Cambridge IGCSE Biology - 0610 - Core Paper 3 2022 Winter Zone 1

(a) (i) Keys can be used to identify a species.
State the name of the type of key that uses paired choices of features.
.................................................................................................................................. [1]

(ii) Fig. 1.1 shows drawings of six different birds and their names.
Ammodramus bairdii, Buceros rhinoceros, Pandion haliaetus,
Haliaeetus leucocephalus, Rynchops niger, Recurvirostra avosetta
[Image_1: Drawing of six different birds and their names]

Use the key to identify the birds in Fig. 1.1.
Complete Table 1.1 by writing the letters of the birds A to F in the correct box.

Key:
1 (a) beak is longer than the head go to 2
(b) beak is shorter than the head go to 3
2 (a) beak curves upwards C
(b) beak does not curve upwards go to 4
3 (a) top part of the beak is hooked over the bottom part of the beak go to 5
(b) top part of the beak is not hooked over the bottom part of the beak E
4 (a) top part of the beak is shorter than bottom part of the beak A
(b) has a large projection above the beak B
5 (a) head has a stripe F
(b) head does not have a stripe D

Table 1.1

| name of the bird in Fig. 1.1 | letter of the bird in the key |
| ------------------------------------- | ---------------------------- |
| Ammodramus bairdii | |
| Buceros rhinoceros | |
| Pandion haliaetus | |
| Haliaeetus leucocephalus | |
| Rynchops niger | |
| Recurvirostra avosetta | |

[5]

(iii) State two features of birds, other than the beak, that can be used to classify them as birds.
1 .....................................................................................................
2 ..................................................................................................... [2]

(b) The population size of the avocet bird (Recurvirostra avosetta) was reduced to zero in one country. After more than 100 years, conservation has helped the number of avocet birds in this country to increase again.

(i) State the genus of the avocet bird.
..................................................................................................... [1]

(ii) In one area of this country, avocet bird numbers have increased from 25 birds to 2000 birds in 30 years.
Calculate the percentage increase in avocet bird numbers.
Space for working.
..........................................................% [2]

(iii) Explain why organisms such as the avocet bird become endangered or extinct.
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(a) Inheritance is the transmission of genetic information from generation to generation.
The boxes on the left show some of the terms used when describing inheritance.
The boxes on the right show definitions for these terms.
Draw four straight lines to link each term with its definition.

(b) The three structures listed are found inside cells.
allele chromosome nucleus
List these three components in order of size starting with the smallest.
............................... smallest
...............................
............................... largest [1]
(c) Table 2.1 contains statements about mitosis and meiosis.
Complete Table 2.1 by placing ticks (✓) in the boxes to show the correct statements about mitosis and meiosis.
[Table_1] [6]

(a) Fig. 3.1 shows the human male reproductive system and part of the excretory system.
[Image_Fig_3_1]

Table 3.1 shows the letters, names and functions of parts from Fig. 3.1.
Complete Table 3.1 using Fig. 3.1.

[Table_3_1]
| letter from Fig. 3.1 | name | function | |----------------------|--------------------------------|--------------------------------------------| | V | .......................................... | carries sperm away from the testis | | .................... | urethra | carries urine and sperm out of the body | | Y | .......................................... | deposits sperm into the vagina | | .................... | prostate gland | makes the fluid for the sperm to swim in | | W | scrotum | ..............................................................
..............................................................| | X | testis | ..............................................................
..............................................................|

(b) (i) Table 3.2 shows some of the events (G to M) that can occur after the sperm leaves the male reproductive system.

[Table_3_2]
| G | an embryo is formed | |---|--------------------------------------------------| | H | nuclei of the sperm and egg cell fuse | | J | sperm enters the oviduct | | K | sperm passes through the uterus | | L | sperm is deposited into the vagina | | M | sperm travels through the cervix | Write the letters of the events in the correct sequence, in the spaces provided.
One has been done for you.
L __ __ __ __ [3]
(ii) State all the possible sex chromosomes that can be found in a sperm cell.
.............................................................................................................................. [1]

(c) When a person approaches sexual maturity, secondary sexual characteristics start to develop.
(i) State the name of the hormone that causes the development of secondary sexual characteristics in boys.
.............................................................................................................................. [1]
(ii) Place ticks (✓) in the correct boxes to identify three secondary sexual characteristics that develop in boys.
- breasts develop
- deepening of the voice
- growth of facial and pubic hair
- menstruation begins
- muscular development
- pelvis widens
[3]

(a) A balanced diet is needed to maintain health.
(i) State what is meant by the term balanced diet.
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................................................................................................................................. [2]

(ii) Fat is an important component of a balanced diet.
Draw circles around two foods that are a good source of fat.
apples beans bread cheese
pasta rice vegetable oil [2]

(iii) State two health problems associated with having an excessive amount of fat in the diet.
1 ...............................................................................................................................
2 ............................................................................................................................... [2]

(iv) List two nutrient groups, other than fat, in a balanced diet and outline their dietary importance.
nutrient 1 ...............................................................................................................
importance 1 .........................................................................................................
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nutrient 2 ...............................................................................................................
importance 2 .........................................................................................................
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(b) Fig. 4.1 shows the estimated daily energy requirements for different groups of people.

Fig. 4.1

(i) State the group of people shown in Fig. 4.1 that have the greatest daily energy requirements.
................................................................................................................................. [1]

(ii) Using the information in Fig. 4.1, calculate the difference in energy requirements between adult males and adult females.
.................................................. MJ [1]

(iii) Describe the overall trend between males and females shown in Fig. 4.1.
.................................................................................................................................
................................................................................................................................. [1]

(iv) Pregnant females have a larger daily energy requirement than females who are not pregnant.
Suggest why.
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................................................................................................................................. [1]

(a) (i) The box on the left shows the beginning of a sentence.
The boxes on the right show some sentence endings.
Draw three straight lines to make three correct sentences about aerobic respiration.


(a) (ii) Complete the sentence by circling the correct word or phrase shown in bold.
Aerobic respiration releases less / more / the same amount of energy compared with anaerobic respiration.

(a) (iii) Describe how respiration in yeast is used in industry to produce useful products for humans.
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(b) (i) A student breathed into a machine while they were at rest.
The machine recorded the volume of air as they breathed in and out.
The results are shown in Fig. 5.1.

Estimate the number of breaths per minute the student took at rest.
........................... breaths per minute

(b) (ii) State the volume of air breathed in during the first breath shown in Fig. 5.1.
.......................................................... dm³

(b) (iii) The rate and depth of breathing increases during physical activity.
Sketch another line on Fig. 5.1 between 60 and 80 seconds to show this.

(c) Some drugs can decrease the breathing rate.
Define what is meant by the term drug.
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(a) Fig. 6.1 is a diagram of a section through a plant leaf.


(i) Draw a label line and a label to identify:
• a palisade mesophyll cell
• a vacuole.
[2]

(ii) Complete the sentence about the diffusion of gases.

Gases diffuse between the leaf and the surrounding air from a .................................
concentration to a ................................. concentration by .................................
movement of particles.
[2]

(iii) State the name of the main gas that will diffuse from inside cell A to position B in Fig. 6.1 on a sunny, humid day.
............................................................................................................................
[1]

(iv) State the name of the cell component through which substances diffuse as they enter or leave the cell.
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[1]

(b) A group of students investigated the effect of light intensity on the rate of photosynthesis.

They used this method:
• An aquatic plant was placed in a test-tube containing water.
• A lamp was placed 10 cm from the aquatic plant.
• The number of bubbles of gas produced in one minute was counted and recorded in Table 6.1.
• The investigation was repeated with the lamp at different distances from the aquatic plant.

Fig. 6.2 is a diagram of the equipment used.


The results are shown in Table 6.1.
[Table_1]

(i) State the distance which gives the highest rate of photosynthesis.
........................................................... cm [1]

(ii) Describe the effect of increasing light intensity on the rate of photosynthesis.
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[1]

(iii) The student repeated the investigation but added a source of carbon dioxide to the water in the test-tube.
Suggest how this would affect the rate of photosynthesis.
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[1]

(c) (i) State the name of two large carbohydrate molecules found in plants that can be made from glucose.
1 .....................................................................................................................................
2 .....................................................................................................................................
[2]

(ii) Plants can make glucose and proteins.
Using the words from the list, complete Table 6.2 to show all of the chemical elements that are found in glucose and all proteins.
Each word may be used once, more than once or not at all.

carbon hydrogen oxygen
nitrogen magnesium

[Table_2]
[2]