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6093 Biology November 2021
Examiner Report
BIOLOGY
Paper 6093/01
Multiple Choice
Question Question Question Question
Key Key Key Key
Number Number Number Number
1 C 11 B 21 A 31 B
2 B 12 A 22 A 32 C
3 D 13 B 23 D 33 C
4 D 14 B 24 D 34 B
5 A 15 A 25 D 35 A
6 D 16 D 26 C 36 C
7 C 17 C 27 B 37 D
8 A 18 A 28 C 38 B
9 D 19 C 29 C 39 A
10 A 20 D 30 C 40 D
General comments
Questions relating to the Common Last Topic of the syllabus were not assessed in 2021.
Candidates performed well on this paper.
From the performance of candidates, it can be concluded that the following areas of the syllabus were well
understood: active transport; environmental factors affecting the rate of transpiration; antibody production by
white blood cells; the function of carbonic anhydrase; the production of human insulin by bacteria and the
role of micro-organisms in sewage treatment.
Questions 1, 9, 12, and 36 were more challenging for all candidates.
Comments on specific questions
Question 1
All three distractors were selected by candidates who answered incorrectly, indicating that they were
guessing. They appeared not to realise that there would be a diffusion gradient for oxygen within the cell,
with the lowest concentration being found where the oxygen is metabolised by the cell.
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Question 9
Many candidates chose option B, indicating that they thought the glucose in cellulose was there as a store of
chemical energy.
Question 10
From the incorrect selection of option B, it seems that some candidates, whilst recognising that spongy
mesophyll cells contain relatively few chloroplasts, think that the main function of this layer is to
photosynthesise.
Question 12
Many candidates selected option D, indicating that they know there is a diffusion gradient across the cortex
of the root, but they are unsure of how water potential is expressed.
Question 15
Those candidates who answered incorrectly selected all three distractors in equal numbers. This indicates
guessing and that they did not understand the cardiac cycle pressure graph.
Question 19
Incorrect responses to this question indicate that a significant number of candidates do not appreciate that
kidney cells require an energy source.
Question 21
Some candidates do not realise that protein molecules are too large to leave the glomerulus and/or that
glucose is reabsorbed by the proximal convoluted tubule.
Question 22
The fact that both the temperature of the liver and the water content of urine are homeostatically controlled
was not well known.
Question 30
The answers to this question indicated that it was read with insufficient care. Many candidates selected the
option indicating that the foetus was kept at a lower temperature than that of the mother.
Question 32
Candidates appeared not to have read the question carefully. Many selected the option ‘second metaphase’,
which was what the diagram showed, but they had been asked to say which stage came next.
Question 36
Many candidates do not understand the difference between genotype / phenotype and gene / allele.
Questions 39 - 40
These questions were not assessed.
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Singapore-Cambridge General Certificate of Education Ordinary Level
6093 Biology November 2021
Examiner Report
BIOLOGY
Paper 6093/02
Structured and Free Response
General comments
Questions relating to the Common Last Topic of the syllabus were not assessed in 2021.
Candidates were well informed on the factual content of the syllabus. Good responses were concise and well
expressed and used appropriate scientific terminology. Mathematical manipulations and graphical
techniques were well executed.
Comments on specific questions
Section A
Question 1
(a) The majority of candidates correctly identified structures P and Q. Candidates who performed less
well identified the incorrect side of the heart or confused the vena cava with the pulmonary vein.
(b) Most candidates correctly summarised the role of the coronary arteries. Candidates who performed
less well described coronary arteries as removing carbon dioxide (and other wastes) from the
heart.
(c) Many candidates included unnecessarily detailed information about the oxygenation of the blood in
the lungs as an introduction before answering the actual question. They then correctly described
the route to the kidneys. Candidates who performed less well omitted reference to the renal artery
or referred to the wrong side of the heart. A few candidates also described a route via the hepatic
(or hepatic portal) vein.
(d) Blood clotting was well understood by most candidates, with many demonstrating extensive
knowledge not required for answering the question. Many candidates had a good knowledge of the
role of platelets and the role of fibrin in forming the clot.
Question 2
This question was not assessed.
Question 3
(a) The vast majority of candidates demonstrated an excellent knowledge of enzymes in different parts
of the digestive system. Occasional errors occurred when trypsin and pepsin were ascribed to the
incorrect areas, or ligase enzyme was confused with lipase enzyme.
(b) A significant number of candidates did not follow the instruction to ‘explain the mode of action’ of
enzymes and instead listed a range of digestive enzymes including their associated substrates and
products with occasional references to optimal pH values and possible denaturation. Candidates
who did correctly address the question demonstrated a good level of understanding.
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Singapore-Cambridge General Certificate of Education Ordinary Level
6093 Biology November 2021
Examiner Report
Question 4
(a) Most candidates correctly completed the genetic cross. Candidates who performed less well used
the term ‘carrier’ for the phenotype of ‘Nn’, which is a genotype not a phenotype.
(b) The majority of candidates gave the correct probability, although some candidates who correctly
completed the genetic cross went on to give an incorrect probability of 0.5 or gave a ratio answer of
3:1.
(c) Many candidates identified that the mother possessed the enzyme that would break down
phenylalanine, but they did not develop their answer fully to describe the consequences of this.
Candidates who performed less well referred to the mother’s enzyme diffusing to the baby.
(d) The vast majority of candidates provided a correctly named disease. Incorrect suggestions
included ‘cancer’ or ‘autism’.
Answer: (b) 0.25
Question 5
(a) This question was well answered. Almost all candidates knew what excretion is and a very large
proportion of candidates could describe the origin of the waste products.
(b) (i) Most candidates knew the site of ultrafiltration and drew their arrow in the correct vicinity. Some,
however, only indicated the position (usually within the glomerulus) of the process and did not
indicate the direction of ultrafiltration.
(ii) Although many candidates drew the origin of their arrow showing reabsorption within the nephron,
these sometimes did not reach the capillaries. Others only drew arrows along the nephron or within
the tubule showing the direction of flow.
(c) The role of ADH is well known by a very large majority of candidates. Candidates who performed
less well referred to increased ‘absorption’, rather than ‘reabsorption’ of water or increased
absorption of water back into the blood.
(d) (i) Most candidates were able to correctly compare the urea content of dialysis fluid and blood
plasma. Candidates who performed less well only referred to ‘waste substances’ rather than urea,
metabolic or nitrogenous waste. Several candidates did not develop their answer using scientific
terminology.
(ii) Most candidates understood simply how dialysis fluid enables the removal of urea or metabolic
waste but did not fully develop their answers. Some candidates described how useful nutrients
could be supplied from dialysis fluid but did not develop the idea by specifying the name of the
nutrient or linking to the idea of restoring a normal level in the plasma.
Question 6
Most candidates showed an excellent knowledge of this topic with most key scientific terms being accurately
recalled. Candidates who performed less well exhibited several misconceptions including: removing insulin
rather than the insulin gene; using ‘restrictive’ enzymes; restriction enzymes cutting ‘out’ the plasmid or
removing a section of it; and splicing the gene into bacteria.
Section B
Question 7
(a) (i) The vast majority of candidates showed excellent graphical skills. The most common error was a
poor line of best fit, with most of these responses containing lines with unequal numbers of points
above and below their line, or some lines curving to the upper and lower points.
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(ii) The vast majority of candidates correctly read the result from their graphs.
(iii) The vast majority of candidates correctly read the result from their graphs.
(b) Most candidates wrote extensive answers detailing the pattern in the results in terms of water
potential.
(c) This was completed correctly by most candidates. Candidates who performed less well drew
vacuoles, which touched the cell wall, or mislabelled cell membranes as vacuoles.
Question 8
(a) This question was well answered by most candidates, showing good identification of the structures
from the diagram linked to clear explanations of their functions. However, some candidates
mistakenly described capillaries as being able to constrict, some misidentified the hair as the hair
follicle or the sensory neurone as a nerve or relay neurone. Some candidates correctly named
structure 2 but did not go on to describe its role in thermoregulation.
(b) Most candidates demonstrated an understanding of the principles of homeostasis, and many knew
that negative feedback is involved. Fewer candidates were able to describe the way that the return
to the normal point is achieved, and consequently did not always fully explain the role of a
corrective mechanism. Candidates who performed less well referred only to specific examples and
not the general principles of homeostasis.
(c) Several candidates recognised that receptors detect the temperature change but did not develop
their answer further to include nerve impulses. Only candidates that performed well overall, noted
the role of the hypothalamus in detection of blood temperature. Some candidates recognised the
role of the hypothalamus in transmitting nerve impulses, although the role of the motor neurone
was not often described.
Question 9 Either
(a) The vast majority of candidates correctly placed the arrow.
(b) Most candidates described rate of photosynthesis along the timeline of the graph. Most gave an
appropriate data quote, usually for the rates at 06.00 and 12:00. A significant number of candidates
referred to the ‘Sun rising and setting’ or to there being ‘more or less sunlight’, rather than
describing changes in light intensity or light energy. Many candidates correctly described the
maximum rate of photosynthesis and linked this to when most light is available. Candidates who
performed less well described the shape of the curve rather than describing and explaining the
changes in the rate of photosynthesis.
(c) Many candidates correctly described processes involved in the production of, and uses of, glucose.
Some candidates were not specific about when photosynthesis occurred over the 24-hour cycle.
Some candidates answered in terms of stomatal opening, transpiration, and water loss as the
reason for mass changes. Others answered in terms of gas exchange. Candidates who performed
less well referred to ‘food’ being formed.
Question 9 Or
(a) Most candidates gave details of the functions of named reproductive hormones, although some did
not identify them as hormones. The production or release of ova was also recognised. Candidates
who performed less well only gave details of one function of the ovaries.
(b) Although the question asked for a comparison, many candidates answered by giving detailed
descriptions of the data for a pregnant woman but did not make clear comparisons with the non-
pregnant woman. Only stronger responses made clear comparisons not only of the raw data, but
also of trends in the data.
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6093 Biology November 2021
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(c) This question was usually well answered with some very detailed accounts. Candidates who
performed less well referred to the ovary in general rather than including specific details about the
role of pollen tubes and the micropyle.
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Singapore-Cambridge General Certificate of Education Ordinary Level
6093 Biology November 2021
Examiner Report
BIOLOGY
Paper 6093/03
Practical
General comments
Better performing candidates ensured they read the whole paper before starting to answer questions. They
considered the wording carefully to gain a full understanding of the specific details required in each section
of the response.
Overall, candidates found the paper challenging. Surface area to volume ratio calculations, and then using
these to plot a graph, proved difficult.
Comments on specific questions
Section A
Question 1
(a) There was a wide range of times recorded.
(b) Candidates recorded the surface area :volume ratios in a range of formats. Many of these were not
suitable for use when plotting a graph. Careful reading of the whole question before starting could
have reduced the level of error.
Candidates who performed well had clear, correct calculations, recording data that was suitable for
plotting the graph in (d). Candidates who performed less well used the format 3:1, 3:2, 3:3, 3:4, 3:5.
These candidates also did not simplify the ratios to their lowest values e.g. recording 3:3 rather
than 1:1.
Calculating surface area was a challenge for many, e.g. recording 8 mm as the
surface area for the 2 × 2 × 2 cube.
(c) This question was well answered by most candidates.
(d) This question required candidates to generate a correct linear scale using their own data on
surface area :volume ratio. The candidates’ ability to do this was dependent on their understanding
of surface area :volume ratio data and the need to have a linear scale. Many excellent graphs were
seen, showing an understanding of the construction of a linear scale, drawing a smooth curve and
the use of the correct SI unit for seconds.
Plotting was made difficult when inappropriate scales were produced. Some of the scales seen
made it extremely difficult to plot points with a high degree of accuracy. Many responses simply
evenly spaced out their values starting at the origin e.g. 3:1, 3:2, 1:1, 3:4, 3:5.
A line of best fit was requested. Many candidates drew a straight line when a smooth curve would
have been more appropriate. Candidates who performed less well made several attempts at the
line with heavy use of pencil.
(e) The question asked for the trend shown by the graph in (d). Most responses correctly used the
graph to develop the description.
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6093 Biology November 2021
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(f) Most candidates recognised the variables that were to be kept constant, but many found it difficult
to articulate an appropriate explanation for why the variables should remain constant. There were
some strong responses, which gave detailed well written explanations.
Many responses linked the colour detection to the use of a colorimeter. Such statements indicated
a lack of understanding of the use of a colorimeter.
The topic of this question was diffusion and many responses did not refer to diffusion.
(g) Candidates recognised the errors with little difficulty. The time delay in starting the stop-watch was
noted in many responses. Relatively few responses recognised that the experiment had only been
carried out once.
The difficulty in noting the exact time at which the agar cube completely changed colour was noted.
However, many did not consider the practicality of using a colorimeter; a few did recognise that
comparing to a colour chart would be more appropriate.
Candidates who performed well selected errors that could be easily improved. Candidates who
performed less well included generic statements about human error during timing or described a
change to the procedure such as changing the size of the cubes to make them easier to cut.
(h) There are several very clear differences between agar block and cells, and few responses
recognised these. Candidates who performed well made clearly articulated comparisons about
size, shape and surface area. Candidates who performed less well produced confused answers
with many cellular details and cellular processes that were not appropriate.
The command word ‘discuss’ produced long responses that described the impact of only one
difference rather than the range of differences.
Question 2
(a)(i) There were some excellent, clear drawings seen. Most pencil work was good with smooth
unbroken lines and no shading. Drawings with textbook root hairs were common although some
drawings had labelled root branches as root hairs. Candidates who performed less well labelled the
very end of the root as a root hair.
(ii) This question was answered correctly by many candidates. Some misconceptions about significant
figures were seen regarding which zeros in a number are counted as significant.
(b) (i) This question was well answered. The most common error was to give F (prophase) before E
(interphase).
(ii) Candidates who performed well correctly demonstrated an understanding of the V-shaped
arrangement seen in anaphase.
In responses from candidates who performed less well, the chromosomes were drawn at the poles,
using the black dots as centromeres despite having been told in the question that these were the
poles of the cell.
(c) The differences between meiosis and mitosis are often challenging for candidates and this was
reflected in the responses to both (i) and (ii). Candidates found these two questions hard.
Responses suggested that candidates had not really understood the different emphases in each
part.
(i) The most common misconception was to write about twice as many chromosomes in anaphase 1
of meiosis.
(ii) It was rare to see responses which included a reference to the reduction in the number of
chromosomes that occurs in meiosis. Terminology such as haploid and diploid were included but in
responses from candidates who performed less well, these terms were not used accurately.
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6093 Biology November 2021
Examiner Report
Interpretation of the question varied. Biological significance was often taken to refer to the wider
significance in terms of adaptation for survival. The question did specify ‘the first division of
meiosis’ but this was often missed.
(d) (i) Most responses could name a suitably stained part of the plant.
(ii) There were many responses with correct details about respiration and the release of energy.
Candidates who performed less well on this question only referred to energy production, which was
not specific enough given the reference required to ‘actively dividing cells’ as stated in the question.
(e) Many responses were good, producing well-constructed plans. Responses from candidates who
performed less well only listed the types of variables and spent time on a conclusion that was not
required.
Common errors included not repeating enough times to generate more reliable data, growing the
seeds in TTC, growing seeds in soil, and digging them up at regular intervals and then replanting.
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