Topic 10,11 P6 (2022,2021,2020,2019)

2024 Winter Oxford Academy iGCSE Y10 Biology
(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.
magnification ×550
Fig. 1.3
Draw a large diagram of the part of the fish gill shown in the box in Fig. 1.3.
[4]
© UCLES 2022 0610/62/F/M/22
1
(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.
length of line PQ
magnification = 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]
© UCLES 2022 0610/62/F/M/22 [Turn over
2
1 A student investigated the effect of the concentration of a glucose solution on the rate of respiration
in a suspension of yeast cells.
The equation for aerobic respiration is:
glucose + oxygen water + carbon dioxide
The student used this method:
Step 1 Label one test-tube A and a second test-tube B. Label a third test-tube water.
Step 2 Add 1 cm3 of 0.1 mol per dm3 glucose solution to test-tube A.
Step 3 Add 4 cm3 of distilled water to test-tube A.
(a) (i) Use the information in step 2 and step 3 to calculate the concentration of glucose solution
in test-tube A.
......................................................... mol per dm3 [1]
Step 4 Use a glass rod to stir the yeast suspension provided in the beaker.
Step 5 Use a syringe to put 10 cm3 of the yeast suspension into test-tube A. Use a glass rod to
mix the contents of test-tube A.
Step 6 Add warm water to the beaker labelled water-bath. Measure the temperature of the
water in the water-bath and record this value as the starting temperature.
Step 7 Pour water into the test-tube labelled water and set up the apparatus as shown in
Fig. 1.1.
bung and
delivery tube
test-tube A water test-tube, filled

containing with water and placed
the yeast suspension in the test-tube rack
and glucose solution
water-bath
containing bubbles of gas
warm water will appear here
water
Fig. 1.1
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Step 8 Once the apparatus is set up, leave it for two minutes. Bubbles of gas will start to appear
at the end of the delivery tube.
Step 9 Start a stop-clock and count the number of bubbles produced in three minutes.
Step 10 Remove test-tube A from the apparatus and place it in the beaker labelled waste.
Step 11 Put 5 cm3 of the 0.1 mol per dm3 glucose solution into test-tube B.
Step 12 Stir the yeast suspension.
Step 13 Use a syringe to put 10 cm3 of the yeast suspension into test-tube B and mix the contents
of the test-tube.
Step 14 Place test-tube B into the water-bath and connect the bung and delivery tube. Repeat
step 8 and step 9.
Step 15 Measure the temperature of the water in the water-bath again and record this as the final
temperature of the water in the water-bath.
(ii) Fig. 1.2 shows the readings on the thermometers for step 6 and step 15.
°C °C
40 40
30 30
20 20
starting temperature final temperature
Fig. 1.2
Record the temperatures shown in Fig. 1.2.
Calculate the change in temperature.
starting temperature ......................................... °C
final temperature .............................................. °C
change in temperature ..................................... °C

[2]
© UCLES 2022 0610/63/O/N/22 [Turn over
4
(iii) The student recorded the number of bubbles of gas produced in three minutes by
drawing a line in their notebook for each bubble observed.
Fig. 1.3 shows the student’s results. Each line represents one bubble of gas.
test-tube A
test-tube B
Fig. 1.3
Prepare a table and record the results shown in Fig. 1.3.
[2]
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(iv) Using the results shown in Fig. 1.3, calculate the rate of bubble production for each of
the test-tubes.
rate of bubble production for test-tube A ............................................. bubbles per minute
rate of bubble production for test-tube B ............................................. bubbles per minute

[1]
(v) State a conclusion for the results of this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) Identify the variable that the student changed (the independent variable) in this
investigation.
...........................................................................................................................................
..................................................................................................................................... [1]
(vii) Explain why the temperature of the water in the water-bath is a source of error.
Suggest an improvement for this error.
explanation ........................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
[2]
(viii) Suggest why the yeast suspension was stirred in step 4 and step 12.
...........................................................................................................................................
..................................................................................................................................... [1]
(ix) Suggest why the test-tube was left in the water-bath for two minutes in step 8.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
6
(b) A student wanted to measure the volume of gas produced by respiring yeast cells in one
minute.
Complete Fig. 1.4 by drawing and labelling the apparatus the student could use to do this.
Fig. 1.4
[2]
[Total: 14]
© UCLES 2022 0610/63/O/N/22
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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.
balloon
test-tube
yeast
suspension 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.
© UCLES 2021 0610/62/O/N/21
8
balloon
string wrapped
around the balloon
at the widest part
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’s results are shown in Fig. 1.3.
Cold 0 minutes – 120 mm Hot 0 minutes – 120 mm

5 minutes – 125 mm 5 minutes – 135 mm
Fig. 1.3
(a) (i) Prepare a table and record the results shown in Fig. 1.3.
[3]
9
(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]
© UCLES 2021 0610/62/O/N/21
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(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.
hot water-bath cold water-bath

°C °C
40 40
30 30
20 20
Fig. 1.4
Complete Table 1.1 by recording the temperatures from Fig. 1.4 and calculating the
change in temperature.
Table 1.1
temperature at
temperature in change in
water-bath the end of the
step 2 / °C temperature / °C
investigation / °C
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]
11
10
(c) Fig. 2.1 is a photomicrograph showing cells from a potato.
The structures visible within the cells are starch grains.
X
P
starch grain
Q
Fig. 2.1
(i) Draw a large diagram of the cell labelled X. Do not label your diagram.
[4]
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11
(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.
length of line PQ
magnification =
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]
© UCLES 2020 0610/62/M/J/20 [Turn over
13
12
(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]
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.
© UCLES 2020 0610/62/M/J/20
14
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.
15
(a) (i) Fig. 1.1 shows the height of the dough in each cup in step 4 and step 6.
Step 4
plastic cup
bread dough
C W
Step 6
C W
Fig. 1.1
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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]
17
(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]
© UCLES 2020 0610/62/O/N/20
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(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]
19
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
20
(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]
21
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
22
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]
23
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]
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.
© UCLES 2019 0610/62/F/M/19
24
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 °C.
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 °C.
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
layer of oil 1 cm
to maintain
anaerobic
conditions
test-tube containing
yeast suspension and
methylene blue dye
not to scale
Fig. 1.1
Step 5 A stop-clock was started.
© UCLES 2019 0610/62/M/J/19
25
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 cool
test-tube 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]
26
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 cool water

beaker beaker
50
30
40
20
30
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 / °C temperature at the end / °C
warm water
cool water
[1]
© UCLES 2019 0610/62/M/J/19
27
(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]
28
(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]
© UCLES 2019 0610/62/M/J/19
29

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2024 Winter Oxford Academy iGCSE Y10 Biology

Fig. 1.3 is a photomicrograph of part of a fish gill.

(ii) Measure the length of line PQ in Fig. 1.3.

length of line PQ .............................. mm

Give your answer to three decimal places.

Space for working.

(d) Fish is a source of protein in the diet.

Include the result of a positive test.

© UCLES 2022 0610/62/F/M/22 [Turn over

The equation for aerobic respiration is:

glucose + oxygen water + carbon dioxide

The student used this method:

Step 3 Add 4 cm3 of distilled water to test-tube A.

......................................................... mol per dm3 [1]

test-tube A water test-tube, filled

© UCLES 2022 0610/63/O/N/22

Step 12 Stir the yeast suspension.

Record the temperatures shown in Fig. 1.2.

Calculate the change in temperature.

starting temperature ......................................... °C

final temperature .............................................. °C

change in temperature ..................................... °C

© UCLES 2022 0610/63/O/N/22 [Turn over

Prepare a table and record the results shown in Fig. 1.3.

© UCLES 2022 0610/63/O/N/22

rate of bubble production for test-tube A ............................................. bubbles per minute

rate of bubble production for test-tube B ............................................. bubbles per minute

(v) State a conclusion for the results of this investigation.

Suggest an improvement for this error.

© UCLES 2022 0610/63/O/N/22 [Turn over

© UCLES 2022 0610/63/O/N/22

Step 1 The student prepared a hot water-bath and a cold water-bath.

Step 4 A balloon was stretched over the top of each test-tube.

© UCLES 2021 0610/62/O/N/21

top of the test-tube

The student’s results are shown in Fig. 1.3.

Cold 0 minutes – 120 mm Hot 0 minutes – 120 mm

© UCLES 2021 0610/62/O/N/21 [Turn over

(ii) State a conclusion for the results shown in Fig. 1.3.

positive test result .............................................................................................................

© UCLES 2021 0610/62/O/N/21

hot water-bath cold water-bath

© UCLES 2021 0610/62/O/N/21 [Turn over

(c) Fig. 2.1 is a photomicrograph showing cells from a potato.

The structures visible within the cells are starch grains.

© UCLES 2020 0610/62/M/J/20

length of line PQ ...........................................................

The actual length of the potato cell at line PQ is 0.14 mm.

Give your answer to the nearest whole number.

Space for working.

length of starch grain / mm

Calculate the average length of the starch grains.

© UCLES 2020 0610/62/M/J/20 [Turn over

(d) Potato cells release carbon dioxide during respiration.

© UCLES 2020 0610/62/M/J/20

© UCLES 2020 0610/62/O/N/20 [Turn over

© UCLES 2020 0610/62/O/N/20

Record these measurements in your table.

(iii) State a conclusion for these results.

© UCLES 2020 0610/62/O/N/20 [Turn over

Give a positive test result.

positive result ............................................................................................................................

positive test result .............................................................................................................

© UCLES 2020 0610/62/O/N/20