Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

* 8 0 7 7 4 5 8 1 4 6 *

BIOLOGY 0610/63
Paper 6 Alternative to Practical October/November 2016
1 hour
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.

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Write in dark blue or black pen.
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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.

The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

This document consists of 9 printed pages and 3 blank pages.

DC (NH/SG) 126395/6
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1 Catalase is an enzyme found in plant and animal cells. It catalyses the breakdown of hydrogen
peroxide to form water and oxygen.

catalase
hydrogen peroxide water + oxygen
2H2O2 2H2O + O2

Students investigated the effect of surface area on the breakdown of hydrogen peroxide by
catalase.

They used potato as a source of catalase. They varied the surface area of the potato and measured
the volume of oxygen gas produced by the break down of the hydrogen peroxide.

Step 1 Three potato sticks, of the same diameter, were placed next to each other on a white tile.

Each potato stick was cut to exactly 4 cm in length.

Step 2 One of the potato sticks was cut into eight equal pieces as shown in Fig. 1.1.

Fig. 1.1

Step 3 Step 2 was repeated with another potato stick. The last potato stick was left whole.

Step 4 A 25 cm3 measuring cylinder was submerged in a tub of water and allowed to fill with
water. The measuring cylinder was turned upside down keeping the open end under the
water in the tub as shown in Fig. 1.2.

bung delivery tube

large test-tube

inverted
measuring
cylinder

bubble

potato hydrogen water

peroxide
tub

open end of the

delivery tube

Fig. 1.2

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A practice experiment was carried out using one of the potato sticks that had been cut into eight
pieces.

Step 5 The open end of the delivery tube was placed into the inverted measuring cylinder in the
tub of water.

Step 6 A syringe was used to add 20 cm3 of hydrogen peroxide to a large test-tube.

Step 7 All eight pieces of potato were added to the large test-tube and the delivery tube bung
was immediately placed into the large test-tube.

Step 8 A timer was started and the large test-tube was shaken every 30 seconds for three
minutes.

Step 9 The volume of oxygen gas collected in the measuring cylinder for the practice experiment
was recorded as 2.5 cm3.

Step 10 The contents of the large test-tube were discarded. The large test-tube was rinsed with
distilled water before being reused.

Step 11 Steps 4 to 8 were repeated with the remaining whole potato stick. The volume of oxygen
gas collected is shown in Fig. 1.3.

Step 12 Steps 4 to 8 were repeated using the remaining potato stick that had been cut into eight
pieces. The volume of oxygen gas collected is shown in Fig. 1.3.

Whole potato Cut potato

stick stick

gas
1 1
2 2
3 3
4 4
4.8cm3
5 5
6 6
7 7
8 8
9 9
9.6cm3
10 10
water

Fig. 1.3

Step 13 Read the volume of oxygen gas collected in the two measuring cylinders shown in
Fig. 1.3 and record the results in your table in 1(a).

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(a) Prepare a table to record the results shown in Fig. 1.3. Complete the table by entering the
results.

Potato state Volume of O2 gas collected (cm3)

4cm Whole potato stick 4.8

0.5cm 8 cut potato sticks 9.6

[4]

(b) (i) The students measured the volume of oxygen gas produced in three minutes. Calculate
the rate of oxygen gas production for each of the values in your table. Give your answer
in cm3 per minute.

Show your working.

whole potato: cut potato:
4.8/3 = 1.6 9.6/3 = 3.2

1.6
whole potato stick ...................................... cm3 per minute

3.2
cut potato stick ...................................... cm3 per minute
[2]

(ii) Describe the effect on the surface area of the potato of cutting the potato stick into eight
pieces.
surface area increases when potato sticks are cut. Increase
...........................................................................................................................................
in surface area is proportionate to rate of oxygen gas
produced.
.......................................................................................................................................[1]

(iii) Describe and explain, using the results from (b)(i), the effect of surface area on the
volume of oxygen gas produced.
When the potato is further cut into pieces, volume of O2 is
...........................................................................................................................................
increased. Seen as when a whole potato stick’s O2 gas production is
1.6cm3, cut potato sticks production is 3.2cm3–a 50% increase in
...........................................................................................................................................
production.
...........................................................................................................................................
This is due to increase in surface area; more area for contact with
the hydrogen peroxide. An explanation could be that the amylase in
...........................................................................................................................................
the potato are released by being cut.
...........................................................................................................................................

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

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(c) The student used a 25 cm3 measuring cylinder to collect the gas in their practice experiment.
The practice volume of oxygen gas recorded was 2.5 cm3. Suggest why the student then
chose to use a 10 cm3 measuring cylinder for the rest of their investigation.
recorded O2 was considerably lower for the predicted potato state which
...................................................................................................................................................
would have made the largest O2 productions. Decision to switch smaller
measuring cylindar for clearer results.
...................................................................................................................................................

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

(d) State two variables that were kept constant in this investigation.

ph of sodium hydroxide
1 ................................................................................................................................................

experiment’s temperature
2 ................................................................................................................................................
[2]

(e) Identify two sources of error in this method and suggest an improvement for each error.

Measuring cylindar air bubbles before experiment

error ..........................................................................................................................................

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

record a consistant air bubble volume for experiment (minus

improvement .............................................................................................................................
that from new O2 volume).
...................................................................................................................................................

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

Only one test

error ..........................................................................................................................................

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

take multiple tests (perhaps 3 for each) for average to ensure

improvement .............................................................................................................................
accuracy
...................................................................................................................................................

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

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(f) Hydrogen peroxide breaks down slowly without catalase enzyme being present.

Describe a suitable control for this investigation.

concentration of hydrogen peroxide. Multiple tests occur, concentration
...................................................................................................................................................
ensures fair test, reliable results.
...................................................................................................................................................

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

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

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

(g) Another student wanted to investigate the amount of catalase present in different food plants.

Describe a method the student could use to carry out this investigation.
constant variable: concentration/amount of hydrogen peroxide,
...................................................................................................................................................
temperature, quality/quantity of food plants, agitation
independant: plant food
...................................................................................................................................................
dependant: o2 volume (cm3) collected
...................................................................................................................................................

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

...................................................................................................................................................
1) place different food plants, all in the same size, and place into
seperate large test tube full of hydrogen peroxide.
...................................................................................................................................................
2) place bung into test tube which links up to downward displacement of
water–an upside down measuring cylinder submerged in ice cream tin
...................................................................................................................................................
full of water
...................................................................................................................................................
3) record bubbles in downward displacement of water
4) repeat for multiple tests for each food (counting bubbles will convey
...................................................................................................................................................
the amount of catalase present by the rate of production)
...................................................................................................................................................

...............................................................................................................................................[5]

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(h) Table 1.1 shows the volume of oxygen produced when the student carried out the experiment
for three different food plants.

Table 1.1

food plant volume of oxygen produced / cm3

A 9.2
B 0.8
C 6.7

Plot a graph of the data from Table 1.1 on the grid.

How food plants affect volume of O2 produced

vol. of O2
12
produced (cm3)
10

0 A B C
[4]
Food plant
(i) Describe how the student could test food prepared from these plants for the presence of
reducing sugars.
1) make sure all foods are in liquid form grind if solid and
mix with water
...................................................................................................................................................
2) Drop Benedict’s soloution to all 3 foods.
...................................................................................................................................................
3) Heat water bath to 95ºc.
4) Place all soloutions into water bath for 5 minutes.
...................................................................................................................................................
5) If colour changes to brick-red (or a warmer colour),
...............................................................................................................................................[3]
reducing sugars are preset.
[Total: 31]

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2 Fig. 2.1 shows red onion cells, viewed through a microscope, that have been immersed in a strong
salt solution.

In a red onion cell the dark red pigment is located in the vacuole of the cell.

M N

magnification ×50

Fig. 2.1

(a) (i) Make a large drawing of three of the cells shown in Fig. 2.1.

On one of the cells label the vacuole.

vacuole

[5]

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Fig. 2.2 shows red onion cells, viewed through a microscope, that have been immersed
in a weak salt solution.

magnification ×50

Fig. 2.2

(ii) Measure the observed maximum length of the vacuole shown by the line MN on Fig. 2.1.

1200
......................................................... mm

Measure the observed maximum length of the vacuole shown by the line PQ on Fig. 2.2.

2250
......................................................... mm

Calculate the percentage increase in the length of the vacuole.

Show your working and give your answer to the nearest whole number.
2250-1200
–––––––––– x 100
1200

88% increase
................................................................
[3]

(b) State one visible similarity between the cells in Fig. 2.1 and the cells in Fig. 2.2.

Red pigment in cell vacuole.

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

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

[Total: 9]

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