You are on page 1of 23

1

INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY


EDUCATION (IGCSE)


CARDIDATE NAME..

BIOLOGY, PAPER 3 0610/3
EXTENTED


CLASSIFICATION (1995-2010)


INSTRUCTION TO CARDIDATE
Write your name on the top of the page
Answer of the questions.
Write your answers in the spaces provided under the questions.



THIS DOCUMENT CONSIST OF 23 PRINTED PAGES


2

CLASSIFICATION

Q1; Fig. 1 shows some organisms in their natural
environment.
A(i); A and B are two different flowering plants. To which
group does each belong?
Plant A
Plant B
(ii) To which group animal C belong?
.
(iii) State two visible features of organisms A, B and C which
led you to your identification.
A 1 .
2 .
B 1 .
2
C 1 .
2 .
3

B; Name one group of organisms (D) responsible for the
decaying of the leaves.

C; Organisms A, B, C and D are linked in a simple food web.
By placing letters in the boxes below, show how they are
related.
. .
Direction of energy flow
. .
D; Name two minerals ions released by the decaying
leaves. For each ion, state its function in a plant.
Mineral ion 1.
Function

Mineral ion 2...
Function


November 1995, paper 3
(Section A)
4

Q7 (a); List the main characteristics of (i) a fungus, and (ii) a
virus.






(b); Describe how (i) bread and (ii) yoghurt are
manufactured.


June 1996, paper 3
(Section B)

Q8 (a); Construct a table to show the main differences
between monocotyledonous and dicotyledonous plants.
5






June 1997, paper 3
(Section B)
Q5 (a); List the main characteristics of insects.




November 1998, paper 3
(Section B)

Q1; Fig.1 shows the proportion of all known species in each
of the main groups of organisms.





6


1
st
Qtr. Insects (56.3%) 2
nd
Qtr. Bacteria, viruses (0.5%)
3
rd
Qtr. Fungi (4.2%) 4
th
Qtr. Protoctists (4.8%)
5
th
Qtr. Plants (14.3%) 6
th
Qtr. Vertebrates (2.7%)
7
th
Qtr. Nematodes (0.9%) 8
th
Qtr. Molluscs (4.2%)
9
th
Qtr. O.invertedrates (4%) 10
th
Qtr. O.Arthropods (1.2%)
11
th
Qtr. Crustaceans (2.4%) 12
th
Qtr. Arachnids (4.5%)
QTRs.1, 10, 11 & 12 are ARTHROPODS

(a) (i) Apart from insects, which group of organisms in fig. 1
has the most known species?
.

1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
5th Qtr
6th Qtr
7th Qtr
8th Qtr
9th Qtr
10th Qtr
11th Qtr
12th Qtr
7

(ii) Fungi are shown as a separate group of organisms.
State TWO reasons why fungi are not classified as Plants.
1.
2.
(b)(i) Use information from the pie chart to show what
percentage of insects are arthropods. Show your working.



.%
(ii) State ONE feature of insects which contributes to their
success and explain how this feature is beneficial to the
group.
Feature.
Explanation



8

(c); 2.7% of all known are vertebrates. Birds is one class of
vertebrates.
(i) State ONE feature which distinguishes this class from all
the other vertebrates classes.
................................................................................................
(ii) State ONE external feature which birds have in common
in fish.
.
(d); it is estimated that 1.7 million species of organisms
have been named. Use data from the pie chart to calculate
the total number of plant species known. Show your
working.


Total..
June 1999, paper 3
(Section A)
Q2; Fig.2 shows an aphid. Its mouthparts are hollow tubes.
9

Fig.2
(a); Aphids are arthropods. State TWO features, visible in
Fig.2, which are common to all arthropods.
1.
2.
(b); In which tissue, and by what processes, does sugar
move through the plant?
Tissue...
Processes
...
Some of the sugar solution was collected from the plant
stem. Plant cells were placed on a microscope slide and
covered with this sugar solution.
(c)(i) Describe what changes would occur to each of the cell
parts listed below, if the sugar solution was more
concentrated than the sap in cell vacuole.

10

Sap vacuole


Cytoplasm


Cell wall

.
(ii) Explain in terms of water potential gradient, how these
changes occur.


(d); Systemic pesticides can be used to kill pests such as
aphids. Describe how the application of these pesticides to
leaves kills aphids feeding on the stem.

11


November 1999, paper 3
(Section A)
Q6(a); Distinguish between the following group of
organisms.
(i) Viruses and bacteria





(ii) Arachnids and crustacean








12

(iii) Monocotyledons and dicotyledons





(b); Using an example, explain the term binomial system.

...
November 2000, paper 3
(Section B)
Q4(a)(i) Describe the main similarities between insects and
arachnids.




May/June 2003, paper 3
(Section B)

13

Q4; Fig 4.1 shows a transverse section through an
Ammophliha leaf. This plant has very long roots.
Fig 4.2 shows a cactus plant.
Both plants live in very dry condition.

Fig 4.1

Fig 4.2
(a); Suggest how each of the following adaptations would
enable the named plant to survive in very dry conditions.


14

(i) Ammophila
1. rolled leaves with stomata on the inside of the
leaf


2. thick waxy cuticle on the outside of the
leaf


(ii) Cactus
1. very long
roots


2. fleshy green
stem


(b); Suggest why having only a few, very small leaves could
be a disadvantage to be plant.

15


(c); Water is involved in a number of processes in plants.
Complete the table by
(i) Naming the processes described
(ii) Stating one variable that, if increased, would speed up
the process.
Description of
process
Name of process Variable that, if
increased, would
speed up process
Absorption of
water from soil

.

..
Using water to
form soil

.

..
Movement of
water vapour out
of leaves

.

..

May/June 2005, paper 3
(Section A)


16

Q1(b); Fig 1.2 shows a young deer feeding on its mother.

Fig 1.2
State two features of the deer, visible in fig. 1.2, that
distinguish mammals from other vertebrates.
1.
2.
October/November 2006,
Paper 3 (Section A)
Q3; Fig 3.1 shows a female lion in a game reserve.

Fig 3.1
17

(a)(i); State ONE feature, visible in fig 3.1, which identify the
lion as a mammal.
...
(ii); State ONE other feature, NOT visible in fig 3.1, which
distinguishes mammals from all other vertebrates groups.
.
(b); Study the eyes of the lion in fig 3.1
(i) Suggest and explain what the light conditions were when
the photograph was taken.
Light conditions
Explanation.
.
(ii) Explain the importance of the eyes reacting to light in
this way.

(c) Scientists say that lions are unable to see in colour


Suggest how a study of a lions retina would provide
evidence for this statement.


18

(d); The lion in Fig 3.1 was observing tourists nearby. It
turned its head to see zebras moving in the distance.
Describe how the eyes of the lion would adjust to focus on
the zebras.


(e) The lion was photographed in a game reserve in
Namibia.
Explain why the conservation of animals in game reserves is
important.


May/June 2007, paper 3
(Section A)


19

Q4; Fig 4.1 shows three species of zebra.

Equus burchell

Equus grevyi Equus zebra

(a) Describe ONE method a scientist could use to show that
the zebras shown in fig 4.1 are different species.


(b) Studies have shown that the hotter the environment,
the more stripes zebra have.
20

(i) State the type of variation which would result in different
numbers of stripes.
.
(ii) Study fig 4.1. Suggest which species of zebra lives in the
hottest environment.
.
(c)Occasionally, zebras are born that are almost completely
black. The change in appearance is the result of mutation.
(i) State the term that is used to describe the appearance of
an organism.

(ii) Define the term mutation


(d) Tsetse flies attack animals with short fur, sucking their
blood and spreading diseases.
Fig 4.2 shows a tsetse fly. This fly is an insects, belonging to
the arthropod group.


21


Fig 4.2
(i) State ONE feature, visible in fig 4.2, which common to all
arthropods.
.
(ii) State TWO features, visible in fig 4.2, which distinguish
insects from other arthropods groups.
1..
2..
(e) Scientists have discovered that zebras with more
horizontal stripes attract fewer tsetse flies.
(i) Suggest why the stripes on the head and neck of the
zebra would be an advantage when it feeds on grass on the
ground.

..
22

(ii) Describe how a species of zebra could gradually develop
more horizontal stripes.

..
May/June 2008, paper 3
(Section A)
Q1; Table 1.1 shows some of the external features of the
five classes of vertebrates.
Complete the table by using a tick to indicate if each class
has the feature or a cross if it does not. The first row has
been done for you.
FEATURE FISH AMPHIBIA REPTILES BIRDS MAMMALS
MAMMARY
GLANDS


FUR/HAIR

SCALES/
SCALY SKIN

EXTERNAL
EARS

FEATHERS


23

May/June 2009, paper 3
(Section A)

You might also like