Cambridge IGCSE Biology - 0610 - Core Paper 3 2024 Summer Zone 1

1 (a) Fig. 1.1 is a photograph showing different stages of bread-making. Bread dough is made by mixing flour, water and yeast together. Bread dough A has just been mixed. Bread dough B was mixed a few hours before the photograph was taken and has increased in volume.
[Image_1: Dough B and Dough A]
(i) State the name of the gas that caused bread dough B to increase in volume. [1]
(ii) State the name of the process in yeast that produces the gas during bread-making. [1]
(b) State one other product that is made using yeast, apart from food or drink. [1]
(c) Bacteria are another type of microorganism that is used in biotechnology. Tick two boxes to show why bacteria are useful in biotechnology:
- cause disease
- have the same structure as plant cells
- make complex molecules
- have a rapid reproduction rate
- reproduce sexually [2]
(d) Bacteria and yeast are living organisms. Table 1.1 shows descriptions of some characteristics of living organisms. Complete Table 1.1 by writing the name for each characteristic described.
[Table_1: Description and name]
- the ability to detect and respond to changes in the internal or external environment
- the removal of the waste products of metabolism and substances in excess of requirements
- a permanent increase in size and dry mass [3]
(e) State two cell structures that are found in both bacteria and plants. [2]

2 (a) Describe what is meant by a catalyst. [2]
(b) State the type of biological molecule enzymes are made of. [1]
(c) The rates of enzyme activity of two different enzymes, A and B, were recorded at different temperatures. Fig. 2.1 shows the results.
[Image_2: Graph showing enzyme activity vs temperature]
(i) Compare the effect of temperature on the rate of enzyme activity for enzymes A and B. Use data from Fig. 2.1 to support your answer. [4]
(ii) State the part of an enzyme that has a complementary shape to a substrate. [1]
(iii) State one factor, other than temperature, that would affect the rate of enzyme activity. [1]
(d) The box on the left contains the word ‘Enzymes’. The boxes on the right contain some sentence endings. Draw three lines from the box on the left to make three correct sentences.
[Diagram_1: Enzyme statements matching]
[3]

3 (a) A student investigated how surface area affected the rate of diffusion. The student started with four agar cubes that each had a volume of 1 cm^3. The agar cubes were dyed with a red indicator. The red indicator turned yellow when exposed to acid. The student cut the cubes into different numbers of blocks to increase the surface area. The blocks were placed in acid, as shown in Fig. 3.1. The student recorded the time taken for all of the agar blocks in each test-tube to turn yellow. The student repeated the investigation twice and calculated a mean.
[Image_3: Experimental setup with agar blocks]
Table 3.1 shows the results.
[Table_2: Agar block results]
(i) Calculate the mean time for all the blocks to turn yellow in test-tube C. [2]
(ii) Using the results shown in Table 3.1, describe the effect of surface area on diffusion. [1]
(iii) State one factor, other than surface area, that could affect diffusion in this investigation. [1]
(iv) Complete the sentences to describe how the acid particles diffuse to cause the colour change. The acid particles move from the acid solution into the ..., down a ... gradient. The energy for this process comes from the ... energy of random movement of the acid particles. [3]
(b) Describe one way that osmosis differs from other types of diffusion. [1]
(c) Substances needed for respiration diffuse into cells.
(i) Circle the two substances needed for aerobic respiration in humans.
- carbon dioxide
- glucose
- glycogen
- oxygen
- protein
- urea
- water [2]
(ii) State where aerobic respiration occurs in cells. [1]
(iii) State the name of the part of all cells that substances pass through to enter the cell. [1]

4 (a) Symptoms of the disease influenza may include sneezing. Fig. 4.1 shows a sign at a hospital.
[Image_4: Sign advising hand washing after sneezing]
Explain why washing your hands after sneezing can help to prevent the spread of disease. [2]
(b) State two ways of preventing the spread of disease through water. [2]
(c) State three ways the body defends itself against disease. [3]
(d) Identify each disease or virus as transmissible or non-transmissible by drawing a circle around the correct word.
- Human immunodeficiency virus (HIV) transmissible / non-transmissible
- coronary heart disease (CHD) transmissible / non-transmissible
- scurvy transmissible / non-transmissible [2]

5 (a) A student investigated the conditions needed for the germination of cress seeds. Fig. 5.1 shows the apparatus, conditions used and the results of the investigation.
[Image_5: Cress seed germination setup]
(i) Identify the letters of the two test-tubes in Fig. 5.1 that show that oxygen is needed for germination. [2]
(ii) A gardener wanted to store some cress seeds for a long time before using them. Use the information in Fig. 5.1 to identify the ideal conditions to prevent germination. Tick two boxes:
- cold
- dry
- light
- low carbon dioxide concentration
- low pH [2]
(b) Tropic responses were investigated in two plants, X and Y. The plants were placed in separate boxes for 5 days. Fig. 5.2 shows plants X and Y at the start of the investigation. Both boxes had a hole on one side that let light in. Plant X was kept in the same position. Plant Y was placed on a platform that was continually rotated.
[Image_6: Plant tropic response setup]
(i) Predict and explain how the shape of plant Y will differ from the shape of plant X after 5 days of growth. [2]
(ii) State the name of the tropic response that would be seen in plant X in Fig. 5.2 after 5 days. [1]
(iii) Suggest and explain the advantage to a plant of tropic responses in shoots. [2]
(c) State the position plants occupy in a food chain. [1]

6 (a) Cabbages are crop plants. Fig. 6.1 shows an area where the forest has been removed to create space for a monoculture of cabbage plants.
[Image_7: Monoculture of cabbage plants]
(i) Describe reasons for habitat destruction, other than crop production. [3]
(ii) Describe the advantages of growing crops such as cabbages as a large-scale monoculture. [3]
(b) Habitat destruction can cause species extinction. State two ways that species can be conserved, other than protection of their habitat. [2]
(c) Four islands, A, B, C and D, were surveyed to identify the different types of crop plant monocultures present. The survey identifies the percentage of each type of monoculture on each island. Fig. 6.2 shows the results of the survey.
[Image_8: Percentage of monocultures on islands]
Identify the island or islands from Fig. 6.2 that:
- have the greatest number of different types of monocultures [1]
- have the greatest percentage of crop 2 monocultures [1]
- have more than 50% crop 3 monocultures [2]
(d) One effect of deforestation and monocultures is a reduction in biodiversity. State what is meant by the term biodiversity. [2]
(e) Crop 3 is a type of tree that can be used for firewood. Suggest how this resource can be managed sustainably. [1]

7 (a) Fig. 7.1 is a diagram of the human digestive system.
[Image_9: Diagram of human digestive system]
State the letter in Fig. 7.1 that identifies:
- the gall bladder [1]
- the organ that secretes salivary amylase [1]
- where egestion occurs [1]
- where most absorption occurs [1]
- where physical digestion occurs [1]
- where the pH is acidic [1]
(b) The boxes on the left show some examples of nutrients. The boxes on the right show some examples of molecules. Draw lines to link each nutrient to a molecule found in that nutrient. Draw two lines.
[Diagram_2: Nutrient and molecule matching] [2]
(c) State the vitamin deficiency that causes rickets. [1]
(d) Describe the dietary importance of the mineral ions calcium and iron.
- calcium [1]
- iron [1]
(e) Fat, protein, vitamins and mineral ions are all required for a balanced diet. State the names of two other components of a balanced diet. [2]