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MINISTRY OF EDUCATION, SINGAPORE

in collaboration with
CAMBRIDGE ASSESSMENT INTERNATIONAL EDUCATION
General Certificate of Education Advanced Level

CANDIDATE
NAME

CENTRE INDEX
NUMBER S NUMBER
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BIOLOGY 6093/02
Paper 2 October/November 2024
1 hour 45 minutes
Candidates answer on the Question Paper.
No Additional Materials are Required.
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READ THESE INSTRUCTIONS FIRST

Write your Centre number, index 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 ON ANY BARCODES.

Section A
Answer all questions.
Write your answers in the spaces provided.

Section B
Answer one question.
Write your answers in the spaces provided.

The use of an approved scientific calculator is expected, where appropriate.

The number of marks is given in brackets [ ] at the end of each question or part question.

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This document consists of 21 printed pages and 3 blank pages.

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Section A

Answer all questions.

1 Fig. 1.1 shows the internal structure of the human heart and associated blood vessels.

Fig. 1.1

(a) Name two blood vessels shown in the diagram that carry oxygenated blood.

1 ……………………………………………………………………………………………………….

2 ……………………………………………………………………………………………………….
[2]

(b) Blood flows through a valve when the left ventricle of the heart contracts. Fig. 1.2 shows
this valve in the open and closed positions.

Fig. 1.2

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A small number of people develop a medical condition that causes changes to this valve.
Fig. 1.3 shows the same heart valve in the open and closed positions in a person with this
condition.

Fig. 1.3

(i) Explain how this medical condition will affect the flow of blood when the left ventricle
contracts and relaxes.

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(ii) Describe and explain the effect of this condition on the ability of the person to
exercise.

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2 Amylases are enzymes that are made in specific cells of animals and plants and also by
bacteria. In humans, amylase is secreted into the alimentary canal in saliva and in pancreatic
juice.

(a) (i) Explain what is meant by the term enzyme.

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(ii) Outline two structural features of enzyme molecules.

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2 ………………………………………………………………………………………………...

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(iii) Name both the substrate and product of amylase.

substrate ……………………………………………………………………………………….

product …………………………………………………………………………………………
[2]

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(b) Amylase produced by bacteria can be used as part of an industrial process that converts
plants such as corn into biofuel. Biofuels can be used instead of diesel or petrol.

Fig. 2.1 shows how the activity of amylase is affected by temperature and pH.

Fig. 2.1

(i) Describe what the data in the bar chart show about the activity of the enzyme and
explain why this information is useful for the producers of biofuels.

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(ii) Biofuels can be burnt in vehicle engines.

Suggest how biofuels can result in pollution and cause environmental change.

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3 A man decides to do some fitness training to improve his ability to provide oxygen to his
muscles.

(a) (i) Describe the route an oxygen molecule takes from the atmosphere to reach the
muscles.

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(ii) The fitness training is designed to result in changes to the man’s body.

Suggest two body changes that would improve his ability to provide oxygen to his
muscles.

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2 .………………………………………………………………………………………………..

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(b) The man measures how much oxygen his body uses (his oxygen consumption) at different
intensities of exercise, from rest to high intensity.

His results are shown in Fig. 3.1.

Fig. 3.1

(i) Determine the maximum volume of oxygen the man consumes in one minute.

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(ii) The graph shows that it is possible for the man to increase the intensity of his
exercise beyond the point at which he has reached his maximum oxygen
consumption. He can only do this for a short period of time.
Explain why.

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4 A gardener grows a species of dahlia, a flowering plant.

Each year the gardener chooses his best plants and takes cuttings to make new plants.

Fig. 4.1

(a) (i) Removing the lower leaves and placing the cuttings in a transparent bag helps
prevent them wilting until the roots develop.

Suggest and explain how these two steps help to prevent wilting.

removal of lower leaves ……………………………………………………………………...

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covering with transparent bag ……………………………………………………………….

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(ii) Taking cuttings is a commercial application of asexual reproduction.

Define asexual reproduction.

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(b) Describe and explain how the dahlia plant produces sugars and transports sugars to the
fruit.

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(c) The gardener’s dahlia cuttings grow into full-sized plants with flowers.

The gardener decides that he would like to produce a plant that combines the
disease-resistant characteristics of one of these plants with the red petal colour of another.

With reference to named parts of the flowers, describe how he could achieve this.

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5 Fig. 5.1 shows parts of the human body involved in excretion.

Fig. 5.1

(a) Describe how parts A, B and C are involved in removing the waste product that passes out
of tube D.

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(b) Explain how the process of dialysis maintains the correct chemical composition of the
blood for a person with kidney disease.

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6 Guinea pigs are small mammals. In some countries they are produced for food and in others
they are bred as pets.

(a) Guinea pigs can have either straight hair or curly hair. The allele for straight hair, T, is
dominant to the allele for curly hair, t.

(i) Explain the difference between a gene and an allele.

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(ii) A breeder has two straight-haired guinea pigs, male and female, and is surprised
when one of the offspring has curly hair.

Complete the genetic diagram to show how this is possible.

[4]

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(b) Baby guinea pigs develop in the mother’s uterus for between 59 and 73 days.

The mother usually gives birth to between two and four offspring.

Fig. 6.1 shows the uterus and developing offspring.

Fig. 6.1

The offspring of both humans and guinea pigs develop in a uterus.

Using the information provided and your knowledge of human development, discuss the
similarities and differences in the development of offspring of humans and guinea pigs.

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7 Some students investigated the effect of temperature on the rate of photosynthesis in

pondweed, a plant that lives in water.

(a) The students set up the apparatus shown.

Fig. 7.1

To measure the rate of photosynthesis, the students counted the number of bubbles of gas
produced in five minutes.

They started the investigation by measuring the temperature of the water in the beaker.

The students recorded the number of bubbles of gas produced by the pondweed for five
minutes using a tally chart.

They replaced the water with warmer water, measured its temperature and again counted
the number of bubbles of gas produced by the pondweed for five minutes. They recorded
their results as before.

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The students’ tally chart is shown in Fig. 7.2.

Fig. 7.2

The students then transferred their results to Table 7.1.

Complete the table by adding the number of bubbles to the rate of photosynthesis
column. [1]

Table 7.1

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(b) (i) Construct a line graph of the data in the table on the grid. Join your points with ruled,
straight lines. [4]

(ii) Use your graph to estimate the number of bubbles produced in five minutes at 25°C
to the nearest whole number. Show your working on the graph.

number of bubbles ......................................................... [1]

(c) Use the data and your graph to describe the effect of temperature on the rate of
photosynthesis.

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(d) Explain why measuring the volume of gas produced instead of counting the bubbles would
have been a better method.

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[Total: 10]

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Section B

Answer one question from this section.

8 There are many different types of virus that can infect animal cells.

(a) Compare the structure of a typical virus with a typical animal cell.

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(b) (i) Human immunodeficiency virus (HIV) is one type of virus.

Describe how HIV is transmitted.

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Table 8.1 shows the numbers of people infected with HIV globally and the numbers
receiving treatment in different years.

Table 8.1

(ii) Use the information in the table to describe changes in the numbers of people
infected and treated between the years 2000 and 2018.

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9 A group of scientists investigated the total mass of carbon dioxide released when animals and
plants are farmed and then used as food for humans.

(a) The total mass of carbon dioxide released for each food in the study included the mass
released

● during production of the food by farming

● after the food left the farm and before it was eaten.

Suggest and explain how human activity may result in the release of carbon dioxide after
food has left the farm on which it was produced.

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(b) Some of the results of the investigation are shown in Table 9.1.

Table 9.1

(i) A farmer decides to change production from lamb to beans.

Calculate the percentage change in carbon dioxide released per kg of food

produced.

Space for working.

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(ii) An increasing number of people in some countries choose to eat a diet consisting
only of plants.

Use the results in the table and your scientific knowledge to explain how this choice
of diet may benefit the environment.

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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.

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