Cambridge IGCSE™

BIOLOGY 0610/43
Paper 4 Theory (Extended) October/November 2020
MARK SCHEME
Maximum Mark: 40

Published

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 should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2020 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 15 printed pages.

© UCLES 2020 [Turn over

0610/43 Cambridge IGCSE – Mark Scheme October/November 2020
PUBLISHED
Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

5 ‘List rule’ guidance

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided.
• Any response marked ignore in the mark scheme should not count towards n.
• Incorrect responses should not be awarded credit but will still count towards n.
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should
be treated as a single incorrect response.
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

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6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

Abbreviations used in the Mark Scheme

• ; separates marking points

• / separates alternatives within a marking point
• R reject
• ignore mark as if this material was not present
• A accept (a less than ideal answer which should be marked correct)
• AW alternative wording (accept other ways of expressing the same idea)
• underline words underlined (or grammatical variants of them) must be present
• max indicates the maximum number of marks that can be awarded
• ecf credit a correct statement that follows a previous wrong response
• () the word / phrase in brackets is not required, but sets the context
• ora or reverse argument
• AVP any valid point

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Question Answer Marks Guidance

1(a) seedling A bending towards the light ; 2

seedling B with taller shoot than original (growing straight up) ;

1(b)(i) the ability to detect stimuli, in the internal / external environment ; 2

to make appropriate, responses ;

1(b)(ii) any four from: 4

1 auxin (is a plant hormone) ;
2 auxin made in (root / shoot) tip (only) ;
3 auxin, diffuses (through the plant) ;
4 auxin, is unequally distributed / (more) auxin accumulates lower
parts ;
5 (auxin) stimulates cell elongation ;
6 shoots, grow away from / against, gravity / negative (tropic)
response OR roots, grow towards / with, gravity / positive (tropic)
response ;
7 AVP ;

1(b)(iii) any two from: 2

(roots / plants growing down) anchor the plant / AW ;
(roots / plants growing down are more likely) to reach, water / (named)
minerals ;
(shoots / plants) growing up are more likely) to reach light ;
(shoot or plant has better) access to (named) pollinators ;

1(c)(i) any two from: 2

(reflexes) respond faster ; ora
(reflexes) use, (electrical) impulses / neurons / nerves / nervous
system ;
(reflexes) are shorter lived ; ora
(reflexes) are not a growth response ; ora
AVP ;

1(c)(ii) groups of receptor cells ; 2

responding to specific stimuli ;

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Question Answer Marks Guidance

2(a) 2 one mark for T before S

R T S; P Q; one mark for P before Q

2(b)(i) any two from: 2

nucleus ;
ribosomes ;
rough endoplasmic reticulum ;
vesicles ;
mitochondria ;
cell membrane ;
AVP ;

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Question Answer Marks Guidance

2(b)(ii) component: 3
hydrochloric acid ;

functions:
(acid) creates optimum pH for, (stomach) enzymes / pepsin
/ protease ;
(acid) kills (harmful) microorganisms / denatures enzymes (of
microorganisms) ;

OR

component:
pepsin / protease ;

functions:
protein  amino acids ;
ref. to chemical digestion (by enzymes) or to allow soluble
molecules / amino acids, to be absorbed ;
pepsin digests, bacteria / pathogens ;

OR

component:
water ;

functions:
acts as a solvent / AW ;

OR

AVP ;;

2(b)(iii) mucus ; 1

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Question Answer Marks Guidance

2(c)(i) (mix with) bile ; 2

breaks up of large fat globules (into smaller fat globules) ;
increases surface area (of fat globules) ;
AVP ; e.g. water enables dispersion of (smaller) fat globules

2(c)(ii) small intestine / duodenum ; 1

2(c)(iii) lacteal ; 1

3(a)(i) 3
the number of different producers 2

the number of different secondary consumers 5;

the number of different trophic levels in the food web 4;

how many different trophic levels monkeys feed at 2;

3(a)(ii) fifth (trophic level) / (trophic level) 5 / quaternary consumer ; 1

3(a)(iii) any three from: 3

1 fruit bats are at a lower trophic level (than anaconda) ; ora
2 idea that energy transfer along a food chain is inefficient ; e.g. respiration / egestion / uneaten
3,4 named examples of causes of inefficient energy flow between parts / excretion / movement
trophic levels ;;

3(b)(i) any two from: 2

ref. to use of extracted DNA / protein (from tissue) ;
(determination of) DNA / base / amino acid, sequences ;
DNA / sequences / amino acids / genes, compared with, other (known)
species / organisms / ancestors / DNA databases ;

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Question Answer Marks Guidance

3(b)(ii) any three from: 3

loss of habitat / described ;
addition of (named polluting) chemicals ;
human animal conflict ;
(the crop is often an) introduced species ;
loss of biodiversity or loss of, suitable / variety of, food sources ;
outbreaks / spreading, of diseases / pests / plagues ;
AVP ;

4(a) 3 apply ecf from one step to the next

conversion from μm to mm ; MP1 e.g. (200 μm) = 0.2 (mm)

calculation of volume (of each grid square) ; MP2 e.g. 0.2 × 0.2 × 0.1 = 0.004 (mm3)
calculation of final answer =13 000 (cell per mm3) ; MP3 e.g. 52 yeast cells × 25 grid squares gives a
total of 1300 yeast cells in a volume of 0.1 mm3
(which is the total volume of grid (0.004 × 25 = 0.1
mm3)) multiple 1300 by 10 to convert to yeast
cells per mm3

4(b)(i) X on Fig. 4.3 on / near, solid line between 0 and up to 1 day ; 1

4(b)(ii) line drawn on Fig 4.3, increasing from day 3, more slowly / level ; 2
line drawn on Fig 4.3 showing any decrease (in population) at end of
candidate’s line ;

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Question Answer Marks Guidance

4(b)(iii) any five from: 5

sugar concentration decreases faster between day 6 and 9 ; ora
no change in sugar concentration / stops decreasing, from day 9 ;
the yeast population affects the sugar concentration ;
(yeast use sugar) in respiration ;
release energy ;
rate of sugar decrease is slow, at first / in lag phase, because there
are few yeast cells ; ora
ref. to dead yeast (after day 9) / death phase / AW ;
AVP ; e.g. ethanol build up / change in pH, could kill the yeast / some
sugar leftover so it is not a limiting factor

4(c) carbon dioxide (produced by respiration) ; 2

(gas) pressure will increase / AW ;

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Question Answer Marks Guidance

5(a)(i) haploid ; 1

5(a)(ii) oviduct ; 1

5(a)(iii) any four from: 4

ref. to acrosome / (digestive) enzymes, are released (from sperm) ;
jelly coat is digested (by enzymes) ;
fusion of nuclei (of gametes) / fertilisation ;
to form a (diploid) zygote ;
jelly coat hardens (after fertilization) ;
zygote moves, along oviduct / towards uterus ;
cell division / mitosis (after formation of zygote) ;
AVP ; e.g. use of energy stores from egg cell (for mitosis)

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Question Answer Marks Guidance

5(b) any six from: 6

use of fertility drugs:

1 FSH / LH (are used in fertility treatment) ;
2 taken / injected, during early stage of menstrual cycle ;
3 (FSH) stimulates follicles to, develop / mature ;
4 (fertility drugs) stimulate, the ovaries / production of oestrogen ;
5 (LH / FSH) stimulates, ovulation / described ;
6 AVP ;

process of IVF:
7 collect / extract, eggs ;
8 collect / extract, sperm ;
9 use of donor, eggs / sperm ;
10 fertilisation / described / IVF, outside the body / in a dish / in a
laboratory ;
11 embryo development in dish / AW ;
12 screening of embryos ;
13 inserting embryos into uterus ;
14 give mother progesterone after inserting embryos (to maintain
lining) ;
15 AVP ; appropriate ref. to surrogate mothers or multiple
embryos / zygotes, could lead to multiple births

6(a)(i) insecticide: 3 ; 3
dosage: 5 (mg per dm3) ;
explanation: insecticide 3 has lowest dosage required to remove all
insects species ;

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Question Answer Marks Guidance

6(a)(ii) any three from: 3

factor to consider discussion points

1 toxicity (of the 7 importance of (named) pollinators
insecticide) ; (in ecosystem) ;
8 potential creation of insecticide-
resistant ‘super’ bugs ;
2 persistence (of
9 harms other (named) non-target
insecticide) / how
species / damages food
quickly it breaks
chains / pollutes environment
down / biodegradable ;
/ described ;
3 presence of non-target
species in the
environment ;
4 prevailing 10 avoid spread into non-target
environmental areas ;
/ climatic conditions ;
5 method of application ;
6 other valid factor ; e.g. 11 relevant corresponding discussion
frequency of application point ;

6(b)(i) any two from: 2

fewer insects, eat / damage crops / AW ;
improved (quality / yield) of crops / AW ;
prevents spread of diseases (carried by insects) ;
AVP ; quick effect (to the treatment) / application is easy / not labour
intensive

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Question Answer Marks Guidance

6(b)(ii) 3 max 2 from chemical column

table rows indicate paired mark points

chemical benefit
magnesium ; for chlorophyll / photosynthesis ;
more, growth / yield ;
nitrates ; for, amino acids / (to synthesize) A fertilisers once as an alternative if no named
proteins ; ions given
more, growth / yield ;
carbon dioxide ; increased photosynthesis ;
more, growth / yield ;
water ; prevent wilting ; ref. to turgor / ref.
to dissolving solutes ;
herbicides ; reduced (named) competition with
weeds ;
2,4 D / (synthetic)
more, growth / yield ;
plant hormones ;
AVP ;; e.g. other relevant benefit ;;
valid chemicals or e.g. more , growth / yield
ions such as
phosphate
/ potassium
/ fungicide reduced competition with
fungi / prevent disease

6(c)(i) reduced predation / improve chance of survival / increased 1

fitness / AW ;

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Question Answer Marks Guidance

6(c)(ii) any two from: 2

(tobacco) contains nicotine ;
(nicotine) is addictive ;
ref. to withdrawal symptoms ;

6(c)(iii) any two from: 2

COPD ;
lung cancer ;
coronary heart disease / CHD ;
AVP ; e.g. gum disease / bronchitis

6(c)(iv) any one from: 1

tar ;
dust particles / AW ;

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Cambridge IGCSE™

BIOLOGY 0610/42
Paper 4 Theory (Extended) October/November 2020
MARK SCHEME
Maximum Mark: 80

Published

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 should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2020 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 13 printed pages.

© UCLES 2020 [Turn over

0610/42 Cambridge IGCSE – Mark Scheme October/November 2020
PUBLISHED
Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

5 ‘List rule’ guidance

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided.
• Any response marked ignore in the mark scheme should not count towards n.
• Incorrect responses should not be awarded credit but will still count towards n.
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response.
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

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6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

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Question Answer Marks Guidance

1(a)(i) (the ability to) detect stimuli (in the internal / external environment) ; 2
to make (appropriate) responses ;

1(a)(ii) groups of receptor cells ; 2

responding to specific stimuli ;

1(b)(i) fovea ; 1

1(b)(ii) lens drawn with correct shape and position ; 3

light rays are shown refracted in, cornea / lens ;
light rays focused on fovea ;

1(b)(iii) (ciliary) muscles relax ; 3

suspensory ligaments are, taut / tight / tense / are pulled / AW ;
so ligaments pull on lens ;
lens is, thin(ner) / flatter / less convex / elliptical shape / stretched ;
light is refracted less ;

1(c) idea that size of pupil, decreases / constricts / gets smaller ; 3

iris in the correct context ;
circular muscles (of iris) contract ;
radial muscles (of iris) relax ;
ref to antagonistic muscles ;

1(d) reflex / involuntary ; 1

Question Answer Marks Guidance

2(a) A enamel ; 4
B dentine ;
C pulp / pulp cavity / nerve / sensory neurone / capillaries / blood
vessels ;
D gum ;

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Question Answer Marks Guidance

2(b) mechanical / physical, digestion ; 3

crushes food / chewing / grinds food / breaks food into smaller
pieces ;
increases surface area of food ;
for (named) enzyme action / chemical digestion ;
AVP ; e.g. mix food with saliva

2(c) (named) food remains on teeth ; 4

bacteria, use / breakdown, sugars / carbohydrate / sweet foods ;
respiration ;
acid is produced ;
acid, dissolves / erodes / destroys / wears away / AW, enamel ;
dentine is exposed / AW ;
dentine, softer / dissolves more rapidly (than enamel) ;
AVP ; e.g. decay reaches nerve endings leading to pain

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Question Answer Marks Guidance

3(a) 4 one mark per correct row

trophic level description example from Fig. 3.1

herbivore feeds on, (named parts of) collared peccary

plants / producers / / lowland tapir
/ autotrophs / red harvester ants
/ termites ;

producer makes own food muhly grass

/ photosynthesis / Peruvian feather
/ autotrophic grass ;

quaternary feeds on tertiary consumers great horned owl ;

/ 4° / fourth
/ 4th,
consumer

secondary gets energy from / feeds on, long-tailed weasel

consumer primary consumers / bobcat / jaguar
/ herbivores / nine-banded
armadillo
/ hooded skunk ;

3(b)(i) (named) decomposers ; 1

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Question Answer Marks Guidance

3(b)(ii) 1 idea that small percentage of energy from sun is ’fixed’ by 4

photosynthesis ;
2 most energy from sun not available / reference to wrong
wavelength / AW ;
3 energy is lost, between / within, trophic levels / along food chain ;
4 ref. to 10% energy transfer / ORA ;
5 ref. to material that is, inedible / not digestible / egested / not
absorbed / not consumed ;
6 energy lost, in respiration / heat / movement / (named) metabolic
process ;
7 ref. to energy loss to (named) decomposers ;
8 ref. to (small) total percentage reaching fourth trophic level ;
or
not enough energy (in fourth trophic level) to support, 5th / another,
level ;
9 would be very small population of predators in fifth trophic
level / (population of) predators in fifth trophic level unlikely to
survive ;
10 fifth trophic level may be parasites which are very small ;

3(c)(i) 1 effect of waste (faeces and urine) on, waterways / crops ; 3

2 disease spreading to, wild populations / humans ;
3 use of antibiotics and (spread of) antibiotic resistance ;
4 use of pesticides ;
5 loss of biodiversity ;
6 release of, (named) greenhouse gases / carbon emissions ;
7 named consequence ; e.g. climate change / global warming
8 providing food for livestock requires monocultures ;
9 deforestation / habitat loss ;
10 idea that livestock production is an inefficient use of, crop
plants / energy ;
11 AVP ; e.g. use of hormones and effect on wild populations
/ feminisation of fish

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Question Answer Marks Guidance

3(c)(ii) 1 silting of rivers ; 3

2 landslides / mudslides ;
3 soil does not absorb (rain)water / increased risk of flooding ;
4 increased rate of evaporation / land is exposed to drying ;
5 desertification / decreased soil water ;
6 reduction in transpiration ;
7 reduction in cloud formation ;
8 change in rainfall patterns ;
9 plants cannot grow (well) ;
10 idea that loss of anchorage for plants ;
11 idea of reduced (soil) fertility / increased leaching / AW ;
12 loss of, habitat / places where organisms live / described ;
13 disruption to food chain(s) / described ;
14 endangered / extinction / migration of, species ;
15 less, nutrient / nitrogen / carbon, recycling ;
16 AVP ; e.g. dust storms

Question Answer Marks Guidance

4(a)(i) A (rough) endoplasmic reticulum ; 2 A ribosomes

D (sap) vacuole ;

4(a)(ii) B / nucleus – one from: 2

store of, DNA / chromosomes / genetic information / genetic
material / genes ;
controls / regulates, (reactions / protein synthesis in) the cell ;

C / mitochondrion – one from:

(aerobic) respiration ;
releases / provides, energy ;

4(a)(iii) chloroplast ; 1 A starch grain

4(b)(i) S – amylase ; 2
T – maltase ;

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Question Answer Marks Guidance

4(b)(ii) C6H12O6 ; 2
2 (C2H5OH) + 2CO2 ;

4(b)(iii) 1 conserves fossil fuels ; 3

2 idea that fossil fuels are a finite resource / fossil fuels are not
renewable / biofuels are renewable ;
3 maize / plants, uses carbon dioxide (from the atmosphere) ;
4 ref to photosynthesis ;
5 idea that so balancing the carbon dioxide in, exhausts
/ emissions / AW ;
6 less likely to cause acid rain ;
7 ref to global warming / climate change / (enhanced) greenhouse
effect ;
8 uses waste from crops for energy ;
9 AVP ; e.g. reduces dependency on fossil fuels from other countries

4(b)(iv) 1 carbon dioxide is required for photosynthesis ; 4

2 (more carbon dioxide =) faster / maximum / optimum, rate of
photosynthesis ;
3 (more carbon dioxide) more, glucose / starch / organic molecules, is
produced ;
4 carbon dioxide (concentration) is a limiting factor ; ora
5 prevents concentration falling below that of atmosphere / AW ;
6 ref. to more, growth / yield / profit ;

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Question Answer Marks Guidance

5(a) 5
hormone site of target role
production organ

FSH pituitary ovary (stimulates) development

gland of egg or ovum / ref. to
secretion of oestrogen ;

LH pituitary ovary (stimulates) ovulation

gland / ref. to secretion of
progesterone (and
oestrogen) ;

oestrogen ovary ; uterus stimulates growth of the

A placenta lining of the uterus

progesterone ovary ; uterus maintains / AW, the lining

A placenta of the uterus ;

5(b) days 0–7: 3

decrease in thickness ;
decreases quickest between days 0 and 3 ;

days 7–28:
increase in thickness ;
remains at same thickness from day, 21 / 22 / 23 ;

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Question Answer Marks Guidance

5(c) 6
similarities differences A ora

1 treatment with fertility drugs ; 10 ovulation occurs in AI ;

2 (fertility drugs) encourage, 11 fertilisation in AI occurs

follicle production / egg inside the body / in IVF it
development ; occurs in, a Petri dish or
outside the body or AW ;

3 intercourse does not occur ; 12 eggs removed (from ovary)

in IVF ;

4 collection of sperm (from a 13 embryo starts development

donor) ; outside body in IVF / embryo
inserted into uterus in IVF ;

5 washing of sperm ; 14 excess / surplus, embryos

produced in IVF ;

6 fertilisation 15 embryo selection possible in

or fusion of, gametes / egg IVF ;
and sperm ;

7 lining of uterus must develop ; 16 frozen / stored, embryos in

IVF ;

8 implantation occurs
(naturally) ;

9 A as a similarity or as a way
IVF differs from AI
increase chances of multiple,
births / babies ;

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Question Answer Marks Guidance

6(a)(i) T; 1

6(a)(ii) C and G ; 1

6(b) 1 store of, genetic information / genetic make-up / genes / AW ; 2

2 DNA / genes / alleles / genetic information / base sequence, codes
for / makes, (named) proteins ;
3 sequence of bases in DNA codes for sequence of, amino acids ;
4 transfer of information to daughter cells (during mitosis) ;
5 DNA copied as mRNA ;
6 AVP ;

6(c)(i) each chromosome is, duplicated / replication / doubled / copied ; 2

to maintain the same number of chromosomes OR so all cells have the

same genetic information / cells are all genetically identical ;

6(c)(ii) cell membrane ; 2

cell wall ;
AVP ;

6(c)(iii) (a diploid cell has) two sets of chromosomes ; 1

© UCLES 2020 Page 13 of 13

Cambridge IGCSE™

BIOLOGY 0610/41
Paper 4 Theory (Extended) October/November 2020
MARK SCHEME
Maximum Mark: 80

Published

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 should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2020 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 13 printed pages.

© UCLES 2020 [Turn over

0610/41 Cambridge IGCSE – Mark Scheme October/November 2020
PUBLISHED
Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for
any correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other
syllabus terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme
where necessary and any exceptions to this general principle will be noted.

5 ‘List rule’ guidance

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided.
• Any response marked ignore in the mark scheme should not count towards n.
• Incorrect responses should not be awarded credit but will still count towards n.
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response.
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

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6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded
by the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

Abbreviations used in the Mark Scheme

• ; separates marking points

• / separates alternatives within a marking point
• R reject
• I mark as if this material was not present
• A accept (a less than ideal answer which should be marked correct)
• AW alternative wording (accept other ways of expressing the same idea)
• underline words underlined (or grammatical variants of them) must be present
• max indicates the maximum number of marks that can be awarded
• ecf credit a correct statement that follows a previous wrong response
• ( ) the word / phrase in brackets is not required, but sets the context
• ora or reverse argument
• AVP any valid point

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Question Answer Marks Guidance

1(a) osmosis ; 2
solvent ;

1(b) drawing with: 3

arrow showing water movement into cell ;

max. two from:

no space between cell membrane and cell wall ;
cell wall, slightly bent outwards / straight ;
vacuole larger in proportion than in Fig 1.1 ;

1(c) wilting ; 3
lack of turgor pressure (at the end of the week) ; ora
no longer a push against cell wall / AW ; ora
(mesophyll) cells not providing support / cell collapses / AW ;
(lack of water means cells become) flaccid / plasmolyse ;

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Question Answer Marks Guidance

2(a) Q / pathogen, are recognized as foreign ; 6

Q / pathogen, will have specific / unique / AW, antigen ;
S and R are white (blood) cells ;
S / lymphocytes, make antibodies ;
T are antibodies ;
T / antibodies are as specific shape / complementary to,
antigen / pathogen / Q ;
T / antibodies bind to, antigen / pathogen / Q ;
ref. to forming memory cells ;
ref. to, active / long-term, immunity ;
R / phagocytes, engulf, pathogens / antigens ;
R / phagocytes, have enzymes / digest pathogens OR antigens ;
AVP ;

2(b) support of conclusion: 4

general decrease, from 1942 / vaccination ;
cases do not return to pre-vaccine levels / AW ;
no cases from 1974 ;

against conclusion:
number of cases increased, (during the 2 years) after the vaccine was
introduced / until government made its conclusion ;
took 32 years after vaccine introduced before no cases of disease ;
but there are (small) peaks (in cases) / fluctuation (in cases) ;

comparative data quote ;

3(a)(i) any one from: 1

nucleus ;
membrane-bound (named) organelle / has internal membranes ;
vesicles ;
no cell wall ;

3(a)(ii) (cell) membrane ; 2

controls what, enters / leaves, the cell ;

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Question Answer Marks Guidance

3(a)(iii) diffusion (through cell membrane / A) ; 1

3(b) any three from: 3

breakdown of (excess) amino acids ;
(by) deamination ;
removal of nitrogen containing part (of amino acid) ;
in the liver ;

3(c)(i) X marked on either kidney in the outer / edge region ; 1

3(c)(ii) 5 one mark per correct row

letter from
function name of structure
Fig. 3.2

organ that stores urine bladder G;

tube that carries urine out of

ureter F;
the kidney

blood vessel with the lowest

renal vein D;
concentration of urea

blood vessel with the lowest

renal artery E;
concentration of carbon dioxide

tube that carries urine out of

urethra H;
the body

3(d)(i) any two from: 2

sweat more / lost more water (while running) ;
do not drink as much / reduced intake of water (while running) ;
ref. to homeostasis / negative feedback ;
AVP ;

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Question Answer Marks Guidance

3(d)(ii) 9(%) ;;; 3 MP1 correct values selected i.e. 78.2 and 85.6
MP2 correct calculation
MP3 correct rounding to one significant figure
ecf for MP2 and MP3 for incorrect MP1

3(d)(iii) any three from: 3

salts are in the blood / move from the blood into the tubule / AW ;
ref. to glomerulus ;
(ultra)filters / allows through ;
pores / gaps, in capillary wall / narrow capillaries ;
small molecules are filtered / large are not filtered / AW ;
(some salt) reabsorption ;
ref. to active transport / diffusion ;
excess (salt) remains in the, urine / filtrate ;
AVP ;

3(e) any one from: 1

fibrinogen / fibrin ;
(named) hormone ;
antibodies ;

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Question Answer Marks Guidance

4(a)(i) any three from: 3

large / obvious / AW, petals / sepals ;
anthers / stigmas, inside flower ;
filaments are stronger / thicker / AW ;
pollinators must touch anthers, to reach nectar / AW ;
sticky stigma ;
pollen, large ;
pollen, sticky / spiky ;
AVP ; honey guides / landing platforms / mimic insects

4(a)(ii) anther ; 1 A stamen

4(a)(iii) meiosis / reduction division ; 1

4(a)(iv) any one from: 1

so that diploid number restored (after fertilisation) / AW ;
to enable sexual reproduction ;
(so that the offspring) are genetically different / to allow variation ;

4(b)(i) any five from: 5

pollen transferred to stigma ;
ref to (pollen) tube ;
(pollen) tube, growth / germination ;
(pollen tube grows) down style ; MP4 A pollen nucleus moves down style
(pollen tube) enters ovule ;
(ovule is) in the ovary / carpel ;
pollen / male, nucleus fuses with ovule / female, nucleus ;
ref. to fertilisation ;
to form zygote ;
(zygote divides by) mitosis to form an embryo ;
AVP ; e.g. (fertilised) ovule becomes the seed

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Question Answer Marks Guidance

4(b)(ii) any two from: 2

allows, variation / genetic diversity ;
plant more likely to survive (named) environmental change ;
resistance to disease ;
(ability to) evolve ;
ref. to fitness ;
AVP ;

4(c)(i) any one from: 1 MP1 A isolate plants

grow, GM / wild varieties, in glasshouses ;
cover flowers ;
remove stamens ;
plant another species around the crop ;
make a large, gap / wall, around the field ;
use sterile GM plants ;
grow female plants (only) ;
AVP ;

4(c)(ii) any two from: 2

confer resistance, to a (named) factor ;
provide additional, nutrients / AW (to humans) ;
improved, shelf life / flavour / yield / AW ;
environmental protection idea A less use of pesticides / pollution ;
AVP ;

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Question Answer Marks Guidance

5(a) calcium: 4 max. three from either section

(formation of) bones ;
(formation of) teeth ;
prevents rickets ;
AVP ;

protein:
repair, cells / tissues ;
growth ;
used to make, muscle / enzyme / antibodies / protein, channels / carrier ;
prevents marasmus ;
AVP ;

5(b) any two from: 2

salivary glands ;
stomach ;
pancreas ;
small intestine / named part of small intestine ;

5(c)(i) kills, bacteria / microorganisms / pathogens ; 1

5(c)(ii) any two from: 2

(heat) denatures enzymes ;
so lactose, not broken down / not digested ; MP2 A not optimum temperature, for
digestion / AW
changes shape of active site ;
enzyme will not fit substrate ;

5(c)(iii) lactase ; 1

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Question Answer Marks Guidance

5(c)(iv) any one from: 1 ora throughout

can reuse the enzyme ;
cheaper ;
no enzymes left in milk ;
so milk does not need to be purified ;
AVP ; e.g. enzymes more stable / less likely to denature
/ affects taste / drinking the enzyme might trigger allergies

5(d)(i) any four from: 4

contains antibodies / ref. to colostrum / provides protection against,
pathogens / diseases / microorganisms ;
provides passive immunity ;
nutrient requirements met / change with age / change with development ;
easy to digest / AW ;
no additives / less risk of allergies ;
sterile / less risk of infection / AW ;
is at, body / correct, temperature ;
no preparation / always available / convenient ;
bonding with mother / AW ;
free / cheap ;
idea of volume is controlled / no over-feeding ;
AVP ;

5(d)(ii) any two from: 2

water needed to, produce breast milk / stay hydrated / AW ;
alcohol can pass to the baby in breast milk / AW ;
alcohol can harm / delay development of, baby / AW ;
AVP ;

6(a) (the ability to) detect stimuli (in the internal / external environment) ; 2
to make (appropriate) responses ;

6(b)(i) groups of receptor cells ; 2

responding to specific stimuli ;

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Question Answer Marks Guidance

6(b)(ii) 3
action structure

relaxes circular muscles (of the iris) ;

contracts radial muscles (of the iris) ;

widens pupil ;

© UCLES 2020 Page 13 of 13

Cambridge IGCSE™

BIOLOGY 0610/43
Paper 4 Theory (Extended) May/June 2020
MARK SCHEME
Maximum Mark: 80

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 13 printed pages.

© UCLES 2020 [Turn over

0610/43 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED
Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

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PUBLISHED

5 ‘List rule’ guidance (see examples below)

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided
• Any response marked ignore in the mark scheme should not count towards n
• Incorrect responses should not be awarded credit but will still count towards n
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form, (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

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Question Answer Marks

1(a) any three from: 3

protein synthesis ;
transport in the phloem ;
cell division / mitosis / meiosis ;
active transport / absorption of ions (from the soil) ;
growth ;
movement / muscular contraction ;
sensitivity ;
nerve impulses ;
AVP ;;;

1(b) one mark per correct row 6

function name of structure letter from Fig. 2.1

pushes food through

oesophagus A
the stomach

assimilation of amino
acids to produce liver K
plasma proteins

storage of bile gall bladder L

secretion of insulin pancreas C

absorption of fatty acids

small intestine H/D
and glycerol

secretion of pepsin stomach B

digestion of starch small intestine H/D

;;;;;;

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Question Answer Marks

1(c) any two from: 2

lactic acid is produced, in muscles / during exercise ;
by anaerobic respiration ;
liver absorbs lactic acid from the blood ;
(aerobic) respiration / oxidation / breakdown, of lactic acid ;
to carbon dioxide and water ;

1(d) any substance taken into the body ; 2

that modifies or affects chemical reactions in the body ;

1(e)(i) any two from: 2

depressant ;
lengthens reaction time(s) ;
reduces self-control ;
any appropriate effect on the nervous system described ;
AVP ;

1(e)(ii) any two from: 2

addiction ;
liver damage ;
AVP ;;

1(f)(i) any two from: 2

miscarriage ;
premature birth ;
low birth weight ;
addiction / dependence ;
fetal alcohol syndrome (FAS) ;
AVP ;

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Question Answer Marks

1(f)(ii) any two from: 2

nicotine ;
pathogens / virus ;
any example ; e.g. HIV / rubella
(named) heavy metal(s) ; e.g. lead / mercury
carcinogen(s) ;
(named) toxin(s) ; e.g. pesticides
(named) medicinal drugs ;
(named) misused (illegal) drugs ; e.g. heroin

Question Answer Marks

2(a)(i) population in 1940 = 20 million, population in 2018 = 136 million ; 3

580% ;;

2(a)(ii) any three from: 3

increase in birth rate / decrease death rate ;
immigration ;
increased food supply ;
reduced poverty ; ora
better housing / sanitation / health care / vaccination / AW ;
AVP ;

2(b)(i) by yeast ; 2
(using) anaerobic respiration ;

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Question Answer Marks

2(b)(ii) any four from: 4

deforestation ;
loss in (variety) of, habitat / places where organisms live / described ;
disruption to food chains / described ;
loss of (bio)diversity / (local) extinction of species / species become endangered / AW ;
soil erosion / increased risk of landslides / flooding ;
disrupted nutrient cycling ;
decrease in (soil) water / desertification ;
outbreaks / spreading, of crop diseases ;
outbreaks / spreading, of (named) pests ;
overuse of herbicides ;
overuse of, pesticides / insecticides / AW ;
killing of non-target species ;
pollution of waterways by, plant nutrients / fertilisers ;
pollution of the atmosphere by NOx from fertilisers ;
pollution by use of fossil fuels in machinery ;
AVP ;

Question Answer Marks

3(a) transmission of genetic information from generation to generation ; 1

3(b)(i) Tt ; 3
tt ;
TT / Tt ;

3(b)(ii) cats 3 and 4 are homozygous recessive / do not have the allele for polydactyly ; 1

3(c)(i) any two from: 2

cats with normal number of toes have AGA for bases 7, 8 and 9 ;
cats with polydactyly have GGA or AGT ;
bases 7 and 9 are different / base 7 is G not A in the USA cats / base 9 is T not A in the UK cats ;

3(c)(ii) mutation ; 1

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Question Answer Marks

3(c)(iii) origin of the cat was USA ; 2

base sequence is the same as the other cats from the USA / they have the same, mutation/base sequence, as the
Oregon and Missouri cats ;

3(d) 1
T A

A T

A T

T A

G C

C G

G C

T A

G C
;

3(e) distinct, phenotypes / categories ; 2

no intermediates / phenotypes not on a continuous scale ;

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Question Answer Marks

4(a)(i) any four from: 4

deep roots / AW ;
to absorb water from the water table / AW ;
long and spread out below the surface ;
to absorb water when it rains ;
root cells have low water potential ;
to absorb water by osmosis ;
from (very) salty soils / AW ;
roots branch many times ;
have many roots hairs ;
to give a large surface area (for absorption of water) ;

4(a)(ii) any three from: 3

few stomata / low stomatal density ;
sunken stomata ;
stomata close during the day and open at night ;
rolled leaves ;
thick epidermis / thick cuticle ;
few / no / small, leaves ;
hairs on leaves ;
low rates of transpiration ;
AVP ;;

4(a)(iii) any two from: 2

make / store, toxins ;
make / store, foul-tasting substances / AW ;
spines / prickles / needles ;
resins (that trap insects) ;
thick (inedible) leaves ;
AVP ;;

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Question Answer Marks

4(b) any three from: 4

reduce air pollution ;
reduce emissions of, sulfur dioxide ;
use filters / ‘scrubbers’ on chimneys ;
catalytic converters ;
reduce use of (named) fossil fuel(s) ;
example of way to reduce demand for energy ;
use low-sulfur (fossil) fuels ;
use alternative sources of power ;
add lime to soils ;
to reduce mobilisation of aluminium in soils / AW ;
to raise pH of soils ;
AVP ;

Question Answer Marks

5(a) any two from: 2

nucleus / nuclear membrane / nuclear envelope ;
(linear) chromosomes ;
mitochondrion ;
endoplasmic reticulum ;
vacuoles / vesicles ;
AVP ;

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PUBLISHED
Question Answer Marks

5(b) any six from: 6

resistance arises by mutation ;
in small number of bacteria ;
ref. to a random event (not related to presence of antibiotic) ;
antibiotic kills bacteria that do not have the mutation / AW ;
resistant bacteria have no competition ;
resistant bacteria reproduce ;
pass on, gene / allele, for resistance ;
natural selection ;
method of transmission from one person to another described ;
gene transferred to other bacteria (of different type) in a plasmid ;
AVP ;

5(c) any three from: 3

prescribe / use, antibiotics less often ;
do not use for, viral / fungal, infections ;
make sure people complete the course of antibiotics / AW ;
develop new antibiotics ;
do not use the same antibiotics for too long / rotate antibiotics / AW ;
use combinations of antibiotics ;
AVP ;; e.g. isolation of patients with antibiotic-resistant infections / good hygiene to prevent spread of infection / reduce
use of antibiotics in farming

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Question Answer Marks

6(a) any three from: 3

if crops are used as food for humans fewer trophic levels in the food chain ;
energy lost at each trophic level in the food chain ;
90% energy lost / only 10% energy passed on ;
energy is lost from the cattle ;
any two examples of energy loss from cattle ;;
therefore less energy available to humans ;
AVP ;

6(b) any four from: 4

smell / visual pollution ;
increase risk of water-borne disease ;
increase organic content of, rivers / lakes ;
increase growth of, bacteria / decomposers ;
bacteria / decomposers, use up dissolved oxygen ;
death of (named) organisms that rely on dissolved oxygen ;
eutrophication ;
adds, urea / ammonia ;
increases plant growth ;
AVP ;;

6(c) any three from: 3

lack of food supply / unequal distribution of food ;
wars / sudden immigration, with inadequate resources for the population ;
drought / floods, destroy crops / kill livestock ;
disease in, food plants / animals ;
poverty ;
AVP ;;

© UCLES 2020 Page 13 of 13

Cambridge IGCSE™

BIOLOGY 0610/42
Paper 4 Theory (Extended) May/June 2020
MARK SCHEME
Maximum Mark: 80

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 11 printed pages.

© UCLES 2020 [Turn over

0610/42 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED
Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

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PUBLISHED

5 ‘List rule’ guidance (see examples below)

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided
• Any response marked ignore in the mark scheme should not count towards n
• Incorrect responses should not be awarded credit but will still count towards n
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form, (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

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mark scheme abbreviations
• ; separates marking points
• / alternatives
• R reject
• A accept (for answers correctly cued by the question, or guidance for examiners)
• I ignore as irrelevant
• AW alternative wording (where responses vary more than usual)
• AVP alternative valid point
• ora or reverse argument
• underline actual word given must be used by candidate (grammatical variants excepted)

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Question Answer Marks

1(a)(i) (because it is made of) a group of tissues working together to perform specific functions ; 1

1(a)(ii) brain ; 1

1(a)(iii) A (thermo)receptor ; 3
B sweat gland ;
F fatty tissue / fat cell(s) ;

1(a)(iv) any three from: 3

vasoconstriction (of arterioles / E) ;
shunt vessels / D, dilate / widen ;
less blood flow to skin (capillaries) / F ;
reduces heat loss from blood ;

1(b) any three from: 3

muscle contraction ;
protein synthesis ;
cell division ;
active transport ;
growth ;
passage of nerve impulses ;

Question Answer Marks

2(a) embryo ; 1

2(b) any two from: 2

growth in all stages ;
development during all stages ;
(more) increase in complexity in early stages ;
(more) increased in size in later stages ;

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Question Answer Marks

2(c) any four from: 4

maintains temperature ;
(mechanical) protection ;
provides support (of the fetus) ;
provides a sterile environment / prevents infections ;
allows movement (of the fetus) ;
(movement) allows for development of bones and muscles ;
ref. to swallowing (of fluid) ;
lubrication / AW ;
AVP ;

2(d)(i) pulmonary (artery) ; 1

2(d)(ii) carbon dioxide / urea / AVP ; 1

2(d)(iii) diffusion ; 1

2(e)(i) 0.005 (mm) ; 1

2(e)(ii) 130 000 ;; 2

2(e)(iii) nicotine, drug X, rubella virus ; 1

2(f)(i) A sensory neurone ; 4

B vesicle ;
C synapse / synaptic cleft ;
D receptor molecules ;

2(f)(ii) any three from: 3

drug X blocks, D / receptor (molecules) ;
neurotransmitters are not able to bind to, D / receptor (molecules) ;
drug X is similar in shape to neurotransmitter / complementary to shape of receptor (molecule) ;
drug X stops, impulse/electrical signal, being transmitted in relay neurone ;
(so) less / no, pain felt with drug X ;

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Question Answer Marks

2(g) any two from: 2

(contaminated) blood transfusion ;
sexual fluids ;
breast feeding ;
blood to blood contact ;
AVP ;;

Question Answer Marks

3(a) fur colouring 2

camouflaged so that not seen by prey (when stalking) / reflecting heat / AW ;

streamlined body shape

improved ability to run fast / reduced air resistance / AW / AVP ;

3(b)(i) transmission of genetic information from generation to generation ; 1

3(b)(ii) two of the same letter both lower case ; 1

3(b)(iii) 1 1
0.25 / 25% / ;
4

3(b)(iv) any two from: 2

perform a test cross ;
by breeding with, homozygous recessive / king cheetah ;
if any of the offspring of the test cross are king cheetahs it confirms 17 is heterozygous ;
DNA testing ;

3(b)(v) any one from: 1

compare, morphology / anatomy ;
compare, DNA / amino acid, sequences ;

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Question Answer Marks

3(c)(i) any three from: 3

hunting / poaching ;
disease ;
lack of, food / prey ;
loss of (natural) habitat / urbanization ;
pollution / poisoned carcasses ;
inbreeding / AW ;
climate change ;
AVP ;

3(c)(ii) any three from: 3

captive breeding programmes ;
local cooperation / education (of farmer / land users) ;
national parks / conservation areas / protect habitats ;
legislation / public pressure, against hunting ;
monitor numbers ;
AVP ;

Question Answer Marks

4(a) to increase crop, yield / production ; 2

to reduce competition with weeds ;
AVP ;

4(b)(i) concentration of both herbicides decreased (with time) / described ; 3

A higher concentration than B (throughout) ;
B reached zero concentration before A ;
comparative data quote with units stated ;
A steeper than B initially ;

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Question Answer Marks

4(b)(ii) kills, water plants / algae ; 4

lack of, producers / food for herbivores ;
bioaccumulation / described ;
reduced biodiversity ;
(lack of roots causes) erosion / silting / flooding ;
AVP ;;

4(c)(i) network / branched, veins ; 2

broad (leaves) ;
petiole ;
AVP ;

4(c)(ii) auxin ; 1

4(c)(iii) any three from: 3

no chlorophyll synthesis ;
cannot trap sunlight ;
cannot photosynthesise ;
AVP ;

Question Answer Marks

5(a)(i) Geospiza ; 1

5(a)(ii) any five from: 5

natural selection ;
variation (in beak shapes) ;
mutation / description ;
those birds with, selective advantage / unique beak shape, more likely to find food and survive ;
the birds that survive reproduce ;
pass on their alleles ;
continues over many generations ;
AVP ;

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Question Answer Marks

6(a)(i) one mark per correct row 5

function name of structure letter from Fig. 6.1

provides support to the stem xylem L

protects flower bud sepal G

produces glucose leaf H

produces pollen anther B

delivers male nuclei to the site of fertilisation pollen tube D

;;;;;

6(a)(ii) B/D/F ; 1

6(a)(iii) translocation ; 1

6(a)(iv) H; 1

6(b)(i) nitrate (ions) ; 1

6(b)(ii) ribosomes / (rough) endoplasmic reticulum ; 1

6(b)(iii) enzymes ; 1

© UCLES 2020 Page 11 of 11

Cambridge IGCSE™

BIOLOGY 0610/41
Paper 4 Theory (Extended) May/June 2020
MARK SCHEME
Maximum Mark: 80

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 13 printed pages.

© UCLES 2020 [Turn over

0610/41 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED
Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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PUBLISHED
GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

© UCLES 2020 Page 3 of 13

0610/41 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED

5 ‘List rule’ guidance (see examples below)

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided
• Any response marked ignore in the mark scheme should not count towards n
• Incorrect responses should not be awarded credit but will still count towards n
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form, (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

© UCLES 2020 Page 4 of 13

0610/41 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED
mark scheme abbreviations
• ; separates marking points
• / alternatives
• R reject
• A accept (for answers correctly cued by the question, or guidance for examiners)
• I ignore as irrelevant
• AW alternative wording (where responses vary more than usual)
• AVP alternative valid point
• ora or reverse argument
• underline actual word given must be used by candidate (grammatical variants excepted)

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Question Answer Marks

1(a) one mark for each column: 4

intercostal muscles
diaphragm pressure change in the thorax
internal external

breathing in contract relax contract decreases (A increases)

breathing out relax contract / relax relax increases (A decreases)

;;;;

1(b) any two from: 2

thin / short distance (for diffusion) ;
well supplied by blood / surrounded by capillaries / AW ;
good ventilation with air ;

1(c)(i) a group of cells with similar structures ; 2

working together to perform a shared function ;

1(c)(ii) any two from: 2

forms incomplete rings around, trachea / bronchi ;
keeps (named) airways open ;
reduces resistance to movement of air ;
protects (named) airways ;
sound production in larynx ;

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Question Answer Marks

2(a) one mark per row: 3

substance enzyme product(s)

starch amylase maltose / glucose / (simple) sugar(s)

fat lipase fatty acid(s) and glycerol

protein protease / pepsin / trypsin amino acids

;;;

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Question Answer Marks

2(b) any four from: 4

biological washing powder is more effective, at lower temperatures / between 10 °C and 40 °C / 10 °C and 43 °C ;
comparative data quote for the difference at a stated temperature ;
biological washing powder removes all stain between 30 °C and 40 °C ;
non-biological removes all stain only at 60 °C ;
effectiveness is similar, at high temperatures / between 50 and 60 °C ;
same trend, below 30 °C / at low temperatures / from 50 °C ;
idea of effectiveness of biological washing powder decreases between 40 °C and 44 °C, no such decrease for non-
biological washing powder ;

2(c) any two from: 2

active site changes shape ;
substrate no longer fits into, enzyme / active site ;
no enzyme-substrate complex / no successful collisions ;

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Question Answer Marks

2(d) any two from: 2

individual people have, different / unique, DNA ;
DNA has genes or alleles have, sequences of bases ;
AVP ;

Question Answer Marks

3(a)(i) any three from: 3

blue at time 0 indicates no glucose present ;
ensures that no glucose on outer surface of dialysis tubing / in water, as a result of an error ;
green / yellow / red, indicates presence of glucose ;
glucose, diffuses / moves, out of dialysis tubing / into water ;
(movement is) down the concentration gradient / high to low concentration ;
dialysis tubing is permeable to glucose ;
AVP ;

3(a)(ii) idea that (Benedict’s solution) changes colour quicker / gives more intense colour / AW ; 1

3(b) A are microvilli ; 6

function: allow movement of substances into the cell / increase surface area for absorption by diffusion OR active
transport / have proteins in the membrane for active transport ;

B is the (rough) endoplasmic reticulum / (R)ER ;

function: site of protein synthesis / modify proteins / assemble amino acids in a specific sequence to make (named)
protein ;

C is a mitochondrion ;
function: aerobic respiration / provides energy for (named) cell process(es) ;

3(c)(i) chloride ; 1

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Question Answer Marks

3(c)(ii) any four from: 4

loss of water ;
by osmosis / down water potential gradient ;
diarrhoea ;
dehydration ;
loss of other, (named) ions / salt(s) ;
AVP ;

Question Answer Marks

4(a)(i) Sorghum ; 1

4(a)(ii) feathery stigma / stigma with large surface area ; 2

stigma / anthers, hang outside the flower(s) ;

4(b)(i) C ovary (wall) ; 3

D ovule ;
E style ;

4(b)(ii) meiosis / reduction division ; 7

haploid ;
fuses / joins / combines ;
diploid ;
fertilisation ;
zygote ;
mitosis ;

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PUBLISHED
Question Answer Marks

4(c) any five from: 5

(gives) genetic variation / diversity ;
ref to, alleles / genes / DNA, from different, plants / parents ;
allows mutations to be, expressed / AW ;
allows adaptation to, new conditions / changed environment / AW ;
(new species) can evolve / allows natural selection to occur ;
pollen exchanged between individuals / cross pollination ;
seeds are dispersed ;
can colonise new areas / AW ;
less competition (with parent plant / among offspring) ;
seeds may be dormant ;
survival through, harsh / adverse, conditions ;
AVP ;

4(d) any three from: 3

protein synthesis ;
transport in the phloem ;
cell division / mitosis / meiosis ;
active transport / absorption of ions (from the soil) ;
growth ;
movement / muscular contraction ;
sensitivity ;
nerve impulses ;
AVP ;;;

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Question Answer Marks

5(a) any two from: 2

assume features are of protoctists unless told otherwise
nucleus / nuclear membrane / nuclear envelope ;
(named) organelle(s) / internal membranes ;
cell walls (if present) have different composition ;
linear chromosomes ;
AVP ;

5(b) box 2: (organism) has two rings of cilia / (organism) stalk absent / AVP ; 2
box 4: (organism) has a covering of cilia / (organism) fused cilia absent / AVP ;

5(c) movement AND nutrition ticked ; 1

5(d)(i) bacteria Paramecium Didinium ; 1

5(d)(ii) any two from: 2

ciliates eat (many) bacteria ;
Didinium / predatory ciliates, eat other (named) ciliates ;
ciliates may eat, dead / decomposing, material ;

5(d)(iii) any three from: 3

removal of, harmful bacteria /pathogens, from sewage ;
e.g. cholera bacteria or any other water born disease / parasites ;
stop spread of pathogens via water ;
use of chlorination / chemical treatment ;

5(d)(iv) any three from: 3

conversion of ammonia / ammonium (ions), to nitrate (ions) ;
convert ammonium ions to nitrite ions ;
make nitrate ions available to plants ;
nitrate ions are absorbed by plants ;
nitrate ions are used to make, amino acids / proteins ;

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Question Answer Marks

6(a) transmission of genetic information from generation to generation ; 1

6(b)(i) 1 correct use of X and Y in responses for individual 5 and individual 8 ; 3

2 correct X allele given for individual 5: XbY / b ;
3 correct X allele given for individual 8: XBY / B ;

6(b)(ii) any three from: 3

colour blindness is a sex-linked characteristic ;
she is, heterozygous for the gene / Bb ;
she has, normal allele / B, so has normal colour vision ;
but has passed on the, recessive allele / b, to her sons / 5 and 7 ;
she has two X chromosomes which have the gene for colour vision ;
father / 4, passes on his Y chromosome ;

6(b)(iii) any two from: 2

mutation ;
to give, recessive allele / b ;
occurred in 3 or in one of her parents / 1 or 2 or her grandparents ;
AVP ; e.g. other reason such as donated gamete

© UCLES 2020 Page 13 of 13

Cambridge IGCSE™

BIOLOGY 0610/42
Paper 4 Theory (Extended) March 2020
MARK SCHEME
Maximum Mark: 80

Published

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 should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the March 2020 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 12 printed pages.

© UCLES 2020 [Turn over

0610/42 Cambridge IGCSE – Mark Scheme March 2020
PUBLISHED
Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

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5 ‘List rule’ guidance (see examples below)

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided
• Any response marked ignore in the mark scheme should not count towards n
• Incorrect responses should not be awarded credit but will still count towards n
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form, (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

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mark scheme abbreviations
• ; separates marking points
• / alternatives
• R reject
• A accept (for answers correctly cued by the question, or guidance for examiners)
• I ignore as irrelevant
• AW alternative wording (where responses vary more than usual)
• AVP alternative valid point
• ora or reverse argument
• underline actual word given must be used by candidate (grammatical variants excepted)

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Question Answer Marks Guidance

1(a)(i) A – bronchus ; 3
B – trachea ;
C – diaphragm ;

1(a)(ii) 1 diaphragm, contracts / flattens ; 4

2 external intercostal muscles contract ;
3 ribs move, upwards / outwards ;
4 volume, increases ;
5 pressure, decreases ;
6 air enters (the, mouth / trachea / lungs,) to equalise the
pressure ;

1(b)(i) 86 / 44184 × 100 = 0.194 ; 2

0.19 (%) ;

1(b)(ii) idea that non-smokers / passive smokers / AW, can die from / can 3
develop lung cancer ;
the greater the exposure to tobacco smoke the greater the risk (of
dying from lung cancer) ;
comparative data quote ;

1(b)(iii) COPD ; 2 apply list rule

CHD ;
AVP ;;

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Question Answer Marks Guidance

2(a)(i) 2 1 mark for each correct column

letter on contains red
name of the fluid
Fig. 2.1 blood cells

A lymph no

B tissue no
;;

2(a)(ii) diffusion ; 1

2(a)(iii) (aerobic) respiration ; 2

for the release of energy ;
for a (named) metabolic process ;

2(b) 1 deliver / supplies, blood / oxygen / glucose (from arteries) to, 3

capillaries / shunt vessels ;
2 controls blood flow, through capillaries / to the surface of the
skin ;
3 by vasoconstriction / vasodilation ;
4 ref to (arteriole) muscle contraction / relaxation ;
5 ref to maintenance of body temperature / homeostasis
/ description of ;

2(c) contains lymphocytes (which produce antibodies) ; 2 A stores I produces

filters the lymph ;
ref. to immunity / defends against disease / ref. to destruction of
(named) pathogens ;

2(d)(i) small intestine / villi ; 1

2(d)(ii) fat, absorption / transport ; 1

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Question Answer Marks Guidance

3(a) as the ability to detect or sense stimuli in the internal or external 2

environment ;
and to make appropriate responses ;

3(b) eye and skin ; 1 apply list rule

AVP ;

3(c)(i) as a control / for a comparison / AW ; 2

to see if blood glucose (concentration) was affected by an injection ;
so there is no effect, on water potential / osmotic effect ;

3(c)(ii) (before the injection) blood glucose was decreasing ; 5

after the injection:

peaks at 4.75 mmol per dm3 ;
increase is immediate / steep (after injection of adrenaline) ;
less steep / gradual, decrease after peak ;
decreases below initial starting value / below 4.4 or 4.5 mmol per
dm3 / decreases to 3.9 mmol per dm3 ;

blood glucose increases

converts glycogen to glucose ;
in the liver ;

blood glucose decreases

glucose used in respiration ;
AVP ;; e.g. insulin causes blood glucose concentration to
decrease / glucagon causes the blood glucose concentration to
increase

3(d) line sketched on the graph showing an increase ; 2

increase starts after 2 hours ;

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Question Answer Marks Guidance

3(e) any two from: 2 apply list rule

widened / dilated pupils ;
increased, pulse / heart, rate ;
increased breathing rate ;
increased blood pressure ;
AVP ;;

Question Answer Marks Guidance

4(a) similarities, max 3 from: 4

both caused by protein (energy) deficiency ;
both types of malnutrition / deficiency disease / caused by lack of a
balanced diet ;
primarily affects children ;
diarrhoea ;
low body mass / weight loss ;
poor growth ;
irritability / tiredness ;
wastage of muscles ;
dry skin / brittle nails ;
brittle hair / change of hair colour ;
fatty liver ;
anaemia ;
AVP ;

differences:
kwashiorkor has water retention / oedema / swelling of body parts
/ pot belly ;
people suffering marasmus also deficient in, carbohydrates / fats
/ calories / energy ;
AVP ;

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Question Answer Marks Guidance

4(b)(i) 18 (%) ;;; 3 MP1 selection of correct data i.e. 1419 and 1161
MP2 correct calculation
MP3 correct rounding to whole number

4(b)(ii) any year between 1990 and 1994 or from 2000 onwards ; 2
the number of children admitted to hospital decreases (after this
year) ;

4(b)(iii) 1 (described) hygienic food prep methods ; 3

2 washing hands / hand sanitisers ;
3 (description of use of) clean equipment ;
4 use of clean / boiled water / filtered water / pure water ;
5 (described examples of) disposal of waste correctly / idea of
where defaecation occurs / defaecation in a toilet ;
6 monitor or identify infective individuals;
7 isolate infected individuals ;
8 AVP ;

Question Answer Marks Guidance

5(a)(i) doubles ; 1 A increases

5(a)(ii) 34–39 minutes ; 1 A any value within this range

5(b) are genetically different (from each other and the parent cells) ; 3
(produce) haploid (nuclei) ;
ref. to reduction division / chromosome number being halved ;

5(c) ref. to unspecialised cells ; 2

that can become specialised ;
ref. to expression of genes in specialised cells ;
AVP ; e.g. continually divide

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Question Answer Marks Guidance

5(d) breaking of the amniotic sac ; 6

amniotic fluid is released ;
contraction of (the muscles in the) uterus (wall) ;
dilation of the cervix ;
passage through the vagina ;
(tying and) cutting the umbilical cord ;
delivery of the afterbirth / placenta ;
AVP ;

Question Answer Marks Guidance

6(a)(i) 1994 / 1995 / 1996 / 1997 / 2007 ; 1

6(a)(ii) at least a 5 year period between 1975 and 1983 ; 1

6(a)(iii) increased predation ; 3

introduced species / new predators ;
reduction in food supply ;
overfishing / increase in fishing ;
parasites / disease ;
named examples of pollution / eutrophication ;
global warming / climate change / ocean acidification ;
AVP ;

6(a)(iv) (captive) breeding programmes ; 3

release them (into the wild / into protected areas) ;
protected areas;
monitoring of numbers ;
limited fishing (so that wild stocks can recover) ;
using farmed fish / sustainable fish (so wild stocks can recover) ;
AVP ;

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Question Answer Marks Guidance

6(b)(i) sharp / large teeth ; 2 apply list rule

lots of teeth ;
big jaws ;
streamlined ;
camouflaged ;
AVP ;

6(b)(ii) 1 variation (in eyesight) ; 5

2 ref. to mutation ;
3 new alleles arise that increases fitness ;
4 (organisms with better eyesight) are better competitors ;
5 organisms with the good eyesight / feature, are more likely to
survive and reproduce ; ora
6 passing on their alleles (for good eyesight) ;
7 eventually all the organisms (in the population) will have the
feature / good eyesight ;
8 ref to natural selection / evolution ;

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