UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
*4843122136*
0610/31
BIOLOGY
October/November 2012
Paper 3 Extended
1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a pencil for any diagrams or graphs. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Electronic calculators may be used. You may lose marks if you do not show your working or if you do not use appropriate units.
For Examiner's Use
1
At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.
2 3 4 5 6 Total
This document consists of 22 printed pages and 2 blank pages.
IB12 11_0610_31/8RP UCLES 2012
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Question 1 begins on page 3.
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3 1
Arachnids, crustaceans, insects and myriapods are all classified as arthropods.
For Examiner's Use
Scorpions, such as Heterometrus swammerdami shown in Fig. 1.1, are arachnids.
tail cephalothorax
jaw
pedipalp
eyes
abdomen
Fig. 1.1 (a) State three features, shown by H. swammerdami and visible in Fig. 1.1, that arachnids share with other arthropods. 1 2 3
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4 (b) Fig. 1.2 shows seven species of arachnid.
E F
not to scale
Fig. 1.2
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5 Use the key to identify each species. Write the letter of each species (A to G) in the correct box beside the key. One has been done for you. Key 1 (a) (b) 2 (a) (b) 3 (a) (b) 4 (a) (b) 5 (a) (b) 6 (a) (b)
Abdomen with a tail
Abaliella dicranotarsalis
Abdomen without a tail
For Examiner's Use
go to 2
Legs much longer than abdomen and
cephalothorax Legs not much longer than abdomen and cephalothorax
go to 3 go to 4
Hairs on the legs
Tegenaria domestica
No hairs on the legs
Odielus spinosus
Cephalothorax or abdomen segmented
Chelifer tuberculatus
Cephalothorax and abdomen not segmented
go to 5
Abdomen and cephalothorax about the same
Poecilotheria regalis size Abdomen larger than cephalothorax
go to 6
Body covered in long hairs
Tyroglyphus longior
Body not covered in hairs
Ixodes hexagonus [4] [Total: 7]
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6 2
Blood flows through the hepatic portal vein from some organs to the liver.
For Examiner's Use
Fig. 2.1 shows the hepatic portal vein and these organs.
liver
spleen
hepatic portal vein
Fig. 2.1
(a) Blood in the hepatic portal vein is deoxygenated.
Explain why the blood in the hepatic portal vein is deoxygenated rather than oxygenated.
[2]
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7 (b) Name four organs, other than the spleen, that are shown in Fig. 2.1 and from which blood flows into the hepatic portal vein. 1
For Examiner's Use
2 3 4
[4]
(c) Describe the role of the hepatic portal vein in the transport of absorbed nutrients.
[3]
(d) Explain how the liver is involved in regulating the composition of the blood and in protecting the body against toxic substances.
[5]
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8 (e) The spleen contains lymphatic tissue which is full of phagocytes and lymphocytes. Describe how phagocytes and lymphocytes protect the body against the spread of disease-causing organisms. phagocytes
lymphocytes
[4] [Total: 18]
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Question 3 begins on page 10.
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10 3
The ribcage and diaphragm are involved in the breathing mechanism to ventilate the lungs. Fig. 3.1 is a flow chart that shows the changes that take place when breathing in.
external intercostal muscles contract
diaphragm muscles contract
ribcage is raised
diaphragm is .....................
volume of thorax .....................
pressure of air in the lungs
....................
atmospheric pressure is .....................
than air pressure in the lungs
air moves ..................... the lungs
air enters the ..................... which
are the site of gaseous exchange Fig. 3.1 (a) Complete Fig. 3.1 by writing appropriate words in the spaces provided.
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11 (b) Fig. 3.2 shows part of the epithelium that lines the trachea.
For Examiner's Use
Fig. 3.2 Explain how the cells labelled A and B in Fig. 3.2 protect the gas exchange system. A
[4] [Total: 10]
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12
Question 4 begins on page 13.
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13 4
(a) Complete the balanced chemical equation for photosynthesis.
For Examiner's Use
light +
[3]
chlorophyll A student investigated the effect of increasing the concentration of carbon dioxide on the rate of photosynthesis of Cabomba, an aquatic plant. Fig. 4.1 shows the apparatus that the student used.
lamp
syringe
gas bubble sodium hydrogencarbonate (NaHCO3) solution Cabomba
plastic tubing meniscus ruler
capillary tubing
Fig. 4.1 The concentration of carbon dioxide in the water surrounding the plant was changed by adding different concentrations of sodium hydrogencarbonate solution to the water. The student recorded the time taken for the meniscus to travel 50 mm down the tubing. The rate of photosynthesis was calculated as: rate of photosynthesis = 1000 t where t = time taken in seconds for the meniscus to travel 50 mm.
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14 The students results are shown in Table 4.1.
For Examiner's Use
Table 4.1 concentration of sodium hydrogencarbonate solution / mol per dm3
t, time taken for meniscus
to travel 50 mm / s
rate of photosynthesis (1000/t)
0.00
4998
0.20
0.01
2500
0.40
0.02
1175
0.85
0.05
350
2.86
0.07
201
0.10
199
(b) Calculate the rate of photosynthesis for
hydrogencarbonate solution of 0.07 mol per dm3.
5.03
the
concentration
of
sodium
Write your answer in Table 4.1. [1]
(c) (i) Explain why the lamp must be kept at a fixed distance from the syringe.
[2] (ii) Explain what caused the meniscus to move down the capillary tubing.
[2]
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15 (d) Fig. 4.2 is a partially completed graph of the students results. Complete the graph by labelling the axes, adding the missing point and drawing a suitable line.
16 (e) Explain, using the term limiting factors, the effect of carbon dioxide concentration on the rate of photosynthesis as shown by the students results. You will gain credit for using the data in the table and the graph to answer the question.
[5] [Total: 16]
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17 5
Table 5.1 shows some information about air pollution.
For Examiner's Use
Table 5.1 pollutant
source of air pollutant
effect of pollutant on the environment
combustion of fossil fuels
increased greenhouse effect and global
warming
methane
increased greenhouse effect and global
warming
sulfur dioxide
combustion of high sulfur
fuels
acid rain
nitrogen oxides
fertilisers
acid rain
(a) Complete Table 5.1 by writing answers in the spaces indicated.
[2]
(b) Explain how the increased greenhouse effect is thought to lead to global warming.
[3]
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18 (c) Fig. 5.1 shows changes in the emissions of sulfur dioxide in Europe between 1880 and 2004.
60
50
40 emissions of sulfur dioxide / millions of tonnes per year
30
20
10
0 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 year Fig. 5.1 (i) Use the information in Fig. 5.1 to describe the changes in the emissions of sulfur dioxide in Europe between 1880 and 2004.
[4]
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19 (ii) Describe the effects of acid rain on the environment.
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[3] (iii) Outline the methods that have been used to reduce the emissions of sulfur dioxide.
[3] [Total: 15]
The flowers of pea plants, Pisum sativum, are produced for sexual reproduction. The flowers are naturally self-pollinating, but they can be cross-pollinated by insects. (a) Explain the difference between self-pollination and cross-pollination.
[2]
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20 (b) Explain the disadvantages for plants, such as P. sativum, of reproducing sexually.
For Examiner's Use
[4]
Pea seeds develop inside pea pods after fertilisation. They contain starch. A gene controls the production of an enzyme involved in the synthesis of starch grains. The allele, R, codes for an enzyme that produces normal starch grains. This results in seeds that are round. The allele, r, does not code for the enzyme. The starch grains are not formed normally. This results in seeds that are wrinkled. Fig. 6.1 shows round and wrinkled pea seeds.
round pea seed
wrinkled pea seed
Fig. 6.1 Pure bred plants are homozygous for the gene concerned. A plant breeder had some pure bred pea plants that had grown from round seeds and some pure bred plants that had grown from wrinkled seeds. (c) State the genotypes of the pure bred plants that had grown from round and from wrinkled seeds. round wrinkled
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21 These pure bred plants were cross-pollinated (cross 1) and the seeds collected. All the seeds were round. These round seeds were germinated, grown into adult plants (offspring 1) and self-pollinated (cross 2).
For Examiner's Use
The pods on the offspring 1 plants contained both round and wrinkled seeds. Further crosses (3 and 4) were carried out as shown in Table 6.1. Table 6.1
cross
phenotype of seeds in the seed
pods round seeds
wrinkled seeds
pure bred for round seeds x
pure bred for wrinkled seeds
offspring 1 self-pollinated
ratio of round to wrinkled seeds 1:0
offspring 1 x pure bred for
round seeds offspring 1 x pure bred for wrinkled seeds
3 4
(d) Complete Table 6.1 by indicating
the type of seeds present in the pods with a tick () or a cross ()
the ratio of round to wrinkled seeds.
You may use the space below and on page 22 for any rough working.
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22 For Examiner's Use
(e) Seed shape in peas is an example of discontinuous variation.
Suggest one reason why seed shape is an example of discontinuous variation.
[1] Plants have methods to disperse their seeds over a wide area. (f) Explain the advantages of having seeds that are dispersed over a wide area,
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Copyright Acknowledgements: Question 3 Figure 3.2
Reference A18K2A Electronmicrograph Peter Arnold, Inc. / Alamy
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. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
