0610 QP 63

Cambridge International Examinations
Cambridge International General Certificate of Secondary Education

* 0 8 4 3 5 2 5 4 1 0 *
BIOLOGY 0610/63
Paper 6 Alternative to Practical May/June 2017
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
Electronic calculators may be used.

You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 10 printed pages and 2 blank pages.
DC (ST/CGW) 129389/4
© UCLES 2017 [Turn over
2
1 Vitamin C is an important component of many fruits and vegetables.
The vitamin C content of a vegetable juice extract can be determined by carrying out a ‘titration’.
This is done by adding drops of iodine solution to a vegetable juice extract until a blue-black
colour appears. The more iodine solution that needs to be added, the more vitamin C there is in
the vegetable juice extract.
A student set up the apparatus as shown in Fig. 1.1 to determine the vitamin C content of three
different vegetable juice extracts; P, Q and R.
10
9
8
7
6
5
4
3
iodine solution
2
1
conical flask containing

25 cm3 of vegetable juice
extract P and
1 cm3 of starch
solution
Fig. 1.1
Step 1 A conical flask was labelled P.
Step 2 25 cm3 of vegetable juice extract P was added to conical flask P.
Step 3 1 cm3 of starch solution was added to conical flask P and mixed well using a glass rod.
Step 4 A 10 cm3 syringe was filled with iodine solution.
Step 5 One drop of the iodine solution was added to conical flask P and mixed for 5 seconds
using the glass rod.
Step 6 Step 5 was repeated, adding one drop at a time, until the solution in conical flask P
remained blue-black.
Step 7 Steps 1 to 6 were repeated for the other two vegetable juice extracts; Q and R.
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Fig. 1.2 shows the volume of iodine solution that was left in each syringe at the end of the
investigation. Each syringe contained 10 cm3 of iodine solution at the start of the investigation.
1 1 1
2 2 2
3 3 3
4 4 4
iodine solution 5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
10 10 10
cm3 cm3 cm3
P Q R
Fig. 1.2
(a) Use Fig. 1.2 to calculate the volume of iodine solution used in P, Q and R.
Prepare a table and record these results in your table.
[3]
(b) Explain why the starch solution was added to the vegetable juice extracts.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(c) State two variables that should be kept constant in this investigation.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
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4
(d) Identify two sources of error in this investigation and suggest a possible improvement for
each error.
error ..........................................................................................................................................
...................................................................................................................................................
improvement .............................................................................................................................
...................................................................................................................................................
error ..........................................................................................................................................
...................................................................................................................................................
improvement .............................................................................................................................
...................................................................................................................................................
[4]
(e) A student was given a concentrated solution of vitamin C.
The solution contained 1000 mg of vitamin C in 100 cm3 of distilled water.
The student made four dilute solutions of vitamin C, using the volumes of concentrated
vitamin C solution and distilled water shown in Table 1.1.
Table 1.1
solution volume of concentrated volume of distilled final volume vitamin C content

vitamin C solution added water added / cm3 in the final solution
/ cm3 / cm3 / mg
K 50.00 0.00 50.00 500.0
L 25.00 50.00 250.0
M 12.50 37.50 50.00 125.0
N 6.25 43.75 50.00
(i) Calculate the volume of distilled water added to make solution L and the vitamin C
content of solution N. Write your answers in Table 1.1. [3]
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5
The student recorded the volume of iodine solution needed to change solutions K, L, M and
N to a blue-black colour.
Fig. 1.3 shows their results.
e s u lt s ( c m3 )
R
Iodine
Solution N2
, M 3,
K 9, L 5
Used
Fig. 1.3
(ii) Plot a graph on the grid of the vitamin C content of the final solutions shown in Table 1.1
against the volume of iodine solution used by the student shown in Fig. 1.3.
Add a line of best fit.
[4]
(iii) Students were given vegetable juice extract T. The extract needed 7 cm3 of iodine
solution to change it to a blue-black colour.
Use the graph to estimate the vitamin C content of vegetable juice extract T.
On the graph show how you estimated the vitamin C content.
vitamin C content of T ......................................................... mg

[2]
6
(f) The vitamin C in vegetables breaks down when they are cooked at high temperatures.
Plan an investigation to determine the effect of temperature on the vitamin C content of

vegetables.
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[Total: 25]
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2 The small intestine is involved in the digestion and absorption of food.
Fig. 2.1 shows a photomicrograph of cross-sections of villi in the small intestine.
villi
magnification ×130
Fig. 2.1
(a) Make a large drawing of the two labelled villi shown in Fig. 2.1.
Do not draw individual cells.
[4]
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(b) Fig. 2.2 is a photomicrograph that shows a cross-section of part of the wall of the small
intestine.
villus
Fig. 2.2
(i) The actual length of PQ on Fig. 2.2 is 1.25 mm.
Measure the length of line PQ on Fig. 2.2. Include the unit.
length of PQ ................................................................
Calculate the magnification of Fig. 2.2 using the equation:
measured length of line PQ

magnification =
actual length of line PQ
Show your working.
................................................................
[3]

10
(ii) Describe two ways in which the photomicrograph in Fig. 2.2 is different from the
photomicrograph in Fig. 2.1.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(c) Digestion of starch occurs in the small intestine.
A student investigated the effect of temperature on the digestion of starch by amylase.
The student set up three tubes at different temperatures, each containing starch, amylase
and iodine solution. The student calculated the rate of reaction and recorded it in Table 2.1.
Table 2.1
rate of reaction / arbitrary units
tube temperature / °C trial 1 trial 2 trial 3 average
A 10 2 6 1
B 20 8 9 10
C 30 12 10 11
(i) Calculate the average rate of reaction for each tube. Write your answers in Table 2.1.
Space for working.
[1]
(ii) Identify the optimum temperature for the digestion of starch in this experiment and give a
reason for your choice.
optimum temperature ........................................................................................................
reason ................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
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(iii) The student decided that the result collected for tube A during trial 2 was anomalous.
Suggest a reason for their decision.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) The independent variable is the variable that is changed in an investigation. The
dependent variable is the variable that is measured in an investigation.
Identify the independent and dependent variables in this investigation.
independent variable .........................................................................................................
...........................................................................................................................................
dependent variable ............................................................................................................
...........................................................................................................................................
[2]
[Total: 15]
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BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2017 0610/63/M/J/17

* 7 6 6 0 9 1 0 5 0 8 *
BIOLOGY 0610/63
1 hour

This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 11 printed pages and 1 blank page.
DC (LK/CGW) 145572/4
2
1 A student investigated the effect of different concentrations of salt solution on a hollow plant stem.
They were provided with a 2% salt solution and distilled water. The student used these to make up
different concentrations of salt solution.
Step 1 Four test-tubes were labelled 1, 2, 3 and 4.
Step 2 The information in Table 1.1 was used to make up the four different salt solutions in the
test-tubes.
Table 1.1
test-tube volume of 2% salt volume of distilled final percentage

solution / cm3 water / cm3 concentration of salt
solution
1 0 20 0.0
2 5 15
3 10 10 1.0
4 20 0 2.0
(a) (i) Complete Table 1.1 by calculating the final percentage concentration of the salt solution
in test-tube 2.
Space for working.
[1]
Step 3 The contents of each test-tube were poured into four Petri dishes labelled 1, 2, 3 and 4.
Step 4 A hollow stem was cut into 12 rings using a sharp scalpel. Each stem ring was
approximately 2 mm long, as shown in Fig. 1.1.
2 mm long section of hollow stem
Fig. 1.1
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Step 5 Each stem ring was then cut open as shown in Fig. 1.2.
Fig. 1.2
Step 6 Three cut stem rings were put into each of the different salt solutions in the labelled Petri
dishes and left for 10 minutes.

4
Fig. 1.3 shows the appearance of the cut stem rings after 10 minutes.
Petri dish 1 Petri dish 2
Petri dish 3 Petri dish 4
Fig. 1.3
Step 7 The distance between the two cut ends of each stem ring can be measured, as shown in
Fig. 1.4.
In the example shown in Fig. 1.4 the distance is 12 mm.
0 10 20 30 40 50 60 70 80 90 100
Fig. 1.4
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(ii) Measure the gap between the cut ends of all of the stem rings shown in Fig. 1.3.
Prepare a table in the space provided and record your measurements in your table.
Your table should show:
• all of your results

• a calculated average for each solution.
[4]
(iii) Use Table 1.1 and your measurements to describe the results shown in Fig. 1.3.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Identify one hazard in step 4 and describe a suitable safety precaution.
hazard .......................................................................................................................................
...................................................................................................................................................
precaution .................................................................................................................................
...................................................................................................................................................
[2]
6
(c) Explain why more than one ring of the hollow stem was placed into each Petri dish.
...................................................................................................................................................
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...............................................................................................................................................[2]
(d) (i) State the variable that was changed (independent variable) in this investigation.
.......................................................................................................................................[1]
(ii) Identify two variables that were kept constant in this investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(e) There are potential errors in steps 4 and 7.
Identify two of these errors and suggest an improvement for each.
error 1 .......................................................................................................................................
...................................................................................................................................................
improvement 1 ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
error 2 .......................................................................................................................................
...................................................................................................................................................
improvement 2 ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
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(f) Fig 1.5 shows a section through a hollow plant stem observed through a light microscope.
B
magnification ×50
Fig. 1.5
Measure the length of AB on Fig. 1.5. Include the unit.
measured length of AB on Fig. 1.5 ....................................
Calculate the actual length of AB using the following equation:
measured length of AB
magnification =
actual length of AB
Show your working.
................................................................
[3]
[Total: 20]

8
2 Fig. 2.1 shows an image of a monarch butterfly, Danaus plexippus.
head
forewing
hindwing
magnification ×1
Fig. 2.1
(a) Make a large drawing of one of the hindwings of the monarch butterfly shown in Fig. 2.1.
[4]
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(b) Fig 2.2 shows an image of a viceroy butterfly, Limenitis archippus.
magnification ×1
Fig. 2.2
Describe one visible similarity and two visible differences between the viceroy and the
monarch butterflies’ wings.
similarity ....................................................................................................................................
...................................................................................................................................................
difference 1 ...............................................................................................................................
...................................................................................................................................................
difference 2 ...............................................................................................................................
...................................................................................................................................................
[3]

10
(c) A student investigated the relationship between the body mass of monarch butterflies and the
length of their forewings. The student recorded the data for five butterflies in Table 2.1.
Table 2.1
butterfly body mass / g forewing length / mm

A 0.2 38
B 0.3 42
C 0.5 50
D 0.7 58
E 0.8 62
(i) Plot a graph on the grid to show the relationship between body mass and forewing
length.
[4]
(ii) Describe the relationship shown on the graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
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(iii) A student found a monarch butterfly with a forewing length of 55 mm. Use the graph to
estimate the body mass of this butterfly.
Show on the graph how you obtained your answer.
............................................................. g
[2]
(d) Adult monarch butterflies feed on nectar. Nectar is a liquid that is produced by plants.
Plan an investigation to determine the types of food molecules that nectar contains.
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[Total: 20]
© UCLES 2018 0610/63/M/J/18

Cambridge Assessment International Education
* 3 3 3 6 8 5 0 3 7 0 *
BIOLOGY 0610/63
1 hour
Write your centre number, candidate number and name on all the work you hand in.

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 11 printed pages and 1 blank page.
DC (LEG/TP) 170511/4
3
1 Fig. 1.1 shows a section through an unfertilised chicken’s egg.
The egg is made up of the outer shell, inner yellow yolk and albumen (egg white).
shell
yolk
albumen
Fig. 1.1
The albumen and yolk are composed of different substances, including fats.
(a) Describe how ethanol can be used to test a sample of food for the presence of fat.
Include the result for a positive test.
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(b) A student was given a sample of albumen. They tested the sample for reducing sugars by
carrying out the steps shown:
• a syringe was used to put 2 cm3 of albumen suspension into a test-tube

• 2 cm3 of Benedict’s reagent was added
• the solutions were mixed thoroughly by gently shaking the test-tube.
(i) State the next step required to complete the test for reducing sugars.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Describe a positive result for the presence of reducing sugars.
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4
(c) Proteins can be broken down by protease enzymes. Enzymes are also made of protein.
A student investigated the effect of acid on the breakdown of albumen by a protease enzyme.
Step 1 Three test-tubes P, Q and R were prepared.
The volumes of the substances added to the test-tubes are shown in Table 1.1.
Table 1.1
test-tube albumen distilled acid enzyme

/ cm3 water / cm3 / cm3
/ cm3
P 2 2 0 0
Q 2 1 0 1
R 2 0 1 1
Step 2 The test-tubes were placed in a water-bath at 40 °C for 10 minutes.
Step 3 After 10 minutes the test-tubes were removed from the water-bath and placed in a
test-tube rack. 2 cm3 of biuret solution was added to each test-tube.
Step 4 The appearance of the solution in each test-tube was observed.
The student’s observations are shown in Fig. 1.2.
P is a purple co
lour
Q is purple
R is blue
Fig. 1.2
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(i) Prepare a table to record the observations shown in Fig. 1.2.
[2]
(ii) State a conclusion for these results.
...........................................................................................................................................
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..................................................................................................................................... [1]
(iii) Identify the variable that was changed (independent variable) in this investigation.
..................................................................................................................................... [1]
(iv) State the purpose of test-tube P in this investigation.
...........................................................................................................................................
..................................................................................................................................... [1]
(v) Suggest why 1 cm3 of distilled water was added to test-tube Q.
...........................................................................................................................................
..................................................................................................................................... [1]

6
(vi) The student used only one syringe to prepare the solutions in test-tubes P, Q and R in
step 1.
Explain why this is a potential source of error and how it could affect the results.
error ...................................................................................................................................
...........................................................................................................................................
effect of the error ...............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(vii) Identify one potential safety hazard in this investigation.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 14]
© UCLES 2019 0610/63/M/J/19

7
2 (a) Fig. 2.1 is a photomicrograph showing a cross-section of an artery.
Fig. 2.1
Make a large drawing of the artery in Fig. 2.1 to show the layers that make up the artery wall.
Do not draw individual cells.
[4]

8
(b) Fig. 2.2 shows a photomicrograph of cross-sections of an artery and a vein.
vein
artery
B
magnification ×13
Fig. 2.2
(i) The diameter of the artery is indicated by line AB.
Measure the length of line AB, on Fig. 2.2. Include the unit.
length of line AB ................................
Calculate the actual diameter of the artery using your measurement and the formula.
length of line AB
magnification =
actual diameter of the artery
Give your answer to two significant figures. Include the unit.
Show your working.
................................................................
[3]
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(ii) Describe one similarity and one difference between the artery and the vein shown in
Fig. 2.2.
similarity ............................................................................................................................
...........................................................................................................................................
difference ...........................................................................................................................
...........................................................................................................................................
[2]

10
(c) A person investigated the change in their pulse rate before and after exercise.
The person measured their pulse before exercise, during and after exercise.
The results are shown in Table 2.1.
Table 2.1
time pulse rate

activity
/ minutes / beats per minute
2 78
before exercise 4 78
6 78
8 125
during exercise 10 148
12 160
14 154
after exercise 16 122
18 94
(i) Calculate the percentage increase in the pulse rate from minute 6 (before exercise) to
minute 12 (during exercise).
Give your answer to the nearest whole number.
Show your working.
............................................................ %
[2]
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(ii) Plot a line graph on the grid of time against pulse rate for the results shown in Table 2.1.
[4]
(iii) Use your graph to estimate the pulse rate of the person at 15 minutes.
Show on your graph how you obtained your answer.
........................................................ bpm
[2]
(iv) Describe the results of the person’s investigation.
...........................................................................................................................................
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..................................................................................................................................... [3]

12
(d) Plan an investigation to find out how running at different speeds affects pulse rate.
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[Total: 26]
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 0610/63/M/J/19

Cambridge IGCSE™
* 9 3 5 9 2 4 8 7 4 3 *
BIOLOGY 0610/63
1 hour
You must answer on the question paper.
No additional materials are needed.
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.
INFORMATION
● The total mark for this paper is 40.
● The number of marks for each question or part question is shown in brackets [ ].
This document has 12 pages. Blank pages are indicated.
DC (LEG/FC) 184705/3
3
1 A student investigated the effect of concentration on the rate of diffusion in model cells.
Cubes of agar jelly containing universal indicator were used to represent the model cells.
(a) A student used a scalpel to cut four identical cubes from a large piece of agar. Each cube
had the dimensions shown in Fig. 1.1. Each agar cube was green in colour at the start of the
investigation.
10 mm
10 mm
10 mm
not to scale
Fig. 1.1
(i) Calculate the surface area and volume for the cube shown in Fig. 1.1.
surface area ....................................................... mm2
volume ....................................................... mm3

[2]
Step 1 The student used the information in Table 1.1 to add the appropriate volumes of
1.0 mol per dm3 hydrochloric acid (HCl) and water to four test-tubes labelled A, B, C
and D.
Table 1.1
volume of final concentration of HCl

volume of water
test-tube 1.0 mol per dm3 HCl
/ cm3
/ cm3 / ..............................
A 5.0 0.0 1.0
B 2.5 2.5 ..............................
C 0.5 4.5 0.1
D 0.0 5.0 0.0
(ii) Complete Table 1.1 by:
• stating the unit for the final concentration of HCl

• calculating the missing concentration for test-tube B.
[2]
4
Step 2 One green agar cube was put into each of test-tubes A, B, C and D.
Step 3 A stop-clock was started.
Step 4 The student observed the colour change in the agar cubes. The agar cubes changed
colour from green to red, as shown in Fig. 1.2, in test-tubes A, B and C.
agar cube at the start green colour disappearing end-point
green red
Fig. 1.2
Step 5 After six minutes the agar cube in test-tube D had not changed colour. The student
stopped observing the agar cubes and stopped the stop-clock.
The times taken for the agar cubes in test-tubes A, B and C to change colour and the time at
which the student stopped the stop-clock in step 5 are shown in Fig. 1.3.
test-tube A test-tube B test-tube C test-tube D
minutes:seconds minutes:seconds minutes:seconds minutes:seconds
00:55 02:05 04:25 06:16
Fig. 1.3
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(iii) Convert the times in Fig. 1.3 to seconds.
Prepare a table and record these results.
If the time taken is greater than six minutes, record the time as >360 for that cube.
[4]
(iv) State a conclusion for these results.
...........................................................................................................................................
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..................................................................................................................................... [1]
(v) Describe the purpose of test-tube D.
...........................................................................................................................................
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..................................................................................................................................... [1]
(vi) Identify one safety hazard when carrying out this investigation and describe how the risk
of this hazard could be reduced.
safety hazard .....................................................................................................................
...........................................................................................................................................
method of reducing the risk ...............................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
6
(b) (i) A student calculated the rate of diffusion of acid into an agar cube.
The student observed that the acid travelled 2 mm in 120 seconds.
Suggest how the student could calculate the rate of diffusion.
...........................................................................................................................................
...........................................................................................................................................
.................................................................................................................................... [1]
(ii) Plan an experiment to investigate the relationship between the size of the agar cubes
and the time taken for the agar to change colour.
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[Total: 19]
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7
2 (a) Fig. 2.1 shows a comparison of the nutrient content of beans and nuts.
nutrient facts
serving size 100 g
beans nuts
calories 333 660
total fat / g 0 54
• saturated 0 9
• trans fat 0 0
starch / g 60 15
sodium / mg 24 21
protein / g 24 26
vitamin C / mg 15 0
Fig. 2.1
A student was given a sample of food and wanted to know if it was from a bean or a nut.
The student decided to test for the presence of two of the substances listed in Fig. 2.1.
The results of the tests would enable the student to determine if the food sample was from a
bean or a nut.
Complete Table 2.1 by stating:
• which two substances in Fig. 2.1 will enable the student to determine if the food sample
is from a bean or a nut
• the food test that would be used to identify each substance
• the positive result for each food test.
Table 2.1
positive result for the

substance in Fig. 2.1 food test
food test
[5]

8
(b) Fig. 2.2 shows the caterpillar of a codling moth. The codling moth damages walnut trees and
reduces the yield of the walnut crop.
Fig. 2.2
To reduce the damage to a walnut crop, scientists released wasps that can kill the codling
moth caterpillars. Wasps are flying insects.
The effect of releasing different numbers of wasps on the damage to a walnut crop was
investigated.
Table 2.2
number of wasps
percentage damage to
released
the walnut crop
/ ×105 per hectare
0.0 4.0
0.5 3.2
0.9 2.4
1.8 1.2
3.4 1.3
4.0 1.2
© UCLES 2020 0610/63/M/J/20

9
(i) Plot a line graph on the grid of the data in Table 2.2.
[4]
(ii) Describe the pattern shown by the data on your graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) Suggest the number of wasps that should be released into one hectare of walnut trees.
State the evidence from your graph that supports your choice.
number of wasps released ................................................................................................
evidence ............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

10
(iv) Suggest one way the investigation could be modified to give a more accurate estimate of
the optimum (best) number of wasps to release into a walnut crop.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(c) Fig. 2.3 shows a photograph of a walnut tree leaf.
magnification ×0.5
Fig. 2.3
(i) Make a large drawing of the leaf shown in Fig. 2.3.
[4]
© UCLES 2020 0610/63/M/J/20
11
(ii) Measure the length of line PQ on Fig. 2.3. Include the unit.
length of line PQ on Fig. 2.3 .........................................
Calculate the actual width of the leaf on Fig. 2.3 using the formula and your measurement.
length of line PQ on Fig. 2.3

magnification =
actual width of the leaf
Space for working.
................................................................
[3]
[Total: 21]
© UCLES 2020 0610/63/M/J/20

Cambridge IGCSE™
* 3 9 6 2 9 1 0 5 8 0 *
BIOLOGY 0610/63
1 hour
INSTRUCTIONS
INFORMATION
This document has 12 pages. Any blank pages are indicated.
DC (LK/SG) 202984/4
2
1 Vitamin C is an important component of a balanced diet. Many health drinks contain vitamin C.
A student estimated the concentration of vitamin C in a health drink by comparing it to solutions

with known concentrations of vitamin C.
DCPIP is an indicator for vitamin C. When added to a vitamin C solution, the blue DCPIP reacts
with vitamin C and becomes colourless. Drops of DCPIP are added to the vitamin C solution until
the solution remains blue.
Step 1 The student labelled four beakers A, B, C and D and used the information in Table 1.1 to
make the vitamin C solutions in the four labelled beakers.
Table 1.1
volume of 1.00% vitamin C volume of final percentage

beaker
solution / cm3 water / cm3 concentration of vitamin C
A 10 30 0.25
B 20 20 0.50
C 30 10
D 40 0 1.00
(a) (i) Complete Table 1.1 by calculating the final percentage concentration of vitamin C in
beaker C.
...................................................... % [1]
Step 2 A syringe was used to transfer 0.5 cm3 of the vitamin C solution from beaker A into a
test-tube labelled A.
Step 3 The student filled a dropping pipette with a 1% DCPIP solution and added one drop at a
time to test-tube A. The blue colour disappeared as vitamin C reacted with the DCPIP.
The number of drops was counted as they were added to the test-tube.
Step 4 The student stopped adding drops of DCPIP to test-tube A when the solution remained
blue in colour when a drop was added. The total number of drops of DCPIP added was
recorded.
Step 5 The student then repeated steps 2 to 4 using the solutions from beakers B, C and D and
test-tubes labelled B, C and D.
Step 6 The student then repeated steps 2 to 5 to obtain a second set of results.
© UCLES 2021 0610/63/M/J/21

3
The student’s results are shown in Fig. 1.1.
Trial
1 2
Trial ps
= 6 dro test-t
ube A ube A
test-t = 4 dr
rops ops
B = 13 d test-t
ube ube B
test-t = 11 d
= 18 drops test-t
rops
ube C ube C
test-t = 18 d
23 d rops rops
test-t
ube D = ube D
test-t = 21 d
rops
Fig. 1.1
(ii) Prepare a table to record the results shown in Fig. 1.1.
Your table should include the average of the two trials.
[5]
4
(iii) State a conclusion for the student’s results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) Suggest why the student repeated the investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
Step 7 The student put 0.5 cm3 of health drink H into a clean test-tube. They then added drops
of 1% DCPIP to the test-tube until the solution in the test-tube remained blue.
A total of 10 drops of DCPIP were added to the sample of health drink H.
(v) Estimate the percentage concentration of vitamin C in health drink H, using the
information in Table 1.1, your table in 1(a)(ii) and step 7.
...................................................... % [1]
(vi) Suggest two improvements to the method that would allow a more precise estimation of
the vitamin C concentration in health drink H.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(vii) Identify two variables that were kept constant in this investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
© UCLES 2021 0610/63/M/J/21

5
(b) Explain why counting the number of drops of DCPIP is not accurate.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
(c) The manufacturers of health drink H claim that it also contains protein and glucose.
Describe how you would test health drink H for protein and glucose.
Include the results for a positive test.
protein .......................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
glucose .....................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[5]
[Total: 19]

6
2 (a) Fig. 2.1 is a leaf from a plant.
B actual size
Fig. 2.1
(i) Make a large drawing of the leaf in Fig. 2.1.
[4]
© UCLES 2021 0610/63/M/J/21
7
(ii) Measure the length of line AB in Fig. 2.1. Include the unit.
length of line AB ...................................................
Draw a line on your drawing in 2(a)(i) to show the position of line AB.
Measure this line on your drawing. Include the unit.
length of the line on your drawing ....................................................
Calculate the magnification of your drawing using your measurements and the equation:
length of the line on your drawing
magnification =
length of line AB in Fig. 2.1
................................................................
[3]

8
(b) A student used an aquatic plant to investigate the effect of carbon dioxide concentration on
the rate of photosynthesis. The production of oxygen gas can be used as an estimate of the
rate of photosynthesis.
The student set up the apparatus shown in Fig. 2.2. He counted the number of bubbles
produced in 5 minutes. The carbon dioxide concentration in the water around the aquatic
plant was 2 mg per dm3.
He repeated the experiment with five different concentrations of carbon dioxide.
bubbles containing oxygen gas
aquatic plant
lamp
water
Fig. 2.2
The student’s results are shown in Table 2.1.
Table 2.1
carbon dioxide concentration number of bubbles

/ mg per dm3 produced in 5 minutes
2 4
4 14
6 20
8 25
10 35
12 35
© UCLES 2021 0610/63/M/J/21

9
[4]
(ii) Describe the trend shown on your graph in 2(b)(i).
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

10
(iii) The rate of photosynthesis can be given as the number of bubbles produced in one
minute.
Use the information in Table 2.1 to calculate the rate of photosynthesis at a carbon
dioxide concentration of 4 mg per dm3.
Give your answer to one significant figure.
Space for working.
................................ bubbles per minute

[2]
(iv) Identify the variable that the student changed in this investigation (the independent
variable).
..................................................................................................................................... [1]
(c) Counting bubbles is not an accurate method for measuring the volume of gas produced by a
plant during photosynthesis.
Plan an investigation to determine the effect of light intensity on the rate of photosynthesis.
Your plan should include a more accurate method of measuring the volume of gas produced
during the reaction.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 21]
© UCLES 2021 0610/63/M/J/21

Cambridge IGCSE™
* 8 0 5 6 8 7 5 1 6 0 *
BIOLOGY 0610/63
1 hour
INSTRUCTIONS
INFORMATION
This document has 12 pages.
DC (LK/JG) 303945/5
2
1 Fig. 1.1 shows some raisins, which are made by drying grapes. Raisins contain high concentrations
of sugars.
Fig. 1.1
Osmosis is the movement of water across a partially permeable membrane from a dilute solution
to a concentrated solution.
A student investigated the effect of temperature on the rate of osmosis.
Step 1 The student labelled one empty beaker cold and one empty beaker hot.
Step 2 50 cm3 of cold water was poured into the cold beaker.
Step 3 10 raisins were lined up along a ruler. Each raisin was touching end to end.
© UCLES 2022 0610/63/M/J/22

3
Step 4 The total length of the line of 10 raisins was measured. The student recorded this
measurement in their notebook.
Step 5 The group of 10 raisins was placed in the cold beaker.
Step 6 50 cm3 of hot water was poured into the hot beaker.
Step 7 A second group of 10 raisins was lined up along the ruler, each touching end to end. The
length of the line was measured and recorded. Fig. 1.2 shows the measurements the
student recorded during step 4 and step 7.
cold beaker raisins 112 mm

hot beaker raisins 115 mm
Fig. 1.2
Step 8 The second group of 10 raisins was placed in the hot beaker.
Step 9 The temperatures of the water in each beaker were measured. The thermometers are
shown in Fig. 1.3.
30 45
25 40
20 35
cold hot
beaker beaker
Fig. 1.3
(a) (i) State the temperatures shown on the thermometers in Fig. 1.3. Include the unit.
water temperature in the cold beaker ..............................
water temperature in the hot beaker ..............................

[2]

4
Step 11 After 20 minutes, the raisins were removed from the cold beaker.
Step 12 The cold beaker raisins were lined up along the ruler, touching end to end and the total
length of the 10 raisins was measured.
Step 13 Step 11 and step 12 were repeated for the hot beaker raisins.
A drawing of the two lines of raisins from step 12 and step 13 is shown in Fig. 1.4.
cold beaker raisins
0 1 2 3 4 5 6 7 8 9 10 11 12 13
ruler
hot beaker raisins
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Fig. 1.4
© UCLES 2022 0610/63/M/J/22

5
(ii) Prepare a table to record the results.
Complete the table by:

• recording the measurements shown on the notebook in Fig. 1.2
• measuring and recording the length of the lines of raisins shown in Fig. 1.4.
[4]
(iii) Use the information in your table in 1(a)(ii) to calculate the change in length for each
group of 10 raisins.
change in length of the cold beaker raisins ..............................
change in length of the hot beaker raisins ..............................

[1]
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(b) (i) State one variable that was kept constant in this investigation.
..................................................................................................................................... [1]

6
(ii) Suggest why it was better to measure the total length of 10 raisins touching end to end
rather than just measuring the length of one raisin.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(c) A student investigated the effect of different concentrations of sodium chloride solution on
osmosis in potatoes.
The student used this method:
• Make four different concentrations of sodium chloride solution in separate test-tubes.

• Cut a piece of potato into five cylinders that are approximately the same length and
diameter.
• Measure and record the mass of each potato cylinder.
• Put one potato cylinder into a test-tube containing distilled water.
• Put one potato cylinder into each of the four test-tubes containing the different
sodium chloride solutions.
• Leave the potato cylinders in the test-tubes for 30 minutes.
• After 30 minutes, remove the potato cylinders from the test-tubes.
• Dry the potato cylinders with a paper towel.
• Measure and record the mass of each potato cylinder.
(i) State the variable that was measured (dependent variable) in this investigation.
..................................................................................................................................... [1]
The student’s results are shown in Table 1.1.
Table 1.1
concentration of
sodium chloride potato cylinder potato cylinder percentage
solution initial mass / g final mass / g change in mass
/ mol per dm3
0.0 1.13 1.32 16.8
0.2 1.03 1.08 4.9
0.4 1.19 1.06 –10.9
0.6 1.13 0.86 –23.9
0.8 1.14 0.82
© UCLES 2022 0610/63/M/J/22

7
(ii) Using the information in Table 1.1, calculate the percentage change in mass for the
potato cylinder in the 0.8 mol per dm3 sodium chloride solution.
Give your answer to one decimal place.
Space for working.
............................................................ %
[3]
(iii) Using the data in Table 1.1 and your answer to 1(c)(ii), plot a line graph on the grid of the
concentration of sodium chloride solution against the percentage change in mass.
One axis has been started for you.
0.0
[4]
(iv) Estimate the concentration of sodium chloride solution at which there would be no
percentage change in the mass of the potato cylinder.
Show on your graph how you obtained your estimate.
............................................ mol per dm3

[2]

8
(v) Suggest why the student calculated the percentage change in mass rather than using
the difference in the mass of the potato cylinders.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) Suggest why the student dried the potato cylinders before measuring their mass.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 22]
2 Fig. 2.1 is a photograph of the cut surface of half an apple.
X Y
magnification ×1.2
Fig. 2.1
© UCLES 2022 0610/63/M/J/22

9
(a) (i) Make a large drawing of the apple shown in Fig. 2.1.
[4]
(ii) Measure the length of line XY on Fig. 2.1.
length of line XY ............................................... mm
Calculate the actual width of the apple using the formula and your measurement.
length of line XY
magnification =
actual width of the apple
Give your answer to the nearest whole number.
Space for working.
......................................................... mm
[3]

10
(b) Apples can be used to make juice. The enzyme pectinase can increase the volume of juice
that is released from each apple.
A scientist carried out an investigation to find out which concentration of the pectinase solution
gave the maximum volume of juice.
The results from this investigation are shown in Table 2.1.
Table 2.1
percentage volume of apple juice collected in one hour / cm3

concentration
of the pectinase trial 1 trial 2 trial 3 average
solution
0.0 7 7 6 6.7
2.5 11 10 2 10.5
5.0 17 14 13 14.7
7.5 24 22 25 23.7
10.0 25 24 21 23.3
(i) Identify the variable that was changed (independent variable) by the scientist in this
investigation.
..................................................................................................................................... [1]
© UCLES 2022 0610/63/M/J/22

11
(ii) The scientist decided not to include the trial 3 result for the 2.5% pectinase solution
when they calculated the average.
Explain why.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Describe how to test a sample of apple juice to show the presence of reducing sugars.
Give the result of a positive test.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]

12
(c) Starch in apple juice makes the juice appear cloudy. The enzyme amylase can be used to
remove the starch. This makes the apple juice clear.
Amylase catalyses the breakdown of starch.
Plan an investigation to determine the optimum (best) temperature for amylase activity in a
sample of apple juice.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 18]
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2022 0610/63/M/J/22

Cambridge IGCSE™
* 4 1 1 7 9 7 4 0 6 2 *
BIOLOGY 0610/63
1 hour
INSTRUCTIONS
INFORMATION
DC (LK/SG) 316021/3
2
1 A student investigated the nutrient content of three types of drink:
• drink A
• drink B
• drink C.
The student used these methods for the three tests on each of the drinks:
Test 1 Testing for reducing sugars:
• Label three test-tubes A, B and C.

• Put 1 cm3 of drink A into test-tube A.
• Put 1 cm3 of drink B into test-tube B.
• Put 1 cm3 of drink C into test-tube C.
• Add 1 cm3 of Benedict’s reagent to each test-tube.
• Put all three test-tubes into a hot water-bath.
• Start the stop-clock and leave the test-tubes in the water-bath for five minutes.
• After five minutes, remove the test-tubes from the water-bath.
• Observe and record the colours in each test-tube.
Test 2 Testing for starch:
• Place two drops of each drink onto a white tile.

• Add two drops of iodine solution to each drink sample.
• Observe and record the colours on the tile for each sample.
Test 3 Testing for protein:
• Label three test-tubes A, B and C.

• Put 1 cm3 of drink A into test-tube A.
• Put 1 cm3 of drink B into test-tube B.
• Put 1 cm3 of drink C into test-tube C.
• Add 1 cm3 of biuret reagent to each drink sample.
• Observe and record the colours in each test-tube.
(a) The student’s observations are shown in Fig. 1.1.
Test 1 drinks A and B were blue, C was brick-red
Test 2 drinks B and C were both brown, and

A was blue-black
Test 3 drinks B and C were both lilac, while A was blue
Fig. 1.1
© UCLES 2023 0610/63/M/J/23

3
(i) Prepare a table to record the colours observed by the student for all three tests for
each drink.
Do not include conclusions in your table.
[4]
(ii) State which nutrients are present in each drink.
drink A ...............................................................................................................................
drink B ...............................................................................................................................
drink C ...............................................................................................................................
[3]
(iii) Identify one safety hazard associated with Test 1.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

4
(b) The vitamin C content and the fat content of three other drinks D, E and F were determined.
It was found that:
• drink D contained vitamin C

• drink E contained fat
• drink F contained vitamin C and fat.
(i) State the reagent used when testing for vitamin C.
..................................................................................................................................... [1]
(ii) Describe the method for the emulsion test for fats.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) The results for one of the drinks are shown in Table 1.1.
Table 1.1
test observation
vitamin C the solution is colourless
fat a white emulsion has formed
Identify the drink from the results provided in Table 1.1.
drink ............................................. [1]
(iv) Explain how you identified the drink from the results provided in Table 1.1.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2023 0610/63/M/J/23

5
(c) Three types of food contain different concentrations of the enzyme catalase.
Catalase catalyses the breakdown of hydrogen peroxide to release water and oxygen gas:
hydrogen peroxide water + oxygen
The production of oxygen gas can be used to measure the activity of the enzyme.
Plan an investigation to compare the concentrations of catalase in the three types of food.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 19]

6
2 (a) The nutrient content of foods can affect a person’s bones.
In a study, the diet and bone density of 120 women were monitored for two years. The women
were all between 50 and 70 years of age.
The scientists:
• calculated the mean daily calcium intake for each woman

• measured the change in density of one of their bones by using X-ray scans.
The results for five of the women are shown in Table 2.1.
Table 2.1
mean daily calcium intake mean change in bone
for each woman density
/ mg per day / mg per cm2 per year
250 –8.6
750 –5.4
1250 –1.2
1750 +1.2
2250 +4.2
© UCLES 2023 0610/63/M/J/23

7
One axis has been started for you.
0.0
[4]
(ii) State two conclusions for the data in your graph.
1 ........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

8
(iii) Identify the independent variable in this investigation.
..................................................................................................................................... [1]
(iv) Describe two variables that the scientists should have considered when selecting women
for the study.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(v) Suggest a reason for a large number of women (120) being included in the study.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) State one way this study is not representative of the population.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2023 0610/63/M/J/23

9
(vii) A student stated that more women were losing bone mass than were gaining bone mass.
Explain why this statement may not be correct for the data in this study.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

10
(b) Fig. 2.1 is a photograph of a femur, which is a bone in the leg.
P Q
magnification ×0.3
Fig. 2.1
(i) Make a large drawing of the bone shown in Fig. 2.1.
[4]
© UCLES 2023 0610/63/M/J/23

11
(ii) The length of line PQ represents the length of the femur in Fig. 2.1.
Measure the length of line PQ on Fig. 2.1.
length of line PQ on Fig. 2.1 ................................. mm
Use your measurement and the formula to calculate the actual length of the bone.

magnification =
actual length of the bone
Give your answer to three significant figures.
Space for working.
......................................................... mm
[3]
(iii) Fig. 2.2 shows a bone from a person who had vitamin D deficiency.
magnification ×0.3
Fig. 2.2
State two ways the bone in Fig. 2.2 is different from the bone in Fig. 2.1.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 21]
© UCLES 2023 0610/63/M/J/23

* 5 3 4 2 6 1 8 7 9 5 *
BIOLOGY 0610/63
Paper 6 Alternative to Practical October/November 2017
1 hour

DC (RW/SW) 134168/3
2
1 Citrus fruits, such as oranges, contain sugars.
A student investigated the simple (reducing) sugar content of three different citrus fruits.
Step 1 The student was provided with three fruits; orange, grapefruit and lemon.
Step 2 The juice from the orange was squeezed into a labelled beaker.
Step 3 Step 2 was repeated for the grapefruit and the lemon.
Step 4 The student put the juice they extracted into three measuring cylinders.
These are shown in Fig. 1.1.
20 20 20
15 15 15
10 10 10
5 5 5
orange grapefruit lemon
Fig. 1.1
(a) (i) In Table 1.1 record the volume of juice shown in each measuring cylinder in Fig. 1.1.
Table 1.1
type of fruit volume of juice / cm3
orange
grapefruit
lemon
[1]
© UCLES 2017 0610/63/O/N/17

3
Step 5 The student added 2 cm3 of the orange juice and 2 cm3 of the solution used to test for
reducing sugars to a test-tube labelled orange and recorded the colour of the liquid.
Step 6 The student repeated step 5 for the grapefruit juice and the lemon juice.
Step 7 The test-tubes were then put into a water-bath and left for five minutes.
Step 8 The colour of the liquid in the test-tubes was recorded after five minutes.
The student’s observations are shown in Fig. 1.2.
Orange
green dark yellow
Grapefruit
light blue bright green
Lemon
stayed blue
Fig. 1.2
(ii) Use the information in Fig. 1.2 to prepare a table to record the student’s results in the
space provided.
[3]
© UCLES 2017 0610/63/O/N/17 [Turn over
4
(iii) State the name of the solution used to test for reducing sugars.
.......................................................................................................................................[1]
(iv) Suggest a suitable temperature for the water-bath used in step 7.
.......................................................................................................................................[1]
(v) State which fruits contain reducing sugars.
.......................................................................................................................................[1]
(vi) Explain why the student recorded the colour of the reducing sugar test solution and fruit
juice mixture before heating.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(b) State one variable that was kept constant in this investigation.
Describe how this variable was kept constant.
variable .....................................................................................................................................
how it has been kept constant ..................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(c) Identify two sources of error in the method.
For each of these errors, describe how the method could be improved to reduce the error.
error ..........................................................................................................................................
improvement .............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
error ..........................................................................................................................................
improvement .............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
© UCLES 2017 0610/63/O/N/17

5
(d) Describe a test that could be used to determine if the fruits contained protein.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(e) Citrus fruits are a good source of vitamin C.
DCPIP can be used to test for vitamin C. When DCPIP reacts with vitamin C the colour of the
solution changes from dark blue to colourless.
Vitamin C can be destroyed by heating it at high temperatures or by heating it for a long time.
Fruit juices are often heat treated to kill bacteria which allows the juice to be kept for a long
time without being refrigerated.
A student wanted to investigate the effect of heating on the vitamin C content of fruit juice.
Describe a method the student could use for their investigation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]

6
(f) Fig. 1.3 shows a photograph of a slice of orange.
Fig. 1.3
Draw a large diagram of the slice of orange.
[4]
[Total: 26]
© UCLES 2017 0610/63/O/N/17

8
2 Hormones are involved in tropic responses in plants, such as gravitropism and phototropism.
Auxin is a plant growth hormone.
A student investigated the length of roots from seedlings grown in different concentrations of
auxin.
The student measured the root length of five of the seedlings grown in each concentration of
auxin.
Table 2.1 shows the results.
Table 2.1
percentage root length / mm

average root
concentration
1 2 3 4 5 length / mm
of auxin
0.0 15 16 18 14 15 15.6
0.2 18 17 19 20 18
0.4 24 21 22 22 23 22.4
0.6 17 16 18 17 19 17.4
0.8 13 12 14 5 12 11.2
1.0 12 10 10 12 11 11.0
(a) (i) Calculate the missing average value from the Table 2.1.
Show your working and give your answer to one decimal place in Table 2.1.
[2]
(ii) Scientists do not include anomalous data in their average calculations.
One of the pieces of data in Table 2.1 is not consistent with the other results for that
concentration. This means it is anomalous.
Circle the anomalous data in Table 2.1.
Calculate the correct average for this concentration of auxin, excluding the anomalous
data. Give your answer to one decimal place.
Space for working.
..........................................................mm
[2]
© UCLES 2017 0610/63/O/N/17
9
(iii) Plot a graph on the grid to show the effect of auxin concentration on the average root
length.
[4]
(iv) Describe the pattern shown by the data in your graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

10
(b) Fig. 2.1 shows the root tip of a poppy seedling.
magnification
magnification ××120
120
Fig. 2.1
© UCLES 2017 0610/63/O/N/17

11
Measure the length of the line MN on Fig. 2.1. Include the unit.
length of MN ...............................................................
Calculate the actual size of the root tip at MN using the formula. Include the unit in your
answer.
length of MN on Fig. 2.1
magnification =
actual size of MN
Space for working.
................................................................
[3]
[Total: 14]
© UCLES 2017 0610/63/O/N/17

* 2 5 1 5 0 4 6 5 3 2 *
BIOLOGY 0610/63
1 hour

DC (ST/JG) 152887/5
3
1 Catalase is an enzyme found in plant and animal cells. It catalyses the break down of hydrogen
peroxide to form water and oxygen.
2H2O2 2H2O + O2
hydrogen peroxide water oxygen
The oxygen produced during the reaction forms a foam on the surface of the mixture of hydrogen
peroxide and catalase. The height of the foam can be used as a measure of the activity of the
catalase present.
A student investigated the effect of cooking on the activity of catalase in potato tissue using 3%
hydrogen peroxide.
The student used the following method:
Step 1 Cut two potato sticks so that they are identical in both shape and size.
Step 2 Put 5 cm3 of hydrogen peroxide solution into a test-tube labelled uncooked potato.
Step 3 Put 5 cm3 of hydrogen peroxide solution into a test-tube labelled cooked potato.
Step 4 Put one of the potato sticks into a beaker of hot water (90 °C) and leave it for five minutes
before carefully removing it.
Step 5 Put the potato stick from step 4 into the test-tube labelled cooked potato.
Step 6 Put the uncooked potato stick into the test-tube labelled uncooked potato.
Step 7 Leave the potato sticks in the hydrogen peroxide for three minutes and then measure
the height of the foam produced in each of the test-tubes.

4
Fig. 1.1 shows the test-tubes after three minutes.
uncooked 13 cooked
potato potato
12
11
10
foam 9
hydrogen 6
peroxide
5
3
test-tube
2
cm
desk ruler
potato stick
Fig. 1.1
© UCLES 2018 0610/63/O/N/18

5
(a) (i) Prepare a table for the student’s results.
Measure the height of the foam in each of the test-tubes in Fig. 1.1. Record these values
in your table.
[3]
(ii) Calculate the difference in the height of the foam produced by cooked and uncooked
potato after three minutes. Include the units.
Space for working.
............................................................[1]
(iii) Describe how you made sure that your measurements of the height of the foam in each
test-tube could be compared.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]

6
(b) (i) Identify the variable that was changed (independent variable) in this investigation.
.......................................................................................................................................[1]
(ii) State three variables, other than the way in which you measured the height of the foam,
that should have been kept constant in this investigation.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ........................................................................................................................................
[3]
(c) Identify three sources of error in this method.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
3 ................................................................................................................................................
...................................................................................................................................................
[3]
© UCLES 2018 0610/63/O/N/18

7
(d) A student was asked to test the hypothesis:
Catalase activity is the same in all species of plants.
Plan an investigation to test this hypothesis.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[6]
(e) Potatoes contain a lot of starch. When potatoes start to grow to form new plants, the starch is
broken down by the enzyme amylase to form reducing sugars.
Explain how you could test samples of potato to show that starch and reducing sugars are
present.
starch ........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
reducing sugars ........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[5]
[Total: 24]

8
2 Woodlice are small animals.
The rate of respiration of a woodlouse can be measured using a simple respirometer as shown in
Fig. 2.1.
As the woodlouse respires the drop of coloured liquid moves along the capillary tube.
ruler
Start
mesh barrier cm
1 2 3 4 5 6
capillary drop of
potassium woodlouse tube coloured liquid
hydroxide to absorb airtight
carbon dioxide bung
ruler
After 30 minutes
mesh barrier cm
1 2 3 4 5 6
drop of capillary
potassium woodlouse coloured liquid tube
hydroxide to absorb airtight
carbon dioxide bung
Fig. 2.1
(a) (i) Record the position of the drop of coloured liquid in the capillary tube shown in Fig. 2.1 at
the start and after 30 minutes.
Start ........................................................ mm
After 30 minutes ........................................................ mm

[1]
(ii) Using the information in 2(a)(i), calculate the rate of movement of the drop of coloured
liquid in mm per minute. Give your answer to one decimal place.
Space for working.
.................................. mm per minute [2]

© UCLES 2018 0610/63/O/N/18
9
(b) The rate of movement of the drop of coloured liquid along the respirometer can be used
as a measure of the rate of respiration. A student used the apparatus shown in Fig. 2.1 to
investigate the rate of respiration in different species of small animals.
Table 2.1
rate of movement of drop of coloured liquid / mm per minute

animal species
repeat 1 repeat 2 repeat 3 average
A 1.6 1.7 1.3 1.5
B 0.9 1.0 0.7 0.9
C 2.4 2.6 2.5 2.5
D 1.9 2.0 1.9 1.9
(i) Plot a bar chart on the grid to show the average rate of movement of the drop of coloured
liquid in the capillary tube for the four different species of animal.
[3]
(ii) State which letter represents the animal species with the highest rate of respiration.
.......................................................................................................................................[1]
10
(iii) The student decided it would be better to calculate the rate of respiration per gram of
animal so that the values could be compared.
Describe how the student could find out the rate of respiration per gram of animal.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) Fig. 2.2 shows a photograph of a woodlouse.
Fig. 2.2
(i) Draw a large diagram of the woodlouse in Fig. 2.2.
[4]
© UCLES 2018 0610/63/O/N/18
11
(ii) The magnification of the woodlouse in Fig. 2.2 is ×9.
Measure the width of the woodlouse along line PQ. Include the unit.
length of line PQ ......................................................
Calculate the actual width of the woodlouse using the formula. Include the unit.

magnification =
actual width of woodlouse
Show your working and give your answer to two decimal places.
................................................................
[3]
[Total: 16]
© UCLES 2018 0610/63/O/N/18

Cambridge Assessment International Education
* 3 1 6 0 3 2 6 6 4 1 *
BIOLOGY 0610/63
1 hour
Write your centre number, candidate number and name on all the work you hand in.

This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (JP/CB) 173502/4
2
1 Photosynthesis occurs in chloroplasts. A chloroplast suspension can be made by extracting the

chloroplasts from green leaves.
The blue dye DCPIP can be used to investigate photosynthesis. During photosynthesis the blue
colour of the DCPIP changes and eventually disappears so that it becomes colourless. The
remaining mixture appears green due to the chloroplast suspension.
A student investigated the effect of light on photosynthesis in a chloroplast suspension.
Step 1 The student crushed eight green leaves in an ice-cold buffer solution.
Step 2 The mixture of crushed leaves and buffer solution was then filtered to form a chloroplast
suspension.
Step 3 The student was given two test-tubes. One test-tube was wrapped in aluminium foil to
exclude light. The second test-tube was not covered in foil so that light could reach the
contents of this test-tube.
Step 4 A plastic pipette was used to add 2 cm3 of the chloroplast suspension to each of the two
test-tubes.
Step 5 A syringe was used to add 5 cm3 of DCPIP solution to both test-tubes. A stopper was
placed in each test-tube.
Step 6 Both test-tubes were placed in a water-bath containing ice-cold water. The water-bath
was positioned near a bright light.
Step 7 The test-tubes were left in the bright light for five minutes.
Step 8 After five minutes the student observed and noted the colour of the liquid in the
test-tube that was not wrapped in foil. They removed the foil from the covered test-tube
and observed the colour in this test-tube.
The student’s results are shown in Fig. 1.1.
light
– green
dark
– blue
Fig. 1.1
© UCLES 2019 0610/63/O/N/19
3
(a) (i) Prepare a table and record the results from Fig. 1.1.
[2]
(ii) Identify the variable that was changed (independent variable) and the variable that was
measured (dependent variable) in this investigation.
independent variable ..........................................................................................................
...........................................................................................................................................
dependent variable .............................................................................................................
...........................................................................................................................................
[2]
(iii) State two variables that were kept constant in this investigation.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
[2]
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

4
(b) In step 6 both test-tubes were placed in a water-bath containing ice-cold water for five
minutes. A thermometer was also placed in the water-bath.
Fig. 1.2 shows the thermometer at the start of the investigation and after five minutes.
at the start of after five

the investigation minutes
30 30
20 20
10 10
0 0
Fig. 1.2
Record the temperatures shown in Fig. 1.2. Include the units.
temperature at the start of the investigation .............................................................................
temperature after five minutes ..................................................................................................

[2]
(c) The investigation was not repeated.
(i) Suggest why it would be advisable to repeat the investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2019 0610/63/O/N/19

5
(ii) Identify one other source of error in this investigation and suggest an improvement for
this error.
error ....................................................................................................................................
...........................................................................................................................................
improvement ......................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(d) A student wanted to investigate the effect of temperature on the rate of photosynthesis in a
chloroplast suspension.
Describe how the student could carry out this investigation using DCPIP.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 18]

6
2 Fig. 2.1 is a photomicrograph of part of the lower epidermis of a leaf.
stoma
guard cell
epidermal cell
N
magnification ×400
Fig. 2.1
(a) (i) Make a large drawing of Fig. 2.1. Do not label your drawing.
[4]
© UCLES 2019 0610/63/O/N/19

7
(ii) Measure the length of the line MN on Fig. 2.1.
length of line MN ................................................ mm
Calculate the actual width of the guard cells and the stoma indicated by line MN in
Fig. 2.1. Use the equation and information in Fig. 2.1.
length of line MN on Fig. 2.1
magnification =
actual width of the guard cells and the stoma
Give your answer to two decimal places.
......................................................... mm
[3]
(b) A student investigated the effect of sucrose concentration on stomatal opening.
Strips of epidermis from leaves were placed in different concentrations of sucrose solution for
one hour.
The student measured the width of 10 stomatal openings from the epidermis in each sucrose
solution.
Table 2.1
percentage width of stomatal opening / μm

concentration of
sucrose 1 2 3 4 5 6 7 8 9 10 average
0 5 6 7 5 5 6 7 5 7 6 5.9
5 3 4 3 3 4 3 2 3 3 2
20 1 2 1 2 1 1 5 1 2 1 1.7
(i) Circle one measurement in Table 2.1 that could be anomalous. [1]
(ii) Calculate the average width of stomatal opening in the 5% sucrose solution.
Include the unit.
................................................................
[2]

8
(c) Pineapple plants are adapted to grow in hot dry conditions.
Scientists investigated the number of stomata open, in pineapple plants, at different times of
day.
The data is shown in Table 2.2 (00:00 is midnight).
Table 2.2
average number of
time of day
stomata open per mm2
00:00 77
04:00 61
08:00 22
12:00 4
16:00 10
20:00 51
(i) Calculate the percentage change in the average number of open stomata per mm2
between 16:00 hours and 20:00 hours.
Space for working.
.............................................................%
[2]
© UCLES 2019 0610/63/O/N/19

9
(ii) Plot a bar chart on the grid to show the data in Table 2.2.
[3]
(iii) Describe, using your graph, how the average number of open stomata per mm2 changes
throughout the day.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

10
(d) When fruit ripens the starch contained within it is converted into reducing sugars.
(i) State the name of the substance that is used to test for the presence of starch.
..................................................................................................................................... [1]
(ii) Describe how you could safely show a reducing sugar was present in a sample of
pineapple fruit juice.
procedure ...........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
safety ..................................................................................................................................
..................................................................................................................................... [4]
[Total: 22]
© UCLES 2019 0610/63/O/N/19

Cambridge IGCSE™
* 7 5 8 5 8 3 8 1 4 5 *
BIOLOGY 0610/63
1 hour
INSTRUCTIONS
INFORMATION
This document has 16 pages. Blank pages are indicated.
DC (TC/CB) 191102/3
3
1 Amylase is an enzyme that catalyses the break-down of starch into reducing sugars.
Amylase is produced by seeds during germination.
A student wanted to estimate the concentration of amylase in a seed extract, U. They did this by
determining the time taken for U to break down starch. This result was then compared to the time
taken by known concentrations of amylase.
Step 1 The student was given a beaker containing seed extract U.
Step 2 The student made the four concentrations of amylase solution in beakers A, B, C and D
by using the volumes of 2% amylase solution and distilled water shown in Table 1.1.
Table 1.1
volume of 2% final percentage

volume of distilled
beaker amylase solution concentration of
water / cm3
/ cm3 amylase solution
A 10.0 0.0 2.0
B 7.5 2.5 1.5
C 5.0 5.0 1.0
D 2.5 7.5
(a) (i) Calculate the final percentage concentration of amylase solution for beaker D in
Table 1.1.
.......................................................% [1]
Step 3 A white tile was prepared by using a pipette to put drops of iodine solution in five columns
labelled A, B, C, D and U, as shown in Fig. 1.1. There were 8 drops of iodine solution in
each column.
A B C D U
drop of iodine solution
1
2
3
4
5 white tile
6
7
8
Fig. 1.1
Step 4 2 cm3 of starch suspension was put into each of the beakers labelled A, B, C, D and U.

4
Step 6 After one minute one drop of the mixture from beaker A was added to the first drop of
iodine solution labelled A1 on the white tile. This was repeated for beakers B, C, D and
U using drops B1, C1, D1 and U1.
Step 7 Step 6 was repeated at one minute intervals until drops of the mixtures in the beakers
had been added to all eight rows of iodine solution drops on the white tile.
The results are shown in Fig. 1.2.
Key:
A B C D U colour of iodine solution
= blue-black
1
= yellow-brown
2
time
4
/ minutes
Fig. 1.2
(ii) Prepare a table and record the time taken for the starch to be broken down, using the
information in Fig. 1.2.
If starch is still present in row 8, record this in your table as > 8.
[3]
© UCLES 2020 0610/63/O/N/20
5
(iii) Explain how you decided that all of the starch had been broken down.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) Estimate the concentration of amylase in seed extract U using the results in 1(a)(ii) and
Fig. 1.2.
State the evidence that supports your choice.
estimated amylase concentration of U .....................................
evidence ............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[1]
(v) State one safety precaution that should be taken when carrying out the investigation
described in 1(a).
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) Describe how you would test for the presence of reducing sugars.
State the result for a positive test.
method ..............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
positive test result .............................................................................................................

[3]

6
(b) Seeds contain starch as a store of energy. Amylase in the seeds catalyses the break-down of
the stored starch into reducing sugars. Seeds use the reducing sugars to provide some of the
energy required for germination.
Plan an investigation to find out how temperature affects the activity of amylase in germinating
seeds.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
© UCLES 2020 0610/63/O/N/20

8
(c) A scientist investigated how the activity of amylase in a seed changed as it germinated.
She measured the activity of amylase in a germinating seed over a period of 18 days.
Table 1.2
activity of amylase
time / days
/ arbitrary units
0 0
3 0
6 40
9 240
12 240
15 120
18 65
(i) Plot a line graph of the data in Table 1.2.
[4]
© UCLES 2020 0610/63/O/N/20

9
(ii) Describe the pattern shown by the data in your graph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(d) (i) The data in Table 1.2 did not enable the scientist to determine precisely when the
amylase was most active.
Explain why.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest what further data is needed to be able to determine exactly when amylase was
most active.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 24]

10
2 Fig. 2.1 shows a photograph of two winged seeds from a sycamore tree.
seed wing
seed
A B
magnification ×4
Fig. 2.1
(a) (i) Make a large drawing of the two winged seeds shown in Fig. 2.1.
Do not label your drawing.
[4]
© UCLES 2020 0610/63/O/N/20

11
(ii) Measure the length of line AB on the winged seed on Fig. 2.1.
length of line AB ............................ mm
Calculate the actual seed length using the equation and your measurement. Include the
unit.
length of line AB
magnification =
actual seed length
................................................................
[3]
(b) Fig. 2.2 is a photograph of a seed from another type of tree.
wing
seed
magnification ×1.5
Fig. 2.2
Describe one similarity and one difference between the seeds in Fig. 2.1 and the seed in
Fig. 2.2.
similarity ....................................................................................................................................
...................................................................................................................................................
difference ..................................................................................................................................
...................................................................................................................................................
[2]
12
(c) Seeds such as those in Fig. 2.1 and in Fig. 2.2 can rotate when they fall, moving them further
away from the parent tree.
A student collected sycamore seeds with wings of different lengths. They dropped the seeds
from the same height and measured the distance travelled by each seed.
The results are shown in Fig. 2.3.
140
130
120
distance
travelled
by the seed 110
/ cm
100
90
80
8 10 12 14 16 18 20
seed wing length / mm
Fig. 2.3
(i) Estimate, using the graph, the distance travelled by a seed with a wing length of 15 mm.
Show on your graph how you estimated this value.
........................................................... cm
[2]
(ii) Calculate the percentage increase in the distance travelled by a seed with a wing length
of 18 mm compared to a seed with a wing length of 10 mm.
Give your answer to two significant figures.
Space for working.
.............................................................%
[3]
© UCLES 2020 0610/63/O/N/20

13
(iii) State two variables that should be kept constant in the investigation described in 2(c).
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 16]
© UCLES 2020 0610/63/O/N/20

Cambridge IGCSE™
* 3 8 1 4 7 1 4 7 2 9 *
BIOLOGY 0610/63
1 hour
INSTRUCTIONS
INFORMATION
DC (RW/CB) 211604/3
2
1 Catalase is an enzyme found in many plants. It speeds up the break down of hydrogen peroxide
into water and oxygen, as shown in Fig. 1.1.
hydrogen peroxide water + oxygen
Fig. 1.1
The oxygen produced during the reaction forms a foam on the surface of the liquid. The height of
the foam can be used as an indication of the activity of catalase.
(a) A student investigated the activity of catalase in three different types of plant tissue: seeds,
roots and fruits.
Step 1 Put one seed into a test-tube labelled S1.
Step 2 Cut a small piece of root and place it into a test-tube labelled R1.
Step 3 Cut a small piece of fruit and place it into a test-tube labelled F1.
Step 4 Put 5 cm3 of 6% hydrogen peroxide solution into each test-tube.
Leave for three minutes.
Step 5 After three minutes, use a ruler to measure the height of the foam produced in each
test-tube.
The student’s results from step 5 are shown in Fig. 1.2.
results
S1 = 40 mm of foam
R1 = 14 mm of foam
F1 = 4 mm of foam
Fig. 1.2
Step 6 Repeat step 1 to step 5 with fresh plant tissues and fresh hydrogen peroxide solution
to get a second set of results.
© UCLES 2021 0610/63/O/N/21

3
Fig. 1.3 shows the second set of test-tubes from step 6 after three minutes.
S2 R2 F2
foam
height of foam
seed root fruit
Fig. 1.3
(i) Prepare a table to record the two sets of results and the average height of the foam
for each tissue. Measure the heights of the foams in the three test-tubes in Fig. 1.3.
Calculate the average height of the foam for each tissue.
Include in your table:

• the student’s results from Fig. 1.2
• the heights of the foams you have measured from Fig. 1.3
• the average heights you have calculated.
[5]
4
(ii) State a conclusion for these results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Identify one potential source of error in this investigation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(iv) The student collected two sets of results for each plant tissue. Explain why it would have
been better to have collected three sets of results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(v) State two variables that should have been kept constant during this investigation.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(vi) State the variable that was measured (the dependent variable) in this investigation.
..................................................................................................................................... [1]
(vii) Identify one safety risk when carrying out this investigation and describe how the risk
could be reduced.
risk .....................................................................................................................................
method of reducing risk .....................................................................................................
...........................................................................................................................................
[2]
© UCLES 2021 0610/63/O/N/21

5
(b) A student wanted to calculate the rate of gas production but could not do this using the height
of the foam.
Describe how the student could change the method to collect the data they needed and state
how they would calculate the rate of gas production.
change to method .....................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
how the rate would be calculated .............................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(c) (i) The student added iodine solution to samples of the three types of plant tissue. The
student observed the colour of the iodine solution on the plant tissue after a few minutes.
Their observations are shown in the table.
Complete the table by writing a conclusion for each observation.
plant tissue observation conclusion
seed blue-black
root blue-black
fruit yellow-brown
[2]
(ii) State the name of the reagent that would be used to test a seed for protein.
..................................................................................................................................... [1]

6
(d) A student stated that:
‘Different types of plant tissue will lose different amounts of water by osmosis when
immersed in a salt solution.’
Plan an investigation to find out if the student was correct.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 24]
© UCLES 2021 0610/63/O/N/21

7
2 Fig. 2.1 is a photograph of the cut surface of an apple.
Fig. 2.1
(a) Make a large drawing of the cut surface of the apple shown in Fig. 2.1.
[4]

8
(b) Fig. 2.2 is a photograph of an apple ermine moth (Yponomeuta malinellus).
magnification ×9
Fig. 2.2
(i) Line AB represents the length of the apple ermine moth.
Measure the length of line AB on Fig. 2.2.
length of line AB on Fig. 2.2 ......................................... mm
Use your measurement and the formula to calculate the actual length of the apple ermine
moth.
length of line AB on Fig. 2.2

magnification = actual length of the apple ermine moth
Space for working.
.......................................................... mm
[3]
© UCLES 2021 0610/63/O/N/21

9
(ii) Fig. 2.3 is a photograph of a bird-cherry ermine moth (Yponomeuta evonymella).
magnification ×9
Fig. 2.3
Identify two similarities and one difference between the apple ermine moth in Fig. 2.2
and the bird-cherry ermine moth in Fig. 2.3.
similarity 1 ..........................................................................................................................
...........................................................................................................................................
similarity 2 ..........................................................................................................................
...........................................................................................................................................
difference ...........................................................................................................................
...........................................................................................................................................
[3]

10
(c) In a study, the number of apple ermine moths in one area was recorded every two weeks
over a 12-week period.
Table 2.1
number of apple ermine

week
moths
0 0
2 0
4 11
6 22
8 22
10 18
12 4
[4]
© UCLES 2021 0610/63/O/N/21
11
(ii) Use your graph to estimate the number of moths in week 11.
Show on your graph where you took your readings.
................................................................
[2]
[Total: 16]
© UCLES 2021 0610/63/O/N/21

Cambridge IGCSE™
* 0 4 4 3 4 2 9 8 5 9 *
BIOLOGY 0610/63
1 hour
INSTRUCTIONS
INFORMATION
This document has 12 pages.
DC (LK/SG) 302499/4
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
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
© UCLES 2022 0610/63/O/N/22

3
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]

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]
© UCLES 2022 0610/63/O/N/22

5
(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

7
2 Plan an investigation to find out how the volume of water added to germinating seeds affects the
rate of germination.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
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.................................................................................................................................................... [6]

8
3 (a) Fig. 3.1 is a photograph of an inkcap mushroom. Mushrooms are a type of fungus that grow
in fields and forests.
A B
magnification ×1.5
Fig. 3.1
(i) Make a large drawing of the inkcap mushroom shown in Fig. 3.1.
[4]
© UCLES 2022 0610/63/O/N/22

9
(ii) Line AB represents the width of the mushroom cap shown in Fig. 3.1.
Measure the length of line AB on Fig. 3.1.
length of line AB on Fig. 3.1 ........................................ mm
Use your measurement and the formula to calculate the actual width of the mushroom
cap.
length of line AB on Fig. 3.1

magnification =
actual width of the mushroom cap
Space for working.
......................................................... mm
[3]

10
(b) In a study, the colour of the cap of mushrooms growing in different temperatures was
recorded.
The colour was determined using the scale shown in Fig. 3.2.
cap
colour
score 0 1 2 3 4 5 6 7 8
Fig. 3.2
Table 3.1
temperature / °C cap colour score
15 8
17 8
19 6
21 5
23 3
25 1
27 0
© UCLES 2022 0610/63/O/N/22

11
[4]
(ii) Using the information in your graph, describe the results of this study.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) Fig. 3.3 shows the cap of a mushroom grown at a constant temperature.
Fig. 3.3
Using the scale in Fig. 3.2 and your graph, estimate the temperature that the mushroom
in Fig. 3.3 was grown in.
Show on your graph how you obtained your estimate.
........................................................... °C
[2]

12
(iv) Suggest why your answer in 3(b)(iii) can only be an estimate.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(v) All of the mushrooms used in the study were of the same species.
Suggest why it was important that they were all the same species.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) State one variable, other than the species of mushroom, which should have been kept
constant in this study.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(c) Some mushrooms contain vitamin C.
Describe the method you would use to test a sample of mushrooms for vitamin C.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
[2]
[Total: 20]
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2022 0610/63/O/N/22

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Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

READ THESE INSTRUCTIONS FIRST

Answer all questions.

Electronic calculators may be used.

This document consists of 10 printed pages and 2 blank pages.

1 Vitamin C is an important component of many fruits and vegetables.

conical flask containing

Step 1 A conical flask was labelled P.

Step 2 25 cm3 of vegetable juice extract P was added to conical flask P.

Step 4 A 10 cm3 syringe was filled with iodine solution.

© UCLES 2017 0610/63/M/J/17

cm3 cm3 cm3

Prepare a table and record these results in your table.

© UCLES 2017 0610/63/M/J/17 [Turn over

(e) A student was given a concentrated solution of vitamin C.

The solution contained 1000 mg of vitamin C in 100 cm3 of distilled water.

solution volume of concentrated volume of distilled final volume vitamin C content

© UCLES 2017 0610/63/M/J/17

vitamin C content of T ......................................................... mg

Plan an investigation to determine the effect of temperature on the vitamin C content of

© UCLES 2017 0610/63/M/J/17

2 The small intestine is involved in the digestion and absorption of food.

Fig. 2.1 shows a photomicrograph of cross-sections of villi in the small intestine.

Do not draw individual cells.

© UCLES 2017 0610/63/M/J/17

(i) The actual length of PQ on Fig. 2.2 is 1.25 mm.

Measure the length of line PQ on Fig. 2.2. Include the unit.

Calculate the magnification of Fig. 2.2 using the equation:

measured length of line PQ

Show your working.

© UCLES 2017 0610/63/M/J/17 [Turn over

(c) Digestion of starch occurs in the small intestine.

A student investigated the effect of temperature on the digestion of starch by amylase.

rate of reaction / arbitrary units

tube temperature / °C trial 1 trial 2 trial 3 average

Space for working.

optimum temperature ........................................................................................................

© UCLES 2017 0610/63/M/J/17

Suggest a reason for their decision.

Identify the independent and dependent variables in this investigation.

independent variable .........................................................................................................

dependent variable ............................................................................................................

© UCLES 2017 0610/63/M/J/17

© UCLES 2017 0610/63/M/J/17

READ THESE INSTRUCTIONS FIRST

Answer all questions.

Electronic calculators may be used.

This document consists of 11 printed pages and 1 blank page.

Step 1 Four test-tubes were labelled 1, 2, 3 and 4.

test-tube volume of 2% salt volume of distilled final percentage

Space for working.

2 mm long section of hollow stem

© UCLES 2018 0610/63/M/J/18

© UCLES 2018 0610/63/M/J/18 [Turn over

Petri dish 1 Petri dish 2

Petri dish 3 Petri dish 4

In the example shown in Fig. 1.4 the distance is 12 mm.