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IB11 11_0610_21/XRP© UCLES 2011 [Turn over
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education
BIOLOGY 0610/21
Paper 2 Core October/November 2011
1 hour 15 minutes
Candidates answer on the Question Paper.Additional Materials: ruler
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 partquestion.
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1 Fig. 1.1 shows a crab that is a member of the arthropod group.
carapace
Fig. 1.1
Crabs have a hard shell (carapace) that covers the head and thorax.
The abdomen is often folded under the body below the carapace.
All crabs have five pairs of legs.
(a) To which group of arthropods does the crab belong?
Tick () one box to show your answer.
arachnids
crustaceans
insects
myriapods
[1]
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(b) Fig. 1.2 shows five crabs.
A B
C
E
D
Fig. 1.2
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Use the key to identify each of the crabs.
Write the name of each crab in the correct box in Table 1.1.
Key
name of crab
1 (a) abdomen folded under carapace(b) abdomen tucked inside mollusc shell
2 (a) all legs are thin(b) front pair of legs is much wider than the rest
3 (a) front edge of carapace has sharp, jagged points(b) front edge of carapace is smooth
4 (a) front edge of carapace comes to a long, sharp point(b) front edge of carapace has lots of short points
go to 2Eupagurus
go to 4go to 3
CarcinusCancer
CorystesMaia
Table 1.1
crab name of crab
A
B
C
D
E
[4]
[Total: 5]
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2 (a) The human circulatory system contains valves.
(i) State the function of these valves.
[1]
(ii) Complete Table 2.1 by placing a tick () against two structures in the humancirculatory system that have valves.
Table 2.1
structure in circulatory system have valves
arteries
capillaries
heart
veins
[1]
(b) Describe how you could measure the heart rates of some students before they startrunning.
[2]
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(c) Fig. 2.1 shows the results of an investigation of the heart rates of some students beforeand immediately after running.
Each student ran the same distance.
150
140
130
120
110
100
90
80
70
60
50
heart
rate /beats
per
minute
female 1 female 2 female 3 male 1 male 2 male 3
students
before running
immediately after
running
Fig. 2.1
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(i) State which student has the lowest heart rate immediately after running.
[1]
(ii) State which student has the largest change in heart rate from before toimmediately after running.
[1]
(iii) Describe any trends that you can see in the results.
[2]
(d) Explain why heart rate changes when you run.
[4]
[Total: 12]
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3 (a) Plants, like animals, respond to stimuli. Tropisms are an example of a plant response.
(i) Define the term geotropism.
[2]
(ii) Suggest the advantages of geotropic responses for a seed germinating in the soil.
[3]
(b) State three external conditions necessary for the germination of a seed in the soil.
1
2
3 [3]
[Total: 8]
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4 (a) Fig. 4.1 shows a water cycle.
bedrockground water lake
drainagethrough soil
A
B
C
runoff
Fig. 4.1
(i) Name the processes happening at A, B and C.
A
B
C [3]
(ii) Suggest why the most rainfall occurs over hills and mountains.
[1]
(b) Lakes are often naturally rich in nutrients such as nitrates.
Using information from Fig. 4.1, suggest how these nutrients are moved from the hillinto the lake.
[1]
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(c) Explain why deforestation and the removal of plants from the sides of hills can lead tothe flooding of lower areas of land.
[3]
[Total: 8]
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5 Fig. 5.1 shows an Arctic food web.
phytoplankton
zooplankton
Arctic char Arctic cod
harbour seal ringed sealsquid
harp seal
killer whale polar bear
Arctic birds
Fig. 5.1
(a) (i) The phytoplankton are the producers in this food web.
Name the process by which phytoplankton build up stores of chemical energy.
[1]
(ii) Name a secondary consumer in the food web in Fig. 5.1.
[1]
(iii) Complete the food chain using organisms shown in Fig. 5.1.
phytoplankton……..………….….……....….…....….…….…..……..…. killer whale
[1]
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(b) The polar bear has been listed as an endangered species.
Explain what the term endangered species means.
[2]
(c) Suggest how the loss of the polar bear from the Arctic ecosystem could affect thepopulation of killer whales.
[3]
[Total: 8]
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Question 6 begins on the next page.
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6 An investigation of the uptake and loss of water by a plant was carried out over 24 hours.The results are shown in Table 6.1.
Table 6.1
time of day
/ hours
water uptake
/ g per hour
water loss
/ g per hour
0400 7 2
0700 11 8
1000 18 24
1300 24 30
1600 24 24
1900 20 13
2200 11 5
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(a) (i) The data for water uptake have been plotted on the grid below.
Plot the data for water loss on the same grid. Label both curves.
30
20
10
00000 0400 0800 1200 1600 2000 2400
time / hours
water
uptake
or
loss / gper hour
[4]
(ii) State the two times at which the uptake and loss of water were the same.
[1]
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(b) Explain how a decrease in temperature and humidity would affect the water loss bythis plant.
(i) temperature
[2]
(ii) humidity
[2]
[Total: 9]
7 Explain how the use of chemical fertilisers has increased food production in farming.
[4]
[Total: 4]
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8 Reproduction in humans is an example of sexual reproduction.
Outline what occurs during:
(a) sexual intercourse,
[2]
(b) fertilisation,
[3]
(c) implantation.
[2]
[Total: 7]
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9 Fig. 9.1 shows the human digestive system and associated organs.
A
H
I
B
C
D
F
G
E
Fig. 9.1
(a) Use letters from Fig. 9.1 to identify the structures described.
Each letter may be used once, more than once, or not at all.
(i) One structure where digestion of protein occurs.
(ii) One structure where bile is stored.
(iii) One structure where peristalsis happens.
(iv) One structure where starch digestion occurs.
(v) One structure where amino acids are absorbed into the blood.
[5]
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(b) State two functions of each of the structures labelled C and E on Fig. 9.1.
(i) structure C
1
2 [2]
(ii) structure E
1
2 [2]
[Total: 9]
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10 Flowers from three red-flowered plants, A, B and C, of the same species were self-pollinated.
(a) Explain what is meant by the term pollination.
[2]
(b) Seeds were collected from plants A, B and C. The seeds were germinated separatelyand were allowed to grow and produce flowers.
The colour of these flowers is shown in Table 10.1.
Table 10.1
seeds fromplant
colour of the flowers grown from the seeds
A all red
B some red and some white
C some red and some white
(i) State the recessive allele for flower colour.
[1]
(ii) State which plant, A, B or C, produced seeds that were homozygous for flower colour.
[1]
(iii) Suggest how you could make certain that self-pollination took place in the flowers
of plants A, B and C.
[2]
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(c) Complete the genetic diagram to explain how two red-flowered plants identical toplant B could produce both red-flowered plants and white-flowered plants.
Use the symbols R to represent the dominant allele and r to represent the recessiveallele.
parental phenotypes
parental genotypes
gametes
offspring genotypes
offspring phenotypes
parent 1
red-flowered
.........
............. .............
................. .................
................. .................
parent 2
red-flowered
.........
............. .............
................. .................
................. .................
×
×
+
[4]
[Total: 10]
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