UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education

*9254401758*

BIOLOGY 0610/61
Paper 6 Alternative to Practical May/June 2011
1 hour
Candidates answer on the Question Paper
Additional Materials: ruler

SUITABLE FOR HEARING IMPAIRED CANDIDATES.

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.

For Examiner's Use

Total

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

IB11 06_0610_61_HI/FP
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0610/61/M/
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1 Students investigated samples of amylase from 100 goats. 100 small filter paper discs For
were each soaked in a different sample of goat amylase. The students tested the activity of Examiner's
these amylase samples using plain paper. Plain paper contains starch. Use

A circle of plain paper was placed into a Petri dish as shown in Fig. 1.1. Iodine solution
was used to stain the starch in the plain paper.

(a) When iodine solution reacts with the starch in the plain paper, what colour would you
see?

[1]

lid of Petri dish

10 1
2
9 3
4 ten small discs of filter
circle of plain paper 8
paper soaked in different
in the bottom of the 7 5
6 samples of goat amylase
Petri dish

Fig. 1.1

Ten amylase soaked filter paper discs were placed into one of the Petri dishes as shown in
Fig. 1.1.

Ten Petri dishes were set up as in Fig. 1.1.

The students lifted the filter paper discs at one-minute intervals and recorded the number of
areas where there had been a reaction.

(b) How would the students know that a reaction had taken place?

[1]

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If a reaction had not taken place, the students replaced the disc of filter paper for another For
minute. This procedure was repeated for five minutes. Examiner's
Use

Their results are recorded in Table 1.1.

Table 1.1

number of new areas where total number of areas where

time / minutes
there had been a reaction there had been a reaction
1 14 14

2 28 42

3 18 60

4 12
………
5 6
………

(c) (i) Complete Table 1.1 by calculating the total number of areas where there had been
a reaction after 4 and 5 minutes.

Write your answers in the spaces in Table 1.1.

Show your working in the space below.

[2]

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(ii) Plot the data from the first two columns in Table 1.1, to show the differences in For
the activity of amylase. Examiner's
Use

[5]

(iii) Suggest two reasons for the differences in amylase activity of the samples.

[2]

(d) Suggest three ways in which you could improve this investigation.

1.

2.

3.

[3]

[Total: 14]

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2 Fig. 2.1 is a photograph of a dandelion fruit. For
Examiner's
Use

Fig. 2.1

(a) Make a large drawing of the fruit in the space below.

Add labels to show:

• where the fruit was attached to the plant,

• the position of the seed.

[5]

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(b) (i) Measure the length of the fruit in Fig. 2.1 and draw a straight line next to your For
drawing to show this length. Examiner's
Use

length of fruit in Fig. 2.1

length of fruit in your drawing [2]

(ii) Calculate the magnification of your drawing.

Show your working.

magnification [2]

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(c) Fig. 2.2 shows a fruit which has been kept in a dry environment for one day.
For
Examiner's
Fig. 2.3 shows a fruit which has been kept in a damp environment for one day. Use

Fig. 2.2 Fig. 2.3

(i) Complete the table below to show one visible difference between the two
dandelion fruits.

dry fruit shown in damp fruit shown in

feature
Fig. 2.2 Fig. 2.3

…………………………… …………………………… ……………………………

…………………………… ……………………………

[2]

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(ii) Suggest and explain how changing weather conditions would:
For
Examiner's
• help disperse the fruits away from the parent plant, Use

• allow them to germinate in a new habitat.

[5]

[Total: 16]

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3 Fig. 3.1 shows sections through ginger (Zingiber officinale) and lotus (Nelumbo nucifera)
For
stems. Examiner's
Use

ginger lotus

Fig. 3.1

(a) (i) State one visible similarity between the two stems.

[1]

(ii) Complete Table 3.1 to show three visible differences between the two stems.

Table 3.1

stem

difference ginger lotus

…………………………… ……………………………
1

…………………………… ……………………………

…………………………… ……………………………
2

…………………………… ……………………………

…………………………… ……………………………
3

…………………………… ……………………………

[3]

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(b) Lotus plants live in water.
For
Examiner's
Suggest and explain an adaptation of the lotus stem to its water habitat. Use

[2]

(c) The cells of lotus roots contain starch grains.

Describe how you would prepare a microscope slide of the cells of a lotus stem to
show the starch grains.

[4]

[Total: 10]

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Copyright Acknowledgements:

Question 2a Figure 2.1 © dandelion taraxacum officinale studio; Dirk v. Mallinckrodt / Alamy.

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.

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.

© UCLES 0610/61/M/