0610 s12 qp_32

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IB12 06_0610_32/5RP
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
BIOLOGY 0610/32
Paper 3 Extended May/June 2012
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
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.
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© UCLES 2012 0610/32/M/J/12 [Turn over
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1 Fig. 1.1 A shows a cell from the lining of the alimentary canal.
Fig. 1.1 B shows a cell from the lining of a kidney tubule.
Both cells absorb substances into the blood.
C C
A B
Fig. 1.1
(a) Name the structures labelled C on the cells in Fig. 1.1.
[1]
(b) List three substances that are absorbed by both cells shown in Fig. 1.1.
1
2
3 [3]
(c) Explain how both cells shown in Fig. 1.1 are adapted for absorption of substances into
the blood.
[2]
(d) Name the part of the alimentary canal that is lined by the cells shown in Fig. 1.1 A.
[1]
[Total: 7]
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2 (a) Define the term growth.
[2]
Some students investigated the responses of tomato seedlings to receiving light from one
side (unidirectional light).
The students germinated tomato seeds in the dark and then placed the seedlings in
test-tubes with water. The seedlings were treated in four different ways, E to H, as shown in
Fig. 2.1. The responses of the seedlings are shown in Fig. 2.2.
E F G H
light
cover that light cannot get through
Fig. 2.1
E F G H
light
Fig. 2.2
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(b) Name the response shown by the tomato seedling, F, which has bent 90º towards the
light.
[2]
(c) Using the results shown in Fig. 2.2, suggest what conclusions may be made about how
the tomato seedlings detected the stimulus of unidirectional light.
You may refer to the seedlings by the letters E to H.
[3]
(d) Explain the advantage of the response shown by seedlings to unidirectional light.
[2]
(e) Responses to light are coordinated by plant growth substances known as auxins.
Explain the role of auxins in coordinating the response.
[2]
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(f) Research workers in India tested the hypothesis that pigments in tomato seedlings
detect blue light. They used a variety of tomato seedling that does not have the ability
to make a certain pigment.
These seedlings and a control group of seedlings were grown in the dark and then
exposed to unidirectional blue light for 360 minutes.
The scientists measured the degree of bending of the seedlings at intervals during the
360 minutes. Their results are shown in Fig. 2.3.
0 60 120 180
time/min
240 300 360
80
70
60
50
40
30
20
10
0
control
group
degree of
bending
no
pigment
Fig. 2.3
(i) Describe the results shown in Fig. 2.3.
[4]
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(ii) Suggest an explanation for the differences between the responses of the two
groups of seedlings.
[2]
[Total: 17]
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3 The red slender loris, Loris tardigradus, is a nocturnal mammal that feeds at night on
flowers, fruit and a variety of small animals. It is found in forest ecosystems in South Asia.
Fig. 3.1 shows a red slender loris.
Fig. 3.1
(a) Explain the meaning of the term ecosystem.
[2]
(b) State three ways in which mammals, such as the red slender loris, differ from other
groups of vertebrates.
1
2
3 [3]
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(c) The large eyes of the red slender loris show that it is well adapted for a nocturnal way
of life.
Suggest other features that the animal is likely to have that are adaptations to being
active at night.
[2]
Two species of slender loris are found in Sri Lanka, the grey slender loris, L. lydekkerianus,
and L. tardigradus.
The International Union for Conservation of Nature describes the red slender loris as
endangered. Horton Plains National Park in Sri Lanka is one of the few places where
L. tardigradus is found.
(d) Discuss why areas of land, such as the Horton Plains National Park, must be
conserved.
[4]
(e) State how scientists could show that two populations of slender loris belong to the
same species or to two different species.
[1]
[Total: 12]
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4 Fig. 4.1 shows a vertical section of a human heart.
J
M
K
L
valve O
valve N
Fig. 4.1
(a) Identify the blood vessels labelled J to M.
J
K
L
M [4]
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(b) Sensors that detect changes in blood pressure were placed into the blood vessels
surrounding the heart. Recordings were taken at the times when the ventricles
contracted and when they relaxed.
The blood pressures recorded are shown in Table 4.1.
Table 4.1
blood pressure / kPa
blood vessel
contraction of the ventricles relaxation of the ventricles
J 16.0 10.0
K 0.3 0.3
L 0.3 0.3
M 2.0 0.5
(i) Explain why the pressure in blood vessel J is greater than the pressure in blood
vessel M.
[2]
(ii) Explain why the pressure in blood vessels K and L is much less than the pressure
in blood vessels J and M.
[2]
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© UCLES 2012 0610/32/M/J/12
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(c) Explain how the valves at N and O maintain one-way flow of blood through the heart.
[4]
(d) Other than in the heart, state where valves similar to those at O are found in the
circulatory system.
[1]
[Total: 13]
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5 Fig. 5.1 shows the human male reproductive system and part of the urinary system.
A
B
C
D
E
F
G
H
J
Fig. 5.1
(a) Complete Table 5.1 by identifying the structure in the male reproductive system shown
in Fig. 5.1 that carries out each of the functions listed.
Write one letter only in each box. You may use the same letter more than once. There
are some letters that you will not use. The first one has been done for you.
Table 5.1
function structure
stores urine A
produces gametes
produces seminal fluid
moves gametes by peristalsis
produces testosterone
[4]
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(b) Describe how human male gametes differ from human female gametes.
[4]
(c) Some women have difficulty becoming pregnant. They can be helped by taking fertility
drugs. They can also be helped by artificial insemination.
(i) Describe how fertility drugs help women to become pregnant.
[3]
(ii) Describe how artificial insemination is carried out.
[2]
[Total: 13]
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6 Nitrogen gas makes up about 80 % of the Earth’s atmosphere. Only those organisms that
are able to fix nitrogen can use it. All other organisms rely on the recycling of nitrogen from
nitrogen-containing compounds, such as proteins and DNA. Fig. 6.1 shows the nitrogen
cycle on a small farm in Ghana.
nitrogen (N2) in
atmosphere
ammonium ions (NH4
+
)
in bacteria in root
nodules of legumes
amino acids in
bacteria in root
nodules of legumes
amino acids in
legumes
protein in legumes protein in goaturea in blood of goat
amino acids in
intestine of goat
nitrate ions
(NO3
–
) in soil
ammonium ions
(NH4
+
) in soil
urea in urine of
goat
protein in faeces
of goat
Q
P
R
S
Q
T
U
Fig. 6.1
(a) Complete Table 6.1 by identifying the processes, P to U, in the nitrogen cycle shown in
Fig. 6.1.
One process, S, has been completed for you.
Table 6.1
stage process
P
Q
R
S deamination
T
U
[5]
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© UCLES 2012 0610/32/M/J/12
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It is difficult to improve legume crops by traditional plant breeding methods. Scientists in
Ghana have used a different approach. They exposed seeds of two varieties of winged
bean, Psophocarpus tetragonolobus, to ionising radiation.
Seeds that had been exposed to radiation (irradiated seeds) and seeds that had not been
irradiated were grown under identical conditions.
After 45 days, the numbers of root nodules on the plants that grew from these seeds were
recorded. The dry mass of the root nodules on each plant was also determined and
recorded.
The results of the investigation are shown in Table 6.2.
Table 6.2
variety 1 variety 2
feature non-irradiated irradiated non-irradiated irradiated
mean number of nodules per
plant at 45 days
12 21 7 21
mean dry mass of nodules per
plant at 45 days / g
0.09 0.21 0.14 0.24
(b) Use the results in Table 6.2 to describe the effect of radiation on the plants in both
varieties.
[3]
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(c) Suggest and explain what happens to the seeds when they are exposed to ionising
radiation.
[2]
(d) Researchers use plants that show useful features in selective breeding to improve
varieties of the winged bean. The improvement of winged beans by selective breeding
is an example of artificial selection.
Suggest how selective breeding is carried out with plants.
[4]
(e) Scientists in Australia have put a gene from the bacterium Bacillus thuringiensis (Bt)
into the cowpea, an important crop in Africa. This gene gives resistance against the
cowpea pod borer, an insect pest that reduces the yield of cowpeas.
Explain how the method used by the Australian scientists differs from the technique
used by the Ghanaian scientists.
[2]
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(f) Legumes, such as cowpeas and winged beans, are grown in between maize plants in a
method known as intercropping.
Suggest the advantages to farmers of growing legumes and maize together in the
same field at the same time.
[2]
[Total: 18]
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reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
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University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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