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BIOLOGY 0610 Worksheet
Grade 10 – Part Two – Theory Paper
Paper 3 & 6 – Extended Level
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Name: …………………………………………………………………………………………….
Class: ……………………………………… Date: ………………………….
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READ THESE INSTRUCTIONS FIRST
Write your name, class and today’s date on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer all questions.
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.
Duration: 2 hours
-Paper 3 – 49 marks
-Paper 6 – 41 marks
This document consists of 17 printed pages.
[Total Mark: 90]
Paper 3
Question 1:
Question 2:
(a) Define the term gene.
…………………………………………………………………………………………………. [1]
When pure breeding tall pea plants [T] are crossed with pure breeding dwarf pea plants [t], 100% of the first generation appear tall. When these plants are self – pollinated, 75% of the second generation are tall, while the remainder are dwarf.
(b) Draw genetic diagrams to help explain how percentages in the first and second generations come about. Use appropriate genetic terms in your answer.
[9]
[Total: 10]
Question 3:
Fig. 2.1
[4]
[Total: 12]
Question 4:
[Total: 6]
Question 5:
Using a suitably labelled genetic diagram, explain how a baby can have blood group O when its mother is group A and its father is group B.
[6]
[Total: 6]
END OF PAPER 3
[Total: 49]
Paper 6
Question 6:
Question 7:
[7]
broad bean seedling
Fig. 3
mung bean seedling
Fig. 4
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Question 8:
Question 8:Fig. 3.1 shows two joined mature Acer fruits.
The background in Fig. 3.1 is a grid, with squares of 1 mm x 1 mm.
(a)Determine the surface area of one of the fruits including the wing-like extension.
Explain how you worked out your answer.
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...... [3]
(b) Using paper and plasticine to represent a wind dispersed fruit, such as Acer, it ispossible to adjust the size of the wing. The effect of different wing size was investigatedby dropping a model fruit with different surface areas, from the same height in the samewind conditions. The horizontal distance travelled by the model was measured. Eachmodel fruit was dropped five times.
The results are shown below.
(i) Complete Table 3.1 by calculating the mean (average) distance travelled by themodel fruits. [2]
(ii) Plot the mean distance the model fruit travelled horizontally against the surface
area of the model as a line graph. [4]
(iii) Describe the relationship between the surface area and the mean distancetravelled.
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...... [2]
(iv) Outline the importance of seed dispersal away from the parent plant.
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...... [2]
[Total 13]
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END OF PAPER 6
[Total: 41]