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0610 s04 QP 6

UNIVERSITY of CAMBRIDGE INTERNATIONAL EXAMINATIONS - BIOLOGY Paper 6 Alternative to Practical may / June 2004 1 hour Candidates answer on the question Paper.

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Hubbak Khan

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0% found this document useful (0 votes)

175 views

0610 s04 QP 6

UNIVERSITY of CAMBRIDGE INTERNATIONAL EXAMINATIONS - BIOLOGY Paper 6 Alternative to Practical may / June 2004 1 hour Candidates answer on the question Paper.

Uploaded by

Hubbak Khan

Available Formats

Download as PDF or read online on Scribd

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Centre Number Candidate Number Name

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education
BIOLOGY 0610/06
Paper 6 Alternative to Practical
May/June 2004

1 hour
Candidates answer on the Question Paper.
There are no Additional Materials.

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 in the spaces provided on the Question Paper.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.

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.

If you have been given a label, look at the For Examiner’s Use
details. If any details are incorrect or
1
missing, please fill in your correct details
in the space given at the top of this page. 2
Stick your personal label here, if 3
provided.
Total

This document consists of 9 printed pages and 3 blank pages.

SPA (KN) S64494/2
© UCLES 2004 [Turn over
2 For
Examiner’s
Use
1 Fig. 1.1 shows the appearance of a cell from the epidermis of a leaf.

Fig. 1.1

Three similar pieces of epidermis have been placed in different solutions and left submerged
for 30 minutes. One solution was pure water, another contained 1.5% sugar solution and the
third 5% sugar solution.

Figs. 1.2, 1.3 and 1.4 show a cell from each of these three pieces of epidermis.

Fig. 1.2 Fig. 1.3 Fig. 1.4

(These cells are all drawn to the same magnification)

(a) Measure the width of the cell contents along the lines drawn across each cell.

Fig. 1.1 ..................................................

Fig. 1.2 ..................................................

Fig. 1.3 ..................................................

Fig. 1.4 .................................................. [3]

© UCLES 2004 0610/06/M/J/04

3 For
Examiner’s
Use
(b) Suggest in which solution each of the cells, in Figs. 1.2, 1.3 and 1.4, was placed and
explain your choice.

Fig. 1.2 .............................................................................................................................

explanation .......................................................................................................................

..........................................................................................................................................

Fig. 1.3 .............................................................................................................................

explanation .......................................................................................................................

..........................................................................................................................................

Fig. 1.4 .............................................................................................................................

explanation .......................................................................................................................

......................................................................................................................................[8]

[Total : 11]

© UCLES 2004 0610/06/M/J/04 [Turn over

4 For
Examiner’s
Use
2 Starch is broken down during digestion by an enzyme, amylase.
The test for starch uses iodine solution.
When all the starch has been completely digested, the orange brown iodine solution does
not change colour.

(a) Three test tubes A, B and C each contained 5 cm3 of 1% starch solution.

To tube A, 1 cm3 of water and 2 cm3 of 1% amylase solution were added.

The stop clock was started immediately and the mixture was stirred.
Every minute a drop was removed from the mixture and added to iodine solution on a
white tile.

To tube B, 1 cm3 of water an 2 cm3 of boiled and cooled 1% amylase solution were
added.
The same method of testing was used.

To tube C, 1 cm3 of 0.5% sodium chloride solution and 2 cm3 of 1% amylase solution
were added.
The same method of testing was used.

The colours observed are shown in Table 2.1.

These investigations were carried out at room temperature.

Table 2.1

(i) State how long it took for the starch to be completely broken down in tubes A and
C.

tube A ................................................. tube C .....................................................[2]

© UCLES 2004 0610/06/M/J/04

5 For
Examiner’s
Use
(ii) Describe the effect on the reaction of using sodium chloride solution.

...................................................................................................................................

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

(iii) State the purpose of tube B in this investigation.

...................................................................................................................................

...............................................................................................................................[1]

(b) In the human alimentary canal, starch is broken down by amylase. The pH of the
alimentary canal varies between pH 2 and pH 8.5.

Suggest how you could investigate the effect of pH on the activity of amylase.

..........................................................................................................................................

......................................................................................................................................[5]

[Total : 10]

© UCLES 2004 0610/06/M/J/04 [Turn over

6 For
Examiner’s
Use
3 Fig. 3.1 shows two joined mature Acer fruits.

Fig. 3.1

(a) (i) Make a large drawing of one of these fruits in the space below.

Label the position of the seed.

[4]

© UCLES 2004 0610/06/M/J/04

7 For
Examiner’s
Use
(ii) Calculate the magnification of your drawing using the maximum length of the fruit in
Fig. 3.1 that you have drawn.

maximum length of your drawing of one fruit ...................................................... cm

maximum length of the same fruit in Fig. 3.1 ...................................................... cm

working:

magnification .........................................................................................................[2]

The background in Fig. 3.1 is a grid, with squares of 1 mm x 1 mm.

(iii) Determine the surface area of one of the fruits including the wing-like extension.
Explain how you worked out your answer.

...................................................................................................................................

...............................................................................................................................[3]

8 For
Examiner’s
Use
(b) Using paper and plasticine to represent a wind dispersed fruit, such as Acer, it is
possible to adjust the size of the wing. The effect of different wing size was investigated
by dropping a model fruit with different surface areas, from the same height in the same
wind conditions. The horizontal distance travelled by the model was measured. Each
model fruit was dropped five times.

The results are shown below.

Table 3.1

surface area of distance travelled / cm mean

wing-like distance
extension / cm2 drop 1 drop 2 drop 3 drop 4 drop 5 travelled / cm
32 30 40 20 15 20
64 20 30 30 25 40
96 30 40 26 50 35
128 45 20 40 45 65
160 72 40 54 50 34

(i) Complete Table 3.1 by calculating the mean (average) distance travelled by the
model fruits. [2]

(ii) Plot the mean distance the model fruit travelled horizontally against the surface
area of the model as a line graph. [4]

9 For
Examiner’s
Use
(iii) Describe the relationship between the surface area and the mean distance
travelled.

...................................................................................................................................

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

(iv) Outline the importance of seed dispersal away from the parent plant.

...................................................................................................................................

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

[Total : 19]

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0610/06/M/J/04
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Every reasonable effort has been made to trace all copyright holders where the publishers (i.e. UCLES) are aware that third-party material has been reproduced.
The publishers would be pleased to hear from anyone whose rights they have unwittingly infringed.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of
the University of Cambridge.

0610/06/M/J/04