Biology (Extended) March 2019

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
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*0642095416*
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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.
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Electronic calculators may be used.
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 15 printed pages and 1 blank page.
IB19 03_0610_22/3RP
© UCLES 2019 [Turn over
2
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.
What is structure X?
A cytoplasm
B mitochondrion
C nucleus
D rough endoplasmic reticulum
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3
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.
root hair
xylem
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.
© UCLES 2019 0610/22/F/M/19 [Turn over

4
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 ×0.15 B ×6.5 C ×22 D ×104
7 A frog is an animal. A frog’s 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 from the water into

into the water 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
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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 enzyme working in the human digestive system.
enzyme at pH 1.5
and temperature 37 °C
protein amino acids
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 °C

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?
A B C D

6
12 The diagram shows an experiment to investigate photosynthesis.
gas
light light
start finish
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.
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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 canal
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
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?
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
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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.
16
14
12
10
pressure
8
/ kPa
0
0.0 0.2 0.4 0.6
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 percentage of
oxygen carbon dioxide
A 16 4.00
B 16 8.00
C 20 0.04
D 20 4.00

10
22 The flow diagram summarises three different ways that glucose can be broken down to release
energy.
plus
oxygen 1
carbon dioxide
and water
glucose lactic
2 acid
3
ethanol
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
Z
blood lactic acid
concentration 0.5
/ mg dm–3
exercise recovery
0
0 5 10 15 20 25 30
time / minutes
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
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24 The diagram shows the structure of a kidney tubule.
Where does filtration occur?
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
lens
ligaments
A slacken becomes fatter

B slacken becomes thinner
C tighten becomes fatter
D tighten becomes thinner

12
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?
light
A B C D
left right
intact tip cut off and tip cut off and tip cut off and
seedling thrown away a block of agar a block of agar
containing auxin containing auxin
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
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30 The graph shows a hormone that is involved in controlling the menstrual cycle.
hormone
concentration
0 14 28
time / days
What is the hormone?
A FSH
B LH
C oestrogen
D progesterone
31 What happens as a result of mitosis?
genetically identical chromosome number

cells produced is halved
A key
B = yes
C = no
D
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
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
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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 B
1 decreased growth of plants 1 increased growth of plants

2 dead plants decompose 2 dead plants decompose
3 increase in anaerobic bacteria 3 increase in aerobic bacteria
4 decrease in dissolved oxygen 4 decrease in dissolved oxygen
C D
1 decreased growth of plants 1 plants die

2 dead plants decompose 2 dead plants decompose
3 decrease in anaerobic bacteria 3 decrease in aerobic bacteria
4 increase in dissolved oxygen 4 increase in dissolved oxygen
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16
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© UCLES 2019 0610/22/F/M/19

BIOLOGY 0610/22
Paper 2 Multiple Choice (Extended) March 2019
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the March 2019 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
This document consists of 3 printed pages.

0610/22 Cambridge IGCSE – Mark Scheme March 2019
PUBLISHED
Question Answer Marks
1 C 1
2 A 1
3 D 1
4 C 1
5 C 1
6 B 1
7 A 1
8 C 1
9 A 1
10 D 1
11 B 1
12 D 1
13 C 1
14 A 1
15 C 1
16 B 1
17 C 1
18 C 1
19 C 1
20 C 1
21 C 1
22 D 1
23 B 1
24 A 1
25 D 1
26 B 1
27 D 1
28 A 1
© UCLES 2019 Page 2 of 3

PUBLISHED
Question Answer Marks
29 C 1
30 C 1
31 B 1
32 A 1
33 D 1
34 A 1
35 D 1
36 B 1
37 C 1
38 B 1
39 D 1
40 B 1

* 7 8 6 9 8 4 1 0 1 9 *
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.
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.
Answer all questions.

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 15 printed pages and 1 blank page.
DC (ST/SG) 165036/2
2
1 The kidney is one of the main excretory organs of the body.
(a) Define the term excretion.
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(b) One of the roles of the kidney is to filter the blood.
Fig. 1.1 shows a section of a kidney.
Fig. 1.1
State the name of the parts labelled A, B and C on Fig. 1.1.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
[3]
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(c) Table 1.1 shows the concentrations of four solutes:
• in the blood in the renal artery

• in the fluid in the kidney tubule
• in the urine.
Table 1.1
solute concentration / g dm–3

solute blood in the fluid in the
urine
renal artery kidney tubule
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.
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(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.
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4
(iv) State the reason for the difference in the concentration of glucose between the fluid in
the kidney tubule and the urine.
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(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.
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............................................................................................................................................. [3]
[Total: 15]
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5
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.
...........................................................................................................................................
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..................................................................................................................................... [1]
(iii) Suggest why self-pollination might be advantageous to a population of plants.
...........................................................................................................................................
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6
(b) Petal colour in the flowers of snapdragon plants shows co-dominance.
The gene for petal colour has two co-dominant alleles:
• CR for red petals

• CW for white petals
Table 2.1 shows the genotypes and phenotypes of snapdragon plants with different petal
colours.
Table 2.1
genotype phenotype
C RC R red
CWCW white
C RC W pink
(i) Explain the term co-dominance.
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(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 CRCW × CRCW
gametes ........... ........... ........... ...........
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
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.
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............................................................................................................................................. [4]
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9
(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.
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...........................................................................................................................................
..................................................................................................................................... [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
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
enhanced greenhouse
carbon dioxide
effect
enhanced greenhouse
cattle and rice farming
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.
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(ii) Suggest ways in which a farmer could reduce the chances of eutrophication occurring
when applying fertiliser to crops.
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..................................................................................................................................... [2]
[Total: 12]

12
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 – thick cuticle
B – medium cuticle
C – thin cuticle
Samples of leaves from each group were weighed. The leaves were placed on a tray in dry air at
20 °C. 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.
100
95
mass of the 90
leaves as a
percentage
of the initial
mass 85
80 B
75
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
time / hours
Fig. 5.1
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13
(a) (i) Describe and explain the results shown in Fig. 5.1.
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(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.
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(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
(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.
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]
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(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’s defence against pathogens.
Describe the role of antibodies in defence of the body.
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(d) The immunity gained after infection by a pathogen is active immunity.
Explain how active immunity differs from passive immunity.
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............................................................................................................................................. [3]
[Total: 15]
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16
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© UCLES 2019 0610/42/F/M/19

BIOLOGY 0610/42
Paper 4 Theory (Extended) March 2019
MARK SCHEME
Maximum Mark: 80
Published
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Teachers.

PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

PUBLISHED
Question Answer Marks Guidance
1(a) removal from the, body / organism / cell ; 3

toxic substances ;
waste product(s), of metabolism / respiration ;
(named) substances in excess (of requirements) ;
1(b) A – medulla ; 3
B – cortex ;
C – renal vein ;
1(c)(i) 9900 (%) ;; 2
1(c)(ii) concentration of salts is the same in the blood in the renal artery and the fluid 2
in the kidney tubule ;
concentration of salts, increases between the blood in the renal artery and
the fluid in the kidney tubule and the urine / (approximately) doubles ;
1(c)(iii) proteins are (too) big (to be filtered) / AW ; 1
1(c)(iv) (all) glucose is reabsorbed ; 1
1(d) idea of convenience: no need to visit hospital / time not taken up with dialysis ; 3
no need for a restricted diet ;
idea of improved quality of life / AW ;
cost effective in the long term ;
ref. to having a working kidney / long-lasting / ref. to cure / one-time treatment ;

PUBLISHED
2(a)(i) (large) petals ; 1
2(a)(ii) self-pollination is within the same, plant / flower ; 1

OR
cross-pollination is between different plants (of the same species) ;
2(a)(iii) prevents extinction / enables survival of species ; 3

more chances of fertilisation ;
more chances of pollination ;
no need for (named) pollinators ;
useful if plants are (geographically) isolated / on their own / AW ;
parent plants adapted to the environment, pass alleles to offspring / AW ;
idea of sexual reproduction better than asexual reproduction for variation ;
2(b)(i) both alleles are, expressed / neither allele is, dominant / recessive to the other ; 2
the phenotype (of heterozygote is), intermediate / new / different / AW ;
presence of multiple alleles, for one trait ;
2(b)(ii) gametes: CR , CW + CR , CW ; 4
offspring genotypes: CRCR, CRCW, CRCW, CWCW ;

offspring phenotypes: red pink white ;
ratio: 1 : 2 : 1;
2(b)(iii) (parents phenotypes must be) red and white ; 2

offspring must, inherit a CR and a CW allele / be heterozygous ;

PUBLISHED
3(a) (A) D C F B G (E) ; 1
3(b) correct ref. to neurotransmitter ; 4

released from vesicles (into synapse / synaptic gap) ;
ref. to movement (of neurotransmitter) by diffusion ;
(neurotransmitter) binds with receptor (molecules on neurone on the other side
of synapse) ;
causing impulse to continue / AW ;
3(c)(i) depressant ; 3
increases reaction times / slows down impulses / slows down the nervous
system ;
ref. to effect on synapse / AW ;
loss of self-control / mental function is affected / inability to walk or talk ;
AVP ;;;
3(c)(ii) sleeplessness / insomnia / restlessness ; 2
fatigue / yawning ;
diarrhoea ;
hallucinations ;
anxiety / depression / mood swings / aggression / irritation / confusion ;
muscle cramps / aches / pain ;
nausea / vomiting ;
headaches / dizziness ;
shivering / chills / fever ;
itching ;
runny nose / sweating / clammy skin / crying ;
dehydration / (extreme) thirst ;
rapid heart rate / hypotension ;
AVP ; cravings / double vision
3(c)(iii) (addicts) turn to crime to finance their addiction / AW ; 1

PUBLISHED
4(a) 4
pollutant source effect on environment
sulfur dioxide ; (burning) fossil fuels ; acid rain
enhanced greenhouse
carbon dioxide (burning fossil) fuels ;
effect
enhanced greenhouse
methane ; cattle and rice farming
effect
fertilisers arable agriculture eutrophication
4(b)(i) (named) fertiliser leached into, rivers / streams / lakes ; 6

producer growth / algal bloom / algae growth / plant growth ;
death of producers ;
increased decomposition / increased decomposers ;
increased respiration (aerobic) ;
decomposers use up the oxygen in the water ;
organisms / fish / creatures, die / suffocate / migrate, due to lack of oxygen ;
AVP ;
4(b)(ii) use, less / correct amount, of fertiliser / calculate how much fertiliser is needed ; 2

use slow-release fertilisers ;
do not apply, during / after, rain / when rain is forecast / limit watering ;
do not use near water / make channels between land and water body ;
only apply when crops, will take-up fertiliser / are growing ; ora

PUBLISHED
5(a)(i) 1 leaf A / thick cuticle, lost the least mass / water ; 5

2 leaf C / thin cuticle, lost the most mass / water ;
3 leaf B / medium cuticle, lost more mass or water than A / less mass or
water than C ;
4 loss of mass is due to the loss of water ;
5 the thicker the cuticle the, less water / mass, lost ;
6 loss of, mass / water, fastest initially (then slows) ;
7 ref. to transpiration / (reduced) evaporation ;
8 data manipulation with ref. to mass ; e.g. calculation of loss
5(a)(ii) less, water / mass, loss (from leaves A, B and C) ; 3

idea of the same pattern of results as the first experiment ;
reduced transpiration ;
increased water (concentration) in the air ;
ref. to a smaller concentration gradient ;
less diffusion of water vapour ;
5(b) stem – swollen / AW ; 2

root – extensive / widespread / shallow (root system) / AW ; A deep / branched
5(c)(i) carbon dioxide ; 1
5(c)(ii) respiration ; 3
starch ;
cellulose ;
chlorophyll ;
sucrose ;
nectar ;
amino acids / protein ;
fats / oils ;
nucleic acids / DNA / RNA ;
growth of (any named part) membrane, cell wall, cytoplasm ;

PUBLISHED
6(a)(i) X protein (coat) / AW ; 2

Y genetic material ;
6(a)(ii) cell wall ; 2

cell membrane ;
cytoplasm ;
loop of DNA ;
(slime) capsule ;
flagella ;
plasmid ;
ribosome ;
6(b)(i) food ; 2
contaminated surfaces ;
animals ;
air ;
water ;
soil ;
6(b)(ii) skin / epidermis ; 2
hairs in nose ;
mucous membrane ;
mucus ;
ear wax ;
6(c) a pathogen has antigens (on their surface) ; 4

ref. to specificity / antibodies have complementary shape (to antigen) ;
lock onto (specific) antigens / pathogen ;
destroy pathogens ;
marking for destruction / phagocytosis ;
AVP ;
6(d) long-term / ref. to permanent / protects against some recurring diseases ; 3

produces memory cells ;
antibodies are produced (by the body) ;
slower response ;

* 1 4 3 1 0 2 0 7 5 0 *
BIOLOGY 0610/62
Paper 6 Alternative to Practical February/March 2019
1 hour
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 an HB pencil for any diagrams or graphs.
Answer all questions.

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.
DC (JM/CB) 168097/6
2
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:
• four pieces of dry cloth that had been stained with the same food
• a solution of biological washing powder in a beaker labelled bio
• a solution of non-biological washing powder in a beaker labelled non-bio
• 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.
bio non-bio
water not washed
Fig. 1.1
© UCLES 2019 0610/62/F/M/19

3
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
(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]
© UCLES 2019 0610/62/F/M/19

5
(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 °C 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.
hole with washing powder solution
agar stained pale brown
agar stained blue-black
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
(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
diameter of pale brown

temperature / °C
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]
© UCLES 2019 0610/62/F/M/19

7
(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
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
C D
A B
healthy COPD
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]
© UCLES 2019 0610/62/F/M/19
9
(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
(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.
T
inspired air expired air
air enters air exits
A B
limewater
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]
© UCLES 2019 0610/62/F/M/19

11
(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
(c) A student wanted to investigate the hypothesis:
‘Expired air contains more carbon dioxide immediately after exercise than
before exercise.’
Plan an investigation using the apparatus shown in Fig. 2.2 to test this hypothesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 20]
© UCLES 2019 0610/62/F/M/19

BIOLOGY 0610/62
Paper 6 Alternative to Practical March 2019
MARK SCHEME
Maximum Mark: 40
Published
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Teachers.

PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

PUBLISHED
Abbreviations used in the Mark Scheme
• ; separates marking points

• / alternatives
• I ignore
• R reject
• A accept (for answers correctly cued by the question, or guidance for examiners)
• AW alternative wording (where responses vary more than usual)
• AVP any valid point
• ecf credit a correct statement / calculation that follows a previous wrong response
• ora or reverse argument
• () the word / phrase in brackets is not required, but sets the context
• underline actual word given must be used by candidate (grammatical variants excepted)
• max indicates the maximum number of marks that can be given

PUBLISHED
1(a)(i) table drawn with internal lines and two columns ; 3

column headings ;
correct use of the scale to record the intensity score ;
1(a)(ii) (amount / intensity of) stain / AW ; 1
1(a)(iii) (size / type / dryness) of cloth ; 1

(type of) food / stain ;
time (treatment / stirring) ;
1(a)(iv) using same / only one (unwashed) glass rod in each solution ; 2

idea of contamination ;
OR
stirring will not happen at same intervals in each solution ;
some have a longer soaking time ;
OR
inconsistent use of rod ;
uneven removal of stain ;
1(a)(v) (distilled) water / not washed ; 2

to compare with the effect of the other treatments ;
as a colour reference ;
1(a)(vi) because it is subjective / qualitative / judged by eye / different people 1

have different eyesight ;
idea of limited number of categories of intensity ;
idea that the stain on the underside of the cloth was not considered ;
1(b)(i) temperature ; 1
1(b)(ii) brown (iodine) stain indicates that the starch has disappeared / AW ; 1
blue-black stain indicates that starch is still present ;
washing power solution moves through the agar ;

PUBLISHED
1(b)(iii) A axes labelled with units ; 4

S linear scale for plotted points that uses more than half of the grid ;
P all points plotted accurately ;
L lines with no extrapolation ;
1(b)(iv) as temperature increases diameter increases and then decreases ; 2

increase is more shallow than decrease ; ora
data quote with correct units ;
1(b)(v) smaller intervals (at different temperatures) ; 2

between 40 °C and 50 °C ;
2(a)(i) outline ; 4
size ;
detail ;;
2(a)(ii) (line CD on Fig. 2.1) 36±1 mm ; 3 A 3.6 cm

line CD drawn on their drawing and value recorded for line ;
correct answer from candidate values rounded to a whole number ;
2(a)(iii) in the healthy person: 3

(more) alveoli / (higher) density of alveoli / more spaces ;
smaller, alveoli / air spaces / AW ;
thinner (alveolar) walls ;
more wavy edges in the lung tissue / AW ;
larger surface area ;
ref. to bronchiole / additional structure present ;
2(b)(i) limewater, swallowed / inhaled / AVP ; 1
2(b)(ii) hydrogencarbonate indicator ; 1 A correct named alternative
2(b)(iii) 4(%) ;; 2

PUBLISHED
2(c) test before and after exercise ; 6

description of method of, exercise / rest ;
named controlled variables ;;;
record time taken for limewater to go cloudy ;
method to judge cloudiness ;
refresh equipment before next measurement ;
at least three participants sampled ;
repeat (whole experiment) with the same individual three times ;
suitable safety precaution ;

Biology (Extended) March 2019

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Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

Soft pencil (type B or HB is recommended)

READ THESE INSTRUCTIONS FIRST

Write in soft pencil.

Read the instructions on the Answer Sheet very carefully.

This document consists of 15 printed pages and 1 blank page.

A excretion, growth, movement, sensitivity

2 What is a correct way of naming a species using the binomial system?

3 The drawing is of a magnified human liver cell.

© UCLES 2019 0610/22/F/M/19

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

5 The photograph shows a cross-section of a root.

A cell and organism.

© UCLES 2019 0610/22/F/M/19 [Turn over

6 The diagram shows a fly.

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 ×0.15 B ×6.5 C ×22 D ×104

7 A frog is an animal. A frog’s skin is permeable to oxygen and carbon dioxide.

from the frog from the water into

A carbon dioxide oxygen

© UCLES 2019 0610/22/F/M/19

9 Which statement about biological molecules is correct?

A DNA contains the bases A, C, G and T.

protein amino acids

What would reduce the rate of production of amino acids?

A removing the amino acids as they are formed

C raising the temperature to 37.1 °C

Which is the substrate?

© UCLES 2019 0610/22/F/M/19 [Turn over

12 The diagram shows an experiment to investigate photosynthesis.

A It will have large leaves and good root growth.

14 What is meant by chemical digestion?

© UCLES 2019 0610/22/F/M/19

mouth stomach small intestine

What causes the change in concentration at X?

16 The diagram shows a cross-section through a plant stem.

What are the functions of the two labelled tissues?

A transport only support only

© UCLES 2019 0610/22/F/M/19 [Turn over

17 A leafy shoot is placed in a solution of a red dye.

© UCLES 2019 0610/22/F/M/19

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.

A 1, 2, and 3 B 2, 3, and 4 C 2 and 3 only D 2 only

© UCLES 2019 0610/22/F/M/19 [Turn over

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

Which process accounts for the shape of the graph at Z?

A aerobic respiration of lactic acid in the kidney

© UCLES 2019 0610/22/F/M/19

24 The diagram shows the structure of a kidney tubule.

Where does filtration occur?

25 The diagram shows a section through part of the human eye.

A slacken becomes fatter

© UCLES 2019 0610/22/F/M/19 [Turn over

26 Which statement about adrenaline is correct?

A Adrenaline causes the pupils to narrow.

Which seedling will grow to the left?