w

w
ap
eP

e
tr
.X

w
om
.c

s
er

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education

*0409173684*

0610/31

BIOLOGY

May/June 2010

Paper 3 Extended

1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part
question.

For Examiner's Use

1
2
3
4
5
6
Total

This document consists of 17 printed pages and 3 blank pages.

IB10 06_0610_31/4RP
UCLES 2010

[Turn over

2
1

(a) Define the term sensitivity.

For
Examiner's
Use

[2]
Fig. 1.1 shows a horizontal section through the eye.

C
B
A

Fig. 1.1
(b) (i) Name structures A to D.
A
B
C
D

[4]

(ii) State the functions of structures B and E.

B
E

UCLES 2010

[2]

0610/31/M/J10

3
The retina contains light-sensitive cells known as rods and cones. The distribution of rods in
the retina from point X to point Y, as shown on Fig. 1.1, was investigated.

For
Examiner's
Use

Fig. 1.2 shows the distribution of rods in the retina from point X to point Y.

number
of lightsensitive
cells

distance along the retina

Fig. 1.2
(c) (i) G and H, as shown on Fig. 1.2, are parts of the retina.
Name G and H.
G
H

[2]

(ii) Describe the function of the rods.

[2]
(iii) Draw a line on Fig. 1.2 to show the distribution of cones in the retina.

[2]
[Total: 14]

UCLES 2010

0610/31/M/J10

[Turn over

4
2

A student measured the uptake and release of carbon dioxide from a plant during 24 hours.
It was a very bright, sunny day between sunrise and sunset.
Fig. 2.1 shows the students results.

uptake of
carbon
dioxide

no net
uptake
or release
release of
carbon
dioxide

0000

0600

1200

1800

2400

time / h
Fig. 2.1
(a) (i) Use the information in Fig. 2.1 to state the time that sunrise occurred.
[1]
(ii) Using Fig. 2.1, state the times when there is no uptake or release of carbon
dioxide.
1.
2.

[1]

(iii) State why plants release carbon dioxide at night.

[1]
(iv) Explain why it is important for plants that carbon dioxide uptake during the day is
greater than carbon dioxide released at night.

[2]

UCLES 2010

0610/31/M/J10

For
Examiner's
Use

Question 2 continues on Page 6

UCLES 2010

0610/31/M/J10

[Turn over

6
The yields of tomatoes grown in open fields in India are very low compared with yields of
tomatoes grown in glasshouses in Europe.
In a study, scientists in India grew tomato plants in glasshouses and in open fields nearby.
The growth of the plants and the yields of tomatoes were recorded.
The results are shown in Table 2.1.
Table 2.1
tomato plants grown in
glasshouses
mean final height of
tomato plants / cm
mean number of
leaves per tomato
plant
mean fresh mass of
tomato plants / g
mass of tomatoes
per plant / g
mean fresh mass of
tomatoes / g

open fields

84.1

69.0

123.0

82.0

988.3

491.7

2986.0

818.9

95.0

84.4

(b) (i) The mean fresh mass of tomatoes grown in glasshouses was greater than the
mean fresh mass of tomatoes grown in open fields.
Calculate the difference in mean fresh mass as a percentage of the mean fresh
mass of tomatoes grown in open fields.
Show your working.

Answer =

UCLES 2010

0610/31/M/J10

[2]

For
Examiner's
Use

7
(ii) Suggest how an increase in the height of the plants and the number of leaves on
each plant affects the yield of tomatoes.

For
Examiner's
Use

[3]

(c) The scientists made sure that the only differences between the two groups of plants
were the result of the protection provided by the glasshouses.
Suggest the factors that the scientists should have kept the same for the two groups of
plants in this investigation.

[3]

(d) The growth and final yields of crops grown in open fields are often limited by
environmental factors.
Describe how these factors are controlled in commercial glasshouses to give high
yields of crops such as tomatoes.

[4]

[Total: 17]

UCLES 2010

0610/31/M/J10

[Turn over

8
3

Fig. 3.1 shows a human egg cell and a human sperm cell.

100 m

For
Examiner's
Use

10 m

human egg cell

human sperm cell

Fig. 3.1

(a) (i) What is the name given to the release of eggs from the ovary?
[1]
(ii) Sperm cells and egg cells are haploid. State the meaning of the term haploid.
[1]

UCLES 2010

0610/31/M/J10

9
(b) Complete the table to compare egg cells with sperm cells.
feature

egg cells

For
Examiner's
Use

sperm cells

site of production
relative size
numbers produced
mobility
[4]
(c) Three hormones that control the menstrual cycle are:

follicle stimulating hormone (FSH)

luteinising hormone (LH)
oestrogen.

(i) Name the site of production and release of oestrogen.

[1]
(ii) Describe the role of oestrogen in controlling the menstrual cycle.

[2]

(d) Artificial insemination is sometimes used as a treatment for female infertility.

Outline how artificial insemination is carried out in humans.

[2]

[Total: 11]

UCLES 2010

0610/31/M/J10

[Turn over

10
4

Acid rain is a serious environmental problem in some areas of the world. Lakes in Canada,
Norway and Scotland are highly acidic as a result of acid rain.
Fig. 4.1 shows a cause of acid rain.
wind-blown chemicals
combine with water
vapour in the air

power stations and

factories release
sulfur dioxide
rain becomes acidic
harming vegetation
and organisms that
live in water

lake
Fig. 4.1
(a) (i) State one cause of acid rain other than that shown in Fig. 4.1.
[1]
(ii) Describe two effects of acid rain on forest ecosystems.
1.

2.
[2]

(b) Describe two different ways to reduce pollution so that there is less acid rain.
1.

2.
[2]

UCLES 2010

0610/31/M/J10

For
Examiner's
Use

11
Fig. 4.2 shows the pH ranges that some animals that live in lakes can tolerate.

animals
group

examples

For
Examiner's
Use

pH
7.0

6.5

6.0

5.5

5.0

4.5

4.0

3.5

trout
fish

bass
perch
frogs

amphibians
salamanders
clams
molluscs
snails
crustacean

crayfish
mayfly larvae

insects
blackfly larvae
Fig. 4.2
(c) State one feature of molluscs that is not a feature of crustaceans.
[1]

(d) Using the information in Fig. 4.2,

(i) name an animal that could be found in a lake with a pH of 4.0;
[1]
(ii) name the animals that are most sensitive to a decrease in pH;
[1]
(iii) suggest why some animals cannot tolerate living in water of pH as low as 4.0.

[2]
[Total: 10]

UCLES 2010

0610/31/M/J10

[Turn over

12
5

Fig. 5.1 shows the processes involved in the manufacture of yoghurt.

For
Examiner's
Use

milk
sugar may be added

milk heat treated at 8595 C for 15 to 30 minutes

milk homogenised to give an even consistency

milk cooled
starter culture of bacteria added

mixture incubated at 37 44 C
oxygen used up
pH decreases
mixture cooled
food additives and fruit added
yoghurt is packed and sent at 4 C to shops
Fig. 5.1
(a) (i) Explain why the milk must be cooled before the bacteria are added.

[2]
(ii) Explain why the pH decreases only after the oxygen in the milk has been used up.

[2]
(iii) Suggest one type of food additive that could be added to yoghurt.
[1]

UCLES 2010

0610/31/M/J10

13
The starter culture contains two species of bacteria, Streptococcus thermophilus and
Lactobacillus bulgaricus.

For
Examiner's
Use

Fig. 5.2 shows the growth of these bacteria during the production of yoghurt.

S. thermophilus
numbers of
bacteria

L. bulgaricus

time since start of incubation / h

Fig. 5.2
(b) Using your knowledge of population growth and the factors that affect it, describe
and explain the growth of S. thermophilus, as shown in Fig. 5.2.

[5]

UCLES 2010

0610/31/M/J10

[Turn over

14
(c) Suggest why the numbers of L. bulgaricus do not start to increase until after the
increase in the numbers of S. thermophilus.

[2]

[Total: 12]

UCLES 2010

0610/31/M/J10

For
Examiner's
Use

15
BLANK PAGE

Question 6 begins on page 16.

0610/31/M/J10

[Turn over

16
6

The Food and Agriculture Organization (FAO) collects data on food supplies worldwide.
The FAO classifies the causes of severe food shortages as either by natural disasters or as
the result of human action.
Natural disasters are divided into those that occur suddenly and those that take a long time
to develop. Human actions are divided into those that are caused by economic factors and
those that are caused by wars and other conflicts.
Fig. 6.1 shows the changes in the number of severe food shortages between 1981 and
2007.
70
total
60
50

number
40
of severe
food
shortages 30

natural
disasters
result of
human
action

20
10

0
1981 1983 1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007
year

Fig. 6.1

UCLES 2010

0610/31/M/J10

For
Examiner's
Use

17
Fig. 6.2 shows the causes of severe food shortages in the 1980s, 1990s and 2000s.

1980s

1990s

14 %

86 %

2000s

20 %

natural
disasters
80 %

For
Examiner's
Use

27 %
73 %

2%
11 %
27 %

result of
human
action
98 %

key

89 %

sudden onset

slow onset

economic factors

war and conflict

73 %

Fig. 6.2
(a) (i) State two types of natural disaster that occur suddenly and may lead to severe
food shortages.
1.
2.

[2]

(ii) State one type of natural disaster that may take several years to develop.
[1]

UCLES 2010

0610/31/M/J10

[Turn over

18
(b) Use the information in Fig. 6.1 and Fig. 6.2 to describe the changes in food shortages
between 1981 and 2007.

[5]

(c) Explain how the increase in the human population may contribute to severe food
shortages.

[3]

UCLES 2010

0610/31/M/J10

For
Examiner's
Use

19
The quality and quantity of food available worldwide has been improved by artificial
selection (selective breeding) and genetic engineering.
(d) Use a named example to outline how artificial selection is used to improve the quantity
or quality of food.

[4]
(e) Define the term genetic engineering.

[1]

[Total: 16]

UCLES 2010

0610/31/M/J10

For
Examiner's
Use

20
BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

0610/31/M/J10