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This document consists of 18 printed pages and 2 blank pages. DC (LK/CGW) 79852/5 © UCLES 2014 [Turn over *3072262023* BIOLOGY 0610/31 Paper 3 Extended May/June 2014 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. 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 an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Electronic calculators may be used. You may lose marks if you do not show your working or if you do not use appropriate units. 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 part question. Cambridge International Examinations Cambridge International General Certificate of Secondary Education The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2 0610/31/M/J/14© UCLES 2014 1 Some information about pollutants, their sources and their effects on the environment are shown in Table 1.1. Table 1.1 pollutant source effect on the environment heavy metals in chemical waste disrupts functioning of plants, causes brain damage phosphate eutrophication of streams, rivers and lakes sulfur dioxide damage to trees, e.g. death of leaves ionising radiation DDT pesticide sprays accumulates in tissues of animals (a) Complete Table 1.1. [5] (b) Explain what happens in streams, lakes and rivers when eutrophication occurs. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[5]
3 0610/31/M/J/14© UCLES 2014 [Turn over (c) Sulfur dioxide dissolves in rain water to form acid rain. Describe two measures that can be taken to reduce the effects of acid rain. 1 ................................................................................................................................................ ................................................................................................................................................... 2 ................................................................................................................................................ ................................................................................................................................................... [2] [Total: 12]
4 0610/31/M/J/14© UCLES 2014 2 Dairy cattle are kept for milk production. Approximately half of all the calves born are male. (a) Sex is determined in cattle in exactly the same way as it is in humans. Explain why 50% of all cattle are born male. You may draw a genetic diagram to help your explanation. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[4] (b) Dairy farmers only need a very small number of male calves. They limit the number by using sex selection. Sperm cells are identified and sorted before they are used in artificial insemination (AI). Explain how artificial insemination is carried out. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2]
5 0610/31/M/J/14© UCLES 2014 [Turn over (c) Table 2.1 shows the composition of 100g of cow’s milk compared with the same quantities of commercial formula milk and human milk. Table 2.1 nutrient cow’s milk formula milk human milk carbohydrate/g 6.5 7.3 7.5 protein/g 3.3 1.3 1.3 – 1.6 fat/g 3.9 3.6 4.1 calcium/mg 120 42 34 iron/mg 0.02 0.64 0.07 vitamin D/µg 0.05 1.20 0.06 vitamin A/µg 19 66 58 Some women do not breast-feed their babies but bottle-feed them using formula milk. Health authorities advise against the use of cow’s milk until babies are about 9 months old. Use the information in Table 2.1 to explain the advantages of using formula milk rather than cow’s milk. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[4] One of the components of human milk is the enzyme lysozyme that is present in many body fluids and is responsible for breaking down the cell walls of bacteria. (d) Define the term enzyme. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2]
6 0610/31/M/J/14© UCLES 2014 (e) The effect of human lysozyme on two common species of bacteria, A and B, was investigated at two different values of pH. The investigation was set up as shown in Fig. 2.1. The test-tubes were kept at 37°C for 24 hours. A 1tube number pH of medium boiled lysozyme species of bacteria fresh lysozyme A A B 2 3 4 4.0 4.0 9.0 4.0 Fig. 2.1 After 24 hours, samples were taken from each test-tube. Each sample was placed onto nutrient agar in Petri dishes. The dishes were incubated at 28°C for a further 24 hours to allow any bacteria to grow. The results are shown in Fig. 2.2. 1 sample from test- tube result after incubation for 24 hours Key: no growth of bacteria growth of bacteria 2 3 4 Fig. 2.2
7 0610/31/M/J/14© UCLES 2014 [Turn over Explain the results shown in Fig. 2.2 by comparing the following pairs: 1 and 3 ...................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] 1 and 4 ...................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] 1 and 2 ...................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] (f) Human milk also contains antibodies. Explain the benefits of antibodies to a newborn child. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] [Total: 20]
8 0610/31/M/J/14© UCLES 2014 3 Fig. 3.1 is a diagram that shows the control of blood glucose concentration. blood glucose concentration at 90mg per 100cm3 blood glucose concentration at 90mg per 100cm3 blood glucose concentration below 90mg per 100cm3 blood glucose concentration above 90mg per 100cm3 increase in glucose in the blood storage of glucose as glycogen decrease in glucose in the blood breakdown of glycogen to glucose Fig. 3.1 (a) (i) State one reason why the concentration of glucose in the blood increases. ........................................................................................................................................... .......................................................................................................................................[1] (ii) State one reason why the concentration of glucose in the blood decreases. ........................................................................................................................................... .......................................................................................................................................[1] (iii) Name two places in the body where glycogen is stored. 1 ........................................................................................................................................ 2 ........................................................................................................................................ [2] (b) Explain how an increase in glucose concentration is controlled in the body. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3]
9 0610/31/M/J/14© UCLES 2014 [Turn over (c) If the blood glucose concentration is very high there is a decrease in the water potential of the blood. This may damage the red blood cells. Explain how a decrease in water potential of the blood may damage red blood cells. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3] [Total: 10]
10 0610/31/M/J/14© UCLES 2014 4 (a) Define the term respiration. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] (b) A rowing machine is a piece of apparatus that is used in many fitness centres. Fig. 4.1 shows a man training on a rowing machine. The man in the photograph has his arms extended during the rowing stroke as shown in Fig. 4.2. Fig. 4.1 Fig. 4.2 Use Fig. 4.2 to describe how the hand is moved closer to the chest during the rowing stroke. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3]
11 0610/31/M/J/14© UCLES 2014 [Turn over BLANK PAGE
12 0610/31/M/J/14© UCLES 2014 (c) The man has an intense workout on the rowing machine. Fig. 4.3 shows his oxygen uptake before and during the exercise. 0 0.0 0.5 oxygen consumption /dm3 min–1 1.0 1.5 2.0 2.5 3.0 5 10 15 20 time/min exercise starts exercise ends 25 30 35 Fig. 4.3 (i) Explain why there is a steep increase in the man’s oxygen consumption at the start of the exercise. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[4]
13 0610/31/M/J/14© UCLES 2014 [Turn over (ii) It took 10 minutes after the man had stopped rowing for his oxygen consumption to decrease to its resting value. On Fig. 4.3 draw a line between 20 minutes and 35 minutes to show the change in oxygen consumption after exercise has stopped. [2] (iii) Explain why the man’s oxygen consumption did not return to the resting value immediately after exercise. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[4] [Total: 15]
14 0610/31/M/J/14© UCLES 2014 5 Fig. 5.1 shows the nematode, Caenorhabditis elegans. Fig. 5.1 (a) (i) State the genus of this nematode. .......................................................................................................................................[1] (ii) State two structural features of nematodes. 1 ........................................................................................................................................ 2 ........................................................................................................................................ [2] (b) Nematodes feed on dead and decaying material. Explain why this gives nematodes an important role in ecosystems. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3]
15 0610/31/M/J/14© UCLES 2014 [Turn over (c) Fig. 5.2 shows the life cycle of C. elegans. The diploid number of this species is 12. adult which has both male and female sex organs diploid body cells of the adult embryo passes out of adult and continues development not drawn to scale egg sperm larval stage P Q Fig. 5.2 (i) Suggest why there is very little genetic variation in the offspring of the adult nematode shown in Fig. 5.2. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2] (ii) State the haploid number of C. elegans. .......................................................................................................................................[1]
16 0610/31/M/J/14© UCLES 2014 (iii) Explain why meiosis occurs at P and mitosis occurs at Q. meiosis at P........................................................................................................................ ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... mitosis at Q ........................................................................................................................ ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[3] (d) C. elegans was one of the first organisms to have its genome sequenced. An organism’s genome is the sum of all its genetic material. Gene sequencing identifies all the component parts of the DNA that makes up the genome. State where DNA is located in a cell. ................................................................................................................................................... ...............................................................................................................................................[2] [Total: 14]
17 0610/31/M/J/14© UCLES 2014 [Turn over BLANK PAGE
18 0610/31/M/J/14© UCLES 2014 6 The pea plant, Pisum sativum, is a legume which is grown both as a human food and as livestock feed. Fig. 6.1 shows some of the root nodules on a pea plant. S Fig. 6.1 Fig. 6.2 shows a cross-section through the root nodule at S on Fig. 6.1. T indicates the transport tissue in the root. T cells containing bacteria magnification = ×40 Fig. 6.2
19 0610/31/M/J/14© UCLES 2014 [Turn over (a) The maximum diameter of the root nodule in Fig. 6.2 is 73mm. Calculate the actual diameter of the root nodule. actual diameter .......................................................... [1] (b) Describe the role of the bacteria in the root nodules of P. sativum. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] (c) The bacteria require carbohydrates that are supplied by the pea plant. Describe how the carbohydrates are produced and transported by the plant to the bacteria. (i) produced ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2] (ii) transported ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2]
20 0610/31/M/J/14© UCLES 2014 (d) Pea plants grow well in soils that are deficient in nitrogen. Explain how root hair cells of pea plants absorb nitrate ions from soils with low nitrate concentrations. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] [Total: 9] Copyright Acknowledgments: Question 4 Figure 4.1 © Ref: 8267369; leezsnow; Workout on Rowing Machine From Above; www.istockphoto.com. Question 5 Figure 5.1 © Ref: Z180/0117; SINCLAIR STAMMERS/SCIENCE PHOTO LIBRARY; LM of the nematode worm, Caenorhabditis elegans; www.sciencephoto.com. Question 6 Figure 6.2 © Ref: C003/5896; DR KEITH WHEELER/SCIENCE PHOTO LIBRARY; Nitrogen-fixing root nodule, micrograph; www.sciencephoto.com. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

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0610 s14 qp_31

  • 1. This document consists of 18 printed pages and 2 blank pages. DC (LK/CGW) 79852/5 © UCLES 2014 [Turn over *3072262023* BIOLOGY 0610/31 Paper 3 Extended May/June 2014 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. 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 an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Electronic calculators may be used. You may lose marks if you do not show your working or if you do not use appropriate units. 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 part question. Cambridge International Examinations Cambridge International General Certificate of Secondary Education The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
  • 2. 2 0610/31/M/J/14© UCLES 2014 1 Some information about pollutants, their sources and their effects on the environment are shown in Table 1.1. Table 1.1 pollutant source effect on the environment heavy metals in chemical waste disrupts functioning of plants, causes brain damage phosphate eutrophication of streams, rivers and lakes sulfur dioxide damage to trees, e.g. death of leaves ionising radiation DDT pesticide sprays accumulates in tissues of animals (a) Complete Table 1.1. [5] (b) Explain what happens in streams, lakes and rivers when eutrophication occurs. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[5]
  • 3. 3 0610/31/M/J/14© UCLES 2014 [Turn over (c) Sulfur dioxide dissolves in rain water to form acid rain. Describe two measures that can be taken to reduce the effects of acid rain. 1 ................................................................................................................................................ ................................................................................................................................................... 2 ................................................................................................................................................ ................................................................................................................................................... [2] [Total: 12]
  • 4. 4 0610/31/M/J/14© UCLES 2014 2 Dairy cattle are kept for milk production. Approximately half of all the calves born are male. (a) Sex is determined in cattle in exactly the same way as it is in humans. Explain why 50% of all cattle are born male. You may draw a genetic diagram to help your explanation. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[4] (b) Dairy farmers only need a very small number of male calves. They limit the number by using sex selection. Sperm cells are identified and sorted before they are used in artificial insemination (AI). Explain how artificial insemination is carried out. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2]
  • 5. 5 0610/31/M/J/14© UCLES 2014 [Turn over (c) Table 2.1 shows the composition of 100g of cow’s milk compared with the same quantities of commercial formula milk and human milk. Table 2.1 nutrient cow’s milk formula milk human milk carbohydrate/g 6.5 7.3 7.5 protein/g 3.3 1.3 1.3 – 1.6 fat/g 3.9 3.6 4.1 calcium/mg 120 42 34 iron/mg 0.02 0.64 0.07 vitamin D/µg 0.05 1.20 0.06 vitamin A/µg 19 66 58 Some women do not breast-feed their babies but bottle-feed them using formula milk. Health authorities advise against the use of cow’s milk until babies are about 9 months old. Use the information in Table 2.1 to explain the advantages of using formula milk rather than cow’s milk. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[4] One of the components of human milk is the enzyme lysozyme that is present in many body fluids and is responsible for breaking down the cell walls of bacteria. (d) Define the term enzyme. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2]
  • 6. 6 0610/31/M/J/14© UCLES 2014 (e) The effect of human lysozyme on two common species of bacteria, A and B, was investigated at two different values of pH. The investigation was set up as shown in Fig. 2.1. The test-tubes were kept at 37°C for 24 hours. A 1tube number pH of medium boiled lysozyme species of bacteria fresh lysozyme A A B 2 3 4 4.0 4.0 9.0 4.0 Fig. 2.1 After 24 hours, samples were taken from each test-tube. Each sample was placed onto nutrient agar in Petri dishes. The dishes were incubated at 28°C for a further 24 hours to allow any bacteria to grow. The results are shown in Fig. 2.2. 1 sample from test- tube result after incubation for 24 hours Key: no growth of bacteria growth of bacteria 2 3 4 Fig. 2.2
  • 7. 7 0610/31/M/J/14© UCLES 2014 [Turn over Explain the results shown in Fig. 2.2 by comparing the following pairs: 1 and 3 ...................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] 1 and 4 ...................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] 1 and 2 ...................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] (f) Human milk also contains antibodies. Explain the benefits of antibodies to a newborn child. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] [Total: 20]
  • 8. 8 0610/31/M/J/14© UCLES 2014 3 Fig. 3.1 is a diagram that shows the control of blood glucose concentration. blood glucose concentration at 90mg per 100cm3 blood glucose concentration at 90mg per 100cm3 blood glucose concentration below 90mg per 100cm3 blood glucose concentration above 90mg per 100cm3 increase in glucose in the blood storage of glucose as glycogen decrease in glucose in the blood breakdown of glycogen to glucose Fig. 3.1 (a) (i) State one reason why the concentration of glucose in the blood increases. ........................................................................................................................................... .......................................................................................................................................[1] (ii) State one reason why the concentration of glucose in the blood decreases. ........................................................................................................................................... .......................................................................................................................................[1] (iii) Name two places in the body where glycogen is stored. 1 ........................................................................................................................................ 2 ........................................................................................................................................ [2] (b) Explain how an increase in glucose concentration is controlled in the body. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3]
  • 9. 9 0610/31/M/J/14© UCLES 2014 [Turn over (c) If the blood glucose concentration is very high there is a decrease in the water potential of the blood. This may damage the red blood cells. Explain how a decrease in water potential of the blood may damage red blood cells. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3] [Total: 10]
  • 10. 10 0610/31/M/J/14© UCLES 2014 4 (a) Define the term respiration. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] (b) A rowing machine is a piece of apparatus that is used in many fitness centres. Fig. 4.1 shows a man training on a rowing machine. The man in the photograph has his arms extended during the rowing stroke as shown in Fig. 4.2. Fig. 4.1 Fig. 4.2 Use Fig. 4.2 to describe how the hand is moved closer to the chest during the rowing stroke. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3]
  • 11. 11 0610/31/M/J/14© UCLES 2014 [Turn over BLANK PAGE
  • 12. 12 0610/31/M/J/14© UCLES 2014 (c) The man has an intense workout on the rowing machine. Fig. 4.3 shows his oxygen uptake before and during the exercise. 0 0.0 0.5 oxygen consumption /dm3 min–1 1.0 1.5 2.0 2.5 3.0 5 10 15 20 time/min exercise starts exercise ends 25 30 35 Fig. 4.3 (i) Explain why there is a steep increase in the man’s oxygen consumption at the start of the exercise. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[4]
  • 13. 13 0610/31/M/J/14© UCLES 2014 [Turn over (ii) It took 10 minutes after the man had stopped rowing for his oxygen consumption to decrease to its resting value. On Fig. 4.3 draw a line between 20 minutes and 35 minutes to show the change in oxygen consumption after exercise has stopped. [2] (iii) Explain why the man’s oxygen consumption did not return to the resting value immediately after exercise. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[4] [Total: 15]
  • 14. 14 0610/31/M/J/14© UCLES 2014 5 Fig. 5.1 shows the nematode, Caenorhabditis elegans. Fig. 5.1 (a) (i) State the genus of this nematode. .......................................................................................................................................[1] (ii) State two structural features of nematodes. 1 ........................................................................................................................................ 2 ........................................................................................................................................ [2] (b) Nematodes feed on dead and decaying material. Explain why this gives nematodes an important role in ecosystems. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3]
  • 15. 15 0610/31/M/J/14© UCLES 2014 [Turn over (c) Fig. 5.2 shows the life cycle of C. elegans. The diploid number of this species is 12. adult which has both male and female sex organs diploid body cells of the adult embryo passes out of adult and continues development not drawn to scale egg sperm larval stage P Q Fig. 5.2 (i) Suggest why there is very little genetic variation in the offspring of the adult nematode shown in Fig. 5.2. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2] (ii) State the haploid number of C. elegans. .......................................................................................................................................[1]
  • 16. 16 0610/31/M/J/14© UCLES 2014 (iii) Explain why meiosis occurs at P and mitosis occurs at Q. meiosis at P........................................................................................................................ ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... mitosis at Q ........................................................................................................................ ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[3] (d) C. elegans was one of the first organisms to have its genome sequenced. An organism’s genome is the sum of all its genetic material. Gene sequencing identifies all the component parts of the DNA that makes up the genome. State where DNA is located in a cell. ................................................................................................................................................... ...............................................................................................................................................[2] [Total: 14]
  • 17. 17 0610/31/M/J/14© UCLES 2014 [Turn over BLANK PAGE
  • 18. 18 0610/31/M/J/14© UCLES 2014 6 The pea plant, Pisum sativum, is a legume which is grown both as a human food and as livestock feed. Fig. 6.1 shows some of the root nodules on a pea plant. S Fig. 6.1 Fig. 6.2 shows a cross-section through the root nodule at S on Fig. 6.1. T indicates the transport tissue in the root. T cells containing bacteria magnification = ×40 Fig. 6.2
  • 19. 19 0610/31/M/J/14© UCLES 2014 [Turn over (a) The maximum diameter of the root nodule in Fig. 6.2 is 73mm. Calculate the actual diameter of the root nodule. actual diameter .......................................................... [1] (b) Describe the role of the bacteria in the root nodules of P. sativum. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] (c) The bacteria require carbohydrates that are supplied by the pea plant. Describe how the carbohydrates are produced and transported by the plant to the bacteria. (i) produced ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2] (ii) transported ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2]
  • 20. 20 0610/31/M/J/14© UCLES 2014 (d) Pea plants grow well in soils that are deficient in nitrogen. Explain how root hair cells of pea plants absorb nitrate ions from soils with low nitrate concentrations. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] [Total: 9] Copyright Acknowledgments: Question 4 Figure 4.1 © Ref: 8267369; leezsnow; Workout on Rowing Machine From Above; www.istockphoto.com. Question 5 Figure 5.1 © Ref: Z180/0117; SINCLAIR STAMMERS/SCIENCE PHOTO LIBRARY; LM of the nematode worm, Caenorhabditis elegans; www.sciencephoto.com. Question 6 Figure 6.2 © Ref: C003/5896; DR KEITH WHEELER/SCIENCE PHOTO LIBRARY; Nitrogen-fixing root nodule, micrograph; www.sciencephoto.com. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.