Scheme of Work - Cambridge IGCSE Biology (0610)

Scheme of work – Cambridge IGCSE® Biology (0610)
Overview
The aim of this scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant internet
sites.
The scheme of work follows the 0610 syllabus, but has been sub-divided into ten units, each covering a theme.
The scheme of work is intended to give ideas to teachers upon which they can build. It is certainly not intended that teachers undertake all of the activities shown in
the various units but rather to offer choices which could depend on local conditions.
The progression through these themes has been designed to build on students’ own experiences, and to ensure that students have sufficient basic knowledge and
understanding to tackle the more challenging issues.
Outline
The units within this scheme of work are:
Unit 1: Cells and cell processes

Unit 2: Animal nutrition
Unit 3: Plant nutrition and transport
Unit 4: Respiration and the human transport system
Unit 5: Coordination, response and homeostasis
Unit 6: Reproduction in plants
Unit 7: Human reproduction
Unit 8: Inheritance and evolution
Unit 9: Organisms and environment
Unit 10: Human influences on the environment
v1 2Y05 Cambridge IGCSE Biology (0610) 1

Details of unit structure
1.1 Characteristics of living organisms

1.2 Concept and use of a classificatory system
1.3 Adaptations of organisms to their environment
1.4 Simple keys
1.5 Cell structure and organisation
1.6 Levels of organisation
1.7 Size of specimens
1.8 Diffusion
1.9 Active Transport
1.10 Osmosis
1.11 Enzymes
Syllabus reference – Section I: 1, 2, 3 Section II: 1, 2, 3, 4, 5
2.1 Nutrition
2.2 Nutrients
2.3 Diet
2.4 Food supply
2.5 Human alimentary canal
2.6 Mechanical and physical digestion
2.7 Chemical digestion
2.8 Absorption
2.9 Assimilation
Syllabus reference – Section II: 6.1, 6.3
3.1 Photosynthesis
3.2 Leaf structure
3.3 Mineral requirements
3.4 Transport in plants
3.5 Water uptake

3.6 Transpiration
3.7 Translocation
Syllabus reference – Section II: 6.2, 7.1
4.1 Respiration
4.2 Aerobic respiration
4.3 Anaerobic respiration
4.4 Gas exchange
4.5 Transport in humans
4.6 Heart
4.7 Arteries, veins and capillaries
4.8 Blood
Syllabus reference – Section II: 7.2, 8
5.1 Nervous control in humans

5.2 Hormones
5.3 Tropic responses
5.4 Homeostasis
5.5 Drugs
5.6 Excretion in humans
Syllabus reference – Section II: 10, 9
6.1 Asexual reproduction

6.2 Mitosis
6.3 Sexual reproduction
6.4 Meiosis
6.5 Sexual reproduction in plants
6.6 Growth and development
Syllabus reference – Section III: 1.1, 1.2, 2, 3.2, 3.3

7.1 Sexual reproduction in humans

7.2 Sex hormones
7.3 Methods of birth control
7.4 Sexually transmissible diseases
Syllabus reference – Section III: 1.2.2, 1.3, 1.4, 1.5
8.1 Inheritance
8.2 Chromosomes
8.3 Monohybrid inheritance
8.4 Variation
8.5 Selection
8.6 Genetic Engineering
Syllabus reference – Section III: 3.1, 3.4, 3.5, 3.6, 3.7
9.1 Energy flow

9.2 Food chains and food webs
9.3 Nutrient cycles
Syllabus reference – Section IV: 1, 2, 3
10.1 Population size

10.2 Human influences on the ecosystem
10.3 Agriculture
10.4 Pollution
10.5 Conservation
Syllabus reference – Section IV: 4, 5

Teacher support
The up-to-date resource list for this syllabus can be found on the University of Cambridge International Examinations website www.cie.org.uk. In addition, the
password-protected Teacher Support website at http://teachers.cie.org.uk provides access to specimen and past question papers, mark schemes and other support
materials. We offer online and face-to-face training; details of forthcoming training opportunities are posted on the website.
Resources
Cambridge IGCSE Biology webpage

www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=837
Cambridge Students – University of Cambridge International Examinations

www.cambridgestudents.org.uk/subjectpages/biology/
Biology for IGCSE, Williams, G., Fosbery, R. and Adams, J. Nelson Thornes 2009.
ISBN: 9781408500170
An Atlas of Histology, Freeman and Bracegirdle. Heinemann Educational.

ISBN: 9780435603113
Cambridge IGCSE Biology Coursebook with CD-ROM, Jones, M. and Jones, G. Cambridge University Press, 2009.
ISBN: 9780521147798
Cambridge IGCSE Biology Teacher's Resource CD-ROM, Jones, M. and Jones, G. Cambridge University Press, 2010.
CD-ROM ISBN: 9780521176170
Cambridge IGCSE Biology Workbook, Jones, M. and Jones, G. Cambridge University Press, 2010.
ISBN: 9780521124430
Complete Biology for Cambridge IGCSE, Ron Pickering. Oxford University Press, 2011.
ISBN: 9780199138760
Complete Biology for Cambridge IGCSE Teacher's Resource Kit (with CD-ROM), Ron Pickering. Oxford University Press, 2011.
ISBN: 9780199138791
Experiment Simulator CD-ROM: Experiments for IGCSE, GCSE and A Level. Cambridge Assessment. Cambridge Hitachi, 2005.
ISBN: 9781845651404
IGCSE Biology, Mackean, D G. Hodder Education, 2009.

ISBN: 9780340981863
IGCSE Biology, Jones, M. Heinemann, 2009.

ISBN: 9780435966805
IGCSE Biology for CIE, Clegg, J. and Smith, M. Collins Educational, 2006.
ISBN: 9780007755424
IGCSE Biology Revision Guide, Pickering, R. Oxford University Press, 2009.

ISBN: 978019915265-0
IGCSE Biology Study Guide, Hayward, Dave. Hodder Education, 2005.

ISBN: 9780719579042
IGCSE Bitesize Biology – BBC

www.bbc.co.uk/schools/gcsebitesize/biology/
SAPS (Science and Plants for Schools) www.saps.org.uk/
Practical Biology www.practicalbiology.org/
Society of Biology www.societyofbiology.org/home
® IGCSE is the registered trademark of University of Cambridge International Examinations.

© University of Cambridge International Examinations 2012

Recommended prior knowledge

Students can come to this unit with very little prior knowledge. In order to understand diffusion and osmosis, they will need some understanding of particle theory.
Some knowledge of catalysts will also be helpful, and they should know a little about simple chemical reactions and how to represent these by word equations.
The concept of pH should also be understood at a simple level.
Context
This unit covers some fundamental topics that will be drawn on in all the units that follow, and therefore the majority of it is covered by both Core and Supplement
(Extended).
Outline
The unit first considers the special features that make living things different from non-living objects, and then looks at the structure and functions of animal and
plant cells, which leads into the organisation of cells into tissues. Some particular examples of specialised cells are considered, which introduces the idea of
structural adaptations for particular functions. Movement of substances within living organisms by diffusion, osmosis and active transport (the latter for the
supplement only) is considered. A simple treatment of enzyme function and some applications completes the unit.
Note that Unit 1.2, 1.3 and 1.4 (dealing with classification and keys) are included in this unit, but some teachers may prefer to cover these topics at the beginning
of Unit 9 Organisms and environment.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
I1 1.1 Characteristics of living organisms Section 1 of this unit can provide an introduction to the Biology for IGCSE, Williams et al.
• List and describe the characteristics Biology course. The seven characteristics of living things Nelson Thornes, 2009 p2–3
of living organisms form a basis from which the themes underlying many
• Define the terms: biological concepts can be developed.
- nutrition as taking in of nutrients Activities can include: Student activity – Characteristics
which are organic substances and 1. The comparison of the characteristics of living organisms of Living things:
mineral ions, containing raw with those of non-living things – for example, what are the www.exploratorium.edu/imaging_s
materials or energy for growth and characteristic of life shown by a petrol engine. The tation/activities/classroom/charact
tissue repair, absorbing and comparison is clear when written in a table. eristics/ca_characteristics.php
assimilating them 2. The mnemonic, MRS GREN is useful to remember the Including video clips and student
- excretion as removal from seven characteristics.

organisms of toxic materials, the 3. Students should understand that single-celled organisms, worksheet.
waste products of metabolism plants and animals all have these characteristics.
(chemical reactions in cells 4. The characteristic of nutrition could be extended to include Revision – Cells and Life
including respiration) and autotrophic and heterotrophic nutrition and the terms parasite Processes:
substances in excess of and saprophyte. www.lgfl.skoool.co.uk/content/key
requirements 5. If models or specimens are available, students could stage4/biology/pc/lessons/uk_ks4
- respiration as the chemical discuss the importance of having a large surface area in _cells_life_processes/h-frame-
reactions that break down nutrient relation to volume for diffusion. The importance of diffusion of ie.htm
molecules in living cells to release gases in respiration will be understood more easily when Unit
energy 4 is studied. Revision – Characteristics of Life:
- sensitivity as the ability to detect or 6. Growth could also be explained as an increase in size due www.s-
sense changes in the environment to cell division. There might be a change in shape with cool.co.uk/gcse/biology/cells/revis
(stimuli) and to make responses growth. e-it/characteristics-of-life
- reproduction as the processes that 7. Examples to explain the need for energy to carry out each
make more of the same kind of of the characteristics should be discussed. Students will
organism appreciate that energy is required for movement and this can
- growth as a permanent increase in be extended to show that energy is needed for growth,
size and dry mass by an increase nutrition and sensitivity.
in cell number or cell size or both
- movement as an action by an Extension – students could perform a search of the
organism or part of an organism characteristics of life. Do all scientists use the same list?
causing a change of position or How do we classify viruses?
place
Student progress could be assessed using:
May/June 2011 Paper 0610/22 question 1
I 2.1 1.2 Concept and use of a classificatory Students may know some binomials, such as Homo sapiens. Biology for IGCSE, Williams et al.
system Use this as an introduction of the Latin names for Nelson Thornes 2009 p4–13
• Define and describe the binomial classification of all organisms. Carl Linnaeus can be
system of naming species in which mentioned and his work discussed. Students can visit a variety of
the scientific name of an organism is living organisms to appreciate the
made up of two parts showing the Emphasise the format of binomial names: Genus with a variety amongst living things:
genus and species capital letter and species with a lower case letter and the Local zoo
possible use of italics or underlining. Game park
Natural history museum
Online specimen collections
www.nhm.ac.uk/index.html

• List the main features of the following The use of the internet, photographs or specimens of the five The four species of crow can
vertebrates: groups of vertebrates can be used to draw up a table or serve to explain the importance of
- bony fish produce a poster to include the main characteristics of each classification.
- amphibians class. Corvus coroner: carrion
- reptiles Corvus corax: raven
- birds Students should understand the specific features that Corvus frugilus: rook
- mammals differentiate each class: Corvus monedula: jackdaw
e.g. Birds have feathers, beaks, front limbs modified into www.rspb.org.uk/wildlife/birdguide
wings and lay hard-shelled eggs. /name/c/carrioncrow/index.aspx
Bird images:
www.allaboutbirds.org/Page.aspx
Student progress could be assessed using: ?pid=1189
May/June 2009 Paper 0610/31 question 1 Species diversity:
Oct/Nov 2010 Paper 0610/21 question 1 www.seaworld.org/animal-
Oct/Nov 2010 Paper 0610/22 question 2 info/info-books/bio-
Oct/Nov 2008 Paper 0610/02 question 1 diversity/index.htm
An exploration of Biodiversity
I 2.1 (S) 1.2 Viruses and bacteria should be studied from Cladistics:
• Know that there are other photomicrographs or diagrams but their relevance can be www.evolution.berkeley.edu/evolib
classification systems e.g. mentioned in nutrition and disease ref: Unit 2 and Unit 7.1. rary/article/phylogenetics_01
cladistics (based on RNA/DNA
sequencing data) Mucor as a fungus can be grown and the gross structure Biology for IGCSE, Williams et al.
• List the main features used in the studied under a light microscope. Emphasise the role of Nelson Thornes 2009 p10–11
classification of the following spores in dispersal.
groups: The virtual virus experience:
- viruses Positive applications of viruses and bacteria can be www.library.thinkquest.org/13373/i
- bacteria mentioned in Unit 2.2 and 8.6. ntro/intro.htm
- fungi
and their adaptation to the Student progress could be assessed using: Infectious diseases – Pathogens:
environment, as appropriate Oct/Nov 2009 Paper 0610/31 question 1. www.abpischools.org.uk/page/mo
dules/infectiousdiseases_pathoge
ns/index.cfm

I 2.2 1.3 Adaptations of organisms to their This section focuses on the adaptations of animals and Biology for IGCSE, Williams et al.
environment plants to their environment. Specimens from each group can Nelson Thornes 2009 p4–13 &
(to be illustrated by examples wherever be viewed under the microscope and the main features p94–95
possible) noted. Emphasis should be given to drawing clear diagrams
• List the main features used in the in pencil.
classification of the following groups: A comparison of monocots and
- flowering plants: monocotyledons Students can draw a chart to list and then compare the dicots:
and eudicotyledons (dicotyledons) distinguishing features of each group. www.csdl.tamu.edu/FLORA/201M
- arthropods: Reference should be made to the organism's habitat and anhart/mono.vs.di/monosvsdi.html
insects reference later in Units 3.6, 9.2 and 10.5.
crustaceans Preserved specimens if available,
arachnids are excellent for explaining
myriapods external features.
- annelids
- nematodes Extension – students could be asked to search the ARKive An excellent source for images
- molluscs database and compile a presentation of the listed groups of and video clips of animals and
organisms. plants is ARKive:
www.arkive.org/
I3 1.4 Simple keys Many students have difficulty in constructing dichotomous Biology for IGCSE, Williams et al.
• Use simple dichotomous keys based keys. The concept can be introduced with coins or nails/ Nelson Thornes 2009 p14–15
on easily identifiable features screws with different shaped heads or even with postage
stamps.
The students can then classify a selection of leaves from the

school grounds or from a selection of small pictures of
different arthropods.
Extension – more complex keys could be used to identify

local flora or fauna.

Oct/Nov 2010 Paper 0610/33 question 1a

II 1 1.5 Cell structure and organisation Palisade cells can be seen using prepared slides or PowerPoint presentation – Cells
• State that living organisms are made transparencies of leaf sections. and Tissues:
of cells www.biology-
• Identify and describe the structure of Students can make their own slides of freshwater resources.com/biology-CD.html
a plant cell (palisade cell) and an filamentous algae, Elodea or moss that can be mounted in a
animal cell (liver cell) as seen under drop of water on a slide and viewed with a microscope.
a light microscope Illustrations of cells:
• Describe the differences in structure Liver cells are difficult to observe, but it may be possible to www.cellsalive.com/
between typical animal and plant make temporary mounts of wrist cells. Wash the inside of the
cells wrist and place a piece of scotch tape onto this part of the
wrist. Pull off the scotch tape and view the cells under the An Atlas of Histology, Freeman
microscope. and Bracegirdle. An excellent
reference book for teachers.
Extension – Students can also make models of a plant cell
and / or an animal cell to gain an idea of the orientation of Cell structure:
the main structures of each type of cell. www.exploratorium.edu/imaging_s
tation/activities/classroom/elodea_
Show video clip – cell structure: explorations/ca_elodea_exploratio
www.bbc.co.uk/learningzone/clips/parts-of-plant-and-animal- ns.php
cells/10602.html
Revision – Cell structure:
Student progress could be assessed using: www.s-
May/June 2010 Paper 0610/21 question 1 cool.co.uk/gcse/biology/cells/revis
Oct/Nov 2009 Paper 0610/02 question 2 e-it/plant-and-animal-cells
II 1 (S) 1.5 Candidates studying the supplement should consider Biology for IGCSE, Williams et al.
• Relate the structures seen under functions of features that are common to plant and animal Nelson Thornes 2009 p19
the light microscope in the plant cells, and those that are found in plant cells only.
cell and the animal cell to their Inside animal and plant cells:
functions They should understand how the differences between animal learn.genetics.utah.edu/content/be
and plant cells relate to their different methods of obtaining gin/cells/insideacell/
nutrients.
Video clip – Cell structure:
Examine a temporary mount of epidermal tissue peeled from www.bbc.co.uk/learningzone/clips/
the inner surface of an onion bulb. plant-and-animal-cell-
structures/4188.html
Students could review cell structure (“cell structure and
function” or “organelles”):
www.exploratorium.edu/imaging_station/gallery.php

II 2 1.6 Levels of organisation The coverage of these examples of cells and of organs and Biology for IGCSE, Williams et al.
• Relate the structure of the following organ systems could come later when they can be dealt with Nelson Thornes 2009 p20–23
to their functions: in context but it may help to introduce the students to cells
- ciliated cells – in respiratory tract with different functions at this stage using an overhead or on
- root hair cells – absorption a PowerPoint presentation. Students can select their own
- xylem vessels – conduction and specialised cell, draw and label it on A3 paper. Flash cards Examples of differentiated cells:
support are an interactive way of learning about specialised cells. www.rothamsted.ac.uk/notebook/o
- muscle cells – contraction rgan.htm
- red blood cells – transport Students can draw a flow diagram from cells to the particular
• Define: organ system to begin to understand the complexity of the
- tissue as a group of cells with human body.
similar structures, working An outline of the human body can be used to draw in the
together to perform a shared main organ systems of the body.
function
- organ as a structure made up of a Extension – students could research a greater range of
group of tissues, working together specialised cells. This could link to stem cells and their uses.
to perform specific functions
- organ system as a group of organs Student progress could be assessed using
with related functions, working May/June 2009 Paper 0610/02 question 5.
together to perform body functions
using examples covered in
Sections II and III
II 3 1.7 Size of specimens Use the temporary mount of epidermal tissue peeled from Microscope magnification
• Calculate the magnification and size the inner surface of an onion bulb or rhubarb stem and to specifications & field of view:
of biological specimens using use an appropriate scale to determine the size of cells. www.microscope-
millimetres as units microscope.org/advanced/magnifi
Students can magnify a piece of hair to understand that cation-1.htm
magnification is size of image
size of object
Student activity – Specimen size:

Student progress could be assessed using: www.exploratorium.edu/imaging_s
May/June 2009 Paper 0610/31 question 2b tation/activities/classroom/size/ca_
size.php
Relative sizes of cells:

www.cellsalive.com/howbig.htm

Scale:
learn.genetics.utah.edu/content/be
gin/cells/scale/
II 4.1 1.8 Diffusion Use a simple demonstration of diffusion, for example a Biology for IGCSE, Williams et al.
• Define diffusion as the net movement potassium manganate VII crystal in a gas jar of water or a Nelson Thornes 2009 p26–27
of molecules from a region of their drop of methylene dye on gelatine solidified in a test tube
higher concentration to a region of (diffusion of a solute), or ammonia and hydrochloric acid PowerPoint presentation –
their lower concentration down a placed at opposite ends of a long glass tube, or simply a Diffusion:
concentration gradient as a result of perfume container opened in one corner of the room. www.biology-
their random movement Bromine in a gas jar (carried out in a fume cupboard) can resources.com/biology-CD.html
• Describe the importance of gaseous quickly show diffusion (gaseous diffusion).
and solute diffusion and of water as a Experiments in biology –
solvent Teachers should be aware that these experiments are often Diffusion:
carried out by the Chemists at the beginning of the www.biology-
Cambridge IGCSE course and collaboration is important. resources.com/biology-
experiments2.html
Emphasise the random motion of particles.
Variables of temperature, pressure, distance moved, Practical Biology – Diffusion:
concentration and size of particles. www.nuffieldfoundation.org/practic
Consider the relevance of diffusion to living organisms – for al-biology/diffusion
example, the diffusion of oxygen and carbon dioxide into and
out of a plant leaf or across the surface of the alveoli in the Diffusion and animation and text:
human lungs. www.bbc.co.uk/schools/gcsebitesi
Emphasise that water is an important solvent and most cells ze/science/add_gateway/living/diff
contain about 75% water. Water transports substances and usionrev1.shtml
allows many chemical reactions to take place.
Extension – students could investigate the effects of surface

area/volume ratio on rates of diffusion.

Oct/Nov 2009 Paper 0610/02 question 9

II 4.2 (S) 1.9 Active Transport A simple explanation is climbing uphill. Biology for IGCSE, Williams et al.
• Define active transport as No detail of the molecular mechanism of active transport Nelson Thornes 2009 p32–33
movement of ions in or out of a needs to be considered. Students should understand that
cell through a cell membrane, from energy for this process is provided by respiration. Practical Biology – Active uptake:
a region of their lower www.nuffieldfoundation.org/practic
concentration to a region of their Students will understand the importance of the movement of al-biology/active-uptake
higher concentration against their particles by active transport after having studied Units 2, 3
concentration gradient, using and 5.
energy released during respiration
• Discuss the importance of active
transport as an energy-consuming
process by which substances are
transported against a
concentration gradient e.g. ion
uptake by root hair cells and the
uptake of glucose by epithelial
cells of villi
II 4.3 1.10 Osmosis Osmosis should be treated as a special case of diffusion, in Biology for IGCSE, Williams et al.
• Define osmosis as the diffusion of which only water molecules are able to move from one side Nelson Thornes 2009 p28–31
water molecules from a region of of a partially permeable membrane to another.
their higher concentration to a region PowerPoint presentation –
of their lower concentration, through Ensure that students understand what a solution is in terms Osmosis:
a partially permeable membrane of particles, so that they are able to imagine the water www.biology-
• Describe the importance of osmosis molecules and solute particles behaving independently of resources.com/biology-CD.html
in the uptake of water by plants and each other.
its effects on plant and animal tissues Experiments in biology –
Use visking tubing to demonstrate osmosis. Osmosis:
Investigation of changes in mass or length of potato chips or www.biology-
of dried raisins placed in a range of different concentrations resources.com/biology-
of sugar solution provides good opportunity for quantitative experiments2.html
treatment of results, as well as enhancing understanding of
osmosis. Practical Biology – Osmosis:
www.nuffieldfoundation.org/practic
Discuss differences in the effects of water uptake and loss al-biology/osmosis
on animal cells that lack a cellulose cell wall and plant cells
that have a cellulose cell wall. Turgor as an important Osmosis animation and text:
mechanism of support in plants could be discussed (Unit 3.4 www.bbc.co.uk/schools/gcsebitesi
& 3.5). ze/science/add_gateway/greenwo

Relate water uptake by osmosis to the structure of root hair rld/waterrev1.shtml

cells covered earlier in this unit. Interactive osmosis (advanced for
IGCSE):
Student progress could be assessed using: www.physioweb.uvm.edu/bodyflui
Oct/Nov 2008 Paper 0610/02 question 9 ds/osmosis.htm
Revision – Osmosis:
www.s-
cool.co.uk/gcse/biology/cells/revis
e-it/moving-molecules
II 4.3 (S) 1.10 Explain water potential as the tendency for water to leave a
• Describe and explain the solution. The more water (that is then a more dilute the
importance of a water potential solution) the higher the water potential. Water moves from a
gradient in the uptake of water by high water potential to a low water potential – that is, down a
plants water potential gradient.
Do not introduce the idea of negative water potentials at this
level.
Relate to intake of water by root hairs.
II 5 1.11 Enzymes Simple experiments with catalase are an excellent Biology for IGCSE, Williams et al.
• Define the term catalyst as a introduction to enzymes. Nelson Thornes 2009 p36–39
substance that speeds up a chemical
reaction and is not changed by the Revise the meaning of the term ‘catalyst’. Ensure that Experiments in biology –
reaction students understand that enzymes are simple (protein) Enzymes:
• Define enzymes as proteins which molecules, not living organisms. They cannot, therefore, be www.biology-
function as biological catalysts ‘killed’. resources.com/biology-
• Investigate and describe the effect of Investigate the effect of temperature on the effect of enzyme experiments2.html
changes in temperature and pH on activity, for example using starch and amylase,
enzyme activity or pepsin and milk powder. Practical Biology – Enzymes:
Explain the rise in activity with temperature, in terms of www.nuffieldfoundation.org/practic
kinetic theory, and the fall as temperature rises above the al-biology/investigating-enzymes-
optimum in terms of denaturation of the enzyme molecules. used-laundry-detergents
Consider the different optimum temperatures of different
enzymes, not only those in humans. Simple account of how enzymes
work:
Extension – students could investigate the effectiveness of www.abpischools.org.uk/page/mo
enzyme based washing powders. dules/enzymes/enzymes1.cfm

Use the kscience animation on an interactive whiteboard to Interactive model of enzyme

demonstrate enzyme actions. action:
www.kscience.co.uk/aanimations/
Student progress could be assessed using: model.swf
May/June 2008 Paper 0610/02 question 3 Revision – Enzyme experiments:
http://lgfl.skoool.co.uk/content/key
stage4/biology/pc/modules/digesti
on/digestion_experiments/index.ht
ml
Revision – Enzymes:
www.lgfl.skoool.co.uk/content/key
stage4/biology/pc/modules/digesti
on/digestion_part_3/index.html
Revision – Enzymes:
www.s-
cool.co.uk/gcse/biology/enzymes/r
evise-it/enzymes
II 5 (S) 1.11 Power point demonstrations and graphs to show the trends Biology for IGCSE, Williams et al.
• Explain enzyme action in terms of of increasing temperature and of different pH solutions Nelson Thornes 2009, p36–41
the 'lock and key' model provide useful means of interpreting data.
• Explain the effect of changes in
temperature and pH on enzyme The role of amylase in the breakdown of starch to maltose in
activity seeds provides an example of enzymes in plants.
• Describe the role of enzymes in Germinating barley seeds, dipped into a sterilising solution to Downloadable booklets with
the germination of seeds and their destroy any micro-organisms on their surfaces, can be practical investigations using a
uses in biological washing placed on sterile starch agar in a Petri dish, which can later variety of enzymes:
products and in the food industry be tested for starch with iodine solution. www.ncbe.reading.ac.uk/NCBE/P
(including pectinase and fruit ROTOCOLS/pracbiotech.html
juice) Extension: proteases, lipases and amylases, often with high www.ncbe.reading.ac.uk/NCBE/P
• Outline the use of microorganisms optimum temperatures, are all used in biological washing ROTOCOLS/juice.html
and fermenters to manufacture the products. Investigations can be carried out into the
antibiotic penicillin and enzymes effectiveness of these in removing different types of stains.
for use in biological washing Simple experiments on the effect of pectinase on the yield of
products juice from crushed apples or tinned apple purée can be
• Describe the role of the fungus carried out.

Penicillium in the production of Student progress could be assessed using:

antibiotic penicillin May/June 2009 Paper 0610/31 question 3

Core 1
[Total: 4]
Cells & Cell Processes page 1

Core 2

Core 3
Fig. 1
Fig. 1

Core 3

Alternative to Practical 1
Table 2


Extension 1
[Total: 15]
Extension 2
[Total: 15]

Core 1
a(i) any three of these

growth (or alternative wording)
movement (or alternative wording)
irritability / sensitivity (or alternative wording)
excretion (or alternative wording)
reproduction (or alternative wording)
(ii) photosynthesis

Core 2
In order in the table
Respiration
Reproduction
Excretion
Nutrition / feeding

Core 3
a(i) B – cell membrane
C – cytoplasm
(ii) chloroplasts
b red blood cell
any one of these functions with its relevant adaptation
carries / combines with oxygen

haemoglobin present
more space for haemoglobin

lack of nucleus
oxygen uptake / release

biconcave shape / increased surface area
root hair cell
uptake of water / minerals

increased surface area / cell extension
reject anchorage as a function

a(i) in order in the table

+ 3.0 mm
+ 1.5 mm
- 1.0 mm
- 3.0 mm
- 4.0 mm
- 5.5 mm
(ii) points plotted accurately

neat clear line passing through each point
b(i) potato strips in sucrose solutions lost or decreased in length

potato strips in water or dilute sucrose solutions increased in length
point noted of no change in length
(ii) osmosis

Extension 1
a any six of these points with a maximum of 3 for the diagram (third point)
suitable named plant cell

function described
diagram recognisable with main features drawn, at least 3 accurate
labels
cell wall
cytoplasm / reference to lack of cytoplasm
(sap) vacuole
nucleus
chloroplast (or other named feature appropriate to named cell)
b nine points from the following provided cell is named

red blood cell or corpuscle / erythrocyte
reference to lack of nucleus
description of shape
provides large surface area (or alternative wording)
reference to presence of haemoglobin
carries / transports oxygen
phagocyte / granulocyte / monocyte / neutrophil

has lobed nucleus
can change shape / pass out of capillaries
engulfs bacteria (or alternative wording)
digests bacteria / foreign material (or alternative wording)
lymphocyte / B cells / T cells
has large nucleus (or alternative wording)
produces antibodies
makes bacteria clump (or alternative wording) / ref. to long term
immunity
produces antitoxins
neutralises toxins (or alternative wording)

Extension 2
a any three of these

biological / present in living organisms
catalyst / speeds up reaction rate / lowers activation energy
reference to protein nature
reference to specificity
b any three of these

reference to optimum temperature / specified temperature eg 25 – 40 0C
reference to optimum pH (or specified pH for named enzyme)
only work in liquid medium (or alternative wording)
reference to lack of limiting factors for example concentration of
substrate
c(i) any three from

amylase
breaks down to starch
reference to sugar / named sugar reject glucose / sucrose
use, for example for energy / growth / respiration
reference to sugar being soluble for transport
(ii) any three of these

protease / named protein enzyme, for example pepsin, trypsin
breaks down / digests protein
to amino acids / peptides
reference to solubility
(iii) any three of these

lipase
breaks down / digests protein
reference to fatty acids and glycerol
reference to molecules small enough to pass through gut wall / into
lymph or lacteal
reference to site of action, for example small intestine / duodenum /
ileum


Students can come into this unit with very little biological knowledge. However, they do need to understand some basic chemistry such as atoms, elements and
compounds. An understanding of bonding and the role of ions in simple chemical reactions is an advantage.
Context
The molecules that make up the bodies of living things are introduced here, and will be referred to in all of the subsequent units.
Outline
This unit considers the molecules from which living organisms are made, and then looks in detail at how animals acquire the materials that they need to form the
structure of their bodies, and also to supply energy. The way in which small molecules can be used to make larger ones is briefly considered, before thinking
about how such large molecules need to be broken down again before they can be absorbed through the wall of the alimentary canal. The functions of the main
digestive enzymes are considered, linking back to the work on enzymes in Unit 1. The use of food to supply energy will be covered in more detail in Unit 4, and
the functions of the liver in glucose and amino acid metabolism, touched on very briefly here, will be treated in more depth in Unit 5.
II 6 2.1 Nutrition Discuss the need for materials for growth and repair and for Biology for IGCSE, Williams et al.
• Define nutrition as taking in of energy to maintain their activities such as movement and 2009. p44–45
nutrients which are organic sensitivity. A simple definition of an organic substance is one
substances and mineral ions, whose molecules contain carbon and hydrogen. Unit revision:
containing raw materials or energy Cross link with plant nutrition in Unit 3.1. www.s-
for growth and tissue repair, cool.co.uk/gcse/biology/nutrition/r
absorbing and assimilating them evise-it/nutrition
Unit revision:
www.lgfl.skoool.co.uk/content/key
stage4/biology/pc/lessons/uk_ks4
_digestion/h-frame-ie.htm

II 6.1 2.2 Nutrients Ensure that students have some understanding of the terms: For detail on carbohydrates, fats
• List the chemical elements which element, atom, molecule. and proteins:
make up: www.nutrition.gov/nal_display/ind
- carbohydrates Beads that string together, or simple chemical modelling kits, ex.php?info_center=11&tax_level
- fats can be used to illustrate the idea of small molecules joining =2&tax_subject=388&topic_id=16
- proteins together to make larger ones. 65&placement_default=0
• Describe the synthesis of large
molecules from smaller basic units: A table or flash cards can identify the classes of foods. PowerPoint presentation – The
- simple sugars to starch and Headings: class of food; source of food; uses of food in body; Chemicals of Living Things:
glycogen www.biology-
- amino acids to proteins Once Unit 1.11 is completed, the enzymes and products of resources.com/biology-CD.html
- fatty acids and glycerol to fats digestion could also be added to the summary table.
and oils
Students should understand that starch is the carbohydrate
stored only in plants. Animals store carbohydrate as
glycogen.
II 6.1 • Describe tests for: Students should have the opportunity to carry out each of Biology for IGCSE, Williams et al.
- starch (iodine solution) these tests on a range of foods. It is a good practical lab in 2009. p46–47
- reducing sugars (Benedict's which students should realize the importance of safety when
solution) using a water bath. Food tests:
- protein (biuret test) www.biology-
- fats (ethanol) As an extension exercise, students can be given a solution resources.com/biology-
containing a mixture of unknowns such as a reducing sugar experiments2.html
• List the principal sources of, and and a protein.
describe the importance of:
- carbohydrates This can also give useful practice in recording qualitative Revision – Food tests:
- fats results in a clearly presented results chart. Conclusions can lgfl.skoool.co.uk/content/keystage
- proteins also be written from the observed results. 4/biology/pc/modules/digestion/fo
- vitamins (C and D only) od_tests/index.html
- mineral salts (calcium and iron Food tests also enhance the students' understanding of the
only), fibre (roughage) main classes of foods.
- water
• Describe the deficiency symptoms The information on multivitamin tablet packets lists the vitamin
for: contents and their requirements in the human body.
- vitamins (C and D only) Nutrition.gov: What’s in food:
- mineral salts (calcium and iron Extension – students could carry out research into food www.nutrition.gov/nal_display/ind
only) composition using the site Nutrition.gov ex.php?info_center=11&tax_level
=1&tax_subject=388

A summary table could be produced with vitamins and

minerals, their source, function in the body and details of
deficiencies.

May/June 2011 Paper 0610/22 question 6b
II 6.1 (S) 2.2 Students can make yoghurt in the lab and should discuss the This website has some
• Describe the use of importance of sterile apparatus and of the constant suggestions on fermentation:
microorganisms in the food temperature necessary for the process. www.ncbe.reading.ac.uk/ncbe/pro
industry, with reference to tocols/pracbiotech.html
yoghurt and single cell protein The use of yeast for bread making can be linked to anaerobic and
respiration: Unit 4.3 www.ncbe.reading.ac.uk/ncbe/pro
tocols/juice.html
Students can vary the mass of yeast in a given volume of
water that is added to a constant mass of flour to measure the Revision – Fermentation:
increase in height of flour in a large test tube or plastic cup www.lgfl.skoool.co.uk/content/key
over time. Temperature or sugar can also be used as a stage4/biology/pc/modules/breathi
variable. A good source of ideas for this is the booklet ng_respiration/fermentation/index.
'Practical Biotechnology'. html

May/June 2010 Paper 0610/31 question 5 Practical Biology – Preserving
Oct/Nov 2008 Paper 0610/32 question 3 food:
www.practicalbiology.org/areas/int
The health benefits of preservatives, in terms of greatly roductory/health-and-
reduced risk of food poisoning, should be emphasised. disease/preserving-
• Describe uses, benefits and Antioxidants also increase storage times for many foods. food/preserving-food,96,EXP.html
health hazards associated with Flavourings and flavour enhancers increase palatability. A few
food additives, including artificial colourings, such as tartrazine, have been associated Biology for IGCSE, Williams et al.
colourings with problems such as hyperactivity. Nelson Thornes 2009 p50–51

Oct/Nov 2009 Paper 0610/31 question 2c
II 6.3.1 2.3 Diet Diets in most countries depend on a staple food such as Biology for IGCSE, Williams et al.
• State what is meant by the term bread, potatoes or rice, which is usually the main source of Nelson Thornes 2009 p72–73
balanced diet and describe a carbohydrate. Students should be aware of the main sources
balanced diet related to: of each type of nutrient in their own country, but also be

- age prepared to consider how diets differ in other parts of the Science Across the World –
- sex world. Talking about food:
- activity of an individual www.nationalstemcentre.org.uk/eli
Extension – the Association for Science Education has a brary/resource/1727/talking-
project called Science Across the World, which includes a unit about-food-food-nutrition-and-
on diet, and encourages schools in different parts of the world health
to share information.
Revision:
Students can keep a record of the food that they eat during a lgfl.skoool.co.uk/content/keystage
short period of time and then consider whether they are 4/biology/pc/modules/digestion/ba
obtaining the nutrients that they need. Their diet could be lanced_diet/index.html
analysed using standard food tables or by accessing the
nutrient data laboratory. Alternatively students could use the National nutrient database:
interactive Balanced Diet activity. www.nal.usda.gov/fnic/foodcomp/
search/
Show video clips – Balanced diet:
www.bbc.co.uk/learningzone/clips/a-well-balanced- Interactive Balanced diet:
diet/102.html www.abpischools.org.uk/page/mo
dules/balanceddiet/index.cfm
www.bbc.co.uk/learningzone/clips/a-balanced-diet/10609.html
Practical Biology – Energy in
Malnutrition should be considered as the result of eating an food:
unbalanced diet, not just the lack of a particular type of www.practicalbiology.org/areas/int
nutrient. roductory/energy/energy-in-
• Describe the effects of malnutrition food/how-much-energy-is-there-
in relation to: Controlled discussion on malnutrition can be useful and the in-food,42,EXP.html
- starvation problems associated with starvation can be linked to Unit 10.1
- coronary heart disease The long term problems associated with obesity like onset Biology for IGCSE, Williams et al.
- constipation diabetes should be discussed. Nelson Thornes 2009 p76–77
- obesity
Students could take part in the Science Across the World – Science Across the World –
Keeping Healthy. Keeping Healthy:
www.nationalstemcentre.org.uk/eli
Student progress could be assessed using: brary/resource/1741/keeping-
May/June 2011 Paper 0610/21 question 2 healthy
Oct/Nov 2008 Paper 0610/32 question 2 Revision – Malnutrition:
lgfl.skoool.co.uk/content/keystage
4/biology/pc/modules/digestion/m

alnutrition/index.html
II 6.3.2 2.4 Food supply Material to illustrate this topic, and to form the basis of Science Across the World – How
• Discuss the ways in which the use discussion, can be collected from newspaper and television Plants Grow:
of modern technology has resulted reports. Students may like to consider whether new www.nationalstemcentre.org.uk/eli
in increased food production to technologies, such as the development of genetically modified brary/resource/1725/how-plants-
include: varieties of crops, are likely to improve the situation or grow
- modern agriculture machinery exacerbate it.
- chemical fertilisers Food miles:
- pesticides Extension – students could consider “food miles”. www.saps.org.uk/secondary/teach
- herbicides ing-resources/138--how-science-
- artificial selection Student progress could be assessed using: works-food-miles-and-changing-
May/June 2009 Paper 0610/02 question 9 levels-of-co2
Links with Unit 10 – Human
influences on the environment
II 6.3.2 (S) 2.4 Drought and flooding can be linked to Unit 10.1. Technology to Feed the World:
• Discuss the problems of world www.nationalacademies.org/webe
food supplies Student progress could be assessed using: xtra/crops/
• Discuss the problems which May/June 2010 Paper 0610/31 question 6 A discussion of the problems of
contribute to famine: Oct/Nov 2008 Paper 0610/31 question 2 feeding the world's growing
- unequal distribution of food population, with excellent links to
- drought many other websites.
- flooding
- increasing population
II 6.3.3 2.5 Human alimentary canal Students often do not understand that the Biology for IGCSE, Williams et al.
• Define ingestion as taking alimentary canal is a long tube - albeit a coiled one - through Nelson Thornes 2009 p78–83
substances e.g. food and drink into which food passes.
the body through the mouth A long flexible rubber tube can demonstrate the idea. Digestion:
• Define egestion as passing out of A schematic diagram on A3 paper can clarify the main events www.abpischools.org.uk/res/coRe
food that has not been digested as that take place from ingestion by the mouth to egestion from sourceImport/resources04/digesti
faeces, through the anus the anus. on/index.cfm
• Identify the main regions of the Arrows in different colours can show which enzymes are
alimentary canal and associated involved along the canal.
organs including: Students should understand that food cannot be considered
- mouth to have entered the body until it crosses the wall of the canal.
- salivary glands
- oesophagus The need for digestion to take place before absorption occurs
- stomach is shown by using Visking tubing (to represent the alimentary

- small intestine: duodenum and canal) containing a mixture of glucose, starch and water. The
ileum visking tubing is placed in a beaker or a large test tube of
- pancreas water (to represent the blood), and left for several hours to
- liver allow the glucose to diffuse across the tubing.
- gall bladder The contents of the tubing and of the beaker can be tested for
- large intestine: colon and rectum starch and for glucose.
- anus
• Describe the functions of the Extension – the importance of active uptake could be
regions of the alimentary canal considered. This is particularly important for students studying
listed above, in relation to: Supplement.
- ingestion
- digestion
- absorption
- assimilation
- egestion of food
Cross reference 6.3.4 to 6.3.7
inclusive.
II 6.3.4 2.6 Mechanical and physical digestion Student progress could be assessed using: Revision:
• Define digestion as the May/June 2010 Paper 0610/21 question 7 lgfl.skoool.co.uk/content/keystage
breakdown of large, insoluble 4/biology/pc/modules/digestion/di
food molecules into small, water Extension – different types of teeth could be studied and gestion_part_1/index.html
soluble molecules using related to different diets.
mechanical and chemical Video clips – Digestion:
processes www.bbc.co.uk/learningzone/clips
• Identify the types of human teeth /the-digestive-system/4180.html
and describe their structure and
functions www.bbc.co.uk/learningzone/clips
• State the causes of dental decay /the-human-alimentary-
and describe the proper care of canal/103.html
teeth
• Describe the process of chewing
• Describe the role of longitudinal
and circular muscles in peristalsis
Outline the role of bile in emulsifying
fats, to increase the surface area for
the action of enzymes

II 6.3.4 (S) 2.6 Although most health professionals strongly support the Fluorides and fluoridation:
• Describe how fluoride reduces addition of fluoride to water supplies, there are also some www.ada.org/fluoride.aspx The
tooth decay and explain arguments against this. American Dental Association's
arguments for and against the site dealing with the fluoride
addition of fluoride to public Student progress could be assessed using: issue.
water supplies May/June 2011 Paper 0610/32 question 5
II 6.3.5 2.7 Chemical Digestion This topic should be linked with earlier work on enzymes, in Revision – Digestion and
• State the significance of chemical Unit 1.11. absorption:
digestion in the alimentary canal, lgfl.skoool.co.uk/content/keystage
in producing small, soluble Students could draw a spider diagram of the alimentary canal. 4/biology/pc/modules/digestion/di
molecules that can be absorbed This can help them visualise from where the enzymes are gestion_part_2/index.html
• State where, in the alimentary secreted and where they act on specific substrates.
canal: Video clip – Digestion:
- amylase The importance of optimum pH and temperature should be www.bbc.co.uk/learningzone/clips
- protease emphasized, as well as the importance of enzymes in the /digestion-of-carbohydrates-fats-
- lipase enzymes whole process of digestion. and-proteins/105.html
are secreted
• State the functions of a typical: Student progress could be assessed using:
- amylase May/June 2011 Paper 0610/22 question 9
- protease May/June 2010 Paper 0610/22 question 8
- lipase Oct/Nov 2009 Paper 0610/02 question 4
listing the substrate and end products
II 6.3.6 2.8 Absorption Core students do not need any detail of the villus structure but Biology for IGCSE, Williams et al.
• Define absorption as the they need to understand that the dissolved substances, Nelson Thornes 2009 p84–85
movement of digested food glucose and amino acids, are transported in the blood to the
molecules through the wall of the liver before they can be assimilated into the body.
intestine into the blood or lymph
• Identify the small intestine as the It helps the students to understand the importance of diffusion
region for absorption of digested if the villus is compared with the alveoli in the lungs, Unit 4.4
food The two structures can be compared as having a single cell
• Describe the significance of villi in membrane, good blood supply, moist surface area and a
increasing the internal surface large surface area for efficient diffusion.
area of the small intestine
II 6.3.6 (S) 2.8 The absorption of glucose should be linked with earlier work Biology for IGCSE, Williams et al.
• Describe the structure of the on active transport, in Unit 1.9. Nelson Thornes 2009 p84
villus, including the role of

capillaries and lacteals Student progress could be assessed using:

• State the role of the hepatic May/June 2011 Paper 0610/31 question 1
portal vein in the transport of Oct/Nov 2009 Paper 0610/31 question 2
absorbed food to the liver.
Identify the role of the small
intestine and colon in the
absorption of water (the small
intestine absorbs 5-10 dm3 per
day, the colon 0.3-0.5dm3 per
day)
II 6.3.7 2.9 Assimilation For Core students, no detail of the hormonal control of Revision – Digestion:
• Describe assimilation as glucose levels is required. They should, however, know that www.s-
movement of digested food the liver stores excess glucose as glycogen (link back to Unit cool.co.uk/gcse/biology/nutrition/r
molecules into the cells of the body 2.2) and converts this back to glucose again if blood glucose evise-it/digestion
where they are used, becoming levels fall.
part of the cells
– Describe the role of the liver in The conversion of excess amino acids to urea should be dealt
the: metabolism of glucose to with very simply; this will be covered again in Unit 5.4.
glycogen
– Amino acids into proteins Extension – the importance of the liver could be highlighted
– The destruction of excess amino by looking at causes and effects of liver failure.
acids.
• Describe the role of fat as an Student progress could be assessed using:
energy storage substance May/June 2008 Paper 0610/02 question 3
II 6.3.7 (S) 2.9 The importance of nitrogen in the body could be discussed in Biology for IGCSE, Williams et al.
• Define deamination as removal relation to DNA, hormones and enzymes. Nelson Thornes, 2009 p85
of the nitrogen-containing part
of amino acids to form urea Student progress could be assessed using:
followed by the release of May/June 2009 Paper 0610/31 question 2
energy from the remainder of
the amino acid
• State that the liver is the site of
breakdown of alcohol and other
toxins

Core 1
Animal Nutrition page 1

Core 1
Fig. 1
Fig. 1
Fig 1

Core 2
Table 1

Core 2
[Total: 12]

Core 3
Fig. 2
Fig. 2
[Total:7]

[Total: 8]

Extension 1
Fig. 3
Fig. 3

Extension 1

Extension 2
[Total: 15]

Core 1
a(i) to change food into simple / small / soluble form / molecules

for absorption / diffusion(into intestine wall / villi) / carriage in blood
(ii) any two of these

make small enough to swallow
increase surface area of particles
mix with saliva / enzyme / amylase
b(i) any three of these

contraction of (circular) muscles behind food / bolus
relaxation of muscles in front
occurs rhythmically / in waves
food forced forward / along tube
(ii) any one of these

can swallow standing on head / hanging upside down
can swallow in space with no gravity
some mammals (standing on four legs) have horizontal
oesophagus
some mammals can regurgitate food against gravity
c(i) A – label to salivary gland / mouth / pancreas

B – label to stomach
C – label to pancreas
D – label to stomach / pancreas / small intestine
(ii) protein / named protein

amino acids / polypeptides / peptides
Animal Nutrition Page 1

Core 2
a(i) 66 / 0.6 = 110

110 x 100 g fruit = 11 (kg)
(ii) carbon, hydrogen, oxygen, nitrogen
b(i) add to Benedict’s solution / Fehling’s reagent

heat
use of water bath / goggles / any other relevant safety practice
(ii) colour change to orange (accept yellow / brick red/ red-brown)
c(i) any one of these

aids peristalsis / movement of food along gut(or alternative wording)
prevents constipation(or alternative wording)
reduces fat absorption / risk of bowel cancer(or alternative wording)

vitamin C
maintains healthy skin
wounds heal more rapidly
prevents scurvy
assists uptake of iron

Core 3
a labels correctly placed
b any four of these

liver production of bile / bile salts
emulsifies fats / increases surface area (alternative wording)
neutralises stomach acid / raises pH
pancreas
secretes lipase / enzyme
digests / breaks down fats
to fatty acids and glycerol

a(i) emulsion test – add ethanol / alcohol

pour into water
observation - cloudiness / white / milky / emulsion
(ii) equal quantities of biscuit / same conditions

one comparison described e.g. of cloudiness
b lipase / esterase
fatty acids and glycerol

Extension 1
a(i) one mark for reduction / one mark for stating figures from
reduce fat / saturated fat / unsaturated fat
reduce fat content from 42% to 30% or by a quarter (or alternative
wording)
reduce saturated fat from 16% to 10 % or by a third or by 6%(or
alternative wording)
reduce unsaturated fat from 26% to 20% or by a fifth or by 6%(or
alternative wording)
(ii) any one from

reference to problems of obesity (resulting from too much fat in the diet)
reference to presence of cholesterol
in (some) saturated fats
can cause atherosclerosis / atheroma / blockage of arteries
reference to heart problems(or alternative wording)
reference to arthritis problems
b(i) starch / cellulose / hemicellulose / amylose / amylopectin / pectin / callose /

insulin
Reject glycogen
glycogen / chitin
Reject glucagon
c(i) reference to dental decay(or alternative wording)

reference to problems with obesity(or alternative wording)
leading to heart disease / diabetes
d reference to high blood pressure / greater risk of heart attack (or alternative
wording)
e any three of these

breast milk contains antibodies or greater protection from infection
breast milk contains foodstuffs in correct proportions (or alternative
wording)
bottle milk may contain bacteria or cause intestine disease (accept
breast milk is sterile)
financial implications of bottle milk
some babies are allergic to cow’s milk
reference to correct temperature of breast milk
reference to convenience of breast milk or preparation involved with
bottle milk
no additives / preservatives in breast milk
reference to bonding through breast feeding
reference to triggering reduction in size of uterus

Extension 2
a(i) any eight of these

reference to absorption of nitrogen-containing salts by roots ( accept
reference to ions )
by diffusion / active transport
reference to nitrogen-fixing bacteria in root nodules
nitrogen salts transported in xylem
reference to photosynthesis
carbon dioxide is combined with / reacts with water
using energy from (sun)light
reference to chloroplasts / chlorophyll
sugars produced
nitrogen is combined with sugars to make amino acids / proteins
b(i) amino acids pass through ileum wall / epithelium or lining or wall of villus
absorbed into blood (stream)
transported to muscles in plasma
amino acids synthesized into proteins (or alternative wording)
(ii) any four of these

reference to growth / repair / formation of new cells
reference to hormones
reference to enzymes
constituent of cell membranes(or alternative wording)
reference to haemoglobin
reference to collagen
reference to keratin
reference to antibodies
reference to fibrinogen / fibrin


Students should have a basic knowledge of carbohydrates and proteins and their uses within the body, the structure of a plant cell, and the process of osmosis, all
of which were dealt with in Units 1 and 2. They should have an understanding of energy transfers from one form to another.
Context
This unit builds on ideas from Units 1 and 2. Concepts from this unit will be revisited in Units 9 and 10.
Outline
This unit covers most of the plant physiology topics. There is a considerable range of practical work that can be carried out, much of which can be used to develop
or to assess practical skills. Teachers working in countries where there are marked seasons will need to take this into consideration when planning the timing of
this unit.
The unit begins by looking at the way in which plants manufacture organic substances using sunlight and inorganic molecules as their raw materials. Candidates
studying the supplement should look more deeply into how environmental factors affect the rate of photosynthesis, and how these factors can be controlled in
glasshouse cultivation.
Knowledge of cell structure that was covered in Unit 1, is extended to look more fully at the structure and function of cells and tissues in a leaf. The idea of
adaptation of structure to function should be reinforced when studying the leaf structure.
The movement of water from soil to air in xylem, and of organic products of photosynthesis in phloem, is considered.
Candidates studying the supplement should be introduced to examples of adaptations of plants to living in extreme conditions such as deserts, tropical rainforests
and tundra.
Some wider issues relating to this unit, such as the position of plants as producers in an ecosystem, and problems associated with the use of fertilisers and
pesticides, will be considered in Unit 10.

II 6.2.1 3.1 Photosynthesis Plants can be considered as 'food factories', in which all the Biology for IGCSE, Williams et al.
• Define photosynthesis as the food in the world is initially made. Nelson Thornes, 2009 p56–61
fundamental process by which
plants manufacture carbohydrates Students should compare the needs of animals for organic PowerPoint presentation –
from raw materials using energy nutrients, Unit 2, with those of plants, which only require Photosynthesis:
from light inorganic compounds such as carbon dioxide and water for www.biology-
• State the word equation for photosynthesis. resources.com/biology-CD.html
photosynthesis for the production of
simple sugars and oxygen Consumers compared with producers, this is a cross link with Experiments in biology –
Unit 10. Photosynthesis:
www.biology-
The initial products of photosynthesis are sugars (such as resources.com/biology-
glucose) which can be converted to large, insoluble experiments2.html
molecules such as starch for storage within the plant.
Reference to fertilisers and agriculture in Unit 10.3. Practical Biology – Photosynthesis:
www.nuffieldfoundation.org/practica
Student progress could be assessed using: l-biology/photosynthesis
PowerPoint and worksheets:
www.saps.org.uk/secondary/teachi
ng-resources/134-photosynthesis-
a-survival-guide
Revision – Plant nutrition:

gfl.skoool.co.uk/content/keystage4/
biology/pc/lessons/uk_ks4_plant_n
utrition/h-frame-ie.htm
II 6.2.1 • Investigate the necessity for The process of photosynthesis should be considered at a Simple photosynthesis
chlorophyll, light and carbon dioxide fairly basic level, the light-dependent and light-independent experiments:
for photosynthesis, using stages should not be introduced. www.saps.org.uk/secondary/teachi
appropriate controls ng-resources/190-using-cabomba-
The important point to get across is the conversion of light to-demonstrate-oxygen-evolution-
energy to chemical energy. Chlorophyll absorbs light energy in-the-process-of-photosynthesis-
and enables it to be used to drive the reactions. (Ensure that
students do not think that chlorophyll attracts light!)

• Describe the intake of carbon There is a wide variety of practical work that can be carried Investigating the behaviour of leaf
dioxide and water by plants out. Students should know how to test a leaf for starch, and discs:
• Explain that chlorophyll traps light to carry out simple experiments into the need for light and www.saps.org.uk/secondary/teachi
energy and converts it into chemical chlorophyll for photosynthesis. ng-resources/284-investigating-the-
energy for the formation of behaviour-of-leaf-discs-
carbohydrates and their subsequent The importance of controlled variables such as temperature
storage can be introduced. www.saps.org.uk/secondary/teachi
ng-resources/145-photosynthesis-
The concentration of carbon dioxide can be changed using and-starch-production-in-
sodium hydrogencarbonate solution of different pelargonium-leaf-discs-
concentrations.
Datalogging:
The exchange of gases can be more easily understood when www.pascophysics.com/file_downlo
the structure of the leaf has been studied: Unit 3.2. ads/experiments/pdf-
files/glx/biology/06-Photosynthesis-
Student progress could be assessed using: SV.pdf
II 6.2.1 (S) 3.1 Investigations with Elodea (Canadian pondweed) can Biology for IGCSE, Williams et al.
• State the balanced equation for produce good quantitative data to illustrate the effect of light Nelson Thornes, 2009 p62–65
photosynthesis in symbols on the rate of photosynthesis.
Light can be the limiting factor. Investigating photosynthesis using
6CO2 + 6H2O → C6H12O6 + 6O2 algal balls:
Temperature could also be considered as a limiting factor but www.saps.org.uk/secondary/teachi
• Investigate and state the effect of this is not so easy to carry out in the school lab. ng-resources/235-student-sheet-
varying The concentration of carbon dioxide can be varied by adding 23-photosynthesis-using-algae-
- light intensity sodium hydrogencarbonate to the water. wrapped-in-jelly-balls
- carbon dioxide concentration
- temperature on the rate of Graphs of processed data can be used in class discussions Comparison with sun and shade
photosynthesis on limiting factors. plants:
(e.g. in submerged aquatic plants) www.saps.org.uk/secondary/teachi
• Define the term limiting factor as Strawberries, raspberries, rhubarb and cucumbers can be ng-resources/113-the-response-of-
something present in the grown in glasshouses / under plastic covers where the leaf-discs-from-sun-and-shade-
environment in such short supply carbon dioxide content can be increased and the temperature plants-to-green-light
that it restricts life processes kept warm for maximum photosynthesis.
• Explain the concept of limiting
factors in photosynthesis

• Explain the use of Extension – students could attempt to play “Plant Force” Plant Force – Plant growth
- carbon dioxide enrichment maybe as a group activity on an interactive whiteboard. simulation:
- optimum light puzzling.caret.cam.ac.uk/game.php
- optimum temperatures Student progress could be assessed using: ?game=16&age=2&PHPSESSID=d
in glasshouse systems May/June 2010 Paper 0610/31 question 2 2e7aca89ff56e24244ea02e780fa4b
Oct/Nov 2009 Paper 0610/31 question 3 3
II 6.2.2 3.2 Leaf Structure Before considering the appearance of a section through a Biology for IGCSE, Williams et al.
• Identify and label the cuticle, cellular leaf, students should look at entire leaves and consider how Nelson Thornes, 2009 p66–67
and tissue structure of a they are adapted for photosynthesis.
dicotyledonous leaf, as seen in
cross-section under the light A section through a leaf can be shown on PowerPoint or from Photomicrograph of Eleagnus leaf
microscope, and describe the a model of a leaf (plant images available from the database - TS with vascular bundle:
significance of these features in plantscienceimages.org.uk). A simplified, labelled diagram www.images.botany.org/set-13/13-
terms of functions to include: should be made of a leaf section and the different parts are 063v.jpg
• distribution of chloroplasts – discussed. or
photosynthesis www.plantscienceimages.org.uk/pa
• stomata and mesophyll cells – Students should be familiar with the structure of a palisade ges/image.aspx?sectionId=3&subs
gas exchange cell, and they can discuss how it is specialised for ectionId=21&imageId=46
• vascular bundles (xylem and photosynthesis.
• phloem) - transport and support
The role of the upper epidermis that allows the maximum
sunlight to reach the palisade layers should be mentioned.
It can be helpful to think of a leaf as an organ that:

• takes in the raw inorganic materials
• uses light energy to convert the materials into chemical
energy producing organic products and their removal for
distribution throughout the plant.
Drawings of leaves, and comparisons between two or more

different kinds of leaves, make good practice or assessment
material for the practical skills of observation and recording,
and also for magnification calculations (Unit 1.7).
It is probably best not to go into any detail at this point about

xylem and phloem function; they will be dealt with a little in
Unit 3.4.


May/June 2011 Paper 0610/22 question 7a
II 6.2.3 3.3 Mineral requirements Students should be reminded that carbohydrates contain Biology for IGCSE, Williams et al.
• Describe the importance of: carbon, hydrogen and oxygen only; plants can therefore Nelson Thornes, 2009 p68–69
- nitrate ions for protein synthesis make these from carbon dioxide and water. However,
- magnesium ions for chlorophyll proteins also contain nitrogen, so a nitrogen source is Practical Biology – Minerals:
synthesis necessary before some of the carbohydrate can be converted www.nuffieldfoundation.org/practica
to protein. Nitrate ions from the soil are the main source of l-biology/investigating-effect-
nitrogen for plants. minerals-plant-growth
• Describe the uses and the dangers
of the overuse of nitrogen fertilisers Extension – students could plan an experiment to investigate
mineral requirements in plants.
It may be best not to study the use of nitrogen fertilisers here,

but rather to cover this fully in Unit 10.3.

(S) 3.3 For candidates studying the supplement, a link can be made
• Explain the effects of nitrate ion to the uptake of ions by root hairs, Unit 1.9.
and magnesium ion deficiency on This should be dealt with simply, considering the effects on a
plant growth growing plant of a shortage of proteins or chlorophyll.
A comparison can be made when plants are grown in culture

solutions lacking magnesium, nitrates and a control.
After a few weeks, the growth of each plant can be
compared.

May/June 2011 Paper 0610/31 question 5d

II 7.1 3.4 Transport in plants Root hair cells may already have been covered in Unit 1.6 as Biology for IGCSE, Williams et al.
• State the functions of xylem and an example of a specialised cell. Here root hair cells are dealt Nelson Thornes, 2009 p88–89
phloem with in the context of the whole plant.
• Identify the positions of xylem and Experiments in biology –
phloem tissues as seen in Osmosis may need to be revised, before discussing the Transport in plants:
transverse sections of uptake of water through the soil, across the root, and up www.biology-
un-thickened, herbaceous, through xylem vessels and into the leaves. resources.com/biology-
dicotyledonous roots, stems and It should be emphasised that mineral ions enter the roots experiments2.html
leaves dissolved in water. Xylem vessels may have been discussed
in Unit 1.6 and Unit 3.2. Here xylem vessels are considered Practical Biology – Transport in
in the context of water transport from root to leaves. plants:
The structure of xylem vessels should be simply covered www.nuffieldfoundation.org/practica
stating that the vessels are made of a long column of dead, l-biology/investigating-transport-
empty cells with lignified walls, stacked end to end. Xylem systems-flowering-plant
vessels provide support to the plant.
Students will find the path taken by the water easier to Revision – Plant transport:
understand if they have some knowledge of the position of lgfl.skoool.co.uk/content/keystage4/
the vascular bundles in the plant. Simple diagrams can be biology/pc/lessons/uk_ks4_plant_tr
made of a TS of a root and of a stem, showing the position of ansport/h-frame-ie.htm
the xylem and phloem.
Large and semi-transparent stems, such as the leaf petioles

of celery, can be placed with their bases in a solution of a
water-soluble dye (ink or food colouring). After a few days,
the dye can be seen in the xylem vessels, spreading out into
the veins in the leaves. If thin sections are cut, the positions
of the xylem vessels show up clearly.


II 7.1.1 3.5 Water uptake The structure of the root hairs can be compared with those of Biology for IGCSE, Williams et al.
• Identify root hair cells, as seen the villi and alveoli in their adaptation to their function of Nelson Thornes, 2009 p90–91
under the light microscope, and diffusion. Unit 2.8 and 4.4.
state their functions
• State the pathway taken by water Extension – Root hairs can be looked at under a microscope
through: from seeds germinated on cotton wool or blotting paper.
- root
- stem
- leaf
- (root hair, root cortex,
xylem,mesophyll cells)
• Investigate, using a suitable stain,
the pathway of water through the
above-ground parts of a plant
(S) 3.5 Student progress could be assessed using:
• Relate the structure and May/June 2009 Paper 0610/31 question 4
functions of root hairs to their Oct/Nov 2010 Paper 0610/33 question 5
surface area and to water and ion
uptake
II 7.1.2 3.6 Transpiration It is important to understand that transpiration involves the Biology for IGCSE, Williams et al.
• Define transpiration as evaporation loss of water vapour from the underside of the leaf, mostly Nelson Thornes, 2009 p92–93
of water at the surfaces of the through open stomata.
mesophyll cells followed by loss of Water in the cell walls of mesophyll cells evaporates, and Practical Biology – Transpiration:
water vapour from plant leaves, diffuses through the air spaces and out of the leaf. www.nuffieldfoundation.org/practica
through the stomata The effect of transpiration in pulling water up xylem vessels l-biology/estimating-rate-
• Describe how water vapour loss is can be compared to the effect of sucking a liquid up a straw. transpiration-plant-cutting
related to:
- cell surfaces Experiments using potometers not only help students to Comparison of transpiration rates:
- air spaces and understand the effects of environmental factors on the rate of www.saps.org.uk/secondary/teachi
- stomata transpiration, but also provide good opportunities to improve, ng-resources/115-comparison-of-
• Describe the effects of variation of: or to be assessed on, all four experimental skills. transpiration-rates
- temperature
- humidity It is important, however, that it is understood that a potometer Data logging:
- light intensity on respiration rate measures water uptake, which is not absolutely the same as www2.vernier.com/sample_labs/B
water loss. WV-10-COMP-transpiration.pdf

There is no need for elaborate potometers, a long piece of Measuring stomatal density:
capillary tubing with a length of rubber tubing at one end into www.saps.org.uk/secondary/teachi
which the cut end of a shoot is pushed is effective. All the ng-resources/299-measuring-
apparatus and cut twigs should be kept under water while stomatal-density-
assembling the apparatus, to avoid air locks.
Laurel or ash leaves work well. The experiments can be
extended by removing one leaf from the branch and
recording the reduced water uptake. This is repeated until no
leaves remain. A graph showing a reduction in water loss
(uptake by the potometer) with fewer leaves illustrates the
effect of the number of leaves on the transpiration process.
Transpiration can also be investigated by using a hair dryer
to vary the humidity.
• Describe how wilting occurs Extension – use of dataloggers to investigate transpiration

rates.
Wilting is a good way for a plant to avoid further water loss,

by reducing the leaf area from which evaporation can occur.
The concept of turgor can be mentioned as the leaf cells wilt
and become flaccid.


II 7.1.2 (S) 3.6 Candidates may already have met the term 'water potential' Biology for IGCSE, Williams et al.
• Explain the mechanism of water in Unit 1.10. In normal conditions, the water potential in the Nelson Thornes, 2009 p94–95
uptake and movement in terms of air is lower than that in the soil solution. Thus water moves
transpiration producing a tension down a water potential gradient as it moves from soil to air,
(pull) from above, creating a through the plant. If students are shown a wilting plant, they Desert plant survival:
water potential gradient in the can think about why it is only the leaves that wilt. This can www.desertusa.com/du_plantsurv.h
xylem, drawing cohesive water introduce the idea of xylem vessels, present in vascular tml
molecules up the plant bundles in leaves and stem, helping with support.
• Discuss the adaptations of the:
- leaf Although students should look at examples of plant
- stem adaptations using plants that grow locally, it is also very
- root useful to think about plants that grow in especially wet or dry
to three contrasting environments, such as rain forest or desert.
environments, to include:
- pond Student progress could be assessed using:
- garden May/June 2011 Paper 0610/31 question 5
- desert May/June 2010 Paper 0610/32 question 2
with emphasis on local examples May/June 2009 Paper 0610/31 question 4
(where appropriate) and the
factors described in the core
II 7.1.3 3.7 Translocation This idea will probably already have been met earlier in this Biology for IGCSE, Williams et al.
• Define translocation in terms of the Unit, when discussing the functions of leaves. Here it should Nelson Thornes, 2009 p96–97
movement of sucrose and amino be re-emphasised that carbohydrates are transported
acids in phloem through a plant in the form of soluble carbohydrates such as
- from regions of production sucrose, glucose and proteins as amino acids through the
- to regions of storage OR to phloem tubes.
regions of utilisation in respiration
or growth No detail of phloem structure or function is required.
It should be made clear that substances can be transported
in any direction in phloem, for example from
photosynthesising leaves down to roots for storage or
upwards to growing buds, flowers, leaves and fruits for
respiration and growth. Translocation also occurs from
storage organs such as the root tubers to all parts of the
plant.
Extension – Consideration of the effects of 'ringing' a tree can

help students to bring together their knowledge of stem

structure and function. Ringing removes the phloem, which is

near to the surface of a stem. If the ring is cut below the
leaves, then all the cells beneath the ring are deprived of
products of photosynthesis from the leaves, and eventually
die. Grey squirrels and other small mammals gnaw the bark
and destroy the phloem that is in the inner bark region.
This section can be explained by drawing a coloured flow

diagram to indicate the movement of the solutes to and from
different parts of a plant.
II 7.1.3 (S) 3.7 Students should understand that systemic pesticides are
• Describe translocation sprayed onto the leaves of the plant, and then absorbed by it
throughout the plant of applied through the cuticle or stomata and into the phloem tubes.
chemicals, including systemic They move through the plant in the phloem (translocation)
pesticides and are taken in by any insect eating the plant or sucking up
• Compare the role of transpiration phloem sap. The disadvantages of systemic pesticides can
and translocation in the transport be discussed in Unit 9.2 as they may accumulate in the food
of materials from sources to chain.
sinks, within plants at different
seasons The students need to understand the term 'source' as where
the substance is produced or enters the plant.
• sucrose is produced in the leaves
• nitrates are absorbed by the root hairs
The term 'sink' refers to the part of the plant where the
substrate can be stored.
• starch in roots or stem
• amino acids in the root tips
Transpiration is important in relocating substances dissolved

in water, cell sap such as amino acids.
Students studying the supplement may discuss the role of
water in the production of carbohydrates during
photosynthesis and their subsequent translocation
throughout the plant.


Core 1
Plant Nutrition & Transport page 1

Core 2

Core 2



Extension 1
3

Extension 1

Extension 2
4

Extension 2

Extension 3
Fig. 5
Fig. 6
Extension 3
6

Core 1
light intensity increases
the stomata open
increase in temperature
greater rate of evaporation / transpiration / diffusion
b factor- temperature
explanation- as light decreases the rate of loss continues to rise / temperature and
water loss curves peak at the similar time
c prediction- rate of water loss / transpiration falls / lower
explanation- air saturated / humid (thus less evaporation)
Plant Nutrition & Transportation page 1

Core 2
a(i) 6CO2 / carbon dioxide

6O2 / oxygen
(ii) sun / solar / sunlight
(iii) chlorophyll
(iv) magnesium / iron / nitrate / ammonium
b(i) phloem
(ii) starch is insoluble

has no osmotic effect / easier to retain in storage / prevent it being moved
(iii) cellulose

a A respiration / use of oxygen
B transpiration / uptake of water / water loss
C photosynthesis
b(i) carbon dioxide / CO2
(ii) one from

glass beads
stones
empty tube
boiled, sterile, dry or dead seeds
c one from
moving air / wind / fan / dry air speed up process
enclosed in a bag / increase humidity slow process
cold air slow process
hot air speed up process
in darkness slow process
in light / sunny speed up process
d(i) oxygen / O2

light- fixed position of bulb / keep light on / same wattage /
intensity
temperature- heat shield / in water bath / heat filter
carbon dioxide- add hydrogen carbonate to water
biotic idea- use same piece of waterweed

Extension 1
a any two from

presence of segmented body or abdomen
presence of jointed limbs or appendages
presence of head or eyes
presence of exoskeleton
b tissue phloem / sieve tubes

processes reference to translocation
reference to active transport or active uptake
c(i) sap vacuole gets smaller / shrinks / loses water / reference to increase in
concentration
cytoplasm moves away from (cell) wall
cell wall no longer curves outwards
(ii) any three points

water potential in vacuole / cell is higher than outside
due to lower concentration of sugar molecules / higher concentration if water
molecules in vacuole / cell
so water moves out by osmosis
through (cell) membrane
d pesticides are absorbed into the leaf / plant / stem

aphids feed on / suck / remove poisonous sap

Extension 2
a A stoma / stomatal pore
B guard cell
C epidermal cell / epidermis
b upper surface
C.Fistula has 18 stomata while B.Monhandra has none
lower surface
C.Fistula has no stomata while B.Monhandra has 22
c(i) three of these points

water is only lost if stomata are present
stomata open during the day
so water (vapour) is lost
reference to transpiration
(ii) stomata are closed at night
d any three of these points

reference to xylem
water enters xylem vessel through pots in walls
reference to transpiration stream / pull
reference to capillary action
reference to root pressure
e(i) rate will decrease

reference to smaller gradient for diffusion
(ii) rate will increase

more energy for evaporation
warm air can hold more water vapour than cold air

Extension 3
a 300 x 100
150
= 200%
b container A
depletion of salts / nutrients
seeds released
disease
shortage of carbon dioxide
reached end of life cycle
container B
photosynthesis
growth
nutrients not exhausted
food stores
sufficient carbon dioxide
c container C
least or no photosynthesis occurring
respiration exceeds photosynthesis
death of plant so bacteria active, using up oxygen


Students need to have some knowledge of energy transfer, and to be able understand simple chemical equations.
Context
Respiration is a fundamental process that will be referred to in most of the subsequent units. Transport can be linked to Unit 2.
Outline
This unit covers the important topic of respiration, which will be met again when the carbon cycle is dealt with in Unit 9. Gas exchange in humans, and the effects
of cigarette smoke lead on from this. In animals, unlike plants, the transport system is involved in the carriage of gases between the gaseous exchange surface
and the body tissues, and so coverage of this leads on naturally from a consideration of gas exchange. Some teachers, however, may prefer to deal with transport
first, and then respiration; there are sound arguments for either sequence. There is considerable opportunity for practical work in the respiration topics, but the
practical work on the transport section is probably limited to study of the structure of the various organs and tissues. Respiration and pulse rate can be linked by
investigations of exercise.
II 8 4.1 Respiration Students should understand that respiration is a reaction (or Biology for IGCSE, Williams et al.
• Define respiration as the chemical series of reactions) that takes place inside living cells: cell Nelson Thornes 2009 p116–117
reactions that break down nutrient respiration. A very common error is to confuse it with
molecules in living cells to release 'breathing', and to think that it takes place only in the lungs. PowerPoint presentation –
energy Students should also realise that every living cell including Respiration:
• State the uses of energy in the body plant cells respire. www.biology-
of humans: Explain that carbon dioxide has to be removed from respiring resources.com/biology-CD.html
- muscle contraction cells.
- protein synthesis Experiments in biology –
- cell division Respiration:
- active transport www.biology-
- growth resources.com/biology-
- the passage of nerve impulses experiments2.html
- the maintenance of a constant

body temperature Introduction to respiration:

www.biotopics.co.uk/humans/respr
o.html
Unit revision:
lgfl.skoool.co.uk/content/keystage4/
biology/pc/lessons/uk_ks4_breathin
g_and_respiration/h-frame-ie.htm
II 8.1 4.2 Aerobic respiration Emphasise that the function of respiration is to release Revision – Aerobic respiration:
• Define aerobic respiration as the energy from food (usually glucose) in a form that the lgfl.skoool.co.uk/content/keystage4/
release of a relatively large amount organism can use. Students should not state that respiration biology/pc/modules/breathing_respi
of energy in cells by in the presence 'produces' energy. A class discussion will probably pick out a ration/aerobic_respiration/index.htm
of oxygen good range of uses of energy. l
• State the word equation for aerobic
respiration It can be helpful to compare respiration with combustion - the
overall equation is the same, but respiration occurs in a
series of small reactions that do not suddenly release large
amounts of heat energy. Link with carbon cycle in Unit 9.3.
The energy content of a food, such as a potato crisp or a

cube of bread, can be estimated by allowing it to heat a
known volume of water as it burns in air. (This investigation is
often done using peanuts, but teachers should be aware that
an increasing number of children are allergic to nuts).
This investigation can include variables such as volume of
water and the mass of carbohydrate.
Discussion about the errors and limitations of the

investigation show the students that science experiments can
be inaccurate.
Extension – use of a calorimeter to demonstrate a more

accurate method of determining energy content.
Extension – aerobic respiration can also be studied in small

invertebrates, maggots or woodlice, or germinating seeds
such as mung beans, suspended over a solution of hydrogen
carbonate for a few days.

(S) 4.2
• State the equation for aerobic
respiration using symbols
(C6H12O6 + 6O2 → 6CO2 + 6H2O)
II 8.2 4.3 Anaerobic respiration Anaerobic respiration can be investigated using a suspension Biology for IGCSE, Williams et al.
• Define anaerobic respiration as the of yeast in boiled, cooled water. Boiling drives off all Nelson Thornes, 2009 p126–127
release of a relatively small amount dissolved oxygen. The carbon dioxide released can be
of energy by the breakdown of food detected by passing it through lime water or NCBE downloadable book on
substances in the absence of hydrogencarbonate indicator solution. fermentation experiments:
oxygen www.ncbe.reading.ac.uk/NCBE/PR
• State the word equation for Students studying the supplement may already have OTOCOLS/fermentation.html
anaerobic respiration: investigated the use of yeast in bread-making, in Unit 2.2.
- in muscles during hard exercise This is a good opportunity for all students to investigate, for Revision – Anaerobic respiration:
(glucose to lactic acid) example, whether adding amylase or ascorbic acid, affects www.lgfl.skoool.co.uk/content/keyst
- and the microorganism yeast the rate at which dough rises. age4/biology/pc/modules/breathing
(glucose to alcohol and carbon _respiration/anaerobic_respiration/i
dioxide) Extension – fermentation experiments. ndex.html
• Describe the role of anaerobic
respiration in yeast during brewing Student progress could be assessed using:
and bread making Oct/Nov 2010 Paper 0610/21 question 5
• Compare aerobic respiration and
anaerobic respiration in terms of
relative amounts of energy released
II 8.2 (S) 4.3 Anaerobic respiration in muscles can be considered when
• State the balanced equation for investigating physical activity in Unit 4.4
anaerobic respiration in muscles: It also links with yoghurt making, Unit 2.2
• C6H12O6 2C3H6O3 It helps students to understand oxygen debt if they know that
• and in the microorganism yeast: lactic acid is oxidised after the exercise in the liver by the
• C6H12O6 2C2H5OH + 2CO2 using extra oxygen provided by fast breathing.
symbols
• Describe the effect of lactic acid
in muscles during exercise
(include oxygen debt in outline
only)
II 8.3 4.4 Gas Exchange The idea of gaseous exchange may already have been Biology for IGCSE, Williams et al.
• List the features of gaseous discussed in Unit 3.2, in the context of the intake and loss of Nelson Thornes, 2009 p118–121
exchange surfaces in animals gases from leaves. A gaseous exchange surface can be

• Identify on diagrams and name the: defined as a surface across which gases pass as they enter Practical Biology – Gas Exchange:
− larynx or leave the body. For animals, oxygen enters as carbon www.nuffieldfoundation.org/practica
− trachea dioxide leaves. Students should relate their understanding of l-biology/ventilation-systems
− bronchi diffusion to the structure of the alveoli and cross reference to
− bronchioles Unit 2.8 and Unit 3.5.
− alveoli Breathing and asthma:
− associated capillaries Students should be able to locate each structure on a www.abpischools.org.uk/res/coRes
diagram and to understand that there are two bronchi and ourceImport/resources04/asthma/in
several bronchioles. dex.cfm
• State the differences in composition
Link with transport in unit 4.5.
between inspired and expired air
Revision – Gas Exchange:
The differences between expired and inspired air, in terms of lgfl.skoool.co.uk/content/keystage4/
• Use lime water as a test for carbon
carbon dioxide content and water vapour content, should be biology/pc/modules/breathing_respi
dioxide to investigate the differences
investigated experimentally. Lime water or ration/gas_exchange/index.html
in composition between inspired and
hydrogencarbonate indicator may be used to test for carbon
expired air
dioxide.
• Investigate and describe the effects Pie charts or tables showing the percentage composition of
of physical activity on rate and depth air are useful and show that nitrogen remains constant.
of breathing Students should be able to use their knowledge of gas
exchange and respiration to explain these differences.
This should be investigated experimentally. A simple,

repeatable form of exercise, such as step-ups, is the most
useful for generating quantitative results. Students can plan
their own investigation by comparing activities such as
walking, running, skipping or hopping with definite constant
variables of time / distance.
The importance of three or five trials per exercise can be
introduced to obtain the mean of the raw data and to identify
anomalies.
Students should use their knowledge of aerobic and
anaerobic respiration to explain why breathing rate does not
drop immediately to normal when exercise stops.
The concept of breathing rate / pulse rate 'at rest' can be
introduced.



II 8.3 (S) 4.4 Students should link the structure of the respiratory studied in Biology for IGCSE, Williams et al.
• Describe the role of the: the Core with the muscles involved in breathing. A wooden or Nelson Thornes, 2009 p122–123
− ribs plastic model of the intercostal muscles can clarify the action.
− internal and external Students often find this topic difficult, and it is a good idea to Measuring lung capacity:
intercostal muscles use a model of some kind to illustrate how increasing the www.biologycorner.com/worksheet
− diaphragm volume of the thorax leads to a reduction in pressure. The s/lungcapacity.html
in producing volume and pressure 'balloons in a bell jar' model shows this effectively.
changes leading to the ventilation of Physics students can relate the action to that of an engine
the lungs piston.
Revision – Breathing:
• Explain the role of mucus and The cilia are fine hairs that trap the mucus secreted by the lgfl.skoool.co.uk/content/keystage4/
cilia in protecting the gas goblet cells. Students can consider the role of the mucus in biology/pc/modules/breathing_respi
exchange system from pathogens relation to coughing, pneumonia and tuberculosis. ration/breathing_respiration/index.h
and particles Asthma may be discussed if appropriate. tml
• Explain the link between: Students should begin to understand the link between carbon
− physical activity and dioxide in the blood and the change of the blood's pH due to
carbonic acid. The increase of tidal volume with increased
− rate and depth of breathing in
exercise should be understood.
terms of changes in the rate at
which tissues respire and
Unit 5.5 Drugs includes smoking and its effects on the body.
− therefore of carbon dioxide
Teachers could discuss smoking in this unit. Students should
concentration and
understand that cilia become less active, and goblet cells
− pH in tissues and in the blood more active, when exposed to cigarette smoke, so that
mucus collects in the lungs. Bacteria are likely to breed in it,
leading to bronchitis and other infections. Alveoli lose their
elasticity, and coughing may damage their walls, leading to
breathlessness and eventually to emphysema.
Cancer can be triggered by exposure to many of the
chemicals in tar.
This topic interests students and the teacher can ask them to
conduct a survey on the smokers in school or to design a
poster on the effects of smoking or to prepare a PowerPoint
display. The teacher should mention the addictiveness of
smoking due to the nicotine and how smoking can lead to
taking non-prescribed drugs such as marijuana.

Smoking machines where a cigarette is connected a filter and

the air is drawn through the cigarette by a water pump shows
the tar extracted from one cigarette.

II 7.2 4.5 Transport in humans Diagrams of the heart, showing both external and internal Biology for IGCSE, Williams et al.
• Describe the circulatory system as a structure, need to be known. Ensure that students realise that Nelson Thornes, 2009 p100–101
system of tubes with a pump and both sides of the heart beat together.
valves to ensure one-way flow of The circulatory system:
blood The direction of blood flow through the heart, the separation www.peer.tamu.edu/curriculum_mo
• Describe the double circulation in of oxygenated and deoxygenated blood, and the functions of dules/Organsystems/module_4/wha
terms of a low pressure circulation the valves should be understood. tweknow_circulation.htm
to the lungs and a high pressure
circulation to the body tissues and It is recommended that the idea of a double circulatory Heart and circulation:
relate these differences to the system, in which blood passes twice through the heart during www.abpischools.org.uk/res/coRes
different functions of the two circuits one complete circuit of the body, is covered here, as this ourceImport/resources04/heart/inde
helps to make sense of the structure and function of the x.cfm
heart.
Revision – Blood and circulation:
A model of the heart can be useful when explaining the lgfl.skoool.co.uk/content/keystage4/
structure. biology/pc/lessons/uk_ks4_blood_a
nd_circulation/h-frame-ie.htm
II 7.2.1 4.6 Heart Diagrams with coloured arrow lines will help students to learn Biology for IGCSE, Williams et al.
• Describe the structure of the heart the structure of the heart. Students need to understand that Nelson Thornes, 2009 p102–103
including: the left ventricle has a thicker muscular wall than the right
- the muscular wall ventricle. Practical Biology – Heart
- the septum dissection:
- the chambers Extension: A lamb’s heart can be used for dissection www.nuffieldfoundation.org/practica
- the valves l-biology/looking-heart
- the associated blood vessels The effect of exercise on heart beat relates closely to the
• Describe the function of the heart in effects of physical activity on rate and depth of breathing, Practical Biology – Control of heart
terms of: dealt with earlier in this Unit. rate:
- muscular contraction The understanding of the roles of the heart valves be linked www.nuffieldfoundation.org/practica

- the working of the valves to the double circulatory system in Unit 4.5. l-biology/observing-effects-
• Investigate, state and explain the The role of the coronary arteries in supplying the heart exercise-human-body
effect of physical activity on pulse muscle with oxygen.
rate Structure of your heart:
• Describe coronary heart disease in Students may already have some ideas about factors that www.wehealnewyork.org/services/c
terms of the blockage of coronary increase the likelihood of suffering from heart disease, and ardiology/structure.html
arteries and state the possible class discussion will probably bring out most of the major
causes: influences. A person's genes are also thought to play a major
- diet role in this.
- stress There is scope for discussion on the effects of diet, exercise,
- smoking smoking on the health of the heart throughout a person's life.
and preventive measures Stress can cover many situations but at a simple level
students can understand that problems at work and in the
family cause stress and may increase blood pressure in
adults.
Blockage of the arteries can be covered here as the build-up
of plaque. The importance of the coronary arteries in heart
disease and the link to a diet high in saturated fats should be
made.
Extension – Reference could be made to obesity and the

possible connection with heart disease.

II 7.2.2 4.7 Arteries, veins and capillaries The teacher could reinforce that the hepatic portal vein Biology for IGCSE, Williams et al.
• Name the main blood vessels to and carries glucose and amino acids from the small intestine. Nelson Thornes, 2009 p104–105
from the:
− heart Transparencies or microscope slides of sections through an Video clips – Circulation:
− lungs artery and a vein can be used to help students to understand www.bbc.co.uk/learningzone/clips/h
− liver the differences in structure. uman-circulation/12223.html
− kidney
• Describe the structure and functions Student progress could be assessed using: www.bbc.co.uk/learningzone/clips/b
of: Oct/Nov 2008 Paper 0610/02 question 10b reathing-and-circulation/10607.html
− arteries

− veins
− capillaries
II 7.2.2 (S) 4.7 A table can be used to compare the structure with the Video clip:
• Explain how structure and functions. Structure can be related to function between them. www.bbc.co.uk/learningzone/clips/h
function are related in: uman-circulatory-and-digestive-
− arteries Emphasise that arteries do not pump blood and that system/12224.html
− veins capillaries are one cell thick.
− capillaries
Rubber tubing of different sizes can illustrate the difference
• Describe the transfer of materials between an arterial wall and the thinner walls of veins.
between capillaries and tissue
fluid Students should understand that arteries have blood flowing
at high pressure but at much lower pressure in veins.
The narrow lumen of the arteries helps to maintain blood
pressure while the large lumen of the veins reduces
resistance to blood flow.
Diffusion is responsible for the transfer of materials between

capillaries and tissue fluid.

II 7.2.3 4.8 Blood Students should see transparencies or microscope slides of Biology for IGCSE, Williams et al.
• Identify red and white blood cells as stained blood samples, and be able to distinguish red cells, Nelson Thornes, 2009 p108–111
seen under a light microscope, on white cells and platelets. They should understand that red
prepared slides and in diagrams and cells transport oxygen and also carbon dioxide, and know
photomicrographs that they contain haemoglobin but do not have a nucleus. For images of blood cells:
• List the components of blood as: www.exploratorium.edu/imaging_st
− red blood cells Links can be made back to Unit 2.2 and the need for iron in ation/gallery.php
− white blood cells the diet. Discuss the adaptations of red blood cells to their
− platelets functions as reinforcement for the function of specialised
− plasma cells, covered in Unit 1.6.
• State the functions of blood
White blood cells fight disease by providing protection from
• Red blood cells:
pathogens. They contain a nucleus and respond to different

− haemoglobin and oxygen antigens. Clotting should be mentioned, as a mechanism to Defending against disease:
transport prevent loss of blood and entry of pathogens, but Core www.bbc.co.uk/schools/gcsebitesiz
• White blood cells: students need no detail at all of how it takes place, other than e/science/aqa/human/defendingaga
− phagocytosis and antibody that platelets are involved. instinfectionrev1.shtml
formation
• Platelets: Extension – students could research haemophilia.
− causing clotting (no details)
• Plasma transport of: Students should appreciate the role of the plasma in
− blood cells transporting many substances including heat from the liver
− ions and muscles to all parts of the body.
− soluble nutrients
− hormones Tissue fluid can be thought of simply as plasma that has
leaked out of capillaries.
− carbon dioxide
− urea
Students should understand that substances move from
− plasma proteins
blood to tissues and vice versa by diffusion. Link with
respiration, Unit 4.1.
II 7.2.3 (S) 4.8 A relatively simple approach to this complex topic is required. Biology for IGCSE, Williams et al.
• Describe the immune system in Some white blood cells are phagocytes, and the process of Nelson Thornes, 2009 p110–113
terms of: phagocytosis should be understood.
− antibody production Lymphocytes, secrete antibodies (which are proteins) in Bacterial and viral infection activity:
− tissue rejection response to contact with their particular antigen, which may www.bbc.co.uk/schools/gcsebitesiz
− phagocytosis be an invading pathogen or a foreign tissue that has been e/science/aqa/human/defendingaga
• Describe the formation of the transplanted. instinfectionact.shtml
lymphatic system in:
− circulation of body fluids and Students may be interested to learn how immunity to a Infectious diseases – Immunity:
− the production of lymphocytes disease can be conferred by vaccination. www.abpischools.org.uk/page/mod
• Describe the process of clotting ules/infectiousdiseases_immunity/in
This topic also links with kidney transplants, covered in Unit dex.cfm
(fibrinogen to fibrin only)
5.6 – a transplanted organ triggers an immune response,
antibodies are secreted and the organ may be rejected.
The lymphatic system returns tissue fluid to the blood in the
form of lymph fluid. It prevents the build-up of fluid in the
tissues.
Diagrams can help students understand this alternative

transport system and links can be made to the lacteals in the
villus and the absorption of fatty acids and glycerol: Unit 2.8.

Lymphocytes are produced by lymph glands during an

infection.
Students need to understand that fibrinogen is a soluble

protein, which is converted to the insoluble fibrin when a
blood vessel is damaged. Calcium is required for this, so
links can be made back to Unit 2.2.

Oct/Nov 2010 Paper 0610/31 question 4.

Core 1
Respiration & Transport in Humans page 1

Core 2

Core 3

Core 3



Extension 1
[Total: 15]
Extension 2
[Total: 15]

Core 1
a(i) any three of these

growth
movement
irritability / sensitivity
excretion
reproduction
(ii) photosynthesis
b
carbon dioxide released into oxygen released in to the
the atmosphere atmosphere
animals in bright light Ö X
green plants in bright light X Ö
animals in the dark Ö X
green plants in the dark Ö X

Core 2
a for three marks
axes oriented correctly
both axes labelled and with suitable scale on frequency axis
all four columns correctly plotted
b type discontinuous variation

reason there are no intermediate values between the four groups / there are
distinctly separate sets of values

Core 3
a(i) A tricuspid / right atrio-ventricular / right cuspid valve
B pulmonary vein
(ii) all of cavity of left ventricle shaded
(iii) thicker wall can generate a greater pressurs / more powerful push / pump
(iv) to pump / push / force blood further / all round the body / not just to the lungs
b(i) any two of these

smoking
fat / cholesterol rich diet
lack of exercise
stress
(i) restrict supply of oxygen / glucose / sugar to heart / ventricle

muscle in area dies / heart ttack/ cannot respire
c(i) label to liver
(ii) label to kidney
(iii) arrows from liver to heart and heart to kidneys

arrows from heart to lungs and back to heart

a(i)
o 0
25 C 35 C
total 60 90
mean (average) 12 18
(ii) respiration / fermentation
(iii) Effect increase in number of bubbles released per min

reference to a numerical increment
Explanation reference to role of enzymes involved / kinetic energy / more molecular

collisions of enzyme and substrate
b(i) carbon dioxide
(ii) limewater turns milky white
c agitation of tubes
equilibrium / temperature to be reached

Extension 1
a(i) any three from these
receives blood from vena cava
reference to blood being deoxygenated
acts as reservoir
reference to thin muscle wall
contracts / reference to atrial systole to move blood to right ventricle

receives blood from right atrium
reference to thick / thicker muscle wall
reference to builds up blood pressure
contracts / reference to ventricular systole to move blood to lungs
via pulmonary artery
(iii) any three of these

reference to position
prevents backflow of blood / maintains blood flow in one direction
reference to closing a ventricular systole / when pressure starts to build in right
ventricle
so blood can only leave via pulmonary artery
b any six of these

reference to high saturated or animal fat diet / reduce saturated or animal fat
content of diet
reference to too much cholesterol / reduce cholesterol content of diet
fat / cholesterol builds up on coronary artery
atherosclerosis / atheroma
high salt diet / reduce salt content of diet
stress / stress management
high blood pressure
smoking / stop smoking
lack of exercise / take regular exercise
obesity / take control of diet to reduce obesity

Extension 2
a any five of these

breathing rate increases
to increase amount of oxygen / to replace used oxygen
needed for aerobic respiration
reference to muscles
repaying oxygen debt
remova of lacic acid
reove / exhale morecarbon dioxide
control of breathing rate by brain
b any four of these

increased heart rate / pulse rate
to move blood faster
so more oxygen / glucose goes to muscles
non-essential processes slow down
increased air flow into lungs / breathing rate
so aerobic respiration increases
stimulates conversion of glycogen to glucose
increases mental awareness
c any six of these

increase in sweat production
secreted from sweat glands
onto skin
sweat evaporated
removing heat from skin surface / reference to cooling effect
vasodilation
arterioles
more blood flows near skin
blood carries heat
so heat is lost from skin
panting causes heat loss from lungs
hairs lowered to allow more heat loss


Knowledge of cell structure, osmosis, respiration and enzyme activity will help students to understand why homeostasis is important in mammals. It will also be
helpful if they have some understanding of the behaviour of light, lenses, and how to draw simple ray diagrams before beginning work on the human eye.
Candidates studying the supplement will need a simple knowledge of the immune response in order to discuss the difficulties associated with kidney transplants.
Context
This unit provides several opportunities to reinforce ideas and facts that link the themes of this syllabus and covered in earlier units. It is important to take sufficient
time to study this unit as many students find the concepts difficult to understand.
Outline
The theme running throughout this unit is communication within the body, through chemicals and the nervous system.
Students should be encouraged to see the similarity of the mechanisms by which both plants and animals achieve responses to stimuli.
Once the basic function of the nervous system has been covered, the effects on it of drugs such as alcohol and heroin are considered, this social aspect is
interesting to students and discussions or a class survey can stimulate all the students.
Homeostasis is illustrated for all candidates by temperature regulation in humans, while the supplement covers the control of blood glucose concentration and
takes an overview of how negative feedback is involved in control mechanisms.
A simple treatment of excretion in humans completes the unit.

II 10.1 5.1 Nervous control in humans Diagrams or models can be used to illustrate the positions of Biology for IGCSE, Williams et al.
• Describe the human nervous the brain, spinal cord and peripheral nerves in the body. A Nelson Thornes 2009 p142–143
system in terms of the: model of the human skeleton can also be useful.
- central nervous system (brain Students can label diagrams and should differentiate Experiments in biology –
and spinal cord as areas of between the spinal cord and the vertebral column. Human senses:
coordination) and www.biology-
- the peripheral nervous system The structure of nerve cells, neurones can lead into the role resources.com/biology-
which together serve to of a reflex arc. Students can draw a diagram with annotated experiments2.html

coordinate and regulate body labels of a motor neurone. Practical Biology – Human
functions sensation and perception:
www.nuffieldfoundation.org/practica
• Identify: l-biology/human-sensation-and-
- motor (effector) perception
- relay (connector)
- sensory neurones from diagrams Revision – The nervous system:
www.lgfl.skoool.co.uk/content/keyst
age4/biology/pc/lessons/uk_ks4_ne
rvous_system/h-frame-ie.htm
II 10.1 • Describe a simple reflex arc in terms The reflex arc is important to many organisms for self- Biology for IGCSE, Williams et al.
of sensory, relay and motor protection. Students will understand its structure if different Nelson Thornes, 2009 p144–149
neurones reflexes are considered: knee jerk, touching a pin with one
finger. It is important to understand the role of the spinal cord Practical Biology – Reflex actions:
• Describe a reflex action as a means in a reflex action and the receptor and effector. www.nuffieldfoundation.org/practica
of automatically and rapidly l-biology/reflex-nerves-and-
integrating and coordinating stimuli Students should understand that reflex actions are not learnt reactions
with responses responses but automatic.
This website has some ideas about
• State that muscles and glands can This can be shown by the labels on the reflex arc as arm reaction time:
act as effectors muscles contract and move away from the stimulus. www.humanbenchmark.com/tests/r
Salivary glands that respond to food when is in the mouth. eactiontime/index.php
• Describe the action of antagonistic A simple experiment can show the action of the arm muscles. Measuring reaction time:
muscles to include the biceps and Students like to find out how strong they are by lifting www.bbc.co.uk/science/humanbody
triceps at the elbow joint different weights and to see the contraction of their biceps /sleep/sheep/
muscle. It is important to understand that muscles can
contract and relax but cannot become shorter.
Two muscles work together to move bones but they act
antagonistically to produce the movement. Neuroscience for kids:
The action of leg muscles and those in the oesophagus (Unit www.faculty.washington.edu/chudle
2.5/2.6) can be discussed. r/neurok.html
• Define sense organs as groups of Despite the title, some of the
receptor cells responding to specific Students should understand that there are different types of material at this site is a little
stimuli: stimuli, chemical or mechanical, and that a sense organ advanced for IGCSE students.
- light combines receptors with other cells.
- sound Simple experiments can demonstrate the response of sense
- touch organs. A circus around the lab will allow all students to

- temperature investigate each stimulus.

- chemicals
• Describe the structure and function The relation between the eye as a receptor and an effector in Biology for IGCSE, Williams et al.
of the eye including accommodation response to the stimulus of light can be used to reinforce the Nelson Thornes 2009 p150–151
and pupil reflex concept of a response to external stimuli.
Revision – The eye:
A model of the eye can be used to illustrate the relevant www.bbc.co.uk/schools/gcsebitesiz
structures. e/science/edexcel/electrical/thenerv
oussystemrev4.shtml
Extension – A cow or a sheep's eye can be dissected.
www.s-
A large round flask containing fluorescein with a convex lens cool.co.uk/gcse/biology/nerves-
at the front can be used to show how light is focussed on the and-hormones/revise-it/the-eye
retina (at the back of the flask).
Students can be given a large unlabelled diagram of the eye.
Laminated cards on which the 14 important labels are written
can be used to actively label the eye diagram.
The class can be divided into teams to ask questions about
structure and function to aid learning and the understanding
of the eye.
Students can use small mirrors to draw their own eye(s). If
the eyes are moved up and down and from side to side, the
whites of the eyes are seen.
Accommodation is shown by reading and then looking
outside to a distant object.
Close vision: Ciliary muscles Contract.

II 10.1 (S) 5.1 The pupil reflex is a good example of a reflex action in which Revision – Reflex actions:
• Distinguish between voluntary the pupil controls the amount of light falling on the retina for www.bbc.co.uk/schools/gcsebitesiz
and involuntary actions its protection. e/science/aqa/human/thenervoussy
Students can work in pairs and investigate the effect on the stemrev3.shtml

size of pupil of having the eyes closed for 10 seconds and

then open. The effect of a torch shone into the eye and the
change in pupil when looking at a near and then a distant
object can all be investigated. Students can record their
results and compare their reactions.
Students should be able to suggest voluntary and involuntary

responses.
They should understand that a voluntary action involves the

brain in its initiation, that it is a conscious thought to make an
action.
Involuntary actions are automatic and faster than voluntary

actions.
Refer to heart beat in Unit 4.6 and peristalsis in Unit 2.6.
Student progress could be assessed using: Revision – The eye:

May/June 2010 Paper 0610/32 question 1 www.bbc.co.uk/schools/gcsebitesiz
e/science/ocr_gateway/ourselves/3
_keeping_in_touch2.shtml
• Distinguish between rods and Rods and cones are light-sensitive receptor cells in the
cones in terms of: retina.
- function and Cones for Colour in the fovea.
- distribution. Rods for light intensity throughout the retina.
Extension – students could investigate colour perception and

colour blindness. Possible link to genetics (Unit 8).

II 10.2 5.2 Hormones Use a simple diagram of the human body to show the source Biology for IGCSE, Williams et al.
• Define a hormone as a chemical and the site of action of different hormones. Nelson Thornes, 2009 p152–153
substance, produced by a gland,
carried in the blood which alters the Students will know about the sex hormones and can add
activity of one or more specific adrenaline to their diagram.

target organs and is then destroyed Adrenaline makes a good introduction to hormones as most Hormones and their effects:
by the liver students can relate to its effects. www.abpischools.org.uk/page/mod
• State the role of the hormone ules/hormones/index.cfm
adrenaline in the chemical control of It should be mentioned that adrenaline bridges the gap
metabolic activity, including between nervous and hormonal control because of its fast
increasing the blood glucose and short lived action. Revision – Hormones:
concentration and pulse rate www.bbc.co.uk/schools/gcsebitesiz
• Give examples of situations in which Students can discuss the effects on the body of the flight and e/science/edexcel/electrical/hormon
adrenaline secretion increases fight hormone with their own examples. esrev2.shtml
• Compare nervous and hormonal
control systems Students may produce their own table of comparison with
sub-titles of:
form and pathway of transmission
speed of transmission
duration of effect of hormone
response to hormone

Oct/Nov 2008 Paper 0610/02 question 8c
II 10.2 (S) 5.2 The meat and cattle industries have used hormones for many Posilac – An introduction:
• Discuss the use of hormones in years. The sex hormones are used to promote growth in www.monsanto.com/newsviews/Pa
food production calves and lambs but not in poultry. ges/milk-labeling.aspx
A view from the firm that makes
Synthetic growth promoters can make animals grow faster. and sells BST
The European Union, Japan, Canada, Australia banned the
use of hormones in cattle in 1981 but the US still uses protein
and steroid hormones for cattle growth and to increase their
milk yield.
Students should be able to discuss the use of hormones in

food production using information from journals, newspaper
articles and the web.
II 10.3 5.3 Tropic responses Plants are able to respond to certain stimuli. Biology for IGCSE, Williams et al.
• Define and investigate: Students can now study plant response to light and water. Nelson Thornes, 2009 p154–155
- geotropism as a response in Geotropism and phototropism should be investigated with
which a plant grows towards or simple experiments using seeds that have been germinated
away from gravity, and before the start of the topic. It should be made clear that
- phototropism as a response in these are plant growth responses, auxin, a plant hormone, is

which a plant grows towards or produced by the shoot and root tips of the growing plant. Experiments in biology:
away from the direction from The direction of growth is related to the direction of the Germination and Tropisms
which light is coming stimulus.
www.biology-
Revision: resources.com/biology-
www.www.bbc.co.uk/schools/gcsebitesize/science/add_gate experiments2.html
way/living/controlplantgrowthrev1.shtml
The response of seedlings to light:
Extension – practical work using auxins and rooting www.saps.org.uk/secondary/teachi
compounds. ng-resources/185-student-sheet-8-
the-response-of-seedlings-to-light
May/June 2010 Paper 0610/21 question 9 Investigating geotropism:
ng-resources/184-student-sheet-7-
the-behaviour-of-hypocotyls
(S) 5.3 Plant hormones are used to make fruit develop at the same Practical Biology – Plant responses
• Explain the chemical control of time to allow for efficient picking. to stimuli:
plant growth by auxins including Weeds in fields of monoculture such as wheat are killed by www.nuffieldfoundation.org/practica
geotropism and phototropism in selective weedkillers. l-biologyinterpreting-investigation-
terms of auxins regulating Hormones can inhibit the fertilisation of fruit such as grapes plant-hormones
differential growth, and the that are then seedless.
effects of synthetic plant The students could discuss the advantages and Investigating plant growth
hormones used as weedkillers disadvantages of human manipulation of plant development. regulators:
Extension – effects of weedkillers on seedlings. ng-resources/183-student-sheet-6-
investigating-plant-growth-
Extension – effects of IAA on mustard seedlings. regulators
An experiment involving the use of

IAA on mustard seedlings:
ng-resources/111-investigating-the-
effects-of-iaa-on-root-growth-in-
mustard-seedlings
II 10.4 5.4 Homeostasis The students should appreciate the importance of Biology for IGCSE, Williams et al.

• Define homeostasis as the maintaining an internal steady state to keep the conditions in Nelson Thornes, 2009 p130–133
maintenance of a constant internal the tissue fluid around the cells constant.
environment PowerPoint presentation –
• Identify, on a diagram of the skin: The concepts of diffusion, osmosis, enzyme activity and Homeostasis:
- hairs respiration will guide the students to understand the www.biology-
- sweat glands importance of constant pH, oxygen and carbon dioxide resources.com/biology-CD.html
- temperature receptors concentrations, water, enzymes and hormones.
- blood vessels Students could think how they feel when they have a high Practical Biology – Sweating:
- fatty tissue fever to discuss the importance of an internal steady state. www.nuffieldfoundation.org/practica
• Describe the maintenance of a l-biology/interpreting-information-
constant body temperature in Body temperature is related to homeostasis in which about-sweating-and-temperature
humans in terms of insulation and communication is through the nervous system.
• the role of temperature receptors in Students should understand that the blood capillaries do not Skin – structure and function:
the skin: move up and down in the skin during vasodilation and www.abpischools.org.uk/page/mod
- sweating vasoconstriction respectively. ules/skin/index.cfm
- shivering Emphasise the cooling effect sweating due to the evaporation
- vasodilation of water. A website to show penguin
- vasoconstriction The brain receives impulses from sensory receptors and huddling:
of arteries supplying skin surface responds by adjusting the condition to maintain an optimum. www.coolantarctica.com/Antarctica
capillaries and A clear example linked to the skin is temperature control. %20fact%20file/science/cold_peng
• the coordinating role of the brain uins.htm
Extension – students could research hypothermia and heat
stroke.

II 10.4 (S) 5.4 The control of temperature and glucose can illustrate Control of blood sugar:
• Explain the concept of control by negative feedback. www.abpischools.org.uk/page/mod
negative feedback ules/diabetes/index.cfm
• Describe the control of: Flow diagrams can show how this is achieved.
- the glucose content of the The control of glucose content can be linked with diabetes, a
blood by the liver relatively common disorder in many countries. The students
- insulin and glucagon from the should consider why it is important to control blood glucose
pancreas content, thinking back to what they know about diet, including
sweet fizzy drinks, osmosis and respiration.
Correct spelling is essential to distinguish between glycogen

and glucagon.
May/June 2009 Paper 0610/31 question 2c
II 10.5 5.5 Drugs This topic lends itself to class discussion or group Biology for IGCSE, Williams et al.
• Define a drug as any substance presentations. Nelson Thornes, 2009 p158–165
taken into the body that modifies or Students will understand that accepted drugs are used to
affects chemical reactions in the relieve pain and to treat a disease or infection. Practical Biology – Smoking:
body Antibiotics are drugs that either disrupt the metabolic www.nuffieldfoundation.org/practica
• Describe the medicinal use of processes of growth of the bacterium or stop the growth of l-biology/going-smoke
antibiotics for the treatment of bacterial spores.
bacterial infection The students should be allowed to discuss the implications of Teacher resource:
• Describe the effects of the abuse of taking recreational drugs both socially and medically Drug scenes complied by:Royal
heroin: including their effect on the nervous system and their College of Psychiatrists.
- a powerful depressant possible long-term effects.
- problems of addiction Students need to understand the effects, the symptoms and
- severe withdrawal symptoms possible problems with taking heroin. Drug Abuse published by
- associated problems such as Independence Educational
crime and infection e.g. HIV/AIDS Many recreational drugs can become addictive such as Publishers
cigarette smoking and alcohol.
• Describe the effects of excessive
consumption of alcohol: Cigarette smoking can be linked with Unit 4.4. Drug information:
- reduced self-control www.talktofrank.com/
- depressant Student progress could be assessed using:
- effect on reaction times May/June 2010 Paper 0610/22 question 5 Drug abuse:
- damage to the liver Oct/Nov 2008 Paper 0610/02 question 2 www.abpischools.org.uk/res/coRes
- social implications ourceImport/resources04/drugs/ind
ex.cfm
• Describe the effects of tobacco
smoke and its major toxic Revision – Smoking:
components: www.lgfl.skoool.co.uk/content/keyst
- tar age4/biology/pc/modules/breathing
- nicotine _respiration/smoking/index.html
- carbon monoxide
- smoke particles
on the gas exchange system

II 10.5 (S) 5.5 Viruses do not have their own metabolism but use the
• Explain why antibiotics kill pathways of their host cell which prevents them from being
bacteria but not viruses destroyed by antibiotics.
II 9 5.6 Excretion in humans Excretion can be considered as another way in which the Biology for IGCSE, Williams et al.
• Define excretion as the removal environment of cells is controlled, by removing toxic Nelson Thornes, 2009 p134–135
from organisms of toxic materials, materials, waste products of metabolism and substances in
the waste products of metabolism excess of requirements. Ensure that they understand the Kidneys:
(chemical reactions in cells difference between egestion (the removal of substances from www.abpischools.org.uk/res/coRes
including respiration) and the alimentary canal, that have never been part of the body at ourceImport/resources04/kidneys/in
substances in excess of all) and excretion. dex.cfm
requirements Only a simple understanding of the formation of urea from
• Substances should include: excess amino acids is required.
- carbon dioxide
- urea It is important to differentiate between ureter and urethra.
- salts Labelled diagrams will help the students to understand the
• Describe the function of the kidney structure of the kidney. Refer to Unit 7.1 for male
in terms of the removal of urea and reproductive system.
excess water and the reabsorption
of glucose and some salts (details of Extension – A kidney from a sheep or a pig can be dissected
kidney structure and nephron are to show the gross structure.
not required)
• State the relative positions of: Mention that hormones are also broken down by the liver.
- ureters
- bladder Student progress could be assessed using:
- urethra May/June 2009 Paper 0610/02 question 2
in the body Oct/Nov 2010 Paper 0610/21 question 9
• State that urea is formed in the liver May/June 2008 Paper 0610/02 question 11
from excess amino acids
• State that:
- alcohol
- drugs
- hormones
are broken down in the liver
II 9 (S) 5.6 This should be dealt with very simply as even students Biology for IGCSE, Williams et al.
• Outline the structure of a kidney: studying the supplement may find details of nephron Nelson Thornes, 2009 p136–139
- cortex structure and the role of the kidney in reabsorption of
- medulla glucose, salts and water difficult.

- the start of the ureter The structure of the kidney can lead into the use of dialysis Kidneys:
• Outline the structure and and the machine's role in removing excess urea and water. www.abpischools.org.uk/res/coRes
functioning of a kidney tubule, The importance of homeostasis can be reinforced at this ourceImport/resources04/kidneys/in
including role of renal capsule in point as the kidneys are osmoregulators. dex.cfm
filtration from blood of:
- water The importance of retaining glucose must be emphasised
- glucose and it is excess water, urea and salts that are excreted in
- urea urine. This will link back to Unit 5.4 which considers diabetes.
- salts
• Role of tubule in reabsorption: Diagams of dialysis machines should be studied to enable
- of glucose students to understand the process and the role of the
- most of the water dialysis fluid.
- some of the salts
back into blood leading to Students will need to remember what they know about
concentration of urea in the urine osmosis and diffusion in order to understand how dialysis
as well as loss of excess water works. There is a link between the immune system and tissue
and salts rejection, when considering kidney transplants.
• Explain dialysis in terms of Revision – Kidney failure:
maintenance of glucose and Extension – Dissection of a kidney and teasing out of www.s-
protein concentration in blood nephrons from the cortex tissue under a microscope. cool.co.uk/gcse/biology/homeostasi
and diffusion of urea from blood s/revise-it/dealing-with-kidney-
dialysis fluid failure
• Discuss the application of Student progress could be assessed using:
dialysis in kidney machines May/June 2011 Paper 0610/31 question 4
• Discuss the advantages and Oct/Nov 2010 Paper 0610/32 question 2
disadvantages of kidney Oct/Nov 2009 Paper 0610/31 question 4
transplants, compared with May/June 2008 Paper 0610/31 question 5
dialysis

Core 1
Coordination, Response & Homeostasis page 1

Core 2
1
1
1.

Core 3
Fig. 2
Fig. 2

Alternative to practical 1
Fig. 3
Fig. 3

Alternative to practical 1

Extension 1
[Total:15]
Extension 2
[Total:15]

Core 1
a homeostasis
b(i) evaporation of sweat / water

removes heat from the body / cools the body / reference to latent heat of
vaporisation
(ii) arterioles in skin relax

increased blood flow through surface capillaries
more heat loss from body by convection / radiation

Core 2
a(i) X – renal vein
Y – urethra
(ii) remove water / salts (from blood) or
osmoregulation or
control of water / salt content (of the blood)
b any two from these
alcohol
drugs / named drug
haemoglobin
hormones / named hormone
toxins
c homeostasis

Core 3
a(i) reflex response / action / involuntary / automatic
(ii) arm muscles / named arm muscle / muscle (unqualified)
(iii) motor (neurone)
b(i) A – contracts B – relaxes reject – expands / stretches
(ii) to pull leg / part of leg in opposite / different directions
(iii) to pass / transmit all of muscle pull to skeleton / not to lose some pull in
stretching the fibres

a(i) diagram shows all seedlings with longer straight roots
(ii) diagram shows all seedlings with curved roots towards source of gravity
correct extended growth region
(iii) root tip / root / radicle responds towards gravity / grows downwards / shows
geotropism
reject points downwards / bends (or alternative wording)
correct reference to role of auxins
b(i) any one from

water / moisture
air / oxygen
correct temperature / heat / warmth
reject carbon dioxide, light, minerals
(ii) must link to b(i)
water / moisture
protective covering / glass / plastic box / keep seedlings moist / prevent
seedlings drying out / adds water daily / supply water / soaked cotton wool
warmth
heat from lamp / in temperature box / facing the sun / out of air conditioned area
/ warm room
air / oxygen
ventilation / fan / breathing
c keep apparatus in the dark / uniform continuous light / red light / in light from all
directions / keep moist to avoid hydrotropism

Extension 1
a(i) automatic response

to a stimulus
and one from
reference to very fast
reference to innate / not learned
(ii) any six points from these

light shines on (or alternative wording) retina
electrical impulse generated (or alternative wording)
passed to brain via motor neurones
to iris
circular muscles contract reject references to ciliary muscles
to make pupils smaller
protects rods and cones / retina from damage
reflex is very fast / does not require thought / does not require decision
b any four from

cones detect colour
reference to three types of cones / detect red, green, blue
cones needed for fine detail
rods cannot detect colour / only produce image in black and white
rods distributed all over retina
cones concentrated in fovea / yellow spot
cones only stimulated by bright light / rods sensitive to dim light
c any three from these

rods / cones / retina / damaged by bright light so not receptive
lens cloudy or damaged so light cannot pass through
cornea cloudy or damaged so light cannot pass through
eyeball deformed / retina detached so cannot focus
optic nerve damaged so no impulses transmitted (or alternative wording)

Extension 2
a any four points from these
excretion
removal from the body of waste products of metabolism
reference to substances which are poisonous / in excess / surplus to
requirements
egestion
removal of faeces from the body
reference to via anus
b drawing marks
includes aorta, renal artery, kidney, ureter, bladder and urethra
drawing clear and parts correctly labelled
explanation
reference to blood from aorta to renal artery
blood enters kidney
water filtered out
reference to formation of urine
urine passes down ureter
reference to storage in bladder
reference to sphincter muscle and role
urine passes through urethra
c any four from

reference to deamination / breakdown of proteins or amino acids
reference to formation of urea
reference to breakdown of hormones / named hormones
reference to breakdown of alcohol
reference to breakdown of nicotine / other named drugs


A basic knowledge of cell structure will be helpful, but otherwise the unit requires very little previous knowledge.
Context
This unit introduces the concept of reproduction that will be developed further in Unit 7 Human reproduction.
Outline
In this unit, general features of both asexual and sexual reproduction are considered, before looking in detail at sexual reproduction in plants. Many students have
preconceived ideas about plants and the more interactive activities usually stimulate the class. The unit should therefore be covered at a time of year when
suitable flowers are likely to be available. The sub-section on Growth and Development is included in this unit. It is suggested that mitosis and meiosis are briefly
dealt with here, as the concept of cell division helps with the interpretation of the distinction between asexual and sexual reproduction, although some teachers
may prefer to leave this until genetics is covered or the genetics Unit 8 Inheritance and evolution may be studied before this unit. This unit could also be combined
with Unit 7, Human reproduction.
III 1.1 6.1 Ensure that students understand that 'asexual' means 'not Biology for IGCSE, Williams et al.
Asexual reproduction sexual'. Asexual reproduction involves only one parent, which Nelson Thornes, 2009 p168
• Define asexual reproduction as the produces new, genetically identical organisms by mitosis.
process resulting in the production Practical Biology – Cloning:
of genetically identical offspring from Extension – Agar plates that have had bacterial colonies www.nuffieldfoudation.org/practical-
one parent grown on them can be set up by the class if great care is biology/cloning-living-organism
• Describe asexual reproduction in: taken about safety issues.
- bacteria
- spore production in fungi Fungal spores can be easily seen on bread moulds, soft
- tuber formation in potatoes tomatoes or mushroom gills, if these are allowed to develop
well past the edible stage (Unit 1.2). Video clip – Reproduction and cell
division:
Asexual reproduction in potatoes is often difficult for students
to understand. 'Old' potatoes can be used to show the 'eyes'

and to explain how these can develop and reproduce new www.bbc.co.uk/learningzone/clips/c
identical tubers. Students could grow their own potato that ell-division-and-
should produce many new potatoes in about six months, flow reproduction/108.html
diagrams help in understanding the asexual reproduction in
potatoes.
III 1.1 (S) 6.1 Students can make a table to list the main points to compare
• Discuss the advantages and asexual and sexual reproduction.
disadvantages to a species of
asexual reproduction Students should appreciate that many horticulturists exploit
asexual reproduction in bulbs and rhizomes e.g. daffodils,
orchids.
III 3.2 6.2 Mitosis Students have no knowledge of genetics that will be studied Biology for IGCSE, Williams et al.
• Define mitosis as nuclear division in Unit 8.3 but they will probably be aware that the nucleus of Nelson Thornes, 2009 p204
giving rise to genetically identical a cell contains chromosomes that carry genes.
cells in which the chromosome PowerPoint presentation: Cell
number is maintained by the exact Mitosis is a type of cell division that produces cells with division and specialisation
duplication of chromosomes identical chromosomes and genes to the parent cell. www.biology-
• (details of the stages are not resources.com/biology-CD.html
required) A simple series of labelled diagrams showing how
• State the role of mitosis in: chromosomes behave during mitosis, with no names of Interactive mitosis:
- growth stages or details of spindles, is all that is required. www.cellsalive.com/mitosis.htm
- repair of damaged tissues Students should be aware that mitotic division also occurs in (includes detail above that required
- replacement of worn out cells body cells for growth or for replacement of worn out cells for IGCSE)
- asexual reproduction throughout the organism's life.
Cell division (and cancer):
Mitosis is the cell division that produces identical individuals www.abpischools.org.uk/res/coRes
during asexual reproduction. The word 'clones' could be ourceImport/resources04/cancer/in
introduced as many students will have heard of cloning. dex.cfm
Extension – students could look at cells dividing in garlic or

onion root tip.
Show video clip – Cell division:

www.bbc.co.uk/learningzone/clips/cell-division-throughout-
life/109.html

III 1.2 6.3 Sexual reproduction Sexual reproduction should be described as a process in Biology for IGCSE, Williams et al.
• Define sexual reproduction as the which gametes fuse together in a process called fertilisation, Nelson Thornes, 2009 p169
process involving the fusion of producing a zygote.
haploid nuclei to form a diploid
zygote and the production of Students should understand that this need not always involve
genetically dissimilar offspring two parents: self-fertilisation, which is not uncommon in
plants, is still sexual reproduction.
III 1.2 (S) 6.3 Unlike asexual reproduction, sexual reproduction introduces
• Discuss the advantages and the genetic variation amongst the offspring. This is a link with
disadvantages to a species of Unit 8.4.
sexual reproduction
A table can be drawn up to compare asexual with sexual
reproduction.
III 3.3 6.4 Meiosis Students can use coloured pipe cleaners or wool to visualise Biology for IGCSE, Williams et al.
• Define meiosis as a reduction the different positions of the chromosomes during meiosis Nelson Thornes, 2009 p205
division in which the chromosome and to understand how the cell chromosome number is
number is halved from diploid to halved and how genetic variation can occur. Interactive meiosis:
haploid (details of the stages are not www.cellsalive.com/meiosis.htm
required) At this stage the important concept is that gametes are
• State that gametes are the result of haploid cells: A link with Unit 7.1 Sexual reproduction in
meiosis humans
• State that meiosis results in genetic
variation so that the cells produced The description of meiosis should be kept as simple as
are not all genetically identical possible, concentrating on its results rather than any details
of the process itself.


III 1.2.1 6.5 Sexual reproduction in plants Students should look closely at the structure of a simple, Biology for IGCSE, Williams et al.
• Identify and draw, using a hand lens radically symmetrical, insect-pollinated flower. They can Nelson Thornes, 2009 p170 – 177
if necessary: dissect it to identify the different parts, using a light
- sepals microscope or a hand lens. Annotate the diagrams to Experiments in biology –
- petals understand how the structure is adapted to its function. Germination and tropisms:
- stamens www.biology-
- anthers This is a good opportunity to develop or assess the practical resources.com/biology-
- carpels skills of observation and recording. Students can find the experiments2.html
- ovaries terminology difficult to learn and different flowers should be
- stigmas available to study. Flower structure:
of one locally available named www.biology-resources.com/plants-
insect-pollinated dicotyledenous Magnification can be calculated for the parts of the flower flowers.html
flower (Unit 1.7).
• Examine the pollen grains under a Flower structure:
light microscope or in The functions of these flower parts are more easily www.saps.org.uk/secondary/teachi
photomicrographs understood if they are included when the structure of a flower ng-resources/547-the-structure-of-
• State the functions of the: is being drawn. flowers
- sepals
- petals Extension – If there is time and the facilities, pollen grains www.britannica.com/EBchecked/to
- anthers can be collected from anthers of nasturtium, dead nettle or pic/357598/dicotyledon
- stigmas any flower with ripe stamens. A few pollen grains can be
- ovaries transferred to filter paper in a Petri dish and 1cm3 of 0.4M Video clip – Fertilization in plants:
• Use a hand lens to identify and dm-3 sucrose solution added to the grains. The dish should www.bbc.co.uk/learningzone/clips/f
describe the anthers and stigmas of be kept in the dark at room temperature and the pollen tube ertilisation-in-plants/120.html
one locally available named wind- growth can be observed under a microscope after an hour or
pollinated flower more. Video clip – Insect pollination:
• Examine the pollen grains under a www.bbc.co.uk/learningzone/clips/i
light microscope or in Fertilisation should be dealt with simply, there is no need for nsect-pollination-of-plants/119.html
photomicrographs details of embryo sacs or the different nuclei involved.
• Candidates should expect to apply However, teachers should explain that germination involves
their understanding of the flowers the growth of a pollen tube from the pollen grain down the
they have studied to unfamiliar style to the ovary wall. The male nucleus (not the pollen
flowers grain) is the male gamete and fertilises an ovule. If the ovary
• Define pollination as the transfer of contains many ovules, each will need to be fertilised by a
pollen grains from the male part of different pollen nucleus.
the flower (anther of stamen) to the The fertilised ovule divides by mitosis (link with mitosis earlier
female part of the plant (stigma) in this unit) to form a seed.

III 1.2.1 • Name the agents of pollination The structure of seeds should be investigated practically.
• Compare the different structural Soaked bean seeds are large and easy to see but need to be
adaptations of insect-pollinated and soaked at least two days before the lesson.
wind-pollinated flowers
If possible, students should be able to watch a flowering plant
• Describe the growth of the pollen through all the stages from flowering through to fruit and seed
tube and its entry into the ovule development. This helps them to understand how fruits and
followed by fertilisation (production seeds develop after fertilisation.
of endosperm and details of
development are not required) A range of fruits should be looked at and the ways in which
they are dispersed considered. A very common error is to
• Investigate and describe the confuse pollination with seed or fruit dispersal and care
structure of a non-endospermic should be taken to avoid this.
seed in terms of the embryo
(radicle, plumule and cotyledons) An experiment to measure the time taken for seeds of
and testa, protected by the fruit sycamore, lime or ash to fall can allow the students to
investigate different variables of height, mass of seed and
• Outline the formation of a seed wind currents. At least 10 measurements for each type of
(limited to embryo, cotyledon, testa seed will allow students to construct tally charts, to calculate
and role of mitosis) and fruit the mean and to discuss the errors in such an investigation.
(produced from the ovary wall)
• State that seed and fruit dispersal May/June 2010 Paper 0610/22 question 6
by wind and by animals provides a May/June 2009 Paper 0610/02 question 3
means of colonising new areas Oct/Nov 2010 Paper 0610/21 question 8
• Describe, using named examples,
seed and fruit dispersal by wind and
animals

III 1.2.1 (S) 6.5 Samples of insect-pollinated and wind-pollinated flowers

• Distinguish between self- (grasses and cereals are good examples of the latter) can be
pollination and cross-pollination studied and compared.
• Discuss the implications to a
species of self-pollination and Students should discuss the possible outcomes of self and
cross-pollination cross-pollination in terms of the degree of variation amongst
offspring, and to compare the effects this might have on
populations.
This could be reviewed in Unit 8.4 Variation.
Ensure that the emphasis is on the species itself, not on
advantages or disadvantages to farmers or gardeners who
grow the plants.

May/June 2011 Paper 0610/32 question 4d/e
III 2 6.6 Growth and development Mention that development includes the differentiation of cells Biology for IGCSE, Williams et al.
• Define growth in terms of a as they become specialised to carry out different tasks. Nelson Thornes, 2009 p178–179
permanent increase in size and dry
mass by an increase in cell number Extension – this is an excellent opportunity for candidates to Video clip – Germination:
or cell size or both design a simple investigation for themselves. Note that most www.bbc.co.uk/learningzone/clips/a
• Define development in terms of of the seeds that are used in laboratories are derived from n-introduction-to-seed-germination-
increase in complexity crop plants, and these do not normally require light for and-growth/63.html
• Investigate and state the germination.
environmental conditions that affect
germination of seeds: Student progress could be assessed using:
- requirement of water May/June 2010 Paper 0610/21 question 5
- oxygen
- suitable temperature

Core 1
Reproduction in Plants page 1

Core 2
1

Extension 1

Extension 1

Extension 2
[Total:15]
Extension 3
[Total:14]

Core 1
(i) any three of these

amount / brightness of sunlight / light
water availability
mineral supply
rooting space
other soil factors e.g. pH
disease infections / damage by herbivores / animals
affected by competitor species

meiosis leading to variations in ovules / female gametes / nuclei
meiosis leading to variation on pollen grains / male gametes / nuclei
second / male parent may be different for different seeds / fertilisation of
ovules from different pollen grains
possibility of mutations / specific mutagen action
correct reference to different genotypes of parents / heterozygous state
for some genes

Core 2
a A ovule / ovary
B sepal / calyx
b C (petals are) coloured / bright / shaped / produce nectar / have nectar guides
to attract insects
D (stigma / style) receives pollen from pollinator / insect
E (anther / stamen) produces pollen / place pollen on insect
c fusion of gametes / nuclei / fertilisation

plus any three of these
pollen tube grows / develops / forms

through / down style / to ovary
to micropyle / ovule / embryo sac
male gamete passes through pollen tube / moves to female
gamete/nucleus
zygote develops into embryo
reference to female gamete as egg cell, ovum

Extension 1
a growth at least one from

increase in size or number of cells or dry mass / getting larger
irreversible / permanent
due to cell division
development at least one from

increase in complexity
formation of different cells / tissues / organs / additions of new features
b three references from

mitosis
chromosomes
division of nucleus
formation of new cells / daughter cells
being identical / of same genetic composition
c(i) osmosis / diffusion
(ii) higher concentration of solutes than outside the cell / lower water potential in
cell
(iii) cell wall
(iv) two points from
cell swells up / becomes turgid / gets longer / elongates

press against each other
results in increase in overall length of root / whole root gets longer
downward growth as a result of upper part of root being anchored
cells elongate vertically
d(i) group of cells of the same type

carrying out the same function
(ii) name of tissue function

(xylem) transport of water or minerals / support
phloem / sieve tubes (transport of sugars)
root hair (cells) (absorption of water from soil)

Extension 2
a transfer of pollen
from anther / stamen to stigma
b ten marks from the following

named insect-pollinated flower
sepals, description of position or shape or appearance
reference to protection of flower while in bud
petals, description of position or shape or appearance
attracting insects / acting as landing stage / guides present to direct
insects to nectar
stamen = anther + filament
anther, description of position or shape or appearance
pollen
filament, description of position or shape or appearance
supports anther
carpel = stigma + style + ovary
stigma, description of position or shape or appearance
receives pollen
style, description of position or shape or appearance
supports stigma for pollination / acts as a pathway for pollen tube
ovary, descriptions of position or shape or appearance
contains ovules / reference to site of fertilisation / becomes the fruit
nectary position / reference to scent
produces nectar
flower stem supports flower
for greater visibility to insects
receptacle acts as base for other flower parts
ovule and position
forms seeds
c reference to mixing of genetic material

can result in different genotypes
so phenotypes / offspring appearance can be different

Extension 3
a any nine from these

chemical or artificial fertilisers provide more of named mineral or
element
results in greater crop yield (linked to above)
pesticides / fungicides reduces crop damage by insects or fungi / farm
animal infestation
herbicides reduce competition between crop and weeds for named
requirements (e.g.light / minerals / water)
reference to use of machinery
larger areas of land to be cultivated / saves time
reference to artificial selection of crop types
results in greater yield / ability to grow crops on harsh climates
reference to genetic engineering / cloning
one example of use
reference to use of bacteria to make yoghurt
reference to use of yeast in bread-making
reference to use of single cell protein to make meat substitutes
reference to controlled conditions in greenhouse
reference to improved weather forecasting and application
use of satellites to observe crop disease / need for fertiliser
use of computerisation and application
reference to intensive animal farming / fish farming
use of animal food concentrates / balanced feeding
use of antibiotics / hormones / other drugs for animal rearing / plant
growing or fruit production
reference to biological control of pests

needed for production of chlorophyll
needed to trap sunlight
reference to photosynthesis
no sugars produced
so protein synthesis not possible
reference to chlorosis / yellowing of leaves / pale leaves
c reference to decomposition / rotting

by fungi / bacteria / saprophytes / named decomposers
releases minerals into the soil


Students should have knowledge of the basic principles of sexual reproduction, which has been covered in Unit 6. They should also understand the nature of
hormones, dealt with in Unit 5.
Context
This unit builds on the work on sexual reproduction covered in Unit 6, both units lead into study of genetics, to be covered in Unit 8.
Outline
This unit considers the biological aspects of human reproduction, and also provides the opportunity to discuss some of the social and ethical issues associated
with birth control, artificial insemination and fertility drugs. It is a relatively short unit, with no real opportunities for practical work however it does lend itself to the
interpretation of data and to discussion within the group on such topics as human development during adolescence, contraception and human population growth.
This unit can easily be combined with either Unit 6 Reproduction in plants or Unit 8 Inheritance and evolution.
III 1.2.2 7.1 Sexual reproduction in humans Diagrams and models can be used to illustrate the structure of Biology for IGCSE, Williams et al.
• Identify on diagrams the male the male and female reproductive systems. Students should Nelson Thornes, 2009 p182–193
reproductive system: be able to interpret either front or side views.
- the testes Video clips – Fertilisation:
- scrotum Students need to be able to spell uterus and urethra www.bbc.co.uk/learningzone/clips/a
- sperm ducts correctly. n-introduction-to-
- prostate gland fertilisation/116.html
- urethra Link with hormones from Unit 5.2.
- penis www.bbc.co.uk/learningzone/clips/h
• State the functions of these parts It should be emphasised that ovulation occurs monthly and uman-fertilisation/1849.html
• Identify on diagrams of the female that the cycle is repeated throughout a woman's fertile life.
reproductive system:
- the ovaries Mention that fertilisation usually takes place in an oviduct,
- oviducts rather than the uterus.
- uterus

- cervix Diagrams should be drawn to show the relationship between Revision and animations – Human
- vagina the fetus, umbilical cord and placenta. The large surface area reproduction:
• State the functions of these parts of the placenta can be compared to that of the villi or the www.bbc.co.uk/schools/gcsebitesiz
• Describe the menstrual cycle in alveoli that allows for the maximum diffusion across the e/science/aqa/evolution/reproductio
terms of changes in the uterus and membrane. nrev1.shtml
ovaries
• Outline sexual intercourse and Understand that maternal blood and foetal blood do not mix.
describe fertilisation in terms of the The mother may have a different blood group and her blood is
joining of the nuclei of male at a much higher pressure.
gamete (sperm) and the female
gamete (egg) Students should understand that glucose and amino acids
• Outline early development of the cross the placenta, not 'large' nutrients. Oxygen, glucose and
zygote simply in terms of the amino acids diffuse into the blood of the fetus.
formation of a ball of cells that
becomes implanted in the wall of It is important to emphasise the importance of the mother's
the uterus diet during pregnancy and to emphasise the possible
III 1.2.2 • Outline the development of the problems incurred by the fetus if the mother smokes, drinks,
fetus: takes recreational drugs.
- describe the function of the Link with Unit 5.5 Drugs.
placenta and the umbilical cord
in relation to Mention that hormones are involved in the process of birth.
- exchange of dissolved nutrients Discussion on the topic of birth may need to be controlled and
- gases it can be important for the teacher to have some knowledge of
- excretory products the group's family situation as many students will talk about
(no structural details of the cot deaths, stillborn babies, caesarean section births,
placenta are required) miscarriages etc.
• Describe the ante-natal care of
pregnant women including special Student progress could be assessed using:
dietary needs and maintaining May/June 2011 Paper 0610/21 question 3
good health May/June 2011 Paper 0610/22 question 4
• Outline the processes involved in May/June 2010 Paper 0610/21 question 6
labour and birth May/June 2009 Paper 0610/02 question 8
III 1.2.2 (S) 7.1 Explain the importance of male and female gametes in sexual
• Compare male and female reproduction.
gametes:
- in terms of size Gametes could be compared as a table.
- numbers

- mobility Students should draw a chart / graph and write in the

• Explain the role of hormones in hormones (in different colours) at the relevant times within the
controlling the menstrual cycle: cycle.
- FSH
- LH The role of hormones and the effect on the uterus and
- progesterone menstruation are difficult to understand.
- oestrogen
• Indicate the functions of the Protection of the fetus, the amniotic sac prevents entry of
amniotic sac and the amniotic bacteria and the amniotic fluid supports the fetus from physical
fluid damage and absorbs the excretory materials of the fetus.
• Describe the advantages and
This topic can be dealt with through discussion, perhaps after www.cyberparent.com/breastfeed/
disadvantages of breast-feeding
students have done a little research of their own. The some mothers find this difficult and
compared with bottle-feeding
biological advantages of breast-feeding are incontrovertible, prefer to use formula milk.
using formula milk
but students should also be aware of social and health
reasons why there are benefits to breast feeding. www.nct.org.uk/parenting/feeding
contains information on bottle and
Student progress could be assessed using: breast feeding.
May/June 2011 Paper 0610/31 question 3 Breastfeeding advice:
May/June 2010 Paper 0610/31 question 3 www.nhs.uk/Planners/breastfeedin
Oct/Nov 2010 Paper 0610/31 question 2 g/Pages/breastfeeding.aspx
III 1.3 7.2 Sex hormones The general characteristics of hormones will already have Biology for IGCSE, Williams et al.
• Describe the roles of testosterone been covered, and here the sex hormones are introduced. Nelson Thornes, 2009 p194–195
and oestrogen in the development Puberty is when the sex organs become mature and start to
and regulation of secondary sexual produce hormones as well as gametes.
characteristics at puberty
Students can make a table to compare the secondary sexual
characteristics as shown by male and female.
This can be a difficult topic to understand and past questions
are a means of reinforcing the ideas. Candidates should be
aware of the cyclical secretion of oestrogen and progesterone
from the ovary. Progesterone is also secreted by the placenta
during pregnancy.


III 1.3 (S) 7.2 Link with Unit 7.1 supplement. Hormones in the menstrual cycle:
• Describe the sites of production www.bbc.co.uk/schools/gcsebitesiz
and the roles of oestrogen and e/science/aqa/human/hormonesrev
progesterone in the menstrual 3.shtml
cycle and in pregnancy (cross
reference to supplement III.
1.2.2)
III 1.4 7.3 Methods of birth control A simple description of the biological basis of the different Biology for IGCSE, Williams et al.
• Outline the following methods of types of birth control is required. Nelson Thornes, 2009 p196–197
birth control:
- natural (abstinence, rhythm Students should also understand the relative effectiveness of www.avert.org/teens-condoms.htm
control) each, and may want to discuss the ways in which religious or
- chemical (contraceptive pill, cultural beliefs can affect their use. Students should be shown
spermicide) examples of each type of contraceptive if at all possible.
- mechanical (condom,
diaphragm, femidom, IUD) The advantages of condoms in reducing the risk of
- surgical (vasectomy, female transmitting diseases such as HIV /AIDS should also be
sterilisation) considered.

III 1.4 (S) 7.3 A simple factual treatment of what artificial insemination is, Controlling fertility:
• Outline artificial insemination and the use of fertility drugs, will be required before students www.bbc.co.uk/schools/gcsebitesiz
and the use of hormones in can discuss the social and ethical issues associated with it. e/science/aqa/human/hormonesrev
fertility drugs and discuss their 4.shtml
social implications Extension – these issues regularly find their way into the
news, and it is useful to collect a range of articles from
newspapers and magazines that could form the basis for
discussion.
III 1.5 7.4 Sexually transmissible diseases Gonorrhoea is used as an example of a relatively common Biology for IGCSE, Williams et al.
• Describe the symptoms, signs, sexually-transmitted disease caused by a bacterium, readily Nelson Thornes, 2009 p198–199
effects and treatment of treated with antibiotics. Link with Unit 10.5 Drugs.
gonorrhoea
• Describe the methods of HIV, on the other hand, is caused by a virus, and as yet no
transmission of human cure is available. Although no detail is expected of the HIV/AIDS:
immunodeficiency virus (HIV) and symptoms of AIDS, it could be useful to deal with these briefly, www.abpischools.org.uk/page/mod

the ways in which HIV/AIDS can be with reference back to the functions of white blood cells in ules/diseases/diseases3.cfm
prevented from spreading Unit 4.8 Blood and to the importance of using a mechanical
barrier such as a condom during sexual intercourse if the
person does not have a single partner.
Link with Unit 5.5 Drugs, the action of antibiotics on bacteria

but not on viruses.
Extension – students could research current advances in HIV

treatments and drugs.

Oct/Nov 2008 Paper 0610/32 question 4d
III 1.5 (S) 7.4 Student progress could be assessed using: HIV/AIDS:
• Outline how HIV affects the Oct/Nov 2010 Paper 0610/32 question 4 www.abpischools.org.uk/page/mod
immune system in a person Oct/Nov 2008 Paper 0610/32 question 4c ules/diseases/diseases3.cfm
HIV/AIDS

Core 1
Human Reproduction page 1

Core 1

Core 2

Core 2

Extension 1

Extension 1

Extension 2
(a)
(b)
(c)
(d)

Core 1
a increase in numbers / producing new individuals

requiring the fusion / joining
of gametes / sperm and ovum / two special cells / genetic material / DNA
form two individuals
b(i) X – testis
production of sperm / gametes
production of testosterone / male hormone
(ii) mark / cut shown clearly on sperm duct, not at the junction with the urethra
c any two from

deepening of voice / breaking of voice
development of facial hair
development of pubic / axillary hair
widening of shoulder girdle
enlargement of limb muscles

Core 2
a(i) five marks awarded as follows

vertical axis labelled
logical scale
points plotted accurately
points joined
lines identified
(ii) 10 / 11 years
14 / 15 years
(iii) any two from

mother’s diet
genetic factors
disease
if mother smokes / passive smoking
if it is a single / multiple birth / premature birth
b(i) increase in mass in teenage years begins earlier / girls at 12 are heavier then
boys
(ii) oestrogen
(iii) any two of these

onset of menstrual cycle / periods start / ovulation starts
widening of hips
development of breasts / mammary glands
axillary hair / pubic hair
redistribution of fat layer under skin

Extension 1
a A = placenta reference to transfer / exchange of materials, mother to

foetus / v.v.
B = amniotic fluid cushions foetus from physical damage / absorbs excretory
materials from foetus / supports foetus
C = amnion / amniotic sac / amniotic membrane
contains amniotic fluid / secretes amniotic fluid
b(i) reference to presence of 47 chromosomes / extra chromosome
(ii) reference to mutation

reference to unequal chromosome division
reference to extra number 21 chromosome
c reference to use of microscope / analyse or observe chromosomes

presence of xx chromosomes = girl / female
presence of xy chromosomes = boy / male
d EITHER
reference to testing for presence of glucose
to test for diabetes
OR
reference to testing for protein
reference to possible consequences of protein loss
reference to testing for diseases
reference to testing for drugs
reference to checking hormone levels

Extension 2
a any six of these points
reference to placenta
allows maternal blood to come close to that of foetus
allows diffusion of materials
reference to foetal capillaries
reference to transfer of oxygen
from maternal red blood cells / haemoglobin
reference to transfer of glucose / amino acid / other named nutrient
reference to transfer of antibodies
reference to plasma, linked to above
pass from placenta to foetus via umbilical cord / vein
b any six of the following

chancre / hard lump / painless sore / blister
on part of body which contacted partner
reference to rash / sore throat
reference to raised temperature
reference to headache
reference to ulceration / sores on other parts of body
reference to discharge
any tertiary symptom or effect: hair loss / teeth / nose / skeleton / skin / brain /
nervous system / liver / blood vessels / paralysis / blindness / infertility / insanity /
aneurism / death / damage to foetus
reference to 3 stage disease / stages named
c(i) any four of these

transmitted in named body fluid e.g. blood, semen
passed during unprotected sex
reference to use of shared needles / razors / unsterilised needles
reference to blood transfusions with unscreened blood / organ transplants
reference to transmission from mother to foetus

reference to education about AIDS / HIV
use of condom during sexual intercourse / reference to safe sex
use of sterile needles / do not share needles / avoid contact with contaminated
blood
avoid casual sex
d any two from

syphilis is caused by a bacterium
HIV is a virus, not AIDS
antibiotics are not effective against viruses


Basic knowledge of Unit 1 cell structure is required, and also an understanding of the processes involved in sexual reproduction.
Context
This unit builds on the topic of sexual reproduction, covered in Units 6 and 7.
Outline
The unit begins with the introduction of several new terms, before moving on to genetics and inheritance. Variation, affected by both genotype and phenotype, is
investigated, before considering the ideas of natural selection and evolution.
III 3 8.1 Inheritance Students to come up with a possible definition of inheritance. Overview – Genes and inheritance:
• Define inheritance as the www.abpischools.org.uk/page/mod
transmission of genetic information ules/genome/index.cfm
from generation to generation
III 3.1 8.2 Chromosomes Students should know that a chromosome is a length of DNA, Biology for IGCSE, Williams et al.
• Define the terms: and that each chromosome carries a large number of genes. Nelson Thornes 2009 p202–203
- chromosome as a thread of DNA They may be interested to discuss the human genome project,
made up of a string of genes which has mapped all the genes on the human chromosomes.
- gene as a length of DNA that is The Human Genome Project:
the unit of heredity and codes for Students may be familiar with the terms haploid and diploid www.genome.gov/Education/
a specific protein when considering the processes involved in sexual Includes factsheets and information
A gene may be copied and passed reproduction. A haploid cell is one with a single set of on all aspects of genetics.
on to the next generation: chromosomes (for example a gamete) while a diploid cell has
- allele as any of two or more two complete sets. Meiosis produces haploid cells from a
alternative forms of a gene diploid cell. Introduction to DNA/ chromosomes:
- haploid nucleus as a nucleus www.learn.genetics.utah.edu/conte
containing a single set of It is important to use the terms 'gene' and 'allele' correctly right nt/begin/tour/
from the start.

unpaired chromosomes At Cambridge IGCSE level, it is enough to define a gene as a Build a DNA molecule:
(e.g. sperm and egg) length of DNA giving instructions for a certain characteristic. learn.genetics.utah.edu/content/beg
- diploid nucleus as a nucleus However, teachers may say that a gene carries instructions for in/dna/builddna/
containing two sets of making a particular protein.
chromosomes Practical Biology – DNA:
(e.g. in body cells) An allele is a variety / an alternative form of a gene, and many www.nuffieldfoundation.org/practica
genes have many different alleles. l-biology/extracting-dna-living-
• Describe the inheritance of sex Students can draw the structures and write the definition things
hormones (XX and XY beside the diagram to help them to learn the words and their
chromosomes) definitions. DNA extraction:
www.ncbe.reading.ac.uk/ncbe/proto
Flash cards can be useful for students to quiz themselves cols/PRACBIOTECH/oniondna.html
when working in small groups.
It may be sufficient to state that males have XY sex

chromosomes and females have XX sex chromosomes and to
return to their inheritance later in Unit 8.3 Monohybrid
inheritance.
Extension – DNA extraction. Simple gel electrophoresis using

coloured dyes.

III 3.4 8.3 Monohybrid inheritance It is best to consider the meanings of these terms before Biology for IGCSE, Williams et al.
• Define the following terms: thinking about inheritance. They can best be illustrated and Nelson Thornes 2009 p208–209
- genotype as the genetic makeup explained with reference to a particular characteristic. Choose
- of an organism in terms of the something simple, and that is likely to appeal to students, such
alleles present (e.g. Tt or GG) as coat colour of an animal. Genotype and phenotype:
- phenotype as the physical or www.brooklyn.cuny.edu/bc/ahp/BioI
other features of an organism It should involve a gene with two alleles, one dominant and nfo/GP/Definition.html
due to both its genotype and its one recessive. Students should learn that one letter is used to
environment represent these alleles, with an upper case letter for the Video clips – Inheritance:
- (e.g. tall plant or green seed) dominant allele and a lower case letter for the recessive allele. www.bbc.co.uk/learningzone/clips/i
- homozygous as having two They should also learn to write the dominant allele first. nheritance-of-eye-
identical alleles of a particular They will know that most cells are diploid and so should be colour/10651.html

gene (e.g. TT or gg). Two able to understand that they therefore carry two copies of each
identical homozygous individuals gene. www.bbc.co.uk/learningzone/clips/d
that breed together will be pure ominant-and-recessive-
breeding The terms genotype, phenotype, homozygous and characteristics/4197.html
- heterozygous as having two heterozygous can be introduced and defined in relation to
different alleles of a particular simple genetic crosses.
gene (e.g.Tt or Gg) and are not
pure breeding It is a good idea to spend some time with such examples,
- dominant as an allele that is using a Punnett square for clarity especially with the Core
expressed if it is present students. Ensure that students are thoroughly confident using
- (e.g. T or G) the terminology, before beginning to think about how
- recessive as an allele that is inheritance occurs.
only expressed when there is no
dominant allele of the gene Students should be reminded that gametes are haploid cells,
present (e.g. t or g) and therefore carry only one copy of each gene. They can be
asked to work out what kind of gametes will be produced by
• Calculate and predict the results of organisms with a range of different genotypes. It is good
monohybrid crosses involving practice, and avoids confusion, if a circle is drawn around
1 : 1 and 3 : 1 ratios each gamete or the genotype when writing out a genetic
cross.
Discourage students from automatically writing down two

gametes from each parent. This is only necessary if the parent
is heterozygous and producing two different kinds of gamete.
If it is homozygous, then only one kind of gamete is made, and
only one needs to be written down. Students can then be
introduced to the idea of random fertilisation, in which any kind
of gamete from the male parent can fuse with any kind of
gamete from the female parent. The offspring now have two
copies of each gene again. Drawing lines from gamete to
gamete often causes errors drawing a Punnett square is
easier for students to understand.
In the boxes, ensure that students understand that what they

have worked out is the probability of particular genotypes
being produced. The fact that, for example, four different
genotypes are present amongst the offspring does not mean
that the parents will have four children. Students need to be
familiar with the monohybrid crosses 1:1 and 3:1.

The inheritance of sex can be dealt with in the same way as

the inheritance of genes, but this time the symbols X and Y
are used to indicate whole chromosomes, not alleles of a
gene. Students should be able to draw genetic crosses to
show the expected 1:1 ratio.
Extension – Students could try the Genetics Breeding Game. Genetic Breeders:
www.puzzling.caret.cam.ac.uk/gam
Student progress could be assessed using: e.php?game=15&age=2
III 3.4 (S) 8.3 Codominance is the combination of two different alleles that Biology for IGCSE, Williams et al.
• Explain codominance by will produce an effect that is a mixture of both of them. The Nelson Thornes, 2009 p210–211
reference to the inheritance of correct use of symbols should be encouraged; where
ABO blood groups and codominance exists, the gene is shown with an upper case The Biology Project – Blood types:
phenotypes, A,B,AB and O blood letter, with superscripts to represent the different alleles. www.biology.arizona.edu/human_bi
groups and genotypes IA, IB and It is helpful to write down a list of all the possible genotypes for o/problem_sets/blood_types/Intro.ht
1o blood groups and the resulting phenotypes before attempting ml
to deal with any crosses.
Ensure that the correct symbols, as used in the syllabus, are

automatically used by students.

III 3.5 8.4 Variation Continuous variation can be illustrated by almost any Biology for IGCSE, Williams et al.
• State that continuous variation is characteristic that is measurable on a human: Nelson Thornes, 2009 p214–217
influenced by genes and height
environment, resulting in a wide length of middle finger Practical Biology – Variation in
range of phenotypes between two wrist circumference humans:
extremes: will each give a good range of results and not cause any www.nuffieldfoundation.org/practica
- e.g. height in humans embarrassment. l-biology/introducing-ideas-about-
inheritance

• State that discontinuous variation Leaves or other plant material can also be used to generate a
is caused by genes alone and range of results. Students can see that a range of values is Practical Biology – Variation in Ivy
results in a limited number of obtained. leaves:
distinct phenotypes with no www.nuffieldfoundation.org/practica
intermediates: To show them graphically, they will need to decide on 6 or 7 l-biology/recording-variation-ivy-
- e.g. A, B, AB, O blood groups in ranges and then draw up a tally chart to show how many leaves
humans values fit into each range. These can then be plotted on a
histogram. Variation – continuous and
discontinuous:
• Define mutation as a change in a A common misconception is that 'continuous variation' means www.bbc.co.uk/scotland/learning/bit
gene or chromosome something that changes through your life. Although this is true esize/standard/biology/inheritance/
of the measurements students are likely to have made to
illustrate this, it is not the correct meaning of the term. Use Video clip – Variation:
other features, such as hair or eye colour, to emphasise the www.bbc.co.uk/learningzone/clips/v
real meaning of continuous variation. ariation-and-inheritance/5519.html
• Describe mutation as a source of Students studying the supplement will already be familiar with Sources of variation:
variation, as shown by Down's the A, B, AB and O blood groups. Blood groups are a good learn.genetics.utah.edu/content/vari
syndrome example of discontinuous variation. Students can draw bar ation/sources/
charts to show the relative proportions of people with the four
blood groups. They will not find it difficult to understand that Inheritance patterns in monogenic
everyone fits into one of these four categories, with no in- disorders:
betweens, and this is therefore an example of discontinuous www.geneticalliance.org.uk/educati
variation. A second example is gender. on2.htm
• Outline the effects of ionising Students should understand that discontinuous variation is
radiation and chemicals on the rate caused purely by genes but continuous variation often Down’s syndrome as an example of
of mutation involves influence by the environment as well. mutation:
www.bbc.co.uk/health/physical_hea
Mutation can be defined as an unpredictable change in the lth/conditions/downssyndrome1.sht
DNA content of a cell. It can affect a single gene, or whole ml
chromosomes, and can happen at any stage, not only during
cell division.
Mutations can be positive for an organism, as in bacteria that
developed resistance to certain antibiotics. Refer to Unit 8.4
Selection.
Down's syndrome is used to illustrate a mutation that occurs

during meiosis and affects the number of chromosomes in a
cell. Students could look at karyotypes of people with Down's

syndrome, and compare them with karyotypes of males and

females with the normal number of chromosomes.
Ionising radiation and mustard gas can be given as examples

of factors that may cause mutations.
Chernobyl in 1984 is an example of radiation that caused
mutations in hundreds of people and unborn babies.
The Fukushima nuclear disaster in Japan in 2011 may cause
mutations.

III 3.5 (S) 8.4 Sickle cell anaemia can be explained as the result of a Sickle cell anaemia:
• Describe sickle cell anaemia and mutation in the gene that codes for the production of www.bbc.co.uk/health/physical_hea
explain its incidence in relation haemoglobin. The effects of this on the carriage of oxygen, lth/conditions/sicklecell1.shtml
to that of malaria and the consequences for respiring cells in body tissues can
be discussed. Its inheritance can also be considered. Students
can look at maps showing the distribution of malaria and of
sickle cell anaemia. Some students may have some degree of
sickle cell anaemia and will be able to talk about it to the class.
It is a good way to introduce the ideas of selection pressures,
and natural selection.

III 3.6 8.5 Selection Students are already aware that variation occurs within Biology for IGCSE, Williams et al.
• Describe the role of artificial populations of organisms, and they will not find it difficult to Nelson Thornes 2009 p218-220
selection in the production of think how humans may choose a particular variety of an
varieties of animals and plants with animal or plant and use this to breed from. Practical Biology – Modelling
increased economic importance natural selection:
Examples include: www.nuffieldfoundation.org/practica
Jersey cattle that have a high milk yield l-biology/modelling-natural-
Wheat that has high seed yield and shorter stems that are selection
easier to harvest.
Rice that has roots tolerant to lactic acid in the water.

Maize has been bred to be able to adapt to low carbon dioxide Artificial vs natural selection:
concentrations. learn.genetics.utah.edu/content/vari
ation/artificial/
It should be made clear that this selection needs to continue
for many generations, and does not produce immediate Natural selection game:
results. www.biology4all.com/resources_libr
ary/source/200.doc
• Define natural selection as the The favourable characteristics are expressed in the
greater chance of passing on of phenotypes in some of the offspring and these offspring may
genes by the best adapted be better able to survive and reproduce in a particular
organisms environment.
If students have already studied sickle cell anaemia, they will

already have thought about the ideas of differential survival
and selection. These will pass on their alleles to their offspring,
so that the alleles that confer the advantageous characteristics
gradually become more common. Over time, this could lead to
a change in the overall characteristics of the species.
Extension – Natural selection activity.

III 3.6 (S) 8.5 The development of antibiotic-resistant strains of bacteria
• Describe variation and state that makes a good example to illustrate the ideas in the previous A selection of excellent resources
competition leads to differential section. explaining the process of evolution:
survival of, and reproduction by, learn.genetics.utah.edu/content/vari
those best fitted to the Changes in a species through natural selection over time are ation/
environment gradual due to environmental changes and can be a
• Assess the importance of mechanism for evolution.
natural selection as a possible
mechanism for evolution Students are interested in this topic and groups within the
class could present some ideas to the whole class. MRSA:
www.dnadarwin.org/casestudies/9/
• Describe the development of Bacteria reproduce rapidly and a slight mutation during (advanced, but contains some
strains of antibiotic resistant asexual reproduction can produce some variation within the useful information)
bacteria as an example of population. Bacteria that survive and reproduce may develop a
natural selection resistance to the antibiotic that was meant to kill them. This Antibiotic resistance:
successful, mutated bacterium will reproduce and pass on the www.abpischools.org.uk/page/mod
antibiotic resistant gene to its offspring. ules/infectiousdiseases_medicines/i
ndex.cfm


III 3.7 8.6 Genetic Engineering Use simple diagrams of bacteria containing circular DNA to Biology for IGCSE, Williams et al.
• Define genetic engineering as show how a section of human DNA can be inserted into the Nelson Thornes 2009 p221
taking a gene from one species bacterial DNA.
and putting it into another species Science Across the World –
Extension – Students could research recent advances in Genetic modification:
biotechnology and report back. This might lead to student www.nationalstemcentre.org.uk/elib
participation in the STEM project “Talking about genetics” rary/resource/1750/talking-about-
(Science Across the World). genetics
Biotechnology:
www.abpischools.org.uk/page/mod
ules/biotech/index.cfm
(S) 8.6 Explain that DNA can be cut in certain places using different Information and animation of
• Explain why, and outline how, restriction enzymes to select the correct gene. If the same Genetic engineering:
human insulin genes were put restriction enzyme is used to cut the bacterial DNA then the www.abpischools.org.uk/page/mod
into bacteria using genetic ends of the human and bacterial DNA will stick together. ules/geneng/index.cfm
engineering
Extension – simple gel electrophoresis.

Core 1
Inheritance & Evoluion page 1

Core 2

Core 3
2

3
[3]

4
4
1
3 4.


Extension 1

Extension 2

Extension 2

Core 1
a(i) homozygous – both alleles present are the same / individual received the same
allele from both parents / gametes
recessive – an allele which is only exhibited when present in the homozygous

state / when the dominant allele is not present / masked by dominant allele, not
gene
(ii) black
b(i) up to 4 points are scored for the following
use of capital B for dominant (black) allele / lower case b for recessive allele
correct genotypes for both parents (Bb, bb)
gametes correctly displayed (B, b and b, b or b)
correct genotypes of offspring (Bb,bb)
correct phenotypes identified (for all offspring)
(ii) correct ratio predicted (1:1 or 1 in 2 or 50%, 50%)
Inheritance & Evolution page 1

Core 2
a(i) X – chromosomes
Y – nucleus / nuclear membrane
(ii) meiosis – four nuclei are produced / number of chromosomes / genetic material
is halved / new nuclei haploid
(iii) ovary / testis / gonad
b fertilisation / fusion of sperm and ovum / gametes / formation of zygote

Core 3
a recessive
4 has inherited PKU from parents (or alternative wording)
as it is not apparent in 1 or 2 / neither parent shows it / if dominant a
parent would show it / have PKU
b(i) 1 – Hh
4 – hh
(ii) HH and Hh

a working includes
squares to be marked on the feather
breakdown of rows into sub-totals / tally grids
total to be in the range 25 – 30 cm2
b three visible differences to include references to shape, area, appearance of

barb or blade, appearance of rachis (central rod), size or shape of quill
c(i) insulation / traps air / keeps it warm / stops heat escaping / traps heat
maintains body temperature / homiothermy / warm blooded
reference to young birds do not fly or less active so generate less heat / large
surface area to volume ratio / no regulation of body temperature / not able to
keep temperature the same
(ii) any three of these within the context of a fair test

uses several feathers or any insulation to wrap around a body /
glassware
use of thermometer to follow cooling recorded at intervals
comparison of apparatus with and without any covering or with flight
feathers

Extension 1
a(i) Ff
(ii) ff
b normal man x carrier woman
(parents) FF x Ff
(gametes) F F F f
(F1) FF Ff FF Ff
normal carrier normal carrier so not possible
c any two of these

reference to trachea /bronchi / bronchioles / alveoli blocked or
congested
makes gaseous exchange more difficult
reference to lack of energy / respiration impaired
reference to being more susceptible to infections
reference to digestion affected

Extension 2
a(i) biconcave disc
(ii) reference to sickle / crescent shaped
(iii) able to carry / absorb less oxygen
b(i) HAHA
(ii) HAHS
(iii) HSHS
c(i) HSHS
(ii) HSHS
man woman
d or sickle cell or heterozygous
parents HSHS x HAHS
gametes HS HS x HA HS
(F1) H SHA H SHS H SHA H SHS
percentage = 50


Students should have knowledge of photosynthesis and respiration, and understand something of energy transfers. They should know the elements from which
biological molecules are made, in order to understand nutrient cycles.
Context
This unit brings together ideas from several earlier units and lays the foundations for Unit 10. It also consolidates knowledge of photosynthesis and the topics on
respiration and excretion. The seasons should be considered when teaching this unit as it may be appropriate to teach it immediately after Unit 3 when work on
food chains and webs can be investigated outside.
Outline
It is hoped that students will be able to visit a local habitat, even if only in the school grounds, during this unit. The unit can begin with a review of the naming and
classification of living organisms studied in Unit 1 although some teachers may prefer to teach Unit 1.1 and Unit 1.2 before food chains and food webs at the
beginning of this unit - with some thought being given to their adaptations to their environment. The flow of energy and cycling of nutrients through ecosystems is
covered. This unit sets the scene for a consideration of how human activities can affect ecosystems (Unit 10).
IV 1 9.1 Energy flow: Having looked at the range of different types of organisms Revision – Ecology (cycles):
• State that the Sun is the principal that live in different habitats, students now consider the www.lgfl.skoool.co.uk/content/key
source of energy input to biological relationships between them. The concept of energy is not an stage4/biology/pc/lessons/uk_ks4
systems easy one, and students who are not studying physics or _ecology/h-frame-ie.htm
chemistry will need an opportunity to discuss what it means.
• Describe the non-cyclical nature of
energy flow There is an important link to be made between
photosynthesis and respiration including the concept that
animals obtain energy-rich nutrients from plants. Refer to Unit
9.2 Food chains and food webs.
All organisms directly or indirectly get their energy from the

Sun.
Energy given out by organisms is lost to the environment.

IV 2 9.2 Food chains and food webs If students have an opportunity to visit a habitat, even if only Biology for IGCSE, Williams et al.
Define the terms: in the school grounds, then they should be able to construct Nelson Thornes, 2009 p224–229
food chains and food webs for themselves.
• food chain as a chart showing the The Sun should not be included in a food chain or food web. PowerPoint presentation –
flow of energy (food) from one Emphasise that the arrows in a food chain represent the Interdependence of living things:
organism to the next, beginning direction of energy flow, towards the eater. www.biology-
with a producer e.g. Definitions of each of these terms can be built up once resources.com/biology-CD.html
mahogany tree →caterpillar→ students are comfortable with the concept of food chains.
song bird→ hawk
• food web as a network of Student progress could be assessed using:
interconnected food chains May/June 2011 Paper 0610/22 question 8 Video clips – Energy transfer in
showing the energy flow through May/June 2010 Paper 0610/21 question 4 food chains:
part of an ecosystem Oct/Nov 2009 Paper 0610/02 question 7 www.bbc.co.uk/learningzone/clips
• producer as an organism that /energy-transfers-and-food-
makes its own organic nutrients, chains-pt-1-2/197.html
usually using energy from sunlight Students who have studied physics may already understand
through photosynthesis that energy transfers are never 100% efficient, and that some www.bbc.co.uk/learningzone/clips
• consumer as an organism that energy is always lost as heat when energy is transferred from /energy-transfers-and-food-
gets its energy by feeding on other one form to another. chains-pt-2-2/199.html
organisms
• herbivore as an animal that gets its To understand the concept of heat lost from food chains and
energy by eating plants webs, students should discuss a particular example, such as
• carnivore as an animal that gets its energy transfer from grass in a field and cattle that are eating
energy by eating other animals it.
• decomposer as an organism that
gets its energy from dead or waste Once energy losses are understood, it should become
organic matter apparent that food chains cannot go on for ever.
• ecosystem as a unit containing all
Pyramids of numbers, biomass and energy can be drawn for
of the organisms and their
a particular food chain or web. Video clip – Pyramid of numbers:
environment, interacting together,
www.bbc.co.uk/learningzone/clips
in a given area
Students can think of them as a kind of graph, in which the /food-chains-pyramid-of-
• e.g. decomposing log or lake
areas of the boxes represent values for whatever is being numbers/201.html
• trophic level as the position of an plotted.
organism in a food chain, food web
or pyramid of biomass, numbers or Students can understand that producers have the largest
energy numbers and access to a field, or wood will illustrate this. Interactive food chain:
www.puzzling.caret.cam.ac.uk/ga

• Describe energy losses between Pyramids of numbers should be drawn with accurate me.php?game=6&age=2&PHPSE
trophic levels horizontal bars. Exceptions should be shown, a single tree for SSID=0cb7707e04efead5a621c4
example. 7d4b3b047f
Pyramids of biomass represent the amount of living material.
Extension – Collection of leaf litter and construction of a

• Draw, describe and interpret pyramid of numbers or mass based on classification of
pyramids of biomass and numbers organisms found.

IV 2 (S) 9.2 Emphasise that short food chains are more efficient in Video clip – Energy in food
• Explain why food chains usually providing energy to the top consumer. Emphasise that chains:
have fewer than five trophic approximately 90% of energy is lost to the environment www.bbc.co.uk/learningzone/clips
levels between each trophic level. /what-happens-to-energy-in-food-
• Explain why there is an chains/200.html
increased efficiency in Students studying the supplement can now take the ideas of
supplying green plants as energy flow and losses between trophic levels a little further, Video clip - Intensive farming:
human food and that there is a and think of their implications for human populations. www.bbc.co.uk/learningzone/clips
relative inefficiency, in terms of Some farmers keep their animals in pens to restrict the loss of /agricultural-change-in-the-paris-
energy loss, in feeding crop energy from the animals. basin-intensive-farming/3944.html
plants to animals
Students could consider why, if it is inefficient in terms of
energy, that so many human populations use animals for
food. Links with Unit 2 Animal nutrition and Unit 8.5 Selection.

IV 3 9.3 Nutrient cycles Students could be given cards showing stages of the carbon Biology for IGCSE, Williams et al.
cycle or water cycle and arrange them into a complete cycle. Nelson Thornes, 2009 p230–231
• Describe the carbon and the water These could then be turned into posters.
cycles Practical Biology – Carbon Cycle:

Extension – what is meant by “carbon neutral”? www.nuffieldfoundtation.org/practi

cal-biology/microbes-ate-my-
Student progress could be assessed using: homework
May/June 2009 Paper 0610/02 question 4 Revision – Carbon cycle:
Oct/Nov 2010 Paper 0610/22 question 6 www.bbc.co.uk/schools/gcsebitesi
Oct/Nov 2008 Paper 0610/02 question 7 ze/science/add_aqa/foodchains/fo
odchains5.shtml
IV 3 (S) 9.3 Students could be given cards or statements describing Biology for IGCSE, Williams et al.
• Describe the nitrogen cycle in stages of the nitrogen cycle and arrange them into a complete Nelson Thornes, 2009 p232–233
terms of: cycle.
- the role of microorganisms in These could then be turned into posters. Video clip – Nutrient recycling:
providing usable nitrogen- www.bbc.co.uk/learningzone/clips
containing substances by Student progress could be assessed using: /recycling-nutrients/4172.html
decomposition and by May/June 2011 Paper 0610/31 question 2
nitrogen fixation in roots May/June 2009 Paper 0610/31 question 6 Video clip – Greenhouse effect:
- the absorption of these Oct/Nov 2009 Paper 0610/31 question 6 www.bbc.co.uk/learningzone/clips
substances by plants and May/June 2008 Paper 0610/31 question 2e /carbon-dioxide-in-the-
their conversion to protein atmosphere/4417.html
- followed by passage through The effects of deforestation could be discussed using
food chains, death, decay newspaper/media articles on deforestation. Link to Unit 3
- nitrification and photosynthesis and Unit 10.
denitrification and the return
of nitrogen to the soil or the
atmosphere
(names of individual bacteria are
not required)
• Discuss the effects of the

combustion of fossil fuels and
the cutting down of forests on
the oxygen and carbon dioxide
concentrations in the
atmosphere

Core 1
Organisms & Environment page 1

Core 1

Core 2
2 2

Core 2

Core 3

Core 3


Alternative to a practical 1

Extension 1
[Total: 15]

Extension 2

Extension 2

Core 1
Name of arthropod Letter

Anopheles B
Musca E
Ornithodorus C
Pediculus A
Pulex D

Core 2
The table shows the correct answers, up to four correct gain credit.
Check carefully that no extra ticks are added.
Leaf 1a 1b 2a 2b 3a 3b 4a 4b 5a 5b Name of
tree
A
B x x x Quercus
C x x x Ilex
D x x x Fraxinus
E x x x Aesculus
F x x Magnolia

Core 3
a(i) any one of these

amino acid
protein
enzyme
named plant protein
enzyme
(ii) urea
(iii) nitrogen fixing bacteria

in root nodules or roots of leguminous plants or a named example
b(i) nitrogen cycle
plant or crop material removed from field, less material to decay

less nitrates released or formed
crop yield
would gradually decrease over a period of years

less nitrates to form protein or new cells
(ii) add fertilisers or manure

use of leguminous crops or named example

a(i) two from 16, 6, 13, 5, 2
(ii) two from 14, 11, 10, 9, 7, 1
b 3 16 9 7 1 Links must carry arrows.
c any two from these

using a fine net / centrifuge / filter / sieve
detail of how the apparatus is used
sample soil from the river bed
details of how this could be sorted
shine light
to attract organisms

Extension 1
a(i) any four from
BACTERIA VIRUSES
have a cell wall have a protein coat
have DNA (strand) have RNA or DNA
are larger are smaller
have a slime capsule have no slime capsule
have a membrane have no membrane
have cytoplasm have no cytoplasm
can reproduce outside cells can only reproduce inside living cells
show all life processes only show reproduction
can have flagellum no flagellum
(ii) any four from
ARACHNIDS CRUSTACEA
have 4 pairs of legs / 8 legs have 5 pairs of legs / 10 legs or more
have no antennae have antennae / have two pairs
have simple eyes have compound eyes
have chelicerae / poison fangs have no chelicerae / poison fangs
have a cephalothorax poorly defined cephalothorax
have thin / no carapace have thick carapace
breathe with gill / lung books have gills
(iii) any four from
MONOCOTS DICOTS
have one cotyledon / have two cotyledons /
food store / seed leaves food stores / seed leaves
have strap-shaped leaves have broader leaves

flower parts are grouped flower parts are grouped in 4’s /
into threes 5’s / larger numbers
have fibrous roots have tap roots
have stomata evenly have stomata unevenly

distributed on both leaf distributed on leaf surfaces
surfaces
have vascular bundles vascular bundles arranged in ring

scattered
b three of the following points
named example using genus and species

reference to two names for the organism
reference to genus and species
reference to use in classification

Extension 2
a(i) plants
(ii) any two from

reference to method of nutrition or no chlorophyll
no cellulose cell walls or reference to chitin present
hyphae present or reference to mycelium
b(i) 56.3 x 100

64.4
= 87.4%
(ii) Possible features

wings / impermeable cuticle or exoskeleton / antennae / 3 pairs
of legs / compound eyes / small size / large numbers formed
through reproduction
Possible explanations linked to named features

Wings: reference to flying, to find food, to escape from predators, to find a mate
Cuticle: to reduce water loss, to survive in hot or dry places, muscle

attachment, protection from predators, protection of internal organs
Antennae: to sense food, early warning of predators, to sense a mate
Small size: easy to hide from predators, only small amounts of food or water
needed to survive
Large numbers: some will survive to breed, reference to variation
Spiracles: for ventilation, control of ventilation
Reproduce in large numbers: so some will survive, increases chances of

variation to cope with environmental change
c(i) Presence of feathers/beak
(ii) refernce to scales/eyes/tail/mouth/anus
d(I) 1700000 X 14.3

100
= 243100


Students should have covered Unit 9 Organisms and environment before beginning Unit 10.
Context
This unit builds on ideas studies in Unit 9, and brings together knowledge from many other areas of the syllabus such as cell division.
Outline
General features of population growth are considered, before looking in particular at problems associated with human population growth. A number of different
effects of the growing human population on the environment are then considered. Some of these are complex issues, with no straightforward answers, and
students should be encouraged to discuss and debate them. There is some opportunity to interpret data from population graphs and pollution data.
IV 4 10.1 Population size Adequate food will enable the organisms to breed and to Biology for IGCSE, Williams et al.
• Define population as a group of produce more offspring. A shortage of food can result in Nelson Thornes, 2009 p236–239
organisms of one species, living in death, emigration and a decrease in the population.
the same area at the same time Predation can illustrate the delayed effect of the population Revision – Ecology (human
• State the factors affecting the rate of and graphs to illustrate this are helpful. The interrelated influences and conservation):
population growth of an organism populations of the snowshoe hare and the lynx in Canada is www.lgfl.skoool.co.uk/content/keyst
(limited to food supply, predation a clear example. age4/biology/pc/lessons/uk_ks4_ec
and disease), and describe their Disease can spread quickly in crowded populations like ology/h-frame-ie.htm
importance. myxomatosis that killed many rabbits in the UK about 40
• Identify: years ago. Revision – Populations:
- the lag www.lgfl.skoool.co.uk/content/keyst
- the exponential (log) The class could discuss how populations grow. age4/biology/pc/lessons/uk_ks4_po
- the stationary Simple sketch graphs should be drawn to illustrate population pulations/h-frame-ie.htm
- the death growth, and possible factors that might cause a levelling off in
- phases in the sigmoid population population growth should be considered. Video clip – Bacterial growth:
growth curve for a population www.bbc.co.uk/learningzone/clips/b
growing in an environment with Extension – modelling population growth. acterial-growth/209.html

limited resources The ideas developed in the previous section are now applied
• Describe the increase in the human to human population growth. Graphs showing how the human
population size and its social population has changed over the last two centuries and
implications predictions for the future should be drawn. Students could be
• Interpret graphs and diagrams of introduced to population pyramids and their interpretation for
human population growth their own country.
Comparisons could be made between developed and less
developed countries and this would form a link with
Geography for some students. They should discuss the
IV 4 possible implications of continued growth of the world human
population, if possible with reference to particular examples
collected from newspapers and other sources of up-to-date
information and data. To include food and water shortages.
Reference to Unit 7.3 Methods of birth control.
Student progress could be assessed using

IV 4 (S) 10.1 Supplement Limiting factors affect the size of the population such as lack Video clip – Bacterial growth:
• Explain the factors that lead to of food when the population is too big for the available www.bbc.co.uk/learningzone/clips/b
- the lag phase resources. acterial-growth/209.html
- exponential (log) phase
- stationary phase Lack of oxygen may affect a fish population in a polluted lake.
in the sigmoid curve of population
growth, making reference, where Student progress could be assessed using:
appropriate, to the role of limiting Oct/Nov 2010 Paper 0610/31 question 6
factors
IV 5 10.2 Human Influences on the This should be related both to the students' own country, and Video clip – Threat to rain forest:
ecosystem to other countries around the world. Students should be able www.bbc.co.uk/learningzone/clips/n
• outline the effects of humans on to refer to one specific example of pollution in rain forests, atural-balance-threats-to-the-
ecosystems, with emphasis on oceans and important rivers. rainforest/4712.html
examples of international
importance: There are many relevant websites relating to human Video clip – Sea and river pollution:
- tropical rain forests influences on the environment. www.bbc.co.uk/learningzone/clips/
- oceans why-have-fish-stocks-decreased-in-
- important rivers the-north-sea-pt-1-2/4687.html

Ideas to consider are the introduction of machinery:

• tractors to replace draught animals, specialised
machinery to sow and to harvest crops like carrots
and wheat
• the increasing use of pesticides and fertilisers
• the breeding of new high-yielding crop varieties.

IV 5.1 10.3 Agriculture Deforestation may already have been considered in relation Video clips – Deforestation:
• List the undesirable effects of to the carbon cycle and more wide-ranging effects should be www.bbc.co.uk/learningzone/clips/r
deforestation: considered, such as loss of habitat and biodiversity and the ainforest-destruction-kalimantan-
- extinction increased soil erosion and flooding. indonesia-and-costa-rica/3096.html
- loss of soil
- flooding The flooding of the river Indus in Pakistan in 2010 could be www.bbc.co.uk/learningzone/clips/s
- carbon dioxide build up discussed or the Three Gorges dam on the Yangtze River in ustainable-forestry-using-animal-
• Describe the over-use of fertilisers China. It is a good idea to try to introduce at least one power/11966.html
to include: specific example, as well as discussing the problems in
- eutrophication of lakes and rivers general.
The use of fertilisers containing nitrate can be concentrated

on here and related back to the nitrogen cycle (dealt with in
Unit 9.3 Nutrient cycles). Ensure that students realise that
both organic (for example manure) and inorganic fertilisers
can cause pollution problems.
Leaching into waterways and subsequent eutrophication,

should be described and explained.
Extension – possible solutions to eutrophication could be

researched.

May/June 2011 Paper 0610/31 question 2d

IV 5.2 10.4 Pollution Students could research recent news articles on different Biology for IGCSE, Williams et al.
• Describe the undesirable effects of types of pollution and report back. Nelson Thornes, 2009 p242–249
pollution to include:
- water pollution by sewage and Show video clip – pollution: Practical Biology – Indicator
chemical waste www.bbc.co.uk/learningzone/clips/the-effect-of-human- Species:
- air pollution by sulfur dioxide activity-on-the-environment/4173.html www.nuffieldfoundation.org/practica
- air pollution by greenhouse gases l-biology/monitoring-water-pollution-
(carbon dioxide and methane) www.bbc.co.uk/learningzone/clips/carbon-dioxide-in-the- invertebrate-indicator-species
contributing to global warming atmosphere/4417.html
- pollution due to pesticides
including insecticides and Extension – different types of pesticide could be studies (link
herbicides to bioaccumulation).
- pollution due to nuclear fall-out
IV 5.2 (S) 10.4 Non-biodegradable materials will be detrimental to the Extension:
• Discuss the effects of non- environment if they are put in land fill sites. There is also a Science Around the World – Acid
biodegradable plastics in the problem of too many huge land fill sites in many countries. Rain:
environment Biodegradable plastics are being produced that are slow to www.nationalstemcentre.org.uk/elib
• Discuss the causes and effects be decomposed but this is an improvement on the removal of rary/resource/1728/acid-rain
on the environment of acid rain plastic waste and its recycling.
and the measures that might be Video clip:
taken to reduce its incidence Explain why plastics will produce air pollution if they are burnt www.bbc.co.uk/learningzone/clips/a
• Explain how increases in in an incinerator. ir-pollution-and-its-effects-on-the-
greenhouse gases, carbon environment/6008.html
dioxide and methane are thought The environmentally friendly option is to recycle materials
to cause global warming such as paper, glass, metal and batteries. This reduces Acid rain investigation:
environmental pollution and saves energy in production costs www.saps.org.uk/secondary/teachi
although there is some disagreement about paper recycling ng-resources/186-student-sheet-5-
as the chlorine required to bleach the paper and the investigating-seed-germination
temperature require energy.
Students should understand that acid rain is caused by sulfur

dioxide (released from the burning of oil and coal, for
example in power stations) and nitrogen oxides (present, for
example, in car exhausts). They should know something of
the biological effects of acid rain.

Extension: students could investigate the effects of acid on

germination rate.
Discussion about the effect of greenhouse gases on climate

should be discussed. The fact that no agreement has been
made globally is relevant and many students will have an
opinion on this problem that has many factors to be
considered besides burning of wood and fossil fuels.

IV 5.3 10.5 Conservation It is best to look at some specific examples, either relating to Biology for IGCSE, Williams et al.
• Describe the need for conservation the students' home country, or of international importance Nelson Thornes, 2009 p250–253
of: such as: tigers in India, elephants in Africa, sun bears from
- species and their habitats Cambodia or orangutans in Borneo. Science Around the World –
- natural resources (water) Conserving Biodiversity:
- and non-renewable materials Extension – Students could become involved in the Science www.nationalstemcentre.org.uk/elib
including fossil fuels Around the World conservation project. rary/resource/1738/biodiversity-
around-us
May/June 2008 Paper 0610/31 question 2 Video clips – Conservation:
May/June 2008 Paper 0610/32 question 2 www.bbc.co.uk/learningzone/clips/b
iodiversity-and-the-human-
implications/5505.html
www.bbc.co.uk/learningzone/clips/l
och-lomond-land-use-
conservation/1142.html
IV 5.3 (S) 10.5 The influence of humans and the need for populations to Video clip – Recycling:
• Explain how limited and non- maintain their viable numbers could be discussed. The www.bbc.co.uk/learningzone/clips/r
renewable resources can be importance of maintaining biodiversity on the planet for ecycling-and-the-incineration-of-
recycled: ecosystems, chemical compounds used for medicines and waste/1577.html
- recycling of paper for their genetic diversity.
- treatment of sewage to make Video clips – Sewage:
the water that it contains safe Tropical rainforests have millions of species that should be www.bbc.co.uk/learningzone/clips/s
to return to the environment or preserved. ewage-treatment/4199.html
for human use

The practice of recycling and its importance is covered in www.bbc.co.uk/learningzone/clips/

many aspects throughout the Cambridge IGCSE courses. micro-organisms-at-work-in-a-
sewage-farm/2278.html
Emphasis could be given to metals, batteries, glass as well
as paper.
Students should learn how sewage is dealt with in their own

local area, and there may be an opportunity to visit a sewage
treatment plant, or to obtain information from the water
company responsible for this.


Core 1
Human Influences page 1

Core 2

Core 2

Core 3
2


3

Extension 1

Extension 1
[4]

Extension 2

Core 1

predators of the mink
competition with other predators for the same food
prey limited by availability of prey’s food
disease / parasites

humans have no natural predators
food supplies may be moved from areas of excess to areas of shortage
medical advances in disease prevention
medical advances in curing / treating patients
humans modify habitats for themselves
limited use of family planning programmes

Core 2
a(i) grass or plant grasshopper elephant shrew Scops owl /

grass or plant water buffalo tick oxpecker
bird
linked by arrows pointing towards the consumers
(ii) named producer example
makes its own food / glucose / gains energy by photosynthesis
named consumer example
gains energy / takes in / eats ready made food / other organisms
b(i) Scops owl population would rise – plague of grasshoppers would increase
elephant shrew population / food if Scops owl will increase
water buffalo population would fall – more grass eaten by grasshoppers / less
food available for water buffalo
(ii) grasshoppers eat more grass so less food for gazelles
either gazelles eat more acacia so less food for giraffes and population
falls
or gazelle population falls and eats less acacia so more food for giraffes
so population rises

Core 3
a 1.25 million
b(i) any two from these

most of offspring surviving
little / no competition for / plenty of food / space
few / no natural parasites / predators / diseases
no limiting factors
(ii) any two of these

births equal deaths
some factor / food supply limiting / competition for food / space /
because of overcrowding
introduction of / increase in parasites / disease / predators / competitor
species / deliberate husbandry

a(i) in order in the table

40
32
28
(ii) the pie chart should show

correct proportions for the segments
correct order of segments (largest starting at 12 position and going
clockwise in decreasing size)
b wet / damp
darkness (or alternative wording)
c to include four of these points

hand search and / or Tullgren funnel
sample standard area
same time of year
identify animals and trophic levels
repetition of samples

Extension 1
a(i) any two from

four limbs
body covering (or alternative wording)
backbone
warm blooded
lungs
(ii) any two from, provided feature linked to correct group

birds have feathers / animals have fur
birds lay eggs / mammals produce live young
mammals suckle young
birds have a beak
birds have scales on legs
b birds can fly over water or it is difficult for mammals to swim long distances
c few predators present

hay fields present for nesting
hay fields provide a food source (or alternative wording)
d any two of these

hedgehogs eat corncrake eggs
hedgehogs eat the same food / reference to insects or worms
corncrakes nest on the ground
e
hedgehog
corncrake
(eggs)
insects
worms
seeds
leaves
f any two of these

remove / exterminate hedgehogs from the island
create corncrake sanctuaries (which are hedgehog-fre)
introduce corncrakes to other islands
reference to captive breeding programme

Extension 2
a any five of the following points

reference to the presence of nitrates / phosphates
effect of above i.e. plants grow faster
reference to light blocked out for deeper plants
plants die (linked of the above points)
dead plants provide food for bacteria
numbers of bacteria increase
animals in water die due to lack of oxygen
bacteria respire (aerobically), using up oxygen
reference to eutrophication
reference to possible presence of disease- causing organisms
b any six of the following points

sewage screened (or alternative wording) to remove large objects
settling tanks allow grit to settle out
sludge allowed to settle out
reference to anaerobic conditions killing aerobic pathogens, linked to
above
remaining liquid sprayed onto stones or clinker
reference to presence of protoctists / bacteria
microorganisms feed on sewage
harmful substances removed, linked to above
reference to aerobic stage killing many anaerobic bacteria
reference to clear water effluent produced (or alternative wording)
reference to chlorination
c any four of these

thick cuticle
reduced number of stomata
stomata only open at night
rolled leaves
hairs on leaves
leaves reduced to spines
deep or long roots
fleshy stem

Scheme of Work - Cambridge IGCSE Biology (0610)

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Scheme of work – Cambridge IGCSE® Biology (0610)

The units within this scheme of work are:

Unit 1: Cells and cell processes

v1 2Y05 Cambridge IGCSE Biology (0610) 1

Unit 1: Cells and cell processes

1.1 Characteristics of living organisms

Syllabus reference – Section I: 1, 2, 3 Section II: 1, 2, 3, 4, 5

Unit 2: Animal nutrition

Syllabus reference – Section II: 6.1, 6.3

Unit 3: Plant nutrition and transport

v1 2Y05 Cambridge IGCSE Biology (0610) 2

Syllabus reference – Section II: 6.2, 7.1

Unit 4: Respiration and the human transport system

Syllabus reference – Section II: 7.2, 8

Unit 5: Coordination, response and homeostasis

5.1 Nervous control in humans

Syllabus reference – Section II: 10, 9

Unit 6: Reproduction in plants

6.1 Asexual reproduction

Syllabus reference – Section III: 1.1, 1.2, 2, 3.2, 3.3

v1 2Y05 Cambridge IGCSE Biology (0610) 3

7.1 Sexual reproduction in humans

Syllabus reference – Section III: 1.2.2, 1.3, 1.4, 1.5

Unit 8: Inheritance and evolution

Syllabus reference – Section III: 3.1, 3.4, 3.5, 3.6, 3.7

Unit 9: Organisms and environment

9.1 Energy flow

Syllabus reference – Section IV: 1, 2, 3

Unit 10: Human influences on the environment

10.1 Population size

Syllabus reference – Section IV: 4, 5

v1 2Y05 Cambridge IGCSE Biology (0610) 4

Cambridge IGCSE Biology webpage

Cambridge Students – University of Cambridge International Examinations

An Atlas of Histology, Freeman and Bracegirdle. Heinemann Educational.

IGCSE Biology, Mackean, D G. Hodder Education, 2009.

IGCSE Biology, Jones, M. Heinemann, 2009.

v1 2Y05 Cambridge IGCSE Biology (0610) 5

IGCSE Biology Revision Guide, Pickering, R. Oxford University Press, 2009.

IGCSE Biology Study Guide, Hayward, Dave. Hodder Education, 2005.

IGCSE Bitesize Biology – BBC

SAPS (Science and Plants for Schools) www.saps.org.uk/

Practical Biology www.practicalbiology.org/

Society of Biology www.societyofbiology.org/home

® IGCSE is the registered trademark of University of Cambridge International Examinations.

v1 2Y05 Cambridge IGCSE Biology (0610) 6

Unit 1: Cells and cell processes

Recommended prior knowledge

Syllabus ref Learning objectives Suggested teaching activities Learning resources

v1 2Y05 Cambridge IGCSE Biology (0610) 1

v1 2Y05 Cambridge IGCSE Biology (0610) 2

v1 2Y05 Cambridge IGCSE Biology (0610) 3

The students can then classify a selection of leaves from the

Extension – more complex keys could be used to identify

Student progress could be assessed using:

v1 2Y05 Cambridge IGCSE Biology (0610) 4

v1 2Y05 Cambridge IGCSE Biology (0610) 5

Student activity – Specimen size:

Relative sizes of cells:

v1 2Y05 Cambridge IGCSE Biology (0610) 6

Extension – students could investigate the effects of surface

Student progress could be assessed using:

v1 2Y05 Cambridge IGCSE Biology (0610) 7