Cambridge IGCSE™

BIOLOGY 0610/32
Paper 3 Theory (Core) May/June 2025
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 f or
Teachers.

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

Cambridge International is publishing the mark schemes f or the May/June 2025 series f or most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 14 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alon gside the
specific content of the mark scheme or generic level descriptions 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 assess ed 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 fu ll 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 thre sholds 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 presen t, 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 questio n should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation fro m 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 i n 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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Annotations guidance for centres

Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the
standardisation process on how and when to use annotations. The purpose of annotations is to inform the standard isation and monitoring
processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and
how they are used is specific to each component and is understood by all examiners who mark the component.

We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may
not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an
indication of the quality of the response.

The annotations listed below were available to examiners marking this component in this series.

Annotations

Annotation Meaning

correct point or mark awarded

incorrect point or mark not awarded

information missing or insufficient for credit

allow or accept

incorrect or insufficient point ignored while marking the rest of the response

contradiction in response, mark not awarded

benefit of the doubt given

error carried forward applied

benefit of doubt was considered, but the response was decided to not be sufficiently close for benefit of doubt to be applied .

point has been noted, but no credit has been given or blank page seen

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Annotation Meaning

correct awarding one mark from marking point or marking group 1.

similar numbered ticks are used for marking point or marking groups 2, 3, 4 etc.

pages are linked together

used to highlight part of the response

used to highlight parts of an extended response

used to highlight parts of an extended response

Point already given

Maximum mark reached

Key point attempted / working towards marking point / incomplete answer / response seen but not credited / blank page
seen

Maximum number of marks for a marking point has been awarded.

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Mark Scheme Abbreviations:

; separates marking points

/ alternative responses for the same marking point

R reject the response

A accept the response

I ignore the response

ecf error carried forward

AVP any valid point

ora or reverse argument

AW alternative wording

underline actual word given must be used by candidate (grammatical variants excepted)

() the word / phrase in brackets is not required but sets the context

max indicates the maximum number of marks that can be given

MP marking point

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Question Answer Marks Guidance

1(a)(i) chloroplast(s) ; 1

1(a)(ii) chlorophyll ; 1

1(b)(i) (35) cm2 ; 1

1(b)(ii) allows (more) absorption of light / AW ; 1

1(c)(i) A palisade (mesophyll) ; 3

B (lower) epidermis ;
D cuticle ;

1(c)(ii) xylem ; 2 either order

phloem ;

1(d)(i) guard (cell) ; 1

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

changes shape ;
ref. to, open / closes, stomata ;
to allow, gas exchange / carbon dioxide to enter (the leaf) ;
(closes) control / prevent/AW, water loss / transpiration ;

Question Answer Marks Guidance

2(a) Carrots have the largest temperature range for germination. ; 2 boxes 3 and 5 (from the top down)
Tomatoes have the smallest temperature range for germination. ; R each additional tick

2(b)(i) test-tube D ; 3

explanation:
idea that: – seeds have oxygen (to germinate) ;
idea that: – seeds have water (to germinate) ;

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Question Answer Marks Guidance

2(b)(ii) idea of: – the seeds would germinate fast(er) ; 1 A more seeds would germinate (in a
set time)

2(c) (sun)light ; 5

phototropism ;

gravity ;

gravitropism; A negative phototropism

minerals / ions ;

Question Answer Marks Guidance

3(a) contains (hydrochloric) acid ; 2

kills, ( pathogens) / AW ;

3(b)(i) 26 (%) ; 1

3(b)(ii) 33 ; 1

3(c) any four from: 4

wash hands / ref. to personal hygiene ;
clean water supply / boil water : A drink from, filtered / bottled / clean,
water supply
heat / cook, food before eating ; A do not eat raw food
wash the food (in clean water);
hygienic food preparation / no infected persons near food preparation / cleaning A do not share, food / water bottles
utensils ; / utensils
refrigeration or cover food ; A keep away from, insects / animals
cleaning surfaces / AW ;
treat, waste / sewage ;
AVP ; e.g. do not swim in, rivers / lakes / sea

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Question Answer Marks Guidance

3(d) any one from: 1

mucus ;
nose hairs ;
cilia / ciliated cells ;

3(e) A cell wall ; 3

B cytoplasm ;
C plasmid ;

Question Answer Marks Guidance

4(a) 4 R each additional line

function blood
component

antibody production

plasma

phagocytosis

red blood cell

transport of oestrogen

white blood cell

transport of oxygen using

haemoglobin
;;;;

4(b)(i) green leafy vegetables ticked ; 2 R each additional tick

red meat ticked ;

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Question Answer Marks Guidance

4(b)(ii) prevent / reduce, blood loss ; 2

prevent entry of pathogens / AW ;

4(c) aorta ; 1

Question Answer Marks Guidance

5(a) 3 one mark for each correct label

;;;

5(b)(i) bronchioles circled ; 1

5(b)(ii) lung(s) ; 1

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Question Answer Marks Guidance

5(c)(i) arrow going from the capillary into the alveolus circled ; 1

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

large / increases, surface area /AW ;
thin (wall) /AW ;
good blood supply ;
AVP ;

5(d)(i) glucose + oxygen ; 2

carbon dioxide + water ;

5(d)(ii) mitochondria / mitochondrion ; 1

Question Answer Marks Guidance

6(a) high(er) , low(er) ; 4 MP1 is for gap 1 and gap 2

gradient ;
kinetic ;
random ;

6(b)(i) carbon, hydrogen, oxygen ; 1

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Question Answer Marks Guidance

6(b)(ii) any one from: 1

cellulose ;
sucrose ;
AVP ;

6(c)(i) (cell) membrane ; 1

6(c)(ii) glucose can / starch cannot, move out (of the dialysis tubing) ; 2
(because) glucose is a small molecule / starch is a large molecule ;

6(d) amylase ; 1

Question Answer Marks Guidance

7(a)(i) Elephas ; 1

7(a)(ii) hair / external ear / pinna ; 1

7(b)(i) (bearded) pig ; 1

7(b)(ii) (reticulated) python / tiger ; 1

7(b)(iii) fig (tree) / jackfruit (tree) ; 1

7(b)(iv) stick insect ; 1

7(b)(v) fig (tree) / jackfruit (tree) orangutan tiger / (reticulated) python ; 1

7(b)(vi) (a unit containing) the community of organisms ; 2

and their environment (interacting together) ;

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Question Answer Marks Guidance

7(c) any two from: 2

(population) decreases ;
decrease, from 1850 to 1500 / by 350 (elephants) ; A values ±5
(population), stable/stays the same/no change, from 2015 (to 2016) ;
idea of decrease most rapid in first two years / decrease slows after two years ;

7(d) any three from: 3

habitat loss / deforestation ; A urbanisation
loss of food source /AW ;
disease ;
predation / hunting / overharvesting ;
pollution ;
climate change / global warming ; A loss of soil / flooding
introduced species ;
AVP ;; e.g. natural disaster / reduced, mates
or fertility

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