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P6 Exam Preparation

The document provides information about preparing for paper 6 exams, including describing key concepts like independent and dependent variables, sources of error, and ways to improve experiments. It also discusses drawing tables and graphs to present results, planning investigations, ensuring accuracy and reliability, and studying topics that may appear in paper 6 like magnification calculations, movement of substances into and out of cells, enzyme activity, and qualitative and quantitative food tests.

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0% found this document useful (0 votes)

30 views124 pages

P6 Exam Preparation

Uploaded by

Suha Algharaz

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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Paper 6

Exam preparation
/Scan for explaining paper 6 basics
-
Notes to revise the basics
First question A

A) independent variable …..changeable …..investigate the effect of ………

B) dependent variables ……..recorded, measured, observed , counted , calculated .
C) controlled variable….SAME / 2 cm3 / 3 drops/ %
D) source of error
E) results ( needed for conclusion ) .

1. No repeats ………..replication…repeat 3 more times at each temp / pH /

concentration
2. Cross Contamination ……using same tools
3. Dilution ….rinse without drying …..use new measuring cylinder / test tube
4. Color change used to judge end point …subjective judgment to color change …
better to use a colorimeter .
5. Shaking ….spillage and inconsistent mixing being non standardized ..
6. Drops …not of same size
7. No stirring …..settle at the bottom/ unequal heat distribution …use a stirrer to stir
8. Temperature not maintained ..thermostaitaclly controlled water bath /incubator
9. Measuring ….of 3 exp at the same time …. Do them separately / stagger the start
time .
10. No equilibration .

Equilibrate Light intensity

the temp

Why repeat ?
Take average , to be able to exclude anomalous results

Improvement for reliability

And improvement for accuracy
Drawing a table B

Tomin
Dependent / unit
Independent comm
min

Dependent / unit

I
Independent
free I mat I tic 3 average

Draw a graph C

A) bar chart ….independent variable ( non measurable )

B) histogram …independent range ( 11-15, 16-20, 21-25,….)

C) line graph …point to point

IndeX
D) a line of best fit ..smooth curve

-
Plan an investigation / describe investigation

1,. Independent variable ( carry the experiment under 5 different ……add values
with units ) …for concentrations use mol/ dm3 …for light intensity by keeping
lamp at different distances from plant ….cm …humidity is g/ m3

2. Controlled variables ( living and non living )

• temperature using a thermostatic water bath / incubator for petri dish
• pH is maintained using buffer solution
• Light intensity by keeping light source at the same distance from the plant
• Humidity ..humidifier / dehumidifier
• Carbon dioxide concentration using hydrogen carbonate
• Size by cutting to the same size with scalpel
• same species , same age , same size / number of leaves
• Same physical and health state

3. Methodology
( equilibration, water bath , buffer , gas syringe , humidifier/ dehumidifier , stop
watch , digital thermometer , measure color intensity using a colorimeter )

4. Time interval ( 10 mins …if seeds so from 2 to 10 days )

5. Dependent ..details
Measure the volume of oxygen gas produced using a gas syringe
Measure the distance travelled by the air bubble after 10 mins
Measure the length of the foam after 10 mins
Measure the mass of the plant after 10 mins
Measure the dry mass by putting the plant in ht place / oven to allow water to
evaporate and repeat until plant losses all water .
Measure numb er of seeds germinated .
SAFETY
CONTROL …carry out same experiment without the factor causing the change to compare the results

Repeat three more time

1. Independent
2. controlled variables + methodology
3. Dependent + time interval
4. Safety
5. Repeat

Accuracy : numbers ( counting measuring size volume )

Reliability : repeats and take average ( sample size )
Validity : controlled variables

. Control : '
Carrying out same experiment without the factor causing the change
To compare the results
And show that the ( factor under investigation) is responsible for (the
change observed )

Drawing

Magnification +1
Clear unbroken lines +1
Details +1 / +2
Labels +1

Why kept constant :

1. Controlled variable
2.That affects the ( results)
3.So kept same to have fair test and valid comparison
Study in paper 6
Theoretically

1. Classification : I
A M
1. Magnification calculation x
1mm= 1000 um
1 cm = 10mm
2. Arthropods
Segmented body , jointed legs , exoskeleton
Insects …..head , thorax and abdomen
Arachnids …cephalothorax and abdomen
Crustaceans …carapace.

3. Key features

Number of pairs M. C. A. I
Many have compound
of jointed legs Many ....5or more .....4.....3:
eyes , 1 pair of

Number of body Many ....2...........2......3 -

antenna , 1 or 2 pairs

parts of wings

2 pairs of antenna
Chalky exoskeleton
No antennae

2. Movement in and out of the cells

Definitions of osmosis and diffusion

Lost water….soft and floppy ..plant ( potato )
Turgid ( gained water )
Factors affecting rate of diffusion ( surface area , gradient ,
membrane thickness , size of molecules .
3. Enzymes

Pectinase
Biological washing powder
Catalase H2O2......H2O +O2
Renin milk .....solid clots

Factors affecting enzyme activity :

1. Temperature ……thermostatic water bath
2. pH using a buffer solution
3. Same concentration and volume of substrate ( same mass / same size and
shape for same surface area )
4. Same source of enzyme / concentration / same volume

In case enzyme is amylase / substrate is starch

Methodology :
Add starch in a test tube
Add enzyme in another test tube
Leave them in a water bath for 5 mins at the exp temp to allow equilibration
Then mix them together .

Dependent :
Using a spotting tile …equal volume / number of drops of iodine solution
Test for starch every 1 min over 20 mins
Measure time taken for iodine solution to remain yellow brown .
5. Nutrition

Food tests

Qualitative

Biuret ...blue to purple in presence of protein

Benedict’s ....blue to brick red in presence of reducing sugars
Ethanol emulsion test ...milky white layer in presence of fat
Iodine solution ...from orange brown to blue black inpresence of starch
DCPIP ....in presence of vitamin C changes from blue to colourless

Not quantitative
Quantitative test

Inaccurate ( estimation)
Accurate Comparing to other standard
Colorimeter ..measure depth of color solutions
Subjective judment L

DCPIP ....measure volume needed to stop DCPIP ...add drops /using a

decolorizing of DCPIP using a burette syringe over shooting
remains blue

Benedict’ ....
a) the faster the higher the concentration of reducing sugars/
B) the larger the mass of ppt , the higher the concentration .

Biuret ...
Using a colorimeter , the darker the purple color , the higher the
concentration of proteins
Food test
Qualitative

Detecting the presence and Quantitative

the absence of a substance Semiquantitative
( not a quantitative test ) / estimation
1. Starch ……iodine solution
0 : 00

Yellow brown 1. Comparing colors to

Blue black Yellow brown .use a colorimeter
compare concentrations
Starch is present Starch is absent
-ve to measure the
+ve
2. Reducing sugar ( glucose , maltose ) …..Benedict’s solution .
depth of color
Blue More accurate
Sample ( liquid ) + benedict’s ……..heat in a boiling water bath

ROYGBIV Remain blue

+ve result -ve result # B + I ++

The darker the purple color the

3. Protein …….biuret reagent
BLUE higher the concentration of
Blue protein …source of error
Purple / lilac
+ve results -ve result ….subjective judgment of color
Not quantitative
4. Vitamin C ….DCPIP
Blue
+ve -ve 3 has the highest concentration
of reducing sugar / the faster the
Colorless Remain blue
change in color , the higher the
5. Fats ……..Ethanol emulsion test concentration of reducing sugars
1 2 3 …source or error ..subjective
+ve
-ve
Milky cloudy layer
Test for vitamin C

Qualitative :
Upon adding DCPIP to vitamin C sample
Blue Colour of DCPIP turn colourless.

Quantitative :
Get 5 unknown samples of vitamin c
Titrate using DCPIP
And keep adding till the blue colour of DCPIP persist / remains .
The higher the volume of DCPIP , used the higher the concentration of
vitamin C
Papers to be solved
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Pass 6666 2

1 Starch is an important food source that is digested by the enzyme amylase to form the reducing
sugar maltose.

amylase
starch + water maltose

Some students investigated the effect of enzyme concentration on the rate of digestion of starch.

Step 1 Three test-tubes were labelled A, B and C.

Step 2 5 cm3 of starch solution was put into each of test-tubes A, B and C.

Step 3 Another three test-tubes were labelled A1, B1 and C1.

Step 4 1 cm3 of 3% amylase solution was put into test-tube A1.

1 cm3 of 2% amylase solution was put into test-tube B1.
1 cm3 of 1% amylase solution was put into test-tube C1.

Step 5 All six test-tubes were placed into a water-bath at 60 °C for three minutes.

Step 6 A white tile was divided into three sections and labelled A, B and C as shown in Fig. 1.1.

Step 7 Iodine solution was dropped onto the tile to form two rows of 10 drops approximately the
same distance apart, in each of the sections A, B and C as shown in Fig. 1.1.

A B C
drop of iodine solution
row 1

row 10

Fig. 1.1

Step 8 A glass rod was dipped into the starch solution in test-tube A to remove some of the
solution. The glass rod was then touched onto the surface of the first drop and then the
second drop of iodine solution in row 1 on the section of the tile labelled A. The glass rod
was rinsed and dried.

Step 9 Step 8 was repeated using the amylase solution in test-tube A1 and the drops of iodine
solution in row 2 on the section of the tile labelled A.

Step 10 A timer was started and the amylase solution in test-tube A1 was poured into test-tube A.

The mixture of starch and amylase in test-tube A was stirred with a glass rod and then
some of the mixture was immediately removed using the glass rod.

The glass rod was then touched onto the surface of the first drop and then the second
drop of iodine solution in row 3 on the section of the tile labelled A. The glass rod was
rinsed and dried.

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Step 11 After one minute the glass rod was used to remove some of the mixture from test-tube A
and touched onto the first drop and then the second drop of the iodine solution in row 4
on the section of the tile labelled A. The glass rod was rinsed and dried.

Step 12 Step 11 was repeated for six more minutes.

Step 13 Steps 8 to 12 were repeated for test-tubes B and B1.

Step 14 Steps 8 to 12 were repeated for test-tubes C and C1.

Fig. 1.2 shows the students’ results.

A B C key
row 1 no starch
starch

drops joined
together

row 10

Fig. 1.2

(a) (i) Prepare a table to record the students’ results.

The table should include:

• the concentration of the amylase solution
• the time taken for all the starch to be digested for each amylase concentration.

[5]
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(ii) Explain why the students’ results are not reliable.

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

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

(iii) The starch was digested into simple (reducing) sugars. Describe how you could test the
liquid in the test-tubes to show they contain reducing sugars.

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

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

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

Describe how this variable was kept constant.

variable ..............................................................................................................................

how it was kept constant ...................................................................................................

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

(ii) Explain why all the test-tubes were left in the water-bath for three minutes before the
amylase was added to the starch.

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

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

(iii) Explain why step 9 was carried out before mixing the amylase and starch together.

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

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

1 ........................................................................................................................................

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

2 ........................................................................................................................................

...........................................................................................................................................
[2]
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(d) In another experiment some students made starch agar that contained 100 mg per cm3 of
starch.

The starch agar was stained using iodine and was then cut into blocks that measured
2 cm × 3 cm × 0.5 cm.

(i) Calculate the total mass of starch in each of the blocks of starch agar.

Show your working.

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

Six small beakers containing 20 cm3 of 5% amylase solution were placed in water-baths at
different temperatures. One of the blocks containing starch from (d)(i) was placed into each
of the beakers.

The time taken for all the starch to disappear was measured.

The results of the experiment are shown in Table 1.1.

Table 1.1

rate of reaction
temperature / °C time taken for starch to disappear / s
/ mg per s

20 1500 0.2

30 375 0.8

40 200 1.5

50 125 2.4

60 65 4.6

70 88

(ii) Complete Table 1.1 by writing in the rate of reaction at 70 °C. [1]

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(iii) Plot a graph on the grid to show the effect of temperature on the rate of reaction.

[4]

[Total: 23]

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2 Fig. 2.1 is a photomicrograph of the epidermis of a leaf. It shows epidermal cells, guard cells and
stomata.

Each stoma is surrounded by two guard cells containing chloroplasts.

stoma
epidermal
cells

X chloroplast
cytoplasm

cell wall

guard cell

Fig. 2.1

(a) (i) Complete table 2.1 to show two visible differences between epidermal cells and guard
cells.

feature epidermal cell guard cell

[2]

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(ii) Make a large drawing of the two guard cells and the stoma shown inside the box on
Fig. 2.1.

[4]

(b) Measure the total width of the guard cells and stoma along the line XY on Fig. 2.1.
Include the units.

Total width of the guard cells and stoma on Fig. 2.1 ...........................................

Draw a line on your drawing in the same position as the line XY.

Measure the width of the guard cells and stoma on your drawing. Include the units.

Total width of the guard cells and stoma on your drawing ...........................................

Calculate the magnification of your drawing using the formula:

magnification = width on your drawing

width on Fig. 2.1

Show your working and give your answer to the nearest whole number.

................................................................
[3]
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(c) Fig. 2.2 shows the rate of water gain by absorption and the rate of water loss by transpiration
in a plant during a 24-hour period on a hot sunny day.

40
rate of water
loss or gain
/ g per unit time
30

absorption
10
transpiration

0
06.00 10.00 14.00 18.00 22.00 02.00 06.00
time of day

Fig. 2.2

Compare the trends shown in Fig. 2.2 for the absorption and transpiration of water during the
24-hour period.

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

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

(d) Fig. 2.3 shows the apparatus used to measure water uptake by a leafy shoot. The leafy shoot
is sealed tightly into a glass tube which is connected to a capillary tube containing water.

As the leafy shoot loses water through its leaves it absorbs water from the apparatus. Air is
pulled into the open end of the capillary tube as the water moves towards the leafy shoot.

The distance moved by the air in the capillary tube can be measured on the scale and used to
calculate the volume of water absorbed by the leafy shoot.

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leafy shoot

water to refill the capillary tube

cut end of
a leafy
shoot stem

water

capillary tube with a scale air

open end of
the capillary tube

Fig. 2.3

Describe how you would use the apparatus in Fig. 2.3 to investigate the effect of temperature
OR humidity on the rate of water absorption by a leafy shoot.

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

...............................................................................................................................................[6]

[Total: 17]

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Pass 6666 2

1 A student investigated the effect of temperature on the diffusion of vitamin C.

Vitamin C is an important part of a balanced diet and is found in some fruits and vegetables. When
vegetables are boiled in water the vitamin C diffuses out into the surrounding water. A dialysis
tubing bag filled with vitamin C solution was used to represent a vegetable.

The blue dye DCPIP was used as an indicator for the presence of vitamin C. High concentrations
of vitamin C decolourise DCPIP quickly.

The student used the method described in step 1 to step 14.

Step 1 A syringe was used to fill a dialysis tubing bag with 10 cm3 of vitamin C solution.

Step 2 The outside of the filled dialysis tubing bag was rinsed by dipping it into a beaker of
distilled water.

Step 3 A large test-tube was labelled hot. The dialysis tubing bag was put into the large
test-tube and secured in place with an elastic band, as shown in Fig. 1.1.

Step 4 Steps 1 to 3 were repeated with a second dialysis tubing bag and a large test-tube
labelled cold.

elastic band holding the

open end of the dialysis
tubing bag in place

large test-tube
dialysis tubing bag
containing 10 cm3
of vitamin C solution

Fig. 1.1

Step 5 The large test-tube labelled hot was half-filled with hot water.

Step 6 The large test-tube labelled cold was half-filled with cold water.

Step 7 The temperature of the water in the large test-tube labelled hot was measured.

Step 8 The temperature of the water in the large test-tube labelled cold was measured.

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Fig. 1.2 shows the readings on the thermometer used in step 7 and step 8.

40 20

35 15

30 10

hot water cold water

Fig. 1.2

(a) (i) State the temperatures of the hot water and the cold water shown on the thermometers
in Fig. 1.2. Include the unit.

temperature of the hot water ..........................

temperature of the cold water .........................

[2]

Step 9 The dialysis tubing bags were left in the large test-tubes for 15 minutes.

Step 10 After 15 minutes, the dialysis tubing bags were removed from the large test-tubes and
discarded. 1 cm3 of the liquid remaining in the large test-tube labelled hot was put into a
clean standard test-tube.

Step 11 A syringe was filled with 10 cm3 of DCPIP solution.

Step 12 One drop of DCPIP was added to the liquid in the standard test-tube and swirled to mix.
After a few seconds the blue colour disappeared.

Step 13 The student continued to add drops of DCPIP until the blue colour remained after mixing.

Step 14 Steps 10 to 13 were repeated with 1 cm3 of the liquid remaining in the test-tube labelled
cold.

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The unused volumes of DCPIP remaining in the syringes are shown in Fig. 1.3.

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 DCPIP remaining 3
2 2
1 1

syringe used for the syringe used for the

hot test-tube cold test-tube

Fig. 1.3

(ii) Record the volumes of the DCPIP remaining in the syringes shown in Fig. 1.3.

syringe used for the hot test-tube ....................

syringe used for the cold test-tube ..................

[1]

(iii) Prepare a table to record the volume of DCPIP that has been used in each test-tube, in
the space provided.

Use your answer in 1(a)(ii) and the equation to calculate the volume of DCPIP that has
been used in each test-tube:

volume of DCPIP used = 10 – volume of DCPIP remaining in the syringe

[3]
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(iv) State a conclusion for these results.

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

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

(v) Suggest why the dialysis tubing bag was rinsed in step 2.

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

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

(vi) Identify one source of error in step 5 or step 6 and suggest a suitable piece of equipment
to overcome this error.

error ...................................................................................................................................

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

equipment .........................................................................................................................

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

(vii) Identify the variable that the student changed (independent variable) and the variable
that was measured (dependent variable) in this investigation.

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

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

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

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

(viii) Suggest why repeating the procedure several times would improve the investigation.

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

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

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(b) Dialysis tubing acts as a partially permeable membrane and can be used to represent a
model cell to investigate osmosis.

Plan an investigation to find out how different concentrations of sugar solutions affect the
movement of water into or out of dialysis tubing.

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

............................................................................................................................................. [6]

[Total: 19]

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2 Nautiluses are a genus of marine animals that live in shells. Fig. 2.1 is a photograph of a nautilus
shell.

A B

Fig. 2.1

(a) (i) Make a large drawing of the shell shown in Fig. 2.1.

[4]

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(ii) Line AB represents the width of the nautilus shell.

Measure the length of line AB in Fig. 2.1.

length of line AB in Fig. 2.1 ........................ mm

The actual width of the shell is 130 mm.

Calculate the magnification of the shell in Fig. 2.1.

length of line AB in Fig. 2.1
magnification =
actual width of the shell
Give your answer to two significant figures.

Space for working.

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

(b) Fig. 2.2 shows a fossilised nautilus shell.

Fig. 2.2

Describe one visible similarity and one visible difference between the nautilus shell in Fig. 2.1
and the fossilised nautilus shell in Fig. 2.2.

similarity ....................................................................................................................................

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

difference ..................................................................................................................................

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

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The results are shown in Table 2.1.

Table 2.1

width of shell / mm number of shells

101–110 8
111–120 84
121–130 138
131–140 98
141–150 22

(i) Plot a histogram on the grid of the data in Table 2.1.

[4]

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(ii) Using the information in your graph, describe the results of this study.

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

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

(iii) The study measured the width of 350 nautilus shells.

Suggest why such a large number of shells were measured.

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

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

(iv) Using the data in Table 2.1, calculate the percentage of the population of nautiluses that
have shells that are wider than 130 mm.

Give your answer to one decimal place.

Space for working.

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

(d) The nautilus feeds on fish which are an important source of protein.

State the name of the test for protein. Give the result of a positive test.

test for protein ...........................................................................................................................

positive test result .....................................................................................................................

[2]

[Total: 21]

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Pass 6666 2
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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

The student used this method:

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

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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]

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(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]

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(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]

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(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]

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

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

.................................................................................................................................................... [6]

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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]

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(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

Give your answer to two significant figures.

Space for working.

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

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(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

The results are shown in Table 3.1.

Table 3.1

temperature / °C cap colour score

15 8

17 8

19 6

21 5

23 3

25 1

27 0

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(i) Plot a line graph on the grid of the data in Table 3.1.

[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]

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(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.

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

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

[Total: 20]

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
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 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

3
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4
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.

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4

Step 5 A stop-clock was started.

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]
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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]

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(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]

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She measured the activity of amylase in a germinating seed over a period of 18 days.

The results are shown in Table 1.2.

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]

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(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]

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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]

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(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]
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(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

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]

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(iii) State two variables that should be kept constant in the investigation described in 2(c).

1 ........................................................................................................................................

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

2 ........................................................................................................................................

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

[Total: 16]

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1 A student measured the distance moved by different concentrations of citric acid solution through
agar jelly.

The agar contained Universal Indicator which changed colour in the presence of acid. The agar
mixed with Universal Indicator was green at the beginning of the investigation.

Step 1 Three test-tubes were labelled A, B and C. Three different concentrations of citric acid
solution were made.

Table 1.1 shows the volumes of 5% citric acid solution and distilled water that were used to make
each solution.

Table 1.1

solution

A B C

volume of 5% citric acid solution / cm3 1.0 2.0 10.0

volume of distilled water / cm3 9.0 8.0 0.0

percentage concentration of citric acid solution 0.5 1.0 5.0

Step 2 The base of a Petri dish containing agar and Universal Indicator was labelled A, B and C.

Three holes were cut into the agar. This is shown in Fig. 1.1.

A
agar and Universal Indicator
Petri dish base
C B hole cut into the agar

not to scale

Fig. 1.1

Step 3 The student was provided with one dropping pipette. Three drops of solution A were
placed into the hole in section A of the Petri dish.

Step 4 Three drops of solution B were placed into the hole in section B of the Petri dish.

Step 5 Three drops of solution C were placed into the hole in section C of the Petri dish.

Step 6 A stop-clock was started.

Step 7 After 30 minutes the student observed the colour change in the agar around the hole in
each section of the Petri dish. The colour change was caused by the diffusion of the citric
acid solution through the agar.

Step 8 A ruler was used to measure the distance travelled by each concentration of citric acid
solution through the agar.

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Pass 6666 4

Fig. 1.2 shows the appearance of the Petri dish after 30 minutes.

Key:

green agar

red agar

yellow agar

C B hole with no agar

Fig. 1.2

(a) Use a ruler to measure the distance travelled by each concentration of citric acid solution
after 30 minutes in Fig. 1.2.

Record these results in your table in 1(a)(i).

(i) Prepare a table to record the results.

You should include:

• the concentration of the citric acid solutions
• the distance travelled by the citric acid solutions.

[3]

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(ii) Describe how you decided where to measure the distance travelled by the citric acid
solutions.

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

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

(iii) State a conclusion for these results.

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

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

(iv) The citric acid moves through the agar by diffusion. The diffusion coefficient is used to
show the effect of concentration on diffusion.

The formula to calculate the diffusion coefficient is:

(distance travelled)2
diffusion coefficient =
time
Calculate the diffusion coefficient for a 10% solution of citric acid that travelled 14 mm in
30 minutes.

Give your answer to two significant figures.

Space for working.

...................................... mm2 per minute

[2]

(v) Universal Indicator is used to estimate the pH value of substances.

Estimate the pH value for the green agar and the red agar.

green agar pH ................................................................

red agar pH ................................................................

[2]

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(b) (i) State two variables that have been kept constant in this investigation.

1 ........................................................................................................................................

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

(ii) Identify one potential source of error in this investigation and suggest how the error could
affect the results.

error ...................................................................................................................................

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

effect on results .................................................................................................................

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

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

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(c) Describe how you could adapt this method to find the effect of temperature on the rate of
diffusion. Agar melts at 70 °C.

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

............................................................................................................................................. [6]

[Total: 19]

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2 (a) Fig. 2.1 is a photomicrograph of a cross-section of part of a leaf.

magnification ×100

Fig. 2.1

(i) Draw a large diagram to show the layers present in the leaf section shown in Fig. 2.1.

Do not draw any cells.

[3]

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(ii) Measure the thickness of the leaf along the line AB on Fig. 2.1.

length of line AB .......................................

Calculate the actual thickness of the leaf using your measurement and the formula.

Include the units.

length of line AB on Fig. 2.1
magnification =
actual thickness of leaf

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

(iii) Fig. 2.2 shows a photomicrograph of cells from one type of tissue found in leaves.

magnification ×300

Fig. 2.2

Label the layer on your drawing, with the letter X, to show where this type of tissue is
found. [1]

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(b) Scientists carried out an investigation into the effect of light on the growth of leaves.

Plants of the same species (A) were grown in three different light intensities.

The plants were grown in the same soil and kept in glasshouses with automatic watering.

A sample of 100 leaves was selected at random and collected from plants in each of the three
different light intensities. A total of 300 leaves were collected.

The scientists studied the variations in the size and structure of the leaves in each sample.

(i) Suggest why the scientists used large samples of leaves.

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

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

(ii) Suggest why the leaves in each light intensity were selected at random.

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

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

(iii) A grid, divided into millimetre squares, was used to measure the surface area of the
leaves.

Outline how the grid could have been used.

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

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

(iv) State the variable that was changed (independent variable) in this investigation.

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

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Table 2.1 shows the results.

Table 2.1

light intensity / average leaf area / mm2

arbitrary units species A species B

100 3600 2800

50 3900 3400

10 6500 2900

(i) Calculate the percentage difference in the average leaf area for species A from a light
intensity of 50 arbitrary units to 10 arbitrary units.

Show your working and give your answer to the nearest whole number.

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

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(ii) Plot a bar chart on the grid to show the average leaf area for species A and B, at each
light intensity.

[4]

(iii) Describe the trends shown in your graph for species A and species B.

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

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

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(iv) The scientists want to determine more precisely the light intensity that results in the
largest leaf area for species B.

Suggest how the method used in the investigation could be modified to achieve this.

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

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

[Total: 21]

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1 The leaves of plants contain chlorophyll and other coloured pigments that are used in
photosynthesis to trap light.

Some students investigated the pigments present in a green leaf using chromatography. The
process of chromatography separates the pigments. The more soluble the pigment the further it
moves.

In this experiment the pigments in a green leaf were dissolved in a solvent (S1). The solvent
moved up the paper carrying the dissolved pigments different distances.

Step 1 The pigments from a green leaf were transferred to a strip of chromatography paper by
pressing the leaf onto the paper using the edge of a metal disc. A green line was then
visible on the paper as shown in Fig. 1.1.

metal disc rolling leaf green line 3 cm chromatography paper

over the leaf from one end

Fig. 1.1

Step 2 Solvent S1 was poured into a test-tube to a depth of 2 cm.

Step 3 The strip of chromatography paper was lowered into the test-tube with the green line at
the bottom so that part of the chromatography paper was in solvent S1. The green line
remained above the level of solvent S1 as shown in Fig. 1.2.

stopper

test-tube

chromatography paper

green line

solvent S1
2 cm

Fig. 1.2

Step 4 The free end of the chromatography paper was folded over the edge of the test-tube
and a stopper was placed into the test-tube. The movement of solvent S1 up the
chromatography paper was observed for 15 minutes.

Step 5 After 15 minutes the strip of chromatography paper was removed from the test-tube.

© UCLES 2019 0610/61/O/N/19

Step 6 The chromatography paper was placed on a paper towel and a pencil line was drawn
across the paper to mark how far up the chromatography paper solvent S1 had moved.

(a) Fig. 1.3 shows a diagram of the chromatography paper after it was dry.

solvent line

green line

Fig. 1.3

(i) State how many different pigments are visible on the chromatography paper in Fig. 1.3.

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

(ii) Suggest why it was important that the green line was kept above solvent S1 in the
test-tube in Fig. 1.2.

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

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

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(iii) The students investigated the pigments in another type of green leaf using the same
method.

State two variables that should be kept constant in this investigation.

1 ........................................................................................................................................

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

(b) Some students used a different method to obtain the pigments from a leaf by cutting up
the leaf and grinding it with ethanol. They filtered the mixture and obtained a chlorophyll
extract which was then evaporated until only a small volume of extract remained. Ethanol is
flammable.

(i) State one safety precaution that the students would take when evaporating substances
containing ethanol.

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

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

(ii) A start line was drawn in pencil on a piece of chromatography paper. A small drop of the
concentrated chlorophyll extract was placed on the start line and allowed to dry. The
chromatography paper was then placed in a test-tube containing a different solvent (S2)
and left for 10 minutes.

Fig. 1.4 shows the appearance of the chromatography paper after it was removed from
solvent S2 and allowed to dry.

solvent line

orange-yellow

the maximum
distance moved
yellow by solvent S2
from the start line
blue-green
the maximum
distance moved green
by green pigment
from the start line

drop of chlorophyll
extract on the start line

Fig. 1.4

© UCLES 2019 0610/61/O/N/19

The different pigments can be compared by calculating their Rf value.

the maximum distance moved by the pigment from the start line
Rf value =
the maximum distance moved by the solvent from the start line

Fig. 1.4 shows where these distances were measured on the chromatography paper for
the green pigment.

The students calculated some of the Rf values. The results are shown in Fig. 1.5.

green 0.24 blue-green 0.40 yellow 0.45

Fig. 1.5

Calculate the Rf values for the orange-yellow pigment in Fig. 1.4.

Give your answer to two decimal places.

the maximum distance moved by the orange-yellow pigment from the start line

.......................... mm

the maximum distance moved by the solvent from the start line .......................... mm

orange-yellow Rf value ...............................................................

[3]

(iii) Prepare a table and record the colours and Rf values of the four pigments.

[3]

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(iv) Identify the pigment colour that is the least soluble and explain your choice.

pigment colour ...................................................................................................................

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

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

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

Describe two ways in which the method used in 1(b) is an improvement to the method used
in 1(a).

1 ................................................................................................................................................

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

2 ................................................................................................................................................

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

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

(d) Chloroplasts can contain starch.

State the name of the substance that would be used to test for the presence of starch.

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

© UCLES 2019 0610/61/O/N/19

(e) Chloroplasts contain coloured pigments. Fig. 1.6 shows some of the cells from a leaf that
contain chloroplasts.

cell containing
chloroplasts

chloroplasts

Fig. 1.6

Make a large drawing to show the three complete cells containing chloroplasts in Fig. 1.6.

Label one chloroplast on your drawing.

[5]
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9

2 (a) Fig. 2.1 is a diagram of a sample of red blood cells on part of a counting grid. The blood has
been diluted 200 times so that the cells can be counted more easily. A light microscope is
used to view the counting grid.

TOP

counting grid

LEFT RIGHT

BOTTOM
magnification ×550

Fig. 2.1

(i) Scientists count the number of red blood cells to estimate the total number of red blood
cells in the blood.

Cells that are touching the top and left side of the grid are counted.

Cells touching the bottom and right side of the grid are not counted.

State how many cells would not be counted in the sample in Fig. 2.1.

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

© UCLES 2019 0610/61/O/N/19 [Turn over

(ii) The actual size of the counting grid in Fig. 2.1 is 0.20 mm × 0.20 mm. The depth of the
counting grid is 0.10 mm.

Calculate the volume of the counting grid.

................................................. mm3 [1]

(iii) A different sample of blood was also diluted 200 times.

The number of red blood cells inside the same size counting grid was 95.

Calculate the number of red blood cells per mm3 of undiluted blood.

Use the formula:

red blood cells counted × dilution
number of red blood cells per mm3 =
volume of the counting grid

Space for working.

number of red blood cells per mm3 ......................................................... [1]

(b) Table 2.1 describes the number of red blood cells and white blood cells in different blood
samples.

Table 2.1

condition number of red blood cells number of white blood cells

healthy normal normal
anaemia low normal
leukaemia low high
infection normal high

© UCLES 2019 0610/61/O/N/19

Fig. 2.2 shows drawings of blood samples.

healthy blood

A B

C D

Key:

red blood cells white blood cells

Fig. 2.2

State the letters in Fig. 2.2 which could represent these conditions:

infection .........................................

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

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(c) Anaemia can also be diagnosed by measuring the haemoglobin content of the blood. Samples
of blood were collected from 1800 men and 2400 women.

The haemoglobin content of their blood was measured and the percentage of people with
anaemia was calculated.

Table 2.2 shows the percentage of men and women in the sample who have anaemia.

Table 2.2

percentage with anaemia

age group
men women
65–74 7.0 8.5
75–84 16.5 11.0
85–94 26.0 20.5

(i) Plot a histogram to show the percentage of men and women with anaemia in each age
group.

[5]
© UCLES 2019 0610/61/O/N/19
13

(ii) Describe the trends shown by these data.

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

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

(iii) Suggest why the data was reported as percentages rather than the actual numbers of
men and women with anaemia.

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

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

[Total: 13]

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Pass 1111 7
2

1 A student investigated the effect of glucose concentration on the rate of anaerobic respiration in
yeast.

Anaerobic respiration in yeast breaks down glucose to form ethanol and carbon dioxide.

Anaerobic respiration in yeast causes the blue dye, methylene blue, to become colourless. The
time taken for the blue colour to disappear can be used as a measure of the rate of anaerobic
respiration in yeast.

The student used this method:

Step 1 Label one test-tube 0.0%, one test-tube 0.5% and one test-tube 1.0%.

Step 2 Put 5.0 cm3 of water into the test-tube labelled 0.0%.

Step 3 Put 2.5 cm3 of 1.0% glucose solution and 2.5 cm3 of water into the test-tube labelled
0.5%.

Step 4 Put 5.0 cm3 of 1.0% glucose solution into the test-tube labelled 1.0%.

Step 5 Stir the contents of the beaker containing the yeast suspension with the glass rod.

Step 6 Add 5.0 cm3 of the yeast suspension to each of the test-tubes labelled 0.0%, 0.5% and
1.0%.

Step 7 Put all three test-tubes into a water-bath at 40 °C.

Step 8 Start the stop-clock and wait for three minutes.

Step 9 After three minutes, remove the test-tubes from the water-bath and place them in a
test-tube rack.

Step 10 Use a pipette to add one drop of methylene blue dye to each of the test-tubes.
Carefully mix the contents of each test-tube with the glass rod.

Step 11 Use a second pipette to slowly add a layer of oil to each of the test-tubes.

The layer of oil will float on top of the yeast suspension and methylene blue mixture, as
shown in Fig. 1.1.

layer of oil
1.0 cm
to maintain
anaerobic
conditions
test-tube contents

Fig. 1.1

© UCLES 2024 0610/62/F/M/24

Step 12 Put the test-tubes back into the water-bath and restart the stop-clock.

Step 13 Measure the time taken for the blue colour in each of the test-tubes to disappear.

Record the time taken in seconds for each test-tube.

The student stopped timing if the blue colour had not disappeared after 10 minutes. They recorded
this result as >600 in their table.

The stop-clocks from step 13 are shown in Fig. 1.2.

minutes:seconds minutes:seconds minutes:seconds

0.0% 0.5% 1.0%

Fig. 1.2

(a) (i) Prepare a table to record the results of the investigation.

Convert the times on the stop-clocks shown in Fig. 1.2 to seconds and record these
times in your table.

[4]

© UCLES 2024 0610/62/F/M/24 [Turn over

(ii) State a conclusion for the results of this investigation.

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

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

(iii) State the independent variable in this investigation.

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

(iv) State one variable that was kept constant in this investigation.

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

(v) Explain why it was important to stir the yeast suspension in step 5.

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

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

(b) One way to improve this investigation would be to use an increased number of different
concentrations of glucose.

(i) Suggest two other ways to improve this investigation.

1 ........................................................................................................................................

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

2 ........................................................................................................................................

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

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

(ii) Describe how you would make 5.0 cm3 of 0.25% glucose solution using a 0.50% glucose
solution and distilled water.

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

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

© UCLES 2024 0610/62/F/M/24

(iii) Describe the method you would use to test a solution for the presence of glucose.

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

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

In one experiment, the student measured the volume of carbon dioxide produced by the yeast
every 5 minutes for a total of 30 minutes.

(i) Describe suitable apparatus that could be used to collect and measure the volume of
carbon dioxide produced.

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

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

The student did three experiments at each temperature. They used the results to calculate
the mean volume of carbon dioxide produced.

Part of the student’s results table for the experiments at 35 °C is shown in Table 1.1.

Table 1.1

time volume of carbon dioxide produced at 35 °C / cm3

/ minutes experiment 1 experiment 2 experiment 3 mean
15 1.8 3.2 2.0 1.9

(ii) The student decided that the result of one of the experiments shown in Table 1.1 was
anomalous.

State what is meant by an anomalous result.

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

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

© UCLES 2024 0610/62/F/M/24 [Turn over

(iii) Describe how the student calculated the mean volume of carbon dioxide produced
shown in Table 1.1.

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

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

The results of the whole investigation about the effect of temperature on the rate of
respiration in yeast at 25 °C and 35 °C are shown in Table 1.2.

Table 1.2

mean volume of mean volume of

time carbon dioxide carbon dioxide
/ minutes produced produced
at 25 °C / cm3 at 35 °C / cm3
5 0.0 0.1
10 0.0 0.8
15 0.1 1.9
20 0.2 2.7
25 0.5 3.2
30 1.1 3.2

(iv) Using the data in Table 1.2, compare the mean volumes of carbon dioxide produced at
25 °C and 35 °C.

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

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

© UCLES 2024 0610/62/F/M/24

(v) Plot a line graph on the grid of mean volume of carbon dioxide produced against time,
using all of the data in Table 1.2.

You will need to plot the data for each temperature as separate lines on your graph.

Include a suitable key.

[5]

(vi) Estimate the time taken to produce 3.0 cm3 of carbon dioxide at 35 °C.

Show on the graph how you obtained your estimate.

.................................................. minutes
[2]
© UCLES 2024 0610/62/F/M/24 [Turn over
8

(d) Carbon dioxide gas was bubbled through hydrogencarbonate indicator solution.

The indicator was red before the gas was bubbled through.

State the colour change that would occur.

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

[Total: 27]

© UCLES 2024 0610/62/F/M/24

2 (a) Fig. 2.1 shows epidermal cells from a red onion.

P Q

magnification ×340

Fig. 2.1

© UCLES 2024 0610/62/F/M/24

(i) Draw a large diagram of the cell labelled X in Fig. 2.1.

[4]

(ii) Line PQ on Fig. 2.1 represents the length of cell X.

Measure the length of line PQ on Fig. 2.1.

length of PQ ............................................... mm

Calculate the actual length of cell X using the formula and your measurement.

length of line PQ in Fig. 2.1

magnification = actual length of cell X
Give your answer to three significant figures.

Space for working.

......................................................... mm
[3]
© UCLES 2024 0610/62/F/M/24 [Turn over
12

(b) Water moves into and out of cells by osmosis.

Plan an investigation to determine the effect of the concentration of sodium chloride solution
on osmosis in plant tissue.

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

............................................................................................................................................. [6]

[Total: 13]

© UCLES 2024 0610/62/F/M/24

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3
Pass 6666
1 Emperor penguins are large birds found in Antarctica where temperatures can be very low.

Fairy penguins are small birds that live in Australasia where temperatures are much warmer.

The body temperature of both species of penguin is maintained at approximately 38°C.

A student investigated the rate of heat loss from a penguin with a large body compared with a
penguin with a small body.

They used a 250 cm3 beaker to represent the emperor penguin and a large test-tube to represent
the fairy penguin.

The student used this method:

Step 1 Label the beaker A and the test-tube B.

Step 2 Draw a line on beaker A and test-tube B 5 cm up from the bottom.

Step 3 Use hot water to fill beaker A up to the 5 cm mark.

Step 4 Place a thermometer in the water in beaker A.

When the reading on the thermometer has stopped rising, measure the temperature of
the water. Record this as the starting temperature.

Leave the thermometer in the water throughout the investigation.

Step 5 Start the stop-clock.

Step 6 After one minute, measure and record the temperature of the water in beaker A.

Step 7 Measure and record the temperature of the water in beaker A every minute for a total of
five minutes.

Step 8 Add hot water to test-tube B up to the 5 cm mark.

Step 9 Repeat steps 4 to 7 using test-tube B instead of beaker A.

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4

Fig. 1.1 shows the notes the student made about the results for the first four minutes.

starting temperature for beaker A was 80 °C and for test-tube B was 79 °C

beaker A 1 minute = 69.5 °C test-tube B 1 minute = 65.5 °C

2 = 62 °C 2 = 52 °C

3 = 55.5 °C 3 = 47 °C

4 = 51 °C 4 = 41 °C

5= 5=

Fig. 1.1

Fig. 1.2 shows the thermometers for beaker A and test-tube B at five minutes.

beaker A test-tube B

°C °C
60 60

50 50

40 40

30 30

Fig. 1.2

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5

(a) (i) Prepare a table and record the results shown in Fig. 1.1 and Fig. 1.2 to an appropriate
number of decimal places.

[4]

(ii) The rate of heat loss can be calculated using the equation:

change in temperature
rate of heat loss =
time
Using the results, calculate the rate of heat loss in beaker A and the rate of heat loss in
test-tube B during the five minutes of the investigation.

Include the units.

Space for working.

rate of heat loss in beaker A ....................................................................

rate of heat loss in test-tube B ....................................................................

[3]

(iii) Suggest the effect of penguin body size on the rate of heat loss.

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

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

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(b) (i) Identify the independent variable in this investigation.

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

(ii) Identify one variable that should be kept constant in this investigation.

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

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7

(c) (i) Cubes of agar jelly can be used as model cells.

Agar jelly cubes are colourless and can be stained pink with an indicator. When placed
in an acid solution, the acid diffuses into the agar jelly cubes and the pink colour starts
to disappear. When the acid has reached the centre of the agar jelly cube, the agar is
completely colourless. This is shown in Fig. 1.3.

pink agar jelly cube colourless agar jelly

Fig. 1.3

Plan an investigation to determine the effect of temperature on the rate of diffusion in

model cells.

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

..................................................................................................................................... [6]

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8

(ii) The length of a side of a cube of agar jelly is 1 cm.

Calculate the surface area to volume ratio of this cube.

surface area ........................ : volume ........................

[2]

[Total: 18]

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2 (a) Fig. 2.1 is a photograph of a lizard.

C D

magnification ×0.6

Fig. 2.1

Line CD represents the length of the lizard.

Measure the length of line CD on Fig. 2.1.

length of line CD ................................................ mm

Calculate the actual length of the lizard using the formula and your measurement.

length of line CD
magnification =
actual length of the lizard

Give your answer to three significant figures.

Space for working.

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

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(b) Fig. 2.2 is a photomicrograph of lizard blood cells.

red blood cell

nucleus

magnification ×400

Fig. 2.2

Fig. 2.3 is a photomicrograph of human blood cells.

red blood cell

white blood cell

magnification ×900

Fig. 2.3

(i) State two ways the lizard blood cells shown in Fig. 2.2 are different from the human
blood cells shown in Fig. 2.3.

1 ........................................................................................................................................

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

2 ........................................................................................................................................

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

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(ii) Fig. 2.4 shows one white blood cell.

white blood cell

Fig. 2.4

Draw a large diagram of the white blood cell shown in Fig. 2.4.

[4]

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Athletes from a low altitude (height above sea level) location train at high altitude in order to
temporarily increase their haemoglobin levels.

Scientists studied how long the increase lasted once the athletes returned to the low altitude
location.

Table 2.1 shows the results of the study.

Table 2.1

number of days after mean mass of haemoglobin

returning to low altitude per athlete / g
2 650
7 650
14 650
21 630
28 624
33 605
40 604

(i) Identify the dependent variable in this investigation.

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

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13

(ii) Using the data in Table 2.1, plot a line graph on the grid to show the effect of returning to
low altitude on the mean mass of haemoglobin per athlete.

[4]

(iii) Use your graph to estimate the mean mass of haemoglobin per athlete 17 days after
returning to low altitude.

Indicate on your graph how you obtained your estimate.

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

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(d) Scientists investigated the effect of different amounts of carbohydrate in the diet on the length
of time an athlete can continue to exercise until exhausted.

The results of the investigation are shown in Fig. 2.5.

200

180

160

140

120
exercise time
until exhaustion 100
/ minutes
80

0
low medium high

amount of carbohydrate in the diet

Fig. 2.5

(i) State a conclusion for this investigation.

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

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

(ii) The scientists carefully selected athletes for the three groups in their study.

It was important that the data from the three groups were comparable.

Describe two variables that the scientists should have considered when selecting
athletes.

1 .........................................................................................................................................

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

2 .........................................................................................................................................

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

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15

(e) Starch is broken down into reducing sugars.

(i) Describe the method you would use to test for the presence of reducing sugars.

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

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

(ii) State the reagent used to test for the presence of starch.

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

[Total: 22]

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1 A student investigated the effect of temperature on the rate of respiration in yeast cells.

When yeast cells respire they release carbon dioxide gas.

The student used this method:

Step 1 Fill a syringe with 15 cm3 of yeast suspension.

Step 2 Gently lower the syringe into the measuring cylinder, as shown in Fig. 1.1.

Step 3 Fill the measuring cylinder with hot water. Ensure that the water level in the measuring
cylinder is above the syringe nozzle.

measuring cylinder bubble of carbon

dioxide gas
water

syringe nozzle

yeast suspension

Fig. 1.1

Step 4 Measure the temperature of the water in the measuring cylinder.

Step 5 Start the stop-clock and wait for two minutes.

Step 6 After two minutes, reset the stop-clock to zero.

Step 7 Start the stop-clock again and count the number of bubbles produced by the yeast
suspension in three minutes.

Step 8 Pour the hot water in the measuring cylinder into the waste container. The syringe
containing the yeast suspension should remain in the measuring cylinder.

Step 9 Fill the measuring cylinder with cold water. Ensure that the water level in the measuring
cylinder is above the syringe nozzle.
-

Step 10 Repeat steps 4 to 7.

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4

Fig. 1.2 shows the thermometer during step 4 and step 10.

50 50

40 40

30 30

20 20

10 10

0 0

°C °C

hot water cold water

Fig. 1.2

Fig. 1.3 shows the number of bubbles the student counted in three minutes in step 7 and step 10.

hot water – 54 bubbles

cold water – 12 bubbles

Fig. 1.3

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5

(a) (i) Prepare a table for the results and record the temperatures shown in Fig. 1.2 and the
results shown in Fig. 1.3.

[3]

(ii) State a conclusion for the results.

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

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

(iii) Using the results, calculate the rate of bubble production in bubbles per minute for the
yeast suspension in hot water and in cold water.

rate of bubble production in hot water ............................... bubbles per minute

rate of bubble production in cold water ............................... bubbles per minute

[1]

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(iv) State the independent variable in this investigation.

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

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

(v) State two variables that were kept constant in this investigation.

1 ........................................................................................................................................

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

2 ........................................................................................................................................

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

(vi) Suggest why the yeast suspension was left for two minutes in step 5 before starting to
count the number of bubbles.

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

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

(vii) Suggest why counting bubbles is not the most accurate method of determining the rate
of respiration in yeast.

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

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

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(b) Measuring the volume of a gas is more accurate than counting bubbles. Using a gas syringe
is one method of collecting a volume of gas.

Fig. 1.4 shows part of the apparatus that can be used to measure the volume of a gas by a
different method.

Complete the diagram in Fig. 1.4 by drawing and labelling the two pieces of apparatus that
are missing.

bung

yeast
suspension
container
of water

Fig. 1.4
[2]

(c) Yeast can respire reducing sugars.

Describe the method you would use to test a substance for the presence of reducing sugars.

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

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

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(d) Bread is made from flour, water and yeast which are mixed to form a dough.

Fig. 1.5 shows a person making bread.

dough

Fig. 1.5

The carbon dioxide gas produced by yeast causes the volume of the dough to increase.

Sodium chloride (salt) is often added to dough when making bread. The sodium chloride
affects the rate at which the yeast respire.

Plan an investigation to determine the effect of the mass of sodium chloride on the volume of
dough.

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

............................................................................................................................................. [6]

2 Fig. 2.1 is a photograph of a cross-section of a root from a carrot plant, Daucus carota.

P Q

magnification ×6

Fig. 2.1

(a) (i) Draw a large diagram of the carrot root cross-section that shows the layers visible in
Fig. 2.1.

(ii) Line PQ on Fig. 2.1 represents the diameter of the carrot root cross-section.

Measure the length of line PQ on Fig. 2.1.

length of PQ ............................................... mm

Calculate the actual diameter of the carrot root cross-section using the formula and your
measurement.
length of line PQ in Fig. 2.1
magnification = actual diameter of the carrot root cross-section

Give your answer to one decimal place.

Space for working.

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

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(b) A student investigated the effect of the concentration of a salt solution on the mass of carrot
cubes. The student used this method:

• Carrots were cut into cubes. Each side of the cube was 1 cm in length.
• The initial mass of each carrot cube was measured and recorded.
• Each carrot cube was put into a different concentration of salt solution.
• The carrot cubes were left in the salt solutions for one hour.
• After one hour, the carrot cubes were removed from the salt solution and dried with
a paper towel.
• The final mass of each carrot cube was measured and recorded.

(i) State the dependent variable in the investigation described in 2(b).

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

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

(ii) State two variables that were kept constant in this investigation.

1 ........................................................................................................................................

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

(iii) Explain why it was important to dry the carrot cubes before measuring the final mass.

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

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

The results of the investigation are shown in Table 2.1.

Table 2.1

concentration of salt initial mass of final mass of

change in mass / g
solution / mol per dm3 carrot cube / g carrot cube / g
0.0 0.97 1.04 0.07
0.2 0.98 0.99 0.01
0.4 0.96 0.90 –0.06
0.6 0.98 0.86 –0.12
0.8 0.99 0.84 –0.15
1.0 0.95 0.79 –0.16
1.2 0.96 0.80 –0.16

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(iv) Using the data in Table 2.1, plot a line graph on the grid to show the effect of concentration
of salt solution on the change in mass of the carrot cubes.

One axis has been started for you.

0.0

[4]

(v) Using your graph, estimate the concentration of salt solution at which there is no change
in the mass of the carrot cube.

Show on the graph how you obtained your estimate.

........................................... mol per dm3

[2]

(vi) Using the information in Table 2.1, calculate the percentage change in mass of the
carrot cube that was placed in the 0.4 mol per dm3 salt solution.

Space for working.

........................................................... %
[2]
© UCLES 2023 0610/61/M/J/23 [Turn over
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14

(vii) The student did not repeat the investigation and only collected one set of results.

Explain why it is better to collect several sets of results.

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

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

[Total: 20]

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2

1 Some animals live in cold places. They sometimes huddle together as shown in Fig. 1.1.

Fig. 1.1

A student investigated the effect of huddling on heat loss from model animals.

Test-tubes containing hot water represented the animals.

The student used the method described in step 1 to step 10.

Step 1 Place a test-tube in an empty beaker and put a thermometer into the test-tube.

Step 2 Approximately half-fill the test-tube with hot water and start the stop-clock.

Step 3 After one minute record the temperature of the hot water in the test-tube.

Fig. 1.2 is a diagram of part of the thermometer from step 3.

°C

Fig. 1.2

(a) (i) Record the temperature shown in Fig. 1.2.

..................................................... °C [1]

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3

Step 4 Record the temperature of the hot water in the test-tube every minute for a total of five
minutes.

Step 5 Put three identical test-tubes together and keep them in place with an elastic band, as
shown in Fig. 1.3. Place the group of three test-tubes in an empty beaker.

elastic band

Fig. 1.3

Step 6 Half-fill all three test-tubes with hot water and put a thermometer into one of the
test-tubes.

Step 7 Record the temperature in the test-tube at one minute intervals for a total of five minutes.

Step 8 Put seven identical test-tubes together and keep them in place with an elastic band, as
shown in Fig. 1.4. Place the group of seven test-tubes in an empty beaker.

central test-tube

Fig. 1.4

Step 9 Half-fill all seven test-tubes with hot water and put a thermometer into the central
test-tube.

Step 10 Record the temperature in the test-tube at one minute intervals for a total of five minutes.

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Fig. 1.5 shows the results the student recorded in their notebook.

one test-tube: three test-tubes: seven test-tubes:

1 minute = 1 minute = 67 1 = 73°C
2 = 65 2 = 64 2 = 73
3 = 61 3 = 62 3 = 73
4 = 58 4 = 61 4 = 72
5 = 55 5 = 60 5 = 72

Fig. 1.5

(ii) Prepare a table and record the results shown in Fig. 1.5 and your answer to 1(a)(i).

[3]

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5

(iii) Plot a line graph on the grid of temperature against time. Include all three sets of data
from your table in 1(a)(ii) and a key.

[5]

(iv) State two conclusions for this investigation.

1 ........................................................................................................................................

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

2 ........................................................................................................................................

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

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

(v) State two variables that were kept constant during this investigation.

1 ........................................................................................................................................

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

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(vi) Suggest two possible sources of error in this investigation.

1 ........................................................................................................................................

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

2 ........................................................................................................................................

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

(vii) Suggest one improvement to the method that was used in this investigation.

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

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

(viii) Identify one hazard for this investigation.

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

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

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(b) In mammals, respiration releases heat energy to maintain an optimum temperature for
enzyme activity in the body.

Amylase is an enzyme that catalyses the breakdown of starch into reducing sugars.

Plan an investigation to identify the temperature at which the enzyme amylase is most active.

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

............................................................................................................................................. [6]

[Total: 23]

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2 (a) Some plants lose their leaves in the winter and grow new leaves in the spring.

A scientist measured the total leaf area of the leaves on one grapevine plant. They repeated
this on 100 grapevine plants and found the mean total leaf area per plant.

This procedure was done every two months for one year. The results are shown in Fig. 2.1.

mean total 3
leaf area
per plant / m2 2

0
0 2 4 6 8 10 12
month

Fig. 2.1

(i) Suggest why a large number of plants were sampled.

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

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

(ii) Estimate the mean total leaf area per plant for month 7.

Show on Fig. 2.1 how you estimated this value.

.......................................................... m2
[2]

(iii) Using the information in Fig. 2.1, calculate the percentage increase in the mean total leaf
area per plant from month 4 to month 6.

Give your answer to two significant figures.

Space for working.

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

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(b) Fig. 2.2 shows a leaf from a grapevine plant.

1 cm

Fig. 2.2

Use the grid to determine the area of the grapevine leaf shown in Fig. 2.2 by counting the
squares containing the leaf.

Only count squares that are more than half-filled by the leaf.

Include the unit.

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

(c) Grapevines produce fruits called grapes. A large leaf area is important when growing grapes
because the leaves supply reducing sugars to the grapes.

Describe the method for testing for reducing sugars. Include the result for a positive test.

method ......................................................................................................................................

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

positive test ...............................................................................................................................

[3]

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(d) Fig. 2.3 is a photograph of a leaf from a fig plant.

Fig. 2.3

Make a large drawing of the leaf in Fig. 2.3.

(e) State one similarity and one difference between the grapevine leaf in Fig. 2.2 and the fig leaf
in Fig. 2.3.

similarity ....................................................................................................................................

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

difference ..................................................................................................................................

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

[Total: 17]

Summary for paper ideas
Notice

• Make sure to read the question well : sometimes he asks why this is a source of error not
how to improve the source of error

* Example: the students cut the the potato pieces into similar size
S
Source of error : Cutting into similar size not accurate
& Improvement: Use ruler and knife and cut accurately
↑ Why this is source of error: Because it causes change in surface area of potatoes
causing inaccurate results

• Another repeated idea: he asks how to get more accurate results, don't write just repeat
the experiment cause most probably there are no marks for it in MS so instead write
repeat using narrower intervals

A Example: the student carried out the experiment at 20, 30, 40, 50 degrees and then
concluded after the experiment that the optimum temperature for amylase to work is 40
degrees celecius, how he can get more accurate results?
Repeat the experiment using narrower intervals of temperature like 39,40,41,42

• Reason of stirring..... to distribute the solute equally

• Make sure you know how to keep these variables constant
Temperature.... thermostatic water bath
pH .... buffer solution
Humidity... humidifier
• Make sure you know how to calculate percentage increase and decrease and average
and rate

% Increase / decrease = difference

X100
Starting
Average = Total/ their number

Rate = difference/time
W
March 24

CIVI = CqV2
0 5 X
.
? = 0 .
25 X
C1 -- conc of stock solution
V1 -- volume of stock solution 25 X5
C2 -- desired conc of final solution V =
0 .

-
V2-- desired final volume of solution 5
~ cm
0.5
25
• While calculating the average, you should exclude the anamolus result
Anamolus result is the number that doesn't follow the trend
Like (30,30.5, 31, 98) the "98" here is anamolus cause it doesn't look similar to the rest of the
results

• hint: when there's calculation question in table that asks about concentration, most
probably it can be solved by cross multiplication

• while describing the graph mention the overall trend and then add data quotes

• To calculate area of leaf: add on grid and then count number of squares occupied

• when he asks for reason of using large sample, add in your answers to avoid bias

• don't forget to revise food test

&
Plan an investigation

You will write it in paragraph format

You need to mention:
• Independent ( the variable you will change)
• Methodology ( what will you do in the experiment like how u will change the variable)
• Control variable (what you need to keep constant)
• Tools you will use
• Time for equilibrium
• Dependent variable ( what you will measure)
• Repeat the experiment for reliability
• Safety precautions

Tips: after reading the question, you can easily guarantee 3 marks out of 6 which are
the independent as it's mentioned in the question and the repeat and safety
precautions

When he mention hypothesis in the question try to analyze the statement and understand
what will be the independent variable

Dependent variables

Activity of amylase ....... iodine/Benedict

Rate of photosynthesis.... volume of O2 produced
Rate of transpiration.... use potometer to measure distance travelled by
droplet per unit Time /measure mass of leaf
Pulse rate... use pulse meter
Rate of germination .... count number of seeds germinated
Rate of water uptake... cut sections to same size
Control experiment Control variable

Another experiment
Constant
Remove the factor that
causes the change

To prove that factor under

investigation is causing the
effect

Why did he repeats ?

• to take the average results
• Exclude the anamolus
• For reliability

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