Cambridge IGCSE Biology - 0610 - Core Paper 3 2018 Winter Zone 3

(a) State one feature that can be used to classify an animal as an arthropod.
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(b) (i) State one visible feature that arthropods A, B and C have that arthropods D, E and F do not have.
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(ii) State the letter of the organism in Fig. 1.1 that is a crustacean.
Give a reason for your answer.
letter ..................................................
reason ..................................................
.............................................................................................................. [2]

(c) One of the drawings shows an arthropod named Araneus diadematus.
This arthropod has a body in two segments and it has eight legs.

(i) State the letter of the organism in Fig. 1.1 that shows Araneus diadematus.
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(ii) State the name of the group of arthropods that includes Araneus diadematus.
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(a) Arrange the structures in the list in increasing order of organisation, starting with the smallest structure.
cell          organism          organ
organ system       tissue
The first one has been done for you.
cell
↓
...............................
↓
...............................
↓
...............................
↓
...............................
[3]

(b) The boxes on the left show different parts of a flowering plant. The boxes on the right are terms that describe different levels of organisation.
Draw one straight line from each part of a flowering plant to the correct level of organisation.
[Image_1: Diagram illustrating parts of a flowering plant and their levels of organization]
[4]

Fig. 3.1 shows a food chain that is found in the sea.

(a) (i) State the name of the producer in this food chain. ................................................................................................................................. [1]
(ii) Define the term producer. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. [2]
(iii) State the name of the secondary consumer in this food chain. ................................................................................................................................. [1]
(iv) State the name of the herbivore in this food chain. ................................................................................................................................. [1]
(v) State what the arrows in a food chain represent. ................................................................................................................................. ................................................................................................................................. [1]
(b) In some countries humans eat crabs. Explain how the over-harvesting of crabs could affect the other organisms in the food chain shown in Fig. 3.1. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. [3]

Fig. 4.1 shows a photograph of an area where the trees have been cut down.

(a) (i) State the name of the type of habitat destruction shown in Fig. 4.1.
........................................................................................................................................ [1]
(ii) List \textbf{three} undesirable effects of habitat destruction.
1 ....................................................................................................................................
2 ....................................................................................................................................
3 ....................................................................................................................................
[3]
(b) State \textbf{three} human activities, other than cutting down large areas of trees, that can cause habitat destruction.
1 ....................................................................................................................................
2 ....................................................................................................................................
3 ....................................................................................................................................
[3]
(c) Describe how endangered species can be conserved.
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[3]
(d) Human activity can cause pollution of the environment.
Table 4.1 shows some pollutants, the environment they pollute and some of the effects.
Complete Table 4.1.
[Table_1]
pollutant | environment | effect of pollutant on the environment
methane | air |
herbicides | kills non-targeted plants |
water | increased growth of water plants [3]

(a) Coat colour in horses is controlled by genes.
The allele for black coat (E) is dominant.
The allele for red coat (e) is recessive.
Place ticks (✓) in the table to show the coat colours of horses with each of the following genotypes.

genotype | black coat | red coat
EE | |
Ee | |
ee | |


(b) Modern horse breeds look very different to each other, but still belong to the same species.

Fig. 5.1 shows three different horse breeds.



State the term used to describe the difference between individuals of the same species.
...........................................................................................................................[1]

(c) Shire horses have been produced by selective breeding. They are strong and can pull heavy loads.
Describe the process of selective breeding.
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(d) Describe how natural selection differs from selective breeding.
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(a) (i) State the type of respiration in yeast that produces ethanol.
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(a) (ii) State the name of the substance in apple juice that is converted to ethanol by yeast.
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(b) The yeast uses enzymes to produce ethanol.
(i) Define the term enzyme.
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(b) (ii) State the name of the gas produced by the yeast in Fig. 6.1.
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(b) (iii) Calculate the increase in the rate of reaction from 20°C to 25°C in Fig. 6.2.
Space for working.
.................................... bubbles per minute


(b) (iv) State the optimum temperature for the reaction shown in Fig. 6.2.
............................. °C


(c) The cut surface of an apple usually turns brown when exposed to air. This is caused by enzymes.
Three slices of apple were given different treatments and were then exposed to air for 30 minutes.
Table 6.1 shows the treatments and appearance of the apple slices.
Suggest why slice B and slice C did not turn brown after 30 minutes.

slice B ..............................................................................................................................................................
slice C ...............................................................................................................................................................
[Table_1]

(d) The enzyme pectinase is used in industry for the production of apple juice.
Explain why pectinase is used when making apple juice.
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(e) Hygienic conditions are required in an apple juice factory.
Describe three precautions workers should take to ensure that good food hygiene is maintained in the apple juice factory.
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(a) (i) State \textit{one} type of blood cell that is involved in the defence against disease.
..................................................................................................................[1]
(ii) State \textit{two} ways blood cells defend the body against disease.
1 ..................................................................................................................
2 ..................................................................................................................[2]

(b) (i) HIV is a sexually transmitted infection (STI).
Define the term \textit{sexually transmitted infection}.
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(ii) State why antibiotics cannot be used to treat HIV infections.
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(iii) Explain how the spread of STIs can be controlled.
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(a) Fig. 8.1 shows some parts of the human body.

(i) Use Fig. 8.1 to complete Table 8.1.
State the letter and the name of the part responsible for each function.
[Table_1]
(ii) State the letter of the part of the body where egestion occurs.
...............................................................................................................[1]
(iii) State the function of hydrochloric acid in the body.
...................................................................................................................[1]

(b) Complete the sentences using words from the list.
amino acids     anus     bladder     fatty acids     glucose     rectum     uterus     ureter     urethra
You may use the words once, more than once or not at all.
Urea is a waste product made from the breakdown of excess ................................................. .
Urea passes through the kidney and forms part of the urine.
Urine leaves the kidney in the ................................................. . This tube takes the urine to the ................................................. where the urine is stored until it leaves the body.
It leaves the body through the ................................................. . [4]