\u2019s solution  b dcpip  c ethanol  d iodine solution    9 small molecules are used as the basic units in the synthesis of large food molecules.    which statement is correct?  a amino acids are basic units of carbohydrates.  b fatty acids are basic units of glycogen.  c glycerol is a basic unit of oils.  d simple sugar is a basic unit of protein.    ",
            "5": "5  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  10 the diagrams show a protease enzyme catalysing the breaking of part of a protein molecule into  smaller pieces.     which diagram has three correct labels?    a substrateproduct enzymeb active site active siteproduct enzyme c substrate enzymed active site productsubstrate      11 the diagram shows an experiment to investigate the balance between respiration and  photosynthesis.    in which tube are photosynthesis and respiration taking place at the same time?    ab c d black polythene to keep out lightwater snail pond weedlight light light      ",
            "6": "6  \u00a9 ucles 2019 0610/23/m/j/19  12 the diagrams show the structure of four different cells from a plant.    which cell is from the upper epidermis of a leaf?    ab cd      ",
            "7": "7  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  13 the diagram shows the human alimentary canal.    1 3 4 52     which pair of structures both produce digestive enzymes?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 5    14 the cholera bacterium produces toxins that cause chloride ions to be secreted into the small  intestine.    how does this affect the water potential of blood in the intestinal capillaries and the intestinal  contents?     water potential  blood in  capillaries contents of  small intestine  a lowered lowered  b lowered raised  c raised lowered  d raised raised     ",
            "8": "8  \u00a9 ucles 2019 0610/23/m/j/19  15 starch in food is digested in two stages.    in which parts of the alimentary canal do the two stages occur?     starch into maltose maltose into glucose  a duodenum stomach  b lining of small intestine mouth  c mouth lining of small intestine  d stomach duodenum     16 a celery stalk was placed into a beaker of blue dye. when the dye reached the leaves, the stalk  was taken out and a section was cut, as shown in the diagram.    celery stalk blue dyecut     which diagram shows the appearance of the cut end of the stalk?    a b c d blue dye blue dye blue dye     ",
            "9": "9  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  17 the table shows the rate of water flow through a tree over a 12 hour period.    time of day rate of flow   / cm per hour  17:00 100  19:00 120  11:00 140  13:00 250  15:00 300  17:00 260  19:00 180    what conclusion can be drawn from the table?   a between 7:00 and 17:00 hours the rate of flow continuously increases.  b the greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.  c water does not flow up through a tree at night.  d water flow is affected by humidity.     ",
            "10": "10  \u00a9 ucles 2019 0610/23/m/j/19  18 scientists investigate the movement of substances in a plant.    they cut a ring of tissue from the stem.    removing the tissue removes some of the transport vessels found around the edge of the stem.    a few days later they notice swelling above the area where the tissue has been removed.    tissue removed time swellingleaves roots    what causes the swelling?  a phloem vessels have been removed and sucrose cannot move to the sink.  b phloem vessels have been removed and sucrose cannot move to the source.  c xylem vessels have been removed and minerals cannot move to the sink.  d xylem vessels have been removed and minerals cannot move to the source.     ",
            "11": "11  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  19 the diagram shows cross-sections through three types of blood vessel, not drawn to the same  scale.    w vx    which section is from a vein and which is from a capillary?     vein capillary  a v w  b w v  c w x  d x w      20 by which route would an hiv infection not be transmissible?  a blood  b saliva  c sharing needles for injections  d semen    21 the diagram illustrates changes in air pressure taking place inside the lungs during a complete  cycle of breathing. atmospheric pressure is 101  kpa.    at which point on the diagram are the ribs beginning to be lowered?    ab c d102 101 100 timepressure in lungs/  kpa      ",
            "12": "12  \u00a9 ucles 2019 0610/23/m/j/19  22 which process uses energy released by respiration?  a diffusion  b evaporation  c growth  d osmosis      23 the volume of oxygen taken up by germinating seeds was measured.    the graph shows the results.    2.0 1.81.61.41.21.00.80.60.40.2 0 05 1 0 time  / minutesvolume of oxygen taken up  / cm3 15 20     what is the rate of oxygen uptake?  a 0.08  cm3 per minute  b 8.00  cm3 per minute  c 10.8  cm3 per minute  d 12.50  cm3 per minute    ",
            "13": "13  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  24 the diagrams show the structures on each side of a synaptic cleft.    which diagram is correctly labelled?    direction of impulse released neurotransmitter neurotransmitter receptor moleculesa synaptic cleft released neurotransmitterdirection of impulse neurotransmitter receptor moleculesb synaptic cleft direction of impulse released neurotransmitter neurotransmitter receptor moleculesc synaptic cleft released neurotransmitterdirection of impulse neurotransmitter receptor moleculesd synaptic cleft      25 dialysis is a method of regulating the composition of blood when the kidneys are not working  properly.    which substance is absent from fresh dialysis fluid?  a bile  b glucose  c salt  d water    ",
            "14": "14  \u00a9 ucles 2019 0610/23/m/j/19  26 the diagram shows a vertical section through part of a human eye. a fly is coming nearer to the  eye. the eye begins to focus the image of the fly on its retina.    q r sfly     how do the labelled parts of the diagram change?     q r s  a contracts thinner tighter  b relaxes fatter slacker  c contracts fatter slacker  d relaxes thinner tighter     27 where is glucagon secreted, and what is its effect on blood glucose concentration?     secreted by effect on blood  glucose concentration  a liver increases  b liver decreases  c pancreas increases  d pancreas decreases      28 which statement about antibiotics is correct?  a antibiotics are effective against viral diseases.  b antibiotics are produced by white blood cells.  c antibiotics can provide pain relief.  d antibiotics can stop bacteria making new cell walls.    ",
            "15": "15  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  29 where is progesterone produced?  a ovary  b pituitary gland  c prostate gland  d uterus      30 which feature allows the sperm to dissolve the jelly coating of the egg cell?  a acrosome  b flagellum  c mitochondria  d nucleus      31 parents with alleles iaib and ioio can produce children with which blood groups?  a a and b  b ab  c a and o  d b and o      32 the diagram shows the chromosomes in the nucleus of a cell that divides by mitosis.        which diagram shows the chromosomes in the nucleus of one of the daughter cells produced?    abcd      ",
            "16": "16  \u00a9 ucles 2019 0610/23/m/j/19  33 during protein synthesis, what is the function of the ribosome?  a assemble amino acids in a chain  b carry a copy of a gene to the cytoplasm  c contain the code for the synthesis of a protein  d determine the order of bases in the protein      34 the table shows some inherited features.    which features show co-dominance?     blood  group colour  blindness sex   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= co-dominant  c \u001a \u0016 \u0016 \u001a= not co-dominant  d \u001a \u0016 \u001a       35 these events may happen when an antibiotic is used to treat a bacterial infection.    1 the antibiotic kills most of the bacteria.  2 the antibiotic resistant bacteria reproduce. 3 the antibiotic resistant bacteria survive. 4 some bacteria mutate and are resistant to the antibiotic.    which sequence may produce a strain of antibiotic resistant bacteria?  a 1 \u2192 2 \u2192 3 \u2192 4  b 2 \u2192 3 \u2192 1 \u2192 4  c 3 \u2192 1 \u2192 4 \u2192 2  d 4 \u2192 1 \u2192 3 \u2192 2    ",
            "17": "17  \u00a9 ucles 2019 0610/23/m/j/19 [turn over  36 the diagram shows the energy within the producers in an ecosystem and how much is  transferred to primary consumers and ev entually lost to the environment.    producers 50 000  kj45 000  kj primary consumers 5000  kjsecondary consumers4500  kjsun     how much energy is transferred from primary consumers to secondary consumers?  a 5  kj b 50  kj c 500  kj d 5000  kj     37 which is the tertiary consumer in this food chain?     a b c d  aquatic plant  \u2192  pond snails  \u2192  small fish  \u2192  large fish  \u2192  fish eagles     38 scientists in one country are using bacteria to break down crude oil in abandoned oil fields. this  produces natural gas which is used as a fuel.    why are bacteria useful in this example of biotechnology?  a bacteria are involved in the nitrogen cycle.  b bacteria are microorganisms.  c bacteria can be pathogens.  d bacteria can reproduce very quickly.    ",
            "18": "18  \u00a9 ucles 2019 0610/23/m/j/19  39 the diagrams show the stages in the production of human insulin.    which stage uses the enzyme dna ligase?    c the gene for insulin is inserted into the plasmidd the plasmid is inserted into a bacterium which reproduces and insulin is produceda gene for insulin identified and removed from a human cellb plasmid is removed from a bacterium and cut open      40 what is an undesirable effect of deforestation?  a habitat creation  b loss of soil  c more species  d reduced carbon dioxide in the atmosphere    ",
            "19": "19    blank page   \u00a9 ucles 2019 0610/23/m/j/19 ",
            "20": "20    blank page     permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/23/m/j/19   "
        },
        "0610_s19_qp_31.pdf": {
            "1": "*5079113418*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 19 printed pages and 1 blank page. dc (nf/cb) 168096/3 \u00a9 ucles 2019  [turn overbiology  0610/31 paper 3  theory (core)  may/june 2019  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.",
            "2": "2 0610/31/m/j/19 \u00a9 ucles 2019 1 (a) the boxes on the left contain the names of flower parts.   the boxes on the right contain descriptions of the functions of the flower parts.   draw one straight line from each box on the left to one box on the right to link the flower part  to its function.   draw five lines.  flower part  function antherattracts insects place where pollen  has to land produces ovules produces pollen protects the flower  bud transports waterovary petal sepal stigma [5]  (b) pollen grains from wind-pollinated flowers and insect-pollinated flowers are different.   state two ways in which a pollen grain from a wind-pollinated flower is different to a pollen  grain from an insect-pollinated flower. 1   2   [2]",
            "3": "3 0610/31/m/j/19 \u00a9 ucles 2019 [turn over  (c) complete the sentences about seeds.   use words from the list.   each word may be used once, more than once, or not at all.   asexual  carbon dioxide  gravity  hormones   light  mineral ions  oxygen  sexual   vitamins  water   plants produce seeds as a result of .. reproduction. seeds   germinate if they have the correct conditions. these conditions include a suitable temperature    and also .. and .. .   the germinating seed produces a young root which grows downwards in response to     ..  .    the young root absorbs .. and .. from    the soil as well as keeping the young plant in a stable position. [6] [total: 13]",
            "4": "4 0610/31/m/j/19 \u00a9 ucles 2019 2 (a) table 2.1 shows the names of three groups of arthropods and some of their characteristics.   place ticks ( \u2713) in the boxes to show the characteristics present in each group. table 2.1 characteristicarthropod group arachnids crustaceans myriapods four pairs of legs one pair of antennae body divided into two main parts [3]  (b) all living organisms show the same seven characteristics.   state four of the characteristics of living organisms. 1   2   3   4   [4]",
            "5": "5 0610/31/m/j/19 \u00a9 ucles 2019 [turn over  (c) fig. 2.1 shows the apparatus used by some students during an investigation.   the apparatus is drawn as seen from above. dish containing  chemical to absorb  water vapour dish containing  chemical to absorb  carbon dioxidesealed glass  container drop of red dye  in a capillary  tube arthropods fig. 2.1   some arthropods were placed in the container.   a drop of red dye was inserted into the capillary tube.   the drop of red dye in the capillary tube gradually moved towards the arthropods.   (i) explain why the drop of red dye moved towards the arthropods.  ...  ...  ...  ...  ...  .  [3]",
            "6": "6 0610/31/m/j/19 \u00a9 ucles 2019    the investigation shown in fig. 2.1 was repeated at different temperatures.    fig. 2.2 shows the results. rate of dye  movement / mm per  hour20 15 10 10 20 305 0 temperature / \u00b0c fig. 2.2   (ii) state the trend shown in fig. 2.2.  ...  .  [1]   (iii) calculate the percentage increase in the rate of dye movement between 10  \u00b0c and 20  \u00b0c.    show your working.    % [2] [total: 13]",
            "7": "7 0610/31/m/j/19 \u00a9 ucles 2019 [turn over 3 fig. 3.1 is a diagram of the alimentary canal and associated organs.  some parts are identified by letters. a b c d e f g h j k fig. 3.1  (a) complete table 3.1 by inserting the letter from fig. 3.1 which identifies the part that carries  out the function described. table 3.1 description of functionletter in  fig. 3.1 where egestion takes place where lipase is made where mechanical digestion occurs where the most  water is absorbed [4]",
            "8": "8 0610/31/m/j/19 \u00a9 ucles 2019  (b) cholera is a transmissible disease.   (i) state the type of pathogen that causes cholera.  .  [1]   (ii) one of the symptoms of cholera is diarrhoea.    describe what is meant by the term diarrhoea .  ...  .  [1]   (iii) outline the treatment for diarrhoea.  ...  ...  ...  ...  .  [2]  (c) state two ways in which the body can defend itself against pathogens. 1   2   [2] [total: 10] 4 (a) fig. 4.1 is a diagram of a palisade mesophyll cell. fig. 4.1   identify and label the nucleus and a chloroplast on fig. 4.1.  [2]",
            "9": "9 0610/31/m/j/19 \u00a9 ucles 2019 [turn over  (b) fig. 4.2 shows the same palisade mesophyll cell after it has been placed in a concentrated  sugar solution for twenty minutes. fig. 4.2   (i) describe the changes that have taken place in the cell between fig. 4.1 and fig. 4.2.  ...  ...  ...  ...  .  [2]   (ii) explain why the cell in fig. 4.2 has changed.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) suggest how the cell in fig.  4.2 could be treated so that it returned to its original  appearance in fig. 4.1.  ...  .  [1]",
            "10": "10 0610/31/m/j/19 \u00a9 ucles 2019  (c) (i) state the name of the tissue that transports water up the stem and into a leaf in a plant.  .  [1]",
            "11": "11 0610/31/m/j/19 \u00a9 ucles 2019 [turn over   (ii) fig. 4.3 shows drawings of sections through a root, a stem and part of a leaf in a  dicotyledonous plant. epidermis  with root  hair cells upper epidermisepidermisroot stem leaf fig. 4.3    identify and label with the letter w, the position of the water transport tissue in each of  the root, the stem and the leaf, on fig. 4.3.  [3] [total: 12]",
            "12": "12 0610/31/m/j/19 \u00a9 ucles 2019 5 (a) rabbits are herbivores.   define the term herbivore .  ...  .  [2]  (b) the size of a rabbit population can increase and decrease from year to year, as shown in   fig. 5.1. 1 0 2 time / yearsnumber  of rabbits 3 4 fig. 5.1   state  two factors that could cause an increase in a rabbit population. 1    ... 2    ... [2]",
            "13": "13 0610/31/m/j/19 \u00a9 ucles 2019 [turn over  (c) since 1800 the population of humans in the world has increased dramatically.   state three ways in which this increase in the human population has affected marine  ecosystems. 1    ... 2    ... 3    ... [3] [total: 7]",
            "14": "14 0610/31/m/j/19 \u00a9 ucles 2019 6 (a) complete the sentences by stating the part of the human body that produces male gametes  and the part that produces female gametes. male gametes are produced by the  .. female gametes are produced by the  .. [2]  (b) fig. 6.1 represents the early stages in the development of a female embryo. process r process t female embryo not to scalep q s.. .. .. fig. 6.1",
            "15": "15 0610/31/m/j/19 \u00a9 ucles 2019 [turn over   (i) state the names of the cells labelled p, q and s in fig. 6.1. p   q  ... s   [3]   (ii) complete fig. 6.1 by writing the  correct  sex chromosomes in structures p, q and s. [3]   (iii) state the names of processes r and t in fig. 6.1. r   t   [2]   (iv) state the name of the organ in the body in which the female embryo develops.  .  [1]  (c) some people do not want to have a baby and so use a method of contraception.   complete table 6.1 by writing an example for each method of contraception. table 6.1 method of contraception example of contraceptive method natural barrier chemical surgical [4] [total: 15]",
            "16": "16 0610/31/m/j/19 \u00a9 ucles 2019 7 blood circulates round the body in arteries, veins and capillaries.  (a) place ticks ( \u2713) in the correct boxes in table 7.1 to show the features of arteries. table 7.1 structure and function arteries carries blood at high pressure carries blood towards the heart has a thick wall has a narrow lumen has valves present throughout the vessel [3]  (b) fig. 7.1 shows a photomicrograph of a capillary with red blood cells passing through it. red blood cell fig. 7.1",
            "17": "17 0610/31/m/j/19 \u00a9 ucles 2019 [turn over   (i) state the function of the red blood cells shown in fig. 7.1.  ...  .  [1]   (ii) red blood cells are one component of blood.    state the name of two other components of blood. 1   2   [2] [total: 6]",
            "18": "18 0610/31/m/j/19 \u00a9 ucles 2019 8 fig. 8.1 shows a cat with an inherited condition that means the cat has extra toes. fig. 8.1  the allele that causes this condition is dominant to the allele for the normal condition.  fig. 8.2 shows the inheritance of this condition in a family of cats. key normal female normal male female with extra toes male with extra toes1 2 3 4 5 6 7 8 9 10 11 12 13 14 fig. 8.2",
            "19": "19 0610/31/m/j/19 \u00a9 ucles 2019  complete table 8.1 by stating the genotypes of the numbered individuals.  use b for the dominant allele and b for the recessive allele. table 8.1 number of individual in fig. 8.2 genotype of individual 1 2 4 14 [4]",
            "20": "20 0610/31/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s19_qp_32.pdf": {
            "1": "this document consists of 16 printed pages and 4 blank pages. dc (rw/tp) 168095/3 \u00a9 ucles 2019  [turn over *4238575278* biology  0610/32 paper 3  theory (core)  may/june 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/32/m/j/19 \u00a9 ucles 2019 blank page",
            "3": "3 0610/32/m/j/19 \u00a9 ucles 2019 [turn over 1 (a) table 1.1 shows some of the structures and parts of the alimentary canal and associated  organs.   complete table 1.1 by identifying the five missing structures and functions.  table 1.1 structure function where egestion occurs gall bladder where ingestion occurs salivary glands where most absorption occurs  [5]  (b) lipase is involved in the breakdown of fats.   state the two products of fat digestion. 1   2    [2]  (c) enzymes are proteins.   state the chemical elements that enzymes are made from.  .  [2]  [total: 9]",
            "4": "4 0610/32/m/j/19 \u00a9 ucles 2019 2 (a) cholera is an example of a transmissible disease.   define the term transmissible disease .  ...  ...  .  [2]  (b) cholera is transmitted in contaminated water.   state two ways water can be treated to prevent the spread of cholera. 1   2    [2]  (c) table  2.1 shows the number of reported cases of cholera in the world during 2014 and 2015. table 2.1 year 2014 2015 number of cases 191 000 172 000   (i) calculate the percentage decrease in the number of cases of cholera between 2014 and  2015.    show your working and give your answer to the nearest whole number.   . %     [2]   (ii) state the name of the type of organism that causes cholera.  .  [1]",
            "5": "5 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (d) cholera causes diarrhoea.   (i) describe what is meant by the term diarrhoea .  ...  .  [1]   (ii) outline the treatment for the symptoms of cholera.  ...  ...  ...  ...  .  [2]  (e) bacteria are often used in biotechnology.   complete the sentences using words from the list to explain why bacteria are used.   each word may be used once, more than once or not at all. complex       genetic       identical       non-identical physical       rapid       slow       simple   bacteria are useful in biotechnology and ... engineering due to   their ... reproduction rate and their ability to make    ... molecules.  [3]  [total: 13]",
            "6": "6 0610/32/m/j/19 \u00a9 ucles 2019 3 (a) fig. 3.1 is a drawing of a cross-section of a root. fig. 3.1   identify and label the structures on fig.  3.1 using label lines and the labels:     \u2022 root hair     \u2022 phloem     \u2022 xylem.  [3]",
            "7": "7 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (b) xylem is an example of a plant tissue.   this list shows examples of tissues, organs and organ systems in humans. heart       fat (under the skin) kidney       lung       nervous system   complete table  3.1 using the examples from the list.   one has been done for you. table 3.1 tissue organ organ system nervous system  [4]  (c) the list shows some of the structures in a plant.   write the structures in order of size from smallest to largest. chloroplast       palisade cell       phloem tissue root      whole plant   ...  smallest   ...   ...     ...   ...  largest  [3]  [total: 10]",
            "8": "8 0610/32/m/j/19 \u00a9 ucles 2019 4 (a) fig. 4.1 is a diagram of a fetus in the uterus. b ca f e d fig. 4.1   table  4.1 shows one of the names and the functions of some of the labelled parts shown in  fig. 4.1.   complete table  4.1 using the information in fig.  4.1. table 4.1 name of part letter in fig.  4.1 function amniotic sac contains amniotic fluid dilates during birth carries materials between  mother and fetus  [5]",
            "9": "9 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (b) describe the changes that occur in the fertilised egg cell up to the point of implantation.  ...  ...  ...  ...  ...  ...  .  [3]  (c) compare the growth and development of the fetus in the early stages of pregnancy with its  growth and development in the late stages of pregnancy.  ...    ...  ...  .  [2]  [total: 10]",
            "10": "10 0610/32/m/j/19 \u00a9 ucles 2019 5 (a) reproduction is a characteristic of all living organisms.   state two other characteristics of all living organisms. 1   2    [2]  (b) a specialised cell performs a particular function.   sperm and egg cells are two types of specialised cell that are involved in reproduction in  humans.   state the names of two other  specialised cells. 1   2    [2]  (c) the term sexual reproduction is in the box on the left.   the boxes on the right show some sentence endings.   draw straight lines from sexual reproduction to the boxes on the right to make correct  sentences.   sexual reproduction only produces genetically identical offspring. results in the formation of a zygote.only occurs in animals.includes the process of fertilisation.always involves only one parent. involves gametes.  [3]",
            "11": "11 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (d) fig. 5.1 shows some examples of reproduction. begg sperm bacterium cadna single celled organism ovary ovulepollen grain pollen tube d fig. 5.1   state the letter or letters that identify examples of asexual  reproduction.   give a reason for your answer using evidence from fig.  5.1.   letter(s)  reason  ...  ...  [3]  [total: 10]",
            "12": "12 0610/32/m/j/19 \u00a9 ucles 2019 6 fig.\u00a06.1\u00a0is\u00a0a\u00a0graph\u00a0of\u00a0the\u00a0world\u2019s\u00a0human\u00a0population \u00a0between \u00a0the\u00a0years\u00a01000\u20132000. 1000 1100 1200 1300 1400 year1500 1600 1800 1900 2000 1700010002000300040005000human population / million60007000 fig. 6.1  (a) describe the data shown in fig.  6.1.  ...  ...  ...  ...  ...  ...  .  [3]",
            "13": "13 0610/32/m/j/19 \u00a9 ucles 2019 [turn over  (b) one explanation for the trend shown in the data after 1900 is the introduction of vaccinations.   discuss other reasons that explain the trend seen after 1900 in fig. 6.1.  ...  ...  ...  ...  ...  ...  .  [3]  (c) populations in individual countries can decrease rapidly.   suggest two reasons why. 1   2    [2]  [total: 8]",
            "14": "14 0610/32/m/j/19 \u00a9 ucles 2019 7 (a) fig. 7.1 is a photomicrograph of a cross-section of part of a leaf. a b fig. 7.1   (i) identify the parts of the leaf labelled a and b in fig.  7.1. a   b    [2]   (ii) draw a circle around one vascular bundle on fig.  7.1. [1]   (iii) draw an arrow to show where an air space is on fig.  7.1. [1]  (b) state three  structures present in both animal and plant cells. 1   2   3    [3]  [total: 7]",
            "15": "15 0610/32/m/j/19 \u00a9 ucles 2019 [turn over 8 (a) modern technology has increased food production.   the boxes on the left show types of modern technology.   the boxes on the right show how modern technology has improved production.   draw five lines to link the type of modern technology with the way in which it has improved  food production. insecticide selective breedingherbicideagricultural machinery chemical fertilisermodern technology improve desired features in crops and livestockable to use larger areas of land kills animal pests that damage crops reduce competition with weedsprovides nutrients to increase yieldimprovement in food production  [4]  (b) describe two negative impacts to an ecosystem of intensive livestock production. 1    ... 2    ...  [2]  [total: 6]",
            "16": "16 0610/32/m/j/19 \u00a9 ucles 2019 9 (a) three identical potato cylinders were used to investigate water movement in plant cells.   cranberry juice is a red fruit juice that contains natural sugars.   three test -tubes were set up as shown in fig.  9.1 and left for one hour. test-tube 1 waterpotato cylindertest-tube 2 dilute solution of cranberry juicetest-tube 3 concentrated solution of cranberry juice fig. 9.1   after one hour the potato cylinders were removed from test -tubes 1 to 3.   the mass of each potato cylinder is recorded in table  9.1. table 9.1 test-tube numbermass of the potato  cylinder at the start  / gmass of the potato  cylinder after one  hour / g 1 25 30 2 25 25 3 25 19   (i) describe the results for test -tubes 1 and 2. test-tube 1  .  ... test-tube 2  .  ...  [2]",
            "17": "17 0610/32/m/j/19 \u00a9 ucles 2019   (ii) calculate the decrease in the mass of the potato cylinder in test -tube 3.    g [1]   (iii) explain why the potato cylinder lost mass in test -tube 3.  ...  ...  ...  ...  .  [2]  (b) state the name of one mineral ion and give a reason why it is important for plant growth. ion  . reason  ...  ...  [2]  [total: 7]",
            "18": "18 0610/32/m/j/19 \u00a9 ucles 2019 blank page",
            "19": "19 0610/32/m/j/19 \u00a9 ucles 2019 blank page",
            "20": "20 0610/32/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s19_qp_33.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (ks/sg) 170552/4 \u00a9 ucles 2019  [turn over *2540457564*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/33 paper 3  theory (core)  may/june 2019  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.",
            "2": "2 0610/33/m/j/19 \u00a9 ucles 2019 1 (a) several processes occur in the alimentary canal.   (i) the boxes on the left show the names of processes that occur in the alimentary canal.    the boxes on the right show descriptions of processes that occur in the alimentary canal.    draw five straight lines to link each process with its description. process description breakdown of food into smaller  pieces  absorption breakdown of large, insoluble  molecules into small, soluble  molecules  chemical digestion movement of digested food  molecules into cells  egestion  movement of small food molecules  and ions into the blood  ingestion  passing out of food that has not  been digested or absorbed mechanical digestion taking of substances into the body  [5]",
            "3": "3 0610/33/m/j/19 \u00a9 ucles 2019 [turn over   (ii) state the name of one type of digested food molecule that is absorbed.  .  [1]  (b) the cholera pathogen produces a toxin which affects part of the alimentary canal.   (i) state the type of pathogen that causes cholera.  .  [1]   (ii) one of the symptoms of cholera is diarrhoea.    describe what is meant by the term diarrhoea .  ...  ...  .  [1]   (iii) outline the treatment for diarrhoea.   ...  ...  ...  ...  .  [2]  [total: 10] ",
            "4": "4 0610/33/m/j/19 \u00a9 ucles 2019 2 (a) transpiration is the loss of water from plant leaves.   complete the sentences using the words and phrases from the list.   each word or phrase may be used once, more than once or not at all. active transport    condenses    cortex    diffusion  evaporates    flows    gas   guard liquid    osmosis    root hair stomata    spongy mesophyll    water vapour   water on the surface of  cells     .   the water vapour moves out of the leaf by  into the   atmosphere through openings in the leaf called  .  [4]  (b) a student compared the mass of water lost from four leaves.    four similarly-sized leaves were collected from the same plant.   some of the surfaces of the leaves were covered with a waterproof substance. the mass of  each leaf was measured.   the leaves were hung on a piece of string, as shown in fig. 2.1. the leaves were left for  several hours and the mass of each leaf was measured again.  f g h j no surface coveredlower surface coveredupper surface coveredupper and lower surfaces covered fig. 2.1",
            "5": "5 0610/33/m/j/19 \u00a9 ucles 2019 [turn over   the results from the experiment are shown in table 2.1. table 2.1 leaf mass at the start  / gmass at the end  / gdifference in mass  / g f 0.67 0.40 g 0.70 0.67 0.03 h 0.69 0.44 0.25 j 0.73 0.73 0.00   (i) calculate the difference in mass for leaf f and write your answer in table 2.1.  [1]   (ii) describe how the different treatments of the leaves affected their loss of mass.    use the information in fig. 2.1 and table 2.1 to support your answer.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) suggest a reason for the difference in mass lost between leaves g and h.   ...  ...  .  [1]",
            "6": "6 0610/33/m/j/19 \u00a9 ucles 2019  (c) fig. 2.2 is a photomicrograph of a cross-section of part of a leaf. pk l mn fig. 2.2   (i) state the letter on fig. 2.2 which identifies a cell where photosynthesis occurs.    ...  [1]   (ii) state the letter on fig. 2.2 that identifies the part of the plant that transports water from  the roots to the leaves and state its name.     ... name  .  [2]  [total: 12] ",
            "7": "7 0610/33/m/j/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0610/33/m/j/19 \u00a9 ucles 2019 3 some bacteria are pathogens.  bacteria were grown in a petri dish on agar jelly which contained nutrients. the bacteria covered  the whole surface of the agar jelly.  three paper discs were placed on the agar jelly. each paper disc contained a different antibiotic.  the bacteria were left to grow for 24 hours at 35  \u00b0c.  fig. 3.1 shows the growth of the bacteria on the agar jelly at the start and after 24 hours. at the start after 24 hours 1 2 31 2 3 paper disc containing antibioticsbacteria growing over the surface of the agar jellyclear area with no bacteria fig. 3.1  (a) (i) suggest why there are clear areas around some of the paper discs after 24 hours.  ...  ...  .  [1]    (ii) list the numbers of the antibiotics in order from most effective to least effective.    give a reason for your choice. most effective            least effective reason  ...  ...  ...  [2] ",
            "9": "9 0610/33/m/j/19 \u00a9 ucles 2019 [turn over  (b) fig. 3.2 is a drawing of a bacterial cell. cell membranednacell wall flagellum plasmid ribosomecapsulecytoplasm fig. 3.2   state three  ways in which a plant cell is similar to the bacterial cell shown in fig. 3.2. 1   2   3    [3]  (c) pathogens for transmissible diseases can be transmitted either through direct contact or  indirect contact.   table 3.1 gives examples of ways in which pathogens can be transmitted.   identify the examples of direct  contact by placing a tick ( \u2713) in the correct boxes in table 3.1. table 3.1 example direct contact air blood body fluids contaminated food contaminated surfaces  [2]  [total: 8] ",
            "10": "10 0610/33/m/j/19 \u00a9 ucles 2019 4 fig. 4.1 is a photograph of a zedonk.  a zedonk is the offspring of a male zebra and a female donkey. fig. 4.1  (a) (i) state the name of the group within the animal kingdom to which zebras, donkeys and  zedonks belong.  .  [1]   (ii) state one feature of the group identified in 4(a)(i)  that is visible in fig. 4.1.  .  [1]  (b) the zedonk was produced by sexual reproduction .   define the term sexual reproduction .  ...  ...  .  [3]",
            "11": "11 0610/33/m/j/19 \u00a9 ucles 2019 [turn over  (c) fig. 4.2 shows a plant.   this plant reproduces asexually by producing plantlets on side shoots. side shoot plantlets fig. 4.2   the box on the left contains the term asexual reproduction. the boxes on the right show  some sentence endings.   draw two straight lines from the asexual reproduction box to the boxes on the right to make  two correct sentences.  needs male and female  gametes. needs two parents. only needs one parent. asexual reproduction produces offspring that  are a different species. produces offspring that  are genetically different  to the parents. produces offspring that  are genetically identical  to the parent.  [2]  [total: 7]",
            "12": "12 0610/33/m/j/19 \u00a9 ucles 2019 5 (a) list two features of human gas exchange surfaces. 1   2    [2]  (b) carbon dioxide is excreted through the lungs.   (i) describe a chemical test that would identify that the gas excreted through the lungs is  carbon dioxide. chemical test  .  ... positive test result  .  ...  [2]   (ii) there are differences between the composition of inspired and expired air.    table 5.1 shows four of the gases that make up air and the percentage of each gas that  is in inspired and expired air.    use numbers from the list to complete the table.    each number can be used once, more than once or not at all. 4.00    58.00     21.00     16.00 0.04    78.00     1.00    0.96 table 5.1 gaspercentage in  inspired airpercentage in  expired air carbon dioxide 0.04 oxygen 16.00 z variable increased nitrogen 78.00 78.00  [2]   (iii) state the name of gas z shown in table 5.1.  .  [1]",
            "13": "13 0610/33/m/j/19 \u00a9 ucles 2019 [turn over  (c) an athlete measured his breathing rate during 12 minutes of exercise.   the results are shown in fig. 5.1. 00 2 4 6 8 10 1251015202530 breathing rate / breaths per minute time  / minutes fig. 5.1   (i) describe the changes in the breathing rate, while the athlete was exercising, shown in  fig. 5.1.  ...  ...  ...  ...  .  [3]   (ii) calculate the percentage change in the breathing rate between 0 and 10 minutes.    give your answer to the nearest whole number.     show your working.     %  [2]   (iii) the activity of the heart can also be used to monitor the effects of physical activity.    state two methods that can be used to monitor the activity of the heart. 1   2    [2]  [total: 14]",
            "14": "14 0610/33/m/j/19 \u00a9 ucles 2019 6 (a) fig. 6.1 shows a fetus during the final stage of pregnancy. q sr fig. 6.1   (i) the boxes on the left show a letter from fig. 6.1.    the boxes in the middle show the name of a part shown in fig. 6.1.    the boxes on the right show the function of each part.    draw one line to link each letter from fig. 6.1 to its correct name.    draw one line to link each name to its correct function.    draw a total of six lines.  letter on  fig. 6.1name function q amniotic fluid exchange of nutrients or  gases r placenta protects the fetus from  damage s vaginareceives sperm during   sexual intercourse  [4]",
            "15": "15 0610/33/m/j/19 \u00a9 ucles 2019 [turn over   (ii) table 6.1 shows some of the events ( a to f) that occur during birth. table 6.1 a passage through the vagina  b breaking of the amniotic sac  c delivery of the afterbirth d dilation of the cervix  e contraction of the muscle in the uterus wall f tying and cutting the umbilical cord     put the events into the correct sequence by ordering the letters.     one has been done for you. b  [3]  (b) the diet of a woman is very important during pregnancy.   (i) state the name of one component of a pregnant woman\u2019s diet that is needed for the  formation of bones in the fetus.  .  [1]   (ii) state the importance of iron in a pregnant woman\u2019s diet.  ...  .  [1]   (iii) state one source of iron in the diet.  .  [1]   (iv) state why women are often advised to avoid alcohol consumption during pregnancy.  ...  ...  .  [1]  [total: 11] ",
            "16": "16 0610/33/m/j/19 \u00a9 ucles 2019 7 a student investigated the rate of oxygen uptake during aerobic respiration in woodlice. woodlice  are arthropods.  (a) state the word equation for aerobic respiration.  .  [2]  (b) fig. 7.1 shows the apparatus the student used. soda lime absorbs carbon dioxide.   when the tap is closed air cannot move into or out of the apparatus. the coloured liquid  moves when the tap is closed. 109876543210ruler scale coloured liquid in a narrow tube test-tube soda limewoodlice on a wire platformtap aircm fig. 7.1   table 7.1 shows the results of this investigation. table 7.1 time / minutesposition of the coloured  liquid on the ruler scale  / cm  0 1.0  2 2.1  4 3.1  6 4.2  8 5.5 10 5.9 12 7.5",
            "17": "17 0610/33/m/j/19 \u00a9 ucles 2019 [turn over   (i) explain why the coloured liquid moves towards the woodlice during the investigation.   ...  ...  ...  ...  ...  ...  .  [3]   (ii) suggest why it is important that the temperature of the apparatus did not exceed 40  \u00b0c.  ...  ...  ...  ...  .  [2]   (iii) respiration releases energy.    state two uses of energy in the body of a human. 1   2    [2]  [total: 9] ",
            "18": "18 0610/33/m/j/19 \u00a9 ucles 2019 8 (a) fig. 8.1 shows the pyramid of numbers for a food chain in a forest. goshawk thrush caterpillar not to scaleoak tree fig. 8.1   (i) state the name of the organism in fig. 8.1 that has the largest number of individuals in  the pyramid of numbers.  .  [1]   (ii) state the name of the secondary consumer in fig. 8.1.  .  [1]   (iii) state the principal source of energy input in a food chain.  .  [1]  (b) fig. 8.2 shows the pyramid of numbers for a food chain in a lake. trout frog insect not to scaleaquatic plant fig. 8.2",
            "19": "19 0610/33/m/j/19 \u00a9 ucles 2019   (i) the pyramids of numbers in fig. 8.1 and fig. 8.2 are different shapes. explain why they  are different.  ...  ...  .  [1]   (ii) most of the trout from the lake in fig. 8.2 were caught by fishermen.     state and explain what effect this might have on the populations of frogs and insects. frogs  ..  ...  ... insects  ...  ...  ...  [4]  (c) bacteria and fungi obtain energy from dead organic material.    put a tick ( \u2713) in the box that describes bacteria and fungi. carnivores decomposers herbivores producers  [1]  [total: 9] ",
            "20": "20 0610/33/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s19_qp_41.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/ct) 162740/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *5913274259* biology  0610/41 paper 4  theory (extended)  may/june 2019  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 regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/41/m/j/19 \u00a9 ucles 2019 blank page",
            "3": "3 0610/41/m/j/19 \u00a9 ucles 2019 [turn over 1 all commercial breeds of sheep belong to the species ovis aries .  (a) define the term species .  ...  ...  ...  ...  .  [2]   the merino is a breed of sheep that is farmed mainly for its wool. the wool is very thick and is  made of lots of very thin hairs.  fig. 1.1 shows a female merino sheep with her newborn lamb. fig. 1.1  (b) the presence of hair is a feature that is only found in mammals.   state two other  features that distinguish mammals from all other vertebrates. 1   2   [2]",
            "4": "4 0610/41/m/j/19 \u00a9 ucles 2019  (c) merino sheep in south africa have high quality wool with very thin hairs.    breeders in new zealand have used selective breeding programmes to improve the wool of  their sheep to match the quality of south african wool.    describe the steps that breeders would take to breed sheep that have wool with very thin  hairs.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (d) explain how natural selection differs from selective breeding.  ...  ...  ...  ...  ...  ...  .  [3] [total: 12]",
            "5": "5 0610/41/m/j/19 \u00a9 ucles 2019 [turn over 2 the rate of photosynthesis of terrestrial plants can be determined by measuring the uptake of  carbon dioxide.  (a) explain why plants take up carbon dioxide during photosynthesis.  ...  ...  ...  ...  .  [2]  (b) the rate of photosynthesis of parts of individual leaves can be measured using a hand-held  device as shown in fig. 2.1. transparent chamber fig. 2.1   this apparatus allows air to flow through the transparent chamber that encloses part of the  leaf. the apparatus measures the carbon dioxide concentration of the air entering and leaving  the chamber.   explain how the results from the apparatus can be used to calculate the rate of photosynthesis.  ...  ...  ...  .  [2]",
            "6": "6 0610/41/m/j/19 \u00a9 ucles 2019  (c) a student used the apparatus shown in fig. 2.1 to investigate the effect of temperature on the  rate of photosynthesis of the leaves of chinese plantain, plantago asiatica , at two different  concentrations of carbon dioxide, a and b.    fig. 2.2 shows the results of the investigation.  0510152025303540 rate of photosynthesis / \u03bcmol per m2 per s 10 20 temperature of leaves  / \u00b0c30 40b a 370 ppm co21000 ppm co2 370 ppm co21000 ppm co2b a fig. 2.2   (i) state one environmental factor that should have been kept constant in this investigation.  .  [1]",
            "7": "7 0610/41/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe the effect of temperature on the rate of photosynthesis when carbon dioxide  concentration a was supplied.     use the data from fig. 2.2 in your answer.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) calculate the percentage increase in the rate of photosynthesis at 30  \u00b0c when the carbon  dioxide concentration was increased from a to b as shown in fig. 2.2.    show your working and give your answer to the nearest whole number.     % [2]   (iv) explain the effect of increasing temperature on the rate of photosynthesis for carbon  dioxide concentration b.     use the term limiting factor  in your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
            "8": "8 0610/41/m/j/19 \u00a9 ucles 2019   (v) the student concluded that carbon dioxide concentration is the factor limiting the rate of  photosynthesis between 30  \u00b0c and 35  \u00b0c for the results shown for a in fig. 2.2.     state the evidence for this conclusion.  ...  ...  .  [1]",
            "9": "9 0610/41/m/j/19 \u00a9 ucles 2019 [turn over  (d) a similar investigation was carried out on arizona honeysweet, tidestromia oblongifolia , that  grows in death valley in california where the highest temperatures may be greater than  45 \u00b0c.    the results are shown in fig. 2.3.  rate of photosynthesis / \u03bcmol per m2 per s temperature of leaves  / \u00b0c0510152025303540 10 20 30 40 50 60 70 fig. 2.3   predict and explain what would happen to the rate of photosynthesis if the investigation is  continued at temperatures higher than 45  \u00b0c.   ...  ...  ...  ...  .  [2] [total: 16]",
            "10": "10 0610/41/m/j/19 \u00a9 ucles 2019 blank page",
            "11": "11 0610/41/m/j/19 \u00a9 ucles 2019 [turn over 3 (a) complete the five sentences about the eye and the nervous system.   structures in the eye change the shape of the lens so that the eye can focus on near and  distant objects. this is called ..  .   the radial and circular muscles in the iris of the eye are a pair of ..    muscles that work against each other.   muscles in the eye are controlled by the nervous system. the ..  nervous system contains only sensory and motor neurones.   the .. nerve from the eye contains sensory neurones that conduct  impulses to the ..  .  [5]  (b) transmission of impulses relies on the flow of ions through the cell membranes of neurones  down their concentration gradients. active transport is responsible for maintaining the  concentration gradients of ions across the membranes of neurones.   explain how ions are moved across membranes by active transport.  ...  ...  ...  ...  ...  ...  .  [3]",
            "12": "12 0610/41/m/j/19 \u00a9 ucles 2019  (c) fig. 3.1 shows the junction between two neurones. presynaptic neurone postsynaptic neuroneenzyme that breaks down neurotransmitter moleculesa b fig. 3.1   many drugs interfere with the action of neurotransmitters at the junctions between neurones.    two drugs that influence the transmission of impulses between neurones are atropine and  eserine. the actions of these drugs are shown in table 3.1. table 3.1 drug action at junctions between neurones atropine blocks receptor molecules for neurotransmitters eserine blocks the enzyme that breaks down neurotransmitters",
            "13": "13 0610/41/m/j/19 \u00a9 ucles 2019 [turn over   explain the effects of these two drugs on the nervous system using the information in fig. 3.1  and table 3.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (d) a scientific paper was published in 1997 that described the effects of anabolic steroids  on female athletes. many of these athletes achieved great success in international sport  competitions during the 1960s and 1970s.   discuss the arguments against the use of anabolic steroids in sport.  ...  ...  ...  ...  ...  ...  .  [3] [total: 17]",
            "14": "14 0610/41/m/j/19 \u00a9 ucles 2019 4 (a) table 4.1 shows four structures associated with the human male reproductive system.      complete table 4.1 by identifying the level of organisation of each structure.   choose your answers from the list. cell     cell structure      organ organ system      organism      tissue table 4.1   structure level of organisation epithelium nucleus sperm testis  [4]  (b) fig. 4.1 shows the male reproductive system.   ef a d c b fig. 4.1",
            "15": "15 0610/41/m/j/19 \u00a9 ucles 2019 [turn over   table 4.2 shows information about the male reproductive system shown in fig. 4.1.   complete table 4.2.  table 4.2   name of structure function letter in fig. 4.1 testis transports sperm but not urine tube for urine and seminal fluid  through the penis prostate gland contains the testes  [5]  (c) draw an x on fig. 4.1 on the structure where meiosis occurs.  [1]  (d) sperm and eggs each have a nucleus which is haploid.    (i) define the term haploid nucleus .  ...  ...  .  [1]   (ii)  state the number of chromosomes in a human haploid nucleus.  .  [1] [total: 12]",
            "16": "16 0610/41/m/j/19 \u00a9 ucles 2019 5 (a) tissue plasminogen activators (tpas) are human proteins that are used as drugs to break  down blood clots.    tpas break down blood clots by activating plasminogen. plasminogen is a protein that is  always present in the blood.   when activated, plasminogen forms a protease that breaks down fibrin molecules.   (i) plasminogen is found in the plasma.     state what is meant by the term plasma .  .  [1]   (ii) state the products of the action of protease on the protein fibrin.  .  [1]  tpas can be produced by genetically-engineered bacteria.  fig. 5.1 shows some of the stages involved in genetically engineering a bacterium to make a tpa.  dna removed from a human celltpa gene dna removed from a bacterial cell not to scalebax fig. 5.1",
            "17": "17 0610/41/m/j/19 \u00a9 ucles 2019 [turn over (b) (i) state the name of structure a in fig. 5.1.  .  [1]   (ii) in the flow chart, x represents the action of an enzyme on a molecule of dna.     state the name of this enzyme.  .  [1]   (iii) the tpa gene is inserted into structure a.     explain how the gene is inserted into structure a to form structure b as shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  .  [3]   (iv) before tpa was made by genetically-engineered bacteria it was only available from  blood donated by people.    suggest one advantage of producing tpa by genetically-engineered bacteria.  ...  .  [1]   (v) the genetically-engineered bacteria produce mrna that is a copy of the human tpa  gene.     explain the role of mrna in the bacterium.  ...  ...  ...  ...  .  [2] [total: 10]",
            "18": "18 0610/41/m/j/19 \u00a9 ucles 2019 6 fig. 6.1 shows some cells from the shoot tip of an onion, allium cepa . m cell a   fig. 6.1  (a) (i)  state the evidence visible in fig. 6.1 that identifies the cells of a. cepa  as plant cells.  .  [1]   (ii)  cell a is dividing by mitosis.     state the role of mitosis in a shoot tip.  ...  ...  .  [1]",
            "19": "19 0610/41/m/j/19 \u00a9 ucles 2019  (b) the area labelled m is a mitochondrion.   explain why mitochondria have an important role in dividing cells.  ...  ...  ...  ...  ...  ...  .  [3]  (c) cells just behind a shoot tip absorb water and grow in length. a plant hormone stimulates cell  elongation and controls the response of stems to gravity.    (i) state the name of the plant hormone that stimulates cell elongation in stems.  .  [1]   (ii) explain how the response of stems to gravity is controlled.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [turn over",
            "20": "20 0610/41/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (d) some cells in shoot tips become leaf cells and others become cells in the stem or in flowers.     explain why it is important that only some of the genes in cell a are expressed in these cells.  ...  ...  ...  ...  ...  ...  .  [3] [total: 13]"
        },
        "0610_s19_qp_42.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/ct) 162741/5 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7742045037* biology  0610/42 paper 4  theory (extended)  may/june 2019  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 regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/42/m/j/19 \u00a9 ucles 2019 1 biotechnology is used in the process of bread-making.   fig. 1.1 shows some of the steps in making bread. flour, salt and water are put into a bowl organism a and an energy source are added dough forms gas bubbles form in the dough dough put into baking tins bread is madestep 1 mixing step 2 mixing step 3 dough left at 35  \u00b0c for 2 hours step 4 dough is shaped and left at room temperature step 5 dough is baked for 30 minutes at 200  \u00b0c fig. 1.1   (a) state the name of organism a in fig. 1.1.    .  [1]  (b) (i) state the name of the source of energy used by organism a.  .  [1]   (ii) state the name of the process that occurs at step 3 that causes gas bubbles to form in  the dough.  .  [1]   (iii) state the name of the gas that forms to create the gas bubbles in the dough.  .  [1]",
            "3": "3 0610/42/m/j/19 \u00a9 ucles 2019 [turn over  (c) explain the reasons for the different temperatures used in step 3 and step 5.   ...  ...  ...  ...  .  [2]  (d) state the name of two products of biotechnology, other  than bread, that make use of  microorganisms. 1   2   [2] [total: 8]",
            "4": "4 0610/42/m/j/19 \u00a9 ucles 2019 2 the concentration of atmospheric carbon dioxide has increased considerably in recent years.   (a) describe the possible causes of increased atmospheric carbon dioxide.  ...  ...  ...  ...  ...  ...  .  [3]  (b) soybean plants, glycine max , were grown in two separate plots.   each plot used a carbon dioxide enrichment system to control the atmospheric carbon dioxide  concentration.   the atmospheric carbon dioxide concentrations in the two plots were kept at: \u2022 370 ppm, which is similar to the current atmospheric carbon dioxide concentration \u2022 550 ppm, which is a possible future atmospheric carbon dioxide concentration.   when the soybean plants were fully grown, scientists calculated the average rates of  photosynthesis at regular intervals from 04:00 to 22:00 for both plots.   the results are shown in fig. 2.1. average rates of photosynthesis / \u03bcmol per m2 per s 0 04:00 06:00 08:00 10:00 12:00 14:00 16:00 18:00 20:00 22:00510 time of day152025 550 ppm co2 370 ppm co2550 ppm co2 370 ppm co2 fig. 2.1",
            "5": "5 0610/42/m/j/19 \u00a9 ucles 2019 [turn over   describe and explain the effect of carbon dioxide concentration on the average rates of  photosynthesis of the soybean plants from 04:00 to 22:00.   use the data from fig. 2.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "6": "6 0610/42/m/j/19 \u00a9 ucles 2019  (c) the scientists also made observations of the leaf structure of the soybean plants.    epidermis and mesophyll tissues are adapted for photosynthesis.   complete table 2.1 by stating two structural features of each of these tissues and explain  how each feature is an adaptation for photosynthesis. table 2.1 tissue featurehow the feature is an adaptation  for photosynthesis epidermis1 ... .. ... . . 2 ... .. ... . . mesophyll1 ... .. ... . . 2 ... .. ... . .  [4]  (d) when the scientists were working in the plot with a carbon dioxide concentration of 550  ppm,  their breathing rates were higher than when they worked in the other plot.   suggest why their breathing rates were higher.  ...  ...  ...  ...  .  [2]  [total: 15]",
            "7": "7 0610/42/m/j/19 \u00a9 ucles 2019 [turn over 3  very small pieces of plastic, called microplastics, are found in many products such as soaps and  toothpaste.   fig. 3.1 shows toothpaste that contains microplastics. fig. 3.1   (a) (i) it is estimated that microplastics make up 5% of the mass of some toothpastes.    each person uses approximately 2  g of toothpaste a day.    there were estimated to be 1.2  \u00d7 109 people using toothpaste that contained  microplastics in some countries in 2013.    calculate the mass of microplastics contained in the toothpaste used on one day in 2013  for these countries.     show your working and state appropriate units with your answer.    [3]   (ii) state one recommendation, other than regular brushing, for the proper care of teeth.  .  [1]  ",
            "8": "8 0610/42/m/j/19 \u00a9 ucles 2019  (b) lugworms live in sand on coastal beaches and are eaten by wading birds. lugworms feed on  diatoms. diatoms are photosynthetic protoctists that require ammonium ions as a source of  nitrogen. beach sand contains ammonium ions.   (i) construct a food chain for these marine organisms. [2]   (ii) there is some evidence that microplastics affect ammonium ions. affected ammonium  ions cannot be used by diatoms. a group of researchers thought that this could affect  lugworms living in sand polluted by microplastics.     the researchers collected 30 healthy lugworms, all with the same initial mass.    they divided them into three groups, a, b and c. each group contained 10 lugworms.    each group of lugworms was placed in a bucket containing the same mass of beach  sand and ammonium ions and:     a  biodegradable microplastics      b  non-biodegradable microplastics      c  no microplastics.    the measurements that were recorded at the end of the investigation are shown in  table 3.1. table 3.1 variable measuredgroup a b c ammonium ion concentration in the  bucket  / \u00b5mol per dm3 19.3 47.0 27.4 average respiration rate of lugworms  / mg oxygen per hour per g mass5.2 9.6 5.1 volume of lugworm faeces  / cm360.0 25.0 40.0 average lugworm mass  / g 9.1 7.0 9.1",
            "9": "9 0610/42/m/j/19 \u00a9 ucles 2019 [turn over    describe and explain why the researchers concluded that non-biodegradable  microplastics are the most harmful to lugworms.    use the information in table 3.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) ammonium ions are an important part of the nitrogen cycle. they can be converted into  nitrate ions, which are used by plants and protoctists such as diatoms.   (i) state the name of the molecules that are converted into ammonium ions in the nitrogen  cycle.  .  [1]   (ii) state the name of the process of converting ammonium ions into nitrate ions.  .  [1]   (iii) explain the effects of nitrate ion deficiency on plant growth.  ...  ...  ...  ...  ...  ...  .  [3]",
            "10": "10 0610/42/m/j/19 \u00a9 ucles 2019  (d) non-biodegradable plastics are also harmful to terrestrial ecosystems.   discuss the effects of non-biodegradable plastics on terrestrial ecosystems.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] [total: 20]",
            "11": "11 0610/42/m/j/19 \u00a9 ucles 2019 [turn over 4 neurones are part of the nervous system. neurones are connected to each other by synapses.  (a) (i) describe how the structure of a neurone is related to its function.   ...  ...  ...  ...  ...  ...  .  [3]   (ii) the nervous system is made up of the central nervous system and the peripheral  nervous system.    state the names of the organs that make up the central nervous system.  .  [1]   (b) reflex actions allow the body to respond rapidly to changes in the external environment.    (i) outline the pathway in a reflex arc in response to shining a bright light into the eye.    ...  ...  ...  ...  ...  ...  .  [3]   (ii) doctors sometimes check the reflexes of people who are unconscious.    suggest why reflexes occur in people who are unconscious.   .  [1]",
            "12": "12 0610/42/m/j/19 \u00a9 ucles 2019  (c) fig. 4.1 is a diagram of a synapse and parts of two neurones. e fg fig. 4.1    (i) state the names of the labelled parts in fig. 4.1. e   f   g  ... [3]   (ii) draw an arrow on fig. 4.1 to show the direction in which the signal travels across the  synapse.  [1]  [total: 12]",
            "13": "13 0610/42/m/j/19 \u00a9 ucles 2019 [turn over 5 (a) the testes are part of the endocrine system because they produce hormones.   (i) state the name of the hormone released from the testes.  .  [1]   (ii) the testes are also part of the reproductive system. this means that the testes are part  of two organ systems.    complete fig. 5.1 by stating two other organs that also belong to two organ systems.    one has been completed for you. organ testesorgan system male reproductive system male reproductive systemendocrine system endocrine system fig. 5.1  [4]",
            "14": "14 0610/42/m/j/19 \u00a9 ucles 2019  fig. 5.2 is a photomicrograph of part of a mammalian testis.  m fig. 5.2  (b) the cells labelled m in fig. 5.2 are undergoing meiosis.   explain why meiosis is necessary in the testes.   ...  ...  ...  ...  ...  ...  .  [3]",
            "15": "15 0610/42/m/j/19 \u00a9 ucles 2019 [turn over  (c) fig. 5.3 is a photomicrograph of a section through a sperm. p q r s fig. 5.3   table 5.1 shows information about the sperm shown in fig. 5.3.   complete table 5.1. table 5.1 letter on fig. 5.3 name of the structure function p haploid nucleus releases energy flagellum [4]",
            "16": "16 0610/42/m/j/19 \u00a9 ucles 2019  (d) draw and label one human egg cell.   include at least one labelled feature that is not found in a sperm cell.  [3]  (e) describe what happens to a fertilised egg cell before implantation in the uterus.  ...  ...  ...  ...  ...  ...  .  [3] [total: 18]",
            "17": "17 0610/42/m/j/19 \u00a9 ucles 2019 [turn over 6 fig. 6.1 shows some of the many different varieties of potato, solanum tuberosum , that are  cultivated across the world for food.  fig. 6.1  all varieties of s. tuberosum  are classified as the same species.  (a) define the term species .  ...  ...  .  [2]",
            "18": "18 0610/42/m/j/19 \u00a9 ucles 2019  (b) fig. 6.2 shows a method of reproduction that some potato farmers use to produce more  potato plants. parent plant potato tuberoffspring plant pot not to scale fig. 6.2    describe the advantages of the type of reproduction shown in fig. 6.2 in crop production.  ...  ...  ...  ...  ...  ...  .  [3]  (c) potato tubers store starch.   explain why plants store starch.  ...  ...  ...  ...  .  [2]   [total: 7]",
            "19": "19 0610/42/m/j/19 \u00a9 ucles 2019 blank page",
            "20": "20 0610/42/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s19_qp_43.pdf": {
            "1": "this document consists of 16 printed pages and 4 blank pages. dc (st/ct) 162742/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1180038132* biology  0610/43 paper 4  theory (extended)  may/june 2019  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 regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/43/m/j/19 \u00a9 ucles 2019 1 bacteria are classified in the prokaryote kingdom.  (a) state two features of animal cells that are not found in bacteria. 1   2   [2]  (b) the bacterium bacillus megaterium  was grown in the laboratory fermenter shown in fig. 1.1. air lock water sterile air magnetic stirrer bacteria, source of nitrogen and glucose fig. 1.1   (i) explain why a source of nitrogen and glucose were added to the fermenter. nitrogen  .  ... glucose   ..  ... [2]   (ii) suggest why it is important to stir the contents of the fermenter continuously.  ...  ...  ...  ...  ...  ...  .  [3]",
            "3": "3 0610/43/m/j/19 \u00a9 ucles 2019 [turn over  (c) samples were taken from the fermenter at frequent intervals and the number of live bacteria  was determined. the results are shown in fig. 1.2.   0 0 10 20 30 40 50 60100200300400500600700800 number of live bacteria / million per cm3 time  / hours abc d abc d fig. 1.2   describe and explain what happens to the number of live bacteria shown in the stages  labelled a, b, c and d in fig. 1.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 13]",
            "4": "4 0610/43/m/j/19 \u00a9 ucles 2019 2 (a) state the word  equation for photosynthesis.  .  [2]  (b) scientists investigated the effect of light intensity on the rate of photosynthesis in the leaves  of eucalyptus trees at two different concentrations of carbon dioxide, a and b.    the results are shown in fig. 2.1. 0 0 250 500 750 1000 1250 1500 1750 20005101520253035404550rate of photosynthesis / \u03bcmol  per m2 per s light intensity  / arbitrary units a    carbon dioxide concentration        140  ppmkey: b    carbon dioxide concentration        1000  ppmb a fig. 2.1",
            "5": "5 0610/43/m/j/19 \u00a9 ucles 2019 [turn over   (i) suggest and explain why the scientists kept the temperature of the leaves at 20  \u00b0c while  they recorded results.  ...  ...  ...  ...  .  [2]   (ii) calculate the percentage increase in the rate of photosynthesis at a light intensity of  1250 arbitrary units when the carbon dioxide concentration was increased from 140  ppm  to 1000  ppm.     show your working and give your answer to the nearest whole number.     % [3]   (iii) describe the effect of increasing light intensity on the rate of photosynthesis when the  concentration of carbon dioxide was 140  ppm.  ...  ...  ...  ...  ...  ...  .  [3]",
            "6": "6 0610/43/m/j/19 \u00a9 ucles 2019   (iv) explain the effect of increasing light intensity on the rate of photosynthesis when the  concentration of carbon dioxide was 1000  ppm.     use the term limiting factor  in your answer.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 14]",
            "7": "7 0610/43/m/j/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0610/43/m/j/19 \u00a9 ucles 2019 3 cotton, gossypium hirsutum , is grown for the fibres that form within the fruits after fertilisation, as  shown in fig. 3.1.  fibres from the fruits of cotton plants are used in the textile industry.  fibres fig. 3.1  cotton plants have been genetically engineered to produce a protein that is toxic to the caterpillars  of several insect pests. this gives the cotton plants resistance to the pests.  the cry gene for pest resistance was isolated from the bacterium bacillus thuringiensis  and  inserted into the cells of cotton plants as shown in fig. 3.2.   plasmid cotton plant cellcry gene bacterial dnaa a not to scale fig. 3.2",
            "9": "9 0610/43/m/j/19 \u00a9 ucles 2019 [turn over  (a) an enzyme cuts the cry gene from the dna of b. thuringiensis .    (i) state the name of the enzyme that cuts dna.  .  [1]   (ii) state the name of the regions labelled a on fig. 3.2.  .  [1]   (iii) explain how the dna is inserted into the plasmid.  ...  ...  ...  ...  ...  .  [3]  (b) the plasmids containing the cry gene are inserted into the cells of cotton plants.    outline how the cells of cotton plants use the cry gene to make the toxic protein.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "10": "10 0610/43/m/j/19 \u00a9 ucles 2019  (c) outline the advantages to farmers of growing genetically engineered cotton plants that  contain the toxic protein.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [3] [total: 12]",
            "11": "11 0610/43/m/j/19 \u00a9 ucles 2019 [turn over 4 mammals have a double circulation.  (a) state what is meant by the term double circulation .  ...  ...  .  [1]  (b) table 4.1 shows some information about the functions of the components of blood.    complete table 4.1. table 4.1 function type of cell production of antibodies phagocyte promotes blood clotting transports oxygen [4]  (c) blood is transported in arteries and veins.   complete the drawings of the cross-sections of an artery and a vein to show the differences  between these two types of blood vessel. label the lumen in each drawing. artery vein [2]",
            "12": "12 0610/43/m/j/19 \u00a9 ucles 2019  (d) a diagram of a mammalian heart and associated blood vessels is shown in fig. 4.1. a b c d e ghjkl f fig. 4.1   (i) sketch arrows on fig. 4.1 to show the pathway taken by deoxygenated blood from the  heart towards the lungs.  [2]",
            "13": "13 0610/43/m/j/19 \u00a9 ucles 2019 [turn over   (ii) table 4.2 contains statements about the structures visible in fig. 4.1.    complete table 4.2 by: \u2022 stating the name of each structure \u2022 identifying the structure with the corresponding letter from fig. 4.1. table 4.2 statement name of structure letter from fig. 4.1 chamber that creates the highest  blood pressure blood vessel containing blood with  the highest concentration of oxygen structure that prevents blood going  from ventricle to atrium structure that prevents backflow of  blood from artery to ventricle chamber that receives blood from  vena cava [5]  (e) mammals also have a lymphatic system.   outline the functions of the lymphatic system.  ...  ...  ...  ...  ...  ...  .  [3] [total: 17]",
            "14": "14 0610/43/m/j/19 \u00a9 ucles 2019 5 sickle-cell anaemia is an inherited disease.   fig. 5.1 is a photomicrograph of some blood cells from a person who has sickle-cell anaemia.    a sickle-shaped red blood cell fig. 5.1  (a) explain how red blood cells become sickle-shaped.  ...  ...  ...  ...  ...  ...  .  [3]",
            "15": "15 0610/43/m/j/19 \u00a9 ucles 2019 [turn over  (b) some people who have sickle-cell anaemia have parents who do not have sickle-cell  anaemia.    explain how people with sickle-cell anaemia inherit the disease.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) sickle-cell anaemia is most common in areas of the world where the infectious disease  malaria is found.    some species of the genus plasmodium  cause malaria in humans.   (i) define the term species .  ...  ...  ...  ...  .  [2]",
            "16": "16 0610/43/m/j/19 \u00a9 ucles 2019   (ii) the distribution of sickle-cell anaemia is the result of natural selection.    explain the distribution of the sickle-cell allele in human populations.  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] [total: 14] 6 fig. 6.1 is a photomicrograph of part of a cell from the pancreas that produces enzymes that are  released into the small intestine. rp q \u00d720  000s  fig. 6.1",
            "17": "17 0610/43/m/j/19 \u00a9 ucles 2019  (a) (i)  structure q is part of the nucleus of the cell.    state one function of a nucleus.  ...  ...  .  [1]   (ii) state the names of the structures labelled p and r in fig. 6.1. p   r   [2]  (b) the structure labelled s transports enzymes to the cell membrane for release into the  pancreatic duct. these structures contain molecules of amylase, trypsin and lipase.   complete the sentences with the most appropriate words.   enzymes are made of protein and act as .. because they increase  the rate of chemical reactions, but are not changed in those reactions. amylase speeds up the  digestion of .. to .. trypsin continues  the chemical digestion of protein begun by the enzyme .. in the  stomach.    the optimum ph for pancreatic enzymes is greater than ph  7. bile is produced  by the .. and enters the small intestine, where it  .. stomach acid to provide the appropriate ph. bile also breaks  down fat by .. to increase the surface area for the action of lipase.   [7] [total: 10]",
            "18": "18 0610/43/m/j/19 \u00a9 ucles 2019 blank page",
            "19": "19 0610/43/m/j/19 \u00a9 ucles 2019 blank page",
            "20": "20 0610/43/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s19_qp_51.pdf": {
            "1": "this document consists of 12 printed pages and 4 blank pages. dc (st/ct) 170507/3 \u00a9 ucles 2019  [turn over *8860160390* biology  0610/51 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/m/j/19 \u00a9 ucles 2019 1 you are going to measure the distance moved by different concentrations of citric acid through  agar.   you are provided with a petri dish labelled agar plate .  the agar in the petri dish contains universal indicator which will change colour in the presence of  acid.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(iii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label three test-tubes a, b and c and place them in a test-tube rack.  step 2   make three solutions, each containing a different concentration of citric acid, in the  labelled test-tubes.     use the volumes of 5% citric acid and distilled water shown in table 1.1 to make the  solutions. table 1.1 test-tube a b c volume of 5% citric acid solution  / cm31.0 2.0 10.0 volume of distilled water  / cm39.0 8.0  0.0 percentage concentration of citric acid solution 0.5 1.0  5.0  step 3   turn the petri dish over so the base side is up. use a marker pen to draw three lines  to divide the base into approximately equal sections. label the sections a, b and c as  shown in fig. 1.1. a c b fig. 1.1",
            "3": "3 0610/51/m/j/19 \u00a9 ucles 2019 [turn over  step 4   turn the petri dish so the base side is down. use a straw to cut a hole in the centre of  each section of the agar in the petri dish, as shown in fig. 1.2.     hold the straw vertically and push through the agar to the bottom of the layer. as you  remove the straw twist it slightly to pull out the agar. squeeze the end of the straw gently  to push the agar you have removed onto a paper towel. a b c fig. 1.2  step 5   use a pipette to transfer three drops of solution from test-tube a into the hole in the agar  in section a of the petri dish.    do not let the solution drip onto the surface of the agar.  step 6   use a clean pipette to repeat step 5 for the solution in test-tube b and the hole in the  agar in section b of the petri dish.  step 7   use a clean pipette to repeat step 5 for the solution in test-tube c and the hole in the  agar in section c of the petri dish.  step 8  start the stop-clock and leave the petri dish for five minutes.  step 9  after five minutes observe the appearance of the agar around each of the holes.  (a) (i) describe the appearance of the agar around the holes in a, b and c after five minutes.  ...  ...  .  [1]  step 10   leave the petri dish for a further 25 minutes. during this time, continue with the other  questions.",
            "4": "4 0610/51/m/j/19 \u00a9 ucles 2019  step 11   after a total of 30 minutes use the ruler to measure the distance the citric acid has  travelled from the edge of the hole in section a. you may need to use the hand lens.    record your results in the table you have prepared in 1(a)(iii) .  step 12  repeat step 11 for the holes in section b and section c of the petri dish.   (ii) describe how you decided where to measure the distance travelled by the citric acid  solution.  ...  ...  .  [1]   (iii) prepare a table to record your results.    you should include: \u2022 the concentration of the citric acid solutions \u2022 the distance moved by each solution in the agar.    record your results in the table as you carry out the practical work. [4]   (iv) state a conclusion for your results.  ...  ...  .  [1]",
            "5": "5 0610/51/m/j/19 \u00a9 ucles 2019 [turn over   (v) the citric acid moves through the agar by diffusion. the diffusion coefficient is used to  show the effect of concentration on diffusion.    the formula to calculate the diffusion coefficient is:    diffusion coefficient = (distance travelled)2 time      calculate the diffusion coefficient for a 10% solution of citric acid that travelled 14  mm in  30 minutes.    give your answer to two significant figures.    space for working.   .  mm2 per minute [2]  (b) (i) state two variables that have been kept constant in this investigation. 1 . 2 . [2]   (ii) identify one source of error in this investigation and suggest how the error could affect  the results. error  ...  ... effect on results  .  ...  ... [2]",
            "6": "6 0610/51/m/j/19 \u00a9 ucles 2019  (c) describe how you could adapt this method to find the effect of temperature on the rate of  diffusion. agar melts at 70  \u00b0c.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 19]",
            "7": "7 0610/51/m/j/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0610/51/m/j/19 \u00a9 ucles 2019 2 (a)  fig. 2.1 is a photomicrograph of a cross-section of part of a leaf. a b magnification \u00d7100 fig. 2.1   (i) draw a large diagram to show the layers present in the leaf section shown in fig. 2.1.    do not draw any cells. [3]",
            "9": "9 0610/51/m/j/19 \u00a9 ucles 2019 [turn over   (ii) measure the thickness of the leaf along the line ab on fig. 2.1.    length of line ab ...    calculate the actual thickness of the leaf using your measurement and the formula.    include the units. magnification = length of line ab on fig. 2.1 actual thickness of leaf    [3]   (iii) fig. 2.2 shows a photomicrograph of cells from one type of tissue found in leaves. magnification \u00d7300 fig. 2.2    label the layer on your drawing, with the letter x, to show where this type of tissue is  found.  [1]",
            "10": "10 0610/51/m/j/19 \u00a9 ucles 2019  (b) scientists carried out an investigation into the effect of light on the growth of leaves.   plants of the same species ( a) were grown in three different light intensities.   the plants were grown in the same soil and kept in glasshouses with automatic watering.   a sample of 100 leaves was selected at random and collected from plants in each of the three  different light intensities. a total of 300 leaves were collected.   the scientists studied the variations in the size and structure of the leaves in each sample.   (i) suggest why the scientists used large samples of leaves.  ...  .  [1]   (ii) suggest why the leaves in each light intensity were selected at random.  ...  .  [1]   (iii) a grid, divided into millimetre squares, was used to measure the surface area of the  leaves.    outline how the grid could have been used.  ...  ...  ...  .  [2]   (iv) state the variable that was changed (independent variable) in this investigation.  .  [1]  ",
            "11": "11 0610/51/m/j/19 \u00a9 ucles 2019 [turn over blank page",
            "12": "12 0610/51/m/j/19 \u00a9 ucles 2019  (c) the scientists collected data from one other plant species ( b).   table 2.1 shows the results. table 2.1 light intensity   / arbitrary unitsaverage leaf area  / mm2 species a species b 100 3600 2800  50 3900 3400  10 6500 2900   (i) calculate the percentage difference in the average leaf area for species a from a light  intensity of 50 arbitrary units to 10 arbitrary units.    show your working and give your answer to the nearest whole number.      % [2]",
            "13": "13 0610/51/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a bar chart on the grid to show the average leaf area for species a and b, at each  light intensity. [4]   (iii) describe the trends shown in your graph for species a and species b.   ...  ...  ...  ...  .  [2]",
            "14": "14 0610/51/m/j/19 \u00a9 ucles 2019   (iv) the scientists want to determine more precisely the light intensity that results in the  largest leaf area for species b.    suggest how the method used in the investigation could be modified to achieve this.  ...  ...  .  [1] [total: 21]",
            "15": "15 0610/51/m/j/19 \u00a9 ucles 2019 blank page",
            "16": "16 0610/51/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s19_qp_52.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (kn/sg) 168107/4 \u00a9 ucles 2019  [turn over *7335270355* biology  0610/52 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/m/j/19 \u00a9 ucles 2019 1 anaerobic respiration in yeast causes the blue dye, methylene blue, to become colourless.   you are going to investigate the effect of temperature on the rate of respiration in yeast.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should wear the safety equipment provided during the practical work.  step 1   you are provided with a small beaker containing a yeast suspension. stir the contents of  this beaker with the glass rod.  step 2   label one test-tube w, one test-tube wm, one test-tube c and the final test-tube cm.  place them in the test-tube rack provided.  step 3   use a syringe to put 7  cm3 of yeast suspension into test-tube w and 7  cm3 of yeast  suspension into test-tube c. put test-tubes w and c back in the test-tube rack.  step 4   raise your hand when you are ready for water to be added to the beaker labelled warm  water .  step 5   place test-tube w into the beaker labelled warm water  and test-tube c into the beaker  labelled cool water .  step 6   use the thermometer to measure the temperatures of the warm and cool water. record  the temperatures in table 1.1 in 1(a)(i) .  (a) (i)        table 1.1 beaker temperature at the start  / \u00b0c temperature at the end  / \u00b0c  warm water cool water  [1]  step 7  start the stop-clock and wait for three minutes.  step 8   during this waiting time, use a pipette to add one drop of methylene blue dye to test-tube  wm and one drop of methylene blue dye to test-tube cm.   step 9   after three minutes pour the contents of test-tube w into test-tube wm. pour the contents  of test-tube c into test-tube cm.   step 10   use a pipette to slowly add a layer of oil to test-tube wm. the layer of oil should be  approximately 1  cm thick. the layer of oil will float on top of the yeast suspension and  methylene blue mixture, as shown in fig. 1.1.  step 11  place test-tube wm into the warm water  beaker.",
            "3": "3 0610/52/m/j/19 \u00a9 ucles 2019 [turn over test-tube containing yeast suspension and methylene blue dyelayer of oil to maintain anaerobic conditions1 cm not to scale fig. 1.1  step 12   repeat step 10 for test-tube cm.  step 13  place test-tube cm into the cool water  beaker.  step 14  restart the stop-clock.  step 15   measure the time taken for the blue colour in test-tubes wm and cm to disappear.  record the times in seconds in your table in 1(a)(ii) . if the time taken for the blue colour  to disappear in each test-tube is more than 10 minutes stop timing and record >600 in  your table in 1(a)(ii) .  step 16   measure the temperatures of the warm water  and cool water beakers again and record  these values in table 1.1 in 1(a)(i) .   (ii)  prepare a table to record your results.  [4]   (iii)  state a conclusion for the results in your table in 1(a)(ii) .  ...  ...  .  [1]",
            "4": "4 0610/52/m/j/19 \u00a9 ucles 2019   (iv) identify two variables that were kept constant in this investigation. 1   2    [2]  (b) (i)  the data you have recorded in table 1.1 may indicate that there is a source of error with  the method used in this investigation.    identify the possible error and suggest an improvement to the method to reduce the  effect of this error. error  ...  ... improvement  .  ...  ...  [2]   (ii) identify one possible source of error in step 15 and suggest an improvement for this  error.  error  ...  ... improvement  .  ...  ...  [2]",
            "5": "5 0610/52/m/j/19 \u00a9 ucles 2019 [turn over  (c) anaerobic respiration in yeast produces a gas.   state the name of an indicator which could be used to show that the gas is carbon dioxide  and state the expected result. indicator   expected result  .  [2]  (d) anaerobic respiration in yeast cells also produces ethanol. in high concentrations ethanol can  slow down the rate of respiration.   plan an investigation to determine the effect of different concentrations of ethanol on the rate  of respiration in yeast cells.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 20]",
            "6": "6 0610/52/m/j/19 \u00a9 ucles 2019 2 (a) fig. 2.1 is a photograph showing four seed heads from a poppy plant.  p qq a magnification \u00d71.6 fig. 2.1   (i) draw a large diagram of the seed head labelled a.  [4]",
            "7": "7 0610/52/m/j/19 \u00a9 ucles 2019 [turn over   (ii)  measure the length of line pq on fig. 2.1. include the unit.     length of line pq .    calculate the actual size of the seed head using the formula and your measurement. magnification = length of line  pq actual diameter of the seed head    give your answer to the nearest whole number and include the unit.    show your working.         [3] ",
            "8": "8 0610/52/m/j/19 \u00a9 ucles 2019  (b) a student investigated the effect of ph on the germination of seeds. the student planted 25  seeds for each ph value.   the results of the investigation are shown in table 2.1.  table 2.1 phnumber of seeds that  germinatedpercentage of seeds that  germinated 4 20 80 5 23 92 6 24 96 7 19 76 8 15 9 10 40   (i) calculate the percentage of seeds that germinated at ph  8.    show your working.   . %     [2]",
            "9": "9 0610/52/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a line graph on the grid to show the effect of ph on the percentage of seeds that  germinated using the data in table 2.1.     [4]   (iii)  describe the effect of ph on the percentage of seeds that germinated shown in your  graph.  ...  ...  ...  ...  .  [2]",
            "10": "10 0610/52/m/j/19 \u00a9 ucles 2019   (iv) the student wanted to determine a more accurate value for the optimum (best) ph for  the germination of seeds.     suggest further investigative work that the student should carry out.  ...  ...  ...  ...  .  [2]  (c) during germination the starch within seeds is broken down to form reducing sugars.   describe how you could test a sample of germinating seeds to find out if reducing sugars are  present.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 20]",
            "11": "11 0610/52/m/j/19 \u00a9 ucles 2019 blank page",
            "12": "12 0610/52/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s19_qp_53.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (leg/tp) 170509/4 \u00a9 ucles 2019  [turn over *3480858917* biology  0610/53 paper 5  practical test  may/june 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/m/j/19 \u00a9 ucles 2019 1 fig. 1.1 shows a section through an unfertilised chicken\u2019s egg.  the egg is made up of the outer shell, inner yellow yolk and albumen (egg white). shell albumenyolk fig. 1.1  the albumen and yolk are composed of different substances, including fats.  (a) describe how ethanol can be used to test a sample of food for the presence of fat.    include the result for a positive test.  ...  ...  ...  ...  ...  .  [3]  you should use the safety equipment provided while you are carrying out the practical work.  (b) you are provided with a sample of albumen suspension in a beaker, labelled a.   you are going to test the albumen suspension for the presence of protein.  \u2022 use a syringe to put 2  cm3 of albumen suspension a into a test-tube. \u2022 add 2  cm3 of biuret solution from the beaker labelled biuret . \u2022 mix thoroughly by gently shaking the test-tube.   describe your observations and state your conclusion. observations  .  ... conclusion  .    ...  [2]",
            "3": "3 0610/53/m/j/19 \u00a9 ucles 2019 [turn over  (c) proteins can be broken down by enzymes.    you will investigate the effect of acid on the breakdown of albumen by a protease enzyme.   read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(c)(i) .   step 1  label three test-tubes p, q and r and place them into the test-tube rack.   step 2   use a syringe to add the substances, in the volumes shown in table 1.1, to test-tubes  p, q and r.   step 3   raise your hand when you are ready for warm water to be added to your water- bath . place test-tubes p, q and r into the water-bath . table 1.1 test-tube albumen  suspension a  / cm3distilled   water w  / cm3acid h  / cm3enzyme e  / cm3 p 2 2 0 0 q 2 1 0 1 r 2 0 1 1   step 4   gently shake the test-tubes to mix the contents and then leave them in the  water-bath  for 10 minutes. continue with the questions while you wait.    step 5   after 10 minutes remove test-tubes p, q and r from the water-bath  and place them  in the test-tube rack. add 2  cm3 of biuret solution to each test-tube and mix well.   step 6  observe the appearance of the solution in each test-tube.    record your observations in your table in 1(c)(i) .   (i) prepare a table to record your observations.  [3]",
            "4": "4 0610/53/m/j/19 \u00a9 ucles 2019   (ii) identify the variable that was changed (independent variable) in this investigation.  .  [1]   (iii) state the purpose of test-tube p in this investigation.  ...  .  [1]   (iv) suggest why 1  cm3 of distilled water was added to test-tube q.  ...  .  [1]   (v) identify one potential error in step 2.     explain how this error could affect the results. error  ...  ... effect of the error  ...  ...    ...  [2]   (vi) identify one potential safety hazard in this investigation.  ...  .  [1]  [total: 14]",
            "5": "5 0610/53/m/j/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 is a photomicrograph showing a cross-section of an artery. fig. 2.1   make a large drawing of the artery in fig. 2.1 to show the layers that make up the artery wall.   do not draw individual cells.  [4]",
            "6": "6 0610/53/m/j/19 \u00a9 ucles 2019 (b) fig. 2.2 shows a photomicrograph of cross-sections of an artery and a vein. artery ab abvein magnification \u00d713 fig. 2.2   (i) the diameter of the artery is indicated by line ab.    measure the length of line ab, on fig. 2.2. include the unit.    length of line ab       calculate the actual diameter of the artery using your measurement and the formula. magnification = length of line ab actual diameter of the artery    give your answer to two significant figures. include the unit.    show your working.     [3] ",
            "7": "7 0610/53/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe one similarity and one difference between the artery and the vein shown in  fig. 2.2. similarity    ... difference  ..  ...  [2]",
            "8": "8 0610/53/m/j/19 \u00a9 ucles 2019  (c) a student investigated the change in their pulse rate before and after exercise.    the student measured their pulse before exercise, during exercise and after exercise.   the results are shown in table 2.1. table 2.1 activitytime  / minutespulse rate  / beats per minute before exercise2 78 4 78 6 78 during exercise8 125 10 148 12 160 after exercise14 154 16 122 18 94   (i) calculate the percentage increase in the pulse rate from minute 6 (before exercise) to  minute 12 (during exercise).    give your answer to the nearest whole number.    show your working.     %    [2]",
            "9": "9 0610/53/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a line graph on the grid of time against pulse rate for the results shown in table 2.1.  [4]   (iii) use your graph to estimate the pulse rate of the student at 15 minutes.     show on your graph how you obtained your answer.     bpm  [2]   (iv) describe the results of the student\u2019s investigation.  ...  ...  ...  ...  ...  .  [3]",
            "10": "10 0610/53/m/j/19 \u00a9 ucles 2019  (d) plan an investigation to find out how running at different speeds affects pulse rate.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 26]",
            "11": "11 0610/53/m/j/19 \u00a9 ucles 2019 blank page",
            "12": "12 0610/53/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s19_qp_61.pdf": {
            "1": "this document consists of 12 printed pages and 4 blank pages. dc (st/ct) 170506/3 \u00a9 ucles 2019  [turn over *6614334267* biology  0610/61 paper 6  alternative to practical  may/june 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/61/m/j/19 \u00a9 ucles 2019 blank page",
            "3": "3 0610/61/m/j/19 \u00a9 ucles 2019 [turn over 1 a student measured the distance moved by different concentrations of citric acid solution through  agar jelly.  the agar contained universal indicator which changed colour in the presence of acid. the agar  mixed with universal indicator was green at the beginning of the investigation.  step 1   three test-tubes were labelled a, b and c. three different concentrations of citric acid  solution were made.  table 1.1 shows the volumes of 5% citric acid solution and distilled water that were used to make  each solution. table 1.1 solution a b c volume of 5% citric acid solution  / cm31.0 2.0 10.0 volume of distilled water  / cm39.0 8.0  0.0 percentage concentration of citric acid solution 0.5 1.0  5.0  step 2   the base of a petri dish containing agar and universal indicator was labelled a, b and c.    three holes were cut into the agar. this is shown in fig. 1.1. a c bagar and universal indicator hole cut into the agar not to scalepetri dish base fig. 1.1  step 3   the student was provided with one dropping pipette. three drops of solution a were  placed into the hole in section a of the petri dish.  step 4  three drops of solution b were placed into the hole in section b of the petri dish.  step 5  three drops of solution c were placed into the hole in section c of the petri dish.  step 6  a stop-clock was started.  step 7   after 30 minutes the student observed the colour change in the agar around the hole in  each section of the petri dish. the colour change was caused by the diffusion of the citric  acid solution through the agar.  step 8   a ruler was used to measure the distance travelled by each concentration of citric acid  solution through the agar.",
            "4": "4 0610/61/m/j/19 \u00a9 ucles 2019  fig. 1.2 shows the appearance of the petri dish after 30 minutes. a c bkey: green agar red agar yellow agar hole with no agar fig. 1.2  (a) use a ruler to measure the distance travelled by each concentration of citric acid solution  after 30 minutes in fig. 1.2.   record these results in your table in 1(a)(i) .   (i) prepare a table to record the results.    you should include: \u2022 the concentration of the citric acid solutions \u2022 the distance travelled by the citric acid solutions. [3]",
            "5": "5 0610/61/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe how you decided where to measure the distance travelled by the citric acid  solutions.  ...  ...  .  [1]   (iii) state a conclusion for these results.  ...  ...  .  [1]   (iv) the citric acid moves through the agar by diffusion. the diffusion coefficient is used to  show the effect of concentration on diffusion.    the formula to calculate the diffusion coefficient is:    diffusion coefficient = (distance travelled)2 time     calculate the diffusion coefficient for a 10% solution of citric acid that travelled 14  mm in  30 minutes.    give your answer to two significant figures.    space for working.   .. mm2 per minute [2]   (v) universal indicator is used to estimate the ph value of substances.    estimate the ph value for the green agar and the red agar.  green agar ph    red agar ph    [2]",
            "6": "6 0610/61/m/j/19 \u00a9 ucles 2019  (b) (i) state two variables that have been kept constant in this investigation. 1   2   [2]   (ii) identify one potential source of error in this investigation and suggest how the error could  affect the results. error  ...  ... effect on results  .  ...  ... [2]",
            "7": "7 0610/61/m/j/19 \u00a9 ucles 2019 [turn over  (c) describe how you could adapt this method to find the effect of temperature on the rate of  diffusion. agar melts at 70  \u00b0c.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 19]",
            "8": "8 0610/61/m/j/19 \u00a9 ucles 2019 2 (a)  fig. 2.1 is a photomicrograph of a cross-section of part of a leaf. a b magnification \u00d7100 fig. 2.1   (i) draw a large diagram to show the layers present in the leaf section shown in fig. 2.1.    do not draw any cells. [3]",
            "9": "9 0610/61/m/j/19 \u00a9 ucles 2019 [turn over   (ii) measure the thickness of the leaf along the line ab on fig. 2.1.    length of line ab ...    calculate the actual thickness of the leaf using your measurement and the formula.    include the units. magnification = length of line ab on fig. 2.1 actual thickness of leaf    [3]   (iii) fig. 2.2 shows a photomicrograph of cells from one type of tissue found in leaves. magnification \u00d7300 fig. 2.2    label the layer on your drawing, with the letter x, to show where this type of tissue is  found.  [1]",
            "10": "10 0610/61/m/j/19 \u00a9 ucles 2019  (b) scientists carried out an investigation into the effect of light on the growth of leaves.   plants of the same species ( a) were grown in three different light intensities.   the plants were grown in the same soil and kept in glasshouses with automatic watering.   a sample of 100 leaves was selected at random and collected from plants in each of the three  different light intensities. a total of 300 leaves were collected.   the scientists studied the variations in the size and structure of the leaves in each sample.   (i) suggest why the scientists used large samples of leaves.  ...  .  [1]   (ii) suggest why the leaves in each light intensity were selected at random.  ...  .  [1]   (iii) a grid, divided into millimetre squares, was used to measure the surface area of the  leaves.    outline how the grid could have been used.  ...  ...  ...  .  [2]   (iv) state the variable that was changed (independent variable) in this investigation.  .  [1]",
            "11": "11 0610/61/m/j/19 \u00a9 ucles 2019 [turn over blank page  ",
            "12": "12 0610/61/m/j/19 \u00a9 ucles 2019  (c) the scientists collected data from one other plant species ( b).   table 2.1 shows the results. table 2.1 light intensity  /  arbitrary unitsaverage leaf area  / mm2 species a species b 100 3600 2800  50 3900 3400  10 6500 2900   (i) calculate the percentage difference in the average leaf area for species a from a light  intensity of 50 arbitrary units to 10 arbitrary units.    show your working and give your answer to the nearest whole number.    . % [2]  ",
            "13": "13 0610/61/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a bar chart on the grid to show the average leaf area for species a and b, at each  light intensity. [4]   (iii) describe the trends shown in your graph for species a and species b.   ...  ...  ...  ...  .  [2]",
            "14": "14 0610/61/m/j/19 \u00a9 ucles 2019   (iv) the scientists want to determine more precisely the light intensity that results in the  largest leaf area for species b.    suggest how the method used in the investigation could be modified to achieve this.  ...  ...  .  [1] [total: 21]",
            "15": "15 0610/61/m/j/19 \u00a9 ucles 2019 blank page",
            "16": "16 0610/61/m/j/19 \u00a9 ucles 2019 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  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge."
        },
        "0610_s19_qp_62.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (st/ct) 170508/4 \u00a9 ucles 2019  [turn over *8969189163* biology  0610/62 paper 6  alternative to practical  may/june 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/62/m/j/19 \u00a9 ucles 2019 1 anaerobic respiration in yeast causes the blue dye, methylene blue, to become colourless.  a student investigated the effect of temperature on the rate of respiration in yeast.  step 1   7 cm3 of a yeast suspension was put into a test-tube labelled warm . the test-tube was  then placed into a beaker of warm water. the temperature of the water in the beaker was  45 \u00b0c.  step 2    7 cm3 of a yeast suspension was put into a test-tube labelled cool. the test-tube was  then placed into a beaker of cool water. the temperature of the water in the beaker was  20 \u00b0c.  step 3   after three minutes, the student added five drops of methylene blue dye to the yeast  suspensions in each of the test-tubes. the yeast suspensions became blue in both  test-tubes.  step 4   a layer of vegetable oil was carefully poured on top of the yeast suspension in each of  the test-tubes, as shown in fig. 1.1.     the layer of oil stopped air from reaching the yeast cells in the suspension so that the  conditions were anaerobic test-tube containing yeast suspension and methylene blue dye not to scalelayer of oil to maintain anaerobic conditions1 cm fig. 1.1  step 5   a stop-clock was started.",
            "3": "3 0610/62/m/j/19 \u00a9 ucles 2019 [turn over  step 6   the student observed the warm  and cool test-tubes. when they could no longer see the  blue colour they recorded the time taken for the blue colour to disappear.  fig. 1.2 shows the time on the stop-clock for each test-tube at the end of step 6. warm test-tubecool test-tube  min : seconds  min : seconds fig. 1.2  (a) (i) prepare a table to record the results.    convert the times shown in fig. 1.2 to seconds and record them in your table. [3]   (ii) state a conclusion for the results in your table in 1(a)(i) .  ...  ...  .  [1]",
            "4": "4 0610/62/m/j/19 \u00a9 ucles 2019  step 7   the student used a thermometer to measure the temperatures of the warm water beaker  and the cool water beaker at the end of the investigation.  fig. 1.3 shows the temperatures on the thermometer at the end of the investigation. warm water beakercool water beaker 50 40 3050 4030 20 103030 20 10 fig. 1.3   (iii) complete table 1.1 by recording the temperatures in the beakers at the start and at the  end of the investigation. table 1.1 beaker temperature at the start  / \u00b0c temperature at the end  / \u00b0c warm water cool water [1]",
            "5": "5 0610/62/m/j/19 \u00a9 ucles 2019 [turn over   (iv) identify the variable that was changed (independent variable) in this investigation.  .  [1]   (v) identify two variables that were kept constant in this investigation. 1   2   [2]  (b) (i) identify one possible source of error in step 6 and suggest an improvement for this error. error  ...  ... improvement  .  ...  ... [2]   (ii) the data you have recorded in table 1.1 may indicate that there is a source of error with  the method used in this investigation.    identify the possible error and suggest an improvement to the method to reduce the  effect of this error. error  ...  ... improvement  .  ...  ... [2]",
            "6": "6 0610/62/m/j/19 \u00a9 ucles 2019  (c) anaerobic respiration in yeast produces a gas.   state the name of an indicator which could be used to show that the gas is carbon dioxide  and state the expected result. indicator   expected result  . [2]  (d) anaerobic respiration in yeast cells also produces ethanol. in high concentrations ethanol can  slow down the rate of respiration.   plan an investigation to determine the effect of different concentrations of ethanol on the rate  of respiration in yeast cells.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 20]",
            "7": "7 0610/62/m/j/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0610/62/m/j/19 \u00a9 ucles 2019 2 (a) fig. 2.1 is a photograph showing four seed heads from a poppy plant. p qq a magnification \u00d71.6 fig. 2.1   (i) draw a large diagram of the seed head labelled a. [4]",
            "9": "9 0610/62/m/j/19 \u00a9 ucles 2019 [turn over   (ii) measure the length of line pq on fig. 2.1. include the unit.    length of line pq ...    calculate the actual size of the seed head using the formula and your measurement. magnification = length of line pq actual diameter of the seed head    give your answer to the nearest whole number and include the unit.    show your working.    [3]",
            "10": "10 0610/62/m/j/19 \u00a9 ucles 2019  (b) a student investigated the effect of ph on the germination of seeds. the student planted  25 seeds for each ph value.   the results of the investigation are shown in table 2.1. table 2.1 phnumber of seeds that  germinatedpercentage of seeds that  germinated 4 20 80 5 23 92 6 24 96 7 19 76 8 15 9 10 40   (i) calculate the percentage of seeds that germinated at ph  8.    show your working.     % [2]",
            "11": "11 0610/62/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a line graph on the grid to show the effect of ph on the percentage of seeds that  germinated using the data in table 2.1.   [4]   (iii) describe the effect of ph on the percentage of seeds that germinated shown in your  graph.   ...  ...  ...  ...  .  [2]   (iv) the student wanted to obtain a more accurate value for the optimum (best) ph for the  germination of seeds.     suggest further investigative work that the student should carry out.  ...  ...  ...  ...  .  [2]",
            "12": "12 0610/62/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (c) during germination the starch within seeds is broken down to form reducing sugars.   describe how you could test a sample of germinating seeds to find out if reducing sugars are  present.  ...  ...  ...  ...  ...  ...  .  [3] [total: 20]"
        },
        "0610_s19_qp_63.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (leg/tp) 170511/4 \u00a9 ucles 2019  [turn over *3336850370* biology  0610/63 paper 6  alternative to practical  may/june 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/63/m/j/19 \u00a9 ucles 2019 blank page",
            "3": "3 0610/63/m/j/19 \u00a9 ucles 2019 [turn over 1 fig. 1.1 shows a section through an unfertilised chicken\u2019s egg.  the egg is made up of the outer shell, inner yellow yolk and albumen (egg white). shell albumenyolk fig. 1.1  the albumen and yolk are composed of different substances, including fats.  (a) describe how ethanol can be used to test a sample of food for the presence of fat.    include the result for a positive test.  ...  ...  ...  ...  ...  .  [3]  (b) a student was given a sample of albumen. they tested the sample for reducing sugars by  carrying out the steps shown: \u2022 a syringe was used to put 2  cm3 of albumen suspension into a test-tube \u2022 2 cm3 of benedict\u2019s reagent was added  \u2022 the solutions were mixed thoroughly by gently shaking the test-tube.   (i) state the next step required to complete the test for reducing sugars.  ...  ...  .  [1]   (ii) describe a positive result for the presence of reducing sugars.  ...  .  [1]",
            "4": "4 0610/63/m/j/19 \u00a9 ucles 2019  (c) proteins can be broken down by protease enzymes. enzymes are also made of protein.   a student investigated the effect of acid on the breakdown of albumen by a protease enzyme.   step 1   three test-tubes p, q and r were prepared.     the volumes of the substances added to the test-tubes are shown in table 1.1. table 1.1 test-tube albumen  / cm3distilled water / cm3acid / cm3enzyme / cm3 p 2 2 0 0 q 2 1 0 1 r 2 0 1 1   step 2  the test-tubes were placed in a water-bath at 40  \u00b0c for 10 minutes.    step 3   after 10 minutes the test-tubes were removed from the water-bath and placed in a  test-tube rack. 2  cm3 of biuret solution was added to each test-tube.    step 4  the appearance of the solution in each test-tube was observed.    the student\u2019s observations are shown in fig. 1.2. p is a purple colour q is purple r is blue fig. 1.2",
            "5": "5 0610/63/m/j/19 \u00a9 ucles 2019 [turn over   (i) prepare a table to record the observations shown in fig. 1.2.  [2]   (ii) state a conclusion for these results.  ...  ...  .  [1]   (iii) identify the variable that was changed (independent variable) in this investigation.  .  [1]   (iv) state the purpose of test-tube p in this investigation.  ...  .  [1]   (v) suggest why 1  cm3 of distilled water was added to test-tube q.  ...  .  [1]",
            "6": "6 0610/63/m/j/19 \u00a9 ucles 2019   (vi) the student used only one syringe to prepare the solutions in test-tubes p, q and r in  step 1.     explain why this is a potential source of error and how it could affect the results. error  ...  ... effect of the error  ...  ...    ...  [2]   (vii) identify one potential safety hazard in this investigation.  ...  .  [1]  [total: 14]",
            "7": "7 0610/63/m/j/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 is a photomicrograph showing a cross-section of an artery. fig. 2.1   make a large drawing of the artery in fig. 2.1 to show the layers that make up the artery wall.   do not draw individual cells.  [4]",
            "8": "8 0610/63/m/j/19 \u00a9 ucles 2019 (b) fig. 2.2 shows a photomicrograph of cross-sections of an artery and a vein. artery ab abvein magnification \u00d713 fig. 2.2   (i) the diameter of the artery is indicated by line ab.    measure the length of line ab, on fig. 2.2. include the unit.    length of line ab       calculate the actual diameter of the artery using your measurement and the formula. magnification = length of line ab actual diameter of the artery    give your answer to two significant figures. include the unit.    show your working.     [3] ",
            "9": "9 0610/63/m/j/19 \u00a9 ucles 2019 [turn over   (ii) describe one similarity and one difference between the artery and the vein shown in  fig. 2.2. similarity    ... difference ...  ...  [2]",
            "10": "10 0610/63/m/j/19 \u00a9 ucles 2019  (c) a person investigated the change in their pulse rate before and after exercise.    the person measured their pulse before exercise, during and after exercise.   the results are shown in table 2.1. table 2.1 activitytime  / minutespulse rate  / beats per minute before exercise2 78 4 78 6 78 during exercise8 125 10 148 12 160 after exercise14 154 16 122 18 94   (i) calculate the percentage increase in the pulse rate from minute 6 (before exercise) to  minute 12 (during exercise).    give your answer to the nearest whole number.    show your working.       %    [2]",
            "11": "11 0610/63/m/j/19 \u00a9 ucles 2019 [turn over   (ii) plot a line graph on the grid of time against pulse rate for the results shown in table 2.1.  [4]   (iii) use your graph to estimate the pulse rate of the person at 15 minutes.     show on your graph how you obtained your answer.     bpm  [2]   (iv) describe the results of the person\u2019s investigation.  ...  ...  ...  ...  ...  .  [3]",
            "12": "12 0610/63/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (d) plan an investigation to find out how running at different speeds affects pulse rate.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 26]"
        },
        "0610_w19_qp_11.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 17 printed pages and 3 blank pages.  ib19 11_0610_11/4rp  \u00a9 ucles 2019 [turn over     *3567302215* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/11     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2019 0610/11/o/n/19  1 the diagram shows a plant.    light     which characteristic of living organisms is shown by the plant in the diagram?  a excretion  b reproduction  c respiration  d sensitivity     2 using the binomial system of naming organisms, the name of the lion is panthera leo .    which statement is correct?  a the lion belongs to the kingdom panthera .  b the lion belongs to the genus panthera .  c the lion belongs to the species panthera .  d the lion belongs to the genus leo.     3 the table shows the number of animals collected in a sample from a woodland and the groups to  which they belong.    animal group number in sample  arachnids 10  crustaceans 8  insects 80  myriapods 7    how many arthropods in total, in this sample, have six or eight legs?  a 15 b 88 c 90 d 98     ",
            "3": "3  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d      6 at which level of organisation is a root?  a organ  b organ system  c organism  d tissue      7 what is an example of diffusion?  a dust particles being moved by ciliated cells in the trachea  b oxygen molecules moving into a red blood cell in the lungs  c pollen grains moving from anthers to stigmas in the wind  d red blood cells moving in a blood capillary in a muscle   ",
            "4": "4  \u00a9 ucles 2019 0610/11/o/n/19  8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016       9 what is the correct definition of the term enzyme ?  a carbohydrates that act as biological catalysts  b carbohydrates that act as substrates  c proteins that act as biological catalysts  d proteins that act as substrates    ",
            "5": "5  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  10 two sealed test-tubes containing aquatic plants and hydrogencarbonate indicator were set up.    hydrogencarbonate indicator aquatic plantstopper     the indicator in the sealed test-tubes shows the concentration of dissolved carbon dioxide  present.    concentration of  carbon dioxide colour of  indicator  low red  medium orange  high yellow    one of the sealed test-tubes was kept in the light for 24 hours and one of the sealed test-tubes  was kept in the dark for 24 hours.    the results are shown in the table.    test-tube  kept in start colour end colour  light orange red  dark orange yellow    what is the correct explanation of what has taken place?  a photosynthesis and respiration both occur in the light, but the rate of photosynthesis is  higher.  b photosynthesis occurs in the light, but respiration does not.  c respiration can only occur when photosynthesis is not taking place.  d the amount of carbon dioxide used and produced in the light is equal.    ",
            "6": "6  \u00a9 ucles 2019 0610/11/o/n/19  11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d      ",
            "7": "7  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  13 the diagram shows the teeth of the lower jaw of a human.    which tooth is a premolar?    ab c d      14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars    ",
            "8": "8  \u00a9 ucles 2019 0610/11/o/n/19  15 the diagrams show cross-sections through four roots.    which root is best adapted for absorbing water from the soil?    a b c d       16 the diagram shows a vertical section through a human heart.    yx     what are x and y?     x y  a left atrium right ventricle  b left ventricle right atrium  c right atrium left ventricle  d right ventricle left atrium     ",
            "9": "9  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  17 the diagram shows human blood cells, as seen under a microscope.    x    what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot    18 a pathogen is defined as  a a contaminated surface or food.  b a disease-causing organism.  c a transmissible disease.  d a virus.     19 which row shows the approximate percentage of gases in expired air?     percentage of  carbon dioxide percentage of  oxygen  a 12 9  b 4 16  c 24 24  d 27 20      20 mammals maintain a constant body temperature.  what process must occur continuously to maintain a constant body temperature?  a excretion  b respiration  c shivering  d sweating    ",
            "10": "10  \u00a9 ucles 2019 0610/11/o/n/19  21 which process releases the most energy from one molecule of glucose?  a aerobic respiration  b anaerobic respiration in muscle  c anaerobic respiration in yeast  d photosynthesis      22 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1      23 which type of cell is found in sense organs?  a ciliated  b effector  c receptor  d palisade     ",
            "11": "11  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  24 what is meant by the term tropism ?  a absorption of light by chlorophyll  b growth of parts of a plant towards or away from a stimulus  c growth of seed into a small plant  d level at which an organism feeds in a food chain      25 a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra    ",
            "12": "12  \u00a9 ucles 2019 0610/11/o/n/19  26 the diagram shows the effect of four different antibiotics, a, b, c and d, on the growth of  bacteria.    which antibiotic are the bacteria most resistant to?    ab c dkey antibiotic present bacteria present no bacteria present      27 excess alcohol affects the body.    which statement explains the risk of driving after consuming excessive alcohol?  a alcohol can be addictive.  b alcohol causes liver damage.  c alcohol slows down reaction times.  d alcohol speeds up reaction times.      28 to which part of the flower is pollen transferred in pollination?  a anther  b petal  c sepal  d stigma     ",
            "13": "13  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  29 the table shows some of the stages that happen during labour and birth.    what is the correct order?    a amniotic  sac  breaks \u2192 cutting  umbilical  cord \u2192 cervix  fully  dilated \u2192afterbirth  delivered\u2192passage  through  vagina  b amniotic  sac  breaks \u2192 cervix  fully  dilated \u2192 passage  through  vagina \u2192cutting  umbilical  cord \u2192afterbirth  delivered  c cervix  fully  dilated \u2192 amniotic  sac  breaks \u2192 cutting  umbilical cord \u2192passage  through  vagina \u2192afterbirth  delivered  d afterbirth  delivered \u2192 cervix  fully  dilated \u2192 cutting  umbilical cord \u2192amniotic  sac  breaks \u2192passage  through  vagina      30 the table shows the percentage effectiveness of four methods of contraception when used  correctly.    method percentage  effectiveness  male condom 98  diaphragm 94  femidom 95  vasectomy 99    what would be the expected percentage of unplanned pregnancies if the surgical method of  contraception was used?  a 1% b 2% c 5% d 6%    ",
            "14": "14  \u00a9 ucles 2019 0610/11/o/n/19  31 the diagram shows part of a genetic diagram for the inheritance of sex in humans.    parents gametesoffspring male femalefather mother p     what are the sex chromosomes in gamete p and the male offspring?     p male  offspring  a x xx  b x xy  c y xx  d y xy     32 a mouse with grey hair breeds with a mouse with white hair, producing offspring with genotypes  bb, bb, bb and bb. (b represents the dominant allele for grey hair, and b represents the recessive  allele for white hair.)    which correctly describes the genotypes of the parents?  a both heterozygous  b both homozygous dominant  c one heterozygous and one homozygous dominant  d one heterozygous and one homozygous recessive    ",
            "15": "15  \u00a9 ucles 2019 0610/11/o/n/19 [turn over  33 the following features were observed in a pair of identical twins.    feature twin 1 twin 2  tongue rolling yes yes  eye colour brown brown  lobed ears yes yes  weight 60  kg 65  kg  hair length short long    which features show phenotypic variation?  a eye colour and weight  b lobed ears and hair length  c tongue rolling and lobed ears  d weight and hair length    34 which statement about selective breeding is correct?  a the inheritance of alleles is not involved.  b only individuals better adapted to the environment will survive.  c individuals are crossed to produce the next generation.  d there is competition for resources.    ",
            "16": "16  \u00a9 ucles 2019 0610/11/o/n/19  35 which diagram shows energy passing along a food chain?    producerprimary consumersecondary consumertertiary consumera b producerprimary consumersecondary consumertertiary consumerc producerprimary consumer secondary consumer tertiary consumerdproducerprimary consumer secondary consumer tertiary consumer      36 which organisms remove carbon dioxide from the atmosphere?  a consumers  b decomposers  c herbivores  d producers    37 which feature of bacteria makes them especially useful in biotechnology?  a they are often pathogens.  b they have a unique genetic code.  c they have cell walls.  d they reproduce rapidly.    ",
            "17": "17  \u00a9 ucles 2019 0610/11/o/n/19  38 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol      39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow     ",
            "18": "18  \u00a9 ucles 2019 0610/11/o/n/19  blank page",
            "19": "19  \u00a9 ucles 2019 0610/11/o/n/19  blank page",
            "20": "20    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/11/o/n/19  blank page  "
        },
        "0610_w19_qp_12.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 11_0610_12/4rp  \u00a9 ucles 2019 [turn over     *9606095866* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/12     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2019 0610/12/o/n/19  1 the diagrams show a test-tube containing pond water. the green colour is caused by  microorganisms that have chloroplasts.    pale green pond water light offdark green area light onoxygen bubble     which characteristics of living organisms are shown?  a excretion, growth and movement  b movement, nutrition and sensitivity  c nutrition, reproduction and respiration  d reproduction, sensitivity and growth      2 which shows an organism that has been named using the binomial system?  a brown seaweed  b polar bear  c red fox   d vulpes vulpes      3 the diagram shows an arthropod.    pedipalp legs    to which group does it belong?  a arachnids  b crustaceans  c insects  d myriapods     ",
            "3": "3  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d      6 at which level of organisation is a root?  a organ  b organ system  c organism  d tissue     ",
            "4": "4  \u00a9 ucles 2019 0610/12/o/n/19  7 some pieces of potato were placed in a very concentrated sugar solution. other pieces of potato  were placed in distilled water.    what happened to the mass of the potato pieces in the two liquids?     mass of the  potato pieces   in a very concentrated  sugar solution mass of the  potato pieces  in distilled water  a decreased decreased  b decreased increased  c increased decreased  d increased increased     8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      9 a student carries out a test to see whether the solution in a test-tube contains protein.    which row shows the correct food test and a positive result?     name of test colour seen with a  positive result  a benedict\u2019s test blue-black  b benedict\u2019s test purple  c biuret test blue-black  d biuret test purple     ",
            "5": "5  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  10 the diagram shows an experiment investigating the effect of light intensity on an aquatic plant.    q plight sourcelightsource 10 cm 20 cm     photosynthesis occurred in both test-tube p and test-tube q. both test-tubes were kept at the same temperature. the number of bubbles produced in test-tube p was 12 bubbles per minute.    what is the most likely number of bubbles produced in one minute in test-tube q?  a 0 b 3 c 12 d 48    11 in which situation would insulin secretion usually increase?  a after eating a meal  b hearing a loud bang immediately behind you  c listening to music  d reading a book     12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d      ",
            "6": "6  \u00a9 ucles 2019 0610/12/o/n/19  13 the diagram shows the digestive system.    where does egestion take place?    a b c d     14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars    ",
            "7": "7  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  15 the diagram shows an experiment to investigate transpiration.    balance plant 1 plant 2transparent plastic bag     plant 1 is not covered. plant 2 and its pot are covered by a transparent plastic bag.    the mass of each plant and its pot is measured. the masses are measured again after two hours.    what is the result?  a the mass of both plants decreases by the same percentage.  b the mass of both plants stays the same.  c the mass of plant 1 decreases more than the mass of plant 2.  d the mass of plant 2 decreases more than the mass of plant 1.    ",
            "8": "8  \u00a9 ucles 2019 0610/12/o/n/19  16 the diagram shows a vertical section through a human heart.    yx     what are x and y?     x y  a left atrium right ventricle  b left ventricle right atrium  c right atrium left ventricle  d right ventricle left atrium     17 which factor increases the risk of developing coronary heart disease?  a low fat diet  b regular exercise  c relaxation  d smoking     18 the body has several defence mechanisms to protect the body against disease.    which is a chemical barrier?  a hair in the nose  b mucus  c skin  d white blood cells     ",
            "9": "9  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  19 the diagram shows part of the human gas exchange system.    to p rq     which row identifies p, q and r?     p q r  a alveolus wall capillary wall vein  b bronchiole alveolus wall capillary  c capillary layer of moisture bronchiole  d alveolus wall bronchiole capillary     20 when is respiration carried out by green plants?  a at all times  b at dusk and dawn only  c during the night only  d never    21 which process releases the most energy from one molecule of glucose?  a aerobic respiration  b anaerobic respiration in muscle  c anaerobic respiration in yeast  d photosynthesis    ",
            "10": "10  \u00a9 ucles 2019 0610/12/o/n/19  22 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1      23 the diagram shows the eye of a person in a brightly-lit room.    p q    what happens to distance p and distance q when this person moves from the brightly-lit room  into a dark room?     distance p distance q  a decreases increases  b decreases stays the same  c increases decreases  d stays the same increases     ",
            "11": "11  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  24 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis     ",
            "12": "12  \u00a9 ucles 2019 0610/12/o/n/19  25 a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     26 which organ secretes amylase?  a colon  b liver  c pancreas  d stomach     27 what is essential for the germination of all seeds?  a light  b nutrients  c water  d photosynthesis    ",
            "13": "13  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  28 the diagram shows the female reproductive system.    123 4     where does fertilisation normally occur?  a 1 and 2 b 2 only c 3 and 4 d 4 only      29 the graph shows the decline in testosterone production as men get older.    120 100 80604020 0testosterone production/  arbitrary units 20 30 40 50 60 age  / years70 80 90     which age range shows the greatest decline in testosterone production?  a 40 to 50 years  b 50 to 60 years  c 60 to 70 years  d 70 to 80 years    30 a man has three sons.    what is the chance of his next child being a daughter?  a 0% b 25% c 50% d 100%    ",
            "14": "14  \u00a9 ucles 2019 0610/12/o/n/19  31 which statements about meiosis are correct?     produces  genetically  identical cells involved in the  production of  gametes   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      32 in a plant species, the allele for red flowers, r, is dominant to the allele for white flowers, r.  homozygous red-flowered plants, rr, are crossed with homozygous white-flowered plants, rr.    what is the colour of the flowers produced by the offspring of this cross?  a all red  b all white  c equal numbers of red and white  d three white to one red      33 different organisms have different adaptive features. for example, the anthers of wind-pollinated  flowering plants have long filaments.    what is true of this adaptive feature?  a filament length is not affected by genes.  b it gives the plant an advantage in any environment.  c longer filaments attract more insects.  d it makes the plant more likely to reproduce.    34 the statements describe aspects of selective breeding and natural selection.    which statement applies only to selective breeding?  a humans select individuals which have desirable features.  b individuals pass their alleles to the next generation.  c there may be a large number of offspring produced.  d there is variation between individual offspring.    ",
            "15": "15  \u00a9 ucles 2019 0610/12/o/n/19 [turn over  35 which diagram correctly shows the flow of energy?    aproducers consumers decomposers b cproducers consumers decomposers ddecomposers consumers producersconsumers producers decomposers       36 the diagram shows a food chain.    which organism is the secondary consumer?    a grassb rabbitc foxd flea      37 which process is part of the carbon cycle?  a combustion  b evaporation  c precipitation  d transpiration     38 what is an example of genetic engineering?  a inserting genes into bacteria  b inserting insulin into bacteria  c spraying plants with herbicides  d using biological washing powders    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.   cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/12/o/n/19  39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow       "
        },
        "0610_w19_qp_13.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 11_0610_13/5rp  \u00a9 ucles 2019 [turn over     *4648689599* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/13     paper 1  multiple choice (core)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.                             ",
            "2": "2  \u00a9 ucles 2019 0610/13/o/n/19  1 the diagrams show a plant at the start of an experiment, and the same plant two weeks later.    start of experiment after two weekslight from one side     which characteristics of living organisms  are demonstrated by this experiment?  a excretion, growth, movement  b excretion, movement, reproduction  c growth, movement, sensitivity  d sensitivity, growth, respiration     2 donkeys and zebras are different species. they can breed to produce an animal called a zedonk.    zedonks are not fertile.    which statement is correct?  a zedonks and donkeys are the same species.  b zedonks and zebras are the same species.  c zedonks are a species.  d zedonks are not a species.      3 which feature is characteristic only of birds?  a hair and wings  b hard-shelled eggs and feathers  c scales and soft-shelled eggs  d wings and soft-shelled eggs     ",
            "3": "3  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows an animal.        use the key to identify the animal.  1 wings present    go to 2  wings absent  .  go to 3  2 one pair of wings visible    a  two pairs of wings visible  ...  b  3 three pairs of legs  ..  c  four pairs of legs    d     6 at which level of organisation is a root?  a organ  b organ system  c organism  d tissue     7 which process requires energy from respiration?  a active transport  b diffusion  c osmosis  d transpiration ",
            "4": "4  \u00a9 ucles 2019 0610/13/o/n/19  8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      9 enzyme x digests protein in the stomach.    four test-tubes were set up, each contained the same amounts of protein and enzyme x. the  test-tubes are kept at different levels of ph and temperature, as shown in the table.    in which test-tube will protein digestion be quickest?     ph temperature  / \u00b0c  a 2 20  b 2 35  c 7 20  d 7 35      10 which substance is used up in photosynthesis?  a chlorophyll  b light  c oxygen  d water     ",
            "5": "5  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d       13 in which part of the alimentary canal is most water absorbed?  a colon  b oesophagus  c small intestine  d stomach     ",
            "6": "6  \u00a9 ucles 2019 0610/13/o/n/19  14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     15 the diagram shows a cross-section through a plant root.    q r     what is found at q and r?     q r  a palisade mesophyll spongy mesophyll  b phloem xylem  c spongy mesophyll palisade mesophyll  d xylem phloem     ",
            "7": "7  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  16 the diagram shows a vertical section through a human heart.    yx     what are x and y?     x y  a left atrium right ventricle  b left ventricle right atrium  c right atrium left ventricle  d right ventricle left atrium      17 the table shows the concentration of red blood cells, white blood cells and platelets in the blood  of four patients.    which patient is most likely to have a deficiency of iron in their diet and will find it difficult to form  a blood clot?     red blood cells  / cells per mm3 white blood cells  / cells per mm3 platelets  / cells per mm3  a 2 525  000 643 296  000  b 2 275  000 756 27  500  c 7 250  000 650 275  000  d 7 325  000 405 25  000     ",
            "8": "8  \u00a9 ucles 2019 0610/13/o/n/19  18 campylobacter  is a bacterium that can cause food poisoning.    which word describes campylobacter ?  a antibody  b disease  c pathogen  d symptom    19 what is the sequence of structures through which a molecule of oxygen passes from the air to  the blood of a person?    1 bronchiole  2 capillary 3 alveolus wall 4 larynx    a 1 \u2192 4 \u2192 2 \u2192 3  b 3 \u2192 2 \u2192 1 \u2192 4  c 4 \u2192 1 \u2192 3 \u2192 2  d 4 \u2192 2 \u2192 1 \u2192 3    20 which process releases heat to maintain a constant body temperature?  a excretion  b nutrition  c reproduction  d respiration    21 which process releases the most energy from one molecule of glucose?  a aerobic respiration  b anaerobic respiration in muscle  c anaerobic respiration in yeast  d photosynthesis    ",
            "9": "9  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  22 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1 \u2192 2 \u2192 3 \u2192 4  b 1 \u2192 4 \u2192 2 \u2192 3  c 4 \u2192 2 \u2192 1 \u2192 3  d 4 \u2192 3 \u2192 2 \u2192 1      23 when a bright light is shone into the eye, the diameter of the pupil decreases.    what is this an example of?  a a simple reflex  b \u2018fight or flight\u2019 response  c a synapse  d refraction    ",
            "10": "10  \u00a9 ucles 2019 0610/13/o/n/19  24 the diagram shows a seedling, fixed to a rotating platform. light is directed from one side only.    lightrotates four times per hour shoot of seedling dampcotton wool     the platform was allowed to rotate for two days. it was left stationary for a further two days.    which diagram shows the appearance of the seedling after this four-day period?    a bc d      ",
            "11": "11  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  25 a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     26 which organ breaks down alcohol?  a bladder  b heart  c kidney  d liver    ",
            "12": "12  \u00a9 ucles 2019 0610/13/o/n/19  27 the diagram shows reproduction in a potato plant.    tuber forming new tuber     which process is shown?  a asexual reproduction  b fertilisation  c pollination  d sexual reproduction     28 the diagram shows part of a flower.    1 2 3 4     where does fertilisation occur and where are the ovules and pollen grains found?     fertilisation  occurs here ovules are  found here pollen grains  are found here  a 1 2 4  b 2 3 4  c 3 3 1  d 4 1 2   ",
            "13": "13  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  29 which method of birth control can be used as a barrier to sperm and sexually transmitted  diseases during sexual intercourse?  a condom  b iud  c ius  d surgical sterilisation     30 the diagram shows a plant cell.    where are the chromosomes found?    ab c d       31 which statement describes human cells formed by meiosis?  a they are genetically identical gametes.  b they are genetically identical body cells.  c they are genetically different gametes.  d they are genetically different body cells.     32 pea plants have two alleles for height. t is tall, t is short.    two heterozygous pea plants, tt, are crossed.    what is the phenotypic ratio of the offspring for this cross?  a all short plants  b all tall plants  c one tall plant to three short plants  d three tall plants to one short plant     ",
            "14": "14  \u00a9 ucles 2019 0610/13/o/n/19  33 the graph shows the heights of humans.    frequency height    which statement is correct?  a the individuals of this population all have the same genotype.  b the individuals of this population all have the same phenotype.  c this population shows continuous variation.  d this population shows discontinuous variation.     34 what is a mutation?  a a condition caused by a dominant allele  b a genetic change  c a process used in genetic engineering  d an adaptive feature    35 consumers take in carbon atoms from their food.    how do carbon atoms leave the consumers?     egestion excretion decomposition   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u0016 \u001a \u001a \u001a = no  d \u001a \u0016 \u0016      36 which process is part of the water cycle?  a combustion  b fossilisation  c respiration  d transpiration    ",
            "15": "15  \u00a9 ucles 2019 0610/13/o/n/19 [turn over  37 a gene for insulin is taken from a human cell and placed in a bacterium.    the bacterium can then make human insulin.    what is this process called?  a adaptation  b genetic engineering  c natural selection  d selective breeding     38 some examples of how areas of land may be used are listed:    1 food crop production  2 grazing cattle 3 house building  4 tree planting.    which uses of land will cause habitat destruction?  a 1, 2 and 3 b 1, 2 and 4 c 2 and 3 only d 3 and 4 only    39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.   cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/13/o/n/19  40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow       "
        },
        "0610_w19_qp_21.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0610_21/4rp  \u00a9 ucles 2019 [turn over     *7538671578 * cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/21     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2019 0610/21/o/n/19  1 the diagram shows a plant.    light     which characteristic of living organisms is shown by the plant in the diagram?  a excretion  b reproduction  c respiration  d sensitivity     2 using the binomial system of naming organisms, the name of the lion is panthera leo .    which statement is correct?  a the lion belongs to the kingdom panthera .  b the lion belongs to the genus panthera .  c the lion belongs to the species panthera .  d the lion belongs to the genus leo.     3 the table shows the number of animals collected in a sample from a woodland and the groups to  which they belong.    animal group number in sample  arachnids 10  crustaceans 8  insects 80  myriapods 7    how many arthropods in total, in this sample, have six or eight legs?  a 15 b 88 c 90 d 98     ",
            "3": "3  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows a cell with an actual size of 30  \u00b5m.    30 mm    what is the magnification of the diagram?  a \u00d710 b \u00d7100 c \u00d71000 d \u00d710  000    6 red blood cells were placed in pure water.    movement of water across the cell membrane caused a change in their appearance.    what caused this change in appearance?     direction of  water movement from higher to lower  water potential from lower to higher  water potential  a into cells yes no  b into cells no yes  c out of cells yes no  d out of cells no yes     ",
            "4": "4  \u00a9 ucles 2019 0610/21/o/n/19  7 some examples of substances moving across membranes are listed.    1 glucose molecules into the epithelium that lines the small intestine  2 nitrate ions from a dilute solution in soil into a more concentrated solution in root hair  cells  3 water molecules from mesophyll cells into the air spaces of a leaf    for which must oxygen be present?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016       9 what is the correct definition of the term enzyme ?  a carbohydrates that act as biological catalysts  b carbohydrates that act as substrates  c proteins that act as biological catalysts  d proteins that act as substrates    ",
            "5": "5  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  10 two sealed test-tubes containing aquatic plants and hydrogencarbonate indicator were set up.    hydrogencarbonate indicator aquatic plantstopper     the indicator in the sealed test-tubes shows the concentration of dissolved carbon dioxide  present.    concentration of  carbon dioxide colour of  indicator  low red  medium orange  high yellow    one of the sealed test-tubes was kept in the light for 24 hours and one of the sealed test-tubes  was kept in the dark for 24 hours.    the results are shown in the table.    test-tube  kept in start colour end colour  light orange red  dark orange yellow    what is the correct explanation of what has taken place?  a photosynthesis and respiration both occur in the light, but the rate of photosynthesis is  higher.  b photosynthesis occurs in the light, but respiration does not.  c respiration can only occur when photosynthesis is not taking place.  d the amount of carbon dioxide used and produced in the light is equal.    ",
            "6": "6  \u00a9 ucles 2019 0610/21/o/n/19  11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d       13 one of the symptoms of the disease cholera is diarrhoea. this is due to water loss by osmosis  caused by the cholera toxin.    cholera toxins result in  a secretion of chloride ions out of the small intestine lowering the water potential.  b secretion of chloride ions out of the small intestine raising the water potential.  c secretion of chloride ions into the small intestine lowering the water potential.  d secretion of chloride ions into the small intestine raising the water potential.    ",
            "7": "7  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars    15 what is an example of diffusion?  a dust particles being moved by ciliated cells in the trachea  b oxygen molecules moving into a red blood cell in the lungs  c pollen grains moving from anthers to stigmas in the wind  d red blood cells moving in a blood capillary in a muscle    16 in plants, what is transported by translocation?  a glucagon  b glycogen  c starch  d sucrose    ",
            "8": "8  \u00a9 ucles 2019 0610/21/o/n/19  17 the diagram shows human blood cells, as seen under a microscope.    x    what is the function of cell x?  a to carry glucose  b to carry oxygen  c to defend against disease  d to make the blood clot     18 which row describes the features of passive immunity?     antibodies  made involves  memory cells effective  period  a no no short term  b no yes short term  c yes no long term  d yes yes long term      19 which row shows the approximate percentage of gases in expired air?     percentage of  carbon dioxide percentage of  oxygen  a 12 9  b 4 16  c 24 24  d 27 20      20 what is the correct equation for aerobic respiration?  a 6co 2  +  6h 2o  \u2192  c6h12o6  +  6o 2  b c6h12o6  +  6co 2  \u2192  6o 2  +  6h 2o  c c6h12o6  +  o 2  \u2192  co 2  +  h 2o  d c6h12o6  +  6o 2  \u2192  6co 2  +  6h 2o   ",
            "9": "9  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  21 lactic acid builds up in the muscles during vigorous exercise.    during recovery, how is this lactic acid removed?  a aerobic respiration of lactic acid in the liver  b anaerobic respiration of lactic acid in the muscles  c excretion of lactic acid by the lungs  d removal of lactic acid by the alimentary canal    22 the neurones at synapses contain vesicles.    which type of substance is found inside the vesicles?  a enzyme  b chromosomes  c neurotransmitter  d steroid    23 the diagram shows the muscles that control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil smaller?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     ",
            "10": "10  \u00a9 ucles 2019 0610/21/o/n/19  24 more adrenaline is produced by the adrenal glands when a person is frightened.    this increase affects several parts of the body.     change increases decreases   1 blood glucose concentration \u001a \u0016 key  2 heart rate \u0016 \u001a \u0016= yes  3 breathing rate and depth \u0016 \u001a \u001a= no  4 dilation of pupil \u001a \u0016     which rows are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    25 a patient has dye injected into the blood supply to his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     ",
            "11": "11  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  26 which statement is a reason why viruses are unharmed by antibiotics such as penicillin?  a they are very small in size.  b they do not have a cell wall.  c they have genetic material.  d they have a protein coat.      27 several athletes have been banned from their sport for using the drug nandrolone. this drug  helps the body to build up muscle tissue.    what sort of drug is nandrolone?  a anabolic steroid  b antibiotic  c depressant  d neurotransmitter     28 which statement about the hormone fsh is correct?  a it stimulates ovulation.  b it stimulates ovulation and menstruation.  c it stimulates the maturation of follicles.  d it stimulates the maturation of follicles and menstruation.    29 hiv is transmitted by body fluids during sexual contact.    hiv affects the immune system.    which statement best describes the effect of hiv?  a the body has increased immunity.  b the body produces fewer antibodies.  c the body produces more antibodies.  d the number of lymphocytes increases.     ",
            "12": "12  \u00a9 ucles 2019 0610/21/o/n/19  30 how many chromosomes are there in each of the human cells shown in the table?     goblet cell motor  neurone mature red  blood cell sperm  a 0 23 0 0  b 23 23 23 0  c 46 46 0 23  d 46 46 46 23     31 the diagram shows a diploid cell and alleles r and r on one pair of chromosomes.    r rnucleus cytoplasm     when this cell divides by mitosis, which daughter cells will be produced?     chromosome number genotype  a diploid heterozygous  b diploid homozygous  c haploid heterozygous  d haploid homozygous      32 the diagram shows breeding rats where the allele for grey fur is dominant to white fur.    12 3 4\u00d7\u00d7 6 5    which two individuals are definitely heterozygous for fur colour?  a 1 and 4 b 2 and 3 c 2 and 5 d 3 and 6    ",
            "13": "13  \u00a9 ucles 2019 0610/21/o/n/19 [turn over  33 the diagram shows a hydrophyte in a lake.    surface of water     which statement about the leaves is correct?  a they cannot photosynthesise.  b they have a thick cuticle.  c they have large air spaces in the spongy mesophyll.  d they require many xylem vessels for support.     34 some disease-causing bacteria survive treatment with an antibiotic.    which statement about the surviving bacteria is correct?  a the antibiotic will work better on the next generation of bacteria.  b the bacteria have undergone a process of natural selection.  c the bacteria will now be resistant to all antibiotics.  d the resistance of the bacteria is a result of selective breeding.     35 which row describes the energy flow into and through a food chain that starts with a plant?     energy entering  a food chain energy transferred  between organisms  in a food chain  a chemical chemical  b chemical heat  c light chemical  d light heat     ",
            "14": "14  \u00a9 ucles 2019 0610/21/o/n/19  36 the diagram shows part of the nitrogen cycle.    mineral ions animalsplants decomposers     what is one of the mineral ions?  a amino acids  b nitrate  c nitrogen  d protein     37 which part of a bacterial cell makes it useful in genetic engineering?  a cell wall  b cytoplasm  c flagellum  d plasmid     38 which enzyme would be used in a biological washing powder?  a dna ligase  b lactase  c pectinase  d protease    39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     ",
            "15": "15  \u00a9 ucles 2019 0610/21/o/n/19  40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow     ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.   cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/21/o/n/19  blank page  "
        },
        "0610_w19_qp_22.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 15 printed pages and 1 blank page.  ib19 11_0610_22/5rp  \u00a9 ucles 2019 [turn over     *8028550561* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/22     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2019 0610/22/o/n/19  1 the diagrams show a test-tube containing pond water. the green colour is caused by  microorganisms that have chloroplasts.    pale green pond water light offdark green area light onoxygen bubble     which characteristics of living organisms are shown?  a excretion, growth and movement  b movement, nutrition and sensitivity  c nutrition, reproduction and respiration  d reproduction, sensitivity and growth      2 which shows an organism that has been named using the binomial system?  a brown seaweed  b polar bear  c red fox   d vulpes vulpes      3 the diagram shows an arthropod.    pedipalp legs    to which group does it belong?  a arachnids  b crustaceans  c insects  d myriapods     ",
            "3": "3  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 the diagram shows a drawing of a human cheek cell.    x y     the distance between points x and y on the diagram is 30  mm.    the actual length of the cell between x and y was 60  \u00b5m.    what is the magnification of the cell?  a \u00d750 b \u00d7200 c \u00d7500 d \u00d72000     6 red blood cells were placed in pure water.    movement of water across the cell membrane caused a change in their appearance.    what caused this change in appearance?     direction of  water movement from higher to lower  water potential from lower to higher  water potential  a into cells yes no  b into cells no yes  c out of cells yes no  d out of cells no yes      7 which process depends on active transport?  a absorption of carbon dioxide by plant leaves  b reabsorption of glucose by kidney tubules  c removal of carbon dioxide in the alveoli  d uptake of water by plant roots   ",
            "4": "4  \u00a9 ucles 2019 0610/22/o/n/19  8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016      9 a student carries out a test to see whether the solution in a test-tube contains protein.    which row shows the correct food test and a positive result?     name of test colour seen with a  positive result  a benedict\u2019s test blue-black  b benedict\u2019s test purple  c biuret test blue-black  d biuret test purple      10 the diagram shows an experiment investigating the effect of light intensity on an aquatic plant.    q plight sourcelightsource 10 cm 20 cm     photosynthesis occurred in both test-tube p and test-tube q. both test-tubes were kept at the  same temperature. the number of bubbles produced in test-tube p was 12 bubbles per minute.    what is the most likely number of bubbles produced in one minute in test-tube q?  a 0 b 3 c 12 d 48    ",
            "5": "5  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d      ",
            "6": "6  \u00a9 ucles 2019 0610/22/o/n/19  13 the cholera bacterium produces a toxin that results in water entering the alimentary canal and  causing diarrhoea.    the diagram shows the human alimentary canal.    into which region are chloride ions secreted as a result of the toxin?    a b cd      14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars     ",
            "7": "7  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  15 the diagram shows an experiment to investigate transpiration.    balance plant 1 plant 2transparent plastic bag     plant 1 is not covered. plant 2 and its pot are covered by a transparent plastic bag.    the mass of each plant and its pot is measured. the masses are measured again after two hours.    what is the result?  a the mass of both plants decreases by the same percentage.  b the mass of both plants stays the same.  c the mass of plant 1 decreases more than the mass of plant 2.  d the mass of plant 2 decreases more than the mass of plant 1.    16 which description of translocation is correct?  a movement of glucose and amino acids from a sink to a source  b movement of glucose and amino acids from a source to a sink  c movement of sucrose and amino acids from a sink to a source  d movement of sucrose and amino acids from a source to a sink    17 which factor increases the risk of developing coronary heart disease?  a low fat diet  b regular exercise  c relaxation  d smoking    ",
            "8": "8  \u00a9 ucles 2019 0610/22/o/n/19  18 which row describes the features of passive immunity?     antibodies  made involves  memory cells effective  period  a no no short term  b no yes short term  c yes no long term  d yes yes long term     19 the diagram shows part of the human gas exchange system.    to p rq     which row identifies p, q and r?     p q r  a alveolus wall capillary wall vein  b bronchiole alveolus wall capillary  c capillary layer of moisture bronchiole  d alveolus wall bronchiole capillary      20 what is the effect on germinating seeds of increasing the temperature from 10  \u00b0c to 20  \u00b0c?  a a decrease in the production of oxygen  b a decrease in the respiration rate  c an increase in the respiration rate  d an increase in the transpiration rate     ",
            "9": "9  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  21 lactic acid builds up in the muscles during vigorous exercise.    during recovery, how is this lactic acid removed?  a aerobic respiration of lactic acid in the liver  b anaerobic respiration of lactic acid in the muscles  c excretion of lactic acid by the lungs  d removal of lactic acid by the alimentary canal     22 which process transmits an impulse across a synapse?  a active transport  b diffusion  c gravity  d osmosis    23 the diagram shows the muscles that control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil smaller?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     ",
            "10": "10  \u00a9 ucles 2019 0610/22/o/n/19  24 the diagram shows the shoot and root of a seedling responding to gravity.        which row shows where the auxin accumulates and the effect of this in the shoot?     accumulates effect  a lower surface inhibits cell elongation  b lower surface promotes cell elongation  c upper surface inhibits cell division  d upper surface promotes cell division      25 a patient has dye injected into the blood supply to  his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     ",
            "11": "11  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  26 bacteria such as mrsa are resistant to antibiotics.    these processes can occur in bacteria.    1 artificial selection  2 genetic variation 3 mutation 4 natural selection    what would contribute to the development of antibiotic resistance?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2, 3 and 4 only  d 2 and 4 only     27 why do some athletes take anabolic steroids?  a to decrease blood glucose concentration  b to increase muscle mass  c to kill bacteria  d to reduce aggression     28 in humans, why are sperm cells produced in much greater numbers than egg cells?  a many sperm cells are needed to fertilise an egg cell.  b sperm cells are small in size.  c sperm cells are non-motile.  d the chance of one sperm cell reaching an egg is very small.    29 there are many reasons why a woman does not become pregnant.    what can be treated by a drug that increases the secretion of fsh?  a inactive sperm  b follicles not developing  c thin uterine lining  d too few sperm     ",
            "12": "12  \u00a9 ucles 2019 0610/22/o/n/19  30 the diagram shows the cells of a mammalian embryo shortly after fertilisation.        which is the correct description of these cells?  a gametes undergoing meiosis  b gametes undergoing mitosis  c stem cells undergoing meiosis  d stem cells undergoing mitosis     31 the diagram shows a diploid cell and alleles r and r on one pair of chromosomes.    r rnucleus cytoplasm     when this cell divides by mitosis, which daughter cells will be produced?     chromosome number genotype  a diploid heterozygous  b diploid homozygous  c haploid heterozygous  d haploid homozygous     ",
            "13": "13  \u00a9 ucles 2019 0610/22/o/n/19 [turn over  32 the diagram shows a genetic cross between a male bird with black feathers and a female bird  with white feathers. all of the offspring have blue feathers.     parents fbfb \u00d7 fwfw   black white    offspring f bfw   100% blue    two of the blue offspring are crossed.    which row shows the correct phenotype percentages for the cross?     percentage  black percentage  blue percentage  white  a 25 75 0  b 25 50 25  c 50 20 25  d 75 0 25      33 what is a feature of some xerophytes?  a large air spaces in the tissues  b leaves rolled up and covered with hairs  c leaves with stomata on the upper surface  d thin cuticle    34 the diagram shows a pyramid of biomass.    x    which organisms are found in position x?  a decomposers  b herbivores  c primary consumers  d producers    ",
            "14": "14  \u00a9 ucles 2019 0610/22/o/n/19  35 what is a trophic level?  a a group of interconnected food chains  b all of the consumers in an ecosystem  c an organism\u2019s position in a food web  d the transfer of energy between organisms      36 the diagram shows part of the nitrogen cycle.    at which stage is denitrification occurring?    nitrogen in the atmosphere nitrogen in plantsanimals nitrates nitrites ammonium compoundsab cd      37 which structures found in bacteria make bacteria useful in genetic engineering?  a cell walls  b membranes  c nuclei  d plasmids      38 which chemical reaction is catalysed by maltase?  a glycogen  \u2192  glucose  +  maltose  b maltose  \u2192  glucose  +  glucose  c maltose  \u2192  starch  d starch  \u2192  glucose  +  maltose    ",
            "15": "15  \u00a9 ucles 2019 0610/22/o/n/19  39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow     ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.   cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/22/o/n/19  blank page  "
        },
        "0610_w19_qp_23.pdf": {
            "1": "  this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certific ate.  this document consists of 16 printed pages.  ib19 11_0610_23/5rp  \u00a9 ucles 2019 [turn over     *6635924783* cambridge assessment international education  cambridge international general certificate of secondary education       biology 0610/23     paper 2  multiple choice (extended)  october/november 2019     45 minutes    additional materials: multiple choice answer sheet    soft clean eraser    soft pencil (type b or hb is recommended)        read these instructions first    write in soft pencil.  do not use staples, paper clips, glue or correction fluid. write your name, centre number and candidate number on the answer sheet in the spaces provided  unless this has been done for you.  do not  write in any barcodes.   there are forty  questions on this paper. answer all questions. for each question there are four possible  answers a, b, c and d.   choose the one you consider correct and record your choice in soft pencil  on the separate answer sheet.    read the instructions on the answer sheet very carefully.    each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  any rough working should be done in this booklet. electronic calculators may be used.        ",
            "2": "2  \u00a9 ucles 2019 0610/23/o/n/19  1 the diagrams show a plant at the start of an experiment, and the same plant two weeks later.    start of experiment after two weekslight from one side     which characteristics of living organisms  are demonstrated by this experiment?  a excretion, growth, movement  b excretion, movement, reproduction  c growth, movement, sensitivity  d sensitivity, growth, respiration     2 donkeys and zebras are different species. they can breed to produce an animal called a zedonk.    zedonks are not fertile.    which statement is correct?  a zedonks and donkeys are the same species.  b zedonks and zebras are the same species.  c zedonks are a species.  d zedonks are not a species.      3 which feature is characteristic only of birds?  a hair and wings  b hard-shelled eggs and feathers  c scales and soft-shelled eggs  d wings and soft-shelled eggs     ",
            "3": "3  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  4 which features do animal cells share with plant cells?     chloroplast cytoplasm nucleus   a \u0016 \u0016 \u0016 key  b \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u001a \u001a \u001a       5 a bacterium is 0.5  \u00b5m long.    a student makes a drawing of the bacterium. the student\u2019s drawing is 100  mm long.    what is the magnification of the student\u2019s drawing?  a \u00d70.005 b \u00d750 c \u00d7200 d \u00d7200  000    6 red blood cells were placed in pure water.    movement of water across the cell membrane caused a change in their appearance.    what caused this change in appearance?     direction of  water movement from higher to lower  water potential from lower to higher  water potential  a into cells yes no  b into cells no yes  c out of cells yes no  d out of cells no yes     ",
            "4": "4  \u00a9 ucles 2019 0610/23/o/n/19  7 the diagram shows a root hair cell.    cytoplasm mitochondrianucleusvacuole     why does a root hair cell contain a large number of mitochondria?  a to provide energy for the absorption of water from the soil  b to provide energy for the diffusion of mineral ions from the soil  c to provide energy for osmosis  d to provide energy for the active transport of mineral ions from the soil     8 which identifies the chemical elements found in proteins?     carbon hydrogen oxygen nitrogen   a \u0016 \u0016 \u0016 \u0016 key  b \u0016 \u0016 \u0016 \u001a \u0016= present  c \u0016 \u001a \u0016 \u001a \u001a= absent  d \u001a \u0016 \u001a \u0016       9 enzyme x digests protein in the stomach.    four test-tubes were set up, each contained the same amounts of protein and enzyme x. the  test-tubes are kept at different levels of ph and temperature, as shown in the table.    in which test-tube will protein digestion be quickest?     ph temperature  / \u00b0c  a 2 20  b 2 35  c 7 20  d 7 35     ",
            "5": "5  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  10 which substance is used up in photosynthesis?  a chlorophyll  b light  c oxygen  d water      11 the diagram shows a leaf as seen in cross-section under the microscope.    1 2 3     what are tissues 1, 2 and 3?     1 2 3  a epidermis palisade mesophyll spongy mesophyll  b epidermis spongy mesophyll palisade mesophyll  c palisade mesophyll epidermis spongy mesophyll  d spongy mesophyll palisade mesophyll epidermis      12 the pie charts show the composition of 100  g of four different foods.    which food provides the most energy?    key carbohydrate fats and oilsproteinwatera b c d      ",
            "6": "6  \u00a9 ucles 2019 0610/23/o/n/19  13 cholera is a disease caused by a bacterium called vibrio cholerae  which produces a toxin in the  infected person\u2019s gut.    what is the effect of this toxin?  a it causes loss of water from the gut into the blood.  b it causes loss of water from the gall bladder into the blood.  c it causes water to enter the gut from the blood.  d it causes water to enter the gall bladder from the blood.    14 the diagram shows an experiment kept at room temperature.    tubing containing starch, protease, protein and simple sugars membrane permeable to small molecules onlydistilled watertest-tube     what is present in the water surrounding the membrane after 45 minutes?  a amino acids and simple sugars  b protein and amino acids  c protein and simple sugars  d starch and simple sugars    ",
            "7": "7  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  15 the diagram shows a cross-section through a plant root.    q r     what is found at q and r?     q r  a palisade mesophyll spongy mesophyll  b phloem xylem  c spongy mesophyll palisade mesophyll  d xylem phloem      16 rabbits can damage trees by eating the bark and phloem.    remaining stem barkleaves rootsbark     if the damage goes all the way around the stem, what will happen in the tree?  a sugars cannot move from the leaves to the roots causing swelling above the ring.  b sugars cannot move from the leaves to the roots causing swelling below the ring.  c water cannot move from the leaves to the roots causing swelling above the ring.  d water cannot move from the leaves to the roots causing swelling below the ring.    ",
            "8": "8  \u00a9 ucles 2019 0610/23/o/n/19  17 the table shows the concentration of red blood cells, white blood cells and platelets in the blood  of four patients.    which patient is most likely to have a deficiency of iron in their diet and will find it difficult to form  a blood clot?     red blood cells  / cells per mm3 white blood cells  / cells per mm3 platelets  / cells per mm3  a 2 525  000 643 296  000  b 2 275  000 756 27  500  c 7 250  000 650 275  000  d 7 325  000 405 25  000      18 which row describes the features of passive immunity?     antibodies  made involves  memory cells effective  period  a no no short term  b no yes short term  c yes no long term  d yes yes long term      19 what is the sequence of structures through which a molecule of oxygen passes from the air to  the blood of a person?    1 bronchiole  2 capillary  3 alveolus wall  4 larynx    a 1 \u2192 4 \u2192 2 \u2192 3  b 3 \u2192 2 \u2192 1 \u2192 4  c 4 \u2192 1 \u2192 3 \u2192 2  d 4 \u2192 2 \u2192 1 \u2192 3     ",
            "9": "9  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  20 how do green plants and mammals obtain their energy?     green plants mammals  a from the soil from sleeping and resting  b from the air around the plant from the air they breathe  c from the sun from digested and absorbed food  d from water and carbon dioxide from water and oxygen      21 lactic acid builds up in the muscles during vigorous exercise.    during recovery, how is this lactic acid removed?  a aerobic respiration of lactic acid in the liver  b anaerobic respiration of lactic acid in the muscles  c excretion of lactic acid by the lungs  d removal of lactic acid by the alimentary canal    22 the diagram shows a synapse.    neurone 1 neurone 2    heroin is a drug that can bind with receptors in a synapse.    what is the most  likely effect heroin will have on the synapse?  a cause the impulse to travel back along neurone 1  b prevent neurotransmitter binding with receptors on neurone 2  c stop the impulse being generated in neurone 1  d transfer the impulse to a different neurone other than neurone 2    ",
            "10": "10  \u00a9 ucles 2019 0610/23/o/n/19  23 the diagram shows the muscles that control the size of the pupil in an eye.    radial musclesiris pupilcircular muscles     how do the muscles make the pupil smaller?     circular muscles radial muscles  a contract contract  b contract relax  c relax contract  d relax relax     24 in a plant shoot, where is auxin made and what is its effect?     where made effect  a leaves promotes cell division  b leaves promotes cell elongation  c shoot tip promotes cell division  d shoot tip promotes cell elongation     ",
            "11": "11  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  25 a patient has dye injected into the blood supply to  his kidneys. the dye appears in his excretory  system as shown.    key dye no dye     which part is blocked?  a the kidney  b the ureter  c the bladder  d the urethra     26 which statement about antibiotics is correct?  a antibiotics are used to treat all transmissible diseases.  b antibiotics are used to treat diseases caused by viruses.  c antibiotic resistance can be stopped by increasing their use.  d antibiotics are used to treat diseases caused by bacteria.     27 which substance in tobacco smoke directly reduces the oxygenation of blood?  a carbon dioxide  b carbon monoxide  c nicotine  d tar    ",
            "12": "12  \u00a9 ucles 2019 0610/23/o/n/19  28 the concentrations of lh and oestrogen are measured during part of a menstrual cycle.    on which day does ovulation occur?     day from  start of  menstrual cycle concentration  of lh  / arbitrary units concentration  of oestrogen  / arbitrary units  a 7 10 30  b 10 12 135  c 13 120 130  d 16 20 25      29 where are oestrogen and progesterone produced during the menstrual cycle in a woman who is  not pregnant?     oestrogen progesterone  a adrenal gland ovary  b ovary ovary  c ovary placenta  d placenta pancreas      30 a haploid nucleus is defined as one that contains  a one chromosome.  b one set of unpaired chromosomes.  c two chromosomes.  d two sets of chromosomes.    ",
            "13": "13  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  31 the diagram shows a diploid cell and alleles r and r on one pair of chromosomes.    r rnucleus cytoplasm     when this cell divides by mitosis, which daughter cells will be produced?     chromosome number genotype  a diploid heterozygous  b diploid homozygous  c haploid heterozygous  d haploid homozygous      32 sickle-cell anaemia is caused by a mutation in the haemoglobin gene.    the normal base sequence is shown in 1, and the sickle-cell base sequence is shown in 2.    1 tga  gga  ctc  ctc  2 tga  gga  cac  ctc    what causes the change in the dna?  a the addition of one base  b the addition of two bases  c the change of one base for another  d the deletion of one base     ",
            "14": "14  \u00a9 ucles 2019 0610/23/o/n/19  33 the diagram shows part of a section through the leaf of a water lily.        their leaves are adapted to help them to live on the surface of the water.    how is the leaf of this plant adapted to being a hydrophyte?  a it does not have a cuticle.  b it has a palisade layer.  c it has an epidermis.  d it has stomata on upper surface.     34 what could be responsible for the conversion of nitrogen in the atmosphere to nitrates in the soil?  a decomposers  b denitrifying bacteria  c lightning  d nitrifying bacteria     35 which statement describes the effect of a disease which kills members of a population?  a it causes an exponential (log) increase in the population size.  b it decreases the rate of growth of the population.  c it decreases the food supply available to the population.  d it reduces the lag phase of the population.    ",
            "15": "15  \u00a9 ucles 2019 0610/23/o/n/19 [turn over  36 the diagram shows a pyramid of numbers in a food chain.    hawks tree shrewscaterpillarskapok tree     what type of organism is the tree shrew?  a producer  b primary consumer  c secondary consumer  d tertiary consumer     37 the diagram shows a bacterium.    which structure is used in genetic engineering?    a b c d      38 penicillin is made in a fermenter by growing organisms.    which type of organism is used in the production of penicillin?  a bacterium  b fungus  c protoctist  d virus    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.   cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2019 0610/23/o/n/19  39 what are the possible effects of deforestation?     loss of soil flooding decrease in atmospheric  carbon dioxide  a yes yes no  b yes no yes  c no yes no  d no no yes     40 the bloodworm is an organism that is found in heavily polluted water.    the diagram shows where raw sewage flows into a river.    where would there be fewest bloodworms?    input of raw sewage ba cd direction of flow       "
        },
        "0610_w19_qp_31.pdf": {
            "1": "this document consists of 17 printed pages and 3 blank pages. dc (st/ct) 173046/4 \u00a9 ucles 2019  [turn over *1138015958* biology  0610/31 paper 3  theory (core)  october/november 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/31/o/n/19 \u00a9 ucles 2019 1 fig. 1.1 is a diagram of a molecule of fat. fig. 1.1  (a) (i) list the chemical elements present in fat.  .  [1]   (ii) state the smaller units that fats are made from.  .  [2]  (b) fats are an important part of a balanced diet.   state the name of three  other components of a balanced diet. 1   2   3   [3]",
            "3": "3 0610/31/o/n/19 \u00a9 ucles 2019 [turn over  (c) marmots and lynx are mammals that can live in a variety of environments.   the percentage of fat in the bodies of these two species was measured.    measurements were taken from marmots and lynx living in alaska and in virginia. alaska is a  cold environment and virginia is a warm environment.   the results are shown in table 1.1. table 1.1 speciespercentage of fat in the body difference in the  percentage of  fat in the body in alaska in virginia marmot 36  5 31 lynx 15 11   (i) complete table 1.1 by calculating the difference in the percentage of fat in the body for  the lynx.    write your answer in table 1.1.  [1]   (ii) describe the results shown in table 1.1.  ...  ...  ...  ...  .  [2]   (iii) explain the difference in the percentage of fat in the body between the mammals living in  alaska and virginia.  ...  ...  ...  ...  .  [2] [total: 11]",
            "4": "4 0610/31/o/n/19 \u00a9 ucles 2019 2 (a) complete the definition of the term adaptive feature  by filling in the gaps with the correct  words.   an adaptive feature is an ..  feature that helps an organism to  ..  and reproduce in its ..  . [3]  (b) the flagellum is one of the adaptive features of a sperm.   a sample of sperm was taken and the length of each flagellum was recorded.   fig. 2.1 shows a graph of the results. frequency flagellum length  / \u03bcm0 3.6 \u2013 3.7 3.8 \u2013 3.9 4.0 \u2013 4.1 4.2 \u2013 4.3 4.4 \u2013 4.5 4.6 \u2013 4.7 4.8 \u2013 4.9 5.0 \u2013 5.1246810121416182022 fig. 2.1   (i) state the most frequent range for flagellum length.  ...  \u00b5m [1]   (ii) state the frequency of sperm with flagellum length between 4.8  \u00b5m to 4.9  \u00b5m.  .  [1]   (iii) state the type of variation shown by flagellum length.  .  [1]",
            "5": "5 0610/31/o/n/19 \u00a9 ucles 2019 [turn over  (c) some scientists have suggested that the longer the flagellum the more likely the sperm is to  fertilise the egg cell.   suggest a reason why.  ...  ...  .  [1]  (d) state the name of the organ that produces sperm.  .  [1] [total: 8]",
            "6": "6 0610/31/o/n/19 \u00a9 ucles 2019 3 (a) a student investigated the conditions required for germination.   seeds were placed on cotton wool in petri dishes and exposed to different conditions.   the conditions used are shown in table 3.1. table 3.1 petri dishtemperature  / \u00b0ccondition of  cotton woolaccess to light a 20 damp yes b  3 damp yes c 20 dry yes d 20 damp no   seeds in  two of the petri dishes did not germinate.   predict in which petri dishes the seeds did not germinate.   give reasons for your answer. petri dishes  ... reasons  .  ...  ...  [3]  (b) in another investigation, the germination ratio of the seeds was calculated.   60 cress seeds were used in the investigation.   20 seeds germinated and 40 seeds did not germinate.   calculate the ratio of the seeds that germinated to the seeds that did not germinate. ratio . :  .  [1]  (c) plants need mineral ions for healthy growth.   state why a plant needs magnesium ions and nitrate ions. magnesium ions  ...  ... nitrate ions    ... [2] [total: 6]",
            "7": "7 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) fig. 4.1 is a graph showing the changes to the thickness of the lining of the uterus during the  menstrual cycle. 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 day of menstrual cyclethickness of uterus lining fig. 4.1   (i) describe the changes to the thickness of the lining of the uterus during the menstrual  cycle as shown in fig. 4.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state the days, shown on fig. 4.1, on which the lining of the uterus is broken down and  lost.  .  [1]   (iii) draw an x on fig. 4.1 to show when ovulation occurs.  [1]",
            "8": "8 0610/31/o/n/19 \u00a9 ucles 2019  (b) the menstrual cycle is controlled by hormones.   (i) complete the sentence to define the term hormone .    a ... substance produced by a ...  ,  carried by the ...  , which alters the activity of one or more  specific target organs.  [3]   (ii) adrenaline is a hormone involved in \u2018fight or flight\u2019 situations.    describe two effects of adrenaline on the body. 1    ... 2    ... [2]   (iii) state the name of the organ that produces adrenaline.  .  [1] [total: 11]",
            "9": "9 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 5 (a) aerobic and anaerobic respiration both release energy.   describe the other  similarities and differences between aerobic and anaerobic respiration in  muscles.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) place ticks ( 3) in the boxes to show two uses of the energy released by respiration in  humans. active transport diffusion osmosis protein synthesis transpiration [2]",
            "10": "10 0610/31/o/n/19 \u00a9 ucles 2019  (c) anaerobic respiration in yeast produces alcohol.   the boxes on the right show some sentence endings.   draw lines from the word alcohol to make three  correct sentences. abuse decreases instances of crime. can be addictive. causes lung cancer. alcohol increases levels of self-control. increases reaction times. is a depressant. [3]  (d) state the name of an organ damaged by long-term alcohol abuse.  .  [1] [total: 10]",
            "11": "11 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 6 (a) (i) state the names of three  structures that are found in a mammalian heart. 1   2   3    [3]   (ii) describe how the structure of a vein differs from the structure of an artery.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) state the function of arteries in the human circulatory system.  ...  ...  .  [1]",
            "12": "12 0610/31/o/n/19 \u00a9 ucles 2019  (b) fig. 6.1 is a photomicrograph of blood. fig. 6.1   (i) label one red blood cell on fig. 6.1 with a label line and the letter x. [1]   (ii) state the name of one other type of blood cell in fig. 6.1.  .  [1]   (iii) state the names of two other components of blood. 1   2   [2]  (c) coronary heart disease (chd) is a disease of the circulatory system.   (i) state three  risk factors for developing chd. 1   2   3   [3]   (ii) state the name of the blood vessel that becomes blocked in chd.  .  [1] [total: 15]",
            "13": "13 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 7 fig. 7.1 is a photograph of a large-scale monoculture of soybeans which are a crop plant. fig. 7.1  (a) describe the disadvantages of large-scale monocultures.  ...  ...  ...  ...  ...  ...  .  [3]",
            "14": "14 0610/31/o/n/19 \u00a9 ucles 2019  (b) some crop plants have been selectively bred to be drought resistant.   the sentences show stages in the process of selective breeding.   they are not in the correct order.   1  a farmer identifies crop plants that survive in drought conditions.   2  offspring that survive drought conditions are selected and bred again.   3  the drought resistant plants are bred together and seeds collected.   4  the farmer repeats the process over many generations.   5  the seeds are germinated and grown in drought conditions.   write the statement numbers in the boxes to show the correct order of the stages in selective  breeding. [3] [total: 6]",
            "15": "15 0610/31/o/n/19 \u00a9 ucles 2019 [turn over 8 (a) the government of a country introduced a law called the endangered species act. it was  hoped that the act would help to conserve species that were at risk from extinction.   table 8.1 shows the numbers of birds from different species before and after the act was  introduced. table 8.1 speciesnumber of birds before the act after the act bald eagle 416 9789 kirtland\u2019s warbler 210 1415 nene goose 400 1275 peregrine falcon 324 1700 whooping crane  54  513   (i) state which species was the most at risk from extinction in table 8.1.  .  [1]   (ii) calculate the percentage increase in the number of kirtland\u2019s warblers.    give your answer to the nearest whole number.     %   [3]  (b) (i) list three  reasons why species become endangered or extinct. 1   2   3   [3]   (ii) describe one method of conserving endangered plant species.  ...  ...  .  [1] [total: 8]",
            "16": "16 0610/31/o/n/19 \u00a9 ucles 2019 9 sewage contains water and other substances.  sewage should be treated before it goes into a river.  (a) describe two reasons why sewage should be treated before it goes into a river. 1    ... 2    ... [2]  (b) treatment of sewage has several stages.   one of the stages is filtration.   state the name of one other stage in the treatment of sewage.  .  [1]",
            "17": "17 0610/31/o/n/19 \u00a9 ucles 2019  (c) fig. 9.1 shows a trickling filter in a sewage treatment plant.   gravel fig. 9.1   the untreated sewage trickles through gravel. there are organisms on the surface of the  gravel.   (i)  state the name of the type of organism on the surface of the gravel.  .  [1]   (ii) describe the function of these organisms.  ...  ...  .  [1] [total: 5]",
            "18": "18 0610/31/o/n/19 \u00a9 ucles 2019 blank page",
            "19": "19 0610/31/o/n/19 \u00a9 ucles 2019 blank page",
            "20": "20 0610/31/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_32.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/ct) 173047/4 \u00a9 ucles 2019  [turn over *5063024256* biology  0610/32 paper 3  theory (core)  october/november 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/32/o/n/19 \u00a9 ucles 2019 1 complete the sentences about food and digestion using words from the list.  each word may be used once, more than once, or not at all. absorbed      antibodies      bacteria      duodenum egested      enzymes      fat     stomach      water  the  secretes hydrochloric acid. one function of this acid in the body is  to kill  in the food. most food that is eaten has to be digested before it  can be  by the body. most chemical digestion is carried out by special  proteins called  . one component of the diet that does not need to be  digested is  .  [5] 2 table 2.1 lists some descriptions of meiosis and mitosis.  complete table 2.1 by placing a tick ( 3) in each box that is correct. table 2.1 description of process meiosis mitosis can result in growth is a nuclear division occurs in asexual reproduction produces egg cells replaces damaged cells [5]",
            "3": "3 0610/32/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) fig. 3.1 shows a cross-section of a vein and fig. 3.2 shows a longitudinal section of the vein. lumen wall  fig. 3.1  fig. 3.2   (i) describe two features, visible in fig. 3.1 and fig. 3.2, which show that this blood vessel  is a vein. 1    ... 2    ... [2]   (ii) draw an arrow on fig. 3.2 to show the direction of blood flow in this vein.  [1]",
            "4": "4 0610/32/o/n/19 \u00a9 ucles 2019  (b) two groups of students, a and b, investigated how running affected their pulse rates.   there were three students, 1, 2 and 3, in each group.   they measured their pulse rates when at rest, then all ran the same distance and immediately  measured their pulse rates again.   the results are shown in fig. 3.3. student key: group a at rest group a after running group b at rest group b after runninga1 a2 a3 b1 b2 b3pulse rate / beats per minute 60708090100110120130140 fig. 3.3",
            "5": "5 0610/32/o/n/19 \u00a9 ucles 2019 [turn over   (i) suggest a method the students could use to measure their pulse rates.  ...  ...  .  [2]   (ii) calculate the average pulse rate for the three students in group a when at rest.    .  beats per minute  [1]   (iii) state the effect of running on the pulse rate using the information in fig. 3.3.  ...  .  [1]   (iv) state which student had the greatest change in pulse rate after running.  .  [1]   (v) describe two differences in the data between group a and group b in fig. 3.3. 1    ... 2    ... [2]  (c) predict and describe the changes that would occur in the students\u2019 breathing during the  investigation.  ...  ...  ...  ...  .  [2] [total: 12]",
            "6": "6 0610/32/o/n/19 \u00a9 ucles 2019 4 the boxes on the left contain the functions of some plant cell structures.  the boxes on the right contain the names of structures found in plant cells.  draw one straight line from each box on the left to a box on the right to link the plant cell function  to the correct plant cell structure.  draw four lines.  plant cell function  plant cell structure controls cell activities controls movement of  chemicals into and out of cells makes glucose prevents cell from burstingcell membrane cell wall chloroplast nucleus vacuole [4]",
            "7": "7 0610/32/o/n/19 \u00a9 ucles 2019 [turn over 5 (a) fig. 5.1 shows a seed that has germinated.   it is growing on damp cotton wool in the dark in a vertical position. beaker young shoot seed young rootdamp cotton wool card fig. 5.1   the seedling was then rotated to a horizontal position and kept in the dark as shown in  fig. 5.2. shoot root fig. 5.2   (i) complete fig. 5.2 by drawing the expected appearance of the root and the shoot after  five days in the dark.  [2]   (ii) state the name of the response shown in fig. 5.2.  .  [1]",
            "8": "8 0610/32/o/n/19 \u00a9 ucles 2019  (b) (i) the leaves of a seedling photosynthesise.    state the word equation for photosynthesis.  .  [2]   (ii) chlorophyll has to be present for photosynthesis to take place.    state the name of the mineral ion that plants need to make chlorophyll.  .  [1]   (iii) state the name of one type of cell that carries out photosynthesis.  .  [1]",
            "9": "9 0610/32/o/n/19 \u00a9 ucles 2019 [turn over  (c) the rate of photosynthesis can be measured using the apparatus shown in fig. 5.3. light source ruler to measure the distance of the light source from the plant gas bubble pond water aquatic plant fig. 5.3   the faster the rate of photosynthesis, the more gas bubbles are produced.   table 5.1 shows the results from an investigation using this apparatus. table 5.1 distance of light source  from plant  / cmnumber of bubbles  produced in 5 minutes  5 74 10 75 20 35 30 15 40  5 50  1 60  0   (i) describe the relationship between light and the rate of photosynthesis shown in table 5.1.  ...  ...  ...  .  [2]",
            "10": "10 0610/32/o/n/19 \u00a9 ucles 2019   (ii) state two factors, other than light, that will affect the rate of photosynthesis in this  investigation. 1   2   [2]  (d) suggest one use of glucose in a plant.  ...  .  [1]  [total: 12]",
            "11": "11 0610/32/o/n/19 \u00a9 ucles 2019 [turn over 6 fig. 6.1 shows part of the human gas exchange system. organ x fig. 6.1  (a) (i) label the structures on fig. 6.1 using words from the list: \u2022 bronchiole \u2022 diaphragm \u2022 larynx \u2022 rib \u2022 trachea. [5]   (ii) organ x on fig. 6.1 is not part of the gas exchange system.    state the name of the organ system to which organ x belongs.  .  [1]  (b) state three  features of an efficient gas exchange surface. 1    ... 2    ... 3    ... [3]",
            "12": "12 0610/32/o/n/19 \u00a9 ucles 2019  (c) describe the harmful effects of tobacco smoke on the body.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 13]",
            "13": "13 0610/32/o/n/19 \u00a9 ucles 2019 [turn over blank page",
            "14": "14 0610/32/o/n/19 \u00a9 ucles 2019 7 (a) table 7.1 contains the definitions of terms used in genetics.   complete table 7.1 by writing the term for each definition. table 7.1 definition term a thread-like structure of dna, carrying genetic  information in the form of genes. a length of dna that codes for a protein. the observable features of an organism. the transmission of genetic information from  generation to generation. [4]  (b) fig. 7.1 shows a photomicrograph of the chromosomes present in the body cells of a human. fig. 7.1   (i) state the number of chromosomes present in human body cells.   ..  [1]",
            "15": "15 0610/32/o/n/19 \u00a9 ucles 2019 [turn over   (ii) the individual in fig. 7.1 is female.    describe the evidence from fig. 7.1 that supports this statement.  ...  ...  .  [1]   (iii) sometimes a genetic change occurs which results in a condition called down\u2019s syndrome.    fig. 7.2 shows the chromosomes from a body cell of a person with down\u2019 s syndrome. 1 2 3 4 5 6 7 8 9 10 11 12 13 19 20 21 22 x y14 15 16 17 18 fig. 7.2    describe the genetic change that produces down\u2019s syndrome using the information in  fig. 7.1 and fig. 7.2.  ...  ...  .  [1] [total: 7]",
            "16": "16 0610/32/o/n/19 \u00a9 ucles 2019 8 (a) table 8.1 contains three descriptions of nervous system terms.   complete table 8.1 by stating the name of the terms described. table 8.1 description of the term name of the term neurone that is connected  to a muscle electrical signal that  passes along a neurone junction between two  neurones [3]  (b) the nervous system contains sense organs that detect changes in the external environment.   list three  stimuli that are detected by sense organs. 1   2   3   [3]  (c) describe a simple reflex arc.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 10]",
            "17": "17 0610/32/o/n/19 \u00a9 ucles 2019 [turn over 9 all organisms must maintain a balance between water gain and water loss.  (a) (i) state the name of the type of cell which absorbs water into a plant.  .  [1]   (ii) state the name of the tissue in a plant that transports water.  .  [1]   (iii) state the name of the organ in a plant where most water loss occurs.  .  [1]  (b) state three  ways in which the human body may lose water. 1   2   3   [3] [total: 6]",
            "18": "18 0610/32/o/n/19 \u00a9 ucles 2019 10 in an investigation, the uptake of water into a plant and the loss of water from the same plant were  measured.  measurements were taken over an 18-hour period.  the results are shown in fig. 10.1. 5 0 00:00 04:00 08:00 12:00 16:00 20:00 24:00101520253035 midnight5 0101520253035 water loss / g per hourwater uptake / g per hour midnight midday time of day key: water uptake water loss fig. 10.1",
            "19": "19 0610/32/o/n/19 \u00a9 ucles 2019  (a) use the information in fig. 10.1 to answer these questions:   (i) state the rate of water uptake at 12:00 (midday).   .  g per hour  [1]   (ii) state the time when the water uptake was 10  g per hour.   ..  [1]   (iii) state one time during the day when the water uptake and the water loss were equal.   ..  [1]  (b) describe how changes in temperature and changes in humidity affect the rate of water loss in  a plant.  ...  ...  ...  ...  .  [2]  (c) state the name of the process that results in water loss from plants.  .  [1] [total: 6]",
            "20": "20 0610/32/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_33.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. dc (st/ct) 173048/4 \u00a9 ucles 2019  [turn over *4240827502* biology  0610/33 paper 3  theory (core)  october/november 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/33/o/n/19 \u00a9 ucles 2019 1 an adaptive feature is an inherited feature that helps an organism to survive and reproduce in its  environment.  (a) (i) egg cells have adaptive features linked to their structure.    draw two lines from the phrase \u2018an egg cell\u2019 to two boxes on the right to complete two  correct sentences. has a jelly coating. has chloroplasts. has cilia. an egg cell has energy stores. is very thin. [2]   (ii) fig. 1.1 is an incomplete drawing of a sperm cell.    complete the drawing and label the main features of the sperm cell. fig. 1.1 [3]",
            "3": "3 0610/33/o/n/19 \u00a9 ucles 2019 [turn over  (b) (i) egg cells and sperm cells each contain these structures: chromosome     gene     nucleus    list the three  structures in order of size starting with the largest.    ...  largest    ...      ...  smallest [1]   (ii) egg cells and sperm cells contain genetic material.    state the name of the molecule that genetic material is made from.  .  [1]  (c) egg cells and sperm cells are specialised cells.   state the name of the specialised cell that is responsible for each of these functions:   conduction and support in plants     movement of mucus in the trachea     photosynthesis     transport of oxygen in mammals   [4] [total: 11]",
            "4": "4 0610/33/o/n/19 \u00a9 ucles 2019 2 nervous coordination uses specialised cells called neurones.  fig. 2.1 is a diagram showing three neurones. direction of impulseu wv not to scale fig. 2.1  (a) state the name of the type of neurone labelled u.  .  [1]  (b) the list of words and phrases can be used to describe nervous control. chemical signal    effector    electrical signal receptor    reflex    stimulus    synapse   (i) state the word or phrase from the list that describes a junction between two neurones.  .  [1]   (ii) state the word or phrase from the list that describes a nerve impulse.  .  [1]",
            "5": "5 0610/33/o/n/19 \u00a9 ucles 2019 [turn over  (c) place ticks ( 3) in the boxes that describe the human nervous system.   includes the brain and spinal cord     is made up of the brain, heart and spinal cord     consists of the central nervous system only     consists of the central and peripheral nervous system     coordinated by hormones     coordinates and regulates body functions   [3]  (d) some neurones are wrapped in a layer of fat and protein.   list four chemical elements that are found in all proteins. 1   2   3   4   [2]",
            "6": "6 0610/33/o/n/19 \u00a9 ucles 2019  (e) proteins are large molecules.   the boxes on the left show the names of some large molecules.   the boxes on the right show the smaller molecules they are made from.   draw four lines to match the large molecule with the smaller molecule it is made from.  large molecule  smaller molecule cellulose amino acids fat fatty acids and glycerol glycogen and starch glucose protein  [4] [total: 12]",
            "7": "7 0610/33/o/n/19 \u00a9 ucles 2019 [turn over 3 (a) plant and animal cells contain many cell structures with important functions.   complete the sentences using the words or phrases from the list.   each word or phrase may be used once, more than once or not at all. chloroplast     cytoplasm     membrane     microscope nucleus     protein synthesis     photosynthesis respiration     test-tube     vacuole     wall   cells are very small. to magnify cells a piece of laboratory equipment called a   is used.    all cells have a cell  that controls what goes into and out of the  cell. the structure that contains the genetic information and controls all of a cell\u2019s activities is  called the  .    in a plant cell, the cell  maintains the cell shape and the   is full of a solution of sugars, called cell sap.    plant cells carry out the process of  to release energy. [6]",
            "8": "8 0610/33/o/n/19 \u00a9 ucles 2019  (b) mitosis and meiosis are types of nuclear division.   (i) table 3.1 shows some features of mitosis and meiosis.    place ticks ( 3) in the boxes to show which features occur in which type of nuclear  division. table 3.1 feature mitosis meiosis produces gametes produces genetically different cells produces genetically identical cells produces new cells during growth and repair to damaged tissues replaces cells used in asexual reproduction [4]   (ii) a human body cell has 46 chromosomes including a pair of sex chromosomes.    there are two types of sex chromosome, x and y, as shown in fig. 3.1. x  y  fig. 3.1    complete table 3.2 to show the correct letters of the sex chromosomes in a female and  a male. table 3.2 sex chromosomes female male [2] [total: 12]",
            "9": "9 0610/33/o/n/19 \u00a9 ucles 2019 [turn over blank page",
            "10": "10 0610/33/o/n/19 \u00a9 ucles 2019 4 (a) define the term variation .  ...  ...  .  [2]  (b) hand span is the maximum distance between the tip of the thumb and the tip of the fifth finger  as shown in fig. 4.1.   scientists investigated variation in the hand spans of adults. 0 234567 16171819202122232425 fig. 4.1",
            "11": "11 0610/33/o/n/19 \u00a9 ucles 2019 [turn over   the results are shown in fig. 4.2. 16.0  \u2013 16.917.0  \u2013 17.918.0  \u2013 18.919.0  \u2013 19.920.0  \u2013 20.921.0  \u2013 21.922.0  \u2013 22.923.0  \u2013 23.9020406080100120140160180200 frequency hand span  / cm fig. 4.2   (i) state the frequency of adults with a hand span of 19.0\u201319.9  cm in fig. 4.2.   ..  [1]   (ii) state which hand span range is the most frequent.     cm [1]  (c) there are different types of variation.   state the type of variation shown in fig. 4.2 and describe the evidence for your choice. type of variation   evidence  ...  ...  ...  [2] [total: 6]",
            "12": "12 0610/33/o/n/19 \u00a9 ucles 2019 5 (a) puberty leads to the development of secondary sexual characteristics.   it is controlled by hormones released from endocrine glands.   fig. 5.1 is a diagram of part of the human endocrine system. fig. 5.1   (i) one of the structures shown on fig. 5.1 produces a hormone that controls puberty in  boys.    label this structure with a label line. include the name of the structure in your label.  [2]   (ii) state the name of the hormone that leads to the development of secondary sexual  characteristics in girls.  .  [1]",
            "13": "13 0610/33/o/n/19 \u00a9 ucles 2019 [turn over   (iii) the list shows some secondary sexual characteristics that develop in puberty in humans. breasts grow     growth of pubic hair growth of underarm hair     menstruation begins pelvis widens      complete table 5.1 to show which characteristics develop in girls only and which develop  in both boys and girls. table 5.1 girls only both boys and girls [3]  (b) state two effects on the body of the hormone adrenaline. 1   2    [2] [total: 8]",
            "14": "14 0610/33/o/n/19 \u00a9 ucles 2019 6 muscle cells can carry out both aerobic and anaerobic respiration.  (a) (i) define the term anaerobic respiration .  ...  ...  .  [2]   (ii) state the product of anaerobic respiration in a human muscle cell during vigorous  exercise.  .  [1]   (iii) state two ways that anaerobic respiration in a yeast cell differs from that of a muscle  cell. 1   2   [2]  (b) fig. 6.1 shows an athlete taking part in a long distance race. fig. 6.1   table 6.1 shows the energy released in muscle cells from 180  g of glucose. table 6.1 type of respiration energy released  / kj aerobic 2900 anaerobic  120",
            "15": "15 0610/33/o/n/19 \u00a9 ucles 2019 [turn over   (i) calculate the ratio of energy released using the information in table 6.1: ratio of energy released = energy released in aerobic respiration energy released in anaerobic respiration    give your answer to the nearest whole number.  ratio  ..  : 1 [2]   (ii) suggest why it is beneficial for the long distance athlete to respire aerobically, rather  than anaerobically.  ...  ...  ...  ...  .  [2]  (c) a student went for a short run to investigate the effect of physical activity on his pulse rate.   the resting pulse rate for the student was 60 beats per minute and during exercise his pulse  rate increased to 144 beats per minute.   calculate the percentage increase in pulse rate.   . % [2]  (d) a student wrote a sentence about the circulatory system: \u201cthe circulatory system is a system of alveoli with a pump and valves  to ensure two-way flow of blood.\u201d   identify two incorrect words or phrases in the sentence. 1   2   [2] [total: 13]",
            "16": "16 0610/33/o/n/19 \u00a9 ucles 2019 7 a gardener investigated plant growth.  she used a tray of tomato seedlings. the tomato seedlings were all approximately 3  cm tall.  she placed the tray in a box with a source of light at the side.  fig. 7.1 shows the apparatus. box tray of seedlingslight source fig. 7.1  (a) after 48 hours the gardener observed that the tomato seedlings had curved stems.   she rotated the tray so that the curved tomato seedlings were facing away from the source of  light as shown in fig. 7.2. light source box tray of seedlings fig. 7.2   (i) predict what will happen to the tomato seedlings in fig. 7.2.  ...  ...  .  [1]   (ii) state the name of the response to light shown by the tomato seedlings.  .  [1]",
            "17": "17 0610/33/o/n/19 \u00a9 ucles 2019 [turn over   (iii) explain why the tomato seedlings need light.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iv) describe how the roots  of the tomato seedlings would respond to light.  ...  .  [1]  (b) the gardener grew the tomato seedlings from tomato seeds.   state three  conditions that are required for the germination of seeds. 1   2   3    [3]  (c) the cells of tomato seedlings that are regularly watered remain firm and well-supported.   state how water supports plant cells.  ...  ...  ...  ...  .  [2] [total: 12]",
            "18": "18 0610/33/o/n/19 \u00a9 ucles 2019 8 (a) the eye is a sense organ that contains receptor cells that respond to light.   fig. 8.1 is a diagram of the human eye. a b cg f e d fig. 8.1   complete table 8.1 using the information in fig. 8.1. table 8.1 nameletter from  fig. 8.1function cornea refracts light iris g controls how much light enters the pupil retina contains light receptors d focuses light on the retina optic nerve [4]",
            "19": "19 0610/33/o/n/19 \u00a9 ucles 2019  (b) fig. 8.2 is a photograph of a human eye. fig. 8.2   the person has been in a dark room.   explain the response of the pupil if the light is now switched on.  ...  ...  ...  ...  .  [2] [total: 6]",
            "20": "20 0610/33/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_41.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. dc (st/ct) 173042/4 \u00a9 ucles 2019  [turn over *4081166629* biology  0610/41 paper 4  theory (extended)  october/november 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/41/o/n/19 \u00a9 ucles 2019 1  all living organisms are placed into groups according to their features.  myriapods are one of the main groups of arthropods.  (a)  state two features of myriapods that can be used to distinguish them from other arthropods. 1   2   [2]  fig. 1.1 shows that there are four main groups of arthropods. arthropods group 1 myriapodsgroup 2 group 3 group 4 fig. 1.1  (b) state the names of two of the other groups of arthropods in fig. 1.1. 1   2   [2]  (c)  myriapods can be classified into four classes, 1, 2, 3 and 4.   fig. 1.2 is a dichotomous key that can be used to distinguish the four classes of myriapods. myriapods no eyes hairs on most body segments class 1no hairs on body segmentsone leg on each side of each body segmenttwo legs on each side of each  body segmenteyes present class 2 class 3 class 4 fig. 1.2",
            "3": "3 0610/41/o/n/19 \u00a9 ucles 2019 [turn over species j species k species l species m species n species o not to scale fig. 1.3   complete table 1.1 by using the key in fig. 1.2 to classify the six myriapods in fig. 1.3 into  the four classes. table 1.1 classletter(s) of species from  fig. 1.3 in each class 1 2 3 4 [3]",
            "4": "4 0610/41/o/n/19 \u00a9 ucles 2019  (d)  fig. 1.4 is a photograph of the myriapod, apheloria virginiensis . 5 cm5 cm fig. 1.4   (i) state the genus name and kingdom name for the myriapod shown in fig. 1.4. genus   kingdom  .  [2]   (ii)  a. virginiensis  releases the poison cyanide when it is attacked by predators.    cyanide stops enzymes in the mitochondria from functioning.    suggest why cells die if the mitochondria do not function.  ...  ...  .  [1] [total: 10]",
            "5": "5 0610/41/o/n/19 \u00a9 ucles 2019 [turn over 2  phloem is used to transport sucrose and amino acids in plants. sucrose is a carbohydrate.  (a)  describe the uses of carbohydrates and amino acids in plants.  ...  ...  ...  ...  ...  ...  .  [4]  (b)  fig. 2.1 shows a diagram of a plant. the arrows point to circles containing magnified  cross-sections of those parts of the plant. upper surface not to scale fig. 2.1   label the position of the phloem in each of the three magnified sections in fig. 2.1.   use a label line and the letter p for each section.  [3]",
            "6": "6 0610/41/o/n/19 \u00a9 ucles 2019  (c)  aphids are used by investigators to discover how plants transport sucrose.   fig. 2.2 shows an aphid with its mouthparts inserted into a plant stem to feed on the liquid in  the phloem. 5 mm5 mm fig. 2.2   a plant was put in a dark cupboard for several days.   four aphids, a, b, c and d, were then placed on the plant in the dark cupboard as shown in  fig. 2.3. dark cupboard aphid aaphid b aphid daphid c fig. 2.3",
            "7": "7 0610/41/o/n/19 \u00a9 ucles 2019 [turn over   (i) immediately after the aphids were placed on the plant it was observed that: \u2022 all the aphids ingested the same volume of liquid from the phloem \u2022 aphid d ingested the highest concentration of sucrose.    explain why aphid d ingested the highest concentration of sucrose.  ...  ...  ...  ...  ...  ...  .  [3]   (ii)  many crop farmers try to prevent insects such as aphids from damaging their plants.    describe how modern technology is used to reduce damage to crop plants by insects.  ...  ...  ...  ...  ...  ...  .  [3]   (iii)  other insects are useful to crop farmers.    give one example of how insects are useful to farmers.  ...  .  [1] [total: 14]",
            "8": "8 0610/41/o/n/19 \u00a9 ucles 2019 3  kidneys are important for excretion.  (a)  explain the purpose of excretion.  ...  ...  .  [2]  (b) sketch a simple diagram of a human kidney and its ureter.   label the cortex, medulla and ureter on your diagram.    [2]",
            "9": "9 0610/41/o/n/19 \u00a9 ucles 2019 [turn over  (c)  fig. 3.1 is a photomicrograph of a glomerulus in a kidney. fig. 3.1   (i)  describe the structure of a glomerulus.    you may refer to fig. 3.1 in your answer.  ...  ...  ...  ...  .  [2]   (ii)  describe the role of the glomerulus.  ...  ...  ...  ...  .  [2]",
            "10": "10 0610/41/o/n/19 \u00a9 ucles 2019  (d)  table 3.1 shows some comparisons between a human and a mouse. table 3.1 feature human mouse body mass  / kg 60.0 0.025 kidney mass  / g 320.0 0.310 water intake  / dm3 per day 1.5 0.005 water reabsorption  / dm3 per day 179.0 0.168 salt filtration rate  / g per day 580.0 0.556 salt reabsorption  / g per day 575.0 0.551   (i)  table 3.1 shows that salts are reabsorbed in the kidneys of both humans and mice.    describe how salts are reabsorbed against  a concentration gradient.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "11": "11 0610/41/o/n/19 \u00a9 ucles 2019 [turn over   (ii)  scientists stated a hypothesis:    \u201chumans and mice reabsorb salt at almost the same rate in relation to the size of  their kidneys\u201d    determine whether the data in table 3.1 supports this hypothesis.    show your working. human mouse  ...  ...  .  [4]   (iii)  table 3.1 also shows that water is reabsorbed in the kidneys of both humans and mice.    state the name of the process that mammals use to reabsorb water.  .  [1]   (iv) water and salt are reabsorbed in the kidneys.    state the name of one other  molecule that is also reabsorbed in kidney tubules.  .  [1]  [total: 18]",
            "12": "12 0610/41/o/n/19 \u00a9 ucles 2019 4 (a) the body has defence mechanisms to protect it from infection.   outline the body\u2019s defence mechanisms.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b)  state the name of a type of drug that can be used to treat bacterial infections.  .  [1] [total: 6]",
            "13": "13 0610/41/o/n/19 \u00a9 ucles 2019 [turn over 5 fig. 5.1 shows an angiogram of a heart before and after treatment for coronary heart disease  (chd). an angiogram is an image of the blood flow through the blood vessels of the heart. before treatment after treatment fig. 5.1  (a) the arrow on fig. 5.1 shows the position of a blockage in a blood vessel.   (i)  state the name of the blocked blood vessel.  .  [1]   (ii)  the blockage is caused by a blood clot.    describe how a blood clot forms.  ...  ...  ...  ...  ...  ...  .  [3]   (iii)  state the name of a drug that can be used to treat coronary heart disease.  .  [1]",
            "14": "14 0610/41/o/n/19 \u00a9 ucles 2019  (b)  many health specialists think that the risk of coronary heart disease can be reduced by doing  regular exercise.   a long-term study of a large group of women was used to test this hypothesis.   the women were between 35 and 45 years old at the start of the study.   every two years the same group of women were asked how much they were exercising.   after 28 years the researchers analysed their data: \u2022 they calculated the average time spent exercising per week by each woman. \u2022 they put the women into categories determined by how much exercise they had  done. \u2022 for each category, they calculated the number of women who died from coronary  heart disease (chd).   the results are shown in fig. 5.2. 0.0 0.0 0.1 \u2013 2.0 4.1 \u2013 10.0 2.1 \u2013 4.00.20.40.60.81.01.21.41.61.82.0 exercise  / hours per weeknumber of chd deaths per 10 000 women fig. 5.2",
            "15": "15 0610/41/o/n/19 \u00a9 ucles 2019 [turn over   (i) calculate the percentage decrease  in the number of chd deaths per 10  000 women  between those who did no exercise and those who exercised for 4.1 to 10.0 hours a  week, using the data in fig. 5.2.    number of chd deaths per 10  000 women who did no exercise ...    number of chd deaths per 10  000 women who did 4.1 to 10.0 hours per week of exercise     ...    give your answer to the nearest whole number.    space for working.   ...  % [3]   (ii)  health professionals wanted to use the results of this study to encourage the whole  population to take more exercise.    discuss the arguments for and against health professionals using this study in this way.    use the information about how the study was designed and the results in fig. 5.2 in your  arguments.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
            "16": "16 0610/41/o/n/19 \u00a9 ucles 2019  (c)  exercise causes heart rate to increase.   explain why exercise causes an increase in heart rate.  ...  ...  ...  ...  ...  ...  .  [3] [total: 16] 6  fish are an important part of a balanced diet for many people.  (a)  fish are a good source of vitamin d.   state one effect of a diet that is deficient in vitamin d.  ...  ...  .  [1]  (b) many fish stocks have declined.   marine ecologists considered the three topics shown in fig. 6.1 when they discussed the  decline of fish stocks. reasons why fish species become endangeredrisks to a fish species when population size decreases methods for maintaining fish stocks fig. 6.1",
            "17": "17 0610/41/o/n/19 \u00a9 ucles 2019 [turn over   describe the key points for each of the three topics shown in fig. 6.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 7]",
            "18": "18 0610/41/o/n/19 \u00a9 ucles 2019 7 fig. 7.1 shows part of the nitrogen cycle. nitrogen in atmosphere proteins in animals and plantsamino acidsprotein synthesis deaminationnitrogen fixation plant and animal waste nitrate ions in soilcompound x process bprocess a fig. 7.1  (a) (i)  state two ways that nitrogen fixation can occur. 1   2       [2]   (ii)  state the names of processes a and b in fig. 7.1. process a  .. process b  .. [2]   (iii)  state the name of compound x in fig. 7.1.  .  [1]   (iv)  define the term deamination .  ...  ...  ...  ...  .  [2]",
            "19": "19 0610/41/o/n/19 \u00a9 ucles 2019  (b)  state the name of the structure in a cell where protein synthesis occurs.  .  [1]  (c)  state the name of an enzyme that digests proteins.  .  [1] [total: 9]",
            "20": "20 0610/41/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_42.pdf": {
            "1": "this document consists of 21 printed pages and 3 blank pages. dc (st/ct) 173043/4 \u00a9 ucles 2019  [turn over *1072432190* biology  0610/42 paper 4  theory (extended)  october/november 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/42/o/n/19 \u00a9 ucles 2019 1 (a) fig. 1.1 shows four arthropods. a b c d not to scale fig. 1.1   (i) state two features, visible in fig. 1.1, that are common to all arthropods. 1   2   [2]",
            "3": "3 0610/42/o/n/19 \u00a9 ucles 2019 [turn over   (ii) fig. 1.2 is a dichotomous key for the arthropods shown in fig. 1.1.    complete fig. 1.2 by writing suitable statements in: \u2022 box 2 to identify species b \u2022 box 3 to separate species c and a. box 1 animal has more than ten pairs of legs box 2 box 3noyes d yes b yes ano no cstart fig. 1.2 [2]",
            "4": "4 0610/42/o/n/19 \u00a9 ucles 2019  (b) the hawaiian happy-face spider, theridion grallator , is found on several of the hawaiian  islands. some of the spiders have a very distinctive pattern on their bodies as shown in  fig. 1.3. fig. 1.3   (i) state one feature, visible in fig. 1.3, that identifies t. grallator  as an arachnid.  .  [1]   (ii) scientists think that the pattern on the bodies of the spiders is an adaptive feature.    explain the term adaptive feature  with reference to this pattern.  ...  ...  ...  ...  ...  ...  .  [3]",
            "5": "5 0610/42/o/n/19 \u00a9 ucles 2019 [turn over  (c) dna can be extracted from the webs of spiders. this dna can be used to identify the species  of spider that made the web, and the species of prey caught in the web.   explain how dna extracted from spider webs can be used to identify different species.  ...  ...  ...  ...  .  [2]  (d) many species of spider are thought to be endangered.   state three  reasons why animal species such as spiders become endangered. 1    ... 2    ... 3    ...  [3] [total: 13]",
            "6": "6 0610/42/o/n/19 \u00a9 ucles 2019 blank page",
            "7": "7 0610/42/o/n/19 \u00a9 ucles 2019 [turn over 2 fig. 2.1 shows part of a cross-section of the stem of a young sunflower plant. area y fig. 2.1  (a) draw a circle around one vascular bundle on fig. 2.1.   label the xylem  in the vascular bundle with the letter x. [2]  (b) explain how the cells in area y  are able to support the stem so that it stays upright.  ...  ...  ...  ...  ...  ...  .  [3]",
            "8": "8 0610/42/o/n/19 \u00a9 ucles 2019  (c) researchers used carbon dioxide that contained a traceable source of carbon (13c) to  investigate translocation of sucrose from the leaves of bean plants, phaseolus vulgaris .    fig. 2.2 shows that glucose produced in photosynthesis is converted to sucrose for  translocation. carbon dioxide     glucose     sucrose fig. 2.2   researchers selected four plants, q, r, s and t, which had leaves that were of similar sizes.  the leaves on the four plants were supplied with 13co2.   after the leaves had started to make sucrose, the  researchers cut away a ring of tissue in  different places as shown in fig. 2.3. the rings of tissue that were removed from plants r, s  and t contained the phloem. 13co213co213co213co2q r s t key:  the positions on the stems where rings of tissue containing phloem were removed. fig. 2.3",
            "9": "9 0610/42/o/n/19 \u00a9 ucles 2019 [turn over   the quantities of sucrose containing 13c in the shoot tips and in the roots were determined.   the results are shown in table 2.1. table 2.1 plantquantity of sucrose containing 13c / arbitrary units shoot tip root q 3.24 0.94 r 0.00 0.44 s 4.14 0.00 t 0.00 0.00   describe and explain the effect of removing the phloem on the translocation of sucrose in  plants q, r, s and t.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5] [total: 10]",
            "10": "10 0610/42/o/n/19 \u00a9 ucles 2019 3 cells in the lining of the stomach secrete gastric juice, which contains hydrochloric acid and  pepsin.  (a) (i) state two roles of hydrochloric acid in the stomach. 1   2   [2]   (ii) describe the function of pepsin.  ...  ...  ...  .  [2]  (b) define the term assimilation .  ...  ...  ...  .  [2]  (c) there are stem cells in the epithelial tissue that forms the lining of the stomach.   explain why these stem cells are necessary.  ...  ...  ...  ...  .  [2]",
            "11": "11 0610/42/o/n/19 \u00a9 ucles 2019 [turn over  (d) the epithelial cells of the small intestine have many microvilli.   state the role of the microvilli.  ...  ...  ...  .  [2]",
            "12": "12 0610/42/o/n/19 \u00a9 ucles 2019  (e) lactobacillus  is a type of bacterium. a study was carried out to investigate the ability of  lactobacillus  to attach to the epithelial cells that form the lining of the small intestine.   researchers added lactobacillus  bacteria to epithelial cells that had been grown in petri  dishes.   every 15 minutes, the researchers estimated the average number of bacteria that were  attached to the epithelial cells in the petri dishes.   the results are shown in fig. 3.1. 0 10 20 30 40 500102030405060708090100110120130140 60 70 80 90 100 110 120 130 140 time  / minutesaverage number of bacteria attached to epithelial cells fig. 3.1",
            "13": "13 0610/42/o/n/19 \u00a9 ucles 2019 [turn over   calculate the percentage increase in the average number of bacteria attached to epithelial  cells from 45 minutes to 75 minutes.   average number of bacteria at 45 minutes .. .   average number of bacteria at 75 minutes .. .   give your answer to the nearest whole number.   space for working.     % [3] [total: 13]",
            "14": "14 0610/42/o/n/19 \u00a9 ucles 2019 blank page",
            "15": "15 0610/42/o/n/19 \u00a9 ucles 2019 [turn over 4 (a) explain how the human gas exchange system is protected against pathogens.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) tuberculosis (tb) is a transmissible disease caused by a bacterial pathogen. the spread of  this disease can be controlled by vaccination.   explain how vaccination provides a defence against transmissible diseases.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) tb is a disease that can be treated with antibiotics. hiv infection cannot be treated with  antibiotics.   explain why viral diseases cannot  be treated with antibiotics.  ...  ...  ...  ...  .  [2]",
            "16": "16 0610/42/o/n/19 \u00a9 ucles 2019  (d) lung cancer is a disease that is strongly linked with smoking tobacco.   fig. 4.1 shows some data about smoking and lung cancer in country a between 1900 and  2020 (2020 data has been estimated): \u2022 percentage of the male population that smoke tobacco \u2022 percentage of the female population that smoke tobacco \u2022 number of deaths in males from lung cancer per 100  000 of the male population \u2022 number of deaths in females from lung cancer per 100  000 of the female population. 19000102030405060708090100percentage of population that smoke tobaccodeaths from lung cancer per 100  000 0102030405060708090100 1920 1940 1960 year1980 2000 2020 male female male femalekey: percentage of population that smoke tobacco deaths from lung cancer per 100  000 fig. 4.1   (i) describe the differences between the percentages of males and females in country a  that smoke as shown in fig. 4.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) fig. 4.2 shows the same smoking statistics for country b between 1950 and 2020.",
            "17": "17 0610/42/o/n/19 \u00a9 ucles 2019 [turn over 19000102030405060708090100percentage of population that smoke tobaccodeaths from lung cancer per 100  000 0102030405060708090100 1920 1940 1960 year1980 2000 2020 male female male femalekey: percentage of population that smoke tobacco deaths from lung cancer per 100  000 fig. 4.2    discuss the evidence for and against  this statement:    \u2018the changes in the percentage of the population that smoke tobacco, and the deaths  from lung cancer per 100  000, follow the same trends in males and in females.\u2019    use the information for country a in fig. 4.1 and country b in fig. 4.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 19]",
            "18": "18 0610/42/o/n/19 \u00a9 ucles 2019 5 grass plants are wind-pollinated. fig. 5.1 shows a flower from a species of grass plant. dba c fig. 5.1  (a) (i) describe and explain how the features of the flower shown in fig. 5.1 are adaptations for  wind-pollination.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state one letter in fig. 5.1 that identifies a structure where meiosis occurs.      [1]",
            "19": "19 0610/42/o/n/19 \u00a9 ucles 2019 [turn over  (b) wheat has flowers similar to those in fig. 5.1, but reproduces by self-pollination.   explain the consequences of self-pollination for a population of plants.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) wheat is an important crop plant in many countries. wheat can be infected by diseases  leading to total loss of the crop which results in famine.   outline factors, other than plant diseases, that can cause famines.  ...  ...  ...  ...  ...  ...  .  [3]",
            "20": "20 0610/42/o/n/19 \u00a9 ucles 2019  (d) black stem rust is a disease of wheat that is caused by a fungus.   plant breeders used two varieties of wheat to produce a variety of wheat that is both  rust-resistant and has a high yield.   fig. 5.2 shows the breeding programme that was used. step 1   rust-resistant variety of  wheat with a low yieldvariety of wheat with a high yield variety of wheat with a high yield variety of wheat with a high yield repeat step 3 for several generations rust-resistant variety with a high yieldstep 2  new variety 1  step 3  selected rust-resistant offspring\u00d7 \u00d7 \u00d7 fig. 5.2   (i) suggest how plant breeders make sure that the plants that they use for step 3 are  rust-resistant.  ...  ...  ...  ...  .  [2]   (ii) suggest why step 3 is repeated for many generations before the new rust-resistant  variety is made available for farmers to grow.  ...  ...  .  [1]",
            "21": "21 0610/42/o/n/19 \u00a9 ucles 2019 [turn over  (e) wheat plants are monocotyledons.   state one feature of monocotyledons that can be used to distinguish them from dicotyledons.  .  [1] [total: 15]",
            "22": "22 0610/42/o/n/19 \u00a9 ucles 2019 6 carbon dioxide forms approximately 0.04% of the atmosphere.  fig. 6.1 shows part of the carbon cycle. plantsfeeding death deathanimals coal, oil, gascarbon dioxide decomposersa c db fig. 6.1  (a) complete table 6.1 by naming the processes labelled a to d in fig. 6.1. table 6.1 letter on  fig. 6.1name of the process in the carbon cycle a b c d [4]",
            "23": "23 0610/42/o/n/19 \u00a9 ucles 2019  (b) complete the sentences by writing the missing words in the spaces.   carbon dioxide is a greenhouse gas. greenhouse gases trap .  in the atmosphere. water vapour is the most common greenhouse gas in the atmosphere.  another greenhouse gas is methane which is released from .  and . . carbon dioxide and methane released from human  activities over the past 200 years have contributed to the .  greenhouse effect.    other atmospheric pollutants can cause acid rain. one of these is   . which is a waste gas from some power stations.    one source of pollution in both aquatic and terrestrial ecosystems is  . plastics.  [6] [total: 10]",
            "24": "24 0610/42/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_43.pdf": {
            "1": "this document consists of 16 printed pages and 4 blank pages. dc (st/ct) 173044/4 \u00a9 ucles 2019  [turn over *9849315011* biology  0610/43 paper 4  theory (extended)  october/november 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/43/o/n/19 \u00a9 ucles 2019 1 (a) the ant-mimic jumping spider, myrmarachne formicaria , is shown in fig. 1.1.    the common name of this species describes its behaviour. it is an arachnid that tricks its prey  because it looks like the insects that it eats.  fig. 1.1    (i) suggest which trophic level in a food chain m. formicaria  could belong to.   .  [1]   (ii) state the genus of the spider shown in fig. 1.1.  .  [1]   (iii) some keys use paired choices of features to identify species such as the ant-mimic  jumping spider.    state the name of this type of key.  .  [1]",
            "3": "3 0610/43/o/n/19 \u00a9 ucles 2019 [turn over  (b) spiders are classified as arachnids. arachnids are one of the main groups of arthropods.    fig. 1.2 shows diagrams of six arthropods, four of which are arachnids. not to scalea b c d e f fig. 1.2    (i) state two common features of all the arthropods, visible in fig. 1.2. 1   2    [2]   (ii) state two common features of all arachnids that can be used to distinguish them from  other arthropods. 1   2    [2]   (iii) state the letters of the four arachnids shown in fig. 1.2.   .  [2]  (c) the features shown in fig. 1.2 are morphological features. many traditional methods of  classification used morphology.   state the name of one other  type of feature that can also be used in classification.  .  [1] [total: 10]",
            "4": "4 0610/43/o/n/19 \u00a9 ucles 2019 2 plants produce glucose in leaves and convert some of it to sucrose.  (a) (i) explain how glucose is produced in leaves.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state the name of the process that plants use to move sucrose from a source to a sink.  .  [1]   (iii) roots can be an example of a sink.    explain why sometimes roots act as a source rather than a sink.  ...  ...  ...  ...  .  [2]",
            "5": "5 0610/43/o/n/19 \u00a9 ucles 2019 [turn over blank page",
            "6": "6 0610/43/o/n/19 \u00a9 ucles 2019  (b) the movement of sucrose in plants can be modelled using laboratory apparatus.   fig. 2.1 shows the apparatus used to model the movement of sucrose in a plant: \u2022 partially permeable bags were attached tightly to the ends of tube q. \u2022 the bag representing a source  was filled with a coloured sucrose solution. \u2022 the bag representing a sink was filled with water. \u2022 the containers and tube q and tube s were filled with water. bag representing a source  containing a coloured sucrose solution partially permeable membrane p watertube q bag representing a sink containing water partially permeable membrane r tube s fig. 2.1   fig. 2.2 shows the position of the coloured sucrose solution 30 minutes after the apparatus  was set up.   the arrows show the direction of the movement of the liquids. bag representing a source partially permeable membrane p watertube qmovement of sucrose solution movement of waterbag representing a sink partially permeable membrane r tube s fig. 2.2",
            "7": "7 0610/43/o/n/19 \u00a9 ucles 2019 [turn over   (i) state the name of the tissue represented by tube q and the name of the tissue  represented by tube s in fig. 2.2. q  ... s   [2]   (ii) explain why the sucrose solution moves along tube q in the model in fig. 2.2.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) in plants the movement of sucrose is usually continuous. however, after 2 hours the  movement of sucrose in tube q in fig. 2.2 stopped.   suggest why the movement of sucrose in tube q stopped.  ...  ...  .  [1]  (d) amino acids are also transported through plants.   state the name of the mineral ion that is used to make amino acids.  .  [1] [total: 14]",
            "8": "8 0610/43/o/n/19 \u00a9 ucles 2019 3 carbohydrates are an important component of a balanced diet.  the flow chart in fig. 3.1 shows some of the processes that happen to carbohydrates in food that  is eaten. ingestion of large biological molecules chemical digestion absorption into the blood via the alimentary canal increase in blood glucose concentration assimilation in the liver fig. 3.1",
            "9": "9 0610/43/o/n/19 \u00a9 ucles 2019 [turn over  (a) describe what happens to carbohydrates in the human body between ingestion and  assimilation in the liver.   use the information in fig. 3.1 as a guide.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [8]",
            "10": "10 0610/43/o/n/19 \u00a9 ucles 2019 blank page",
            "11": "11 0610/43/o/n/19 \u00a9 ucles 2019 [turn over  (b) mineral salts are another important component of a balanced diet.   state the importance of calcium ions and iron ions in a balanced diet. calcium ions  ..  ...  ... iron ions    ...  ... [4]  (c) consuming too much of some mineral salts, such as sodium chloride, increases the risk of  developing coronary heart disease (chd).   doctors studied the effect of diet on the risk of developing chd.   the doctors first selected volunteers who had a high salt diet.   the doctors assessed the volunteers\u2019 overall risk of developing chd and monitored their  blood pressure.   (i) list two factors, other than diet and blood pressure , that the doctors considered when  assessing the overall risk of the volunteers developing chd. 1   2   [2]   (ii) the doctors used urine tests to identify volunteers who had a high salt diet.    explain why urine tests are a good indicator of how much salt has been consumed.  ...  ...  ...  ...  .  [2]",
            "12": "12 0610/43/o/n/19 \u00a9 ucles 2019  (d)  the volunteers were divided into two groups.   the mass of salt consumed by both  groups was changed every 4 weeks: \u2022 low salt intake for 4 weeks \u2022 medium salt intake for 4 weeks \u2022 high salt intake for 4 weeks.   in addition, group 2 was given other changes to their diet but group 1 was not.   (i) suggest one component of the diet of group 2, other than salt , that the doctors changed  to further reduce the risk of developing chd.  .  [1]   the systolic blood pressure of the volunteers was measured every 4 weeks.   these results are shown in fig. 3.2. 15.015.516.016.517.017.518.0 average systolic blood pressure / kpa low medium salt intakehighgroup 1key: group 2 fig. 3.2   (ii) calculate the percentage increase in the average systolic blood pressure of the group 1  volunteers when they increased their salt intake from low to high.    low salt intake  ... kpa    high salt intake  ... kpa    give your answer to the nearest whole number.    space for working.   ..   % [3]",
            "13": "13 0610/43/o/n/19 \u00a9 ucles 2019 [turn over   (iii) the doctors concluded that some diets reduce the risk of chd.    give evidence from fig. 3.2 to support this conclusion.  ...  ...  ...  ...  ...  ...  .  [3] [total: 23] 4 forest ecosystems are threatened by many human activities.  (a) (i) describe reasons why people cut down forests.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) describe how forests can be conserved.  ...  ...  ...  ...  ...  ...  .  [3]",
            "14": "14 0610/43/o/n/19 \u00a9 ucles 2019  (b) ecologists in one country were concerned that some mammals had been affected by  deforestation.   fig. 4.1 is a diagram showing how deforestation affected one area of forest. key: forest cleared land original forest remaining forestmany trees were cut down large forest areasmall forest area fig. 4.1   the ecologists studied eight species of mammal. they recorded how many of the small and  large areas of the remaining forest contained each of the eight species.   two species, the black rat and the house mouse, are not usually found in this forest  ecosystem. they were introduced to the area by humans many years ago before any trees  were cut down.   the other six species are known to live in this forest ecosystem.",
            "15": "15 0610/43/o/n/19 \u00a9 ucles 2019 [turn over table 4.1 species of mammalaverage body  mass  / gpercentage of small  forest areas containing  the speciespercentage of large  forest areas containing  the species house mouse*   18 46  42 brown antechinus   40 62  83 swamp rat  130 15  25 bush rat  160 85 100 black rat*  200 15   0 southern brown bandicoot  850 31  92 long-nosed potoroo 1100  8  17 long-nosed bandicoot 1300  8  25 *introduced species   (i) state which mammal in table 4.1 showed almost no preference between small and large  areas of forest.  .  [1]   (ii) the ecologists made a hypothesis: \t \t \t \u2018larger \tareas\tof\tforest\tare\tbetter\tfor\tthe\tconservation \tof\tmammals.\u2019    discuss the evidence from table 4.1 to support or reject this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 11]",
            "16": "16 0610/43/o/n/19 \u00a9 ucles 2019 5 genetic engineering is an example of an important biotechnology.  (a) complete the passage below by filling in each space with a suitable word.   dna is a biological molecule found in the . of an animal cell.  the sequence of the . in mrna determines the order of the  amino acids that will be assembled into a . .   when carrying out genetic engineering, sections of human dna called  . are cut using restriction enzymes. next bacterial plasmids  are cut with the . restriction enzymes to form complementary  . ends.   the cut section of human dna is inserted into the cut plasmid and they are joined together  to form a . plasmid. these plasmids are inserted into  . and replication occurs. this process is used to produce  human . that is used to treat people with diabetes. [9]  (b) in addition to genetic engineering, enzymes are also useful in other biotechnologies.   state two examples of how enzymes are used in another biotechnology. 1   2   [2] [total: 11]",
            "17": "17 0610/43/o/n/19 \u00a9 ucles 2019 [turn over 6  fig. 6.1 is a photomicrograph of a blood clot. l j m fig. 6.1  (a) describe how a blood clot forms.   use the letters in fig. 6.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
            "18": "18 0610/43/o/n/19 \u00a9 ucles 2019  (b) state the importance of blood clotting.  ...  ...  ...  ...  .  [2]  (c) there are four blood group phenotypes a, b, ab and o in humans.   (i) define the term phenotype .  ...  ...  .  [1]   (ii) state the name of the type of inheritance that is shown by blood groups.  .  [1]   (iii) state the two possible genotypes for a person who has the phenotype blood group a. 1   2   [2] [total: 11]",
            "19": "19 0610/43/o/n/19 \u00a9 ucles 2019 blank page",
            "20": "20 0610/43/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_51.pdf": {
            "1": "this document consists of 14 printed pages and 2 blank pages. dc (st/ct) 172697/6 \u00a9 ucles 2019  [turn over *5176676854* biology  0610/51 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/o/n/19 \u00a9 ucles 2019 1 the leaves of plants contain green chlorophyll and other coloured pigments that are used in  photosynthesis to trap light.  you are going to investigate the pigments present in a green leaf using chromatography. the  process of chromatography separates the pigments. the more soluble the pigment the further it  moves.  in this experiment the pigments in green leaves dissolve in a solvent ( s1). the solvent moves up  the paper carrying the pigments different distances.  you should use the safety equipment provided while you are carrying out the practical work. step 1  use a ruler to draw a pencil  line across the strip of chromatography paper 3  cm from one  end. step 2  place a leaf on top of the pencil line and transfer the pigment from the leaf onto the  pencil line by rolling a metal disc over the leaf as shown in fig. 1.1. you should see a  faint green line on the chromatography paper. pencil line 3  cm from one endchromatography paper metal disc rolling over the leafleaf on top of the pencil line fig. 1.1 step 3  move the leaf so that a different part of the leaf is over the line you have just made and  repeat rolling the metal disc across the leaf along the pencil line. repeat this step until  you have a dark green line. step 4  pour solvent s1 into a test-tube to a depth of 2  cm. put the lid back on the solvent  container to prevent evaporation. step 5  carefully lower the strip of chromatography paper into the test-tube with the green line at  the bottom. do not allow the green line to go below the level of solvent s1 as shown in  fig. 1.2. 2 cmchromatography paper green line solvent s1stopper test-tubetop of the chromatography paper fig. 1.2",
            "3": "3 0610/51/o/n/19 \u00a9 ucles 2019 [turn over step 6  fold the free end of the chromatography paper over the edge of the outside of the test- tube and place a stopper in the test-tube. do not move the test-tube during steps 7 and 8. step 7  start the stop-clock and observe the movement of solvent s1 up the chromatography  paper for one minute while it is inside the test-tube.  step 8  wait for five more minutes and then observe the movement of the solvent again while it  is inside the test-tube. if the solvent is near the top of the chromatography paper move  on to step 9. if it is not near the top of the chromatography paper wait for another five  minutes and then move on to step 9. step 9  when the solvent is near the top of the chromatography paper (or you have waited  for a total of 11 minutes) remove the stopper from the test-tube and lift out the strip of  chromatography paper. put the stopper back into the test-tube to prevent the solvent  from evaporating.  step 10  place the chromatography paper on a paper towel and use the pencil to draw a line  across the paper to mark how far up the chromatography paper solvent s1 has reached.  leave the paper to dry for one minute.",
            "4": "4 0610/51/o/n/19 \u00a9 ucles 2019  (a) (i) use the adhesive tape to stick your completed chromatogram in the space in fig. 1.3.    observe the different pigment colours visible on your chromatogram.     complete fig. 1.3 by drawing the shape of each pigment colour visible in your  chromatogram onto the diagram. label all the visible pigment colours and the position  reached by solvent s1. pencil line space to attach your completed chromatogramdiagram of your  chromatogram fig. 1.3 [3]   (ii)  suggest why it is important that the green line was kept above solvent s1.  ...  ...  .  [1]",
            "5": "5 0610/51/o/n/19 \u00a9 ucles 2019 [turn over blank page",
            "6": "6 0610/51/o/n/19 \u00a9 ucles 2019  (b) some students used a different method to obtain the pigments from a leaf by cutting up  the leaf and grinding it with ethanol. they filtered the mixture and obtained a chlorophyll  extract which was then evaporated until only a small volume of extract remained. ethanol is  flammable.   (i) state one safety precaution that the students would take when evaporating substances  containing ethanol.  ...  .  [1]   (ii) a chromatography paper was prepared in the same way as in step 1. a small drop of the  concentrated chlorophyll extract was placed on the pencil line and allowed to dry. the  chromatography paper was then placed in a test-tube containing a different solvent ( s2)  and left for 10 minutes.    fig. 1.4 shows the appearance of the chromatogram after it was removed from solvent s2  and allowed to dry. the maximum distance moved by green pigment from the start line drop of chlorophyll extract on the start lineyellowthe maximum distance moved by solvent s2 from the start lineorange-yellowsolvent line blue-green green fig. 1.4",
            "7": "7 0610/51/o/n/19 \u00a9 ucles 2019 [turn over    the different pigments can be compared by calculating their rf value. rf value = the maximum distance moved by the pigment from the start line the maximum distance moved by the solvent from the start line    fig. 1.4 shows where these distances were measured on the chromatogram for the  green pigment.    the students calculated some of the rf values. the results are shown in fig. 1.5. green 0.24   blue-green 0.40   yellow 0.45 fig. 1.5    calculate the rf values for the orange-yellow  pigment in fig. 1.4.    give your answer to two decimal places.    the maximum distance moved by the orange-yellow pigment from the start line  ..  mm    the maximum distance moved by the solvent from the start line  ..  mm  orange-yellow rf value  ...  [3]   (iii) prepare a table and record the colours and rf values of the four pigments. [3]",
            "8": "8 0610/51/o/n/19 \u00a9 ucles 2019   (iv) identify the pigment colour that is the least soluble and explain your choice. pigment colour  ... explanation    ...  ... [2]  (c) the method used to separate the leaf pigments in 1(b) is different from the method you used  in 1(a).   describe two ways in which the method used in 1(b) is an improvement to the method you  used in 1(a). 1    ...  ... 2    ...  ... [2]  (d) chloroplasts can contain starch.   state the name of the substance that would be used to test for the presence of starch.  .  [1]",
            "9": "9 0610/51/o/n/19 \u00a9 ucles 2019 [turn over  (e) chloroplasts contain coloured pigments. fig. 1.6 shows some of the cells from a leaf that  contains chloroplasts. cell containing chloroplasts chloroplasts fig. 1.6   make a large drawing to show the three complete cells containing chloroplasts in fig. 1.6.   label one chloroplast on your drawing.  [5]",
            "10": "10 0610/51/o/n/19 \u00a9 ucles 2019  (f) some plants have leaves that are not green. for example the plant may have red, purple or  yellow leaves.   a student predicted that leaves of different colours would have different rates of photosynthesis.   plan an investigation to find out if the student\u2019s prediction is correct.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 27]",
            "11": "11 0610/51/o/n/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 is a diagram of a sample of red blood cells on part of a counting grid. the blood has  been diluted 200 times so that the cells can be counted more easily. a light microscope is  used to view the counting grid. lefttop bottomright magnification \u00d7550counting grid fig. 2.1   (i) scientists count the number of red blood cells to estimate the total number of red blood  cells in the blood.    cells that are touching the top and left side of the grid are counted.    cells touching the bottom and right side of the grid are not counted.    state how many red blood cells would not be counted in the sample in fig. 2.1.  ..  [1]",
            "12": "12 0610/51/o/n/19 \u00a9 ucles 2019   (ii)  the actual size of the counting grid in fig. 2.1 is 0.20  mm \u00d7 0.20  mm. the depth of the  counting grid is 0.10  mm.    calculate the volume of the counting grid.   .  mm3 [1]   (iii)  a different sample of blood was also diluted 200 times.    the number of red blood cells inside the same size counting grid was 95.    calculate the number of red blood cells per mm3 of undiluted blood.    use the formula: number of red blood cells per mm3 = red blood cells counted \u00d7 dilution volume of the counting grid    space for working.  number of red blood cells per mm3  ... [1]  (b) table 2.1 describes the number of red blood cells and white blood cells in different blood  samples. table 2.1 condition number of red blood cells number of white blood cells healthy normal normal anaemia low normal leukaemia low high infection normal high",
            "13": "13 0610/51/o/n/19 \u00a9 ucles 2019 [turn over   fig. 2.2 shows drawings of blood samples. ahealthy blood db c key: red blood cells white blood cells fig. 2.2   state the letters in fig. 2.2 which could represent these conditions:   infection  .   anaemia  . .  [2]",
            "14": "14 0610/51/o/n/19 \u00a9 ucles 2019  (c) anaemia can also be diagnosed by measuring the haemoglobin content of the blood. samples  of blood were collected from 1800 men and 2400 women.   the haemoglobin content of their blood was measured and the percentage of people with  anaemia was calculated.   table 2.2 shows the percentage of men and women in the sample who have anaemia. table 2.2 age grouppercentage with anaemia men women 65\u201374  7.0  8.5 75\u201384 16.5 11.0 85\u201394 26.0 20.5   (i) plot a histogram to show the percentage of men and women with anaemia in each age  group. [5]",
            "15": "15 0610/51/o/n/19 \u00a9 ucles 2019   (ii) describe the trends shown by these data.   ...  ...  ...  ...  .  [2]   (iii) suggest why the data was reported as percentages rather than the actual numbers of  men and women with anaemia.  ...  ...  .  [1] [total: 13]",
            "16": "16 0610/51/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_52.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (jp/cb) 173049/3 \u00a9 ucles 2019  [turn over *1844223848* biology  0610/52 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/o/n/19 \u00a9 ucles 2019 1 you will investigate the effect of the enzyme amylase ( a) on the breakdown of starch ( s). the  starch suspension s will be placed inside a bag made from dialysis tubing.     amylase starch      reducing sugars    dialysis tubing is made from a type of membrane that is partially permeable. only small molecules  can pass through this membrane.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  you are supplied with two dialysis tubing bags, amylase solution a and starch suspension s.  step 1  label two large test-tubes, e and w, and place them in a test-tube rack.  step 2  use a syringe to put 20  cm3 of distilled water into each of the labelled test-tubes.  step 3  use a syringe to draw up 3  cm3 of starch suspension s.  step 4  use another syringe to draw up 3  cm3 of amylase solution a.  step 5   one end of each of the pieces of dialysis tubing has been knotted to form a bag. open  the other  end of one of the dialysis tubing bags. you may need to rub the tubing between  your fingers to open it.  step 6   put starch suspension s and amylase solution a from steps 3 and 4 into the open dialysis  tubing bag.  step 7   rinse the outside of the dialysis tubing bag by dipping it into the water for washing .  keep the open end of the bag above the water.  step 8   carefully lower the dialysis tubing bag into the large test-tube labelled e. fold the top of  the bag over the outside of the test-tube. use an elastic band to hold the dialysis tubing  in place as shown in fig. 1.1. elastic band large test-tube dialysis tubing bag 20 cm3 of distilled wateropen end knotted end fig. 1.1",
            "3": "3 0610/52/o/n/19 \u00a9 ucles 2019 [turn over  step 9  repeat steps 3 to 7, using 3  cm3 of distilled water instead of amylase solution a in step 4.   step 10   carefully lower the dialysis tubing bag into the large test-tube labelled w. fold the top of  the dialysis tubing bag over the outside of the test-tube. use an elastic band to hold the  dialysis tubing in place as shown in fig. 1.1.  step 11   prepare a water-bath by putting approximately 100  cm3 of hot water into the beaker  labelled water-bath . raise your hand when you are ready for a supply of hot water for  your water-bath.  step 12  put both large test-tubes into the water-bath and leave them for 10 minutes.    continue with the other questions while you are waiting.  step 13   after 10 minutes carefully remove the dialysis tubing bag from large test-tube e and pour  the contents of the dialysis tubing bag into the beaker labelled e2.  step 14   carefully remove the dialysis tubing bag from large test-tube w and pour the contents of  the dialysis tubing bag into the beaker labelled w2.   you are going to test the contents of the two large test-tubes ( e and w) and the two beakers ( e2  and w2) for starch.  step 15   use a clean pipette to place a drop of the solution from large test-tube e onto a white tile  and add one drop of iodine solution.    record the colour in the table you have prepared in 1(a).  step 16  repeat step 15 using the solution from large test-tube w.  step 17  repeat step 15 using the solution from beaker e2.  step 18  repeat step 15 using the solution from beaker w2.  (a) prepare a table to record the results of the tests for starch in the space provided. [4]",
            "4": "4 0610/52/o/n/19 \u00a9 ucles 2019  (b) (i) suggest why the dialysis tubing bag was rinsed in step 7.   ...  ...  .  [1]   (ii) explain why distilled water was used instead of amylase solution a in the dialysis tubing  bag in test-tube w.  ...  ...  ...  ...  .  [2]   (iii) state two variables that were kept constant during this investigation. 1   2    [2]  a student carried out the same investigation but also tested the solutions for reducing sugars.  (c) describe how the student would find out if the solutions contained reducing sugars.  ...  ...  ...  ...  ...  ...  .  [3]",
            "5": "5 0610/52/o/n/19 \u00a9 ucles 2019 [turn over  (d) plan an investigation using dialysis tubing  to determine the effect of temperature on the  activity of the enzyme amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (e) the student wanted to find out if the amylase enzyme passed through the dialysis tubing into  the large test-tube. amylase is made of protein.   describe how the student could find out if the solution in the large test-tube contained protein.  ...  ...  ...  ...  .  [2]  [total: 20]",
            "6": "6 0610/52/o/n/19 \u00a9 ucles 2019 2 an investigation was performed to determine the effect of light intensity on leaf size in one species  of plant.  plants were grown in three different light intensities. the maximum width of each leaf was  recorded. the results were recorded in table 2.1 and an average value was calculated.  the results for three leaves grown in high light intensity are shown in fig. 2.1. the horizontal line  on each leaf indicates its maximum width. 6 78 fig. 2.1  (a) (i) measure the maximum widths of leaves 6, 7 and 8 in fig. 2.1 and record these values in  table 2.1.  [1] table 2.1 leafmaximum width of leaves  / mm low light intensity medium light intensity high light intensity 1 15 43 27 2 12 45 32 3 13 48 26 4 13 44 28 5 15 47 27 6 14 43 7 12 12 8 15 46 average 14 41",
            "7": "7 0610/52/o/n/19 \u00a9 ucles 2019 [turn over   (ii) calculate the average width of the leaves grown in a high light intensity in table 2.1.  record this value in table 2.1.  [1]   (iii) plot a bar chart on the grid of the average  leaf width for leaves grown in low, medium  and high light intensity using the data in table 2.1.  [3]   (iv) circle one measurement in table 2.1 that could be considered to be anomalous.    give a reason for your choice. reason  ...  .  [2]  (b) (i) state the variable that was changed in this investigation (the independent variable).  .  [1]   (ii) state the variable that was measured in this investigation (the dependent variable).  .  [1]",
            "8": "8 0610/52/o/n/19 \u00a9 ucles 2019  (c) fig. 2.2 is a photomicrograph of a cross-section of a root.  xylem b a fig. 2.2   (i) make a large drawing of the cross-section of the root in fig. 2.2 to show the different  areas of the root.    do not draw individual cells.  [4]",
            "9": "9 0610/52/o/n/19 \u00a9 ucles 2019 [turn over   (ii) measure line ab on fig. 2.2 in millimetres.    length of line ab . mm    the actual diameter of the root shown in fig. 2.2 is 2  mm.    calculate the magnification of fig. 2.2 using the equation. magnification = length of line ab on fig. 2.2 actual diameter of the root     [2]   (iii) fig. 2.3 is a photomicrograph of a cross-section of a stem. xylem magnification \u00d720 fig. 2.3    state two differences between the root in fig. 2.2 and the stem in fig. 2.3.  1 .  ... 2 .  ...  [2]",
            "10": "10 0610/52/o/n/19 \u00a9 ucles 2019  (d) a student suggested that measuring leaf area is better than measuring leaf width.   (i) describe how the area of a leaf could be measured.  ...  ...  ...  ...  .  [2]   (ii) suggest why measuring leaf area is better than measuring leaf width.  ...  .  [1]  [total: 20]",
            "11": "11 0610/52/o/n/19 \u00a9 ucles 2019 blank page",
            "12": "12 0610/52/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_53.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (rw/cb) 173490/3 \u00a9 ucles 2019  [turn over *8298870152* biology  0610/53 paper 5  practical test  october/november 2019  1 hour 15 minutes candidates answer on the question paper. additional materials:  as listed in the confidential instructions. 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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/o/n/19 \u00a9 ucles 2019 1 photosynthesis occurs in chloroplasts. a chloroplast suspension can be made by extracting the  chloroplasts from green leaves.  you are going to investigate the effect of light on photosynthesis in a chloroplast suspension.  the blue dye dcpip can be used to investigate photosynthesis. during photosynthesis the dark  blue colour of the dcpip changes and eventually disappears so that it becomes colourless.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should wear the gloves and eye protection provided during the practical work in question  1.  step 1  you are provided with eight green leaves. tear the leaves into small pieces and place  them into the mortar (bowl).  step 2  pour all of the ice\u2011cold solution from the beaker labelled isolation medium  into the  mortar (bowl).  step 3  use the pestle (or spoon) to grind the leaves in the isolation medium for three minutes.  step 4  place three layers of muslin into the funnel. put the funnel into the large test\u2011tube  labelled  c. funnel three layers of muslin clothground leaves and isolation medium mixture large test-tube filtrate c (chloroplast suspension)c fig. 1.1  step 5  carefully hold the edges of the muslin and pour the ground leaves and isolation medium  mixture from the mortar (bowl) into the muslin\u2011lined funnel. when most of the liquid has  filtered into the large test\u2011tube, as shown in fig.  1.1, place the muslin and funnel in the  waste  container.  step 6  raise your hand when you are ready for ice\u2011cold water to be added to the water \u2011bath.",
            "3": "3 0610/53/o/n/19 \u00a9 ucles 2019 [turn over  step 7  wrap aluminium foil around one empty test\u2011tube to exclude light. leave the opening  at the top of the test\u2011tube uncovered. do not wrap the second test\u2011tube. place both  test\u2011tubes into the test\u2011tube rack.  step 8  use the plastic pipette to add 2  cm3 of filtrate c to each of the empty test\u2011tubes.  step 9  use a 5  cm3 syringe to add 5  cm3 of dcpip solution to each of the two test\u2011tubes. place  a stopper in both test\u2011tubes. stand both test\u2011tubes in the water\u2011bath and position the  water\u2011bath near a bright light source or lamp.  step 10  start the stop\u2011clock and wait five minutes.  step 11  after five minutes observe the colour in the uncovered test\u2011tube and record it in your  table in 1(a)(i) .  step 12  remove the aluminium foil from the other test\u2011tube. immediately observe the colour of  the liquid in the test\u2011tube. record this in your table in 1(a)(i) .  (a) (i) prepare a table to record your results.  [3]   (ii) identify the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ...  [2]   (iii) state two variables that have been kept constant in this investigation. 1    ... 2    ...  [2]",
            "4": "4 0610/53/o/n/19 \u00a9 ucles 2019   (iv) state a conclusion for these results.  ...  ...  .  [1]  (b) the investigation was not repeated.   (i) suggest why it would be advisable to repeat the investigation.  ...  ...  .  [1]   (ii) identify two other sources of error in this investigation. error 1    ... error 2    ...  [2]   (iii) suggest an improvement for one of the errors you have identified in 1(b)(ii) .  ...  ...  .  [1]",
            "5": "5 0610/53/o/n/19 \u00a9 ucles 2019 [turn over  (c) a student wanted to investigate the effect of temperature on the rate of photosynthesis in a  chloroplast suspension.   describe how the student could carry out this investigation using dcpip.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]",
            "6": "6 0610/53/o/n/19 \u00a9 ucles 2019 2 fig. 2.1 is a photomicrograph of part of the lower epidermis of a leaf. guard cellm nstoma epidermal cell magnification \u00d7400 fig. 2.1  (a) (i) make a large drawing of fig.  2.1. do not label your drawing.  [4]",
            "7": "7 0610/53/o/n/19 \u00a9 ucles 2019 [turn over   (ii) measure the length of the line mn on fig.  2.1.    length of line mn mm    calculate the actual width of the guard cells and the stoma indicated by line mn in  fig. 2.1. use the equation and information in fig.  2.1. magnification = length of line mn on fig.  2.1 actual width of the guard cells and the stoma    give your answer to two decimal places.   .. mm  [3]  (b) a student investigated the effect of sucrose concentration on stomatal opening.   strips of epidermis from leaves were placed in different concentrations of sucrose solution for  one hour.   the student measured the width of 10 stomatal openings from the epidermis in each sucrose  solution.   the results are shown in table  2.1. table 2.1 percentage  concentration of  sucrosewidth of stomatal opening  / \u03bcm 1 2 3 4 5 6 7 8 910 average  0 5 6 7 5 5 6 7 5 7 6 5.9  5 3 4 3 3 4 3 2 3 3 2 20 1 2 1 2 1 1 5 1 2 1 1.7   (i) circle one measurement in table  2.1 that could be anomalous.  [1]   (ii) calculate the average width of stomatal opening in the 5% sucrose solution.    include the unit.     [2]",
            "8": "8 0610/53/o/n/19 \u00a9 ucles 2019  (c) pineapple plants are adapted to grow in hot dry conditions.   scientists investigated the number of stomata open, in pineapple plants, at different times of  day.   the data is shown in table  2.2 (00:00 is midnight). table 2.2 time of dayaverage number of  stomata open per mm2 00:00 77 04:00 61 08:00 22 12:00  4 16:00 10 20:00 51   (i) calculate the percentage change in the average number of open stomata per mm2  between 16:00 hours and 20:00 hours.    space for working.   . %  [2]",
            "9": "9 0610/53/o/n/19 \u00a9 ucles 2019 [turn over   (ii) plot a bar chart on the grid to show the data in table  2.2.  [3]   (iii) describe, using your graph, how the average number of open stomata per mm2 changes  throughout the day.  ...  ...  ...  ...  .  [2]",
            "10": "10 0610/53/o/n/19 \u00a9 ucles 2019  (d) when fruit ripens the starch contained within it is converted into reducing sugars.   (i) state the name of the substance that is used to test for the presence of starch.  .  [1]   (ii) describe how you could safely show a reducing sugar was present in a sample of  pineapple fruit juice. procedure  ..  ...  ...  ...  ... safety  .  .  [4]  [total: 22]",
            "11": "11 0610/53/o/n/19 \u00a9 ucles 2019 blank page",
            "12": "12 0610/53/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_61.pdf": {
            "1": "this document consists of 13 printed pages and 3 blank pages. dc (ks/cb) 176545/6 \u00a9 ucles 2019  [turn over *9089414155*cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.biology  0610/61 paper 6  alternative to practical  october/november 2019  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.",
            "2": "2 0610/61/o/n/19 \u00a9 ucles 2019 1 the leaves of plants contain chlorophyll and other coloured pigments that are used in  photosynthesis to trap light.   some students investigated the pigments present in a green leaf using chromatography. the  process of chromatography separates the pigments. the more soluble the pigment the further it  moves.   in this experiment the pigments in a green leaf were dissolved in a solvent ( s1). the solvent  moved up the paper carrying the dissolved pigments different distances.  step 1  the pigments from a green leaf were transferred to a strip of chromatography paper by  pressing the leaf onto the paper using the edge of a metal disc. a green line was then  visible on the paper as shown in fig. 1.1. green line 3  cm from one endchromatography paper metal disc rolling over the leafleaf fig. 1.1 step 2  solvent s1 was poured into a test-tube to a depth of 2  cm. step 3  the strip of chromatography paper was lowered into the test-tube with the green line at  the bottom so that part of the chromatography paper was in solvent s1. the green line  remained above the level of solvent s1 as shown in fig. 1.2.  2 cmchromatography papertest-tube green line solvent s1stopper fig. 1.2 step 4  the free end of the chromatography paper was folded over the edge of the test-tube  and a stopper was placed into the test-tube. the movement of solvent s1 up the  chromatography paper was observed for 15 minutes.  step 5  after 15 minutes the strip of chromatography paper was removed from the test-tube.",
            "3": "3 0610/61/o/n/19 \u00a9 ucles 2019 [turn over step 6  the chromatography paper was placed on a paper towel and a pencil line was drawn  across the paper to mark how far up the chromatography paper solvent s1 had moved.   (a) fig. 1.3 shows a diagram of the chromatography paper after it was dry.  solvent line green line fig. 1.3   (i) state how many different pigments are visible on the chromatography paper in fig. 1.3.  .  [1]   (ii) suggest why it was important that the green line was kept above solvent s1 in the  test-tube in fig. 1.2.  ...  ...  .  [1]",
            "4": "4 0610/61/o/n/19 \u00a9 ucles 2019   (iii) the students investigated the pigments in another type of green leaf using the same  method.    state two variables that should be kept constant in this investigation.  1   2    [2]  (b) some students used a different method to obtain the pigments from a leaf by cutting up  the leaf and grinding it with ethanol. they filtered the mixture and obtained a chlorophyll  extract which was then evaporated until only a small volume of extract remained. ethanol is  flammable.   (i) state one safety precaution that the students would take when evaporating substances  containing ethanol.  ...  .  [1]   (ii) a start line was drawn in pencil on a piece of chromatography paper. a small drop of the  concentrated chlorophyll extract was placed on the start line and allowed to dry. the  chromatography paper was then placed in a test-tube containing a different solvent ( s2)  and left for 10 minutes.     fig. 1.4 shows the appearance of the chromatography paper after it was removed from  solvent s2 and allowed to dry. the maximum distance moved by green pigment from the start line drop of chlorophyll extract on the start lineyellowthe maximum distance moved by solvent s2 from the start lineorange-yellowsolvent line blue-green green fig. 1.4",
            "5": "5 0610/61/o/n/19 \u00a9 ucles 2019 [turn over    the different pigments can be compared by calculating their rf value.  rf value = the maximum distance moved by the pigment from the start line the maximum distance moved by the solvent from the start line    fig. 1.4 shows where these distances were measured on the chromatography paper for  the green pigment.     the students calculated some of the rf values. the results are shown in fig. 1.5. green 0.24   blue-green 0.40   yellow 0.45 fig. 1.5    calculate the rf values for the orange-yellow  pigment in fig. 1.4.    give your answer to two decimal places.    the maximum distance moved by the orange-yellow pigment from the start line  ..  mm    the maximum distance moved by the solvent from the start line  ..  mm  orange-yellow rf value  ...  [3]   (iii) prepare a table and record the colours and rf values of the four pigments.  [3]",
            "6": "6 0610/61/o/n/19 \u00a9 ucles 2019   (iv) identify the pigment colour that is the least soluble and explain your choice. pigment colour  ... explanation    ...  ...  [2]  (c) the method used to separate the leaf pigments in 1(b) is different from the method used in  1(a).   describe two ways in which the method used in 1(b) is an improvement to the method used  in 1(a).  1    ...  ... 2    ...  ...  [2]  (d) chloroplasts can contain starch.   state the name of the substance that would be used to test for the presence of starch.  .  [1]",
            "7": "7 0610/61/o/n/19 \u00a9 ucles 2019 [turn over  (e) chloroplasts contain coloured pigments. fig. 1.6 shows some of the cells from a leaf that  contain chloroplasts. cell containing chloroplasts chloroplasts fig. 1.6   make a large drawing to show the three complete cells containing chloroplasts in fig. 1.6.   label one chloroplast on your drawing.  [5]",
            "8": "8 0610/61/o/n/19 \u00a9 ucles 2019  (f) some plants have leaves that are not green. for example the plant may have red, purple or  yellow leaves.    a student predicted that leaves of different colours would have different rates of photosynthesis.    plan an investigation to find out if the student\u2019s prediction is correct.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27]",
            "9": "9 0610/61/o/n/19 \u00a9 ucles 2019 [turn over 2 (a) fig. 2.1 is a diagram of a sample of red blood cells on part of a counting grid. the blood has  been diluted 200 times so that the cells can be counted more easily. a light microscope is  used to view the counting grid. lefttop bottom magnification \u00d7550rightcounting grid fig. 2.1   (i) scientists count the number of red blood cells to estimate the total number of red blood  cells in the blood.    cells that are touching the top and left side of the grid are counted.     cells touching the bottom and right side of the grid are not counted.    state how many cells would not be counted in the sample in fig. 2.1.  ..  [1]",
            "10": "10 0610/61/o/n/19 \u00a9 ucles 2019   (ii) the actual size of the counting grid in fig. 2.1 is 0.20  mm \u00d7 0.20  mm. the depth of the  counting grid is 0.10  mm.    calculate the volume of the counting grid.    .  mm3 [1]   (iii) a different sample of blood was also diluted 200 times.     the number of red blood cells inside the same size counting grid was 95.    calculate the number of red blood cells per mm3 of undiluted blood.    use the formula:  number of red blood cells per mm3 = red blood cells counted \u00d7 dilution volume of the counting grid     space for working.  number of red blood cells per mm3  .  [1]  (b) table 2.1 describes the number of red blood cells and white blood cells in different blood  samples. table 2.1 condition number of red blood cells number of white blood cells healthy normal normal anaemia low normal leukaemia low high infection normal high",
            "11": "11 0610/61/o/n/19 \u00a9 ucles 2019 [turn over   fig. 2.2 shows drawings of blood samples. ahealthy blood db c key: red blood cells white blood cells fig. 2.2   state the letters in fig. 2.2 which could represent these conditions:   infection  .   anaemia  . .  [2]",
            "12": "12 0610/61/o/n/19 \u00a9 ucles 2019  (c) anaemia can also be diagnosed by measuring the haemoglobin content of the blood. samples  of blood were collected from 1800 men and 2400 women.    the haemoglobin content of their blood was measured and the percentage of people with  anaemia was calculated.   table 2.2 shows the percentage of men and women in the sample who have anaemia.  table 2.2 age grouppercentage with anaemia men women 65\u201374  7.0  8.5 75\u201384 16.5 11.0 85\u201394 26.0 20.5   (i) plot a histogram to show the percentage of men and women with anaemia in each age  group. [5]",
            "13": "13 0610/61/o/n/19 \u00a9 ucles 2019   (ii) describe the trends shown by these data.   ...  ...  ...  ...  .  [2]   (iii) suggest why the data was reported as percentages rather than the actual numbers of  men and women with anaemia.  ...  ...  ...  .  [1]  [total: 13]",
            "14": "14 0610/61/o/n/19 \u00a9 ucles 2019 blank page",
            "15": "15 0610/61/o/n/19 \u00a9 ucles 2019 blank page",
            "16": "16 0610/61/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w19_qp_62.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. dc (leg/cb) 173051/3 \u00a9 ucles 2019  [turn over *2800213093* biology  0610/62 paper 6  alternative to practical  october/november 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/62/o/n/19 \u00a9 ucles 2019 1 a student investigated the effect of the enzyme amylase on the breakdown of a starch suspension.  the starch suspension was placed inside a bag made from dialysis tubing.     amylase starch      reducing sugars    dialysis tubing is made from a type of membrane that is partially permeable. only small molecules  can pass through this membrane.  step 1  two large test-tubes were put into a water-bath. each large test-tube contained 20  cm3  of distilled water. the temperature of the water-bath was 40  \u00b0c.  step 2  a knot was tied at the end of one piece of dialysis tubing, to form a bag.  step 3  5 cm3 of the starch suspension  was put into the dialysis tubing bag.  step 4  a clean syringe was used to put 5  cm3 of amylase solution into the dialysis tubing bag.  step 5   the contents of the dialysis tubing bag were mixed well and the outside of the bag was  rinsed with distilled water.  step 6   the student repeated steps 2 to 5 using 5  cm3 of distilled water in step 4 instead of the  amylase solution.  step 7  the dialy sis tubing bags were placed into the large test-tubes as shown in fig. 1.1. 20 cm3 distilled waterlarge test-tube dialysis tubing bag dialysis tubing bag 1 containing amylase and starch suspensiondialysis tubing bag 2 containing water and starch suspensionknotted end fig. 1.1  step 8  both large test-tubes were placed back into the water-bath and left for 10 minutes.  step 9   after 10 minutes the dialysis tubing bags were removed from the two large test-tubes.  step 10   the contents of the two large test-tubes and the two dialysis tubing bags were tested for  reducing sugars and st arch.",
            "3": "3 0610/62/o/n/19 \u00a9 ucles 2019 [turn over  (a) state the name of the solution that the student would use to test substances for starch.  .  [1]  (b) describe how the student would test substances for reducing sugars.  ...  ...  ...  ...  .  [2]  (c) suggest why the outside of the dialysis tubing bag was rinsed in step 5.  ...  .  [1]",
            "4": "4 0610/62/o/n/19 \u00a9 ucles 2019  the student\u2019s observations for the starch and reducing sugar tests in step 10 are shown in fig. 1.2. dialysis tubing bag 1 contents: starch test colour was brown reducing sugar test colour was brick-red test-tube 1 contents: starch test colour was brown  reducing sugar test colour was orange dialysis tubing bag 2 contents: starch test colour was blue-black reducing sugar test colour was blue test-tube 2 contents: starch test colour was brown  reducing sugar test colour was bluedialysis tubing bag 1 containing amylase and starch suspension at the start of the investigationdialysis tubing bag 1 contentstest-tube 1 contents dialysis tubing bag 2 containing water and starch suspension at the start of the investigationdialysis tubing bag 2 contentstest-tube 2 contents fig. 1.2",
            "5": "5 0610/62/o/n/19 \u00a9 ucles 2019 [turn over  (d) (i) prepare a table and record the results of the starch and reducing sugar tests from  fig. 1.2 in the space provided.   [3]   (ii) state three  conclusions for the results shown in fig. 1.2.  ...  ...  ...  ...  ...  ...  .  [3]  (e) state two variables that were kept constant during this investigation. 1   2    [2]",
            "6": "6 0610/62/o/n/19 \u00a9 ucles 2019  (f) plan an investigation using dialysis tubing  to determine the effect of temperature on the  activity of the enzyme amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (g) the student wanted to find out if the amylase enzyme passed through the dialysis tubing into  the large test-tube. amylase is made of protein.   describe how the student could find out if the solution in the large test-tube contained protein.  ...  ...  ...  ...  .  [2]  [total: 20]",
            "7": "7 0610/62/o/n/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0610/62/o/n/19 \u00a9 ucles 2019 2 an investigation was performed to determine the effect of light intensity on leaf size in one species  of plant.  plants were grown in three different light intensities. the maximum width of each leaf was  recorded. the results were recorded in table 2.1 and an average value was calculated.  the results for three leaves grown in high light intensity are shown in fig. 2.1. the horizontal line  on each leaf indicates its maximum width. 6 78 fig. 2.1  (a) (i) measure the widths of leaves 6, 7 and 8 in fig. 2.1 and record these values in table 2.1.  [1] table 2.1 leafmaximum width of leaves  / mm low light intensity medium light intensity high light intensity 1 15 43 27 2 12 45 32 3 13 48 26 4 13 44 28 5 15 47 27 6 14 43 7 12 12 8 15 46 average 14 41",
            "9": "9 0610/62/o/n/19 \u00a9 ucles 2019 [turn over   (ii) calculate the average width of the leaves grown in a high light intensity in table 2.1.  record this value in table 2.1.  [1]   (iii) plot a bar chart on the grid of the average  leaf width for leaves grown in low, medium  and high light intensity using the data in table 2.1.  [3]   (iv) circle one measurement in table 2.1 that could be considered to be anomalous.     give a reason for your choice. reason  ...  .  [2]  (b) (i) state the variable that was changed in this investigation (the independent variable).  .  [1]   (ii) state the variable that was measured in this investigation (the dependent variable).  .  [1]",
            "10": "10 0610/62/o/n/19 \u00a9 ucles 2019  (c) fig. 2.2 is a photomicrograph of a cross-section of a root.  xylem b a fig. 2.2   (i) make a large drawing of the cross-section of the root in fig. 2.2 to show the different  areas of the root.    do not draw individual cells.  [4]",
            "11": "11 0610/62/o/n/19 \u00a9 ucles 2019 [turn over   (ii) measure line ab on fig. 2.2 in millimetres.     length of line ab .. mm    the actual diameter of the root shown in fig. 2.2 is 2  mm.    calculate the magnification of fig. 2.2 using the equation. magnification = length of line ab on fig. 2.2 actual diameter of the root     [2]   (iii) fig. 2.3 is a photomicrograph of a cross-section of a stem. xylem magnification \u00d720 fig. 2.3    state two differences between the root in fig. 2.2 and the stem in fig. 2.3.  1    ... 2    ...  [2]",
            "12": "12 0610/62/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (d) a student suggested that measuring leaf area is better than measuring leaf width.   (i) describe how the area of a leaf could be measured.  ...  ...  ...  ...  .  [2]   (ii) suggest why measuring leaf area is better than measuring leaf width.  ...  .  [1]  [total: 20]"
        },
        "0610_w19_qp_63.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. dc (jp/cb) 173502/4 \u00a9 ucles 2019  [turn over *3160326641* biology  0610/63 paper 6  alternative to practical  october/november 2019  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.cambridge assessment international education cambridge international general certificate of secondary education this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0610/63/o/n/19 \u00a9 ucles 2019 1 photosynthesis occurs in chloroplasts. a chloroplast suspension can be made by extracting the  chloroplasts from green leaves.  the blue dye dcpip can be used to investigate photosynthesis. during photosynthesis the blue  colour of the dcpip changes and eventually disappears so that it becomes colourless. the  remaining mixture appears green due to the chloroplast suspension.  a student investigated the effect of light on photosynthesis in a chloroplast suspension.  step 1  the student crushed eight green leaves in an ice-cold buffer solution.  step 2   the mixture of crushed leaves and buffer solution was then filtered to form a chloroplast  suspension.  step 3   the student was given two test-tubes. one test-tube was wrapped in aluminium foil to  exclude light. the second test-tube was not covered in foil so that light could reach the  contents of this test-tube.  step 4   a plastic pipette was used to add 2  cm3 of the chloroplast suspension to each of the two  test-tubes.   step 5   a syringe was used to add 5  cm3 of dcpip solution to both test-tubes. a stopper was  placed in each test-tube.   step 6   both test-tubes were placed in a water-bath containing ice-cold water. the water-bath  was positioned near a bright light.  step 7  the test-tubes were left in the bright light for five minutes.   step 8   after five minutes the student observed and noted the colour of the liquid in the  test-tube that was not wrapped in foil. they removed the foil from the covered test-tube  and observed the colour in this test-tube.   the student\u2019s results are shown in fig. 1.1. fig. 1.1light  \u2013 green dark  \u2013 blue",
            "3": "3 0610/63/o/n/19 \u00a9 ucles 2019 [turn over  (a) (i) prepare a table and record the results from fig. 1.1.  [2]   (ii) identify the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  ..  ... dependent variable  .  ...  [2]     (iii)  state two variables that were kept constant in this investigation. 1 .  ... 2 .  ...  [2]   (iv)  state a conclusion for these results.  ...  ...  .  [1]",
            "4": "4 0610/63/o/n/19 \u00a9 ucles 2019  (b) in step 6 both test-tubes were placed in a water-bath containing ice-cold water for five  minutes. a thermometer was also placed in the water-bath.   fig. 1.2 shows the thermometer at the start of the investigation and after five minutes. 30 20 10 0at the start of the investigation 30 20 10 0after five minutes fig. 1.2   record the temperatures shown in fig. 1.2. include the units. temperature at the start of the investigation  . temperature after five minutes  ..  [2]  (c) the investigation was not repeated.   (i) suggest why it would be advisable to repeat the investigation.  ...    ...  .  [1]",
            "5": "5 0610/63/o/n/19 \u00a9 ucles 2019 [turn over   (ii) identify one other source of error in this investigation and suggest an improvement for  this error. error    ... improvement  ..  ...  ...  [2]  (d) a student wanted to investigate the effect of temperature on the rate of photosynthesis in a  chloroplast suspension.   describe how the student could carry out this investigation using dcpip.  ...    ...  ...  ...    ...  ...  ...    ...  ...  ...    ...  ...  .  [6]  [total: 18]",
            "6": "6 0610/63/o/n/19 \u00a9 ucles 2019 2 fig. 2.1 is a photomicrograph of part of the lower epidermis of a leaf.  guard cellm nstoma epidermal cell magnification \u00d7400 fig. 2.1  (a) (i) make a large drawing of fig. 2.1. do not label your drawing.  [4]",
            "7": "7 0610/63/o/n/19 \u00a9 ucles 2019 [turn over   (ii)  measure the length of the line mn on fig. 2.1.      length of line mn   mm    calculate the actual width of the guard cells and the stoma indicated by line mn in     fig. 2.1. use the equation and information in fig. 2.1.     magnification = length of line mn on fig.  2.1 actual width of the guard cells and the stoma     give your answer to two decimal places.   .  mm  [3]  (b) a student investigated the effect of sucrose concentration on stomatal opening.   strips of epidermis from leaves were placed in different concentrations of sucrose solution for  one hour.   the student measured the width of 10 stomatal openings from the epidermis in each sucrose  solution.   the results are shown in table 2.1. table 2.1 percentage  concentration of  sucrose width of stomatal opening / \u03bcm 1 2 3 4 5 6 7 8 9 10 average 0 5 6 7 5 5 6 7 5 7 6 5.9 5 3 4 3 3 4 3 2 3 3 2 20 1 2 1 2 1 1 5 1 2 1 1.7   (i) circle one measurement in table 2.1 that could be anomalous.  [1]   (ii) calculate the average width of stomatal opening in the 5% sucrose solution.    include the unit.     [2]",
            "8": "8 0610/63/o/n/19 \u00a9 ucles 2019  (c) pineapple plants are adapted to grow in hot dry conditions.   scientists investigated the number of stomata open, in pineapple plants, at different times of  day.    the data is shown in table 2.2 (00:00 is midnight). table 2.2 time of dayaverage number of  stomata open per mm2 00:00 77 04:00 61 08:00 22 12:00 4 16:00 10 20:00 51   (i) calculate the percentage change in the average number of open stomata per mm2  between 16:00 hours and 20:00 hours.    space for working.   . %   [2]",
            "9": "9 0610/63/o/n/19 \u00a9 ucles 2019 [turn over   (ii) plot a bar chart on the grid to show the data in table 2.2.  [3]   (iii) describe, using your graph, how the average number of open stomata per mm2 changes  throughout the day.  ...  ...  ...  ...  .  [2]",
            "10": "10 0610/63/o/n/19 \u00a9 ucles 2019  (d) when fruit ripens the starch contained within it is converted into reducing sugars.   (i) state the name of the substance that is used to test for the presence of starch.  .  [1]   (ii) describe how you could safely show a reducing sugar was present in a sample of  pineapple fruit juice. procedure  ...  ...  ...  ...  ... safety  ..  .  [4]  [total: 22]",
            "11": "11 0610/63/o/n/19 \u00a9 ucles 2019 blank page",
            "12": "12 0610/63/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        }
    },
    "2020": {
        "0610_m20_qp_12.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 03_0610_12/6rp   \u00a9 ucles 2020   [turn ove r   *2471671446*cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/12/f/m/20  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 using the binomial naming system, the arctic fox is called vulpes lagopus .    which row is correct?     vulpes lagopus  a genus kingdom  b genus species  c species genus  d species kingdom     3 what is a characteristic of both insects and arachnids?  a eight legs  b exoskeleton  c three pairs of legs  d wings      4 what structures can be found in both plant and animal cells?  a cell walls and cell membranes  b nuclei and cell walls  c cytoplasm and chloroplasts  d cell membranes and nuclei     ",
            "3": "3     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  5 the diagram shows a sample of material taken from an organism.        which level of organisation does the sample show?  a cell  b organ  c organ system  d tissue    6 what is the function of a root hair cell?  a absorption  b photosynthesis  c reproduction  d support     7 which row describes osmosis?     movement  of water energy from  respiration  used movement through a  partially permeable  membrane   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016= yes  c \u001a \u0016 \u001a \u001a= no  d \u001a \u001a \u0016      8 a student made the following statements about the movement of ions by active transport.    1 it is the net movement of particles from a low concentration to a high concentration.  2 it is the net movement of particles from a high concentration to a low concentration.  3 it requires the use of energy from respiration. 4 it can only take place in living cells.    which statements are correct?  a 1, 3 and 4 b 1 and 4 only c 2 and 4 only d 2 only   ",
            "4": "4  \u00a9 ucles 2020 0610/12/f/m/20  9 a test was performed on a food substance. a positive result was shown by a colour change to  blue-black.    what solution was used for the test?  a biuret solution  b dcpip solution  c iodine solution  d benedict\u2019s solution    10 the diagram shows an experiment on the digestion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c       11 what is left at the end of an enzyme-controlled reaction?  a enzymes and products  b enzymes and substrates  c enzymes only  d products only    ",
            "5": "5     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  12 a student drew a diagram to show the substances used and produced in photosynthesis in a leaf.    1 + 2 are used by the leaf 3 + 4 are produced by the leaf    which row shows the correct labels for the diagram?     1 2 3 4  a carbon dioxide glucose oxygen water  b water carbon dioxide glucose oxygen  c oxygen water carbon dioxide glucose  d glucose oxygen water carbon dioxide      13 the diagram shows a type of plant cell.    cytoplasm nucleusvacuole chloroplast     in which tissue is this cell found?  a leaf epidermis  b palisade mesophyll  c root epidermis  d xylem    14 the list shows some human health problems.    1 chronic obstructive pulmonary disease  2 constipation 3 coronary heart disease 4 obesity    which problems can be caused by malnutrition?  a 1, 2 and 3 b 1 and 3 only c 2, 3 and 4 d 2 and 4 only    ",
            "6": "6  \u00a9 ucles 2020 0610/12/f/m/20  15 the table shows the percentage of students from two schools who have one or more decayed  teeth.     percentage of students  with decayed teeth  school x 30  school y 60    what might explain these results?  a there is less calcium in the students\u2019 diet at school x than at school y.  b there is less sugar in the students\u2019 diet at school x than at school y.  c there is less vitamin c in the students\u2019 diet at school x than at school y.  d there is less vitamin d in the students\u2019 diet at school x than at school y.      16 digested proteins are absorbed into the blood as  a amino acids.  b fatty acids.  c glucose.  d glycerol.      17 when stems with white flowers are cut and placed in a blue stain the petals turn blue.    which tissue in the stem does the stain travel through to reach the petals?  a epidermis  b mesophyll  c phloem  d xylem     18 which process releases water vapour into the atmosphere from the leaves of trees?  a active transport  b osmosis  c respiration  d transpiration    ",
            "7": "7     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  19 which person is most at risk from developing coronary heart disease?     age gender activity level other information  a 23   female   professional  athlete non-smoker    b 40   male   plays sport  at weekends non-smoker  c 19   female   plays sport  twice a week smokes 5 cigarettes a day    d 65   male   does no exercise   smokes 20 cigarettes a day       20 the diagram shows a section through a blood vessel.    p q     which type of blood vessel is shown, and in which direction does the blood flow?     type  of vessel direction  of flow  a artery p to q  b artery q to p  c vein p to q  d vein q to p      21 which disease is transmissible?  a cholera  b chronic obstructive pulmonary disease  c lung cancer  d scurvy    ",
            "8": "8  \u00a9 ucles 2020 0610/12/f/m/20  22 the diagram shows an alveolus. the arrows represent the movement of gases.    1 2 3     which row is correct?     1 2 3  a oxygen carbon dioxide air  b air carbon dioxide oxygen  c air oxygen carbon dioxide  d carbon dioxide oxygen air      23 four flasks are sterilised and are set up as shown.    which flask will contain the most alcohol after several hours?    yeast and water at 4  \u00b0cyeast and water at 20  \u00b0cyeast, water and sugar at 4  \u00b0cyeast, water and sugar at 20  \u00b0cabcd cotton wool      ",
            "9": "9     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  24 in the diagram, which letter identifies the urethra?    a b cd       25 some organs are listed.    1 adrenal  2 pancreas 3 ovary  4 salivary    which are endocrine glands?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2 and 3 only      26 the table shows some of the responses that occur in humans when body temperature changes.    which row shows the responses that occur when the body temperature increases above  normal?     hair lies flat shivering sweating   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016 = yes   c \u001a \u0016 \u0016 \u001a = no   d \u0016 \u0016 \u0016       27 what is an example of phototropism?  a a chemical messenger produced by a plant  b a painful sensation in response to a stimulus  c the growth of a plant root towards the centre of the earth  d the growth of a plant shoot towards light ",
            "10": "10  \u00a9 ucles 2020 0610/12/f/m/20  28 the oxygen carrying capacity of the blood of  smokers is less than that of non-smokers.    which component of tobacco smoke causes this?  a carbon monoxide  b nicotine  c smoke particles  d tar     29 which statement about asexual reproduction is correct?  a asexual reproduction produces genetically identical offspring from one parent.  b asexual reproduction produces genetically identical offspring from two parents.  c asexual reproduction produces genetically different offspring from one parent.  d asexual reproduction produces genetically different offspring from two parents.     30 which environmental factor is not always a requirement for seed germination?  a light  b oxygen  c suitable temperature  d water    31 the diagram shows the female reproductive system.    where are gametes produced?    dab c      ",
            "11": "11     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  32 some features of cell division are listed.    1 involved in making gametes  2 involved in replacing cells  3 makes genetically different cells  4 makes genetically identical cells    which features are involved in meiosis?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    33 which cross will be pure-breeding?  a a female homozygous individual and a male heterozygous individual bred together  b a male homozygous individual and a female heterozygous individual bred together  c two identical heterozygous individuals bred together  d two identical homozygous individuals bred together     34 what applies to selective breeding but not to natural selection?  a humans select individuals with desirable features.  b individuals may produce a large number of offspring.  c individuals pass their alleles to the next generation.  d there is variation among the offspring produced.     35 what is the principal source of energy for living organisms?  a herbivores  b plants  c photosynthesis  d the sun    ",
            "12": "12  \u00a9 ucles 2020 0610/12/f/m/20  36 the diagram shows a pyramid of numbers.    level 321     which type of organism is found at level 1?  a carnivore  b decomposer  c herbivore  d producer     37 the diagram shows part of the carbon cycle.    carbon dioxide in the air carbohydrates in living plantsdead matte r carbohydrates in living animalsy     which process occurs at y?  a combustion  b decay  c photosynthesis  d respiration     ",
            "13": "13     \u00a9 ucles 2020 0610/12/f/m/20 [turn over  38 chopped apple is placed into filter paper and a funnel as shown in the diagram.    enzymes are added to increase the volume of apple juice released.    filter funnel filter paper beaker apple juicechopped apple     which enzyme would release the highest volume of juice?  a amylase  b lipase  c pectinase  d protease    39 which effect is most  likely to occur as a result of deforestation?  a an increase in the number of species  b an increase in soil erosion  c a decrease in the level of carbon dioxide in the atmosphere  d a decreased risk of flooding     ",
            "14": "14  \u00a9 ucles 2020 0610/12/f/m/20  40 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
            "15": "15     \u00a9 ucles 2020 0610/12/f/m/20  blank page",
            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyright  acknowledgements booklet. this is produced  for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/12/f/m/20  blank page  "
        },
        "0610_m20_qp_22.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 03_0610_22/6rp   \u00a9 ucles 2020   [turn ove r   *9085780919*cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  february/march 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/22/f/m/20  1 which characteristic do all living organisms show?  a breathing  b excretion  c photosynthesis  d tropism      2 using the binomial naming system, the arctic fox is called vulpes lagopus .    which row is correct?     vulpes lagopus  a genus kingdom  b genus species  c species genus  d species kingdom     3 what is a characteristic of both insects and arachnids?  a eight legs  b exoskeleton  c three pairs of legs  d wings      4 what structures can be found in both plant and animal cells?  a cell walls and cell membranes  b nuclei and cell walls  c cytoplasm and chloroplasts  d cell membranes and nuclei     ",
            "3": "3     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  5 the actual thickness of the leaf shown in the diagram is 2000  \u00b5m, but its thickness in the diagram  is 50  mm.        what is the magnification of the diagram?  a \u00d70.025 b \u00d725 c \u00d7100 d \u00d7100  000      6 what is the function of a root hair cell?  a absorption  b photosynthesis  c reproduction  d support     7 which row describes osmosis?     movement  of water energy from  respiration  used movement through a  partially permeable  membrane   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016= yes  c \u001a \u0016 \u001a \u001a= no  d \u001a \u001a \u0016      ",
            "4": "4  \u00a9 ucles 2020 0610/22/f/m/20  8 a student made the following statements about the movement of ions by active transport.    1 it is the net movement of particles from a low concentration to a high concentration.  2 it is the net movement of particles from a high concentration to a low concentration.  3 it requires the use of energy from respiration.  4 it can only take place in living cells.    which statements are correct?  a 1, 3 and 4 b 1 and 4 only c 2 and 4 only d 2 only   9 a test was performed on a food substance. a positive result was shown by a colour change to  blue-black.    what solution was used for the test?  a biuret solution  b dcpip solution  c iodine solution  d benedict\u2019s solution      10 the diagram shows an experiment on the digest ion of the protein in egg albumen by protease.    the protease was taken from a human stomach.    in which test-tube will the protein be digested most quickly?    a b c d egg albumen + proteaseegg albumen + dilute hydrochloric acidegg albumen + dilute hydrochloric acid + proteaseegg albumen + dilute hydrochloric acid + boiled proteasewater-bath at 37  \u00b0c      ",
            "5": "5     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  11 the diagram represents enzyme action.    + w+ y x    what are parts w, x and y in this chemical reaction?     enzyme product  substrate  a w x y  b x w y  c x y w  d y w x      12 a student drew a diagram to show the substances used and produced in photosynthesis in a leaf.    1 + 2 are used by the leaf 3 + 4 are produced by the leaf    which row shows the correct labels for the diagram?     1 2 3 4  a carbon dioxide glucose oxygen water  b water carbon dioxide glucose oxygen  c oxygen water carbon dioxide glucose  d glucose oxygen water carbon dioxide     ",
            "6": "6  \u00a9 ucles 2020 0610/22/f/m/20  13 the diagram shows a type of plant cell.    cytoplasm nucleusvacuole chloroplast     in which tissue is this cell found?  a leaf epidermis  b palisade mesophyll  c root epidermis  d xylem     14 the list shows some human health problems.    1 chronic obstructive pulmonary disease  2 constipation 3 coronary heart disease  4 obesity    which problems can be caused by malnutrition?  a 1, 2 and 3 b 1 and 3 only c 2, 3 and 4 d 2 and 4 only    15 cholera infection can cause the following events:    1 cells lining the small intestine secrete chloride ions  2 cholera bacteria produce a toxin 3 chloride ions move into the small intestine 4 water from the blood moves into the small intestine by osmosis 5 water potential of fluid in the small intestine becomes lower.    which sequence of events will cause diarrhoea?  a 1  \u2192  3  \u2192  2  \u2192  4  \u2192  5  b 2  \u2192  1  \u2192  3  \u2192  5  \u2192  4  c 3  \u2192  1  \u2192  4  \u2192  5  \u2192  2  d 2  \u2192  3  \u2192  1  \u2192  4  \u2192  5    ",
            "7": "7     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  16 which food group is chemically digested in the mouth, passes through the stomach and  continues to be broken down by chemical digestion in the small intestine?  a carbohydrates  b mineral salts  c proteins  d vitamins     17 when stems with white flowers are cut and placed in a blue stain the petals turn blue.    which tissue in the stem does the stain travel through to reach the petals?  a epidermis  b mesophyll  c phloem  d xylem     18 which process releases water vapour into the atmosphere from the leaves of trees?  a active transport  b osmosis  c respiration  d transpiration    19 mammals have a double circulation.    which shows the correct sequence for the movement of blood in a mammal?  a body \u2192 heart \u2192 lungs \u2192 heart  b body \u2192 lungs \u2192 body \u2192 heart  c heart \u2192 lungs \u2192 body \u2192 heart  d heart \u2192 body \u2192 lungs \u2192 heart    ",
            "8": "8  \u00a9 ucles 2020 0610/22/f/m/20  20 the diagram shows a section through a blood vessel.    p q     which type of blood vessel is shown, and in which direction does the blood flow?     type  of vessel direction  of flow  a artery p to q  b artery q to p  c vein p to q  d vein q to p      21 the antibodies that give immunity to a disease can be acquired in the following different ways.    1 feeding on breast milk  2 infection by disease  3 vaccination    which give active immunity?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     22 during physical activity, what stimulates the brain to increase the breathing rate?  a decreased oxygen concentration in the blood  b decreased oxygen concentration in the lungs  c increased carbon dioxide concentration in the blood  d increased carbon dioxide concentration in the lungs    ",
            "9": "9     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  23 the table shows some of the changes that occur during breathing.     from contracted  to relaxed from relaxed  to contracted  diaphragm p x  external intercostal muscles q y  internal intercostal muscles r z    which changes occur to cause inspiration?  a p, q and z b x, q and r c x, y and r d x, y and z    24 how many molecules of ethanol are released from the anaerobic respiration of one molecule of  glucose?  a 1 b 2 c 4 d 6      25 the diagram shows a kidney and its blood vessels.    artery vein ureter     in a healthy person, which structure(s) transport glucose?  a artery only  b artery and ureter  c artery and vein  d ureter and vein     ",
            "10": "10  \u00a9 ucles 2020 0610/22/f/m/20  26 the diagram shows a synapse.    where are vesicles containing neurotransmitter molecules found?    ab c dsynaptic gap direction of impulse     27 which row shows the state of the ciliary muscles and suspensory ligaments, when the eye is  focusing on a near object?     ciliary  muscles suspensory  ligaments  a contracted slack  b contracted tense  c relaxed slack  d relaxed tense      28 the diagram shows a shoot growing towards light.    light     which statement about the role of auxin in phototropism is correct?  a auxin will move to the dark side of the shoot and cause cells to elongate.  b auxin will move to the dark side of the shoot and prevent cells from elongating.  c auxin will move to the light side of the shoot and cause cells to elongate.  d auxin will move to the light side of the shoot and prevent cells from elongating.     ",
            "11": "11     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  29 bacteria such as mrsa are resistant to several different antibiotics. some suggested actions for  reducing the development of antibiotic resistance in bacteria are listed.    1 only use antibiotics when necessary.  2 only use antibiotics on resistant bacteria.  3 do not use antibiotics to treat viral infections.    which of the suggested actions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     30 the diagram shows a sperm cell.    which part contains mitochondria to release energy for movement?    a c bd       31 what is a correct statement about lymphocytes?  a lymphocytes engulf pathogens.  b lymphocyte numbers can be reduced when a person is infected with hiv.  c lymphocytes produce antigens.  d lymphocytes transport oxygen to different parts of the body.    32 the statements describe how a protein is made.    1 mrna passes through a ribosome.  2 mrna molecules carry a copy of the gene to the cytoplasm. 3 the gene coding for the protein is copied in the nucleus. 4 ribosomes assemble amino acids into proteins.    what is the order of statements that correctly describes how a protein is made?  a 2  \u2192  1  \u2192  3  \u2192  4  b 2  \u2192  3  \u2192  4  \u2192  1  c 3  \u2192  1  \u2192  2  \u2192  4  d 3  \u2192  2  \u2192  1  \u2192  4   ",
            "12": "12  \u00a9 ucles 2020 0610/22/f/m/20  33 which row shows the features of stem cells?     type of cell type of cell  division involved  a specialised meiosis  b specialised mitosis  c unspecialised meiosis  d unspecialised mitosis      34 which statement is a correct description of the role of meiosis?  a to create genetically identical daughter cells  b to halve the chromosome number in the daughter cells  c to create diploid daughter cells  d to maintain the chromosome number in the daughter cells      35 the photomicrograph shows some red blood cells.    sickle-shaped red blood cell     what are the possible genotype combinations of this person?  a hbshba  or  hbshbs  b hbshba  or  hbahba  c hbahba only  d hbshbs  or  hbahba     ",
            "13": "13     \u00a9 ucles 2020 0610/22/f/m/20 [turn over  36 the events listed may happen in a population.    1 better adapted organisms survive.  2 mutation results in variation.  3 survivors pass on their alleles to the next generation.  4 there is a struggle for survival.    which sequence may lead to evolution in the population?  a 1  \u2192  2  \u2192  3  \u2192  4  b 2  \u2192  4  \u2192  1  \u2192  3  c 3  \u2192  2  \u2192  4  \u2192  1  d 4  \u2192  1  \u2192  2  \u2192  3     37 which row describes how energy flows through a biological system?     type of energy  entering a  biological system transferred  between  organisms in a  biological system transferred from a  biological system  to the environment  a chemical heat light  b heat chemical heat  c light chemical heat  d light heat chemical      38 the diagram shows a food chain.    grass  \u2192  mouse  \u2192  owl    which terms describe the position of the owl in this food chain?     consumer trophic level  a secondary second  b secondary third  c tertiary second  d tertiary third     ",
            "14": "14  \u00a9 ucles 2020 0610/22/f/m/20  39 which method is used to produce lactose-free milk?  a filtering milk to remove lactose  b heating milk to break down lactose  c using lactase to break down lactose  d using lipase to denature lactose      40 the diagram shows the positions of four farms and the concentrations of nitrate at different points  in a river.    which farm is likely to have been using too much fertiliser on its land?    farm a farm bfarm dfarm c 60 40 20 0nitrate concentration/  ppmdirection of flow direction of flow      ",
            "15": "15     \u00a9 ucles 2020 0610/22/f/m/20  blank page",
            "16": "16    permission to reproduce items where third-party owned material pr otected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyright  acknowledgements booklet. this is produced  for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/22/f/m/20  blank page  "
        },
        "0610_m20_qp_32.pdf": {
            "1": "cambridge igcse\u2122*8670198522* dc (pq/sw) 182437/3 \u00a9 ucles 2020  [turn overthis document has 20 pages. blank pages are indicated.biology  0610/32 paper 3 theory (core)  february/march  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/32/f/m/20 \u00a9 ucles 2020 1 (a) fig. 1.1 shows six species of reptiles. ba d c f e fig. 1.1",
            "3": "3 0610/32/f/m/20 \u00a9 ucles 2020 [turn over   (i) use the key to identify each species.  write the letter of each species ( a\u2013f) in the correct  empty box beside the key.  key: 1 (a)organism has a shell (hard covering on  its back)go to 2 (b) organism does not have a shell go to 3 2 (a) organism has flat limbs (flippers) caretta caretta (b) organism has legs and feet chelonoidis nigra 3 (a) organism has limbs go to 4 (b) organism has a long body and no limbs crotalus viridis 4 (a) organism has ridges on its back go to 5 (b) organism has no ridges on its back varanus bengalensis 5 (a) organism has a coiled tail chamaeleo calyptratus (b) organism has a straight tail alligator mississippiensis  [5]   (ii) define the term species.  ...  ...  ...  ...  .  [2]  (b) the binomial system of naming organisms tells us the species and the genus of the organism.   state the genus name for chamaeleo calyptratus .  .  [1]",
            "4": "4 0610/32/f/m/20 \u00a9 ucles 2020  (c) table 1.1 shows some features of animals.   place ticks ( \u2713) next to two features of most reptiles. table 1.1 compound eyes fertilisation is internal  wings lay eggs moist skin  [2]  (d) state two features of cells that are shared by all living organisms. 1   2    [2]  [total: 12]",
            "5": "5 0610/32/f/m/20 \u00a9 ucles 2020 [turn over blank page",
            "6": "6 0610/32/f/m/20 \u00a9 ucles 2020 2 (a) a class of students measured their breathing rates during different activities.   average breathing rates for the class were calculated.   student a compared her own breathing rates to the average breathing rates of the class.    fig. 2.1 shows the results. 0resting walking type of activitybreathing rate  / breaths per minute running510152025 student akey: class average fig. 2.1   (i) compare student a\u2019s results with the class averages.  ...  ...  ...  ...  .  [2]   (ii) calculate the percentage increase in breathing rate between resting and running for  student a.    give your answer to the nearest whole number.   . %  [2]  (b) state two ways in which the composition of inspired air differs from expired air.   1   2    [2]",
            "7": "7 0610/32/f/m/20 \u00a9 ucles 2020 [turn over  (c) fig. 2.2 is a diagram of the human gas exchange system. ... . ... fig. 2.2   complete fig. 2.2 by labelling these structures in the spaces provided: \u2022 alveoli \u2022 bronchus \u2022 bronchiole \u2022 diaphragm \u2022 trachea.  [3]  (d) a large surface area is a feature of gas exchange surfaces.   state two other  features of gas exchange surfaces.   1   2    [2]  [total: 11]",
            "8": "8 0610/32/f/m/20 \u00a9 ucles 2020 3 (a) the length of hair in cats is controlled by a single gene. \u2022 the allele for short hair is dominant \u2013 h \u2022 the allele for long hair is recessive \u2013 h   fig. 3.1 is a photograph of two cats.        cat a  cat b fig. 3.1   (i) table 3.1 shows some of the genetic and physical features of the cats in fig. 3.1.    complete table 3.1. table 3.1 cat a cat b phenotype long hair .. genotype .. hh or   [3]   (ii) state the genotype of a pure-breeding short-haired cat.  .  [1]",
            "9": "9 0610/32/f/m/20 \u00a9 ucles 2020 [turn over   (iii) two cats with the genotypes hh and hh were bred together.    predict the percentage of offspring that are heterozygous.   ... % [1]  (b) the statements describe features of continuous or discontinuous variation.   identify the type of variation each statement describes.   write the letter c for continuous variation or d for discontinuous variation in the spaces  provided.      height is an example of this type of variation.  ..   there are no intermediate phenotypes with this type of variation.  ..   this type of variation results in a limited number of phenotypes.  ..  [2]  (c) a student wrote a definition of variation as: \u2018the similarities between individuals of the same kingdom\u2019.   identify the two incorrect words in the student\u2019s definition.   1   2    [2]  [total: 9]",
            "10": "10 0610/32/f/m/20 \u00a9 ucles 2020 4 (a)  a study estimated the percentage effectiveness of different types of birth control.   table 4.1 shows examples of four different categories of birth control:   \u2022 barrier \u2022 chemical \u2022 natural \u2022 surgical. table 4.1 example of birth control category percentage effectiveness abstinence 100 contraceptive injection 94\u201399 femidom 79\u201395 ius chemical 99 vasectomy 100   (i) complete table 4.1 to show the different categories of each example of birth control.    one has been done for you.  [4]   (ii) state the  two most effective examples of birth control from table 4.1.  .  [1]     (iii) state two examples of birth control from table 4.1 that prevent the spread of sexually  transmitted infections (stis).   1   2    [2]",
            "11": "11 0610/32/f/m/20 \u00a9 ucles 2020 [turn over  (b) complete the sentences about stis using words from the list.   each word can be used once, more than once or not at all.  aids       bacteria       blood       food  infection       ingesting       injecting  pregnancy       sexually       variation       virus   ...  transmitted infections are transmitted via body fluids.   human immunodeficiency ...   is an example of an sti.     hiv can be transmitted through transfusions of contaminated ...     and by ...  drugs.   hiv infection may eventually lead to ...  .  [5]    [total: 12]",
            "12": "12 0610/32/f/m/20 \u00a9 ucles 2020 5 (a) fig. 5.1 is a photograph of a giant panda. fig. 5.1   state the name of the vertebrate group that giant pandas belong to.  .  [1]    (b) giant pandas live in mountainous regions in central china.   researchers estimated the numbers of giant pandas in these areas over several years.   the results are shown in fig. 5.2. 01977 1988 yearestimated number of giant pandas 2003 20145001000150020002500 fig. 5.2",
            "13": "13 0610/32/f/m/20 \u00a9 ucles 2020 [turn over   the population of giant pandas was at its lowest in 1988.   (i) state the estimated number of giant pandas in 1988.  .  [1]   (ii) calculate the change in population size of giant pandas between 1977 and 2014.   ..  [1]  (c) in 1988 the population size became so low that giant pandas were considered an endangered  species.   suggest reasons why species such as the giant panda become endangered.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) giant pandas are no longer endangered due to successful conservation programmes.   suggest how conservation programmes have helped to increase numbers of giant pandas.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
            "14": "14 0610/32/f/m/20 \u00a9 ucles 2020 6 (a) complete the definition of the term transpiration.   transpiration is the loss of water vapour from plant leaves by ...   of water at the surfaces of the ...  cells followed by diffusion of  water vapour through the ...  .  [3]  (b) fig. 6.1 is a graph showing how temperature affects water loss in a plant with many leaves. water loss temperature fig. 6.1   (i) half of the leaves were removed from the plant.    predict the effect on water loss in this plant and sketch a line on fig. 6.1 to show your  prediction.  [2]   (ii) describe the effect of humidity on the rate of transpiration.  ...  ...  .  [1]",
            "15": "15 0610/32/f/m/20 \u00a9 ucles 2020 [turn over  (c) water is an important substance for plants.   (i) describe two uses of water in plants. 1   2    [2]   (ii) state the name of the vessels that transport water in plants.  .  [1]     (iii)  state the name of the cells where water enters a plant.  .  [1]  [total: 10]",
            "16": "16 0610/32/f/m/20 \u00a9 ucles 2020 7 (a) fig. 7.1 is a diagram of the alimentary canal and associated organs. a b c d e fig. 7.1 ",
            "17": "17 0610/32/f/m/20 \u00a9 ucles 2020 [turn over   the boxes on the left show the letters on fig. 7.1.   the boxes in the middle show some of the names of the parts in fig. 7.1.   the boxes on the right show the functions of the parts.   draw lines to link each part with its correct letter and function. letter on  fig. 7.1name of  the part function a anus contains hydrochloric acid to kill bacteria b mouth production of amylase, protease and lipase c pancreas production of saliva dsalivary  glandssite of egestion e stomach site of ingestion  [6]  (b) the anus is part of the large intestine.   state the names of two other  parts of the large intestine. 1   2    [2]  (c) state where mechanical digestion occurs in the alimentary canal.  .  [1]",
            "18": "18 0610/32/f/m/20 \u00a9 ucles 2020  (d) protein and fats are two of the components of a balanced diet.   state the names of three  other components of a balanced diet. 1   2   3    [3]  [total: 12]",
            "19": "19 0610/32/f/m/20 \u00a9 ucles 2020 8 (a)  the box on the left contains the phrase \u2018intensive livestock farming\u2019.   the boxes on the right contain some sentence endings.   draw two lines from the box on the left to make  two correct sentences.  conditions increase the risk of the spread of disease. enables natural selection to take place. intensive livestock farming involves keeping livestock in their natural environment. results in lots of animal waste which can pollute water.  [1]  (b) intensive farming produces large volumes of greenhouse gases.   (i) state  two greenhouses gases produced by intensive farming. 1   2    [2]   (ii) state one effect of the pollution caused by greenhouse gases.  .  [1]  [total: 4]",
            "20": "20 0610/32/f/m/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_m20_qp_42.pdf": {
            "1": "cambridge igcse\u2122biology  0610/42 paper 4 theory (extended)  february/march  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (jc/ct) 180480/4 \u00a9 ucles 2020  [turn overthis document has 20 pages. blank pages are indicated. *3076168250*",
            "2": "2 0610/42/f/m/20 \u00a9 ucles 2020 1 (a) fig. 1.1 is a diagram of the human gas exchange system. ab c fig. 1.1   (i) identify the structures labelled a, b and c in fig. 1.1. a   b   c    [3]   (ii) explain how the structures in the gas exchange system cause inspiration.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "3": "3 0610/42/f/m/20 \u00a9 ucles 2020 [turn over  (b) a person who does not smoke can be exposed to tobacco smoke from other people smoking.    researchers studied the effect of exposure to tobacco smoke on the development of lung  cancer in three groups of women who did not smoke: \u2022 group 1 \u2013 no exposure to tobacco smoke \u2022 group 2 \u2013 low level exposure to tobacco smoke \u2022 group 3 \u2013 high level exposure to tobacco smoke.    their results are shown in table 1.1. table 1.1 groupnumber of women studiednumber of women  who died from  lung cancerpercentage of  women who died  from lung cancer 1 21 895 32 0.15 2 44 184 86 3 25 461 56 0.22   (i) calculate the percentage of women in group 2 who died from lung cancer.    write your answer, to two significant figures, in table 1.1.  [2]   (ii) many countries have laws that ban smoking in public buildings.    discuss the evidence from table 1.1 that supports these laws.  ...  ...  ...  ...  ...  ...  .  [3]",
            "4": "4 0610/42/f/m/20 \u00a9 ucles 2020   (iii) smoking has been found to increase the risk of developing diseases other than cancer.    state two other diseases that can be caused by smoking. 1   2     [2]  [total: 14]",
            "5": "5 0610/42/f/m/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 shows the transfer of materials between blood and tissues. arteriolelymphatic vessel venule key: flow of blood transfer of materialsfluid a fluid b fig. 2.1   (i) complete table 2.1 by: \u2022 stating the names of the fluids \u2022 writing yes if the fluid contains red blood cells or no if the fluid does not contain  red blood cells. table 2.1 letter on  fig. 2.1name of the fluidcontains red  blood cells a b  [2]   (ii) state the name of the process by which oxygen is transferred from fluid b to the cells.  .  [1]   (iii) explain why cells need oxygen.  ...  ...  ...  ...  .  [2]",
            "6": "6 0610/42/f/m/20 \u00a9 ucles 2020  (b) describe the functions of arterioles in the skin.  ...  ...  ...  ...  ...  ...  .  [3]  (c) describe the functions of lymph nodes in the lymphatic system.  ...  ...  ...  ...  .  [2]  (d) lacteals are part of the lymphatic system.   (i) state where in the body lacteals are found.  .  [1]   (ii) describe the role of lacteals.  ...  ...  .  [1]  [total: 12]",
            "7": "7 0610/42/f/m/20 \u00a9 ucles 2020 [turn over 3 (a) one of the characteristics of living organisms is sensitivity.   define the term sensitivity.  ...  ...  ...  ...  .  [2]  (b) state the names of two sense organs. 1   2    [1]",
            "8": "8 0610/42/f/m/20 \u00a9 ucles 2020  (c) scientists investigated the effect of adrenaline on blood glucose concentration in rats.    the rats were put into two groups: \u2022 group a was given an injection of adrenaline \u2022 group b was given an injection that did not contain adrenaline.   the blood glucose concentrations of the rats in both groups were monitored for three hours  after the injections.   the rats did not eat for 12 hours before the investigation or while they were being monitored.   the results are shown in fig. 3.1.  3.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.54.04.55.0 blood glucose concentration / mmol per dm3 monitoring time  / hours key: group a (adrenaline) group b (no adrenaline)time of injection fig. 3.1",
            "9": "9 0610/42/f/m/20 \u00a9 ucles 2020 [turn over   (i) suggest why group b was given an injection that did not contain adrenaline.  ...  ...  ...  ...  .  [2]   (ii) describe and explain the results shown in fig. 3.1 for group a.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (d) another group of rats was given an injection that did not contain adrenaline.   these rats were given food after 2 hours of monitoring.    predict the changes to blood glucose concentration in this group of rats.   sketch a line to show your prediction on the graph in fig. 3.1.  [2]  (e) describe two effects of adrenaline on the body, other  than a change in blood glucose  concentration. 1   2    [2]  [total: 14]",
            "10": "10 0610/42/f/m/20 \u00a9 ucles 2020 4 (a) describe the similarities and differences between marasmus and kwashiorkor. similarities  .  ...  ...  ...  ... differences    ...  ...  ...  ...  [4]  (b) researchers at a hospital recorded the total number of children admitted to the hospital  between 1984 and 2002.   a common reason for children being admitted to this hospital was severe diarrhoea.   table 4.1 shows this information.  table 4.1 yeartotal number of  children admitted to  the hospital 1984 1386 1986 1604 1988 1955 1990 2054 1992 1726 1994 1143 1996 1422 1998 1419 2000 1580 2002 1161",
            "11": "11 0610/42/f/m/20 \u00a9 ucles 2020 [turn over   (i) calculate the percentage decrease in the total number of children admitted to the hospital  between 1998 and 2002.    give your answer to the nearest whole number.    space for working.     %  [3]   (ii) health workers in the communities near the hospital were trained in the prevention and  treatment of diarrhoea. this affected the total number of children being admitted to the  hospital.    suggest the year in which the training took place.    give a reason for your answer. year  ... reason  ...  ...  ...  [2]   (iii) the health workers provided advice to the community on ways of preventing the spread  of the pathogens that cause diarrhoea.     suggest the advice that was given to the community.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
            "12": "12 0610/42/f/m/20 \u00a9 ucles 2020 5 (a) mitosis is a type of nuclear division.   fig. 5.1 is a series of photomicrographs showing a cell dividing by mitosis. before mitosis 0 minutes 34 minutes 40 minutes 45 minutes 55 minutes fig. 5.1   (i)  state the change that has occurred to the mass of dna immediately before mitosis in  fig. 5.1.  .  [1]   (ii) estimate the time when the chromosomes shown in fig. 5.1 begin to separate.  .  [1]",
            "13": "13 0610/42/f/m/20 \u00a9 ucles 2020 [turn over  (b) meiosis is another type of nuclear division.    describe how the nuclei in cells produced by meiosis differ from the nuclei in cells produced  by mitosis.  ...  ...  ...  ...  ...  ...  .  [3]  (c) stem cells divide by mitosis during the growth of an embryo.   describe the role of stem cells in the growth of an embryo.  ...  ...  ...  ...  .  [2]",
            "14": "14 0610/42/f/m/20 \u00a9 ucles 2020  (d) an embryo develops into a fetus.   outline the processes of labour and birth.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 13]  ",
            "15": "15 0610/42/f/m/20 \u00a9 ucles 2020 [turn over 6 (a) atlantic cod, gadhus morhua,  is a type of fish that is an important resource for commercial  fishing.    fig. 6.1 shows the estimated mass of atlantic cod over 40 years. 19700123456789 1975 1980 1985 year1990 1995 2000 2005 2010mass of atlantic cod / million tonnes fig. 6.1   (i) in 1970, the mass of atlantic cod was 8  000 000 tonnes.    state one year when the mass of atlantic cod was half this value.  .  [1]   (ii) state the years when there was a continuous increase in the mass of atlantic cod for at  least five years.  .  [1]   (iii) suggest reasons for the trend shown between 1990 and 1995.  ...  ...  ...  ...  ...  ...  .  [3] ",
            "16": "16 0610/42/f/m/20 \u00a9 ucles 2020   (iv) explain how fish stocks can be conserved by restocking.  ...  ...  ...  ...  ...  ...  .  [3]  (b) fish have adaptive features that enable them to live successfully in their environment.   fig. 6.2 is a photograph of a great white shark, carcharodon carcharias .    great white sharks are efficient predators and have very good eyesight to see in poor light  conditions underwater. fig. 6.2",
            "17": "17 0610/42/f/m/20 \u00a9 ucles 2020   (i) describe two features, other than eyesight, visible in fig. 6.2 that suggest that great  white sharks are efficient predators. 1   2    [2]   (ii) describe how the ancestors of the great white shark developed adaptive features such  as good eyesight.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 15]",
            "18": "18 0610/42/f/m/20 \u00a9 ucles 2020 blank page",
            "19": "19 0610/42/f/m/20 \u00a9 ucles 2020 blank page",
            "20": "20 0610/42/f/m/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_m20_qp_52.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (jc/ct) 184730/2 \u00a9 ucles 2020  [turn over *9851497315* biology  0610/52 paper 5 practical test  february/march  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/f/m/20 \u00a9 ucles 2020 1 (a) beetroot is the large fleshy root of a beet plant. the cells of beetroot contain a coloured  pigment. this pigment may leak from the cells if the cell membranes are damaged.   you are going to investigate the effect of temperature on the leakage of pigment from beetroot  cells.   read all the instructions but do not carry them out until you have drawn a table  for your results in the space provided in 1(a)(i).   you should wear the gloves and eye protection provided during the practical work.  step 1  you are provided with two beetroot cylinders. place each of these onto the white tile  and use the scalpel to cut both cylinders to 3  cm in length.  step 2  label one test-tube c and the other test-tube h. place the test-tubes in the test-tube  rack.  step 3  put one beetroot cylinder into test-tube c.  step 4  pour sufficient cold water into test-tube c so that the water level is just above the  beetroot cylinder.  step 5  raise your hand when you are ready for hot water to be put into the beaker labelled  hot water .   step 6  put one beetroot cylinder into test-tube h.  step 7  pour sufficient hot water into test-tube h so that the water level is just above the  beetroot cylinder.  step 8  measure the temperature of the water in test-tube c and in test-tube h. record  these temperatures in your table in 1(a)(i) .  step 9  place a stopper in each test-tube.  step 10  start the stop-clock. leave the test-tubes for 10 minutes.  continue with the rest of the questions while you are waiting.  step 11  after 10 minutes shake both test-tubes for 5 seconds.  step 12  remove the stopper from test-tube c. pour the contents of test-tube c into an empty  beaker. use the forceps to remove the beetroot cylinder and place it on the white  tile.  step 13  pour the liquid in the beaker back into test-tube c.  step 14  repeat steps 12 and 13 using test-tube h.  step 15  observe the colour of the liquid in test-tube c and test-tube h. record your  observations in your table in 1(a)(i) .",
            "3": "3 0610/52/f/m/20 \u00a9 ucles 2020 [turn over   (i) prepare a table to record your results.  [4]   (ii)  state a conclusion for these results.  ...  ...  .  [1]   (iii) in step 1 you were instructed to cut the beetroot cylinders to the same length.     suggest why this was necessary.  ...  ...  .  [1]   (iv) identify one possible source of error in step 4 and step 7.     suggest a piece of apparatus that could be used to reduce this error.  error  ...  ... apparatus  ...  ...  [2]",
            "4": "4 0610/52/f/m/20 \u00a9 ucles 2020   (v) suggest the purpose of step 11.  ...  ...  .  [1]  (b) a student repeated the investigation in 1(a) at five different temperatures. they carried out  three trials at each temperature.   the student measured the percentage of light that passed through the liquids in the test -tubes.   the coloured pigment reduces the percentage of light that can pass through the liquid. the  higher the pigment concentration the less light passes through the liquid.   the student\u2019s results are shown in table 1.1. table 1.1 temperature  / \u00b0cpercentage of light that passes through the liquid trial 1 trial 2 trial 3 average 10 100 99 98 99 20  94 48 96 95 40  80 77 77 78 60  26 30 31 29 90   1  2  0  1   (i) state the variable that was changed (independent variable) in the investigation described  in 1(b).  .  [1]   (ii) suggest two ways in which the method described in 1(b) is an improvement on the  method that you used in 1(a). 1    ... 2    ...   [2]",
            "5": "5 0610/52/f/m/20 \u00a9 ucles 2020 [turn over   (iii)  the student decided that the result for trial 2 at 20  \u00b0c was anomalous.    state what is meant by an anomalous result.  ...  ...  .  [1]   (iv) state how the student dealt with the anomalous result when calculating the average  value for 20  \u00b0c.  ...  ...  .  [1]   (v) plot a line graph on the grid of the temperature against the average percentage of light  that passes through the liquid using the data in table 1.1.  [4]   (vi)  estimate the percentage of light passing through the liquid at 50  \u00b0c.     show on your graph how you obtained your estimate.   . %   [2]  [total: 20]",
            "6": "6 0610/52/f/m/20 \u00a9 ucles 2020 2 fig. 2.1 is a photograph of a leaf from a beet plant. magnification \u00d71.2p q fig. 2.1  (a) (i) make a large drawing of the leaf shown in fig.  2.1.  [4]",
            "7": "7 0610/52/f/m/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of the line pq on fig. 2.1. include the unit.     length of line pq     calculate the actual length of the leaf using the formula and your measurement. magnification = length of line pq actual length of the leaf    give your answer to the nearest whole number and include the unit.    space for working.     [3]",
            "8": "8 0610/52/f/m/20 \u00a9 ucles 2020  (b) some athletes drink beetroot juice because they think it improves their performance.   scientists investigated the effect of drinking 100  cm3 of beetroot juice on the length of time  that athletes were able to run at their fastest pace before stopping due to exhaustion.   the results of the investigation are shown in fig. 2.2. 400 control groupbeetroot group450500550600 average time athletes were able to run  / s fig. 2.2   (i) explain why a control group was used in this investigation.  ...  ...  .  [1]   (ii) suggest a suitable control experiment for this investigation.  ...  ...  .  [1]",
            "9": "9 0610/52/f/m/20 \u00a9 ucles 2020 [turn over   (iii) calculate the percentage increase in the average time athletes were able to run for the  beetroot group compared to the control group.    give your answer to one decimal place.    space for working.   . %  [2]  (c) an athlete suggested the hypothesis:   \u2018drinking a greater volume of beetroot juice would increase the length of time that  athletes are able to run.\u2019   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "10": "10 0610/52/f/m/20 \u00a9 ucles 2020  (d) athletes often consume energy drinks.   describe how you could test a sample of an energy drink to determine if reducing sugars are  present.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 20]",
            "11": "11 0610/52/f/m/20 \u00a9 ucles 2020 blank page",
            "12": "12 0610/52/f/m/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_m20_qp_62.pdf": {
            "1": "cambridge igcse\u2122dc (jc/ct) 184715/4 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *6356770420* biology  0610/62 paper 6 alternative to practical  february/march  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/62/f/m/20 \u00a9 ucles 2020 1 (a) beetroot is the large fleshy root of a beet plant. the cells of beetroot contain a coloured  pigment. this pigment may leak from the cells if the cell membranes are damaged.   a student investigated the effect of temperature on the leakage of pigment from beetroot  cells.  step 1  cylinders of varying length were cut from a beetroot. the student was provided with  two of the beetroot cylinders. the student cut both cylinders to 3  cm in length.  step 2  the student labelled one test-tube c and another test-tube h.   step 3  the student put some cold water into test-tube c and some hot water into  test-tube h.   step 4  the student measured the temperature of the water in test-tube c and in test -tube h.  sections of the thermometers are shown in fig. 1.1. 80 70 60 50 40 30 20 thermometer in hot water80 70 60 50 40 30 20 thermometer in cold water fig. 1.1  step 5  the student put one beetroot cylinder into test-tube c and one beetroot cylinder into  test-tube h. a stopper was placed in each test-tube.   step 6  the student waited for 10 minutes.   step 7  after 10 minutes the student shook both test-tubes.   step 8  the student observed the colour of the liquid in both test-tubes.",
            "3": "3 0610/62/f/m/20 \u00a9 ucles 2020 [turn over   the student\u2019s observations are shown in fig. 1.2.  \u2014 test-tube c   light red \u2014 test-tube h   dark red fig. 1.2   (i) prepare a table to record the results shown in fig. 1.1 and fig. 1.2.  [3]   (ii) state a conclusion for these results.  ...  ...  .  [1]",
            "4": "4 0610/62/f/m/20 \u00a9 ucles 2020   (iii) in step 1 the two beetroot cylinders were cut to the same length.    suggest why this was necessary.  ...  ...  .  [1]   (iv) identify one possible source of error in step 3.    suggest a piece of apparatus that could be used to reduce this error.  error  ...  ... apparatus  ..  ...  [2]   (v) in step 7 the student shook the test-tubes. it was important that the shaking of both test- tubes was the same.    suggest two ways that this could be achieved.  1    ... 2    ...  [2]  ",
            "5": "5 0610/62/f/m/20 \u00a9 ucles 2020 [turn over blank page",
            "6": "6 0610/62/f/m/20 \u00a9 ucles 2020  (b) a student repeated the investigation in 1(a) at five different temperatures. they carried out  three trials at each temperature.   the student measured the percentage of light that passed through the liquids in the test -tubes.   the coloured pigment reduces the percentage of light that can pass through the liquid. the  higher the pigment concentration the less light passes through the liquid.   the student\u2019s results are shown in table 1.1. table 1.1 temperature  / \u00b0cpercentage of light that passes through the liquid trial 1 trial 2 trial 3 average 10 100 99 98 99 20  94 48 96 95 40  80 77 77 78 60  26 30 31 29 90   1  2  0  1   (i) state the variable that was changed (independent variable) in the investigation described  in 1(b).  .  [1]   (ii) suggest two ways in which the method described in 1(b) is an improvement to the  method used in 1(a). 1    ... 2    ...  [2]   (iii) the student decided that the result for trial 2 at 20  \u00b0c was anomalous.    state what is meant by an anomalous result.  ...  ...  .  [1]",
            "7": "7 0610/62/f/m/20 \u00a9 ucles 2020 [turn over   (iv) state how the student dealt with the anomalous result when calculating the average  value for 20  \u00b0c.  ...  ...  .  [1]   (v) plot a line graph on the grid of the temperature against the average percentage of light  that passes through the liquid using the data in table 1.1.  [4]   (vi) estimate the percentage of light passing through the liquid at 50  \u00b0c.     show on your graph how you obtained your estimate.   . %   [2]  [total: 20]",
            "8": "8 0610/62/f/m/20 \u00a9 ucles 2020 2 fig. 2.1 is a photograph of a leaf from a beet plant.  magnification \u00d71.2p q fig. 2.1  (a) (i) make a large drawing of the leaf shown in fig. 2.1.  [4]",
            "9": "9 0610/62/f/m/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of the line pq on fig. 2.1. include the unit.     length of line pq     calculate the actual length of the leaf using the formula and your measurement.  magnification = length of line pq actual length of the leaf    give your answer to the nearest whole number and include the unit.    space for working.     [3]",
            "10": "10 0610/62/f/m/20 \u00a9 ucles 2020  (b) some athletes drink beetroot juice because they think it improves their performance.    scientists investigated the effect of drinking 100  cm3 of beetroot juice on the length of time  that athletes were able to run at their fastest pace before stopping due to exhaustion.   the results of the investigation are shown in fig. 2.2. 400 control groupbeetroot group450500550600 average time athletes were able to run  / s fig. 2.2   (i) explain why a control group was used in this investigation.  ...  ...  .  [1]   (ii) suggest a suitable control experiment for this investigation.  ...  ...  .  [1]",
            "11": "11 0610/62/f/m/20 \u00a9 ucles 2020 [turn over   (iii) calculate the percentage increase in the average time athletes were able to run for the  beetroot group compared to the control group.    give your answer to one decimal place.    space for working.   . %  [2]  (c) an athlete suggested the hypothesis:   \u2018drinking a greater volume of beetroot juice would increase the length of time that  athletes are able to run.\u2019   plan an investigation to test this hypothesis.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "12": "12 0610/62/f/m/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (d) athletes often consume energy drinks.   describe how you could test a sample of an energy drink to determine if reducing sugars are  present.  ...  ...  ...  ...  ...  ...  .  [3]    [total: 20]"
        },
        "0610_s20_qp_11.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_11/3rp   \u00a9 ucles 2020   [turn ove r   *8035330532*cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/11/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus      3 an animal can swim, has a backbone and produces milk.    to which group does it belong?  a amphibians  b fish  c mammals  d reptiles     ",
            "3": "3     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  4 the diagram shows two guard cells.    which label shows the cell wall?    ab c d      5 what is the correct order to describe an increasing  level of organisation?  a cell \u2192 organ \u2192 tissue \u2192 organ system  b tissue \u2192 cell \u2192 organ \u2192 organ system  c organ \u2192 tissue \u2192 cell \u2192 organ system  d cell \u2192 tissue \u2192 organ \u2192 organ system      6 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d      ",
            "4": "4  \u00a9 ucles 2020 0610/11/m/j/20  7 the apparatus shown is used to demonstrate osmosis.    q pdialysis tubing acting as a partially permeablemembrane     the mass of the dialysis tubing and contents was 11.2  g at the start of the demonstration and  9.4  g at the end.    which solutions would cause this change in mass?     solution p solution q  a 5% salt solution 10% salt solution  b 10% salt solution 5% salt solution  c water 5% salt solution  d water 10% salt solution      8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution     9 what is the definition of an enzyme?  a a carbohydrate that acts as a catalyst  b a dna molecule that acts as a catalyst  c a fat that acts as a catalyst  d a protein that acts as a catalyst    ",
            "5": "5     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  10 four test-tubes are set up as shown.    which test-tube contains the least carbon dioxide after one hour?    abcd black polythene to keep out lightwater aquatic animal aquatic plantlight light light       11 which substance found in a healthy diet helps to prevent constipation?  a fat  b fibre  c minerals  d vitamins    12 the activity of amylase is measured in four parts of the alimentary canal.    which two parts have the most amylase activity?  a colon and duodenum  b colon and stomach  c mouth and duodenum  d stomach and mouth     13 after passing through the root hair cells of a plant, what is the next tissue through which water  passes?  a cortex  b epidermis  c mesophyll  d xylem     ",
            "6": "6  \u00a9 ucles 2020 0610/11/m/j/20  14 from which part of a leaf does most water evaporate during transpiration?  a the cuticle  b the guard cells  c the spongy mesophyll cells  d the xylem vessels      15 which blood vessel carries blood to the muscle of the heart?  a coronary artery  b pulmonary artery  c renal vein  d vena cava      16 the diagram shows a section through the heart and its blood vessels.    x     which row gives the vessel name and the direction of blood flow in vessel x?     vessel name direction of blood flow  a aorta towards the lungs  b pulmonary artery towards the lungs  c pulmonary artery away from the lungs  d vena cava away from the lungs     ",
            "7": "7     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  17 what is a chemical barrier to pathogens?  a nose hairs  b skin  c stomach acid  d white blood cells      18 what is the approximate percentage of oxygen contained in the air breathed out of the lungs?  a 0% b 4% c 16% d 20%    19 the diagram shows an experiment to investigate the respiration of yeast. oil prevents oxygen  entering the glucose and yeast suspension.    delivery tube limewaterbubble of gasthin layer of oil glucose andyeastsuspension     if no oxygen is present in the glucose and yeast suspension, what will occur?  a ethanol will be produced and the limewater will stay clear.  b ethanol will be produced and the limewater will go cloudy.  c lactic acid will be produced and the limewater will stay clear.  d lactic acid will be produced and the limewater will go cloudy.     20 what happens during respiration in germinating seeds?  a seed temperature decreases.  b carbon dioxide is taken up by the seeds.  c glucose is used up by the seeds.  d oxygen is given out by the seeds.    ",
            "8": "8  \u00a9 ucles 2020 0610/11/m/j/20  21 which row describes the urine produced by a person who is exercising on a hot day?     concentration   of urine volume of urine  a concentrated large  b concentrated small  c dilute large  d dilute small      22 what is the function of the optic nerve?  a to carry impulses from the brain to the retina  b to carry impulses from the retina to the brain  c to carry light from the brain to the retina  d to carry light from the retina to the brain      23 what causes the development of female secondary sexual characteristics?  a adrenaline production  b menstrual cycle starting  c oestrogen production  d ovulation occurring      24 the diagram shows a cross-section of the skin.    which part produces a substance which cools the skin when it evaporates?    a d b c      ",
            "9": "9     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  25 gravitropism and phototropism are names given to specific plant growth responses.    how do shoots and roots normally respond?     direction of growth of shoots direction of growth of roots  light gravity light gravity  a towards away away towards  b away towards towards away  c towards away towards away  d away towards away towards     26 which type of infection could be trea ted successfully with antibiotics?     infection caused by   bacteria resistant  bacteria viruses   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u001a \u0016       27 what takes place during fertilisation?  a one gamete produces one zygote.  b one gamete produces two zygotes.  c two gametes produce one zygote.  d two gametes produce two zygotes.      28 what is the transfer of pollen from an anther to a stigma called?  a fertilisation  b respiration  c meiosis  d pollination     ",
            "10": "10  \u00a9 ucles 2020 0610/11/m/j/20  29 what happens to the uterus lining during menstruation?  a breaks down  b new blood vessel growth  c implantation of embryo  d repair and  thickening      30 the diagram of the female reproductive system shows where different methods of birth control  can be used.    where would an iud be placed?    dab c       31 what is defined as a length of dna that codes for a protein?  a amino acid  b chromosome  c gene  d nucleus     32 when damaged tissues are repaired cells undergo division by  a meiosis to produce genetically identical cells.  b meiosis to produce genetically different cells.  c mitosis to produce genetically identical cells.  d mitosis to produce genetically different cells.    ",
            "11": "11     \u00a9 ucles 2020 0610/11/m/j/20 [turn over  33 pea plants produce either yellow or green seeds. yellow (y) is dominant to green (y).    what are the most likely phenotypes of the offspring of a cross between yy and yy plants?  a 50% yellow and 50% green  b 75% yellow and 25% green  c 100% yellow  d 100% green    34 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.    35 the diagram shows a simple food chain.    grass \u2192 gazelle \u2192 lion    the arrows show the energy flow through the food chain.    where does the grass obtain its energy?  a oxygen from air  b water  c minerals in soil  d the sun    ",
            "12": "12  \u00a9 ucles 2020 0610/11/m/j/20  36 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast    38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.     39 which is an example of an undesirable effect of deforestation?  a decreased carbon dioxide concentration in the atmosphere  b decreased soil erosion  c increased flooding  d the variety of organisms is maintained    ",
            "13": "13     \u00a9 ucles 2020 0610/11/m/j/20  40 wheat is often grown in large areas as a monoculture.    what is a negative environmental impact of this method of farming?  a the variety of species in the area is reduced.  b fewer types of pesticide are needed.  c larger harvests can be produced.  d specialist machinery can be used.    ",
            "14": "14  \u00a9 ucles 2020 0610/11/m/j/20  blank page",
            "15": "15     \u00a9 ucles 2020 0610/11/m/j/20  blank page",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/11/m/j/20  blank page  "
        },
        "0610_s20_qp_12.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_12/4rp   \u00a9 ucles 2020   [turn ove r   *4343563270*cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/12/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus     3 which list contains only arthropods?  a amphibians, insects, myriapods  b arachnids, crustaceans, myriapods  c crustaceans, insects, fish  d insects, myriapods, reptiles     ",
            "3": "3     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  4 the diagram shows a plant cell.    a biologist wants to find out the number of chromosomes it contains.    which labelled part should be examined more closely?    ab c d       5 what are leaves examples of?  a cells  b organs  c organ systems  d tissues     6 which diagram shows the appearance of a plant cell several minutes after it has been placed in a concentrated solution of sugar?    ab c d     ",
            "4": "4  \u00a9 ucles 2020 0610/12/m/j/20  7 uncooked pieces of potato of identical size were placed in different liquids for one hour and then  measured.    which liquid will cause a decrease in the size of the piece of potato?  a pure water  b sugar solution less concentrated than the potato cell contents  c sugar solution more concentrated than the potato cell contents  d sugar solution with the same concentration as the potato cell contents     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution    9 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar    which teeth are used for grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1    ",
            "5": "5     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  10 the diagram shows a plant cell.    in which part of the cell does photosynthesis occur?    a b c d      11 which substance found in a healthy diet helps to prevent constipation?  a fat  b fibre  c minerals  d vitamins     12 the graph shows the effect of ph on the activity of an enzyme.    enzyme activity 1 3 5 7 ph911     in which part of the alimentary canal would this enzyme be most  active?  a large intestine  b mouth  c small intestine  d stomach     ",
            "6": "6  \u00a9 ucles 2020 0610/12/m/j/20  13 after passing through the root hair cells of a plant, what is the next tissue through which water  passes?  a cortex  b epidermis  c mesophyll  d xylem      14 from which part of a leaf does most water evaporate during transpiration?  a the cuticle  b the guard cells  c the spongy mesophyll cells  d the xylem vessels      15 which blood vessel carries blood to the muscle of the heart?  a coronary artery  b pulmonary artery  c renal vein  d vena cava     ",
            "7": "7     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  16 the diagram shows the human heart and main blood vessels.    lungs rest of bodyx     what is the blood vessel labelled x?  a aorta  b pulmonary artery  c pulmonary vein  d vena cava      17 what is a chemical barrier to pathogens?  a nose hairs  b skin  c stomach acid  d white blood cells      18 what is the site of gas exchange in humans?  a nose  b alveoli  c bronchus  d trachea     ",
            "8": "8  \u00a9 ucles 2020 0610/12/m/j/20  19 the substances listed are associated with aerobic respiration.    1 carbon dioxide  2 glucose  3 oxygen  4 water    which substances are the products of aerobic respiration?  a 1 and 3 b 1 and 4 c 2 and 3 d 3 and 4      20 the diagram shows the breathing system.    1 2 3     what are the labelled structures?     1 2 3  a bronchus bronchiole trachea  b bronchiole bronchus trachea  c trachea bronchus bronchiole  d trachea diaphragm bronchus     ",
            "9": "9     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  21 the diagram shows the human excretory system.    which labelled structure is the ureter?    a b dc      22 which structure transfers information to the central nervous system?  a effector  b motor neurone  c relay neurone  d sensory neurone     23 examples of responses to hormones are listed.    1 increased breathing rate  2 increased pulse rate 3 growth of body hair 4 widened pupils    which responses are caused by the hormone adrenaline?  a 1, 2, 3 and 4  b 1, 2 and 4 only  c 2, 3 and 4 only  d 3 and 4 only     ",
            "10": "10  \u00a9 ucles 2020 0610/12/m/j/20  24 which part of the eye focuses light?  a cornea  b iris  c lens  d retina      25 the diagram shows a plant shoot growing towards the light.    light     which response is shown by the shoot of the plant?  a gravitropism  b photosynthesis  c phototropism  d reflex    26 which statement about antibiotic use in humans is correct?  a different types of antibiotic are used to remove antibodies from the body.  b antibiotics are injected in childhood to prevent diseases in adults.  c antibiotics are used to treat diseases caused by viruses.  d different types of antibiotic are used because bacteria can become resistant.     27 which conditions are always required for the germination of seeds?     condition    light oxygen suitable  temperature water   a \u0016 \u0016 \u001a \u0016 key  b \u0016 \u001a \u0016 \u001a \u0016 = required  c \u001a \u0016 \u001a \u0016 \u001a = not required  d \u001a \u0016 \u0016 \u0016      ",
            "11": "11     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  28 where do fertilisation and pollination occur in a flower?     fertilisation pollination  a carpel ovule  b ovary stigma  c stigma anther  d style carpel      29 when do the following stages occur in a typical human menstrual cycle?     bleeding ovulation  a days 13 \u2013 14 days 6 \u2013 25  b days 1 \u2013 4 days 27 \u2013 28  c days 6 \u2013 25 days 1 \u2013 4  d days 1 \u2013 4 days 13 \u2013 14     30 the graph shows the number of pregnancies in 4 groups of 100 women. each group used a  different method of contraception.    20 10 0 contraceptive pillintra-uterine device (iud)diaphragm monitoring body temperaturenumber of pregnancies     the method of contraception which is the most  effective is  a barrier.  b chemical.  c natural.  d surgical.    ",
            "12": "12  \u00a9 ucles 2020 0610/12/m/j/20  31 the photograph shows a tiger.        which visible adaptive feature makes the tiger a good predator?  a large teeth  b long whiskers  c small ears  d thick fur      32 which statement about the human sex chromosomes is correct?  a females have an x chromosome and a y chromosome.  b females have two y chromosomes.  c males and females have at least one x chromosome.  d males and females have at least one y chromosome.     ",
            "13": "13     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  33 the diagram shows the inheritance of height in pea plants.    tall parent plant tt tall offspring plant tttall offspring plant ttdwarf parent plant tt     which plants have a heterozygous genotype?  a both parent plants  b dwarf parent plant only  c both offspring plants  d tall parent plant only     34 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.      35 which is an example of a population?  a all the animals and plants living in a lake  b all the different herbivores in a forest  c all the mahogany trees growing in a forest  d all the species of animals in africa     ",
            "14": "14  \u00a9 ucles 2020 0610/12/m/j/20  36 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast    38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.    ",
            "15": "15     \u00a9 ucles 2020 0610/12/m/j/20 [turn over  39 the diagram shows the results of a survey on th e types of animals found along a stretch of river  near to a factory.    rat-tailed maggot sludge wormbloodworm mayfly nymph stonefly nymphmayfly nymph stonefly nymph shrimp caddisfly larvabloodworm leechwater louse snailfactory emptying pollutants into the waterdirection of water flow     which animal lives in the least polluted water?  a bloodworm  b caddisfly larva  c leech  d stonefly nymph    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/12/m/j/20  40 the graph shows four areas of forest that were cut down and then replanted with trees in one  part of the world between 1995 and 2015.    which area of forest was used most sustainably?    area of forestreplanted trees trees cut downkey abcd       "
        },
        "0610_s20_qp_13.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_13/4rp   \u00a9 ucles 2020   [turn ove r   *8275596423*cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/13/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity    2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus     3 explorers have found an unknown animal living in a rainforest. the animal    \u25cf lives on land but has also been seen in water  \u25cf lays soft-shelled eggs on land  \u25cf does not have gills  \u25cf has scaly skin  \u25cf is 1.0  m long  \u25cf does not produce milk.    to which group is the animal most likely to belong?  a amphibians  b arthropods  c mammals  d reptiles    ",
            "3": "3     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  4 onion plant cells swell but do not burst when placed in distilled water.    which cell component prevents the onion plant cells from bursting?  a cell membrane  b cell wall  c nucleus  d vacuole    5 the diagram shows part of the human body.        which level of organisation does this diagram show?  a a cell  b an organism  c an organ system  d a tissue     ",
            "4": "4  \u00a9 ucles 2020 0610/13/m/j/20  6 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d       7 which statement about active transport is correct?  a particles move into cells using energy released by photosynthesis.  b particles move across a cell wall without using energy.  c particles move from a region of higher concentration to a region of lower concentration.  d particles move across a cell membrane using energy released by respiration.     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution    9 which statement about enzyme-controlled reactions is correct?  a during the reaction, a substrate changes into a product.  b the enzyme is slowly broken down during the reaction.  c the higher the ph the faster the reaction.  d the product is gradually used up during the reaction.    ",
            "5": "5     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  10 why do plants need nitrate ions?  a to make amino acids  b to make fats  c to make glucose  d to make starch      11 which substance found in a healthy diet helps to prevent constipation?  a fat  b fibre  c minerals  d vitamins      12 the table shows the percentage of the daily recommended intake of nutrients in a serving of four  foods.    which food would be the best choice to prevent scurvy?     percentage of daily recommended intake  in a serving of food  calcium iron vitamin  c vitamin  d  a 71   1   0   6  b 24 11   2 73  c   3   3 72   0  d   1 72   1   0     13 after passing through the root hair cells of a plant, what is the next tissue through which water  passes?  a cortex  b epidermis  c mesophyll  d xylem    ",
            "6": "6  \u00a9 ucles 2020 0610/13/m/j/20  14 from which part of a leaf does most water evaporate during transpiration?  a the cuticle  b the guard cells  c the spongy mesophyll cells  d the xylem vessels      15 which blood vessel carries blood to the muscle of the heart?  a coronary artery  b pulmonary artery  c renal vein  d vena cava      16 the diagram shows some veins in the human arm and the valves that they contain.    if blood is squeezed out of section x\u2013y, where should pressure be placed on a vein to stop blood flowing into this section again?    valve a db c y x       17 what is a chemical barrier to pathogens?  a nose hairs  b skin  c stomach acid  d white blood cells    ",
            "7": "7     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  18 the diagram shows an alveolus and capillary in a human lung.    alveolus capillary x y     which row shows the correct gas and concentrations for diffusion from x to y in normal  conditions?     at point x at point y  a high concentration of carbon dioxide low concentration of carbon dioxide  b high concentration of oxygen low concentration of oxygen  c low concentration of carbon dioxide high concentration of carbon dioxide  d low concentration of oxygen high concentration of oxygen     19 which examples of respiration produce carbon dioxide?     aerobic respiration  in human muscles anaerobic respiration  in human muscles anaerobic respiration  in yeast   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u0016 \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u0016 \u0016 \u0016      20 in which conditions do the leaves of a green plant photosynthesise?   bright light darkness   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      ",
            "8": "8  \u00a9 ucles 2020 0610/13/m/j/20  21 the diagram represents the flow of blood from the heart, through the liver and towards the  kidneys.    where is urea made?    b blood flow to the kidneysblood flow from the heart liver c da      22 when a man steps on a sharp object he moves his foot away very quickly.    in which part of his body are the effector cells involved in this action?  a brain  b muscle  c skin  d spinal cord    23 which row matches structures in the eye with their functions?     focuses light refracts light sensitive to light  a cornea iris retina  b retina lens iris  c iris retina lens  d lens cornea retina     ",
            "9": "9     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  24 which organ produces oestrogen?  a heart  b lung  c ovary  d oviduct      25 what is meant by the term phototropism?  a absorbing mineral ions  b absorbing water  c directional growth  in response to gravity  d directional growth in response to light      26 drugs are substances that are taken into the body.    which statement also applies to the definition of a drug?  a always slow down chemical reactions  b always speed up chemical reactions  c are only used to destroy bacteria  d modify or affect chemical reactions     27 what does the drug heroin act as?  a a stimulant  b a depressant  c an antibiotic  d a nutrient     ",
            "10": "10  \u00a9 ucles 2020 0610/13/m/j/20  28 the diagrams show pollen grains from three different species of plant as they appear under the  microscope. the diagrams are all to the same scale.    123 sticky surface    which pollen grains are most likely to be carried by the wind?  a 1 and 2 b 2 only c 2 and 3 d 3 only     29 the diagram shows the human female reproductive system.    in which structure does fertilisation occur?    a b c d      30 which disease is an example of an sti?  a cholera  b copd  c hiv  d lung cancer    31 fur colour in cats is an observable feature.    which word is used to describe an observable feature?  a allele  b genotype  c heterozygous  d phenotype     ",
            "11": "11     \u00a9 ucles 2020 0610/13/m/j/20 [turn over  32 which row shows the sex chromosomes in the body cells and in the gametes of a woman?     body cells gametes  a xx all x  b xx all xx  c xy x or y  d xy all xy      33 in mice, the allele for black hair is dominant to the allele for brown hair.    what proportion of offspring will have brown hair if a cross is made between a homozygous black  mouse and a heterozygous black mouse?  a 0% b 25% c 50% d 100%      34 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
            "12": "12  \u00a9 ucles 2020 0610/13/m/j/20  35 the diagram shows part of the carbon cycle.    animals decay by microorganisms green plants carbon dioxide in the airx y     what do x and y represent?     x y  a photosynthesis respiration  b photosynthesis decomposition  c respiration decomposition  d respiration photosynthesis     36 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.    37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast    ",
            "13": "13     \u00a9 ucles 2020 0610/13/m/j/20  38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.    39 chickens are birds that are farmed to produce eggs for human consumption.    a type of chicken has been bred to lay more  eggs.    which method would be used to produce this type of chicken?  a asexual reproduction  b biotechnology  c natural selection  d selective breeding      40 sewage treatment involves a number of stages. three of the stages are listed.    1 filter beds with anaerobic microbes to digest sewage  2 screens to trap large objects  3 settlement tanks to let insoluble particles sink    what is the correct order for treating sewage?  a 1 \u2192 2 \u2192 3 b 2 \u2192 3 \u2192 1 c 3 \u2192 2 \u2192 1 d 3 \u2192 1 \u2192 2    ",
            "14": "14  \u00a9 ucles 2020 0610/13/m/j/20  blank page",
            "15": "15     \u00a9 ucles 2020 0610/13/m/j/20  blank page",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/13/m/j/20  blank page  "
        },
        "0610_s20_qp_21.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_21/3rp   \u00a9 ucles 2020   [turn ove r   *4931717366*cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/21/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus      3 the diagram shows two guard cells.    which label shows the cell wall?    ab c d     ",
            "3": "3     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  4 the diagrams show different levels of organisation in a plant. (not drawn to scale.)    12 3 4    which sequence shows the levels of organisation in order from smallest to largest?  a 4  \u2192  2  \u2192  3  \u2192  1  b 4  \u2192  3  \u2192  1  \u2192  2  c 3  \u2192  4  \u2192  2  \u2192  1  d 3  \u2192  2  \u2192  1  \u2192  4     5 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d      ",
            "4": "4  \u00a9 ucles 2020 0610/21/m/j/20  6 plant cells are placed in a solution with a higher water potential than the plant cell contents.    what will happen?     direction of  water movement volume of  vacuole  a enters cells decreases  b enters cells increases  c leaves cells decreases  d leaves cells increases      7 the diagram shows a section of dna, with four bases identified on one strand.    g a c t    which sequence of bases would be on the other strand, starting from the top?  a agtc b ctga c gact d tcag     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution     9 what is the definition of an enzyme?  a a carbohydrate that acts as a catalyst  b a dna molecule that acts as a catalyst  c a fat that acts as a catalyst  d a protein that acts as a catalyst    ",
            "5": "5     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  10 an experiment is set up to investigate gas exchange in aquatic plants.    aquatic planthydrogencarbonate indicator solution light     the hydrogencarbonate indicator solution is orange at the start.    which colour is it after three hours?  a blue-black  b orange  c purple  d yellow      11 the diagram shows how the rate of photosynthesis varies with light intensity.    the four curves show different conditions of temperature and carbon dioxide concentration.    rate of photosynthesis light intensity30 \u00b0c, 0.2% co2 20 \u00b0c, 0.2% co2 30 \u00b0c, 0.1% co2 20 \u00b0c, 0.1% co2p     what limits the rate of photosynthesis at point p?     light intensity carbon dioxide  concentration temperature   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u001a \u0016  ",
            "6": "6  \u00a9 ucles 2020 0610/21/m/j/20  12 four test-tubes are set up as shown.    which test-tube contains the least carbon dioxide after one hour?    abcd black polythene to keep out lightwater aquatic animal aquatic plantlight light light      13 the activity of amylase is measured in four parts of the alimentary canal.    which two parts have the most amylase activity?  a colon and duodenum  b colon and stomach  c mouth and duodenum  d stomach and mouth     14 biological washing powder can be used to remove stains on clothing.    which enzymes will remove stains caused by starch, fat and protein?     amylase lipase trypsin   a \u0016 \u001a \u001a key  b \u0016 \u0016 \u0016 \u0016= removes stain  c \u001a \u001a \u0016 \u001a= does not remove stain  d \u001a \u0016 \u0016      ",
            "7": "7     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  15 the graph shows the rate of uptake of magnesium ions by two similar plants, x and y.    the roots of each plant were placed in a range of solutions. each solution contained a different  concentration of magnesium ions. all other conditions were kept constant.    rate of uptakeof ions concentration of magnesium ions in external solutionplant x plant y     what is a possible explanation for the difference in the results for the two plants?  a plant y has fewer protein molecules for magnesium ion transport in its cell membranes.  b plant y has a higher rate of respiration.  c plant y has more root hair cells.  d the root hair cells in plant y have a lower water potential.      16 what will increase the rate of transpiration in a plant?  a an increase in the humidity of the atmosphere surrounding the leaf  b an increase in the surface area of the cell surfaces inside the leaf  c a decrease in the number of stomata present on the surface of the leaf  d a decrease in the temperature of the atmosphere surrounding the leaf      17 which pathway is taken by blood in a fish?  a gills \u2192 heart \u2192 body \u2192 gills  b body \u2192 gills \u2192 heart \u2192 body  c heart \u2192 gills \u2192 body \u2192 heart  d heart \u2192 body \u2192 gills \u2192 body    ",
            "8": "8  \u00a9 ucles 2020 0610/21/m/j/20  18 the diagram shows a section through the heart and its blood vessels.    x     which row gives the vessel name and the direction of blood flow in vessel x?     vessel name direction of blood flow  a aorta towards the lungs  b pulmonary artery towards the lungs  c pulmonary artery away from the lungs  d vena cava away from the lungs     19 when a pathogen enters the blood, the immune syst em uses different mechanisms to destroy the  pathogen.    the diagram shows one of these mechanisms.    x y pathogen     which row describes the structures involved?     structure x x is made by structure y  a antigen lymphocytes antibody  b antigen phagocytes antibody  c antibody lymphocytes antigen  d antibody phagocytes antigen ",
            "9": "9     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  20 what is the approximate percentage of oxygen contained in the air breathed out of the lungs?  a 0% b 4% c 16% d 20%    21 the diagram shows an experiment to investigate the respiration of yeast. oil prevents oxygen  entering the glucose and yeast suspension.    delivery tube limewaterbubble of gasthin layer of oil glucose andyeastsuspension     if no oxygen is present in the glucose and yeast suspension, what will occur?  a ethanol will be produced and the limewater will stay clear.  b ethanol will be produced and the limewater will go cloudy.  c lactic acid will be produced and the limewater will stay clear.  d lactic acid will be produced and the limewater will go cloudy.    22 which row correctly completes the balanced equation for aerobic respiration?    x  +  6o 2  \u2192  6co 2  +  y     x y  a 6c6h12o6 h 2o  b c6h12o6 6h 2o  c 6h2o c 6h12o6  d c6h10o6 6h 2o      23 in healthy people, which substance is completely reabsorbed into the blood from the kidney  tubules?  a glucose  b salts  c urea  d water     ",
            "10": "10  \u00a9 ucles 2020 0610/21/m/j/20  24 the diagram shows a synapse.    w x y znerve ending of neurone 1 membrane ofneurone 2     what are the labelled parts?     w x y z  a synaptic cleft neurotransmitter vesicle receptor  b synaptic cleft receptor vesicle neurotransmitter  c vesicle neurotransmitter synaptic cleft receptor  d vesicle receptor synaptic cleft neurotransmitter     25 which row shows the actions needed for the eye to focus on a distant object?     ciliary  muscles suspensory  ligaments lens becomes a contract slacken thicker  b relax slacken thicker  c contract tighten thinner  d relax tighten thinner     26 the liver and the pancreas work together to control the concentration of glucose in the blood.    which statement is correct?  a the liver converts the small molecule glucose to the large molecule glucagon.  b the liver releases the hormone insulin when blood glucose levels are too high.  c the pancreas does not respond to an increase in blood glucose levels.  d the pancreas responds to a fall in blood glucose by increasing the release of the hormone  glucagon.    ",
            "11": "11     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  27 the statements are about the use of antibiotics.    1 using an antibiotic to prevent infection  2 using an antibiotic known to kill the bacteria causing an infection  3 using an antibiotic only when essential  4 using an antibiotic to treat a viral infection    which practices will increase the chance of the development of antibiotic resistance in bacteria?  a 1, 2, 3 and 4 b 1 and 4 only c 2 and 3 only d 2 and 4 only    28 which description of cross-pollination is correct?  a the transfer of pollen grains from the anther of one plant to the stigma on a different plant  b the transfer of pollen grains from the anther to the stigma on the same plant  c the transfer of pollen grains from the stigma of one plant to the anther on a different plant  d the transfer of pollen grains from the stigma to the anther on the same plant    29 the diagram shows a sperm cell.    which part contains enzymes that digest the jelly coat of an egg cell?    ab c d       30 which cell contains a haploid nucleus?  a neurone  b sperm cell  c skin cell  d red blood cell    ",
            "12": "12  \u00a9 ucles 2020 0610/21/m/j/20  31 the diagram shows the chromosomes of four daughter cells produced by meiosis.        which parent cell produced these cells?    a b c d       32 when damaged tissues are repaired cells undergo division by  a meiosis to produce genetically identical cells.  b meiosis to produce genetically different cells.  c mitosis to produce genetically identical cells.  d mitosis to produce genetically different cells.      33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
            "13": "13     \u00a9 ucles 2020 0610/21/m/j/20 [turn over  34 which adaptation may be present in a xerophyte?  a leaves with small surface area and large numbers of stomata  b little or no xylem tissue and leaves with large surface area  c stomatal hairs and rolled leaves  d thin or no cuticle and deep roots      35 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     36 what is defined as \u2018all of the populations of different species in an ecosystem\u2019?  a community  b environment  c habitat  d trophic level      37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast     38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop. ",
            "14": "14  \u00a9 ucles 2020 0610/21/m/j/20  39 which process in the nitrogen cycle is involved in the breakdown of amino acids in living  organisms?  a deamination  b decomposition  c denitrification  d digestion     40 when a river is polluted by fertiliser, the following processes may occur.    1 increased aerobic respiration of decomposers  2 increased growth of producers  3 decreased oxygen concentration in the water    what is the correct sequence for these processes?  a 1 \u2192 2 \u2192 3 b 1 \u2192 3 \u2192 2 c 2 \u2192 1 \u2192 3 d 2 \u2192 3 \u2192 1     ",
            "15": "15     \u00a9 ucles 2020 0610/21/m/j/20  blank page",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/21/m/j/20  blank page  "
        },
        "0610_s20_qp_22.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_22/4rp   \u00a9 ucles 2020   [turn ove r   *0830024321*cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/22/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus      3 the diagram shows a plant cell.    a biologist wants to find out the number of chromosomes it contains.    which labelled part should be examined more closely?    ab c d      ",
            "3": "3     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  4 the diagram shows a human liver cell.    m     the length of structure m on the diagram is 6  mm.    the magnification of the diagram is x  2000.    what is the actual length of m?  a 0.03  \u00b5m b 3  \u00b5m c 333  \u00b5m d 12  000  mm     5 which diagram shows the appearance of a plant cell several minutes after it has been placed in a concentrated solution of sugar?    ab c d     ",
            "4": "4  \u00a9 ucles 2020 0610/22/m/j/20  6 an uncooked piece of potato was placed in a solution. after two hours the size of the piece of  potato had decreased.    which row explains why this has happened and how the potato cells have changed?     water potential potato cells  become potato cells external solution a higher lower flaccid  b higher lower turgid  c lower higher flaccid  d lower higher turgid     7 the diagram shows a section of dna, with four bases identified on one strand.    g a c t    which sequence of bases would be on the other strand, starting from the top?  a agtc b ctga c gact d tcag     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution     ",
            "5": "5     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  9 the diagram shows the four types of human tooth.    12 3 4 incisor canine premolar molar    which teeth are used for grinding food?  a 1 and 2 b 2 and 3 c 3 and 4 d 4 and 1      10 enzymes function best at their optimum temperature.    which statement describes the effect on an enzyme of increasing the temperature to the  enzyme\u2019s optimum temperature?  a there are more frequent successful collisions.  b the kinetic energy of the enzymes decreases.  c the enzymes begin to lose their complementary shape.  d the rate at which enzyme-substrate complexes form is reduced.     ",
            "6": "6  \u00a9 ucles 2020 0610/22/m/j/20  11 the diagram shows how the rate of photosynthesis varies with light intensity.    the four curves show different conditions of temperature and carbon dioxide concentration.    rate of photosynthesis light intensity30 \u00b0c, 0.2% co2 20 \u00b0c, 0.2% co2 30 \u00b0c, 0.1% co2 20 \u00b0c, 0.1% co2p     what limits the rate of photosynthesis at point p?     light intensity carbon dioxide  concentration temperature   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u001a \u0016      12 the diagram shows a plant cell.    in which part of the cell does photosynthesis occur?    a b c d      ",
            "7": "7     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  13 the graph shows the effect of ph on the activity of an enzyme.    enzyme activity 1 3 5 7 ph911     in which part of the alimentary canal would this enzyme be most  active?  a large intestine  b mouth  c small intestine  d stomach     14 the diagram shows the structure of a villus. the arteriole, capillary, lacteal and venule are  labelled with letters.    which letter shows where nutrients are absorbed into the blood?    a db c direction of blood flow     ",
            "8": "8  \u00a9 ucles 2020 0610/22/m/j/20  15 which change increases the rate of water uptake by the roots of a plant?  a decrease in evaporation of water from mesophyll cells  b decrease in length of root hairs  c decrease in water potential of root hair cells  d decrease in water potential of soil water       16 dodder is a plant that grows on other plants called the hosts. the dodder plant connects to the  host\u2019s vascular bundles.    the dodder plant does not have green leaves or roots.    what correctly describes the regions for translocation?     host leaves dodder  a sink sink  b sink source  c source sink  d source source      17 the diagrams show the single circulation of a fish and the double circulation of a mammal.    gill capillaries body capillaries fish circulationlung capillaries body capillaries mammal circulationventricle ventriclesatriumr tsyx zatria     which letters represent areas of oxygenated blood?  a r and x b s and y c t and y d t and z    ",
            "9": "9     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  18 the diagram shows the human heart and main blood vessels.    lungs rest of bodyx     what is the blood vessel labelled x?  a aorta  b pulmonary artery  c pulmonary vein  d vena cava    19 the following are statements about immunity.    1 the transfer of antibodies from mother to baby in breast milk is an example of  passive immunity.  2 passive immunity results in long term immunity because of the production of  memory cells.  3 active immunity is gained after vaccination with antigens.    which statements are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    ",
            "10": "10  \u00a9 ucles 2020 0610/22/m/j/20  20 what is the site of gas exchange in humans?  a nose  b alveoli  c bronchus  d trachea      21 the substances listed are associated with aerobic respiration.    1 carbon dioxide  2 glucose  3 oxygen  4 water    which substances are the products of aerobic respiration?  a 1 and 3 b 1 and 4 c 2 and 3 d 3 and 4    22 the formula c 2h5oh represents a chemical produced during anaerobic respiration.    what is this chemical?  a alcohol  b glucose  c glycogen  d lactic acid      23 what is filtered out of the blood in the glomerulus into the kidney tubule?     glucose urea   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      ",
            "11": "11     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  24 which responses occur in the iris of the eye wh en a person walks from a brightly lit area to a  dimly lit area?     circular muscle radial muscle  a contract contract  b contract relax  c relax contract  d relax relax      25 which glands are endocrine glands?  a adrenal, pancreas, testes  b adrenal, ovaries, salivary  c ovaries, sweat, testes  d pancreas, salivary, sweat     26 what are the effects of insulin and adrenaline on the concentration of blood glucose?     effect of insulin  on blood glucose  concentration effect of adrenaline on blood glucose  concentration  a decreases decreases  b decreases increases  c increases decreases  d increases increases      27 asexual reproduction can be used to produce crops.    why might a disease be likely to spread throughout the whole crop?  a crop plants are genetically different  b crop plants are genetically identical  c many offspring are produced  d offspring are produced quickly     ",
            "12": "12  \u00a9 ucles 2020 0610/22/m/j/20  28 in a comparison between the processes of artificial insemination (ai) and in vitro fertilisation  (ivf), which statement applies to ivf only?  a human egg cells are harvested from the ovary.  b donated sperm cells are used to fertilise the egg cells.  c childless couples are given the opportunity to have a child of their own.  d fertilisation occurs inside the body of the female.     29 the diagram shows half a flower. there is a description of each numbered part.    12 3     1 the stigma which receives pollen from insects  2 the anther which produces smooth and light pollen grains  3 the ovule where fertilisation occurs when the male and female nuclei fuse    which descriptions are correct for an insect-pollinated flower?  a 1 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     30 what is a diploid nucleus?  a a nucleus containing one set of chromosomes  b a nucleus containing two sets of chromosomes  c a nucleus with one double helix of dna  d a nucleus with two genes    ",
            "13": "13     \u00a9 ucles 2020 0610/22/m/j/20 [turn over  31 which statement about meiosis is correct?  a at the end of meiosis a zygote has been produced.  b during meiosis the haploid number is halved in the daughter cells.  c meiosis is reduction division in which diploid daughter cells are produced.  d the parent cell contains twice as many chromosomes as each daughter cell.      32 the diagram shows the inheritance of height in pea plants.    tall parent plant tt tall offspring plant tttall offspring plant ttdwarf parent plant tt     which plants have a heterozygous genotype?  a both parent plants  b dwarf parent plant only  c both offspring plants  d tall parent plant only     33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.     ",
            "14": "14  \u00a9 ucles 2020 0610/22/m/j/20  34 which adaptation may be present in a xerophyte?  a leaves with small surface area and large numbers of stomata  b little or no xylem tissue and leaves with large surface area  c stomatal hairs and rolled leaves  d thin or no cuticle and deep roots      35 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.     36 what is defined as \u2018all of the populations of different species in an ecosystem\u2019?  a community  b environment  c habitat  d trophic level      37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast     38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop. ",
            "15": "15     \u00a9 ucles 2020 0610/22/m/j/20  39 which is a reason for using bacteria in biotechnology?  a bacteria are found inside the human body.  b bacteria do not become resistant to antibiotics.  c bacteria can make complex molecules.  d bacteria reproduce slowly.      40 when a river is polluted by fertiliser, the following processes may occur.    1 increased aerobic respiration of decomposers  2 increased growth of producers  3 decreased oxygen concentration in the water    what is the correct sequence for these processes?  a 1 \u2192 2 \u2192 3 b 1 \u2192 3 \u2192 2 c 2 \u2192 1 \u2192 3 d 2 \u2192 3 \u2192 1    ",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/22/m/j/20  blank page  "
        },
        "0610_s20_qp_23.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 06_0610_23/4rp   \u00a9 ucles 2020   [turn ove r   *9413881825*cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  may/june 2020     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \u2022 there are forty  questions on this paper. answer all questions.   \u2022 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice answer sheet.   \u2022 follow the instructions on the mu ltiple choice answer sheet.  \u2022 write in soft pencil.  \u2022 write your name, centre number and candidate num ber on the multiple choice answer sheet in the  spaces provided unless this has been done for you.  \u2022 do not use correction fluid.  \u2022 do not write on any bar codes.  \u2022 you may use a calculator.      information  \u2022 the total mark for this paper is 40.  \u2022 each correct answer will score one mark. a ma rk will not be deducted for a wrong answer.  \u2022 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/23/m/j/20  1 the diagram shows what happened in an experiment with plant seedlings.    start lightnext day light     which characteristic of living things made the seedlings grow towards the light?  a excretion  b nutrition  c respiration  d sensitivity     2 a rat has the scientific name rattus rattus .    what do the two parts of this name refer to?  a genus and species  b kingdom and genus  c kingdom and species  d variety and genus      3 onion plant cells swell but do not burst when placed in distilled water.    which cell component prevents the onion plant cells from bursting?  a cell membrane  b cell wall  c nucleus  d vacuole     ",
            "3": "3     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  4 the diagram shows an onion plant epidermal cell.    the distance between x and y on the diagram is 60  mm.    the actual length of the cell between x and y was 150  \u00b5m.    xy     what is the magnification of the cell?  a \u00d740 b \u00d7250 c \u00d7400 d \u00d72500      5 which diagram shows the appearance of a plant cell several minutes after it has been placed in a  concentrated solution of sugar?    ab c d     ",
            "4": "4  \u00a9 ucles 2020 0610/23/m/j/20  6 the diagram shows two adjacent plant cells.    cell x high water potentialcell y low water potential     which statement describes what will happen to the water in the cells?  a equal movement between cells  b net movement from x to y  c net movement from y to x  d no movement between cells     7 the diagram shows a section of dna, with four bases identified on one strand.    g a c t    which sequence of bases would be on the other strand, starting from the top?  a agtc b ctga c gact d tcag     8 which food-testing solution shows a positive result when it turns from blue to purple?  a benedict\u2019s solution  b biuret solution  c ethanol  d iodine solution    ",
            "5": "5     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  9 which statement about enzyme-controlled reactions is correct?  a during the reaction, a substrate changes into a product.  b the enzyme is slowly broken down during the reaction.  c the higher the ph the faster the reaction.  d the product is gradually used up during the reaction.      10 increasing temperature above the optimum for the enzyme results in loss of enzyme activity.    how is this explained?  a less frequent collisions between the enzyme and the substrate  b reduced kinetic energy of the enzyme molecule  c substrate molecules move faster and effective collisions are less likely  d the shape of the active site is changed and the substrate will no longer fit into it    11 the diagram shows how the rate of photosynthesis varies with light intensity.    the four curves show different conditions of temperature and carbon dioxide concentration.    rate of photosynthesis light intensity30 \u00b0c, 0.2% co2 20 \u00b0c, 0.2% co2 30 \u00b0c, 0.1% co2 20 \u00b0c, 0.1% co2p     what limits the rate of photosynthesis at point p?     light intensity carbon dioxide  concentration temperature   a \u0016 \u0016 \u001a key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u001a \u0016      ",
            "6": "6  \u00a9 ucles 2020 0610/23/m/j/20  12 why do plants need nitrate ions?  a to make amino acids  b to make fats  c to make glucose  d to make starch      13 the table shows the percentage of the daily recommended intake of nutrients in a serving of four  foods.    which food would be the best choice to prevent scurvy?     percentage of daily recommended intake  in a serving of food  calcium iron vitamin  c vitamin  d  a 71   1   0   6  b 24 11   2 73  c   3   3 72   0  d   1 72   1   0     14 the diagram shows a villus in the small intestine.    x     what is absorbed at x?  a fats  b glucose  c glycogen  d starch    ",
            "7": "7     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  15 samphire is a plant that grows in coastal areas. it has adaptations that enable it to live in areas  with high salt concentration in the soil and strong winds.    which adaptations would samphire possess to minimise water loss from root cells by osmosis  and leaves by evaporation?     salt concentration  in root cells leaf surface area  a high high  b high low  c low high  d low low      16 which row correctly states the pair of conditions that will result in the highest rate of  transpiration?     temperature humidity  a high low  b high high  c low high  d low low      17 the diagram shows some veins in the human arm and the valves that they contain.    if blood is squeezed out of section x\u2013y, where should pressure be placed on a vein to stop blood flowing into this section again?    valve a db c y x      ",
            "8": "8  \u00a9 ucles 2020 0610/23/m/j/20  18 the diagram shows some of the blood vessels leaving and returning to the heart.    lungs heart bodyxy     which row is correct for blood vessels x and y?     name of blood  vessel x description of  oxygen content  of the blood in x name of blood  vessel y description of  oxygen content  of the blood in y  a aorta deoxygenated pulmonary artery oxygenated  b aorta oxygenated pulmonary vein deoxygenated  c vena cava deoxygenated pulmonary vein oxygenated  d vena cava oxygenated pulmonary artery deoxygenated     19 vaccinations can be given to gain active immunity.    which statement about this type of vaccination is correct?  a the vaccination contains antibodies.  b the vaccination must contain harmful pathogens.  c the vaccination triggers antibody production in the body.  d the vaccination triggers antigen production in the body.     ",
            "9": "9     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  20 the diagram shows an alveolus and capillary in a human lung.    alveolus capillary x y     which row shows the correct gas and concentrations for diffusion from x to y in normal  conditions?     at point x at point y  a high concentration of carbon dioxide low concentration of carbon dioxide  b high concentration of oxygen low concentration of oxygen  c low concentration of carbon dioxide high concentration of carbon dioxide  d low concentration of oxygen high concentration of oxygen     21 the symbol equation for aerobic respiration is shown.    c 6hxoy  +  6o 2  \u2192  6co z  +  6h 2o    which numbers represent the letters shown in the equation as x, y and z?     x y z  a 2 12 6  b 6 2 12  c 6 12 2  d 12 6 2     ",
            "10": "10  \u00a9 ucles 2020 0610/23/m/j/20  22 blood glucose level is kept between 5\u20137  mmol per dm3. the concentration of glucose in the  intestine varies and is often less than that value.    what would be required for the absorption of glucose into the blood when the concentration of  glucose in the intestine is less than 5  mmol per dm3?    1 mitochondria  2 oxygen 3 membrane proteins    a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3    23 the diagram shows a synapse between a motor neurone and a relay neurone.    relay neurone motor neuronep q     what passes from p to q?  a an electrical impulse  b an enzyme  c a hormone  d a neurotransmitter      24 what change occurs in a \u2018fight or flight\u2019 situation?  a constriction of pupils  b decrease in breathing rate  c decrease in pulse rate  d increase in blood glucose concentration      25 what happens when a person enters a very hot room?  a sweating decreases and vasoconstriction increases.  b sweating decreases and vasodilation decreases.  c sweating increases and vasoconstriction increases.  d sweating increases and vasodilation increases.   ",
            "11": "11     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  26 which disease is caused by a virus?  a aids  b kwashiorkor  c cholera  d mrsa infection      27 which row describes cross-pollination?     pollen transferred from anther to stigma of   a different flower  on same plant a flower on a  different plant of  same species a flower on a  different plant of a  different species  a \u0016 \u0016 \u001a  b \u0016 \u001a \u0016  c \u001a \u0016 \u001a  d \u001a \u001a \u0016     28 the diagram shows the head of a sperm.    yx     what are the functions of structures x and y?     x y  a protein synthesis digestion of egg cell jelly coat  b releases energy for movement digestion of egg cell jelly coat  c protein synthesis energy store  d releases energy for movement energy store     ",
            "12": "12  \u00a9 ucles 2020 0610/23/m/j/20  29 which row describes what happens in the production of proteins?     what forms the genetic  code what the dna codes for what carries a copy of the  gene to the cytoplasm  a sequence of amino acids sequence of bases mrna  b sequence of amino acids sequence of proteins ribosomes  c sequence of bases sequence of amino acids mrna  d sequence of bases sequence of proteins ribosomes      30 which statement about meiosis is correct?  a meiosis produces diploid cells.  b meiosis produces genetically identical cells.  c meiosis produces gametes.  d meiosis produces cells for growth of tissues.    31 the diagram shows the inheritance of abo blood groups. the blood groups of some of the  individuals are given.    a o b o a12 345 67    what could be person 2\u2019s genotype?  a iaio b ibib c ibio d ioio     32 in mice, the allele for black hair is dominant to the allele for brown hair.    what proportion of offspring will have brown hair if a cross is made between a homozygous black  mouse and a heterozygous black mouse?  a 0% b 25% c 50% d 100%    ",
            "13": "13     \u00a9 ucles 2020 0610/23/m/j/20 [turn over  33 the graph shows the masses of two different types of tomato.    0 20 40 60 80 100 120 140 160 180 200 220 240number of tomatoes mass  / gtype 1 type 2     what can be concluded from the graph?  a genes do not affect the mass of tomatoes.  b type 1 tomatoes show continuous variation.  c type 2 tomatoes are sometimes smaller than type 1 tomatoes.  d type 2 tomatoes show discontinuous variation.      34 which adaptation may be present in a xerophyte?  a leaves with small surface area and large numbers of stomata  b little or no xylem tissue and leaves with large surface area  c stomatal hairs and rolled leaves  d thin or no cuticle and deep roots     35 the diagram shows a food chain in a rock pool.    seaweed  \u2192  whelks  \u2192  crabs  \u2192  seagulls    what will happen if the number of secondary consumers increases?    there will be  a fewer crabs.  b fewer seagulls.  c fewer whelks.  d less seaweed.    ",
            "14": "14  \u00a9 ucles 2020 0610/23/m/j/20  36 what is defined as \u2018all of the populations of different species in an ecosystem\u2019?  a community  b environment  c habitat  d trophic level      37 what is the role of anaerobic respiration in bread-making?  a to produce alcohol to flavour the bread  b to produce gas to make the bread rise  c to release enough energy to bake the bread  d to release enough lactic acid to kill the yeast      38 a crop plant has been genetically modified to make it resistant to herbicides.    which is a possible disadvantage of introducing this new crop plant?  a loss of weeds reduces competition.  b some weeds might become resistant to the herbicide.  c the crop plant is unharmed and produces a higher yield.  d the new gene will appear in new generations of the crop.    39 chickens are birds that are farmed to produce eggs for human consumption.    a type of chicken has been bred to lay more  eggs.    which method would be used to produce this type of chicken?  a asexual reproduction  b biotechnology  c natural selection  d selective breeding      40 when a river is polluted by fertiliser, the following processes may occur.    1 increased aerobic respiration of decomposers  2 increased growth of producers  3 decreased oxygen concentration in the water    what is the correct sequence for these processes?  a 1 \u2192 2 \u2192 3 b 1 \u2192 3 \u2192 2 c 2 \u2192 1 \u2192 3 d 2 \u2192 3 \u2192 1 ",
            "15": "15     \u00a9 ucles 2020 0610/23/m/j/20  blank page",
            "16": "16    permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trac e 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 ans wer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge  assessment international education copyri ght acknowledgements booklet. this is produc ed for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series.    cambridge assessment international education is part of the ca mbridge assessment group. cambri dge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which it self is a department of the university of cambridge.    \u00a9 ucles 2020 0610/23/m/j/20  blank page  "
        },
        "0610_s20_qp_31.pdf": {
            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated.biology  0610/31 paper 3 theory (core)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4332820889* dc (st/ct) 184713/4 \u00a9 ucles 2020  [turn over",
            "2": "2 0610/31/m/j/20 \u00a9 ucles 2020 1  (a) fig. 1.1 shows some of the structures involved in excretion. .. .. .. .. .. fig. 1.1   complete fig. 1.1 by labelling the structures in the spaces provided.   choose structures from the list:  bladder  bronchus  heart  liver lung  pancreas  trachea  ureter  urethra [5]  (b) urea is excreted.   (i) state the name of the substance that urea is made from.  .  [1]   (ii) state where in the body urea is made.  .  [1]",
            "3": "3 0610/31/m/j/20 \u00a9 ucles 2020 [turn over  (c) urine produced by the kidneys contains three excretory substances: urea, water and mineral  salts.   table 1.1 shows the average mass of urea, water and mineral salts in 100  g of blood plasma  and in 100  g of urine. table 1.1 substanceaverage mass  / g in 100  g of blood plasma in 100  g of urine water  urea mineral salts90.00  0.03  0.6995.00  2.00  1.35   calculate the percentage increase in the average mass of mineral salts between blood  plasma and urine.   give your answer to two decimal places.   space for working.     % [3]  (d) describe the process that produces the carbon dioxide that is excreted by the lungs.  ...  ...  ...  .  [2]  (e) state the name of the component of blood that transports carbon dioxide to the lungs.  .  [1] [total: 13]",
            "4": "4 0610/31/m/j/20 \u00a9 ucles 2020 2 fig. 2.1 shows an image of two sperm cells. fig. 2.1  (a) state two adaptive features of sperm. 1    ... 2    ... [2]  (b) describe the process of fertilisation.  ...  ...  ...  .  [2]",
            "5": "5 0610/31/m/j/20 \u00a9 ucles 2020 [turn over  (c) fig. 2.2 shows a fetus during development. a b cf ed fig. 2.2   complete table 2.1 by stating: \u2022 the missing letters from fig. 2.2 \u2022 the missing name of the structure \u2022 one function for structures c, a and f during pregnancy or birth. table 2.1 letter on  fig. 2.2name of the structure one function c amniotic fluid dilates during birth a placenta f umbilical cord uterus wall contracts during birth [6] [total: 10]",
            "6": "6 0610/31/m/j/20 \u00a9 ucles 2020 3 complete the sentences about genetic engineering.  use words from the list.  each word may be used once, more than once, or not at all. adding    bacteria    crops    family    insects minerals    organism    removing    viruses vitamin    weeds  in genetic engineering the genetic material of an .. is changed by  .. , changing or inserting individual genes.  an example of this is inserting a human gene into .. so that they  produce human insulin.  crop plants have genes inserted into them to make them resistant to herbicides.  herbicides kill .. .  crop plants can also be genetically engineered by inserting a gene so that they produce a  .. which is a nutrient needed by humans in very small amounts. [5]",
            "7": "7 0610/31/m/j/20 \u00a9 ucles 2020 [turn over 4 fig. 4.1 shows a photomicrograph of a cross-section of part of a leaf. c ba fig. 4.1  (a) (i) identify tissue a on fig. 4.1 and state the name and function of this tissue. name  . function  ..  ... [2]   (ii) structure c in fig. 4.1 is part of the transport system in the leaf.    state the names of two tissues that structure c contains. 1   2   [2]   (iii) identify and state the name of cell b in fig. 4.1.  .  [1]",
            "8": "8 0610/31/m/j/20 \u00a9 ucles 2020  (b) a plant is in bright sunlight and has plenty of water.   gases move into and out of its leaves.   complete table 4.1 to show the net direction of movement for the named gases.   place a tick ( 3) in each correct box. table 4.1 name of gas moves into leaves moves out of leaves carbon dioxide oxygen water vapour [3] [total: 8]",
            "9": "9 0610/31/m/j/20 \u00a9 ucles 2020 [turn over blank page",
            "10": "10 0610/31/m/j/20 \u00a9 ucles 2020 5 (a) fig. 5.1 shows the average number of cigarettes smoked per day by male and female  smokers between 1974 and 2014 in one country. cigarettes contain tobacco. 10 1974 1978 1982 1986 1990 1994 year1998 2002 2006 2010 20141214161820 average number of cigarettes smoked  per daykey: female male fig. 5.1   (i) state the average number of cigarettes smoked per day by female smokers in 1982.  .  [1]   (ii) state a year in which male smokers smoked an average of 19 cigarettes per day.  .  [1]   (iii) state two conclusions that can be made from the data shown in fig. 5.1. 1    ...  ... 2    ...  ...  [2]",
            "11": "11 0610/31/m/j/20 \u00a9 ucles 2020 [turn over  (b) tar is a toxic component of tobacco smoke.   (i) state two effects of tar on the gas exchange system. 1    ... 2    ... [2]   (ii) state the names of two toxic components of tobacco smoke other than tar. 1   2   [2]  (c) describe one effect on the fetus of the mother smoking tobacco during pregnancy.  ...  ...  .  [1] [total: 9]",
            "12": "12 0610/31/m/j/20 \u00a9 ucles 2020 6 fig. 6.1 shows images of cells from two different organ systems. a b not to scale fig. 6.1  (a) state the names of the cells shown in fig. 6.1. cell a  . cell b  . [2]  (b) complete the definition of the term tissue  by inserting the missing words.    a tissue is a group of cells with similar ..  working together to  perform a shared ..  . [2]  (c) state the names of the organ systems these organs belong to. brain  .. stamen  .. ovary  . [3] [total: 7]",
            "13": "13 0610/31/m/j/20 \u00a9 ucles 2020 [turn over 7 (a) fig. 7.1 shows a tropical forest where the trees have been cut down. fig. 7.1   (i) state the name of the type of habitat destruction shown in fig. 7.1.  .  [1]   (ii) describe two reasons why humans destroy habitats such as tropical forests. 1    ... 2    ... [2]",
            "14": "14 0610/31/m/j/20 \u00a9 ucles 2020  (b) fig. 7.2 is a graph showing the estimated area of trees that have been removed from tropical  forests between 2001 and 2017. 60 00070 00080 00090 000100  000110  000120  000130  000140  000150  000160  000170  000180  000 2001 2002 2003 2004 2005 2006 2007 2008 2009 year2010 2011 2012 2013 2014 2015 2016 2017estimated area of trees removed from tropical forests  / km2 fig. 7.2   (i) state the year which had the lowest estimated area of trees removed from tropical forests  on fig. 7.2.   ..  [1]   (ii) state the area of trees removed in 2012 on fig. 7.2.    ...  km2 [1]",
            "15": "15 0610/31/m/j/20 \u00a9 ucles 2020 [turn over   (iii) a student made three statements about the data in fig. 7.2:  1 the number of trees cut down increases every year.  2  the number of trees cut down in 2014 was three times more than the number of trees  cut down in 2003.  3 fewer trees were cut down in 2017 than in 2016.    complete table 7.1 by using the data in fig. 7.2 to decide if each statement is true or  false and state the evidence that supports your decision. table 7.1 statement  numbertrue or false evidence from fig. 7.2 1 .. ... ... 2 .. ... ... 3 .. ... ...   [3]",
            "16": "16 0610/31/m/j/20 \u00a9 ucles 2020  (c) fig. 7.3 shows pollution in a marine environment and fig. 7.4 shows pollution in a land  environment. fig. 7.3 fig. 7.4   state the name of one source of pollution for each of the environments shown in fig. 7.3 and  fig. 7.4. marine  ... land  ... [2] [total: 10]",
            "17": "17 0610/31/m/j/20 \u00a9 ucles 2020 [turn over 8 (a) fig. 8.1 is a diagram of a section of human skin.   g fc d e fig. 8.1   state the names of the structures identified by the labels in fig. 8.1. c  ... d  ... e  ... f  ... g  ... [5]",
            "18": "18 0610/31/m/j/20 \u00a9 ucles 2020  (b) complete the sentences about temperature control in humans by writing the missing words in  the gaps.   if body temperature increases above normal, .. in the  .. detect the rise in temperature and impulses are sent to the skin.   glands in the skin produce a liquid called .. . the main component  of this liquid is water.   the water in the liquid .. from the surface of the skin using heat  energy from the body. this lowers the body temperature.   the maintenance of a constant body temperature is an example of  .. . [5] [total: 10]",
            "19": "19 0610/31/m/j/20 \u00a9 ucles 2020 9 the eye is an example of a sense organ.  (a) define the term sense organ .  ...  ...  ...  .  [2]  (b) fig. 9.1 shows a section through the eye. x fig. 9.1   (i) state the name of structure x in fig. 9.1.  .  [1]   (ii) list three  parts of the eye that light passes through to reach structure x. 1   2   3    [3]   (iii) label the optic nerve on fig. 9.1 by drawing a label line and the letter n.  [1]   (iv) state the function of the optic nerve.  .  [1] [total: 8]",
            "20": "20 0610/31/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s20_qp_32.pdf": {
            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated.biology  0610/32 paper 3 theory (core)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5066064220* dc (ce/tp) 182440/3 \u00a9 ucles 2020  [turn over",
            "2": "2 0610/32/m/j/20 \u00a9 ucles 2020 1 (a) some substances move into cells by the process of diffusion.   state the name of the outer part of an animal cell that substances move through during  diffusion.  .  [1]  (b) substances can also move by osmosis and active transport.   table 1.1 shows some of the features of diffusion, osmosis and active transport.   complete table 1.1 by placing one tick (3) in each row to show the features of diffusion,  osmosis and active transport.   one has been done for you. table 1.1 feature diffusion osmosis active transport involves movement of water  only3 always involves movement  across a partially permeable  membrane movement is from a higher  solute concentration to a  lower solute concentration requires energy from  respiration involves the movement of  both gases and solutes  [4]  (c) oxygen moves from the air that we breathe into the blood.   state three  structures of the gas exchange system that oxygen molecules must pass through  on their way to the blood. 1   2   3   [3]  [total: 8]",
            "3": "3 0610/32/m/j/20 \u00a9 ucles 2020 [turn over blank page",
            "4": "4 0610/32/m/j/20 \u00a9 ucles 2020 2 (a) fig. 2.1 is a diagram of the human female reproductive system. cb dea fig. 2.1   identify the letter from fig. 2.1 which represents: \u2022 the vagina   . \u2022 the uterus   . \u2022 where ovulation occurs   . \u2022 where the fetus grows   . \u2022 where fertilisation occurs.   .   each letter may be used once, more than once or not at all.  [5]  (b) egg cells are the female gametes and have special adaptive features.   complete the sentences using words from the list.   each word may be used once, more than once or not at all. birth       cellulose       cytoplasm       energy fertilisation       jelly      labour   egg cells have ... stores so that they can survive for several   days in the female reproductive system after ovulation.   they also have a ... coating which changes after    ... to prevent more sperm from entering the egg.  [3]",
            "5": "5 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (c) table 2.1 shows the average diameters of egg cells from different mammals. table 2.1 mammal average diameter of egg cell  / \u00b5m goat 122 horse 168 human 165 mouse  90 rabbit 165 sheep 125   (i) state the name of the mammal with the egg cell that has the smallest average diameter  in table  2.1.  .  [1]   (ii) calculate the difference in average diameter between the egg cells of humans and goats.   \u00b5m [1]  (d) larger mammals usually have egg cells with a greater diameter.   suggest which is the largest mammal using the information in table 2.1.  .  [1]  [total: 11]",
            "6": "6 0610/32/m/j/20 \u00a9 ucles 2020 3 (a) a student investigated respiration in yeast. an equal mass of yeast was added to different  types of sugar solution.   the student measured the volume of carbon dioxide released by the yeast using four different  sugar solutions with the same concentrations.   the four different sugar solutions used were: \u2022 dextrose \u2022 lactose \u2022 maltose \u2022 sucrose.   fig. 3.1 is a graph of the results. time  / minutesvolume of carbon dioxide released / cm3 0 20 40 60 80 100 120 14010 02030405060708090100 sucrosedextrosemaltose lactose fig. 3.1   (i) state the name of the sugar solution that produced the most carbon dioxide.  .  [1]   (ii) state the volume of carbon dioxide produced by yeast with the dextrose solution at  80 minutes.  ..  cm3 [1]",
            "7": "7 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) the temperature during the investigation was maintained at 20  \u00b0c.   predict the effect on the volume of carbon dioxide produced if the investigation was repeated  at 30  \u00b0c.  ...  ...  .  [1]  (c) state two ways humans use anaerobic respiration in yeast to make useful products. 1   2    [2]  (d) describe the similarities and differences between anaerobic  respiration in yeast and aerobic   respiration in humans. similarities  .  ...  ...  ...  ... differences    ...  ...  ...  ... [4]  (e) state the word equation for anaerobic  respiration in humans.  .  [2]  [total: 11]",
            "8": "8 0610/32/m/j/20 \u00a9 ucles 2020 4 fig. 4.1 shows some of the processes involved in the treatment of sewage. settlementtrickle filters or activated  sludge sludge  treatmentmethanescreening raw sewagetreated water fig. 4.1  (a) complete table 4.1 by placing ticks ( 3) in the correct boxes to show what is involved in each  process during the treatment of sewage.   the first row has been completed for you. table 4.1 processprocess involves: aerationremoval of large  solidsseparating liquid  waste from solid  wastethe use of  microorganisms production of  methane3 screening settlement sludge treatment trickle filters or  activated sludge  [4]",
            "9": "9 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) describe two reasons why it is necessary to treat sewage before returning the water to the  environment. 1    ... 2    ... [2]  [total: 6]",
            "10": "10 0610/32/m/j/20 \u00a9 ucles 2020 5 (a) fig. 5.1 is a photograph of part of a flower.   some of the outer structures have been removed to show the internal parts. fig. 5.1   (i) label these structures on fig. 5.1 with a label line and the name: \u2022 anther \u2022 petal \u2022 stigma.  [3]   (ii) describe two features visible in fig. 5.1 that suggest that this is an insect-pollinated  flower. 1    ... 2    ... [2]",
            "11": "11 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) many living organisms can be classified as plants or animals.   table 5.1 shows some features of animals and plants.   place ticks ( 3) in the boxes to show the correct features of animals and plants. table 5.1 feature animals plants can respire can grow can make their own food contain dna can respond to changes in  their environment  [5]  (c) state two structures that are present in plant cells but not in animal cells. 1   2   [2]  [total: 12]",
            "12": "12 0610/32/m/j/20 \u00a9 ucles 2020 6 (a) a student wrote an incorrect definition of the term hormone .   the student\u2019s incorrect definition is shown in fig. 6.1. a hormone is an electrical substance, produced by a  gland and carried by the neurones, which alters the  activity of one or more specific target organs. fig. 6.1   identify the two incorrect words in the student\u2019s definition. 1   2   [2]  (b) table 6.1 shows the names of some hormones and the glands where they are secreted.   complete table 6.1. table 6.1 hormone gland adrenal insulin oestrogen testes  [4]",
            "13": "13 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (c) fig. 6.2 shows the position of some of the organs and endocrine glands in the body. kidney fig. 6.2   draw an x on fig. 6.2 to identify an adrenal gland.  [1]  (d) the list in fig. 6.3 shows some of the changes that occur in boys and girls during puberty.    breasts grow     hair grows in armpits     pubic hair grows hips widen     menstruation     testes grow fig. 6.3   (i) state two changes that occur in girls only from the list in fig. 6.3. 1   2   [2]   (ii) state one change that occurs in both  boys and girls from the list in fig. 6.3.  .  [1]  [total: 10]",
            "14": "14 0610/32/m/j/20 \u00a9 ucles 2020 7 researchers investigated the effects of using a fertiliser on the number of leaves grown by plants.  the fertiliser contained nitrate and magnesium ions.  plants in group 1 were grown in soil with fertiliser.  plants in group 2 were grown in soil without fertiliser.  the results are shown in fig. 7.1. days after plantingaverage number of leaves per plant 10 20 30 40 5010 020304050607080 key: group 1 group 2 fig. 7.1  (a) describe the results shown in fig. 7.1.  ...  ...  ...  ...  ...  ...  .  [3]",
            "15": "15 0610/32/m/j/20 \u00a9 ucles 2020 [turn over  (b) a student wrote a series of statements to explain why an increase in nitrate and magnesium  ions increased the number of leaves. not all of the statements are correct.    a \u2013 magnesium is required for the synthesis of chlorophyll.    b \u2013 nitrate ions are a component of carbohydrates.    c \u2013 chlorophyll is required for photosynthesis.    d \u2013 proteins are needed for growth.    e \u2013 plants make their own food by the process of respiration.    f \u2013 respiration produces glucose.   state the letters of the correct statements.  .  [3]  (c) state the principal source of energy for plants.  .  [1]  [total: 7]",
            "16": "16 0610/32/m/j/20 \u00a9 ucles 2020 blank page",
            "17": "17 0610/32/m/j/20 \u00a9 ucles 2020 [turn over 8 (a) table 8.1 shows the mass of different materials recycled in one country in 2012 and 2017. table 8.1 yearmaterial recycled  / tonnes cardboard paper metal plastic 2012 193 091 222 455 41 488 44 262 2017 245 345 144 416 24 874 23 498   (i) describe the data in table 8.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) calculate the percentage change in mass of plastic recycled between 2012 and 2017.     %  [2]  (b) discarded rubbish is one source of pollution.   adding excess fertiliser to soil is another source of pollution.   (i) state two other types of substances used in agriculture that can pollute land and water. 1   2   [2]   (ii) state the names of two gases that pollute air and are linked to climate change. 1   2   [2]  [total: 9]",
            "18": "18 0610/32/m/j/20 \u00a9 ucles 2020 9 (a) fig. 9.1 is a flow chart showing the pathway of a reflex action. stimulus .. sensory neurone .. motor neurone .. response fig. 9.1   complete the missing parts of the reflex action pathway in fig. 9.1.  [3]",
            "19": "19 0610/32/m/j/20 \u00a9 ucles 2020  (b) the box on the left contains the beginning of a sentence.   the boxes on the right show some endings of sentences.   draw lines to make three  correct sentences about reflex actions.   are automatic.   are slow.   coordinate stimuli with responses.  reflex actions   do not involve synapses.   involve the central nervous system.   occur only in plants.  [3]  [total: 6]",
            "20": "20 0610/32/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s20_qp_41.pdf": {
            "1": "cambridge igcse\u2122biology  0610/41 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 20 pages. blank pages are indicated. dc (st/ct) 180481/3 \u00a9 ucles 2020  [turn over *0883915607*",
            "2": "2 0610/41/m/j/20 \u00a9 ucles 2020 1 the gas exchange system is one of the organ systems of the human body.  fig. 1.1 shows parts of the gas exchange system during breathing in and breathing out. breathing in breathing out intercostal muscles sternum diaphragmvertebrae fig. 1.1  (a) complete table 1.1 to show: \u2022 the functions of the diaphragm and the intercostal muscles during breathing in and  breathing out \u2022 the pressure changes in the thorax.   use these words:    contract    relax    increases    decreases. table 1.1 diaphragmintercostal musclespressure change  in the thoraxinternal external breathing in breathing out [4]",
            "3": "3 0610/41/m/j/20 \u00a9 ucles 2020 [turn over  fig. 1.2 shows part of the gas exchange surface of a human. movement of air magnification \u00d7350x fig. 1.2  (b) state two features of the gas exchange surface that are visible  in fig.  1.2. 1   2   [2]  (c) the cells labelled x on fig.  1.2 form a tissue.   (i)  define the term tissue .  ...  ...  ...  ...  .  [2]",
            "4": "4 0610/41/m/j/20 \u00a9 ucles 2020   (ii) cartilage is another tissue found in the gas exchange system.    state the functions of cartilage in the gas exchange system.  ...  ...  ...  ...  .  [2] [total: 10] 2 biological washing powders contain enzymes that break down food stains.  (a) complete table 2.1 by naming the enzymes that break down three substances in food stains  and by stating the product or products. table 2.1 substance enzyme product(s) starch fat protein [3]   some students compared how effective biological and non-biological washing powders are at  removing stains at temperatures between 10  \u00b0c and 60  \u00b0c. \u2022 pieces of stained cloth were washed using two different washing powders. \u2022 the degree of stain removal was measured by using a light meter to record the  percentage of light reflected from the cloth. \u2022 a light meter gave a value of 100% when the cloth was completely clean. \u2022 any stain left on the cloth reduced the percentage of light reflected.",
            "5": "5 0610/41/m/j/20 \u00a9 ucles 2020 [turn over   the results of the students\u2019 investigation are shown in fig. 2.1. percentage of light reflected after washing temperature of washing /  \u00b0c key: non-biological washing powder biological washing powder40 10 20 30 40 50 60 705060708090100110 fig. 2.1  (b) compare the effectiveness of the two washing powders at removing stains.   use the information in fig. 2.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "6": "6 0610/41/m/j/20 \u00a9 ucles 2020  (c) the students suggested that the enzymes in the biological washing powder were denatured  at high temperatures.   explain why enzyme molecules do not function when they are denatured.  ...  ...  ...  ...  .  [2]  (d) forensic scientists often try to find dna on items of stained clothing. the dna can be used to  identify individual people.   suggest why dna can be used to identify individual people.  ...  ...  ...  ...  .  [2] [total: 11] 3 (a) dialysis tubing is an artificial membrane, which is similar to the lining of the intestine.   a student investigated the diffusion of glucose through dialysis tubing by using the apparatus  shown in fig. 3.1. rubber band to secure the dialysis tubing water outside the dialysis tubing knot at the end of the dialysis tubingglucose solution dialysis tubing fig. 3.1",
            "7": "7 0610/41/m/j/20 \u00a9 ucles 2020 [turn over   the student took samples of the water outside the dialysis tubing at 5 minute intervals and  tested the samples with benedict\u2019s solution.   the results are shown in table 3.1. table 3.1 time / minutesresults of the benedict\u2019s tests on the  water outside the dialysis tubing  0 blue  5 green 10 yellow 15 red   (i)  describe and explain the results shown in table 3.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) the student repeated the investigation with a higher concentration of glucose in the  dialysis tubing.    predict the results that the student would observe.  ...  ...  .  [1]",
            "8": "8 0610/41/m/j/20 \u00a9 ucles 2020  (b) fig. 3.2 shows a drawing of a cell from the lining of the small intestine. the lumen is the  space inside the intestine where food is digested. a c b not to scalelumen of the intestine fig. 3.2   state the names of the three  labelled structures in fig.  3.2 and describe the role of each  structure in the intestinal cell.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "9": "9 0610/41/m/j/20 \u00a9 ucles 2020 [turn over  (c) the cholera bacterium can survive in the small intestine and the large intestine. the bacterium  releases a toxin that interacts with receptors on the surface of cells.   fig. 3.3 shows the effect of the toxin. the arrows indicate the direction of movement. key: toxin ion xbacterium not to scalelumen of the intestine fig. 3.3   the toxin stimulates the secretion of ion x out of the intestinal cell.   (i) state the name of ion x.  .  [1]   (ii) describe the effects on the body of the secretion of ion x into the lumen of the intestine.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 15]",
            "10": "10 0610/41/m/j/20 \u00a9 ucles 2020 blank page",
            "11": "11 0610/41/m/j/20 \u00a9 ucles 2020 [turn over 4 johnson grass, sorghum halepense , is wind-pollinated.  (a) fig. 4.1 shows some johnson grass flowers. fig. 4.1   (i)  state the genus of johnson grass.  .  [1]   (ii) describe two features visible in fig.  4.1 that show that johnson grass flowers are  adapted for wind-pollination. 1    ... 2    ...  [2]",
            "12": "12 0610/41/m/j/20 \u00a9 ucles 2020  (b) fig. 4.2 shows a section through a carpel shortly after pollination. d ac be fig. 4.2   (i) state the names of the parts of the carpel labelled c, d and e. c   d   e   [3]   (ii) complete the sentences:    pollen grains are formed in anthers. during their formation the number of chromosomes  in the nuclei is halved by the process of .. . this means the  male nucleus a in the pollen tube is described as a .. nucleus.  when nucleus a .. with nucleus b, the chromosome number  doubles to form a .. nucleus. the name of this process is  ..  . then the .. divides by the  process of .. to form an embryo. [7]",
            "13": "13 0610/41/m/j/20 \u00a9 ucles 2020 [turn over  (c)  discuss the advantages of sexual reproduction to a wild population of flowering plants such  as johnson grass.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (d) sexual reproduction requires energy.   state three  uses of energy in organisms other than in reproduction . 1   2   3   [3] [total: 21]",
            "14": "14 0610/41/m/j/20 \u00a9 ucles 2020 5 ciliates are classified in the kingdom protoctist. bacteria are classified in the kingdom prokaryote.  (a)  state two structural  features that distinguish the cells of a protoctist from a prokaryote. 1    ... 2    ... [2]  (b) fig. 5.1 shows five species of ciliate that are found in sewage treatment works. a chilodonella c euplotes d paramecium e vorticella not to scaleb didiniumrows of ciliacilia cilia fused together fig. 5.1",
            "15": "15 0610/41/m/j/20 \u00a9 ucles 2020 [turn over   fig. 5.2 is a dichotomous key to identify the ciliates shown in fig. 5.1. 1 has a ring of cilia at    one end of the    organismstart 2 3 has star-like    structures inside the    organism organism corganism aorganism dorganism b organism e 4yesyes no no no noyes yes fig. 5.2   complete the key in fig. 5.2 by writing suitable statements: \u2022 for box 2 to distinguish species  b and e \u2022 for box 4 to distinguish species a and c. text for box 2  .  ...  ... text for box 4  .  ...  ... [2]",
            "16": "16 0610/41/m/j/20 \u00a9 ucles 2020 (c)  didinium  is a predatory ciliate. a video recording was made of one didinium  feeding on a  paramecium . fig. 5.3 shows a sequence of still photographs taken from the video. parameciumdidinium fig. 5.3   complete the table by putting a tick ( \u2713) by each characteristic of life that can be seen in the  still photographs from the video in fig. 5.3. excretion nutrition growth reproduction movement respiration [1]  (d) fig. 5.4 is a food web for some of the microorganisms in a sewage treatment works. didinium paramecium vorticellarotifers photosynthetic bacteria decomposer bacterianematodes fig. 5.4   (i) construct one food chain with three trophic levels that use energy derived from the  breakdown of sewage. do not draw the organisms.  .  [1]",
            "17": "17 0610/41/m/j/20 \u00a9 ucles 2020 [turn over   (ii) the water that passed out of the sewage works was often cloudy with suspended matter.    scientists discovered that ciliates reduce the cloudiness of water during sewage  treatment.    suggest how the ciliates reduce the cloudiness of the water using the information in  fig. 5.4.  ...  ...  ...  ...  .  [2]   (iii)  explain how sewage treatment reduces the spread of disease.  ...  ...  ...  ...  ...  ...  .  [3]   (iv) nitrifying bacteria are found in sewage works.    explain the importance of nitrifying bacteria in the nitrogen cycle.  ...  ...  ...  ...  ...  ...  .  [3] [total: 14]",
            "18": "18 0610/41/m/j/20 \u00a9 ucles 2020 6 colour blindness is a characteristic that is inherited. colour blindness is more common in males  than in females.  fig. 6.1 is a pedigree diagram showing the inheritance of colour blindness in a family. 1 2 3 5 6 7 84male with normal colour vision male with colour blindness female with normal colour visionkey: fig. 6.1  (a) define the term inheritance .  ...  ...  .  [1]  (b) (i)  using the symbols b and b, state the genotypes of individual 5 and individual 8 in the  pedigree diagram. 5   8   [3]",
            "19": "19 0610/41/m/j/20 \u00a9 ucles 2020   (ii) individual 3 is a carrier of colour blindness because she has one copy of the allele for  colour blindness but has normal colour vision.    describe the evidence from fig.  6.1 that shows that individual 3 is a carrier.  ...  ...  ...  ...  ...  ...  .  [3]   (iii)  there was no history of colour blindness in the parents and grandparents of individuals 1  and 2.    suggest how colour blindness first occurred in the family in fig.  6.1.  ...  ...  ...  ...  .  [2] [total: 9]",
            "20": "20 0610/41/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s20_qp_42.pdf": {
            "1": "cambridge igcse\u2122dc (jc/ct) 180482/4 \u00a9 ucles 2020  [turn overbiology  0610/42 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 24 pages. blank pages are indicated. *1703925132*",
            "2": "2 0610/42/m/j/20 \u00a9 ucles 2020 1 homeostasis is the maintenance of a constant internal environment.  (a) human skin is involved in the maintenance of a constant internal body temperature.   (i) skin is an organ.    state why the skin is an organ.  ...  ...  .  [1]   (ii) state the name of the organ that coordinates the control of body temperature.  .  [1]    fig. 1.1 shows a diagram of a section through human skin. f e da b c fig. 1.1   (iii) state the names of structures a, b and c in fig. 1.1. a   b   c    [3]",
            "3": "3 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   (iv) structure d is a shunt vessel and e is an arteriole.    describe how these blood vessels are involved in maintaining a constant internal body  temperature in a cold environment.  ...  ...  ...  ...  ...  ...  .  [3]  (b) energy is used to maintain body temperature.   state three other  uses of energy in humans.  1   2   3    [3]  [total: 11]",
            "4": "4 0610/42/m/j/20 \u00a9 ucles 2020 2 pregnancy can occur after the fusion of a male gamete and a female gamete.   (a) state the name of the ball of cells that implants into the uterus after fertilisation.  .  [1]  (b) there are many changes that occur in a fetus during pregnancy.   compare the development of a fetus in the early stages of pregnancy to its development in  the late stages of pregnancy.  ...  ...  ...  ...  .  [2]  (c) describe the functions of amniotic fluid and the amniotic sac.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d)  the umbilical artery is found in the umbilical cord. this artery transports blood away from the  heart of the fetus.   the umbilical artery is unusual because it transports deoxygenated blood.   (i) state the name of one other artery in the mother that transports deoxygenated blood.  .  [1]",
            "5": "5 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   (ii) state one excretory product that is transported from the fetus to the placenta.  .  [1]   (iii) state the name of the process that allows substances to move down a concentration  gradient across the placenta.  .  [1] ",
            "6": "6 0610/42/m/j/20 \u00a9 ucles 2020  (e) one of the functions of the placenta is to provide a barrier to toxins and pathogens.   a study was done on donated afterbirths. the afterbirth is a placenta with part of the umbilical  cord attached.   the purpose of the study was to find the maximum size of particles that can pass through the  placenta and enter the umbilical cord.    the researchers inserted beads with a diameter of 0.5  \u00b5m into blood vessels in the placenta.  three hours later they recorded the percentage of beads found in the blood in the placenta  and in the umbilical cord.    they then repeated the tests using beads with diameters of 0.8  \u00b5m, 2.4  \u00b5m, 5.0  \u00b5m and  8.0 \u00b5m.    their results are shown in fig. 2.1. percentage of beads found in the blood after 3 hours 020 0.5 \u03bcm 0.8 \u03bcm 2.4 \u03bcm bead size5.0 \u03bcm 8.0 \u03bcm406080100 umbilical cordkey: placenta fig. 2.1  ",
            "7": "7 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   (i) convert the diameter of the 5.0  \u00b5m beads into millimetres (mm).    space for working.   ...  mm [1]   (ii) one million beads with a diameter of 2.4  \u00b5m were injected into the placenta.    calculate the number of these beads in the umbilical cord after 3 hours.     space for working.   .  beads  [2]   (iii) table 2.1 shows a range of substances and their diameters. table 2.1 toxins and pathogens diameter  / \u00b5m nicotine 2.0 \u00d7 10\u20132 drug x 3.0 \u00d7 10\u20132 rubella virus 5.0 \u00d7 10\u20132 vibrio cholerae 8.0 \u00d7 10\u20131 trypanosoma brucei 1.8 \u00d7 101    state the names of all the toxins and pathogens listed in table 2.1 that could pass  through the placenta and enter the umbilical cord.    use the data in fig. 2.1 to make your choice.  ...  ...  .  [1]",
            "8": "8 0610/42/m/j/20 \u00a9 ucles 2020  (f) fig. 2.2 shows the junction between two neurones with drug  x absent and two neurones with  drug x present, immediately after a painful stimulus. drug x absent drug x presentrelay neuroneba c d key: electrical signal neurotransmitter drug x fig. 2.2   (i) state the names of a, b, c and d in fig. 2.2. a   b   c   d    [4]   (ii) describe and explain how drug x affects the function of the relay neurone shown in  fig. 2.2.  ...  ...  ...  ...  ...  ...  .  [3]",
            "9": "9 0610/42/m/j/20 \u00a9 ucles 2020 [turn over  (g) drug x can be injected into the body. this is one way that hiv can be transmitted.   describe two other ways that hiv can be transmitted. 1    ... 2    ...  [2]  [total: 23]",
            "10": "10 0610/42/m/j/20 \u00a9 ucles 2020 blank page",
            "11": "11 0610/42/m/j/20 \u00a9 ucles 2020 [turn over 3 cheetahs, acinonyx jubatus , are carnivores found in the dry grasslands and woodlands of  southern africa. cheetahs hunt for food during the day. they eat deer and antelope.  the cheetah is the fastest mammal on land but can only run at high speed (sprint) over a short  distance. its hunting strategy is to creep up on prey and then sprint to catch them.  fig. 3.1 is a photograph of a cheetah in its natural habitat. fig. 3.1  (a) suggest how these adaptive features enable cheetahs to survive in their natural environment. fur colouring  ..  ...  ... streamlined body shape  ...  ...  ...  [2]",
            "12": "12 0610/42/m/j/20 \u00a9 ucles 2020  (b) the king cheetah is a rare variety of a. jubatus  that has inherited striped fur markings.   fig. 3.2 shows a cheetah with spots and a king cheetah.        cheetah with spots  king cheetah fig. 3.2   (i) define the term inheritance .   ...  ...  .  [1]",
            "13": "13 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   fig. 3.3 shows a pedigree diagram of a population of cheetahs. 1 2 male king cheetahfemale king cheetah male cheetah with spotsfemale cheetah with spotskey:3 4 11 12 13 14 ?5 6 7 8 9 10 15 16 17 18 19 fig. 3.3     (ii) deduce the genotype of cheetah 11.  .  [1]   (iii) predict the probability of cheetah 14 being a king cheetah.  .  [1]   (iv) describe how a breeder could determine the genotype of cheetah 17.  ...  ...  ...  ...  .  [2] ",
            "14": "14 0610/42/m/j/20 \u00a9 ucles 2020   (v) when the king cheetah was first discovered it was thought that it was a new species.    pedigree diagrams of cheetahs proved it was not a new species.    suggest one type of evidence, other than pedigree diagrams, that can be used to  determine how closely related organisms are.  ...  ...  .  [1]  (c) cheetahs are at risk of becoming endangered.   (i) suggest why the cheetah is at risk of becoming endangered.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) describe how species like the cheetah can be conserved.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
            "15": "15 0610/42/m/j/20 \u00a9 ucles 2020 [turn over 4 some crop farmers use herbicides on their fields.  fig. 4.1 shows a farmer spraying a rice crop with herbicides. fig. 4.1  (a) herbicides kill weeds.   explain why farmers use herbicides.   ...  ...  ...  ...  .  [2]",
            "16": "16 0610/42/m/j/20 \u00a9 ucles 2020  (b) fields of crop plants were sprayed with two herbicides. a farmer measured the concentration  of the two herbicides, a and b, in a lake near the fields.   the water in the lake was sampled at intervals for two weeks.   fig. 4.2 shows the results. 0.000.040.080.120.160.20 0 2 4 6 8 time / days herbicides sprayed on the fields10 12 16 14concentration of herbicides in the lake water samples /  mg per kg herbicide akey: herbicide b fig. 4.2     (i) compare the concentrations of herbicide a and herbicide b in the lake.     use the information in fig. 4.2 to support your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
            "17": "17 0610/42/m/j/20 \u00a9 ucles 2020 [turn over   (ii) suggest how herbicides damage ecosystems in a lake.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) herbicide a is a synthetic plant hormone called 2,4-d that selectively kills dicotyledonous  plants only.   (i) state two features that distinguish leaves of dicotyledonous plants from leaves of  monocotyledonous plants. 1     2    [2]   (ii) state the name of a natural plant hormone that stimulates cell elongation.  .  [1]   (iii) herbicide b is a chemical that prevents the uptake of magnesium ions.    suggest how herbicide b kills plants.   ...  ...  ...  ...  ...  ...  .  [3]  [total: 15]",
            "18": "18 0610/42/m/j/20 \u00a9 ucles 2020 5 the gal\u00e1pagos islands are a group of small islands in the pacific ocean.  in 1839 charles darwin published a book that described differences in a family of birds called  finches.  each species of gal\u00e1pagos finch had: \u2022 a different diet \u2022 a different beak shape, as shown in fig. 5.1. geospiza conirostris geospiza scandens geospiza magnirostris geospiza fortis fig. 5.1  (a) state the genus name for the gal\u00e1pagos finches shown in fig. 5.1.  .  [1]",
            "19": "19 0610/42/m/j/20 \u00a9 ucles 2020 [turn over  (b) gal\u00e1pagos finches share a common ancestor.   suggest how gal\u00e1pagos finches have evolved different shaped beaks.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  [total: 6]",
            "20": "20 0610/42/m/j/20 \u00a9 ucles 2020 6 (a) fig. 6.1 is a diagram showing some parts of a plant. the circle shows a magnified cross-section  of part of the stem. not to scalea b c d e f g hm l k j fig. 6.1     (i) table 6.1 contains statements about the functions of some of the structures in fig. 6.1.    complete the table by: \u2022 stating the name of the structure \u2022 identifying the letter that labels that structure. table 6.1 function name of structure letter from fig. 6.1 provides support to the stem protects flower bud produces glucose produces pollen  delivers male nuclei to the site of fertilisation  [5]",
            "21": "21 0610/42/m/j/20 \u00a9 ucles 2020   (ii) state one letter from fig. 6.1 that identifies a structure that contains a haploid  nucleus.  .  [1]   (iii) state the name of the process that describes the transport of sucrose in a plant.  .  [1]   (iv) state one letter from fig. 6.1 that is a structure that is an example of a source for sucrose  transport.  .  [1]  (b) in addition to sucrose, amino acids are also transported in plants.   (i) state the name of a mineral ion that becomes part of an amino acid.  .  [1]   (ii) state the name of the structures inside cells that assemble amino acids into proteins.  .  [1]   (iii) state the name of the group of molecules that are made of proteins and act as catalysts.  .  [1]  [total: 11]",
            "22": "22 0610/42/m/j/20 \u00a9 ucles 2020 blank page",
            "23": "23 0610/42/m/j/20 \u00a9 ucles 2020 blank page",
            "24": "24 0610/42/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s20_qp_43.pdf": {
            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/ct) 180793/3 \u00a9 ucles 2020  [turn over *1791825526* biology  0610/43 paper 4 theory (extended)  may/june  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/43/m/j/20 \u00a9 ucles 2020 1 (a)  state three  uses of energy in the human body. 1   2   3   [3]  (b) fig. 1.1 shows part of the digestive system of a human. diaphragm l k hc d eba g f fig. 1.1",
            "3": "3 0610/43/m/j/20 \u00a9 ucles 2020 [turn over   complete table 1.1. one row has been done for you. table 1.1 function name of structure letter from fig. 1.1 pushes food to the stomach oesophagus a assimilation of amino acids to produce  plasma proteins storage of bile secretion of insulin absorption of fatty acids and glycerol secretion of pepsin digestion of starch [6]  (c) describe the role of the liver in the recovery from oxygen debt after strenuous exercise.  ...  ...  ...  ...  .  [2]  (d) alcohol is a drug.   define the term drug.  ...  ...  .  [2]",
            "4": "4 0610/43/m/j/20 \u00a9 ucles 2020  (e) (i)  state two immediate effects of excessive alcohol on the body. 1   2   [2]   (ii) state two long-term effects of excessive alcohol on the body. 1   2   [2]  (f) pregnant women are advised not to drink alcohol as it may have harmful effects on the fetus.   (i) outline these harmful effects.  ...  ...  ...  ...  .  [2]   (ii) state two harmful substances other than alcohol that can cross the placenta. 1   2   [2] [total: 21]",
            "5": "5 0610/43/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 shows the human population of a country between 1910 and 2020. 0 1900 1920 1940 1960 year1980 2000 202020406080100120140 number of people / million fig. 2.1   (i) calculate the percentage increase in the population of the country between 1940 and  2020.    space for working.   . % [3]   (ii) describe the factors that could cause the change in the population size between 1940  and 2020, shown in fig.  2.1.  ...  ...  ...  ...  ...  ...  .  [3]",
            "6": "6 0610/43/m/j/20 \u00a9 ucles 2020  (b)  some countries have invested in biofuels such as ethanol, biomass and biodiesel.   (i) describe how ethanol can be made by microorganisms.  ...  ...  ...  ...  .  [2]   (ii) some countries use large areas of land to grow maize plants. this crop plant can be  used to produce biofuels.    discuss the negative impact on the environment  of growing large-scale monocultures  of crop plants such as maize.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 12]",
            "7": "7 0610/43/m/j/20 \u00a9 ucles 2020 [turn over blank page",
            "8": "8 0610/43/m/j/20 \u00a9 ucles 2020 3 the american writer ernest hemingway lived on the island of key west in florida, usa in the  1930s. during this time he was given a male cat by a sea captain.  the cat had more toes than usual. this inherited condition is called polydactyly. the allele for  polydactyly is dominant.  (a) define the term inheritance .  ...  ...  .  [1]  (b) fig. 3.1 is part of a pedigree diagram for hemingway\u2019s cats. 1 2 male cat with normal number of toesfemale cat with normal number of toes male cat with polydactylyfemale cat with polydactylykey:3 4 11 12 135 6 7 8 9 10 15 14 1716 fig. 3.1",
            "9": "9 0610/43/m/j/20 \u00a9 ucles 2020 [turn over   (i) state the genotypes of cats 5, 6 and 14 in the pedigree diagram in fig. 3.1.    use the letters t and t. cat 5  .. cat 6  .. cat 14   [3]   (ii)  explain why none of the offspring of cats 3 and 4 have inherited polydactyly.    use the information in fig. 3.1 in your answer.  ...  ...  .  [1]",
            "10": "10 0610/43/m/j/20 \u00a9 ucles 2020  (c) scientists published the results of an investigation into the dna of cats with and without  polydactyly. they compared the base sequence from a particular region of dna that controls  the development of the limbs.   table 3.1 shows the base sequences. table 3.1 cats without polydactyly aga cac aga aat gag hemingway\u2019s cats with polydactyly aga cac gga aat gag cats with polydactyly from oregon and missouri in the usa aga cac gga aat gag cats with polydactyly from the uk aga cac agt aat gag   (i)  describe how the base sequences of the cats with polydactyly differ from the base  sequence of cats without polydactyly.  ...  ...  ...  ...  .  [2]   (ii) state the name of the process by which base sequences in dna are changed.  .  [1]   (iii)  the base sequences in table 3.1 provide evidence that indicates which country the male  cat given to hemingway in the 1930s came from.    suggest which country this cat came from and give a reason for your choice.  ...  ...  ...  ...  .  [2]",
            "11": "11 0610/43/m/j/20 \u00a9 ucles 2020 [turn over  (d) fig. 3.2 shows part of a dna molecule from a chromosome of a cat.   complete fig. 3.2 by writing the letters for the base sequence of the other strand of the dna  molecule. t a a t g c g t g.. .. .. .. .. .. .. .. .. fig. 3.2   [1]  (e) explain why polydactyly is an example of discontinuous variation .  ...  ...  ...  ...  .  [2] [total: 13]",
            "12": "12 0610/43/m/j/20 \u00a9 ucles 2020 4 xerophytes grow in habitats with low rainfall and soils that often have high concentrations of salts.  fig. 4.1 shows the xerophyte  yucca treculeana  growing on salt flats. y. treculeana fig. 4.1  (a) (i)  explain how xerophytes, such as y. treculeana , are adapted to absorb sufficient water in  the conditions in which they live.   ...  ...  ...  ...  ...  ...  .  [4]",
            "13": "13 0610/43/m/j/20 \u00a9 ucles 2020 [turn over   (ii) explain how xerophytes are adapted to reduce water loss to the atmosphere.  ...  ...  ...  ...  ...  ...  .  [3]   (iii)  xerophytes often have many defence mechanisms that reduce or prevent herbivores  eating them.    suggest how xerophytes protect themselves against herbivores.  ...  ...  ...  ...  .  [2]  (b) forest ecosystems can be affected by acid rain.   describe how the production of acid rain and its effects on forest ecosystems can be reduced.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 13]",
            "14": "14 0610/43/m/j/20 \u00a9 ucles 2020 blank page",
            "15": "15 0610/43/m/j/20 \u00a9 ucles 2020 [turn over5 bacteria are classified in the prokaryote kingdom.  (a)  state two features of animal and plant cells that are not found in prokaryotes. 1   2   [2]",
            "16": "16 0610/43/m/j/20 \u00a9 ucles 2020  (b) methicillin-resistant staphylococcus aureus  (mrsa) is a type of bacterium that is resistant to  some antibiotics.   fig. 5.1 shows how a population of bacteria may develop antibiotic resistance and how the  antibiotic resistance can be passed from one strain of bacterium to another. treatment with antibiotic z started transmission of bacteria a to patient 2population of pathogenic bacteria a in patient 1 population of pathogenic bacteria a in patient 1 in the middle of treatment with antibiotic z population of pathogenic bacteria a in patient 1 when treatment with antibiotic z was stopped bacteria a and b in patient 2 not to scale key: bacterium of strain a resistant to antibiotic z bacterium of strain a not resistant to antibiotic z dying bacterium of strain abacterium of strain b resistant to antibiotic z bacterium of strain b not resistant to antibiotic z plasmid fig. 5.1",
            "17": "17 0610/43/m/j/20 \u00a9 ucles 2020   explain how resistance to an antibiotic develops in a population of bacteria and spreads in  the human population.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (c) explain how the development of resistant bacteria, such as mrsa, can be minimised.  ...  ...  ...  ...  ...  ...  ...  .  [3] [total: 11] [turn over",
            "18": "18 0610/43/m/j/20 \u00a9 ucles 2020 6 in many parts of the world dairy cattle are kept in large barns and reared intensively, as shown in  fig. 6.1. fig. 6.1  (a)  food for cattle that are reared intensively includes cereals, such as maize and barley.   ecologists have calculated that it is more energy efficient to grow crops for human consumption  than for food for livestock.   explain why intensive rearing of livestock is not an efficient use of crops.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
            "19": "19 0610/43/m/j/20 \u00a9 ucles 2020  (b)  the urine and faeces from cattle kept in barns is removed and treated in the same way as  human sewage to avoid polluting the aquatic environment.   outline the effects of untreated waste  from cattle on the aquatic environment.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) intensive livestock production could be one way of preventing famine.   describe the causes of famine.  ...  ...  ...  ...  ...  ...  .  [3] [total: 10]",
            "20": "20 0610/43/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s20_qp_51.pdf": {
            "1": "cambridge igcse\u2122biology  0610/51 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 12 pages. blank pages are indicated. dc (lk/sw) 184708/4 \u00a9 ucles 2020  [turn over *6488323582* for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/m/j/20 \u00a9 ucles 2020 1 sugars are a source of energy in the diet.  you are going to estimate the concentration of glucose in an energy drink ( d).  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(iii).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1   label three test-tubes a, b and c.        step 2   use the volumes of 4% glucose solution and distilled water shown in table 1.1 to make  three different concentrations of glucose solution in test-tubes a, b and c.  (a) (i) complete table 1.1 by calculating and writing in the percentage concentration of glucose  solution in test-tube b. table 1.1 test-tubevolume of 4% glucose solution  / cm3volume of distilled water  / cm3percentage concentration  of glucose solution a 10.0 0.0 4 b  5.0 5.0 c  2.5 7.5 1  [1]  step 3   add 5  cm3 of benedict\u2019s solution to each of the glucose solutions in the test-tubes a, b  and c. shake each test-tube gently for 3 seconds to mix the contents.  step 4   add 5  cm3 of benedict\u2019s solution to test-tube d which contains 10  cm3 of energy drink d.  shake the test-tube gently for 3 seconds to mix the contents.  step 5   raise your hand when you are ready for hot water to be put into the beaker labelled  water-bath .  step 6   measure the temperature of the hot water in the water-bath (initial temperature).   (ii) record the initial temperature in table 1.2. table 1.2 initial temperature  / \u00b0c final temperature  / \u00b0c  [1]  step 7   put test-tube a into the water-bath and immediately start the stop-clock.",
            "3": "3 0610/51/m/j/20 \u00a9 ucles 2020 [turn over  step 8   observe test-tube a carefully and note the time at which the contents of the test-tube  first change colour. this reaction may occur very quickly.    if there is no colour change after 5 minutes record the time as >300 .     record the time taken in seconds for the colour change in the table you have prepared  in 1(a)(iii) .  step 9  remove test-tube a from the water-bath and put it back into the test-tube rack.      reset the stop-clock.  step 10  repeat steps 7, 8 and 9 with test-tube b.   step 11  repeat steps 7, 8 and 9 with test-tube c.  step 12  repeat steps 7, 8 and 9 with test-tube d.  step 13  measure the final temperature of the water in the water-bath.     record this temperature in table 1.2.   (iii) prepare a table to record your results in the space provided.  [4]   (iv) estimate the concentration of glucose in energy drink d using the information in table  1.1  and your results.    ..  % [1]   (v) explain how you estimated the concentration of glucose in energy drink d in 1(a)(iv) .  ...  ...  .  [1]",
            "4": "4 0610/51/m/j/20 \u00a9 ucles 2020  (b) table 1.2 may indicate that there is a source of error in this investigation.   (i) identify the possible source of error and suggest one way the method could be improved  to reduce this error. source of error  ...  ... improvement  .  ...  ...  [2]   (ii) explain how the error identified in 1(b)(i)  could affect your results and the estimation of  the concentration of glucose in energy drink d.  ...  ...  .  [1]  (c) state two variables that were kept constant in this investigation. 1   2    [2]  (d) barley grains are used in the food industry as a source of sugars. barley grains contain  starch. starch can be broken down into sugars by enzymes.    students made a starch suspension from barley grains to investigate the breakdown of  starch by enzymes. the starch suspension contained 100  g of starch. they mixed the starch  suspension with enzymes and recorded the mass of starch remaining in the mixture at  different times.   the results are shown in table 1.3. table 1.3 time / minutes mass of starch remaining  / g  0 100  5  58 10  40 20  32 40  28",
            "5": "5 0610/51/m/j/20 \u00a9 ucles 2020 [turn over   (i) plot a line graph on the grid of the data in table 1.3.  [4]   (ii) describe the trend shown in your graph.  ...  ...  .  [1]   (iii) estimate the mass of starch remaining at 15 minutes.     show on your graph how you obtained your answer.   .  g   [2]   (iv) calculate the rate of starch breakdown in the first five minutes using the information in  table 1.3 or your graph.   .  g per minute  [1]",
            "6": "6 0610/51/m/j/20 \u00a9 ucles 2020  (e) plan an investigation to determine the effect of temperature on the breakdown of starch by  enzymes.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27] 2 (a) human reproduction involves a male gamete (sperm) and a female gamete (ovum).   fig. 2.1 is a photomicrograph of a single ovum and many sperm cells during fertilisation.    line ab represents the diameter of the ovum.   line cd represents the length of one sperm cell.",
            "7": "7 0610/51/m/j/20 \u00a9 ucles 2020 [turn over a bdc fig. 2.1   (i) measure the lengths of lines ab and cd on fig. 2.1. include the unit.    length of line ab    length of line cd   [1]   (ii) the actual diameter of the ovum is 0.10  mm.    calculate the magnification of the ovum in fig.  2.1 using the formula: magnification = length of line ab on fig. 2.1 actual diameter of ovum   ..  [1]   (iii) calculate the actual length of the sperm cell using the magnification you calculated in  2(a)(ii)  and the formula: magnification = length of line cd on fig. 2.1 actual length of sperm cell    give your answer to two decimal places.   .  mm  [3]",
            "8": "8 0610/51/m/j/20 \u00a9 ucles 2020  (b) fig. 2.2 is a different photomicrograph of an ovum and one sperm cell. fig. 2.2   (i) make a large drawing of the ovum and the sperm cell shown in fig. 2.2.    label the ovum on your drawing.  [5]",
            "9": "9 0610/51/m/j/20 \u00a9 ucles 2020   (ii) state three  visible differences between the ovum and the sperm cell that can be seen in  fig. 2.2. 1    ... 2    ... 3    ...  [3]  [total: 13]  ",
            "10": "10 0610/51/m/j/20 \u00a9 ucles 2020 blank page",
            "11": "11 0610/51/m/j/20 \u00a9 ucles 2020 blank page",
            "12": "12 0610/51/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s20_qp_52.pdf": {
            "1": "cambridge igcse\u2122biology  0610/52 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. this document has 12 pages. blank pages are indicated. dc (lk/sw) 184709/3 \u00a9 ucles 2020  [turn over *8438058963* for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/m/j/20 \u00a9 ucles 2020 1 you are going to investigate the effect of temperature on diffusion. dialysis tubing is used to  represent a cell membrane. cell membranes are partially permeable.  read all of the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should wear the gloves and eye protection provided during the practical work.  step 1   label one test-tube c and the other test-tube h. draw a small x on the outside of both  test-tubes approximately half-way down each test-tube as shown in fig. 1.1. xc xh fig. 1.1  step 2   you are provided with two lengths of dialysis tubing which have been knotted at one  end to form a bag. the bags can be opened by rubbing the unknotted end between two  fingers.  step 3   use a pipette to put starch suspension into one of the opened dialysis tubing bags. keep  adding the starch suspension until the dialysis tubing bag is approximately three-quarters  full.  step 4   it is important that the starch suspension does not spill onto the outside of the dialysis  tubing bag. fill a 10  cm3 syringe with distilled water. hold the dialysis tubing bag  containing starch over the container labelled waste  and use the syringe to carefully  wash the outside of the bag with the distilled water.  step 5   place the dialysis tubing bag containing starch suspension into test-tube c. fold the  open end of the dialysis tubing over the top of the test-tube. secure with an elastic band  approximately 2  cm from the top of the test-tube as shown in fig. 1.2.    place test-tube c in the test-tube rack.",
            "3": "3 0610/52/m/j/20 \u00a9 ucles 2020 [turn over 2 cmopen end of the dialysis tubing bag folded over the  top of the test-tube elastic band dialysis tubing bag containing starch suspension test-tubec x fig. 1.2  step 6   open the other dialysis tubing bag. repeat steps 3, 4 and 5 with the other dialysis tubing  bag and test-tube h.  step 7  add distilled water to test-tube c until it reaches the level of the elastic band.  step 8   raise your hand when you are ready for hot water. add hot water to test-tube h until it  reaches the level of the elastic band.  step 9   measure the temperature of the water in test-tube c and test-tube h, record this in your  table in 1(a)(i) .  step 10  use a syringe to add 1  cm3 of iodine solution to the water in each test-tube.   step 11  start the stop-clock.  step 12   observe the crosses on the test-tubes by looking through the dialysis tubing as shown in  fig. 1.3. x drawn on the opposite side of the test-tube eye looking at x through the dialysis tubing bag fig. 1.3  step 13   measure the time taken for each cross to stop being visible through the dialysis tubing  bag. record the times, in seconds, in your table in 1(a)(i) . if the cross is still visible after  10 minutes stop timing and record the time as >600 .",
            "4": "4 0610/52/m/j/20 \u00a9 ucles 2020  (a) (i) prepare a table to record your results.  [4]   (ii) state a conclusion for this investigation.  ...  ...  .  [1]   (iii) identify the variable that you have changed (independent variable) in this investigation.  .  [1]   (iv) dialysis tubing allows small molecules to move through it by diffusion.    starch is unable to diffuse out of the dialysis tubing bag.    state one piece of evidence for this from your investigation.  ...  ...  .  [1]",
            "5": "5 0610/52/m/j/20 \u00a9 ucles 2020 [turn over   (v) identify one possible source of error in this investigation and suggest one additional  piece of apparatus that could be used to reduce the effect of this error. error  ...  ...  ... apparatus  ..  ...  ...  [2]  (b) (i) amylase is an enzyme that breaks down starch to form reducing sugars.    describe how you could test for the presence of reducing sugars.    include the result of a positive test. method  ..  ...  ...  ...  ... result  .    [3]",
            "6": "6 0610/52/m/j/20 \u00a9 ucles 2020   (ii) plan an investigation to determine the effect of different concentrations of amylase on  the breakdown of starch.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]",
            "7": "7 0610/52/m/j/20 \u00a9 ucles 2020 [turn over 2 a student investigated the effect of different concentrations of sugar solution on osmosis in potato  sticks.  the student used this method: \u2022 cut six potato sticks  \u2022 measure the initial mass of each potato stick \u2022 place each potato stick in a different concentration of sugar solution  \u2022 leave the potato sticks in the sugar solutions for one hour \u2022 after one hour remove the potato sticks and measure the final mass of each potato stick.  (a) (i) all of the potato sticks were left in the sugar solutions for the same length of time.     state two other variables that the student should have kept constant during their  investigation. 1   2    [2]   (ii) identify the variable that was measured (dependent variable) in this investigation.   .  [1]",
            "8": "8 0610/52/m/j/20 \u00a9 ucles 2020  (b) the results of the investigation are shown in table 2.1. table 2.1 concentration of  sugar solution / mol per dm3initial mass of  potato stick  / gfinal mass of  potato stick  / gpercentage  change in mass 0.0 2.14 2.18  1.87 0.2 1.90 1.91  0.53 0.4 2.32 2.30  \u20130.86 0.6 2.25 2.21  \u20131.78 0.8 2.08 2.03 1.0 2.16 2.10  \u20132.78   (i) calculate the percentage change in mass for the potato stick that was placed in the  0.8 mol per dm3 sugar solution.    give your answer to two decimal places.    space for working.     %  [2]",
            "9": "9 0610/52/m/j/20 \u00a9 ucles 2020 [turn over   (ii) plot a line graph on the grid to show the data in table 2.1. one axis has been started for  you. 0  [4]   (iii) state the concentration of the sugar solution at which your graph shows there would be  no change in the mass of the potato stick.   ...  mol per dm3 [1]   (iv) the student wanted to obtain a more accurate value for the concentration of the sugar  solution at which there would be no change in the mass of the potato stick.    suggest further investigative work that the student should carry out.  ...  ...  ...  ...  .  [2]",
            "10": "10 0610/52/m/j/20 \u00a9 ucles 2020  (c) fig. 2.1 is a photomicrograph showing cells from a potato.   the structures visible within the cells are starch grains. p qx starch grain fig. 2.1   (i) draw a large diagram of the cell labelled x. do not label your diagram.  [4]",
            "11": "11 0610/52/m/j/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of line pq on fig. 2.1. include the unit.     length of line pq     the actual length of the potato cell at line pq is 0.14  mm.    calculate the magnification of the potato cell using the formula and your measurement. magnification = length of line pq actual length of the potato cell    give your answer to the nearest whole number.    space for working.     [3]    (iii) a student measured the actual lengths of five of the starch grains present in one potato  cell. the results are shown in table 2.2. table 2.2 length of starch grain  / mm 0.052 0.048 0.025 0.023 0.017    calculate the average length of the starch grains.    mm [1]",
            "12": "12 0610/52/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (d) potato cells release carbon dioxide during respiration.   state the name of an indicator which could be used to test for the presence of carbon dioxide  and give the result of a positive test. indicator   result  .  [2]  [total: 22]"
        },
        "0610_s20_qp_53.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (lk/sw) 184711/3 \u00a9 ucles 2020  [turn over *3699958738* biology  0610/53 paper 5 practical test  may/june  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/m/j/20 \u00a9 ucles 2020 1 you are going to investigate the effect of concentration on the rate of diffusion in model cells.  cubes of agar jelly containing universal indicator will represent the model cells.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(iii).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  (a) you are provided with a piece of agar that is approximately 30  mm \u00d7 30  mm \u00d7 10  mm in size.   step 1   cut four identical cubes from the large piece of agar. each cube should have the  dimensions shown in fig. 1.1. 10 mm 10 mm 10 mm  not to scale fig. 1.1   (i) calculate the surface area and volume for the cube shown in fig. 1.1.  surface area  ..  mm2  volume  ..  mm3  [2]   step 2  label four test-tubes a, b, c and d.   step 3   use the information in table 1.1 and the syringes provided to add the appropriate  volumes of 1.0  mol per dm3 hydrochloric acid (hc l ) and water to each labelled  test-tube. table 1.1 test-tubevolume of   1.0 mol per dm3 hcl  / cm3volume of water   / cm3final concentration of  hcl / .. a 5.0 0.0 1.0 b 2.5 2.5.. c 0.5 4.5 0.1 d 0.0 5.0 0.0",
            "3": "3 0610/53/m/j/20 \u00a9 ucles 2020 [turn over   (ii) complete table 1.1 by: \u2022 stating the unit for the final concentration of hc l \u2022 calculating the missing concentration for test-tube b.  [2]   step 4  place one agar cube into each of the labelled test-tubes.    step 5  start the stop-clock.    step 6   immediately observe any colour change in the agar cubes. you may want to use the  hand lens provided.      continue observing until the cubes change from green to completely pink, as shown  in fig. 1.2.      if the green colour remains visible in a cube after seven minutes, stop observing  and record the time as >420  for that cube. agar cube at the start green colour disappearing green pinkend-point fig. 1.2   step 7   record in your table in 1(a)(iii)  the time taken, in seconds, for the cube in each  test-tube to turn completely pink.   (iii) prepare a table to record your results.  [4]",
            "4": "4 0610/53/m/j/20 \u00a9 ucles 2020   (iv) state a conclusion for your results.  ...  ...  .  [1]   (v) describe the purpose of test-tube d.  ...  ...  .  [1]   (vi) identify one safety hazard when carrying out this investigation and describe how the risk  of this hazard could be reduced. safety hazard  .  ... method of reducing the risk  ...  ...  ...  [2]  (b) (i) a student calculated the rate of diffusion of acid into an agar cube.    the student observed that the acid travelled 2  mm in 120 seconds.    suggest how the student could calculate the rate of diffusion.  ...  ...  .  [1]",
            "5": "5 0610/53/m/j/20 \u00a9 ucles 2020 [turn over   (ii) plan an experiment to investigate the relationship  between the size of the agar cubes  and the time taken for the agar to change colour.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 19]",
            "6": "6 0610/53/m/j/20 \u00a9 ucles 2020 2 (a) you are provided with a bean. you should use the gloves and eye protection provided while  you are carrying out the practical work.   step 1  crush the bean in the petri dish using a spatula.   step 2  put a few drops of iodine solution onto the crushed bean.    step 3  observe any colour change in the iodine solution.   (i) record your observations in table 2.1. table 2.1 observation initial colour of the iodine solution colour of the iodine solution after  putting it onto the crushed bean  [1]   (ii) state a conclusion for the result in table 2.1.  ...  ...  .  [1]  (b) fig. 2.1 shows a comparison of the nutrient content of beans and nuts. nutrient facts serving size 100  g beans nuts calories 333 660 total fat  / g \u2022 saturated \u2022 trans fat  0   0   0 54   9   0 starch  / g  60  15 sodium  / mg  24  21 protein  / g  24  26 vitamin c  / mg  15   0 fig. 2.1",
            "7": "7 0610/53/m/j/20 \u00a9 ucles 2020 [turn over   a student was given a sample of food and wanted to know if it was from a bean or a nut.   the student decided to test for the presence of two of the substances listed in fig. 2.1.    the results of the tests would enable the student to determine if the food sample was from a  bean or a nut.   (i) state which two substances in fig. 2.1 will enable the student to determine if the food  sample is from a bean or a nut. 1   2    [1]   (ii) state the name of the food test you would use for one of the substances you identified in   2(b)(i) and give the result for a positive test. food test     result  .    [2]",
            "8": "8 0610/53/m/j/20 \u00a9 ucles 2020  (c) fig. 2.2 shows the caterpillar of a codling moth. the codling moth damages walnut trees and  reduces the yield of the walnut crop. fig. 2.2   to reduce the damage to a walnut crop, scientists released wasps that can kill the codling  moth caterpillars. wasps are flying insects.   the effect of releasing different numbers of wasps on the damage to a walnut crop was  investigated.    the results are shown in table 2.2. table 2.2 number of wasps  released   / \u00d7105 per hectarepercentage damage to  the walnut crop 0.0 4.0 0.5 3.2 0.9 2.4 1.8 1.2 3.4 1.3 4.0 1.2",
            "9": "9 0610/53/m/j/20 \u00a9 ucles 2020 [turn over   (i) plot a line graph on the grid of the data in table 2.2.  [4]   (ii) describe the pattern shown by the data on your graph.  ...  ...  ...  ...  .  [2]   (iii) suggest the number of wasps that should be released into one hectare of walnut trees.     state the evidence from your graph that supports your choice. number of wasps released   evidence    ...  ...  [2]",
            "10": "10 0610/53/m/j/20 \u00a9 ucles 2020   (iv) suggest one way the investigation could be modified to give a more accurate estimate of  the optimum (best) number of wasps to release into a walnut crop.  ...  ...  .  [1]  (d) fig. 2.3 shows a photograph of a walnut tree leaf. p q magnification \u00d70.5 fig. 2.3   (i) make a large drawing of the leaf shown in fig. 2.3.  [4]",
            "11": "11 0610/53/m/j/20 \u00a9 ucles 2020   (ii) measure the length of line pq on fig. 2.3. include the unit.    length of line pq on fig. 2.3 .    calculate the actual width of the leaf on fig. 2.3 using the formula and your measurement. magnification = length of line pq on fig. 2.3 actual width of the leaf    space for working.     [3]  [total: 21]",
            "12": "12 0610/53/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s20_qp_61.pdf": {
            "1": "cambridge igcse\u2122*5828241006* dc (leg/fc) 184706/4 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.biology  0610/61 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/61/m/j/20 \u00a9 ucles 2020 1 sugars are a source of energy in the diet.  a student wanted to estimate the concentration of glucose in an energy drink ( d).  step 1  three test-tubes  were  labelled  a, b and c.         step 2   three different concentrations of glucose solution were prepared as shown in table 1.1.  (a) (i) complete table 1.1 by calculating and writing in the volume of 4% glucose solution used  in test-tube b.  table 1.1 test-tubevolume of 4% glucose solution  / cm3volume of distilled water / cm3percentage concentration  of glucose solution a 10.0 0.0 4 b 5.0 2 c 2.5 7.5 1  [1]  step 3   5 cm3 of benedict\u2019s solution was added to each of the glucose solutions in test-tubes a,  b and c. each test-tube was gently shaken for 3 seconds to mix the contents.  step 4   5 cm3 of benedict\u2019s solution was added to test-tube d which contained 10  cm3 of energy  drink d. the test-tube was gently shaken for 3 seconds to mix the contents.  step 5  hot water was put into a beaker that was used as a water-bath.  step 6  the temperature of the hot water in the water-bath (initial temperature) was measured.    step 7  test-tube a was put into the water-bath and a stop-clock was started.   step 8   test-tube a was observed and the stop-clock was stopped when the contents of the  test-tube first changed colour.  step 9  test-tube a was removed from the water-bath.       step 10  steps 7, 8 and 9 were repeated with test-tubes b, c and d.  step 11   the final temperature of the water in the water-bath was measured at the end of the  investigation. ",
            "3": "3 0610/61/m/j/20 \u00a9 ucles 2020 [turn over   (ii) fig. 1.1 shows the appearance of the thermometer in step 6 and in step 11. initial temperature step 6final temperature step 11\u00b0c \u00b0c fig. 1.1    record the temperatures shown in fig. 1.1 in table 1.2. table 1.2 step 6 initial temperature  / \u00b0c step 11 final temperature  / \u00b0c  [1]",
            "4": "4 0610/61/m/j/20 \u00a9 ucles 2020   (iii) fig. 1.2 shows the stop-clock readings for each test-tube in step 8. 00:36 01:27 02:45 01:30 test-tube  a test-tube b test-tube c test-tube dminutes:seconds minutes:seconds minutes:seconds minutes:seconds fig. 1.2    convert the times shown in fig. 1.2 to seconds.    prepare a table and record these times in your table.  [3]   (iv) estimate the concentration of glucose in energy drink d using the information in table 1.1  and the results in your table in 1(a)(iii) .    ... % [1]   (v) explain how you estimated the concentration of glucose in energy drink d in 1(a)(iv) .  ...  ...  .  [1]",
            "5": "5 0610/61/m/j/20 \u00a9 ucles 2020 [turn over  (b) fig. 1.1 and table 1.2 may indicate that there is a source of error in this investigation.   (i) identify the possible source of error and suggest one way the method could be improved  to reduce this error. source of error  ...  ... improvement   .  ...  ...  [2]   (ii) explain how the error identified in 1(b)(i)  could affect the results and the estimation of  the concentration of glucose in energy drink d.  ...  ...  .  [1]  (c) (i) state  two variables that were kept constant in the investigation in 1(a). 1   2    [2]   (ii) state one reason why the student should wear eye protection when carrying out this  investigation.  ...  ...  .  [1]",
            "6": "6 0610/61/m/j/20 \u00a9 ucles 2020  (d) barley grains are used in the food industry as a source of sugars. barley grains contain  starch. starch can be broken down into sugars by enzymes.    students made a starch suspension from barley grains to investigate the breakdown of  starch by enzymes. the starch suspension contained 100  g of starch. they mixed the starch  suspension with enzymes and recorded the mass of starch remaining in the mixture at  different times.   the results are shown in table 1.3.  table 1.3 time / minutes mass of starch remaining  / g 0 100 5 58 10 40 20 32 40 28   (i) plot a line graph on the grid of the data in table 1.3.  [4]",
            "7": "7 0610/61/m/j/20 \u00a9 ucles 2020 [turn over   (ii) describe the trend shown in your graph.  ...  ...  .  [1]   (iii) estimate the mass of starch remaining at 15 minutes.     show on your graph how you obtained your answer.   .  g  [2]   (iv) calculate the rate of starch breakdown in the first five minutes using the information in  table 1.3 or your graph.   .  g per minute  [1]",
            "8": "8 0610/61/m/j/20 \u00a9 ucles 2020  (e) plan an investigation to determine the effect of temperature on the breakdown of starch by  enzymes.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27] 2 (a) human reproduction involves a male gamete (sperm) and a female gamete (ovum).   fig. 2.1 is a photomicrograph of a single ovum and many sperm cells during fertilisation.    line ab represents the diameter of the ovum.   line cd represents the length of one sperm cell.",
            "9": "9 0610/61/m/j/20 \u00a9 ucles 2020 [turn over a bdc fig. 2.1   (i) measure the lengths of lines ab and cd on fig. 2.1. include the unit.    length of line ab            length of line cd   [1]   (ii) the actual diameter of the ovum is 0.10  mm.     calculate the magnification of the ovum in fig. 2.1  using the formula: magnification = length of line ab on fig. 2.1 actual diameter of ovum   ..  [1]   (iii) calculate the actual length of the sperm cell using the magnification you calculated in  2(a)(ii)  and the formula: magnification = length of line cd on fig. 2.1 actual length of sperm cell    give your answer to two decimal places.   .  mm  [3]",
            "10": "10 0610/61/m/j/20 \u00a9 ucles 2020  (b) fig. 2.2 is a different photomicrograph of an ovum and one sperm cell. fig. 2.2   (i) make a large drawing of the ovum and the sperm cell shown in fig. 2.2.     label the ovum on your drawing.  [5]",
            "11": "11 0610/61/m/j/20 \u00a9 ucles 2020   (ii) state three  visible differences between the ovum and the sperm cell that can be seen in  fig. 2.2. 1    ... 2    ... 3    ...  [3]  [total: 13]",
            "12": "12 0610/61/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s20_qp_62.pdf": {
            "1": "cambridge igcse\u2122*7469952188* dc (leg/fc) 184704/4 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.biology  0610/62 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/62/m/j/20 \u00a9 ucles 2020 1 a student investigated the effect of temperature on diffusion. dialysis tubing was used to represent  a cell membrane. cell membranes are partially permeable.  step 1   one test-tube was labelled c and another test-tube was labelled h. the student drew a  small x on the outside of each test-tube as shown in fig. 1.1. c h x x fig. 1.1  step 2   the student was given two pieces of dialysis tubing. a knot was tied at one end of each  piece of dialysis tubing to form two bags.   step 3   starch suspension was put into each dialysis tubing bag until each bag was approximately  three-quarters full.  step 4   one of the dialysis tubing bags containing starch suspension was put into test-tube  c. the open end of the dialysis tubing was folded over the top of the test-tube. it was  secured with an elastic band as shown in fig. 1.2. open end of the dialysis tubing bag folded over the top of the test-tube dialysis tubing bag containing starch suspension test-tube closed end of the dialysis tubing bagxelastic bandcc fig. 1.2",
            "3": "3 0610/62/m/j/20 \u00a9 ucles 2020 [turn over  step 5  step 4 was repeated with the other dialysis tubing bag and test-tube h.  step 6  cold water was added to test-tube c until it reached the level of the elastic band.  step 7  hot water was added to test-tube h until it reached the level of the elastic band.  step 8  the temperatures of the water in test-tube c and test-tube h were measured.  the temperatures are shown on the sections of thermometers in fig. 1.3. thermometer in test-tube hthermometer in test-tube c607080 102030 fig. 1.3  step 9  1 cm3 of iodine solution was added to the water in each test-tube.   step 10  a stop-clock was started.  step 11   the student observed the x on each test-tube by looking through the dialysis tubing  bags as shown in fig. 1.4. x drawn on the opposite side of the test-tube eye looking at x through the dialysis tubing bag that is inside the test-tubewater containing iodine solution fig. 1.4",
            "4": "4 0610/62/m/j/20 \u00a9 ucles 2020  step 12   the student continued to observe the x until the contents of the dialysis tubing bag  became blue-black in colour. at this point the x was no longer visible.    the student recorded the time taken for the x to stop being visible in each test-tube.  the student\u2019s results are shown in fig. 1.5. test-tube c 8 minutes 36  s test-tube h 1 minute 23  s fig. 1.5  (a) (i) prepare a table to record the temperatures shown in fig. 1.3 and the results shown in  fig. 1.5.    the times shown in fig. 1.5 should be converted to seconds.  [3]   (ii) state a conclusion for this investigation.  ...  ...  .  [1]",
            "5": "5 0610/62/m/j/20 \u00a9 ucles 2020 [turn over   (iii) identify the variable that was changed by the student (independent variable) in this  investigation.   .  [1]   (iv) the student observed that the liquid inside the dialysis tubing bag turned blue-black in  colour during the investigation. the liquid in the test-tube surrounding the dialysis tubing  bag remained brown.    state what can be concluded about the ability of the starch molecules to move through  the dialysis tubing.     state the evidence to support your conclusion. conclusion  .  ... evidence    ...  ...  [2]   (v) identify one possible source of error in this investigation and suggest one additional  piece of apparatus that could be used to reduce the effect of this error. error  ...  ...  ... apparatus  ..  ...  ...  [2]",
            "6": "6 0610/62/m/j/20 \u00a9 ucles 2020  (b) (i) amylase is an enzyme that breaks down starch to form reducing sugars.    describe how you could test for the presence of reducing sugars.    include the result of a positive test. method  ..  ...  ...  ...  ... result  .  [3]   (ii) plan an investigation to determine the effect of different concentrations of amylase on  the breakdown of starch.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]",
            "7": "7 0610/62/m/j/20 \u00a9 ucles 2020 [turn over 2 a student investigated the effect of different concentrations of sugar solution on osmosis in potato  sticks.   the student used this method: \u2022 cut six potato sticks  \u2022 measure the initial mass of each potato stick \u2022 place each potato stick in a different concentration of sugar solution  \u2022 leave the potato sticks in the sugar solutions for one hour \u2022 after one hour remove the potato sticks and measure the final mass of each potato stick.  (a) (i) all of the potato sticks were left in the sugar solutions for the same length of time.    state two other variables that the student should have kept constant during their  investigation. 1   2    [2]   (ii)  identify the variable that was measured (dependent variable) in this investigation.   .  [1]",
            "8": "8 0610/62/m/j/20 \u00a9 ucles 2020  (b) the results of the investigation are shown in table 2.1.  table 2.1 concentration of  sugar solution / mol per dm3initial mass of  potato stick  / gfinal mass of  potato stick  / gpercentage  change in mass 0.0 2.14 2.18  1.87 0.2 1.90 1.91  0.53 0.4 2.32 2.30 \u20130.86 0.6 2.25 2.21 \u20131.78 0.8 2.08 2.03 1.0 2.16 2.10 \u20132.78   (i) calculate the percentage change in mass for the potato stick that was placed in the  0.8 mol per dm3 sugar solution.    give your answer to two decimal places.    space for working.   . %  [2]",
            "9": "9 0610/62/m/j/20 \u00a9 ucles 2020 [turn over   (ii) plot a line graph on the grid to show the data in table 2.1. one axis has been started for  you. 0  [4]   (iii) state the concentration of the sugar solution at which your graph shows there would be  no change in the mass of the potato stick.   ...  mol per dm3 [1]   (iv) the student wanted to obtain a more accurate value for the concentration of the sugar  solution at which there would be no change in the mass of the potato stick.     suggest further investigative work that the student should carry out.  ...  ...  ...  ...  .  [2]",
            "10": "10 0610/62/m/j/20 \u00a9 ucles 2020  (c)  fig. 2.1 is a photomicrograph showing cells from a potato.    the structures visible within the cells are starch grains. p qx starch grain fig. 2.1   (i)  draw a large diagram of the cell labelled x. do not label your diagram.  [4]",
            "11": "11 0610/62/m/j/20 \u00a9 ucles 2020 [turn over   (ii)  measure the length of line pq on fig. 2.1. include the unit.     length of line pq ...    the actual length of the potato cell at line pq is 0.14  mm.    calculate the magnification of the potato cell using the formula and your measurement. magnification = length of line pq actual length of the potato cell    give your answer to the nearest whole number.    space for working.     [3]    (iii) a student measured the actual lengths of five of the starch grains present in one potato  cell. the results are shown in table 2.2. table 2.2 length of starch grain  / mm 0.052 0.048 0.025 0.023 0.017    calculate the average length of the starch grains.    mm [1]",
            "12": "12 0610/62/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (d) potato cells release carbon dioxide during respiration.   state the name of an indicator which could be used to test for the presence of carbon dioxide  and give the result of a positive test. indicator   result  .  [2]  [total: 22]"
        },
        "0610_s20_qp_63.pdf": {
            "1": "cambridge igcse\u2122dc (leg/fc) 184705/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *9359248743* biology  0610/63 paper 6 alternative to practical  may/june  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/63/m/j/20 \u00a9 ucles 2020 blank page",
            "3": "3 0610/63/m/j/20 \u00a9 ucles 2020 [turn over 1 a student investigated the effect of concentration on the rate of diffusion in model cells.  cubes of agar jelly containing universal indicator were used to represent the model cells.  (a) a student used a scalpel to cut four identical cubes from a large piece of agar. each cube  had the dimensions shown in fig. 1.1. each agar cube was green in colour at the start of the  investigation. 10 mm 10 mm10 mm not to scale fig. 1.1   (i) calculate the surface area and volume for the cube shown in fig. 1.1.  surface area  ... mm2  volume  ... mm3  [2]   step 1   the student used the information in table 1.1 to add the appropriate volumes of  1.0 mol per dm3 hydrochloric acid (hc l) and water to four test-tubes labelled a, b, c  and d. table 1.1 test-tubevolume of   1.0 mol per dm3 hcl   / cm3volume of water / cm3final concentration of hc l / .. a 5.0 0.0 1.0 b 2.5 2.5.. c 0.5 4.5 0.1 d 0.0 5.0 0.0   (ii) complete table 1.1 by: \u2022 stating the unit for the final concentration of hc l  \u2022 calculating the missing concentration for test-tube b.  [2]",
            "4": "4 0610/63/m/j/20 \u00a9 ucles 2020   step 2  one green agar cube was put into each of test-tubes a, b, c and d.    step 3  a stop-clock was started.    step 4   the student observed the colour change in the agar cubes. the agar cubes changed  colour from green to red, as shown in fig. 1.2, in test-tubes a, b and c. agar cube at the start green colour disappearing green redend-point fig. 1.2   step 5   after six minutes the agar cube in test-tube d had not changed colour. the student  stopped observing the agar cubes and stopped the stop-clock .    the times taken for the agar cubes in test-tubes a, b and c to change colour and the time at  which the student stopped the stop-clock in step 5 are shown in fig. 1.3.  00:55test-tube a 02:05test-tube b 04:25test-tube c 06:16test-tube d minutes:seconds minutes:seconds minutes:seconds minutes:seconds fig. 1.3",
            "5": "5 0610/63/m/j/20 \u00a9 ucles 2020 [turn over   (iii) convert the times in fig. 1.3 to seconds.     prepare a table and record these results.    if the time taken is greater than six minutes, record the time as >360  for that cube.  [4]   (iv) state a conclusion for these results.  ...  ...  .  [1]   (v) describe the purpose of test-tube d.  ...  ...  .  [1]   (vi) identify one safety hazard when carrying out this investigation and describe how the risk  of this hazard could be reduced. safety hazard  .  ... method of reducing the risk  ...  ...  ...  [2]",
            "6": "6 0610/63/m/j/20 \u00a9 ucles 2020  (b) (i) a student calculated the rate of diffusion of acid into an agar cube.    the student observed that the acid travelled 2  mm in 120  seconds.    suggest how the student could calculate the rate of diffusion.  ...  ...     [1]   (ii) plan an experiment to investigate the relationship  between the size of the agar cubes  and the time taken for the agar to change colour.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 19]",
            "7": "7 0610/63/m/j/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 shows a comparison of the nutrient content of beans and nuts. nutrient facts serving size 100  g beans nuts calories 333 660 total fat  / g \u2022 saturated \u2022 trans fat  0   0   0 54   9   0 starch  / g  60  15 sodium  / mg  24  21 protein  / g  24  26 vitamin c  / mg  15   0 fig. 2.1   a student was given a sample of food and wanted to know if it was from a bean or a nut.   the student decided to test for the presence of two of the substances listed in fig. 2.1.    the results of the tests would enable the student to determine if the food sample was from a  bean or a nut.   complete table 2.1 by stating: \u2022 which two substances in fig. 2.1 will enable the student to determine if the food sample  is from a bean or a nut \u2022 the food test that would be used to identify each substance \u2022 the positive result for each food test. table 2.1 substance in fig. 2.1 food testpositive result for the  food test  [5]",
            "8": "8 0610/63/m/j/20 \u00a9 ucles 2020  (b) fig. 2.2 shows the caterpillar of a codling moth. the codling moth damages walnut trees and  reduces the yield of the walnut crop. fig. 2.2   to reduce the damage to a walnut crop, scientists released wasps that can kill the codling  moth caterpillars. wasps are flying insects.   the effect of releasing different numbers of wasps on the damage to a walnut crop was  investigated.   the results are shown in table 2.2. table 2.2 number of wasps  released  / \u00d7105 per hectarepercentage damage to  the walnut  crop 0.0 4.0 0.5 3.2 0.9 2.4 1.8 1.2 3.4 1.3 4.0 1.2",
            "9": "9 0610/63/m/j/20 \u00a9 ucles 2020 [turn over   (i) plot a line graph on the grid of the data in table 2.2.  [4]   (ii) describe the pattern shown by the data on your graph.  ...  ...  ...  ...  .  [2]   (iii) suggest the number of wasps that should be released into one hectare of walnut trees.    state the evidence from your graph that supports your choice. number of wasps released   evidence    ...  ...    [2]",
            "10": "10 0610/63/m/j/20 \u00a9 ucles 2020   (iv) suggest one way the investigation could be modified to give a more accurate estimate of  the optimum (best) number of wasps to release into a walnut  crop.  ...  ...  .  [1]  (c) fig. 2.3 shows a photograph of a walnut tree leaf. p q magnification \u00d70.5 fig. 2.3     (i) make a large drawing of the leaf shown in fig. 2.3.  [4]",
            "11": "11 0610/63/m/j/20 \u00a9 ucles 2020   (ii) measure the length of line pq on fig. 2.3. include the unit.    length of line pq on fig. 2.3 .     calculate the actual width of the leaf on fig. 2.3 using the formula and your measurement. magnification = length of line pq on fig. 2.3 actual width of the leaf    space for working.     [3]  [total: 21]",
            "12": "12 0610/63/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w20_qp_11.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_11/3rp   \u00a9 ucles 2020   [turn ove r   *7508877960*cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/11/o/n/20  1 hedgehogs are mammals. touching a hedgehog causes it to roll i nto a ball to protect itself.    which characteristics is it displaying?  a excretion and movement  b growth and sensitivity  c movement and growth  d movement and sensitivity     2 according to the binomial system, how should a human be named?   a homo sapiens   b homo sapiens   c homo sapiens   d homo sapiens      3 the diagram shows an arthropod.        which group does this arthropod belong to?  a arachnid  b crustacean  c insect  d myriapod    ",
            "3": "3     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  4 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s      5 the diagram shows the female reproductive system.    ovum     at which level of organisation are the ovum and the ovary?     ovum ovary  a cell organ  b cell tissue  c organ tissue  d tissue organ     ",
            "4": "4  \u00a9 ucles 2020 0610/11/o/n/20  6 the cell shown in the diagram has been magnified 3000 times. t he diagram is 21  mm wide.        what is the actual diameter of the cell?  a 21  mm  b   21mm 3000  c 21  mm \uf0b4 3000  d    3000 21mm      7 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
            "5": "5     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  8 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      9 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils     ",
            "6": "6  \u00a9 ucles 2020 0610/11/o/n/20  10 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.    11 what kind of molecule is an enzyme?  a f a t   b glucose  c p r o t e i n   d s t a r c h     ",
            "7": "7     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  12 the diagram shows a cell with groups of bacteria around its edg e.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these gro ups?  a digestion  b photosynthesis  c reproduction  d respiration     13 the diagram shows a section through a leaf.    y x     which row correctly identifies tissues x and y?     x  y   a palisade mesophyll cuticle  b palisade mesophyll upper epidermis  c spongy mesophyll cuticle  d spongy mesophyll upper epidermis     ",
            "8": "8  \u00a9 ucles 2020 0610/11/o/n/20  14 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion      15 what is the definition of chemical digestion?  a large insoluble molecules are changed into smaller soluble mole cules.  b large soluble molecules are changed into smaller soluble molecu les.  c small insoluble molecules and ions are passed through the wall of the small intestine.  d small soluble molecules and ions are passed through the wall of  the small intestine.      16 the diagram shows the human alimentary canal.    where is most digested food absorbed into the blood?    a bd c       17 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll     ",
            "9": "9     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  18 the photomicrograph shows a cross-section through a plant stem .    x     what is the name and function of the tissue labelled x?     tissue function  a phloem transports sugars  b phloem transports water and minerals  c xylem transports sugars  d xylem transports water and minerals     19 the table shows some features of blood vessels.    which row shows the features of a vein?     direction of  blood flow size of the central  hole (lumen) thickness of  wall  a away from  the heart large   thick    b away from  the heart small   thick    c towards heart small thin  d towards heart large thin     ",
            "10": "10  \u00a9 ucles 2020 0610/11/o/n/20  20 which component of the blood releases antibodies in response t o an infection by bacteria?  a blood plasma  b platelets  c red blood cells  d white blood cells      21 which is an example of a transmissible disease?  a coronary heart disease caused by eating a high fat diet  b aids  c liver disease caused by excessive alcohol consumption  d scurvy      22 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d       23 the list shows some processes that happen in the human body.    1 water enters cells by osmosis  2 muscles contract  3 impulses travel along neurones  4 oxygen diffuses into cells    which of these require energy released by respiration?  a 2 only b 1 and 3 only c 2 and 3 only d 1, 2, 3 and 4 ",
            "11": "11     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  24 the amount of urea in the blood increases as it passes through  organ x.    what is organ x?  a heart  b kidney  c liver  d pancreas    25 which is the correct sequence of structures through which a ne rve impulse passes in a reflex  arc?  a effector \uf0ae motor neurone \uf0ae relay neurone \uf0ae sensory neurone \uf0ae receptor  b effector \uf0ae sensory neurone \uf0ae relay neurone \uf0ae motor neurone \uf0ae receptor  c receptor \uf0ae motor neurone \uf0ae relay neurone \uf0ae sensory neurone \uf0ae effector  d receptor \uf0ae sensory neurone \uf0ae relay neurone \uf0ae motor neurone \uf0ae effector     26 the diagram shows an eye.    which labelled part contains cells that are sensitive to light?     dcb a       27 which hormone stimulates the development of male gametes?  a adrenaline  b insulin  c oestrogen  d testosterone    ",
            "12": "12  \u00a9 ucles 2020 0610/11/o/n/20  28 a drug is defined as a substance taken into the body that  a causes addiction.  b cures disease.  c kills bacteria.  d modifies or affects chemical reactions.      29 what is an example of asexual reproduction?  a a single bacterium dividing to produce two genetically identica l bacteria  b a mammal giving birth to four offspring  c a female bird laying six eggs which will hatch into the same sp ecies  d a tomato plant producing fruits which contain many seeds      30 what is the sequence of events when a woman gives birth?     1st 2nd 3rd  a delivery of  afterbirth cervix dilates   passage of fetus  through vagina  b cervix dilates   passage of fetus  through vagina umbilical  cord cut  c passage of fetus   through vagina amniotic sac  breaks cervix dilates    d umbilical  cord cut passage of fetus  through vagina delivery of  afterbirth     31 some types of birth control are listed.    1 condom  2 diaphragm  3 iud 4 vasectomy    which types are barrier methods?  a 1, 2 and 4 b 1 and 2 c 1  o n l y  d 3 and 4     ",
            "13": "13     \u00a9 ucles 2020 0610/11/o/n/20 [turn over  32 in humans, sex determination is controlled by the x and y chro mosomes.    a man and a woman have three children, two boys and a girl.    what is the probability that their next child will be a girl?  a 25% b 50% c 75% d 100%     33 mitosis is a type of cell division.    which row about mitosis is correct?     cells produced functions  a genetically different growth and repair of tissues  b genetically different production of gametes  c genetically identical growth and repair of tissues  d genetically identical production of gametes      34 which statement is best used to describe differences in height  in humans?  a continuous variation resulting in a limited number of phenotype s  b continuous variation resulting in a range of phenotypes  c discontinuous variation resulting in a limited number of phenot ypes  d discontinuous variation resulting in a range of phenotypes    35 a student wrote some statements describing the stages involved  during selective breeding of  plants.    1 farmers select individual plants with desirable features.  2 farmers cross these individuals to produce the next generatio n.  3 the farmers then select the offspring with the desirable feat ures.    which statements are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
            "14": "14  \u00a9 ucles 2020 0610/11/o/n/20  36 the diagram shows a food chain.    clover plant  \uf0ae  rabbit  \uf0ae  fox    which terms can be used to describe the fox in this food chain?   a carnivore and primary consumer  b carnivore and secondary consumer  c carnivore and tertiary consumer  d carnivore only      37 the diagram represents the carbon cycle.    coal, oil and gasgradual production of fossil fuelscarbon dioxide in the atmosphere smoke carfactory     which process produces the carbon dioxide from the factory and the car?  a combustion  b condensation  c decomposition  d precipitation      38 in the water cycle, which stage is only carried out by plants?  a condensation  b evaporation  c precipitation  d transpiration   ",
            "15": "15     \u00a9 ucles 2020 0610/11/o/n/20 39 yeast carries out anaerobic respiration, making carbon dioxide  and ethanol as end products.    which end products can be used to make biofuel and bread?     biofuel bread  a carbon dioxide carbon dioxide  b carbon dioxide ethanol  c ethanol carbon dioxide  d ethanol ethanol     40 what is the effect of replacing tropical rainforest with plant ations of oil palm trees, which are  grown as crop plants?  a increased carbon dioxide in the atmosphere  b increased flooding  c reduced number of species  d reduced pollution    ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/11/o/n/20  blank page  "
        },
        "0610_w20_qp_12.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_12/3rp   \u00a9 ucles 2020   [turn ove r   *0702882431*cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/12/o/n/20  1 which process is carried out by all organisms?  a growth  b photosynthesis  c sexual reproduction  d transpiration      2 according to the binomial system, how should a human be named?   a homo sapiens   b homo sapiens   c homo sapiens   d homo sapiens      3 some of the structures found in cells are listed:    \uf0b7 cytoplasm  \uf0b7 cell membrane  \uf0b7 cell wall  \uf0b7 chloroplast.    how many of these structures are found in the cells of all living organisms?  a 1 b 2 c 3 d 4     4 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s     ",
            "3": "3     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  5 which type of cell transports oxygen?  a ciliated  b nerve  c palisade mesophyll  d red blood      6 the cell shown in the diagram has been magnified 3000 times. t he diagram is 21  mm wide.        what is the actual diameter of the cell?  a 21  mm  b   21mm 3000  c 21  mm \uf0b4 3000  d    3000 21mm      7 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
            "4": "4  \u00a9 ucles 2020 0610/12/o/n/20  8 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      9 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils     ",
            "5": "5     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  10 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.    11 what kind of molecule is an enzyme?  a f a t   b glucose  c p r o t e i n   d s t a r c h     ",
            "6": "6  \u00a9 ucles 2020 0610/12/o/n/20  12 the diagram shows a cell with groups of bacteria around its edg e.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these gro ups?  a digestion  b photosynthesis  c reproduction  d respiration     13 the graph shows how the percentage of protein found in potatoes  was affected by the  concentration of nitrate fertiliser added to the crop when it w as growing.    percentage of proteinin potatoes concentration of nitrate fertiliser added     these results suggest that greater concentrations of nitrate fe rtiliser allow the potatoes to make  more  a amino acids.  b cellulose.  c lipid.  d s t a r c h .     ",
            "7": "7     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  14 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion     15 the diagram shows the apparatus used in an experiment to demon strate two processes that take  place in the body.    test-tube pure water dialysis tubing which is partially permeable mixture of salivaand starch solutiondialysistubingendstightlysealed     after one hour, the water outside the dialysis tubing contained  reducing sugars.    which two processes are represented by this experiment?  a absorption and digestion  b absorption and egestion  c digestion and egestion  d digestion and ingestion      16 which type of organism causes tooth decay?  a arachnid  b bacterium  c producer  d virus      17 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll   ",
            "8": "8  \u00a9 ucles 2020 0610/12/o/n/20  18 what is a function of phloem?  a transports minerals to the roots  b transports starch to the roots  c transports sugar to the roots  d transports water to the roots      19 what ensures that blood flows in one direction in the human ci rculatory system?  a diffusion of carbon dioxide  b diffusion of oxygen  c thick walled arteries  d valves      20 some functions of blood are listed.    1 antibody production  2 blood clotting 3 oxygen transport  4 phagocytosis    what are functions of white blood cells?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     21 which is an example of a transmissible disease?  a coronary heart disease due to eating high fat food  b cholera after drinking contaminated water  c liver damage due to drinking alcohol  d lung cancer due to inhaling tobacco smoke    ",
            "9": "9     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  22 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d   23 what is produced during anaerobic respiration in muscles?  a carbon dioxide  b ethanol  c lactic acid  d water     24 the amount of urea in the blood increases as it passes through  organ x.    what is organ x?  a heart  b kidney  c liver  d pancreas      25 which structure contains relay neurones?  a gland  b muscle  c spinal cord  d synapse     ",
            "10": "10  \u00a9 ucles 2020 0610/12/o/n/20  26 a man injures his arm in an accident. afterwards, he can move his hand but cannot feel objects  touching his hand.    what could cause this?  a both sensory and motor neurones are cut.  b effectors are damaged.  c motor neurones are cut.  d sensory neurones are cut.    27 what are the effects of adrenaline on the human body?     breathing rate pulse rate size of pupils  a decreased decreased decreased  b decreased decreased increased  c increased increased decreased  d increased increased increased      28 which is the correct definition of a drug?  a a substance that affects or modi fies chemical reactions in the body  b a substance that can have negative social implications  c a substance that can affect reaction times and self-control  d a substance that can kill bacteria    ",
            "11": "11     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  29 the diagram shows a flower cut in half.    which structure receives the pollen nucleus during fertilisatio n?    a b c d      30 during childbirth, what must happen to the amniotic sac, cervi x and the uterus wall?     amniotic sac cervix uterus wall  a breaks contracts contracts  b breaks dilates contracts  c expands contracts relaxes  d expands dilates relaxes     31 what is a barrier method of birth control?  a contraceptive pill  b diaphragm  c contraceptive implant  d vasectomy     32 which is a correct description of mitosis?  a it produces genetically identical cells called gametes.  b it produces genetically identical cells for growth and repair.  c it produces genetically different cells for growth.  d it produces genetically different cells called gametes. ",
            "12": "12  \u00a9 ucles 2020 0610/12/o/n/20  33 which term is used to describe alleles that are always express ed when they are present in the  genotype?    a dominant  b heterozygous  c homozygous  d recessive    34 some human phenotypes are listed.    1 body mass  2 foot size 3 height 4 sex    which features are examples of continuous variation?  a 1, 2 and 3 b 1, 3 and 4 c 1 and 4 only d 2 and 3 only    35 a food chain is shown.    potato plant \uf0ae slug \uf0ae hedgehog    by which process is energy transferred from the slug to the hed gehog?  a egestion  b excretion  c ingestion  d photosynthesis    ",
            "13": "13     \u00a9 ucles 2020 0610/12/o/n/20 [turn over  36 the diagram shows a food web.    organism horganism j organism lorganism kenergy from sunlight     what is organism l?  a a carnivore  b a decomposer  c a herbivore  d a producer     37 the diagram shows part of the carbon cycle.    carbon dioxide plants animalsdead matterx y     what do arrows x and y represent?  a decay and respiration  b feeding and photosynthesis  c photosynthesis and respiration  d respiration and feeding     38 what can be used to reduce competition between crop plants and  weeds?  a fertilisers  b herbicides  c insecticides  d pollinators    ",
            "14": "14  \u00a9 ucles 2020 0610/12/o/n/20  39 large areas of forest are cut down in order to clear the land for other uses.    if the land is not replanted with trees or crops, what effect does this have on t he atmosphere?  a carbon dioxide remains the same.  b carbon dioxide increases.  c oxygen increases.  d water vapour increases.    40 the diagram shows four positions on a river where water sample s were taken.    w x  y z direction  of flow untreated  sewage outlet      which graph shows oxygen concentrations in the river?    wxb yzoxygen concentration wxa yzoxygen concentration wxd yzoxygen concentration wxc yzoxygen concentrationposition position positionposition      ",
            "15": "15     \u00a9 ucles 2020 0610/12/o/n/20 blank page",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/12/o/n/20  blank page  "
        },
        "0610_w20_qp_13.pdf": {
            "1": "    this document has 20 pages. blank pages are indicated.  ib20 11_0610_13/3rp   \u00a9 ucles 2020   [turn ove r   *3391449438*cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/13/o/n/20  1 the diagram shows some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide in the atmosphere x yy yx light energy     which two characteristics of living organisms are represented b y arrows x and y?  a excretion and sensitivity  b nutrition and excretion  c respiration and growth  d sensitivity and reproduction    2 according to the binomial system, how should a human be named?   a homo sapiens   b homo sapiens   c homo sapiens   d homo sapiens      3 which is a feature of cells used to place organisms in the pla nt kingdom?  a cell membrane  b chloroplast  c cytoplasm  d nucleus    ",
            "3": "3     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  4 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s      5 which cell is adapted for absorption?    d cb a      ",
            "4": "4  \u00a9 ucles 2020 0610/13/o/n/20  6 the cell shown in the diagram has been magnified 3000 times. t he diagram is 21  mm wide.        what is the actual diameter of the cell?  a 21  mm  b   21mm 3000  c 21  mm \uf0b4 3000  d    3000 21mm      7 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
            "5": "5     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  8 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      9 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils     ",
            "6": "6  \u00a9 ucles 2020 0610/13/o/n/20  10 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.    11 what kind of molecule is an enzyme?  a f a t   b glucose  c p r o t e i n   d s t a r c h     ",
            "7": "7     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  12 the diagram shows a cell with groups of bacteria around its edg e.    cell cytoplasm bacteriaspiral-shaped chloroplast     the bacteria move to areas of high oxygen concentration.    which process in the cell causes the bacteria to form these gro ups?  a digestion  b photosynthesis  c reproduction  d respiration     13 the diagram shows part of a leaf.    x     what is layer x?  a lower epidermis  b palisade mesophyll  c spongy mesophyll  d vascular bundle    ",
            "8": "8  \u00a9 ucles 2020 0610/13/o/n/20  14 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion      15 the diagram shows part of the alimentary canal and associated organs.    which labelled part stores bile?    a bcd       16 which human teeth are used for biting and cutting food?  a canines and molars  b incisors and canines  c molars and premolars  d premolars and incisors      17 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll    18 a decrease in which factor normally causes the transpiration r ate to increase?  a humidity  b light intensity  c number of stomata  d temperature   ",
            "9": "9     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  19 in a mammal, what ensures the blood flows one-way round the ci rculatory system?  a brain  b capillaries  c lungs  d valves      20 which structure separates the right and left sides of the hear t?  a coronary artery  b one-way valve  c right atrium  d septum      21 lyme disease is a disease which can be transmitted to humans i n the following way:    a mouse carries the bacteria  borrelia burgdorferi  in its blood  \uf0af  a tick bites the mouse and the  bacteria are transferred into the tick  \uf0af  the tick bites a human and  bacteria are transferred to the human  \uf0af  the human becomes infected with lyme disease    what is the pathogen in this process?  a t i c k   b borrelia burgdorferi   c m o u s e   d blood     ",
            "10": "10  \u00a9 ucles 2020 0610/13/o/n/20  22 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d       23 what is produced by anaerobic respiration in yeast?  a alcohol, carbon dioxide and water  b alcohol and carbon dioxide only  c carbon dioxide and lactic acid  d lactic acid only     24 the amount of urea in the blood increases as it passes through  organ x.    what is organ x?  a heart  b kidney  c liver  d pancreas     25 sensory neurones conduct impulses from  a the brain and spinal cord to muscles.  b one sense organ to another sense organ.  c sense organs to the brain and spinal cord.  d muscles to sense organs.    ",
            "11": "11     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  26 what is a function of the cornea?  a carries impulses to the brain  b contains light-sensitive receptors  c controls how much light enters the eye  d refracts light      27 which responses are shown by the root of a plant?     gravitropism phototropism   a \u2013 \u2013 key  b \u2013 + + = grows towards the stimulus  c + \u2013 \u2013 = grows away from the stimulus  d + +       28 which is a definition of all drugs?  a a substance taken into the body that acts as a depressant  b a substance taken into the body that affects chemical reactions  in the body  c a substance taken into the body to cure illness  d a substance taken into the body to kill bacteria    ",
            "12": "12  \u00a9 ucles 2020 0610/13/o/n/20  29 the diagram shows half a flower.    p rq s     which row identifies the parts of the flower?     p  q  r  s   a anther stigma style ovary  b anther style stigma anther  c style anther ovary style  d style ovary anther stigma     30 the diagram shows the human male reproductive system.    q p r    what are structures p, q and r?     p  q  r   a sperm duct urethra testis  b sperm duct ureter testis  c ureter penis sperm duct  d urethra penis testis     ",
            "13": "13     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  31 which method of birth control would also help to protect again st hiv?  a condom  b contraceptive pill  c diaphragm  d iud      32 which word describes nuclear division to produce genetically i dentical cells?  a fertilisation  b inheritance  c meiosis  d mitosis      33 the diagram shows a family tree. some individuals have inherit ed a genetic condition.    grandparents parents childrenkey normal female affected femalenormal maleaffected male     which statement about the grandparents is correct?  a each carries two recessive alleles for this condition.  b each carries only one recessive allele for this condition.  c only the grandmothers are heterozygous.  d only the grandfathers are heterozygous.     34 what is a definition of variation?  a having two identical alleles of a particular gene  b individuals of the same species in one area  c differences between individuals of the same species  d the way in which new alleles are formed    ",
            "14": "14  \u00a9 ucles 2020 0610/13/o/n/20  35 which pyramid of numbers has more tertiary consumers than prod ucers?    a b c d      36 the diagram represents part of the carbon cycle.    carbon dioxide in air carbon compounds in animalscarbon compounds in green plants zxy     which processes are represented by x, y and z?     x  y  z   a photosynthesis feeding combustion  b respiration respiration feeding  c combustion feeding photosynthesis  d feeding respiration combustion     ",
            "15": "15     \u00a9 ucles 2020 0610/13/o/n/20 [turn over  37 the diagram shows part of a food web.    plantsworms slugsfrogssnakes badgers hedgehogs blackbirds     what is most likely to decrease the size of the frog population ?  a fewer badgers  b fewer slugs  c more plants  d more worms      38 genes can be inserted into crop plants to make them resistant to herbicides.    which process is this an example of?  a antibiotic resistance  b genetic engineering  c natural selection  d selective breeding    ",
            "16": "16  \u00a9 ucles 2020 0610/13/o/n/20  39 lichens are organisms that do not grow well in polluted air.    which graph shows the change in the number of lichen species fr om the centre of a polluted city  to the unpolluted countryside 15  km away?    distance from city centre  / kma 0 01 5b c dnumber of lichenspecies distance from city centre  / km0 01 5number of lichenspecies distance from city centre  / km0 01 5number of lichenspecies distance from city centre  / km0 01 5number of lichenspecies      ",
            "17": "17     \u00a9 ucles 2020 0610/13/o/n/20 40 three human activities are listed.    1 burning fossil fuels  2 deforestation  3 replanting forests    which activities can cause the change shown in the graph?    concentration of carbon dioxide inthe atmosphere time     a 1, 2 and 3 b 1 and 2 only c 1 only d 2 and 3 only     ",
            "18": "18  \u00a9 ucles 2020 0610/13/o/n/20  blank page",
            "19": "19     \u00a9 ucles 2020 0610/13/o/n/20 blank page",
            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/13/o/n/20  blank page  "
        },
        "0610_w20_qp_21.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_21/3rp   \u00a9 ucles 2020   [turn ove r   *4028138665*cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/21/o/n/20  1 hedgehogs are mammals. touching a hedgehog causes it to roll i nto a ball to protect itself.    which characteristics is it displaying?  a excretion and movement  b growth and sensitivity  c movement and growth  d movement and sensitivity    2 what are features of the leaves of a plant that is a dicotyled on?     broad leaves parallel veins   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      3 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s    ",
            "3": "3     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  4 the diagram shows an image of a chloroplast. the image is 5  cm long.        the actual length of the chloroplast is 5  \uf06dm.    what is the magnification of the image?  a \uf0b410 b \uf0b41000 c \uf0b410  000 d \uf0b4100  000    5 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
            "4": "4  \u00a9 ucles 2020 0610/21/o/n/20  6 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      7 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils      8 when bases pair up in the formation of dna, what is one of the  pairings?  a g with a b g with c c g with g d g with t    ",
            "5": "5     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  9 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.     10 the graph shows how enzyme activity is affected by temperature .    02 0 4 0 6 0rate of reaction temperature  / \u00b0c    how can the change in activity between 40  \uf0b0c and 55  \uf0b0c be explained?  a heat has killed the enzyme.  b the enzyme has been used up.  c the reactants are moving faster.   d the substrate is less likely to fit into the active site.     ",
            "6": "6  \u00a9 ucles 2020 0610/21/o/n/20  11 the graph shows how the rate of photosynthesis of a plant chan ges with light intensity, at three  different carbon dioxide concentrations. in each case the tempe rature is 15  \uf0b0c.    0.10% carbon dioxide 0.04% carbon dioxide 0.02% carbon dioxide light intensityrate of photosynthesisx     what is the limiting factor for the rate of photosynthesis at p oint x on the graph?  a carbon dioxide concentration  b light intensity  c surface area of the plant  d temperature    12 the diagram shows a section through a leaf.    y x     which row correctly identifies tissues x and y?     x  y   a palisade mesophyll cuticle  b palisade mesophyll upper epidermis  c spongy mesophyll cuticle  d spongy mesophyll upper epidermis     ",
            "7": "7     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  13 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion      14 what is the definition of chemical digestion?  a large insoluble molecules are changed into smaller soluble mole cules.  b large soluble molecules are changed into smaller soluble molecu les.  c small insoluble molecules and ions are passed through the wall of the small intestine.  d small soluble molecules and ions are passed through the wall of  the small intestine.      15 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll    ",
            "8": "8  \u00a9 ucles 2020 0610/21/o/n/20  16 the photomicrograph shows a cross-section through a plant stem .    x     what is the name and function of the tissue labelled x?     tissue function  a phloem transports sugars  b phloem transports water and minerals  c xylem transports sugars  d xylem transports water and minerals     17 the table shows some features of blood vessels.    which row shows the features of a vein?     direction of  blood flow size of the central  hole (lumen) thickness of  wall  a away from  the heart large   thick    b away from  the heart small   thick    c towards heart small thin  d towards heart large thin     ",
            "9": "9     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  18 where are valves found that prevent blood from flowing in the wrong direction?  a capillaries and arteries  b lungs and veins  c heart and capillaries  d heart and veins      19 the sequence of amino acids in antibodies enables them to comp lete which function?  a bind to a specific antigen  b bind to all pathogens  c perform phagocytosis  d confer passive immunity for all diseases      20 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d       21 the list shows some processes that happen in the human body.    1 water enters cells by osmosis  2 muscles contract  3 impulses travel along neurones  4 oxygen diffuses into cells    which of these require energy released by respiration?  a 2 only b 1 and 3 only c 2 and 3 only d 1, 2, 3 and 4 ",
            "10": "10  \u00a9 ucles 2020 0610/21/o/n/20  22 the table shows the composition of blood entering and leaving the liver and the kidneys.    which row is correct?     highest concentration  of urea in the blood lowest concentration  of urea in the blood  a entering kidneys leaving liver  b entering kidneys entering liver  c leaving kidneys entering liver  d leaving kidneys leaving liver     23 which is the correct sequence of structures through which a ne rve impulse passes in a reflex  arc?  a effector \uf0ae motor neurone \uf0ae relay neurone \uf0ae sensory neurone \uf0ae receptor  b effector \uf0ae sensory neurone \uf0ae relay neurone \uf0ae motor neurone \uf0ae receptor  c receptor \uf0ae motor neurone \uf0ae relay neurone \uf0ae sensory neurone \uf0ae effector  d receptor \uf0ae sensory neurone \uf0ae relay neurone \uf0ae motor neurone \uf0ae effector    24 the diagram shows an eye.    which labelled part contains cells that are sensitive to light?     dcb a      ",
            "11": "11     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  25 when hormones are secreted, they  affect different parts of the  body.    the table shows some features that are affected by four differe nt hormones.    which hormone is adrenaline?     feature   pulse rate blood glucose  concentration pupil size menstrual  cycle sperm  production   a \u0016 \u0016 \u001a \u001a \u001a k e y   b \u001a \u001a \u001a \u001a \u0016 \u0016= affected by  hormone  c \u0016 \u0016 \u0016 \u001a \u001a \u001a= not affected  by hormone  d \u001a \u001a \u001a \u0016 \u001a      26 when the environment is hot, how do the arterioles in the skin  and hair erector muscles react?     arterioles hair erector  muscles  a dilate relax  b dilate contract  c constrict relax  d constrict contract     ",
            "12": "12  \u00a9 ucles 2020 0610/21/o/n/20  27 the diagram shows one parent hydra  growing and releasing an offspring from the side of its  body.    parent hydraoffspring     which row is correct?     parent and  offspring are  genetically identical involves asexual  reproduction   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      28 which row describes self-pollination?     pollen transferred from anther to stigma of   a different flower  on the same  plant a flower on a  different plant of  the same species same flower   a \u0016 \u0016 \u001a k e y   b \u0016 \u001a \u0016 \u0016= yes  c \u001a \u001a \u0016 \u001a= no  d \u001a \u0016 \u0016       29 which feature is only found in the male gamete?  a acrosome  b enzymes  c jelly coat  d mitochondria   ",
            "13": "13     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  30 the graph shows how the mass of dna changes during a mitotic ce ll division.    where on the graph are two cells formed?    mass of dna per cell/  arbitrary units time  / hoursd cab      31 what happens during meiosis?  a a diploid cell divides to form diploid cells.  b a diploid cell divides to form haploid cells.  c a haploid cell divides to form diploid cells.  d a haploid cell divides to form haploid cells.     32 red-green colour blindness is a condition that occurs more fre quently in men than in women.    which statement about this condition is correct?  a it can pass from father to son.  b it is a sex-linked characteristic.  c it shows co-dominance.  d the gene is on the y chromosome.     33 which statement explains why the allele for sickle-cell anaemi a is commonly found in human  populations in certain parts of the world?  a it is transmitted by mosquitoes.  b it protects people against malaria.  c it prevents people being bitten by mosquitoes.  d it increases oxygen transport.     ",
            "14": "14  \u00a9 ucles 2020 0610/21/o/n/20  34 the development of antibiotic resistance in bacteria is an exa mple of which process?  a evolution by artificial selection  b evolution by natural selection  c variation due to  genetic engineering  d variation due to asexual reproduction      35 the diagram contains information about the number and mass of organisms in a food web.    500  000 hazelnuts150 squirrels3500 shrews2 foxes25 owls fox hazelnutshrewowlsquirrel13 000 3 20 600400average mass  / gorganism     what is the total biomass of all the primary consumers in this food web?  a 130  kg b 4 2 0  kg c 3650  kg d 130  000  kg      36 the diagram shows some of the stages in the nitrogen cycle.    which arrow represents the process of nitrogen fixation?    nitrogen in the air dead organic matterherbivore bean plant with rootnodules nitratesa db c not to scale      ",
            "15": "15     \u00a9 ucles 2020 0610/21/o/n/20 [turn over  37 which term is used to describe the phase of fastest growth in a population of bacteria?    a stationary  b lag  c exponential  d sigmoid    38 which are reasons why bacteria are often useful in biotechnolo gy?    1 lack of ethical concerns over their manipulation and growth  2 they have the same genetic code as all other organisms 3 their dna is located in a nuc leus that can easily be altered with enzymes    a 1 and 2 only b 1 and 3 only c 1, 2 and 3 d 2 and 3 only     39 penicillin is produced in a fermenter by growing the fungus penicillium . the graph shows how the  mass of living penicillium  fungus and the concentration of penicillin changed over time.    mass concentrationmass of living penicilliumfungus 012 time  / days345concentration of penicillin     when is the best time to collect the penicillin?  a at 1.5 days  b at 3 days  c at 3.5 days  d at 5 days    ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/21/o/n/20  40 the number of atlantic bluefin tuna fish found in the atlantic  ocean has significantly decreased in  the last 50 years.    which method would make the biggest improvement in the conserva tion of tuna fish stocks?  a decreasing the size of holes in fishing nets  b genetic engineering of tuna  c introducing fishing quotas  d selective breeding of tuna      "
        },
        "0610_w20_qp_22.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_22/3rp   \u00a9 ucles 2020   [turn ove r   *2813144370*cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/22/o/n/20  1 which process is carried out by all organisms?  a growth  b photosynthesis  c sexual reproduction  d transpiration      2 what are features of the leaves of a plant that is a dicotyled on?     broad leaves parallel veins   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      3 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s     4 the diagram shows an image of a chloroplast. the image is 5  cm long.        the actual length of the chloroplast is 5  \uf06dm.    what is the magnification of the image?  a \uf0b410 b \uf0b41000 c \uf0b410  000 d \uf0b4100  000 ",
            "3": "3     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  5 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      6 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      7 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils ",
            "4": "4  \u00a9 ucles 2020 0610/22/o/n/20  8 when bases pair up in the formation of dna, what is one of the  pairings?  a g with a b g with c c g with g d g with t    9 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.    ",
            "5": "5     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  10 the graph shows how enzyme activity is affected by temperature .    02 0 4 0 6 0rate of reaction temperature  / \u00b0c    how can the change in activity between 40  \uf0b0c and 55  \uf0b0c be explained?  a heat has killed the enzyme.  b the enzyme has been used up.  c the reactants are moving faster.   d the substrate is less likely to fit into the active site.     11 the graph shows how the rate of photosynthesis of a plant chan ges with light intensity, at three  different carbon dioxide concentrations. in each case the tempe rature is 15  \uf0b0c.    0.10% carbon dioxide 0.04% carbon dioxide 0.02% carbon dioxide light intensityrate of photosynthesisx     what is the limiting factor for the rate of photosynthesis at p oint x on the graph?  a carbon dioxide concentration  b light intensity  c surface area of the plant  d temperature    ",
            "6": "6  \u00a9 ucles 2020 0610/22/o/n/20  12 the graph shows how the percentage of protein found in potatoes  was affected by the  concentration of nitrate fertiliser added to the crop when it w as growing.    percentage of proteinin potatoes concentration of nitrate fertiliser added     these results suggest that greater concentrations of nitrate fe rtiliser allow the potatoes to make  more  a amino acids.  b cellulose.  c lipid.  d s t a r c h .       13 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion     ",
            "7": "7     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  14 the diagram shows the apparatus used in an experiment to demon strate two processes that take  place in the body.    test-tube pure water dialysis tubing which is partially permeable mixture of salivaand starch solutiondialysistubingendstightlysealed     after one hour, the water outside the dialysis tubing contained  reducing sugars.    which two processes are represented by this experiment?  a absorption and digestion  b absorption and egestion  c digestion and egestion  d digestion and ingestion      15 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll      16 what is a function of phloem?  a transports minerals to the roots  b transports starch to the roots  c transports sugar to the roots  d transports water to the roots    17 what ensures that blood flows in one direction in the human ci rculatory system?  a diffusion of carbon dioxide  b diffusion of oxygen  c thick walled arteries  d valves   ",
            "8": "8  \u00a9 ucles 2020 0610/22/o/n/20  18 the diagrams show four components of blood.    which component produces antibodies?    abcd      19 a patient was injected with antibodies after being bitten by a  poisonous snake. the patient  recovered and survived.    what describes the effect in the patient\u2019s body?     active  immunity passive  immunity memory cells  produced   a \u0016 \u001a \u0016 k e y   b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      20 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d      ",
            "9": "9     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  21 what is produced during anaerobic respiration in muscles?  a carbon dioxide  b ethanol  c lactic acid  d water      22 how do the concentrations of glucose and urea in urine compare  to their concentrations in blood  plasma?     glucose  concentration in  urine (compared to   blood plasma) urea concentration  in urine (compared  to blood plasma)  a higher lower  b higher same  c same same  d lower higher     23 which structure contains relay neurones?  a gland  b muscle  c spinal cord  d synapse     24 a man injures his arm in an accident. afterwards, he can move his hand but cannot feel objects  touching his hand.    what could cause this?  a both sensory and motor neurones are cut.  b effectors are damaged.  c motor neurones are cut.  d sensory neurones are cut.     ",
            "10": "10  \u00a9 ucles 2020 0610/22/o/n/20  25 how does the skin react when the body becomes cold?   arterioles supplying   the skin surface sweat production  a constrict decreases  b dilate increases  c move towards skin surface decreases  d move away from skin surface increases      26 which characteristic of viruses prevents them from being affect ed by antibiotics?  a they cannot reproduce on their own.  b they contain dna or rna.  c they have no cell structure.  d they are much smaller than bacteria.    27 some flowers can only be pollinated by specific insect species .    what will happen if none of these insects are present?  a genetically different seed produced  b genetically identical seed produced  c no seed produced  d only small amounts of seed produced    28 which hormone is used in contraceptive pills?  a insulin  b lh  c fsh  d progesterone    29 which hormone causes the lining of the uterus to become thick and glandular before ovulation?  a adrenaline  b fsh  c oestrogen  d progesterone    ",
            "11": "11     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  30 the diagrams show human nuclei and the number of chromosomes i n each nucleus.    which diagram represents nuclear division of skin cells for gro wth and repair?    46a 23 2346b 46 4623 23 23 23c d 23 46      31 meiosis is sometimes called \u2018reduction division\u2019.    what is reduced during meiosis?  a body cells are reduced in size.  b chromosomes are reduced in number.  c the number of gametes is reduced.  d the rate of cell division is reduced.    32 in guinea pigs, the allele for black fur is dominant and the a llele for white fur is recessive.    a test cross can be used to determine the genotype of a black g uinea pig.  what would be the expected result of the test cross if the blac k guinea pig was heterozygous?  a 50% black, 50% white  b 25% black, 75% white  c 100% black  d 100% white     33 what is not affected by the environment?  a height  b skin colour  c blood group  d weight    ",
            "12": "12  \u00a9 ucles 2020 0610/22/o/n/20  34 desert plants have evolved to survive in places where very lit tle water is available.    which process is reduced to enable them to retain as much water  as possible?  a transpiration  b translocation  c respiration  d digestion    35 the diagram shows a pyramid of numbers.    level 321     what is the correct description of the trophic levels?     trophic level   1  2  3   a producers primary consumers secondary consumers  b producers secondary consumers tertiary consumers  c secondary consumers primary consumers producers  d secondary consumers tertiary consumers producers     36 bacteria are active in the nitrogen cycle.    which process in the nitrogen cycle is carried out by nitrifyin g bacteria?  a the conversion of  nitrogen gas to ammonia  b the conversion of  nitrogen gas to nitrates  c the conversion of ammonia to nitrates  d the conversion of nitrates to nitrogen    ",
            "13": "13     \u00a9 ucles 2020 0610/22/o/n/20 [turn over  37 the diagram shows a population growth curve.    500 400300200100 0 0 1 02 03 04 05 06 07 08 09 0 time  / daysnumber of individualsin thepopulation     how long does the population remain in the stationary phase?  a 8 days  b 12 days  c 23 days  d 48 days     38 the stages describe how genetic engineering can be used to pro d u c e  h u m a n  i n s u l i n  f r o m   bacteria.    1 cut bacterial plasmid dna with restriction enzymes  2 extract gene for insulin from human dna with restriction enzy mes  3 insert recombinant plasmid into bacteria  4 join human dna to bacterial plasmid dna using dna ligase 5 replicate bacteria containing recombinant plasmid    which sequence will lead to the production of human insulin by bacteria?  a 2 \uf0ae 1 \uf0ae 4 \uf0ae 3 \uf0ae 5  b 2 \uf0ae 5 \uf0ae 1 \uf0ae 3 \uf0ae 4  c 4 \uf0ae 2 \uf0ae 3 \uf0ae 1 \uf0ae 5  d 4 \uf0ae 3 \uf0ae 5 \uf0ae 1 \uf0ae 2     ",
            "14": "14  \u00a9 ucles 2020 0610/22/o/n/20  39 what is an example of sustainable use of resources?  a allowing only young fish to be caught  b cutting down a forest and not replanting trees  c controlling the number of fish caught with quotas  d planting deforested areas with one species of crop plant      40 the hormones from the female contraceptive pill can pollute wa ter courses.    what effect do they have?  a decrease the amount of oxygen for fish  b decrease the sperm count of men  c increase the growth of producers  d increase the number of decomposers    ",
            "15": "15     \u00a9 ucles 2020 0610/22/o/n/20 blank page",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/22/o/n/20  blank page  "
        },
        "0610_w20_qp_23.pdf": {
            "1": "    this document has 16 pages. blank pages are indicated.  ib20 11_0610_23/4rp   \u00a9 ucles 2020   [turn ove r   *5736740124*cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  october/november 2020     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark. a mark will not be ded ucted for a wrong answer.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2020 0610/23/o/n/20  1 the diagram shows some of the processes carried out by living organisms.    green plantchicken waste productswaste productscarbon dioxide in the atmosphere x yy yx light energy     which two characteristics of living organisms are represented b y arrows x and y?  a excretion and sensitivity  b nutrition and excretion  c respiration and growth  d sensitivity and reproduction     2 what are features of the leaves of a plant that is a dicotyled on?     broad leaves parallel veins   a \u0016 \u0016 key  b \u0016 \u001a \u0016= yes  c \u001a \u0016 \u001a= no  d \u001a \u001a      ",
            "3": "3     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  3 the photomicrograph shows a cell from a type of aquatic plant.     p qs r    which parts labelled on the photomicrograph indicate that this is a plant cell?  a p and r b p and s c q and r d q and s      4 the diagram shows an image of a chloroplast. the image is 5  cm long.        the actual length of the chloroplast is 5  \uf06dm.    what is the magnification of the image?  a \uf0b410 b \uf0b41000 c \uf0b410  000 d \uf0b4100  000    5 what are features of osmosis?     diffusion is  involved requires cell walls requires a partially permeable  membrane   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016= yes  c \u001a \u0016 \u0016 \u001a= no  d \u001a \u0016 \u001a      ",
            "4": "4  \u00a9 ucles 2020 0610/23/o/n/20  6 the diagram shows apparatus which can be used to demonstrate o smosis.    glass tube liquid level water partially permeable membranevery concentrated sucrose solutionconcentrated  sucrose solution12     after one hour, what would happen to the liquid levels in the g lass tubes?     liquid level in   tube 1 liquid level in  tube 2  a falls falls  b falls rises  c rises falls  d rises rises      7 which substances are made by linking together glucose molecule s only?  a cellulose, glycogen and starch  b fats, cellulose and proteins  c proteins, oils and glycogen  d starch, fats and oils      8 when bases pair up in the formation of dna, what is one of the  pairings?  a g with a b g with c c g with g d g with t    ",
            "5": "5     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  9 the graph shows the effect of ph on the rate of reaction of an  enzyme.    3456789rate of reaction ph    what does the graph show?  a the enzyme is destroyed at ph 9.  b the enzyme works best at ph 6.  c the rate of reaction halves as the ph changes from ph 5 to ph 7 .  d the rate of reaction is the same at ph 5 and ph 8.5.     10 the graph shows how enzyme activity is affected by temperature .    02 0 4 0 6 0rate of reaction temperature  / \u00b0c    how can the change in activity between 40  \uf0b0c and 55  \uf0b0c be explained?  a heat has killed the enzyme.  b the enzyme has been used up.  c the reactants are moving faster.   d the substrate is less likely to fit into the active site.     ",
            "6": "6  \u00a9 ucles 2020 0610/23/o/n/20  11 the graph shows how the rate of photosynthesis of a plant chan ges with light intensity, at three  different carbon dioxide concentrations. in each case the tempe rature is 15  \uf0b0c.    0.10% carbon dioxide 0.04% carbon dioxide 0.02% carbon dioxide light intensityrate of photosynthesisx     what is the limiting factor for the rate of photosynthesis at p oint x on the graph?  a carbon dioxide concentration  b light intensity  c surface area of the plant  d temperature    12 the diagram shows part of a leaf.    x     what is layer x?  a lower epidermis  b palisade mesophyll  c spongy mesophyll  d vascular bundle     ",
            "7": "7     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  13 which stage of nutrition takes place when food molecules becom e part of a body cell?  a absorption  b assimilation  c digestion  d ingestion      14 the diagram shows part of the alimentary canal and associated organs.    which labelled part stores bile?    a bcd       15 in which order does water pass through these structures in a p lant?  a mesophyll \uf0ae root hair \uf0ae xylem  b mesophyll \uf0ae xylem \uf0ae root hair  c root hair \uf0ae mesophyll \uf0ae xylem  d root hair \uf0ae xylem \uf0ae mesophyll      16 a decrease in which factor normally causes the transpiration r ate to increase?  a humidity  b light intensity  c number of stomata  d temperature    17 in a mammal, what ensures the blood flows one-way round the ci rculatory system?  a brain  b capillaries  c lungs  d valves   ",
            "8": "8  \u00a9 ucles 2020 0610/23/o/n/20  18 which row correctly identifies the blood vessels?     largest internal  space (lumen) thickest muscular  wall transports blood  towards the heart  a pulmonary artery capillary pulmonary vein  b pulmonary artery pulmonary vein capillary  c pulmonary vein capillary pulmonary artery  d pulmonary vein pulmonary artery pulmonary vein     19 a baby acquires protection from pathogens from its mother\u2019s br east milk.    what is this protection called?  a active immunity  b immunisation  c vaccination  d passive immunity     20 the diagram shows some of the structures in a human lung.    where is the carbon dioxide concentration highest?    to pulmonary vein from pulmonary artery abc d      ",
            "9": "9     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  21 what is produced by anaerobic respiration in yeast?  a alcohol, carbon dioxide and water  b alcohol and carbon dioxide only  c carbon dioxide and lactic acid  d lactic acid only      22 what happens as a result of deamination?  a amino acids are converted to proteins.  b glycogen is stored.  c starch is produced.  d urea is produced.      23 sensory neurones conduct impulses from  a the brain and spinal cord to muscles.  b one sense organ to another sense organ.  c sense organs to the brain and spinal cord.  d muscles to sense organs.      24 what is a function of the cornea?  a carries impulses to the brain  b contains light-sensitive receptors  c controls how much light enters the eye  d refracts light    ",
            "10": "10  \u00a9 ucles 2020 0610/23/o/n/20  25 the diagram shows some blood vessels near the surface of the s kin.    skin surface y x zdirection of blood flow     if vasodilation occurs at x, what happens to the blood flow at y and z?     y  z   a decreases decreases  b decreases stays constant  c increases increases  d increases stays constant     26 which substances can be misused to improve athletic performanc e?    1 alcohol  2 anabolic steroids  3 testosterone    a 1, 2 and 3 b 1 and 2 only c 2 only d 2 and 3 only    ",
            "11": "11     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  27 scientists investigated the amount of genetic variation found within different crop plants. they  grew large numbers of each crop and measured the genetic variat ion within the species of crop.  the results are shown in the table.    crop percentage  genetic  variation  banana   0  pea 65  carrot 54    which crop or crops have been produced by sexual reproduction?  a banana only  b banana, pea and carrot  c pea only  d pea and carrot only      28 which organ secretes progesterone?  a ovary  b pancreas  c salivary gland  d testis    29 which statement explains why the hormone fsh is used in fertil ity treatment?  a it causes the formation of a zygote during in vitro fertilisation (ivf).  b it stimulates ovulation for artificial insemination (ai).  c it stimulates the production of large numbers of eggs for use i n in vitro fertilisation (ivf).  d it is used to maintain the uterus wall ready for artificial inseminat ion (ai).    30 which substance is coded for by a length of dna?  a base  b glucose  c glycerol  d lipase    ",
            "12": "12  \u00a9 ucles 2020 0610/23/o/n/20  31 some features of cell division are listed.    1 chromosome number is maintained  2 haploid cells are produced  3 new cells are genetically different  4 results in variation    which features are involved in meiosis?  a 1, 2 and 3 only  b 1, 2 and 4 only  c 2, 3 and 4 only  d 2 and 3 only     32 which statement about the inheritance of red-green colour blin dness is correct?  a the gene for red-green colour blindness is located on the x chr omosome.  b females are more likely to have red-green colour blindness than  males.  c the allele for red-green colour blindness is the dominant allel e.  d the gene for red-green colour blindness is located on the y chr omosome.     33 a couple are both heterozygous for the sickle-cell allele.    what is the probability that their first child will have sickle -cell anaemia?  a 25% b 33% c 50% d 75%      34 how does artificial selection differ from natural selection?  a artificial selection changes the characteristics of living thin gs.  b artificial selection is based on genetic variation.  c artificial selection does not involve competition for resources .  d artificial selection occurs over many generations.     ",
            "13": "13     \u00a9 ucles 2020 0610/23/o/n/20 [turn over  35 the diagram shows part of the nitrogen cycle.    which letter represents denitrification?    atmospheric nitrogen organic nitrogen compoundsammonia nitrites nitrites nitrates nitrates plants animalsc bd feedingdecaya       36 a few yeast cells were placed in a container of nutrient solut ion.    the graph shows how their population size changed over time.    population size time123 4     which row shows when the reproduction rate was greater than the  death rate for the numbered  phases on the graph?     reproduction rate greater than death rate   1 2 3 4   a \u0016 \u0016 \u0016 \u001a k e y   b \u0016 \u0016 \u001a \u001a \u0016= yes  c \u0016 \u001a \u001a \u001a \u001a= no  d \u001a \u0016 \u0016 \u0016      ",
            "14": "14  \u00a9 ucles 2020 0610/23/o/n/20  37 the diagram shows a fermenter used to produce penicillin.    x     what is the function of part x?  a allow microorganisms to enter the fermenter    b maintain an even temperature inside the fermenter  c monitor the temperature inside the fermenter  d sterilise the contents of the fermenter      38 bacteria are used to make insulin.    this happens in several stages.    1 bacteria synthesise insulin in fermenters  2 the insulin gene is inserted into a bacterial plasmid  3 removal of the insulin gene from a human chromosome 4 a section of a plasmid is removed    in which order do these stages occur?  a 1 \uf0ae 3 \uf0ae 2 \uf0ae 4  b 1 \uf0ae 4 \uf0ae 3 \uf0ae 2  c 4 \uf0ae 2 \uf0ae 3 \uf0ae 1  d 4 \uf0ae 3 \uf0ae 2 \uf0ae 1     ",
            "15": "15     \u00a9 ucles 2020 0610/23/o/n/20 39 the table shows some of the processes that occur during eutrop hication.    which row shows the correct increase or decrease of each proces s?     nitrate ion  availability in   the water light availability  in the water rate of respiration  by decomposers oxygen  availability in   the water  a increases decreases decreases increases  b increases decreases increases decreases  c decreases increases increases increases  d decreases increases decreases decreases      40 the graph shows the effect of fishing on fish stocks over 20 y ears. in year 11, a fishing quota was  introduced followed by a total ban on fishing in year 16.    16 1 1 1 6 yearfish stocks fish caught mass of fishkey     what effects did these conservation measures have on the fish p opulation?  a the fish population became extinct.  b the fish population started increasing immediately after the f ishing quota was introduced.  c the fish population started increasing only after a total ban on fishing was introduced.  d there was no effect on the fish population.    ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2020 0610/23/o/n/20  blank page  "
        },
        "0610_w20_qp_31.pdf": {
            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (tc/fc) 190759/4 \u00a9 ucles 2020  [turn over *9891818618* biology  0610/31 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/31/ o/n/20 \u00a9 ucles 2020 1 (a) fig. 1.1 is a diagram of an animal cell. fig. 1.1   label three  structures on the cell shown in fig.  1.1, using label lines and the names of the  structures.  [3]  (b) state two structures that are found in plant cells but not in animal cells. 1   2    [2]  [total: 5]",
            "3": "3 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 is a photograph of a lobster, which is an arthropod. fig. 2.1   describe two pieces of evidence visible in fig.  2.1 that identify this organism as an arthropod. 1   2    [2]  (b) the scientific name of the arthropod in fig.  2.1 is homarus americanus .   state the genus name.  .  [1]  (c) the arthropod shown in fig.  2.1 is a crustacean.   state the names of two other  groups of arthropods. 1   2    [2]",
            "4": "4 0610/31/ o/n/20 \u00a9 ucles 2020  (d) many species of crustaceans live in seas and oceans.   some of these species have become endangered.   describe reasons why some marine crustacean species have become endangered.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
            "5": "5 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 3 (a) hiv is a pathogen that can cause aids.   table 3.1 shows the adult population size of a country and the estimated number of people  infected with hiv/aids in that country in 2016.    data for six countries are shown. table 3.1 country adult population sizeestimated number of adults  infected with hiv/aids a 808 824 220 000 b 248 490 8 200 c 221 000 221 d 3 250 000 130 000 e 5 111 111 46 000 f 1 333 333 48 000   (i) state which country in table 3.1 had the greatest number of adults infected with  hiv/aids.  .  [1]   (ii) calculate the percentage of adults in country b that were infected with hiv/aids.    give your answer to one decimal place.     %   [2]   (iii) state why antibiotics are not effective against hiv.  ...  ...  .  [1]",
            "6": "6 0610/31/ o/n/20 \u00a9 ucles 2020  (b) the sentences describe how pathogens can be transmitted.   complete the sentences using words from the list.   each word may be used once, more than once or not at all.  aids  blood  disease food         hiv        inherited   pathogens for a transmissible ... may be transmitted through  direct contact, for example through ... or other body fluids.   they can also be transmitted indirectly through contaminated surfaces,  ...  , animals, or from the air.  [3]  (c) the human body has several defences against pathogens.   these can be mechanical barriers, chemical barriers or responses by cells.   the boxes on the left are examples of body defences.   the boxes on the right are the different types of defence.   draw one line to link each example to the correct type of defence.   draw four lines. antibody production hairs in the nose phagocytosis stomach acidexample chemical mechanical response by cellstype of defence  [4]",
            "7": "7 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over  (d) the boxes show some examples of diseases.   (i) place ticks ( 3) in the boxes to show all the diseases that are caused by malnutrition. cholera hiv lung cancer obesity scurvy  [2]   (ii) state  three  risk factors for coronary heart disease (chd). 1   2   3    [3]  [total: 16]",
            "8": "8 0610/31/ o/n/20 \u00a9 ucles 2020 4 (a) a scientist investigated how the growth of plant shoots was affected by the direction of light.   a light source was placed on one side of a shoot and the scientist recorded the appearance  of the shoot after a few days.   fig. 4.1 shows his results. direction of lightdirection of light shoot at the beginning shoot after a few days fig. 4.1   (i) describe the results shown in fig.  4.1.  ...  ...  .  [1]   (ii) state the name of the response to light shown in fig.  4.1.  .  [1]   (iii) explain the advantage to a plant of the response shown in fig.  4.1.  ...  ...  ...  ...  .  [2]",
            "9": "9 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over  (b) plant roots absorb mineral ions by active transport.   (i) define the term active transport.  ...  ...  ...  .  [3]   (ii) state the importance of these mineral ions in plants. magnesium ions    ...  ... nitrate ions  .  ...  ...  [2]  (c) state two uses of water in plants. 1   2    [2]  [total: 11]",
            "10": "10 0610/31/ o/n/20 \u00a9 ucles 2020 5 recycling rates in one country were monitored every ten years.  the percentages of different types of recycled materials were recorded.  fig. 5.1 shows the results. 0 1960 1970 1980 year key: paper glass metal plastic1990 2000 2010102030percentage recycled40506070 fig. 5.1  (a) complete the sentences using the data shown in fig.  5.1.   the general trend shows that between 1970 and 2000 the percentage of materials  recycled has ...  . the most commonly recycled material is  ...  .    in 1970 ... was not recycled.    the percentage of ... recycled did not change between 2000  and 2010.  [4]  (b) calculate the increase in the percentage of glass recycled between 1960 and 1990.   ..  % [1]  [total: 5]",
            "11": "11 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 6 (a) pectinase is an enzyme that is used in the production of apple juice.   a student investigated how ph affected the volume of apple juice produced when using  pectinase.   the student chopped an apple into small pieces.   the pieces of apple were put into solutions with different ph values.   pectinase was added to each solution.   after two hours the mixture was filtered and the volume of apple juice obtained was recorded.   table  6.1 shows the results. table 6.1 phvolume of apple  juice obtained  / cm3 1.0 23.2 2.0 24.2 3.0 23.5 4.0 25.7 5.0 27.6 6.0 27.4 7.0 24.0 8.0 22.0   (i) state the ph at which pectinase is most active.    give a reason for your answer. ph  .. reason  ...  ...  ...  [2]   (ii) state one factor, other than ph, that would affect the activity of pectinase.  .  [1]",
            "12": "12 0610/31/ o/n/20 \u00a9 ucles 2020  (b) pectinase is an enzyme.   the box on the left shows the beginning of a sentence.   the boxes on the right show some endings of sentences.   draw three  lines from the word \u2018enzymes\u2019 to make three correct sentences. are living organisms. are proteins. can only be used once. have a complementary shape to their substrate. increase the rate of chemical reactions. in the stomach are most active at ph  8.enzymes  [3]  (c) state one use of enzymes in biotechnology other than fruit juice production.  .  [1]  (d) many types of enzymes are involved in digestion.   state the names of two digestive enzymes in the human alimentary canal. 1   2    [2]  [total: 9]",
            "13": "13 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 7 (a) pollination occurs when pollen is transferred from one flower to another.   fig. 7.1 is a diagram of part of a flower. ab c df e fig. 7.1   (i) state the letter from fig.  7.1 that identifies the structure which:    attracts insect pollinators ...    produces pollen ...    receives the pollen during pollination ...  [3]   (ii) draw a label line and the letter x on the flower in fig.  7.1 to show where fertilisation  occurs.  [1]   (iii) state the name of the part labelled e in fig.  7.1.  .  [1]  (b) the flower shown in fig.  7.1 represents an insect-pollinated flower.   describe two ways the pollen from an insect-pollinated flower differs from the pollen from a  wind-pollinated flower. 1    ... 2    ...  [2]",
            "14": "14 0610/31/ o/n/20 \u00a9 ucles 2020  (c) a student wrote an incorrect  statement about fertilisation in plants. fertilisation is the fusion of zygote nuclei.   circle  the incorrect word.  [1]  (d) plants can reproduce asexually or sexually.   table  7.1 compares asexual and sexual reproduction.   place ticks ( 3) in the boxes to show the correct features of asexual and sexual reproduction. table 7.1 features of reproductionasexual  reproductionsexual  reproduction involves gametes makes more of the same kind of organism produces genetically identical offspring involves fertilisation  [4]  [total: 12]",
            "15": "15 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over 8 (a) fig. 8.1 is a punnett square used to show the inheritance of sex in humans.   complete the punnett square in fig.  8.1. male parent chromosomes x y female parent  chromosomesx ... ... ... ... ... fig. 8.1  [2]  (b) circle  the percentage chance of a baby being male.   0      25      50      75      100 [1]  (c) state the name of the structure, in a gamete, that contains chromosomes.  .  [1]",
            "16": "16 0610/31/ o/n/20 \u00a9 ucles 2020  (d) sea turtles are reptiles which lay eggs.   the sex of the sea turtle offspring is affected by the temperature at which the eggs are kept.   scientists investigated the effect of temperature on the sex of sea turtle offspring.   fig. 8.2 shows the results. 0 23 24 25 temperature  / \u00b0c26 27 28 29 30 31 32 33 34 35102030percentage of sea turtle offspring that are female 405060708090100 fig. 8.2   (i) state the temperature at which 22% of the sea turtle offspring are female.   .. \u00b0c [1]",
            "17": "17 0610/31/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe the data shown in fig.  8.2.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
            "18": "18 0610/31/ o/n/20 \u00a9 ucles 2020 9 fig. 9.1 is a photograph of a fish farm. fish are kept in small cages in the sea and are fed.  this is an example of intensive livestock production. fig. 9.1  (a) describe the negative impacts of intensive livestock production.  ...  ...  ...  ...  ...  ...  .  [3]  (b) define the term sustainable resource.  ...  ...  .  [2]",
            "19": "19 0610/31/ o/n/20 \u00a9 ucles 2020  (c) circle two examples of sustainable resources from the list.   coal    fish stocks     natural gas     crude oil     forests  [1]  [total: 6]",
            "20": "20 0610/31/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w20_qp_32.pdf": {
            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (st/ct) 191043/3 \u00a9 ucles 2020  [turn overbiology  0610/32 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8236578969*",
            "2": "2 0610/32/ o/n/20 \u00a9 ucles 2020 blank page",
            "3": "3 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 1 all living organisms have the same characteristics.  two of these characteristics are movement and nutrition.  (a) state three  other  characteristics of living organisms. 1   2   3   [3]  (b) fig. 1.1 shows animals that belong to one vertebrate group.   state the name of this vertebrate group and give one visible  characteristic feature of this  group. fig. 1.1 name of group .. feature of group    [2]  (c) state the names of two other  groups of vertebrates. 1   2   [2] [total: 7]",
            "4": "4 0610/32/ o/n/20 \u00a9 ucles 2020 2 fig. 2.1 shows a plant cell after it has been in a solution of glucose for fifteen minutes. cell membrane cytoplasm vacuole fig. 2.1  (a) draw label lines on fig. 2.1 to link each label to the correct structure.  [3]  (b) the plant cell in fig. 2.1 was then placed in distilled water.   fig. 2.2 shows the appearance of the cell after fifteen minutes in distilled water. fig. 2.2   (i) state two ways in which the plant cell has changed. 1    ... 2    ... [2]",
            "5": "5 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) explain why the plant cell changed when it was placed in distilled water.  ...  ...  ...  ...  ...  .  [3] [total: 8]",
            "6": "6 0610/32/ o/n/20 \u00a9 ucles 2020 3 (a) the boxes on the left contain the names of components of the diet.   the boxes on the right contain the functions of these components in the body.   draw one straight line to link each component of the diet to its correct function.   draw four lines.    component of the diet  function calcium ions fat protein vitamin dbone formation growth of muscles insulation [4]",
            "7": "7 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 3.1 shows the average percentage composition of some common foods. 0102030405060708090100 average percentage composition meat white fishwholemeal bread type of food key: waterbeans green leafy vegetable fibre carbohydrate fat protein fig. 3.1   (i)  state the type of food in fig. 3.1 that contains the most fat.  .  [1]   (ii) state one type of food in fig. 3.1 that does not contain fibre.  .  [1]  (c) describe the importance of fibre in the diet.  ...  ...  .  [1]",
            "8": "8 0610/32/ o/n/20 \u00a9 ucles 2020  (d) (i)  state one food that contains vitamin c.  .  [1]   (ii) state one disease caused by a lack of vitamin c.  .  [1]  (e) table 3.1 shows the energy used by an adult male over 24 hours. table 3.1 activityenergy used  / kj sleeping awake, but physically inactive awake and active2400 3000 6600   (i) calculate the total energy used by the adult male in 24 hours.   .  kj [1]   (ii) calculate the percentage of energy used by the adult male while sleeping.   ..  % [1]   (iii) state the name of the process that releases energy to maintain a constant body  temperature while the adult male is sleeping.  .  [1] [total: 12]",
            "9": "9 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 4 (a) complete the sentences about human influences on ecosystems.   use words from the list.   each word may be used once, more than once, or not at all.     deforestation  fertilisers  herbicides     insecticides  livestock  monoculture     pectinases  pollinate  pollute    when one type of crop of the same species is grown on a large scale it is called a    .    chemical   add mineral ions to the soil to increase the yield of  crops.   weeds can be killed by   .    crop damage by insects can be reduced by the use of   . one  disadvantage is that this kills useful insects which   flowers. [5]  (b) state the names of two greenhouse gases that are produced as a consequence of farming. 1   2   [2]  [total:7]",
            "10": "10 0610/32/ o/n/20 \u00a9 ucles 2020 5 fig. 5.1 shows a food web. snake bird spiderfrog dragonfly aphid flowering planttreebeetle caterpillar fig. 5.1  (a) (i) complete table 5.1 using the information in fig. 5.1.    one has been done for you. table 5.1 number shown in  fig. 5.1 producers 2 herbivores primary consumers carnivores [3]   (ii) state the name of one organism in fig. 5.1 which obtains its energy from eating three  different organisms.  .  [1]",
            "11": "11 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over  (b) a disease killed most of the snakes in the food web in fig. 5.1.   complete the sentences by circling the correct words in bold .   the first one has been done for you.   the population of snakes  increases / decreases / stays the same .   the population of spiders  increases / decreases / stays the same   because there   is less   predation / food / competition  .   the population of caterpillars  increases / decreases / stays the same   because   there is more  predation / food / competition  . [2]  (c) decomposers are not shown in the food web in fig. 5.1.   complete the definition of the term decomposer.   a decomposer is an organism that gets its   from dead or waste     material. [2]",
            "12": "12 0610/32/ o/n/20 \u00a9 ucles 2020  (d) fig. 5.2 shows a food chain. cabbage caterpillar bird fig. 5.2   table 5.2 shows the number of organisms in this food chain and some of the information  needed to draw a pyramid of numbers. table 5.2 organism number of organismswidth of bar in pyramid / mm bird  2 caterpillar 20 80 cabbage  1  4   (i) complete table 5.2 by calculating the missing value and writing it in the table.  [1]   (ii) complete the pyramid of numbers on the grid for the food chain shown in fig. 5.2 using  the information in table 5.2. the bar for the cabbage has been done for you.    label the organisms on the pyramid of numbers. [3] [total: 12]",
            "13": "13 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 6 (a) define the term drug.  ...  ...  .  [2]  (b) antibiotics are a type of drug.   state the type of infection antibiotics are used to treat.  .  [1]  (c) table 6.1 shows the year in which three different types of antibiotics were first used and the  year that antibiotic resistance was first detected. table 6.1 antibiotic year of first useyear resistance first  detected a 1952 1988 b 1962 1973 c 2000 2003   compare the data for the three antibiotics in table 6.1.  ...  ...  ...  ...  ...  ...  .  [3]",
            "14": "14 0610/32/ o/n/20 \u00a9 ucles 2020  (d) the body has defences against infections caused by pathogens.   state three  body defences that prevent pathogens from entering the body. 1   2   3    [3] [total: 9]",
            "15": "15 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 7 fig. 7.1 shows part of the female human reproductive system. x y z fig. 7.1  (a) state the names of the structures labelled x, y and z on fig. 7.1. x  ... y  ... z  ... [3]",
            "16": "16 0610/32/ o/n/20 \u00a9 ucles 2020  (b)  the box on the left shows the beginning of a sentence.   the boxes on the right show some endings of sentences.   draw three  lines from the word oestrogen to make complete three correct sentences. oestrogenis a hormone. is produced in the ovaries. makes breasts grow. makes hair grow on the chest. travels down the oviduct. widens the pupils. [3]  (c) the average menstrual cycle is 28 days.   (i) state the day in an average menstrual cycle when: ovulation occurs   the uterus lining starts to shed  .. the uterus lining is at its thinnest  ... [3]   (ii) describe one change, other than ovulation, that occurs in the ovary during the menstrual  cycle.  ...  ...  .  [1] [total: 10]",
            "17": "17 0610/32/ o/n/20 \u00a9 ucles 2020 [turn over 8 plants carry out photosynthesis.  (a) state the names of two substances produced by photosynthesis. 1   2   [2]  (b) a student investigated how temperature affects the rate of photosynthesis. the concentration  of carbon dioxide was kept constant during the investigation.   the results are shown in fig. 8.1. temperaturerate of photosynthesis fig. 8.1   (i) predict how the rate of photosynthesis will change when carbon dioxide concentration  increases and the temperature is kept constant at 20  \u00b0c.  ...  ...  .  [1]   (ii) state one factor other than temperature and carbon dioxide concentration that will affect  the rate of photosynthesis.  .  [1]",
            "18": "18 0610/32/ o/n/20 \u00a9 ucles 2020  (c) in another investigation students used a plant which had variegated leaves.   one of the leaves from this plant is shown in fig. 8.2. b green: chloroplasts presenta white: chloroplasts absent fig. 8.2   complete table 8.1 to show where the processes of photosynthesis and respiration occurred  in this variegated leaf when the plant was in the light.   place a tick ( 3) in each correct box. table 8.1 process area a area b photosynthesis respiration [2]  (d) cells in the mesophyll layers of a leaf carry out photosynthesis.   state the names of two leaf layers that light must pass through to reach the spongy mesophyll  cells. 1   2   [2]",
            "19": "19 0610/32/ o/n/20 \u00a9 ucles 2020  (e) plants absorb mineral ions from the soil.   (i) state the name of the tissue that transports mineral ions in plants.  .  [1]   (ii) state the name of the mineral ion that is used to make chlorophyll.  .  [1]   (iii) state the name of the mineral ion that is used to make amino acids.  .  [1]  (f) plants are involved in nutrient cycles in ecosystems.   describe the role of plants in the carbon cycle and the water cycle.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 15]",
            "20": "20 0610/32/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w20_qp_33.pdf": {
            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (tc/cb) 191312/4 \u00a9 ucles 2020  [turn over *4902502399* biology  0610/33 paper 3 theory (core)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/33/ o/n/20 \u00a9 ucles 2020 1 (a) fig. 1.1 is a photograph of a strawberry plant growing in a glasshouse. it photosynthesises  and produces fruit. fig. 1.1   (i) state the names of the products of photosynthesis.  .  [1]   (ii) state the name of the structure in plant cells which contains chlorophyll.  .  [1]",
            "3": "3 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) scientists investigated the effect of carbon dioxide concentration on the rate of photosynthesis  of strawberry plants grown in a glasshouse.   fig. 1.2 is a graph of the results of the investigation. concentration of carbon dioxiderate of photosynthesis fig. 1.2   (i) describe the trend shown in the graph in fig.  1.2.  ...  ...  .  [1]   (ii) the investigation on the effect of carbon dioxide concentration on the rate of  photosynthesis was repeated at a higher light intensity.    sketch, on the graph in fig.  1.2, a second line to show the expected results of this  second investigation.  [2]",
            "4": "4 0610/33/ o/n/20 \u00a9 ucles 2020   (iii) place ticks ( 3) in the correct boxes to identify three  substances or conditions that would  be supplied to the strawberry plants to maximise photosynthesis. glucose lipase magnesium ions warm temperature water very low light intensity  [3]",
            "5": "5 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over  (c) plants are an important part of the water cycle.   fig. 1.3 is a diagram of the water cycle. v su t fig. 1.3   table  1.1 shows the letters from fig.  1.3, and descriptions of the stages in the water cycle.   complete table  1.1 by writing the name of each stage in the correct boxes. table 1.1 letter from fig.  1.3 name of stage description of stage sloss of water vapour from  plant leaves theat from the sun causes  liquid water to change into  water vapour uwater vapour in the air  changes to liquid water in  the clouds  vthe liquid water falls to the  ground  [4]  [total: 12]",
            "6": "6 0610/33/ o/n/20 \u00a9 ucles 2020 2 (a) fig. 2.1 is a diagram of the human male reproductive system. n m lkj fig. 2.1   the boxes on the left show the letters from fig.  2.1.   the boxes in the middle show the names of the parts shown in fig.  2.1.   the boxes on the right show the function of each part.   draw one line to link each letter from fig.  2.1 to its correct name.   draw one line to link each name to its correct function.   draw a total of ten lines. penis prostate gland scrotum sperm duct testisname carries sperm cells   away from the testis delivers sperm into   the vagina holds the testes and   keeps them cool makes the fluid that  sperm cells swim in where sperm are   madefunction j k l m nletter from  fig. 2.1  [5]",
            "7": "7 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) state two barrier methods of birth control. 1   2    [2]  [total: 7] 3 (a) fig. 3.1 is a photograph of a butterfly.   butterflies are arthropods. fig. 3.1   state the group of arthropods that the butterfly belongs to and describe one feature visible in  fig. 3.1 that is characteristic of this group. group   feature  ..  [2]",
            "8": "8 0610/33/ o/n/20 \u00a9 ucles 2020  (b) many butterfly species are endangered.   fig. 3.2 shows the size of the area in which five species of butterfly were found in 1992 and  2017. 010 00020 00030 00040 00050 000 area  / km2 butterfly speciesclouded yellowduke of burgundyhigh brown fritillaryred admiralsilver- studded blue60 00070 00080 00090 000100  000key: 1992 2017 fig. 3.2   (i) state the name of one species that was found in a larger area in 2017 than in 1992.  .  [1]   (ii) use the information in fig. 3.2 to suggest the name of the butterfly species that is the  most endangered.    give a reason for your choice. name  . reason  ...  ...  [2]",
            "9": "9 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over   (iii) describe how endangered species such as butterflies can be conserved.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 9]",
            "10": "10 0610/33/ o/n/20 \u00a9 ucles 2020 4 (a) define the term homeostasis.  ...  ...  ...  ...  .  [2]  (b) the skin is an important organ involved in temperature regulation in mammals.   fig. 4.1 is a diagram of a cross\u2011section of mammalian skin. ef a b cd fig. 4.1   (i) state the names of structures  a, b, c and d on fig.  4.1. a   b   c   d    [4]",
            "11": "11 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe how the structures labelled c, e and f in fig.  4.1 reduce heat loss in cold  conditions.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) complete the sentences about maintenance of body temperature using the words and  phrases from the list.    each word or phrase may be used once, more than once or not at all. blood      brain      condenses      evaporates neurones      receptors      skin sweat      temperature      water content    control of body temperature is coordinated by the ...  .    there are temperature ... that sense the temperature of the  ...  .    when the temperature gets too hot, glands release ... onto  the surface of the skin and the water in it ... reducing body  temperature.  [5]  [total: 14]",
            "12": "12 0610/33/ o/n/20 \u00a9 ucles 2020 5 (a) (i) table  5.1 shows some statements about arteries, capillaries and veins.    place ticks ( 3) in the boxes to show which statements are correct for arteries, capillaries  and veins.    one has been done for you. table 5.1 statements arteries capillaries veins carry blood away from the heart 3 supply cells with nutrients and  remove waste products return blood to the heart have a thick wall containing  muscle and elastic tissue have a thin wall containing  muscle and elastic tissue have a very thin wall with no  muscle or elastic tissue  [5]   (ii) state one other way in which the structure of a vein is different from an artery.  .  [1]  (b) oxygen moves from the blood into body cells.   carbon dioxide moves from body cells into the blood.   (i) state the name of the process in a cell that uses oxygen and releases carbon dioxide.  .  [1]",
            "13": "13 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over   fig. 5.1 is a drawing representing the movement of molecules into and out of an animal cell.   the number of dots represent the concentrations of molecules inside and outside the cell.   the arrows show the direction of movement of the molecules. w x yz fig. 5.1   (ii) state the letter(s) that represent the movement of:    molecules by active transport     molecules by diffusion   [2]  [total: 9]",
            "14": "14 0610/33/ o/n/20 \u00a9 ucles 2020 6 (a) (i) the box on the left shows the beginning of a sentence.    the boxes on the right show some sentence endings.    draw  two  straight lines from \u2018excretion\u2019 to the boxes on the right to make two correct  sentences. excretion is the removal of excess substances from an organism. is the removal of toxic materials from an organism. is the taking in of materials for energy and growth.is the movement of digested food molecules into cells. is the passing out of undigested food from an organism.  [2]   (ii) the kidney filters the blood and produces a liquid called urine.    state three  substances that are found in the urine of a healthy person. 1   2   3    [3]",
            "15": "15 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 6.1 is a diagram of part of the human excretory system and associated blood vessels. p r qkey: direction of blood flow fig. 6.1   state the names of parts p, q and r in fig.  6.1. p \u200a ... q  ... r  ...  [3]  (c) the volume and concentration of urine produced is affected by changes in water consumption,  temperature and exercise levels.   table  6.1 shows three different conditions.   complete table  6.1 by writing increases  or decreases  in the boxes to show the effect of  each condition on the volume and concentration of urine produced. table 6.1 condition volume of urine concentration of urine increase in water consumption increase in temperature increase in exercise level  [3]",
            "16": "16 0610/33/ o/n/20 \u00a9 ucles 2020  (d) protein can be broken down into amino acids.   (i) list four chemical elements that are always found in protein. 1   2   3   4    [2]   (ii) state the name of the organ in the human body that breaks down excess amino acids.  .  [1]  (e) fig. 6.2 shows some chemical reactions that are catalysed by enzymes.   the enzyme catalysing the reaction is shown on the arrow.   complete fig.  6.2 by filling in the names of the four missing molecules.  amylase starch   ..  .. protein   amino acids  lipase fats   ... and ... fig. 6.2  [3]  [total: 17]",
            "17": "17 0610/33/ o/n/20 \u00a9 ucles 2020 [turn over 7 tobacco smoke damages health and can cause many different diseases.  (a) table  7.1 shows the number of deaths, caused by smoking, for three different diseases. table 7.1 diseasenumber of deaths  caused by smoking chronic obstructive pulmonary disease (copd) 13 200 coronary heart disease (chd) 12 000 lung cancer 22 800   calculate the percentage of deaths that were caused by copd.   space for working.   . % [2]",
            "18": "18 0610/33/   o/   n/20 \u00a9 ucles 2020 (b) fig. 7.1 is a drawing of a cigarette showing some of the substances in tobacco smoke. tobacco smoke taken into the lungscarbon monoxidex is addictive tar particulates fig. 7.1   (i) describe the effect of carbon monoxide and tar on the gas exchange system.  carbon monoxide  ...  ...  ... tar  ..  ...  ...  [4]   (ii) state the name of component x shown in fig. 7.1.  .  [1]  (c) pregnant women are advised not to smoke as the harmful substances in tobacco can be  transferred from the woman to her fetus.   describe how the harmful substances are transferred from the mother to the fetus.  ...  ...  ...  ...  .  [2]",
            "19": "19 0610/33/ o/n/20 \u00a9 ucles 2020  (d) smoking is a risk factor for coronary heart disease.   state three other  risk factors for coronary heart disease. 1   2   3    [3]  [total: 12]",
            "20": "20 0610/33/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w20_qp_41.pdf": {
            "1": "cambridge igcse\u2122dc (jc/ct) 187653/6 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *3310582895* biology  0610/41 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/41/o/n/20 \u00a9 ucles 2020 1 water is an essential molecule for life.  (a) complete the statements.   water moves into and out of cells by ... .    water is known as a ... because it can dissolve solutes.   [2]  (b) a leaf cell was put into a solution. the water potential of the solution was lower than the water  potential of the contents of the cell.   fig. 1.1 is a sketch of the cell after three hours in the solution. nucleus fig. 1.1     the leaf cell was transferred into pure water.    sketch  the expected appearance of the cell after it had been in the pure water for three  hours.   draw one arrow on your sketch to show the direction of water movement.  [3]",
            "3": "3 0610/41/o/n/20 \u00a9 ucles 2020 [turn over  (c) a plant was not watered for one week.    fig. 1.2 shows a series of photographs of the plant during the week.  day 0  day 3  day 7 fig. 1.2     explain how the lack of water has affected the support of the leaves of the plant shown in  fig. 1.2.   use the term turgor pressure  in your answer.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 8]",
            "4": "4 0610/41/o/n/20 \u00a9 ucles 2020 2  pathogens cause disease.  (a) fig. 2.1 shows some cells that are part of the human immune system. these cells are  responding to one type of pathogen. q t sr fig. 2.1    explain how the immune system responds to an invasion of pathogens.   use the letters in fig. 2.1 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "5": "5 0610/41/o/n/20 \u00a9 ucles 2020 [turn over  (b) a vaccine was introduced in 1942 for a particular disease.   fig. 2.2 shows the effect of introducing the vaccine on the number of cases of the disease in  one country. 050100150200250 1920 1930 1940 1950 year1960 1970 1980number of cases of disease per million peoplevaccine introducedvaccine introduced fig. 2.2   in 1946 the government of the country concluded that the vaccine was successful.   discuss the evidence, shown in fig. 2.2, for and against this conclusion.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 10]",
            "6": "6 0610/41/o/n/20 \u00a9 ucles 2020 3 all living organisms excrete waste products.  (a) fig. 3.1 is a photomicrograph of naegleria fowleri , a single-celled protoctist that lives in watery  environments. a magnification \u00d74000 fig. 3.1   (i) state a feature of n. fowleri , visible in fig. 3.1, that distinguishes it from prokaryotes.  .  [1]   (ii) state the name and function of structure a. structure   function  ..  ...  [2]   (iii) suggest how n. fowleri  excretes carbon dioxide.  ...  .  [1]",
            "7": "7 0610/41/o/n/20 \u00a9 ucles 2020 [turn over  (b) urea is a toxin that is excreted by the kidneys in humans.   describe how and where in the body urea is formed.  ...  ...  ...  ...  ...  ...  .  [3]",
            "8": "8 0610/41/o/n/20 \u00a9 ucles 2020  (c) fig. 3.2 shows part of the human excretory system and associated blood vessels.   the arrows indicate the direction of blood flow. d e f g h not to scale fig. 3.2   (i) draw a label line and the letter x on fig. 3.2  to show the location of the cortex in one of  the kidneys.  [1]   (ii) table 3.1 contains statements about the labelled structures in fig. 3.2.    complete the table by: \u2022 stating the name of the structure \u2022 identifying the letter that labels that structure. table 3.1 description name of structure letter from fig. 3.2 organ that stores urine tube that carries urine out of the  kidney blood vessel with the lowest  concentration of urea blood vessel with the lowest  concentration of carbon dioxide tube that carries urine out of the  body  [5]",
            "9": "9 0610/41/o/n/20 \u00a9 ucles 2020 [turn over  (d) doctors wanted to investigate the effect of exercise on the excretion of salts.   they collected urine from people before and after running a long distance on a hot day.   the results of their investigation are shown in table 3.2. table 3.2 before running after running average volume of urine  / cm31156.0 569.0 average concentration of sodium in  urine  / mmol per dm3   85.6  78.2   (i) suggest why there is a difference in the volume of urine produced before running  compared with after running.    use the information in table 3.2 in your answer.  ...  ...  ...  ...  .  [2]   (ii) calculate the percentage decrease in the average sodium concentration after running  compared with before running.    give your answer to one significant figure.    space for working.     %   [3]",
            "10": "10 0610/41/o/n/20 \u00a9 ucles 2020   (iii) describe how the kidney tubules enable the excretion of salts.   ...  ...  ...  ...  ...  ...  .  [3]   (e) large plasma proteins are usually prevented from entering the urine.    state the name of one protein found in blood plasma.  .  [1]  [total: 22]",
            "11": "11 0610/41/o/n/20 \u00a9 ucles 2020 [turn over 4 (a) fig. 4.1 shows a bee with pollen on its legs. fig. 4.1   bees are insects that pollinate some flowering plants. they are attracted to the flowers by  their colour, scent and nectar.   (i) describe other ways in which flowers and pollen grains are adapted for insect pollination.   ...  ...  ...  ...  ...  ...  .  [3]   (ii) state where pollen is produced in a flower.  .  [1]   (iii) state the name of the process that produces haploid pollen nuclei.  .  [1]   (iv) explain why it is important that the pollen nuclei are haploid.  ...  .  [1]",
            "12": "12 0610/41/o/n/20 \u00a9 ucles 2020  (b) (i) describe how the pollen that is carried by an insect to another flower results in the  formation of a plant embryo.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) describe the advantages of cross-pollination.  ...  ...  ...  ...  .  [2]  (c) some people are concerned that genetically modified plants might cross-pollinate with wild  varieties of plants.   (i) suggest how farmers could prevent cross-pollination between genetically modified plants  and wild varieties of plants.  ...  ...  .  [1]   (ii) state two advantages of genetically modified crops. 1   2    [2]   [total: 16]",
            "13": "13 0610/41/o/n/20 \u00a9 ucles 2020 [turn over 5 milk is a source of some of the nutrients that are part of a balanced diet.   (a) calcium and protein are two nutrients found in milk.   describe the importance of calcium and protein in the diet.  calcium  .  ...  ... protein  ...  ...  ...  [4]  (b) lactose is found in cows\u2019 milk. some people do not have the enzyme to digest lactose.   state the names of two organs, associated with the alimentary canal, that produce enzymes. 1   2    [2]",
            "14": "14 0610/41/o/n/20 \u00a9 ucles 2020  (c) fig. 5.1 shows a flow diagram for the production of lactose-free milk. step 1  collect cows\u2019 milk from farm step 2  heat milk to a high temperature for 15 seconds step 3  allow milk to cool to 20 \u00b0c step 4  pour milk into a container of beads containing enzymes step 5  collect lactose-free milk step 6  store lactose-free milk at 2\u00b0c in sterile bottlesbeads containing enzymemilkdiagram of step 4 lactose-free milk fig. 5.1   (i) explain how heating the milk in step 2  in fig. 5.1 ensures the hygienic preparation of  lactose-free milk.  ...  ...  .  [1]   (ii) explain why the milk must be cooled in step 3  before it makes contact with the enzymes.  ...  ...  ...  ...  .  [2]   (iii) state the name of the enzyme used to make lactose-free milk in step 4 .  .  [1]",
            "15": "15 0610/41/o/n/20 \u00a9 ucles 2020 [turn over   (iv) suggest why the enzymes are kept in the beads in step 4  rather than mixed as an  enzyme solution with the milk.   ...  ...  .  [1]  (d) milk is produced by mammals.   (i) explain the advantages to newborn mammals of breast milk.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) explain why breast-feeding mothers are advised to drink plenty of water and avoid  excessive alcohol consumption.  ...  ...  ...  ...  .  [2]  [total: 17]",
            "16": "16 0610/41/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.6 sensitivity is one of the characteristics of all living organisms.  (a) define the term sensitivity .   ...  ...  .  [2]  (b) the eye is an example of a sense organ.   (i) define the term sense  organ .   ...  ...  .  [2]   (ii) adrenaline is a hormone that is released in \u2018fight or flight\u2019 situations. it causes a change  in the eye.    complete table 6.1 by stating the parts of the eye that change when adrenaline is  released into the blood. table 6.1 action part of the eye muscle that relaxes  muscle that contracts widens  [3]  [total: 7]"
        },
        "0610_w20_qp_42.pdf": {
            "1": "cambridge igcse\u2122this document has 20 pages. blank pages are indicated. dc (jc/ct) 187679/5 \u00a9 ucles 2020  [turn over *4547988232* biology  0610/42 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/42/o/n/20 \u00a9 ucles 2020 1 (a) sensitivity is one of the characteristics of life. the eye is one of the major sense organs of  vertebrates.   (i) define the term sensitivity .  ...  ...  ...  .  [2]   (ii) define the term sense organ .  ...  ...  ...  .  [2]  (b) accommodation (focusing) is one of the functions of the eye.   fig. 1.1 is a diagram of an eye that is focusing on a distant object. ciliary muscleretina x suspensory ligaments fig. 1.1   (i) state the name of the part of the retina labelled x.  .  [1]",
            "3": "3 0610/42/o/n/20 \u00a9 ucles 2020 [turn over   fig. 1.2 is an incomplete diagram of an eye that is focusing on a near object. fig. 1.2   (ii) complete fig. 1.2 by drawing  the shape of the lens and the light rays from the object to  the retina.  [3]   (iii) describe the roles of the ciliary muscles and suspensory ligaments in focusing on a  distant object , as shown in fig. 1.1.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
            "4": "4 0610/42/o/n/20 \u00a9 ucles 2020  (c) the eye also controls the amount of light that enters the pupil.    fig. 1.3 shows an eye in low light and in bright light. eye in low light eye in bright light fig. 1.3   describe the changes that occur in the eye when the light becomes bright, as shown in  fig. 1.3.  ...  ...  ...  ...  ...  ...  ...  .  [3]  (d) the change shown in fig. 1.3 occurs automatically without thought.   state the name given to this type of action.  .  [1]  [total: 15]",
            "5": "5 0610/42/o/n/20 \u00a9 ucles 2020 [turn over 2 fig. 2.1 is a vertical section of a human molar tooth and surrounding structures. dcba fig. 2.1  (a) state the names of the parts labelled a to d on fig. 2.1.  a  ... b  ... c  ... d  ...  [4]  (b) describe and explain the function of molar teeth.  ...  ...  ...  ...  ...  ...  .  [3]",
            "6": "6 0610/42/o/n/20 \u00a9 ucles 2020  (c) fig. 2.2 is an x-ray of decay in a molar tooth. decayed molar tooth fig. 2.2   explain how tooth decay occurs.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 11]",
            "7": "7 0610/42/o/n/20 \u00a9 ucles 2020 [turn over 3 fig. 3.1 is a food web for a forested area in central america. hooded skunkjaguar bobcatgreat horned owl long-tailed weaselnine-banded armadillo termitesred harvester ants lowland tapircollared peccary muhly grassperuvian feather grass fig. 3.1  (a) complete table 3.1 using information from fig. 3.1. table 3.1 trophic level description example from fig. 3.1 herbivore producer feeds on tertiary consumers secondary consumer  [4]",
            "8": "8 0610/42/o/n/20 \u00a9 ucles 2020  (b) fig. 3.2 shows the flow of energy through a food chain. the size of each box represents the  energy available in each trophic level, numbered 1, 2, 3 and 4. respiration respiration respiration ztrophic level 1 trophic level 2 trophic level 3 trophic level 4solar energy fig. 3.2   (i) state the term given to the group of organisms represented by z in fig. 3.2.  .  [1]   (ii) explain, with reference to fig. 3.2, why food chains usually have fewer than five trophic  levels.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "9": "9 0610/42/o/n/20 \u00a9 ucles 2020 [turn over  (c) intensive livestock production can be damaging to natural ecosystems.   fig. 3.3 shows intensive farming of chickens. fig. 3.3   (i) describe the negative impact on an ecosystem of the intensive production of livestock,  such as chickens.  ...  ...  ...  ...  ...  ...  ...  .  [3]",
            "10": "10 0610/42/o/n/20 \u00a9 ucles 2020   (ii) forests are cleared for farmland. deforestation can lead to a loss of soil (soil erosion).    explain the effects of soil erosion on ecosystems.   ...  ...  ...  ...  ...  ...  .  [3]  [total: 15]",
            "11": "11 0610/42/o/n/20 \u00a9 ucles 2020 [turn over 4  (a) yeast cells have many structures in common with a plant cell.   fig. 4.1 is a drawing of a yeast cell. a b c dcell wall fig. 4.1   (i) state the names of the cell structures labelled a and d on fig. 4.1.  a   d    [2]   (ii) state the functions of the cell structures labelled b and c on fig. 4.1. b   c    [2]   (iii) state the name of one structure that is found in plant cells but is absent in yeast cells.  .  [1]",
            "12": "12 0610/42/o/n/20 \u00a9 ucles 2020  (b) yeast is used in the production of ethanol to manufacture a type of biofuel.    fig. 4.2 is a flow chart of the process. maize plants maltoseenzyme s enzyme t process u in anaerobic conditionsglucoseextraction of starch from maize ethanol carbon dioxide fig. 4.2   (i) state the names of enzymes s and t. s   t    [2]   (ii) yeast is used in process u. complete the balanced chemical equation for anaerobic  respiration in yeast. .     ...c2h5oh  +  ..  [2]   (iii) suggest the advantages of using biofuels instead of fossil fuels.  ...  ...  ...  ...  ...  ...  .  [3]",
            "13": "13 0610/42/o/n/20 \u00a9 ucles 2020 [turn over   (iv) carbon dioxide may be collected from process u and sold for use in glasshouses.     explain why carbon dioxide is used in glasshouses.  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 16]",
            "14": "14 0610/42/o/n/20 \u00a9 ucles 2020 5 (a) the activities of the ovaries and the uterus are regulated by the hormones fsh, lh, oestrogen  and progesterone during the menstrual cycle.   complete table 5.1 to show the sites of production and the roles of these four hormones. table 5.1 hormone site of productiontarget organrole fsh pituitary gland ovary lh pituitary gland ovary oestrogen uterus stimulates growth of the lining of the uterus progesterone uterus  [5]",
            "15": "15 0610/42/o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 5.1 shows the changes in the lining of the uterus of a human female. 0 7 14 21 day of menstrual cycle28 7 14thickness of the lining of the uterus fig. 5.1   describe the changes in the lining of the uterus between days 0 and 28 of the menstrual  cycle.  between days 0 and 7   ..  ...  ...  ... between days 7 and 28     ...  ...  ...  ...  [3]",
            "16": "16 0610/42/o/n/20 \u00a9 ucles 2020  (c) some people are infertile.   artificial insemination (ai) and in vitro  fertilisation (ivf) are two methods of fertility treatment.   these two methods are outlined in fig. 5.2. collection of sperm washed sperm growth of embryos in culture dishtransfer of embryosfreezing of spare embryos not to scalein vitro  fertilisationartificial insemination washed spermcollection of spermcollection of eggs eggs and sperm mixed together embryo fig. 5.2",
            "17": "17 0610/42/o/n/20 \u00a9 ucles 2020 [turn over   describe the similarities and differences between the two processes of fertility treatment  shown in fig. 5.2.   ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 14]",
            "18": "18 0610/42/o/n/20 \u00a9 ucles 2020 6 fig. 6.1 is a diagram of dna. base pairkey: base  a fig. 6.1  (a) (i) state the letter of the base that pairs with a.  .  [1]      (ii) state the letters of the other bases in dna.  .  [1]  (b) outline the roles of dna in a cell.   ...  ...  ...  ...  .  [2]",
            "19": "19 0610/42/o/n/20 \u00a9 ucles 2020 [turn over  (c) fig. 6.2 shows a plant tissue in which cells are dividing by mitosis. k j h fig. 6.2   (i) cell h in fig. 6.2 is about to divide by mitosis.     state what happens to the chromosomes in cell h before mitosis takes place and state  why it is necessary.  ...  ...  ...  ...  .  [2]   (ii) cell k is about to divide into two cells.    state the structures that will form between the nuclei so that the cell divides into two  cells.  ...  .  [2]",
            "20": "20 0610/42/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.  (iii) cell j in fig. 6.2 is an example of a diploid cell.    state what is meant by the term diploid .  ...  ...  .  [1]  [total: 9]"
        },
        "0610_w20_qp_43.pdf": {
            "1": "cambridge igcse\u2122dc (jc/ct) 188259/4 \u00a9 ucles 2020  [turn overthis document has 16 pages. blank pages are indicated. *1428990771* biology  0610/43 paper 4 theory (extended)  october/november  2020  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/43/o/n/20 \u00a9 ucles 2020 1 plants are sensitive to light.  (a) fig. 1.1 shows a sequence of diagrams for two young plant seedlings. the seedlings were  first grown in pots with light from all directions and then placed into boxes.  \u2022 seedling a was placed in a box with light entering from one side only.  \u2022 seedling b was placed in a box with no light. ba basoil waterseedling fig. 1.1     complete fig. 1.1 by drawing seedling a and seedling b, in the boxes , to show the expected  direction of their growth after one week.  [2]",
            "3": "3 0610/43/o/n/20 \u00a9 ucles 2020 [turn over  (b) plants are also sensitive to gravity.   (i) define the term sensitivity .   ...  ...  .  [2]   (ii) explain the role of plant hormones in gravitropism.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) gravitropism enables plants to survive in their environment.    explain how gravitropism enables a plant to survive.  ...  ...  ...  ...  .  [2]  ",
            "4": "4 0610/43/o/n/20 \u00a9 ucles 2020  (c) reflexes in animals are also an example of sensitivity.   (i) describe how reflexes in animals differ from sensitivity in plants.  ...  ...  ...  ...  .  [2]   (ii) the pupil reflex is an example of a reflex that occurs in the eye. the eye is a sense  organ.    define the term sense organ .   ...  ...  ...  ...  .  [2]  [total: 14]",
            "5": "5 0610/43/o/n/20 \u00a9 ucles 2020 [turn over 2 (a) a person ate a meal containing starch and fat.    fig. 2.1 shows some events that occurred after ingesting this meal. p absorption of nutrients in the villi q assimilation of fatty acids in the liver r breakdown of large food particles by the teeth s movement of small food particles through the oesophagus t secretion of amylase from the salivary glands fig. 2.1   put the events in fig. 2.1 into the correct sequence. one has been done for you. r  [2]  (b) the stomach lining contains cells that secrete proteins.   (i) state the names of two cell structures that are involved in making or secreting proteins.  1   2    [2]   (ii) state the name of one component of gastric juice and describe its functions.  ...  ...  ...  ...  ...  ...  ...  [3]",
            "6": "6 0610/43/o/n/20 \u00a9 ucles 2020   (iii) there are goblet cells in many parts of the alimentary canal.    state the substance that goblet cells secrete.  .  [1]    (c) emulsification of fats occurs in the alimentary canal.   (i) describe the process of emulsification of fats.  ...  ...  ...  ...  .  [2]   (ii) state the name of the organ in the alimentary canal where fats are emulsified.  .  [1]   (iii) state the name of the structure in the villi where digested fats are absorbed.  .  [1]  [total: 12] 3 (a) fig. 3.1 is part of a food web in a rainforest. coconut treeiguana frogjaguar monkey grasshopperanaconda fruit bat banana plant fig. 3.1",
            "7": "7 0610/43/o/n/20 \u00a9 ucles 2020 [turn over   (i) complete fig. 3.2 using the information in fig. 3.1.     the first one has been done for you. the number of different producers 2 the number of different secondary consumers the number of different trophic levels in the food web how many different trophic levels monkeys feed at fig. 3.2  [3]   (ii) sometimes anacondas are able to kill and eat jaguars.    using the information in fig. 3.1, state the name of the highest possible trophic level of  an anaconda that eats a jaguar.  .  [1]   (iii) explain why the population of anacondas is always smaller than the population of fruit  bats in the food web shown in fig. 3.1.    use the concept of energy flow  in your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
            "8": "8 0610/43/o/n/20 \u00a9 ucles 2020  (b) (i) a giant rat was discovered in a natural rainforest on vangunu island. scientists wanted  to determine if it was a new species.    explain how scientists can use tissue samples to classify this rat.  ...  ...  ...  ...  .  [2]   (ii) giant rats eat coconuts.     coconuts are grown as a monoculture for human consumption.    suggest how monocultures of crop plants can result in the extinction of some animals.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
            "9": "9 0610/43/o/n/20 \u00a9 ucles 2020 [turn over 4 yeast is an example of a single-celled fungus.  (a) the population of yeast can be estimated by using a light microscope to view a small sample  of yeast cells in a modified microscope slide.   there is a square chamber, with a specific volume, cut into the microscope slide and a grid to  make it easier to count the number of cells.    fig. 4.1 shows a diagram of the modified microscope slide. it also shows part of a light  microscope with the modified microscope slide filled to the top with a sample of yeast cells.  grid chamber fig. 4.1   the length of the sides of each small square in the grid in the modified microscope slide is  200 \u03bcm. the depth of the chamber is 100  \u03bcm. there is a total of 25 small squares in the grid.   each small square in the grid has an average of 52 yeast cells.   calculate the concentration of yeast cells per mm3.   space for working.   .  cells per mm3  [3]",
            "10": "10 0610/43/o/n/20 \u00a9 ucles 2020  (b) a small sample of yeast cells and 19  g per dm3 of sugar were added to a fermenter. the  population size of live yeast cells and the concentration of the sugar in the fermenter were  calculated every day for 10  days.    the results are shown in fig. 4.2 and fig. 4.3. 0 0 1 2 3 4 5 time  / days6 7 8 9102468101214161820 concentration of sugar / g per dm3 0 1 2 3 4 5 time  / days6 7 8 910population size of live yeast cellsfig. 4.20 0 1 2 3 4 5 time  / days6 7 8 9102468101214161820 concentration of sugar / g per dm3 0 1 2 3 4 5 time  / days6 7 8 910population size of live yeast cells fig. 4.3",
            "11": "11 0610/43/o/n/20 \u00a9 ucles 2020 [turn over   (i) draw an x on fig. 4.3  to indicate the position of the lag phase.  [1]   (ii) complete the line on fig. 4.3  to show the expected change in the population size of live  yeast cells from day 3 to day 10.  [2]   (iii) describe and explain the changes in the concentration of sugar in the fermenter  over the  10-day period.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (c) explain why it is important that there is a tube in the fermenter that allows gases to escape.  ...  ...  ...  ...  .  [2]  [total: 13]",
            "12": "12 0610/43/o/n/20 \u00a9 ucles 2020 5 fig. 5.1 shows a photomicrograph of a sperm cell reaching an egg cell. fig. 5.1  (a) (i) complete the sentence:    a nucleus containing a single set of unpaired chromosomes in a sperm is called a     ... nucleus.  [1]   (ii) state where, in the female reproductive system, the event shown in fig. 5.1 occurs.  .  [1]   (iii) describe what happens from the event shown in fig. 5.1 until an embryo is formed.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] ",
            "13": "13 0610/43/o/n/20 \u00a9 ucles 2020 [turn over  (b) some people use fertility drugs and in vitro fertilisation (ivf) to have children.    outline the use of fertility drugs and the process of ivf.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 12]",
            "14": "14 0610/43/o/n/20 \u00a9 ucles 2020 6 (a) researchers investigated four different insecticides to determine how effective they were at  removing three different species of insects, a, b and c, from crop plants.   they tested different concentrations of each insecticide to find the minimum dosage required  to remove 95% of each insect population in two hours.    each insecticide had the same cost per gram.   the results are shown in table 6.1. table 6.1 species of  insectminimum dosage required  / mg per dm3 insecticide 1 insecticide 2 insecticide 3 insecticide 4 a  3 51 5 58 b 31 27 2 75 c 10  2 3 65   (i) use the information in table 6.1 to decide which one of the four different insecticides and  which dosage would be the best choice for removing insects a, b and c from a field of  crop plants.    explain your choices. insecticide ... dosage  . explanation    ...  ...  ...  ...  ... [3]",
            "15": "15 0610/43/o/n/20 \u00a9 ucles 2020 [turn over   (ii) discuss factors, other than dosage, that should be considered to prevent the insecticide  damaging the environment.  ...  ...  ...  ...  ...  ...  .  [3]  (b) (i) describe the advantages to farmers of using insecticides.  ...  ...  ...  ...  .  [2]   (ii) farmers also use other chemicals on their crop plants.    state the names of chemicals, other than insecticides, that are used by farmers on crop  plants and explain their benefits.  ...  ...  ...  ...  ...  ...  .  [3]",
            "16": "16 0610/43/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (c) insecticides are often made from chemicals that occur naturally in plants. tobacco plants are  one example of this.   (i) suggest why having a natural insecticide is an adaptive feature of plants.  ...  ...  .  [1]   (ii) describe why people find it difficult to stop smoking tobacco.  ...  ...  ...  ...  .  [2]   (iii) state the names of two diseases that can be caused by smoking tobacco. 1   2    [2]   (iv) state the name of the component of tobacco that can damage alveoli.  .  [1]  [total: 17]"
        },
        "0610_w20_qp_51.pdf": {
            "1": "cambridge igcse\u2122dc (jc/jg) 187681/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *6470663654* biology  0610/51 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/o/n/20 \u00a9 ucles 2020 1 the enzyme lipase catalyses the break-down of fats into fatty acids and glycerol.    you are going to investigate how the concentration of lipase affects the break-down of fat in milk.  an increase in the concentration of fatty acids will change the ph of the milk.  you are going to use the ph indicator bromothymol blue to determine the ph of the milk and lipase  solution during the investigation.    table 1.1 shows the colour of bromothymol blue indicator at different ph values. table 1.1 ph 6 7 8 colour yellow green blue  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in question 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  (a) step 1  label four test-tubes l1, l2, l3 and l4.  step 2  make solutions containing different concentrations of lipase.      use the volumes of 2% lipase  solution and distilled water  as shown in table  1.2. table 1.2   test-tubevolume of   2% lipase  / cm3volume of distilled  water  / cm3percentage concentration  of lipase solution l1 3.00 0.00 2.0 l2 1.50 1.50 1.0 l3 0.75 2.25 l4 0.00 3.00 0.0   (i) calculate the percentage concentration of lipase solution in test-tube l3 using the  information in table 1.2 .     space for working.   ... % [1] ",
            "3": "3 0610/51/o/n/20 \u00a9 ucles 2020 [turn over  step 3  label another four test-tubes m1, m2, m3 and m4.  step 4  to each of test-tubes m1, m2, m3 and m4 add:  \u2022 5 drops of bromothymol blue indicator \u2022 2 cm3 of sodium carbonate solution  \u2022 2 cm3 of milk.  step 5   raise your hand when you are ready for warm water to be put into the beaker  labelled water-bath .     step 6  put all eight test-tubes into the water-bath and leave for five minutes.  step 7   after five minutes remove test-tubes m1 and l1 from the water-bath and place in a  test-tube rack.  step 8  pour the solution in test-tube m1 into test-tube l1. start a stop-clock.  step 9   observe the colour of the bromothymol blue indicator in test-tube l1 and record the  time at which it becomes yellow.       if the colour has not changed to yellow in five minutes, stop observing and record  the result as >300 .  step 10  repeat steps 7, 8 and 9 for test-tubes m2 and l2, m3 and l3, m4 and l4.     record your results in the table you have prepared in 1(a)(ii) .      you should record your results in seconds .   (ii) prepare a table to record your results.  [4]",
            "4": "4 0610/51/o/n/20 \u00a9 ucles 2020   (iii) state a conclusion for your results.  ...  ...  .  [1]  (b) (i) identify the control in this investigation and explain why a control was used.  control  ... explanation    ...  ...  [2]   (ii) using the information in table 1.1 and your results, estimate the ph values in test-tube  l1 and test-tube l4 at the end of the investigation.    l1     l4   [1]   (iii) state two variables that were kept constant in this investigation. 1    ... 2    ...  [2]   (iv)  suggest why all of the test-tubes were placed into a water-bath for five minutes, in step 6,  before mixing their contents.  ...  ...  .  [1]   (v) state the potential source of error in step 9.  ...  ...  .  [1]  ",
            "5": "5 0610/51/o/n/20 \u00a9 ucles 2020 [turn over  (c) describe how you would safely test lipase for the presence of protein and state the result of a  positive test. method  ..  ...  ... positive result    ... safety precaution  ..  ...  [3]  (d) the average temperature of the human body is 37  \u00b0c. humans produce lipase for fat  digestion. a student thought that lipase would work best at human body temperature.   plan an investigation to find out if 37  \u00b0c is the optimum (best) temperature for lipase activity.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 22]",
            "6": "6 0610/51/o/n/20 \u00a9 ucles 2020 2 (a) fig. 2.1 is a labelled diagram of the parts of a flower. petal stigma sepalstyle ovarycarpelanther stamen filament fig. 2.1   fig. 2.2 is a photograph showing the parts of a flower that have been separated.  a b c fig. 2.2     complete table 2.1 using the information in fig. 2.1 and fig. 2.2 by stating the: \u2022 names of flower parts a, b and c  \u2022 number of each of the flower parts a, b and c visible in fig. 2.2.  table 2.1 letter on fig. 2.2 name of flower part number visible a b c  [3]",
            "7": "7 0610/51/o/n/20 \u00a9 ucles 2020 [turn over  (b) fig. 2.3 shows a photograph of a germinating pollen grain. x ypollen tube pollen grain magnification \u00d7350 fig. 2.3   (i) make a large drawing of the germinating pollen grain shown in fig. 2.3.     label the pollen tube.  [5]",
            "8": "8 0610/51/o/n/20 \u00a9 ucles 2020   (ii) measure the length of line xy on fig. 2.3.    length of line xy . mm    calculate the actual length of the pollen grain in fig. 2.3 using the formula. magnification = length of xy on fig. 2.3 actual length of xy    include the unit.    space for working.    ...  [3]  (c) some students collected pollen from the anthers of flowers to investigate the effect of two  different solutions, s1 and s2, on the germination of pollen.   two microscope slides were prepared.   slide one had 210 pollen grains and two drops of solution s1.   slide two had 250 pollen grains and two drops of solution s2.   every 10 minutes the students counted and recorded the number of pollen grains that had  germinated.    the percentage of pollen grains that had germinated was calculated.    fig. 2.4 shows a drawing of the pollen grains as seen with a light microscope. germinated pollen grain ungerminated pollen grain fig. 2.4",
            "9": "9 0610/51/o/n/20 \u00a9 ucles 2020 [turn over   the results of the investigation are shown in table 2.2. table 2.2 percentage germination time / minutes 10 20 30 40 50 60 solution s1  5 18 26 38 51 51 solution s2  3  8 18 28 36 51   (i) state two conclusions for these results. 1    ...  ... 2    ...  ...  [2]   (ii) the results in table 2.2 are shown as percentages rather than as the actual number of  germinated pollen grains.     explain why this enables a valid comparison to be made between the results for s1  and s2.   ...  ...  .  [1]   (iii)  describe how the percentage germination in table 2.2 was calculated.  ...  ...  ...  .  [2]",
            "10": "10 0610/51/o/n/20 \u00a9 ucles 2020  (d) the students prepared another three slides using solutions a, b and c and left them for  60 minutes. they measured the length of the pollen tubes in 20 germinated pollen grains.   the results are shown in table 2.3. table 2.3 solution average length of pollen tube  / \u00b5m a  190 b  220 c 265   fig. 2.5 shows the grid that the students used to plot a graph of their results.  aaverage length of pollen tube  / \u03bcm solution fig. 2.5",
            "11": "11 0610/51/o/n/20 \u00a9 ucles 2020   use the information in table 2.3 to complete the graph in fig. 2.5  by:  \u2022 adding the scale for the y-axis \u2022 plotting the bars for solutions b and c.  [2]  [total: 18]",
            "12": "12 0610/51/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w20_qp_52.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (dh/sg) 191308/4 \u00a9 ucles 2020  [turn over *6950672888* biology  0610/52 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/ o/n/20 \u00a9 ucles 2020 1 you are going to investigate the effect of temperature on the rate of rising of bread dough.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  step 1  label one plastic cup c and a second plastic cup w.  step 2  put 30  cm3 of water into the measuring cylinder.  step 3   pour approximately 10  cm3 of water from the measuring cylinder into the beaker labelled  dough  and stir the contents for 20  seconds using the metal spatula. repeat this step  until all the water has been added.  step 4  stir the mixture for one minute to form a dough.  step 5  use the spatula to scrape the dough from the beaker onto the white tile.  step 6   use the spatula to divide the dough into two equal parts. put on the gloves provided and  roll each piece of dough in your hands to form a ball.  step 7   place one ball of dough into each of the plastic cups, c and w. gently push each ball of  dough to form a flattened layer at the bottom of the cup.  step 8   mark the maximum height of the dough on the outside of each cup with the marker pen.  measure the height of this line from the base of each cup using a ruler, as shown in  fig. 1.1. record these measurements in your table in 1(a)(i) . mark at the maximum height of the dough measure the distance between the top of the dough and the base of the cupplastic cup dough fig. 1.1",
            "3": "3 0610/52/ o/n/20 \u00a9 ucles 2020 [turn over  step 9  put 100  cm3 of water into the empty beaker labelled cool water-bath .  step 10   raise your hand when you are ready for warm water to be added to the beaker labelled  warm water-bath .  step 11  place cup c into the cool water-bath  and cup w into the warm water-bath .  step 12  start the stop-clock and leave the cups in the water-baths for 15 minutes.  continue with the other questions during this time.  step 13  after 15 minutes remove the cups from the water-baths.  step 14   mark the maximum height of the dough on each cup with the marker pen. measure the  distance of this line from the base of each cup. record these measurements in your  table in 1(a)(i) .  (a) (i) prepare a table to record your results.   [4]   (ii) calculate the change in the height of the dough in cup c and in cup w between step 8  and step 14.    c     w    [1]   (iii) state a conclusion for these results.  ...  ...  .  [1]   (iv) identify the independent variable (the variable that was changed) in this investigation.  .  [1]   (v) identify the dependent variable (the variable that was measured) in this investigation.  .  [1]",
            "4": "4 0610/52/ o/n/20 \u00a9 ucles 2020  (b) (i) identify one possible source of error in step 6 and describe how the method could be  improved to avoid this error. error  ...  ... improvement  .  ...  ...  ...   [2]   (ii) explain why a more valid conclusion can be made by comparing the change in heights  rather than the final heights of the dough.  ...  ...  .  [1]  (c) state the test that could be used to show that starch was present in a sample of bread dough.   give a positive test result. test   positive result     [2]  (d) the dough mixture in step 3 contained 50  g of flour, 3  g of sugar and 2  g of yeast. carbon  dioxide gas is produced when yeast respires. the gas causes the dough to rise.   (i) state the name of an indicator which could be used to show that the gas is carbon  dioxide and give the positive test result for this indicator. indicator  . positive test result  .   [2]",
            "5": "5 0610/52/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) plan an investigation to determine the effect of the mass of sugar on the volume of  carbon dioxide produced by a yeast suspension.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   [total: 21]",
            "6": "6 0610/52/ o/n/20 \u00a9 ucles 2020 2 (a) fig. 2.1 is a photomicrograph showing several cells from an elodea sp.  aquatic plant. a fig. 2.1   (i) draw a large diagram of the cell labelled a in fig. 2.1.   [4]",
            "7": "7 0610/52/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) p q magnification \u00d71200 fig. 2.2    measure the length of the line pq on fig. 2.2.    length of pq .  mm    calculate the actual length of the cell using the formula and your measurement. magnification = length of line pq actual length of cell    include the unit.    space for working.      [3]",
            "8": "8 0610/52/ o/n/20 \u00a9 ucles 2020  (b) a student investigated the effect of light intensity on the rate of photosynthesis in elodea sp .  they changed the light intensity by placing a light source at different distances from the plant.  the student counted the number of bubbles of oxygen produced in three minutes.   the results of the investigation are shown in table 2.1. table 2.1 distance of the light  source from the plant  / cmnumber of bubbles  produced in three minutesrate of bubble production / bubbles per minute 80 312 104 100 312 104 120 309 140 264 88 160 162 54 180 96 32 200 57 19   (i) calculate the rate of bubble production when the light source was 120  cm from the plant.   ...  bubbles per minute  [1]",
            "9": "9 0610/52/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) plot a line graph on the grid to show the relationship between the distance of the light  source from the plant and the rate of bubble production.       [4]   (iii) estimate, using your graph, the rate of bubble production per minute if the distance from  the light source was 170  cm.   ...  bubbles per minute  [1]   (iv) describe the trends shown on your graph.  ...  ...  ...  ...  .  [2]",
            "10": "10 0610/52/ o/n/20 \u00a9 ucles 2020   (v) the student repeated the experiment described in 2(b) at a higher temperature. the  student left the plant for ten minutes at the new temperature before starting to measure  the rate of bubble production.    suggest why the student waited for ten minutes before taking measurements.  ...  ...  .  [1]   (vi) table 2.1 shows that when the light source was 140  cm from the plant, the rate of  bubble production was 88 bubbles per minute at the original temperature. at the higher  temperature, the rate of bubble production when the light source was 140  cm from the  plant was 122 bubbles per minute.    calculate the percentage change in the number of bubbles when the temperature was  increased.    give your answer to the nearest whole number.    space for working.     %   [3]  [total: 19]",
            "11": "11 0610/52/ o/n/20 \u00a9 ucles 2020 blank page",
            "12": "12 0610/52/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w20_qp_53.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (tc/cb) 191100/3 \u00a9 ucles 2020  [turn over *5351173329* biology  0610/53 paper 5 practical test  october/november  2020  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions \u25cf\t answer \tall questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/ o/n/20 \u00a9 ucles 2020 1 amylase \tis\tan\tenzyme\tthat\tcatalyses \tthe\tbreak-down \tof\tstarch\tinto\treducing \tsugars.  amylase \tis\tproduced \tby\tseeds\tduring\tgermination.  you are provided with extract u, which is made from germinating seeds.  you are going to estimate the concentration of amylase in seed extract u by comparing it to known  concentrations of amylase.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the gloves and eye protection provided while you are carrying out the practical  work.  step 1  label four small beakers a, b, c, and d.  step 2  use the syringes to add the volumes of 2% amylase  and distilled water  shown in  table  1.1 to each labelled beaker. table 1.1 beakervolume of 2%  amylase solution   / cm3volume of distilled  water  / cm3final percentage  concentration of  amylase solution a 10.0 0.0 2.0 b  7.5 2.5 1.5 c  5.0 5.0 1.0 d  2.5 7.5  (a) (i) complete table  1.1 by calculating the final percentage concentration of amylase solution  for beaker  d.   ... % [1] \t step \t3\t label \tfive\ttest-tubes \ta, b, c, d and u.  step 4  use a syringe to add 2  cm3 of starch\tsuspension \tto\teach\tof\tthe\tlabelled\ttest-tubes.",
            "3": "3 0610/53/ o/n/20 \u00a9 ucles 2020 [turn over  step 5  prepare a white tile by using a pipette to put drops of iodine solution in five columns  labelled a, b, c, d and u, as shown in fig.  1.1. there should be 8 drops of iodine  solution in each column.    a 1 2 3 4 5 6 7 8drop of iodine solutionb c d u white tiletime / minutes     fig. 1.1  step 6  use a clean syringe to add 2  cm3 of amylase solution from beaker a\tto\ttest-tube \ta and  shake gently to mix.  step 7  repeat step  6 using beakers b, c, d and u\tand\ttest-tubes \tb, c, d and u. \t step \t8\t start \tthe\tstop-clock. \t step \t9\t after \tone\tminute\tuse\ta\tclean\tpipette\tto\tremove\tone\tdrop\tof\tsolution\tfrom\ttest-tube \ta  and add it to the first drop of iodine solution, a1, on the white tile. observe any colour  change.  step 10  repeat step 9 using: \u2022 the\tcontents \tof\ttest-tube \tb and iodine solution drop b1 \u2022 the\tcontents \tof\ttest-tube \tc and iodine solution drop c1 \u2022 the\tcontents \tof\ttest-tube \td and iodine solution drop d1 \u2022 the\tcontents \tof\ttest-tube \tu and iodine solution drop u1.  step 11  repeat steps 9 and 10 after two minutes using iodine solution drop a2, b2, c2, d2 and  u2. \t step \t12\t continue \tto\ttest\tthe\tcontents \tof\tthe\ttest-tubes \tat\tone\tminute\tintervals\tuntil\ta\tdrop\tof\tthe\t mixtures in the beakers has been added to all eight rows of iodine solution drops on the  white tile.",
            "4": "4 0610/53/ o/n/20 \u00a9 ucles 2020  step 13  observe the colour of each drop of iodine solution on the white tile and determine the  time\tat\twhich\tthe\tstarch\tin\teach\ttest-tube \twas\tbroken\tdown.    in your table in 1(a)(ii) , record the time taken for the starch to be broken down.    if starch was still present in row 8 record the time taken as >8.   (ii) prepare a table to record your results.  [4]   (iii) explain how you decided when all of the starch had been broken down in step  13.  ...  ...  .  [1]   (iv) estimate the concentration of amylase in seed extract  u using your results in 1(a)(ii) .    state the evidence that supports your choice. estimated amylase concentration of u  .. evidence    ...  ...  [1]",
            "5": "5 0610/53/ o/n/20 \u00a9 ucles 2020 [turn over   (v) describe how you would test for the presence of reducing sugars.     state the result for a positive test. method  ..  ...  ... positive test result  .  [3]  (b) seeds\tcontain\tstarch\tas\ta\tstore\tof\tenergy.\tamylase \tin\tthe\tseeds\tcatalyses \tthe\tbreak-down \tof\t the stored starch into reducing sugars. seeds use the reducing sugars to provide some of the  energy required for germination.   plan an investigation to find out how temperature affects the activity of amylase in germinating  seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "6": "6 0610/53/ o/n/20 \u00a9 ucles 2020  (c) a\tscientist\tinvestigated \thow\tthe\tactivity\tof\tamylase\tin\ta\tseed\tchanged \tas\tit\tgerminated.   she measured the activity of amylase in a germinating seed over a period of 18  days.   the results are shown in table  1.2. table 1.2 time / daysactivity of amylase  / arbitrary units  0   0  3   0  6  40  9 240 12 240 15 120 18  65   (i) plot a line graph of the data in table  1.2.  [4]",
            "7": "7 0610/53/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  .  [2]  (d) (i) the data in table  1.2 did not enable the scientist to determine precisely when the  amylase was most active.    explain why.  ...  ...  .  [1]   (ii) suggest what further data is needed to be able to determine exactly when amylase was  most active.  ...  ...  .  [1]  [total: 24]",
            "8": "8 0610/53/ o/n/20 \u00a9 ucles 2020 2 fig. 2.1 shows a photograph of two winged seeds from a sycamore tree. seedseed magnification \u00d74wing a b fig. 2.1  (a) (i) make a large drawing of the two winged seeds shown in fig.  2.1.    do not label your drawing.  [4]",
            "9": "9 0610/53/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of line ab on the winged seed on fig.  2.1.     length of line ab   mm    calculate the actual seed length using the equation and your measurement. include the  unit.    magnification = length of line ab actual seed length     [3]  (b) fig. 2.2 is a photograph of a seed from another type of tree. wing seed magnification \u00d71.5 fig. 2.2   describe one similarity and one difference between the seeds in fig.  2.1 and the seed in  fig. 2.2. similarity    ... difference  ..  ...  [2]",
            "10": "10 0610/53/ o/n/20 \u00a9 ucles 2020  (c) seeds such as those in fig.  2.1 and in fig.  2.2 can rotate when they fall, moving them further  away from the parent tree.   a\tstudent\tcollected \tsycamore \tseeds\twith\twings\tof\tdifferent\tlengths.\tthey\tdropped\tthe\tseeds\t from the same height and measured the distance travelled by each seed.   the results are shown in fig.  2.3. 8090100110distance travelled by the seed / cm120130140 8 seed wing length  / mm10 12 14 16 18 20 fig. 2.3   (i) estimate, using the graph, the distance travelled by a seed with a wing length of 15  mm.    show on your graph how you estimated this value.   ...  cm  [2]   (ii) calculate the percentage increase in the distance travelled by a seed with a wing length  of 18  mm compared to a seed with a wing length of 10  mm.    give your answer to two significant figures.    space for working.     %  [3]",
            "11": "11 0610/53/ o/n/20 \u00a9 ucles 2020   (iii) state  two variables that should be kept constant in the investigation described in 2(c). 1    ... 2    ...  [2]  [total: 16]",
            "12": "12 0610/53/ o/n/20 \u00a9 ucles 2020 permission \tto\treproduce \titems\twhere\tthird-party \towned\tmaterial\tprotected \tby\tcopyright \tis\tincluded\thas\tbeen\tsought\tand\tcleared\twhere\tpossible. \tevery\t 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\tavoid\tthe\tissue\tof\tdisclosure \tof\tanswer-related \tinformation \tto\tcandidates, \tall\tcopyright \tacknowledgements \tare\treproduced \tonline\tin\tthe\tcambridge \t assessment \tinternational \teducation \tcopyright \tacknowledgements \tbooklet.\tthis\tis\tproduced \tfor\teach\tseries\tof\texaminations \tand\tis\tfreely\tavailable \tto\tdownload \t at www.cambridgeinternational.org after the live examination series. cambridge \tassessment \tinternational \teducation \tis\tpart\tof\tthe\tcambridge \tassessment \tgroup.\tcambridge \tassessment \tis\tthe\tbrand\tname\tof\tthe\tuniversity \tof\t cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w20_qp_61.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (jc/jg) 188656/3 \u00a9 ucles 2020  [turn over *5731815511* biology  0610/61 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/61/o/n/20 \u00a9 ucles 2020 1 the enzyme lipase catalyses the break-down of fats into fatty acids and glycerol.   a student investigated how the concentration of lipase affected the break-down of fat in milk.  an increase in the concentration of fatty acids in the milk will change the ph of the milk.  the student used a ph indicator, bromothymol blue, and observed the colour changes of the  indicator in the milk and lipase solution.  table 1.1 shows the colour of bromothymol blue indicator at different ph values. table 1.1 ph 6 7 8 colour yellow green blue (a) step 1  four test-tubes were labelled l1, l2, l3 and l4.  step 2   solutions containing different concentrations of lipase enzyme were made using the  volumes of 2% lipase solution and distilled water shown in table 1.2. table 1.2   test-tubevolume of 2% lipase  solution  / cm3volume of distilled  water  / cm3percentage concentration  of lipase solution l1 3.00 0.00 2.0 l2 1.50 1.50 1.0 l3 0.75 2.25 l4 0.00 3.00 0.0   (i) calculate the percentage concentration of lipase solution in test-tube l3 using the  information in table 1.2.    space for working.   ... % [1] ",
            "3": "3 0610/61/o/n/20 \u00a9 ucles 2020 [turn over  step 3  another four test-tubes were labelled m1, m2, m3 and m4.   step 4   three different substances were added to each of test-tubes m1, m2, m3 and m4: \u2022 5 drops of bromothymol blue indicator \u2022 2 cm3 of sodium carbonate solution  \u2022 2 cm3 of milk.      the student observed that the contents of test-tubes m1, m2, m3 and m4 were all  blue.  step 5   all of the test-tubes were put into a water-bath containing warm water and left for  five minutes.      step 6  after five minutes test-tubes m1 and l1 were removed from the water-bath.   step 7  the contents of test-tube m1 were poured into l1 and a stop-clock started.  step 8   the colour of the bromothymol blue indicator in test-tube l1 was observed.     the time taken for the bromothymol blue indicator to become yellow was recorded.       if the colour had not changed to yellow in five minutes the result was recorded as  >300 .  step 9  steps 6, 7 and 8 were repeated for test-tubes m2 and l2, m3 and l3, m4 and l4.",
            "4": "4 0610/61/o/n/20 \u00a9 ucles 2020  the times from step 8 and step 9 are shown in fig. 1.1. 00 : 25 l1 l2 l3 l4no change at 5 minutes 00 : 38 01 : 17 fig. 1.1     (ii) prepare a table for the results. convert the times shown in fig. 1.1 to seconds and  record them in your table.   [3]   (iii) state a conclusion for these results.  ...  ...  .  [1]  (b) (i) identify the control in this investigation and explain why a control was used.  control  ... explanation    ...  ...  [2]",
            "5": "5 0610/61/o/n/20 \u00a9 ucles 2020 [turn over   (ii) using the information in table 1.1 and the results, estimate the ph values in test-tube l1  and test-tube l4 at the end of the investigation.    l1     l4   [1]   (iii) state the variable that was deliberately changed (the independent variable) in this  investigation.  .  [1]   (iv) state two variables that were kept constant in this investigation. 1    ... 2    ...  [2]   (v)  suggest why all of the test-tubes were placed into a water-bath, in step 5, for five minutes  before mixing their contents.  ...  ...  .  [1]   (vi) state the potential source of error in step 8.  ...  ...  .  [1]",
            "6": "6 0610/61/o/n/20 \u00a9 ucles 2020  (c) describe how you would safely test lipase for the presence of protein and state the result of a  positive test. method  ..  ...  ... positive result    ... safety precaution  ..  ...  [3]  (d) the average temperature of the human body is 37  \u00b0c. humans produce lipase for fat  digestion. a student thought that lipase would work best at human body temperature.   plan an investigation to find out if 37  \u00b0c is the optimum (best) temperature for lipase activity.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 22]",
            "7": "7 0610/61/o/n/20 \u00a9 ucles 2020 [turn over 2 (a) fig. 2.1 is a labelled diagram of the parts of a flower. petal stigma sepalstyle ovarycarpelanther stamen filament fig. 2.1   fig. 2.2 is a photograph showing the parts of a flower that have been separated.  a b c fig. 2.2     complete table 2.1 using the information in fig. 2.1 and fig. 2.2 by stating the: \u2022 names of flower parts a, b and c  \u2022 number of each of the flower parts a, b and c visible in fig. 2.2.  table 2.1 letter on fig. 2.2 name of flower part number visible a b c  [3]",
            "8": "8 0610/61/o/n/20 \u00a9 ucles 2020  (b) fig. 2.3 shows a photograph of a germinating pollen grain. x ypollen tube pollen grain magnification \u00d7350 fig. 2.3   (i) make a large drawing of the germinating pollen grain shown in fig. 2.3.     label the pollen tube.  [5]",
            "9": "9 0610/61/o/n/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of line xy on fig. 2.3.    length of line xy  mm     calculate the actual length of the pollen grain in fig. 2.3 using the formula. magnification = length of xy on fig. 2.3 actual length of xy    include the unit.    space for working.    ...   [3]  (c) some students collected pollen from the anthers of flowers to investigate the effect of two  different solutions, s1 and s2, on the germination of pollen.   two microscope slides were prepared.   slide one had 210 pollen grains and two drops of solution s1.   slide two had 250 pollen grains and two drops of solution s2.   every 10 minutes the students counted and recorded the number of pollen grains that had  germinated.    the percentage of pollen grains that had germinated was calculated.    fig. 2.4 shows a drawing of the pollen grains as seen with a light microscope. germinated pollen grain ungerminated pollen grain fig. 2.4",
            "10": "10 0610/61/o/n/20 \u00a9 ucles 2020   the results of the investigation are shown in table 2.2. table 2.2 percentage germination time / minutes 10 20 30 40 50 60 solution s1  5 18 26 38 51 51 solution s2  3  8 18 28 36 51   (i) state two conclusions for these results. 1    ...  ... 2    ...  ...  [2]   (ii) the results in table 2.2 are shown as percentages rather than as the actual number of  germinated pollen grains.     explain why this enables a valid comparison to be made between the results for s1  and s2.   ...  ...  .  [1]   (iii)  describe how the percentage germination in table 2.2 was calculated.  ...  ...  ...  .  [2]  (d) the students prepared another three slides using solutions a, b and c and left them for 60  minutes. they measured the length of the pollen tubes in 20 germinated pollen grains.   the results are shown in table 2.3.",
            "11": "11 0610/61/o/n/20 \u00a9 ucles 2020 table 2.3 solution average length of pollen tube  / \u00b5m a  190 b  220 c 265   fig. 2.5 shows the grid that the students used to plot a graph of their results.  aaverage length of pollen tube  / \u03bcm solution fig. 2.5   use the information in table 2.3 to complete the graph in fig. 2.5  by:  \u2022 adding the scale for the y-axis \u2022 plotting the bars for solutions b and c.  [2]  [total: 18]",
            "12": "12 0610/61/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w20_qp_62.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (dh/sg) 191310/4 \u00a9 ucles 2020  [turn over *1552755826* biology  0610/62 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/62/ o/n/20 \u00a9 ucles 2020 blank page",
            "3": "3 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over 1 a student investigated the effect of temperature on the rate of rising of bread dough.  step 1   the student made bread dough by mixing water, sugar, yeast and flour in a beaker.  step 2   the student used their hands to divide the dough into two pieces of similar size.  step 3   the student placed one piece of dough into a transparent plastic cup labelled c and one  piece into a transparent plastic cup labelled w. they pushed each piece of dough to the  bottom of the cup.  step 4   the student measured the height of the dough in each cup. they took their measurement  from the base of the cup to the highest point of the dough.  step 5   the student put cup c into a cool water-bath and cup w into a warm water-bath. the  cups were left in the water-baths for 10 minutes.  step 6   after 10 minutes the cups were removed from the water-baths. the maximum height of  the dough in cup c and in cup w was measured.",
            "4": "4 0610/62/ o/n/20 \u00a9 ucles 2020  (a) (i)  fig. 1.1 shows the height of the dough in each cup in step 4 and step 6. bread doughplastic cupstep 4 c w step 6 c w fig. 1.1",
            "5": "5 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over    prepare a table to record the results of this investigation in the space provided.    measure the maximum height of the dough in each cup in fig. 1.1.    draw lines on fig. 1.1  to show where you took each of these measurements.    record these measurements in your table.   [4]   (ii) calculate the change in the height of the dough in cup c and in cup w between step 4  and step 6. c   w  ...   [1]   (iii)  state a conclusion for these results.  ...  ...  .  [1]   (iv) identify the independent variable (the variable that was changed) in this investigation.  .  [1]   (v) identify the dependent variable (the variable that was measured) in this investigation.  .  [1]",
            "6": "6 0610/62/ o/n/20 \u00a9 ucles 2020  (b) (i) identify one possible source of error in step 2 and describe how the method could be  improved to avoid this error. error  ...  ... improvement  .  ...  ...  ...   [2]   (ii) explain why a more valid conclusion can be made by comparing the change in heights  rather than the final heights of the dough.  ...  ...  .  [1]  (c) state the test that could be used to show that starch was present in a sample of bread dough.   give a positive test result. test   positive result     [2]  (d) the dough mixture in step 1 contained 50  g of flour, 3  g of sugar and 2  g of yeast. carbon  dioxide gas is produced when yeast respires. the gas causes the dough to rise.   (i) state the name of an indicator which could be used to show that the gas is carbon  dioxide and give the positive test result for this indicator. indicator  . positive test result  .   [2]",
            "7": "7 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) plan an investigation to determine the effect of the mass of sugar on the volume of  carbon dioxide produced by a yeast suspension.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   [total: 21]",
            "8": "8 0610/62/ o/n/20 \u00a9 ucles 2020 2 fig. 2.1 is a photomicrograph showing several cells from an elodea sp.  aquatic plant. a fig. 2.1  (a) (i) draw a large diagram of the cell labelled a in fig. 2.1.   [4]",
            "9": "9 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) p q magnification \u00d71200 fig. 2.2    measure the length of the line pq on fig. 2.2.    length of pq .  mm    calculate the actual length of the cell using the formula and your measurement. magnification = length of line pq actual length of cell    include the unit.    space for working.      [3]",
            "10": "10 0610/62/ o/n/20 \u00a9 ucles 2020  (b) a student investigated the effect of light intensity on the rate of photosynthesis in elodea sp .  they changed the light intensity by placing a light source at different distances from the plant.  the student counted the number of bubbles of oxygen produced in three minutes.   the results of the investigation are shown in table 2.1. table 2.1 distance of the light  source from the plant  / cmnumber of bubbles  produced in three minutesrate of bubble production / bubbles per minute 80 312 104 100 312 104 120 309 140 264 88 160 162 54 180 96 32 200 57 19   (i) calculate the rate of bubble production when the light source was 120  cm from the plant.   ...  bubbles per minute  [1]",
            "11": "11 0610/62/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) plot a line graph on the grid to show the relationship between the distance of the light  source from the plant and the rate of bubble production.       [4]   (iii) estimate, using your graph, the rate of bubble production per minute if the distance from  the light source was 170  cm.   ...  bubbles per minute  [1]   (iv) describe the trends shown on your graph.  ...  ...  ...  ...  .  [2]",
            "12": "12 0610/62/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.  (v) the student repeated the experiment described in 2(b) at a higher temperature. the  student left the plant for ten minutes at the new temperature before starting to measure  the rate of bubble production.    suggest why the student waited for ten minutes before taking measurements.  ...  ...  .  [1]   (vi) table 2.1 shows that when the light source was 140  cm from the plant, the rate of  bubble production was 88 bubbles per minute at the original temperature. at the higher  temperature, the rate of bubble production when the light source was 140  cm from the  plant was 122 bubbles per minute.    calculate the percentage change in the number of bubbles when the temperature was  increased.    give your answer to the nearest whole number.    space for working.     %   [3]  [total: 19]"
        },
        "0610_w20_qp_63.pdf": {
            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. dc (tc/cb) 191102/3 \u00a9 ucles 2020  [turn over *7585838145* biology  0610/63 paper 6 alternative to practical  october/november  2020  1 hour you must answer on the question paper. no additional materials are needed. instructions \u25cf\t answer \tall questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/63/ o/n/20 \u00a9 ucles 2020 blank page",
            "3": "3 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over 1 amylase is an enzyme that catalyses the break-down of starch into reducing sugars.  amylase is produced by seeds during germination.  a student wanted to estimate the concentration of amylase in a seed extract,  u. they did this by  determining the time taken for u to break down starch. this result was then compared to the time  taken by known concentrations of amylase.  step 1  the student was given a beaker containing seed extract  u.  step 2  the student made the four concentrations of amylase solution in beakers a, b, c and d  by using the volumes of 2% amylase solution and distilled water shown in table  1.1. table 1.1 beakervolume of 2%  amylase solution  / cm3volume of distilled   water  / cm3final percentage  concentration of  amylase solution a 10.0 0.0 2.0 b  7.5 2.5 1.5 c  5.0 5.0 1.0 d  2.5 7.5  (a) (i) calculate the final percentage concentration of amylase solution for beaker  d in  table  1.1.   ... % [1]  step 3  a white tile was prepared by using a pipette to put drops of iodine solution in five columns  labelled a, b, c, d and u, as shown in fig.  1.1. there were 8  drops of iodine solution in  each column. a 1 2 3 4 5 6 7 8drop of iodine solution white tileb c d u fig. 1.1  step 4  2 cm3 of starch suspension was put into each of the beakers labelled a, b, c, d and u.",
            "4": "4 0610/63/ o/n/20 \u00a9 ucles 2020  step 5  a stop-clock was started.  step 6  after one minute one drop of the mixture from beaker  a was added to the first drop of  iodine solution labelled a1 on the white tile. this was repeated for beakers b, c, d and  u using drops  b1, c1, d1 and u1.  step 7  step 6 was repeated at one minute intervals until drops of the mixtures in the beakers  had been added to all eight rows of iodine solution drops on the white tile.    the results are shown in fig.  1.2. a 1 2 3 4 5 6 7 8= blue-black = yellow-brownkey: colour of iodine solution time / minutesb c d u fig. 1.2   (ii) prepare a table and record the time taken for the starch to be broken down, using the  information in fig.  1.2.    if starch is still present in row  8, record this in your table as  > 8.  [3]",
            "5": "5 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over   (iii) explain how you decided that all of the starch had been broken down.  ...  ...  .  [1]   (iv) estimate the concentration of amylase in seed extract  u using the results in 1(a)(ii)  and  fig. 1.2.    state the evidence that supports your choice. estimated amylase concentration of u  . evidence    ...  ...  [1]   (v) state one safety precaution that should be taken when carrying out the investigation  described in 1(a).  ...  ...  .  [1]   (vi) describe how you would test for the presence of reducing sugars.     state the result for a positive test. method  ..  ...  ... positive test result  .  [3]",
            "6": "6 0610/63/ o/n/20 \u00a9 ucles 2020  (b) seeds contain starch as a store of energy. amylase in the seeds catalyses the break-down of  the stored starch into reducing sugars. seeds use the reducing sugars to provide some of the  energy required for germination.   plan an investigation to find out how temperature affects the activity of amylase in germinating  seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "7": "7 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over blank page",
            "8": "8 0610/63/ o/n/20 \u00a9 ucles 2020  (c) a scientist investigated how the activity of amylase in a seed changed as it germinated.   she measured the activity of amylase in a germinating seed over a period of 18  days.   the results are shown in table  1.2. table 1.2 time / daysactivity of amylase  / arbitrary units  0   0  3   0  6  40  9 240 12 240 15 120 18  65   (i) plot a line graph of the data in table  1.2.  [4]",
            "9": "9 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  .  [2]  (d) (i) the data in table  1.2 did not enable the scientist to determine precisely when the  amylase was most active.    explain why.  ...  ...  .  [1]   (ii) suggest what further data is needed to be able to determine exactly when amylase was  most active.  ...  ...  .  [1]  [total: 24]",
            "10": "10 0610/63/ o/n/20 \u00a9 ucles 2020 2 fig. 2.1 shows a photograph of two winged seeds from a sycamore tree. seedseed magnification \u00d74wing a b fig. 2.1  (a) (i) make a large drawing of the two winged seeds shown in fig.  2.1.    do not label your drawing.  [4]",
            "11": "11 0610/63/ o/n/20 \u00a9 ucles 2020 [turn over   (ii) measure the length of line ab on the winged seed on fig.  2.1.     length of line ab   mm    calculate the actual seed length using the equation and your measurement. include the  unit.    magnification = length of line ab actual seed length     [3]  (b) fig. 2.2 is a photograph of a seed from another type of tree. wing seed magnification \u00d71.5 fig. 2.2   describe one similarity and one difference between the seeds in fig.  2.1 and the seed in  fig. 2.2. similarity    ... difference  ..  ...  [2]",
            "12": "12 0610/63/ o/n/20 \u00a9 ucles 2020  (c) seeds such as those in fig.  2.1 and in fig.  2.2 can rotate when they fall, moving them further  away from the parent tree.   a student collected sycamore seeds with wings of different lengths. they dropped the seeds  from the same height and measured the distance travelled by each seed.   the results are shown in fig.  2.3. 8090100110distance travelled by the seed / cm120130140 8 seed wing length  / mm10 12 14 16 18 20 fig. 2.3   (i) estimate, using the graph, the distance travelled by a seed with a wing length of 15  mm.    show on your graph how you estimated this value.   ...  cm  [2]   (ii) calculate the percentage increase in the distance travelled by a seed with a wing length  of 18  mm compared to a seed with a wing length of 10  mm.    give your answer to two significant figures.    space for working.   . %  [3]",
            "13": "13 0610/63/ o/n/20 \u00a9 ucles 2020   (iii) state  two variables that should be kept constant in the investigation described in 2(c). 1    ... 2    ...  [2]  [total: 16]",
            "14": "14 0610/63/ o/n/20 \u00a9 ucles 2020 blank page",
            "15": "15 0610/63/ o/n/20 \u00a9 ucles 2020 blank page",
            "16": "16 0610/63/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        }
    },
    "2021": {
        "0610_m21_qp_12.pdf": {
            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 03_0610_12/4rp   \u00a9 ucles 2021   [turn ove r   *7083535815 *cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/12/f/m/21  1 woodlice are small organisms that live in damp places.    in an experiment, three live woodlice are put into a glass cont ainer. the diagram shows what  happens after 30 minutes.    woodlice placed in hole here damp dry watergauze chemical to absorb water    which characteristic of living organisms is shown by this exper iment?  a g r o w t h   b nutrition  c respiration  d sensitivity     2 which species can breed with prunella vulgaris  to produce fertile offspring?     prunella modularis  vespula vulgaris    a \u0016 \u0016 k e y   b \u0016 \u001a \u0016 = yes  c \u001a \u0016 \u001a = no  d \u001a \u001a      3 what is the correct order of arthropod groups, from those with  the most  legs to those with the  fewest legs?  a arachnids \uf0ae crustaceans \uf0ae insects \uf0ae myriapods  b arachnids \uf0ae insects \uf0ae myriapods \uf0ae crustaceans  c myriapods \uf0ae crustaceans \uf0ae arachnids \uf0ae insects  d myriapods \uf0ae insects \uf0ae arachnids \uf0ae crustaceans    ",
            "3": "3     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  4 the diagram shows four animal cells, as seen under a light mic roscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     5 the diagram shows a root hair cell.    cytoplasm vacuole nucleuscellulose cell wall    how is this cell modified for the absorption of water?  a it has a cellulose cell wall.  b it has a thin layer of cytoplasm.  c it has a large surface area.  d it has a large vacuole.    ",
            "4": "4  \u00a9 ucles 2021 0610/12/f/m/21  6 the diagram shows a drawing of part of a tulip flower. the act ual width of the stigma, shown by  the line pq, is 5  mm. the length of line pq is 15  mm.    pq     what is the magnification of the diagram?  a \uf0b40.3 b \uf0b43 c \uf0b430 d \uf0b4300     7 a jar of air was placed upside down on top of a jar containing  a brown gas as shown.    at start after one hourair brown gasair and brown gas     which process has taken place?  a diffusion both upwards and downwards  b diffusion downwards only  c diffusion upwards only  d diffusion and osmosis ",
            "5": "5     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  8 which row describes active transport?     particles move through a cell membrane energy from   respiration needed from a region of to a region of  a higher concentration lower concentration no  b higher concentration lower concentration yes  c lower concentration higher concentration no  d lower concentration higher concentration yes      9 four foods were tested for each of these nutrients:    fat (using the ethanol emulsion test)  protein (using the biuret test)  reducing sugar (using benedict\u2019s solution).    which food contains protein and fat?     colour of result of food test   purple brick-red milky-white   a \u0016 \u001a \u0016 key  b \u0016 \u001a \u001a \u0016 = nutrient present  c \u001a \u0016 \u0016 \u001a = nutrient absent  d \u001a \u0016 \u001a      10 a human enzyme was used in an experiment. all factors were kep t constant, apart from  temperature.    what happened to the rate of reaction when the temperature was reduced steadily from  35  \uf0b0c to 5  \uf0b0c?  a it decreased steadily.  b it increased and then decreased.  c it increased steadily.  d it remained the same.     ",
            "6": "6  \u00a9 ucles 2021 0610/12/f/m/21  11 which graph represents the effect of ph on the activity of a d igestive enzyme?    17 ph13activity of enzymea 17 ph13activity of enzymeb 17 ph13activity of enzymec 17 ph13activity of enzymed      12 in which process is oxygen a waste product?  a active transport  b aerobic respiration  c anaerobic respiration  d photosynthesis    ",
            "7": "7     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  13 the table shows diagrams of three types of cell found in a lea f.    which row correctly identifies each cell type?          not to scale  a spongy mesophyll epidermis xylem   b spongy mesophyll xylem epidermis   c xylem epidermis spongy mesophyll   d xylem spongy mesophyll epidermis       14 where does egestion take place?    b ac d      ",
            "8": "8  \u00a9 ucles 2021 0610/12/f/m/21  15 the diagram shows a tooth with signs of decay.    enamel decay     what has made the hole in the enamel of the tooth?  a a c i d   b saliva  c sugar  d toothpaste     ",
            "9": "9     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  16 the diagram shows enzymes and the products of the reactions th ey catalyse.    amylase lipase proteaseamino acids fatty acids glycerol simple sugars    which diagram matches the enzymes with the correct products?    a b c d       17 which statement about a function of xylem tissue is correct?  a it carries glucose from t he roots to the leaves.  b it helps to support stems and leaves.  c it is the only transport tissue in the plant.  d it carries water away from the leaves.     18 what is part of the definition of transpiration?  a the loss of water vapour from plant leaves by evaporation of w ater at the surfaces of the  mesophyll cells  b the movement of molecules into the cells of the organism where  they are used  c the movement of particles through a cell membrane from a regio n of lower concentration to a  region of higher concentration  d the transport of mineral ions fr om the roots into the stem and  leaves     ",
            "10": "10  \u00a9 ucles 2021 0610/12/f/m/21  19 which structures ensure the one-way flow of blood in the human  circulatory system?  a alveoli  b capillaries  c synapses  d valves      20 the diagram shows a section through the heart.    which part pumps blood to the aorta?    b c da       21 which defence prevents pathogens from entering the body?  a antibody production  b mucus  c phagocytosis  d vaccination     ",
            "11": "11     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  22 air entering human lungs contains approximately 21% oxygen and  0.04% carbon dioxide.    which row shows the concentrations of these gases in air leavin g the lungs?     percentage of  oxygen   in expired air percentage of  carbon dioxide  in expired air  a   4 21.0  b 12 4.0  c 16 4.0  d 20 0.4      23 what are the products of anaerobic respiration in yeast?  a alcohol + carbon dioxide  b alcohol + oxygen  c lactic acid + carbon dioxide  d lactic acid + oxygen     24 the diagram shows the human excretory system and associated blo od vessels.    x y z    what are structures x, y and z?     x  y  z   a ureter bladder urethra  b ureter kidney urethra  c urethra bladder ureter  d urethra kidney ureter   ",
            "12": "12  \u00a9 ucles 2021 0610/12/f/m/21  25 sensory neurones conduct impulses from  a the brain and spinal cord to muscles.  b one sense organ to another sense organ.  c sense organs to the brain and spinal cord.  d sense organs to muscles.      26 the diagram shows a section through human skin.    xwv z y     which row matches the labelled part to its function?     insulation sensing  temperature sweat  production  a y w z  b y v x  c x w z  d x v y     ",
            "13": "13     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  27 the diagram shows a seedling growing in a pot in the light.    seedling soil     the pot was then placed on its side in a dark room.    what will be the appearance of the seedling after 48 hours?    a b c d      28 heroin is an illegal drug which has many effects on the body.    which statement about the effects of heroin abuse is correct?  a heroin decreases reaction times.  b heroin increases negative social behaviour.  c heroin is a stimulant.  d heroin is not addictive.    29 which process is occurring at x?    gamete 1 zygote gamete 2x     a fertilisation  b mitosis  c pollination  d meiosis    ",
            "14": "14  \u00a9 ucles 2021 0610/12/f/m/21  30 which diagram of the male repro ductive system is correctly lab elled?    a prostate glandprostate gland prostate gland prostate glandspermduct testisb sperm duct testis c spermducttestis testisd sperm duct       31 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy      32 what is defined as \u2018a thread-like structure of dna, carrying g enetic information in the form of  genes\u2019?  a allele  b chromosome  c protein  d zygote     ",
            "15": "15     \u00a9 ucles 2021 0610/12/f/m/21 [turn over  33 the diagram shows the production of a male embryo.    sperm cellegg cell male embryop     which row shows the sex chromosomes in the cells and the type o f cell division at p?     sex chromosomes found in type of cell  division at p egg cell sperm cell male embryo  a x x xx mitosis  b x x xx meiosis  c x y xy mitosis  d x y xy meiosis     34 foxes are mammals. the table shows adaptations of four differe nt species of fox.    which fox is best adapted to live in a hot dry desert region?     behaviour ear size fur colour daily volume of  urine produced  a mainly active in the day very small white large  b mainly active at night very large pale brown small  c mainly active at night small dark brown large  d mainly active in the day large dark grey small     35 what is the principal source of energy input into food chains?   a glucose  b heat  c soil  d sunlight    ",
            "16": "16  \u00a9 ucles 2021 0610/12/f/m/21  36 what would be the effect of cutting down forests, on the carbo n dioxide concentration in the  atmosphere?  a carbon dioxide concentration would fall because of less photosy nthesis.  b carbon dioxide concentration would fall because of more photosy nthesis.  c carbon dioxide concentration would rise because of less photosy nthesis.  d carbon dioxide concentration would rise because of more photosy nthesis.      37 what is an example of a population?  a all the arthropods in a pond  b all the chital deer found in a forest  c all the lions that lived from 1950\u20132000  d all the flowering plants in a wood     38 during the extraction of apple juice, ripe apples are crushed and the enzyme pectinase is added.    which observation shows that pectinase has been used to produce  the apple juice?     volume of juice  obtained  / dm3 appearance of  the juice  a 0.6 cloudy  b 1.2 cloudy  c 0.4 clear  d 2.8 clear     39 rice has been modified by adding genes from bacteria and anothe r plant so that it can produce  the nutrient beta carotene.    what is this process called?  a evolution  b genetic engineering  c mutation  d selective breeding     ",
            "17": "17     \u00a9 ucles 2021 0610/12/f/m/21  40 during the treatment of sewage, what is removed by screening?  a bacteria  b fats and grease  c large plastics  d urine     ",
            "18": "18  \u00a9 ucles 2021 0610/12/f/m/21  blank page",
            "19": "19     \u00a9 ucles 2021 0610/12/f/m/21  blank page",
            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/12/f/m/21  blank page  "
        },
        "0610_m21_qp_22.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 03_0610_22/4rp   \u00a9 ucles 2021   [turn ove r   *6919756186 *cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  february/march 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/22/f/m/21  1 woodlice are small organisms that live in damp places.    in an experiment, three live woodlice are put into a glass cont ainer. the diagram shows what  happens after 30 minutes.    woodlice placed in hole here damp dry watergauze chemical to absorb water    which characteristic of living organisms is shown by this exper iment?  a g r o w t h   b nutrition  c respiration  d sensitivity     2 which species can breed with prunella vulgaris  to produce fertile offspring?     prunella modularis  vespula vulgaris    a \u0016 \u0016 k e y   b \u0016 \u001a \u0016 = yes  c \u001a \u0016 \u001a = no  d \u001a \u001a      3 what is the correct order of arthropod groups, from those with  the most  legs to those with the  fewest legs?  a arachnids \uf0ae crustaceans \uf0ae insects \uf0ae myriapods  b arachnids \uf0ae insects \uf0ae myriapods \uf0ae crustaceans  c myriapods \uf0ae crustaceans \uf0ae arachnids \uf0ae insects  d myriapods \uf0ae insects \uf0ae arachnids \uf0ae crustaceans    ",
            "3": "3     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  4 the diagram shows four animal cells, as seen under a light mic roscope.    x     what will be present at x?  a one cell membrane  b one cell wall  c two cell membranes  d two cell walls     5 the diagram shows a root hair cell.    cytoplasm vacuole nucleuscellulose cell wall    how is this cell modified for the absorption of water?  a it has a cellulose cell wall.  b it has a thin layer of cytoplasm.  c it has a large surface area.  d it has a large vacuole.    6 a student draws a diagram of a mitochondrion.    the diagram has a magnification of \uf0b420  000.        the diagram is 5  cm long.    what is the actual size of the mitochondrion?  a 0.00025  \uf06dm b 0.0025  \uf06dm c 0.025  \uf06dm d 2.5  \uf06dm     ",
            "4": "4  \u00a9 ucles 2021 0610/22/f/m/21  7 a jar of air was placed upside down on top of a jar containing  a brown gas as shown.    at start after one hourair brown gasair and brown gas     which process has taken place?  a diffusion both upwards and downwards  b diffusion downwards only  c diffusion upwards only  d diffusion and osmosis     8 which row describes active transport?     particles move through a cell membrane energy from   respiration needed  from a region of to a region of  a higher concentration lower concentration no  b higher concentration lower concentration yes  c lower concentration higher concentration no  d lower concentration higher concentration yes     9 the bases on one strand of a dna molecule have the sequence ca gct.    what is the sequence of bases on the other strand?  a cagct b gtcga c tgatc d gctag    ",
            "5": "5     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  10 the graph shows the effect of temperature on the rate of an enz yme-controlled reaction.    y xzrate temperature    which statements are correct?    1 the collision frequency between substrate and enzyme increase s between x and y.  2 the shape of the active site is altered between y and z. 3 the enzyme is denatured irreversibly at x and z.    a 1, 2 and 3 b 1 and 2 only c 1  o n l y  d 2 and 3 only    11 which graph represents the effect of ph on the activity of a d igestive enzyme?    17 ph13activity of enzymea 17 ph13activity of enzymeb 17 ph13activity of enzymec 17 ph13activity of enzymed      ",
            "6": "6  \u00a9 ucles 2021 0610/22/f/m/21  12 in which process is oxygen a waste product?  a active transport  b aerobic respiration  c anaerobic respiration  d photosynthesis      13 which layer in the leaf contains interconnecting air spaces?    a b c d       14 where does egestion take place?    b ac d      ",
            "7": "7     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  15 the diagram shows a fat globule (p) in one part of the aliment ary canal and the same fat   globule (q) as it appears in another part of the alimentary can al.    pq    in which parts of the alimentary canal are p and q found?     p  q   a duodenum stomach  b ileum oesophagus  c oesophagus ileum  d rectum ileum     16 the diagram shows enzymes and the products of the reactions th ey catalyse.    amylase lipase proteaseamino acids fatty acids glycerol simple sugars    which diagram matches the enzymes with the correct products?    a b c d    ",
            "8": "8  \u00a9 ucles 2021 0610/22/f/m/21  17 which statement about a function of xylem tissue is correct?  a it carries glucose from t he roots to the leaves.  b it helps to support stems and leaves.  c it is the only transport tissue in the plant.  d it carries water away from the leaves.      18 what is part of the definition of transpiration?  a the loss of water vapour from plant leaves by evaporation of w ater at the surfaces of the  mesophyll cells  b the movement of molecules into the cells of the organism where  they are used  c the movement of particles through a cell membrane from a regio n of lower concentration to a  region of higher concentration  d the transport of mineral ions fr om the roots into the stem and  leaves    19 the diagram shows the circulation of blood in an organism.    capillarieso2 co 2heart capillariesco 2 o2heart heart     in which part of the organism is the location of the capillarie s in the box?  a fish body  b fish gills  c mammalian  lungs  d mammalian body    ",
            "9": "9     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  20 the photomicrograph shows human blood.    which blood component can carry out the process of phagocytosis ?    a dcb       21 which diagram shows how a vaccination can lead to long-term imm unity?    antigen injecteda lymphocytes multiply antibodies producedmemory cells producedmemory cell injectedb antigens multiply lymphocytes producedantibodies produced antigen injectedc memory cells multiply lymphocytes producedantibodies producedantibody injectedd lymphocytes multiply antigens producedmemory cells produced     ",
            "10": "10  \u00a9 ucles 2021 0610/22/f/m/21  22 air entering human lungs contains approximately 21% oxygen and  0.04% carbon dioxide.    which row shows the concentrations of these gases in air leavin g the lungs?     percentage of  oxygen   in expired air percentage of  carbon dioxide  in expired air  a   4 21.0  b 12 4.0  c 16 4.0  d 20 0.4     23 after running a fast race a student had pains in their leg mus cles.    the pain was caused by the build-up of a product of anaerobic r espiration.    which product caused the pain?  a carbon dioxide  b ethanol  c lactic acid  d water    ",
            "11": "11     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  24 the diagram shows the production and excretion of materials fr om the human body.    cells carbon dioxide x amino acids liver y excess salt zv w     what are v, w, x, y and z in the diagram?     v  w  x  y  z   a anaerobic respiration deamination kidneys urea lungs  b anaerobic respiration filtration lungs kidneys urea  c aerobic respiration deamination lungs urea kidneys  d aerobic respiration filtration urea lungs kidneys      25 what is a function of a synapse?  a to allow impulses to travel in both directions  b to ensure impulses travel in one direction  c to release vesicles into the synaptic gap  d to transport neurotransmitters by osmosis     26 hormones and the nervous system both control our bodies.    which statement about the control provided by our hormones is c orrect?  a fast response and long lasting  b fast response and short lived  c slow response and long lasting  d slow response and short lived    ",
            "12": "12  \u00a9 ucles 2021 0610/22/f/m/21  27 auxin is a chemical produced by plants. it controls plant grow th.    which statement about auxin is correct?  a auxin affects the cells only where it is made.  b auxin is equally distributed in response to light from one dir ection.  c auxin elongates the cells in the shoot tip.  d auxin is made in the shoot tip.     28 how do some antibiotics kill bacteria?  a they damage the cell wall.  b they damage the endoplasmic reticulum.  c they damage the nucleus.  d they damage the protein coat.    29 some statements about asexual reproduction are listed.    1 offspring are genetically identical.  2 offspring are genetically different.  3 only one parent is required. 4 two parents are required.    which statements are correct?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      30 which types of contact between humans can spread hiv?    1 blood transfusions  2 sexual intercourse  3 saliva    a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     31 which method of birth control works by preventing an egg from being released?  a condom  b contraceptive pill  c monitoring body temperature  d vasectomy    ",
            "13": "13     \u00a9 ucles 2021 0610/22/f/m/21 [turn over  32 what is defined as \u2018a thread-like structure of dna, carrying g enetic information in the form of  genes\u2019?  a allele  b chromosome  c protein  d zygote     33 the statements describe steps in protein synthesis.    1 copies of the gene are carried to the cytoplasm as mrna molec ules.  2 each ribosome assembles amino acids into a protein molecule.  3 the gene coding for a protein is copied in the nucleus. 4 the mrna molecules pass through ribosomes.    which sequence of steps is correct?  a 1 \uf0ae 2 \uf0ae 4 \uf0ae 3  b 1 \uf0ae 3 \uf0ae 2 \uf0ae 4  c 3 \uf0ae 1 \uf0ae 4 \uf0ae 2  d 3 \uf0ae 4 \uf0ae 2 \uf0ae 1     34 a sunflower has 17 chromosomes in each pollen nucleus. these n uclei are produced by the  process of \u2026\u20261\u2026\u2026 in the anthers. they are genetically \u2026\u20262\u2026\u2026 all  the pollen nuclei  produced by those anthers. after fertilisation the resulting zy gote will have \u2026\u20263\u2026\u2026  chromosomes.    which row correctly completes gaps 1, 2 and 3?     1  2  3   a meiosis identical to 34  b meiosis different from 34  c mitosis identical to 17  d mitosis different from 34     35 a man heterozygous for the sickle cell anaemia allele, hb shba, has children with a woman who is  homozygous for the normal haemoglobin allele, hbahba.    what is the probability that the first child will be resistant to malaria?  a 0.125 b 0 . 2 5  c 0 . 5  d 0 . 7 5      ",
            "14": "14  \u00a9 ucles 2021 0610/22/f/m/21  36 which leaf feature is an adaptation of xerophytes to their envi ronment?  a hairs surrounding stomata  b large internal hollow spaces  c large numbers of stomata  d thin cuticle on both surfaces      37 the graph shows the change in population of an organism over ti me in an ecosystem.    xy z timepopulation     which row correctly identifies each phase of the population gra ph?     x  y  z   a lag exponential (log) stationary  b lag stationary death  c exponential (log) death stationary  d exponential (log) stationary death     ",
            "15": "15     \u00a9 ucles 2021 0610/22/f/m/21  38 the diagram shows the structure of a bacterium.    x     the presence of structure x is one reason why bacteria are used  in genetic engineering.    what is structure x?  a chloroplast  b mitochondrion  c nucleus  d plasmid      39 when nitrates enter a lake they cause rapid growth of algae on  the surface of the water. this  causes the following changes in the lake:    1 the concentration of dissolved oxygen in the water decreases.   2 fish and other aquatic animals die.  3 aerobic respiration in decomposers increases.  4 producers die and decomposition increases.    in which order do these changes occur?  a 1  \uf0ae 2 \uf0ae 4 \uf0ae 3  b 3  \uf0ae 1 \uf0ae 2 \uf0ae 4  c 4  \uf0ae 2 \uf0ae 3 \uf0ae 1  d 4  \uf0ae 3 \uf0ae 1 \uf0ae 2      40 the action of which type of bacteria would cause soil to be la cking in nitrates?  a aerobic  b denitrifying  c nitrifying  d nitrogen fixing     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/22/f/m/21  blank page  "
        },
        "0610_m21_qp_32.pdf": {
            "1": "this document has 16 pages. cambridge igcse\u2122 *4449332751* dc (st/ct) 202261/2 \u00a9 ucles 2021  [turn overbiology  0610/32 paper 3 theory (core)  february/march  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/32/ f/m/21 \u00a9 ucles 2021 1 fig. 1.1 is a diagram of the alimentary canal and associated organs. a b c d e fjk h g fig. 1.1  (a) state the letter from fig. 1.1 that identifies the part where:   alcohol is broken down  ..   egestion occurs  ..   hydrochloric acid is produced  ..   mechanical digestion occurs  ..   salivary amylase is produced  ..   the most absorption occurs.  .. [6]  (b) state the names of the parts labelled b and h in fig. 1.1. b  ... h  ... [2]",
            "3": "3 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (c) state the names of the three  parts of the large intestine. 1   2   3   [3] [total: 11]",
            "4": "4 0610/32/ f/m/21 \u00a9 ucles 2021 2 (a) different age groups of people, in one area, were asked about their tobacco smoking habits.   fig. 2.1 is a graph that shows the percentage of people that currently smoke tobacco and the  percentage of people that used to smoke tobacco but have now stopped. 016\u201324 25\u201334 35\u201349 age groupkey: people that smoke tobacco people that have stopped smoking tobacco 50\u201359 60+1020304050607080 percentage of people fig. 2.1   describe how the data for the 60+ age group are different from the 16  \u2013 24-year-old age  group.  ...  ...  ...  ...  ...  ...  .  [3]  (b)  lung cancer and other cancers are caused by smoking tobacco.   state the names of two other diseases caused by smoking tobacco. 1   2   [2]",
            "5": "5 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (c)  state the name of the component of tobacco smoke that causes cancer.  .  [1]  (d) describe the effects of carbon monoxide on the gas exchange system.  ...  ...  ...  ...  ...  ...  .  [3] [total: 9]",
            "6": "6 0610/32/ f/m/21 \u00a9 ucles 2021 3 fig. 3.1 shows a food web. mountain lion coyote jack rabbit yucca plantrattlesnake chuckwalla cactus plant fig. 3.1  (a) a scientist found that chuckwallas were also eaten by coyotes.   draw an arrow on fig. 3.1  to show this information.  [1]  (b) table 3.1 shows some of the terms used to describe the organisms in fig. 3.1.   place tick(s) ( \u2713) in all the boxes in table 3.1 that correctly describe each organism. table 3.1 producer consumer herbivore carnivore coyote jack rabbit rattlesnake yucca plant [4]  (c) state the name of the organism in fig. 3.1 that is both a secondary and a tertiary consumer.  .  [1]  (d) a new organism that eats cactus plants was introduced to the food web in fig. 3.1.   predict and explain the effect this would have on the chuckwalla population.  ...  ...  ...  ...  .  [2]",
            "7": "7 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (e) chuckwallas are a type of lizard.   they have adapted to be able to lose part of their tail if they are caught by predators.   fig. 3.2 is a photograph of a chuckwalla. fig. 3.2   complete the sentences using words from the list to describe how chuckwallas have evolved  the ability to lose part of their tails by natural selection.   each word may be used once, more than once or not at all. all     alleles      behaviour      none offspring      parents      predators      some   a mutation caused some of the population of chuckwallas to be able to lose part of their tail.   chuckwallas that could lose their tail were able to escape ...  .   these chuckwallas survived long enough to breed and pass their ...     on to their ...  .   eventually ...  of the chuckwallas had the ability to lose their tails. [4] [total: 12]",
            "8": "8 0610/32/ f/m/21 \u00a9 ucles 2021 4 (a) fig. 4.1 is a diagram of a plant cell. .. .. .. .. fig. 4.1   identify the parts of the plant cell in fig. 4.1 by labelling them in the spaces provided, using  words from the list. cell membrane      cell wall      chloroplast cytoplasm      nucleus      vacuole [4]  (b) the boxes on the left show parts of a plant cell.   the boxes on the right show the functions of the parts.   draw lines to link each part with its function. draw four lines.  part function   contains the genetic material  cell wall   filled with sap and supports the plant cell  chloroplast   made of cellulose and strengthens the plant cell  nucleus   site of photosynthesis  vacuole   site of respiration [4]",
            "9": "9 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (c) xylem is a specialised plant tissue.   state two functions of xylem tissue. 1   2   [2]  (d) plant shoots and roots respond to stimuli.   fig. 4.2 is a photograph of a plant that has been grown in the dark.    the plant has been grown with the pot in this position and is showing a tropic response to this  stimulus. fig. 4.2   (i) state the name of the tropic response shown in fig. 4.2.  .  [1]   (ii) describe how the roots would respond to the same stimulus.  ...  ...  .  [1] [total: 12]",
            "10": "10 0610/32/ f/m/21 \u00a9 ucles 2021 5 (a) a student investigated the effect of the concentration of carbon dioxide on the rate of  photosynthesis in an aquatic plant.   table 5.1 shows the results of the investigation. table 5.1 concentration of carbon dioxide  / ppm rate of release of oxygen  / cm3 per hour   0  0.0 100 11.2 300 26.1   (i) describe and explain the results shown in table 5.1.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state why the temperature should have been kept constant during this investigation.  ...  ...  .  [1]  (b) carbon dioxide is an example of a greenhouse gas.   (i) state the name of one other greenhouse gas.  .  [1]   (ii) state the name of the chemical used to test for the presence of carbon dioxide and state  the result of a positive test. chemical   positive result   [2]",
            "11": "11 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over  (c) farmers use fertilisers on crops to improve crop growth. these fertilisers can cause pollution  when washed into rivers.   state the names of two other substances used to improve crop yield that can cause pollution. 1   2   [2] [total: 9]",
            "12": "12 0610/32/ f/m/21 \u00a9 ucles 2021 6 (a) the box on the left contains the term \u2018anaerobic respiration\u2019.   the boxes on the right show some sentence endings.   match the box on the left to three  boxes on the right to make three correct sentences. involves the action of enzymes. is required for diffusion to occur. produces lactic acid in humans. anaerobic respiration releases less energy per glucose molecule than  aerobic respiration. requires carbon dioxide. requires oxygen in humans. [3]  (b) state the word equation for anaerobic respiration in yeast.  .  [2]  (c) respiration is one of the characteristics of living things.   state the names of  three other characteristics of living things. 1   2   3   [3] [total: 8]",
            "13": "13 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over 7 (a) fig. 7.1 is a diagram of the circulatory system. other organskidneysalimentary canalliverlungs hearta b cdef fig. 7.1   (i) state the names of the blood vessels labelled a, c and e in fig. 7.1. a   c   e   [3]   (ii) state the letter in fig. 7.1 that identifies the blood vessel that contains the highest oxygen  concentration.  .  [1]",
            "14": "14 0610/32/ f/m/21 \u00a9 ucles 2021  (b) describe three  ways the structure of arteries differs from the structure of veins. 1    ... 2    ... 3 .  ... [3]  (c) white blood cells are one of the components of blood.   (i) state two functions of white blood cells. 1   2   [2]   (ii) state two other  main components of blood. 1   2   [2] [total: 11]",
            "15": "15 0610/32/ f/m/21 \u00a9 ucles 2021 [turn over 8 (a) menstruation is the monthly loss of the lining of the uterus.   the age, in years, when the first menstruation occurred was recorded for one area.   table 8.1 shows the results. table 8.1 age, in years, when the first  menstruation occurrednumber of females  8   3  9  15 10  62 11 212 12 298 13 251 14 173 15  18 16  11 17   1   (i) state the most common age of first menstruation.  .  [1]   (ii) state the number of females that had their first menstruation at 15 years of age.  .  [1]  (b) describe what happens to the lining of the uterus during a typical menstrual cycle between: days 1 to 5    ... days 8 to 14  ..  ... [2]  (c) describe what happens in the ovary on day 14 in a typical menstrual cycle.  .  [1]  (d) state the name of the hormone that causes the development of secondary sexual  characteristics in boys.  .  [1]",
            "16": "16 0610/32/ f/m/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (e) state two physical changes that occur in males and in females during puberty. 1   2   [2] [total: 8]"
        },
        "0610_m21_qp_42.pdf": {
            "1": "dc (nf/ar) 202933/3 \u00a9 ucles 2021  [turn overthis document has 20 pages. any blank pages are indicated. *4780148124* biology  0610/42 paper 4 theory (extended)  february/march  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
            "2": "2 0610/42/ f/m/21 \u00a9 ucles 2021 blank page",
            "3": "3 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over 1 (a) fig. 1.1 is a diagram showing the position of some organs in the human body. a b c e d fig. 1.1   some of the organs shown in fig.  1.1 are endocrine glands.   table 1.1 shows the names of some of the endocrine glands, their identifying letters and the  hormones that they produce.   complete table 1.1. table 1.1 name of endocrine gland letter in fig.  1.1 hormone produced c insulin testes [3]",
            "4": "4 0610/42/ f/m/21 \u00a9 ucles 2021  (b) fig. 1.2 shows two graphs representing: \u2022 the relative blood concentrations of two hormones, a and b, released by the ovaries  during the menstrual cycle \u2022 the thickness of the lining of the uterus. 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 days0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 days thickness of the lining of the uterusrelative blood concentration of the hormonesa b  fig. 1.2",
            "5": "5 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (i) describe the roles in the menstrual cycle of hormone a.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state the day in fig.  1.2 when ovulation is most likely to occur.  .  [1]   (iii) state the days in fig.  1.2 when the lining of the uterus is lost from the body.  .  [1]",
            "6": "6 0610/42/ f/m/21 \u00a9 ucles 2021  (c) the female contraceptive pill is a chemical method of birth control, which is available in many  countries.   (i) describe the social implications of the increased availability of the female contraceptive  pill.  ...  ...  ...  ...  .  [2]   (ii) the hormones in the female contraceptive pill can enter rivers.    describe the negative impacts of female contraceptive hormones entering rivers and  contaminating drinking water.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) state  two barrier methods of contraception. 1   2   [2] [total: 15]",
            "7": "7 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over blank page",
            "8": "8 0610/42/ f/m/21 \u00a9 ucles 2021 2 (a) fig. 2.1 is a diagram of a prokaryotic cell. not to scale fig. 2.1   (i) state  one visible feature in fig.  2.1 that identifies this cell as a prokaryotic cell.  .  [1]   (ii) state one cell structure that is present in the cells of all organisms.  .  [1]  (b) prokaryotes, animals and plants are three of the five kingdoms of organisms.   state the names of the two other  kingdoms. 1   2   [2]  (c) fig. 2.2 shows part of the nitrogen cycle. nitrogen in atmosphere animal wasteproteins in animalsproteins in plants bc nitrate ions in soiladead organisms fig. 2.2",
            "9": "9 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (i) describe processes a, b and c in fig.  2.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   (ii) state the name of the process that plants use to absorb nitrate ions.  .  [1] [total: 11]",
            "10": "10 0610/42/ f/m/21 \u00a9 ucles 2021 3 (a)  the activity of the heart can be monitored using different methods.   fig. 3.1 shows two ecg traces. one trace was recorded when the person was at rest and the  second trace was recorded during exercise.   the length of time taken for one heart beat is indicated in fig.  3.1 on the ecg trace recorded  at rest. 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8 time  / sduring exercise0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8 time  / sone heart beat at rest fig. 3.1   (i) estimate the resting heart rate of the person from their ecg trace in fig.  3.1.    space for working.     beats per minute [2]",
            "11": "11 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) explain why the ecg trace recorded during exercise differs from the ecg trace recorded  at rest.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) suggest one other  way of monitoring the activity of the heart.  ...  .  [1]  (b) if exercise is very intense an oxygen debt is formed.   (i) complete the sentence.    an oxygen debt results in a build-up of  in the      during vigorous exercise. [2]   (ii) outline how the body removes an oxygen debt.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 13]",
            "12": "12 0610/42/ f/m/21 \u00a9 ucles 2021 4 (a) a leaf can be described as an organ.   define the term organ .  ...  ...  .  [1]  (b) fig. 4.1 is a photomicrograph of a cross section of part of a leaf. a cb fig. 4.1   (i) identify the tissue labelled a in fig.  4.1.  .  [1]   (ii) identify the structure labelled  c in fig.  4.1.  .  [1]",
            "13": "13 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) describe how the tissue labelled b is adapted to maximise photosynthesis.  ...  ...  ...  ...  ...  ...  .  [3]  (c) (i) state two substances that are transported only in the phloem.  .  [1]   (ii) explain why some parts of a plant can act as both a source and a sink.  ...  ...  ...  ...  .  [2]",
            "14": "14 0610/42/ f/m/21 \u00a9 ucles 2021  (d) the effect of carbon dioxide concentration on the rate of oxygen production in an aquatic  plant was measured. \u2022 a lamp was used to keep the light intensity constant. \u2022 the oxygen gas released by the plant was collected in a gas syringe. \u2022 the plant was placed in water that was kept constant at 20  \u00b0c.   fig. 4.2 shows the results.   (i) the rate of oxygen production was assumed to be the same as the rate of photosynthesis.    suggest why the rate of oxygen production was not the same as the rate of  photosynthesis.  ...  ...  .  [2]  concentration of carbon dioxide  / \u03bcmol per dm3rate of  oxygen production / cm3 per m2 per s0.30 0.25 0.20 0.15 0.10 0.05 0.00 0 200 400 600 800 1000 1200 1400 1600 fig. 4.2",
            "15": "15 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) explain the results shown in fig.  4.2.  ...  ...  ...  ...  ...  ...  .  [3]  (e) the investigation was repeated with the same type of aquatic plant at 10  \u00b0c.   draw a line on fig.  4.2 to predict the results at 10  \u00b0c. [2] [total: 16]",
            "16": "16 0610/42/ f/m/21 \u00a9 ucles 2021 5 (a) measles is a transmissible disease.   the percentage of the population that were vaccinated against measles in a country was  determined.   the number of confirmed cases of measles in the country was also recorded.   fig. 5.1 shows the data that were collected between 1975 and 2010. 1975 1980 1985 1990 1995 2000 2005 2010100 90 80 70 60 50 40 30160  000 140  000 120  000 100  000 80 000 60 000 40 000 20 000 0number of  cases of  measles yearpercentage of the  population vaccinated against measles key: percentage of population vaccinated number of cases of measles fig 5.1   (i) calculate the percentage change in the number of cases of measles between 1980 and  1990.    space for working.   . %  [2]",
            "17": "17 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) describe the data shown in fig.  5.1.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) explain how vaccination protects people against a transmissible disease such as  measles.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) the human body has several defences against pathogens.   (i) state two of the body\u2019s chemical barriers to pathogens. 1   2   [2]",
            "18": "18 0610/42/ f/m/21 \u00a9 ucles 2021   (ii) describe the process of blood clotting.  ...  ...  ...  ...  ...  ...  .  [3] [total: 16]",
            "19": "19 0610/42/ f/m/21 \u00a9 ucles 2021 [turn over 6 (a) fig. 6.1 shows a food web. hawks rabbits grasshopperssnakes grass cornmice fig. 6.1   (i) state the number of trophic levels in the food web in fig.  6.1.  .  [1]   (ii) state the name of one organism that feeds at both the third and fourth trophic levels  from fig.  6.1.  .  [1]   (iii) state the name of the type of energy that is transferred between trophic levels.  .  [1]  (b) the total biomass of the snakes is much less than the total biomass of the mice in the food  web shown in fig.  6.1.   explain why the total biomass of the snakes is less than the total biomass of the mice.   use the term energy  in your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
            "20": "20 0610/42/ f/m/21 \u00a9 ucles 2021  (c) food shortages that result in famine can be caused by many factors.   describe how drought can contribute to famine.  ...  ...  ...  ...  ...  ...  .  [3] [total: 9] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge."
        },
        "0610_m21_qp_52.pdf": {
            "1": "this document has 12 pages. cambridge igcse\u2122biology  0610/52 paper 5 practical test  february/march  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2892005064* dc (cj/cb) 203209/4 \u00a9 ucles 2021  [turn overfor examiner\u2019s use 1 2 total",
            "2": "2 0610/52/ f/m/21 \u00a9 ucles 2021 1 you are going to investigate osmosis. you will be using a model cell made from dialysis tubing.  dialysis tubing is permeable to water but not permeable to larger molecules such as sucrose,  which is a type of sugar.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label one test-tube dw and the other s. place both test-tubes in the test-tube rack.  step 2  fill the syringe with 10  cm3 of sucrose solution .   step 3   remove one knotted piece of dialysis tubing from the container. open the unknotted  end by rubbing it gently between your fingers. carefully transfer the 10  cm3 of sucrose  solution from the syringe into the dialysis tubing bag.  step 4   hold the top of the dialysis tubing bag containing the sucrose solution as shown in  fig. 1.1. use the ruler to measure the distance from the knot to the meniscus of the liquid  in the bag.     think about how you will ensure that this measurement can be made consistently.     record this measurement in your table in 1(a)(i) .  finger dialysis tubing bag bottom of the meniscus knotmeasure from the knot to the meniscus fig. 1.1",
            "3": "3 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over  step 5   place the dialysis tubing bag into the test-tube labelled s. fold the open end of the bag  over the top of the test-tube and secure with an elastic band, as shown in fig. 1.2. elastic band open end of the dialysis tubing bag test-tube fig. 1.2  step 6  fill the syringe with 10  cm3 of distilled water .  step 7   remove the second knotted piece of dialysis tubing from the container. open the  unknotted end by rubbing it gently between your fingers. carefully transfer the 10  cm3 of  distilled water from the syringe into the dialysis tubing bag.  step 8   repeat steps 4 and 5 with the dialysis tubing bag containing the distilled water and the  test-tube labelled dw.     record the measurement for distilled water in your table in 1(a)(i) .   step 9   use the measuring cylinder to measure 30  cm3 of distilled water. pour the distilled water  into test-tube s, as shown in fig. 1.3. elastic band open end of the dialysis tubing bag test-tube 30 cm3 of distilled water fig. 1.3  step 10  repeat step 9 for test-tube dw.  step 11   place test-tubes s and dw into the empty 250  cm3 beaker. raise your hand when you  are ready for 200  cm3 of hot water to be added to the beaker to make a hot water-bath.",
            "4": "4 0610/52/ f/m/21 \u00a9 ucles 2021  step 12   start the stop-clock and leave the test-tubes in the hot water-bath for 15  minutes.    continue with the other questions while you are waiting.  step 13   after 15 minutes remove test-tubes s and dw from the hot water-bath and place them in  the test-tube rack.  step 14   carefully remove the dialysis tubing bag from test-tube s. hold the top of the bag and  use the ruler to measure the distance from the knot to the meniscus of the liquid in the  bag. ensure that your measurement starts from the same place as the measurement  made in step 4.     record this measurement in your table in 1(a)(i) .   step 15   repeat step 14 with test-tube dw.  (a) (i) prepare a table to record your results.    [4]   (ii)  calculate the change in distance from the knot to the meniscus of the solution in the  dialysis tubing bag in test-tubes s and dw.  s    mm  dw .  mm  [1]",
            "5": "5 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over   (iii) explain why it was important to take the measurements in step 4 and step 14 from the  same place on the dialysis tubing.   ...  ...  .  [1]   (iv) state a conclusion for the results of this investigation.  ...  ...  .  [1]   (v) identify the variable that was measured (dependent variable) in this investigation.  .  [1]  (b) (i) one syringe was used for both step 2 and step 6. this is a source of error.    explain why this was a source of error and how this could have affected the results.  error  ...  ...  ... effect on the results  ...  ...  ...  [2]   (ii) only one set of results was collected during this investigation.     explain why it is better to collect several sets of results.  ...  ...  .  [1]",
            "6": "6 0610/52/ f/m/21 \u00a9 ucles 2021  (c)  students investigated the effect of sucrose concentration on the mass of potato cylinders.  \u2022 a potato was cut into cylinders.  \u2022 the potato cylinders were all cut to 2  cm in length.  \u2022 the initial mass of each potato cylinder was measured and recorded. \u2022 each potato cylinder was put into a different concentration of sucrose solution.  \u2022 the potato cylinders were left in the sucrose solutions for one hour. \u2022 the potato cylinders were removed from the sucrose solutions and the final mass of  each potato cylinder was measured and recorded.   (i) state two variables that were kept constant in this investigation. 1   2    [2]    the results of the investigation are shown in table 1.1. table 1.1 concentration  of sucrose  / mol per dm3initial mass of  potato cylinder  / gfinal mass of  potato cylinder  / gchange in  mass  / gpercentage  change in  mass 0.00 2.13 2.29  0.16  7.5 0.20 2.05 2.08  0.03  1.5 0.40 2.52 2.42  \u20130.10  \u20134.0 0.60 1.68 1.52  \u20130.16  \u20139.5 0.80 1.56 1.32  \u20130.24  \u201315.4 1.00 2.51 2.08  \u20130.43   (ii) calculate the percentage  change in mass of the potato cylinder that was immersed in  1.00 mol per dm3 sucrose solution.      give your answer to one decimal place.      space for working.   . %  [3]",
            "7": "7 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over   (iii)  plot a line graph on the grid of the concentration of sucrose solution against the  percentage change in mass. one axis has been started for you.    include a curved line of best fit on your graph.     0.0  [4]   (iv) estimate the concentration of sucrose solution at which there was no percentage change  in the mass of the potato cylinder.    ...  mol per dm3 [1]    (v) explain why the percentage change in mass is more useful than the change in mass  when analysing the results in table 1.1.  ...  ...  .  [1]",
            "8": "8 0610/52/ f/m/21 \u00a9 ucles 2021  (d) state the name of the solution that is used to test for the presence of starch and give the  result of a positive test. test solution  .. positive result    [2]  [total: 24]",
            "9": "9 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over 2 fig. 2.1 is a photograph of a tomato fruit that has been cut in half.  fig. 2.1  (a) (i)  draw a large diagram of the tomato fruit shown in fig. 2.1.  [4]",
            "10": "10 0610/52/ f/m/21 \u00a9 ucles 2021   (ii) describe how you could show that a tomato fruit contains vitamin c.  ...  ...  ...  ...  ...  ...  .  [3]",
            "11": "11 0610/52/ f/m/21 \u00a9 ucles 2021 [turn over  (b) fig. 2.2 is a photomicrograph of a tomato seed. pq magnification \u00d750     fig. 2.2   measure the length of line pq on fig. 2.2.     length of pq  mm   calculate the actual size of the tomato seed using the formula and your measurement.  magnification = length of line pq actual length of the tomato seed   include the unit.   space for working.     [3]",
            "12": "12 0610/52/ f/m/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (c) plan an investigation to determine the optimum (best) temperature for germination of tomato  seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 16]"
        },
        "0610_m21_qp_62.pdf": {
            "1": "this document has 12 pages. cambridge igcse\u2122 dc (lk/cgw) 203215/3 \u00a9 ucles 2021  [turn overbiology  0610/62 paper 6 alternative to practical  february/march  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2775628600*",
            "2": "2 0610/62/ f/m/21 \u00a9 ucles 2021 1 a student investigated osmosis. they used a model cell made from dialysis tubing. dialysis tubing  is permeable to water but is not permeable to larger molecules such as sucrose, which is a type of  sugar. step 1  one test-tube was labelled dw and a second test-tube was labelled s.  step 2  two dialysis tubing bags were made by knotting lengths of dialysis tubing at one end. step 3  a syringe was filled with 10  cm3 of sucrose solution.  step 4  the 10  cm3 of sucrose solution was transferred from the syringe to a dialysis tubing bag,  as shown in fig. 1.1. open end of the dialysis tubing bag sucrose solution inside the dialysis tubing bagsucrose solutionsyringe knotted end of the dialysis tubing bag fig. 1.1 step 5  a ruler was used to measure the distance from the knot to the meniscus of the sucrose  solution in the bag, as shown in fig. 1.2.  finger dialysis tubing bag bottom of the meniscus knotthe distance from the knot to the meniscus fig. 1.2 step 6  the dialysis tubing bag was placed into test-tube s and secured with an elastic band. step 7  a measuring cylinder was used to pour 30  cm3 of distilled water into test-tube s, as  shown in fig. 1.3.",
            "3": "3 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over elastic band open end of the dialysis tubing bag test-tube 30 cm3 of distilled water fig. 1.3 step 8  the student filled the second dialysis tubing bag with 10  cm3 of distilled water.  step 9  the student measured the distance from the top of the knot to the bottom of the meniscus  of the distilled water in the dialysis tubing bag.  step 10  the dialysis tubing bag containing distilled water was then placed into test-tube dw and  secured with an elastic band. 30  cm3 of distilled water was poured into test-tube dw. step 11  test-tubes s and dw were left for 15 minutes. step 12  at 15 minutes the dialysis tubing bags were removed from test-tubes s and dw. ",
            "4": "4 0610/62/ f/m/21 \u00a9 ucles 2021  (a) fig. 1.4 shows the dialysis tubing bags at 0 minutes and at 15 minutes. dialysis tubing bag from test-tube dw0 minutes 15 minutes dialysis tubing bag from test-tube s0 minutes 15 minutes fig. 1.4   (i) measure the distance from the top of the knot to the bottom of the meniscus at 0 minutes  and 15 minutes for the dialysis tubing bags from test-tubes s and dw.     prepare a table and record these measurements in your table.  [3]",
            "5": "5 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over   (ii)  calculate the change in distance from the knot to the meniscus of the liquids in the  dialysis tubing bags in test-tubes s and dw.  s    mm  dw    mm  [1]   (iii) explain why it is important to take the measurements from the same place on the dialysis  tubing bags shown in fig. 1.4.   ...  ...  .  [1]   (iv) state a conclusion for the results of this investigation.  ...  ...  .  [1]   (v) identify the variable that the student decided to change (independent variable) in this  investigation.  .  [1]   (vi) only one set of results was collected during this investigation.    explain why it is better to collect several sets of results.  ...  ...  .  [1]  (b) another student repeated the investigation but their results were not the same. the student  only used one syringe during the investigation and did not wash it.   suggest why the results of their investigation were not as expected.  ...  ...  .  [1]",
            "6": "6 0610/62/ f/m/21 \u00a9 ucles 2021  (c) sucrose can be broken down into reducing sugars.   describe how you would test for the presence of reducing sugars.  ...  ...  ...  .  [2]  (d) students investigated the effect of sucrose concentration on the mass of potato cylinders. \u2022 a potato was cut into cylinders.  \u2022 the potato cylinders were all cut to 2  cm in length.  \u2022 the initial mass of each potato cylinder was measured and recorded. \u2022 each potato cylinder was put into a different concentration of sucrose solution.  \u2022 the potato cylinders were left in the sucrose solutions for one hour. \u2022 the potato cylinders were removed from the sucrose solutions and the final mass of  each potato cylinder was measured and recorded.   (i) state two variables that were kept constant in this investigation. 1   2    [2]    the results of the investigation are shown in table 1.1. table 1.1 concentration  of sucrose  / mol per dm3initial mass of  potato cylinder  / gfinal mass of  potato cylinder  / gchange in  mass  / gpercentage  change in  mass 0.00 2.13 2.29  0.16 7.5 0.20 2.05 2.08  0.03 1.5 0.40 2.52 2.42  \u20130.10 \u20134.0 0.60 1.68 1.52  \u20130.16 \u20139.5 0.80 1.56 1.32  \u20130.24 \u201315.4 1.00 2.51 2.08  \u20130.43",
            "7": "7 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over   (ii) calculate the percentage  change in mass of the potato cylinder that was immersed in  1.00 mol per dm3 sucrose solution.    give your answer to one decimal place.    space for working.   . %   [3]   (iii) plot a line graph on the grid of the concentration of sucrose solution against the  percentage change in mass. one axis has been started for you.    include a curved line of best fit on your graph. 0.0  [4]",
            "8": "8 0610/62/ f/m/21 \u00a9 ucles 2021   (iv)  estimate the concentration of sucrose solution at which there was no percentage change  in the mass of the potato cylinder.    ...  mol per dm3 [1]    (v) explain why the percentage change in mass is more useful than the change in mass  when analysing the results in table 1.1.  ...  ...  .  [1]  (e) state the name of the solution that is used to test for the presence of starch and give the  result of a positive test. test solution  .. positive result  .  [2]  [total: 24]",
            "9": "9 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over 2 fig. 2.1 is a photograph of a tomato fruit that has been cut in half.  fig. 2.1  (a) (i) draw a large diagram of the tomato fruit shown in fig. 2.1.  [4]",
            "10": "10 0610/62/ f/m/21 \u00a9 ucles 2021   (ii) describe how you could show that a tomato fruit contains vitamin c.  ...  ...  ...  ...  ...  ...  .  [3]",
            "11": "11 0610/62/ f/m/21 \u00a9 ucles 2021 [turn over  (b) fig. 2.2 is a photomicrograph of a tomato seed. pq magnification \u00d750 fig. 2.2   measure the length of  line pq on fig. 2.2.   length of pq . mm   calculate the actual size of the tomato seed using the formula and your measurement. magnification = length of line pq actual length of the tomato seed   include the unit.   space for working.     [3]",
            "12": "12 0610/62/ f/m/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (c) plan an investigation to determine the optimum (best) temperature for germination of tomato  seeds.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 16]"
        },
        "0610_s21_qp_11.pdf": {
            "1": "    this document has 20 pages. any blank pages are indicated.  ib21 06_0610_11/3rp   \u00a9 ucles 2021   [turn ove r   *7285945267 *cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/11/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 the scientific names of some animals are listed.    1 camelus dromedarius   2 camelus ferus   3 equus ferus   4 struthio camelus     which animals are in the same genus?  a 1, 2 and 3 b 1, 2 and 4 c 1 and 2 only d 2 and 3 only    3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods    ",
            "3": "3     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  4 the diagram shows a single-celled organism called euglena .    chloroplastslarge permanent vacuolenucleuscytoplasm cell membrane     which labelled structures would also be found in an animal cell ?  a cell membrane, chloroplast, nucleus  b chloroplast, cytoplasm, nucleus  c cell membrane, cytoplasm, nucleus  d cell membrane, cytoplasm, large permanent vacuole     ",
            "4": "4  \u00a9 ucles 2021 0610/11/m/j/21  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
            "5": "5     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  8 a cylinder of potato tissue was placed in a beaker of very sal ty water. after one hour the mass of  the potato cylinder had decreased.    why did this happen?  a salt entered the plant tissue by active transport.  b salt left the plant tissue by osmosis.  c water entered the plant tissue by active transport.  d water left the plant tissue by osmosis.     9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen    10 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.    11 which statement describes a catalyst?  a a substance that decreases the rate of a chemical reaction and is not changed by the  reaction  b a substance that decreases the rate of a chemical reaction and is changed by the reaction  c a substance that increases the rate of a chemical reaction and is changed by the reaction  d a substance that increases the rate of a chemical reaction and is not changed by the reaction     ",
            "6": "6  \u00a9 ucles 2021 0610/11/m/j/21  12 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      13 the diagram shows a section through the leaf of a plant.    which label shows a palisade mesophyll cell?    a db c       14 in humans, where does most of the absorption of digested food take place?  a colon  b kidney  c liver  d small intestine     ",
            "7": "7     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  15 what are the products when proteins are broken down?  a amino acids  b fatty acids  c glycerol  d simple sugars      16 where does most  of the absorption of water take place in the alimentary canal?   a colon  b oesophagus  c small intestine  d stomach      17 the diagram shows part of a cross-section of a root.    12 3     what are cells 1, 2 and 3?     1  2  3   a root cortex cell root hair cell mesophyll cell  b root hair cell root cortex cell xylem  c root hair cell root cortex cell mesophyll cell  d root cortex cell root hair cell xylem     ",
            "8": "8  \u00a9 ucles 2021 0610/11/m/j/21  18 a plant shoot is placed in a solution of dye.    the dye moves up the stem.    under which conditions will the dye move most slowly?     temperature humidity  a high high  b high low  c low high  d low low     19 what are the main vessels carrying blood to and from the kidney ?     to kidney from kidney  a pulmonary artery pulmonary vein  b pulmonary vein pulmonary artery  c renal artery renal vein  d renal vein renal artery     20 the diagram shows a cross-section through a human blood vessel .    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle     ",
            "9": "9     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  21 what is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies      22 the diagrams show the depth and rate of breathing in a person at 12:00 and 13:00.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12:00 13:00 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12:00 and 13:00?      depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases     23 the list shows some processes that take place in a human body.     1 production of new red blood cells  2 transmission of nerve impulses from the eyes to the brain 3 diffusion of gases into and out of the lungs    which processes use energy released by respiration?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     ",
            "10": "10  \u00a9 ucles 2021 0610/11/m/j/21  24 what is produced by anaerobic respiration in humans?     alcohol carbon dioxide lactic acid   a \u001a \u0016 \u0016 k e y   b \u0016 \u0016 \u001a \u0016 = yes  c \u001a \u001a \u0016 \u001a = no  d \u0016 \u001a \u001a       25 which statement about urea is correct?  a urea is formed from excess amino acids in the kidneys and excr eted by the liver.  b urea is formed from excess glucose in the liver and egested by  the kidneys.  c urea is formed from excess glucose in the kidneys and egested by the liver.  d urea is formed from excess amino acids in the liver and excret ed by the kidneys.      26 what is the sequence of neurones connecting a receptor to an ef fector in a reflex arc?  a motor \uf0ae relay \uf0ae sensory  b motor \uf0ae sensory \uf0ae relay  c sensory \uf0ae motor \uf0ae relay  d sensory \uf0ae relay \uf0ae motor     27 what controls how much light enters the eye?    a d b c      ",
            "11": "11     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  28 which row matches each hormone to its function?     causes the growth  of facial hair reduces blood  glucose concentration repairs the  lining of the uterus widens  the pupils  a oestrogen insulin testosterone adrenaline  b oestrogen insulin insulin testosterone  c testosterone adrenaline insulin oestrogen  d testosterone insulin oestrogen adrenaline     29 scientists carried out a survey on the effect of giving up smo king on the risk of developing lung  cancer. the results are shown in the graph.    15 10 50percentage cumulativerisk ofdeveloping lung cancer 45 55 65 75 age, in years, of people surveyedcontinued smoking stopped smoking at 60 years of age stopped smoking at 30 years of age never smoked     the scientists made three conclusions:    1 stopping smoking reduces the risk of developing lung cancer.  2 age increases the risk of lung cancer for smokers and non-smo kers.  3 the earlier people stop smoking, the lower the risk.    which conclusions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
            "12": "12  \u00a9 ucles 2021 0610/11/m/j/21  30 a gardener wants to produce many genetically identical plants from a single plant.    the diagram shows different methods of growing new plants.    1   planting seeds 3   stem cuttings2   runners     which methods will produce plants that are genetically identica l to the parent plant?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     31 which structure in the male reproductive system makes the fluid  for sperm to swim in?  a penis  b scrotum  c prostate gland  d t e s t i s     ",
            "13": "13     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  32 the graph shows a woman\u2019s body temperature during the menstrual  cycle.    0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 daymenstruation37 36body temperature/  \u00b0c     on which days is the woman most  likely to become pregnant?  a days 0\u20135  b days 6\u201312  c days 13\u201318  d days 19\u201328    33 what is the transmission of genetic information from generation  to generation called?  a fertilisation  b inheritance  c meiosis  d reproduction    ",
            "14": "14  \u00a9 ucles 2021 0610/11/m/j/21  34 which diagram shows the results of the process of mitosis?    a b cd       35 the graph shows the distribution of blood groups in one area.    60 5040302010 0 ab a b blood groupopercentage of population     this is an example of discontinuous variation.    which statement about discontinuous variation is correct?  a there is a range of genotypes between two extremes.  b there is a range of phenotypes between two extremes.  c there are intermediates between the phenotypes.  d there are no intermediates between the phenotypes.     ",
            "15": "15     \u00a9 ucles 2021 0610/11/m/j/21 [turn over  36 the diagram shows a food web in a desert.    desert plantskangaroo ratsdesert snakesdesert foxes small lizardslarge lizardshawks     which organisms are all secondary consumers?  a desert foxes, hawks, large lizards and desert snakes  b desert foxes and hawks only  c kangaroo rats and small lizards  d large lizards and desert snakes only    ",
            "16": "16  \u00a9 ucles 2021 0610/11/m/j/21  37 the diagram shows stages in the water cycle.    x     which process is represented by the letter x?  a condensation  b evaporation  c precipitation  d transpiration    38 what is an example of a population?  a all the arthropods in a pond  b all the crocodiles in a river  c all the plants in a wood  d all the zebras that lived from 1990\u20132010    39 what is a use of pectinase in the food industry?  a to extract juice from fruit  b to make biofuels  c to make biological washing powders  d to make bread rise    ",
            "17": "17     \u00a9 ucles 2021 0610/11/m/j/21  40 which factors are believed to have contributed to the rise in s ea levels?  a pollution of the air by carbon dioxide only  b pollution of the air by carbon dioxide and methane  c pollution of the sea by plastics only  d pollution of the sea by insecticides and nuclear fall-out     ",
            "18": "18  \u00a9 ucles 2021 0610/11/m/j/21  blank page",
            "19": "19     \u00a9 ucles 2021 0610/11/m/j/21  blank page",
            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/11/m/j/21  blank page  "
        },
        "0610_s21_qp_12.pdf": {
            "1": "    this document has 16 pages.  ib21 06_0610_12/3rp   \u00a9 ucles 2021   [turn ove r   *9776932843 *cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/12/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 which term is used to describe a group of living things that c an reproduce to produce fertile  offspring?  a binomial  b genus  c organism  d species     3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods    4 which part of a cell makes glucose?  a cell membrane  b chloroplast  c nucleus  d vacuole    ",
            "3": "3     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
            "4": "4  \u00a9 ucles 2021 0610/12/m/j/21  8 a cylinder of potato tissue was placed in a concentrated salt solution. after soaking for one hour  the potato tissue was observed.    how will the potato tissue have changed after soaking for one h our?  a longer and firmer  b no change  c shorter and softer  d shorter and firmer     9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen    10 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.    11 which statement about an enzyme-controlled reaction is correct ?  a during the reaction, the substrate changes into products.  b the enzyme is gradually used up during the reaction.  c the enzyme is slowly broken down during the reaction.  d the higher the temperature, the slower the reaction.    ",
            "5": "5     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  12 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      13 the diagram shows a cross-section of a leaf.    x     what is the name of cell x?  a epidermal  b guard  c palisade mesophyll  d spongy mesophyll    ",
            "6": "6  \u00a9 ucles 2021 0610/12/m/j/21  14 in humans, where does most of the absorption of digested food take place?  a colon  b kidney  c liver  d small intestine      15 the diagram shows part of the human body.    yx     which statement about organs x and y is correct?  a x absorbs more water from food than y.  b x does not absorb water from food.  c y absorbs more water from food than x.  d y does not absorb water from food.     16 what are the functions of human incisors and molars?     incisors molars  a cutting cutting  b cutting grinding  c grinding cutting  d grinding grinding     17 which sequence describes the path way taken by water as it moves  through a plant?  a root hair cell \uf0ae xylem \uf0ae root cortex cell \uf0ae mesophyll  b mesophyll \uf0ae xylem \uf0ae root cortex cell \uf0ae root hair cell  c root cortex cell \uf0ae root hair cell \uf0ae xylem \uf0ae mesophyll  d root hair cell \uf0ae root cortex cell \uf0ae xylem \uf0ae mesophyll ",
            "7": "7     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  18 a plant shoot is placed in a solution of dye.    the dye moves up the stem.    under which conditions will the dye move most slowly?     temperature humidity  a high high  b high low  c low high  d low low      19 how does blood enter the heart?  a through arteries into the atria  b through arteries into the ventricles  c through veins into the atria  d through veins into the ventricles    20 the diagram shows a cross-section through a human blood vessel .    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle      21 what is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies     ",
            "8": "8  \u00a9 ucles 2021 0610/12/m/j/21  22 the diagrams show the depth and rate of breathing in a person at 12:00 and 13:00.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12:00 13:00 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12:00 and 13:00?      depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases     23 what is the link between muscle contraction, protein synthesis  and the maintenance of a constant  body temperature?  a they are controlled by hormones.  b they are examples of homeostasis.  c they require energy.  d they require carbon dioxide.     24 what are the products of anaerobic respiration in yeast?     lactic acid alcohol carbon dioxide   a \u0016 \u001a \u0016 k e y   b \u0016 \u001a \u001a \u0016 = yes  c \u001a \u0016 \u0016 \u001a = no  d \u0016 \u0016 \u001a      ",
            "9": "9     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  25 the diagram shows some of the organs in the human body.    1 2 3     which row matches the function to the correct organ?     excretes carbon  dioxide excretes urea produces urea  a 1 2 3  b 1 3 2  c 2 3 1  d 2 1 3     ",
            "10": "10  \u00a9 ucles 2021 0610/12/m/j/21  26 the diagram shows a reflex arc.    which labelled part is the effector?    ab c d      27 a person\u2019s iris is damaged.    what is the effect of this?  a nerve impulses from the eye cannot reach the brain.  b the person cannot control how much light enters the eye.  c the person cannot focus light onto the retina.  d receptors do not produce nerve impulses in response to light.    28 which hormone is secreted by the pancreas?  a adrenaline  b insulin  c oestrogen  d testosterone    ",
            "11": "11     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  29 the graph shows how smoking different numbers of cigarettes fo r different lengths of time affects  the risk of lung cancer.    < 20 20\u201329 30\u201339 number of years smoking40\u201349 > 5045 4035302520 1510 50risk of lung cancer /  arbitrary unitskey smoking less than 20 cigarettes per day smoking more than 20 cigarettes per day     which conclusions are supported by the data in the graph?    1 smoking more than 20 cigarettes per day always increases the risk of lung cancer  more than smoking less than 20 cigarettes per day.  2 smoking cigarettes for more years increases the risk of lung cancer.  3 smoking more than 20 cigarettes per day for more than 50 year s has the highest  risk of lung cancer.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
            "12": "12  \u00a9 ucles 2021 0610/12/m/j/21  30 the diagram shows the male human reproductive system.    x     what is x?  a bladder  b prostate gland  c sperm duct  d urethra     31 the diagram shows changes in the ovary.    1 234     which point represents the thickness of the uterus lining when the ovary is at stage 4?    thickness of the uteruslining days of the menstrual cyclea b cd      ",
            "13": "13     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  32 how can hiv be transmitted?  a contact with saliva  b drinking water containing untreated sewage  c recessive alleles  d unprotected sexual intercourse with an infected person      33 the diagram shows a specialised cell.        what is the function o f this speciali sed cell?  a asexual reproduction  b conduction of impulses  c movement of mucus in the trachea  d sexual reproduction     34 both parents in a family  have a characteristic caused by the do minant allele of a gene. they have  two children.    the pedigree diagram of the family is shown.    affected male unaffected maleaffected femaleunaffected femalekey     which row describes the genotypes of the parents in relation to  this gene?     female parent male parent  a heterozygous heterozygous  b heterozygous homozygous  c homozygous heterozygous  d homozygous homozygous     ",
            "14": "14  \u00a9 ucles 2021 0610/12/m/j/21  35 the diagram shows some of the stages involved in natural selec tion in wild rabbits.    variation within the rabbit populationzreproduction by better adapted rabbits    which statement is missing from box z?  a competition between rabbits for limited resources  b passing on of alleles to the next generation of young rabbits  c production of limited numbers of young rabbits  d selection by humans of rabbits with desirable characteristics    36 the diagram shows a food web.    kelp green sea urchin atlantic cod crab    what is the principal source of energy input into this food web ?  a green sea urchins  b kelp  c the sea  d the sun    ",
            "15": "15     \u00a9 ucles 2021 0610/12/m/j/21 [turn over  37 the diagram shows a food web.    seeds andleaves nectar in flowersmice caterpillarshummingbirdsantsfoxes small birds eagles     which statement is correct?  a eagles obtain all their energy by eating foxes.  b if the hummingbirds all die the caterpillars will have more fo od.  c the food chain  nectar in flowers \uf0ae ants \uf0ae small birds \uf0ae foxes  is part of this food web.  d the mice and caterpillars are the only examples of herbivores in this food web.    38 which process in the water cycle only involves living organism s?  a condensation  b evaporation  c precipitation  d transpiration     39 bacteria are useful in \u2026\u2026x\u2026\u2026 because of their rapid \u2026\u2026y\u2026\u2026 rate  and their ability to make  complex \u2026\u2026z\u2026\u2026 .    which row completes the sentence?     x  y  z   a bread making competition chemicals  b biotechnology reproduction molecules  c ethanol production competition enzymes  d genetic engineering production pectinase     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/12/m/j/21  40 an area of forest was destroy ed by a forest fire. eventually t he forest regrew.    what is likely to happen to the amount of soil erosion and floo ding when the forest has regrown?  a soil erosion increases and flooding increases.  b soil erosion decreases and flooding decreases.  c soil erosion increases and flooding decreases.  d soil erosion decreases and flooding increases.      "
        },
        "0610_s21_qp_13.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0610_13/4rp   \u00a9 ucles 2021   [turn ove r   *9367228621*cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/13/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 which statement about the binomial naming system is correct?  a it is used for naming animal species but not plant species.  b it is an internationally agreed scientific naming system.  c the name of a species is different in different countries.  d the name consists of one or two words.      3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods     4 in which part of a cell does photosynthesis take place?  a vacuole  b nucleus  c chloroplast  d cytoplasm    ",
            "3": "3     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
            "4": "4  \u00a9 ucles 2021 0610/13/m/j/21  8 some students investigated osmosis.    they placed some dried fruit into a beaker of distilled water. the mass of the fruit was measured  at regular intervals during a 24-hour period.    which graph shows the results?    mass of fruit timea mass of fruit timeb mass of fruit timec mass of fruit timed       9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      10 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.    ",
            "5": "5     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  11 which type of molecule are enzymes made of?  a carbohydrate  b fat  c protein  d vitamin      12 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      ",
            "6": "6  \u00a9 ucles 2021 0610/13/m/j/21  13 which photomicrograph of the leaf section has been correctly l abelled?    cuticle palisade mesophyll spongy mesophylla upper epidermis palisade mesophyllspongy mesophyllb cuticle palisade mesophyllspongy mesophyllc upper epidermis palisade mesophyll spongy mesophylld       14 in humans, where does most of the absorption of digested food take place?  a colon  b kidney  c liver  d small intestine      15 what is the cause of the start of dental decay?  a acid dissolves dentine.  b acid dissolves enamel.  c sugars dissolve dentine.  d sugars dissolve enamel.   ",
            "7": "7     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  16 which statement correctly identifies the enzyme and the product s of fat digestion?  a fats are digested by lipase to form amino acids and glycerol.  b fats are digested by lipase to  form fatty acids and glycerol.  c fats are digested by protease to form amino acids.  d fats are digested by protease to form fatty acids and glycerol .      17 the diagram shows one of the stomata of a leaf, and some of th e cells that are near it.    mesophyll cell guard cellx y     during transpiration, what describes the movement of water at x  and at y?     movement of  water at x movement of  water at y  a evaporation diffusion  b evaporation osmosis  c osmosis diffusion  d osmosis osmosis     18 a plant shoot is placed in a solution of dye.    the dye moves up the stem.    under which conditions will the dye move most slowly?     temperature humidity  a high high  b high low  c low high  d low low     ",
            "8": "8  \u00a9 ucles 2021 0610/13/m/j/21  19 through which blood vessels does blood flow into the heart?    1 pulmonary artery  2 pulmonary vein  3 vena cava  4 aorta    a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4     20 the diagram shows a cross-section through a human blood vessel .    elastic and fibrous connective tissue muscle layer     which type of blood vessel does the diagram show?  a an artery  b a capillary  c a vein  d a ventricle     21 what is a function of some white blood cells?  a to carry glucose  b to carry oxygen  c to produce antibiotics  d to produce antibodies    ",
            "9": "9     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  22 the diagrams show the depth and rate of breathing in a person at 12:00 and 13:00.    volume 01 0 2 0 3 0 time  / seconds40 50 60 70volume 01 0 2 0 3 0 time  / seconds12:00 13:00 40 50 60 700.5 dm3     what happens to the person\u2019s breathing between 12:00 and 13:00?      depth  of breathing rate  of breathing  a decreases decreases  b decreases increases  c increases decreases  d increases increases      23 which statement applies to respiration?  a it involves enzymes.  b energy is absorbed.  c it only takes place in animal cells.  d oxygen is released.    24 the table shows some products of respiration.    which row shows the products of anaerobic respiration in muscle s?     alcohol carbon dioxide lactic acid water   a \u0016 \u0016 \u001a \u001a key  b \u001a \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u001a \u0016 \u001a \u001a = no  d \u001a \u001a \u0016 \u0016      ",
            "10": "10  \u00a9 ucles 2021 0610/13/m/j/21  25 a student carried out an experiment to investigate the effect o f temperature on the volume of  urine produced.    which row shows the experiment where the environmental temperat ure was increased from 20  \uf0b0c  to 40  \uf0b0c but no other changes were made?     urine produced   / cm3 per hour  before after  a 60 60  b 80 40  c 120 145  d 100 130     26 a student\u2019s eyes blinked as a ball flew past their head. this is a reflex action.    which row describes the reaction shown by the student?  a a fast reaction involving the endocrine system  b a fast reaction involving the nervous system  c a slow reaction involving the endocrine system  d a slow reaction involving the nervous system    27 what type of cell must an organ contain to detect a stimulus?  a blood  b receptor  c skin  d xylem    ",
            "11": "11     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  28 the diagram shows the position of the kidneys in a human. each kidney has an endocrine gland  above it.    kidneysendocrine glands     which glands are shown?  a adrenal glands  b o v a r i e s   c pancreas  d t e s t e s      29 why are people advised not to drive a car after drinking an excessive quantity of alcohol ?  a alcohol is a depressant.  b alcohol is a stimulant.  c alcohol decreases reaction time.  d alcohol is addictive.     30 which statement about the process of asexual reproduction is c orrect?  a it produces genetically different offspring.  b it requires two parents.  c it produces gametes.  d it requires only one parent.    ",
            "12": "12  \u00a9 ucles 2021 0610/13/m/j/21  31 scientists studied the effect on infant birthweight of mothers smoking tobacco. they compared  their findings with the birthweights of infants from non-smokin g mothers. the results are shown in  the bar chart.    15 10 50percentage of infants withlow birthweight tobacco smoking mothersnon-smoking mothers    which statement describes what this bar chart shows?  a 15% of infants born to mothers who smoke have a low birthweigh t.  b mothers who smoke have 5% more low birthweight infants than no n-smoking mothers.  c non-smoking mothers have 10% fewer low birthweight infants tha n smoking mothers.  d tobacco smoking is the only factor that has an effect on birth weight.     32 changes occur in a boy\u2019s body at puberty; his height increases,  more muscle develops and body  hair grows.    which hormone stimulates these changes?  a adrenaline  b insulin  c oestrogen  d testosterone    33 by which process is genetic information transmitted from genera tion to generation?  a inheritance  b mitosis  c meiosis  d variation    ",
            "13": "13     \u00a9 ucles 2021 0610/13/m/j/21 [turn over  34 some reptiles can lose and regrow their tails to avoid predati on.    which process occurs to regrow the tail?  a digestion  b fertilisation  c meiosis  d mitosis     35 what is an adaptive feature of an organism?  a any feature that is not changed by the environment  b any inherited feature that helps an organism to survive and rep roduce  c any feature that shows discontinuous variation  d any inherited feature that an organism has    36 the diagram shows the energy flow through part of a biological system.    dandelion plantrabbit hawk1     what should be in the box labelled 1?  a heat  b c o n s u m e r   c producer  d the sun     37 human activities are changing the carbon dioxide concentration  in the atmosphere.    which activities will increase the carbon dioxide concentration  in the atmosphere?    1 burning fossil fuels  2 burning cut-down trees  3 fossilisation of cut-down trees 4 planting replacement trees    a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4   ",
            "14": "14  \u00a9 ucles 2021 0610/13/m/j/21  38 which description of a population is correct?  a all the birds in a rainforest  b all the arachnids in a garden  c all the arthropods in the world  d all the red deer in a forest      39 what is an example of genetic engineering?  a the addition of vitamins to food to increase the nutritional be nefits  b the breeding of sheep with thick wool by choosing animals with desired characteristics  c the insertion of genes into crop plants to make them resistant to insect pests  d the production of biofuels by yeast cells      40 what happens when deforestation takes place?  a the number of habitats is increased.  b the number of species becoming extinct is increased.  c the possibility of flooding is decreased.  d the volume of soil present is increased.     ",
            "15": "15     \u00a9 ucles 2021 0610/13/m/j/21  blank page",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/13/m/j/21  blank page  "
        },
        "0610_s21_qp_21.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0610_21/3rp   \u00a9 ucles 2021   [turn ove r   *7525508104 *cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/21/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 the table shows a section of dna taken from four different orga nisms.    organism base sequence  w c a c a a t c g a a  x g t c a a t g g t g  y c t c a a t c g t a  z c t c a t t c g t a    which two organisms are the most distantly related to each othe r?  a w and x b w and z c x and y d x and z    3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods     ",
            "3": "3     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  4 the diagram shows a single-celled organism called euglena .    chloroplastslarge permanent vacuolenucleuscytoplasm cell membrane     which labelled structures would also be found in an animal cell ?  a cell membrane, chloroplast, nucleus  b chloroplast, cytoplasm, nucleus  c cell membrane, cytoplasm, nucleus  d cell membrane, cytoplasm, large permanent vacuole     ",
            "4": "4  \u00a9 ucles 2021 0610/21/m/j/21  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
            "5": "5     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  8 which process is involved in th e uptake of glucose by the epit helial cells of kidney tubules?  a active transport  b osmosis  c translocation  d transpiration      9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      10 the diagram shows a short section of a single strand of dna.    a c c t    which strand of dna will combine with this strand to form part of a double helix?    a ca c t c ab a g g tc t c t gd g a      11 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.     12 which statement describes a catalyst?  a a substance that decreases the rate of a chemical reaction and is not changed by the  reaction  b a substance that decreases the rate of a chemical reaction and is changed by the reaction  c a substance that increases the rate of a chemical reaction and is changed by the reaction  d a substance that increases the rate of a chemical reaction and is not changed by the reaction    ",
            "6": "6  \u00a9 ucles 2021 0610/21/m/j/21  13 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      14 the graph shows daily carbon dioxide uptake and transpiration by the plant agave  americana .    the plant is adapted to live in very dry conditions.    10 864200.6 0.40.20 0 4 8 1 21 62 02 4 time of day  / hoursco2 uptake  / mg per dm2 per hourtranspiration / g h2o per dm2 per hourtranspirationco2 uptake     what can be concluded from this graph?  a more stomata are closed during dark periods.  b more stomata are closed during light periods.  c there is no carbon dioxide uptake during dark periods.  d there is no water uptake during light periods.    ",
            "7": "7     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  15 statements 1 to  4 describe stages in the development of cholera.    1 chloride ions are secreted into the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated.  4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 3 \uf0ae 2  c 4  \uf0ae 1 \uf0ae 2 \uf0ae 3  d 4  \uf0ae 1 \uf0ae 3 \uf0ae 2      16 what are the products when proteins are broken down?  a amino acids  b fatty acids  c glycerol  d simple sugars     17 the diagram shows part of a cross-section of a root.    12 3     what are cells 1, 2 and 3?     1  2  3   a root cortex cell root hair cell mesophyll cell  b root hair cell root cortex cell xylem  c root hair cell root cortex cell mesophyll cell  d root cortex cell root hair cell xylem     ",
            "8": "8  \u00a9 ucles 2021 0610/21/m/j/21  18 the diagram shows an onion plant that has been grown from a se ed. each onion plant takes two  years to flower and produce more seeds.    123 4 5 6 78year 1 year 2bulb bulbseed soil level developing flowerleaves     what is the onion bulb acting as in stage 3 and in stage 6?     stage 3 stage 6  a sink sink  b sink source  c source sink  d source source     19 what are the main vessels carrying blood to and from the kidney ?     to kidney from kidney  a pulmonary artery pulmonary vein  b pulmonary vein pulmonary artery  c renal artery renal vein  d renal vein renal artery     ",
            "9": "9     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  20 the photomicrograph shows human blood.    which blood component makes antibodies?    b c da       21 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph ?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.     ",
            "10": "10  \u00a9 ucles 2021 0610/21/m/j/21  22 which sequence of changes takes place when we breathe in?  a diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  b diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases  c diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  d diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases     23 the list shows some processes that take place in a human body.     1 production of new red blood cells  2 transmission of nerve impulses from the eyes to the brain 3 diffusion of gases into and out of the lungs    which processes use energy released by respiration?  a 1 and 2 only b 1 and 3 only c 2 and 3 only d 1, 2 and 3     24 which equation is aerobic respiration?  a 6 c o 2  +  6h 2o  \uf0ae  6c 6h12o6  +  6o 2  b 6 o 2  +  6co 2  \uf0ae  6h 2o  +  c 6h12o6  c c 6h12o6  +  6o 2  \uf0ae  6co 2  +  6h 2o  d c 6h12o6  \uf0ae  2c 2h5oh  +  2co 2      25 which statement about urea is correct?  a urea is formed from excess amino acids in the kidneys and excr eted by the liver.  b urea is formed from excess glucose in the liver and egested by  the kidneys.  c urea is formed from excess glucose in the kidneys and egested by the liver.  d urea is formed from excess amino acids in the liver and excret ed by the kidneys.     ",
            "11": "11     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  26 the diagram shows the appearance of an eye when in bright ligh t.    bright light    which row gives the correct states of the iris muscles in brigh t light?     radial muscles circular muscles  a contracted contracted  b contracted relaxed  c relaxed contracted  d relaxed relaxed     27 what is the effect of adrenaline on pulse rate and blood gluco se concentration?     pulse rate blood glucose  a decreases decreases  b decreases increases  c increases decreases  d increases increases      28 which statements about auxin are correct?    1 auxin is made in all cells in plants.  2 auxin causes cells to elongate.  3 auxin moves between the cells by osmosis.  4 auxin is unequally distributed.    a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
            "12": "12  \u00a9 ucles 2021 0610/21/m/j/21  29 scientists carried out a survey on the effect of giving up smo king on the risk of developing lung  cancer. the results are shown in the graph.    15 10 50percentage cumulativerisk ofdeveloping lung cancer 45 55 65 75 age, in years, of people surveyedcontinued smoking stopped smoking at 60 years of age stopped smoking at 30 years of age never smoked     the scientists made three conclusions:    1 stopping smoking reduces the risk of developing lung cancer.  2 age increases the risk of lung cancer for smokers and non-smo kers.  3 the earlier people stop smoking, the lower the risk.    which conclusions are correct?  a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    30 a zygote has ten chromosomes in its nucleus.    which row shows the number of chr omosomes in the cells of this species?     body cells sperm cells embryo cells  a 5 5 10  b 5 10 20  c 10 5 10  d 10 10 20     ",
            "13": "13     \u00a9 ucles 2021 0610/21/m/j/21 [turn over  31 how will the composition of a pregnant woman\u2019s blood change as  it passes through the placenta?     concentration of  dissolved oxygen concentration of  urea  a decreases decreases  b decreases increases  c increases decreases  d increases increases      32 what carries a copy of the gene to the cytoplasm to make a pro tein?  a alleles  b dna molecules  c ribosomes  d mrna molecules      33 which statement about meiosis is correct?  a daughter cells are genetically identical.  b the chromosome number changes from haploid to diploid.  c it is used to produce body cells.  d it allows the formation of new combinations of chromosomes.      34 colour blindness is a characteristic that is sex-linked.    which statement about colour blindness is correct?  a the gene for colour blindness is located on the y chromosome an d colour blindness is more  common in males than in females.  b the gene for colour blindness is located on the x chromosome an d colour blindness is more  common in males than in females.  c the gene for colour blindness is located on the x chromosome an d colour blindness is more  common in females than in males.  d the gene for colour blindness is located on the y chromosome an d colour blindness is more  common in females than in males.     ",
            "14": "14  \u00a9 ucles 2021 0610/21/m/j/21  35 the graph shows the percentage of different blood groups in a h uman population.    40 302010 0percentage in the population a b ab o blood group    which type of variation is sh own by human blood groups?  a continuous variation caused by genetic and environmental facto rs  b continuous variation caused by genetic factors only  c discontinuous variation caused by genetic and environmental fa ctors  d discontinuous variation caused by genetic factors only    36 new strains of the crop plant wheat can be produced by cross-b reeding disease resistant plants  with those that give high yields of grain.    what is this an example of?  a natural selection  b artificial selection  c genetic engineering  d asexual reproduction      37 the diagram shows the flow of energy.    1  3   sun   grass  rabbit  fox    which form of energy is transferred at points 1 and 3 in the di agram?     1  3   a chemical chemical  b heat light  c light chemical  d light heat     ",
            "15": "15     \u00a9 ucles 2021 0610/21/m/j/21  38 the diagram shows the feeding relationships in a food web.    grass wheatrabbit mousefox owl grasshopperblackbird     which organism may feed as both a secondary and a tertiary cons umer?  a fox  b owl  c blackbird  d rabbit     39 why are bacteria useful in genetic engineering?  a their genetic code is different to other organisms.  b they have cell walls.  c they have plasmids.  d they reproduce sexually.     40 which hormones can cause the feminisation of male fish?  a adrenaline and progesterone  b adrenaline and testosterone  c oestrogen and progesterone  d oestrogen and testosterone    ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/21/m/j/21  blank page  "
        },
        "0610_s21_qp_22.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0610_22/3rp   \u00a9 ucles 2021   [turn ove r   *9597819231 *cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/22/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 the bonobo and the chimpanzee are two closely related species.     what is the most  accurate method of deciding how closely related species are?  a compare evolutionary relationships of other species  b compare the base sequences of their dna  c compare their anatomy  d compare their morphology    3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods      4 which part of a cell makes glucose?  a cell membrane  b chloroplast  c nucleus  d vacuole     ",
            "3": "3     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
            "4": "4  \u00a9 ucles 2021 0610/22/m/j/21  8 which process is involved in th e uptake of glucose by the epit helial cells of kidney tubules?  a active transport  b osmosis  c translocation  d transpiration      9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      10 the sequence of the bases present on one strand of a dna molecu le is shown.    attggacggt    which sequence shows the bases present on the opposite strand?  a cggttcattg  b tccaatgaac  c taacctgcca  d attggacggt    11 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.      12 which statement about an enzyme-controlled reaction is correct ?  a during the reaction, the substrate changes into products.  b the enzyme is gradually used up during the reaction.  c the enzyme is slowly broken down during the reaction.  d the higher the temperature, the slower the reaction.     ",
            "5": "5     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  13 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      14 the graph shows daily carbon dioxide uptake and transpiration by the plant agave  americana .    the plant is adapted to live in very dry conditions.    10 864200.6 0.40.20 0 4 8 1 21 62 02 4 time of day  / hoursco2 uptake  / mg per dm2 per hourtranspiration / g h2o per dm2 per hourtranspirationco2 uptake     what can be concluded from this graph?  a more stomata are closed during dark periods.  b more stomata are closed during light periods.  c there is no carbon dioxide uptake during dark periods.  d there is no water uptake during light periods.    ",
            "6": "6  \u00a9 ucles 2021 0610/22/m/j/21  15 statements 1 to  4 describe stages in the development of cholera.    1 chloride ions are secreted into the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated.  4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 3 \uf0ae 2  c 4  \uf0ae 1 \uf0ae 2 \uf0ae 3  d 4  \uf0ae 1 \uf0ae 3 \uf0ae 2     16 the diagram shows part of the human body.    yx     which statement about organs x and y is correct?  a x absorbs more water from food than y.  b x does not absorb water from food.  c y absorbs more water from food than x.  d y does not absorb water from food.      17 which sequence describes the pathway taken by water as it moves  through a plant?  a root hair cell \uf0ae xylem \uf0ae root cortex cell \uf0ae mesophyll  b mesophyll \uf0ae xylem \uf0ae root cortex cell \uf0ae root hair cell  c root cortex cell \uf0ae root hair cell \uf0ae xylem \uf0ae mesophyll  d root hair cell \uf0ae root cortex cell \uf0ae xylem \uf0ae mesophyll    ",
            "7": "7     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  18 the diagram shows a plant at different times of year.    stage 1 at the start of the growing season, the plant uses the food reserves stored in  the bulb for the growth of shoots and leaves.  stage 2 later in the season, the leaves of the plant photosynth esise and the food  reserves in the bulb are replaced.    stage 1new growth of shoots and leaves bulb containingfood reserves stage 2food reserves in the bulbbeing replacedphotosynthesising leaves     what is the role of the bulb during stage 1 and stage 2?     stage 1 stage 2  a sink sink  b sink source  c source sink  d source source      19 how does blood enter the heart?  a through arteries into the atria  b through arteries into the ventricles  c through veins into the atria  d through veins into the ventricles      20 what is the sequence of organs that blood passes through during  one circulation of the body of a  fish?  a muscle \uf0ae heart \uf0ae gill \uf0ae muscle  b muscle \uf0ae gill \uf0ae heart \uf0ae muscle  c muscle \uf0ae heart \uf0ae gill \uf0ae heart \uf0ae muscle  d muscle \uf0ae gill \uf0ae heart \uf0ae gill \uf0ae muscle   ",
            "8": "8  \u00a9 ucles 2021 0610/22/m/j/21  21 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph ?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.     22 which sequence of changes takes place when we breathe in?  a diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  b diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases  c diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  d diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases     23 what is the link between muscle contraction, protein synthesis  and the maintenance of a constant  body temperature?  a they are controlled by hormones.  b they are examples of homeostasis.  c they require energy.  d they require carbon dioxide.     ",
            "9": "9     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  24 after vigorous exercise, an athlete continues to breathe deepl y during the recovery period.    during this recovery period the oxygen debt is removed.    which reaction is used to remove the oxygen debt?  a aerobic respiration of lactic acid in the liver  b aerobic respiration of lactic acid in the muscles  c anaerobic respiration of lactic acid in the liver  d anaerobic respiration of lactic acid in the muscles     25 the diagram shows some of the organs in the human body.    1 2 3     which row matches the function to the correct organ?     excretes carbon  dioxide excretes urea produces urea  a 1 2 3  b 1 3 2  c 2 3 1  d 2 1 3     ",
            "10": "10  \u00a9 ucles 2021 0610/22/m/j/21  26 what is the result of the release of adrenaline?     blood glucose  concentration breathing rate  a decreases decreases  b decreases increases  c increases decreases  d increases increases     27 a person's skin looks more red in a warm environment than it do es in a cool environment.    which explanation is correct?  a the arterioles supplying capillaries in the skin vasodilate an d less blood flows to the skin  surface.  b the arterioles supplying capillaries in the skin vasodilate an d more blood flows to the skin  surface.  c the arterioles supplying capillaries in the skin vasoconstrict  and more blood flows to the skin  surface.  d the arterioles supplying capillaries in the skin vasoconstrict  and less blood flows to the skin  surface.     28 the diagram shows a plant next to a window.    light     which statement explains the plant shoot\u2019s growth?  a there is a higher concentration of auxin in the cells on the sh aded side of the shoot. this  prevents cell elongation.  b there is a higher concentration of auxin in the cells on the sh aded side of the shoot. this  stimulates cell elongation.  c there is a lower concentration of auxin in the cells on the sha ded side of the shoot. this  prevents cell elongation.  d there is a lower concentration of auxin in the cells on the sha ded side of the shoot. this  stimulates cell elongation.     ",
            "11": "11     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  29 the graph shows how smoking different numbers of cigarettes fo r different lengths of time affects  the risk of lung cancer.    < 20 20\u201329 30\u201339 number of years smoking40\u201349 > 5045 4035302520 1510 50risk of lung cancer /  arbitrary unitskey smoking less than 20 cigarettes per day smoking more than 20 cigarettes per day     which conclusions are supported by the data in the graph?    1 smoking more than 20 cigarettes per day always increases the risk of lung cancer  more than smoking less than 20 cigarettes per day.  2 smoking cigarettes for more years increases the risk of lung cancer.  3 smoking more than 20 cigarettes per day for more than 50 year s has the highest  risk of lung cancer.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only     ",
            "12": "12  \u00a9 ucles 2021 0610/22/m/j/21  30 the life cycle of aphids include s both sexual and asexual repr oduction.    offspringparent fertilised egg offspringreproduction x reproduction y female parent male parent    which statement is correct?  a x shows asexual reproduction, which produces genetic variation in the offspring.  b y shows asexual reproduction, which produces genetic variation in the offspring.  c x shows asexual reproduction, which produces genetically identi cal offspring.  d y shows asexual reproduction, which produces genetically identi cal offspring.     31 modern agricultural methods often use artificial insemination (ai) to breed dairy cattle.    which statement describes the process of artificial inseminatio n?  a sperm is collected from a bull and frozen. the sperm is later i nserted into the vagina of a  cow.  b eggs are removed from a cow and fertilised using sperm from a b ull. the fertilised eggs are  reinserted into the uterus of the cow.  c male and female cows with desir ed characteristics are chosen to  mate.  d embryos are removed from the uterus of the cow. the embryos are  frozen and stored for  future use.     ",
            "13": "13     \u00a9 ucles 2021 0610/22/m/j/21 [turn over  32 the tasmanian devil is an animal with seven pairs of chromosom es in each body cell.    the diagram shows the chromosomes in a cell from a tasmanian de vil.        which statement is correct?  a the cell is a haploid cell containing pairs of chromosomes.  b the cell is a diploid cell with no pairs of chromosomes.  c the cell is a haploid cell with no pairs of chromosomes.  d the cell is a diploid cell containing pairs of chromosomes.    33 some statements about mitosis are listed.    1 cells divide and produce new cells to repair damaged tissues.   2 chromosomes are duplicated and the cell separates to form gam etes.  3 chromosomes are duplicated and the cell separates to form gen etically identical  cells.  4 mitosis is used in asexual reproduction.    which statements are correct?  a 1, 2 and 3 b 1, 3 and 4 c 2 and 4 d 3 and 4 only    34 coat colour in cattle is controlled by two codominant alleles.    the genotype c rcr results in cattle with a red coloured coat. the genotype cwcw results in cattle  with a white coloured coat. the genotype crcw results in a roan coat; these cattle have a mixture  of red hairs and white hairs in their coat.    a mating occurs between a red cow and a roan bull.    what is the expected ratio of coat colour in the offspring?  a 50% red, 50% white  b 100% red  c 50% red, 50% roan  d 100% roan ",
            "14": "14  \u00a9 ucles 2021 0610/22/m/j/21  35 which feature would help a plant to survive in a dry environmen t?  a large leaves  b many stomata  c small roots  d thick waxy cuticle      36 what occurs as a result of artificial selection?  a antibiotic resistance in bacteria  b disease resistant crops  c presence of roots in cactus plants  d sickle cell anaemia      37 which type of energy is passed from organism to organism in a f ood chain?  a light  b c h e m i c a l   c heat  d kinetic      38 the diagram shows a food web.    brown trout dragonfly nymph freshwater shrimpmayfly nymph pondweedmicroscopic alga    how many organisms feed at more than one trophic level?  a 0 b 1 c 2 d 3 ",
            "15": "15     \u00a9 ucles 2021 0610/22/m/j/21  39 bacteria can be used to make human proteins.    which statement explains why this is possible when a human gene  is placed in a bacterial cell?  a bacteria are able to reproduce rapidly.  b bacteria are very small organisms.  c bacteria contain genetic material in plasmids.  d bacteria have the same genetic code as humans.    40 the process of eutrophication begins with the increased availab ility of nitrate ions and other ions  in water.    the processes involved in eutrophication are listed.    1 increased aerobic respiration by decomposers  2 increased death of producers due to lack of light 3 rapid growth of producers  4 oxygen concentration in the water decreases and more organism s die    what is the correct sequence?  a 3  \uf0ae 2 \uf0ae 1 \uf0ae 4  b 3  \uf0ae 4 \uf0ae 2 \uf0ae 1  c 4  \uf0ae 1 \uf0ae 2 \uf0ae 3  d 4  \uf0ae 1 \uf0ae 3 \uf0ae 2     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/22/m/j/21  blank page  "
        },
        "0610_s21_qp_23.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 06_0610_23/3rp   \u00a9 ucles 2021   [turn ove r   *0328570865 *cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/23/m/j/21  1 what is a characteristic of all living organisms?  a breathing  b circulation  c egestion  d sensitivity      2 what is the most accurate method of classifying animals?  a comparing bones  b comparing the morphology of organisms  c identifying similarities in anatomy  d identifying similarities in dna base sequences      3 scientists discover a new species of animal.    it has a segmented body with two pairs of legs on each segment.     to which group of animals does this new species belong?  a arachnids  b crustaceans  c insects  d myriapods     4 in which part of a cell does photosynthesis take place?  a vacuole  b nucleus  c chloroplast  d cytoplasm    ",
            "3": "3     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  5 the diagram shows some of the blood vessels and other structur es in the human body.        the blood vessels shown are all parts of the same  a cell.  b organ.  c organ system.  d tissue.     6 a photograph shows a plant cell nucleus measuring 2  mm across.    if the magnification of the cell is \uf0b4500, what is the actual size of the nucleus?  a 0.00002  mm b 0.004  mm c 0.04  mm d 250  mm    7 by which process do oxygen and carbon dioxide move between cel ls and capillaries?  a breathing  b diffusion  c excretion  d respiration    ",
            "4": "4  \u00a9 ucles 2021 0610/23/m/j/21  8 which process is involved in th e uptake of glucose by the epit helial cells of kidney tubules?  a active transport  b osmosis  c translocation  d transpiration      9 which element is found in proteins but not carbohydrates?  a carbon  b hydrogen  c nitrogen  d oxygen      10 a dna sample was tested to identify its bases.    35% of the bases in the dna were g.    which row shows the percentages of the other bases?     percentage of bases  a c t  a 15 15 35  b 15 35 15  c 35 15 35  d 35 35 15     11 starch is digested by amylase in the mouth, but it is not dige sted in the stomach.    what is the reason for this?  a all starch digestion is completed in the mouth.  b the ph in the stomach is not suitable for the amylase to work.   c the starch does not stay in the stomach long enough to be dige sted.  d the temperature in the stomach is not suitable for the amylase  to work.    ",
            "5": "5     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  12 which type of molecule are enzymes made of?  a carbohydrate  b fat  c protein  d vitamin      13 a plant with striped leaves was kept in bright light for six h ours.    white stripe green stripe     a leaf was taken from the plant and the chlorophyll was removed . the leaf was then tested for  starch using iodine solution.    which diagram shows the result of the test?    yellow-brown blue-blacka white blue-blackb blue-black greenc yellow-brown greend      ",
            "6": "6  \u00a9 ucles 2021 0610/23/m/j/21  14 the graph shows daily carbon dioxide uptake and transpiration by the plant agave  americana .    the plant is adapted to live in very dry conditions.    10 864200.6 0.40.20 0 4 8 1 21 62 02 4 time of day  / hoursco2 uptake  / mg per dm2 per hourtranspiration / g h2o per dm2 per hourtranspirationco2 uptake     what can be concluded from this graph?  a more stomata are closed during dark periods.  b more stomata are closed during light periods.  c there is no carbon dioxide uptake during dark periods.  d there is no water uptake during light periods.     15 statements 1 to   4 describe stages in the development of cholera.    1 chloride ions are secreted into the gut.  2 osmosis causes water to move into the gut.  3 the infected person becomes dehydrated. 4 toxins are produced by the pathogenic bacteria.    what is the correct sequence of the four stages?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 3 \uf0ae 2  c 4  \uf0ae 1 \uf0ae 2 \uf0ae 3  d 4  \uf0ae 1 \uf0ae 3 \uf0ae 2      16 what is the cause of the start of dental decay?  a acid dissolves dentine.  b acid dissolves enamel.  c sugars dissolve dentine.  d sugars dissolve enamel.   ",
            "7": "7     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  17 the diagram shows one of the stomata of a leaf, and some of th e cells that are near it.    mesophyll cell guard cellx y     during transpiration, what describes the movement of water at x  and at y?     movement of  water at x movement of  water at y  a evaporation diffusion  b evaporation osmosis  c osmosis diffusion  d osmosis osmosis     ",
            "8": "8  \u00a9 ucles 2021 0610/23/m/j/21  18 a ring of phloem tissue was removed from the stem of a plant, as shown in the first diagram.  carbon dioxide containing radioactive carbon was supplied to th e leaf of the plant. the second  diagram shows where radioactive carbon was present after three hours.    startarea with phloemremovedclear bag carbon dioxide containing radioactive carbon after three hoursshaded and blackareas show whereradioactive carbonis present     which statements does the experiment support?    1 translocation of sugar only occurs in one direction.  2 translocation occurs in the phloem.  3 translocation requires energy.    a 1 only b 1 and 2 c 2 only d 2 and 3      19 through which blood vessels does blood flow into the heart?    1 pulmonary artery  2 pulmonary vein 3 vena cava  4 aorta    a 1 and 2 b 1 and 4 c 2 and 3 d 2 and 4    20 what is an angioplasty?  a a recording of the heart\u2019s electrical activity to check for abn ormalities  b an operation to insert a new vessel that diverts blood around a  narrowed section  c the insertion of a tube into a blood vessel to allow blood to f low more freely  d the widening of a blood vessel by means of a balloon-like devic e    ",
            "9": "9     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  21 a child is vaccinated against measles. after a period of time the child is infected with the measles  virus.    the graph shows the concentration of measles antibodies in the child\u2019s bloodstream during this  time.    antibody concentrationin the blood time     which statement is consistent with the information in the graph ?  a after the vaccination, the child produced memory cells.  b the child had passive immunity against measles.  c the measles virus contains antibodies.  d the vaccination failed to protect the child against measles.     22 which sequence of changes takes place when we breathe in?  a diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  b diaphragm contracts  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases  c diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs decreases  d diaphragm relaxes  \uf0ae  volume of thorax increases  \uf0ae  pressure in lungs increases      23 which statement applies to respiration?  a it involves enzymes.  b energy is absorbed.  c it only takes place in animal cells.  d oxygen is released.     ",
            "10": "10  \u00a9 ucles 2021 0610/23/m/j/21  24 which statement about respiration is correct?  a deep breathing after exercise reduces an oxygen debt.  b lactic acid produced by aerobic r espiration causes an oxygen de bt.  c the energy in ethanol molecules is released by muscle cells.  d the energy in lactic acid is released by anaerobic respiration.       25 a student carried out an experiment to investigate the effect o f temperature on the volume of  urine produced.    which row shows the experiment where the environmental temperat ure was increased from 20  \uf0b0c  to 40  \uf0b0c but no other changes were made?     urine produced   / cm3 per hour  before after  a 60 60  b 80 40  c 120 145  d 100 130     26 which row shows the levels of organisation for structures assoc iated with the eye?     cell tissue organ organ system  a cone fovea endocrine eye  b rod retina eye nervous  c antibody muscle artery circulatory  d lymphocyte capillary vein sensory     27 which row correctly compares hormonal control with nervous cont rol?     speed of action  of hormonal control how long the effects  of the hormone lasts  a rapid short  b slow long  c rapid long  d slow short     ",
            "11": "11     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  28 which statement about the regulation of human body temperature  is correct?  a vasoconstriction of skin arterioles occurs when the body tempe rature is too low.  b vasodilation of skin arterioles occurs when the body temperatu re is too low.  c vasoconstriction of skin capillaries occurs when the body temp erature is too high.  d vasodilation of skin capillaries occurs when the body temperatu re is too low.      29 why are people advised not to drive a car after drinking an excessive quantity of alcohol ?  a alcohol is a depressant.  b alcohol is a stimulant.  c alcohol decreases reaction time.  d alcohol is addictive.      30 what is a disadvantage of asexual reproduction when a new crop disease appears on a farm?  a asexual reproduction only requires one parent plant.  b asexual reproduction does not require a pollinator.  c asexual reproduction does not lead to genetic variation in offspring.  d asexual reproduction does not disperse offspring over a wide area.      31 where is progesterone produced in the late stages of pregnancy?   a o v a r i e s   b pancreas  c placenta  d u t e r u s     ",
            "12": "12  \u00a9 ucles 2021 0610/23/m/j/21  32 the diagram shows structures involved in the synthesis of an en zyme in a cell.    13 42     what is structure 2?  a amino acids  b dna  c m r n a   d p r o t e i n     33 which definition of mitosis is correct?  a nuclear division giving rise to  genetically different cells  b nuclear division giving rise  to genetically identical cells  c fusion of nuclei giving rise to  a genetically different cell  d fusion of nuclei giving rise to a genetically identical cell    34 what happens during meiosis?  a a haploid cell produces haploid cells that are genetically ide ntical.  b a haploid cell produces haploid cells that are genetically dif ferent.  c a diploid cell produces haploid cells that are genetically ide ntical.  d a diploid cell produces haploid cells that are genetically dif ferent.    ",
            "13": "13     \u00a9 ucles 2021 0610/23/m/j/21 [turn over  35 what is a correct description of a gene mutation?  a a duplicate copy of dna  b a change in the base sequence of dna  c an increase in the number of chromosomes  d a phenotypic variation      36 adaptive features are inherited features that increase fitness.     what is the definition of fitness?  a artificial selection to improve organisms  b the change in adaptive features of a population over time  c the probability of an organism surviving and reproducing in the  e n v i r o n m e n t  i n  w h i c h  i t  i s   found  d the probability of variation in a population    37 the diagram shows energy transfer through a food chain. the la belled arrows represent the  energy transfers.    sunw y zplantair x grasshopper frog    which energy transfers are shown by the labelled arrows?  a x is heat energy transfer and z is chemical energy transfer.  b y is chemical energy transfer and x is light energy transfer.  c x is chemical energy transfer and y is heat energy transfer.  d z is heat energy transfer and w is light energy transfer.    ",
            "14": "14  \u00a9 ucles 2021 0610/23/m/j/21  38 the organisms in a food chain can be represented by pyramids o f numbers or pyramids of  biomass.    which diagram represents a pyramid of numbers?    ab blackbird ladybird greenflyfleas rabbit grass rose bush sparrow hawk blue tit caterpillar oak treecd starling lacewing aphid elder tree     39 scientists wanted to know which one of four different varieties  of bacteria, a, b, c or d, would be  the best to use to make a protein.    they grew the bacteria for five days using the same starting ma ss of each bacterium. they then  measured the mass of bacteria and the mass of protein produced per gram of bacteria.    the results are shown in the table.    which variety of bacteria should the scientists choose?     mass of bacteria  at the start  / g mass of bacteria  after five days  / g mass of protein   / mg protein per g of  bacteria  a 2 200 10  b 2 800   1  c 2 100 12  d 2 100   6     ",
            "15": "15     \u00a9 ucles 2021 0610/23/m/j/21  40 the graph shows the annual deforestation and annual net releas e of carbon dioxide from an area  of tropical forest between 1990 and 2001.    199019911992199319941995199619971998199920002001 year3.0 2.52.01.51.00.50.01400 12001000 800600400200 0annual deforestation/  million hectaresannual net release ofcarbon dioxide/  million tonnes key annual deforestation annual net release of carbon dioxide    which statements are correct?    1 the highest rate of deforestation occurred in 1995.  2 there is a close relationship between annual deforestation an d carbon dioxide  release.  3 the annual net release of carbon dioxide increases every year .    a 1 and 2 only b 1 and 3 only c 1, 2 and 3 d 2 and 3 only     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/23/m/j/21  blank page  "
        },
        "0610_s21_qp_31.pdf": {
            "1": "cambridge igcse\u2122*7041463220* this document has 20 pages. any blank pages are indicated. dc (leg/sw) 305847/4 \u00a9 ucles 2021  [turn overbiology  0610/31 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/31/ m/j/21 \u00a9 ucles 2021 1 fig. 1.1 is a dichotomous key. it can be used to identify different types of tree by using their leaves. does the leaf have a single leaf shape?does the leaf have a smooth, unlobed  edge?is the width of the leaf smaller than the length of the  leaf? are the edges spiky? aesculusplumeria syringa ilex quercus sorbusdo the leaflets (individual leaves) join at one point on the stalk?yes noyes noyes no yes no yes no fig. 1.1  fig. 1.2 shows leaves from six different trees.  use the key in fig. 1.1 to identify the six different types of tree.  write the name of each tree on the lines in fig. 1.2. ... ... ... ... ... ... fig. 1.2  [5]",
            "3": "3 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over 2 (a) fig. 2.1 is a front view diagram of the male reproductive system in humans. dcba fig. 2.1   the boxes on the left show the letters identifying the parts in fig. 2.1.   the boxes on the right show the functions of some of the parts of the male reproductive  system.   draw lines to link each letter to its function. draw four lines.   letter from fig. 2.1  function a b c dgland that secretes fluid for sperm to swim in  produces sperm sac that holds the testes tube carrying semen and urine  tube carrying sperm to urethra  [4]",
            "4": "4 0610/31/ m/j/21 \u00a9 ucles 2021  (b) sperm are the male gametes in humans.   (i) state the name of the female gamete in humans.  .  [1]   (ii) state the name of the cell that is formed at fertilisation.  .  [1]   (iii) state the usual site of fertilisation in humans.  .  [1]  (c) the human reproductive system is involved in sexual reproduction.   compare asexual  reproduction with sexual  reproduction.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
            "5": "5 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over 3 (a) fig. 3.1 shows the number of deaths in one country that were due to excessive alcohol  consumption. 4000 2009 2010 2011 year2012 20134400480052005600 420046005000number of deaths due to excessive alcohol consumption5400 fig. 3.1   describe the results shown in fig. 3.1.   use the data to support your answer.  ...  ...  ...  ...  ...  ...  .  [3]",
            "6": "6 0610/31/ m/j/21 \u00a9 ucles 2021  (b) describe two short-term effects of excessive alcohol consumption on the nervous system. 1    ... 2    ...  [2]  (c) state the name of one organ damaged by long-term excessive alcohol consumption.  .  [1]  (d) alcohol dehydrogenase is an enzyme that breaks down alcohol in the body.   fig. 3.2 shows the activity of alcohol dehydrogenase at different ph values. 3enzyme activity 5 7 ph9 11 4 6 8 10 fig. 3.2   (i) state the ph value with the highest enzyme activity in fig. 3.2.  .  [1]   (ii) state the ph value with the lowest enzyme activity in fig. 3.2.  .  [1]   (iii) suggest one other  factor that could affect the activity of the enzyme alcohol  dehydrogenase.  .  [1]",
            "7": "7 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over  (e) enzymes are biological catalysts.   define the term catalyst.  ...  ...  .  [2]  (f) enzymes are proteins.   circle  the elements that all enzymes contain.   calcium  carbon  hydrogen  iodine   iron  magnesium  nitrogen  oxygen  [2]  [total: 13]",
            "8": "8 0610/31/ m/j/21 \u00a9 ucles 2021 4 (a) the box on the left contains the words \u2018aerobic respiration\u2019.   the boxes on the right show some sentence endings.   draw lines to make three  correct sentences about aerobic respiration.   aerobic respirationinvolves the action of enzymes.  occurs in animals only.  produces water.  requires carbon dioxide. releases less energy than anaerobic respiration. requires oxygen.  [3]  (b) one effect of the release of the hormone adrenaline is to increase blood glucose concentration.  this allows more aerobic respiration to occur.   (i) place ticks ( \u2713) in the correct boxes to show other effects of the release of adrenaline on  the body. change in the genotype  decreased breathing rate  development of lung cancer increased pulse rate widened pupils  [2]   (ii) state the name of the gland that releases adrenaline.  .  [1]",
            "9": "9 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) state how adrenaline is transported to its target organs.  ...  .  [1]  (c) state the names of two hormones involved in the development of secondary sexual  characteristics in humans. 1   2     [2]   (d) state the name of the organ that secretes the hormone insulin.  .  [1]  (e) organs, tissues and specialised cells are structures in the body that perform a particular  function.   write these parts of the body in order of size from smallest to largest.   cell          dna molecule           organ           organ system           tissue   smallest  ...       ..       ..       ...   largest  ...  [2]  [total: 12]",
            "10": "10 0610/31/ m/j/21 \u00a9 ucles 2021 5 (a) fig. 5.1 is a diagram of a human heart.  blood vessel a \u2013 from the bodyblood vessel b \u2013 to the lungsblood vessel c \u2013 to the body blood vessel d \u2013 from the lungs fig. 5.1   (i) use label lines and labels to identify these structures on fig. 5.1: \u2022 atrium \u2022 septum \u2022 ventricle \u2022 valve  [4]   (ii) identify the letter or letters of all the blood vessels from fig. 5.1, that: are arteries  ... is the pulmonary vein  ...  .  [2]  (b) the activity of the heart can be monitored by measuring the pulse rate.   state two other  ways of monitoring the activity of the heart. 1   2    [2]",
            "11": "11 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over  (c) coronary heart disease (chd) is caused by a blockage of blood vessels in the heart.   (i) state the name of the blood vessels that become blocked.  .  [1]   (ii) state three  risk factors for developing chd. 1   2   3    [3]  [total: 12]",
            "12": "12 0610/31/ m/j/21 \u00a9 ucles 2021 6 (a) dimples are an indentation of the cheek visible when smiling.   fig. 6.1 is a photograph showing a person with dimples. fig. 6.1   the number of male and female students in a class that had dimples was recorded.   the results are shown in table 6.1. table 6.1 characteristic sex number of students with dimplesmale  4 female  5 without  dimplesmale 13 female 12   (i) calculate the total number of male students in the class.  .  [1]   (ii) calculate the difference in number between male and female students with dimples.  .  [1]",
            "13": "13 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) describe the evidence from table 6.1 that shows that dimples are a type of discontinuous  variation.  ...  ...  ...  ...  .  [2]   (iv) state one other  example of discontinuous variation in humans.  .  [1]   (v) state one example of continuous variation in humans.  .  [1]  (b) variation can be caused by a mutation.   complete the sentences about mutation using words from the list.   each word can be used once, more than once or not at all. alleles       decrease       genetic       impulses  increase       ionising       maintain       physical       stimuli   a mutation is a ... change.    mutations form new ... .   some chemicals and ... radiation can     ... the rate of mutation.  [4]  [total: 10]",
            "14": "14 0610/31/ m/j/21 \u00a9 ucles 2021 7 (a) modern technology has improved food production.   table 7.1 shows some of the ways that food production has been improved.   complete table 7.1 by writing an example for each description. table 7.1 example of technologydescription of how it has improved   food production used to farm larger areas of land  used to improve growth in plants by  providing nutrients used to improve yield by removing animal  pests used to remove competition by weeds  [4]  (b) intensive livestock production is used to improve food production.   describe the negative effects of intensive livestock production.  ...  ...  ...  ...  ...  ...  .  [3]",
            "15": "15 0610/31/ m/j/21 \u00a9 ucles 2021 [turn over  (c) selective breeding can be used to improve the yield of meat from livestock.   sentences a to e in table 7.2 describe the selective breeding of chickens to improve meat  quantity.   the sentences are not in the correct order. table 7.2 breed the chickens together. a observe the chickens to identify those that will yield the most meat. b observe the offspring and select the offspring that will yield the most meat. c repeat the process over many generations. d select one male and one female chicken. e   put the letters from table 7.2 into the correct order.   one has been done for you. a  [2]  (d) lack of food can affect the population size of animals in ecosystems.   state two other  factors that could decrease population size. 1   2     [2]  [total: 11]",
            "16": "16 0610/31/ m/j/21 \u00a9 ucles 2021 8 (a) a student investigated the conditions needed for germination of seeds.   fig. 8.1 shows the apparatus and conditions used. a blight seeds wet soildark c dlight seeds dry soildarkbox to exclude light fig. 8.1   the seeds in test-tubes a and b germinated but the seeds in test-tubes c and d did not  germinate.   (i) use the information in fig. 8.1 to state one condition required for germination.  .  [1]   (ii) use the information in fig. 8.1 to state one condition not required for germination.  .  [1]   (iii) the investigation was repeated with seeds that had been boiled for 10 minutes and then  cooled.    predict and explain the effect of boiling on the results.  ...  ...  ...  ...  .  [2]",
            "17": "17 0610/31/ m/j/21 \u00a9 ucles 2021  (b) photosynthesis and germination have different requirements.   (i) state the word equation for photosynthesis.  .  [2]   (ii) state the name of one condition needed for both photosynthesis and germination.  .  [1]  [total: 7]",
            "18": "18 0610/31/ m/j/21 \u00a9 ucles 2021 blank page",
            "19": "19 0610/31/ m/j/21 \u00a9 ucles 2021 blank page",
            "20": "20 0610/31/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_32.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 *9254380606* dc (ms/jg) 202225/3 \u00a9 ucles 2021  [turn overbiology  0610/32 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/32/ m/j/21 \u00a9 ucles 2021 1 fig. 1.1 is a diagram of the human gas exchange system. a region  b fig. 1.1  (a) (i) identify using a label line and a label on fig. 1.1 : \u2022 a lung \u2022 the diaphragm.   [2]   (ii) state the name of structure a in fig. 1.1.  .  [1]   (iii) oxygen molecules pass through structure a on their way to the red blood cells.    state the names of three  other structures in the gas exchange system that oxygen  molecules must pass through on their way to the red blood cells. 1   2   3    [3]   (iv) state the name of the process that moves oxygen into the red blood cells.  .  [1]",
            "3": "3 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 1.2 is a magnified image of the exchange surface shown in region b in fig. 1.1. fig. 1.2   (i) state the name of the main blood vessel that delivers blood to the lungs.  .  [1]   (ii) the gas exchange surface shown in fig. 1.2 is permeable to make gas exchange  efficient.    list two other features of gas exchange surfaces. 1   2    [2]  (c) oxygen concentration is higher in inspired air than in expired air.   state one other way the composition of inspired air differs from the composition of expired air.  .  [1]   [total: 11]",
            "4": "4 0610/32/ m/j/21 \u00a9 ucles 2021 2 (a) (i) list the chemical elements in a carbohydrate.  .  [1]   (ii) state the name of one chemical element that is found in a protein but is not found in a  carbohydrate.  .  [1]  (b) fig. 2.1 shows a variegated leaf which uses photosynthesis to make carbohydrates.   a variegated leaf has green parts that contain chlorophyll and white parts that do not contain  chlorophyll. whitegreen fig. 2.1   (i) state the word equation for photosynthesis.  .  [2]   (ii) the carbohydrate produced by photosynthesis can be stored as starch in the leaf.    a plant with variegated leaves used up its store of starch because it was placed in the  dark.    explain why the plant used up its store of starch when it was placed in the dark.  ...  ...  ...  ...  .  [2]",
            "5": "5 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) the plant with variegated leaves was then left in a warm, sunny place. after a few days,  a leaf from this plant was removed and tested for starch.    predict the results of the starch test by placing ticks ( 3) in table 2.1. table 2.1 part of leaf starch present starch absent green  white   [1]   (iv) state the name of the mineral ion that is needed to make chlorophyll.  .  [1]  (c) starch is a large molecule.   the boxes on the left show the names of some other large molecules.   the boxes on the right show some sentence endings.   draw five lines to make five correct sentences.  large molecule  sentence endings   cellulose  is made from amino acids.   dna  is made from fatty acids and glycerol.   glycogen  is made from glucose.   oil  is the genetic material.   protein   [5]   [total: 13]",
            "6": "6 0610/32/ m/j/21 \u00a9 ucles 2021 3 (a) fig. 3.1 is a diagram showing stages during the development of a human embryo and fetus. fig. 3.1   (i) put a tick ( 3) in the box that describes a human embryo.    a ball of cells      a cell with energy stores and a jelly coating      a cell with a flagellum      is made of cells that have a cell wall    [1]",
            "7": "7 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) table 3.1 shows some of the events ( d to j) that occur between fertilisation and birth.     the events are not in the correct order. table 3.1 d a baby is born  e complexity of the fetus increases more than size f a zygote is formed g embryo implants into the wall of the uterus  h size of the fetus increases more than complexity j the zygote divides by mitosis to produce two cells    put the events into the correct sequence by ordering the letters.    one has been done for you. j  [3]  (b) complete the sentences using the words and phrases from the list.   each word or phrase may be used once, more than once or not at all. afterbirth     amniotic sac     amniotic fluid     cervix oviduct     penis     umbilical cord     uterus wall     vagina   birth begins when the strong muscles of the .. start to contract.  this causes the .. to dilate. the .. can  break at this stage. the muscles start to push the baby out. the baby moves through the  .. . the .. is tied and cut. finally the  .. is delivered.   [6]    [total: 10]",
            "8": "8 0610/32/ m/j/21 \u00a9 ucles 2021 4 (a) (i) define the term genetic engineering.  ...  ...  ...  ...  .  [2]   (ii) state one example of genetic engineering.  ...  ...  .  [1]  (b) fig. 4.1 is a diagram of a fruit fly with normal wings and a fruit fly with vestigial wings.  normal wings vestigial wings  fig. 4.1   a gene determines whether fruit flies have normal wings or vestigial wings.   there are two alleles for this gene: \u2022 a is dominant and  represents the allele for normal wings \u2022 a is recessive and  represents the allele for vestigial wings.",
            "9": "9 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over   (i) a homozygous dominant fruit fly was crossed with a heterozygous fruit fly.    complete the genetic diagram to predict the probability of the offspring having vestigial  wings.    parental phenotypes  normal wings  \u00d7 normal wings    parental genotypes  ..\u2026\u2026\u2026\u2026..  \u00d7 ..\u2026\u2026\u2026\u2026..    gametes       ..\u2026\u2026..  , ..\u2026\u2026..  \u00d7 ..\u2026.\u2026.  , ..\u2026\u2026..    offspring genotypes  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..    offspring phenotypes  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..  ..\u2026\u2026\u2026\u2026..    probability of offspring having vestigial wings ..\u2026\u2026\u2026\u2026   [5]   (ii) state the genotype of a pure-breeding fruit fly that has normal wings.  .  [1]   (iii) the binomial name for a fruit fly is drosophila melanogaster .    state the genus of this fruit fly.  .  [1]    [total: 10]",
            "10": "10 0610/32/ m/j/21 \u00a9 ucles 2021 5 (a) fig. 5.1 shows a section through a human molar tooth. fig. 5.1   (i) use label lines and labels to identify these structures on fig. 5.1: \u2022 cement \u2022 gum \u2022 nerves.   [3]   (ii) state the function of the canine teeth in humans.  ...  ...  .  [1]",
            "11": "11 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over  (b) sheep are herbivores. they do not have canine teeth, or teeth in the front upper jaw.   the other types of teeth in sheep are similar to humans.   fig. 5.2 shows an x-ray of the teeth in the skull of a sheep. q r s fig. 5.2   the boxes on the left show a letter from fig. 5.2.   the boxes in the middle show the name of a type of tooth shown in fig. 5.2.   the boxes on the right show the function of each type of tooth.   draw one line to link each letter from fig. 5.2 to its correct name.   draw  one line to link each name to its correct function.   draw a total of  six lines.   letter  name  function  from  fig. 5.2    q  incisor  biting off pieces of food  r  molar  grinding food  s  premolar   [5]  (c) state the type of digestion that breaks up large pieces of food.  .  [1]",
            "12": "12 0610/32/ m/j/21 \u00a9 ucles 2021  (d) fig. 5.3 is a diagram showing the stages of dental decay. a b c fig. 5.3   (i) describe the causes of dental decay.    use the letters in fig. 5.3 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) describe one way of preventing dental decay.  ...  ...  .  [1]   [total: 15]",
            "13": "13 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
            "14": "14 0610/32/ m/j/21 \u00a9 ucles 2021 6 (a) the activity of the heart can be monitored by measuring the pulse rate.   two students measured their pulse rates before, during and after exercise.   the results are shown in fig. 6.1. 020406080100120140160180 0 5 10 15 20 25 time  / minutespulse rate / per minute 30 35 40 45 50key: student a student bbefore exerciseduring exerciseafter exercise fig. 6.1   (i) describe the changes in the pulse rates shown in fig. 6.1 for student a and student b.  ...  ...  ...  ...  ...  ...  .  [4]",
            "15": "15 0610/32/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) calculate the percentage change in the pulse rate between 0 and 15 minutes for  student  a.    give your answer to the nearest whole number.    space for working.   %   [3]   (iii) state two other methods that can be used to monitor the activity of the heart. 1   2     [2]  (b) exercise levels, environmental temperature and changes in water intake can affect the  volume and concentration of urine produced.   complete the sentences by circling the correct words in bold .   the first sentence has been done for you.   more exercise causes the volume of urine to increase / decrease / stay the same  and the  concentration of urine to increase / decrease / stay the same .   a greater intake of water causes the volume of urine to increase / decrease / stay the same   and the concentration of urine to increase / decrease / stay the same .   a higher environmental temperature causes the volume of urine to increase / decrease   / stay the same  and the concentration of urine to increase / decrease / stay the same .   [2]   [total: 11] ",
            "16": "16 0610/32/ m/j/21 \u00a9 ucles 2021 7 measles is an example of a transmissible disease that is caused by a virus.  (a) complete the definition of transmissible disease.   a transmissible disease is a disease in which the .. can be passed  from one .. to another.   [2]  (b) fig. 7.1 is a pie chart showing the number of people infected with four different transmissible  diseases in one country in 2018. cholera aids measles tuberculosiskey:29 304 19 000 65 098 170  000 fig. 7.1   (i) state the name of the disease with the smallest number of infections in fig. 7.1.  .  [1]   (ii) use the information in fig. 7.1 to calculate the total number of people infected with these  four diseases.   ..  people infected   [1]   (iii) state the type of organism that causes cholera.  .  [1]",
            "17": "17 0610/32/ m/j/21 \u00a9 ucles 2021  (c) (i) the list shows some examples of ways that disease-causing organisms can be  transmitted. air          animals           blood contaminated surfaces           food    complete table 7.1 to show which are examples of direct contact and which are  examples of indirect contact.    each example can be used once, more than once or not at all. table 7.1 direct contact indirect contact   [2]   (ii) table 7.2 shows three  ways the body can defend itself and some examples of the three  methods.    place ticks ( 3) in the boxes to show the correct type of defence mechanism for each  example. table 7.2 example of defence mechanism cells chemical mechanical antibody production  hairs in the nose mucus phagocytosis skin stomach acid   [3]   [total: 10]",
            "18": "18 0610/32/ m/j/21 \u00a9 ucles 2021 blank page",
            "19": "19 0610/32/ m/j/21 \u00a9 ucles 2021 blank page",
            "20": "20 0610/32/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_33.pdf": {
            "1": "cambridge igcse\u2122this document has 24 pages. any blank pages are indicated. *8047431081* dc (leg/sg) 202244/4 \u00a9 ucles 2021  [turn overbiology  0610/33 paper 3 theory (core)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/33/ m/j/21 \u00a9 ucles 2021 1 (a) state the name of the large group of organisms that includes insects, arachnids, crustaceans  and myriapods.  .  [1]  (b) fig. 1.1 shows a key that identifies nine genera of invertebrates that have jointed legs. invertebrates with jointed legs three pairs of legs four pairs of legs five pairs of legsmore than five pairs of legs no wings pulex musca apis araneus heterometrus cancer homarus lithobius octoglenawings 1 pair of wings2 pairs of wingsno tail tail short antennaelong antennaeone pair of legs on each segmenttwo pairs of legs on each segmentinsects arachnids crustaceans myriapods fig. 1.1   (i) use the information in fig. 1.1 to describe two features of musca . 1    ... 2    ... [2]",
            "3": "3 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) fig. 1.2 shows one of the animals described in the key. pedipalp legs fig. 1.2    use the key in fig. 1.1 to identify this animal.  .  [1] [total: 4]",
            "4": "4 0610/33/ m/j/21 \u00a9 ucles 2021 2 (a) (i) state the name of the process that occurs in the presence of chlorophyll.  .  [1]   (ii) state the name of the mineral ion the plant needs to make chlorophyll.  .  [1]   (iii) state the name of the structure that contains chlorophyll in a plant cell.  .  [1]  (b) fig. 2.1 shows a diagram of a cross-section of a leaf. a b c d fig. 2.1   (i) state the letter that identifies the part of the leaf that contains the most chlorophyll in  fig. 2.1.    .  [1]   (ii) state the name of the tissue in the leaf that does not contain chlorophyll.  .  [1] [total: 5]",
            "5": "5 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over 3 all living organisms need water. most plants obtain water from the soil.  (a) (i) state the pathway taken by water as it enters and passes through a plant.    use words from the list to fill in the spaces. mesophyll cells          root cortex cells          root hair cells          xylem vessels enters . \u00e0 . \u00e0 . \u00e0 . [2]   (ii) some of the water that enters the plant is used for transpiration.    define the term transpiration.  ...  ...  ...  ...  .  [3]   (iii) state two ways a plant uses water other than for transpiration . 1    ... 2    ... [2]",
            "6": "6 0610/33/ m/j/21 \u00a9 ucles 2021  (b) fig. 3.1 shows apparatus that can be used to measure water loss in a plant. thermometer 325.0 gplant plastic bag pot of damp soil balance fig. 3.1   suggest a reason why the pot of damp soil was placed inside a sealed plastic bag.  ...  ...  .  [1]  (c) the apparatus shown in fig. 3.1 was used in an investigation. the results of this investigation  are shown in fig. 3.2.   readings were taken at hourly intervals during the day between 9:00 and 16:00. 9:000.5 0.01.01.5rate of water loss from 100  g of leaves / g per hour2.0 20 152530 temperature / \u00b0c35 10:00 11:00 12:00 time of day13:00 14:00 15:00 16:00temperature water losstemperature water loss fig. 3.2",
            "7": "7 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   (i) use the information in fig. 3.2 to state:    the maximum rate of water loss from 100  g of leaves  ..  g per hour    the time at which the temperature was highest  .    the maximum temperature reached during the investigation  ...  \u00b0c [3]   (ii) describe the relationship between temperature and the rate of water loss from leaves  shown in fig. 3.2.  ...  ...  ...  ...  ...  ...  .  [3] [total: 14]",
            "8": "8 0610/33/ m/j/21 \u00a9 ucles 2021 4 fig. 4.1 shows part of the human nervous system. fig. 4.1  (a) (i) state the two parts of the central nervous system. 1   2    [2]   (ii) describe the main function of the nervous system.  ...  ...  .  [1]",
            "9": "9 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over  (b) fig. 4.2  shows three different types of neurone.   these cells are used in some reflex actions. h j k not to scale fig. 4.2   (i) state the names of cells h and k in fig. 4.2. h   k   [2]   (ii) describe one feature of a reflex action.  ...  ...  .  [1]   (iii) state one example of a reflex action.  .  [1]",
            "10": "10 0610/33/ m/j/21 \u00a9 ucles 2021  (c) certain types of drugs can affect the nervous system.   heroin and alcohol both affect reflex actions.   (i) state one effect of heroin on the nervous system.  .  [1]   (ii) state one long-term effect  of excessive consumption of alcohol.  .  [1] [total: 9]",
            "11": "11 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over 5 (a) the four boxes on the left contain definitions of processes carried out by the alimentary canal.   the six boxes on the right contain the names of processes.   draw a straight line to join each definition to the matching process.   draw only four lines. the breakdown of large, insoluble  molecules into small, soluble molecules. the movement of digested food  molecules into the cells of the body where  they are used, becoming part of the cells. the passing out of food that has not been  digested or absorbed, as faeces, through  the anus. the taking of food substances, e.g. food  and drink, into the body through the  mouth.absorption assimilation chemical digestion egestion mechanical digestion ingestiondefinition process [4]",
            "12": "12 0610/33/ m/j/21 \u00a9 ucles 2021  (b) fig. 5.1 shows yeast being used to produce alcohol.   a mixture of yeast and fruit juice is placed in a jar. fruit juice contains sugar.   a valve lets gas out of the jar but stops gas from entering  the jar. valve gas escaping from the liquid jar mixture of yeast and fruit juice fig. 5.1   (i) state the name of the process that the yeast uses to make alcohol.  .  [1]   (ii) state the name of the gas produced when yeast makes alcohol.  .  [1]   (iii) state the name of the gas that must be stopped from entering the jar when alcohol is  being made.  .  [1]   (iv) state the name of the group of chemicals that yeast uses to catalyse the breakdown of  glucose molecules.    choose your answer from the list. antibiotics          antibodies          enzymes          hormones  .  [1] [total: 8]",
            "13": "13 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over 6 fig. 6.1 is a section of a flower that has both male and female parts.  parts of the flower are labelled with the letters l to s. l m n p q r s fig. 6.1  (a) (i) describe a function  of each of the parts labelled l, n and q. l      ... n    ... q  ...  ... [3]   (ii) state the names of parts m, p, r and s. m  ... p   r   s   [4]",
            "14": "14 0610/33/  m  / j  /21 \u00a9 ucles 2021 (b) fig. 6.2 shows a mature maize plant. maize plants have separate male and female flowers.   maize plants are pollinated by the wind. male flowers (tassels) female flowers (cobs)pollen fig. 6.2   (i) use the information in fig. 6.2 to describe how the position  of the male and female  flowers can increase the chance of pollination taking place.  ...  ...  .  [1]",
            "15": "15 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe two ways pollen from an insect-pollinated flower differs from pollen from a  wind-pollinated flower. 1  .  ... 2  .  ... [2] [total: 10]",
            "16": "16 0610/33/ m/j/21 \u00a9 ucles 2021 7 (a) define the terms herbivore and carnivore. herbivore  ...  ... carnivore  ...  ... [2]  (b) fig. 7.1 shows some organisms collected from underneath a rotting log. not to scale fig. 7.1   fig. 7.2 can be used to identify these organisms. herbivores carnivoressoil mite centipede ground beetle rove beetle not to scalepotworm slug springtail millipede fig. 7.2",
            "17": "17 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   some students used fig. 7.2 to identify and count the numbers of each soil organism.   some of their results are shown in table 7.1. table 7.1 herbivores carnivores names of  organismsmillipedes potworms slugs soil  mitesspringtails centipedes ground  beetlesrove  beetles number of  organisms ..3 1..7 2.. .. total  number of organisms21 7   (i) complete table 7.1 by identifying and counting the four remaining named organisms in  fig. 7.1.    write your answers in the four spaces in table 7.1. [2]   (ii) use the information in table 7.1 to draw a pyramid of numbers in fig. 7.3.    write the names of the two types of organism in the spaces at the side.    the row for the rotting log (the producer) has been done for you. pyramid of numbers type of organism producer... ... fig. 7.3  [3]  [total: 7]",
            "18": "18 0610/33/ m/j/21 \u00a9 ucles 2021 8 fig. 8.1 shows an area of land where the trees have been cut down. fig. 8.1  (a) (i) list three  undesirable effects of deforestation. 1   2   3   [3]   (ii) deforested land may be used for growing monocultures of crop plants.    describe the negative impacts to an ecosystem of large-scale monocultures of crop  plants.  ...  ...  ...  ...  .  [2]",
            "19": "19 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over  (b) replanting trees in deforested areas can help to conserve endangered species.   describe two other ways that endangered species can be conserved. 1    ...  ... 2    ...  ... [2] [total: 7]",
            "20": "20 0610/33/ m/j/21 \u00a9 ucles 2021 9 (a) fig. 9.1 is a label taken from a container of semi-skimmed milk.   the milk is pasteurised and some of the milk fat has been removed. fresh pasteurised semi skimmed milknutritional information per 100  cm3 of milk energy  209 kj carbohydrate  4.8 g fat 1.7 g protein  3.6 g fibre  0.0 g salt 0.1 g fig. 9.1     (i) fig. 9.1 gives information about five groups of nutrients.    state two parts of a balanced diet that are missing from the label. 1  ... 2  ... [2]   (ii) state the name of the group of organisms that produce milk to feed their young.  .  [1]  (b) (i) describe the dietary importance of fats, carbohydrates and proteins in the human diet. fats    ...  ... carbohydrates  ...  ...  ... proteins  .  ...  ... [3]",
            "21": "21 0610/33/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) state the name of the element which is present in a protein but which is not found in fats  or carbohydrates.  .  [1]  (c) some doctors recommend that people with a risk of coronary heart disease should drink  skimmed or semi-skimmed milk instead of whole milk.   state two risk factors for coronary heart disease, other than  diet. 1   2    [2]  [total: 9]",
            "22": "22 0610/33/ m/j/21 \u00a9 ucles 2021 10 (a) fig. 10.1 shows the results of crossing a plant with red flowers with a plant with white flowers. offspringparentskey: red flowers white flowers fig. 10.1   both of the parent plants were homozygous for flower colour.   all of their offspring had red flowers.   (i) state what is meant by the term homozygous .  ...  ...  .  [1]   (ii) the gene controlling flower colour in this plant species has two alleles: \u2022 r is dominant and represents the allele for red flowers \u2022 r is recessive and represents the allele for white flowers.    describe the evidence shown in fig. 10.1 that supports the fact that r is the dominant  allele for flower colour in this species of plant.  ...  ...  .  [1]",
            "23": "23 0610/33/ m/j/21 \u00a9 ucles 2021  (b) another plant with red flowers was crossed with a plant with white flowers.   some of the offspring plants from this cross had red flowers and some of the offspring plants  had white flowers.   complete the genetic diagram to show the results of this cross.  red-flowered  x white-flowered  plant  plant   parental genotypes    x    parental gametes  ..       ..  ..       .. offspring genotypes  .. offspring phenotypes   [5] [total: 7]",
            "24": "24 0610/33/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_41.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (lk/cb) 202934/5 \u00a9 ucles 2021  [turn overbiology  0610/41 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *0754450698*",
            "2": "2 0610/41/ m/j/21 \u00a9 ucles 2021 1 (a) baker\u2019s yeast, saccharomyces cerevisiae , is a single-celled organism that is classified in the  kingdom fungi.   fig. 1.1 is a drawing of a section through a yeast cell. a b ch dg f e 1 \u03bcm fig. 1.1   (i) state one other  kingdom that contains organisms that all have structure a.  .  [1]   (ii) table 1.1 shows some cell functions.    complete table 1.1 by naming the cell structure responsible for each cell function and  give the letter that identifies each cell structure in fig. 1.1. table 1.1 cell function cell structure letter from fig. 1.1 storage of genes aerobic respiration amino acids are assembled to   make protein  [3]",
            "3": "3 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over  (b) a student made a drawing of one escherichia coli  bacterium. fig. 1.2 shows the student\u2019s  drawing. fig. 1.2   the actual length of the bacterial cell is 2  \u03bcm.    (i) convert the actual length of the cell to millimetres.   ...  mm [1]   (ii) state the other information that the student needs in order to calculate the magnification  of the drawing in fig. 1.2.  .  [1]  (c) describe the similarities and differences between the structure of the yeast cell and the  structure of the bacterial cell.   use the information in fig. 1.1 and fig. 1.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "4": "4 0610/41/ m/j/21 \u00a9 ucles 2021  (d) some bacteria are involved in the nitrogen cycle.    fig. 1.3 shows part of the nitrogen cycle. nitrogen (n2) amino acidsammonium ions (nh4+) proteins1 23 3 nitrite ions (no2\u2013)nitrate ions (no3\u2013) fig. 1.3   state the processes that are represented by 1, 2 and 3 on fig. 1.3. 1   2   3    [3]  [total: 15]",
            "5": "5 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over 2 large quantities of plastic waste are polluting the oceans.   (a) a survey published in march 2018 showed the increase in plastic waste in the pacific ocean.  one area of the pacific ocean is known as the great pacific garbage patch (gpgp).    data were collected from areas inside and outside the gpgp between 1965 and 2015 to  estimate the quantity of plastic waste.    the results are shown in fig. 2.1. 0.0 1965  \u2013 1974 1975  \u2013 1984 1985  \u2013 1994 years1995  \u2013 2004 2005  \u2013 2014 20150.20.4estimated  quantity of  plastic waste / kg per km2  of ocean  surface0.60.81.01.21.4 key: inside gpgp outside gpgp fig. 2.1   describe the results of the survey shown in fig. 2.1.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "6": "6 0610/41/ m/j/21 \u00a9 ucles 2021  (b) the green turtle, chelonia mydas , is a species of marine animal that is harmed by plastic  waste.    fig. 2.2 shows a green turtle swimming past a plastic bag in the pacific ocean. fig. 2.2   (i) turtles are classified as reptiles.    state one feature shown by all reptiles that is not found in amphibians.  .  [1]   (ii) outline the dangers of non-biodegradable plastic waste to marine animals, such as  green turtles.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "7": "7 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) suggest ways to reduce the quantity of plastic waste.  ...  ...  ...  ...  .  [2]  [total: 11]",
            "8": "8 0610/41/ m/j/21 \u00a9 ucles 2021 3 bacteria are used in many biotechnological processes.  (a) explain why bacteria are useful in biotechnology.  ...  ...  ...  ...  ...  ...  .  [3]  (b) insulin is one of many human proteins that are made by genetically engineered bacteria.    some people cannot produce insulin because their immune system has destroyed the cells  that make insulin.   (i) state the organ that contains the cells that have been destroyed.  .  [1]   (ii) state the name of the disease caused by the destruction of these cells.  .  [1]   (iii) state the function of insulin in the body.  .  [1]  (c) genetically engineered bacteria that are used to make insulin were grown in a fermenter for  five days.   samples were taken from the fermenter every six hours and the number of bacteria in 1.0  mm3  of the nutrient solution were counted.   changes in the numbers of living bacteria in the samples taken from the fermenter are shown  in fig. 3.1.",
            "9": "9 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over 21 pq rs ... . . . fig. 3.1   (i) complete fig. 3.1 by adding labels for the axes at 1 and 2 . [1]   (ii) state the names of the stages of population growth of the bacteria labelled p to s.  p   q  ... r   s    [2]   (iii) explain, with reference to fig. 3.1, why the bacteria did not grow in the fermenter for  longer than five days.  ...  ...  ...  ...  ...  ...  .  [3]",
            "10": "10 0610/41/ m/j/21 \u00a9 ucles 2021  (d) mineral salts are important in the human diet. one of the most important is iron.   explain: \u2022 the importance of iron in the human diet \u2022 the effects of an iron deficiency.  ...  ...  ...  ...  ...  ...  .  [3]  (e) fig. 3.2 shows a field of cassava, manihot esculenta , which is a crop plant grown in parts of  africa and asia. fig. 3.2   the plants store starch in their roots, which form a large part of the diet for many people.  cassava does not provide many vitamins or mineral ions.    genetic engineers have modified cassava to increase its iron content. they have done this  by incorporating a gene for a membrane protein from the plant arabidopsis thaliana .     (i) state the name of the enzyme that is used to cut out the gene from the dna of   a. thaliana .  .  [1]",
            "11": "11 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe how the gene from a. thaliana  and the dna from cassava form recombinant  dna.  ...  ...  ...  ...  .  [2]   (iii) scientists who develop genetically engineered varieties of crop plants often breed them     for several generations before releasing them for farmers to use.    suggest why the scientists do this.  ...  ...  ...  ...  .  [2]  [total: 20]",
            "12": "12 0610/41/ m/j/21 \u00a9 ucles 2021 4 two identical potted plants were used to investigate plant responses.  plant a was placed on a clinostat that continually rotated. plant b was not rotated.  both plants were then placed on their sides and kept in the dark.  fig. 4.1 shows the two plants at the start of the experiment and after seven days. plant a plant bat the start box to exclude light after seven days fig. 4.1  (a) state the name of the response shown by the shoot of plant b.  .  [1]  (b) explain the reason for constantly rotating plant a.  ...  ...  ...  ...  .  [2]  (c) (i)  state the name of the plant hormone that causes the response of the shoot of plant b.  .  [1]",
            "13": "13 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain how the plant hormone causes the response of plant b.  ...  ...  ...  ...  ...  ...  .  [3]  (d) seeds germinate in the soil. the seedlings that grow from seeds show the same response as  shown by plant b in fig. 4.1.   explain the advantages of this response to the survival of seedlings and mature plants.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
            "14": "14 0610/41/ m/j/21 \u00a9 ucles 2021 5 (a) fig. 5.1 shows the female reproductive system. p fig. 5.1   label fig. 5.1 using the letters listed to show the position of the organs that are identified by  their functions.    the first one ( p) has been completed for you.   p site of secretion of mucus   q site of fertilisation   r site of implantation   s site of oestrogen secretion   t site where sperm are deposited during sexual intercourse  [4]  (b) fig. 5.2 shows a section through an egg cell at the time of ovulation. nucleusjelly coatcytoplasm with stores of protein and fat fig. 5.2",
            "15": "15 0610/41/ m/j/21 \u00a9 ucles 2021 [turn over   (i) explain why the egg cell contains stores of protein and fat.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) describe the function of the jelly coat.    ...  ...  ...  ...  .  [2]  (c) fertilisation results in the formation of a zygote.   describe how an embryo is formed from a zygote.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 13]",
            "16": "16 0610/41/ m/j/21 \u00a9 ucles 2021 6 (a) antibodies are proteins that are produced by lymphocytes. antitoxins are antibodies which  neutralise the toxins released by some bacteria.   the transmissible disease diphtheria is caused by a bacterium that releases a toxin that can  cause serious damage to the body.   a person is suspected of having caught diphtheria.   at a clinic, the person is given an injection of antitoxin antibodies that provide protection  against the diphtheria toxin. she is also given an injection of the vaccine for diphtheria.    a few weeks later she is given a second injection of the diphtheria vaccine.   fig. 6.1 shows the changes in concentration of the antitoxin antibodies and the antibodies  produced in response to the vaccine.  injection of antitoxin antibodies timeconcentration of antibodies in the blood second injection of vaccine first injection  of vaccinekey: antitoxin antibodies antibodies produced in response to vaccination fig. 6.1   (i) explain the advantage of giving the person an injection of antitoxin antibodies.  ...  ...  ...  ...  .  [2]",
            "17": "17 0610/41/ m/j/21 \u00a9 ucles 2021   (ii) explain how the two injections of the vaccine result in better protection against diphtheria  than the injection of antitoxin antibodies.  ...  ...  ...  ...  ...  ...  .  [3]  (b) explain how antibodies protect the body against pathogens.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) antibodies can travel through the body in the lymphatic system.   state two functions of the lymphatic system other than  defence against disease. 1   2    [2]  [total: 11]",
            "18": "18 0610/41/ m/j/21 \u00a9 ucles 2021 blank page",
            "19": "19 0610/41/ m/j/21 \u00a9 ucles 2021 blank page",
            "20": "20 0610/41/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_42.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (kn/fc) 202969/5 \u00a9 ucles 2021  [turn over *1260581358* biology  0610/42 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/42/ m/j/21 \u00a9 ucles 2021 1 (a) complete the sentence about the nervous system.   the brain and spinal cord form the ... nervous system and the     nerves coming into and out of the spinal cord are part of the ...     nervous system.  [1]  (b) fig. 1.1 shows part of a human eye and three neurones that conduct electrical impulses  between the eye and the brain. these neurones are involved in the pupil reflex. k j h g f e da not to scaleb c fig. 1.1   (i) state the type of neurone identified as a in fig. 1.1.  .  [1]",
            "3": "3 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) table 1.1 shows the names of some parts of the eye, their functions and the letters in  fig. 1.1 that identify the parts of the eye.    complete table 1.1. table 1.1 part of the eye function letter in fig. 1.1 suspensory ligament g contracts in response to a bright light  cornea contains a high density of cones for colour  vision  [4]  (c) (i) the eye can adjust how light is refracted through it in order to focus on a near object.    state one process that uses energy when focusing on a near object.  .  [1]   (ii)  mitochondria require oxygen to release energy. oxygen is transported to cells in the eye  by red blood cells.    state the name of the molecule in red blood cells that carries oxygen.   .  [1]   (iii)  explain how oxygen in the capillaries reaches the cells in the eye.  ...  ...  ...  ...  .  [2]",
            "4": "4 0610/42/ m/j/21 \u00a9 ucles 2021  (d)  eyelashes and eyelids are mechanical barriers that help to prevent particles and pathogens  entering the eye.    (i)  give two other mechanical barriers that defend the body against pathogens.  1   2        [2]   (ii) state the name of the white blood cells that digest pathogens.  .  [1]   (iii) conjunctivitis can be caused by pathogens and affects the tissues lining the eyelids and  covering the sclera. people with conjunctivitis that is caused by a pathogen can develop  active immunity.     explain why the shape of specific parts of a pathogen is important in the development of  active immunity.  ...  ...  ...  ...  ...  ...  .  [3]  (e) most insects and some crustaceans have compound eyes.    state the name of the group that contains insects and crustaceans.  .  [1]  [total: 17]",
            "5": "5 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over 2  the classification of giant pandas, ailuropoda melanoleuca , is debated by many scientists.  fig. 2.1 shows a giant panda eating bamboo plants. fig. 2.1  fig. 2.2 shows a red panda, ailurus fulgens , and a polar bear, ursus maritimus .           red panda eating bamboo plants  polar bear eating fish fig. 2.2  (a) state one dietary component that is more likely to be found in bamboo plants than in fish.  .  [1]  (b) (i) state two features, visible in fig. 2.1 and fig. 2.2, that identify the three animals as all  belonging to the same vertebrate group. 1   2      [2]",
            "6": "6 0610/42/ m/j/21 \u00a9 ucles 2021   (ii) dna can also be used to classify species.     molecular biologists compared the dna base sequences of eight species from the same  vertebrate group. they used the differences to draw a classification diagram.    fig. 2.3 shows the classification diagram for these eight species. the shorter the  horizontal distance from two species to the branching point that they share, the more  similar their dna sequences are and the more closely the two species are related.     the scale on fig.  2.3 shows the time at which the molecular biologists estimate that  each branching point occurred. 20 0red panda ferret giant panda polar bear wolf tiger human mouse 40 60 million years ago80 100 fig. 2.3",
            "7": "7 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over    morphology can also be used to classify species. some scientists think that morphology  suggests that the giant panda is more closely related to the red panda than it is to the  polar bear.    discuss the evidence for and against the giant panda being more closely related to  the red panda than it is to the polar bear. use the information in fig. 2.1, fig. 2.2 and  fig. 2.3 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (iii)  state one other  type of evidence that is used to classify species.  .  [1]  [total: 9]",
            "8": "8 0610/42/ m/j/21 \u00a9 ucles 2021 3 (a) fig. 3.1 shows some of the events that occur in the menstrual cycle.  afollicle is fully developed bgamete is released into the oviduct clining of the uterus is removed from the body dlining of the uterus reaches a maximum thickness elining of the uterus gets thicker     fig. 3.1   (i) put the events shown in fig. 3.1 into the correct sequence.     one has been done for you. b  [1]   (ii)  state the name of the hormone that stimulates event a to occur.  .  [1]   (iii)  event c means that menstruating females lose blood regularly.    two females of the same age have different dietary needs because one has started  menstruating and the other has not started menstruating.     suggest why the dietary needs of the two females are different.  ...  ...  ...  ...  .  [2]",
            "9": "9 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over  (b)  during pregnancy menstruation does not occur.    fig. 3.2 shows some of the organs of a pregnant woman, viewed from the side. p q r stuvfetus fig. 3.2   describe what happens between ovulation and the formation of a fetus.    use the letters in fig. 3.2 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 10]",
            "10": "10 0610/42/ m/j/21 \u00a9 ucles 2021 4 (a)  climate change is one reason why a plant species could become endangered.   (i)  state other  reasons why a plant species could become endangered.  ...  ...  ...  ...  ...  ...  .  [3]   (ii)  describe how human actions are causing climate change.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "11": "11 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over  (b)  seed banks are used to conserve endangered plant species.   fig. 4.1 shows some of the steps involved in managing a seed bank. seeds are collected from many populations of each species seeds are checked using x-rays seeds are stored at low temperatures in the seed bank a small sample of seeds is germinated fig. 4.1   (i)  explain why seeds from one species are collected from many populations to store in a  seed bank.  ...  ...  ...  ...  ...  ...  .  [3]",
            "12": "12 0610/42/ m/j/21 \u00a9 ucles 2021   (ii) seeds are x-rayed before they are stored to check that they contain an embryo.    state one possible consequence of using ionising radiation on seeds.  ...  .  [1]   (iii) seeds stored at low temperatures have very low respiration rates.    explain why.  ...  ...  ...  ...  .  [2]  (c) one purpose of seed banks is to reintroduce plant species into their natural environment.    a survey was done to find out why some reintroduction programmes are not successful.   fig. 4.2 shows the results of the survey. 0510152025 percentage of species that were not successfully reintroduced reason unknownwrong habitatchanging habitatseeds did not germinate reasons why reintroductions failedseedlings too youngtoo few individualswrong season303540 fig. 4.2",
            "13": "13 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over   (i) some of the seeds in the reintroduction programmes did not germinate.    state the conditions that are necessary for seeds to germinate.  ...  ...  ...  .  [3]   (ii) some reintroduction programmes failed because the seedlings were too young. young  seedlings only have a few small roots.    explain why it would be important to reintroduce plants with many large roots.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii)  the low number of individuals also caused some reintroduction programmes to fail.    state the name of the phase in a population growth curve where the number of individuals  is very low.   .  [1]  [total: 21]",
            "14": "14 0610/42/ m/j/21 \u00a9 ucles 2021 5 fig. 5.1 shows some of the stages in the reproduction of the bacterium escherichia coli .  loop of dna original bacterial cell bacterial cell expands to a critical length and a copy of dna is synthesised daughter cells are formed daughter cells grow fig. 5.1  (a) complete the sentences about the cells in fig. 5.1.   the dna is in the form of a double ... . the dna is copied so  that the number of loops of dna after cell division is ... in each  daughter cell. the daughter cells are genetically ... to the original  cell.  [3]  (b) students used a microscope and time-lapse photography to observe e. coli  cells reproducing.    they used the series of photographs to identify which cells were dividing.    they measured the lengths of the dividing cells and put their data into two groups: \u2022 cell lengths immediately before cell division \u2022 cell lengths immediately after cell division.   fig. 5.2 shows their results.",
            "15": "15 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over 01020304050number of cells 0 2 4 6 cell length  / \u03bcm 8 10 1 3 5 7 960708090100 immediately after  divisionkey: immediately before  division fig. 5.2   (i)  use the information in fig. 5.2 to state the most frequent cell length of the e. coli cells  immediately after  cell division.    give your answer in millimetres .   .  mm  [2]   (ii) some students concluded that the cells must be at least 6  \u00b5m in length before cell  division can occur.    describe the evidence against  the students\u2019 conclusion. use the information in fig. 5.2  to support your answer.   ...  ...  ...  ...  .  [2]",
            "16": "16 0610/42/ m/j/21 \u00a9 ucles 2021  (c)  bacteria are useful in genetic engineering because they contain plasmids.   (i)  describe how a plasmid is cut so that a new gene can be inserted into the plasmid.  ...  ...  .  [2]   (ii)  list two reasons, other than the presence of plasmids, that make bacteria and  single-celled fungi useful to biotechnology industries. 1   2        [2]  [total: 11]",
            "17": "17 0610/42/ m/j/21 \u00a9 ucles 2021 [turn over 6  (a) some students set up the apparatus shown in fig. 6.1 to compare transpiration in two sets of  leaves.    set a was kept in a transparent bag and set b was left in the open air.   all other conditions were kept constant.   the mass of the leaves in each set was measured at the start of the investigation and after  five hours.  set astring line paper clip clamp stand transparent bag set b fig. 6.1   (i)  predict the results for this investigation.    explain the reason for your prediction. prediction  ...  ... explanation    ...  ...  [3]",
            "18": "18 0610/42/ m/j/21 \u00a9 ucles 2021   (ii) explain how transpiration occurred in the leaves shown in fig. 6.1.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) the students needed two additional pieces of apparatus to take measurements so that  they could calculate the rate of transpiration from their results.     state the two additional pieces of apparatus the students needed to take the  measurements. 1   2      [2]  (b)  fig. 6.2 shows the positions of the different tissues in part of a dicotyledonous leaf. p fig. 6.2",
            "19": "19 0610/42/ m/j/21 \u00a9 ucles 2021   identify the tissues described in table 6.1 by: \u2022 drawing label lines with the corresponding letter on fig. 6.2 and \u2022 stating the name of each tissue in table 6.1.   the label, line and name of the tissue for letter p has been completed for you on fig. 6.2 and  in table 6.1. table 6.1 letter description name of the tissue pa protective transparent layer that allows light  to reach the inner tissuesupper epidermis q conducts water from the stem r contains many interconnected air spaces s transports sucrose and amino acids ttraps the most light energy to synthesise  carbohydrates  [4]  [total: 12]",
            "20": "20 0610/42/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_43.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sg) 203218/4 \u00a9 ucles 2021  [turn overbiology  0610/43 paper 4 theory (extended)  may/june  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3605417519*",
            "2": "2 0610/43/ m/j/21 \u00a9 ucles 2021 1 (a) (i) the main component of milk is a liquid that is an important solvent in the body.    state the name of this solvent.  .  [1]   (ii) table 1.1 shows some of the nutrients found in human milk, the elements that make up  the nutrients, the enzymes that digest them and the products of digestion.    complete table 1.1. table 1.1 nutrient elements enzyme products of digestion protein fat lactose (milk  sugar)c, h, ogalactose and glucose  (simple sugars)  [4]  (b) milk also contains vitamins and mineral salts.   (i) explain why vitamin d is important for the nutrition of children.  ...  ...  ...  ...  ...  ...  .  [3]",
            "3": "3 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain why iron is important in the diet.  ...  ...  ...  ...  ...  .  [2]  (c) rubella and kwashiorkor are two diseases that affect children.   rubella is a transmissible disease and kwashiorkor is a non-transmissible disease.   (i) define the term transmissible disease.  ...  ...  ...  .  [2]   (ii) explain why women should be vaccinated against rubella before they reach reproductive  age.  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "4": "4 0610/43/ m/j/21 \u00a9 ucles 2021   (iii) outline the causes of kwashiorkor.  ...  ...  ...  ...  .  [2]  [total: 18] 2 insulin is a protein made by cells in the pancreas.  fig. 2.1 shows how insulin is made in a pancreatic cell. amino acids assembled to form insulinamino acids nucleusdna a b not to scale fig. 2.1  (a) (i) state the name of molecule a in fig. 2.1.  .  [1]   (ii) state the name of structure b in fig. 2.1.  .  [1]",
            "5": "5 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   (iii) explain the role of molecule a in protein synthesis, as shown in fig. 2.1.  ...  ...  ...  ...  ...  ...  .  [3]  (b) insulin is secreted from cells in the pancreas when the concentration of glucose in the blood  increases.   outline the role of insulin.  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) state the names of two substances, other than  insulin, that are secreted by the pancreas. 1   2    [2]  [total: 11]",
            "6": "6 0610/43/ m/j/21 \u00a9 ucles 2021 3 scientists measured the rate of photosynthesis in the leaves of a sunflower plant, helianthus  annuus .  the scientists used the apparatus shown in fig. 3.1 to measure the rate of photosynthesis. temperature 20  \u00b0cair flow regulator chamber 1 chamber 2 chamber 3direction of air flow timer 00:00co2 400  ppmco2 360  ppm fig. 3.1  (a) the apparatus in fig. 3.1 maintains a constant temperature and a constant humidity.   (i) explain why temperature has an effect on the rate of photosynthesis.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "7": "7 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) explain why the rate of photosynthesis will decrease if the humidity in the apparatus  becomes very low.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) the apparatus was left for 15 minutes.    explain how the scientists would use the readings for the concentration of carbon dioxide  in chambers 1 and 3 to calculate the rate of photosynthesis.  ...  ...  ...  ...  .  [2]",
            "8": "8 0610/43/ m/j/21 \u00a9 ucles 2021  (b) the scientists carried out another investigation using the same apparatus at different  temperatures.   they measured the rate of uptake of carbon dioxide in the light and then they measured the  rate of release of carbon dioxide in the dark.   the results are shown in fig. 3.2. 15020406080100120140160 20 25 30 temperature  / \u00b0crate of carbon dioxide uptake and release / \u03bcg per hour per cm2 of leaf 35 40co2 release in the darkco2 uptake in the light fig. 3.2   (i) use the information in fig. 3.2 to complete table 3.1. table 3.1 temperature  / \u00b0crate of uptake of carbon dioxide in  the light / \u03bcg per hour per cm2 of leafrate of release of carbon dioxide in  the dark / \u03bcg per hour per cm2 of leaf 20 35 90 45  [2]",
            "9": "9 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) the scientists determined that photosynthesis in the leaves at 35  \u00b0c used carbon dioxide  at a rate of 135  \u03bcg per hour per cm2 of leaf. fig.  3.2 shows that the rate of carbon dioxide  uptake at 35  \u00b0c was 90  \u03bcg per hour per cm2 of leaf.    explain why the rate at which carbon dioxide is used in photosynthesis is greater than  the rate of carbon dioxide uptake.  ...  ...  ...  ...  .  [2]   (iii) explain why the results in table 3.1 are expressed as \u2018per cm2 of leaf\u2019 rather than \u2018per  leaf\u2019.  ...  ...  .  [1]",
            "10": "10 0610/43/ m/j/21 \u00a9 ucles 2021 blank page",
            "11": "11 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over  (c) some crops are grown in controlled environments. glasshouses are an example of a  controlled environment. fig. 3.3 shows a glasshouse where lettuces are growing. fig. 3.3   discuss the advantages of growing crops in glasshouses.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 20]",
            "12": "12 0610/43/ m/j/21 \u00a9 ucles 2021 4 there are three species of rhinoceros in asia. fig. 4.1 shows an indian rhinoceros, rhinoceros   unicornis , in a national park being observed by tourists who are riding on an elephant. fig. 4.1  the international union for conservation of nature (iucn) collects data on animal species and  places them into categories based on estimated numbers.  table 4.1 summarises the conservation status of the three species of rhinoceros, as available in  2020. table 4.1 species locationapproximate  number in  the wildapproximate  number in  captivityiucn category indian rhinoceros rhinoceros  unicornisnational parks  in south nepal  and north india3588 160 vulnerable javan rhinoceros rhinoceros  sondaicusone national  park in java,  indonesia  72   0 critically endangered sumatran  rhinoceros dicerorhinus  sumatrensisnational parks  in sumatra  and borneo in  indonesia <80   7 critically endangered",
            "13": "13 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over  (a) outline the reasons why large mammals, such as some species of rhinoceros, are  endangered.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) in 2013, cincinnati zoo in the usa announced that they were hoping to breed together  rhinoceros that were brother and sister as part of their captive breeding programme.   (i) discuss the problems that using such closely related animals might have for the  conservation of rhinoceros.  ...  ...  ...  ...  ...  .  [2]",
            "14": "14 0610/43/ m/j/21 \u00a9 ucles 2021   (ii) captive breeding programmes often use artificial insemination.    outline the process of artificial insemination.  ...  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
            "15": "15 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over 5 (a) table 5.1 shows four functions of the human gas exchange system.   complete table 5.1 by identifying the part of the human gas exchange system that carries out  each function. table 5.1 functionpart of the human gas exchange  system contracts to decrease air pressure in the  lungs allows air to flow between the larynx and  the lungs contracts to lower the ribs in forced  expiration site of gas exchange [4]",
            "16": "16 0610/43/ m/j/21 \u00a9 ucles 2021  (b) scientists investigated the effect of increasing carbon dioxide concentration in the air on  the rate and depth of breathing. the people who took part in the investigation were healthy  volunteers.   the people breathed atmospheric air containing 0.04% carbon dioxide for five minutes.  they then breathed air containing 2% carbon dioxide for five minutes and then returned to  breathing atmospheric air for a further five minutes.   the results are shown in fig. 5.1. \u201320\u201310010 16 14 12 10 8 6 4 2 0203040506070 depth of breathingrate of breathingkey:0.04% co22% co20.04% co2 time  / minutespercentage change in rate and depth of breathing fig. 5.1",
            "17": "17 0610/43/ m/j/21 \u00a9 ucles 2021 [turn over   describe the effects of changing the carbon dioxide concentration of the air on the rate and  depth of breathing, as shown in fig. 5.1.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) complete the sentences by writing the appropriate word or phrase in the spaces provided.   during physical activity the carbon dioxide concentration in the blood increases. the  reason for this is an increase in the rate of ... that occurs in the  ... in muscle cells.   the increase in the concentration of carbon dioxide in the blood is detected by the  ... , which increases the rate and depth of breathing so that carbon  dioxide can be ... from the body. this is important because carbon  dioxide is a ... substance and can cause harm if it accumulates.  [5]  [total: 13]",
            "18": "18 0610/43/ m/j/21 \u00a9 ucles 2021 6 there are four blood groups in the abo system in humans: a, b, ab and o.  the gene that determines blood group has three alleles: ia, ib and io.  (a) parents with the genotypes iaio and ibio are planning to have more children.   complete the genetic diagram to determine the probability that the next child will have blood  group o.   parental blood groups  a b   parental genotypes  iaio ibio punnett square phenotypes of   the children  ... probability that the child will have blood group o  .  [4]  (b) explain why the abo blood group system is an example of co-dominance.  ...  ...  ...  ...  .  [2]",
            "19": "19 0610/43/ m/j/21 \u00a9 ucles 2021  (c) fig. 6.1 shows the percentages of the global population with the four different blood groups in  the abo system. 051015202530354045 a b ab blood grouppercentage of the global population o fig. 6.1   with reference to fig. 6.1, explain why the abo blood group system is an example of  discontinuous variation.  ...  ...  ...  ...  ...  .  [2]  [total: 8]",
            "20": "20 0610/43/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_51.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *8974457116* dc (dh/cgw) 198066/3 \u00a9 ucles 2021  [turn overbiology  0610/51 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/ m/j/21 \u00a9 ucles 2021 1 you are going to investigate the effect of the concentration of sugar solutions on osmosis in potato  cells.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1   label four test-tubes a, b, c and d and put them into the test-tube rack.  step 2   use the volumes of 1  mol per dm3 sugar solution and distilled water shown in table 1.1  to make solutions containing different concentrations of sugar in each test-tube.    use the syringes provided to make your solutions.  (a) (i) complete table 1.1 by writing in the concentration of the sugar solution in test-tube c. table 1.1 test-tubevolume of 1  mol per dm3 sugar  solution  / cm3volume of distilled water  / cm3concentration of sugar  solution  / mol per dm3 a 20   0 1.0 b 12   8 0.6 c   8 12 d   0 20 0.0  [1]  step 3  put the potato cylinders on a white tile and cut each cylinder to exactly 40  mm in length.  step 4  add one potato cylinder to each of test-tubes a, b, c and d.  step 5  leave the potato cylinders in the test-tubes for 20 minutes.    while you are waiting continue with the other questions.  step 6  after 20 minutes empty the contents of test-tube a into the container labelled waste .  step 7   use the forceps to remove the potato cylinder from the waste container and place it on  the white tile.  step 8   measure the length of the potato cylinder from test-tube a and record this measurement,  in millimetres , in your table in 1(a)(ii) . put the potato cylinder from test-tube a onto a  paper towel.  step 9  repeat steps 6, 7 and 8 for the potato cylinders in test-tubes b, c and d.",
            "3": "3 0610/51/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) prepare a table to record your results in the space provided.  [4]   (iii) explain why it was important that the potato cylinders were all cut to the same length in  step 3.  ...  ...  .  [1]   (iv) identify the variable that you changed in this investigation (independent variable).  .  [1]   (v) suggest two improvements that you could make to the method you have used in this  investigation. 1    ... 2    ...  [2]   (vi) describe one safety precaution you took while preparing the potato cylinders in step 3.  ...  ...  .  [1]",
            "4": "4 0610/51/ m/j/21 \u00a9 ucles 2021  (b) plan an investigation to find out the effect of temperature on osmosis in plant tissue.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "5": "5 0610/51/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
            "6": "6 0610/51/ m/j/21 \u00a9 ucles 2021  (c) potato cells contain starch grains.   (i) state the solution that would be used to test for the presence of starch and give the  result of a positive test. solution  ... positive test result  ..  ...   [2]    fig. 1.1 is a photomicrograph of some plant cells that contain starch grains. magnification \u00d7800a bstarch grain cell x fig. 1.1",
            "7": "7 0610/51/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) draw a large diagram of cell x in fig. 1.1.    label one starch grain on your drawing.  [5]   (iii) line ab represents the diameter of the starch grain. measure the length of line ab on  fig. 1.1.     length of line ab  mm    calculate the actual diameter of the starch grain using your measurement for line ab,  the information in fig. 1.1 and the formula:    magnification = length of line ab on fig. 1.1 actual diameter of the starch grain    give your answer to two significant figures.     [3]  [total: 26]",
            "8": "8 0610/51/ m/j/21 \u00a9 ucles 2021 2 (a) a student monitored their pulse rate after exercise. the student\u2019s pulse rate before exercise  was 62 beats per minute.   the results are shown in table 2.1. table 2.1 time after exercise  / minutespulse rate  / beats per minute 0 156 1 108 2   78 3   66 4   62 5   62   (i) plot a line graph on the grid of the data in table 2.1. include a line of best fit.  [4]",
            "9": "9 0610/51/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe the relationship shown in your graph, between pulse rate and time after  exercise.  ...  ...  ...  ...  .  [2]   (iii) calculate the percentage change in pulse rate from 0 minutes to 5 minutes using the  data in table 2.1.    give your answer to two decimal places.    space for working.   . %  [3]",
            "10": "10 0610/51/ m/j/21 \u00a9 ucles 2021  (b) the student monitored their pulse rate after exercise on three separate days and calculated  their average pulse rate from the data they collected.   the results are shown in table 2.2. table 2.2 time after  exercise  / minutespulse rate  / beats per minuteaverage   pulse rate  / beats per  minute day 1 day 2 day 3 0 156 154 158 156 1 108 107 106 107 2   78   80   76   78 3   66   67   65   66 4   62 120   64   63 5   62   60    61    61   explain why the student correctly calculated the average pulse rate at 4 minutes after exercise  as 63 beats per minute rather than 82 beats per minute.  ...  ...  ...  .  [2]",
            "11": "11 0610/51/ m/j/21 \u00a9 ucles 2021  (c) fig. 2.1 shows a cross-section of an artery and a vein as seen using a light microscope. vein artery fig. 2.1   state one visible similarity and two visible differences between the artery and the vein shown  in fig. 2.1. similarity    ... difference 1  ...  ... difference 2  ...  ...  [3]  [total: 14]",
            "12": "12 0610/51/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_52.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (st/jg) 201927/3 \u00a9 ucles 2021  [turn overbiology  0610/52 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8746287044* for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/ m/j/21 \u00a9 ucles 2021 1 catalase is an enzyme found in living cells. it catalyses the break-down of hydrogen peroxide to  form water and oxygen.  you are going to investigate the effect of catalase concentration on the rate of oxygen production.  you have been provided with a celery extract which contains catalase.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label five test-tubes a, b, c, d and e. put the test-tubes into the test-tube rack.  step 2  use a measuring cylinder to pour 10  cm3 of celery extract  into test-tube a.  step 3  use the measuring cylinder to transfer 5  cm3 of celery extract from test-tube a to test- tube b.   use the measuring cylinder to add 5  cm3 of distilled water to test-tube b. place a stopper  in test-tube b and shake it three times.  step 4  remove the stopper. use the measuring cylinder to transfer 5  cm3 of the liquid in test- tube b to test-tube c.   use the measuring cylinder to add 5  cm3 of distilled water to test-tube c. place a stopper  in test-tube c and shake it three times.  step 5  remove the stopper. use the measuring cylinder to transfer 5  cm3 of the liquid in test- tube c to test-tube d.   use the measuring cylinder to add 5  cm3 of distilled water to test-tube d. place a stopper  in test-tube d and shake it three times.  step 6  remove the stopper. use the measuring cylinder to transfer 5  cm3 of the liquid in test- tube d to test-tube e.   use the measuring cylinder to add 5  cm3 of distilled water to test-tube e. place a stopper  in test-tube e and shake it three times. remove the stopper.",
            "3": "3 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over  (a) (i) table 1.1 shows the concentration of the celery extract in test-tubes a to e. table 1.1 test-tubepercentage  concentration of  celery extract a 100.00 b  50.00 c.. d  12.50 e   6.25    complete table 1.1 by calculating and writing in the percentage concentration of celery  extract in test-tube c. [1]  step 7   pour a small amount of the celery extract from test-tube a onto the watch glass, as  shown in fig. 1.1. watch glass celery extract fig. 1.1  step 8  use the forceps to place one of the paper discs into the celery extract in the watch glass.  step 9  use the ruler to measure 2  cm from the top (open end) of the remaining unlabelled  test-tube. mark this distance by drawing a line on the test-tube with the marker pen.  step 10  use the forceps to remove the paper disc from the watch glass. place the paper disc into  the test-tube you prepared in step 9. push the paper disc to the bottom of the test-tube  with the glass rod.",
            "4": "4 0610/52/ m/j/21 \u00a9 ucles 2021  step 11  carefully pour hydrogen peroxide solution  into the test-tube until it reaches the line  you marked on the test-tube in step 9. immediately start the stop-clock and observe the  paper disc rising.    stop the stop-clock when the paper disc reaches the surface of the hydrogen peroxide  solution.    record the time taken for the disc to rise, in your table in 1(a)(ii) . record the time in  seconds. if the paper disc has not reached the surface of the hydrogen peroxide solution  after three minutes, stop the stop-clock and record the time as >180 in your table.  step 12  pour the hydrogen peroxide solution and paper disc into the beaker labelled waste .    empty the contents of the watch glass into the waste beaker. wipe the watch glass with  a paper towel.  step 13  repeat steps 7 to 12 using the celery extract in test-tubes b, c, d and e.   (ii)  prepare a table to record your results. [4]   (iii) state a conclusion for this investigation.  ...  ...  .  [1]",
            "5": "5 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over   (iv) identify the variable that you have changed (independent variable) and the variable you  have measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ... [2]  (b) (i)  the oxygen gas produced by the reaction forms bubbles on the paper disc. the bubbles  cause the disc to rise to the top of the hydrogen peroxide solution. the time taken for the  disc to rise can be used to calculate the rate of the reaction.    explain how you could calculate the rate at which the disc rises.  ...  ...  ...  .  [2]   (ii) identify one source of error in step 4 and one source of error in step 11. error in step 4    ...  ... error in step 11  ..  ...  ... [2]",
            "6": "6 0610/52/ m/j/21 \u00a9 ucles 2021  (c)  sodium chloride affects the activity of the enzyme catalase.   this enzyme catalyses the break-down of hydrogen peroxide to release water and oxygen  gas.   catalase  2h2o2   2h2o  +  o2  hydrogen peroxide   water   oxygen   plan an experiment to determine the effect of sodium chloride concentration on the volume of  oxygen gas produced during this reaction.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (d) the enzyme catalase is a protein.   state the test for protein and state the result of a positive test. test    ... positive test result  .  ... [2] [total: 20]",
            "7": "7 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
            "8": "8 0610/52/ m/j/21 \u00a9 ucles 2021 2 (a)  the photograph in fig. 2.1 shows a leaf from a european holly tree ( ilex aquifolium ). prickle pq fig. 2.1   (i) draw a large diagram of the holly leaf shown in fig. 2.1.    do not label your drawing. [4]",
            "9": "9 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) the line pq on fig. 2.1 shows the length of the leaf.    measure the length of line pq on fig. 2.1. include the unit.    length of line pq     draw a line on your drawing in the same position as line pq in fig. 2.1.    measure the length of the line you have drawn. include the unit.    length of the line on your drawing     calculate the magnification of your drawing using your measurements and the formula. magnification = length of the line on your drawing length of line pq in fig. 2.1    space for working.    [3]",
            "10": "10 0610/52/ m/j/21 \u00a9 ucles 2021  (b)  students investigated the relationship between the number of prickles on holly leaves and the  height of the leaves above the ground. \u2022 the students collected leaves from a total of five holly trees. \u2022 the students took leaves from seven different heights on each holly tree. \u2022 they collected 10 leaves from each height on each tree. \u2022 they counted the number of prickles on each of the holly leaves and calculated the  average number of prickles per leaf at each height.   the results of the investigation are shown in table 2.1. table 2.1 height above ground on  each holly tree  / maverage number of  prickles per leaf 0.5 18 1.0 14 1.5 13 2.0 3.0  8 4.0  3 5.0  1   (i) the students counted a total of 614 prickles on the leaves collected at a height of  2.0 metres.    calculate the total number of leaves collected at 2.0 metres above ground     then calculate the average number of prickles per leaf.    give your answer to the nearest whole number.    space for working.    [3]",
            "11": "11 0610/52/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) state two ways the students ensured that they collected a representative sample of  leaves. 1    ... 2    ... [2]   (iii)  plot a line graph on the grid to show the data in table 2.1. include a line of best fit. [4]",
            "12": "12 0610/52/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (c) fig. 2.2 shows another holly leaf. fig. 2.2   count and record the number of prickles on the leaf shown in fig. 2.2.    use the information in table 2.1 or your graph in 2(b)(iii)  to estimate the height on the tree  from which this holly leaf was collected.   number of prickles ..   estimated height on the holly tree .. m [2]  (d)  leaves contain starch.   state the solution used to test for starch and give the result of a positive test. solution  .  ... positive test result  .  ... [2] [total: 20]"
        },
        "0610_s21_qp_53.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh/cb) 202967/4 \u00a9 ucles 2021  [turn over *2507665523* biology  0610/53 paper 5 practical test  may/june  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/ m/j/21 \u00a9 ucles 2021 1 vitamin c is an important component of a balanced diet. many health drinks contain vitamin c.  you are going to estimate the concentration of vitamin c in a health drink by comparing it to  solutions with known concentrations of vitamin c.  dcpip is an indicator for vitamin c. when added to a vitamin c solution, the blue dcpip reacts  with vitamin c and becomes colourless. drops of dcpip are added to the vitamin c solution until  the solution remains blue.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label four small beakers a, b, c and d.  step 2   use the large syringe and the information in table 1.1 to make the vitamin c solutions in  the four labelled beakers. table 1.1 beakervolume of 1.00% vitamin c  solution  / cm3volume of  water  / cm3final percentage  concentration of vitamin c  a 1 3 0.25 b 2 2 0.50 c 3 1 d 4 0 1.00  (a) (i) complete table 1.1 by calculating the final percentage concentration of vitamin c in  beaker c.   ... % [1]  step 3  label four test-tubes a, b, c and d and place them in a test-tube rack.  step 4  use the small syringe to transfer 0.5  cm3 of vitamin c solution from beaker a to test-tube a.  step 5  repeat step 4 using beaker b and test-tube b.  step 6  repeat step 4 using beaker c and test-tube c.  step 7  repeat step 4 using beaker d and test-tube d.  step 8  fill the dropping pipette with the  dcpip  solution.",
            "3": "3 0610/53/ m/j/21 \u00a9 ucles 2021 [turn over  step 9  put one drop of dcpip into test-tube a and swirl gently to mix.     the blue colour should disappear as the vitamin c reacts with the dcpip. you will be  counting the number of drops of dcpip you put into the test-tube.  step 10  repeat step 9 until the blue colour does not disappear and the solution remains blue.  step 11   record, in your table in 1(a)(ii) , the total number of drops of dcpip you have put into  test-tube a.  step 12  repeat step 8 to step 11 with test-tubes b, c and d.   (ii) prepare a table to record your results.  [4]   (iii) state a conclusion for your results.  ...  ...  .  [1]  step 13  label a clean test-tube h.  step 14  use the small syringe to put 0.5  cm3 of health drink h into test-tube h.   step 15  add drops of dcpip and swirl gently until the colour in the test-tube remains blue.   (iv) record the number of drops of dcpip you added to test-tube h.   . drops  [1]   (v) estimate the percentage concentration of vitamin c in health drink h using your results  from 1(a)(ii)  and 1(a)(iv) .   ..  % [1]",
            "4": "4 0610/53/ m/j/21 \u00a9 ucles 2021   (vi)  identify two variables that were kept constant in this investigation. 1   2    [2]   (vii) explain why it was important to swirl the contents of the test-tube after adding each drop  of dcpip in step 9.  ...  ...  .  [1]  (b) repeating the investigation would improve the method used.   suggest two other improvements to the method that would allow a more accurate estimation  of the concentration of vitamin c in health drink h. 1    ... 2    ...  [2]  (c) explain why counting the number of drops of dcpip is not accurate.  ...  ...  .  [1]",
            "5": "5 0610/53/ m/j/21 \u00a9 ucles 2021 [turn over  (d) the manufacturers of health drink h claim that it also contains protein and glucose.    describe how you would test health drink h for protein and glucose.   include the results for a positive test. protein  ...  ...  ...  ...  ... glucose  .  ...  ...  ...  ...  ...  ...  ...  [5]  [total: 19]",
            "6": "6 0610/53/ m/j/21 \u00a9 ucles 2021 blank page",
            "7": "7 0610/53/ m/j/21 \u00a9 ucles 2021 [turn over2 (a) you are provided with the leaf of a plant, l1.   (i) make a large drawing of leaf l1.  [4]   (ii) measure the length of your drawing in 2(a)(i) . include the unit.    indicate on your drawing where you measured this length.    length of the leaf in your drawing ..    measure the actual length of the leaf l1. include the unit.    actual length of leaf l1 ..    calculate the magnification of your drawing using the equation: magnification = length of the leaf in your drawing actual length of leaf l1     [3]",
            "8": "8 0610/53/ m/j/21 \u00a9 ucles 2021  (b) a student used an aquatic plant to investigate the effect of carbon dioxide concentration on  the rate of photosynthesis. the production of oxygen gas can be used as an estimate of the  rate of photosynthesis.   the student set up the apparatus shown in fig. 2.1. he counted the number of bubbles  produced in 5 minutes. the carbon dioxide concentration in the water around the aquatic  plant was 2  mg per dm3.   he repeated the experiment with five different concentrations of carbon dioxide. lampbubbles containing oxygen gas aquatic plant water fig. 2.1   the student\u2019s results are shown in table 2.1. table 2.1 carbon dioxide concentration   / mg per dm3number of bubbles  produced in 5 minutes 2 4 4 14 6 20 8 25 10 35 12 35",
            "9": "9 0610/53/ m/j/21 \u00a9 ucles 2021   (i) plot a line graph on the grid of the data in table 2.1.       [4]   (ii) describe the trend shown on your graph in 2(b)(i) .  ...  ...  .  [1]  [turn over",
            "10": "10 0610/53/ m/j/21 \u00a9 ucles 2021   (iii) the rate of photosynthesis can be given as the number of bubbles produced in one  minute.    use the information in table 2.1 to calculate the rate of photosynthesis at a carbon dioxide  concentration of 4  mg per dm3.    give your answer to one significant figure.    space for working.     bubbles per minute  [2]   (iv) identify the variable that the student changed in this investigation (the independent  variable).  .  [1]   (c) counting bubbles is not an accurate method for measuring the volume of gas produced by a  plant during photosynthesis.    plan an investigation to determine the effect of light intensity on the rate of photosynthesis.  your plan should include a more accurate method of measuring the volume of gas produced  during the reaction.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 21]",
            "11": "11 0610/53/ m/j/21 \u00a9 ucles 2021 blank page",
            "12": "12 0610/53/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_61.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *0557418202* dc (dh/cgw) 198067/2 \u00a9 ucles 2021  [turn overbiology  0610/61 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/61/ m/j/21 \u00a9 ucles 2021 1 a student investigated the effect of the concentration of sugar solutions on osmosis in potato cells.  step 1   the student labelled four test-tubes a, b, c and d.  step 2   the volumes of 1  mol per dm3 sugar solution and distilled water shown in table 1.1 were  used to make solutions containing different concentrations of sugar in each test-tube.  (a) (i) complete table 1.1 by writing in the concentration of the sugar solution in test-tube c. table 1.1 test-tubevolume of 1  mol per dm3 sugar  solution  / cm3volume of distilled water  / cm3concentration of sugar  solution  / mol per dm3 a 20   0 1.0 b 12   8 0.6 c   8 12 d   0 20 0.0  [1]  step 3   the student was given four potato cylinders which had all been cut from one potato.  the diameters of the potato cylinders were all the same but the lengths of the potato  cylinders varied.  step 4   the student cut all four potato cylinders to exactly 40  mm in length.  step 5   one potato cylinder was put into each labelled test-tube. the potato cylinders were left in  the sugar solutions for 20 minutes.  step 6   after 20 minutes the potato cylinders were removed from the test-tubes.  fig. 1.1 is a diagram showing the actual size of the potato cylinders from test-tubes a, b, c and d  at the end of step 6. a b c d fig. 1.1",
            "3": "3 0610/61/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) prepare a table to record the results in the space provided.    measure the length of each of the potato cylinders in fig. 1.1 and record these measurements  in your table.  [3]   (iii) explain why it was important that the potato cylinders were all cut to the same length in  step 4.  ...  ...  .  [1]   (iv) identify the variable that the student changed in this investigation (independent variable).  .  [1]   (v) suggest two improvements that you could make to the method used in this investigation. 1    ... 2    ...  [2]   (vi) describe one safety precaution that should be taken while preparing the potato cylinders  in step 4.  ...  ...  .  [1]",
            "4": "4 0610/61/ m/j/21 \u00a9 ucles 2021  (b) plan an investigation to find out the effect of temperature on osmosis in plant tissue.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "5": "5 0610/61/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
            "6": "6 0610/61/ m/j/21 \u00a9 ucles 2021  (c) potato cells contain starch grains.   (i) state the solution that would be used to test for the presence of starch and give the  result of a positive test. solution  .. positive test result  .  ...  [2]    fig. 1.2 is a photomicrograph of some plant cells that contain starch grains. magnification \u00d7800a bstarch grain cell x fig. 1.2",
            "7": "7 0610/61/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) draw a large diagram of cell x in fig. 1.2.    label one starch grain on your drawing.  [5]   (iii) line ab represents the diameter of the starch grain. measure the length of line ab on  fig. 1.2.    length of line ab  mm    calculate the actual diameter of the starch grain using your measurement for line ab,  the information in fig. 1.2 and the formula:    magnification = length of line ab on fig. 1.2 actual diameter of the starch grain    give your answer to two significant figures.     [3]  [total: 25]",
            "8": "8 0610/61/ m/j/21 \u00a9 ucles 2021 2 (a) a student monitored their pulse rate after exercise. the student\u2019s pulse rate before exercise  was 62 beats per minute.   the results are shown in table 2.1. table 2.1 time after exercise  / minutespulse rate  / beats per minute 0 156 1 108 2   78 3   66 4   62 5   62   (i) plot a line graph on the grid of the data in table 2.1. include a line of best fit.  [4]",
            "9": "9 0610/61/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) describe the relationship shown in your graph, between pulse rate and time after  exercise.  ...  ...  ...  ...  .  [2]   (iii) calculate the percentage change in pulse rate from 0 minutes to 5 minutes using the  data in table 2.1.    give your answer to two decimal places.    space for working.     %  [3]   (iv) state the variable that was measured (dependent variable) in this investigation.  .  [1]",
            "10": "10 0610/61/ m/j/21 \u00a9 ucles 2021  (b) the student monitored their pulse rate after exercise on three separate days and calculated  their average pulse rate from the data they collected.   the results are shown in table 2.2. table 2.2 time after  exercise  / minutespulse rate  / beats per minuteaverage   pulse rate  / beats per  minute day 1 day 2 day 3 0 156 154 158 156 1 108 107 106 107 2   78   80   76   78 3   66   67   65   66 4   62 120   64   63 5   62   60    61    61   explain why the student correctly calculated the average pulse rate at 4 minutes after exercise  as 63 beats per minute rather than 82 beats per minute.  ...  ...  ...  .  [2]",
            "11": "11 0610/61/ m/j/21 \u00a9 ucles 2021  (c) fig. 2.1 shows a cross-section of an artery and a vein as seen using a light microscope. vein artery fig. 2.1   state one visible similarity and two visible differences between the artery and the vein shown  in fig. 2.1. similarity    ... difference 1  ...  ... difference 2  ...  ...  [3]  [total: 15]",
            "12": "12 0610/61/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_s21_qp_62.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *2674503045* dc (st/jg) 201921/3 \u00a9 ucles 2021  [turn overbiology  0610/62 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/62/ m/j/21 \u00a9 ucles 2021 1 catalase is an enzyme found in living cells. it catalyses the break-down of hydrogen peroxide to  form water and oxygen. in this investigation a celery extract was used as a source of catalase.  a student investigated the effect of catalase concentration on the rate of oxygen production.  the student made five different concentrations of celery extract by diluting the celery extract by  50% in each successive dilution.  step 1  five beakers were labelled a, b, c, d and e.  step 2  a 10 cm3 measuring cylinder was used to place 10  cm3 of celery extract into beaker a.  step 3  the same measuring cylinder was used to transfer 5  cm3 of celery extract from beaker a  to beaker b. the same measuring cylinder was used to add 5  cm3 of distilled water to  beaker b.  step 4  the same measuring cylinder was used to transfer 5  cm3 of celery extract from beaker b  to beaker c. 5 cm3 of distilled water was added to beaker c.  step 5  the same measuring cylinder was used to transfer 5  cm3 of celery extract from beaker c  to beaker d. 5 cm3 of distilled water was added to beaker d.  step 6  the same measuring cylinder was used to transfer 5  cm3 of celery extract from beaker d  to beaker e. 5 cm3 of distilled water was added to beaker e.  (a) (i) table 1.1 shows the concentrations of the celery extract in beakers a to e. table 1.1 beakerpercentage  concentration of  celery extract a 100.00 b  50.00 c.. d  12.50 e   6.25    complete table 1.1 by calculating and writing in the percentage concentration of celery  extract in beaker c. [1]",
            "3": "3 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over  step 7  small filter paper discs were dipped into the celery extracts in beakers a to e.  step 8  the paper disc dipped in celery extract a was placed into a test-tube and was pushed to  the bottom of the test-tube with a glass rod.  step 9  a syringe was used to put 18  cm3 of 1% hydrogen peroxide solution into the test-tube.    the apparatus is shown in fig. 1.1.    the student recorded the time taken for the paper disc to rise to the surface of the  hydrogen peroxide solution. test-tube 1% hydrogen peroxide solution direction of travel of filter paper disc filter paper disc soaked in celery extractbubbles of oxygen gas fig. 1.1  step 10   steps 8 and 9 were repeated using the paper discs dipped in celery extracts b, c, d and  e.  the times taken for each paper disc to rise are shown in fig. 1.2. 00:24 00:49 01:07 01:56 celery extract  a celery extract b celery extract c celery extract dminutes:seconds minutes:seconds minutes:seconds minutes:seconds 03:19 celery extract eminutes:seconds fig. 1.2",
            "4": "4 0610/62/ m/j/21 \u00a9 ucles 2021   (ii)  prepare a table to record the results shown in fig. 1.2. record all the times in seconds. [4]   (iii) state a conclusion for this investigation.  ...  ...  .  [1]   (iv) identify the variable that the student changed (independent variable) and the variable  that was measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ... [2]",
            "5": "5 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over  (b) (i) the oxygen gas produced by the reaction forms bubbles on the paper disc. the bubbles  cause the disc to rise to the top of the hydrogen peroxide solution. the time taken for the  disc to rise can be used to calculate the rate of the reaction.    explain how you could calculate the rate at which the disc rises.  ...  ...  ...  .  [2]   (ii) identify one source of error in step 4.  ...  ...  .  [1]   (iii) describe a suitable control for this investigation.  ...  ...  .  [1]",
            "6": "6 0610/62/ m/j/21 \u00a9 ucles 2021  (c)  sodium chloride affects the activity of the enzyme catalase.   this enzyme catalyses the break-down of hydrogen peroxide to release water and oxygen  gas.   catalase  2h2o2   2h2o  +  o2  hydrogen peroxide   water   oxygen   plan an experiment to determine the effect of sodium chloride concentration on the volume of  oxygen gas produced during this reaction.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  (d) the enzyme catalase is a protein.   state the test for protein and state the result of a positive test. test    ... positive test result  .  ... [2] [total: 20]",
            "7": "7 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over blank page",
            "8": "8 0610/62/ m/j/21 \u00a9 ucles 2021 2 (a)  the photograph in fig. 2.1 shows a leaf from a european holly tree ( ilex aquifolium ). prickle pq fig. 2.1   (i) draw a large diagram of the holly leaf shown in fig. 2.1.    do not label your drawing. [4]",
            "9": "9 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) the line pq on fig. 2.1 shows the length of the leaf.    measure the length of line pq on fig. 2.1. include the unit.    length of line pq     draw a line on your drawing in the same position as line pq in fig. 2.1.    measure the length of the line you have drawn. include the unit.    length of the line on your drawing     calculate the magnification of your drawing using your measurements and the formula. magnification = length of the line on your drawing length of line pq in fig. 2.1    space for working.    [3]",
            "10": "10 0610/62/ m/j/21 \u00a9 ucles 2021  (b)  students investigated the relationship between the number of prickles on holly leaves and the  height of the leaves above the ground. \u2022 the students collected leaves from a total of five holly trees. \u2022 the students took leaves from seven different heights on each holly tree. \u2022 they collected 10 leaves from each height on each tree. \u2022 they counted the number of prickles on each of the holly leaves and calculated the  average number of prickles per leaf at each height.   the results of the investigation are shown in table 2.1. table 2.1 height above ground on  each holly tree  / maverage number of  prickles per leaf 0.5 18 1.0 14 1.5 13 2.0 3.0  8 4.0  3 5.0  1   (i) the students counted a total of 614 prickles on the leaves collected at a height of  2.0 metres.    calculate the total number of leaves collected at 2.0 metres above ground ..    calculate the average number of prickles per leaf.    give your answer to the nearest whole number.    space for working.    [3]",
            "11": "11 0610/62/ m/j/21 \u00a9 ucles 2021 [turn over   (ii) state two ways the students ensured that they collected a representative sample of  leaves. 1    ... 2    ... [2]   (iii)  plot a line graph on the grid to show the data in table 2.1. include a line of best fit. [4]",
            "12": "12 0610/62/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge. (c) fig. 2.2 shows another holly leaf. fig. 2.2   count and record the number of prickles on the leaf shown in fig. 2.2.   use the information in table 2.1 or your graph in 2(b)(iii) to estimate the height on the tree  from which this holly leaf was collected.   number of prickles ..   estimated height on the holly tree .. m [2]  (d)  leaves contain starch.   state the solution used to test for starch and give the result of a positive test. solution  .  ... positive test result  .  ... [2] [total: 20]"
        },
        "0610_s21_qp_63.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122biology  0610/63 paper 6 alternative to practical  may/june  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3962910580* dc (lk/sg) 202984/4 \u00a9 ucles 2021  [turn over",
            "2": "2 0610/63/ m/j/21 \u00a9 ucles 2021 1 vitamin c is an important component of a balanced diet. many health drinks contain vitamin c.  a student estimated the concentration of vitamin c in a health drink by comparing it to solutions  with known concentrations of vitamin c.  dcpip is an indicator for vitamin c. when added to a vitamin c solution, the blue dcpip reacts  with vitamin c and becomes colourless. drops of dcpip are added to the vitamin c solution until  the solution remains blue.  step 1    the student labelled four beakers a, b, c and d and used the information in table 1.1 to  make the vitamin c solutions in the four labelled beakers. table 1.1 beakervolume of 1.00% vitamin c  solution  / cm3volume of  water  / cm3final percentage  concentration of vitamin c  a 10 30 0.25 b 20 20 0.50 c 30 10 d 40  0 1.00  (a) (i) complete table 1.1 by calculating the final percentage concentration of vitamin c in  beaker c.   ..  % [1]  step 2   a syringe was used to transfer 0.5  cm3 of the vitamin c solution from beaker a into a  test\u2011tube labelled a.  step 3   the student filled a dropping pipette with a 1% dcpip  solution and added one drop at a  time to test \u2011tube a. the blue colour disappeared as vitamin c reacted with the dcpip.      the number of drops was counted as they were added to the test \u2011tube.   step 4   the student stopped adding drops of dcpip to test \u2011tube a when the solution remained  blue in colour when a drop was added. the total number of drops of dcpip added was  recorded.  step 5   the student then repeated steps 2 to 4 using the solutions from beakers b, c and d and  test\u2011tubes labelled b, c and d.  step 6   the student then repeated steps 2 to 5 to obtain a second set of results.",
            "3": "3 0610/63/ m/j/21 \u00a9 ucles 2021 [turn over  the student\u2019s results are shown in fig. 1.1. trial 1 test-tube a = 6 drops test-tube b = 13 drops  test-tube c = 18 drops  test-tube d = 23 drops trial 2 test-tube a = 4 drops test-tube b = 11 drops  test-tube c = 18 drops  test-tube d = 21 drops  fig. 1.1   (ii) prepare a table to record the results shown in fig. 1.1.    your table should include the average of the two trials.   [5]",
            "4": "4 0610/63/ m/j/21 \u00a9 ucles 2021   (iii) state a conclusion for the student\u2019s results.  ...  ...  .  [1]    (iv) suggest why the student repeated the investigation.  ...  ...  .  [1]   step 7   the student put 0.5  cm3 of health drink h into a clean test \u2011tube. they then added drops  of 1% dcpip to the test \u2011tube until the solution in the test \u2011tube remained blue.    a total of  10 drops  of dcpip were added to the sample of health drink h.   (v) estimate the percentage concentration of vitamin c in health drink h, using the  information in table 1.1, your table in 1(a)(ii)  and step 7.   ..  % [1]   (vi) suggest two improvements to the method that would allow a more precise estimation of  the vitamin c concentration in health drink h. 1    ... 2    ...  [2]   (vii) identify two variables that were kept constant in this investigation. 1   2    [2]",
            "5": "5 0610/63/ m/j/21 \u00a9 ucles 2021 [turn over  (b) explain why counting the number of drops of dcpip is not accurate.  ...  ...  .  [1]  (c) the manufacturers of health drink h claim that it also contains protein and glucose.    describe how you would test health drink h for protein and glucose.   include the results for a positive test. protein  ...  ...  ...  ...  ... glucose  .  ...  ...  ...  ...  ...  ...  ...  [5]  [total: 19]",
            "6": "6 0610/63/  m  / j  /21 \u00a9 ucles 20212 (a) fig. 2.1 is a leaf from a plant. a b actual size fig. 2.1   (i) make a large drawing of the leaf in fig. 2.1.  [4]",
            "7": "7 0610/63/ m/j/21 \u00a9 ucles 2021 [turn over  (ii) measure the length of line ab in fig. 2.1 . include the unit.    length of line ab ...     draw a line on your drawing in 2(a)(i)  to show the position of line ab.    measure this line on your drawing. include the unit.    length of the line on your drawing     calculate the magnification of your drawing using your measurements and the equation: magnification = length of the line on your drawing length of line ab in fig. 2.1     [3]",
            "8": "8 0610/63/ m/j/21 \u00a9 ucles 2021  (b) a student used an aquatic plant to investigate the effect of carbon dioxide concentration on  the rate of photosynthesis. the production of oxygen gas can be used as an estimate of the  rate of photosynthesis.   the student set up the apparatus shown in fig. 2.2. he counted the number of bubbles  produced in 5 minutes. the carbon dioxide concentration in the water around the aquatic  plant was 2  mg per  dm3.   he repeated the experiment with five different concentrations of carbon dioxide. lampbubbles containing oxygen gas aquatic plant water fig. 2.2   the student\u2019s results are shown in table 2.1. table 2.1 carbon dioxide concentration  / mg per dm3number of bubbles  produced in 5 minutes  2  4  4 14  6 20  8 25 10 35 12 35",
            "9": "9 0610/63/ m/j/21 \u00a9 ucles 2021   (i) plot a line graph on the grid of the data in table 2.1.      [4]   (ii) describe the trend shown on your graph in 2(b)(i) .  ...  ...  .  [1]  [turn over",
            "10": "10 0610/63/ m/j/21 \u00a9 ucles 2021   (iii) the rate of photosynthesis can be given as the number of bubbles produced in one  minute.    use the information in table 2.1 to calculate the rate of photosynthesis at a carbon  dioxide concentration of 4  mg per dm3.    give your answer to one significant figure.    space for working.     bubbles per minute    [2]   (iv) identify the variable that the student changed in this investigation (the independent  variable).  .  [1]   (c) counting bubbles is not an accurate method for measuring the volume of gas produced by a  plant during photosynthesis.    plan an investigation to determine the effect of light intensity on the rate of photosynthesis.  your plan should include a more accurate method of measuring the volume of gas produced  during the reaction.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 21]",
            "11": "11 0610/63/ m/j/21 \u00a9 ucles 2021 blank page",
            "12": "12 0610/63/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_11.pdf": {
            "1": "    this document has 16 pages.  ib21 11_0610_11/5rp   \u00a9 ucles 2021   [turn ove r   *8689865158*cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/11/o/n/21  1 which characteristics of all living organisms are needed to re lease energy for growth?  a breathing and respiration  b excretion and nutrition  c excretion and respiration  d nutrition and respiration      2 which pair of organisms belong to the same genus?  a alderia modesta and austrominius modestus  b arenicola cristata  and arenicola marina  c bittium reticulatum and clypeostoma reticulatum  d botryllus schlosseri and botrylloides leachii      3 the diagram shows an animal.        what is the animal?  1 animal with a vertebral column  . ..  vertebrate  animal with an exoskeleton  ... .  go to 2  2 no distinct head, thorax and abdomen  ...   a  distinct head, thorax and abdomen     go to 3  3 eye occupies less than one third of the head  ... ..  b  eye occupies more than one third of the head   go to 4  4 wings are wider than they are long  .   c  wings are longer than they are wide  .. .  d     ",
            "3": "3     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  4 which row shows the structure on the outside of a plant cell a nd the location of the chloroplasts in  the cell?     structure on the  outside of a plant cell location of  chloroplasts  a cell membrane in the cytoplasm  b cell membrane in the vacuole  c cell wall in the cytoplasm  d cell wall in the vacuole     5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots      6 what is the equation for calculating the magnification of a bi ological drawing?  a magnification = actual size \uf0b4 image size \uf0b4 100  b magnification = actual size \uf0b8 image size  c magnification = image size \uf0b8 actual size  d magnification = actual size \uf0b4 100 \uf0b8 image size     ",
            "4": "4  \u00a9 ucles 2021 0610/11/o/n/21  7 which words complete the definition of diffusion?    \u2018diffusion is the net movement of particles from a region of th eir \u2026\u20261\u2026... concentration to a  region of their \u2026\u20262\u2026... concentration, \u2026\u20263\u2026... a concentration gradient.\u2019     1  2  3   a higher lower up  b higher lower down  c lower higher up  d lower higher down     8 cyanide is a poison that stops respiration. a paramecium is a single-celled freshwater organism.    what is the most likely effect of cyanide in a paramecium?  a increased active transport  b decreased osmosis  c decreased active transport  d increased osmosis     9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      ",
            "5": "5     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      ",
            "6": "6  \u00a9 ucles 2021 0610/11/o/n/21  12 which row shows the raw materials needed for photosynthesis and  the products of  photosynthesis?     raw materials products  a water + chlorophyll carbon dioxide + glucose  b carbon dioxide + water chlorophyll + oxygen  c oxygen + carbon dioxide water + glucose  d water + carbon dioxide glucose + oxygen      13 which food is the best source of vitamin c?  a b r e a d   b m e a t   c milk  d oranges      14 which reagent is used to test for the presence of vitamin c?  a benedict\u2019s  b biuret  c dcpip  d ethanol      15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    ",
            "7": "7     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  16 the diagram shows part of the human alimentary canal and assoc iated organs.    which structure produces hydrochloric acid?    ab c d     17 the diagrams show sections of a leaf and a root.    1 3 42 section of a leaf section through a rootnot to scale     which two labelled structures identify xylem?  a 1 and 4 b 2 and 3 c 1 and 3 d 2 and 4     ",
            "8": "8  \u00a9 ucles 2021 0610/11/o/n/21  18 which graph shows the effect of increasing humidity on the rat e of transpiration?    a humidityrate of transpiration b humidityrate of transpiration  c humidityrate of  transpirationd humidityrate of  transpiration      19 the diagram shows a section through a mammalian heart.    which part carries blood directly from the lungs?    bc da      20 which component of blood produces antibodies?  a red blood cells  b white blood cells  c platelets  d p l a s m a    ",
            "9": "9     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    22 which structure is a bronchus?    b ac d      ",
            "10": "10  \u00a9 ucles 2021 0610/11/o/n/21  23 the diagram shows the apparatus used by a student to investiga te respiration in woodlice (small  arthropods).    woodlicecotton woolcapillary tube water dropsoda lime to remove carbon dioxidetest-tube containing air     which explanation about the direction that the water drop will move is correct?  a the water drop will move away from the woodlice because respira tion uses carbon dioxide.  b the water drop will move away from the woodlice because respira tion uses oxygen.  c the water drop will move towards the woodlice because respirati on uses carbon dioxide.  d the water drop will move towards the woodlice because respirati on uses oxygen.    24 some students placed yeast, sugar and water into a bottle. the y then placed an empty balloon  over the opening of the bottle. the bottle was left in a warm p lace for one hour. during this time  the balloon increased in size.    balloon yeast, sugar and water     why does the balloon increase in size?  a the yeast makes alcohol.  b the yeast makes carbon dioxide.  c the yeast makes oxygen.  d the yeast makes lactic acid.     ",
            "11": "11     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  25 the diagram shows part of the excretory system of a female mam mal.    x     what is tube x?  a ureter  b urethra  c u t e r u s   d vein    26 the diagram shows a reflex arc that passes through the spinal cord.    musclex ypain receptor     which type of neurones are x and y?     x  y   a motor neurone relay neurone  b relay neurone sensory neurone  c sensory neurone motor neurone  d sensory neurone relay neurone ",
            "12": "12  \u00a9 ucles 2021 0610/11/o/n/21  27 the diagram shows a section through the skin.    which labelled part is a hair erector muscle?    a b c d      28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd      29 which definition of a drug is correct?  a a substance that increases the rate of a chemical reaction and  is not changed by the reaction  b a protein that functions a s a biological catalyst  c a substance taken into the body that modifies or affects chemi cal reactions in the body  d a chemical substance, produced by a gland and carried by the b lood, which alters the activity  of one or more specific target organs     ",
            "13": "13     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  30 which is an example of sexual reproduction?  a a female insect laying unfertilised eggs that develop into new insects  b division of a single-celled bacterium to produce two new bacter ia  c fusion of a pollen grain nucleus with an ovule nucleus to produ ce a seed  d growing cuttings taken from one plant to produce new, genetical ly identical plants      31 the diagram shows part of the male reproductive system.    1 42 3     which structures manufacture sperm and the fluid the sperm are transported in?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4      32 which type of birth control prevents sperm from entering the v agina?  a contraceptive pill  b diaphragm  c iud  d vasectomy      33 an allele is a version of which structure?  a amino acid  b chromosome  c gene  d protein    ",
            "14": "14  \u00a9 ucles 2021 0610/11/o/n/21  34 which are functions of mitosis?    1 growth  2 production of gametes  3 repair of damaged tissue  4 replacement of cells 5 asexual reproduction    a 1, 3, 4 and 5  b 1 and 3 only  c 2, 3 and 4  d 2 only    35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    ",
            "15": "15     \u00a9 ucles 2021 0610/11/o/n/21 [turn over  36 the diagram shows a woodland food web.    fox rabbit snailfroghawk dandelion grass    which statement is not correct?  a dandelions and grass are both producers.  b the fox and the hawk are both tertiary consumers.  c the frog is a secondary consumer.  d the rabbit and the snail are both primary consumers.      37 which organism makes its own organic nutrients using light ener gy?  a producer  b c o n s u m e r   c herbivore  d carnivore      38 which process releases carbon dioxide into the atmosphere?  a decomposition  b fossilisation  c photosynthesis  d transpiration     39 which row shows what is used to make biofuel, bread and fruit j uice?     biofuel bread fruit juice  a pectinase pectinase yeast  b pectinase yeast pectinase  c yeast pectinase yeast  d yeast yeast pectinase     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/11/o/n/21  40 what is an effect of an increase  in the use of insecticides?  a decreased competition between crop plants and weeds  b decreased numbers of extinctions  c decreased numbers of pollinators  d decreased use of fertilisers       "
        },
        "0610_w21_qp_12.pdf": {
            "1": "    this document has 16 pages.  ib21 11_0610_12/4rp   \u00a9 ucles 2021   [turn ove r   *0992771725*cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/12/o/n/21  1 all living things can remove toxic materials and other substanc es that are in excess of  requirements.    what is this process called?  a egestion  b excretion  c nutrition  d respiration    2 the table shows features of some animals.    which animal is a mammal?     gills hair scales wings   a \u0016 \u001a \u001a \u001a k e y   b \u0016 \u001a \u0016 \u001a \u0016 = present  c \u001a \u0016 \u001a \u0016 \u001a = absent  d \u001a \u001a \u0016 \u0016       3 the diagram shows an animal.        what is the animal?  1 animal with a vertebral column  . ..  vertebrate  animal with an exoskeleton  ... .  go to 2  2 no distinct head, thorax and abdomen  ...   a  distinct head, thorax and abdomen     go to 3  3 eye occupies less than one third of the head  ... ..  b  eye occupies more than one third of the head   go to 4  4 wings are wider than they are long  .   c  wings are longer than they are wide  .. .  d     ",
            "3": "3     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  4 the diagram shows some tissues in part of a plant root. the arr ows represent the movement of  water into and across the plant root tissues.        how many different tissues are shown?  a 2  b 4  c 5  d 7     5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots    ",
            "4": "4  \u00a9 ucles 2021 0610/12/o/n/21  6 the diagram shows a beetle.    x y33 mm     the actual size of the beetle between x and y is 15  mm.    what is the magnification of the image?  a \uf0b40.45 b \uf0b42.2 c \uf0b448 d \uf0b4495      7 which statement about diffusion is correct?  a the process requires energy from respiration.  b the particles must cross a cell membrane.  c the net movement of particles is up a concentration gradient.  d the process involves the random movement of particles.     8 the cells in a plant root have a higher concentration of magnes ium ions than in the surrounding  soil.    which process will move the magnesium ions into the root?  a active transport  b diffusion  c o s m o s i s   d transpiration    ",
            "5": "5     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
            "6": "6  \u00a9 ucles 2021 0610/12/o/n/21  11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      12 the diagram shows a cross-section through a leaf.    x     what is the structure labelled x?  a cuticle  b palisade mesophyll  c spongy mesophyll  d stomata    ",
            "7": "7     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  13 the diagram shows the surface view of part of the epidermis of a leaf.        how many guard cells are present?  a 0  b 3  c 6  d 12     14 what is the dietary importance of carbohydrates?  a to promote healthy bones and teeth  b to make fats  c to provide energy for the body  d to make proteins    15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    ",
            "8": "8  \u00a9 ucles 2021 0610/12/o/n/21  16 the diagram shows part of the alimentary canal and associated o rgans.    where does most water absorption take place?    cad b      17 the diagram shows a young plant.    p q r     in which parts of the plant are xylem vessels found?  a p, q and r b p and q only c q and r only d q only    ",
            "9": "9     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  18 which graph shows the effect of increasing humidity on the rat e of transpiration?    a humidityrate of transpiration b humidityrate of transpiration  c humidityrate of  transpirationd humidityrate of  transpiration      19 the diagram shows a section through a mammalian heart.    which part carries blood directly from the lungs?    bc da      ",
            "10": "10  \u00a9 ucles 2021 0610/12/o/n/21  20 the diagram shows the four components of blood separated into l ayers.    which component is labelled with the correct function?    a   plasma \u2013 production       of antibodies c   red blood cells \u2013       phagocytosisb   platelets \u2013 blood  clotting d   white blood cells \u2013       transport of oxygen      21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin 3 stomach acid 4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    22 which shows the correct order of structures that air travels t hrough when a human breathes in?  a alveoli \uf0ae trachea \uf0ae bronchioles \uf0ae bronchi  b trachea \uf0ae bronchi \uf0ae bronchioles \uf0ae alveoli  c alveoli \uf0ae bronchioles \uf0ae bronchi \uf0ae trachea  d trachea \uf0ae bronchioles \uf0ae bronchi \uf0ae alveoli    ",
            "11": "11     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  23 which chemicals are needed to release energy in aerobic respir ation?  a carbon dioxide and glucose  b carbon dioxide and water  c oxygen and glucose  d oxygen and water      24 yeast is an organism used in the production of biofuels.    which statement describes why yeast is used for biofuel product ion?  a yeast respires aerobically to produce carbon dioxide.  b yeast respires aerobically to produce carbon dioxide and ethano l.  c yeast respires anaerobically to produce carbon dioxide.  d yeast respires anaerobically to produce carbon dioxide and etha nol.    25 the diagram shows part of the excretory system of a female mam mal.    x     what is tube x?  a ureter  b urethra  c u t e r u s   d vein    ",
            "12": "12  \u00a9 ucles 2021 0610/12/o/n/21  26 the structures listed are part of the nervous system.    1 brain  2 effector  3 receptor  4 relay neurone    in a reflex arc, which structures are connected to a motor neur one by synapses?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     27 a student investigated the effect of changing light intensity o n pupil diameter in the eye.    the table shows the results.    starting pupil diameter /  mm final pupil diameter  / mm  8 2    which explanation for the student\u2019s results is correct?  a a reduced light intensity reduced the pupil diameter by 75%.  b a reduced light intensity reduced the pupil diameter by 25%.  c an increased light intensity reduced the pupil diameter by 75%.   d an increased light intensity reduced the pupil diameter by 25%.     28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd      ",
            "13": "13     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  29 which substance can be used to treat a bacterial infection?  a adrenaline  b antibiotics  c antigens  d insulin      30 fertilisation is defined as the fusion of the \u2026\u2026x\u2026\u2026 of two gam etes to form a \u2026\u2026y\u2026\u2026 .    which row completes the sentence?     x  y   a alleles sex cell  b alleles zygote  c nuclei sex cell  d nuclei zygote      31 what is the correct description of pollination?  a pollen grains are transferred from the anther to the ovary.  b pollen grains are transferred from the anther to the stigma.  c pollen grains are transferred from the ovary to the stigma.  d pollen grains are transferred from the stamen to the anther.     32 hiv is a sexually transmitted infection (sti).    which methods could be used to reduce the spread of hiv?    1 breast-feed babies  2 education about how hiv is spread 3 provide easy access to condoms 4 provide needle exchange schemes for drug users    a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4     33 which of these determine the sex of humans?  a x and y genes  b x and y alleles  c x and y chromosomes  d x and y genotypes ",
            "14": "14  \u00a9 ucles 2021 0610/12/o/n/21  34 part of a tree branch is broken off and planted in the soil. a new tree grows from the branch.    which row is correct?     the cells in the new  tree are formed by the cells in the original tree and  in the new tree will be genetically   meiosis mitosis different identical   a \u0016 \u001a \u0016 \u001a k e y   b \u001a \u0016 \u001a \u0016 \u0016 = correct  c \u001a \u0016 \u0016 \u001a \u001a = not correct  d \u0016 \u001a \u001a \u0016      35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    36 the diagram shows a food chain.    grass   grasshopper  frog  snake  hawk    what is the tertiary consumer in this food chain?  a frog  b grasshopper  c hawk  d snake     ",
            "15": "15     \u00a9 ucles 2021 0610/12/o/n/21 [turn over  37 the diagram shows the water cycle.    river sealandlandlandpq rs     the table shows the processes involved in the water cycle.    which row is correct?     condensation evaporation precipitation transpiration  a p q r s  b r s q p  c s r p q  d q p s r     38 which process releases carbon dioxide into the atmosphere?  a decomposition  b fossilisation  c photosynthesis  d transpiration    39 what is the useful product of anaerobic respiration in the man ufacture of bread?  a carbon dioxide  b ethanol  c lactic acid  d oxygen    ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/12/o/n/21  40 what are reasons why species become endangered?  a habitat destruction, hunting and introduced species  b habitat protection, introduced species and monitoring  c habitat destruction, hunting and captive breeding programmes  d hunting, pollution and seed banks       "
        },
        "0610_w21_qp_13.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0610_13/5rp   \u00a9 ucles 2021   [turn ove r   *5486657084*cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/13/o/n/21  1 a n  amoeba  is a single-celled organism.    the diagram shows an amoeba  engulfing a food particle.    amoeba food particle    which characteristics of living organisms are shown?  a excretion, movement and nutrition  b excretion, nutrition and sensitivity  c movement, nutrition and sensitivity  d movement, reproduction and sensitivity      2 the binomial names for five different species are listed.    1 calluna vulgaris   2 garra rufa   3 primula veris   4 primula vulgaris   5 vespula rufa     which species belong to the same genus?  a 1 and 4 b 2 and 5 c 3 and 4 d 1 and 5    ",
            "3": "3     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  3 the diagram shows an animal.        what is the animal?  1 animal with a vertebral column  . ..  vertebrate  animal with an exoskeleton  ... .  go to 2  2 no distinct head, thorax and abdomen  ...   a  distinct head, thorax and abdomen     go to 3  3 eye occupies less than one third of the head  ... ..  b  eye occupies more than one third of the head   go to 4  4 wings are wider than they are long  .   c  wings are longer than they are wide  .. .  d    4 the diagram shows two guard cells.    which label is correct?    a  cell membrane b  cell wall c  vacuole d  cytoplasm      5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots ",
            "4": "4  \u00a9 ucles 2021 0610/13/o/n/21  6 a student draws a root hair cell. the actual length of the cel l is 0.8  mm and the drawing of the cell  is 80  mm long.    what is the magnification of the student\u2019s drawing?  a \uf0b40.001 b \uf0b40.01 c \uf0b410 d \uf0b4100     7 in which diagram would oxygen diffuse into the cell?    high oxygen concentration in the cell cell membranelow oxygen concentration outside of the cella high oxygen concentration in the cell cell membranehigh oxygen concentration outside of the cellb low oxygen concentration in the cell cell membranelow oxygen concentration outside of the cellc low oxygen concentration in the cell cell membranehigh oxygen concentration outside of the celld       8 which statement about the role of the pressure of water in sup porting plants is correct?  a the pressure of water inside the cells presses inwards on the c ell wall.  b the pressure of water outside the cells presses inwards on the cell wall.  c the pressure of water inside the cells presses outwards on the cell wall.  d the pressure of water outside the cells presses outwards on the  cell wall.     ",
            "5": "5     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     ",
            "6": "6  \u00a9 ucles 2021 0610/13/o/n/21  11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase       12 the diagram shows a section through a leaf.    nk l m     what are structures k, l, m and n?     k  l  m  n   a cuticle phloem xylem spongy mesophyll  b cuticle xylem phloem spongy mesophyll  c xylem phloem spongy mesophyll cuticle  d xylem spongy mesophyll cuticle phloem     ",
            "7": "7     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  13 which element is present in all amino acids?  a iron  b magnesium  c calcium  d nitrogen      14 a deficiency of which nutrient can cause scurvy?  a calcium  b iron  c vitamin c  d vitamin d      15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    ",
            "8": "8  \u00a9 ucles 2021 0610/13/o/n/21  16 which part of the alimentary canal produces an enzyme that dig ests proteins?    c dab      17 by which method is water absorbed by root hair cells?  a active transport  b evaporation  c osmosis  d transpiration    ",
            "9": "9     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  18 which graph shows the effect of increasing humidity on the rat e of transpiration?    a humidityrate of transpiration b humidityrate of transpiration  c humidityrate of  transpirationd humidityrate of  transpiration      19 the diagram shows a section through a mammalian heart.    which part carries blood directly from the lungs?    bc da      ",
            "10": "10  \u00a9 ucles 2021 0610/13/o/n/21  20 the diagram shows the external structure of the human heart.    which label identifies a coronary artery?    a b c d      21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin 3 stomach acid 4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    ",
            "11": "11     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  22 the diagram shows an alveolus.    air in and out xalveolus capillary     which gas is represented by the pathway shown by arrow x?  a air  b carbon dioxide  c oxygen  d water vapour     23 the table shows some facts about aerobic respiration.    which row is correct?     nutrient  molecules oxygen energy  a broken down released released  b broken down used released  c built up released required  d built up used required      24 which word equation represents anaerobic respiration in yeast c ells?  a glucose  \uf0ae  alcohol  +  carbon dioxide  b glucose  +  oxygen  \uf0ae  carbon dioxide  +  water  c glucose  \uf0ae  lactic acid  d glucose  \uf0ae  alcohol     ",
            "12": "12  \u00a9 ucles 2021 0610/13/o/n/21  25 the diagram shows part of the excretory system of a female mam mal.    x     what is tube x?  a ureter  b urethra  c u t e r u s   d vein     26 which part of the eye changes in size in response to changes i n light intensity?  a cornea  b lens  c pupil  d retina    27 a scientist investigated how the human body reacts to temperat ure.    which row shows the expected responses when the environmental t emperatures are 0  \uf0b0c and  40  \uf0b0c?     0 \uf0b0c 40  \uf0b0c  a sweating no response  b sweating shivering  c no response sweating  d shivering sweating     ",
            "13": "13     \u00a9 ucles 2021 0610/13/o/n/21 [turn over  28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd       29 which statement is the definition of the term drug?  a a substance produced in the body to stimulate hormonal reactio ns  b a substance produced by white blood cells to kill bacteria  c a substance taken into the body that modifies or affects chemi cal reactions  d a substance produced in the body which alters the activity of one or more specific target  organs    30 which statement describes a structural adaptation of wind-polli nated flowers?  a they have long filaments so that the anthers hang outside of t he flower.  b they have round, sticky sepals to trap pollen grains.  c their large petals protect the stigma.  d their stamens are feathery so there is a large surface area.     31 what is the correct order of structures through which human spe rm must pass in order to fertilise  an egg cell?  a sperm duct \uf0ae testes \uf0ae cervix \uf0ae vagina \uf0ae urethra \uf0ae uterus \uf0ae oviduct  b sperm duct \uf0ae testes \uf0ae urethra \uf0ae vagina \uf0ae cervix \uf0ae oviduct \uf0ae uterus   c t e s t e s  \uf0ae sperm duct \uf0ae urethra \uf0ae vagina \uf0ae cervix \uf0ae uterus \uf0ae oviduct  d t e s t e s  \uf0ae sperm duct \uf0ae vagina \uf0ae urethra \uf0ae uterus \uf0ae oviduct \uf0ae cervix    ",
            "14": "14  \u00a9 ucles 2021 0610/13/o/n/21  32 which pair of birth control methods are chemical methods of pr eventing pregnancy?   a cervical mucus and diaphragm  b contraceptive pill and monitoring body temperature  c femidom and vasectomy  d iud and ius      33 which process occurs in asexual reproduction?  a fertilisation  b meiosis  c mitosis  d pollination      34 a condition called polydactyly gives a person extra fingers or  toes. one type of polydactyly is  caused by a dominant allele.    a man who is homozygous recessive for the condition marries a w oman who is heterozygous for  the condition.    what is the probability that their first child will have polyda ctyly?  a 25% b 50% c 75% d 100%    35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    36 what is the initial source of energy input into most biologica l systems?  a light  b water  c oxygen  d heat ",
            "15": "15     \u00a9 ucles 2021 0610/13/o/n/21  37 which combination of factors would cause the greatest reductio n in the population growth of an  animal species?     disease food source predators  a decrease decrease decrease  b increase decrease increase  c decrease increase decrease  d increase increase increase      38 which process releases carbon dioxide into the atmosphere?  a decomposition  b fossilisation  c photosynthesis  d transpiration     39 three statements about the bacteria that are used in biotechno logy and genetic engineering are  listed.    1 they can convert simple molecules into more complex ones.  2 they can only reproduce very slowly.  3 their genetic material can be changed.    which statements are correct?  a 1 and 2 b 2  o n l y  c 1 and 3 d 3  o n l y     40 what is meant by a sustainable resource?  a a resource that is produced by non-intensive farming and is ra rely used  b a resource that is removed from a habitat without changing the  environment  c a resource that does not pollute the environment  d a resource that is produced as rapidly as it is removed from t he environment    ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/13/o/n/21  blank page  "
        },
        "0610_w21_qp_21.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib21 11_0610_21/4rp   \u00a9 ucles 2021   [turn ove r   *6434775130*cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/21/o/n/21  1 which characteristics of all living organisms are needed to re lease energy for growth?  a breathing and respiration  b excretion and nutrition  c excretion and respiration  d nutrition and respiration      2 two animals have an identical sequence of amino acids in one o f the proteins found in their cells.    what does this indicate about these animals?  a they have been eating the same types of food.  b they have not been exposed to substances that cause mutation.  c they must be members of the same genus.  d they share an ancestor.    3 which row shows the structure on the outside of a plant cell a nd the location of the chloroplasts in  the cell?     structure on the  outside of a plant cell location of  chloroplasts  a cell membrane in the cytoplasm  b cell membrane in the vacuole  c cell wall in the cytoplasm  d cell wall in the vacuole     4 the length of a mitochondrion in a photomicrograph is 15  mm.    the actual length of the mitochondrion is 3  \uf06dm.    what is the magnification of the photomicrograph?  a \uf0b45 b \uf0b445 c \uf0b45000 d \uf0b445  000     ",
            "3": "3     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots    6 which statement about turgor pressure is correct?  a it creates a pull in the xylem which allows water to move upwa rds.  b it allows sucrose and amino acids to travel upwards and downwa rds in the phloem.  c it is a pressure that is only found in cells containing chloro plasts.  d it is pressure that helps to provide support for plants.     7 which words complete the definition of diffusion?    \u2018diffusion is the net movement of particles from a region of th eir \u2026\u20261\u2026... concentration to a  region of their \u2026\u20262\u2026... concentration, \u2026\u20263\u2026... a concentration gradient.\u2019     1  2  3   a higher lower up  b higher lower down  c lower higher up  d lower higher down     ",
            "4": "4  \u00a9 ucles 2021 0610/21/o/n/21  8 the bases on one of the strands of a dna molecule have the seq uence shown.    a-a-t-c-t-g    what is the corresponding sequence of bases on the other strand ?  a a-a-t-c-t-g  b c-c-g-a-g-t  c g-g-c-t-c-a  d t-t-a-g-a-c     9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      ",
            "5": "5     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      ",
            "6": "6  \u00a9 ucles 2021 0610/21/o/n/21  12 two similar leaves are set up in test-tubes as shown. one is e xposed to light, while the other is  kept in the dark.    orange hydrogencarbonate indicator solutiongreen leaf black papergreen leaf     after a few hours, which colour would the hydrogencarbonate ind icator solution be in each   test-tube?     light dark  a colourless blue-black  b purple yellow  c red blue  d yellow purple     13 which food is the best source of vitamin c?  a b r e a d   b m e a t   c milk  d oranges    ",
            "7": "7     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  14 the diagram shows part of the human alimentary canal and assoc iated organs.    which structure produces hydrochloric acid?    ab c d     15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion    16 the diagrams show sections of a leaf and a root.    1 3 42 section of a leaf section through a rootnot to scale     which two labelled structures identify xylem?  a 1 and 4 b 2 and 3 c 1 and 3 d 2 and 4   ",
            "8": "8  \u00a9 ucles 2021 0610/21/o/n/21  17 what holds the water molecules together during the transpiratio n pull in the xylem?  a active transport  b cohesion  c diffusion  d turgor pressure      18 which component of blood produces antibodies?  a lymphocytes  b phagocytes  c plasma  d red blood cells      19 what is the function of the septum in the heart?  a to contract in order to pump blood to the body  b to prevent back flow of blood when the ventricles contract  c to prevent oxygenated and deoxygenated blood mixing  d to provide the heart muscle itself with oxygenated blood      20 what causes the air pressure in  the lungs to decrease during br eathing in?  a contraction of the external intercostal muscles and diaphragm  b expansion of the lungs causing a decrease in the volume of the alveoli  c outward movement of the ribs and upward movement of the diaphra gm  d higher pressure in the atmosphere than in the lungs causing the  alveoli to expand    ",
            "9": "9     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only     22 in a balanced chemical equation for aerobic respiration, what are the products?  a 6o 2 and 6h 2o  b c6h12o6 and 6o 2  c 6o 2 and 6co 2  d 6co 2 and 6h 2o     23 the diagram shows the structure of part of a kidney tubule and  associated blood vessels.    glomerulus x     which substances are normally present in the filtrate at x?     glucose urea  a absent absent  b absent present  c present absent  d present present     ",
            "10": "10  \u00a9 ucles 2021 0610/21/o/n/21  24 which situation is a voluntary action?  a an increase in heart rate in response to danger  b blinking to avoid injury to the eye  c raising your hand to answer a question  d sweating in hot weather      25 when we read a book, our eyes accommodate to view near objects .    which statement is correct when viewing a near object?  a ciliary muscle contracts, suspensory ligaments are slack, lens is thicker  b ciliary muscle contracts, suspensory ligaments are tense, lens is thinner  c ciliary muscle relaxes, suspensory ligaments are slack, lens is  thinner  d ciliary muscle relaxes, suspensory ligaments are tense, lens is  thicker     26 how does the body increase blood glucose concentration?  a insulin released by the liver triggers the pancreas to release  glucose.  b glucagon released by the pancreas triggers the liver to releas e glucose.  c insulin released by the pancreas triggers the liver to release  glucose.  d glucagon released by the liver triggers the pancreas to releas e glucose.     27 which definition of a drug is correct?  a a substance that increases the rate of a chemical reaction and  is not changed by the reaction  b a protein that functions a s a biological catalyst  c a substance taken into the body that modifies or affects chemi cal reactions in the body  d a chemical substance, produced by a gland and carried by the b lood, which alters the activity  of one or more specific target organs    ",
            "11": "11     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd       29 which hormone stimulates the release of an egg from the ovary during the menstrual cycle?  a fsh  b lh  c oestrogen  d progesterone    30 some descriptions of different human cells are listed.    1 contains 46 chromosomes  2 haploid nucleus 3 diploid nucleus 4 contains one set of unpaired chromosomes    which descriptions are correct for the nucleus of a human gamet e?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4     31 which adaptive feature is only found in female gametes?  a acrosome containing enzymes  b flagellum  c jelly coat  d nucleus containing chromosomes    ",
            "12": "12  \u00a9 ucles 2021 0610/21/o/n/21  32 a man of genotype iaib and woman of genotype ibio have a child.    what is the chance that the child will have the same blood grou p as one of its parents?  a zero b 1  i n  4  c 1  i n  2  d 3  i n  4     33 which statement is correct?  a genetic variation can be caused by phenotypic variation.  b mutations can be caused by phenotypic variation.  c phenotypic variation can be caused by genetic variation.  d phenotypic variation cannot be caused by mutations.     34 the diagram shows a section through the leaf of a water lily.        water lilies are hydrophytes.    they have larger air spaces than most other plants.    how does this adaption help the lily to survive?  a increases the number of chloroplasts for photosynthesis  b makes the leaf buoyant enough to float on water  c provides more space for the xylem and phloem  d speeds up gas exchange between the leaf and water     ",
            "13": "13     \u00a9 ucles 2021 0610/21/o/n/21 [turn over  35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    36 the graph shows the growth curve for a population of bacteria.     pqr s 0 5 10 15 time  / hours20 25 30number of bacteria     the table identifies each phase shown in the graph.    which row is correct?     death   phase exponential  (log) phase lag phase stationary  phase  a p q r s  b s q p r  c s p q r  d p s r q     ",
            "14": "14  \u00a9 ucles 2021 0610/21/o/n/21  37 bacteria can be genetically engineered to produce human protein .    what happens during this process?  a the human plasmids are isolated using restriction enzymes.  b ligase is used to create sticky ends in bacterial plasmids.  c restriction enzymes are used to create sticky ends in human dn a.  d human dna is isolated using ligase.    38 human insulin is a protein that can be made by genetically eng ineered bacteria. this involves the  transfer of genetic information to bacteria.    the diagrams show cells and parts of cells involved in this pro cess.    ribosome human cell not to scaleplasmid bacterial cell4 3 2 1     what is the correct order of transfer of genetic information?  a 3  \uf0ae  2  \uf0ae  1  \uf0ae  4  b 1  \uf0ae  2  \uf0ae  4  \uf0ae  3  c 3  \uf0ae  4  \uf0ae  2  \uf0ae  1  d 1  \uf0ae  2  \uf0ae  3  \uf0ae  4     39 what is an effect of an increase  in the use of insecticides?  a decreased competition between crop plants and weeds  b decreased numbers of extinctions  c decreased numbers of pollinators  d decreased use of fertilisers    ",
            "15": "15     \u00a9 ucles 2021 0610/21/o/n/21  40 the graphs show changes that occur in a lake during the proces s of eutrophication.    biomass time concentration timew x y     what are the labels for w, x and y?     w  x  y   a decomposers producers oxygen  b decomposers producers sulfur dioxide  c producers decomposers oxygen  d producers decomposers sulfur dioxide     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/21/o/n/21  blank page  "
        },
        "0610_w21_qp_22.pdf": {
            "1": "    this document has 16 pages.  ib21 11_0610_22/4rp   \u00a9 ucles 2021   [turn ove r   *9188095747 *cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/22/o/n/21  1 all living things can remove toxic materials and other substanc es that are in excess of  requirements.    what is this process called?  a egestion  b excretion  c nutrition  d respiration    2 two animals have an identical sequence of amino acids in one o f the proteins found in their cells.    what does this indicate about these animals?  a they have been eating the same types of food.  b they have not been exposed to substances that cause mutation.  c they must be members of the same genus.  d they share an ancestor.     3 the diagram shows some tissues in part of a plant root. the arr ows represent the movement of  water into and across the plant root tissues.        how many different tissues are shown?  a 2  b 4  c 5  d 7     4 the length of a mitochondrion in a photomicrograph is 15  mm.    the actual length of the mitochondrion is 3  \uf06dm.    what is the magnification of the photomicrograph?  a \uf0b45 b \uf0b445 c \uf0b45000 d \uf0b445  000     ",
            "3": "3     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots    6 which statement about diffusion is correct?  a the process requires energy from respiration.  b the particles must cross a cell membrane.  c the net movement of particles is up a concentration gradient.  d the process involves the random movement of particles.     7 the diagram shows the uptake of mineral ions by root hair cell s.    inside root hair cell mineral ion passing into the root hair cellfrom the soilcell membrane energyx     which type of molecule is labelled x in the diagram?  a glucose  b lipid  c protein  d starch ",
            "4": "4  \u00a9 ucles 2021 0610/22/o/n/21  8 the bases on one of the strands of a dna molecule have the seq uence shown.    a-a-t-c-t-g    what is the corresponding sequence of bases on the other strand ?  a a-a-t-c-t-g  b c-c-g-a-g-t  c g-g-c-t-c-a  d t-t-a-g-a-c     9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      ",
            "5": "5     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      ",
            "6": "6  \u00a9 ucles 2021 0610/22/o/n/21  12 two similar leaves are set up in test-tubes as shown. one is e xposed to light, while the other is  kept in the dark.    orange hydrogencarbonate indicator solutiongreen leaf black papergreen leaf     after a few hours, which colour would the hydrogencarbonate ind icator solution be in each   test-tube?     light dark  a colourless blue-black  b purple yellow  c red blue  d yellow purple      13 the diagram shows the surface view of part of the epidermis of a leaf.        how many guard cells are present?  a 0  b 3  c 6  d 12     ",
            "7": "7     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  14 the diagram shows part of the alimentary canal and associated o rgans.    where does most water absorption take place?    cad b      15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion     ",
            "8": "8  \u00a9 ucles 2021 0610/22/o/n/21  16 the diagram shows a newly planted seedling and the same seedli ng a few hours after being  planted.    soilseedling when planted seedling a few hours after planting     what is the correct explanation for the change in the appearanc e of the leaves?  a transpiration is faster than water uptake by root hairs so cel ls have become flaccid.  b transpiration is faster than water uptake by root hairs so cel ls have become turgid.  c transpiration is slower than water uptake by root hairs so cel ls have become flaccid.  d transpiration is slower than water uptake by root hairs so cel ls have become turgid.      17 translocation is the movement of sucrose and amino acids in th e phloem tissue of a plant from  source to sink.    which organ can act as a source?  a f l o w e r   b growing shoot tip  c new developing root  d storage root     18 which component of blood produces antibodies?  a lymphocytes  b phagocytes  c plasma  d red blood cells    ",
            "9": "9     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  19 what do shunt vessels connect?  a arterioles to capillaries  b arterioles to venules  c capillaries to lymphatic vessels  d capillaries to venules      20 which graph shows how the pressure inside the lungs changes wh en taking one breath in?    b pressure timeatmospheric pressurea pressure timeatmospheric pressure d pressure timeatmospheric pressurec pressure timeatmospheric pressure       21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only ",
            "10": "10  \u00a9 ucles 2021 0610/22/o/n/21  22 the diagram shows the apparatus used to measure the rate of re spiration in germinating seeds.  as the seeds respire, the bubble o f coloured water moves along the glass tube.    glass tube bubble of coloured watergerminating seedssoda lime (to absorb carbon dioxide)    the temperature is increased from 20  \uf0b0c to 40  \uf0b0c.    what happens to the movement of the bubble as the temperature i ncreases?  a the bubble moves more quickly towards the seeds at 40  \uf0b0c than at 20  \uf0b0c.  b the bubble moves more quickly away from the seeds at 40  \uf0b0c than at 20  \uf0b0c.  c the bubble moves more quickly towards the seeds at 20  \uf0b0c than at 40  \uf0b0c.  d the bubble moves more quickly away from the seeds at 20  \uf0b0c than at 40  \uf0b0c.    23 which statement about lactic acid is correct?  a lactic acid is a product of anaerobic respiration in yeast.  b lactic acid build-up in tissues can lead to an oxygen debt.  c lactic acid is produced from sucrose during anaerobic respirati on.  d lactic acid is transported fr om the liver to the muscles after exercise.    ",
            "11": "11     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  24 the diagram shows a mammalian kidney.    x z yrenal artery renal vein     what are areas x, y and z?     x  y  z   a cortex medulla ureter  b cortex ureter medulla  c medulla cortex ureter  d medulla ureter medulla     25 the structures listed are part of the nervous system.    1 brain  2 effector  3 receptor 4 relay neurone    in a reflex arc, which structures are connected to a motor neur one by synapses?  a 1 and 2 b 1 and 3 c 2 and 4 d 3 and 4    26 which process is a response of the body that is part of a negat ive feedback process?  a release of insulin in response to low blood glucose concentrati on  b vasoconstriction in response to an increase in blood temperatur e  c synthesis of glycogen in response to increase in blood glucose concentration  d sweating in response to a decrease in blood temperature    ",
            "12": "12  \u00a9 ucles 2021 0610/22/o/n/21  27 which row shows the pupil reflex in bright light?     muscles in iris  size of pupil  circular radial  a contracts relaxes larger  b contracts relaxes smaller  c relaxes contracts larger  d relaxes contracts smaller      28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd      29 commercial plant growers use asexual reproduction to grow coff ee plants which produce crops of  coffee beans.    what is a disadvantage of asexual reproduction?  a the coffee beans produced by all of the plants are identical.  b two parent plants are needed.  c one parent is needed.  d all plants are equally susceptible to the same disease.     ",
            "13": "13     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  30 which statement about the human immunodeficiency virus (hiv) is  correct?  a antibodies cannot be made.  b hiv infections can be treated with antibiotics.  c hiv destroys lymphocytes.  d hiv is spread by coughing and sneezing.      31 which statement about a diploid human cell is correct?  a there are 22 chromosomes and an x or a y chromosome.  b there are 22 pairs of chromosomes and two sex chromosomes.  c there are 23 chromosomes.  d there are 23 pairs of chromosomes and two sex chromosomes.      32 the gene for haemophilia is found on the x chromosome and the a llele for haemophilia is  recessive.    in the pedigree diagram the dominant allele is shown as xh and the recessive allele is shown   as xh.    xhxhxhy m nkey female male     what is the probability of child m having haemophilia?  a 0.00 b 0 . 2 5  c 0 . 5 0  d 1 . 0 0       33 what is an adaptive feature of xerophytes?  a they do not have root hair cells.  b their leaves have a large surface area.  c they have many stomata.  d their leaves have  thick cuticles.     ",
            "14": "14  \u00a9 ucles 2021 0610/22/o/n/21  34 the graph shows the growth of a bacterial population.    which section represents the exponential (log) phase?    number of bacteria timeac b d      35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    ",
            "15": "15     \u00a9 ucles 2021 0610/22/o/n/21 [turn over  36 the diagram shows part of the nitrogen cycle.    proteins and amino acids in animals proteins and amino acids in plantsnitratesdeath and decompositionurea ammoniumammoniumatmospheric nitrogen 1 2 345 67     which processes are carried out by bacteria?  a 1, 2, 3 and 4  b 1, 2, 4 and 5  c 1, 2, 5 and 6  d 1, 2, 6 and 7      37 what is a characteristic of bacteria that makes them useful in genetic engineering?  a the genetic code of bacteria is different to plants and animals .  b their nucleus contains dna.  c plasmids can be transferred between cells.  d they have  large numbers of mitochondria.      38 what is the useful product of anaerobic respiration in the man ufacture of bread?  a carbon dioxide  b ethanol  c lactic acid  d oxygen     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/22/o/n/21  39 what are reasons why species become endangered?  a habitat destruction, hunting and introduced species  b habitat protection, introduced species and monitoring  c habitat destruction, hunting and captive breeding programmes  d hunting, pollution and seed banks      40 if the nitrate concentration in a lake increases, fish may die due to the events listed.    1 increased aerobic respiration by decomposers  2 increased decomposition of dead producers  3 increased growth of producers  4 reduction in dissolved oxygen    which sequence of events would lead to the death of the fish?  a 1  \uf0ae 3 \uf0ae 2 \uf0ae 4  b 2  \uf0ae 1 \uf0ae 4 \uf0ae 3  c 3  \uf0ae 2 \uf0ae 1 \uf0ae 4  d 3  \uf0ae 4 \uf0ae 1 \uf0ae 2       "
        },
        "0610_w21_qp_23.pdf": {
            "1": "    this document has 16 pages.  ib21 11_0610_23/6rp   \u00a9 ucles 2021   [turn ove r   *1269215875*cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  october/november 2021     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 0610/23/o/n/21  1 a n  amoeba  is a single-celled organism.    the diagram shows an amoeba  engulfing a food particle.    amoeba food particle    which characteristics of living organisms are shown?  a excretion, movement and nutrition  b excretion, nutrition and sensitivity  c movement, nutrition and sensitivity  d movement, reproduction and sensitivity      2 two animals have an identical sequence of amino acids in one o f the proteins found in their cells.    what does this indicate about these animals?  a they have been eating the same types of food.  b they have not been exposed to substances that cause mutation.  c they must be members of the same genus.  d they share an ancestor.     3 the diagram shows two guard cells.    which label is correct?    a  cell membrane b  cell wall c  vacuole d  cytoplasm     4 the length of a mitochondrion in a photomicrograph is 15  mm.    the actual length of the mitochondrion is 3  \uf06dm.    what is the magnification of the photomicrograph?  a \uf0b45 b \uf0b445 c \uf0b45000 d \uf0b445  000     ",
            "3": "3     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  5 the diagram shows some cells.    cilia cytoplasm nucleus     where are these cells found?  a alimentary canal  b blood  c bronchus  d plant roots     6 in which diagram would oxygen diffuse into the cell?    high oxygen concentration in the cell cell membranelow oxygen concentration outside of the cella high oxygen concentration in the cell cell membranehigh oxygen concentration outside of the cellb low oxygen concentration in the cell cell membranelow oxygen concentration outside of the cellc low oxygen concentration in the cell cell membranehigh oxygen concentration outside of the celld       7 which statement about the role of the pressure of water in sup porting plants is correct?  a the pressure of water inside the cells presses inwards on the c ell wall.  b the pressure of water outside the cells presses inwards on the cell wall.  c the pressure of water inside the cells presses outwards on the cell wall.  d the pressure of water outside the cells presses outwards on the  cell wall.    ",
            "4": "4  \u00a9 ucles 2021 0610/23/o/n/21  8 the bases on one of the strands of a dna molecule have the seq uence shown.    a-a-t-c-t-g    what is the corresponding sequence of bases on the other strand ?  a a-a-t-c-t-g  b c-c-g-a-g-t  c g-g-c-t-c-a  d t-t-a-g-a-c     9 in a photosynthesis experiment, a plant is left in bright sunl ight for several hours. a leaf is then  removed from the plant and tested for starch, using iodine solu tion.    the diagram shows the leaf from the plant that was used in the experiment.    white area green area    which diagram shows the result of the experiment?    a b c d iodine solution turns blue-black iodine solutionstays brownkey      ",
            "5": "5     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  10 an experiment was carried out to investigate the effect of ph on enzyme action. the graph shows  the results.    y-axis x-axis    what are the labels for the x-axis and the y-axis?     x-axis y-axis  a ph rate of reaction  b ph time  c rate of reaction ph  d time ph     11 four test-tubes were set up as shown in the diagram.    in which test-tube is the starch digested most quickly?    ab water-bath at 15  \u00b0c starch solution and amylasecd starch solution and boiled amylasewater-bathat 35  \u00b0c starch solution and amylase starch solutionand boiled amylase      ",
            "6": "6  \u00a9 ucles 2021 0610/23/o/n/21  12 two similar leaves are set up in test-tubes as shown. one is e xposed to light, while the other is  kept in the dark.    orange hydrogencarbonate indicator solutiongreen leaf black papergreen leaf     after a few hours, which colour would the hydrogencarbonate ind icator solution be in each   test-tube?     light dark  a colourless blue-black  b purple yellow  c red blue  d yellow purple     ",
            "7": "7     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  13 the diagram shows part of a leaf cross-section.    1 2 3 45     which cells can carry out photosynthesis?  a 1, 2 and 3 b 2, 3 and 4 c 2, 4 and 5 d 1, 3 and 5    14 which part of the alimentary canal produces an enzyme that dig ests proteins?    c dab      ",
            "8": "8  \u00a9 ucles 2021 0610/23/o/n/21  15 the diagram shows a large food molecule changing into smaller m olecules.    process x     what is process x?  a absorption  b chewing  c digestion  d secretion     16 how is the structure of root hair cells related to their functi on?  a they have chloroplasts for photosynthesis.  b their cell wall is partially permeable to absorb water by osmos is.  c they have a large surface area to  increase the rate of mineral ion uptake.  d both the cell wall and cell membrane control the active uptake of mineral ions.     17 in plants, how are amino acids moved between sources and sinks ?  a by translocation through xylem vessels  b by transpiration through phloem tissues  c by translocation through phloem tissues  d by transpiration through xylem vessels     18 which component of blood produces antibodies?  a lymphocytes  b phagocytes  c plasma  d red blood cells    ",
            "9": "9     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  19 the diagram shows the external structure of the human heart.    which label identifies a coronary artery?    a b c d      20 which row shows what happens at the start of inspiration?     external  intercostal  muscles  contract internal  intercostal  muscles  contract diaphragm  contracts volume  of thorax  increases air pressure  in thorax  increases   a \u0016 \u001a \u0016 \u0016 \u001a k e y   b \u0016 \u001a \u0016 \u001a \u0016 \u0016 = yes  c \u001a \u0016 \u001a \u0016 \u001a \u001a = no  d \u001a \u0016 \u001a \u001a \u0016      ",
            "10": "10  \u00a9 ucles 2021 0610/23/o/n/21  21 some features that help to defend the body against pathogens a re listed.    1 mucus  2 skin  3 stomach acid  4 phagocytosis    which features can prevent pathogens entering body tissues?  a 1, 2, 3 and 4  b 1, 2 and 3 only  c 2 and 3 only  d 4 only    22 the diagram shows the human gas exchange system.    1 32 4    which row shows the correct labels?     part of the gas exchange system  1 2 3 4  a trachea larynx bronchus diaphragm  b larynx trachea bronchus diaphragm  c trachea larynx diaphragm bronchus  d larynx trachea diaphragm bronchus     ",
            "11": "11     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  23 what is the equation for anaerobic respiration in yeast?  a c6h12o6  +  6o 2  \uf0ae  6co 2  +  6h 2o  b c6h12o6  \uf0ae  2c 3h6o3  c c6h12o6  \uf0ae  2c 2h5oh  +  2co 2  d 6co 2  +  6h 2o  \uf0ae  c6h12o6  +  6o 2     24 the diagram shows a kidney tubule.    in which part of the tubule is the glucose concentration highes t?    to ureterposition of glomerulus a b cd      25 what happens to the muscles in the iris when a person moves fr om a brightly lit room to a dimly  lit room?  a the circular muscles and the radial muscles relax.  b the circular muscles contract and the radial muscles relax.  c the circular muscles and the radial muscles contract.  d the circular muscles relax and the radial muscles contract.    ",
            "12": "12  \u00a9 ucles 2021 0610/23/o/n/21  26 what happens when someone has a low blood glucose concentration ?  a insulin is released from the pancreas.  b glycogen is released from the pancreas.  c glucagon is released from the liver.  d glucose is released from the liver.      27 how can the development of antibiotic resistance in bacteria b e reduced?  a treating every disease with antibiotics  b treating infections caused by a virus with antibiotics  c using antibiotics only when essential  d using antibiotics regularly to prevent disease      28 a seed is placed and grown on a rotating disc, as shown.    seed pinned to the constantly rotating disc     which diagram shows the appearance of the seedling shoot after seven days?    abcd       29 which statement describes a structural adaptation of wind-polli nated flowers?  a they have long filaments so that the anthers hang outside of t he flower.  b they have round, sticky sepals to trap pollen grains.  c their large petals protect the stigma.  d their stamens are feathery so there is a large surface area.    ",
            "13": "13     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  30 what are likely consequences of hiv infection?    1 decreased lymphocyte numbers  2 reduced active immunity  3 reduced passive immunity    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only    31 which row is correct for the type of cell?     type of cell nucleus sets of  chromosomes  a body diploid two  b gamete diploid one  c gamete haploid two  d body haploid one     32 which structures in bacterial cells synthesise proteins?  a cell wall  b chloroplasts  c nucleus  d ribosomes     33 a man with blood group ab and a woman with blood group o have a child.    what are the correct percentages of the possible blood groups f or this child?  a 50% a and 50% b  b 50% ab and 50% o  c 25% a, 25% b and 50% o  d 25% ab, 25% a, 25% b and 25% o      34 which statement about a person who is heterozygous for the sic kle-cell allele is correct?  a they are not resistant to malaria and their genotype is hb ahbs.  b they are not resistant to malaria and their genotype is hbshbs.  c they are resistant to malaria and their genotype is hbahbs.  d they are resistant to malaria and their genotype is hbshbs.     ",
            "14": "14  \u00a9 ucles 2021 0610/23/o/n/21  35 a species of insect usually has pale-coloured wings. this help s to camouflage them on   pale-coloured tree trunks. a few of the insects in this species  have darker coloured wings.    after a number of years the tree trunks become darker in colour  due to environmental changes.  the insects with dark-coloured wings become more common than in sects with pale-coloured  wings in this species.    which process causes this change in the proportion of insects w ith dark-coloured wings?  a biotechnology  b conservation  c natural selection  d selective breeding    36 the diagram shows part of the nitrogen cycle.    which letter represents denitrification?    nitrogen gas in air animals faeces ammonium ions in soilnitrate ions in soilplants dab c       37 reasons why bacteria might be used in biotechnology and genetic  engineering are listed.    1 all bacteria are harmless organisms.  2 bacteria contain plasmids. 3 bacteria share the same genetic code as other organisms. 4 there is a lack of ethical concerns about using bacteria.    which reasons make bacteria useful in biotechnology and genetic  engineering?  a 1, 2 and 3 b 2, 3 and 4 c 1 and 4 d 2 and 3 only    ",
            "15": "15     \u00a9 ucles 2021 0610/23/o/n/21 [turn over  38 bacteria can be genetically engineered to produce human protein s, such as human insulin.    which enzyme is used to join the human gene and the bacterial p lasmid together to create a  recombinant plasmid?  a lipase  b recombinant enzyme  c dna ligase  d restriction enzyme    39 the bar chart shows the tolerance of some river organisms to d ifferent levels of ph.    trout bass perch frogs salamanders clams crayfish snails mayflies 6.5 6.0 5.5 ph5.0 4.5 4.0     which organisms would be most affected if the ph of a river dec reased from ph 6.0 to ph 5.5?  a crayfish and mayflies  b frogs and perch  c snails and clams  d trout and salamanders     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations sy ndicate (ucles), which itself is  a department of the univ ersity of cambridge.    \u00a9 ucles 2021 0610/23/o/n/21  40 what is meant by a sustainable resource?  a a resource that is produced by non-intensive farming and is ra rely used  b a resource that is removed from a habitat without changing the  environment  c a resource that does not pollute the environment  d a resource that is produced as rapidly as it is removed from t he environment       "
        },
        "0610_w21_qp_31.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 *3593205824* dc (ce/sw) 210907/4 \u00a9 ucles 2021  [turn overbiology  0610/31 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/31/ o/n/21 \u00a9 ucles 2021 1 (a) fig. 1.1 is a diagram of part of the human circulatory system.   to organs to organs fig. 1.1   (i) identify and label on fig. 1.1 in the spaces provided: \u2022 the left ventricle \u2022 the right atrium \u2022 the septum \u2022 a valve  [4]",
            "3": "3 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) complete the flow chart of the circulatory system by writing the correct blood vessels  from the list, in the spaces provided.    the arrows show the direction of blood flow.    each word or phrase may be used once, more than once or not at all. aorta      pulmonary artery      pulmonary vein renal artery      renal vein      vena cava body \uf0e2 ... \uf0e2 heart \uf0e2 ... \uf0e2 lungs \uf0e2 ... \uf0e2 heart \uf0e2 ... \uf0e2 body  [4]",
            "4": "4 0610/31/ o/n/21 \u00a9 ucles 2021  (b) a healthy diet is recommended to reduce the risk of coronary heart disease (chd).   state three  other risk factors for chd. 1     2   3    [3]  [total: 11]",
            "5": "5 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over 2 (a) fig. 2.1 shows some of the processes involved in the water cycle. water droplets in the clouds water vapour in the air streams, lakes and the sea water in the groundplants and treesd a eb c fig. 2.1   (i) identify the processes labelled a to d in fig. 2.1.    a .    b .    c .    d .  [4]   (ii) describe the process that occurs at e in fig. 2.1.  ...  ...  ...  ...  ...  ...  .  [3]",
            "6": "6 0610/31/ o/n/21 \u00a9 ucles 2021  (b) some animals can only live in clean water that has a high concentration of dissolved oxygen.   some animals can live in polluted water.   a student investigated which animal species lived in different locations in a river.   fig. 2.2 is a diagram of the river. the numbers are the locations of where the student counted  how many of each animal species were present. 12 3 4 direction of water flowuntreated sewage entered the river here 5 fig. 2.2   the number of each animal species present is shown in table 2.1. table 2.1 animal speciestotal number of each animal species found location 1 location 2 location 3 location 4 location 5 mayfly nymph 76 78 0 0 0 freshwater shrimp 70 73 9 17 35 bloodworm 2 1 65 45 16 sludge worm 0 0 111 77 34   (i) state which location has the most animals present.  .  [1]",
            "7": "7 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) using the information in fig. 2.2 and table 2.1, suggest which animal species is unable  to survive in polluted water. give reasons for your choice.    species  reasons  .  ...  ...  ...  ...  ...   [3]   (iii) suggest which animal species in table 2.1 indicates that the water is polluted when it is  present.  .  [1]   (iv) calculate the percentage change in the freshwater shrimp numbers between location  2  and location  3.    give your answer to one decimal place.    space for working.     %  [3]  [total: 15]",
            "8": "8 0610/31/ o/n/21 \u00a9 ucles 2021 3 enzymes help to digest food in humans and are produced by different parts of the alimentary  canal.  (a) the box on the left contains a sentence beginning.     the boxes on the right contain some sentence endings.   draw two lines to make two correct sentences about enzymes. enzymes     are carbohydrates. are catalysts that slow down reactions and remain unchanged. are catalysts that speed up reactions and are changed. are catalysts that speed up reactions and remain unchanged. are lipids. are proteins.  [2]  (b) fig. 3.1 is a diagram showing an enzyme and several different substrate molecules. tpq r s enzyme fig. 3.1   state the letter of the molecule that is most likely to be the substrate for this enzyme.     [1]",
            "9": "9 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over  (c) enzymes are involved in chemical digestion in humans.   define the term chemical digestion.  ...  ...  ...  ...  .  [2]",
            "10": "10 0610/31/ o/n/21 \u00a9 ucles 2021  (d) fig. 3.2 is a graph showing the effect of changes in ph on the activity of four different enzymes,  u to x. 1 0 2 3 4 5 6 7 8 9 10 ph11u enzyme activityv wx fig. 3.2   the ph values in different parts of the alimentary canal were measured.   table 3.1 shows the ph values found in the different parts of the alimentary canal.   (i) use the information in fig. 3.2 to state the letter of the enzyme that would be most   active in each part of the alimentary canal. table 3.1 part of the  alimentary canalph values enzyme letter duodenum 5.5 ileum 8.0 mouth 6.7 stomach 1.5  [2]   (ii) the duodenum and ileum are part of the small intestine.    state the name of one part of the large intestine.  .  [1]",
            "11": "11 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over  (e) the acid in gastric juice provides an acid ph for enzymes.   (i) state one other function of the acid in gastric juice.  ...  .  [1]   (ii) state the name of the acid that is found in gastric juice.  .  [1]  (f) table 3.2 shows the names of some enzymes, the substrate they act on and the products of  the reaction they are involved in. it also shows the organ that secretes the enzyme.   complete table 3.2. table 3.2 enzyme substrate productsorgan that secretes   the enzyme amylase starch. . . .fatty acids and glycerol pancreas protease.amino acids.  [6]  [total: 16]",
            "12": "12 0610/31/ o/n/21 \u00a9 ucles 2021 4 (a) place ticks ( 3) in the boxes that describe anaerobic respiration. a chemical reaction in a cell  breaks down nutrient molecules coordinates and regulates body functions does not use oxygen  affects reaction times and self-control produces alcohol and carbon dioxide in yeast uses carbon dioxide uses oxygen  [4]  (b) state the product of anaerobic respiration in muscles during vigorous exercise.  .  [1]  (c) state three  uses of the energy released in respiration in the body. 1   2   3   [3]  [total: 8]",
            "13": "13 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over 5 (a) complete the sentences using the words or phrases from the list.   each word or phrase may be used once, more than once or not at all. different from     divide     embryo     gamete     fuse fetus     identical to     meiosis     mitosis     zygote in sexual reproduction, each parent organism produces a sex cell called a  ... . these cells are produced by a type of cell division called ... .  the nuclei of two sex cells ... to form a  ... in a process called fertilisation.  the offspring are genetically ... each other and their parents.  [5]",
            "14": "14 0610/31/ o/n/21 \u00a9 ucles 2021  (b) fig. 5.1 shows four examples of reproduction in living organisms.         q a sperm cell reaching an egg cell  r a single bacterial cell dividing         s a strawberry plant with offspring  connected by a runner  t an insect pollinating a flower fig. 5.1   state the two letters in fig. 5.1 that identify examples of asexual reproduction.   ... and ...  [2]",
            "15": "15 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over  (c) fig. 5.2 is a diagram showing all of the chromosome pairs in a cell from a human male. the  twenty-third pair of chromosomes are the sex chromosomes. fig. 5.2   describe how the chromosomes in a human female differ from those shown in fig. 5.2.  ...  ...  .  [1]  (d) describe how insect-pollinated flowers are adapted for pollination.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 12]",
            "16": "16 0610/31/ o/n/21 \u00a9 ucles 2021 6 (a) (i) state the word equation for photosynthesis.  .  [2]   (ii) state the source of energy for photosynthesis.  .  [1]   (iii) state the name of the structure in a cell where photosynthesis takes place.  .  [1]  (b) the effect of carbon dioxide concentration on the rate of photosynthesis in an aquatic plant  was investigated. \u2022 10 test-tubes were prepared. each contained water, an aquatic plant and a different  concentration of carbon dioxide. \u2022 each test-tube was placed next to a lamp and the temperature in the test-tubes was  maintained at 20  \u00b0c. \u2022 the number of bubbles produced by each aquatic plant in one minute was counted.    fig. 6.1 shows the apparatus that was used. bubbles test-tube aquatic plant water containing carbon dioxide not to scalelamp fig. 6.1",
            "17": "17 0610/31/ o/n/21 \u00a9 ucles 2021 [turn over   the results of the investigation are shown in fig. 6.2. 0.000510number of bubbles per minute carbon dioxide concentration  / arbitrary units152025 0.05 0.10 0.15 0.20 fig. 6.2   (i) state the maximum number of bubbles produced in one minute.   ..  [1]   (ii) the investigator concluded that 0.10 arbitrary units was the optimum (best) concentration  of carbon dioxide for photosynthesis in this investigation.    describe the evidence shown in fig. 6.2 that supports the investigator\u2019s conclusion.  ...  ...  ...  ...  .  [2]   (iii) the investigation described in 6(b) was repeated but the temperature was reduced from  20 \u00b0c to  10 \u00b0c.    predict the effect of reducing the temperature on the number of bubbles produced and  explain your answer. prediction  ...  ... explanation    ...  ...  [2]",
            "18": "18 0610/31/ o/n/21 \u00a9 ucles 2021  (c) carbon dioxide is a greenhouse gas.    state the name of one other greenhouse gas.  .  [1]  [total: 10]",
            "19": "19 0610/31/ o/n/21 \u00a9 ucles 2021 7 (a) state the term used to describe the maintenance of a constant internal environment.  .  [1]  (b) mammals can maintain a constant body temperature.   complete the sentences by circling  the correct word in each group of three words that are  shown in bold.   circle five words. when a mammal becomes too cold the effectors / hormones / receptors  detect a low body     temperature and send information to the brain.  the brain coordinates the response. the effectors / hormones / receptors  respond by  raising body hairs to trap a layer of air / oil / sweat around the body to insulate it. during shivering, the blood / muscle / skin cells contract and respire more, releasing heat.  sweat production decreases so that heat transfer to the environment  decreases / increases / stays the same .  [5]  (c) drugs can alter the chemical reactions in the body.   state the names of two drugs that can act as depressants. 1   2   [2]  [total: 8]",
            "20": "20 0610/31/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_32.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. dc (rw/fc) 210908/3 \u00a9 ucles 2021  [turn over *3958830091* biology  0610/32 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
            "2": "2 0610/32/ o/n/21 \u00a9 ucles 2021 1 (a) fig. 1.1 is a diagram of the parts of the eye. a b cd fig. 1.1   (i) the boxes on the left show the letters of the parts of the eye in fig.  1.1.    the boxes on the right show some functions of parts of the eye.    draw lines to link the letter of the part from fig.  1.1 to its function.    b c daletter in fig.  1.1 carries impulses to the brain contains light receptors focusses light onto the retina refracts light as it enters the eyefunction  [3]   (ii) draw an x on fig.  1.1 to show the position of the blind spot.  [1]",
            "3": "3 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 1.2 shows the change that occurs in the eye after it is exposed to bright light. before exposure after exposure fig. 1.2   describe the change to the eye in fig.  1.2 and explain why this change is important.  ...  ...  ...  ...  ...  ...  .  [3]  (c) the eye is a sense organ.   the skin is another type of sense organ.   state two stimuli that skin responds to. 1   2    [2]  [total: 9]",
            "4": "4 0610/32/ o/n/21 \u00a9 ucles 2021 2 (a) table  2.1 shows the breathing rate of different organisms. table 2.1 name of organismbreathing rate / average number of breaths per minute buffalo 17 camel  8 cat 20 chicken 18 elephant 12 goat 21 horse 10 human 16 sheep 20   (i) state the name of the organism with the lowest breathing rate.  .  [1]   (ii) state the name of two organisms with the same breathing rate. ... and   ...  [1]   (iii) state the name of the organism with the most similar  breathing rate to humans.  .  [1]  (b) a person goes from resting to exercising.   describe how their breathing changes.  ...  ...  ...  ...  .  [2]",
            "5": "5 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (c) there is more carbon dioxide in expired air than in inspired air.   (i) state two other  ways the composition of expired air is different from inspired air. 1    ... 2    ...  [2]   (ii) state the chemical used to test for the presence of carbon dioxide gas and the positive  test result. chemical   positive test result  .  [2]  (d) fig. 2.1 is a diagram of the human gas exchange system. a b cd fig. 2.1   identify the parts labelled a, b, c and d in fig.  2.1. a  ... b  ... c  ... d  ...  [4]  [total: 13]",
            "6": "6 0610/32/ o/n/21 \u00a9 ucles 2021 3 (a) a species of pea plant can produce green or yellow peas.   fig. 3.1 shows a photograph of a green pea and a yellow pea. green pea yellow pea  pea a  pea b fig. 3.1   the colour of peas is controlled by a single gene: \u2022 the allele for yellow peas is dominant and is represented by the letter g. \u2022 the allele for green peas is recessive and is represented by the letter g.   (i) use your knowledge and this information to complete table  3.1. table 3.1 genotype of pea a phenotype of pea b phenotype of a pea with a heterozygous genotype  [3]",
            "7": "7 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) two pea plants were crossed.    complete the genetic diagram in fig.  3.2 to show the outcome of the cross. parental gametes g g parental  gametesg... ... g... ...  ratio of yellow offspring : green offspring   ... : ...  [2] fig. 3.2",
            "8": "8 0610/32/ o/n/21 \u00a9 ucles 2021  (b) cystic fibrosis is a disease caused by a recessive allele in humans.   fig. 3.3 is a pedigree diagram showing the inheritance of cystic fibrosis in a family. r s t u v w key: female without cystic fibrosis female with cystic fibrosis male without cystic fibrosis male with cystic fibrosis fig. 3.3   (i) state the number of people that have cystic fibrosis.  .  [1]   (ii) identify the letter of a person that must  have a heterozygous genotype.  .  [1]   (iii) person u has a homozygous dominant genotype.    circle  the probability of person u having a child with cystic fibrosis.     0%    25%    50%    75%    100%  [1]  [total: 8]",
            "9": "9 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
            "10": "10 0610/32/ o/n/21 \u00a9 ucles 2021 4 (a) it is important for humans to consume a balanced diet.   describe what is meant by the term balanced diet.  ...    ...  ...  ...  .  [2]  (b) table  4.1 shows some of the different components of a balanced diet and their principal  sources.   complete table  4.1 using words from the list.   each word can only be used once  or not at all.   grapefruit     milk    olive oil     rice    tuna fish     water   table 4.1 component example of principal source calcium carbohydrate protein vitamin c  [4]  (c) a diet that does not contain component  x can cause constipation.   state the name of component  x.  .  [1]",
            "11": "11 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (d) a person\u2019s diet contains too much energy and too much fat.   describe the possible risks of this diet.  ...    ...  ...  ...  .  [2]  (e) state why a pregnant woman needs to eat more food than a woman who is not pregnant.  ...  ...  .  [1]  (f) nutrition is one of the characteristics of living things.   state the names of three other  characteristics of living things. 1   2   3    [3]  [total: 13]",
            "12": "12 0610/32/    o/   n/21 \u00a9 ucles 20215 (a) define the term transpiration  by completing the sentences.   transpiration is the loss of water vapour from plant leaves by ...  of water at the surfaces of the mesophyll cells followed by ... of  water vapour through the ... .  [3]  (b) a student investigated the volume of water lost in one hour by different species of plants at  different temperatures.   fig. 5.1 shows the results. 345 012volume of water loss / cm3 per hour6789 a plant specieskey: cool temperature hot  temperature b fig. 5.1",
            "13": "13 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over   compare the volume of water loss in species  a and species  b.  ...  ...  ...  ...  ...  ...  .  [3]  (c) the investigation was repeated with increased humidity.   the temperature was cool.   draw one additional bar on fig.  5.1, for species  b only, to show the expected result.  [1]  (d) state the name of the vessels that transport water through a plant.  .  [1]  [total: 8]",
            "14": "14 0610/32/ o/n/21 \u00a9 ucles 2021 6 (a) fig. 6.1 shows the changes that happen to the thickness of the uterus lining during the  menstrual cycle.   the loss of the lining of the uterus is called menstruation. thickness of uterus lining 0 5 10 15 20 25 30 day of menstrual cycle fig. 6.1   use fig.  6.1 and the numbers from the list to answer these questions.   each number can be used once, more than once or not at all. 0    5    8    15    28    30   state the number of days of this menstrual cycle.     state the number of days that menstruation lasts.     state the day on which  ovulation is most likely to occur.     state one day when the uterus lining is at its thickest.    [4]",
            "15": "15 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (b) table  6.1 shows some of the changes that happen to boys and girls during puberty.   place ticks ( 3) in table  6.1 to show which changes happen in boys and which changes  happen in girls. table 6.1 boys girls breasts grow growth of pubic hair widening of hips  [3]  (c) state the name of the hormone that causes the development of secondary sexual  characteristics in girls.  .  [1]  (d) state where the hormone that causes the development of secondary sexual characteristics in  boys is produced.  .  [1]  [total: 9]",
            "16": "16 0610/32/ o/n/21 \u00a9 ucles 2021 7 (a) a student investigated the effect of different concentrations of pectinase on the volume of  apple juice produced.   1 cm3 of pectinase solution was added to 5  g of mashed apples and the volume of apple juice  produced was recorded. six different concentrations of pectinase solution were tested.   the results are shown in table  7.1. table 7.1 percentage concentration of pectinase  solutionvolume of apple juice produced  / cm3  0 4.4  5 5.0 10 5.4 15 5.8 20 25 7.4   (i) predict the volume of apple juice produced using pectinase solution with a concentration  of 20%.   ...  cm3 [1]   (ii) calculate the percentage increase in the volume of apple juice produced when the  concentration of pectinase solution increased from 0% to 10%.    space for working.   . %  [2]",
            "17": "17 0610/32/ o/n/21 \u00a9 ucles 2021 [turn over  (b) crops such as apples can be selectively bred.   the box on the left contains a sentence beginning.   the boxes on the right contain some sentence endings.   draw two lines to make two correct sentences about selective breeding. is carried out over many generations. is caused by mutation. is caused by the environment. requires human involvement.involves one parent only. selective breeding  [2]  (c) some of the statements shown correctly describe events that happen during the process of  natural selection.   two of the statements are incorrect. 1there is no variation within populations. 2many offspring are produced so there is more competition for resources. 3individuals that are not suited to the environment die. 4individuals that are better suited to the environment survive and breed. 5offspring pass their alleles to their parents.   state the numbers of the two incorrect statements.   ... and ...  [2]  (d) state the term that is defined as an inherited feature that helps an organism to survive and  reproduce in its environment.  .  [1]  [total: 8]",
            "18": "18 0610/32/ o/n/21 \u00a9 ucles 2021 8 (a) define the term population by completing the sentence.   a population is a group of organisms of one .  , living in the same  .  , at the same .  . [3]  (b) the human population size of one country was monitored between 1950 and 2010.   fig. 8.1 shows the results. population / million 1950020406080100120140 1960 1970 1980 1990 2000 2010 year fig. 8.1   (i) calculate the difference in population size between 1950 and 2010.   ...  million  [1]   (ii) state the year when the population size was 56  million.  .  [1]  (c) state three  factors that can cause an increase in population size. 1   2   3    [3]",
            "19": "19 0610/32/ o/n/21 \u00a9 ucles 2021  (d) discuss the negative impacts on the environment of a continual increase in the size of the  human population.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 12]",
            "20": "20 0610/32/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_33.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122biology  0610/33 paper 3 theory (core)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/ct) 210909/3 \u00a9 ucles 2021  [turn over *9494673581*",
            "2": "2 0610/33/ o/n/21 \u00a9 ucles 2021 1 respiration is a process that occurs in all living organisms.  (a) (i) complete the definition of aerobic respiration.    the ... reactions in cells that use ...     to break down ... molecules to release energy.  [3]   (ii) state two uses of the energy released by respiration in the human body. 1   2    [2]   (iii) carbon dioxide is one chemical product of aerobic respiration.    state the name of the other chemical product of aerobic respiration.  .  [1]  (b) a student investigated respiration at two different temperatures in germinating pea seeds.   the apparatus is shown in fig. 1.1.    soda lime is a chemical that absorbs carbon dioxide. germinating pea soda limeoil drop fig. 1.1   the results of the investigation are shown in table 1.1. table 1.1 temperature  / \u00b0c distance moved by the oil drop  / cm  5 2.3 25 5.0",
            "3": "3 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over   (i) calculate the percentage increase in the distance  the oil drop moved, when the  temperature changed from 5  \u00b0c to 25  \u00b0c.    give your answer to one decimal place.    space for working.     % [3]   (ii) state two environmental conditions that the pea seeds shown in fig. 1.1 would need for  germination. 1   2    [2]  [total: 11]",
            "4": "4 0610/33/ o/n/21 \u00a9 ucles 2021 2 transmissible diseases are caused by pathogens.  (a) cholera is a transmissible disease that causes diarrhoea.   state the type of organism that causes cholera.  .  [1]  (b) one method of controlling the spread of disease is to treat raw sewage to make it safe.    (i) describe how raw sewage is treated to make the water safe to drink and safe to release  into the sea.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state one other method of controlling the spread of disease.  .  [1]  (c) the body has defences against diseases.   (i) the body has barriers that prevent pathogens from entering the body.    state the name of one mechanical barrier and one chemical barrier. mechanical   chemical    [2]   (ii) state one product of white blood cells that defends the body from pathogens.  .  [1]  [total: 8]",
            "5": "5 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over 3 (a) fig. 3.1 shows a diagram of a cross\u2011section through a leaf. fd e fig. 3.1   (i) state the name of the tissues labelled d and e. d   e    [2]   (ii) state the name of the cell structure labelled f.  .  [1]  (b) plant cells photosynthesise.   state the word equation for photosynthesis.  .  [2]",
            "6": "6 0610/33/ o/n/21 \u00a9 ucles 2021  (c) a student investigated the effect of light on the rate of photosynthesis.   fig. 3.2 shows the apparatus used. lamp ruler to measure the distance of the light source from the plant gas bubble water aquatic plant fig. 3.2   a lamp was used as the only source of light. the lamp was placed 10  cm from the aquatic  plant. the number of bubbles the aquatic plant produced in three minutes was counted and  the rate of photosynthesis was calculated. this method was repeated at 10  cm intervals.   the results are shown in table 3.1. table 3.1 distance of the lamp from  the aquatic plant  / cmnumber of bubbles  counted in three minutesrate of photosynthesis    / bubbles per minute 10 87 29 20 87 29 30 75 40 48 16 50 24  8   (i) use the information in table 3.1 to calculate the rate of photosynthesis when the lamp  was 30  cm from the aquatic plant.   ..  bubbles per minute  [1]   (ii) state the two distances between which the rate of photosynthesis halved.      cm and   cm [1]",
            "7": "7 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) state two distances which have the same rate of photosynthesis.      cm and   cm [1]   (iv) predict what would happen to the rate of photosynthesis if the lamp was switched off.    give a reason for your answer. prediction  ...  ... reason  ...  ...  ...   [2]  [total: 10]",
            "8": "8 0610/33/ o/n/21 \u00a9 ucles 2021 4 (a) fig. 4.1 is a diagram of the female reproductive system. m lj k fig. 4.1   table 4.1 shows some of the names and functions of the structures labelled with letters   j to m in fig. 4.1.   complete table 4.1. table 4.1 letter in  fig. 4.1name of the structure function of the structure j transfers egg cells to the uterus k production of eggs l cervix m uterus wall  [4]",
            "9": "9 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over  (b) there are a range of birth control options available to humans. table 4.2 shows some  information about types of birth control.   complete table 4.2. table 4.2 type of birth control example of birth control barrier contraceptive implant natural  [3]  [total: 7]",
            "10": "10 0610/33/ o/n/21 \u00a9 ucles 2021 5 (a) a class of students measured their wrist circumference, as shown in fig. 5.1.    wrist circumference is an example of a characteristic that shows continuous  variation in  humans. fig. 5.1   fig. 5.2 shows the results of the investigation. 012345678 number of students 12.0  \u2013 12.913.0  \u2013 13.914.0  \u2013 14.915.0  \u2013 15.916.0  \u2013 16.917.0  \u2013 17.918.0  \u2013 18.919.0  \u2013 19.9 wrist circumference  / cm fig. 5.2",
            "11": "11 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over   (i) calculate the total number of students in this investigation.   .  [1]   (ii) state the most frequent wrist circumference range.  .  [1]   (iii) explain how these data show that wrist circumference is an example of continuous  variation.  ...  ...  .  [1]  (b) state one example of discontinuous variation.  .  [1]  (c) variation can be caused by mutation.    complete the sentences about mutation.   a mutation is a ... change.    mutation is the way new ... are formed which are versions of a  gene.   mutation can be caused by ... radiation and some chemicals.  [3]  [total: 7]",
            "12": "12 0610/33/ o/n/21 \u00a9 ucles 2021 6 carbon is a part of many biological molecules.  (a) fig. 6.1 is a diagram of part of the carbon cycle. carbon compounds in plants carbon compounds in decomposerscarbon compounds in cco2 in the atmosphere carbon compounds in dba combustion decompositionfeeding fig. 6.1   (i) state the name of the process labelled a.  .  [1]   (ii) state the name of the process labelled b.  .  [1]   (iii) state the name of c.  .  [1]   (iv) state the name of d.  .  [1]",
            "13": "13 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over  (b) describe the undesirable effects of deforestation.  ...  ...  ...  ...  ...  ...  .  [3]  (c) methane is a gas that pollutes the atmosphere.   (i) state one source of the methane that pollutes the atmosphere.  .  [1]   (ii) state the effects of an increased concentration of methane in the atmosphere.  ...  ...  ...  ...  .  [2]  [total: 10]",
            "14": "14 0610/33/ o/n/21 \u00a9 ucles 2021 7 (a) fig. 7.1 is a diagram of an animal cell. p q r fig. 7.1   complete table 7.1 by stating the functions of the structures labelled in fig. 7.1. table 7.1 structure label function of the structure p q r  [3]  (b) cell structure can be specialised to perform a specific function. a range of animal cell types  are shown in fig. 7.2.   the boxes on the left contain the names of four specialised cells.   the boxes in the middle contain diagrams of different specialised cells.   the boxes on the right contain descriptions of functions.   draw one line from each name of a specialised cell to the diagram of that cell.   draw one line from each diagram of a specialised cell to its function.   two lines have been drawn for you. draw six more lines.",
            "15": "15 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over ciliated cellspecialised cell names specialised cell diagrams functions nerve cell red blood cell sperm cellabsorption of mineral ions conduction of impulses movement of mucus in the trachea sexual reproduction transport of oxygen fig. 7.2  [6]  [total: 9]",
            "16": "16 0610/33/ o/n/21 \u00a9 ucles 2021 8 (a) (i) state the type of pathogen that can be treated with antibiotics.   .  [1]   (ii) state the name  of the pathogen that can lead to aids.   .  [1]  (b) many pathogens have developed resistance to some antibiotics. a study took samples of  pathogens and tested them for resistance to various types of antibiotics. fig. 8.1 shows the  percentage of pathogens sampled that were resistant to various antibiotics. the samples  were taken between 2000 and 2013. 0102030 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 yearpercentage of pathogens sampled that show resistanceantibiotic akey: antibiotic b antibiotic c fig. 8.1   (i) state the meaning of antibiotic resistance.  .  [1]   (ii) describe the pattern of resistance for the three antibiotics shown in fig. 8.1.  ...  ...  ...  ...  ...  ...  .  [3]",
            "17": "17 0610/33/ o/n/21 \u00a9 ucles 2021 [turn over  (c) some medicinal drugs, such as human insulin, can be made using biotechnology and genetic  engineering.    (i) state where insulin is produced in humans.  .  [1]   (ii) state the function of insulin in humans.  .  [1]  (d) (i) state why bacteria are useful in biotechnology.  ...  ...  ...  ...  .  [2]   (ii) describe the role of yeast in biotechnology.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 13]",
            "18": "18 0610/33/ o/n/21 \u00a9 ucles 2021 9 (a) define inheritance.  ...  ...  .  [2]",
            "19": "19 0610/33/ o/n/21 \u00a9 ucles 2021  (b) some of the characteristics of pea plants are controlled by genes. an example of a  characteristic of pea seeds is shown in fig. 9.1. the allele for a smooth seed coat is dominant  and is represented by the letter r. the allele for a wrinkled seed coat is recessive and is  represented by the letter r. wrinkled seed coat smooth seed coat fig. 9.1   the boxes on the left contain descriptions of genotypes.   the boxes on the right contain examples of the possible genotypes of the pea seeds shown  in fig.  9.1.   draw a line to link each  description to the correct genotype.   draw two lines. description of a genotype genotype r heterozygous genotype rr homozygous recessive genotype rr rr  [2]  (c) complete the sentence.   a gene is a length of dna that codes for a ...  . [1]  [total: 5]",
            "20": "20 0610/33/ o/n/21 \u00a9 ucles 2021 blank page permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge."
        },
        "0610_w21_qp_41.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (st/jg) 202999/5 \u00a9 ucles 2021  [turn overbiology  0610/41 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8147818237*",
            "2": "2 0610/41/ o/n/21 \u00a9 ucles 2021 1 (a) fish, mammals and birds are all groups of vertebrates.   (i) state the names of the two other  main groups of vertebrates.  ...  and ..  [1]   (ii) complete table 1.1 to compare the features of fish, mammals and birds. table 1.1 feature fish mammals birds organ involved in gas  exchangegills lungs circulatory system double body covering fur presence of external ears  (pinnae)no [3]",
            "3": "3 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 1.1 is a micrograph of part of some fish gills. magnification \u00d7110 fig. 1.1   fish gills are adapted for gas exchange by diffusion.   (i) define the term diffusion.  ...  ...  ...  ...  .  [2]   (ii) suggest one adaptation, visible in fig. 1.1, that shows that fish gills are efficient structures  for gas exchange by diffusion.  ...  ...  .  [1]",
            "4": "4 0610/41/ o/n/21 \u00a9 ucles 2021  (c) some pollutants decrease the concentration of dissolved oxygen in rivers. this can result in  the death of fish.   (i) state one type of pollutant that can result in a decrease in the concentration of dissolved  oxygen in rivers.  .  [1]   (ii) researchers investigated the effect of the concentration of dissolved oxygen in water on  gas diffusion distance in tissues. the thickness of fish gills was used to determine the  gas diffusion distance.     the researchers changed the concentration of dissolved oxygen by bubbling different  concentrations of oxygen into water. the temperature of the water was kept constant at  15 \u00b0c.    their results are shown in fig. 1.2. 0.0 7 8 9 10 11 12 60.51.01.52.02.53.03.5 dissolved oxygen concentration  / mg per dm3gas diffusion distance  / \u03bcm fig. 1.2",
            "5": "5 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over    fig. 1.3 shows the relationship between the concentration of dissolved oxygen and water  temperature. 6 5 10 15 20 25 30 35 07891011 temperature  / \u00b0cdissolved oxygen concentration / mg per dm312 fig. 1.3    complete steps 1 to 3 to determine the effect on gas diffusion distance of increasing the  temperature of the water from 15  \u00b0c to 25  \u00b0c.    step 1    find the concentration of dissolved oxygen from fig. 1.3 at:    15 \u00b0c: . mg  per dm3 25 \u00b0c: . mg  per dm3    step 2    use the values from step 1 to find the gas diffusion distances from fig. 1.2:            . \u00b5m             . \u00b5m    step 3    calculate the difference in the values from step 2.  . \u00b5m [3] [total: 11]",
            "6": "6 0610/41/ o/n/21 \u00a9 ucles 2021 2 (a) two tomato plants that produce red fruit were bred together.   this cross produced 71 offspring plants with red fruit and 26 offspring plants with yellow fruit.   complete the genetic diagram to show this cross.   select a suitable letter to represent the alleles and decide which allele will need a capital  letter and which allele will need a lower case letter. letter representing the allele for red fruit  ... letter representing the allele for yellow fruit  ..   parental phenotypes  red fruit  \u00d7 red fruit   parental genotypes  ..  \u00d7 ..   gametes   \u00d7     .  ,  .   .  ,  . offspring genotypes         expected  phenotype ratio   .. red fruit : .. yellow fruit   actual  phenotype ratio  71 red fruit :  26 yellow fruit [6]  (b) researchers carried out some experiments on tomato plants that were homozygous for fruit  colour.   state how the researchers could be sure that the fruit came from homozygous plants.  ...  ...  .  [1]",
            "7": "7 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over  (c) the researchers analysed two pigments, chlorophyll and lycopene, in homozygous red  tomato fruit and homozygous yellow tomato fruit. chlorophyll is found in unripe tomato fruit.   (i) describe the function of chlorophyll.  ...    ...  ...  ...  .  [2]   (ii) state the name of one mineral required for the synthesis of chlorophyll.  .  [1]   (iii) the researchers analysed the concentration of the pigments in tomato fruits: \u2022 before they were ready to eat (unripe) \u2022 when they were ready to eat (ripe).    the results of the analysis are shown in table 2.1. table 2.1 chlorophyll concentration / mg per g of tomato fruitlycopene concentration / mg per g of tomato fruit unripe red fruit 10.0   0.0 ripe red fruit  1.2 105.7 unripe yellow fruit  6.2   0.0 ripe yellow fruit  0.4   0.7    use the information in table 2.1 to compare the changes in pigments in red fruit and  yellow fruit as they ripen.  ...  ...  ...  ...  ...  ...  .  [3]",
            "8": "8 0610/41/ o/n/21 \u00a9 ucles 2021  (d) a gene is responsible for the production of lycopene in fruits. geneticists have recently  produced genetically modified pink pineapples using the gene associated with the production  of lycopene.   (i) genes are found at specific locations on an important biological molecule.    state the name of this biological molecule.  .  [1]   (ii) describe the disadvantages of genetically modifying crops.  ...  ...  ...  ...  .  [2] [total: 16]",
            "9": "9 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over 3 some washing powders contain enzymes.  (a) fig. 3.1 shows a box of biological washing powder containing enzymes. wonder washingpowder biological washing powder removes stains made from oil, egg, juice, grass and many more. \u2022 add 1\u20132 scoops to main wash \u2022 works best at 30  \u00b0c but do not use above 50  \u00b0c \u2022 soap \u2022 enzymesdirections: ingredients: fig. 3.1   (i) eggs contain protein.    describe how the biological washing powder removes egg stains.  ...  ...  ...  ...  ...  ...  .  [3]",
            "10": "10 0610/41/ o/n/21 \u00a9 ucles 2021   (ii) explain why the manufacturer states that the washing powder works best at 30  \u00b0c and  should not be used above 50  \u00b0c.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) scientists used enzymes and bile in the early development of biological washing powders.   outline the roles of bile in the body.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 11]",
            "11": "11 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over 4 cholera is a transmissible disease.  (a) state the name of the type of pathogen that causes cholera.  .  [1]  (b) a study was designed to test the effectiveness of a cholera vaccine in an area where  outbreaks of cholera occur frequently.   the doctors gave some people in this area the new vaccine.   (i) suggest what the cholera vaccine must contain to be effective.  ...  ...  .  [1]   (ii) explain why the people were not protected from cholera immediately after receiving the  vaccine.  ...  ...  ...  ...  ...  ...  .  [3]   (iii) the doctors ensured that the people who received the new vaccine had  not had cholera  before.    suggest why.  ...  ...  .  [1]",
            "12": "12 0610/41/ o/n/21 \u00a9 ucles 2021   (iv) there was an outbreak of cholera in the area two months after the new vaccine was  given.    the people who had symptoms of cholera were monitored in hospital for two days.    some of the infected people had received the new vaccine and others had not received  the vaccine.    the results are shown in fig. 4.1. 0pathogen present in faecesdiarrhoea factors monitored in hospitalkey: vaccinated not vaccinated high body temperature102030405060708090100 percentage of people in hospital with the symptom fig. 4.1    using the information in fig. 4.1, discuss how effective the vaccine was at preventing the  symptoms of cholera.  ...  ...  ...  ...  .  [2]",
            "13": "13 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over  (c) (i) explain how cholera causes diarrhoea.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (ii) describe how diarrhoea is treated.  ...  ...  ...  ...  .  [2] [total: 14]",
            "14": "14 0610/41/ o/n/21 \u00a9 ucles 2021 5 the circulatory system is comprised of the heart, blood vessels and the blood.  (a) explain how the structures of the heart ensure that blood flows in one direction.   include the names of these structures in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (b) fig. 5.1 shows a diagram of some blood vessels associated with the skin. mlkkey:j p n not to scaleindicates the direction of  blood flow fig. 5.1   table 5.1 shows the functions of some blood vessels.   complete table 5.1 by: \u2022 naming the type of blood vessel \u2022 stating the letter of the type of blood vessel from fig. 5.1.",
            "15": "15 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over table 5.1 function type of blood vessel letter on fig. 5.1 regulates blood flow by constricting  and dilating collects blood from a network of the  narrowest blood vessels  withstands the highest blood  pressure allows the transfer of substances to  and from tissue fluid transports blood towards the heart  redirects blood flow deeper under the  surface of the skin [6]  (c) state the name of the blood vessels that deliver blood to the: kidneys  .   heart muscle  . [2]  (d) describe how blockages in the vessels that deliver blood to the heart muscle can be treated.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] [total: 16]",
            "16": "16 0610/41/ o/n/21 \u00a9 ucles 2021 6 many crop plants are grown as monocultures.  fig. 6.1 shows the destruction of a monoculture of maize as a result of drought. fig. 6.1  (a) describe the negative impacts to an ecosystem of large-scale monocultures, such as the one  shown in fig. 6.1.  ...  ...  ...  ...  ...  ...  .  [3]",
            "17": "17 0610/41/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the fruits of maize are produced on structures called cobs. each cob has many fruits.   fig. 6.2 shows how the maize cobs have changed over thousands of years as a result of  selective breeding. maize cob timelength of maize cobfruit fig. 6.2   state two desirable features, visible in fig.  6.2, that have been selected from the more  ancient varieties of maize. 1   2   [2]",
            "18": "18 0610/41/ o/n/21 \u00a9 ucles 2021  (c) the process of selective breeding involves a series of steps, as shown in fig. 6.3. step 1  select two plants with desirable features step 2  transfer pollen from the flower of one plant to a  flower on the second plant step 3  use bags to cover the flowers that are pollinated step 4  collect the seeds, germinate them and wait for  the plants to grow step 5  select the plants from step 4 that have the  desirable features step 6  continue step 2 to step 5 for many generations fig. 6.3   (i) explain why the flowers are covered with bags in step 3.  ...  ...  .  [1]   (ii) explain why the seeds in step 4 need oxygen to germinate.  ...  ...  ...  ...  .  [2]",
            "19": "19 0610/41/ o/n/21 \u00a9 ucles 2021   (iii) explain why some of the plants in step 5 may show features not visible in the parent  plants.  ...  ...  .  [1]   (iv) suggest why selective breeding should continue for many generations (step 6).  ...  ...  ...  ...  .  [2]   (v) state how new features, which did not exist in ancient varieties of a crop plant, could  appear.  ...  ...  .  [1] [total: 12]",
            "20": "20 0610/41/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_42.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (kn/cgw) 203280/4 \u00a9 ucles 2021  [turn over *5660845582* biology  0610/42 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/42/ o/n/21 \u00a9 ucles 2021 1 fig. 1.1 shows several villi from the ileum, which is part of the small intestine.  (a) state the name of one other part of the small intestine.  .  [1] lacteal goblet cellsarea enlarged in fig. 1.2 fig. 1.1  fig. 1.2 shows the tip of a villus in more detail. goblet cell microvilli epithelial cells fig. 1.2",
            "3": "3 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over  (b) the epithelial cells of the villi absorb nutrients by diffusion and active transport.   (i) describe how active transport differs from diffusion.   ...  ...  ...  ...  .  [3]   (ii) explain the importance of the microvilli shown in fig. 1.2.   ...  ...  ...  ...  .  [2]  (c) goblet cells provide protection for the epithelial cells that line the intestine.   (i) state the name of the protective substance produced by goblet cells.  .  [1]   (ii) suggest why a protective substance is necessary in the intestines.  ...  ...  ...  ...  .  [2]  (d) fig. 1.1 shows a lacteal in the centre of each villus.    describe the roles of lacteals.  ...  ...  ...  ...  .  [2]",
            "4": "4 0610/42/ o/n/21 \u00a9 ucles 2021  (e) complete table 1.1 by identifying the level of organisation of each structure.   choose your answers from the list. each word or phrase may be used once, more than once  or not at all. cell  cell structure   organ   organ system   organism   tissue table 1.1 structure level of organisation gall bladder endoplasmic reticulum intestinal epithelium ileum    [4]  (f) many fungi are decomposers that feed on dead plants. the fungi secrete enzymes to digest  large molecules.   students made an extract from a species of fungus. the extract contained digestive enzymes.    the students carried out an investigation to find out if amylase and pectinase were present in  the fungal extract.   they made agar plates by filling petri dishes with agar jelly containing either starch or pectin.  they cut four holes of the same size in the agar jelly in each petri dish.    the holes in each petri dish contained the same volume of:   a \u2013 1% amylase solution   b \u2013 1% pectinase solution   c \u2013 distilled water   d \u2013 fungal extract.   the petri dishes were kept at 27  \u00b0c for four days. after this time a dye was poured into each  dish to stain the areas where starch and pectin remained.    fig. 1.3 shows drawings of the stained agar in the petri dishes. the clear zones indicate the  areas where no starch or pectin remained.",
            "5": "5 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over a b c ddcb a key: stained area clear zone hole in agar jellypetri dish containing pectin in agar jellypetri dish containing starch in agar jelly fig. 1.3   (i) state what conclusions can be made about the enzymes in the fungal extract and give  evidence from fig. 1.3 to support your conclusions.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) the investigation was repeated but at 5  \u00b0c instead of at 27  \u00b0c.     predict the effect of the lower temperature on the results.  ...  ...  .  [1]  [total: 21]",
            "6": "6 0610/42/ o/n/21 \u00a9 ucles 2021 2 (a) a scientist investigated sexual reproduction in flowering plants.   fig. 2.1 shows the procedure for crossing two plants of the same species. anthers are removed from flower 1paint brush used to pick up pollen from flower 2 pollen transferred to the stigma of flower 1stigma ready to receive pollen bag placed around flower 1 and tied tightly seeds develop in flower 1 after fertilisation fig. 2.1   the scientist collected the seeds and germinated them. the leaves and flowers of the offspring  plants showed phenotypic variation as they were not all identical to the parent plants.   the scientist then investigated the chromosomes of all the offspring plants and found that  they had exactly the same number of chromosomes as the parent plants.   (i) define the term chromosome.  ...  ...  .  [2]",
            "7": "7 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) suggest why the scientist placed a bag around flower 1.  ...  ...  .  [1]   (iii) explain how sexual reproduction results in the variation that the scientist discovered in  the offspring plants.  ...  ...  ...  ...  .  [2]   (iv) the chromosome number of the offspring plants is the same as the chromosome number  of the parent plants in this investigation.    explain how the chromosome number is maintained from one generation to the next.  ...  ...  ...  ...  .  [2]",
            "8": "8 0610/42/ o/n/21 \u00a9 ucles 2021  (b) the plant camellia japonica  has flowers that can be white, red or a mixture of these two  colours. when red-flowered plants are crossed with white-flowered plants, all the offspring  plants have flowers with petals that are a mixture of red and white, as shown in fig. 2.2. fig. 2.2 \u2022 the gene for petal colour in c. japonica  is given the symbol p. \u2022 the allele for white petals is given the symbol pw. \u2022 the allele for red petals is given the symbol pr.   (i) table 2.1 shows the phenotypes of three different pairs of parent plants.    complete table 2.1 by giving all the possible genotypes of the offspring plants that could  be produced by these parent plants.     space for working. ",
            "9": "9 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over table 2.1 phenotype of male parentphenotype of female  parentall the possible genotypes of offspring  plants produced by this cross red petals red petals white petals red petals petals that are both red  and whitepetals that are both red  and white  [3]   (ii) state the type of inheritance that is shown by petal colour in c. japonica .  .  [1]  [total: 11]",
            "10": "10 0610/42/ o/n/21 \u00a9 ucles 2021 3 fig. 3.1 shows the changes in the concentrations of the hormones fsh and lh during a menstrual  cycle. 45 40 35 30 25 concentration of hormone / arbitrary units 20 15 10 0 5 10 15 days in the menstrual cycle= lh = fshkey: 20 25 305 0 fig. 3.1  (a) (i) suggest the target organ for fsh.  .  [1]   (ii) state how fsh reaches its target organ.  .  [1]   (iii) describe the relationship shown by the two hormones in fig. 3.1.  ...  ...  ...  ...  .  [2]",
            "11": "11 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over  (b) describe the roles of fsh and lh in the menstrual cycle.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) describe the changes that occur in the lining of the uterus during one menstrual cycle.  ...  ...  ...  ...  ...  ...  .  [3]  (d) oral contraceptives are a method of birth control taken by women.    outline how the hormones in contraceptives act as a method of birth control.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
            "12": "12 0610/42/ o/n/21 \u00a9 ucles 2021 4 involuntary actions occur because nerve impulses travel along the components of reflex arcs.   an example of an involuntary action is the rapid movement of a hand after unexpectedly touching  a very hot object.  fig. 4.1 shows the structures that are involved in the movement of the hand. hot objectvw zyxu fig. 4.1",
            "13": "13 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over  (a) table 4.1 shows the functions of some of the structures shown in fig. 4.1, the names of the  structures and the letter from fig. 4.1 that identifies each structure.   complete table 4.1. table 4.1 function name letter on fig. 4.1 conducts impulses to central nervous  system (cns) conducts impulses to an effector conducts impulses only within the  cns receptor z  [5]",
            "14": "14 0610/42/ o/n/21 \u00a9 ucles 2021  (b)  fig. 4.2 shows the structure of the synapse at w on fig. 4.1. fig. 4.2   describe how an impulse travels across the synapse shown in fig. 4.2.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) state one example of a reflex action that occurs in the eye.  ...  ...  .  [1]  [total: 10]",
            "15": "15 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
            "16": "16 0610/42/ o/n/21 \u00a9 ucles 2021 5 (a) state two factors that affect the volume of urine produced in the human body. 1   2      [2]  (b) nitrogen is an important element for organisms.   in a livestock farm, waste from animals contains protein. this waste is often spread on  farmland as a fertiliser.   describe how the nitrogen in protein is recycled in the soil into a form that plants can absorb  and use.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]",
            "17": "17 0610/42/ o/n/21 \u00a9 ucles 2021 [turn over  (c) waste from livestock farms often pollutes water courses, such as streams and rivers, leading  to a reduction in biodiversity.   explain how the pollution of water courses by animal waste leads to a reduction in biodiversity.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 13]",
            "18": "18 0610/42/ o/n/21 \u00a9 ucles 2021 6 enzymes are catalysts.  (a)  define the term catalyst.  ...  ...  .  [2]  (b) fig. 6.1 shows diagrams of three enzymes and eight different substrates. 13w p r stuv q 2 fig. 6.1   (i)  state the letter of the substrate that will be broken down by enzyme 1.  .  [1]   (ii) explain, in terms of enzyme structure, the reason for your choice in 6(b)(i) .  ...  ...  ...  ...  .  [2]",
            "19": "19 0610/42/ o/n/21 \u00a9 ucles 2021  (c) table 6.1 lists some enzymes and the reactions that they catalyse.   complete table 6.1. table 6.1 enzyme reaction maltase breakdown of maltose to ... ... breakdown of proteins to amino acids lipase breakdown of fats to ... and ... ... breakdown of lactose to simpler sugars ... insertion of a short length of dna into a plasmid restriction enzyme ...  [6]   [total: 11]",
            "20": "20 0610/42/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_43.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated. cambridge igcse\u2122 dc (lk) 308227/5 r \u00a9 ucles 2021  [turn overbiology  0610/43 paper 4 theory (extended)  october/november  2021  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3956945617*",
            "2": "2 0610/43/ o/n/21 \u00a9 ucles 2021 1 enzymes are used in genetic engineering.  (a) define the term enzyme.  ...  ...  .  [2]  (b) the process of genetic engineering often starts with the steps shown in fig. 1.1. enzyme 1step 1 step 2 step 3gaattc gaattc gaattc gaattcupper dna strand lower dna strand fig. 1.1   (i) state the sequence of bases on the lower strand of the dna molecule in step 1. upper dna strand g a a t t c lower dna strand [1]   (ii) state the name of enzyme 1 in step 2 of fig. 1.1.  .  [1]",
            "3": "3 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over   (iii) describe the effect of enzyme 1 on the dna molecule in step 3.  ...  ...  ...  ...  .  [2]   (iv) explain how enzyme 1 in fig. 1.1 is specific to the exact sequence of dna bases.  ...  ...  ...  ...  .  [2]",
            "4": "4 0610/43/ o/n/21 \u00a9 ucles 2021  (c) another enzyme, enzyme 2, is used later  in the process of genetic engineering.   fig. 1.2 is a diagram showing the action of enzyme 2. step 7 step 8step 6 enzyme 2upper dna strand of the gene lower dna strand of the geneplasmid dna strands fig. 1.2   (i) some organisms naturally contain dna in the form of a plasmid.    state the name of the type of organism that naturally contains plasmids.  .  [1]   (ii) state the name of enzyme 2 in step 7 of fig. 1.2.  .  [1]   (iii) state the name of the molecule formed in step 8.  .  [1]",
            "5": "5 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (d) sketch a graph to describe how the activity of the enzymes used in genetic engineering would  change if the reaction occurred at a range of temperatures from very cold to very hot.   label the axes with appropriate titles.   do not use units or a numbered scale. [3] [total: 14]",
            "6": "6 0610/43/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 is a photomicrograph of the end of a plant root. length  / mm 0 5 10 15 20 25 30 35length  / mm 0 5 10 15 20 25 30 35 root tip fig. 2.1  fig. 2.2 shows the results of a study on the rate of uptake of nitrate ions at different points along  the root shown in fig. 2.1. 0 0 5 10 15 20 25 30 3551015202530 distance from root tip  / mmrate of nitrate ion uptake / pmol per cm2 per s fig. 2.2",
            "7": "7 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (a) (i) describe the rate of uptake of nitrate ions along the root.    use the information in fig. 2.1 and fig. 2.2 in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) explain how nitrate ions move from the soil into roots.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) explain why the uptake of ions, such as nitrate, is important for the uptake of water in  roots.  ...  ...  .  [1]",
            "8": "8 0610/43/ o/n/21 \u00a9 ucles 2021   (iv) explain why plants need nitrate ions, other than  for the uptake of water.  ...  ...  ...  ...  ...  ...  .  [3]   (v) describe how nitrate ions are formed in the soil.  ...  ...  ...  ...  ...  ...  .  [3]",
            "9": "9 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) fig. 2.3 shows some of the events that occur when high concentrations of nitrate ions  flow into lakes. a a decrease in the concentration of dissolved oxygen b a decrease in the population of consumers c a decrease in the population of producers d a decrease in light intensity at the bottom of the lake e an increase in the population of decomposers f an increase in the population of producers fig. 2.3    put the events shown in fig. 2.3 into the correct sequence. [2]   (ii) state the name of the process summarised in fig. 2.3.  .  [1] [total: 19]",
            "10": "10 0610/43/ o/n/21 \u00a9 ucles 2021 3 a researcher investigated genetic variation in fruit flies, drosophila melanogaster .  the bodies of fruit flies can be black or yellow. a yellow body colour is a recessive feature in fruit  flies.  (a) two heterozygous fruit flies with black bodies were bred together.   predict the phenotypes of the offspring and the phenotypic ratio for this cross.  .  [1]  (b) in another fruit fly breeding experiment, researchers counted 124 offspring with black bodies  and 121 offspring with yellow bodies.   draw a genetic diagram to explain the results of this cross. use the letter b to represent the  allele for black body colour and the letter b to represent the allele for yellow body colour.   parental phenotypes  ..  \u00d7 ..   parental genotypes  ..  \u00d7 ..   gametes   \u00d7     .  ,  .   .  ,  . offspring genotypes  ..   expected  offspring phenotype ratio   .. black : .. yellow   actual  offspring phenotype ratio  124 black :  121 yellow [5]",
            "11": "11 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (c) the crab, cerberusa caeca , lives in dark caves and has no coloured pigment.   fig. 3.1 is a photograph of c. caeca . fig. 3.1   (i) c. caeca  and d. melanogaster  are both arthropods.    state one feature present in all arthropods but not present in vertebrates.  .  [1]   (ii) c. caeca is a crustacean and d. melanogaster  is an insect.    state one morphological feature of  c. caeca that distinguishes it as a crustacean and  not as an insect.  .  [1]",
            "12": "12 0610/43/ o/n/21 \u00a9 ucles 2021  (d) the ancestors of c. caeca  had pigmented bodies.   the lack of a coloured pigment in c. caeca  is called albinism and was caused by a mutation  many thousands of years ago.   (i) explain the mechanism that has resulted in the allele for albinism becoming common in  recent generations in populations of  c. caeca .  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state two factors that can cause mutations. 1   2   [2] [total: 13]",
            "13": "13 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over 4 hiv is a pathogen that can cause aids.  (a) describe how hiv is transmitted from one person to another.  ...  ...  ...  ...  ...  ...  .  [3]  (b)  all viruses contain genetic material. hiv contains genetic material called rna.   state one other feature common to all viruses.  .  [1]  (c) (i) describe the function of lymphocytes.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) state how infection with hiv affects the lymphocytes if untreated.  ...  .  [1]",
            "14": "14 0610/43/ o/n/21 \u00a9 ucles 2021  (d) doctors wanted to determine whether dietary supplements could help people infected  with hiv.   they randomly put volunteers with hiv into two groups: \u2022 a treatment group, who received hiv medication and additional vitamin and mineral  supplements \u2022 a control group, who received hiv medication but no additional supplements.   the details of the two groups are outlined in table 4.1. table 4.1 treatment group control group total number of volunteers 18 22 average age  / years 45.6 46.6 average mass  / kg 82.3 82.5   the dietary supplements were given to the treatment group twice a day for three months. the  nutrients in the supplements included: \u2022 vitamin c \u2022 vitamin d \u2022 calcium \u2022 iron \u2022 other minerals and vitamins.   (i) explain why vitamin c and iron are important in the human diet.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "15": "15 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over   table 4.2 shows some of the results from the study. table 4.2 treatment group control group at the startafter three  monthsat the startafter three  months average number of  lymphocytes\u2009/\u2009cells \u2009per\u2009\u03bcg\u2009of\u2009blood 357 422  461  461 average number of copies of hiv  rna per cm3 of blood4291 897 2648 5935   (ii) use the data for the treatment group, shown in table 4.2, to calculate the percentage  decrease in the average number of copies of hiv rna per cm3 of blood.    space for working.   . % [2]   (iii) evaluate the effect of the dietary supplements on the lymphocytes.    use the information in table 4.2 in your answer.  ...  ...  ...  ...  .  [2] [total: 16]",
            "16": "16 0610/43/ o/n/21 \u00a9 ucles 2021 5 fig. 5.1 shows people fishing on a large scale and a small scale.  large-scale fishing  small-scale fishing fig. 5.1  all types of fishing can have a negative impact on fish stocks.  (a) discuss how governments can regulate fishing to maintain fish stocks.   use the word sustainable  in your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "17": "17 0610/43/ o/n/21 \u00a9 ucles 2021 [turn over  (b) fig. 5.2 shows the location of a chemical factory near a river. site 1 site 2direction of water flow fig. 5.2   fig. 5.3 shows the sex ratio of the fish, catostomus commersonii , in the river at site 1 and  site 2. intersex fish have both female and male reproductive organs. site 1 site 2 0 10 20 30 40 50 percentage of fish60 70 80 90 100femalekey: intersex male fig. 5.3   state and explain what type of chemical the factory could be releasing into the river that  would cause the effects shown in fig. 5.3. type of chemical   explanation  ...  ...  ... [2]  (c) state how sex is inherited in humans.  .  [1] [total: 9]",
            "18": "18 0610/43/ o/n/21 \u00a9 ucles 2021 6 the heart pumps blood around the body.  (a) explain why the heart is an organ.  ...  ...  .  [1]  (b) complete the sentences:   the ... system includes the heart and blood vessels. deoxygenated  blood from the body is transported to the heart in the ... .   during a heart beat the ventricles contract. the right ventricle pumps deoxygenated blood to  the lungs. the right ventricle has a ... muscular wall than the left  ventricle.   gas exchange in the lungs occurs by ... . oxygenated blood  travels back to the heart where it enters the ... of the heart.   the two sides of the heart are separated by the ... . this  structure prevents the mixing of oxygenated and deoxygenated blood. oxygenated blood is  then delivered to the rest of the body. blood is supplied to the muscle of the heart in the   ... . [7]  (c) many people monitor their heart rate by counting their pulse.   state one other method of monitoring heart rate.  .  [1] [total: 9]",
            "19": "19 0610/43/ o/n/21 \u00a9 ucles 2021 blank page",
            "20": "20 0610/43/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_51.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sw) 203241/3 \u00a9 ucles 2021  [turn over *3240674064* biology  0610/51 paper 5 practical test  october/november  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/ o/n/21 \u00a9 ucles 2021 1 (a) dialysis tubing can act as a partially permeable membrane because it has microscopic holes  that allow small soluble molecules to pass through by diffusion.   you are going to investigate the molecules that can diffuse through dialysis tubing.   read all the instructions but do not carry them out until you have drawn a table  for your results in the space provided in 1(a)(i).   you should use the safety equipment provided while you are carrying out the practical work.   step 1   remove the piece of dialysis tubing from the beaker of water labelled w. it has been  knotted at one end to form a bag. gently rub the unknotted end of the dialysis tubing  until it is open.   step 2   use a syringe to put 10  cm3 of solution m into the open end of the dialysis tubing bag.    step 3   hold the open end of the bag and rinse the outside of the dialysis tubing by dipping it  into the water in beaker w.   step 4   place the dialysis tubing bag inside the large test-tube labelled t so that approximately  2 cm of the dialysis tubing folds over the top of the test-tube. secure it with an elastic  band, as shown in fig. 1.1.     step 5   use a measuring cylinder to pour warm distilled water  into large   test-tube t so that it covers the dialysis tubing bag, as shown in fig. 1.1. elastic band warm distilled wateropen end of the dialysis tubing folded over the top of large  test-tube t solution m inside the dialysis tubing bag knotted end of the dialysis tubing bag fig. 1.1   step 6  leave large test-tube t in the test-tube rack for 15 minutes.     continue with the other questions while you are waiting.   step 7  label a small beaker t.      after 15 minutes remove the dialysis tubing bag from large test-tube t and put it in  the waste  container.     pour the liquid from large test-tube t into beaker t.   step 8  label six clean test-tubes a, b, c, d, e and f.   step 9  use a syringe to put 2  cm3 samples of solution m into test-tubes a, b and c.",
            "3": "3 0610/51/ o/n/21 \u00a9 ucles 2021 [turn over step 10  use a clean syringe to put 2  cm3 samples of liquid t into test-tubes d, e and f. step 11   test the contents of test-tubes a and d for reducing sugars using the correct food-testing  reagent.    raise your hand when you are ready for hot water to be added to the beaker labelled  water\u2011bath . step 12  test the contents of test-tubes b and e for protein using the correct food-testing reagent. step 13  test the contents of test-tubes c and f for starch using the correct food-testing reagent.   record your results from steps 11, 12 and 13 in your table in 1(a)(i) .   (i) prepare a table to record your results from steps 11 to 13 in the space provided. include  the final colours of the food tests for each test-tube.  [4]   (ii) state the names of the food-testing reagents that you used to test for the presence of  each substance. reducing sugars  . protein  ... starch   [2]",
            "4": "4 0610/51/ o/n/21 \u00a9 ucles 2021   (iii) state which substances are present in solution m.  ...  ...  .  [1]   (iv) conclude, based on your results, if any of the substances in solution m diffused through  the dialysis tubing membrane.    state the evidence from your results for this conclusion. substance(s)  .. evidence    ...  [1]  (b) explain why it was important to rinse the outside of the dialysis tubing bag in step 3.  ...  ...  .  [1]  (c) identify one hazard in the investigation described in 1(a) and state one precaution taken to  reduce the risk of this hazard. hazard  ... precaution  .  ...  [2]",
            "5": "5 0610/51/ o/n/21 \u00a9 ucles 2021 [turn over  (d) starch can be broken down into reducing sugars. the enzyme amylase catalyses this  reaction.   plan an investigation to find out the effect of ph on the activity of the enzyme amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 17]",
            "6": "6 0610/51/ o/n/21 \u00a9 ucles 2021 blank page",
            "7": "7 0610/51/ o/n/21 \u00a9 ucles 2021 [turn over 2 (a) a student used an aquatic plant to investigate the effect of temperature on the rate of  photosynthesis.   fig. 2.1 shows the apparatus used by the student.  10 cm aquatic plant producing gasbeaker containing waterfunnelmeasuring cylinder containing watergas collecting in the  measuring cylinder lamp fig. 2.1   a lamp was placed at a distance of 10  cm from the apparatus. sodium hydrogencarbonate  was added to the water to provide a source of carbon dioxide.   the student measured the volume of gas produced in 20 minutes at six different temperatures.    (i) state the variable that was changed (independent variable) in this investigation.  .  [1]   (ii) state two variables that should be kept constant in this investigation. 1   2    [2]   (iii) only one set of results was collected in the investigation described in 2(a).    explain why repeating the investigation two more times would be an improvement to the  method.  ...  ...  .  [1]",
            "8": "8 0610/51/ o/n/21 \u00a9 ucles 2021  (b) the results of the investigation are shown in table 2.1. table 2.1 temperature / \u00b0cvolume of gas collected in  20 minutes / cm3rate of photosynthesis / cm3 per minute  5  5.0 0.25 10  7.8 0.39 15 12.0 0.60 20 22.8 1.14 25 21.0 1.05 30 16.0 0.80   (i) calculate the percentage increase in the volume of gas produced from 10  \u00b0c to 15  \u00b0c.    give your answer to two significant figures.    space for working.     % [3]",
            "9": "9 0610/51/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) use the information in table 2.1 to plot a line graph on the grid to show the effect of  temperature on the rate of photosynthesis.      [4]   (iii) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  .  [2]   (iv) use your graph to estimate the rate of photosynthesis when the temperature is 17  \u00b0c.    show on your graph where you took your readings.   ...  cm3 per minute [2]",
            "10": "10 0610/51/ o/n/21 \u00a9 ucles 2021  (c) fig. 2.2 is a photograph of one flower of an aquatic plant, cabomba caroliniana . y x magnification \u00d76stigma fig. 2.2   (i) make a large drawing of the flower shown in fig. 2.2.    label the stigma on your drawing. [5]",
            "11": "11 0610/51/ o/n/21 \u00a9 ucles 2021   (ii) measure the length of line xy on fig. 2.2.    length of line xy ... mm    calculate the actual width of the flower shown in fig. 2.2 using your measurement and  the formula. magnification = length of line xy on fig. 2.2 actual width of the flower    include the unit.    space for working.    [3]    [total: 23]",
            "12": "12 0610/51/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_52.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *5317674973* dc (st/ct) 210910/5 \u00a9 ucles 2021  [turn overbiology  0610/52 paper 5 practical test  october/november  2021  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/ o/n/21 \u00a9 ucles 2021 1 you are going to investigate the effect of temperature on the rate of respiration in yeast cells.  when yeast cells respire they produce carbon dioxide gas.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label the empty 250  cm3 beaker hot water\u2011bath .  step 2  raise your hand when you are ready for hot water to be put into your hot water\u2011bath .  step 3   measure the temperatures of the water in the hot water\u2011bath  and in the beaker labelled  cold water \u2011bath . record these values in table 1.1 in 1(c)(i) .  step 4   lay the balloons flat on the table. use the marker pen to mark the widest point of each  balloon, as shown in fig.  1.1. mark made with a pen at the widest part of the balloon fig. 1.1  step 5   stir the yeast suspension with the glass rod. use the measuring cylinder to put 25  cm3 of  the yeast suspension into each of the test-tubes.  step 6   carefully stretch the open end of one balloon over the top of one test-tube, as shown in  fig. 1.2. repeat this with the remaining balloon and the other test-tube. yeast suspensiontest-tubeuninflated balloon fig. 1.2  step 7   place one test-tube in the hot water\u2011bath  and the other test-tube in the cold   water\u2011bath .",
            "3": "3 0610/52/ o/n/21 \u00a9 ucles 2021 [turn over  step 8   measure the circumferences of the balloons at 0 minutes. do this by placing the string  around the widest part of the balloon on the test-tube in the hot water\u2011bath , at the mark  you made in step  4. this is shown in fig.  1.3.      use the ruler to measure the length of the string that is required to wrap around the  balloon once. this is the circumference of the balloon.    repeat this with the balloon on the test-tube in the cold water \u2011bath .    record these measurements in your table in  1(a)(i) . yeast suspensiontest-tubeballoon string wrapped once around the widest part of the balloon fig. 1.3  step 9  start the stop-clock and leave the test-tubes in the water-baths.  step 10   after 5 minutes, 10 minutes and 15 minutes repeat step 8. this will give you a total of  four measurements for the circumference of each balloon.  step 11   measure the final temperatures of the water in the hot water \u2011bath  and in the  cold water \u2011bath . record these values in table 1.1 in 1(c)(i) .    do not remove the balloons from the test-tubes.",
            "4": "4 0610/52/ o/n/21 \u00a9 ucles 2021  (a) (i)  prepare a table to record your results from step 8 and step 10.     [4]   (ii) state a conclusion for these results.  ...  ...  .  [1]   (iii) suggest why it was important to stir the yeast suspension in step 5.  ...  ...  .  [1]   (iv)  state two variables, other than stirring, that were kept constant in this investigation. 1    ... 2    ... [2]",
            "5": "5 0610/52/ o/n/21 \u00a9 ucles 2021 [turn over  (b) (i) balloons and string were used to collect and measure the gas produced by the yeast  cells.    suggest another, more accurate, method of collecting and measuring the gas.  ...  ...  .  [1]   (ii) state the name of an indicator which could be used to show that the gas produced by the  yeast is carbon dioxide and give the result of a positive test. indicator  . positive test result  . [2]  (c) (i)  record your temperature measurements from step 3 and step 11 in table 1.1.    complete table 1.1 by calculating the change in temperature in each water-bath from  step 3 to step 11. table 1.1 water-bathtemperature in step 3 / \u00b0ctemperature in step 11 / \u00b0cchange in  temperature  / \u00b0c hot cold [2]   (ii)  describe how the method could be modified to prevent a change in the temperature of  the water-baths.  ...  ...  .  [1] [total: 14]",
            "6": "6 0610/52/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 is a photograph of a flower from the wind-pollinated grass plant, briza maxima . fig. 2.1  (a) (i)  draw a large diagram of the flower in fig.  2.1. [4]",
            "7": "7 0610/52/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) fig. 2.2 is a photomicrograph of grass pollen grains. p q magnification  \u00d71500 fig. 2.2    measure the length of line pq on fig.  2.2.    length of pq ... mm    calculate the actual length of the pollen grain using the formula and your measurement. magnification = length of line pq actual length of the pollen grain    give your answer in millimetres and to two decimal places.    space for working.   .  mm  [3]",
            "8": "8 0610/52/ o/n/21 \u00a9 ucles 2021  (b) scientists investigated the effect of wind speed on the average distance travelled by single  pollen grains and groups of five pollen grains joined to form a clump. the pollen grains were  dropped from a height of 2  m.   the results of the investigation are shown in table 2.1. table 2.1 wind speed / m per saverage distance travelled  by single pollen grains  / maverage distance travelled by  clumps of five pollen grains  / m 0.0   0  0 0.2  38 21 0.4  81 39 0.6 118 55 0.8 154 70   (i) calculate the percentage decrease in the average distance travelled when the pollen  grains fell as a clump compared to a single pollen grain, at a wind speed of 0.6  m per s.    give your answer to two significant figures.    space for working.   . %  [3]",
            "9": "9 0610/52/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) plot a line graph on the grid of the data in table  2.1. include both sets of data and a key.  [5]   (iii) use your graph to estimate the average distance travelled by single  pollen grains at a  wind speed of 0.5  m per s.    show on your graph how you obtained your estimate.     m  [2]",
            "10": "10 0610/52/ o/n/21 \u00a9 ucles 2021   (iv) successful pollination results in fertilisation and the production of seeds.     state the test that would show that the seeds contain protein. include the result of a  positive test. test   positive test result  . [2]",
            "11": "11 0610/52/ o/n/21 \u00a9 ucles 2021  (c) (i) plan an investigation to determine the effect of temperature on the rate of transpiration  from leaves.    you may wish to include the apparatus listed and any other apparatus that you think is  suitable in your plan: \u2022 leafy plants \u2022 electronic balance \u2022 thermometer \u2022 string \u2022 stop-clock  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   (ii) humidity also affects the rate of transpiration from leaves.     suggest how you could change the humidity that the leaves are exposed to in a  transpiration investigation.  ...  ...  .  [1]  [total: 26]",
            "12": "12 0610/52/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_61.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ce/sw) 203243/3 \u00a9 ucles 2021  [turn over *5353108727* biology  0610/61 paper 6  alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/61/ o/n/21 \u00a9 ucles 2021 1 (a) dialysis tubing can act as a partially permeable membrane because it has microscopic holes  that allow small soluble molecules to pass through by diffusion.   a student investigated the molecules that can diffuse through dialysis tubing.   step 1   a piece of dialysis tubing was soaked in water and a knot was tied at one end to form  a bag.   step 2   the unknotted end of the dialysis tubing was opened and 20  cm3 of a solution, m,  was put into the dialysis tubing bag.     step 3  the outside of the dialysis tubing bag was rinsed with distilled water.   step 4   the dialysis tubing bag was put inside a large test-tube and the open end of the  tubing was folded over the top of the large test-tube. it was secured with an elastic  band, as shown in fig. 1.1.   step 5  the large test-tube was then filled with distilled water, as shown in fig. 1.1. elastic band distilled wateropen end of the dialysis tubing folded over the top of test-tube solution m inside the dialysis tubing bag knotted end of the dialysis tubing bag fig. 1.1   step 6  the large test-tube was left in a test-tube rack for 15 minutes.   step 7   after 15 minutes, the dialysis tubing bag was removed from the large test-tube and  the contents of the bag were emptied into a beaker labelled m. 2 cm3 samples of  solution m were tested for reducing sugars, protein and starch.    step 8   the liquid remaining in the large test-tube was emptied into a beaker labelled t.  2 cm3 samples of this liquid were also tested for reducing sugars, protein and starch.",
            "3": "3 0610/61/ o/n/21 \u00a9 ucles 2021 [turn over   the student\u2019s results are shown in fig. 1.2. solution m: reducing sugars \u2013 orange,  protein - purple,  starch - blue-black liquid t: reducing sugars \u2013 orange,  protein - blue,  starch - brown fig. 1.2   (i) prepare a table to record the results shown in fig. 1.2.  [3]   (ii) state the names of the food-testing reagents that would be used to test for the presence  of each substance. reducing sugars  . protein  ... starch    [3]",
            "4": "4 0610/61/ o/n/21 \u00a9 ucles 2021   (iii) state which substances are present in solution m.  ...  ...  .  [1]   (iv) conclude, based on the results, if any of the substances in solution m diffused through  the dialysis tubing membrane.    state the evidence from the results for this conclusion. substance(s)  .. evidence    ...  [1]  (b) explain why it was important to rinse the outside of the dialysis tubing bag in step 3.  ...  ...  .  [1]  (c) identify one hazard in the investigation described in 1(a) and state one precaution to reduce  the risk of this hazard. hazard  ... precaution  .  ...  [2]",
            "5": "5 0610/61/ o/n/21 \u00a9 ucles 2021 [turn over  (d) starch can be broken down into reducing sugars. the enzyme amylase catalyses this  reaction.   plan an investigation to find out the effect of ph on the activity of the enzyme amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 17]",
            "6": "6 0610/61/ o/n/21 \u00a9 ucles 2021 blank page",
            "7": "7 0610/61/ o/n/21 \u00a9 ucles 2021 [turn over 2 (a) a student used an aquatic plant to investigate the effect of temperature on the rate of  photosynthesis.   fig. 2.1 shows the apparatus used by the student.  10 cm aquatic plant producing gasbeaker containing waterfunnel lampmeasuring cylinder containing watergas collecting in the  measuring cylinder fig. 2.1   a lamp was placed at a distance of 10  cm from the apparatus. sodium hydrogencarbonate  was added to the water to provide a source of carbon dioxide.   the student measured the volume of gas produced in 20 minutes at six different temperatures.    (i) state the variable that was changed (independent variable) in this investigation.  .  [1]   (ii) state two variables that should be kept constant in this investigation. 1   2    [2]   (iii) only one set of results was collected in the investigation described in 2(a).    explain why repeating the investigation two more times would be an improvement to the  method.  ...  ...  .  [1]",
            "8": "8 0610/61/ o/n/21 \u00a9 ucles 2021  (b) the results of the investigation are shown in table 2.1. table 2.1 temperature / \u00b0cvolume of gas collected in  20 minutes / cm3rate of photosynthesis / cm3 per minute  5  5.0 0.25 10  7.8 0.39 15 12.0 0.60 20 22.8 1.14 25 21.0 1.05 30 16.0 0.80   (i) calculate the percentage increase in the volume of gas produced from 10  \u00b0c to 15  \u00b0c.    give your answer to two significant figures.    space for working.     % [3]",
            "9": "9 0610/61/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) use the information in table 2.1 to plot a line graph on the grid to show the effect of  temperature on the rate of photosynthesis.      [4]   (iii) describe the pattern shown by the data in your graph.  ...  ...  ...  ...  .  [2]   (iv) use your graph to estimate the rate of photosynthesis when the temperature is 17  \u00b0c.    show on your graph where you took your readings.   ...  cm3 per minute [2]",
            "10": "10 0610/61/ o/n/21 \u00a9 ucles 2021  (c) fig. 2.2 is a photograph of one flower of an aquatic plant, cabomba caroliniana . y xstigma magnification \u00d76 fig. 2.2   (i) make a large drawing of the flower shown in fig. 2.2.    label the stigma on your drawing. [5]",
            "11": "11 0610/61/ o/n/21 \u00a9 ucles 2021   (ii) measure the length of line xy on fig. 2.2.    length of line xy ... mm    calculate the actual width of the flower shown in fig. 2.2 using your measurement and  the formula. magnification = length of line xy on fig. 2.2 actual width of the flower    include the unit.    space for working.    [3]    [total: 23]",
            "12": "12 0610/61/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_62.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/jg) 211603/5 \u00a9 ucles 2021  [turn over *3202335927* biology  0610/62 paper 6 alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/62/ o/n/21 \u00a9 ucles 2021 1 a student investigated the effect of temperature on the rate of respiration in yeast cells. when  yeast cells respire they produce carbon dioxide gas.   in this investigation the gas was collected in a balloon that was attached to a test-tube containing  a yeast suspension.   step 1  the student prepared a hot water-bath and a cold water-bath.  step 2   the student measured the temperature of the water in the hot water-bath and in the cold  water-bath.   step 3   a yeast suspension was stirred with a glass rod. 25  cm3 of the yeast suspension was put  into each of two test-tubes.   step 4  a balloon was stretched over the top of each test-tube.   step 5   one test-tube and balloon was put into the hot water-bath and the other test-tube and  balloon was put into the cold water-bath, as shown in fig. 1.1. yeast suspensiontest-tubeballoon water-bath fig. 1.1  step 6   the circumference of each balloon was measured by placing a piece of string around the  widest part of the balloon, as shown in fig. 1.2. a ruler was then used to measure the  length of the string that wrapped around each balloon once. ",
            "3": "3 0610/62/ o/n/21 \u00a9 ucles 2021 [turn over string wrapped around the balloon at the widest partballoon top of the test-tube fig. 1.2  step 7   the circumference of each balloon was measured at 0 minutes, 5 minutes, 10 minutes  and 15 minutes.     the student\u2019s results are shown in fig. 1.3. cold 0 minutes \u2013 120  mm 5 minutes \u2013 125  mm 10 minutes \u2013 132  mm 15 minutes \u2013 137  mmhot 0 minutes \u2013 120  mm 5 minutes \u2013 135  mm 10 minutes \u2013 145  mm 15 minutes \u2013 147  mm fig. 1.3  (a) (i) prepare a table and record the results shown in fig. 1.3.  [3]",
            "4": "4 0610/62/ o/n/21 \u00a9 ucles 2021   (ii) state a conclusion for the results shown in fig. 1.3.  ...  ...  .  [1]   (iii) suggest why it was important to stir the yeast suspension in step 3.  ...  ...  .  [1]   (iv)  state two variables, other than stirring, that should be kept constant in this investigation.  1    ... 2    ...  [2]  (b) (i) balloons and string were used to collect and measure the gas produced by the yeast  cells.    suggest another, more accurate, method of collecting and measuring the gas.  ...  ...  .  [1]   (ii) state the name of an indicator which could be used to show that the gas produced by the  yeast is carbon dioxide and give the result of a positive test. indicator  . positive test result  .  [2]",
            "5": "5 0610/62/ o/n/21 \u00a9 ucles 2021 [turn over  (c) (i) the temperatures of the water in the hot water-bath and in the cold water-bath were  measured again at the end of the investigation. fig. 1.4 is a diagram of the thermometers  showing the temperatures in the two water-baths. 40 30 20\u00b0c 40 30 20\u00b0chot water-bath cold water-bath fig. 1.4    complete table 1.1 by recording the temperatures from fig. 1.4 and calculating the  change in temperature.  table 1.1 water-bathtemperature in   step 2  / \u00b0c temperature at  the end of the  investigation  / \u00b0cchange in  temperature  / \u00b0c hot 40 cold 20  [2]   (ii) describe how the method could be modified to prevent a change in the temperature of a  water-bath.  ...  ...  .  [1]  [total: 13]",
            "6": "6 0610/62/ o/n/21 \u00a9 ucles 2021 2 fig. 2.1 is a photograph of a flower from the wind-pollinated grass plant, briza maxima .  fig. 2.1  (a) (i) draw a large diagram of the flower in fig. 2.1.  [4]",
            "7": "7 0610/62/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) fig. 2.2 is a photomicrograph of grass pollen grains. p q magnification  \u00d71500 fig. 2.2    measure the length of line pq on fig. 2.2.    length of pq ... mm    calculate the actual length of the pollen grain using the formula and your measurement.  magnification = length of line pq actual length of the pollen grain    give your answer in millimetres and to two decimal places.    space for working.   .  mm  [3] ",
            "8": "8 0610/62/ o/n/21 \u00a9 ucles 2021  (b) scientists investigated the effect of wind speed on the average distance travelled by single  pollen grains and groups of five pollen grains joined to form a clump. the pollen grains were  dropped from a height of 2  m.    the results of the investigation are shown in table 2.1.    table 2.1 wind speed    / m per saverage distance  travelled by single  pollen grains   / maverage distance  travelled by clumps  of five pollen grains  / m 0.0   0  0 0.2  38 21 0.4  81 39 0.6 118 55 0.8 154 70   (i) calculate the percentage decrease in the average distance travelled when the pollen  grains fell as a clump compared to a single pollen grain, at a wind speed of 0.6  m per s.    give your answer to two significant figures.    space for working.     %  [3]",
            "9": "9 0610/62/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) plot a line graph on the grid of the data in table 2.1. include both sets of data and a key.  [5]   (iii) use your graph to estimate the average distance travelled by single  pollen grains at a  wind speed of 0.5  m per s.       show on your graph how you obtained your estimate.     m  [2]",
            "10": "10 0610/62/ o/n/21 \u00a9 ucles 2021   (iv) successful pollination results in fertilisation and the production of seeds.     describe how you could test the seeds to show that they contain reducing sugars.   include the result of a positive test.  method  ..  ...  ...  ... positive test result  .  [3]",
            "11": "11 0610/62/ o/n/21 \u00a9 ucles 2021  (c) (i) plan an investigation to determine the effect of temperature on the rate of transpiration  from leaves.    you may wish to include the apparatus listed and any other apparatus that you think is  suitable in your plan: \u2022 leafy plants \u2022 electronic balance \u2022 thermometer \u2022 string \u2022 stop-clock  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]   (ii) humidity also affects the rate of transpiration from leaves.    suggest how you could change the humidity that the leaves are exposed to in a  transpiration investigation.  ...  ...  .  [1]    [total: 27]",
            "12": "12 0610/62/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "0610_w21_qp_63.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. dc (rw/cb) 211604/3 \u00a9 ucles 2021  [turn over *3814714729* biology  0610/63 paper 6 alternative to practical  october/november  2021  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
            "2": "2 0610/63/ o/n/21 \u00a9 ucles 2021 1 catalase is an enzyme found in many plants. it speeds up the break down of hydrogen peroxide  into water and oxygen, as shown in fig.  1.1. hydrogen peroxide  water + oxygen fig. 1.1  the oxygen produced during the reaction forms a foam on the surface of the liquid. the height of  the foam can be used as an indication of the activity of catalase.  (a) a student investigated the activity of catalase in three different types of plant tissue: seeds,  roots and fruits.   the student used this method:   step 1  put one seed into a test\u2011tube labelled s1.   step 2  cut a small piece of root and place it into a test\u2011tube labelled r1.   step 3  cut a small piece of fruit and place it into a test\u2011tube labelled f1.   step 4  put 5  cm3 of 6% hydrogen peroxide solution into each test\u2011tube.    leave for three minutes.   step 5  after three minutes, use a ruler to measure the height of the foam produced in each  test\u2011tube.   the student\u2019s results from step  5 are shown in fig.  1.2. results s1 = 40  mm of foam r1 = 14  mm of foam f1 = 4  mm of foam fig. 1.2   step 6  repeat step  1 to step  5 with fresh plant tissues and fresh hydrogen peroxide solution  to get a second set of results.",
            "3": "3 0610/63/ o/n/21 \u00a9 ucles 2021 [turn over   fig. 1.3 shows the second set of test\u2011tubes from step  6 after three minutes. seedfoam height of foams2 r2 f2 root fruit fig. 1.3   (i) prepare a table to record the two sets of results and the average height of the foam  for each tissue. measure the heights of the foams in the three test\u2011tubes in fig.  1.3.  calculate the average height of the foam for each tissue.    include in your table: \u2022 the student\u2019s results from fig.  1.2 \u2022 the heights of the foams you have measured from fig.  1.3 \u2022 the average heights you have calculated.  [5]",
            "4": "4 0610/63/ o/n/21 \u00a9 ucles 2021   (ii) state a conclusion for these results.  ...  ...  .  [1]   (iii) identify one potential source of error in this investigation.  ...  ...  .  [1]   (iv) the student collected two sets of results for each plant tissue. explain why it would have  been better to have collected three sets of results.  ...  ...  .  [1]   (v) state two variables that should have been kept constant during this investigation. 1    ... 2    ...  [2]   (vi) state the variable that was measured (the dependent variable) in this investigation.  .  [1]   (vii) identify one safety risk when carrying out this investigation and describe how the risk  could be reduced. risk  . method of reducing risk  .  ...  [2]",
            "5": "5 0610/63/ o/n/21 \u00a9 ucles 2021 [turn over  (b) a student wanted to calculate the rate of gas production but could not do this using the height  of the foam.   describe how the student could change the method to collect the data they needed and state  how they would calculate the rate of gas production. change to method  .  ...  ... how the rate would be calculated  .  ...  ...  [2]  (c) (i) the student added iodine solution to samples of the three types of plant tissue. the  student observed the colour of the iodine solution on the plant tissue after a few minutes.    their observations are shown in the table.    complete the table by writing a conclusion for each observation. plant tissue observation conclusion seed blue\u2011black root blue\u2011black fruit yellow \u2011brown  [2]   (ii) state the name of the reagent that would be used to test a seed for protein.  .  [1]",
            "6": "6 0610/63/ o/n/21 \u00a9 ucles 2021  (d) a student stated that:   \u2018different types of plant tissue will lose different amounts of water by osmosis when  immersed in a salt solution.\u2019   plan an investigation to find out if the student was correct.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 24]",
            "7": "7 0610/63/ o/n/21 \u00a9 ucles 2021 [turn over 2 fig. 2.1 is a photograph of the cut surface of an apple. fig. 2.1  (a) make a large drawing of the cut surface of the apple shown in fig.  2.1.  [4]",
            "8": "8 0610/63/ o/n/21 \u00a9 ucles 2021  (b) fig. 2.2 is a photograph of an apple ermine moth ( yponomeuta malinellus ). ab magnification \u00d79 fig. 2.2   (i) line ab represents the length of the apple ermine moth.    measure the length of line ab on fig.  2.2.    length of line ab on fig.  2.2 .  mm    use your measurement and the formula to calculate the actual length of the apple ermine  moth. magnification = length of line ab on fig.  2.2 actual length of the apple ermine moth    give your answer to two significant figures.    space for working. ..  mm [3]",
            "9": "9 0610/63/ o/n/21 \u00a9 ucles 2021 [turn over   (ii) fig. 2.3 is a photograph of a bird\u2011cherry ermine moth ( yponomeuta evonymella ). magnification \u00d79 fig. 2.3    identify two similarities and one difference between the apple ermine moth in fig.  2.2  and the bird\u2011cherry ermine moth in fig.  2.3. similarity 1  ..  ... similarity 2  ..  ... difference ...  ...  [3]",
            "10": "10 0610/63/ o/n/21 \u00a9 ucles 2021  (c) in a study, the number of apple ermine moths in one area was recorded every two weeks  over a 12 \u2011week period.   the results are shown in table  2.1. table 2.1 weeknumber of apple ermine  moths  0  0  2  0  4 11  6 22  8 22 10 18 12  4   (i) plot a line graph on the grid of the data in table  2.1.         [4]",
            "11": "11 0610/63/ o/n/21 \u00a9 ucles 2021   (ii) use your graph to estimate the number of moths in week  11.    show on your graph where you took your readings.     [2]  [total: 16]",
            "12": "12 0610/63/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of  cambridge local examinations syndicate (ucles), which itself is a department of the university of cambridge.blank page"
        },
        "1522_j21_qp_12.pdf": {
            "1": "    this document has 16 pages.  ib21 06_1522_12/2rp   \u00a9 ucles 2021  [turn ove r   *0000305724*cambridge igcse\u2122       biology 1522/12     paper 1 multiple choice (core)  may/june 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)      instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 1522/12/m/j/21  1 which characteristic of living organisms is the taking in of m aterials for energy, growth and  development?  a respiration  b nutrition  c excretion  d reproduction     2 which pair of plant species belong to the same genus?  a callisia repens  and juncus bulbosus   b juncus bulbosus  and ranunculus bulbosus   c callisia repens  and ranunculus repens   d ranunculus bulbosus  and ranunculus repens      3 the diagram shows an arthropod.        to which group of arthropods does this organism belong?  a arachnids  b crustaceans  c insects  d myriapods     4 which row shows the structures found in a root hair cell?     nucleus cell  membrane cell wall chloroplast vacuole   a \u0016 \u001a \u0016 \u001a \u001a k e y   b \u0016 \u0016 \u0016 \u001a \u0016 \u0016 = present  c \u001a \u0016 \u001a \u0016 \u001a \u001a = not present  d \u001a \u001a \u001a \u0016 \u0016    ",
            "3": "3     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  5 a student draws a diagram of a plant cell.    the diagram is 60  mm wide. the actual plant cell is 0.03  mm wide.    what is the magnification of the diagram?  a \uf0b41.8 b \uf0b418 c \uf0b4200 d \uf0b42000      6 the apparatus shown was set up.    pure waterglass tube sugar solution and blue ink partially permeablemembrane     a few hours later, the water in the beaker had turned blue, and  the liquid in the glass tube had  moved upwards.    which processes caused these changes?     water in  the beaker  turned blue liquid in the  glass tube  moved upwards a osmosis diffusion  b active transport osmosis  c diffusion active transport  d diffusion osmosis     ",
            "4": "4  \u00a9 ucles 2021 1522/12/m/j/21  7 the bar chart shows the concentration of magnesium ions in the  soil and in a plant root.    concentration of magnesium ions soil root    which process will move magnesium ions from the soil into the r oot?  a active transport  b diffusion  c osmosis  d transpiration     8 which element is found in proteins but is absent from fats?  a carbon  b hydrogen  c nitrogen  d oxygen     9 the rate of reaction of an enzyme at different ph values was i nvestigated. the graph shows the  results of the investigation.    rate of reaction 02468 1 0 ph    at which ph is the enzyme most active?  a ph  2 b ph  6 c ph  8 d ph  11     ",
            "5": "5     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  10 which type of molecule are enzymes made of?  a protein  b carbohydrate  c dna  d fat     11 a well-watered plant was kept in the dark for 48 hours. a piec e of card, with a shape cut out, was  then attached to one green leaf. the plant was left in bright s unlight for a day. at the end of the  day the whole leaf was tested for the presence of starch.    the diagram shows the result of the starch test.    starch was absent in the area that was covered by the cardstarch was present in the area that was not covered by the card     which factor does this investigation show is necessary for phot osynthesis?  a carbon dioxide  b chlorophyll  c light  d water     12 the mineral ions present in four different soils are shown.    which soil would be best for growing healthy, green plants?     nitrate ions magnesium ions  a absent absent  b absent present  c present absent  d present present     ",
            "6": "6  \u00a9 ucles 2021 1522/12/m/j/21  13 some of the nutrients that form part of a balanced diet are li sted.    1 calcium  2 fat  3 fibre  4 vitamin d    which nutrients are needed for healthy bones?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     14 which description of assimilation is correct?  a the taking of food and drink into the body through the mouth  b the movement of digested food molecules into the cells of the b ody where they are used and  become part of the cells  c the movement of soluble molecules into the blood  d the passing out of food that has not been digested or absorbed,  as faeces, through the anus     15 the diagram shows the alimentary canal and associated organs.    in which part of the alimentary canal is most water absorbed?    a db c      ",
            "7": "7     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  16 the diagram shows a section through the stem of a plant.    qr     which row shows the positions and functions of the xylem and ph loem?     position function   xylem phloem xylem phloem  a q r transports water transports sugars  b q r transports sugars transports water  c r q transports water transports sugars  d r q transports sugars transports water      17 which sequence describes the pathway of water as it moves from  the soil, through a plant?  a root hair cells \uf0ae xylem \uf0ae root cortex cells \uf0ae mesophyll cells \uf0ae stomata  b root cortex cells \uf0ae root hair cells \uf0ae xylem \uf0ae stomata \uf0ae mesophyll cells  c root hair cells \uf0ae root cortex cells \uf0ae xylem \uf0ae mesophyll cells \uf0ae stomata  d root cortex cells \uf0ae root hair cells \uf0ae xylem \uf0ae stomata \uf0ae mesophyll cells    ",
            "8": "8  \u00a9 ucles 2021 1522/12/m/j/21  18 the diagram shows a cross-section through a heart.    x     what is the name of the heart chamber labelled x?  a left atrium  b left ventricle  c right atrium  d right ventricle      19 the diagram shows a pair of human kidneys.    which letter shows a renal vein?    aorta ab c d     ",
            "9": "9     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  20 the body has different types of defences against pathogens. th e list shows some of these  defences.    1 antibodies  2 hairs in the nose  3 mucus  4 skin    which defences help to prevent pathogens reaching the alveoli w hen breathing in?  a 1, 2 and 3 b 2, 3 and 4 c 2 and 3 only d 2 only     21 which features are present in gas exchange surfaces?     large   surface area good  blood supply thick walls   a \u0016 \u0016 \u001a k e y   b \u0016 \u001a \u0016 \u0016 = present  c \u001a \u0016 \u0016 \u001a = not present  d \u0016 \u0016 \u0016      22 a student exercised for three minutes. before exercise, her br eathing rate was 15 breaths per  minute. during exercise, her breathing rate was 45 breaths per minute.    what is the percentage increase in her breathing rate?  a 33% b 67% c 200% d 300%     23 which row is correct for anaerobic respiration?     energy  released oxygen  required waste products  a a little no lactic acid  b a little yes carbon dioxide and water  c a lot no lactic acid  d a lot yes carbon dioxide and water     ",
            "10": "10  \u00a9 ucles 2021 1522/12/m/j/21  24 which food type, when eaten in excess, will cause a rise in th e urea content of urine?  a carbohydrate  b f a t   c mineral salts  d p r o t e i n      25 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 2 \uf0ae 3  c 4  \uf0ae 2 \uf0ae 1 \uf0ae 3  d 4  \uf0ae 3 \uf0ae 2 \uf0ae 1    ",
            "11": "11     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  26 the diagram shows some of the structures found in the skin.    3421     which labels identify a blood vessel, a receptor and a sweat gl and?     blood vessel receptor sweat gland  a 3 2 4  b 2 4 3  c 3 1 2  d 2 3 1     ",
            "12": "12  \u00a9 ucles 2021 1522/12/m/j/21  27 the diagram shows a seedling, fixed to a rotating platform. li ght is directed from one side only.    lightrotates four times per hour for thefirst two days shoot of seedling dampcotton wool     the platform was allowed to rotate for two days. the rotation w as stopped and the apparatus  remained still for a further two days.    which diagram shows the appearance of the seedling after this f our-day period?    a bc d       28 alcohol is a drug.    which statement is correct?  a it can cause copd.  b it is a depressant.  c it is not addictive.  d it reduces reaction times.     ",
            "13": "13     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  29 the diagram shows a form of reproduction in a yeast cell.    yeast cellbudparent yeast cell daughter cell    the yeast cell creates a bud on one side of the cell which will  eventually separate to form a new  daughter cell.    which statement is correct?  a two parents are required for this type of reproduction.  b the daughter cell is genetically identical to the parent cell.  c this is an example of sexual reproduction.  d the fusion of gametes is required for this type of reproduction .     30 what is the sequence of development that produces a fetus?  a embryo \uf0ae gametes \uf0ae zygote  b embryo \uf0ae zygote \uf0ae gametes  c gametes \uf0ae embryo \uf0ae zygote  d gametes \uf0ae zygote \uf0ae embryo     31 the graph shows the changes in the thickness of the uterus lin ing during a menstrual cycle.    thickness of the uterus lining day of menstrual cycle0 2 4 6 8 1 01 21 41 61 82 02 22 42 62 8     when does the graph show menstruation occurring?  a day 14 b days 14\u201328 c days 6\u201328 d days 0\u20134     ",
            "14": "14  \u00a9 ucles 2021 1522/12/m/j/21  32 what determines the sex of a baby?  a the father\u2019s xx chromosomes  b the father\u2019s xy chromosomes  c the mother\u2019s xx chromosomes  d the mother\u2019s xy chromosomes     33 the diagram shows the genotypes of two parent plants and three  of their offspring for a  characteristic that is controlled by a dominant allele, r.    plant 1 plant 2 plant 5 plant 4 plant 3rr rr rr rrrrparents offspring     which plants have the same phenotype for this characteristic?  a 1, 2, 3 and 4  b 1, 2 and 4 only  c 3, 4 and 5  d 3 and 5 only     34 which human characteristic is an example of discontinuous vari ation?  a height  b skin colour  c s e x   d weight    ",
            "15": "15     \u00a9 ucles 2021 1522/12/m/j/21 [turn over  35 the diagram shows a simple food web in a desert habitat.    grasshopper rabbitlizardhawk grass cactus     which food chain can be found in this web?  a cactus \uf0ae grasshopper \uf0ae grass  b grass \uf0ae grasshopper \uf0ae lizard  c hawk \uf0ae lizard \uf0ae grasshopper  d rabbit \uf0ae hawk \uf0ae lizard     36 what is the principal source of energy input into most biologi cal systems?  a photosynthesis  b the sun  c carbon dioxide  d respiration     37 which process is part of the carbon cycle?  a combustion  b evaporation  c precipitation  d transpiration     38 what do biological washing powders contain?  a bacteria  b enzymes  c herbicides  d vitamins     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international education copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations syndicate (ucles), which itself is  a department of the university of cambridge.    \u00a9 ucles 2021 1522/12/m/j/21  39 which hormone reduces the concentration of glucose in the bloo d?  a adrenaline  b insulin  c oestrogen  d testosterone     40 the graph shows the percentage of different waste products tha t were recycled between 1980  and 2010.    70 605040302010 0 1980 1990 2000 2010 yearpaper glassplastickey percentage recycled     which statements about the recycling shown in the graph are cor rect?    1 plastic is recycled the least in each year shown.  2 the percentage of each product recycled increases in each yea r shown.  3 paper is the product that is re cycled the most in each year s hown.    a 1, 2 and 3 b 1 and 2 only c 1 and 3 only d 2 and 3 only       "
        },
        "1522_j21_qp_22.pdf": {
            "1": "    this document has 16 pages.  ib21 06_1522_22/2rp   \u00a9 ucles 2021  [turn ove r   *0083136425 *cambridge igcse\u2122       biology 1522/22     paper 2 multiple choice (extended)  may/june 2021     45 minutes    you must answer on the multiple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)      instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there are four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be done on this question paper.   ",
            "2": "2  \u00a9 ucles 2021 1522/22/m/j/21  1 which characteristic of living organisms is the taking in of m aterials for energy, growth and  development?  a respiration  b nutrition  c excretion  d reproduction     2 which pair of plant species belong to the same genus?  a callisia repens  and juncus bulbosus   b juncus bulbosus  and ranunculus bulbosus   c callisia repens  and ranunculus repens   d ranunculus bulbosus  and ranunculus repens      3 the diagram shows part of a cross-section of a leaf, as viewed  under a microscope.    x     which level of organisation is shown by structure x?  a an organ system  b an organ  c a specialised cell  d a tissue      4 a student draws a diagram of a plant cell.    the diagram is 25  mm wide. the actual plant cell is 50  \uf06dm wide.    what is the magnification of the diagram?  a \uf0b450 b \uf0b4200 c \uf0b4500 d \uf0b42000   ",
            "3": "3     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  5 the apparatus shown was set up.    pure waterglass tube sugar solution and blue ink partially permeablemembrane     a few hours later, the water in the beaker had turned blue, and  the liquid in the glass tube had  moved upwards.    which processes caused these changes?     water in  the beaker  turned blue liquid in the  glass tube  moved upwards a osmosis diffusion  b active transport osmosis  c diffusion active transport  d diffusion osmosis     6 the bar chart shows the concentration of magnesium ions in the  soil and in a plant root.    concentration of magnesium ions soil root    which process will move magnesium ions from the soil into the r oot?  a active transport  b diffusion  c osmosis  d transpiration    ",
            "4": "4  \u00a9 ucles 2021 1522/22/m/j/21  7 which element is found in proteins but is absent from fats?  a carbon  b hydrogen  c nitrogen  d oxygen     8 the structures of antibodies, dna molecules and enzymes are sp ecific to their actions.    which feature of each molecule makes it specific?     antibody dna enzyme  a active site binding site base sequence  b base sequence active site binding site  c base sequence binding site active site  d binding site base sequence active site      9 the rate of reaction of an enzyme at different ph values was i nvestigated. the graph shows the  results of the investigation.    rate of reaction 02468 1 0 ph    at which ph is the enzyme most active?  a ph  2 b ph  6 c ph  8 d ph  11     10 why does salivary amylase not work in the stomach?  a it is produced in the mouth.  b starch is not present in the stomach.  c the ph of the stomach is acidic.  d the temperature of the stomach is 37  \uf0b0c.    ",
            "5": "5     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  11 the graph shows changes in dry mass as a seed germinates and b ecomes a seedling.    at which point is it respiring and photosynthesising at the sam e rate?    dry mass timea bcd       12 the mineral ions present in four different soils are shown.    which soil would be best for growing healthy, green plants?     nitrate ions magnesium ions  a absent absent  b absent present  c present absent  d present present     13 some of the nutrients that form part of a balanced diet are li sted.    1 calcium  2 fat 3 fibre  4 vitamin d    which nutrients are needed for healthy bones?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     ",
            "6": "6  \u00a9 ucles 2021 1522/22/m/j/21  14 which descriptions of mitosis and meiosis are correct?     mitosis meiosis  a produces genetically identical cells repairs damaged cells  b halves the chromosome number produces genetically identical cel ls  c involved in asexual reproduction halves the chromosome number  d involved in sexual reproduction doubles the chromosome number      15 the diagram shows the alimentary canal and associated organs.    in which part of the alimentary canal is most water absorbed?    a db c      ",
            "7": "7     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  16 the diagram shows part of a cross-section through the leaf of a plant that is watered regularly.    1 2    the water supply is removed and the plant wilts.    what is the state of 1 and 2 in a wilted leaf, and how will the  water potential change in cell 1?     state of cell 1 state of 2 water potential  in cell 1  a turgid closed higher  b flaccid closed lower  c turgid open lower  d flaccid open higher     ",
            "8": "8  \u00a9 ucles 2021 1522/22/m/j/21  17 the diagram shows a cross-section through a heart.    x     what is the name of the heart chamber labelled x?  a left atrium  b left ventricle  c right atrium  d right ventricle      18 the diagram shows a human blood cell.        what is its function?  a antibody production  b fibrinogen production  c oxygen transport  d phagocytosis     ",
            "9": "9     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  19 the body has different types of defences against pathogens. th e list shows some of these  defences.    1 antibodies  2 hairs in the nose  3 mucus  4 skin    which defences help to prevent pathogens reaching the alveoli w hen breathing in?  a 1, 2 and 3 b 2, 3 and 4 c 2 and 3 only d 2 only     20 which features are present in gas exchange surfaces?     large   surface area good  blood supply thick walls   a \u0016 \u0016 \u001a k e y   b \u0016 \u001a \u0016 \u0016 = present  c \u001a \u0016 \u0016 \u001a = not present  d \u0016 \u0016 \u0016      21 which organ detects the changes in the carbon dioxide concentr ation of the blood?  a brain  b liver  c lungs  d pancreas     22 what is the equation for anaerobic respiration in yeast?  a c 6h12o6  +  6o 2  \uf0ae  6co 2  +  6h 2o  b c6h12o6  \uf0ae  2c 3h6o3  c c6h12o6  \uf0ae  2c 2h5oh  +  2co 2  d 6co 2  +  6h 2o  \uf0ae  c6h12o6  +  6o 2    ",
            "10": "10  \u00a9 ucles 2021 1522/22/m/j/21  23 which food type, when eaten in excess, will cause a rise in th e urea content of urine?  a carbohydrate  b f a t   c mineral salts  d p r o t e i n      24 the diagram shows a simple reflex arc.    1 motor neurone activated2 sensory neurone activated3 muscle stimulated 4 receptor stimulated knee tapped here     what is the correct order of events after the knee is tapped?  a 1  \uf0ae 2 \uf0ae 3 \uf0ae 4  b 1  \uf0ae 4 \uf0ae 2 \uf0ae 3  c 4  \uf0ae 2 \uf0ae 1 \uf0ae 3  d 4  \uf0ae 3 \uf0ae 2 \uf0ae 1     25 diagrams 1 and 2 show the appearance of the front of an eye. d iagrams 3 and 4 show the   shape of the lens when viewed from the side.    12 3 4    which diagrams show the appearance of the eye when focusing on a near object in bright  daylight?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
            "11": "11     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  26 the diagram shows a seedling, fixed to a rotating platform. li ght is directed from one side only.    lightrotates four times per hour for thefirst two days shoot of seedling dampcotton wool     the platform was allowed to rotate for two days. the rotation w as stopped and the apparatus  remained still for a further two days.    which diagram shows the appearance of the seedling after this f our-day period?    a bc d       27 alcohol is a drug.    which statement is correct?  a it can cause copd.  b it is a depressant.  c it is not addictive.  d it reduces reaction times.      28 which statement about fertilisation is correct?  a one diploid gamete nucleus divides to form a haploid zygote.  b one haploid gamete nucleus divi des to form a diploid zygote.  c two diploid gamete nuclei fuse to form a haploid zygote.  d two haploid gamete nuclei fuse to form a diploid zygote.   ",
            "12": "12  \u00a9 ucles 2021 1522/22/m/j/21  29 which row links the hormones with their roles in controlling t he menstrual cycle?     causes the egg  cell to mature causes repair  and thickening of  the uterus lining causes release  of the egg cell maintains the  uterus lining  a fsh progesterone lh oestrogen  b fsh oestrogen lh progesterone  c lh oestrogen fsh progesterone  d lh progesterone fsh oestrogen      30 in a cell, where are amino acids assembled to form protein mol ecules?  a cell membrane  b nucleus  c ribosomes  d vesicles     31 a man has the genotype x ay for a recessive sex-linked condition. a woman is heterozygous  for  this condition.    what are the chances of the man and woman having a daughter wit h this sex-linked condition?  a 100% b 50% c 25% d 0%     ",
            "13": "13     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  32 in an animal, the allele for black fur (b) is dominant to the allele for white fur (b). the punnett  squares show four crosses.    b bb bbb bb bb bbmale gametes1 female gametesb bb bbb bb bb bbmale gametes2 female gametes b bb bbb bb bb bbmale gametes3 female gametesb bb bbb bb bb bbmale gametes4 female gametes     which two punnett squares show test crosses?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     33 people who are heterozygous for the sickle cell allele (hb ahbs) have a survival advantage over  people who are homozygous for the sickle cell allele (hbshbs).     what is the reason for this?  a people who are heterozygous live only outside the areas where malaria is common.  b people who are heterozygous have only sickle-shaped red blood cells in their bloodstream.  c people who are heterozygous are resistant to malaria.  d people who are homozygous have no sickle-shaped red blood cell s in their bloodstream.     ",
            "14": "14  \u00a9 ucles 2021 1522/22/m/j/21  34 some features of plants are listed.    1 large air spaces inside the leaves  2 stomata on the upper surface of the leaves  3 large root system  4 thick cuticle    which features are found in hydrophytes?  a 1 and 2 b 1 and 4 c 2 and 3 d 3 and 4     35 ammonification is the decomposition of plant and animal protei n to ammonium ions.    which sequence of events can occur in the nitrogen cycle?  a ammonification \uf0ae nitrification \uf0ae denitrification \uf0ae nitrogen fixation  b denitrification \uf0ae nitrogen fixation \uf0ae denitrification \uf0ae nitrification  c nitrification \uf0ae nitrogen fixation \uf0ae denitrification \uf0ae ammonification  d nitrogen fixation \uf0ae denitrification \uf0ae ammonification \uf0ae nitrification     ",
            "15": "15     \u00a9 ucles 2021 1522/22/m/j/21 [turn over  36 the graph shows the number of producers and primary consumers in a lake over one year.  temperature and light intensity are also shown.    januaryfebruarymarchaprilmayjunejuly august septemberoctobernovemberdecember monthnumber of organismsenvironmental factorsapril and may producers primary consumerslight intensitytemperaturekey     what is most likely to cause the decrease in the number of prod ucers during april and may?  a a decrease in the number of primary consumers  b an increase in the number of primary consumers  c low light intensity  d low temperature     37 some statements about bacteria are listed.    1 they contain plasmids.  2 they can make complex molecules. 3 they have a rapid reproduction rate.  4 they contain many chromosomes.  5 they do not share their genetic code with all other organisms.    which statements are reasons why bacteria are used in biotechno logy and genetic engineering?  a 1, 2 and 3 only  b 1, 3 and 5 only  c 2, 4 and 5 only  d 1, 2, 3, 4 and 5     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.   to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international education copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org after the live examination se ries.   cambridge assessment international education is part of the cam bridge assessment group. cambridge assessment is the brand name  of the university of  cambridge local examinations syndicate (ucles), which itself is  a department of the university of cambridge.    \u00a9 ucles 2021 1522/22/m/j/21  38 which enzyme is used to create complementary sticky ends in gen etic engineering?  a dna ligase  b t r y p s i n   c restriction enzyme  d lipase     39 in 1870, approximately 20.4 million people died as a result of  famine.    in 1890, approximately 10.0 million people died as a result of famine.    to the nearest whole number, what is the percentage decrease in  deaths from 1870 to 1890?  a 204% b 49% c 104% d 51%     40 some fish populations have greatly reduced in size as a result  of overfishing.    what are the effects on a species of having a very small popula tion size?  a better adapted to environmental changes  b reduced genetic variation  c more competition for resources  d fewer genetic diseases       "
        }
    },
    "2022": {
        "0610_m22_qp_12.pdf": {
            "1": "    this document has 20 pages. any blank pages are indicated.  ib22 03_0610_12/2rp   \u00a9 ucles 2022   [turn ove r   *7961291453 *cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  february/march 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2022 0610/12/f/m/22  1 the diagrams show a test-tube containing pond water. the green  colour is caused by   microorganisms that have chloroplasts.    pale green pond water light offdark green area light onoxygen bubble     which characteristics of living organisms are shown?  a excretion, growth and movement  b movement, nutrition and sensitivity  c nutrition, reproduction and respiration  d reproduction, sensitivity and growth      2 which term means a group of organisms that can reproduce to pr oduce fertile offspring?  a genus  b kingdom  c population  d species      3 which group of characteristics describes a mammal?     has   body hair produces   milk controls body  temperature produces live  young  a yes yes yes yes  b yes no yes yes  c no yes no no  d no no no no     ",
            "3": "3     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  4 two types of cell, one animal and one plant, were examined usi ng a light microscope.    which row shows the correct combination of structures that woul d be observed in the cells?     cell structure observed  animal cell plant cell  a chloroplast membrane vacuole cytoplasm  b cytoplasm nucleus chloroplast membrane  c membrane cell wall cytoplasm nucleus  d nucleus chloroplast cell wall membrane      5 the heart, arteries, veins and  capillaries work together.    which level of organisation is shown by these structures workin g together?  a a tissue  b an organ  c an organism  d an organ system     6 the diagram shows a cell. the diameter of the cell in the diag ram is 18  mm.        the actual diameter of the cell is 0.05  mm.    what is the magnification of the diagram?  a \uf0b40.003 b \uf0b40.9 c \uf0b4360 d \uf0b436  000     ",
            "4": "4  \u00a9 ucles 2022 0610/12/f/m/22  7 the diagram shows a cross-section through a leaf.    which arrow shows the direction of diffusion of carbon dioxide on a sunny day?    d cba      8 the diagram shows a plant cell which has lost water to its sur roundings by osmosis.    which part is the partially permeable membrane?    a b c d      9 which row is correct for a positive food test for vitamin c?     colour of the   food test reagent  at the start heat required final colour of the  food test reagent  a colourless yes purple  b blue no colourless  c colourless no blue  d blue yes orange     ",
            "5": "5     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  10 what controls the speed of chemical reactions in all living ce lls?  a enzymes  b hormones  c ions  d vitamins      11 the table shows some properties of enzyme molecules.    which row is a correct description of enzymes?     chemical elements  present effect of changing  temperature enzyme activity  a c, h and o only can increase reaction rate enzyme can be reused   b c, h and o only has no effect enzyme is used up  c c, h, o and n can increase reaction rate enzyme can be reused  d c, h, o and n can decrease reaction rate enzyme is used up     12 a piece of foil was placed over one green and white leaf on a p lant.    white green foil     the plant was placed under a bright light for 24 hours and then  tested for starch with iodine  solution.    which diagram shows the areas of the leaf that would stain blue -black with iodine solution?    a b c d      ",
            "6": "6  \u00a9 ucles 2022 0610/12/f/m/22  13 the diagram shows a cross-section of a leaf.    which labelled cell is a guard cell?    a b c d     14 which condition can be caused by a lack of fibre in the diet?  a constipation  b obesity  c scurvy  d s t a r v a t i o n     15 which structure has a large surface area for the absorption of  digested food?  a alveolus  b ileum  c liver  d pancreas     16 in which part of the alimentary canal do both chemical digesti on and mechanical digestion take  place?  a colon  b duodenum  c mouth  d oesophagus    ",
            "7": "7     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  17 the diagrams show stages in the passage of water through a pla nt.    which arrow shows water moving in the form of water vapour?    ba c d       18 which molecules are transported by the phloem?  a cellulose  b glycogen  c starch  d sugar     ",
            "8": "8  \u00a9 ucles 2022 0610/12/f/m/22  19 the diagram shows a section through the heart.    rp q     what is the function of the structure labelled q?  a it controls the amount of blood leaving the heart.  b it increases the pressure in part r.  c it prevents backflow of blood into part p.  d it prevents blood flowing into the vena cava.      20 which blood vessel returns blood from the lungs to the heart?  a aorta  b pulmonary artery  c pulmonary vein  d renal vein      21 what is an example of a transmissible disease?  a an sti  b chronic obstructive pulmonary disease (copd)  c coronary heart disease  d dental decay     ",
            "9": "9     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  22 compared with inspired air, which description of expired air i s correct?  a it has less oxygen and less carbon dioxide.  b it has less oxygen and more carbon dioxide.  c it has more oxygen and less carbon dioxide.  d it has more oxygen and more carbon dioxide.      23 which row shows the features of the gas exchange surface in hu mans?     surface area thickness  a large thick  b large thin  c small thick  d small thin      24 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place ins ide the container?  a glucose  \uf0ae  alcohol  +  carbon dioxide  b glucose  \uf0ae  lactic acid  c glucose  +  oxygen  \uf0ae  carbon dioxide  +  water  d glucose  +  oxygen  \uf0ae  alcohol      25 which process uses energy released in respiration?  a diffusion  b evaporation  c growth  d osmosis     ",
            "10": "10  \u00a9 ucles 2022 0610/12/f/m/22  26 the graph shows the rates of sweat production and urine produc tion at different environmental  temperatures.    rate of production/  cm3 per hour environmental temperature  / \u00b0csweat urine150 100 50 0 0 5 10 15 20 25 30 35     which statement is correct?  a as the temperature increases, the rates of sweat and urine pro duction increase.  b as the temperature increases, the rate of urine production inc reases.  c at 25  \uf0b0c the rates of sweat and urine production are the same.  d urine and sweat production are directly proportional to enviro nmental temperature.    ",
            "11": "11     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  27 which numbered parts form the central nervous system?    1 32     a 1 only b 1 and 2 c 2 and 3 d 3 only     ",
            "12": "12  \u00a9 ucles 2022 0610/12/f/m/22  28 the diagram shows a section through the eye of an octopus. oct opuses have eyes that are  similar in structure and function to human eyes.    1 2 3467 5     which row identifies the structures of the octopus eye?     pupil cornea lens iris  a 4 6 7 3  b 5 1 2 3  c 4 1 7 5  d 5 6 2 4      29 the diagram shows a seedling that has been placed in a pot of soil.        which diagram shows what happens after five days?    a b c d      ",
            "13": "13     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  30 what is the definition of a drug?  a any illegal substance taken into the body  b any substance taken into the body  c any substance taken into the body that modifies or affects che mical reactions in the body  d any substance taken into the body which is not a medicine      31 which statement about reproduction is correct?  a all living species can reproduce asexually.  b gametes are needed for asexual reproduction.  c only organisms that are separated from other organisms of the s ame species can reproduce  asexually.  d some organisms reproduce  asexually and sexually.      32 fertilisation is the fusion of which parts of two cells?  a cell walls  b cytoplasm  c nuclei  d vacuoles     33 which row shows the conditions required for germination?     carbon  dioxide oxygen suitable  temperature water   a \u0016 \u001a \u0016 \u0016 k e y   b \u001a \u0016 \u001a \u0016 \u0016 = yes  c \u0016 \u001a \u0016 \u001a \u001a = no  d \u001a \u0016 \u0016 \u0016      ",
            "14": "14  \u00a9 ucles 2022 0610/12/f/m/22  34 the pedigree diagram shows the inheritance of a genetic diseas e in a family.    1 5female that does not have the disease male that does not have the disease female that has the disease male that has the diseasekey     which row describes the correct genotypes for individual 1 and individual 5, for this genetic  disease?     individual 1 individual 5  a heterozygous homozygous dominant  b heterozygous homozygous recessive  c homozygous dominant heterozygous  d homozygous recessive heterozygous     ",
            "15": "15     \u00a9 ucles 2022 0610/12/f/m/22 [turn over  35 the photograph shows two wind-pollinated flowers.        which row shows the features of these flowers?     large petals anthers  positioned  inside the flowerfeathery  stigmas  a yes yes no  b yes no no  c no no yes  d no yes yes     36 a scientist studied wild birds that lived by a lake. he observ ed that one bird species had a beak  that was adapted to extract small insects from the water.    which process would have occurred in the development of this sp ecialised beak?  a genetic engineering  b natural selection  c selective breeding  d fossilisation    ",
            "16": "16  \u00a9 ucles 2022 0610/12/f/m/22  37 what is the principal source of energy for the food chain show n?    grass \uf0ae caterpillar \uf0ae frog \uf0ae snake \uf0ae owl    a water  b mineral ions  c glucose  d sunlight     38 the diagram shows three different types of organism in a food chain.    producer \uf0ae organism 2 \uf0ae organism 3    which statement is correct for this food chain?  a organism 2 is a carnivore.  b organism 2 is a secondary consumer.  c organism 3 is a carnivore.  d organism 3 is a tertiary consumer.      39 which row shows the expected consequences of deforestation?     carbon dioxide  concentration in  the atmosphere soil levels flooding  a decreases decrease increases  b decreases increase decreases  c increases decrease increases  d increases increase decreases     ",
            "17": "17     \u00a9 ucles 2022 0610/12/f/m/22  40 gorillas are a type of large mammal. the graph shows the numbe r of gorillas found in one region  of a country.    300 250200150100 50 0number of gorillas 1985 1990 1995 2000 year2005 2010 2015     what could have caused the trend between 2000 and 2015?  a deforestation  b habitat destruction  c hunting ban  d disease     ",
            "18": "18  \u00a9 ucles 2022 0610/12/f/m/22  blank page",
            "19": "19     \u00a9 ucles 2022 0610/12/f/m/22  blank page",
            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/12/f/m/22  blank page  "
        },
        "0610_m22_qp_22.pdf": {
            "1": "    this document has 20 pages. any blank pages are indicated.  ib22 03_0610_22/2rp   \u00a9 ucles 2022   [turn ove r   *9721011037*cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  february/march 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2022 0610/22/f/m/22  1 the diagrams show a test-tube containing pond water. the green  colour is caused by   microorganisms that have chloroplasts.    pale green pond water light offdark green area light onoxygen bubble     which characteristics of living organisms are shown?  a excretion, growth and movement  b movement, nutrition and sensitivity  c nutrition, reproduction and respiration  d reproduction, sensitivity and growth      2 the key shows some features of living organisms that can be us ed to place them into one of  three different kingdoms.    living organism nucleus present no nucleus kingdom z cell wall present no cell wall cell wall made of cellulose yes no kingdom x kingdom y    which row correctly identifies these three kingdoms?     x  y  z   a fungi plant prokaryote  b fungi plant protoctist  c plant fungi prokaryote  d plant fungi protoctist     ",
            "3": "3     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  3 the diagram shows a mitochondrion. the scale bar shows the act ual size of the mitochondrion.    1 \u03bcm    the diagram is 70  mm long.    what is the magnification of the diagram?  a \uf0b40.0007 b \uf0b470 c \uf0b47000 d \uf0b470  000      4 two types of cell, one animal and one plant, were examined usi ng a light microscope.    which row shows the correct combination of structures that woul d be observed in the cells?     cell structure observed  animal cell plant cell  a chloroplast membrane vacuole cytoplasm  b cytoplasm nucleus chloroplast membrane  c membrane cell wall cytoplasm nucleus  d nucleus chloroplast cell wall membrane     ",
            "4": "4  \u00a9 ucles 2022 0610/22/f/m/22  5 the diagram shows a cross-section through a leaf.    which arrow shows the direction of diffusion of carbon dioxide on a sunny day?    d cba      6 the diagram shows a plant cell after it has been submerged in a solution, p, for 20 minutes.        which row describes the water potential of solution p at the st art of the experiment and the  condition of the cell after 20 minutes?     water potential of solution p   at the start of the experiment condition of the cell   after 20 minutes  a higher than the inside of the cell plasmolysed and turgid  b higher than the inside of the cell under high turgor pressure  c lower than the inside of the cell plasmolysed and flaccid  d the same as the inside of the cell under low turgor pressure     ",
            "5": "5     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  7 which row is correct for a positive food test for vitamin c?     colour of the   food test reagent  at the start heat required final colour of the  food test reagent  a colourless yes purple  b blue no colourless  c colourless no blue  d blue yes orange     8 in which molecule are cross-links formed between bases?  a carbohydrate  b dna  c fat  d glycogen    9 what controls the speed of chemical reactions in all living ce lls?  a enzymes  b hormones  c ions  d vitamins    10 enzymes have an optimum temperature at which they are most acti ve.    which row explains why enzyme ac tivity decreases if the tempera ture is not optimum?     below optimum temperature above optimum temperature  a enzymes denature enzymes denature  b enzymes denature enzymes have less kinetic energy  c enzymes have less kinetic energy enzymes denature  d enzymes have less kinetic energy enzymes have less kinetic ener gy     ",
            "6": "6  \u00a9 ucles 2022 0610/22/f/m/22  11 a piece of foil was placed over one green and white leaf on a p lant.    white green foil     the plant was placed under a bright light for 24 hours and then  tested for starch with iodine  solution.    which diagram shows the areas of the leaf that would stain blue -black with iodine solution?    a b c d       12 the graph shows the effect of light intensity on the rate of p hotosynthesis.    rate of photosynthesis light intensityx     which environmental factor is limiting the rate of photosynthes is at x on the graph?  a carbon dioxide concentration  b light intensity  c oxygen concentration  d temperature    ",
            "7": "7     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  13 which condition can be caused by a lack of fibre in the diet?  a constipation  b obesity  c scurvy  d s t a r v a t i o n       14 in which test-tube will the breakdown of fat be fastest?    milk, lipase and bilea milk and lipaseb milk and bilec milk, boiled lipase and biled       15 the diagrams show stages in the passage of water through a pla nt.    which arrow shows water moving in the form of water vapour?    ba c d    ",
            "8": "8  \u00a9 ucles 2022 0610/22/f/m/22  16 the diagram shows some potato tubers. new shoots are beginning  to grow.    sucrose is being translocate d from source to sink.    soilshoot tuber     which statement is correct?  a the tuber is a sink.  b the soil is a sink.  c the shoots are sources.  d the shoots are sinks.    17 the diagram shows a section through the heart.    rp q     what is the function of the structure labelled q?  a it controls the amount of blood leaving the heart.  b it increases the pressure in part r.  c it prevents backflow of blood into part p.  d it prevents blood flowing into the vena cava.    ",
            "9": "9     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  18 during the process of blood clotting, damage to blood vessels stimulates l, and m is converted  to n.    what are l, m and n?     l m n  a fibrin platelets fibrinogen  b fibrinogen platelets fibrin  c platelets fibrin fibrinogen  d platelets fibrinogen fibrin      19 which statement about passive immunity is correct?  a antibodies are acquired.  b it gives a long-term effect.  c it is inherited.  d memory cells are produced.     20 compared with inspired air, which description of expired air i s correct?  a it has less oxygen and less carbon dioxide.  b it has less oxygen and more carbon dioxide.  c it has more oxygen and less carbon dioxide.  d it has more oxygen and more carbon dioxide.    21 which row shows the features of the gas exchange surface in hu mans?     surface area thickness  a large thick  b large thin  c small thick  d small thin     ",
            "10": "10  \u00a9 ucles 2022 0610/22/f/m/22  22 yeast is placed inside a container full of a glucose solution with no air.    which word equation summarises the process that takes place ins ide the container?  a glucose  \uf0ae  alcohol  +  carbon dioxide  b glucose  \uf0ae  lactic acid  c glucose  +  oxygen  \uf0ae  carbon dioxide  +  water  d glucose  +  oxygen  \uf0ae  alcohol      23 which process uses energy released in respiration?  a diffusion  b evaporation  c growth  d osmosis      24 which term describes the removal of the nitrogen-containing pa rt of amino acids to form urea?  a assimilation  b deamination  c denaturation  d digestion     ",
            "11": "11     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  25 which numbered parts form the central nervous system?    1 32     a 1 only b 1 and 2 c 2 and 3 d 3 only     ",
            "12": "12  \u00a9 ucles 2022 0610/22/f/m/22  26 the diagram shows a section through the eye of an octopus. oct opuses have eyes that are  similar in structure and function to human eyes.    1 2 3467 5     which row identifies the structures of the octopus eye?     pupil cornea lens iris  a 4 6 7 3  b 5 1 2 3  c 4 1 7 5  d 5 6 2 4      27 a person eats a large bowl of rice. rice contains starch.    what happens to the amounts of insulin and glucagon in their bo dy?     insulin glucagon  a decreases decreases  b decreases increases  c increases decreases  d increases increases     ",
            "13": "13     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  28 a study investigated the effect on arm muscle surface area of taking testosterone and doing  exercise. the participants in the study were given either testo sterone or a placebo. the placebo  does not contain any testosterone.    the bar chart shows the results of the study.    600 400200 0 no exercise exerciseplacebo testosterone placebo testosteroneaverage change in arm musclesurface area  / mm2     which conclusion about the data in the graph is correct?  a exercise has no effect on arm muscle surface area.  b no exercise and not taking testosterone has the greatest effect on arm muscle surf ace area.  c exercise has the same effect on arm muscle surface area as no exercise.  d taking testosterone increases arm muscle surface area.      29 which statement about reproduction is correct?  a all living species can reproduce asexually.  b gametes are needed for asexual reproduction.  c only organisms that are separated from other organisms of the s ame species can reproduce  asexually.  d some organisms reproduce  asexually and sexually.      30 what will happen if a woman smokes during pregnancy?  a nicotine can cross the placenta and affect the fetus.  b nicotine can cause copd in the lungs of the fetus.  c the woman can become addicted to carbon monoxide.  d carbon monoxide can cause cancer in the lungs of the fetus.     ",
            "14": "14  \u00a9 ucles 2022 0610/22/f/m/22  31 the graph shows the four hormones that control the menstrual c ycle.    which curve on the graph represents the hormone lh?    concentration of hormoneabc d 012 time  / weeks34      32 what happens to the mass of dna in a nucleus before mitosis oc curs?  a it doubles.  b it halves.  c it stays the same.  d it halves and then halves again.     33 in a species of pea plant, height is controlled by one gene. t he allele for tall is dominant to the  allele for short.    a test cross is done to identify the genotype of a tall pea pla nt.    the table shows the possible phenotypes of the offspring and a description of the genotypes of  the tall parent pea plant.     phenotypes  of the offspring description of the  genotype of the tall  parent pea plant  1 all tall heterozygous  2 all tall homozygous dominant  3 all short homozygous dominant  4 tall and short heterozygous    if a large number of offspring are produced, which rows are pos sible?  a 1 and 3 b 1 only c 2 and 4 d 2 only    ",
            "15": "15     \u00a9 ucles 2022 0610/22/f/m/22 [turn over  34 which statement about variation is correct?  a continuous variation results in few phenotypes with no interme diates.  b discontinuous variation results in few phenotypes with no inte rmediates.  c phenotypic variation is caused by environmental factors only.  d phenotypic variation is caused by genetic factors only.      35 some plants have small leaves with thick waxy cuticles.    which row describes the effect of these features on water loss and the type of plant that has  these features?     effect on   water loss type of plant  a decreases hydrophyte  b decreases xerophyte  c increases hydrophyte  d increases xerophyte      36 some plants of different species can be crossed with each othe r to form hybrids that have a  diploid number different from either of the two parent species.     the diagram shows a cross between plants with different diploid  numbers.    species 1 diploid number 70 hybrid zygote diploid number 64species 2 diploid number x     what is the diploid number of species 2?  a 29 b 32 c 35 d 58     ",
            "16": "16  \u00a9 ucles 2022 0610/22/f/m/22  37 the diagram shows some of the stages involved in the nitrogen cycle.    atmospheric nitrogen ammonium compounds plant proteinnitrate5 1 42 3     which processes are carried out at each stage?     absorption decomposition denitrification nitrification nitrogen  fixation  a 2 4 5 1 3  b 2 3 1 4 5  c 1 5 2 3 4  d 1 2 3 5 4     38 genetically engineered bacteria are used to produce human prote ins.    into which component of the bacterial cell is human dna inserte d to produce human proteins?  a cell wall  b nucleus  c plasmid  d rough endoplasmic reticulum    39 the sugar in milk is digested by an enzyme.    which row matches the name of the enzyme with the sugar it dige sts?     enzyme sugar in milk  a lactase glucose  b lactose lactase  c lactase lactose  d lactose sucrose     ",
            "17": "17     \u00a9 ucles 2022 0610/22/f/m/22  40 the list shows activities that happen in a forest.    1 cutting down only selected trees  2 educating people about forests  3 replanting trees  4 cutting down trees to grow crop plants    which activities are likely to e nsure the forest is used sustai nably?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2 and 3 only    ",
            "18": "18  \u00a9 ucles 2022 0610/22/f/m/22  blank page",
            "19": "19     \u00a9 ucles 2022 0610/22/f/m/22  blank page",
            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/22/f/m/22  blank page  "
        },
        "0610_m22_qp_32.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ks/jg) 303954/3 \u00a9 ucles 2022 *9600077728* biology  0610/32 paper 3 theory (core)  february/march  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/32/ f/m/22 \u00a9 ucles 2022 1 fig. 1.1 is a photomicrograph of an animal cell. ..  fig. 1.1  (a) identify the structure in the cell that contains the genetic material.    label this structure on fig. 1.1 by stating its name in the space provided and by drawing a  label line to show its location in the cell.  [2]  (b) the actual size of the animal cell is much smaller than it appears in the image in fig. 1.1.   state the piece of laboratory equipment that is used to view animal cells.  .  [1]  (c) plants contain additional cell structures when compared to animal cells.   state two structures of plant cells that are not present in the cell shown in fig. 1.1. 1   2    [2]",
            "3": "3 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (d) fig. 1.2 is a diagram representing the concentration of oxygen inside and outside an animal  cell. x outside cellinside cell oxygen molecule fig. 1.2   (i) state the name of the part of the cell that x represents.  .  [1]   (ii) draw an arrow  on fig. 1.2  to show the net direction of movement of the oxygen  molecules.   [1]   (iii) state the name of the process represented by the arrow you have drawn on fig. 1.2.  .  [1]   [total: 8]",
            "4": "4 0610/32/ f/m/22 \u00a9 ucles 2022 2 (a) fig. 2.1 is a diagram of the male reproductive system in humans. ad cb fig. 2.1   the boxes on the left show the letters in fig. 2.1 that identify parts of the male reproductive  system.   the boxes on the right show the functions of some of the parts.   draw four straight lines to match each letter to its correct function. letter in fig. 2.1 function produces sperm a sac which contains the testes b secretes fluid for sperm to swim in c tube which carries the sperm to the urethra d tube which carries urine and sperm  [4]",
            "5": "5 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (b) the testes are organs that produce a hormone that controls the development of secondary  sexual characteristics in males.   (i) draw a circle  around the name of this hormone. adrenaline     insulin     oestrogen     testosterone  [1]   (ii) explain why the testes are classified as organs.  ...  ...  ...  ...  .  [2]  (c) reproduction is one of the characteristics of living things.   state two other characteristics. 1   2     [2]  (d) describe how sexual reproduction differs from asexual reproduction.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
            "6": "6 0610/32/ f/m/22 \u00a9 ucles 2022 blank page",
            "7": "7 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over 3 (a) fig. 3.1 is a diagram of a section through a human heart. y zdeoxygenated blood from the bodyoxygenated blood to the body oxygenated blood from the lungsdeoxygenated blood to the lungs fig. 3.1   (i) draw the letter x on fig. 3.1 to show the position of the septum.  [1]   (ii) state the name of the blood vessel labelled y in fig. 3.1.  .  [1]   (iii) state the function of the part labelled z in fig. 3.1.  ...  ...  .  [1]   (iv) state how the part labelled z in fig. 3.1 can be used to monitor the activity of the heart.  ...  ...  .  [1]   (v) state the name of the main type of tissue that forms the wall of the heart.  .  [1]",
            "8": "8 0610/32/ f/m/22 \u00a9 ucles 2022  (b) a scientist measured the average resting heart rate of seven different species of animal. they  also estimated the average life expectancy of each species.   fig. 3.2 is a graph of the scientist\u2019s data. 0050100150200250300350400450500 5 10 15 20 25 30 average life expectancy  / yearsaverage resting heart rate / beats per minutemouse fox wolf tiger horseorcahamster fig. 3.2",
            "9": "9 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over   (i) complete the sentences to describe the results in fig. 3.2.    the animal with the highest average resting heart rate is the  .    the animal with the longest average life expectancy is the  .    the general trend is that as the average life expectancy increases, the average resting     heart rate  .  [3]   (ii) another animal species has an average life expectancy of 14 years.    using the information in fig. 3.2, predict the average resting heart rate of this animal  species.   ..  beats per minute  [1]  (c) coronary heart disease (chd) is a blockage of one of the blood vessels of the heart.   (i) state the name of the blood vessel that becomes blocked in chd.  .  [1]   (ii) list two risk factors for coronary heart disease. 1   2     [2]   (iii) list the names of two types of cell found in blood. 1   2    [2]  [total: 14]",
            "10": "10 0610/32/ f/m/22 \u00a9 ucles 2022 4 (a) a student investigated aerobic respiration in an arthropod.   fig. 4.1 shows the apparatus the student used.   the potassium hydroxide solution removed any carbon dioxide produced by the arthropod. ruler capillary tubing potassium hydroxide solutiondrop of coloured liquid arthropodtest-tube wire gauze water-bath fig. 4.1   the coloured liquid moved 9  mm in 30 seconds.   (i) calculate the rate of movement of the coloured liquid.    ..  mm per s  [1]   (ii) predict the distance moved by the coloured liquid in one minute.   ...  mm [1]   (iii) state the name of the gas taken in by the arthropod that caused the coloured liquid to  move towards the test-tube.  .  [1]",
            "11": "11 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over   (iv) tick (\u2713) one sentence that explains why a water-bath was used in the investigation  shown in fig. 4.1. water is needed for respiration. water is needed for germination. water is used to keep the temperature constant. water is used to keep the ph constant.  [1]  (b) carbon dioxide is one product released by aerobic respiration.   (i) state the name of the other product of aerobic respiration.  .  [1]   (ii) state the name of the organ in humans that excretes carbon dioxide.  .  [1]  (c) respiration releases the energy needed for body processes.   complete the sentences to describe some of the ways energy is used by the body.   energy is required for muscle  . this allows our bodies to move.   energy is also required for the passage of nerve  . these are     electrical signals that are passed along cells called  .  [3]  [total: 9]",
            "12": "12 0610/32/ f/m/22 \u00a9 ucles 2022 5 (a) fig. 5.1 is a drawing of part of a cross-section of a leaf. da b c fig. 5.1   (i) complete table 5.1 by stating the names of the parts labelled in fig. 5.1. table 5.1 letter in fig. 5.1 name of the part a b c d  [4]   (ii) state the number of guard cells shown in fig. 5.1.  .  [1]",
            "13": "13 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (b) the xylem is responsible for transporting water through the plant.   (i) state one other substance transported by the xylem.  .  [1]   (ii) state the type of cell through which water enters a plant.  .  [1]   (iii) describe how water moves out of the leaves of a plant.  ...  ...  ...  ...  ...  ...  .  [3]  (c) (i) state the word equation for photosynthesis.  .  [2]   (ii) state the type of energy required for photosynthesis.  .  [1]  [total: 13]",
            "14": "14 0610/32/ f/m/22 \u00a9 ucles 2022 6 (a) a researcher investigated the effect of temperature on two different biological washing  powders, a and b.   two identical pieces of clothing were stained with the same type of food.   the researcher timed how long each washing powder took to remove the stains, at different  temperatures.   fig. 6.1 is a graph of the results. 00102030405060 10 20 30 40 50 60 70 temperature  / \u00b0ca btime taken to remove the stain / minutes fig. 6.1   (i) determine the time taken for washing powder a to remove the stain at 20  \u00b0c.     minutes  [1]   (ii) state why 40  \u00b0c is the best temperature to use for washing powder b.   ...  ...  .  [1]   (iii) a student stated some conclusions for the results shown in fig. 6.1.    tick (\u2713) two boxes that show two correct conclusions for the results shown in fig. 6.1. washing powder b is active over a greater range of temperatures  than washing powder a. washing powders a and b do not work at 50  \u00b0c. washing powders a and b have the same activity at 37  \u00b0c. washing powder a can remove the stain in 15 minutes. washing powder a is more effective at lower temperatures than  washing powder b.  [2]",
            "15": "15 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (b) state one factor, other than temperature, that affects enzyme activity.  .  [1]  (c) enzymes are biological catalysts.   define the term catalyst.  ...  ...  .  [2]  (d) fig. 6.2 is a diagram showing the action of an enzyme.  v wx zy fig. 6.2   state the letter or letters from fig. 6.2 that represent the: substrate  .. enzyme    [2]  (e) lipase is an enzyme commonly found in washing powder.   complete the word equation for the reaction that involves the enzyme lipase.  lipase           + glycerol  [2]  [total: 11]",
            "16": "16 0610/32/ f/m/22 \u00a9 ucles 2022 7 (a)  scientists recorded the percentage of endangered species in each of the five groups of  vertebrates, in 2000 and 2011.   fig. 7.1 shows the results. 30 25 20 15 10 5 0percentage of endangered species in each vertebrate group amphibians mammals birds vertebrate groupreptiles fishkey: 2000 2011 fig. 7.1   (i) state the vertebrate group that had the largest increase in the percentage of endangered  species between 2000 and 2011.  .  [1]   (ii) state the vertebrate group that had a decrease in the percentage of endangered species.  .  [1]   (iii) state the percentage of fish species that were endangered in 2011.   ..  % [1]  (b) state one feature of birds which distinguishes them from the other groups of vertebrates.  .  [1]  (c) one reason species become endangered is pollution from discarded waste such as plastic.   describe two ways of preventing plastic waste entering the environment.  1    ... 2    ...   [2]",
            "17": "17 0610/32/ f/m/22 \u00a9 ucles 2022 [turn over  (d) reducing pollution can help to conserve species.   outline other  ways that can be used to conserve endangered animal species.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4] ",
            "18": "18 0610/32/ f/m/22 \u00a9 ucles 2022  (e) differences between the features of the five groups of vertebrates have arisen over very long  periods of time. these differences are the result of natural selection.   the box on the left contains the term \u2018natural selection\u2019.   the boxes on the right contain some sentence endings.   draw three  lines to link the term \u2018natural selection\u2019 with three sentence endings to make  three correct sentences. involves humans choosing the best animals. involves only the best adapted organisms  surviving and breeding. involves passing on alleles to offspring. natural selection occurs because all offspring are identical to  their parents. occurs as there are not enough resources  for every individual. only occurs in animals.  [3]  [total: 13]",
            "19": "19 0610/32/ f/m/22 \u00a9 ucles 2022 blank page",
            "20": "20 0610/32/ f/m/22 \u00a9 ucles 2022 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  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge."
        },
        "0610_m22_qp_42.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (lk/sg) 303960/5 \u00a9 ucles 2022biology  0610/42 paper 4 theory (extended)  february/march  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8464978600*",
            "2": "2 0610/42/ f/m/22 \u00a9 ucles 2022 1 (a) (i) state the name of the gas exchange surface in humans.  .  [1]   (ii) state two features of the gas exchange surface in humans. 1   2    [2]  (b) fig. 1.1 is a diagram of the gas exchange system in humans. trachea diaphragm fig. 1.1   (i) draw a label line and the letter x on fig. 1.1 to identify an external intercostal muscle.  [1]   (ii) state the name of the tissue that forms c-shaped structures in the wall of the trachea  and state its function. name  . function  ..  ...  [2]",
            "3": "3 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over   (iii) describe the effects on the thorax of contraction of the diaphragm.  ...  ...  ...  ...  .  [2]  (c) table 1.1 compares the composition of inspired and expired air. table 1.1 gas name of the gaspercentage in   inspired airpercentage in   expired air a nitrogen 78 78 b 21 16 c 0.04 4 d variable saturated   (i) complete table 1.1 by writing the names of gases b, c and d. [3]   (ii) for gas b and gas c, explain the differences in the percentages shown in table  1.1  between inspired and expired air.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
            "4": "4 0610/42/ f/m/22 \u00a9 ucles 2022 2 (a) fig. 2.1 is a photomicrograph showing the fertilisation of one human egg cell. sperm fig. 2.1   describe and explain the adaptations of the cells shown in fig. 2.1 that enable fertilisation  and early development of the embryo to occur.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "5": "5 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over  (b) people can use artificial insemination (ai) or in vitro  fertilisation (ivf) to increase their chance  of becoming pregnant.   (i) outline the process of artificial insemination.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) outline how the process of in vitro  fertilisation (ivf) differs from artificial insemination (ai).  ...  ...  ...  ...  .  [2]   (iii) describe the social implications of fertility treatments.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 15]",
            "6": "6 0610/42/ f/m/22 \u00a9 ucles 2022 3 (a) a scientist investigated the effect of temperature on the mass of leaves picked from a  tea plant, camellia sinensis . \u2022 three samples of leaves were picked and the mass of each sample of leaves was  recorded. \u2022 each sample of leaves was kept at a different temperature for four hours.  \u2022 after four hours, the mass of each sample of leaves was measured and recorded  again. \u2022 the scientist then calculated the final mass as a percentage of the initial mass for  each sample.   fig. 3.1 shows the results. final mass as a percentage of the initial mass100 90 80 70 temperature at which the leaves were kept  / \u00b0c0 10 20 30 40 fig. 3.1   (i) explain the results shown in fig. 3.1.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) state one factor, other than temperature, that would affect the loss of mass from the  leaves of a plant.   .  [1]",
            "7": "7 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over  (b) fig. 3.2 is a photomicrograph of the tissue that transports water and mineral ions in a plant.  fig. 3.2   (i) state the name of the tissue shown in fig. 3.2.  .  [1]   (ii) describe how the tissue shown in fig. 3.2 is adapted for its functions in the plant.  ...  ...  ...  ...  ...  ...  .  [3]",
            "8": "8 0610/42/ f/m/22 \u00a9 ucles 2022  (c) explain how mineral ions enter a plant.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 13]",
            "9": "9 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over 4 (a) fig. 4.1 is a diagram of vibrio cholerae , the bacterium that causes cholera. flagellumcytoplasmcell wallcapsuleribosomesdnaplasmid fig. 4.1   (i) describe two similarities and two differences between a palisade mesophyll cell and the  bacterial cell shown in fig. 4.1. similarity 1  .  ... similarity 2  .  ... difference 1   ... difference 2   ...  [4]",
            "10": "10 0610/42/ f/m/22 \u00a9 ucles 2022   (ii) explain how the cholera bacterium causes diarrhoea.  ...  ...  ...  ...  ...  ...  .  [3]  (b) a scientist tested the resistance of one strain of bacteria to different antibiotics.   the scientist tested solutions of five different antibiotics, a to e.   she soaked a paper disc in each antibiotic solution.   the paper discs with antibiotics were placed in a petri dish containing bacteria on agar jelly.    fig. 4.2 is a diagram of the appearance of the petri dish after 48 hours. the shaded areas  show where bacteria grew. the clear areas show where bacteria did not grow. e d cba clear area where bacteria did not growarea where bacteria grew paper disc with antibiotic fig. 4.2",
            "11": "11 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over   (i) the strain of bacteria used in this investigation causes a disease.    using the information in fig. 4.2, explain why antibiotic e would be the most effective at  treating this disease.  ...  ...  .  [1]   (ii) the results in fig. 4.2 show that this strain of bacteria is resistant to antibiotic a.    five years ago, a similar investigation found that the clear area for antibiotic a was the  same size as antibiotic b is in fig. 4.2.    explain how bacteria become resistant to antibiotics.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]   (iii) describe how to minimise the risk of antibiotic b developing the same results as  antibiotic  a.  ...  ...  .  [1]  [total: 13]",
            "12": "12 0610/42/ f/m/22 \u00a9 ucles 2022 blank page",
            "13": "13 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over 5 the arabian oryx and the northern white rhinoceros are both mammals.  fig. 5.1 is a photograph of an arabian oryx. fig. 5.2 is a photograph of a northern white rhinoceros.  fig. 5.1 fig. 5.2  (a) describe two pieces of evidence visible  in fig. 5.1 and fig. 5.2 that show these animals are  mammals. 1   2    [2]",
            "14": "14 0610/42/ f/m/22 \u00a9 ucles 2022  (b) different conservation methods are used to try to prevent species from becoming extinct.   a population of the arabian oryx and a population of northern white rhinoceros were monitored.   fig. 5.3 shows how the population size of each species has changed over time. number of arabian oryxnumber of northern white rhinoceros350 300 250 200 150 100 50 0 05101520253035 1980 1990 year2000 2010 2020 1975 1985 1995 2005 2015 northern white rhinocerosarabian oryxkey: fig. 5.3   (i) calculate the percentage increase in the number of arabian oryx between 1990 and  2000.    give your answer to three  significant figures.    space for working.     % [3]",
            "15": "15 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) describe the data for the northern white rhinoceros shown in fig. 5.3.  ...  ...  ...  ...  ...  ...  .  [3]  (c) suggest the conservation methods that were used to increase the number of arabian oryx  between 1978 and 2000.  ...  ...  ...  ...  ...  ...  .  [3]  (d) explain the risks to the northern white rhinoceros species as a result of its population size.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
            "16": "16 0610/42/ f/m/22 \u00a9 ucles 2022 blank page",
            "17": "17 0610/42/ f/m/22 \u00a9 ucles 2022 [turn over 6 (a) complete table 6.1 to show the names, functions and sites of action of the three different  digestive enzymes. table 6.1 name of enzyme function site of action pepsin trypsin breaks down maltose to glucose  [3]",
            "18": "18 0610/42/ f/m/22 \u00a9 ucles 2022  (b) enzymes are proteins.   fig. 6.1 shows the stages involved in protein synthesis. cbnuclear membranednanuclear membranea \u2013 codes for a protein stage 3stage 2stage 1dna      not to scale fig. 6.1",
            "19": "19 0610/42/ f/m/22 \u00a9 ucles 2022   (i) state the name of the parts represented by the letters a and c in fig. 6.1. a   c    [2]   (ii) describe the events that occur during stage 2 in fig. 6.1.  ...  ...  ...  ...  .  [2]   (iii) state what determines the order in which the parts labelled b are assembled.  ...  ...  .  [1]  (c) the shape of a protein is very important for its function.   explain the importance of shape for the function of an enzyme.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 11]",
            "20": "20 0610/42/ f/m/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_m22_qp_52.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122biology  0610/52 paper 5 practical test  february/march  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8587187923* dc (cj/cb) 303955/3 \u00a9 ucles 2022for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/ f/m/22 \u00a9 ucles 2022 1 you are going to investigate the effect of surface area on the rate of diffusion.   you will be preparing different sized blocks of agar. the agar contains universal indicator. the  blocks of agar have different surface areas. you will place the blocks of agar into hydrochloric acid  and measure the time taken for the acid to diffuse to the centre of the agar block. the agar block  will change colour as the acid diffuses through it.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1   use the measuring cylinder to put 10  cm3 of hydrochloric acid into each of the four  test\u2011tubes. place the test \u2011tubes in the test \u2011tube rack.  step 2   you are provided with a large piece of agar which is approximately 1.0  cm thick. use  the knife and the ruler to cut two blocks from the large piece of agar, that each measure  approximately 1.0  cm \u00d7 1.0 cm \u00d7 1.0 cm, as shown in fig. 1.1.  1.0 cm1.0 cm1.0 cm 1.0 cmagar block white tile1.0 cm1.0 cm fig. 1.1  step 3   put one of the 1.0  cm \u00d7 1.0 cm \u00d7 1.0 cm blocks of agar into one of the test \u2011tubes  containing hydrochloric acid and immediately start the stop \u2011clock.  step 4   observe the colour of the agar block. you may find it easier to observe the colour change  if you hold the white card behind the test \u2011tube.     record in your table in 1(a)(i)  the time taken, in seconds, for the block to become  completely red. if the agar block in the test \u2011tube has not become completely red after  five minutes, stop observing and record the time as >300 in your table.  step 5   cut the second 1.0  cm \u00d7 1.0 cm \u00d7 1.0 cm block into two blocks that are each   1.0 cm \u00d7 1.0 cm x 0.5  cm.  step 6   put one of the 1.0  cm \u00d7 1.0 cm \u00d7 0.5 cm blocks from step 5 into the second test \u2011tube  containing hydrochloric acid and immediately start the stop \u2011clock. repeat step 4.  step 7   cut the second 1.0  cm \u00d7 1.0 cm \u00d7 0.5 cm block into two blocks that are each   1.0 cm \u00d7 0.5 cm \u00d7 0.5 cm.  step 8   put one of the 1.0  cm \u00d7 0.5 cm \u00d7 0.5 cm blocks from step 7 into the third test \u2011tube  containing hydrochloric acid and immediately start the stop \u2011clock. repeat step 4.",
            "3": "3 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over  step 9   cut the second 1.0  cm \u00d7 0.5 cm \u00d7 0.5 cm block into two blocks that are each   0.5 cm \u00d7 0.5 cm \u00d7 0.5 cm.  step 10   put one of the 0.5  cm \u00d7 0.5 cm \u00d7 0.5 cm blocks from step 9 into the fourth test \u2011tube  containing hydrochloric acid and immediately start the stop \u2011clock. repeat step 4.  (a) (i) prepare a table to record your results.  [4]    (ii)  state a conclusion for your results.  ...  ...  .  [1]   (iii)  state the variable that you changed (independent variable) in this investigation.   ...  .  [1]   (iv) state two variables that were kept constant in this investigation. 1    ... 2    ...  [2]",
            "4": "4 0610/52/ f/m/22 \u00a9 ucles 2022   (v) suggest two ways you could improve the method used in this investigation. 1    ...  ... 2    ...  ...  [2]   (vi) describe how you carried out step 2 safely.  ...  ...  .  [1]  (b) table 1.1 shows the surface areas and volumes of the blocks of agar that you used in your  investigation. table 1.1 length of sides  / cm surface area  / cm2volume  / cm3 surface area to  volume ratio 1.0 \u00d7 1.0 \u00d7 1.0 6.00 1.000 6:1 1.0 \u00d7 1.0 \u00d7 0.5 4.00 0.500 8:1 1.0 \u00d7 0.5 \u00d7 0.5 2.50 0.250 0.5 \u00d7 0.5 \u00d7 0.5 1.50 0.125 12:1   calculate the surface area to volume ratio for the 1.0  cm \u00d7 0.5 cm \u00d7 0.5 cm block of agar.    ..  [1]",
            "5": "5 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
            "6": "6 0610/52/ f/m/22 \u00a9 ucles 2022  (c) (i) many organisms have adaptations that increase the area of their gas exchange surfaces.     fig. 1.2 is a photomicrograph of part of a fish gill. q magnification \u00d7550p fig. 1.2    draw a large diagram of the part of the fish gill shown in the box in fig. 1.2.   [4]",
            "7": "7 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) measure the length of line pq in fig. 1.2.    length of line pq  mm    calculate the actual length of the part of the fish gill using the formula and your  measurement. magnification = length of line pq actual length of the part of the fish gill       give your answer to three  decimal places.    space for working.   .  mm  [3]   (d)  fish is a source of protein in the diet.   state how you could test a sample of food to show that it contains protein.   include the result of a positive test.   ...  ...  ...  .  [2]",
            "8": "8 0610/52/ f/m/22 \u00a9 ucles 2022  (e) photographic film consists of a plastic sheet coated in crystals. the crystals are fixed to  the plastic sheet by gelatin, which is made of protein. if the gelatin is digested by protease  enzymes the crystals fall off and the film will become transparent, as shown in fig. 1.3. before protease treatment after protease treatment fig. 1.3   plan an investigation to determine the effect of temperature on the activity of a protease  enzyme, using photographic film.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27]",
            "9": "9 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
            "10": "10 0610/52/ f/m/22 \u00a9 ucles 2022 2 cabbage leaves contain vitamin c. boiling the cabbage in water reduces the vitamin c content of  the leaves. some students investigated the effect of boiling time on the concentration of vitamin c  remaining in the cabbage leaves.   (a) the students prepared the cabbage samples using this method:   step 1  heat a large volume of water until it begins to boil.   step 2  measure the mass of chopped cabbage leaves.    step 3  place the chopped cabbage leaves into the boiling water.    step 4  continue to boil the water.    step 5  remove a sample of cabbage leaves from the water at each time interval.   state two pieces of apparatus, other than safety equipment, that would be required to carry  out the method described in steps 1 and 2 . 1   2    [2]  (b)  the vitamin c concentration of each cabbage leaf sample was then determined.     the results of the investigation are shown in table 2.1. table 2.1 boiling time  / minutesvitamin c   concentration    / mg per 100  g of  cabbage leaves   0 34  5 31 10 26 15 22 25 13",
            "11": "11 0610/52/ f/m/22 \u00a9 ucles 2022 [turn over   (i) plot a line graph on the grid of the data in table 2.1.   [4]    (ii)  use your graph to estimate the concentration of vitamin c in a sample of cabbage leaves  that has been boiled for 20 minutes.       show on your graph how you obtained your estimate.   ..  mg per 100  g   [2]",
            "12": "12 0610/52/ f/m/22 \u00a9 ucles 2022 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.  (iii) table 2.1 shows that at the start of the investigation 100  g of unboiled cabbage leaves  contained 34  mg of vitamin c.    using the information in table 2.1, calculate the percentage decrease in the vitamin  c  content of 100  g of cabbage leaves after boiling for 25 minutes.    give your answer to two significant figures.    space for working.     %   [3]  (c) the students wanted to know if the vitamin c had moved from the cabbage leaves into the  water that the leaves were boiled in.   state how the students could test the water for the presence of vitamin c.   include the result of a positive test.  ...  ...  ...  .  [2]  [total: 13]"
        },
        "0610_m22_qp_62.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce/fc) 303941/3 \u00a9 ucles 2022biology  0610/62 paper 6 alternative to practical  february/march  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *4274559155*",
            "2": "2 0610/62/ f/m/22 \u00a9 ucles 2022 1 a student investigated the effect of surface area on the rate of diffusion.   the student prepared different sized blocks of agar. the blocks of agar had different surface  areas.  the agar contained universal indicator which made the agar green in colour.   the blocks of agar were put in hydrochloric acid. universal indicator turns red in the presence of  acid.   as the acid diffused into the agar block, the indicator changed from green to red in colour. the  time taken for the acid to diffuse to the centre of the block was measured.   step 1  10 cm3 of 1 mol per dm3 hydrochloric acid was put into each of four test-tubes.   step 2   the student used a ruler and a knife to measure and cut four blocks of agar, a, b, c and  d, from a larger piece of agar. each block was a different size, as shown in fig. 1.1. a b cd1.0 cm 1.0 cm1.0 cm1.0 cm 1.0 cm1.0 cm 0.5 cm 0.5 cm0.5 cm0.5 cm0.5 cm 0.5 cmagar block white tile fig. 1.1  step 3   agar block a was placed into one of the test-tubes containing hydrochloric acid. a stop- clock was started. the colour of agar block a was observed.     the time taken for agar block a to change in colour from green to completely red was  recorded.  step 4  step 3 was repeated with the remaining blocks b, c and d.",
            "3": "3 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over  fig. 1.2 shows the time taken for each agar block to become completely red. 06:56 03:02 01:54 01:24 a b c dminutes:seconds minutes:seconds minutes:seconds minutes:seconds fig. 1.2  (a) (i) prepare a table to record the results.    convert the times shown in fig. 1.2 to seconds and record them in your table.  [4]   (ii) state a conclusion for the results of this investigation.  ...  ...  .  [1]   (iii) state the variable that the student measured (dependent variable) in this investigation.   ...  .  [1]",
            "4": "4 0610/62/ f/m/22 \u00a9 ucles 2022   (iv) state the variable that the student changed (independent variable) in this investigation.   ...  .  [1]   (v) state two variables that were kept constant in this investigation. 1    ... 2    ...  [2]   (vi) suggest one way of improving the method used in this investigation.  ...  ...  .  [1]   (vii) describe how step 2 could be carried out safely.  ...  ...  .  [1]  (b) table 1.1 shows the surface areas and volumes of the blocks of agar that were used in the  investigation. table 1.1 length of sides  / cm surface area  / cm2volume  / cm3 surface area to  volume ratio 1.0 \u00d7 1.0 \u00d7 1.0 6.00 1.000  6:1 1.0 \u00d7 1.0 \u00d7 0.5 4.00 0.500  8:1 1.0 \u00d7 0.5 \u00d7 0.5 2.50 0.250 0.5 \u00d7 0.5 \u00d7 0.5 1.50 0.125 12:1   calculate the surface area to volume ratio for the 1.0  cm \u00d7 0.5 cm \u00d7 0.5 cm block of agar.    ..  [1]",
            "5": "5 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
            "6": "6 0610/62/ f/m/22 \u00a9 ucles 2022  (c) (i) many organisms have adaptations that increase the area of their gas exchange surfaces.    fig. 1.3 is a photomicrograph of part of a fish gill. p q magnification  \u00d7550 fig. 1.3    draw a large diagram of the part of the fish gill shown in the box in fig. 1.3.  [4]",
            "7": "7 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over   (ii) measure the length of line pq in fig. 1.3.    length of line pq .. mm    calculate the actual length of the part of the fish gill using the formula and your  measurement.    magnification = length of line pq actual length of the part of the fish gill    give your answer to three  decimal places.    space for working.   .  mm  [3]   (d) fish is a source of protein in the diet.   state how you could test a sample of food to show that it contains protein.   include the result of a positive test.  ...  ...  ...  .  [2]",
            "8": "8 0610/62/ f/m/22 \u00a9 ucles 2022  (e) photographic film consists of a plastic sheet coated in crystals. the crystals are fixed to  the plastic sheet by gelatin, which is made of protein. if the gelatin is digested by protease  enzymes the crystals fall off and the film will become transparent, as shown in fig. 1.4. before protease treatment after protease treatment fig. 1.4   plan an investigation to determine the effect of temperature on the activity of a protease  enzyme, using photographic film.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 27]",
            "9": "9 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over blank page",
            "10": "10 0610/62/ f/m/22 \u00a9 ucles 2022 2 cabbage leaves contain vitamin c. boiling the cabbage in water reduces the vitamin c content of  the leaves. some students investigated the effect of boiling time on the concentration of vitamin  c  remaining in the cabbage leaves.   (a) the students prepared the cabbage samples using this method:   step 1  heat a large volume of water until it begins to boil.   step 2  measure the mass of chopped cabbage leaves.    step 3  place the chopped cabbage leaves into the boiling water.    step 4  continue to boil the water.    step 5  remove a sample of cabbage leaves from the water at each time interval.   state two pieces of apparatus, other than safety equipment, that would be required to carry  out the method described in steps 1 and 2 . 1   2    [2]  (b) the vitamin c concentration of each cabbage leaf sample was then determined.   the results of the investigation are shown in table 2.1. table 2.1 boiling time  / minutesvitamin c  concentration    / mg per 100  g of  cabbage leaves   0 34  5 31 10 26 15 22 25 13",
            "11": "11 0610/62/ f/m/22 \u00a9 ucles 2022 [turn over   (i) plot a line graph on the grid of the data in table 2.1.  [4]    (ii) use your graph to estimate the concentration of vitamin c in a sample of cabbage leaves  that has been boiled for 20 minutes.     show on your graph how you obtained your estimate.   ..  mg per 100  g  [2]",
            "12": "12 0610/62/ f/m/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.  (iii) table 2.1 shows that at the start of the investigation 100  g of unboiled cabbage leaves  contained 34  mg of vitamin c.    using the information in table 2.1, calculate the percentage decrease in the vitamin  c  content of 100  g of cabbage leaves after boiling for 25 minutes.    give your answer to two significant figures.    space for working.     % [3]  (c) the students wanted to know if the vitamin c had moved from the cabbage leaves into the  water that the leaves were boiled in.   state how the students could test the water for the presence of vitamin c.   include the result of a positive test.  ...  ...  ...  .  [2]  [total: 13] "
        },
        "0610_s22_qp_11.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0610_11/4rp   \u00a9 ucles 2022   [turn ove r   *2422450505*cambridge igcse\u2122       biology 0610/11     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2022 0610/11/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 the horse, equus ferus , and the donkey, equus asinus , are able to interbreed. the offspring they  produce is called a mule.    which statement is correct?  a the horse and the donkey are the same genus; the mule is infert ile.  b the horse and the donkey are the same species; the mule is infe rtile.  c the horse and the donkey are the same genus; the mule is fertil e.  d the horse and the donkey are the same species; the mule is fert ile.     3 the diagram shows an organism.        which type of arthropod is this organism?  a myriapod  b insect  c crustacean  d arachnid    ",
            "3": "3     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  4 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    5 the diagram shows a cross-section through a leaf.    which label shows a tissue?    ab dc      ",
            "4": "4  \u00a9 ucles 2022 0610/11/m/j/22  6 a student found four different worms in a sample of soil and d rew diagrams of them. the  diagrams were drawn with different magnifications.    which worm was the longest?     length of  diagram  / mm magnification  a 60 \uf0b43  b 70 \uf0b41  c 100 \uf0b42  d 120 \uf0b45      7 which statement describes the net movement of particles during  diffusion?  a from higher to lower concentration down a concentration gradien t  b from higher to lower concentration against a concentration grad ient  c from lower to higher concentration down a concentration gradien t  d from lower to higher concentration against a concentration grad ient    8 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d     9 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose     ",
            "5": "5     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  10 some terms used to describe enzyme-controlled reactions are li sted.    1 catalyst  2 product  3 protein  4 substrate    which terms describe an enzyme?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4     11 the diagram shows two food tests being carried out on solution  x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar      12 which chemical is a product of photosynthesis that moves out o f a green leaf through its  stomata?  a carbon dioxide   b glucose  c oxygen  d water     ",
            "6": "6  \u00a9 ucles 2022 0610/11/m/j/22  13 which tissues are found in vascular bundles?  a palisade mesophyll and phloem  b palisade mesophyll and spongy mesophyll  c phloem and xylem  d spongy mesophyll and xylem      14 what is the dietary importance of fibre in humans?  a for growth and repair of cells   b to help food move through the alimentary canal  c to maintain strong bones and teeth  d to provide energy      15 in which part of the alimentary canal does ingestion take plac e?  a anus  b liver  c mouth  d stomach     ",
            "7": "7     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  16 the diagram shows the human alimen tary canal, with a string ma rked in metres beside it.    oesophagus anus0 1 2 3 4 5 6789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m    17 a non-woody plant stem is placed in water containing a red dye.  it is left for one day and then a  section of the stem is exam ined using a microscope.    which tissue is stained red?    ab c d      ",
            "8": "8  \u00a9 ucles 2022 0610/11/m/j/22  18 the diagram shows a cross-section through a leaf.    from which cell will most water evaporate during transpiration?     a db c      19 the diagram shows a cross-section through the heart of a mamma l.    p q r     which row correctly identifies p, q and r?     p  q  r   a valve right atrium right ventricle  b left atrium valve left ventricle  c left ventricle left atrium valve  d right atrium valve right ventricle     ",
            "9": "9     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  20 which process is slower than normal in a person with very few platelets?  a antibody formation  b blood clotting  c oxygen transport  d phagocytosis      21 the body has several defence mechanisms to protect against dis ease.    which defence mechanism is a chemical barrier?  a hairs in the nose  b mucus  c skin  d white blood cells    22 a person lives in a climate where the air is very dry.    which row correctly compares inspired air with expired air for this person?     inspired air expired air  a higher carbon dioxide concentration higher oxygen concentration   b lower water vapour concentration higher carbon dioxide concentr ation  c lower oxygen concentration higher water vapour concentration  d lower carbon dioxide concentration lower water vapour concentra tion     23 substances involved in aerobic respiration are listed.    1 carbon dioxide  2 glucose 3 oxygen 4 water    which substances are used during aerobic respiration?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4    ",
            "10": "10  \u00a9 ucles 2022 0610/11/m/j/22  24 the diagram shows the oxygen uptake by germinating seeds at two  different temperatures.    0.4 0.30.20.10.0oxygen uptake/  cm3 0 5 10 15 20 time  / minutes10 \u00b0c 20 \u00b0ckey     at which time is the oxygen uptake at 20  \uf0b0c four times greater than at 10  \uf0b0c?  a 5 minutes  b 10 minutes  c 15 minutes  d 20 minutes    25 a person produced 1.75  dm3 of urine on a cool day.    how will the volume and concentration of urine change on a hot day, if fluid intake is the same as  on the cool day?     volume  concentration  a increases decreases  b increases increases  c decreases decreases  d decreases increases     ",
            "11": "11     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  26 which hormone triggers the \u2018fight or flight\u2019 response?  a testosterone  b oestrogen  c adrenaline  d insulin      27 which organ detects and coordinates the response to changes in  internal body temperature?  a brain  b heart  c liver  d skin      28 which statement describes the plant response known as phototro pism?  a all parts of a plant grow towards light.  b all parts of a plant grow away from light.  c plant shoots grow towards light.  d plant roots grow towards light.      29 why is excessive consumption of alcohol discouraged before som eone operates machinery or  drives a vehicle?  a alcohol decreases reaction times.  b alcohol increases reaction times.  c alcohol is a stimulant drug.  d alcohol is an addictive drug.      30 what is an example of sexual reproduction?  a one bacterial cell dividing to produce two daughter bacterial c ells  b one banana plant being divided into two banana plants  c one pollen grain nucleus fusing with one ovule nucleus in a flo wer  d one yeast cell producing buds which separate to become new yeas t cells     ",
            "12": "12  \u00a9 ucles 2022 0610/11/m/j/22  31 the diagram shows a cross-section of an insect-pollinated flow er.    which label is the stigma?    a db c      32 the effectiveness of different methods of birth control were s tudied in one country.    the graph shows the results of the study.    100 80604020 0percentage effectiveness method of birth controlcondom contraceptiveinjection contraceptive pillfemidom monitoring bodytemperaturevasectomy     which type of birth control is the most effective in this study ?  a barrier  b chemical  c natural  d surgical     ",
            "13": "13     \u00a9 ucles 2022 0610/11/m/j/22 [turn over  33 beak shape in birds is controlled by genes passed from the par ent birds to their offspring.    what is this an example of?  a selection  b fertilisation  c mitosis  d inheritance    34 a student used a diagram to explain the inheritance of sex in humans.    mother  father  \uf0af  \uf0af  eggs  sperm  \uf0af  \uf0af  1  2    which statements should she use to complete boxes 1 and 2?     box 1 box 2  a   all have an x chromosome   half have an x chromosome and  half have a y chromosome  b   all have a y chromosome   half have an x chromosome and  half have a y chromosome  c   half have an x chromosome and  half have a y chromosome all have an x chromosome    d   half have an x chromosome and  half have a y chromosome all have a y chromosome      35 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.    ",
            "14": "14  \u00a9 ucles 2022 0610/11/m/j/22  36 which process uses the principa l source of energy input to bio logical systems?  a ingestion  b decomposition  c photosynthesis  d respiration      37 the diagram shows the water cycle. four different processes are  numbered.    3 1 24     which row identifies the processes correctly?     condensation evaporation precipitation transpiration  a 1 4 3 2  b 2 1 4 3  c 3 2 1 4  d 4 3 2 1      38 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     ",
            "15": "15     \u00a9 ucles 2022 0610/11/m/j/22  39 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol      40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.    ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/11/m/j/22  blank page  "
        },
        "0610_s22_qp_12.pdf": {
            "1": "    this document has 20 pages. any blank pages are indicated.  ib22 06_0610_12/4rp   \u00a9 ucles 2022   [turn ove r   *5243971271 *cambridge igcse\u2122       biology 0610/12     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2022 0610/12/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 which levels of classification are shown in the scientific nam e of an organism, using the  binominal system?     genus kingdom species   a \u0016 \u0016 \u0016 k e y   b \u0016 \u0016 \u001a \u0016 = yes  c \u0016 \u001a \u0016 \u001a = no  d \u001a \u0016 \u0016      3 the diagram shows an arthropod that lives on land.        to which group of arthropods does this animal belong?  a arachnids  b crustaceans  c insects  d myriapods    ",
            "3": "3     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  4 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    5 the table shows some structures found in the human body.    which row shows the correct level of organisation, from the sim plest structure to the most  complex?     simple   complex  a red blood cell heart heart muscle circulatory system  b heart muscle circulatory system red blood cell heart  c red blood cell heart muscle heart circulatory system  d heart muscle red blood cell circulatory system heart      6 the diagram shows an animal. the actual length of this animal is 0.6  mm.    60 mm    what is the magnification of the diagram?  a \uf0b410 b \uf0b4100 c \uf0b41000 d \uf0b410  000     ",
            "4": "4  \u00a9 ucles 2022 0610/12/m/j/22  7 by which process does oxygen move from a region of higher conc entration in the alveoli to a  region of lower concentration in the blood?  a osmosis  b breathing  c diffusion  d active transport     8 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d      9 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose      10 which type of molecule are enzymes made of?  a carbohydrates  b fats  c proteins  d vitamins    ",
            "5": "5     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  11 the diagram shows two food tests being carried out on solution  x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar     12 which chemical is a product of photosynthesis that moves out o f a green leaf through its  stomata?  a carbon dioxide   b glucose  c oxygen  d water    13 in a leaf, water moves from the surface of a mesophyll cell an d then out of the leaf into the  atmosphere.    what is the correct order of the processes involved?  a active transport \uf0ae osmosis  b diffusion \uf0ae evaporation  c evaporation \uf0ae diffusion  d o s m o s i s  \uf0ae active transport    ",
            "6": "6  \u00a9 ucles 2022 0610/12/m/j/22  14 the table shows some different components in a balanced diet.    which row correctly matches the components to the reasons why t hey are needed?     vitamin d water fats  a insulation bone growth to make haemoglobin  b bone growth transport insulation  c transport to make haemoglobin bone growth  d to make haemoglobin insulation transport      15 which process involves the rem oval of material from the rectum ?  a egestion  b ingestion  c chemical digestion  d mechanical digestion    ",
            "7": "7     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  16 the diagram shows the human alimen tary canal, with a string ma rked in metres beside it.    oesophagus anus0 1 2 3 4 5 6789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m    ",
            "8": "8  \u00a9 ucles 2022 0610/12/m/j/22  17 the diagram shows a cross-section of part of a plant.    h     which part of the plant is shown and what is the tissue labelle d h?     plant part tissue h  a root phloem  b root xylem  c stem phloem  d stem xylem      18 the apparatus shown can be used to investigate the effect of t emperature and humidity on the  rate of transpiration.    500  gplant pot soilpolythene bag balance     which set of conditions would give the highest rate of transpir ation and the greatest decrease   in mass?     temperature humidity  a cool high  b cool low  c warm high  d warm low     ",
            "9": "9     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  19 which row correctly links the blood vessels with their functio ns?     carries blood to  the right atrium  from the body carries blood from  the right ventricle  to the lungs carries blood from  the lungs to the  left atrium carries blood from  the left ventricle to  the body  a vena cava pulmonary artery pulmonary vein aorta  b aorta pulmonary vein pulmonary artery vena cava  c aorta pulmonary artery pulmonary vein vena cava  d vena cava pulmonary vein pulmonary artery aorta      20 which process is slower than normal in a person with very few platelets?  a antibody formation  b blood clotting  c oxygen transport  d phagocytosis     21 which disease is caused by a pathogen?  a cholera  b coronary heart disease  c lung cancer  d scurvy    ",
            "10": "10  \u00a9 ucles 2022 0610/12/m/j/22  22 the photographs show a positive test for the presence of carbo n dioxide gas.    test-tube at the start test-tube at the end     which reagent is being used in the test-tube?  a benedict\u2019s  b biuret  c dcpip  d limewater     23 what is the word equation for anaerobic respiration in yeast?  a glucose  \uf0ae  alcohol  b glucose  \uf0ae  alcohol  +  carbon dioxide  c glucose  \uf0ae  lactic acid  d glucose  \uf0ae  lactic acid  +  carbon dioxide     ",
            "11": "11     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  24 a student used this apparatus to investigate the rate of aerob ic respiration in woodlice.    scale test-tubecoloured liquidclosed tap granules of a chemical that absorbs carbon dioxidewoodlicesyringe containing air     which statement describes and explains the movement of the colo ured liquid when the woodlice  are respiring?  a the coloured liquid moves towards the test-tube because the woo dlice are using  carbon dioxide.  b the coloured liquid moves towards the test-tube because the woo dlice are using oxygen.  c the coloured liquid moves away from the test-tube because the w oodlice are using  carbon dioxide.  d the coloured liquid moves away from the test-tube because the w oodlice are using oxygen.     25 which organ excretes urea?  a kidney  b liver  c lungs  d pancreas    ",
            "12": "12  \u00a9 ucles 2022 0610/12/m/j/22  26 the diagram shows a simple reflex arc.    spinal cord p     what is the function of the part labelled p?  a passing impulses to the central nervous system  b passing impulses to the effector  c passing impulses to the receptor  d passing impulses to the sensory neurone    27 which endocrine gland produces insulin?  a adrenal gland  b ovary  c pancreas  d testes    28 where in the body are the blood temperature receptors?  a brain  b liver  c muscles  d skin    ",
            "13": "13     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  29 the graph shows the relationship between deaths from lung canc er and the number of cigarettes  smoked per day. cigarettes contain tobacco.    300 250200150100 50 0 01 0 2 0 number of cigarettes smoked per person per day30 40deaths from lung cancerper 100  000 people     which statement is a possible  conclusion for the data shown in the graph?  a a person will die of lung cancer only if they smoke.  b a person\u2019s health is only affect ed if they smoke more than 10 c igarettes per day.  c a person will have less chance of dying of lung cancer if they smoke fewer cigarettes.  d if a person smokes more than 40 cigarettes per day, their risk of dying from lung cancer is  the same as a person who smokes 40 cigarettes per day.     30 the statements refer to reproduction.    1 a zygote is formed.  2 offspring are genetically identical to the parent.  3 two gamete nuclei fuse together.    which statements refer to sexual reproduction?  a 1, 2 and 3 b 1 and 3 only c 1  o n l y  d 2 and 3 only    31 what is the name of the ball of cells that forms soon after fe rtilisation in humans?  a embryo  b ovum  c placenta  d fetus    ",
            "14": "14  \u00a9 ucles 2022 0610/12/m/j/22  32 the diagram shows the inheritance of sex in humans.      male gametes    x y  female  gametesx xx xy  x xx xy    a man and a woman have one female child.    what is the chance of the coup le\u2019s next child being female?  a 25% b 50% c 75% d 100%    33 in rabbits, the allele for dark fur, r, is dominant to the all ele for white fur, r.    the diagram shows a cross between a rabbit with dark fur and a rabbit with white fur.    \u00d7     what are the genotypes of the parents?  a rr and rr b rr and rr c rr and rr d r and r    ",
            "15": "15     \u00a9 ucles 2022 0610/12/m/j/22 [turn over  34 the graph shows the different heights of people in a human pop ulation.    number of people height    which row describes the variation shown by the graph?     type of variation has intermediate  phenotypes  a continuous no  b continuous yes  c discontinuous no  d discontinuous yes      35 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.      36 which process uses the principa l source of energy input to bio logical systems?  a ingestion  b decomposition  c photosynthesis  d respiration     ",
            "16": "16  \u00a9 ucles 2022 0610/12/m/j/22  37 the diagram shows part of the carbon cycle.    consumersfossil fuelsproducerscarbon dioxide in the atmosphere decomposersx xx     which process is shown by the arrows labelled x?  a combustion  b fossilisation  c photosynthesis  d respiration     38 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     39 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol    ",
            "17": "17     \u00a9 ucles 2022 0610/12/m/j/22  40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.    ",
            "18": "18  \u00a9 ucles 2022 0610/12/m/j/22  blank page",
            "19": "19     \u00a9 ucles 2022 0610/12/m/j/22  blank page",
            "20": "20    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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/12/m/j/22  blank page  "
        },
        "0610_s22_qp_13.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0610_13/4rp   \u00a9 ucles 2022   [turn ove r   *6420996937 *cambridge igcse\u2122       biology 0610/13     paper 1 multiple choice (core)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2022 0610/13/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 the scientific names of some animals are listed.    1 arius felis  2 felis concolor  3 felis rufus  4 macropus rufus    which animals are in the same genus?  a 1, 2 and 3 b 2, 3 and 4 c 2 and 3 only d 3 and 4 only     ",
            "3": "3     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  3 the diagram shows a dichotomous key for arthropods.    has the animal got wings? insects has the animal got only four pairs of legs?yes no arachnids has the animal got two pairs of antennae?yes no crustaceans myriapodsyes no     the organism shown is an arthropod called an isopod.    antennae legs    which group does the isopod belong to?  a arachnids  b crustaceans  c insects  d myriapods     4 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w   ",
            "4": "4  \u00a9 ucles 2022 0610/13/m/j/22  5 which level of organisation is shown by the heart of a mammal?   a a cell  b a tissue  c an organ  d an organ system      6 the image shows a single-celled organism called a paramecium .        the length of the paramecium  in the image is 6  cm. the magnification is \uf0b4400.    which calculation will give the correct actual length of the paramecium , in mm?  a 06  10 40\uf0b4 b 06  1000 40\uf0b4 c 6400  10\uf0b4 d 400 6  1000\uf0b4      7 female moths release chemicals into the air. male moths detect  these chemicals and fly towards  the females.    how do the chemicals spread through the air?  a active transport  b diffusion  c osmosis  d transpiration    8 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d     ",
            "5": "5     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  9 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose      10 what is the correct definition of an enzyme?  a a carbohydrate that functions as a biological catalyst  b a protein that functions as a biological catalyst  c a substance that is changed by the reaction  d a substance made of fats that changes the rate of a reaction    11 the diagram shows two food tests being carried out on solution  x.    heat solution x solution xtest 1 test 2 purple colourbiuret solutionbenedict\u2019s solution redcolour     which nutrients are present in solution x?  a protein and starch  b protein and sugar  c starch and fat  d starch and sugar    ",
            "6": "6  \u00a9 ucles 2022 0610/13/m/j/22  12 which chemical is a product of photosynthesis that moves out o f a green leaf through its  stomata?  a carbon dioxide   b glucose  c oxygen  d water     13 a student investigated one of the factors that affects photosy nthesis.    part of a leaf was covered with black paper, as shown.    +black pape r     after two days the student tested the leaf for the presence of starch.    which factor did the student investigate?  a carbon dioxide  b chlorophyll  c light  d oxygen      14 which nutrient is required to prevent scurvy?  a calcium  b iron  c vitamin c  d vitamin d   ",
            "7": "7     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  15 which diagram represents the action of lipase?    a + + b + + + c + + d + +key enzyme substance 1substance 2substance 3       16 the diagram shows the human alimen tary canal, with a string ma rked in metres beside it.    oesophagus anus0 1 2 3 4 5 6789string marked in metres     how long is the small intestine?  a 2 m b 6 m c 8 m d 9 m    ",
            "8": "8  \u00a9 ucles 2022 0610/13/m/j/22  17 the image shows a cross-section of part of a leaf.    which labelled structure is the xylem?    a cbd      18 the diagram shows a cross-section of a root.    three regions of the root are numbered.    1 2 3     which regions contain cells through which water must pass to re ach the xylem?  a 1, 2 and 3 b 1 and 2 only c 2 and 3 only d 2  o n l y      19 a student runs 400 metres.    which effects will this have?     depth of  breathing rate of  breathing pulse rate  a decreases increases decreases  b increases decreases increases  c decreases decreases decreases  d increases increases increases   ",
            "9": "9     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  20 which process is slower than normal in a person with very few platelets?  a antibody formation  b blood clotting  c oxygen transport  d phagocytosis      21 the body has several methods of avoiding infection by pathogens , including specialised cells,  mechanical barriers and chemical barriers.    which row has a correct example for each method?     specialised cells mechanical barrier chemical barrier  a hairs in the nose stomach acid phagocytes  b hairs in the nose phagocytes stomach acid  c phagocytes stomach acid hairs in the nose  d phagocytes hairs in the nose stomach acid     22 the diagram shows the apparatus used in an investigation of ga s exchange in humans.    the person breathes through the central tube five times.    xlimewater ylimewaterperson breathes in and out     what are the expected results in flasks x and y?     x  y   a clear clear  b clear cloudy  c cloudy clear  d cloudy cloudy ",
            "10": "10  \u00a9 ucles 2022 0610/13/m/j/22  23 which substances are used in aerobic respiration?     glucose oxygen water   a \u001a \u0016 \u0016 k e y   b \u0016 \u0016 \u001a \u0016 = yes  c \u0016 \u001a \u0016 \u001a = no  d \u001a \u0016 \u0016       24 the bar chart shows the percentage composition of two gases in  four samples of air.    which sample is expired air?    60 4020 0percentage composition o2co 2 o2co 2 o2co 2 o2co 2 abcd samplekey o2 = oxygen co 2 = carbon dioxide      ",
            "11": "11     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  25 the diagram shows the excretory system.    1 2 3 4     which labels are the ureter and the bladder?     ureter bladder  a 2 1  b 2 3  c 4 3  d 4 1     26 which conditions will result in the largest volume of urine bei ng produced by the kidneys?     water intake  /  cm3 environmental  temperature  / \uf0b0c activity  a 1500 15 rest  b 500 15 exercise  c 1500 30 rest  d 500 35 exercise     27 a simple reflex arc consists of four components between a rece ptor and a response.    which component is the motor neurone?    receptor     a    b    c    d    response    ",
            "12": "12  \u00a9 ucles 2022 0610/13/m/j/22  28 which part of the eye focuses light on the retina?  a cornea  b pupil  c iris  d lens      29 which statement about the hormone insulin is correct?  a it is produced by the liver and raises blood sugar concentratio n.  b it is produced by the liver and lowers blood sugar concentratio n.  c it is produced by the pancreas and raises blood sugar concentra tion.  d it is produced by the pancreas and lowers blood sugar concentra tion.      30 the diagram shows the effect of four different antibiotics, a, b, c and d, on the growth of one  type of bacteria. the bacteria were grown on agar jelly in a pe tri dish. when bacteria covered the  whole surface of the agar, paper discs soaked in each antibioti c were placed on top of the agar.    the diagram shows the appearance of the petri dish 48 hours aft er the paper discs were added.    which antibiotic is the most  effective treatment for this type of bacteria?    ab c dkey antibiotic present bacteria present no bacteria present      ",
            "13": "13     \u00a9 ucles 2022 0610/13/m/j/22 [turn over  31 four processes involved in labour and birth are shown.    1 cutting the umbilical cord  2 contraction of muscles in the uterus wall  3 delivery of the afterbirth  4 dilation of the cervix 5 passage of the baby through the vagina    in which sequence do these events normally occur?  a 2  \uf0ae 4 \uf0ae 5 \uf0ae 1 \uf0ae 3  b 2  \uf0ae 4 \uf0ae 3 \uf0ae 1 \uf0ae 5  c 4  \uf0ae 3 \uf0ae 2 \uf0ae 5 \uf0ae 1  d 4  \uf0ae 3 \uf0ae 2 \uf0ae 1 \uf0ae 5     32 the diagram shows four types of birth control device.    24 13 not to scale    which methods of birth control offer protection against sexuall y transmitted infections (stis)?     1  2  3  4    a \u0016 \u0016 \u001a \u001a k e y   b \u001a \u0016 \u0016 \u001a \u0016 = yes  c \u001a \u001a \u0016 \u001a \u001a = no  d \u001a \u001a \u0016 \u0016      ",
            "14": "14  \u00a9 ucles 2022 0610/13/m/j/22  33 the table shows the percentage of pregnancies in four groups o f women. each group used a  different method of birth control.    method of birth control percentage of  pregnancies  the contraceptive pill 1  monitoring body temperature 14  diaphragm 7  vasectomy 0    which type of birth control was the most  effective?  a barrier  b chemical  c natural  d surgical      34 which sex chromosomes in the egg cell and in the sperm will pr oduce a female child?     sex chromosome  in the egg cell sex chromosome  in the sperm  a x x  b x y  c y x  d y y      35 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.      36 which process uses the princi pal source of energy input to bio logical systems?  a ingestion  b decomposition  c photosynthesis  d respiration   ",
            "15": "15     \u00a9 ucles 2022 0610/13/m/j/22  37 what is the name of an organism that obtains its energy from d ead organic material?  a carnivore  b consumer  c decomposer  d herbivore      38 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     39 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol    40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.     ",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/13/m/j/22  blank page  "
        },
        "0610_s22_qp_21.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0610_21/5rp   \u00a9 ucles 2022   [turn ove r   *4052482192 *cambridge igcse\u2122       biology 0610/21     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2022 0610/21/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 which diagram shows a flower from a monocotyledon?    cd b a      3 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    ",
            "3": "3     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  4 the diagram shows a cross-section through a leaf.    which label shows a tissue?    ab dc       5 which statement describes the net movement of particles during  diffusion?  a from higher to lower concentration down a concentration gradien t  b from higher to lower concentration against a concentration grad ient  c from lower to higher concentration down a concentration gradien t  d from lower to higher concentration against a concentration grad ient     6 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d     ",
            "4": "4  \u00a9 ucles 2022 0610/21/m/j/22  7 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose     8 in a length of dna, 20% of the bases were t.    what is the percentage of base g in this length of dna?  a 10% b 2 0 %  c 3 0 %  d 80%     9 some terms used to describe enzyme-controlled reactions are li sted.    1 catalyst  2 product  3 protein 4 substrate    which terms describe an enzyme?  a 1 and 3 b 1 and 4 c 2 and 3 d 2 and 4      10 which statement describes the effect of temperature on enzymes ?  a high temperatures denature enzymes making it difficult for subs trate molecules to fit into the  active site.  b high temperatures denature enzymes making it easy for substrate  molecules to fit into the  active site.  c low temperatures denature enzymes making it difficult for subst rate molecules to fit into the  active site.  d low temperatures denature enzymes making it easy for substrate molecules to fit into the  active site.    ",
            "5": "5     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  11 tomato fruit production was measured in five different environ mental conditions.    tomato fruit production/  kg per m2 1 open field2 unheated glasshouse3 heated glasshouse4 heated  glasshouse with carbon dioxide gas supplied in excess5 heated glasshouse with an  artificial light source and with carbon dioxide gas supplied in excess80 70605040302010 0 environmental conditions     what is a correct conclusion for the data shown in the graph?  a there are no limiting factors in 1, so tomato fruit production is the lowest.  b temperature is the limiting factor in 3.  c carbon dioxide is the limiting factor in all five environmental  conditions.  d light is the limiting factor in 4.      12 how do the air spaces in the s pongy mesophyll of a leaf help t o adapt it for photosynthesis?  a they act as a store of oxygen.  b they allow carbon dioxide gas to diffuse through the leaf more  rapidly.  c they increase the surface area for absorption of light energy.   d they let rainwater enter the leaf tissues.      13 what is the dietary importance of fibre in humans?  a for growth and repair of cells   b to help food move through the alimentary canal  c to maintain strong bones and teeth  d to provide energy   ",
            "6": "6  \u00a9 ucles 2022 0610/21/m/j/22  14 in which part of the alimentary canal does ingestion take plac e?  a anus  b liver  c mouth  d stomach      15 a non-woody plant stem is placed in water containing a red dye.  it is left for one day and then a  section of the stem is exam ined using a microscope.    which tissue is stained red?    ab c d      16 the diagram shows a cross-section through a leaf.    from which cell will most water evaporate during transpiration?     a db c       17 the diagram shows the circulatory system of a fish.    gills bodyheartx y z    where in the circulatory system is the oxygen concentration low est?  a x only b x and y c y only d y and z ",
            "7": "7     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  18 what is a function of the lymphatic system?  a absorption of glucose  b blood clotting  c circulation of body fluids  d temperature regulation      19 the graph shows the response of the body to vaccination.    x concentration in the blood vaccinationtime     which word should be used to replace the letter x, to complete the label on the y-axis?  a antibody  b antigen  c pathogen  d platelet      20 which cells produce mucus?  a ciliated cells  b goblet cells  c nerve cells  d white blood cells     21 which row shows a change that occurs during ventilation?     process thorax pressure thorax volume air movement  a expiration decreases increases in  b expiration increases decreases out  c inspiration decreases increases out  d inspiration increases decreases in     ",
            "8": "8  \u00a9 ucles 2022 0610/21/m/j/22  22 what is the balanced chemical equation for anaerobic respirati on in yeast?  a c 6h12o6  \uf0ae  2co 2   +  6h 2o  b c 6h12o6  \uf0ae  6co 2  +  6h 2o  c c 6h12o6  \uf0ae  2c 2h5oh  +  2co 2  d c 6h12o6  \uf0ae  2c 2h5oh  +  2h 2o     23 which statement correctly explains the difference in glucose c oncentration in the kidney tubule  between x and y?    glomerulus x kidney tubuley     a the glucose concentration is higher at x than at y because gluc ose moves out of the kidney  tubule by osmosis.  b the glucose concentration is higher at x than at y because gluc ose has been actively  transported out of the kidney tubule.  c the glucose concentration is higher at y than at x because gluc ose diffuses into the kidney  tubule.  d the glucose concentration is higher at y than at x because gluc ose is actively transported  into the kidney tubule.    24 where in the eye is the greatest concentration of cells that a llow humans to see colour?    a db c      ",
            "9": "9     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  25 a scientist investigated the effect of drinking iced water on skin temperature. they drank a large  volume of iced water and monitored the temperature of their ski n.    the results are shown on the graph.    37.2 37.036.836.636.436.236.035.8 02468 1 0 1 2skin temperature/  \u00b0c time after drinking iced water  / minutes    which explanation of the change in skin temperature during the first 10 minutes is correct?  a vasoconstriction occurred increasing blood flow to the skin.  b vasoconstriction occurred reducing blood flow to the skin.  c vasodilation occurred increasing blood flow to the skin.  d vasodilation occurred reducing blood flow to the skin.    ",
            "10": "10  \u00a9 ucles 2022 0610/21/m/j/22  26 an experiment was set up to investigate the growth of shoots in  different conditions, as shown.    foil capshoot tip removed directionof light     which diagram shows the results that would be seen a few days l ater?    a b c d      27 an advisor was presented with a list of statements for a discu ssion group with potential parents  who were considering using in vitro fertilisation (ivf) to start a family.    which statements about ivf are correct?    1 ivf is available to everyone.  2 ivf is 100% successful and therefore always leads to pregnanc y.  3 ivf provides an opportunity for single parents to have a fami ly.  4 ivf is not expensive and everyone can afford it.  5 sperm or egg donation may be involved which means the couple are not always the  biological parents.    a 1, 3 and 4 b 1, 2 and 4 c 2 and 5 d 3 and 5      28 which sequence of structures does a pollen tube grow through in  a flower?  a ovary \uf0ae ovule \uf0ae stigma \uf0ae style  b ovary \uf0ae stigma \uf0ae ovule \uf0ae style  c stigma \uf0ae style \uf0ae ovary \uf0ae ovule  d stigma \uf0ae ovary \uf0ae style \uf0ae ovule ",
            "11": "11     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  29 the diagram shows some of the events of the menstrual cycle.    in which shaded zone of the cycle would progesterone levels be the highest?    28 / 1 147 21d b camenstruation ovulationthe 28 days of the human menstrual cycle       30 what is needed in the cytoplasm to make proteins at a ribosome ?  a dna and amino acids  b dna only  c mrna and amino acids  d mrna only    31 pangolins are mammals. one species of pangolin has 40 chromoso mes per body cell.    how many chromosomes will a sperm cell from this species of pan golin have?  a 10 b 2 0  c 4 0  d 50      32 which adaptation is shown in the leaves of hydrophytes?  a hairs present on the upper and lower surfaces  b contain large air spaces  c stomata present on the lower surface only  d thick cuticle present on the upper and lower surfaces     ",
            "12": "12  \u00a9 ucles 2022 0610/21/m/j/22  33 sickle cell anaemia is a genetic disorder which results in sev ere illness in homozygous  individuals. in some human populations, being heterozygous can be beneficial.    what could be the reason for this?  a heterozygous individuals are not affected by the disorder.  b heterozygous individuals are more resistant to malaria.  c the disorder is caused by a dominant allele.  d the disorder is sex-linked.     34 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.    35 the diagram shows the water cycle. four different processes are  numbered.    3 1 24     which row identifies the processes correctly?     condensation evaporation precipitation transpiration  a 1 4 3 2  b 2 1 4 3  c 3 2 1 4  d 4 3 2 1     ",
            "13": "13     \u00a9 ucles 2022 0610/21/m/j/22 [turn over  36 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     37 with which kingdoms do bacteria share the same genetic code?  a animal, plant, fungus and protoctist  b animal, plant and fungus only  c animal and plant only  d animal only     38 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol     39 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air     ",
            "14": "14  \u00a9 ucles 2022 0610/21/m/j/22  40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.    ",
            "15": "15     \u00a9 ucles 2022 0610/21/m/j/22  blank page",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/21/m/j/22  blank page  "
        },
        "0610_s22_qp_22.pdf": {
            "1": "    this document has 16 pages. any blank pages are indicated.  ib22 06_0610_22/5rp   \u00a9 ucles 2022   [turn ove r   *1282658896 *cambridge igcse\u2122       biology 0610/22     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2022 0610/22/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 which diagram shows a flower from a monocotyledon?    cd b a      3 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    ",
            "3": "3     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  4 the table shows some structures found in the human body.    which row shows the correct level of organisation, from the sim plest structure to the most  complex?     simple  complex  a red blood cell heart heart muscle circulatory system  b heart muscle circulatory system red blood cell heart  c red blood cell heart muscle heart circulatory system  d heart muscle red blood cell circulatory system heart     5 by which process does oxygen move from a region of higher conc entration in the alveoli to a  region of lower concentration in the blood?  a osmosis  b breathing  c diffusion  d active transport    6 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d     7 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose     ",
            "4": "4  \u00a9 ucles 2022 0610/22/m/j/22  8 a chromosome was analysed and found to have 6125 pairs of base s. the type of each base was  identified and 2345 of the bases were g.    how many of the bases in this chromosome are t?  a 1435 b 3780 c 6125 d 7560      9 which type of molecule are enzymes made of?  a carbohydrates  b fats  c proteins  d vitamins      10 which statement describes the effect of temperature on enzymes ?  a high temperatures denature enzymes making it difficult for subs trate molecules to fit into the  active site.  b high temperatures denature enzymes making it easy for substrate  molecules to fit into the  active site.  c low temperatures denature enzymes making it difficult for subst rate molecules to fit into the  active site.  d low temperatures denature enzymes making it easy for substrate molecules to fit into the  active site.    11 the statements describe some of the events that occur in a pla nt after light energy is absorbed  by chlorophyll.    1 converted to chemical energy  2 converted to sucrose for translocation 3 starch is stored in the roots or seeds  4 glucose is produced    in which order do these events occur?  a 1 \uf0ae 4 \uf0ae 3 \uf0ae 2  b 4 \uf0ae 2 \uf0ae 3 \uf0ae 1  c 4 \uf0ae 1 \uf0ae 2 \uf0ae 3  d 1 \uf0ae 4 \uf0ae 2 \uf0ae 3     ",
            "5": "5     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  12 a deficiency of magnesium ions can cause plant leaves to becom e yellow between the leaf veins.    what is the reason for this?  a increased chlorophyll production  b increased protein production  c decreased chlorophyll production  d decreased protein production    13 the table shows some different components in a balanced diet.    which row correctly matches the components to the reasons why t hey are needed?     vitamin d water fats  a insulation bone growth to make haemoglobin  b bone growth transport insulation  c transport to make haemoglobin bone growth  d to make haemoglobin insulation transport      14 which process involves the rem oval of material from the rectum ?  a egestion  b ingestion  c chemical digestion  d mechanical digestion    ",
            "6": "6  \u00a9 ucles 2022 0610/22/m/j/22  15 the diagram shows a cross-section of part of a plant.    h     which part of the plant is shown and what is the tissue labelle d h?     plant part tissue h  a root phloem  b root xylem  c stem phloem  d stem xylem      16 the apparatus shown can be used to investigate the effect of t emperature and humidity on the  rate of transpiration.    500  gplant pot soilpolythene bag balance     which set of conditions would give the highest rate of transpir ation and the greatest decrease   in mass?     temperature humidity  a cool high  b cool low  c warm high  d warm low     ",
            "7": "7     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  17 people are sometimes born with a \u2018hole in the heart\u2019. this is caused by a gap in the septum, as  shown.    key direction of blood flow     if the gap in the septum is not repaired, it causes the person to become breathless more quickly.    what is a possible explanation for this?  a deoxygenated blood in the left atrium mixes with oxygenated blo od from the right atrium.  b deoxygenated blood in the right atrium mixes with oxygenated bl ood from the left atrium.  c oxygenated blood in the left ventricle mixes with deoxygenated blood from the right ventricle.  d oxygenated blood in the right ventricle mixes with deoxygenated  blood from the left ventricle.    18 the flow diagram shows stages in blood clotting.    components of blood involved in clotting circulate the bodyblood loss and pathogen entry stopscomponent x is converted to component ycomponent y forms a meshblood vessel walls are damaged     what is component x?  a f i b r i n   b fibrinogen  c p l a s m a   d platelet     19 what is an example of passive immunity?  a immunity against influenza after an individual has been infect ed with the influenza virus  b the formation of memory cells in response to a cholera infecti on  c giving chickenpox antibodies to people at risk of developing a  severe infection  d vaccination against measles where a harmless version of the vi rus is given ",
            "8": "8  \u00a9 ucles 2022 0610/22/m/j/22  20 what happens at the start of inspiration?     internal  intercostal  muscles external  intercostal  muscles diaphragm volume  of thorax  a contract relax contracts increases  b contract relax relaxes decreases  c relax contract contracts increases  d relax contract relaxes increases     21 germinating seeds respire aerobically to release energy that c an be used for growth.    the balanced equation for aerobic respiration in seeds can be r epresented as shown.    q  +  r  \uf0ae  s  +  t    which row gives the balanced equation for aerobic respiration i n seeds?     q  r  s  t   a 6co 2 6 h 2o c 6h12o6 6 o 2  b c6h12o6 6 o 2 6 c o 2 6 h 2o  c 6co 2 6 o 2 c 6h12o6 6 h 2o  d c6h12o6 6 h 2o 6co 2 6 o 2     22 during vigorous exercise, lactic acid builds up in muscles lea ding to an oxygen debt.    which statement describes a stage in the removal of the oxygen debt during recovery?  a anaerobic respiration breaks down lactic acid in the muscles.  b aerobic respiration breaks down lactic acid in the muscles.  c anaerobic respiration breaks down lactic acid in the liver.  d aerobic respiration breaks down lactic acid in the liver.     ",
            "9": "9     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  23 the table shows the concentration of sodium ions in blood plas ma, in glomerular filtrate (the  liquid that passes through the glomerulus) and in urine.     blood  plasma glomerular  filtrate urine  concentration of   sodium ions  /  arbitrary units 141 141 127    what is the percentage concentration of sodium ions reabsorbed in the kidney tubules?  a 0.0% b 9.9% c 10.9% d 14.0%     24 which effects does adrenaline have on blood glucose concentrat ion and pulse rate?     blood glucose   concentration pulse rate  a increases reduces  b increases increases  c reduces reduces  d reduces increases     25 the concentration of glucose in the blood is controlled by nega tive feedback.    when blood glucose concentration falls too low, the ..1 .. releases the hormone ..2.. .     this hormone causes cells to break down ..3.. to glucos e, which is released into the blood.    which words correctly complete gaps 1, 2 and 3?     1  2  3   a liver glucagon glycogen  b liver glycogen glucagon  c pancreas glucagon glycogen  d pancreas glycogen glucagon     ",
            "10": "10  \u00a9 ucles 2022 0610/22/m/j/22  26 a young maize seedling is grown from a seed. the seedling is pl aced on its side and left in a  room with a light source for several days.    shoot rootdirection of light     what will happen to the young shoot?  a auxin becomes concentrated in the lower part of the shoot and the shoot grows towards   the light.  b auxin becomes concentrated in the upper part of the shoot and the shoot grows towards   the light.  c auxin is evenly distributed in the shoot and the shoot grows t owards the light.  d auxin is evenly distributed in the shoot and the shoot grows a way from the light.    27 what is an adaptive feature of sperm?  a large stores of energy  b enzymes in the acrosome  c jelly coating that changes after fertilisation  d diploid nucleus     28 the list contains statements about sexual and asexual reproduc tion in plants.    1 it promotes genetic variation.  2 it requires self-pollination. 3 it requires meiosis. 4 it produces offspring that are identical to the parent.  5 it allows the population to increase rapidly.    which statements describe asexual reproduction in plants?  a 1, 2 and 5 b 1 and 2 only c 4 and 5 d 3 and 4    ",
            "11": "11     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  29 the graph shows the levels of two hormones during a 28-day men strual cycle.    concentration of hormone 07 1 4 time  / days21 28yx     which hormones are represented by x and y on the graph?     x  y   a fsh oestrogen  b lh fsh  c oestrogen progesterone  d progesterone lh     30 before meiosis takes place, a cell has 24 chromosomes.    how many chromosomes will be found in each of the cells that ar e produced by meiosis?  a 6 b 1 2  c 2 4  d 48    31 when a horse with red hair (genotype h rhr) breeds with a horse with white hair (genotype  hwhw) the offspring have red and white hair (genotype hrhw). these horses are described as  having roan-coloured hair. this is an example of codominance.    when two horses with roan-coloured hair are bred together, what  is the chance of their offspring  also having roan-coloured hair?  a 100% b 7 5 %  c 5 0 %  d 25%    ",
            "12": "12  \u00a9 ucles 2022 0610/22/m/j/22  32 the diagram shows a hydrophyte.    air water soil    what is an adaptive feature of this hydrophyte?  a no stomata on the upper surface or the lower surface of the lea ves  b a network of large air spaces inside the leaves  c leaf stalks containing many  xylem vessels for support  d a thick waxy cuticle on the lower surface of the leaves     33 sickle cell anaemia is a genetic disorder which results in sev ere illness in homozygous  individuals. in some human populations, being heterozygous can be beneficial.    what could be the reason for this?  a heterozygous individuals are not affected by the disorder.  b heterozygous individuals are more resistant to malaria.  c the disorder is caused by a dominant allele.  d the disorder is sex-linked.    34 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.    ",
            "13": "13     \u00a9 ucles 2022 0610/22/m/j/22 [turn over  35 the diagram shows part of the carbon cycle.    consumersfossil fuelsproducerscarbon dioxide in the atmosphere decomposersx xx     which process is shown by the arrows labelled x?  a combustion  b fossilisation  c photosynthesis  d respiration     36 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest     37 with which kingdoms do bacteria share the same genetic code?  a animal, plant, fungus and protoctist  b animal, plant and fungus only  c animal and plant only  d animal only     38 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol   ",
            "14": "14  \u00a9 ucles 2022 0610/22/m/j/22  39 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air      40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.    ",
            "15": "15     \u00a9 ucles 2022 0610/22/m/j/22  blank page",
            "16": "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 tra ce copyright holders, but if any items requiring clearance have  unwittingly been included, the  publisher will be pleased to make amends at the earliest possib le opportunity.    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.   cambridge assessment international education is part of cambrid ge assessment. cambridge assessment is the brand name of the un iversity of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.    \u00a9 ucles 2022 0610/22/m/j/22  blank page  "
        },
        "0610_s22_qp_23.pdf": {
            "1": "    this document has 12 pages.  ib22 06_0610_23/5rp   \u00a9 ucles 2022   [turn ove r   *4514030708 *cambridge igcse\u2122       biology 0610/23     paper 2 multiple choice (extended)  may/june 2022     45 minutes    you must answer on the mult iple choice answer sheet.    you will need: multiple choice answer sheet   soft clean eraser   soft pencil (type b or hb is recommended)       instructions   \uf0b7 there are forty  questions on this paper. answer all questions.   \uf0b7 for each question there ar e four possible answers a, b, c and d. choose the one you consider correct  and record your choice in soft pencil on the multiple choice an swer sheet.   \uf0b7 follow the instructions on the multiple choice answer sheet.  \uf0b7 write in soft pencil.  \uf0b7 write your name, centre number and candidate number on the mult iple choice answer sheet in the  spaces provided unless this has been done for you.  \uf0b7 do not use correction fluid.  \uf0b7 do not write on any bar codes.  \uf0b7 you may use a calculator.      information  \uf0b7 the total mark for this paper is 40.  \uf0b7 each correct answer will score one mark.  \uf0b7 any rough working should be don e on this question paper.   ",
            "2": "2  \u00a9 ucles 2022 0610/23/m/j/22  1 all living organisms release e nergy from nutrient molecules wi thin their cells.    what is the name of this characteristic?  a g r o w t h   b nutrition  c respiration  d sensitivity    2 which diagram shows a flower from a monocotyledon?    cd b a      3 the diagram shows a cross-section through two guard cells of a  leaf.    w x y z    which labelled structures would also be found in an animal cell ?   a w and x b x and y c y and z d z and w    4 which level of organisation is shown by the heart of a mammal?   a a cell  b a tissue  c an organ  d an organ system    ",
            "3": "3     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  5 female moths release chemicals into the air. male moths detect  these chemicals and fly towards  the females.    how do the chemicals spread through the air?  a active transport  b diffusion  c osmosis  d transpiration    6 the diagram shows a section through a mesophyll cell of a leaf .    which part is partially permeable?    a b c d      7 what are the smaller basic units of starch and glycogen molecu les?   starch glycogen  a amino acids fatty acids and glycerol  b amino acids glucose  c glucose fatty acids and glycerol  d glucose glucose      8 dna is made up of ..1.. strands coiled together. the s trands contain chemicals called  ..2.. . these chemicals form ..3.. , a pairing with t and c pairing with g.    which words correctly complete gaps 1, 2 and 3?     1  2  3   a three amino acids cross-links  b two bases cross-links  c three bases proteins  d two amino acids proteins     ",
            "4": "4  \u00a9 ucles 2022 0610/23/m/j/22  9 what is the correct definition of an enzyme?  a a carbohydrate that functions as a biological catalyst  b a protein that functions as a biological catalyst  c a substance that is changed by the reaction  d a substance made of fats that changes the rate of a reaction      10 which statement describes the effect of temperature on enzymes ?  a high temperatures denature enzymes making it difficult for subs trate molecules to fit into the  active site.  b high temperatures denature enzymes making it easy for substrate  molecules to fit into the  active site.  c low temperatures denature enzymes making it difficult for subst rate molecules to fit into the  active site.  d low temperatures denature enzymes making it easy for substrate molecules to fit into the  active site.    11 the graph shows the rate of photosynthesis at different carbon  dioxide concentrations.    x rate of photosynthesis carbon dioxide concentration    what could be the limiting factor of photosynthesis at x on the  graph?  a oxygen  b carbon dioxide  c glucose  d light intensity    ",
            "5": "5     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  12 the list shows features of a plant leaf.    1 air spaces between spongy mesophyll cells  2 chloroplasts in mesophyll cells  3 contains a natural insecticide  4 xylem vessels close  to mesophyll cells    which features are adaptations for photosynthesis?  a 1, 2 and 3 b 1, 2 and 4 c 1, 3 and 4 d 2, 3 and 4    13 which nutrient is required to prevent scurvy?  a calcium  b iron  c vitamin c  d vitamin d    14 which diagram represents the action of lipase?    a + + b + + + c + + d + +key enzyme substance 1substance 2substance 3      ",
            "6": "6  \u00a9 ucles 2022 0610/23/m/j/22  15 the image shows a cross-section of part of a leaf.    which labelled structure is the xylem?    a cbd      16 the diagram shows a cross-section of a root.    three regions of the root are numbered.    1 2 3     which regions contain cells through which water must pass to re ach the xylem?  a 1, 2 and 3 b 1 and 2 only c 2 and 3 only d 2  o n l y     17 in a double circulation, what is the role of the right side of  the heart?  a to receive oxygenated blood from the body and to pump oxygenate d blood to the lungs  b to receive oxygenated blood from the body and to pump deoxygena ted blood to the lungs  c to receive deoxygenated blood from the body and to pump oxygena ted blood to the lungs  d to receive deoxygenated blood from the body and to pump deoxyge nated blood to the lungs    ",
            "7": "7     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  18 the photomicrograph shows some human blood cells.    x     what is the name of cell x and what is its function?     name function  a lymphocyte produces antibodies  b lymphocyte engulfs pathogens  c phagocyte produces antibodies  d phagocyte engulfs pathogens      19 three statements about immune responses are listed.    1 antigens trigger an immune response which produces antibodies .  2 memory cells are produced. 3 antibodies are acquired from another individual.    which statements are correct when describing active immunity?  a 1 only b 1 and 2 only c 2 and 3 only d 1, 2 and 3    20 which row shows the action of muscles during inspiration?     internal  intercostal muscles external  intercostal muscles diaphragm  a contract relax relax  b contract relax contract  c relax contract relax  d relax contract contract     ",
            "8": "8  \u00a9 ucles 2022 0610/23/m/j/22  21 carbon dioxide is produced by aerobic respiration.    how many molecules of carbon dioxide are produced from the aero bic respiration of three  molecules of glucose?  a 3  b 6  c 1 2  d 18      22 which statements describe how an oxygen debt is removed after vigorous exercise?    1 lactic acid is transported to the liver.  2 lactic acid is respired aerobically.  3 heart rate stays high to remov e lactic acid from the muscles.     a 1 and 2 only b 1 and 3 only c 1, 2 and 3 d 2 and 3 only     23 which statement about urea is correct?  a amino acids are transported to the kidneys where they are conve rted to urea.  b urea travels from liver cells to the kidneys where it is filter ed out of the blood.  c liver cells break down proteins to amino acids which are then c onverted to urea in the  kidneys.  d urea is made in the kidneys and  then removed from the body by t he liver.     24 the diagram shows the junction between two neurones.    x    what is labelled at x?  a neurotransmitter  b vesicle  c neurotransmitter receptor molecule  d synaptic cleft     ",
            "9": "9     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  25 the diagram shows the density of rods and cones across a secti on of the retina.    what is the position of the fovea?    density of receptors ab c d distance across the retinarodscones       26 what is the synthetic plant hormone 2,4-d used for?  a genetic engineering  b inhibiting phototropism  c killing weeds  d promoting germination    27 which statement about asexual reproduction would be a disadvan tage for a farmer growing crop  plants?  a desirable qualities are shown throughout the crop.  b no pollinators are required.  c only one parent plant is required so growth is rapid.  d all of the crop plants have the same risk of disease.    28 the diagram shows an abnormal sperm cell.        why would the abnormal sperm cell be unable to fertilise an egg ?  a it has no acrosome so is unable to digest the jelly coat of the  egg.  b it has no mitochondria so lacks energy to swim to the egg.  c it has no flagellum so cannot swim to the egg.  d it has no nucleus so cannot fuse with the egg.     ",
            "10": "10  \u00a9 ucles 2022 0610/23/m/j/22  29 one type of contraceptive pill contains progesterone and oestro gen.  some effects of the pill are  listed.    1 inhibit fsh production  2 inhibit lh production  3 inhibit thickening of the uterus wall    which prevent the development and the release of an egg cell?  a 1, 2 and 3 b 1 and 2 only c 2 and 3 only d 3  o n l y      30 some fruit flies have orange ey es and others have red eyes.    if two orange-eyed fruit flies are crossed, their offspring alw ays have orange eyes.    if two red-eyed fruit flies are crossed, their offspring can ha ve orange eyes or red eyes.    what can be concluded from these observations?  a the allele for orange eyes is dominant.  b the allele for orange eyes is recessive.  c the alleles for orange and red eyes are codominant.  d this is an example of sex linkage.     31 the diagram shows a section of a flower that has been cross-pol linated.        which statements about this flower are correct?    1 the pollen produced by this flower will be genetically differ ent from the pollen on the  stigma.  2 the pollen was carried to the stigma by wind. 3 this flower is insect-pollinated because the stigma is enclos ed by the petals.  4 the pollen was produced by another flower on the same plant.    a 1, 2 and 4 b 1 and 3 c 3  o n l y  d 2 and 4 only ",
            "11": "11     \u00a9 ucles 2022 0610/23/m/j/22 [turn over  32 a woman with normal colour vision is a carrier for the colour blindness allele (xbxb). she has a  male child with a man who has normal colour vision (xby).    what is the chance of the male  child being colour-blind?  a 0% b 25% c 50% d 100%      33 sickle cell anaemia is a genetic disorder which results in sev ere illness in homozygous  individuals. in some human populations, being heterozygous can be beneficial.    what could be the reason for this?  a heterozygous individuals are not affected by the disorder.  b heterozygous individuals are more resistant to malaria.  c the disorder is caused by a dominant allele.  d the disorder is sex-linked.     34 which statement about selective breeding is correct?  a it does not involve humans.  b it involves a struggle for survival.  c it always involves only one parent.  d it involves parents that possess desirable features.     35 what is the name of an organism that obtains its energy from d ead organic material?  a carnivore  b consumer  c decomposer  d herbivore    36 a herd of red deer live in a forest that contains snakes and a  large variety of birds.    which group of organisms is an example of a population?  a all the animals in the forest  b all the red deer in the forest  c all the organisms in the forest  d all the plants in the forest    ",
            "12": "12    to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced on line in the cambridge  assessment international educat ion copyright acknowledgements b ooklet. this is produced for each series of examinations and is  freely available to download  at www.cambridgeinternational.org  after the live examination se ries.    \u00a9 ucles 2022 0610/23/m/j/22  37 with which kingdoms do bacteria share the same genetic code?  a animal, plant, fungus and protoctist  b animal, plant and fungus only  c animal and plant only  d animal only      38 which process makes use of a genetically engineered organism?  a using bacteria to produce insulin  b using enzymes in biological washing powders  c using pectinase in fruit juice production  d using yeast to produce ethanol      39 what is a reason for conserving plant species?  a to absorb oxygen from the air  b to decrease rainfall  c to obtain drugs for medicinal use  d to release carbon dioxide into the air      40 the food web shows the feeding relationships in a woodland.    treeswood pigeons caterpillarschaffinchessparrowhawks grey squirrels     if all the chaffinches in the food web die, which effect would this have?  a the amount of damage to trees will increase.  b the food supply for grey squirrels will increase.  c the number of wood pigeons will increase.  d the population of caterpillars will decrease.   "
        },
        "0610_s22_qp_31.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *5550183392* biology  0610/31 paper 3 theory (core)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk/jg) 303966/3 \u00a9 ucles 2022",
            "2": "2 0610/31/ m/j/22 \u00a9 ucles 2022 blank page",
            "3": "3 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over 1 (a) fig. 1.1 is a diagram of a plant cell. e d cba fig. 1.1  the boxes on the left contain the letters that identify some parts of the plant cell in fig. 1.1.  the boxes on the right show the functions of some parts of a cell.  draw five lines to link each letter to its correct function. letter from  fig. 1.1function contains the genetic material a controls which substances enter and leave the cell  b filled with sap to support the cell c strengthens the cell d transports nerve impulses e where photosynthesis occurs  [5]  (b) state the names of two different types of plant cell. 1   2    [2]",
            "4": "4 0610/31/ m/j/22 \u00a9 ucles 2022  (c) a student used a potato as a source of plant tissue. the student cut six cylinder-shaped  pieces from the potato. each potato cylinder had the same diameter.   each potato cylinder was immersed in either water or one of five different concentrations of  sugar solution.   the student measured the length of the potato cylinders before immersion and after being  immersed for 30 minutes.   table 1.1 shows the results. table 1.1 concentration of  sugar solution   / mol per dm3length of potato  cylinder before  immersion   / mmlength of potato  cylinder after  immersion   / mmchange in length of  potato cylinder   / mm 0.0 49.5 52.0 + 2.5 0.2 50.0 52.0 + 2.0 0.4 50.5 51.5 + 1.0 0.6 50.5 51.0 + 0.5 0.8 50.0 49.0 1.0 50.0 48.5 \u2013 1.5   (i) use the information in table 1.1 to calculate the change in length of the potato cylinder  immersed in the 0.8  mol per dm3 sugar solution.   ...  mm [1]   (ii) use the information in table 1.1 to calculate the percentage increase in length of the  potato cylinder immersed in the 0.2  mol per dm3 sugar solution.     %   [2]  (d) state the name of the process that causes water to enter or leave the potato cells.  .  [1]",
            "5": "5 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over  (e) describe the expected change in appearance of a potato cell that was immersed in a   1.0 mol per dm3 sugar solution.  ...  ...  .  [1]  [total: 12]",
            "6": "6 0610/31/ m/j/22 \u00a9 ucles 2022 2 (a) fig. 2.1 is a pie chart showing the percentages of the different types of birth control that are  used globally.  other methods including natural birth control 1% condom 14% female sterilisation 34% iud 25%contraceptive injection 6%vasectomy 4%contraceptive pill 16% fig. 2.1   (i) state the most commonly used form of birth control shown in fig. 2.1.  .  [1]   (ii) state the total percentage using surgical methods of birth control in fig. 2.1.   ..  % [1]   (iii) state two forms of natural birth control. 1   2    [2]   (iv) state the type of contraception shown in fig. 2.1, that also protects against the spread of  sexually transmitted infections (stis).  .  [1]",
            "7": "7 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over  (b) hiv infection is an example of an sti.   (i) state the name of the type of pathogen that causes an hiv infection.  .  [1]   (ii) describe how hiv can be transmitted.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 9]",
            "8": "8 0610/31/ m/j/22 \u00a9 ucles 2022 3 the inheritance of coat texture in guinea pigs is controlled by a single gene.  (a) define the term gene.  ...  ...  ...  .  [2]  (b) fig. 3.1 shows a photograph of a guinea pig with a rough coat and a guinea pig with a smooth  coat. smooth coat rough coat  smooth coat rough coat fig. 3.1   the allele for a rough coat is dominant and represented by the letter r.   the allele for a smooth coat is recessive and represented by the letter r.   fig. 3.2 is a pedigree diagram showing the inheritance of coat texture in some guinea pigs. key:  male rr male rr male rrfemale rr female rr female rrgeneration 1 generation 2a b c d e f fig. 3.2",
            "9": "9 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over   (i) state the total number of guinea pigs with smooth coats in fig. 3.2.  .  [1]   (ii) state the letter of a guinea pig that has a homozygous dominant genotype in fig. 3.2.  .  [1]   (iii) state the total number of male guinea pigs in fig. 3.2.  .  [1]  (c) two guinea pigs are bred together. \u2022 the genotype of the male guinea pig is rr. \u2022 the genotype of the female guinea pig is rr.   complete fig. 3.3 to show the:  \u2022 possible genotypes of the offspring from this cross \u2022 the probability of offspring having a smooth coat. male   . . female  . . . . . . probability of offspring having a smooth coat . fig. 3.3  [3]  (d) complete the sentence about breeding.   two identical homozygous individuals that breed together will be     . -breeding.  [1]  [total: 9]",
            "10": "10 0610/31/ m/j/22 \u00a9 ucles 2022 4 (a) fig. 4.1 is a diagram of the female reproductive system in humans. fig. 4.1   (i) on fig. 4.1: \u2022 circle a part that releases egg cells. \u2022 draw a label line and the letter w to show where fertilisation occurs. \u2022 draw a label line and the letter x to show where the fetus develops.   [3]   (ii) state the name of the process that produces egg cells.  .  [1]    (iii) state the names of two parts of the female reproductive system that sperm must pass  through to reach the egg cell. 1   2    [2]",
            "11": "11 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over  (b) fig. 4.2 is a graph showing the changes in the thickness of the uterus lining during a menstrual  cycle. thickness of the uterus lining 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 day of the menstrual cycle fig. 4.2   (i) use the information in fig. 4.2 to state the number of days during which the uterus lining  is shed.  .  [1]   (ii) draw a line to complete the graph in fig. 4.2 to show the thickness of the uterus lining  between day 16 and 28.  [1]   (iii) state the day of the menstrual cycle when eggs are released.  .  [1] ",
            "12": "12 0610/31/ m/j/22 \u00a9 ucles 2022  (c) the menstrual cycle is one of the changes that happens to girls during puberty.   describe the changes that occur in boys during puberty.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
            "13": "13 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over 5 (a) fig. 5.1 is a diagram of the human gas exchange system. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 fig. 5.1  the list shows the names of some of the parts of the human gas exchange system. alveolus      bronchiole      bronchus      diaphragm larynx      rib     trachea  use the words from the list to label fig. 5.1.  you do not need to use every word.  write your answers on the answer lines provided in fig. 5.1.  [5]  (b) state the name of the part of the body through which air enters and leaves.  .  [1]   (c) complete the sentences about the differences between inspired and expired air.   inspired air contains .. oxygen than expired air.    inspired air contains .. carbon dioxide than expired air.    the concentration of water .. in inspired and expired air varies.  [3]  (d) carbon dioxide is one of the components of inspired and expired air.   state the name of the chemical used to test for the presence of carbon dioxide.  .  [1]  [total: 10]",
            "14": "14 0610/31/ m/j/22 \u00a9 ucles 2022 6 fig. 6.1 is a photograph of a section through a flower. f ea b c d fig. 6.1",
            "15": "15 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i) state the names of the parts labelled a, c and e in fig. 6.1. a   c   e    [3]   (ii) state the function of the part labelled b in fig. 6.1.  ...  .  [1]   (iii) state the letter of the part in fig. 6.1 where pollination occurs.  .  [1]  (b) state one piece of evidence from fig. 6.1 that shows this is an insect-pollinated flower.  ...  ...  .  [1]  (c) describe the adaptations of the flower structure and pollen in a wind-pollinated flower.  ...  ...  ...  ...  ...  ...  .  [3]  (d) living organisms are classified into kingdoms. the organism shown in fig. 6.1 belongs to the  plant kingdom.   state the name of one other kingdom.  .  [1]  [total: 10]",
            "16": "16 0610/31/ m/j/22 \u00a9 ucles 2022 7 (a) a scientist measured the mass of carbon dioxide produced by anaerobic respiration in yeast  cells for 1200 minutes.   fig. 7.1 shows the results. 0 200 400 600 800 1000 12000123456789 total mass of carbon dioxide produced  / g time  / minutes fig. 7.1   (i) complete the sentences to describe the results shown in fig. 7.1.    the yeast cells produced a total of .. g of carbon dioxide during   1200 minutes.    the yeast cells stopped producing carbon dioxide at .. minutes.   [2]   (ii) the investigation was repeated with boiled yeast cells.    predict the effect on the mass of carbon dioxide produced and explain your prediction.  ...  ...  ...  ...  .  [2]",
            "17": "17 0610/31/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) state the name of one other  product of anaerobic respiration in yeast cells.  .  [1]  (b) the box on the left contains the term \u2018respiration\u2019.   the boxes on the right contain sentence endings.   draw two lines to join the term \u2018respiration\u2019 to two boxes on the right to make two correct  sentences. always produces carbon dioxide. is necessary for diffusion. respiration occurs only in animals. releases energy. uses glucose.  [2]  (c) state one substance required for aerobic respiration that is not required for anaerobic  respiration.  .  [1]  (d) respiration is one of the characteristics of living things.   tick (3) two boxes to show two other characteristics of all living things. breathing excretion growth photosynthesis sexual reproduction   [2]  [total: 10]",
            "18": "18 0610/31/ m/j/22 \u00a9 ucles 2022 8 (a) fig. 8.1 is a diagram showing part of the carbon cycle. carbon dioxide in the atmosphere carbon compounds in fossil fuelscarbon compounds in animals carbon compounds in plants carbon compounds in dead organismsm kj l fig. 8.1   (i) draw one arrow on fig. 8.1  to represent respiration in plants.  [1]   (ii) identify the processes labelled j, l and m in fig. 8.1. j     l   m  ...  [3]  (b) photosynthesis is the process occurring at k in fig. 8.1.   state the two products of photosynthesis.  1   2    [2]",
            "19": "19 0610/31/ m/j/22 \u00a9 ucles 2022  (c) explain the effect of deforestation on the concentration of carbon dioxide in the atmosphere.  ...  ...  ...  ...  .  [2]  [total: 8]",
            "20": "20 0610/31/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_32.pdf": {
            "1": "this document has 16 pages. any blank pages are indicated.  [turn overdc (rw/cgw) 302036/4 \u00a9 ucles 2022 *8334875357* biology  0610/32 paper 3 theory (core)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
            "2": "2 0610/32/ m/j/22 \u00a9 ucles 2022 1 fig. 1.1 is a photograph of a plant. fig. 1.1  (a) (i) draw two arrows on fig.  1.1 to show the direction of movement of water into and out of  the plant.  [2]   (ii) state the name of the type of tissue that transports water in a plant.  .  [1]  (b) (i) complete the definition of the term transpiration.    transpiration is the loss of water vapour from plant leaves by  .. of water at the surfaces of ..  cells, followed by diffusion of water vapour through the ..  .  [3]   (ii) fig. 1.2 is a graph showing the effect of temperature on the rate of transpiration from the  upper and lower surfaces of leaves. transpiration rate temperaturekey: lower surface upper surface fig. 1.2",
            "3": "3 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over    state two conclusions for the data shown in fig.  1.2. 1    ...  ... 2    ...  ...   [2]  (c) state the effect of increasing humidity on the rate of transpiration.  ...  ...  .  [1]  (d) fig. 1.3 is a diagram of the water cycle. y x not to scaley x fig. 1.3   identify processes x and y in fig.  1.3. x  ... y  ...  [2]  [total: 11]",
            "4": "4 0610/32/ m/j/22 \u00a9 ucles 2022 2 (a) define the term homeostasis.  ...  ...  ...  ...  .  [2]  (b) the box on the left shows the beginning of a sentence.   the boxes on the right show some sentence endings.   draw three  straight lines to make three correct sentences about the brain.   the brainand spinal cord are part of the peripheral nervous system. coordinates body functions. contains receptors that detect the temperature of the blood. produces insulin. receives impulses from motor neurones. receives impulses from the optic nerve.  [3]",
            "5": "5 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over  (c) fig. 2.1 shows part of a cross-section of mammalian skin. kj l fig. 2.1   state the names of j, k and l in fig.  2.1. j   ... k  ... l   ...  [3]  (d) describe how structures in the body help to keep the body warm in a cool environment.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 11]",
            "6": "6 0610/32/ m/j/22 \u00a9 ucles 2022 3 (a) fig. 3.1 is a diagram showing part of the human alimentary canal and associated organs. afg b c d not to scale e fig. 3.1   (i) the boxes on the left show three letters from fig.  3.1 that identify three different organs.    the boxes in the middle show the names of some of the organs in fig.  3.1.    the boxes on the right show some functions of organs.    draw three lines to link each letter to the name of the organ the letter identifies in fig.  3.1.    draw three  more lines to link these organs to a correct function.    draw a total of six lines.    d e gletter from  fig. 3.1 anus ileum mouth pancreasname of the organ function absorption assimilation egestion ingestion  [6]",
            "7": "7 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) state the letter in fig. 3.1 that identifies the liver and outline one function of the liver.    letter in fig.  3.1 .. function  ..  ...  ...  [2]  (b) describe the effects of excessive alcohol consumption.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) protein is a large molecule.   table  3.1 shows the names of some large molecules, the enzymes that catalyse the  breakdown of these large molecules and the smaller molecules they are made from.   complete table  3.1 by writing the correct large molecule, enzymes and small molecule in the  boxes. table 3.1 large molecules enzymes small molecules protein ..amino acids ..amylase glucose fats and oils ..fatty acids and ..  [4]  [total: 16]",
            "8": "8 0610/32/  m  / j  /22 \u00a9 ucles 20224 fig. 4.1 is a drawing of a rainforest food web. sloth golden lion tamarinhowler monkey banana plantanaconda ocelot jaguar pineapple plant not to scale fig. 4.1  (a) (i) state the name of one producer shown in fig. 4.1.  .  [1]   (ii) state the name of one herbivore shown in fig. 4.1.  .  [1]   (iii) state the number of carnivore species shown in fig. 4.1.  .  [1]   (iv) use the information in fig. 4.1 to complete the food chain that contains the howler  monkey and three other organisms. howler  monkey     [2]",
            "9": "9 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over   (v) overhunting of golden lion tamarins caused the population of anacondas and sloths to  change.    explain why the populations of: \u2022 anacondas decrease \u2022 sloths increase. anacondas  .  ...  ... sloths  .  ...  ...  [2]   (vi) state the principal source of energy for food webs.  .  [1]",
            "10": "10 0610/32/ m/j/22 \u00a9 ucles 2022  (b) conservationists counted the number of organisms in each feeding level for one of the food  chains in a rainforest.   the data were used to draw a pyramid of numbers. table  4.1 shows the data. table 4.1 feeding level number of organismswidth of the bar in the  pyramid of numbers  / cm producer 4 0.4 primary consumer 100 10.0 secondary consumer 26 tertiary consumer 8 0.8   (i) complete table  4.1 by calculating the width of the bar for the secondary consumer  feeding level.   .  cm [1]   (ii) using the information in table  4.1 and your answer to 4(b)(i) , draw a pyramid of numbers  on the grid. each small square on the grid is 0.2  cm wide.    label each bar with the feeding level.  [4]  (c) deforestation is a cause of habitat loss for many organisms.   list three  other undesirable effects of deforestation. 1   2   3    [3]  [total: 16]",
            "11": "11 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over 5 (a) blood group is inherited. there are four human blood groups: a, b, ab and o.    surveys were carried out in two different countries to find out the percentage of the population  in each blood group.   the results are shown in fig.  5.1. 010 a b blood groupkey: country  x country  y ab o203040 percentage of the population5060 fig. 5.1   (i) complete the sentences that describe the data shown in fig.  5.1.    the rarest blood group in both countries is ..  .    in country  x blood group ..  is the most common but in country  y it is blood  group ..  .    the percentage of the population of country  x that has blood group  a is ..%.  [4]   (ii) suggest the type of variation shown in fig.  5.1 and give a reason for your choice. type of variation  . reason  ...  ...  ...  [2]",
            "12": "12 0610/32/ m/j/22 \u00a9 ucles 2022  (b) mutations can create variation.   a student made some statements about mutations in their notebook. \u201ca mutation is a genetic change. ionising radiation  decreases the rate of mutation.\u201d   identify one incorrect word in the sentences.  .  [1]  [total: 7]",
            "13": "13 0610/32/ m/j/22 \u00a9 ucles 2022 [turn over 6 pathogens in food can cause diarrhoea.  (a) describe diarrhoea and state how diarrhoea can be treated.  ...  ...  ...  ...  .  [2]  (b) describe ways of preventing the spread of diseases that are caused by pathogens in food.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 6]",
            "14": "14 0610/32/ m/j/22 \u00a9 ucles 2022 7 (a) a student investigated plant growth responses.   a seedling was attached to a support stand and placed under a lamp.   (i) complete fig.  7.1 by drawing the expected position of the root and shoot after seven  days of growth.                      root shoot support standdirection of light fig. 7.1  [2]   (ii) state the type of growth response plants show in response to the direction of light.  .  [1]   (iii) state the type of nuclear division that is used for growth.  .  [1]  (b) seeds need certain factors for germination.   circle  three  factors that are needed for germination. carbon dioxide               iron               nitrogen               oxygen suitable temperature               water               vitamin c  [3]",
            "15": "15 0610/32/ m/j/22 \u00a9 ucles 2022  (c) complete the sentences.   seeds contain proteins for the .. of developing shoots  and roots. proteins contain the elements ..  , oxygen,  .. and nitrogen.   the new leaves of a seedling need the mineral ion .. to make the  green pigment ..  .   this green pigment is needed to carry out the process of .., in  the presence of light.  [6]  [total: 13]",
            "16": "16 0610/32/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_33.pdf": {
            "1": "this document has 16 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122biology  0610/33 paper 3 theory (core)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8362666462* dc (lk/cb) 303946/4 \u00a9 ucles 2022",
            "2": "2 0610/33/ m/j/22 \u00a9 ucles 2022 1 the human circulatory system contains blood vessels.  (a) fig. 1.1 shows some names of blood vessels and organs.   the boxes on the left show the names of some blood vessels that deliver blood to organs.   the boxes on the right show the names of some organs that receive blood.   draw straight lines from each blood vessel to the organ that it delivers blood to.    draw four straight lines. blood vessel that  delivers blood organ receiving  blood pulmonary artery heart pulmonary vein kidney renal artery lungs vena cava fig. 1.1  [4]  (b) table 1.1 shows three types of blood vessel, the thickness of their walls and whether they  contain valves.   complete the descriptions of the blood vessels in table 1.1. table 1.1 type of blood vessel thickness of wall presence of valves artery thick no capillary vein  [4]  [total: 8]",
            "3": "3 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 2 photosynthesis is a process that occurs in plant cells.  (a) (i) state the word equation for photosynthesis.  .  [2]   (ii) state the type of energy required for photosynthesis.  .  [1]  (b) fig. 2.1 is a diagram of a section through a leaf. fig. 2.1   (i) on fig. 2.1: \u2022 label with a label line and the letter a the type of cell where most photosynthesis  takes place. \u2022 label with a label line and the letter b the type of cell which conducts water through  the plant.  [2]   (ii) state the name of the cell structure where photosynthesis happens.  .  [1]",
            "4": "4 0610/33/ m/j/22 \u00a9 ucles 2022  (c) a student investigated the rate of photosynthesis in a plant at different temperatures.   the results are shown in table 2.1. table 2.1 temperature  / \u00b0crate of photosynthesis   / arbitrary units 20 42 25 61 30 77 35 92 40 45   (i) state the temperature at which the rate of photosynthesis is highest.   .. \u00b0c [1]   (ii) calculate the percentage increase in the rate of photosynthesis from 20  \u00b0c to 30  \u00b0c.     give your answer to three  significant figures.    space for working.     % [3]  [total: 10]",
            "5": "5 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 3 during puberty, the hormones oestrogen and testosterone are involved in the development of the  secondary sexual characteristics.  (a) (i) state the name of the gland that produces each hormone. oestrogen  .. testosterone  ..  [2]   (ii) complete table 3.1 by placing ticks ( \u2713) in the boxes to show which hormones are  involved in the development of each secondary sexual characteristic. table 3.1 secondary sexual characteristic testosterone oestrogen body shape changes breast development facial hair voice deepening  [4]",
            "6": "6 0610/33/ m/j/22 \u00a9 ucles 2022  (b) fig. 3.1 is a diagram of the uterus during pregnancy. a b cd fig. 3.1   state the letter on fig. 3.1 that identifies the structure which performs each of these functions. \u2022 exchange of substances between the fetus and the mother ... \u2022 protects the fetus from mechanical shock ... \u2022 transfers blood between the fetus and the placenta ...  [3]",
            "7": "7 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over  (c) outline the processes involved in labour and birth.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (d) the birthweights of 75 rats were measured and recorded within different birthweight ranges.   the number of rats in each birthweight range is recorded in table 3.2. table 3.2 birthweight  / g number of rats 5.5 \u2013 5.9 8 6.0 \u2013 6.4 11 6.5 \u2013 6.9 13 7.0 \u2013 7.4 18 7.5 \u2013 7.9 15 8.0 \u2013 8.4 8 8.5 \u2013 8.9 2   (i) state the most common birthweight range in table 3.2.  .  [1]   (ii) state the number of rats that are heavier than 6.9  g at birth in table 3.2.  .  [1]   (iii) state the type of variation shown by the data in table 3.2.  .  [1]  [total: 16]",
            "8": "8 0610/33/ m/j/22 \u00a9 ucles 2022 4 sewage treatment reduces water pollution.  (a) (i) state the names of two of the stages of sewage treatment. 1   2    [2]   (ii) raw sewage is a major source of water pollution.     state the name of one other  source of water pollution.  .  [1]  (b) urea is found in sewage. urea is made in the human body and excreted in urine.    (i) state the name of the biological molecules that are broken down to make urea.   .  [1]   (ii) state the name of the organ that produces urea.  .  [1]  (c) raw sewage can be produced by intensive livestock farming.   state two other  negative impacts of intensive livestock farming. 1    ... 2    ...  [2]  [total: 7]",
            "9": "9 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 5 (a) complete the sentences about the features of the human gas exchange system.   gas exchange surfaces have a  surface area.     the distance across the gas exchange surfaces is very   .    the gas exchange system has a  blood supply and good      with air.   [4]  (b) fig. 5.1 shows part of the gas exchange system in the lungs of a human. w x yz blood capillary direction of blood flow fig. 5.1   (i) state the name of structure w in fig. 5.1.  .  [1]   (ii) state the letter in fig. 5.1 that shows where the concentration of: \u2022 carbon dioxide in the blood is highest  \u2022 oxygen in the blood is highest   [2]   (iii) state the name of the process where molecules move down a concentration gradient.  .  [1]  [total: 8]",
            "10": "10 0610/33/ m/j/22 \u00a9 ucles 2022 6 (a) scientists surveyed a group of adults. some of the adults had chronic bronchitis, which is a  lung disease. the adults were asked their age and whether they smoked tobacco.    the results of the study are shown in fig. 6.1. age group / years-oldpercentage of people surveyed that have chronic bronchitis 20 - 29010203040506070 30 - 39 40 - 49 50 - 59 60 - 69key: non-smoker smoker fig. 6.1   describe the data shown in fig. 6.1.  ...  ...  ...  ...  ...  ...  .  [3]  (b) (i) state two diseases other than chronic bronchitis that tobacco smoking can cause. 1   2    [2]   (ii) list three  major toxic components of tobacco smoke. 1   2   3     [3]  [total: 8]",
            "11": "11 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 7 one type of nuclear division produces genetically identical cells.  (a) state the name and one role of the type of nuclear division that produces genetically identical  cells. name  .   role    ...  [2]  (b) fig. 7.1 shows the mass of dna in a cell undergoing this type of cell division. two cell  divisions complete in this time.  0 10 20 30 time / hoursmass of dna in a cell 40 50 60 fig. 7.1   using the information in fig. 7.1, calculate how long it takes for the dna to double in mass.     hours  [1]",
            "12": "12 0610/33/ m/j/22 \u00a9 ucles 2022  (c) gametes are involved in sexual reproduction.    fig. 7.2 is a diagram of human gametes. a b edc fig. 7.2   (i) state the names of structures a, b, c, d and e shown in fig. 7.2. a   b   c   d   e    [5]   (ii) suggest a type of biological molecule that could be used as an energy store in an egg  cell.  .  [1]  [total: 9]",
            "13": "13 0610/33/ m/j/22 \u00a9 ucles 2022 [turn over 8 (a) complete the description of the immune system, using the words from the list.    each word may be used once, more than once or not at all. antibodies     antigens     biological     block chemical     engulf     hairs     mechanical nails     vaccines   the body has defences to protect against infectious diseases.     skin and ... in the nose are ... barriers.     some types of blood cell are involved in defending the body against infectious diseases.     some blood cells can produce ... which can kill the pathogen.     other cells can ... the pathogen in a process called phagocytosis.  [4]  (b) describe actions that can be taken by individuals in their homes to reduce the spread of  disease.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 7]",
            "14": "14 0610/33/ m/j/22 \u00a9 ucles 2022 9 (a) define the term sense organ.  ...  ...  ...  ...  .  [2]   (b) fig. 9.1 is a diagram of a section of a human eye. a bcde fig. 9.1   state the letter of the structure shown on fig. 9.1 that:  \u2022 focuses light on the light receptors . \u2022 refracts light . \u2022 controls how much light enters the pupil . \u2022 carries impulses to the brain .  [4]",
            "15": "15 0610/33/ m/j/22 \u00a9 ucles 2022  (c) fig. 9.2 is a diagram of an eye in a dark room and in a light room.   draw the expected size of the pupil on the eye in the light room  in fig. 9.2. dark room light room fig. 9.2  [1]  [total: 7]",
            "16": "16 0610/33/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_41.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated.  [turn overdc (rw/cb) 302037/5 \u00a9 ucles 2022 *6376027489* biology  0610/41 paper 4 theory (extended)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
            "2": "2 0610/41/ m/j/22 \u00a9 ucles 2022 1 (a) some students were studying the activity of yeast. they made a fact file, as shown in fig.  1.1. organism: yeast scientific name: saccharomyces cerevisiae structure: single cells main cell structures: cell wall, cell membrane,  vacuole, nucleus, mitochondria, rough  endoplasmic reticulum main energy source: sugars fig. 1.1   (i) state the kingdom in which yeast is classified.  .  [1]   (ii) state the process that occurs in mitochondria to provide energy for yeast cells.  .  [1]  (b)  yeast cells make the enzyme sucrase. sucrase catalyses the breakdown of sucrose to  glucose and fructose.   enzymes are made of protein.   explain how the shape of a sucrase molecule is related to its function.  ...  ...  ...  ...  .  [2]  (c) the students made an extract of sucrase from yeast cells.   they investigated the activity of the sucrase extract at different ph values. they determined  the rate of reaction at each ph.   they then calculated the rate of each reaction as a percentage of the fastest reaction, to give  the percentage activity of sucrase.",
            "3": "3 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   the results of this investigation are shown in fig.  1.2. 20102030405060708090100 3 4 5 6 7 phpercentage activity of sucrase 8 9 10 11 12 fig. 1.2   describe and explain the effect of ph on the activity of sucrase shown in fig.  1.2.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 10]",
            "4": "4 0610/41/ m/j/22 \u00a9 ucles 2022 2 mammals have a double circulation.  fig. 2.1 is a diagram of a section through the heart of a mammal. the arrows show the direction of  blood flow through the heart and blood vessels. c a b cseptum dx fig. 2.1  (a) (i) state the name of the chamber of the heart with the thickest wall.  .  [1]   (ii) d is a vein. state the name of this vein and describe its structure. name  . description of structure  ..  ...  ...  ...  ...  ...   [3]",
            "5": "5 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) identify the structure labelled  x in fig.  2.1 and state its role in the heart.  ...  ...  ...  ...  .  [2]",
            "6": "6 0610/41/ m/j/22 \u00a9 ucles 2022  (b) fig. 2.2 is a diagram that shows the double circulation of a mammal. the arrows indicate the  movement of oxygen and carbon dioxide in and out of the blood. capillaries in the lungs capillaries in respiring tissues fig. 2.2   (i) shade the blood vessel in fig.  2.2 that transports blood with the highest oxygen  concentration.  [1]",
            "7": "7 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) describe the evidence shown in fig.  2.2 that the mammal has a double circulatory  system.  ...  ...  ...  ...  .  [2]   (iii) explain the advantages of a double circulation.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 13]",
            "8": "8 0610/41/ m/j/22 \u00a9 ucles 2022 blank page",
            "9": "9 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over 3 the pancreas is an organ that has roles in the digestive and hormonal systems of humans.  fig. 3.1 shows part of the alimentary canal and some of the associated organs. stomach pancreas pancreatic ductj k l fig. 3.1  (a) state the names of organs j, k and l. j   k  ... l  ...  [3]  (b) the pancreas secretes hormones into the blood and enzymes into the pancreatic duct. the  enzymes are released into the alimentary canal.   complete table  3.1 by stating the hormones and enzymes that are secreted by the pancreas.  table 3.1 hormones secreted by the pancreas enzymes secreted by the pancreas ..  .. ..  [5]",
            "10": "10 0610/41/ m/j/22 \u00a9 ucles 2022  (c) chloride ions also move along the pancreatic duct.   cftr proteins in the cells lining the pancreatic duct move chloride ions out of the cells into  the duct.   fig. 3.2 is a diagram of a cell from the lining of the pancreatic duct showing the location and  activity of cftr proteins. key: chloride ion not to scaleinside the pancreatic duct pancreatic duct cellcftr protein fig. 3.2   explain how cftr proteins move chloride ions across the membrane of the cell shown in  fig. 3.2.  ...  ...  ...  ...  ...  ...  .  [3]",
            "11": "11 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over  (d) the movement of chloride ions into the pancreatic duct causes water to move from the cells  into the duct to help the flow of liquid in the duct.   explain how water moves from the cell shown in fig.  3.2 into the pancreatic duct.  ...  ...  ...  ...  ...  ...  .  [3]",
            "12": "12 0610/41/ m/j/22 \u00a9 ucles 2022  (e) if cftr proteins do not move chloride ions, the liquid in the pancreatic duct becomes very  sticky and the duct can become blocked.   blocked pancreatic ducts are one effect of cystic fibrosis, which is an inherited disease. cystic  fibrosis is caused by a mutation of the gene that codes for the cftr protein.   fig. 3.3 shows the pedigree diagram of a family that has two people who have cystic fibrosis. 1 2 3 4 5 female without cystic fibrosis male without cystic fibrosis female with cystic fibrosis male with cystic fibrosis6 7 key: fig. 3.3   (i) the allele that causes cystic fibrosis is a recessive allele.    describe and explain the evidence shown in fig.  3.3 that cystic fibrosis is caused by a  recessive allele.  ...  ...  ...  ...  .  [2]",
            "13": "13 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) person  7 is expecting a child with a man who is heterozygous for cystic fibrosis.    complete the genetic diagram to predict the probability of person  7 and the heterozygous  man having a child with cystic fibrosis.    use the symbol  a for the dominant allele and a for the recessive allele.    parental genotypes        gametes  + genotypes of offspring  ... phenotypes of offspring  . probability of having a child with cystic fibrosis  .  [5]  [total: 21]",
            "14": "14 0610/41/ m/j/22 \u00a9 ucles 2022 4 researchers investigated the effect of adding cattle manure (cattle faeces) to fields where snap  bean plants, phaseolus vulgaris , were grown. cattle manure contains some protein.  (a) explain how protein in the cattle manure is converted to the type of ions that plants can  absorb.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]  (b) snap bean plants are legumes which have root nodules that contain nitrogen\u2011fixing bacteria.   fig. 4.1 shows some root nodules. root nodules fig. 4.1   (i) suggest the advantage to farmers of having snap bean plants that have a large number  of root nodules.  ...  ...  .  [1]",
            "15": "15 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) the researchers investigated the effect of adding cattle manure to fields of snap bean  plants. \u2022 field 1 was treated with a small quantity of cattle manure. \u2022 field 2 was treated with a medium quantity of cattle manure. \u2022 field 3 was treated with a large quantity of cattle manure. \u2022 field 4 was not treated with any cattle manure.    the researchers counted the number of root nodules on samples of plants from each  field when the snap beans were harvested.    the results of the investigation are shown in fig.  4.2. 020406080100120140160 1 2 fieldaverage number of root nodules per plant 3 4 fig. 4.2    calculate the percentage increase in the average number of root nodules per plant when  snap bean plants were grown with a large quantity of cattle manure (field  3) compared  with no cattle manure (field  4).    give your answer to two significant figures.    space for working.   . %  [3]",
            "16": "16 0610/41/ m/j/22 \u00a9 ucles 2022   (iii) when large quantities of manure are put on fields it can lead to eutrophication of streams  and rivers. this can lead to the death of fish.    describe how eutrophication of streams and rivers can lead to the death of fish.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 13] 5 the mulanje cedar, widdringtonia whytei , is the national tree of malawi. this species of tree  grows naturally only on mount mulanje in malawi. many of the trees have been overharvested or  destroyed by wildfires, resulting in deforestation, as shown in fig.  5.1. fig. 5.1  (a) state the genus name of the mulanje cedar tree.  .  [1]",
            "17": "17 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over  (b) explain the undesirable effects of deforestation on habitats that are on mountains, such as  mount mulanje.  ...  ...  ...  ...  ...  ...  .  [3]  (c) scientists in malawi are working to prevent the extinction of the mulanje cedar tree in its  natural habitat.   explain the benefits to other organisms on mount mulanje of conserving the mulanje cedar  tree in its natural habitat.  ...  ...  ...  ...  .  [2]  (d) the seeds of many endangered tree species are kept in seed banks.   suggest why it is important to collect seeds from many individual trees of each species rather  than just one tree.  ...  ...  ...  ...  .  [2]  [total: 8]",
            "18": "18 0610/41/ m/j/22 \u00a9 ucles 2022 6 (a) fig. 6.1 is a flow diagram showing the events that occur to form a human fetus. haploid egg celldiploid cellovary organ p process q process r process t process uhaploid sperm celldiploid cell diploid cell s embryo fetus fig. 6.1",
            "19": "19 0610/41/ m/j/22 \u00a9 ucles 2022 [turn over   complete table  6.1 by using the information in the flow diagram to identify the cell, the organ  and the processes shown in fig.  6.1. table 6.1 cell, organ or process name of the cell, organ or process organ  p cell s process  q produces  haploid sperm and eggs process  r produces  diploid cell s process  t occurs so that  cell s can grow into an  embryo process  u occurs so that  the embryo can gain  oxygen and nutrients  from the mother\u2019s blood  [6]  (b) (i) state why it is important that sperm and egg cells are haploid and not diploid.  ...  ...  .  [1]   (ii) state the function of the jelly coat that surrounds egg cells.  ...  ...  .  [1]",
            "20": "20 0610/41/ m/j/22 \u00a9 ucles 2022  (c) complete the sentences with the appropriate words.   the placenta provides a large surface area for the ... of oxygen  and carbon dioxide between maternal and fetal blood. dissolved nutrients also pass across  the placenta. examples of dissolved nutrients are: ... acids,  ... and ...  .    antibodies pass from the maternal blood giving natural ...  immunity to the baby for some infections that the mother has had or has been vaccinated  against. each different type of vaccine contains one or more ...  taken from the ... that causes the disease.  [7]  [total: 15] permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge."
        },
        "0610_s22_qp_42.pdf": {
            "1": "this document has 20 pages. any blank pages are indicated.  [turn overdc (rw/sw) 302038/4 \u00a9 ucles 2022 *1797213504* biology  0610/42 paper 4 theory (extended)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
            "2": "2 0610/42/ m/j/22 \u00a9 ucles 2022 1 fig. 1.1 shows a spongy mesophyll cell from the leaf of a plant. the arrows show the net direction  of movement of carbon dioxide molecules during daylight. a b cdefg 0.01  mm fig. 1.1  (a) the scale bar in fig.  1.1 represents 0.01  mm.   convert 0.01  mm to micrometres.   .  \u03bcm [1]  (b) table  1.1 shows: \u2022 the functions of some of the structures in plant cells \u2022 some of the names of the structures where these functions occur \u2022 some of the letters that label these structures in fig.  1.1.   complete table  1.1. table 1.1 function structure letter in fig.  1.1 nucleus chloroplast aerobic respiration contains cell sap and stores water a  [5]",
            "3": "3 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over  (c) carbon dioxide is a raw material for photosynthesis.   (i) state the process by which carbon dioxide travels into the leaf from the air.  .  [1]   (ii) describe the pathway taken by a molecule of carbon dioxide, from the air outside a leaf  to a spongy mesophyll cell.  ...  ...  ...  ...  .  [2]  (d) low concentrations of carbon dioxide in the air may restrict the rate of photosynthesis in  plants.   (i) state the term given to something present in the environment in such short supply that it  restricts life processes.  .  [1]   (ii) state one other feature of the environment that may also restrict the rate of  photosynthesis.  .  [1]  (e) researchers have devised a process of artificial photosynthesis. they use gold nanoparticles  as a catalyst to utilise green light to convert carbon dioxide to fuels, such as propane.   suggest the advantages to the environment of using artificial photosynthesis on a large scale.  ...  ...  ...  ...  .  [2]  [total: 13]",
            "4": "4 0610/42/ m/j/22 \u00a9 ucles 2022 2 the kidneys filter blood, separate useful molecules from excretory wastes and control the water  content of the blood.  fig. 2.1 is a diagram of a kidney tubule and associated blood vessels. the arrows show the  direction of blood flow.  fig. 2.2 is a drawing of  a vertical section through a cell from the lining of region  2 of the tubule. rq 1 2 3p s  fig. 2.1  fig. 2.2  (a) (i) state the name of structure  p.  .  [1]   (ii) blood vessel  q has the highest blood pressure.    suggest why.  ...  ...  .  [1]   (iii) the structures labelled  s on fig.  2.2 are microvilli.    explain the importance of the microvilli on the surface of these cells.  ...  ...  ...  ...  .  [2]",
            "5": "5 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over  (b) table  2.1 shows the concentrations of some substances in blood plasma and in the regions  labelled  1 and 3 on the tubule shown in fig.  2.1. table 2.1 substanceconcentration  / mg per cm3 blood plasma region  1 region  3 protein 8000   0    0 glucose  100 100    0 salts  320 320  300 urea   30  30 2000   outline how the kidney tubules function to produce urine from the substances in blood  plasma.   use the information in fig.  2.1, fig.  2.2 and table  2.1 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]",
            "6": "6 0610/42/ m/j/22 \u00a9 ucles 2022  (c) the kidneys are examples of organs that help the body to maintain a constant internal  environment.   (i) state the term for maintaining a constant internal environment by negative feedback.  .  [1]   (ii) explain how negative feedback controls the blood glucose concentration of a person  who has not eaten for a day.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 14]",
            "7": "7 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over 3 the eye is adapted for focusing on near and distant objects.  fig. 3.1 shows the parts of the eye involved in focusing. the eye is focused on a distant object. cornea fig. 3.1  (a) (i) state the term used to describe what happens to light as it passes from the air into the  cornea.  .  [1]   (ii) describe and explain the changes that occur in the eye when adjusting focus from a  distant  object to a near  object.  ...  ...  ...  ...  ...  ...  .  [3]",
            "8": "8 0610/42/ m/j/22 \u00a9 ucles 2022  (b) rods and cones are the receptors in the retina of the eye.   (i) describe the functions of rods and cones in the eye.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "9": "9 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) fig. 3.2 is a photograph showing regions of a human retina, as viewed through the pupil  at the front of the eye.     foveaperipheral retina blind spot blood vessel  fig. 3.2    complete table  3.1 to show the distribution of rods and cones across the retina.    use these words to complete the table, each word may be used once, more than once or  not at all:    many      few     none  table 3.1 receptordistribution across the retina peripheral retina blind spot fovea rods cones    [3]",
            "10": "10 0610/42/ m/j/22 \u00a9 ucles 2022  (c) colour blindness can be caused by a mutation in a gene. the gene is located on the  x chromosome.   fig. 3.3 is a pedigree diagram of a family which has several people who are colour\u2011blind. 1 2 3 5 64 female with normal colour visionkey: male with normal colour vision male with colour blindness fig. 3.3   (i) colour blindness is sex \u2011linked.    state the evidence from fig.  3.3 that supports the idea that colour blindness is sex\u2011linked.  ...  ...  .  [1]   (ii) state the genotype of person  5.    use the symbols x and y for the sex chromosomes and a for the dominant allele and a  for the recessive allele of the gene for colour blindness.  .  [2]",
            "11": "11 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) use the information in fig.  3.3 to complete the genetic diagram to show the probability of  person 3 and person 4 having another child with colour blindness.     person  3 person  4    parental  female with normal  male with normal    phenotypes  colour vision  colour vision    parental    genotypes        gametes       +       offspring genotypes  ..    offspring phenotypes   probability of a child having colour blindness    [5]  [total: 19]",
            "12": "12 0610/42/ m/j/22 \u00a9 ucles 2022 4 fig. 4.1 is a diagram of a virus. n o fig. 4.1  (a) identify the parts of the virus labelled n and o. n  ... o  ...  [2]  (b) the human immunodeficiency virus (hiv) infects and destroys lymphocytes.   the number of lymphocytes in the blood of a person infected with hiv was measured over a  period of 84  months.   the results are shown in fig.  4.2. 00100200300400500600700800 10 20 30 40 time after hiv infection  / monthsnumber of lymphocytes per mm3 of blood 50 60 70 80 90 fig. 4.2",
            "13": "13 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over   (i) use the information shown in fig. 4.2 to calculate the percentage change in the number  of lymphocytes from month  10 to month  60.    give your answer to two significant figures.    space for working.   . %  [3]   (ii) describe the changes in the number of lymphocytes, over the 84  months following  infection with hiv, shown in fig. 4.2.  ...  ...  ...  ...  .  [2]   (iii) outline the consequences of the changes in the number of lymphocytes for the health of  the person infected with hiv.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]",
            "14": "14 0610/42/ m/j/22 \u00a9 ucles 2022   (iv) explain why antibiotics are not used to treat viral infections.  ...  ...  ...  ...  .  [2]  [total: 13] 5 fig. 5.1 is a diagram of the human gas exchange system. x y z fig. 5.1  (a) (i) identify the parts of the gas exchange system labelled x, y and z in fig.  5.1. x   y   z    [3]   (ii) state the name of the tissue that prevents the collapse of y and z during breathing.  .  [1]",
            "15": "15 0610/42/ m/j/22 \u00a9 ucles 2022 [turn over  (b) breathing involves the movement of the ribs and the diaphragm.   describe the process of inspiration .  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) state the name of the gas exchange surface in the lungs.  .  [1]  [total: 9]",
            "16": "16 0610/42/ m/j/22 \u00a9 ucles 2022 6 coral reefs are important ecosystems.  (a) complete the sentence about ecosystems.   an ecosystem can be defined as a unit containing the . of  organisms and their ., interacting together.  [2]  fig. 6.1 is a photograph of a coral reef. fig. 6.1  (b) fig. 6.2 is part of a food web for a coral reef ecosystem which is similar to the one shown in  fig. 6.1. phytoplanktonzooplanktoncoral polypsbutterflyfishblue chromis fishfan wormpufferfishreef shark angelfish sea sponge fig. 6.2",
            "17": "17 0610/42/ m/j/22 \u00a9 ucles 2022   (i) state the number of secondary consumers shown in fig.  6.2.  .  [1]   (ii) state the name of a species that feeds at more than one trophic level in fig. 6.2.  .  [1]   (iii) state the number of different organisms in the shortest food chain in fig. 6.2.  .  [1]   (iv) state the evidence from the food web in fig. 6.2, that phytoplankton are producers.  .  [1]   (v) it is rare for there to be more than five trophic levels in an ecosystem.    explain what limits the number of trophic levels in food webs.  ...  ...  ...  ...  ...  ...  .  [3]  (c) one threat to aquatic ecosystems, such as coral reefs, is global climate change.   discuss the threats to aquatic ecosystems, other  than climate change.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
            "18": "18 0610/42/ m/j/22 \u00a9 ucles 2022 blank page",
            "19": "19 0610/42/ m/j/22 \u00a9 ucles 2022 blank page",
            "20": "20 0610/42/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_43.pdf": {
            "1": "this document has 24 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *8948692884* biology  0610/43 paper 4 theory (extended)  may/june  2022  1 hour 15 minutes you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 80.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (ce/ct) 303967/4 \u00a9 ucles 2022",
            "2": "2 0610/43/ m/j/22 \u00a9 ucles 2022 1 penicillin is produced by biotechnology industries.  (a) (i) state the name of the type of pathogen penicillin is used to treat.  .  [1]   (ii) state the name of the group of medicinal drugs that includes penicillin.  .  [1]  (b) fig. 1.1 is a flow diagram of some of the steps in the production of penicillin. fermentergas outflow pipeorganism a in a test-tube penicillinstep 8 step 6 step 7 step 2step 1step 5step 4 step 3 nutrient mixing tank sterilising tankfilterx y z not to scale fig. 1.1   (i) organism a belongs to the fungus kingdom.    state two main features of fungal cells that are used to distinguish them from the cells of  prokaryotes. 1   2   [2]   (ii) state the genus name of organism a in fig. 1.1.  .  [1]",
            "3": "3 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) penicillin is produced in the fermenter shown in fig. 1.1. a variety of nutrients, x, y and z,  are mixed together and added to the fermenter in step 1.    list two nutrients that need to be added to a fermenter to produce penicillin. 1   2   [2]   (iv) explain why the nutrients are sterilised (step 2) before they are added to the fermenter  (step  3).  ...  ...  .  [1]   (v) explain why the fermenter has a gas outflow pipe.  ...  ...  ...  ...  .  [2]   (vi) using the information in fig. 1.1, outline the events occurring from step 4 to step 8 during  the production of penicillin.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 14]",
            "4": "4 0610/43/ m/j/22 \u00a9 ucles 2022 2 red blood cells contain the protein haemoglobin.  (a) (i) state the names of the four chemical elements that are found in all proteins.  ...  .  [2]   (ii) state the role of haemoglobin.  ...  ...  .  [1]  (b) fig. 2.1 shows a photomicrograph of some red blood cells from a person with sickle cell  anaemia.   abnormal red blood cells occur because of a mutation in the gene for haemoglobin. abnormal red blood cell fig. 2.1   suggest how the shape of the abnormal red blood cell shown in fig. 2.1 will affect blood flow.   ...  ...  ...  ...  .  [2]",
            "5": "5 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over  (c) the allele for the normal form of haemoglobin is hba.   the allele for the abnormal form of haemoglobin is hbs.   draw a genetic diagram to determine the probability of two heterozygous parents having a  child who does not have the hbs allele.   parental phenotypes      x      parental genotypes      x      gametes  , x ,. . . . offspring genotypes  .. probability of offspring not having the hbs allele  .  [5]",
            "6": "6 0610/43/ m/j/22 \u00a9 ucles 2022  (d) fig. 2.2 and fig. 2.3 are maps showing some of the different regions in a country. scientists  studied the distribution of the hbs allele in the country.    fig. 2.2 shows the estimated frequency of the allele within the population.    fig. 2.3 shows the estimated number of babies born with sickle cell anaemia in each region. a c blow highestimated frequency of the hbs allele in the population fig. 2.2 a c blow medium highestimated number of babies born with sickle cell anaemia fig. 2.3",
            "7": "7 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over   the scientists made a statement:   \u2018there is a relationship between the frequency of the hbs allele and the number of babies  born with sickle cell anaemia in regions a, b and c.\u2019   (i) using the information in fig. 2.2 and fig. 2.3, discuss the evidence for and against this  statement for regions a, b and c only.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [5]   (ii) suggest how the scientists would identify the presence of the hbs allele in tissue  samples.  ...  ...  .  [1]",
            "8": "8 0610/43/ m/j/22 \u00a9 ucles 2022  (e) mutations are always inherited in single-celled organisms that reproduce asexually but are  not always  inherited in organisms that reproduce sexually.    explain why.   ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  [total: 20]",
            "9": "9 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over 3 acid rain has destroyed many forests including the forest shown in fig. 3.1. fig. 3.1  (a) describe how acid rain destroys forests.  ...  ...  ...  ...  ...  ...  .  [3]",
            "10": "10 0610/43/ m/j/22 \u00a9 ucles 2022  (b) explain the negative consequences to the environment of destroying forests.  ...  ...  ...  ...  ...  ...  ...  ...  .  [4]  (c) acid rain can also damage aquatic organisms such as the amphibian shown in fig. 3.2.  fig. 3.2   suggest why amphibians are vulnerable to pollutants such as acid rain.  ...  ...  ...  ...  .  [2]",
            "11": "11 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over  (d) many countries have strict laws to prevent acid rain.   describe how countries have reduced acid rain.   ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
            "12": "12 0610/43/ m/j/22 \u00a9 ucles 2022 4 (a) fig. 4.1 is a diagram of the alimentary canal. 1 2 3 4 5 6 fig. 4.1",
            "13": "13 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over   complete table 4.1 by stating: \u2022 the names of the organs from fig. 4.1  \u2022 the letters of all the processes shown in the key that occur in each organ.   key:   a \u2013 absorption   c \u2013 chemical digestion   e \u2013 egestion   i \u2013 ingestion   m \u2013 mechanical digestion table 4.1 number from  fig. 4.1name of the organletter or letters of all the  processes that occur in the organ 1 2 3 4 5 6  [6]",
            "14": "14 0610/43/ m/j/22 \u00a9 ucles 2022  (b) fig. 4.2 is a diagram of a villus. the arrow indicates the direction of blood flow. p q r s tu not to scale fig. 4.2",
            "15": "15 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over   describe the structure of a villus and its role in the alimentary canal.   use the letters in fig. 4.2 to support your answer.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 12]",
            "16": "16 0610/43/ m/j/22 \u00a9 ucles 2022 5 glasshouses are designed to maximise crop plant yield.  (a) (i) explain why carbon dioxide enrichment is used in many glasshouses to increase crop  plant yield.  ...  ...  ...  ...  ...  ...  .  [3]   (ii) suggest how the carbon dioxide concentration in a glasshouse can be enriched.  ...  ...  .  [1]   (iii) outline how carbon dioxide in a glasshouse moves into leaves.  ...  ...  ...  ...  .  [2]",
            "17": "17 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over  (b) additional lighting is often installed in glasshouses in countries with temperate climates.   table 5.1 summarises some of the factors that are considered by plant growers when  choosing the type of lamps to install in a glasshouse. table 5.1 type of  lampelectrical energy used  by the lamp  / j per slight intensity output  / arbitrary unitsnotes sodium 1041 1767\u2022 releases lots of heat  \u2022 best when used in  addition to sunlight led 423 378\u2022 releases very little heat  \u2022 can be used as an  alternative to sunlight metal  halide651 817\u2022 releases some heat \u2022 can be used as an  alternative to sunlight fluorescent 394 374\u2022 releases some heat \u2022 best when used in  addition to sunlight   (i) calculate the percentage increase in the energy used by the metal halide lamp compared  to the energy used by the fluorescent lamp.    give your answer to two significant figures.    space for working.      % [2]   (ii) state which type of lamp has the highest light intensity output per unit of electrical energy  used.  .  [1]",
            "18": "18 0610/43/ m/j/22 \u00a9 ucles 2022   (iii) some types of lamp release a lot of heat.    explain the possible effects of excessive heat on the plants in a glasshouse.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 12]",
            "19": "19 0610/43/ m/j/22 \u00a9 ucles 2022 [turn over 6 (a) fig. 6.1 shows a photograph of fruit attached to the branch of an orange tree, citrus sinensis . fig. 6.1   state one reason why orange trees are classified as dicotyledonous plants.  ...  ...  .  [1]  (b) biotechnologists use enzymes to extract juice from fruit such as oranges.    define the term enzyme.  ...  ...  ...  ...  .  [2]",
            "20": "20 0610/43/ m/j/22 \u00a9 ucles 2022  (c) fig. 6.2 shows the results of leaving pieces of orange fruit in an enzyme solution for different  lengths of time.  0 20 40 60 80 100 time  / minutes456789 total volume of juice extracted / cm3 fig. 6.2   (i) state the name of the enzyme used to extract juice from fruit.  .  [1]   (ii) using the information in fig. 6.2, state the optimum length of time for efficient extraction  of juice from oranges.   .  [1]   (iii) state the name of the vitamin found in high concentrations in citrus fruit such as oranges.  .  [1]  (d) the genes in some plants have been changed to increase the concentration of vitamins that  these plants produce.   (i) state the name of the process of changing the genes of a plant.  .  [1]",
            "21": "21 0610/43/ m/j/22 \u00a9 ucles 2022   (ii) discuss the possible disadvantages of people changing the genes in a plant.  ...  ...  ...  ...  ...  ...  .  [3]  [total: 10]",
            "22": "22 0610/43/ m/j/22 \u00a9 ucles 2022 blank page",
            "23": "23 0610/43/ m/j/22 \u00a9 ucles 2022 blank page",
            "24": "24 0610/43/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_51.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (pq/fc) 303951/4 \u00a9 ucles 2022 *4439318502* biology  0610/51 paper 5 practical test  may/june  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/51/ m/j/22 \u00a9 ucles 2022 1 rice contains starch. amylase is an enzyme that catalyses the breakdown of starch to form  reducing sugars.  you are going to investigate the effect of amylase on cooked rice.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(i).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label one empty test-tube w10 and label the other empty test-tube a10.  step 2  put the test-tubes in the empty beaker labelled 80 \u00b0c water-bath .  step 3   label one of the large test-tubes containing rice w and the other large test-tube  containing rice  a.  step 4  put both large test-tubes containing rice in the empty beaker labelled 40 \u00b0c water-bath .  step 5   raise your hand when you are ready for warm water to be added to the 40 \u00b0c water-bath.  step 6   use the measuring cylinder to add 20  cm3 of distilled water  to the rice in the test-tube  labelled w.   step 7   use the measuring cylinder to add 20  cm3 of amylase solution  to the rice in the test- tube labelled a.  step 8   start the stop-clock and leave the test-tubes of rice in the 40 \u00b0c water-bath for 10 minutes.  while you are waiting, carry out step 9.  step 9   use the syringe to add 2  cm3 of benedict\u2019s solution to each of the empty test-tubes, w10  and a10. put the test-tubes back in the empty beaker labelled 80 \u00b0c water-bath .  step 10   after 10 minutes (step 8), put the stopper into test-tube w and invert the test-tube three  times. remove the stopper.   step 11   use a clean pipette to remove 2  cm3 of the liquid surrounding the rice in test-tube w. put  the 2  cm3 of liquid into test-tube w10. put test-tube w10 back into the beaker labelled  80 \u00b0c water-bath .  step 12  repeat steps 10 and 11 with test-tubes a and a10.  step 13   raise your hand when you are ready for hot water to be added to the beaker labelled  80 \u00b0c water-bath .  step 14   leave test-tubes w10 and a10 in the 80 \u00b0c water-bath for 10 minutes. while you are  waiting continue with the other questions.  step 15   after 10 minutes, record the colour of the liquid in test-tubes w10 and a10 in the table  you have prepared in 1(a)(i) . ",
            "3": "3 0610/51/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i) prepare a table to record your results.  [3]   (ii) state a conclusion for your results.  ...  ...  .  [1]   (iii) state  one variable that was kept constant in this investigation.   .  [1]   (iv) state the purpose of adding distilled water to the test-tube of cooked rice labelled w.  ...  ...  .  [1]   (v) it was important that step 6 was carried out before step 7.    predict the effect on the results if step 7 was carried out before step 6.   ...  ...  .  [1]   (vi) the temperature of the 40  \u00b0c water-bath will decrease during the investigation.    state one piece of equipment that could be used to maintain the temperature at 40  \u00b0c.  .  [1]",
            "4": "4 0610/51/ m/j/22 \u00a9 ucles 2022  (b) state how you could show that cooked rice contains starch.  ...  ...  ...  ...  .  [2]  (c) some students investigated the effect of temperature on the rate of amylase activity. they  measured the mass of reducing sugars produced in five minutes, at different temperatures.   the results of this investigation are shown in fig. 1.1. 0 0 10 20 30 temperature  / \u00b0c40 50 60102030mass of reducing sugars produced in five minutes  / mg405060 fig. 1.1",
            "5": "5 0610/51/ m/j/22 \u00a9 ucles 2022 [turn over   (i) describe the effect of temperature on the activity of amylase shown in the graph in  fig. 1.1.  ...  ...  ...  ...  .  [2]   (ii) use the graph to estimate the rate of amylase activity, in mg per minute, at a temperature  of 42  \u00b0c.     space for working.     mg per minute  [2]   (iii) the students wanted to obtain a more accurate value for the temperature at which  amylase works best.     suggest further investigative work that the students should carry out.  ...  ...  ...  ...  .  [2]",
            "6": "6 0610/51/ m/j/22 \u00a9 ucles 2022  (d) plan an investigation to determine the effect of ph on the activity of amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 22]",
            "7": "7 0610/51/ m/j/22 \u00a9 ucles 2022 [turn over blank page",
            "8": "8 0610/51/ m/j/22 \u00a9 ucles 2022 2 fig. 2.1 is a photomicrograph of a section through part of a marram grass leaf, ammophila arenaria .  fig. 2.1  (a) (i) draw a large diagram of the section of marram grass leaf shown in fig. 2.1.    do not draw individual cells.  [4]",
            "9": "9 0610/51/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) fig. 2.2 shows a cross-section of a whole marram grass leaf. pq magnification \u00d7120 fig. 2.2    measure the length of line pq on fig. 2.2.    length of line pq . mm    calculate the actual diameter of the marram grass leaf using the formula and your  measurement.      magnification =  length of line pq on fig. 2.2 actual diameter of the marram grass leaf    give your answer to one decimal place.    space for working.   .  mm  [3] ",
            "10": "10 0610/51/ m/j/22 \u00a9 ucles 2022  (b) scientists investigated the effect of different concentrations of sodium chloride solution on the  germination and growth of marram grass.   marram grass seeds were germinated in petri dishes on filter paper which had been soaked  in one of the different sodium chloride solutions. each petri dish contained 15 seeds and the  investigation was repeated four times.    after 20 days, the lengths of the seedling roots were measured with a ruler.   (i) state the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation.  independent variable  .  ... dependent variable    ...  [2]   (ii) state two ways the scientists designed the investigation to produce valid and reliable  results. 1    ... 2    ...  [2]  (c) the results of the investigation described in 2(b) are shown in table 2.1. table 2.1 concentration of  sodium chloride  solution  / g per dm3average root length   / mm 0 33 2 22 4 19 6 13 8 2 10 1",
            "11": "11 0610/51/ m/j/22 \u00a9 ucles 2022   (i) using the information in table 2.1, calculate the percentage decrease in the average  root length when the concentration of sodium chloride was changed from 4  g per dm3 to  6 g per dm3.    give your answer to  three  significant figures.    space for working.     %  [3]   (ii) plot a line graph on the grid of the data in table 2.1.   [4]  [total: 18]",
            "12": "12 0610/51/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_52.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overdc (rw/fc) 303952/4 \u00a9 ucles 2022 *2153836542* biology  0610/52 paper 5 practical test  may/june  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122 for examiner\u2019s use 1 2 total",
            "2": "2 0610/52/ m/j/22 \u00a9 ucles 2022 1 you are going to investigate the effect of temperature on the diffusion of vitamin  c.  vitamin  c is an important part of a balanced diet and is found in some fruits and vegetables. when  vegetables are boiled in water the vitamin  c diffuses out into the surrounding water.  a dialysis tubing bag filled with a vitamin  c solution represents a vegetable.  the blue dye dcpip is used as an indicator for the presence of vitamin  c. high concentrations of  vitamin c will decolourise dcpip quickly.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1  label one large test\u2011tube hot and a second large test\u2011tube cold.  step 2  remove one piece of dialysis tubing from the beaker labelled  d and rub the unknotted  end between your fingers to open it.  step 3  use a syringe to put 10  cm3 of the vitamin  c solution, labelled  v, into the open end of the  dialysis tubing bag.  step 4  rinse the outside of the filled dialysis tubing bag by dipping it into the beaker of distilled  water labelled  w.  step 5  place the filled dialysis tubing bag into the large test\u2011tube labelled hot and secure it in  place with an elastic band, as shown in fig.  1.1. elastic band holding the open end of the dialysis tubing bag in place large test-tube dialysis tubing bag containing 10  cm3  of vitamin c solution fig. 1.1  step 6  repeat step  2 to step  5, placing the second filled dialysis tubing bag into the large  test\u2011tube labelled cold.  step 7  raise your hand when you are ready for hot water to be added to the beaker labelled  hot water .",
            "3": "3 0610/52/ m/j/22 \u00a9 ucles 2022 [turn over  step 8  measure the temperature of the water in the beaker labelled hot water  and record this in  1(a)(i) .  step 9  measure the temperature of the water in the beaker labelled cold water  and record this  in 1(a)(i) .  (a) (i) record the temperature of the hot water and the cold water. include the unit.    temperature of hot water ...    temperature of cold water ...  [2]  step 10  half\u2011fill the large test\u2011tube labelled hot with water from the hot water beaker.  step 11  half\u2011fill the large test\u2011tube labelled cold with water from the cold water beaker.  step 12  start the stop\u2011clock and leave the dialysis tubing bags in the water for 15  minutes.    continue with the other questions while you are waiting.  step 13  label an empty small beaker hot and another empty small beaker cold.  step 14  after 15  minutes, remove the dialysis tubing bag from the large test\u2011tube labelled hot  and put it in the container labelled waste .  step 15  pour the remaining contents of the large test \u2011tube labelled hot into the small beaker  labelled hot.  step 16  repeat step  14 and step  15 with the large test\u2011tube labelled cold and the small beaker  labelled cold.  step 17  fill a clean syringe with 10  cm3 of dcpip solution.  step 18  put 1  cm3 of the solution from the small beaker labelled hot into a clean test\u2011tube.  step 19  add a drop of the dcpip solution to the test\u2011tube from step  18 and swirl to mix. after a  few seconds the blue colour should disappear.  step 20  continue to add drops of dcpip until the blue colour remains  after mixing.  step 21  calculate and record, in your table in 1(a)(ii) , the volume of dcpip used .  step 22  repeat step  17 to step  21 with the solution in the small beaker labelled cold.",
            "4": "4 0610/52/ m/j/22 \u00a9 ucles 2022   (ii) prepare a table to record your results in the space provided.    the volume of dcpip used  can be calculated using the equation: volume of dcpip used = 10 \u2013 volume of dcpip remaining in the syringe  [4]   (iii) state a conclusion for your results.  ...  ...  .  [1]   (iv) suggest why the dialysis tubing bag was rinsed in step  4.  ...  ...  .  [1]   (v) identify one source of error in step  10 or step  11 and suggest a suitable piece of  equipment to overcome this error. error  ...  ... equipment  .  ...  [2]",
            "5": "5 0610/52/ m/j/22 \u00a9 ucles 2022 [turn over   (vi) identify the variable that you changed (independent variable) and the variable that you  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ...  [2]   (vii) suggest why repeating the procedure several times would improve the investigation.  ...  ...  .  [1]",
            "6": "6 0610/52/ m/j/22 \u00a9 ucles 2022  (b) dialysis tubing acts as a partially permeable membrane and can be used to represent a  model cell to investigate osmosis.   plan an investigation to find out how different concentrations of sugar solutions affect the  movement of water into or out of dialysis tubing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 19]",
            "7": "7 0610/52/ m/j/22 \u00a9 ucles 2022 [turn over blank page",
            "8": "8 0610/52/ m/j/22 \u00a9 ucles 2022 2 nautiluses are a genus of marine animals that live in shells. fig.  2.1 is a photograph of a nautilus  shell. a b fig. 2.1  (a) (i) make a large drawing of the shell shown in fig.  2.1.  [4]",
            "9": "9 0610/52/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) line ab represents the width of the nautilus shell.    measure the length of line ab in fig.  2.1.    length of line ab in fig.  2.1   mm    the actual width of the shell is 130  mm.    calculate the magnification of the shell in fig.  2.1. magnification = length of line ab in fig.  2.1 actual width of the shell    give your answer to two significant figures.    space for working.     [3]  (b) fig. 2.2 shows a fossilised nautilus shell. fig. 2.2   describe one visible similarity and one visible difference between the nautilus shell in fig.  2.1  and the fossilised nautilus shell in fig.  2.2. similarity    ... difference  ..  ...  [2]",
            "10": "10 0610/52/ m/j/22 \u00a9 ucles 2022  (c) a population of one species of nautilus was studied. the widths of the nautilus shells were  measured and recorded.   the results are shown in table  2.1. table 2.1 width of shell  / mm number of shells 101\u2013110   8 111\u2013120  84 121\u2013130 138 131\u2013140  98 141\u2013150  22   (i) plot a histogram on the grid of the data in table  2.1.      [4]",
            "11": "11 0610/52/ m/j/22 \u00a9 ucles 2022   (ii) using the information in your graph, describe the results of this study.  ...  ...  ...  ...  .  [2]   (iii) the study measured the width of 350  nautilus shells.    suggest why such a large number of shells were measured.  ...  ...  .  [1]   (iv) using the data in table 2.1, calculate the percentage of the population of nautiluses that  have shells that are wider than 130  mm.    give your answer to one decimal place.    space for working.   . %  [3]  (d) the nautilus feeds on fish which are an important source of protein.   state the name of the test for protein. give the result of a positive test. test for protein  ... positive test result  .  [2]  [total: 21]",
            "12": "12 0610/52/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third \u2011party 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 \u2011related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_53.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 *6434196228* dc (ce/cgw) 303940/4 \u00a9 ucles 2022biology  0610/53 paper 5 practical test  may/june  2022  1 hour 15 minutes you must answer on the question paper. you will need:  the materials and apparatus listed in the confidential instructions instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. for examiner\u2019s use 1 2 total",
            "2": "2 0610/53/ m/j/22 \u00a9 ucles 2022 blank page",
            "3": "3 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over 1 fig. 1.1 shows some raisins, which are made by drying grapes. raisins contain high concentrations  of sugars.  fig. 1.1  osmosis is the movement of water across a partially permeable membrane from a dilute solution  to a concentrated solution.   you are going to investigate the effect of temperature on the rate of osmosis.  read all the instructions but do not carry them out until you have drawn a table for  your results in the space provided in 1(a)(ii).  you should use the safety equipment provided while you are carrying out the practical work.  step 1   label one empty 100  cm3 beaker cold raisins  and one empty 100  cm3 beaker hot  raisins .    step 2  label one paper towel cold and one paper towel hot.  step 3   take 15 raisins and line the raisins up, touching end to end along a ruler, as shown in  fig. 1.2.  0 1 2 3 4 5 6 7 8 9 fig. 1.2",
            "4": "4 0610/53/ m/j/22 \u00a9 ucles 2022  step 4   measure the length of the line of raisins. record your measurement in your table in  1(a)(ii) .  step 5  place the 15 raisins from step 4 into the empty beaker labelled hot raisins .  step 6   repeat steps 3 and 4 with a second group of 15 raisins. place these raisins into the  empty beaker labelled cold raisins .  step 7   raise your hand when you are ready for hot water to be put into the 250  cm3 beaker  labelled hot water .  step 8  put 50  cm3 of hot water into the beaker labelled hot raisins .  step 9  put 50  cm3 of cold water into the beaker labelled cold raisins .  step 10  start the stop-clock.  step 11   measure the temperatures of the water in the beakers labelled cold raisins  and hot  raisins  and record your measurements in 1(a)(i) .  step 12  leave the raisins to soak for 20 minutes.     continue with the rest of the questions while you are waiting.   step 13   after 20 minutes, measure the final temperatures of the water in the beakers labelled  cold raisins  and hot raisins  and record your measurements in 1(a)(i) .  (a) (i) record the temperatures of the water in the beakers. include the unit.    water temperature in the cold raisins  beaker in step 11       water temperature in the hot raisins  beaker in step 11       water temperature in the cold raisins  beaker in step 13       water temperature in the hot raisins  beaker in step 13     [2]  step 14   place the sieve over the waste  container. tip the contents of the cold raisins  beaker  into the sieve. place the raisins from the sieve onto the paper towel labelled cold.  step 15   line up the 15 raisins so that they are touching end to end along the ruler. measure the  length of the line of raisins. record your measurement in your table in 1(a)(ii) .  step 16   repeat steps 14 and 15 using the hot raisins  beaker and the paper towel labelled hot.",
            "5": "5 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) prepare a table to record your results from steps 4, 6, 15 and 16.  [4]   (iii) use the information in your table in 1(a)(ii)  to calculate the change in length for each  group of 15 raisins.    change in length of cold raisins  .    change in length of hot raisins  ...  [1]   (iv) state a conclusion for your results.  ...  ...  .  [1]  (b) (i) state one variable that was kept constant in this investigation.  .  [1]   (ii) suggest why it was better to measure the total length of 15 raisins touching end to end  rather than just measuring the length of one raisin.  ...  ...  .  [1]",
            "6": "6 0610/53/ m/j/22 \u00a9 ucles 2022  (c) a student investigated the effect of different concentrations of sodium chloride solution on  osmosis in potatoes.   the student used this method: \u2022 make four different concentrations of sodium chloride solution in separate test-tubes. \u2022 cut a piece of potato into five cylinders that are approximately the same length and  diameter. \u2022 measure and record the mass of each potato cylinder. \u2022 put one potato cylinder into a test-tube containing distilled water. \u2022 put one potato cylinder into each of the four test-tubes containing the different  sodium chloride solutions. \u2022 leave the potato cylinders in the test-tubes for 30 minutes. \u2022 after 30 minutes, remove the potato cylinders from the test-tubes. \u2022 dry the potato cylinders with a paper towel. \u2022 measure and record the mass of each potato cylinder.   (i) state the variable that was measured (dependent variable) in this investigation.  .  [1]   the student\u2019s results are shown in table 1.1. table 1.1 concentration of  sodium chloride  solution / mol per dm3potato cylinder  initial mass  / gpotato cylinder  final mass  / gpercentage  change in mass  0.0 1.13 1.32 16.8 0.2 1.03 1.08 4.9 0.4 1.19 1.06 \u201310.9 0.6 1.13 0.86 \u201323.9 0.8 1.14 0.82   (ii) using the information in table 1.1, calculate the percentage change in mass for the  potato cylinder in the 0.8  mol per dm3 sodium chloride solution.    give your answer to one decimal place.    space for working.     %  [3]",
            "7": "7 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over   (iii) using the data in table 1.1 and your answer to 1(c)(ii) , plot a line graph on the grid of the  concentration of sodium chloride solution against the percentage change in mass.    one axis has been started for you. 0.0  [4]   (iv) estimate the concentration of sodium chloride solution at which there would be no  percentage change in the mass of the potato cylinder.    show on your graph how you obtained your estimate.     mol per dm3  [2]   (v) suggest why the student calculated the percentage change in mass rather than using  the difference in the mass of the potato cylinders.  ...  ...  .  [1]",
            "8": "8 0610/53/ m/j/22 \u00a9 ucles 2022   (vi) suggest why the student dried the potato cylinders before measuring their mass.  ...  ...  .  [1]  [total: 22] 2 fig. 2.1 is a photograph of the cut surface of half an apple. x y  magnification \u00d71.2 fig. 2.1",
            "9": "9 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i) make a large drawing of the apple shown in fig. 2.1.  [4]   (ii) measure the length of line xy on fig. 2.1.    length of line xy ... mm    calculate the actual width of the apple using the formula and your measurement. magnification = length of line xy actual width of the apple    give your answer to the nearest whole number.    space for working.   .  mm  [3]",
            "10": "10 0610/53/ m/j/22 \u00a9 ucles 2022  (b) apples can be used to make juice. the enzyme pectinase can increase the volume of juice  that is released from each apple.   a scientist carried out an investigation to find out which concentration of the pectinase solution  gave the maximum volume of juice.   the results from this investigation are shown in table 2.1. table 2.1 percentage  concentration  of the pectinase  solution volume of apple juice collected in one hour  / cm3 trial 1 trial 2 trial 3 average 0.0 7 7 6 6.7 2.5 11 10 2 10.5 5.0 17 14 13 14.7 7.5 24 22 25 23.7 10.0 25 24 21 23.3   (i) identify the variable that was changed (independent variable) by the scientist in this  investigation.  .  [1]",
            "11": "11 0610/53/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) the scientist decided not to include the trial 3 result for the 2.5% pectinase solution  when they calculated the average.    explain why.  ...  ...  .  [1]   (iii) describe how to test a sample of apple juice to show the presence of reducing sugars.    give the result of a positive test.  ...  ...  ...  ...  ...  ...  .  [3]",
            "12": "12 0610/53/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge. (c) starch in apple juice makes the juice appear cloudy. the enzyme amylase can be used to  remove the starch. this makes the apple juice clear.   amylase catalyses the breakdown of starch.   plan an investigation to determine the optimum (best) temperature for amylase activity in a  sample of apple juice.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]"
        },
        "0610_s22_qp_61.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122biology  0610/61 paper 6 alternative to practical  may/june  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2620804354* dc (st/cgw) 303948/3 \u00a9 ucles 2022",
            "2": "2 0610/61/ m/j/22 \u00a9 ucles 2022 1 rice contains starch. amylase is an enzyme that catalyses the breakdown of starch to form  reducing sugars.  a student investigated the effect of amylase on cooked rice.  the student used this method:  step 1   two small beakers were prepared; each beaker contained 20  g of cooked white rice.  one beaker was labelled w and one beaker was labelled a.  step 2   both of the beakers were put into a 40  \u00b0c water-bath.  step 3   a measuring cylinder was used to add 20  cm3 of distilled water to the rice in beaker w.  step 4   the same measuring cylinder was then used to add 20  cm3 of a 1% amylase solution to  the rice in beaker a.  step 5   the beakers were left in the water-bath for 10 minutes.  step 6   one test-tube was labelled w10 and a second test-tube was labelled a10.  step 7   after 10 minutes, a glass rod was used to stir the contents of beaker w.   step 8   a clean pipette was used to remove 2  cm3 of the liquid surrounding the rice in beaker w.  the 2  cm3 of liquid was put into test-tube w10.  step 9  steps 7 and 8 were repeated with beaker a and test-tube a10.  step 10   a syringe was used to add 2  cm3 of benedict\u2019s solution to each of test-tubes w10 and  a10.  step 11  test-tubes w10 and a10 were put into an 80 \u00b0c water-bath for five minutes.  step 12   after five minutes, the colours of the contents of test-tubes w10 and a10 were observed.  the student\u2019s observations are shown in fig. 1.1. w10 \u2013  started blue           and stayed           blue a10 \u2013 started blue           and became           orange fig. 1.1",
            "3": "3 0610/61/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i)  prepare a table to record the results shown in fig. 1.1. [2]   (ii) state a conclusion for the results shown in fig. 1.1.  ...  ...  .  [1]   (iii) state two variables that were kept constant in this investigation. 1   2   [2]   (iv) state the purpose of adding distilled water to the beaker of cooked rice labelled w.  ...  ...  .  [1]   (v) it was important that step 3 was carried out before step 4.    predict the effect on the results if step 4 was carried out before step 3.  ...  ...  .  [1]",
            "4": "4 0610/61/ m/j/22 \u00a9 ucles 2022   (vi) the temperature of the 40  \u00b0c water-bath was not maintained and decreased during the  investigation.    state one piece of equipment that could be used to maintain the temperature at 40  \u00b0c.  .  [1]  (b) state how you could show that cooked rice contains starch.  ...  ...  ...  ...  .  [2]  (c) some students investigated the effect of temperature on the rate of amylase activity. they  measured the mass of reducing sugars produced in five minutes, at different temperatures.   the results of this investigation are shown in fig. 1.2. 01020 10 20 30 temperature  / \u00b0c40 50 60 030mass of reducing sugars produced in five minutes  / mg405060 fig. 1.2",
            "5": "5 0610/61/ m/j/22 \u00a9 ucles 2022 [turn over   (i) describe the effect of temperature on the activity of amylase shown in the graph in  fig. 1.2.  ...  ...  ...  ...  .  [2]   (ii) use the graph to estimate the rate of amylase activity, in mg per minute, at a temperature  of 42  \u00b0c.    space for working.     mg per minute [2]   (iii) the students wanted to obtain a more accurate value for the temperature at which  amylase works best.    suggest further investigative work that the students should carry out.  ...  ...  ...  ...  .  [2]",
            "6": "6 0610/61/ m/j/22 \u00a9 ucles 2022  (d) plan an investigation to determine the effect of ph on the activity of amylase.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6] [total: 22]",
            "7": "7 0610/61/ m/j/22 \u00a9 ucles 2022 [turn over 2 fig. 2.1 is a photomicrograph of a section through part of a marram grass leaf, ammophila arenaria . fig. 2.1  (a) (i) draw a large diagram of the section of marram grass leaf shown in fig. 2.1.    do not draw individual cells. [4]",
            "8": "8 0610/61/ m/j/22 \u00a9 ucles 2022   (ii) fig. 2.2 shows a cross-section of a whole marram grass leaf. pq magnification \u00d7120 fig. 2.2    measure the length of line pq on fig. 2.2.    length of line pq  mm    calculate the actual diameter of the marram grass leaf using the formula and your  measurement. magnification = length of line pq on fig. 2.2 actual diameter of the marram grass leaf    give your answer to one decimal place.    space for working.   .  mm [3]",
            "9": "9 0610/61/ m/j/22 \u00a9 ucles 2022 [turn over  (b) scientists investigated the effect of different concentrations of sodium chloride solution on the  germination and growth of marram grass.   marram grass seeds were germinated in petri dishes on filter paper which had been soaked  in one of the different sodium chloride solutions. each petri dish contained 15 seeds and the  investigation was repeated four times.   after 20 days, the lengths of the seedling roots were measured with a ruler.   (i)  state the variable that was changed (independent variable) and the variable that was  measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ... [2]   (ii) state two ways the scientists designed the investigation to produce valid and reliable  results. 1    ... 2    ... [2]",
            "10": "10 0610/61/ m/j/22 \u00a9 ucles 2022  (c) the results of the investigation described in 2(b) are shown in table 2.1. table 2.1 concentration of sodium  chloride solution / g per dm3average root length  / mm  0 33  2 22  4 19  6 13  8  2 10  1   (i) using the information in table 2.1, calculate the percentage decrease in the average  root length when the concentration of sodium chloride was changed from 4  g per dm3 to  6 g per dm3.    give your answer to three  significant figures.    space for working.     % [3]",
            "11": "11 0610/61/ m/j/22 \u00a9 ucles 2022   (ii)  plot a line graph on the grid of the data in table 2.1. [4] [total: 18]",
            "12": "12 0610/61/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_62.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce/cgw) 303962/3 \u00a9 ucles 2022biology  0610/62 paper 6 alternative to practical  may/june  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8495301712*",
            "2": "2 0610/62/ m/j/22 \u00a9 ucles 2022 1 a student investigated the effect of temperature on the diffusion of vitamin c.  vitamin c is an important part of a balanced diet and is found in some fruits and vegetables. when  vegetables are boiled in water the vitamin c diffuses out into the surrounding water. a dialysis  tubing bag filled with vitamin c solution was used to represent a vegetable.  the blue dye dcpip was used as an indicator for the presence of vitamin c. high concentrations  of vitamin c decolourise dcpip quickly.  the student used the method described in step 1 to step 14.  step 1  a syringe was used to fill a dialysis tubing bag with 10  cm3 of vitamin c solution.  step 2   the outside of the filled dialysis tubing bag was rinsed by dipping it into a beaker of  distilled water.  step 3   a large test-tube was labelled hot. the dialysis tubing bag was put into the large   test-tube and secured in place with an elastic band, as shown in fig. 1.1.  step 4   steps 1 to 3 were repeated with a second dialysis tubing bag and a large test-tube  labelled cold. large test-tubeelastic band holding the open end of the dialysis tubing bag in place dialysis tubing bag containing 10  cm3 of vitamin c solution fig. 1.1  step 5  the large test-tube labelled hot was half-filled with hot water.  step 6  the large test-tube labelled cold was half-filled with cold water.  step 7  the temperature of the water in the large test-tube labelled hot was measured.  step 8  the temperature of the water in the large test-tube labelled cold was measured.",
            "3": "3 0610/62/ m/j/22 \u00a9 ucles 2022 [turn over   fig. 1.2 shows the readings on the thermometer used in step 7 and step 8. 40 hot water35 3020 cold water15 10 fig. 1.2  (a) (i) state the temperatures of the hot water and the cold water shown on the thermometers  in fig.  1.2. include the unit.    temperature of the hot water  ..    temperature of the cold water  .  [2]  step 9  the dialysis tubing bags were left in the large test-tubes for 15 minutes.   step 10   after 15 minutes, the dialysis tubing bags were removed from the large test-tubes and  discarded. 1  cm3 of the liquid remaining in the large test-tube labelled hot was put into a  clean standard test -tube.  step 11  a syringe was filled with 10  cm3 of dcpip solution.  step 12   one drop of dcpip was added to the liquid in the standard test-tube and swirled to mix.  after a few seconds the blue colour disappeared.  step 13   the student continued to add drops of dcpip until the blue colour remained after mixing.  step 14   steps 10 to 13 were repeated with 1  cm3 of the liquid remaining in the test -tube labelled  cold.",
            "4": "4 0610/62/ m/j/22 \u00a9 ucles 2022   the unused  volumes of dcpip remaining  in the syringes are shown in fig. 1.3. dcpip remaining syringe used for the hot test-tubesyringe used for the cold test-tube2 1345678910 2 13456789910 fig. 1.3   (ii) record the volumes of the dcpip remaining in the syringes shown in fig. 1.3.    syringe used for the hot test-tube     syringe used for the cold test-tube ..  [1]   (iii) prepare a table to record the volume of dcpip that has been used  in each test -tube, in  the space provided.    use your answer in 1(a)(ii) and the equation to calculate the volume of dcpip that has  been used  in each test -tube: volume of dcpip used = 10 \u2013 volume of dcpip remaining in the syringe  [3]",
            "5": "5 0610/62/ m/j/22 \u00a9 ucles 2022 [turn over   (iv) state a conclusion for these results.  ...  ...  .  [1]   (v) suggest why the dialysis tubing bag was rinsed in step 2.  ...  ...  .  [1]   (vi) identify one source of error in step 5 or step 6 and suggest a suitable piece of equipment  to overcome this error. error  ...  ... equipment  .  ...  [2]   (vii) identify the variable that the student changed (independent variable) and the variable  that was measured (dependent variable) in this investigation. independent variable  .  ... dependent variable    ... [2]   (viii) suggest why repeating the procedure several times would improve the investigation.  ...  ...  .  [1]",
            "6": "6 0610/62/ m/j/22 \u00a9 ucles 2022  (b) dialysis tubing acts as a partially permeable membrane and can be used to represent a  model cell to investigate osmosis.   plan an investigation to find out how different concentrations of sugar solutions affect the  movement of water into or out of dialysis tubing.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 19]",
            "7": "7 0610/62/ m/j/22 \u00a9 ucles 2022 [turn over blank page",
            "8": "8 0610/62/ m/j/22 \u00a9 ucles 2022 2 nautiluses are a genus of marine animals that live in shells. fig. 2.1 is a photograph of a nautilus  shell. a b fig. 2.1  (a) (i) make a large drawing of the shell shown in fig. 2.1.  [4]",
            "9": "9 0610/62/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) line ab represents the width of the nautilus shell.    measure the length of line ab in fig. 2.1.    length of line ab in fig. 2.1  mm    the actual width of the shell is 130  mm.    calculate the magnification of the shell in fig. 2.1. magnification = length of line ab in fig. 2.1 actual width of the shell    give your answer to two significant figures.    space for working.    [3]  (b) fig. 2.2 shows a fossilised nautilus shell. fig. 2.2   describe one visible similarity and one visible difference between the nautilus shell in fig.  2.1  and the fossilised nautilus shell in fig. 2.2. similarity    ... difference  ..  ...  [2]",
            "10": "10 0610/62/ m/j/22 \u00a9 ucles 2022  (c) a population of one species of nautilus was studied. the widths of the nautilus shells were  measured and recorded.   the results are shown in table 2.1. table 2.1 width of shell  / mm number of shells 101\u2013110 8 111\u2013120 84 121\u2013130 138 131\u2013140 98 141\u2013150 22   (i) plot a histogram on the grid of the data in table 2.1.      [4]",
            "11": "11 0610/62/ m/j/22 \u00a9 ucles 2022   (ii) using the information in your graph, describe the results of this study.  ...  ...  ...  ...  .  [2]   (iii) the study measured the width of 350 nautilus shells.    suggest why such a large number of shells were measured.  ...  ...  .  [1]   (iv) using the data in table 2.1, calculate the percentage of the population of nautiluses that  have shells that are wider than 130  mm.    give your answer to one decimal place.    space for working.   . %  [3]  (d) the nautilus feeds on fish which are an important source of protein.   state the name of the test for protein. give the result of a positive test. test for protein  ... positive test result  . [2]  [total: 21]",
            "12": "12 0610/62/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0610_s22_qp_63.pdf": {
            "1": "this document has 12 pages.  [turn overcambridge igcse\u2122 *8056875160* dc (lk/jg) 303945/5 \u00a9 ucles 2022biology  0610/63 paper 6 alternative to practical  may/june  2022  1 hour you must answer on the question paper. no additional materials are needed. instructions  \u25cf answer all questions.  \u25cf use a black or dark blue pen. you may use an hb pencil for any diagrams or graphs.  \u25cf write your name, centre number and candidate number in the boxes at the top of the page.  \u25cf write your answer to each question in the space provided.  \u25cf do not use an erasable pen or correction fluid.  \u25cf do not write on any bar codes.  \u25cf you may use a calculator.  \u25cf you should show all your working and use appropriate units. information  \u25cf the total mark for this paper is 40.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0610/63/ m/j/22 \u00a9 ucles 2022 1 fig. 1.1 shows some raisins, which are made by drying grapes. raisins contain high concentrations  of sugars.  fig. 1.1  osmosis is the movement of water across a partially permeable membrane from a dilute solution  to a concentrated solution.   a student investigated the effect of temperature on the rate of osmosis.  step 1  the student labelled one empty beaker cold and one empty beaker hot.  step 2  50 cm3 of cold water was poured into the cold beaker.  step 3   10 raisins were lined up along a ruler. each raisin was touching end to end.",
            "3": "3 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over  step 4   the total length of the line of 10 raisins was measured. the student recorded this  measurement in their notebook.  step 5  the group of 10 raisins was placed in the cold beaker.  step 6  50 cm3 of hot water was poured into the hot beaker.  step 7   a second group of 10 raisins was lined up along the ruler, each touching end to end. the  length of the line was measured and recorded. fig.  1.2 shows the measurements the  student recorded during step  4 and step  7. cold beaker raisins 112  mm hot beaker raisins 115  mm fig. 1.2  step 8  the second group of 10 raisins was placed in the hot beaker.  step 9   the temperatures of the water in each beaker were measured. the thermometers are  shown in fig.  1.3. 354045 25 2030 cold beakerhot beaker fig. 1.3  (a) (i) state the temperatures shown on the thermometers in fig. 1.3. include the unit.    water temperature in the cold beaker ..    water temperature in the hot beaker ..  [2]",
            "4": "4 0610/63/ m/j/22 \u00a9 ucles 2022  step 10  a stop-clock was started.  step 11  after 20  minutes, the raisins were removed from the cold beaker.  step 12   the cold beaker raisins were lined up along the ruler, touching end to end and the total  length of the 10  raisins was measured.  step 13   step 11 and step 12 were repeated for the hot beaker raisins.    a drawing of the two lines of raisins from step 12 and step 13 is shown in fig.  1.4. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 0 1 2 3 4 5 6 7 8 9 10 11 12 13cold beaker raisins ruler hot beaker raisins fig. 1.4",
            "5": "5 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) prepare a table to record the results.    complete the table by: \u2022 recording the measurements shown on the notebook in fig. 1.2 \u2022 measuring and recording the length of the lines of raisins shown in fig. 1.4.  [4]   (iii) use the information in your table in 1(a)(ii)  to calculate the change in length for each  group of 10 raisins.    change in length of the cold beaker raisins ..    change in length of the hot beaker raisins ..  [1]   (iv) state a conclusion for these results.  ...  ...  .  [1]   (b) (i) state one variable that was kept constant in this investigation.  .  [1] ",
            "6": "6 0610/63/ m/j/22 \u00a9 ucles 2022   (ii) suggest why it was better to measure the total length of 10 raisins touching end to end  rather than just measuring the length of one raisin.  ...  ...  .  [1]   (c) a student investigated the effect of different concentrations of sodium chloride solution on  osmosis in potatoes.   the student used this method: \u2022 make four different concentrations of sodium chloride solution in separate test -tubes. \u2022 cut a piece of potato into five cylinders that are approximately the same length and  diameter. \u2022 measure and record the mass of each potato cylinder. \u2022 put one potato cylinder into a test-tube containing distilled water. \u2022 put one potato cylinder into each of the four test-tubes containing the different  sodium chloride solutions. \u2022 leave the potato cylinders in the test-tubes for 30 minutes. \u2022 after 30 minutes, remove the potato cylinders from the test-tubes. \u2022 dry the potato cylinders with a paper towel. \u2022 measure and record the mass of each potato cylinder.   (i) state the variable that was measured (dependent variable) in this investigation.  .  [1]    the student\u2019s results are shown in table 1.1.  table 1.1 concentration of  sodium chloride  solution   / mol per dm3potato cylinder  initial mass  / gpotato cylinder  final mass  / gpercentage  change in mass 0.0 1.13 1.32   16.8 0.2 1.03 1.08    4.9 0.4 1.19 1.06 \u201310.9 0.6 1.13 0.86 \u201323.9 0.8 1.14 0.82",
            "7": "7 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) using the information in table 1.1, calculate the percentage change in mass for the  potato cylinder in the 0.8  mol per dm3 sodium chloride solution.    give your answer to one decimal place.    space for working.     %  [3]   (iii) using the data in table  1.1 and your answer to 1(c)(ii) , plot a line graph on the grid of the  concentration of sodium chloride solution against the percentage change in mass.    one axis has been started for you. 0.0  [4]   (iv) estimate the concentration of sodium chloride solution at which there would be no  percentage change in the mass of the potato cylinder.    show on your graph how you obtained your estimate.     mol per dm3 [2]",
            "8": "8 0610/63/ m/j/22 \u00a9 ucles 2022   (v) suggest why the student calculated the percentage change in mass rather than using  the difference in the mass of the potato cylinders.  ...  ...  .  [1]   (vi) suggest why the student dried the potato cylinders before measuring their mass.  ...  ...  .  [1]  [total: 22] 2 fig. 2.1 is a photograph of the cut surface of half an apple. x y magnification \u00d71.2 fig. 2.1",
            "9": "9 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over  (a) (i) make a large drawing of the apple shown in fig.  2.1.  [4]   (ii) measure the length of line xy on fig. 2.1.     length of line xy ... mm    calculate the actual width of the apple using the formula and your measurement.  magnification = length of line xy actual width of the apple    give your answer to the nearest whole number.    space for working.   .  mm  [3]",
            "10": "10 0610/63/ m/j/22 \u00a9 ucles 2022  (b) apples can be used to make juice. the enzyme pectinase can increase the volume of juice  that is released from each apple.    a scientist carried out an investigation to find out which concentration of the pectinase solution  gave the maximum volume of juice.   the results from this investigation are shown in table 2.1. table 2.1 percentage  concentration  of the pectinase  solution volume of apple juice collected in one hour  / cm3 trial 1 trial 2 trial 3 average  0.0  7  7  6  6.7  2.5 11 10  2 10.5  5.0 17 14 13 14.7  7.5 24 22 25 23.7 10.0 25 24 21 23.3   (i) identify the variable that was changed (independent variable) by the scientist in this  investigation.  .  [1]",
            "11": "11 0610/63/ m/j/22 \u00a9 ucles 2022 [turn over   (ii) the scientist decided not to include the trial 3 result for the 2.5% pectinase solution  when they calculated the average.    explain why.  ...  ...  .  [1]   (iii) describe how to test a sample of apple juice to show the presence of reducing sugars.     give the result of a positive test.  ...  ...  ...  ...  ...  ...  .  [3]",
            "12": "12 0610/63/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge. (c) starch in apple juice makes the juice appear cloudy. the enzyme amylase can be used to  remove the starch. this makes the apple juice clear.   amylase catalyses the breakdown of starch.   plan an investigation to determine the optimum (best) temperature for amylase activity in a  sample of apple juice.  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  ...  .  [6]  [total: 18]"
        }
    },
    "Other Resources": {},
    "Specimen Papers": {}
}