0610_w11_qp_21
A paper of Biology, 0610
Questions:
10
Year:
2011
Paper:
2
Variant:
1
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1
For Examiner's Use shows a crab that is a member of the arthropod group. carapace Crabs have a hard shell that covers the head and thorax. The abdomen is often folded under the body below the carapace. All crabs have five pairs of legs. To which group of arthropods does the crab belong? Tick () one box to show your answer. arachnids crustaceans insects myriapods For Examiner's Use shows five crabs. A B C E D For Examiner's Use 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 abdomen folded under carapace abdomen tucked inside mollusc shell 2 all legs are thin front pair of legs is much wider than the rest 3 front edge of carapace has sharp, jagged points front edge of carapace is smooth 4 front edge of carapace comes to a long, sharp point front edge of carapace has lots of short points go to 2 Eupagurus go to 4 go to 3 Carcinus Cancer Corystes Maia Table 1.1 crab name of crab A B C D E
1. Characteristics and classification of living organisms  →  1.3. Features of organisms
1. Characteristics and classification of living organisms  →  1.2. Concept and uses of classification systems
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2
For Examiner's Use The human circulatory system contains valves. State the function of these valves. Complete Table 2.1 by placing a tick () against two structures in the human circulatory system that have valves. Table 2.1 structure in circulatory system have valves arteries capillaries heart veins Describe how you could measure the heart rates of some students before they start running. For Examiner's Use shows the results of an investigation of the heart rates of some students before and immediately after running. Each student ran the same distance. heart rate / beats per minute female 1 female 2 female 3 male 1 male 2 male 3 students before running immediately after running For Examiner's Use State which student has the lowest heart rate immediately after running. State which student has the largest change in heart rate from before to immediately after running. Describe any trends that you can see in the results. Explain why heart rate changes when you run.
9. Transport in animals  →  9.2. Heart
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4
For Examiner's Use shows a water cycle. bedrock ground water lake drainage through soil A B C runoff Name the processes happening at A, B and C. A B C Suggest why the most rainfall occurs over hills and mountains. Lakes are often naturally rich in nutrients such as nitrates. Using information from , suggest how these nutrients are moved from the hill into the lake. For Examiner's Use Explain why deforestation and the removal of plants from the sides of hills can lead to the flooding of lower areas of land.
8. Transport in plants  →  8.2. Water uptake
20. Human influences on ecosystems  →  20.3. Pollution
3. Movement into and out of cells  →  3.2. Osmosis
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5
For Examiner's Use shows an Arctic food web. phytoplankton zooplankton Arctic char Arctic cod harbour seal ringed seal squid harp seal killer whale polar bear Arctic birds The phytoplankton are the producers in this food web. Name the process by which phytoplankton build up stores of chemical energy. Name a secondary consumer in the food web in . Complete the food chain using organisms shown in . phytoplankton …… ………….…. …… ….… ….…….… …… ….  killer whale For Examiner's Use The polar bear has been listed as an endangered species. Explain what the term endangered species means. Suggest how the loss of the polar bear from the Arctic ecosystem could affect the population of killer whales.
19. Organisms and their environment  →  19.2. Food chains and food webs
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6
For Examiner's Use 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 For Examiner's Use 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. time / hours water uptake or loss / g per hour State the two times at which the uptake and loss of water were the same. For Examiner's Use Explain how a decrease in temperature and humidity would affect the water loss by this plant. temperature humidity
8. Transport in plants  →  8.3. Transpiration
3. Movement into and out of cells  →  3.2. Osmosis
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9
For Examiner's Use shows the human digestive system and associated organs. A H I B C D F G E Use letters from to identify the structures described. Each letter may be used once, more than once, or not at all. One structure where digestion of protein occurs. One structure where bile is stored. One structure where peristalsis happens. One structure where starch digestion occurs. One structure where amino acids are absorbed into the blood. For Examiner's Use State two functions of each of the structures labelled C and E on . structure C structure E
7. Human nutrition  →  7.3. Physical digestion
7. Human nutrition  →  7.2. Digestive system
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10
For Examiner's Use 10 Flowers from three red-flowered plants, A, B and C, of the same species were self- pollinated. Explain what is meant by the term pollination. Seeds were collected from plants A, B and C. The seeds were germinated separately and were allowed to grow and produce flowers. The colour of these flowers is shown in Table 10.1. Table 10.1 seeds from plant colour of the flowers grown from the seeds A all red B some red and some white C some red and some white State the recessive allele for flower colour. State which plant, A, B or C, produced seeds that were homozygous for flower colour. Suggest how you could make certain that self-pollination took place in the flowers of plants A, B and C. For Examiner's Use Complete the genetic diagram to explain how two red-flowered plants identical to plant 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 recessive allele. parental phenotypes parental genotypes gametes offspring genotypes offspring phenotypes parent 1 red-flowered parent 2 red-flowered × × +
16. Reproduction  →  16.3. Sexual reproduction in plants
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