Cambridge IGCSE™

* 4 0 3 8 7 0 1 7 4 3 *

BIOLOGY 0610/31
Paper 3 Theory (Core) October/November 2022

1 hour 15 minutes

You must answer on the question paper.

No additional materials are needed.

INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 20 pages. Any blank pages are indicated.

DC (RW/FC) 303230/3
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1 (a) (i) Keys can be used to identify a species.

State the name of the type of key that uses paired choices of features.

..................................................................................................................................... [1]

(ii) Fig. 1.1 shows drawings of six different birds and their names.

Ammodramus bairdii Buceros rhinoceros Pandion haliaetus

Haliaeetus leucocephalus Rynchops niger Recurvirostra avosetta

not to scale

Fig. 1.1

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Use the key to identify the birds in Fig. 1.1.

Complete Table 1.1 by writing the letters of the birds A to F in the correct box.

key letter of the bird

1 (a) beak is longer than the head go to 2
(b) beak is shorter than the head go to 3
2 (a) beak curves upwards C
(b) beak does not curve upwards go to 4
3 (a) top part of the beak is hooked over the bottom part of the beak go to 5
(b) top part of the beak is not hooked over the bottom part of the beak E
4 (a) top part of the beak is shorter than bottom part of the beak A
(b) has a large projection above the beak B
5 (a) head has a stripe F
(b) head does not have a stripe D

Table 1.1

name of the bird in Fig. 1.1 letter of the bird in the key

Ammodramus bairdii

Buceros rhinoceros

Pandion haliaetus

Haliaeetus leucocephalus

Rynchops niger

Recurvirostra avosetta

[5]

(iii) State two features of birds, other than the beak, that can be used to classify them as
birds.

1 ........................................................................................................................................

2 ........................................................................................................................................
[2]

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(b) The population size of the avocet bird (Recurvirostra avosetta) was reduced to zero in one
country. After more than 100 years, conservation has helped the number of avocet birds in
this country to increase again.

(i) State the genus of the avocet bird.

..................................................................................................................................... [1]

(ii) In one area of this country, avocet bird numbers have increased from 25 birds to 2000
birds in 30 years.

Calculate the percentage increase in avocet bird numbers.

Space for working.

.............................................................%
[2]

(iii) Explain why organisms such as the avocet bird become endangered or extinct.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [4]

[Total: 15]

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2 (a) Inheritance is the transmission of genetic information from generation to generation.

The boxes on the left show some of the terms used when describing inheritance.

The boxes on the right show definitions for these terms.

Draw four straight lines to link each term with its definition.

term definition

an allele that is expressed if it is present

dominant

genetic make-up of an organism

genotype

having two different alleles of a particular gene

heterozygous

having two identical alleles of a particular gene

phenotype

observable features of an organism

[4]

(b) The three structures listed are found inside cells.

allele chromosome nucleus

List these three components in order of size starting with the smallest.

................................. smallest

.................................

................................. largest
[1]

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(c) Table 2.1 contains statements about mitosis and meiosis.

Complete Table 2.1 by placing ticks (✓) in the boxes to show the correct statements about
mitosis and meiosis.

Table 2.1

statement mitosis meiosis

a type of nuclear division

gives rise to genetically different

cells
important for the repair of
damaged tissues

needed for growth

produces gametes

used in asexual reproduction

[6]

[Total: 11]

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3 (a) Fig. 3.1 shows the human male reproductive system and part of the excretory system.

Z T

Y
V

X W

Fig. 3.1

Table 3.1 shows the letters, names and functions of parts from Fig. 3.1.

Complete Table 3.1 using Fig. 3.1.

Table 3.1

letter from
name function
Fig. 3.1

V carries sperm away from the testis

........................................................

urethra carries urine and sperm out of the body

...................

Y deposits sperm into the vagina

........................................................

prostate gland makes the fluid for the sperm to swim in

...................

...........................................................................
W scrotum
...........................................................................

...........................................................................
X testis
...........................................................................
[6]

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(b) (i) Table 3.2 shows some of the events (G to M) that can occur after the sperm leaves the
male reproductive system.

Table 3.2

G an embryo is formed
H nuclei of the sperm and egg cell fuse
J sperm enters the oviduct
K sperm passes through the uterus
L sperm is deposited into the vagina
M sperm travels through the cervix

Write the letters of the events in the correct sequence, in the spaces provided.

One has been done for you.

L
[3]

(ii) State all the possible sex chromosomes that can be found in a sperm cell.

..................................................................................................................................... [1]

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(c) When a person approaches sexual maturity, secondary sexual characteristics start to develop.

(i) State the name of the hormone that causes the development of secondary sexual
characteristics in boys.

..................................................................................................................................... [1]

(ii) Place ticks (✓) in the correct boxes to identify three secondary sexual characteristics
that develop in boys.

breasts develop

deepening of the voice

growth of facial and pubic hair

menstruation begins

muscular development

pelvis widens
[3]

[Total: 14]

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4 (a) A balanced diet is needed to maintain health.

(i) State what is meant by the term balanced diet.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [2]

(ii) Fat is an important component of a balanced diet.

Draw circles around two foods that are a good source of fat.

apples beans bread cheese

pasta rice vegetable oil

[2]

(iii) State two health problems associated with having an excessive amount of fat in the diet.

1 ........................................................................................................................................

2 ........................................................................................................................................
[2]

(iv) List two nutrient groups, other than fat, in a balanced diet and outline their dietary
importance.

nutrient 1 ...........................................................................................................................

importance 1 .....................................................................................................................

...........................................................................................................................................

nutrient 2 ...........................................................................................................................

importance 2 .....................................................................................................................

...........................................................................................................................................
[4]

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(b) Fig. 4.1 shows the estimated daily energy requirements for different groups of people.

12.0

10.0

8.0

daily energy
6.0
requirements
/ MJ

4.0

2.0

0.0
males females teenage teenage adult adult
aged 8 aged 8 males females males females
group of people

Fig. 4.1

(i) State the group of people shown in Fig. 4.1 that have the greatest daily energy
requirements.

..................................................................................................................................... [1]

(ii) Using the information in Fig. 4.1, calculate the difference in energy requirements between
adult males and adult females.

..................................................... MJ [1]

(iii) Describe the overall trend between males and females shown in Fig. 4.1.

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [1]
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(iv) Pregnant females have a larger daily energy requirement than females who are not
pregnant.

Suggest why.

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [1]

[Total: 14]

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5 (a) (i) The box on the left shows the beginning of a sentence.

The boxes on the right show some sentence endings.

Draw three straight lines to make three correct sentences about aerobic respiration.

involves enzymes.

only occurs in animals.

produces carbon dioxide and water.

Aerobic respiration

produces lactic acid.

requires chlorophyll.

uses glucose and oxygen.

[3]

(ii) Complete the sentence by circling the correct word or phrase shown in bold.

Aerobic respiration releases less / more / the same amount of energy compared with
anaerobic respiration.
[1]

(iii) Describe how respiration in yeast is used in industry to produce useful products for
humans.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [3]

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(b) A student breathed into a machine while they were at rest.

The machine recorded the volume of air as they breathed in and out.

The results are shown in Fig. 5.1.

1.5

1.0
volume
of air
breathed
in and
out 0.5
/ dm 3 one
breath

0.0
0 10 20 30 40 50 60 70 80
time / seconds

Fig. 5.1

(i) Estimate the number of breaths per minute the student took at rest.

........................... breaths per minute [1]

(ii) State the volume of air breathed in during the first breath shown in Fig. 5.1.

................................................... dm3 [1]

(iii) The rate and depth of breathing increases during physical activity.

Sketch another line on Fig. 5.1 between 60 and 80 seconds to show this. [2]

(c) Some drugs can decrease the breathing rate.

Define what is meant by the term drug.

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [2]

[Total: 13]

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6 (a) Fig. 6.1 is a diagram of a section through a plant leaf.

Fig. 6.1

(i) Draw a label line and a label to identify:

• a palisade mesophyll cell

• a vacuole.
[2]

(ii) Complete the sentence about the diffusion of gases.

Gases diffuse between the leaf and the surrounding air from a .....................................

concentration to a ..................................... concentration by .....................................

movement of particles.
[2]

(iii) State the name of the main gas that will diffuse from inside cell A to position B in Fig. 6.1
on a sunny, humid day.

..................................................................................................................................... [1]

(iv) State the name of the cell component through which substances diffuse as they enter or
leave the cell.

..................................................................................................................................... [1]

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(b) A group of students investigated the effect of light intensity on the rate of photosynthesis.

They used this method:

• An aquatic plant was placed in a test-tube containing water.

• A lamp was placed 10 cm from the aquatic plant.
• The number of bubbles of gas produced in one minute was counted and recorded
in Table 6.1.
• The investigation was repeated with the lamp at different distances from the aquatic
plant.

Fig. 6.2 is a diagram of the equipment used.

lamp bubbles
of gas

distance aquatic plant

between the
aquatic plant
and the lamp

Fig. 6.2

The results are shown in Table 6.1.

Table 6.1

distance from the aquatic plant / cm number of bubbles produced in one minute
10 90
15 85
20 75
40 50
50 30

(i) State the distance which gives the highest rate of photosynthesis.

..................................................... cm [1]

(ii) Describe the effect of increasing light intensity on the rate of photosynthesis.

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [1]

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(iii) The student repeated the investigation but added a source of carbon dioxide to the water
in the test-tube.

Suggest how this would affect the rate of photosynthesis.

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [1]

(c) (i) State the name of two large carbohydrate molecules found in plants that can be made
from glucose.

1 ........................................................................................................................................

2 ........................................................................................................................................
[2]

(ii) Plants can make glucose and proteins.

Using the words from the list, complete Table 6.2 to show all of the chemical elements
that are found in glucose and all proteins.

Each word may be used once, more than once or not at all.

carbon hydrogen oxygen

nitrogen magnesium

Table 6.2

glucose all proteins

[2]

[Total: 13]

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