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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
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International General Certificate of Secondary Education
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MARK SCHEME for the October/November 2009 question paper
for the guidance of teachers
0610 BIOLOGY
0610/32 Paper 32 (Extended Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the October/November 2009 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
Page 2 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
General notes
Symbols used in mark scheme and guidance notes.
/ separates alternatives for a marking point
; separates points for the award of a mark
A accept – as a correct response
R reject – this is marked with a cross and any following correct statements do not gain any
marks
I ignore/irrelevant/inadequate – this response gains no mark, but any following correct
answers can gain marks.
( ) the word/phrase in brackets is not required to gain marks but sets context of response
for credit. e.g. (waxy) cuticle. Waxy not needed but if it was described as a cellulose
cuticle then no mark.
Small underlined words – this word only/must be spelled correctly
ORA or reverse argument/answer
ref./refs. answer makes appropriate reference to
AVP additional valid point (e.g. in comments)
AW alternative words of equivalent meaning
MP marking point (number)
© UCLES 2009
Page 3 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
Question Mark scheme Comments
1 (a) one mark per row
feature bacterium virus fungus
treat blank spaces and crossed ticks as crosses – if ticks
produces spores and crosses and blanks in the same row, treat as incorrect
allow ‘yes’ and ‘no’ for ticks and crosses
hyphae
capsule
nucleus
[3]
(b) treat independently fungus may be saprotrophic or parasitic
1 (feeding) hypha(e) ; R roots ignore mycelium ignore ‘roots’ when awarding points 2 to 7
2 branched / branching ;
3 has a large surface (area) ; MP3 refers to fungus not food
4 grow, over / through / on / into, (named) food / substrate ; A ‘spread across’ food, A substrate for food
5 produce / release, enzymes ; R excrete enzymes
6 external / extracellular / described, digestion ; R digestion unqualified, A external implied
7 absorb, food / nutrients / products / glucose / AW ; [3 max] R obtain A absorbed even if no digestion
(c) 1 spores ;
2 carried in the, wind / air / atmosphere ; A blown / floats – as suggests in the air
A sporangium / ‘sack’ / AW, bursts / opens
3 grow, longer / more, (feeding) hyphae / mycelium spreads [2 max] A new mycelium forms / mycelium increases in size
ecf for roots from (b)
[Total: 8]
© UCLES 2009
Page 4 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
2 (a) A epithelium / (epithelial) lining / single layer of cells ; R epidermis
B lacteal ; A lymph(atic), vessel / duct / tube ; R lymph unqualified / lymph(atic) system
C capillary / blood vessel ; [3]
(b) microvilli
1 increases / large, surface (area) ;
2 for absorption ; A diffusion / active transport (into villus)
mitochondria
3 (for) respiration ; R produce / make, energy
4 provide, energy / ATP ; A ‘cells need energy’ A movement of, vesicles / vacuoles
5 for active, uptake / transport ; [4] A descriptions of AT e.g. against concentration gradient
R microvilli ‘sway’ or ‘waft’ / movement of villi
(c) (i) 1 longer, shelf life / storage time ; A ‘food keeps longer’ / preserves food / AW
A refs to preventing decay / ‘kills bacteria’
A prevent / slows, oxidation
2 enhances / improves, flavour / taste ;
3 improves / AW, colour / appearance ;
4 improves, texture / AW ; A ref to emulsifiers / ‘free running’ A ‘makes food more attractive’ / ‘stops food separating’,
comments on consistency
5 AVP ; [2 max] e.g. tenderiser
(ii) hyperactivity / described (in children) ; R ‘poor behaviour’ there are no marks in (i) or (ii) for naming food additives;
tantrums / mood swings ; ignore names look for health risks only
cancer ; A ‘they are carcinogenic’
migraines / headaches ; R obesity, heart disease, tooth decay, circulatory problems,
dizziness / nausea / vomiting / diarrhoea ; diabetes
allergies ;
asthma / described as breathlessness or AW ; A difficulty with breathing
nettle rash / urticaria / skin rash / eczema / dermatitis ;
rhinitis / runny nose / ‘sniffling’ ; R ‘addiction’
damage to fetus / birth defect ;
AVP ; [4 max] e.g. ulcers or liver / kidney / brain / nerve, damage
[Total: 13]
© UCLES 2009
Page 5 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
3 (a) 1 kept temperature, constant / the same ;
2 water bath + thermometer ; A ‘thermostatic water bath’
3 light intensity, constant / the same ; R light unqualified
4 bench lamp + fixed distance / 150 mm / same distance ;
also accept
5 same volume of, water / hydrogen carbonate solution ; A same water level
6 keep for same length of time ;
7 same, species / type, of (pond) plant ;
8 same age of pond plant ;
9 similar / same, size / mass / number of leaves on, pond plant ; [4 max]
(b) (i) 10 ; [1]
(ii) all points plotted accurately ;
curved line of best fit / straight lines between points ; I if line continues beyond first and last points because of (d)
R one straight line of best fit [2]
(c) note that rate of photosynthesis is in the question I comments on rate after 0.4%
rate of photosynthesis / it, increases / AW ; R positively correlated
carbon dioxide is, raw material / needed for photosynthesis ;
limiting (factor) ; [2 max]
(d) A 19 – 23 ; [1] A single number or range within 19 to 23
or three numbers within the range (if they think that they
need to include repeats)
carbon dioxide no longer the limiting (factor) ; A a description of this point in terms of an increase in the
concentration of CO2 not causing a change
other factor / light intensity / temperature / AW, is limiting (factor) ; R water
ref. to extrapolating on the graph (to arrive at answer) ; [2]
(e) ideas that
carbon dioxide, (dissolved / present) in (tap) water ; A ‘it’ for water as it’s in the question
carbon dioxide (dissolves) from the air above apparatus / AW ;
carbon dioxide from (plant) respiration ; [1 max]
[Total: 13]
© UCLES 2009
Page 6 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
4 (a) P glomerulus / Bowman’s capsule ; R if the letter is in white space around the diagram
Q first convoluted tubule ; R if label line for Q ends in a capillary
R collecting duct ; [3]
(b) osmosis ; A diffusion ignore osmoregulation
down / AW, (water) potential gradient ; A high to low R across / along gradient unless clear from use of ‘high(er)’
or ‘low(er)’ in the answer
antidiuretic hormone / ADH ;
increases permeability of collecting duct walls ; [2 max]
(c) ureter ; if two structures given, then they must be in the correct
peristalsis ; sequence
stored in bladder ;
urethra ;
urination / micturition / correct ref to sphincter (muscle) [2 max]
(d) deamination / described ; A removal of, NH2 / N-containing part
excess amino acids ; ignore excess protein
makes ammonia ; note that ammonia must come from something
ammonia urea / urea produced ;
breakdown of, red blood cells / haemoglobin ;
makes bile (pigments) / appropriate ref to bile ; R bile salts
production of carbon dioxide in respiration ;
max 2 for
breakdown of, hormones or drugs or alcohol or poisons or hydrogen A toxins / toxic materials / toxic substances, as alternatives
peroxide ;; for poisons
[Total: 10]
© UCLES 2009
Page 7 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
5 (a) phenotype ;
gene ;
haploid ;
mitosis ; [4]
(b) if there is an error in the genetic diagram allow ecf even if final phenotypes accept
are NOT all different as stated in the question IA, IB and IO for alleles
A, B and O for alleles
IAI o × IBI o ; MP2 and 3 in Punnett square
I A, I o + I B, I o ; ignore
spaces, commas or dots in diploid genotypes
IAI o, IAIB, IBI o, I o I o; very little space between gamete genotypes
A AB B O ; blood types must match genotypes [4] reject
IAB etc as genotypes for parents or children
I without A, B and o
(c) 1 two (or more) alleles ; R two blood groups A two (or more) implied, e.g. ‘neither’ / ‘each other’ / ‘both’
ignore ref. to genes
2 two / both, are expressed / equally dominant / both dominant / give ‘neither is fully expressed’ = 1 mark for MP1
different phenotype ; ‘neither is dominant over the other’ = 2 marks
R ref. to recessive and dominant
3 in heterozygous / described (individual) ; A idea ‘when both alleles are present in the genotype’
4 AB, IAIB (as example) ; [3 max] A refs. roan cattle, pink flowers as other correct examples
© UCLES 2009
Page 8 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
(d) accept converse statements
1 used to treat diabetes (wherever in answer) ;
2 insulin the same as human / uses human DNA / human gene / AW ; MP2: e.g. animal insulin is ‘foreign’ / bovine insulin has
three different amino acid residues from human insulin /
3 not rejected ; A ‘people not allergic’ porcine has only one different / insulin from dead animal, is
not the same as human
4 no risk of, infection / disease (from animals) ;
5 GE insulin can be, modified / improved / AW ; amino acid sequence can be modified
6 animals not killed / suitable for vegans ; A religious / ethical objections to using animals, but not to
using GE insulin
7 cheaper / more readily available / produced quickly / constantly / large MP7 is related to production
amounts / large scale ; R ‘easier’ A animal insulin has to be obtained from animal soon after
its death
8 ref. to bacteria reproduce quickly ;
9 increasing numbers of people with diabetes / don’t produce insulin ; R refs. to side effects
A don’t respond to insulin [3 max]
(e) (i) note that this is 2 marks
plasmid ; R plasmic / plasma
DNA / genes ; [2] R nucleic acid unqualified by DNA
(ii) (restriction) enzyme / endonuclease ; ignore restrictive, etc R incorrect enzyme, e.g. ligase
human / insulin, gene / DNA ; [1] R gene unqualified
[Total: 17]
© UCLES 2009
Page 9 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
6 (a) carbon ; R CHONS
hydrogen ;
oxygen ;
nitrogen ;
sulfur ; [4 max]
(b) 1 N / nitrogen, fixation ; N-fixing bacteria = 2 marks
2 bacteria / Rhizobium ; R ‘nodules are bacteria’
3 convert, nitrogen / N2 / AW, into, ammonia / NH3 / ammonium / NH4+ /
amino acid(s) ; R to nitrite / nitrate
4 plants use (fixed) nitrogen to make, amino acids / proteins / AW ; [3 max] A plants use NH3 / NH4+
(c) 1 (dead plants) eaten by, animals / detritivores / scavengers ;
2 e.g. earthworms / termites / AW ;
3 ref. their faeces / increase in surface area ; MP3 must be related to MP1 or 2
4 decay / decomposition ; A decomposers A even if linked to incorrect organism
5 by, bacteria / fungi / saprophytes / saprotrophs ; R if wrong type of bacteria (e.g. N-fixing)
6 break down proteins to amino acids ; A if in context of MP1 or 2 but do not award twice
7 deamination ; protein → ammonia / AW = 1 mark if 6, 7, 8 not given
8 ammonia / NH3 / NH4 ;
9 ammonia to nitrite ; R ‘nitride’ unless qualified by NO2–
10 nitrite to nitrate ; A one mark for ammonia to nitrate R nitrate unqualified by nitrite or ammonia
11 nitrification / nitrifying bacteria ;
12 Nitrosomonas / Nitrobacter in correct context of nitrification ; [6 max]
© UCLES 2009
Page 10 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2009 0610 32
(d) 1 light intensity ;
A limited sunlight / lack + of sunlight / sunshine
2 light duration ; A day length
3 water / moisture availability ; A drought / flood / humidity / soil water
4 carbon dioxide, availability / concentration / tension / level ;
5 temperature ; R heat / warmth
6 competition / overcrowding / space / weeds ;
7 grazing / herbivores / predation / primary consumers ;
8 pests ;
9 parasites / disease ;
10 use of (inappropriate) herbicides / nearby use of herbicides ;
A drift of herbicides / weed killers
11 pollution / sulphur dioxide / acid rain ;
12 soil pH / depth of soil / type of soil / poor soil / oxygen in the soil ; R oxygen unqualified
13 wind speed ;
14 salt concentration of soil ; [3 max]
(e) accept ora with population starting to increase about day 40 do not expect knowledge of aphid biology
1 small population to start with ; I names of phases (lag, log)
2 takes time for eggs to hatch ; I ‘adjusting to surroundings’
3 not enough food / soya bean plants not grown enough / AW ; refs. to soya must refer to food for aphids
4 aphids, not sexually mature / cannot breed / finding mates ; A few soya plants / competition for food / soya grows
5 too cold / too wet / AW (another appropriate weather condition) ; slowly
6 ref. to, predators / ladybirds ;
7 ref. to, parasites / disease ; R unfavourable conditions unqualified
8 ref. to, pesticides / insecticides ;
9 no immigration ;
10 competition (between aphids, with another pest) ;
11 AVP ; [3 max] (e.g. correct ref. biotic and abiotic factors)
[Total: 19]
© UCLES 2009
