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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

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International General Certificate of Secondary Education

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MARK SCHEME for the October/November 2010 question paper
for the guidance of teachers

0610 BIOLOGY
0610/33 Paper 3 (Extended Theory), maximum raw mark 80

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the 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.

Mark schemes must be read in conjunction with the question papers and the report on the
examination.

• CIE will not enter into discussions or correspondence in connection with these mark schemes.

CIE is publishing the mark schemes for the October/November 2010 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
 Page 2 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

General notes

Symbols used in mark scheme and guidance notes.

/ separates alternatives for a marking point

; separates points for the award of a mark

A accept – as a correct response

R reject – this is marked with a cross and any following correct statements do not gain any
marks

I ignore/irrelevant/inadequate – this response gains no mark, but any following correct

answers can gain marks.

() the word/phrase in brackets is not required to gain marks but sets context of response
for credit. e.g. (waxy) cuticle. Waxy not needed but if it was described as a cellulose
cuticle then no mark.

Small underlined words – this word only/must be spelled correctly

ORA or reverse argument/answer

ref./refs. answer makes appropriate reference to

AVP additional valid point (e.g. in comments)

AW alternative words of equivalent meaning

MP marking point (number)

ecf error carried forward

© UCLES 2010
 Page 3 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

1 (a)
go to 2
go to 3 sequence is:
5 / 6 RIGHT = 4
4 RIGHT = 3 Aulostomus maculatus F E
3 RIGHT = 2 Gymnothorax moringa E G
1 / 2 RIGHT =1 D
go to 4
A
0 RIGHT = 0 go to 5 C
B
Dasyatis americana G
Bothus ocellatus D I letters placed in grey blocks
go to 6
Epinephelus striatus A
Pseudupeneus maculatus C
Chaetodon capistratus B [4]

(b) (i) mutation ; [1]

(ii) 1 retina / pigments, adapted for detecting different, colours /

wavelengths ; R simple restatement of the question stem
2 colours / wavelengths, for different depths ;
3 fish are adapted to live at different depths ;
4 as a group fish will occupy a larger habitat ;
5 blue/red, retinal detector mates with relevant, type / species /
AW ;
6 avoid competition ; [max 2]

© UCLES 2010
 Page 4 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

(c) 1 reduces ability of blue fish to find mates ; A reference to ‘shallow’ and/or ‘deep’ water fish in
2 reduces reproduction in blue fish ; place of blue/red if sufficiently qualified
3 number of blue fish, decrease / become rare / extinct ;
4 gene / allele, for blue, pigment / receptors, not passed on ; I idea of differential predation, effect on plant life,
5 water has less effect on red fish ; etc.
6 number of red fish increase ;
7 red fish have less competition (because fewer blue fish) ;
8 red fish extend their range ; [max 4]

[Total: 11]

© UCLES 2010
 Page 5 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

2 (a) A – hair ; R follicle

B – (temperature) receptor ; A (sensory) nerve ending A neuron R nerve
C – sweat gland ;
D – fat (cell) ; A fat layer / fat tissue / adipose / lipid
[4] R ‘fat droplet’

(b) marking points are linked 1 + 2, etc. NB if structures in (a) labelled incorrectly allow ecf

hair / A
1 raises hair + traps air ; A ORA if structure is not on the mark scheme, but correct
2 air is (good) insulator ; and appropriate function is given, allow one mark
(ecf)
temperature receptor / B
3 detects change in temperature ; (BUT if unqualified letters are used must link to
4 impulses to the, CNS / brain / spinal cord ; what is given in (a))
e.g. D is an artery/blood vessel in (a) –

sweat gland / C D vasodilates if too hot in (b) –

5 secretes / produces, sweat + evaporates from surface of
skin ; ORA
6 heat lost from the body / blood cooled / AW ; ORA R ‘signals/messages’ in MP 4

fat / D
7 insulator ; [max 4]

© UCLES 2010
 Page 6 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

(c) mark (i) and (ii) together to max 5

(i) 1 (vaso)constriction ; R vasoconstriction of veins/capillaries

2 shunt / AW, opens ; Do not accept ‘capillaries move away’ / AW or ref
3 less blood flows through the capillaries ; to muscles in capillaries
4 blood diverted away from, skin / surface ;

(ii) 5 idea that blood distributes heat ;

less heat loss

6 by radiation ;
7 by convection ;
8 accept by conduction (to the air) ; [max 5]

(d) 1 change in, body / skin, temperature ; I ref. to external temperature changes
2 acts as a stimulus ;
3 to keep temperature , constant / at 37 oC / within limits / near A correct ref. to homeostasis
set point / at the norm / AW ;
4 corrective / opposite / AW, action by the body ; the example needs to show how it brings about the
e.g. qualified ref to sweating / vasodilation / corrective action
vasoconstriction / AW ; [max 3]

[Total: 16]

© UCLES 2010
 Page 7 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

3 (a) 1 substrate / sucrose, fits into enzyme ; R similar/same shape

2 active site ;
3 ref to shape of molecules, fitting together / matching / AW ;
4 lock and key ;
5 sucrose and water / molecules, close together within A form, enzyme substrate complex / ESC
enzyme ;
6 glucose and fructose produced + enzyme, unchanged /
reused ;
7 lowers energy needed for reaction ; [max 3]

(b) (i) temperature constant so not another variable / AW ;

(near) optimum temperature ;
denatures at higher temperatures / less or not active at lower R denatures at lower temperatures
temperature ; [max 2]

(ii) 1 increase in activity from pH 3 to pH 7 / ORA;

2 optimum pH / peak activity, pH 7 ; A pH 6.8 – 7.2 A neutral pH R 6 – 7
3 decrease in activity from pH 7 to pH 11 / ORA; A correct ref. to no activity below pH 3 or above
4 any rate of activity quoted ; [max 3] pH 11

(iii) P – pepsin / protease ;

Q – amylase / carbohydrase ;
R – lipase / trypsin / protease / amylase / carbohydrase /
maltase / sucrase / lactase ; [3]

(c) marking points not linked – allow ecf alternatives for MP1: (named) carbohydrase
1 amylase, breaks down starch ; breaks down (correctly named) carbohydrate
2 starch
maltose / glucose / sugar(s) ; alternatives for MP2: maltose
glucose /
3 (named) protease, breaks down protein ; sucrose
glucose and fructose /
4 protein
polypeptides / peptides / amino acids ; carbohydrates
sugars
5 lipase, breaks down fats ;
6 fat
fatty acids and glycerol ; [max 4]

[Total: 15]

© UCLES 2010
 Page 8 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

4 (a) (both have a) lag phase ; credit use of the terms lag and log / exponential if
(both have an) exponential / log, phase ; the comparison is implied
(exponential / log phase) not yet ended / AW ;
no, deceleration phase / stationary phase / plateau ; do not credit description of data in Fig 4.1 if no
no, decline / death, phase ; [max 3] attempt at comparison

(b) (i) award two marks if correct answer (8.1) is given,

if no answer given or answer is incorrect or answer given to more
than one decimal place, award one mark for working

520 – 478 / 520 x 100

8.1 ;; [2]

(ii) clear land for

housing / buildings ;
farms ;
roads ;

fuel ;
paper ; R logging unqualified
AVP ; e.g. building materials [2]

© UCLES 2010
 Page 9 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

(c) 2 marks max per aspect of environment to total max of 8

number loss of habitat ;

of species loss of species / decrease / extinction / endangered ;
AVP ; e.g. less food available / disruption to food
chain
soils increase in water content / waterlogging ;
increase in flooding ;
soil erosion / described ;
loss of, topsoil / nutrients ; A soil becomes less fertile
AVP ;
rivers soil washed into rivers ;
more silt ;
more nutrients ;
rivers flood ; AVP – A correct ref. to eutrophication but ignore
AVP ; further detail
atmosphere drier / less water vapour ;
less transpiration ;
more carbon dioxide ;
trees are burnt ;
less oxygen ;
ref. to photosynthesis (in context of carbon dioxide or
oxygen) ;
less rainfall ;
global warming / climate change qualified ; [max 8]

© UCLES 2010
 Page 10 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

(d) 1 idea of limited resources ;

2 less, mining / plastic manufacture / deforestation ;
3 less waste to, land fill / rubbish tips ;
4 recycling uses less energy than, making paper / making
plastic / mining / smelting ; A qualified ref. to global warming
5 ref. to pollution qualified e.g. toxic gases from burning
plastic ;
6 AVP ; [max 3]

[Total: 18]

© UCLES 2010
 Page 11 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

5 (a) A – cell wall ;

B – cytoplasm ;
C – vacuole ; [3]

(b) NB paired marking points

1st point of each pair can be free standing
2nd marking point must be linked correctly

large surface area ;

to maximise absorption / AW ;

membrane with, carriers / proteins ;

for active transport (of ions) ;

vacuole with high concentration of, salts / sugars / solutes ;

to give, low(er) water potential / water potential gradient ;
A promotes osmosis

thin cell wall ;

short distance for diffusion ;

(more) mitochondria ;
to provide, energy / ATP, + for active transport ; [2 + 2] R produce energy

(c) produced by photosynthesis (in leaves) ;

from breakdown of starch stores ;
translocation ;
in the phloem ;
as sucrose ; [max 2]

[Total: 9]

© UCLES 2010
 Page 12 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0610 33

Question Expected Answers Marks Additional Guidance

6 (a) X – menstruation / described ;

Y – ovulation / described ; [2] R ova produced

(b) stimulates
1 repair of the, endometrium / lining of uterus ; A womb R repair/thickening of uterus wall in MP1 and 2
2 thickening / building up, of endometrium ;
3 development / AW, of blood (vessels) / glands ; A ref to uterus (alone) for MP 3 and 4
4 prepares (uterus) for, implantation / reception of ‘egg’ or
embryo ;
5 release of LH ;
6 inhibits release of FSH (from pituitary) ;
7 stops, production / release, of more eggs ;
8 causes change in cervical mucus ; [max 4]

(c) (i) FSH is, given / taken / injected, at beginning of the cycle ; R ova produced/made
stimulates development of, follicles / eggs ;
many / several / more than one ; A follicles produced/made
reason women may be infertile is not producing, any / enough, A FSH causes more ova to be released
FSH ;
enables IVF ; [max 2]

(ii) allows infertile couples to have children ;

may not treat infertility successfully ;
expense of fertility treatment ;
may lead to multiple births ;
AVP ; e.g. ref. to adverse effects [max 1] I ref. to religious beliefs

(d) so no more eggs released ;

no fertilisation ;
no more embryos ;
idea that do not have, embryos / fetuses / ‘babies’, at different
stages of development in the womb at the same time ; [2]

[Total: 11]

© UCLES 2010