Professional Documents
Culture Documents
Bio Syllabus PDF
Bio Syllabus PDF
Cambridge IGCSE®
Biology
0610
For examination in June and November 2016, 2017 and 2018.
Also available for examination in March 2016, 2017 and 2018.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge
International Level 1/Level 2 Certificate (QN: 500/5871/X).
Cambridge Secondary 2
Changes to syllabus for 2016
The syllabus has been revised. You are advised to read the whole of the syllabus before
planning your teaching programme. The most significant changes are outlined below.
Significant changes to the syllabus are indicated by black vertical lines at the side of the text.
New topics
4 Biological molecules*
10 Diseases and immunity
14.2 Sense organs*
17.2 Chromosomes, genes and proteins*
18.2 Adaptive features
20.1-3 Biotechnology and genetic engineering*
21.1-4 Human influences on ecosystems*
*contains some material previously found in other sections of the syllabus
Deleted topics
II.6.3.7 Assimilation
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
1. Introduction .................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Biology?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How can I find out more?
2. Teacher support.............................................................................................................. 5
2.1 Support materials
2.2 Resource lists
2.3 Training
8. Appendix....................................................................................................................... 57
8.1 Safety in the laboratory
8.2 Glossary of terms used in science papers
8.3 Mathematical requirements
8.4 Presentation of data
8.5 ICT opportunities
1. Introduction
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
2 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Introduction
Our systems for managing the provision of international qualifications and education programmes for
learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
candidates to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 3
Introduction
Prior learning
Learners in England who are beginning this course should normally have followed the Key Stage 3
programme of study within the National Curriculum for England.
Other candidates beginning this course should have achieved an equivalent level of general education.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades A* to C for this qualification are well prepared to follow courses
leading to Level 3 AS and A Level GCE Biology, Cambridge Pre-U Biology, IB Certificates in Biology or the
Cambridge International AS and A Level Biology.
The Cambridge ICE is awarded from examinations administered in the June and November series each year.
In India, the Cambridge ICE is also awarded for examinations administered in the March series each year.
4 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Teacher support
2. Teacher support
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).
The resource lists can be filtered to show all resources or just those which are endorsed or recommended
by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are
written to align closely with the Cambridge syllabus they support.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 5
Syllabus content at a glance
4. Biological molecules
5. Enzymes
6. Plant nutrition
6.1 Photosynthesis
6.2 Leaf structure
6.3 Mineral requirements
7. Human nutrition
7.1 Diet
7.2 Alimentary canal
7.3 Mechanical digestion
7.4 Chemical digestion
7.5 Absorption
8. Transport in plants
8.1 Transport in plants
8.2 Water uptake
8.3 Transpiration
8.4 Translocation (Extended candidates only)
9. Transport in animals
9.1 Transport in animals
9.2 Heart
9.3 Blood and lymphatic vessels
9.4 Blood
6 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content at a glance
12. Respiration
12.1 Respiration
12.2 Aerobic respiration
12.3 Anaerobic respiration
15. Drugs
15.1 Drugs
15.2 Medicinal drugs
15.3 Misused drugs
16. Reproduction
16.1 Asexual reproduction
16.2 Sexual reproduction
16.3 Sexual reproduction in plants
16.4 Sexual reproduction in humans
16.5 Sex hormones in humans
16.6 Methods of birth control in humans
16.7 Sexually transmitted infections (STIs)
17. Inheritance
17.1 Inheritance
17.2 Chromosomes, genes and proteins
17.3 Mitosis
17.4 Meiosis
17.5 Monohybrid inheritance
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 7
Syllabus content at a glance
8 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Assessment at a glance
4. Assessment at a glance
and: and:
either: or:
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 9
Assessment at a glance
Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.
Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected
to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.
Availability
This syllabus is examined in the June and November examination series. This syllabus is also available for
examination in March for India only.
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.
10 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus aims and assessment objectives
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 11
Syllabus aims and assessment objectives
Syllabus content defines the factual material that candidates may be required to recall and explain.
Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and
to apply knowledge from one area of the syllabus to another.
Questions testing this objective will often begin with one of the following words: define, state, describe,
explain (using your knowledge and understanding) or outline (see the Glossary of terms used in science
papers).
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them
to apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or
determine (see the Glossary of terms used in science papers).
12 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus aims and assessment objectives
Weighting of paper in
30% 50% 20%
overall qualification
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 13
Syllabus aims and assessment objectives
14 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus aims and assessment objectives
Litre/dm3
To avoid any confusion concerning the symbol for litre, dm3 will be used in place of l or litre.
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on
the line. Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three whole numbers,
e.g. 4 256 789.
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 15
Syllabus content
6. Syllabus content
All candidates should be taught the Core syllabus content. Candidates who are only taught the Core syllabus
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended syllabus content. The Extended syllabus content includes both the Core and the Supplement.
In delivering the course, teachers should aim to show the relevance of concepts to the learners’ everyday
lives and to the world around them. The syllabus content has been designed so as to allow teachers
to develop flexible programmes which meet all of the general aims of the syllabus while drawing on
appropriate local and international contexts.
Scientific subjects are, by their nature, experimental. Wherever possible, learners should pursue a fully
integrated course which allows them to develop their practical skills by carrying out practical work and
investigations within all of the topics listed.
16 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 17
Syllabus content
18 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 19
Syllabus content
4. Biological molecules
Core Supplement
• List the chemical elements that make up:
– carbohydrates
– fats
– proteins
• State that large molecules are made from
smaller molecules, limited to:
– starch and glycogen from glucose
– cellulose from glucose
– proteins from amino acids
– fats and oils from fatty acids and glycerol
• Describe the use of:
– iodine solution to test for starch
– Benedict’s solution to test for reducing
sugars
– biuret test for proteins
– ethanol emulsion test for fats and oils
– DCPIP test for vitamin C • Explain that different sequences of amino acids
give different shapes to protein molecules
• Relate the shape and structure of protein
molecules to their function, limited to the
active site of enzymes and the binding site of
antibodies
cont.
20 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
5. Enzymes
Core Supplement
• Define the term catalyst as a substance that
increases the rate of a chemical reaction and is
not changed by the reaction
• Define enzymes as proteins that function as
biological catalysts
• Describe why enzymes are important in all
living organisms in terms of reaction speed
necessary to sustain life
• Describe enzyme action with reference to • Explain enzyme action with reference to
the complementary shape of an enzyme and the active site, enzyme-substrate complex,
its substrate and the formation of a product substrate and product
(knowledge of the term active site is not • Explain the specificity of enzymes in terms of
required) the complementary shape and fit of the active
site with the substrate
• Investigate and describe the effect of changes • Explain the effect of changes in temperature
in temperature and pH on enzyme activity on enzyme activity in terms of kinetic energy,
shape and fit, frequency of effective collisions
and denaturation
• Explain the effect of changes in pH on
enzyme activity in terms of shape and fit and
denaturation
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 21
Syllabus content
6. Plant nutrition
6.1 Photosynthesis
Core Supplement
• Define photosynthesis as the process by which
plants manufacture carbohydrates from raw
materials using energy from light
• State the word equation for photosynthesis: • State the balanced chemical equation for
carbon dioxide + water → glucose + oxygen, in photosynthesis
light
the presence of light and chlorophyll 6CO 2 + 6H2O
chlorophyll
→ C 6H12O6 + 6O2
22 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
7. Human nutrition
7.1 Diet
Core Supplement
• State what is meant by the term balanced diet
for humans
• Explain how age, gender and activity affect
the dietary needs of humans including during
pregnancy and whilst breast-feeding
• Describe the effects of malnutrition in relation
to starvation, constipation, coronary heart
disease, obesity and scurvy
• List the principal sources of, and describe the
dietary importance of:
– carbohydrates
– fats
– proteins
– vitamins, limited to C and D
– mineral salts, limited to calcium and iron
– fibre (roughage)
– water
• Explain the causes and effects of vitamin D and
iron deficiencies
• Explain the causes and effects of
protein-energy malnutrition, e.g. kwashiorkor
and marasmus
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 23
Syllabus content
24 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 25
Syllabus content
7.5 Absorption
Core Supplement
• Identify the small intestine as the region for the
absorption of digested food
• Explain the significance of villi and microvilli in
increasing the internal surface area of the small
intestine
• Describe the structure of a villus
• Describe the roles of capillaries and lacteals
in villi
• State that water is absorbed in both the
small intestine and the colon, but that most
absorption of water happens in the small
intestine
8. Transport in plants
8.1 Transport in plants
Core
• State the functions of xylem and phloem
• Identify the position of xylem and phloem as
seen in sections of roots, stems and leaves,
limited to non-woody dicotyledonous plants
8.2 Water uptake
Core Supplement
• Identify root hair cells, as seen under the light • Explain that the large surface area of root hairs
microscope, and state their functions increases the rate of the absorption of water by
• State the pathway taken by water through root, osmosis and ions by active transport
stem and leaf as root hair cell, root cortex cells,
xylem and mesophyll cells
• Investigate, using a suitable stain, the pathway
of water through the above ground parts of a
plant
26 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
8.3 Transpiration
Core Supplement
• State that water is transported from the roots
to leaves through the xylem vessels
• Define transpiration as loss of water vapour
from plant leaves by evaporation of water at
the surfaces of the mesophyll cells followed by
diffusion of water vapour through the stomata
• Explain how water vapour loss is related
to the large surface area of cell surfaces,
interconnecting air spaces and stomata
• Explain the mechanism by which water
moves upwards in the xylem in terms of a
transpiration pull that draws up a column of
water molecules, held together by cohesion
• Explain how and why wilting occurs
• Explain the effects of variation of temperature
• Investigate and describe the effects of variation and humidity on transpiration rate
of temperature and humidity on transpiration
rate
8.4 Translocation
Supplement
• Define translocation in terms of the movement
of sucrose and amino acids in phloem:
– from regions of production (source)
– to regions of storage OR to regions where
they are used in respiration or growth (sink)
• Explain that some parts of a plant may act as a
source and a sink at different times during the
life of a plant
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 27
Syllabus content
9. Transport in animals
9.1 Transport in animals
Core Supplement
• Describe the circulatory system as a system • Describe the single circulation of a fish
of blood vessels with a pump and valves to • Describe the double circulation of a mammal
ensure one-way flow of blood
• Explain the advantages of a double circulation
9.2 Heart
Core Supplement
• Name and identify the structures of the • Name and identify the atrioventricular and
mammalian heart, limited to the muscular wall, semilunar valves in the mammalian heart
the septum, the left and right ventricles and • Explain the relative thickness:
atria, one-way valves and coronary arteries
– of the muscle wall of the left and right
• State that blood is pumped away from the ventricles
heart into arteries and returns to the heart in
– of the muscle wall of the atria compared to
veins
that of the ventricles
• Explain the importance of the septum in
separating oxygenated and deoxygenated blood
• Describe the functioning of the heart in terms
of the contraction of muscles of the atria and
ventricles and the action of the valves
• State that the activity of the heart may be • Explain the effect of physical activity on the
monitored by ECG, pulse rate and listening to heart rate
sounds of valves closing • Discuss the roles of diet and exercise in the
• Investigate and state the effect of physical prevention of coronary heart disease
activity on the pulse rate • Describe ways in which coronary heart disease
• Describe coronary heart disease in terms of may be treated, limited to drug treatment with
the blockage of coronary arteries and state the aspirin and surgery (stents, angioplasty and
possible risk factors as diet, stress, smoking, by-pass)
genetic predisposition, age and gender
28 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 29
Syllabus content
Core Supplement
• Define pathogen as a disease-causing organism • State that antibodies lock on to antigens
• Define transmissible disease as a disease in leading to direct destruction of pathogens,
which the pathogen can be passed from one or marking of pathogens for destruction by
host to another phagocytes
• State that the pathogen for a transmissible • Explain how each pathogen has its own
disease may be transmitted either through antigens, which have specific shapes, so
direct contact, e.g. through blood or other body specific antibodies which fit the specific shapes
fluids, or indirectly, e.g. from contaminated of the antigens are needed
surfaces or food, from animals, or from the air • Define active immunity as defence against a
• State that the body has defences: pathogen by antibody production in the body
– mechanical barriers, limited to skin and • Explain that active immunity is gained after an
hairs in the nose infection by a pathogen, or by vaccination
– chemical barriers, limited to mucus and • Explain the process of vaccination:
stomach acid – harmless pathogen given which has
– cells, limited to phagocytosis and antibody antigens
production by white blood cells – antigens trigger an immune response by
– which can be enhanced by vaccination lymphocytes which produce antibodies
– memory cells are produced that give
long-term immunity
• Explain the importance of hygienic food • Explain the role of vaccination in controlling the
preparation, good personal hygiene, waste spread of diseases
disposal and sewage treatment in controlling
the spread of disease
• Explain that passive immunity is short-term
defence against a pathogen by antibodies
acquired from another individual, e.g. mother to
infant
• State that memory cells are not produced in
passive immunity
• Explain the importance of passive immunity for
breast-fed infants
• State that some diseases are caused by the
immune system targeting and destroying body
cells, limited to Type 1 diabetes
30 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Core Supplement
• List the features of gas exchange surfaces
in humans, limited to large surface area, thin
surface, good blood supply and good ventilation
with air
• Name and identify the lungs, diaphragm, ribs, • Name and identify the internal and external
intercostal muscles, larynx, trachea, bronchi, intercostal muscles
bronchioles, alveoli and associated capillaries • State the functions of the cartilage in the
trachea
• Explain the role of the ribs, the internal and
external intercostal muscles and the diaphragm
in producing volume and pressure changes in
the thorax leading to the ventilation of the lungs
• State the differences in composition between • Explain the differences in composition between
inspired and expired air, limited to oxygen, inspired and expired air
carbon dioxide and water vapour
• Use limewater as a test for carbon dioxide
to investigate the differences in composition
between inspired and expired air
• Investigate and describe the effects of physical • Explain the link between physical activity and
activity on rate and depth of breathing rate and depth of breathing in terms of the
increased carbon dioxide concentration in
the blood, detected by the brain, causing an
increased rate of breathing
• Explain the role of goblet cells, mucus and
ciliated cells in protecting the gas exchange
system from pathogens and particles
12. Respiration
12.1 Respiration
Core
• State the uses of energy in the body of
humans: muscle contraction, protein synthesis,
cell division, active transport, growth,
the passage of nerve impulses and the
maintenance of a constant body temperature
• State that respiration involves the action of
enzymes in cells
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 31
Syllabus content
32 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Core Supplement
• State that urea is formed in the liver from • Describe the role of the liver in the assimilation
excess amino acids of amino acids by converting them to proteins,
• State that carbon dioxide is excreted through including plasma proteins, e.g. fibrinogen
the lungs • Define deamination as the removal of the
• State that the kidneys excrete urea and excess nitrogen-containing part of amino acids to form
water and salts urea
• Explain that the volume and concentration of
urine produced is affected by water intake,
temperature and exercise
• Identify on drawings, diagrams and images, the
ureters, bladder and urethra
• Explain the need for excretion, limited to
toxicity of urea and carbon dioxide
• Outline the structure of the kidney, limited to
the cortex, medulla and ureter
• Outline the structure and functioning of a
kidney tubule, including:
– the role of the glomerulus in the filtration
from the blood of water, glucose, urea and
salts
– the role of the tubule in the reabsorption
of all of the glucose, most of the water
and some salts back into the blood,
leading to the concentration of urea in the
urine as well as loss of excess water and
salts (details of these processes are not
required)
• Explain dialysis in terms of salt balance, the
maintenance of glucose concentration and the
removal of urea
• Describe the use of dialysis in kidney machines
• Discuss the advantages and disadvantages of
kidney transplants, compared with dialysis
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 33
Syllabus content
34 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 35
Syllabus content
36 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
15. Drugs
15.1 Drugs
Core
• Define a drug as any substance taken into
the body that modifies or affects chemical
reactions in the body
15.2 Medicinal drugs
Core Supplement
• Describe the use of antibiotics for the
treatment of bacterial infection
• State that some bacteria are resistant to • Explain how development of resistant bacteria
antibiotics which reduces the effectiveness of such as MRSA can be minimised, limited
antibiotics to using antibiotics only when essential and
ensuring treatment is completed
• State that antibiotics kill bacteria but do not • Explain why antibiotics kill bacteria, but do not
affect viruses affect viruses
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 37
Syllabus content
16. Reproduction
16.1 Asexual reproduction
Core Supplement
• Define asexual reproduction as a process
resulting in the production of genetically
identical offspring from one parent
• Identify examples of asexual reproduction from
information provided
• Discuss the advantages and disadvantages of
asexual reproduction:
– to a population of a species in the wild
– to crop production
38 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 39
Syllabus content
40 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 41
Syllabus content
17. Inheritance
17.1 Inheritance
Core
• Define inheritance as the transmission of
genetic information from generation to
generation
17.2 Chromosomes, genes and proteins
Core Supplement
• Define chromosome as a thread-like structure
of DNA, carrying genetic information in the
form of genes
• Define gene as a length of DNA that codes for
a protein
• Define allele as a version of a gene
• Describe the inheritance of sex in humans with
reference to XX and XY chromosomes
• Explain that the sequence of bases in a gene
is the genetic code for putting together amino
acids in the correct order to make a specific
protein (knowledge of the details of nucleotide
structure is not required)
• Explain that DNA controls cell function by
controlling the production of proteins (some of
which are enzymes), antibodies and receptors
for neurotransmitters
• Explain how a protein is made, limited to:
– the gene coding for the protein remains in
the nucleus
– mRNA molecules carry a copy of the gene
to the cytoplasm
– the mRNA passes through ribosomes
– the ribosome assembles amino acids into
protein molecules
– the specific order of amino acids is
determined by the sequence of bases in
the mRNA (knowledge of the details of
transcription or translation is not required)
• Explain that all body cells in an organism
contain the same genes, but many genes in a
particular cell are not expressed because the
cell only makes the specific proteins it needs
cont.
42 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 43
Syllabus content
44 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 45
Syllabus content
46 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 47
Syllabus content
48 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 49
Syllabus content
20.2 Biotechnology
Core Supplement
• Describe the role of anaerobic respiration in
yeast during production of ethanol for biofuels
• Describe the role of anaerobic respiration in
yeast during bread-making
• Investigate and describe the use of pectinase
in fruit juice production
• Investigate and describe the use of biological
washing powders that contain enzymes
• Investigate and explain the use of lactase to
produce lactose-free milk
• Describe the role of the fungus Penicillium in
the production of the antibiotic penicillin
• Explain how fermenters are used in the
production of penicillin
20.3 Genetic engineering
Core Supplement
• Define genetic engineering as changing the • Outline genetic engineering using bacterial
genetic material of an organism by removing, production of a human protein as an example,
changing or inserting individual genes limited to:
• State examples of genetic engineering: – isolation of the DNA making up a human
– the insertion of human genes into bacteria gene using restriction enzymes, forming
to produce human insulin sticky ends
– the insertion of genes into crop plants to – cutting of bacterial plasmid DNA with
confer resistance to herbicides the same restriction enzymes, forming
complementary sticky ends
– the insertion of genes into crop plants to
confer resistance to insect pests – insertion of human DNA into bacterial
plasmid DNA using DNA ligase to form a
– the insertion of genes into crop plants to
recombinant plasmid
provide additional vitamins
– insertion of plasmid into bacteria (specific
detail is not required)
– replication of bacteria containing
recombinant plasmids which make human
protein as they express the gene
• Discuss the advantages and disadvantages
of genetically modifying crops, such as soya,
maize and rice
50 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 51
Syllabus content
21.3 Pollution
Core Supplement
• State the sources and effects of pollution of
land and water, e.g. rivers, lakes and the sea,
by insecticides, herbicides and by nuclear
fall-out
• State the sources and effects of pollution of • Explain the process of eutrophication of water
water (rivers, lakes and the sea) by chemical in terms of:
waste, discarded rubbish, untreated sewage – increased availability of nitrate and other
and fertilisers ions
– increased growth of producers
– increased decomposition after death of
producers
– increased aerobic respiration by
decomposers
– reduction in dissolved oxygen
– death of organisms requiring dissolved
oxygen in water
• Discuss the effects of non-biodegradable
plastics in the environment, in both aquatic and
terrestrial ecosystems
• State the sources and effects of pollution of
the air by methane and carbon dioxide, limited
to the enhanced greenhouse effect and climate
change
• Discuss the causes and effects on the
environment of acid rain
• State the measures that are taken to reduce
sulfur dioxide pollution and reduce the impact
of acid rain
• Explain how increases in carbon dioxide and
methane concentrations in the atmosphere
cause an enhanced greenhouse effect that
leads to climate change
• Describe the negative impacts of female
contraceptive hormones in water courses,
limited to reduced sperm count in men and
feminisation of aquatic organisms
52 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Syllabus content
21.4 Conservation
Core Supplement
• Define a sustainable resource as one which is • Define the term sustainable development as
produced as rapidly as it is removed from the development providing for the needs of an
environment so that it does not run out increasing human population without harming
the environment
• Explain the need to conserve non-renewable
resources, limited to fossil fuels
• State that some resources can be maintained, • Explain how forests and fish stocks can be
limited to forests and fish stocks sustained using education, legal quotas and
• State that products can be reused or recycled, re-stocking
limited to paper, glass, plastic and metal • Explain that sustainable development requires:
• Outline how sewage is treated to make the – management of conflicting demands
water that it contains safe to return to the – planning and co-operation at local, national
environment or for human use and international levels
• Explain why organisms become endangered • Explain the risks to a species if the population
or extinct, limited to climate change, habitat size drops, reducing variation (knowledge of
destruction, hunting, pollution and introduced genetic drift is not required)
species • Explain reasons for conservation programmes,
• Describe how endangered species can be to include:
conserved, limited to monitoring and protecting – reducing extinction
species and habitats, education, captive
– protecting vulnerable environments
breeding programmes and seed banks
– maintaining ecosystem functions, limited to
nutrient cycling and resource provision,
e.g. food, drugs, fuel and genes
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 53
Practical assessment
7. Practical assessment
Scientific subjects are, by their nature, experimental. It is therefore important that an assessment of a
candidate’s knowledge and understanding of biology should contain a practical component (see assessment
objective AO3).
Schools’ circumstances (e.g. the availability of resources) differ greatly, so two alternative ways of
examining the practical component are provided. The alternatives are:
• Paper 5 – Practical Test
• Paper 6 – Alternative to Practical (written paper).
Whichever practical assessment route is chosen, the following points should be noted:
• the same assessment objectives apply
• the same practical skills are to be learned and developed
• the same sequence of practical activities is appropriate.
Candidates may not use textbooks in the practical component, nor any of their own records of laboratory
work carried out during their course.
Teachers are expected to identify suitable opportunities to embed practical techniques and investigative
work throughout the course, rather than as an isolated aspect of preparation for examination. This approach
will not only provide opportunities for developing experimental skills but will increase the appeal of the
course, and the enjoyment of the subject. Practical work helps learners to acquire a secure understanding
of the syllabus topics and to appreciate how scientific theories are developed and tested. It also promotes
important scientific attitudes such as objectivity, integrity, co-operation, enquiry and inventiveness.
54 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Practical assessment
Apparatus list
The list below details the apparatus expected to be generally available for both teaching and for examination
of Paper 5. The list is not exhaustive: in particular, items that are commonly regarded as standard equipment
in a biology laboratory (such as Bunsen burners, tripods, hot water-baths, etc.) are not included. The
Confidential Instructions, provided to Centres prior to the examination of Paper 5, will give the detailed
requirements for the examination.
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 55
Practical assessment
• recognise, observe, record and measure images of familiar, and unfamiliar, biological specimens
• making a clear line drawing from an image of a specimen, calculating the magnification and adding labels
as required.
56 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Appendix
8. Appendix
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
http://www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2009 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2007 update of 1995 edition (available to CLEAPSS members only)
UK Regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
http://www.legislation.gov.uk/uksi/2002/2677/contents/made
http://www.legislation.gov.uk/uksi/2004/3386/contents/made
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 57
Appendix
1. Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase being
required.
2. What do you understand by/What is meant by (the term(s) … ) normally implies that a definition should
be given, together with some relevant comment on the significance or context of the term(s) concerned,
especially where two or more terms are included in the question. The amount of supplementary
comment intended should be interpreted in the light of the indicated mark value.
3. State implies a concise answer with little or no supporting argument (e.g. a numerical answer that can
readily be obtained ‘by inspection’).
4. List requires a number of points, generally each of one word, with no elaboration. Where a given
number of points is specified this should not be exceeded.
5. (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another
way of asking candidates to give reasons. The candidate needs to leave the examiner in no doubt
why something happens.
(b) Give a reason/Give reasons is another way of asking candidates to explain why something happens.
6. Describe requires the candidate to state in words (using diagrams where appropriate) the main points.
Describe and explain may be coupled, as may state and explain.
7. Discuss requires the candidate to give a critical account of the points involved.
8. Outline implies brevity (i.e. restricting the answer to giving essentials).
9. Predict implies that the candidate is expected to make a prediction not by recall but by making a logical
connection between other pieces of information.
10. Deduce implies that the candidate is not expected to produce the required answer by recall but by
making a logical connection between other pieces of information.
11. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in biology
there are a variety of factors that might limit the rate of photosynthesis of a plant in a greenhouse), or to
imply that candidates are expected to apply their general knowledge of the subject to a ‘novel’ situation,
one that may be formally ‘not in the syllabus’ – many data response and problem solving questions are
of this type.
12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13. Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.
14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument (e.g. length using a rule, or mass using a balance).
15. Determine often implies that the quantity concerned cannot be measured directly but is obtained from a
graph or by calculation.
16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned,
making such simplifying assumptions as may be necessary about points of principle and about the
values of quantities not otherwise included in the question.
17. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some quantitative
aspects may be looked for (e.g. passing through the origin, having an intercept).
In diagrams, sketch implies that simple, freehand drawing is acceptable; nevertheless, care should be
taken over proportions and the clear exposition of important details.
58 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Appendix
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 59
Appendix
(b) Graphs
• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal
axis) and the dependent variable plotted on the y-axis (vertical axis).
• Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time / s.
• The scales for the axes should allow more than half of the graph grid to be used in both directions,
and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the
variable.
• The graph is the whole diagrammatic presentation, including the best-fit line when appropriate. It
may have one or more sets of data plotted on it.
• Points on the graph should be clearly marked as crosses (x) or encircled dots (☼).
• Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one half
of each of the smallest squares on the grid.
• A best-fit line (trend line) should be a single, thin, smooth straight line or curve. The line does not
need to coincide exactly with any of the points; where there is scatter evident in the data, Examiners
would expect a roughly even distribution of points either side of the line over its entire length. Points
that are clearly anomalous should be ignored when drawing the best-fit line.
(f) Histograms
• These should be drawn when plotting frequency graphs with continuous data. The blocks should be
drawn in order of increasing or decreasing magnitude and they should touch.
60 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Appendix
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 61
Other information
9. Other information
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk/examsofficer
Language
This syllabus and the associated assessment materials are available in English only.
Entry codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as ‘administrative zones’. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.
62 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Additional information for England, Wales and Northern Ireland
Cambridge International Level 1/Level 2 Certificates are approved for regulation in England, Wales and
Northern Ireland and are eligible for inclusion in school and college performance tables.
For up-to-date information on the performance tables, including the list of qualifications which count towards
the English Baccalaureate, please go to the Department for Education website and search on ‘performance
tables’.
Candidates who are awarded grades D to G will have achieved an award at Level 1 of the National
Qualifications Framework. Candidates who are awarded grades A* to C will have achieved an award at
Level 2 of the National Qualifications Framework.
Prior learning
Learners in England who are beginning this course should normally have followed the Key Stage 3
programme of study within the National Curriculum for England.
Other candidates beginning this course should have achieved an equivalent level of general education.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades A* to C for this qualification are well prepared to follow courses
leading to Level 3 AS and A Level GCE Biology, Cambridge Pre-U Biology, IB Certificates in Biology or the
Cambridge International AS and A Level Biology.
Overlapping qualifications
Every qualification is assigned to a national classification code indicating the subject area to which it belongs.
Candidates who enter for more than one qualification with the same classification code will only have one
grade (the highest) counted for the purpose of the school and college performance tables. Centres may
wish to advise candidates that, if they take two qualifications with the same classification code, colleges are
very likely to take the view that they have achieved only one of the two qualifications. Candidates who have
any doubts about their subject combinations should seek advice, either from their centre or the institution to
which they wish to progress.
Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018. 63
Additional information for England, Wales and Northern Ireland
While gaining experience of practical skills, candidates have the opportunity to develop their ability to work
as a team, where appropriate, and to value the contribution of others’ ideas.
64 Cambridge IGCSE Biology 0610. Syllabus for examination in 2016, 2017 and 2018.
Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
© Cambridge International Examinations 2014
*4583873217*