Cambridge IGCSE Biology Workbook (2nd Edition)

Mary Jones and Geoff Jones
Cambridge IGCSE
Biology
Workbook
Second edition
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First published 2002

Second edition 2010
Repr inted 2010
Prin ted in the United Kingdom by Latim er Trend
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ISBN 978-0-521-12443-0 Paperback
Cover image: The blue-cheeked butterflyfish. Chaetodon semilarvatus,

found in the Red Sea. © blickwinkel / Alamy
Past examination questions repro duced by permi ssion of the

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.-l__ ~ _
-- Contents
- - - - - -_._ -
Introduction v 7 Animal nutrition 38

7.1 Diet 38
1 Classification 1 7.2 Functions of the digestive
1.1 Leaves 1 system 40
1.2 Using keys 4 7.3 Fluoridation data analysis 41
7.4 Food additives and yoghurt 42
2 Cells 6
2.1 Animal and plant cells 6 8 Transport 45
2.2 Drawing cells and calculating 8.1 Risk of heart attack 45
magnification 7 8.2 The heart in a fetus 46
2.3 Organelles 9 8.3 A transpiration experiment 47
8.4 Water hyacinth experiment 50
3 Movement in and out
of cells 10 9 Respiration 52
9.1 Effect of temperature on the
3.1 Diffusion experiment 10
rate of respiration 52
3.2 How plants take up water 12
9.2 The effect of animals and
3.3 Osmosis and potatoes 13
plants on the carbon dioxide
3.4 Diffusion and active transport 17
concentration in water 54
9.3 A simple respirometer 56
4 The chemicals of life 19
4.1 Carbohydrates 19
4.2 Proteins 20
10 Coordination and response 58
10.1 Caffeine and reaction time 58
4.3 Testing a hypothesis 21
10.2 Muscles in the leg 60
5 Enzymes 23
5.1 Writing enzyme questions 23
11 Homeostasis and excretion 61
11.1 Diabetes 61
5.2 Lipase experiment 24
11.2 Homeotherms and
5.3 Finding the optimum pH
poikilotherms 62
for amylase 26
6 Plant nutrition 31 12 Drugs 65

12.1 Alcohol and traffic accidents 65
6.1 How a pa lisade cell obtains
its requirements 31
6.2 Sun and shade leaves 32 13 Reproduction 67
6.3 Limiting factors 34 13.1 Breast-feeding statisti cs 67
13.2 Adaptations offruits 69
13.3 Pollination in different shapes
and sizes of forests 71
Conte nts iii

14 Inheritance and evolution 74
14.1 Pedigree 75
14.2 Big-horn sheep 77
14.3 Selective breeding for high
milk yield . 79
15 Living organisms in their

environment 81
15.1 Goats on an island 81
15.2 Fish lank 84
16 Humans and the

environment 86
16.1 Eutrophication 86
16.2 Acid rain and wildlife in
Canadian lakes 88
iv IGCSE Biol ogy

- - - _ . _ -- -
Introduction
This workbook contains exercises to help you to develop th e skills you need to do
well in your IGCSE Biology exa mination.
The IGCSE examination tests three d ifferent Assessment Objectives, whic h we call
'skills' in thi s workbook. These are:
Skill A Knowledge with un derstanding
Skill B Hand ling inform ation an d problem solving
Skill C Experime ntal skills and investigations
In th e examinatio n, abo ut 50% of the marks are for Skill A, 30% for Skill B and 20%
for Skill C.
Just learning your work and reme mbering it is therefore not eno ugh to make sure
th at you get the best possible gra de in th e exam. Half of all th e ma rks are for Skill B
and Skill C. You need to be able to use what you've learned in unfamili ar contexts
(Skill B) and to demon strate your experimental skills (Skill C).
There are lot s of Activities in your course book, which will help you to develop your
experimental skills, by doing pr actical work. This workbook con tains Exercise s
to help you to develop th ese fu rther, and also to develop Skill B. There are some
questions that just involve rememb ering things you have be en tau ght (Skill A),
but most of the que stion s require you to use what you 've learned to work out,
for example, what a set of data means, or to suggest how an experiment might be
improved.
These Exercises are not intended to be exactly like the kinds of qu estions you will
get on your exam papers. This is because the y are m eant to help you to develop your
skills, rather th an testing you on th em .
There's an introduction at th e start of each Exercise that tells you th e pur pose of it
- which skills you will be working with as you answer th e question s. The Exercises
are arranged in the same order as the chapters in you r coursebook. Towards the end
of th e book, th ere are some Exercises that contain quest ions covering mo re th an one
chap ter.
For some part s of the Exercises, there are self-assessme nt check lists. You can try
markin g your own work using th ese. This will help you to remember the importa nt
point s to think abo ut. Your teacher sho uld also mark the work, an d will disc uss with
you whether your own assess me nts are right.
In a few Exercises, you will see this symbol in th e m argin : III
This indicates th at th e Exercise is intended for students wh o are studying th e

Supplem ent content of th e syllabus as well as th e Core.
We would like to th ank CIE for permission to reproduce exam questions.
introduction v
: - ---------- --- -------.
------
Chapter 1 Classification
--=Oefmltions to lear~
• excreti on removal from organisms of toxic m aterials, the waste pro ducts of
m etabolism (chemical reacti on s in cells including respiration ) and substances in
excess of requirements
• growth a perm anent increase in size and dry mass by an increase in cell number
or cell size or bo th
• movement an action by an organism or part of an orga nism causing a cha nge of
po sition or place
• nutrition the taking in of nutrient s, which are organic substances and min eral
ions containing raw materials or energy for growth and tissue repair, abso rbing
and assimilating th em
• re pro duction th e pro cesses th at make more of the same kind of orga nism
• re spirati on the chemical reaction s that break down nutrient molecules in living
cells to release energy
• sen sit ivity the ability to detect or sense changes in the environment (stimuli)
and to m ake responses
• binomial system a system in which th e scientific name of an orga nism is made
up of two parts showing th e genus and species
Exercise 1.1 Leaves

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This Exercise will help you to improve yo ur observation and drawing skills (Skill e2l,
and also your knowledge of monocotyledonous and d icotyledonous plants. Yo u will
also practise calcu lating magnification.
You need:
• two leaves, one from a m on ocotyledon ous plant (mono cot) and one from a
dicotyledonous plant (dicot)
• a sharp HB pencil and a goo d eraser
• a rul er to measure in mm.
a Observe bo th leaves carefully, looking at both th e upper and lower surfaces . Look
for any differences between th e two leaves.
b In the space overleaf, make a large, labelled drawing of th e upp er sur face of one of
the leaves. The labels should point out any interesting features that you have noted.
Chapter 1 Classification 1
Use this check list to give yourself a mark for your drawing.
For each point, award yourself:
2 marks if you did it really well
1 mark if you made a good attempt at it, and partly succeeded
omarks if you did not try to do it, or did not succeed.
Self-assessment check list for drawing
marks awarded
you your
checkpoint teacher
You useda sharp pencil and rubbedout mistakes reallythoroughly.
You have drawn single lines. not manytries at the same line.
You have drawn the specimenthe right shape. and with different parts in the correct proportions.
You have made a really large drawing. using the spaceprovided.
You have included all the differentstructures that are visible onthe specimen.
Youhave drawn label lines with a ruler, touchingthe structure beinglabelled.
You have writtenthe labels horizontallyand neatly, well away from the diagram itself.
Take 1mark off if you usedany shading or colours.
total[out of 14)
2 IGCSE Biology
12-14 Excellent.
10-11 Good.
7-9 A good start, but you need to improve quite a bit.
5-6 Poor. Try thi s same dr awing again , using a new sheet of paper.
1-4 Very poor. Read through all the criteria again, and then try th e
same drawing.
c i Measure the actual length of the leaf th at you have drawn, in mm.
length of real leaf = mm

ii Measure the same length on your drawing.
length on dr awing = mm
iii Use your measurement s to calculate th e mag nification of your drawing.
Write down the equation you will use, and show your working.
magnifi cation = .
d Complete this table to describe at least th ree differences between th e monocot leaf
and the dicot leaf. One feature has been suggested for you.
feature monocot leaf dicot leaf

distribution of veins
Chapt er 1 Classification 3
r
Exercise 1.2 Using keys
s\li\\S
This Exe rcise gives you practi ce in using a key, and also checks your knowledge of
classification of vertebrates.
The drawings show four vertebrates.
a Use the dichotomous key below to identifyeach of these four animals.

List the sequence of statements that you worked through to find the name.
Animal A has been done for you.
1 a Shell present Geochelone elephantopus

b Shell absent go to 2
2 a Four legs go to 3
b No legs Ophiophagus hannah
3 a Scales on back form large plates Crocodylus niloticus
b Scales on back do not form large plates Cham aeleo gracilis
4 IGCSE Biol ogy

--- - --- -- - - -
A 1..b.,..? q,. } q Crocodylus niloticus .... ... .. .
c ..
D .
b i What is the correct term for th e two-word Latin name of an organism?
ii Explain what the two parts of the name tell you.
c State one feature, visible on all of the animals in the drawings, which indicates that
they are all reptiles.
Chapter '
-
Chapter 2 Cells
- Definitions to learn
• tissue a group of cells with similar structures, working together to perform a
shared funct ion
• organ a structure made up of a group of tissues working together to perform
specific functions
• organ system a group of organs with related functions, working together to
perform body functions
• magnification size of object in illustration -;- real size of object
Exercise 2.1 Animal and plant cells

s\li\\S
This Exercise will help you to improve your knowledge of the st ruct ure of animal and
plant cells, and give you more practice in calculating magnification.
The diagram shows an animal cell, and the outlin e of a plant cell. They are not drawn to
the same scale.
a On the animal cell, label the following parts:

cell memb ran e cytoplasm nucleu s
b Complete the diagram of the plant cell, and then label the following parts:
cell mem brane cyto plasm large vacuole containing cell sap nu cleus
chloroplast cell wall membrane around vacuole
c The actual maximum width of the animal cell is 0.1mm.

Measure the maximum width of the diagram of the anima l cell, in mm .
6 IGCSE Biology
ii Calculate the magnification of the animal cell diagram. Show your working.
Magnification = .
d The magnification of the plant cell diagram is x 80. Calculate the real height of the
plant cell. Show your working.
Height = .
Exercise 2.2 Drawing cells and calculating magnification

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This Exe rcise helps you to improve your observation and drawing skills (Skill 0), as
well as giving you more practice in calculating magnification.
Look carefully at Figure 2.4 on page 14 in your coursebook.

a i In the space below, make a large diagram of the largest cell (the one just to the
left of centre) . You cannot see all of the cell, as the top part is out of the picture.
Draw only the part that you can see.
ii Label these structures on your diagram. You will have to make a sensible guess
as to which structure is the nucleus .
cell wall po sition of cell membrane chloroplast nucleus
Chapter 2 Cells 7
--------_._-_._---------
Assess your drawing using the check list.
2 marks if you did it really well.
1 mark if you made a good attempt at it, and partiy succeeded
o marks if you did not try to do it, or did not succeed.
Self-asses~ent~~c,list for drawing ~:....
-
"\
marks awarded
you your
checkpoint teacher
You useda sharp pencil and rubbed out mistakes really thoroughly.
You have drawn single lines, notmanytries at the same line.
You have drawn the specimenthe right shape, and with different parts in the correct proportions.
You have made a really large drawing, using the space provided.
You have included all the differentstructures that are visible onthe specimen.
You have drawn labellines with a ruler, touchingthe structure being labelled.
You have writtenthe labels horizontallyand neatly, well awayfrom the diagram itself.
Take 1markoff if you used any shadingorcolours.
total (out of 14)
~J
b The magnification of the photograph in Figure 2.4 is x 2000.
i Calculate the real width of the largest cell in the photograph,
Show your working.
Width = ..
ii Calculate the magnification of your drawing of the plant cell,
Magnification = .
8 IGCSE Biol ogy - - - - --1

Exercise 2.3 Organelles
s\li\\!.
This Exercise tests your knowledge of the functions of organ elles in animal and plant
cells.
This list contains organelles that are found in cells.

cell membrane cell wall cytoplasm chl oroplast
nucleus vacuole
Write the name of the organelle beneath its function.

a Contains chromosomes made of DNA, and controls the activity of the cell.
b An extra , strong layer surrounding a plant cell, made of cellulose.
c A jelly-like substance where many metabolic reactions happen.
d Every cell is surrounded by one of these. It controls what enters and leaves th e cell.
e Some plant cells have these, but anim al cells never do. This is where ph otosynthesis
takes place.
f This is a space insid e a cell th at contains a liquid, for example cell sap.
-------~--------- ----- -------- -- Chapte r 2 Cells 9

~
I
Chapter 3 Movement in and out of cells

I>eflnitionsto learn
• diffusion the net movement of mo lecules from a region of their higher
concentration to a region of their lower concentration down a concentration
gradient, as a result of their random movement
• osmosis the diffusion of water molecules from a region of their higher
concentration (dilute solution) to a region of thei r lower concentration
(concentrated solution), through a partially permeable membrane
• active transport movement of ions in or out of a cell through the cell
membrane, from a region of their lower concentration to a region of their higher
concentration again st a concentration gradient, using energy released during
respiration
Exercise 3.1 Diffusion experiment
s\<.i\\S
This Exe rcise asks you to handl e and int erpret data collected during an expe rime nt ,
and also to think about how the experiment was plann ed (Skills C3 and C4).
A student did an experiment to test th is hypo thesis:
The higher the temperature, the faster diffusion takes place.
She took five Petri dishes containing agar jelly. She cut four holes in the jelly in each
dish . She placed 0.5 ern' of a solution containing a red pigment (coloured substance)
into each hole.
agar jelly hole cut in jelly,
o
containing solut ion
.
o 0
The student then covered the dishes and very carefu lly placed them in different
temp eratures. She left them for 2 hours. Then she measured how far the red colour had
diffused into the agar around each hole.
10 IGCSE Biology - - --~-_. _-~._-~ -

r
--
The table shows the student's resu lts.
distance red colour had diffused into thejelly/ mm

dish temperature / 'C hole 1 hole 2 hole 3 hole 4 mean (average)
A 10 2 3 2 3
B 20 5 5 6 4
C 40 9 11 8 10
D 80 19 21 18 23
a Complete th e table by calculating th e mean distances diffuse d by the red colour in

each dish. (Give each distance to the nearest whole number, because this is how the
student's measurements were taken.) Write your answers in the table.
b Do the resu lts support the student's hypothesis? Explain your answer.
c State four var iables that the student kep t constant in her experiment, or that she
sho uld have kept constant.
d Explain why it was a good idea to have four h oles in each dish, rat her tha~ just one.
e Suggest two significant sources of experimental error in this investigation .
Chapter 3 Mo vement in and out of cells 11

Exercise 3.2 How plants take up water
s\li\\S
This Exercise checks that you haven't forgotten about cell structure. It also develops
your ability to use your knowledge in a new situation (Skill B).
Plants take up water into their root s, from the soil. They have tiny hairs on their roots
which help with thi s. The hairs are called root hairs, and each one is part of a single cell.
The diagram shows a roo t hair cell.
-.
-.
:: -.
a State two struc tural features of this cell that are typical of plant cells but not animal
cells.
1 2 ..
b On the diagram of the cell, label a part ially permeable memb rane. Use a ruler to
dr aw the labelling line.
c The concentration of the cytoplasm and the cell sap inside the root hair cell is
greater than the concentration of the water in the soil around the root hair cell. Use
your knowledge of osmosis to explain how water is absorbed into the roo t hair cell.
12 IGCSE Biol ogy

d Root hair cells are tin y, and there are hundreds of them on each plant root.
Suggest how this helps to incre ase the rate at which the plant can take up water.
Exercise 3.3 Osmosis and potatoes

s\ti\\S
In this Exercise, you will practise drawing a results chart and recording numerical
results in it (Skill 0). You will also construct a graph and evaluate the results
(Skill 0). Question d is a good test of your understanding of osmosis, and your ability
to use your knowledge in a new situation (Skill B).
A student investigated the effect of different concentrations of sugar solutions on some

potato cylinders.
He took a large potato and used a cork borer to cut out several cylinders, each exactly
the same diameter. He trimmed the peel off the ends of the cylind ers, and then cut them
into exactly 1ern lengths. He then measured the mass of each piece.
He placed one piece of potato in each of six beakers. He then covered each piece with
either water, or one of five different concentrations of sugar solution. He used the same
volume of solution in each beaker.
The student left the potato pieces in the beakers for 30 minutes. Then he removed them
from the beakers , blott ed them dry with filter paper and measured their mass again.
These were the results he wrote down.
Before piece A =5.29, piece B = 5.19, piece C = 4.99,

piece D = 5.09, piece E = 5.19, piece F = 5.29
Solutions A, distilled water B, 0.1/0 suqcr solution C, 0.2/0 solution
D, 0.5/0 solution E, 0.8/0 solution F, 1.010 solution
After A = 5.59 B = 5.29 C = 4.99
D = 5.39 E = 5.09 F = 5.09
a In the space overleaf, draw a results table and fill in the student's results. Includ e a
row or column showing the change in mass. Take care to head each column and row
fully, with units.
Chapter 3 M ovement in and out of cells 13

b Decide if there are any anomalous results. If you think there are, draw a ring arou nd
them.
c Display the results as a line graph on the axes below. Put concentration of solution
on the x-axis and change in mass on the y-axis. Remember to includ e units in your
axis labels.
14 IGCSE Biol ogy

d Use your knowledge of osmosis to explain the results.
e Suggest how the student could have changed his method to make his results more
reliable.
II f The stud ent's teacher suggested that it would have been better if he had calculated
the percentage chan ge in mass of each piece of potato, rather than just the change in
mass. Do you agree? Explain your answer.
Use this check list to give yourself a mark for your results chart. Record it overleaf.
For each point, award yours elf:
omarks if you did not tr y to do it, or did not succeed.
-
_._----~- - ~- - ---~-----~
Chapter 3 Movement in and out of cells 15
--==="'1
Self-assessment check list for results cha r ts

marks awarded
you your
check point teacher
You have drawn the chart witha ruler.
Headings have correct units ineach column and row(there are no unitsinside the cells ofthe table).
Your chart is easyforsomeone else to read and understand.
If yourchart contains readings. all are to the same numberof decimal places (for example.15.5. 9.0).
total (out of 8)
8 Excellent.
7 Goo d.
5-6 A good start, but you need to improve quite a bit.
3- 4 Poor. Try this same results chart again, using a new sheet of pap er.
1-2 Very poor. Read through all the criteria again, and then try the same
results chart again.
Use the check list below to give yours elf a mark for your graph .
o marks if you did no t try to do it, or did not succeed.
Self-assessment chec list for graphs

marks awarded
you your
check point teacher
You have drawnthe axes witha ruler.and used most of the widthand height of the graph paper
for theaxis labels.
You have used agood scale for the x-axisand they-axis, going up in ls, 2s. 5s orlOs.
You have included thecorrect units with the scales on both axes.
~ f-------------------------------j---+----j
You have plottedeach point precisely and correctly.
You have used a small. neat cross for each point.
You have drawn a single.clear line - either by ruling a line betweeneach pair of points. ordrawing
a well-positioned best-fit line.
You have ignoredany anomalous results when drawing the line.
total (out of14)
16 IGCSE Biol ogy
l,
12-14 Excellent.
10-11 Good.
7- 9 A good start, but you need to improve quite a bit.
5- 6 Poor. Try this sam e graph again, using a new sheet of graph paper.
1-4 Very poor. Read through all the criteria again, and then try the same
graph again .
D Exercise 3.4 Diffusion and active transport

• !>\li\\!>
This is quite a tough Exe rcise , but if you are hoping for a Grade A o r Byou sho uld be
ab le to cope with it. It t ests your ability to ana lyse data and then use your knowledge
to draw co nclusio ns, and also to make predictions (Skill B).
The table shows the concentrations of three differe nt ions inside the cells in a plant root
and in the water in the soil.
concentration in plant rootcells concentration in soilwater

ion / mol dm? / mol dm?
A 0.5 0.5
B 1.0 0.4
C 0.6 0.8
a Which ion ha s moved into the root hair by diffusion? Explain your answer.
--
--
--
b Which ion ha s been mo ved into th e root hair by active transport? Explain your
answer.
c Which ion has been moved out of the root hair by active transport? Explain your
answer.
Chapter 3 Movement in and out of cells 17

II d If the soil in which the plant is grow ing beco mes waterlogged, the roots can no
longer get oxygen. Suggest how thi s would affect th e concen trations of ions A, B
and C in the root cells. Explain each of your suggestions.
1S IGCSE Siology
r
Chapter 4 The chemicals of life
There are no specific definit ions to learn in this chapter.

$ k
"
Exercise 4.1 Carbohydrates

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This Exercise will give you practi ce in co nstructing re sults cha rts (Skill el) and drawing
co nclusions (Skill OJ, as well as helping you to reme mber import ant facts about
carbo hyd rat es.
A student carr ied out tests on two food s. This is what she wrote in her notebo ok.
Starc h t es t - f ood A went br own, f ood B went black

Be ned ict's reagent - fo od A went orange-red, food B went blue
a Construct a results tabl e, and complete it to show the student's results. Think
carefully about the best way of showing what she did , what she was testing for, wh at
results she obt ained and what these results mean .
Chapter 4 The chemicals of life 19

"'- - ~-
'':.':'''''
b Complete this table about carbohydrates.
type of example role in living organisms

carbohydrate
monosaccharide glucose
polysaccharide the form in which plants store energy
cellu lose
glycogen
Exercise 4.2 Proteins
ski\\s
This Exe rcise will he lp you to learn about the impo rt ance of proteins in the body. It is
also very good practic e in finding and so rt ing information (Skill B) and cutting a large
amount of info rmat io n down to just a very short summary of the most important
po ints. Not easy!
There are hundreds of different proteins in the human body, each with its own
particular role to play.
Use the Internet or other resources to find out about each of the proteins listed below.
Make notes , and then shorten them so th at you eventually write down just two or three
sentences about each protein, each sentence packed with information about it.
haemoglobin
............................. .................................. ........................................ ..........................................................................................................

~
keratin
20 IGCSE Biology
-----
;;;.------- .-
--~ ----
collagen
antibodies
Exercise 4.3 Testing a hypothesis

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This Exercise will help you to remember th e biuret test fo r proteins. It will also help
you to improve you r skills in planning experiment s (Skill (4). Your teacher may allow
you to carry out your experiment - if so, you are almost certain to find you want to
make some changes to it. That is good - it is what most scientists do.
------"
The biuret test is used to test foods for pro teins. The intens ity of the colour obtained
depends on the concentra tion of pro tein in the sample being tested.
Plan an investigation to test this hypothesis:
CMilk from cows contains a higher concentration of protein than milk from goats. J
a First, describe how you would do the biuret test.
Chapter 4 The chemicalsof life 21

- ..... _... _....--.__ .......,..,- ...•....._...,
b Now thin k about how you could use th is test to test the hypothesis.
I What variable would you change in your experiment?
Ii What would you keep the same? Try to think of at least three variables you
would keep the same.
iii What would you measure in your experiment?
iv How would you measure it?
v If the hypoth esis is correct, what results would you expect to obtain?
22 IGCSEBiology
---~ -- _._- - - - - - --- - - ---- - . - ~- --------~ --~ --
Chapter 5 Enzymes
:---:Deflnitions t~ -lea;~~.B."'-'----
• cat alyst a substance that speeds up a chemicalreaction and is not changed by
J
the reaction
• en zymes proteins that function as biological catalysts
) ;;: AU
Exercise 5.1 Writing enzyme questions

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Writing thes e questions will make you th ink hard about some of the facts you know
about enzymes, which should help you t o reme mbe r them.
Write a multiple choice que stion for each of the following sets of answers. Then
underline the correct answer to your question.
A amylase B catalase C lipa se D protease
A denatured B killed C slowed down D speeded up
A fat B protein C maltose D starch
Chapter 5 Enzyme s 23
Now write two more multiple choice qu estions abo ut enzymes.
Exercise 5.2 Lipase experiment

ski\\!>
This Exercise will help you improve your ability to analyse and evaluate data (Skill (3),
and to plan experiments (Skill (4). It will also reinforce your knowledge of the role of
lipase.
An exp eriment was carr ied out to investigate the effect of tem perature on th e enzyme
lipase . Lipase digests fats to fatty acids (which have a low pH) and glycerol.
A solutio n of lipase was made, and equal volumes of it were added to five test tubes. The
tub es were treated as follows:
;:= = r== ;:= =

1 2 3. 4 5
..J
" f- = _ = _~ >-- f= _ =_
I ---- c:/
kept at ... 20 T 20 '( 0 "C 40 "C 100 "C
All five tubes were kept at the se temperatures for five minutes.
24 IGCSE Biology - - _.---

A pH meter was used to measur e the pH of th e liquid in each tube.
Equal volumes of milk (which contains fat) were then added to tubes 2, 3, 4 and 5.
Every two minutes, the pH of the contents of each tube was tested as before. The results
are shown in the table.
tube I 2 3 4 5
temp i 'c 20
milk added? yes
pH at:
omins 7.0 7.0 7.0 70 70
2 mins 70 6.8 70 6.7 70
4 mins 70 6.7 7.0 6.5 7.0
6 mins 70 66 7.0 63 70
8 mins 7.0 6.6 6.9 6.2 7.0
10 mins 7.0 6.5 6.9 6.2 7.0
a What is th e substrate of the enzyme lipase?
b What are the products when lipase acts on its substrate?
c Explain why the pH becomes lower when lipase acts on its substrate.
d Complete the table by filling in all the blank cells.
e Explain why the pH did not change in tube 1.
f Explain why the pH did not change in tube 5.
Chapte r 5 Enzymes 25
g Explain why the results for tubes 2 and 3 differed from each other.
h The student who did this experiment concluded that the optimum temperature for
lipase is 40 °C. What are your opinions about this conclusion?
i Suggest some changes that could be made to this experiment to obtain a more
reliable or more precise value for the optimum temperature of lipase.
Exercise 5.3 Finding the optimum pH for amylase

s\l.\\\s
This Exe rcise leads you through designing an experime nt (Skill C4), thinking about
variables you will change, variables you will control and variables you will measure.
Your teacher may let you do your expe rime nt when you have designed it, in which
case you can come back to your original design and make changes to it that you think
might have worked better.
The pH of a liquid can be kept steady by adding a buffer solution to it. You can obtain
buffer solutions for any pH value you require. You can use a pH meter to measure
the pH.
l The optimum pH for amylase is 7.5. J

26 IG CSE Biolo gy
~--------~--~---~--
- - - - - - - - - -_. ~ -- >
Here is some of the apparatus you m ight like to include.
IOD IN E AMYLASE STA R C.H

SO LU TI ON SO LUT ION SUS PEN SI ON
")
\-7- - - '-"
pH 2 p H4 pH S pH 10
BUFFER B UFF ER BU FFER B U FFE R
a What will you vary in your experiment?
b Over what range will you var y it?
c How will you vary it?
d What variables will you keep con stant in your experiment? How will you do this ?
---
r- -
-~ --_.._--~-- --- - -_. _~-- - -_. _
- - - - .- - - ..-~----~- --.---.--.
_. - Chapter 5 En zyme s 27
..
e What results will you measure in your experiment, how will you measure th em and
when will you measure them?
f Briefly outline the steps you will follow in your investigation.
28 IGCSEBio logy
g Draw a results table in which you could record your results.
h Sketch a graph to show the results you would expect if the hypothesis is correct.
Chapt er 5 En zyme s 29
· " , _ __ ." - _ - ..,_.._ ". __ ., .
Use the check list below to assess how well you have done.
For each poi nt, award yourself:
1 mark if you made a good attempt at it, and par tly succeeded
o marks if you did not try to do it, or did not succeed.
Self-assessment check list for planning an experiment

marks awarded
you your
checkpoint teacher
You have stated the variable to be changed (independent variable). the range of this variable and
howyouwill vary it.
You have stated at least three important variables to bekept constant (and not includedonesthat
are not important).
You have statedthe variable to bemeasured (dependent variable). how youwill measure it and
whenyouwill measure it.
You have drawn up anoutline results chart.
If a hypothesis is being tested, you have predicted what the results will beif the hypothesis is
correct.
total(out of 10)
10 Excellent.
8- 9 Go od.
5-7 A good start, but you need to imp rove quite a bit.
3-4 Poor. Try this same plan again.
1-2 Very poor, Read through all the criteria again, and then tr y the same
plan again.
30 IGCSE Biology
-----===-1
•
Chapter 6 Plant nutrition
Definitions to learn
• nutrition taking in of nutrients which are organic substances and mineral ions,
containing raw materia ls or energy for growth and tissue repair. absorbing and
assimilating them
• photosynthesis the funda mental process by which plants manufacture
carbohydrates from raw materials using energy from light
• limiting factor something present in the environmen t in such short supply that
it restricts life processes
Exercise 6.1 How a palisade cell obtains its requirements

s\ti\\s
Writing t hese descr iptions will help you to summarise and remember how a palisade
cell obtains t he th ings it needs for photosynthesis, and the fate of the products.
Write short descriptio ns in each box. to explain how a palisade cell in a leaf obtains its
requirements for photosynthesis. and what happens to th e product s.
Use each of these words at least once.
air space diffusion epidermis osmosis phl oem starch
root hair stoma tra nsparent sucrose xylem
light energy oxygen
Chapter 6 Plant nutrition 31

- ~ ----~~
~ - -- - - - - - - - - - -
carbon dioxide carbo hydrates
w at er
,..,
Exercise 6.2 Sun and shade leaves

s\ti\\S
You do n't need to know abo ut sun and shade leaves, so do n't worry - you don't have
to learn facts about t hem. This Exercise is about observing carefully and using what
you can see, as well as what you already know about leaves, to work out (rat her t han
just remember) answers to questions (Skill B).
Some of the leaves on a tree spend most of the day in bright sunlight, while others are
in the shade. The diagrams show sections through a leaf growing in the shade and a leaf
growing in the sunlight.
sun leaf shade leaf
32 IGCSE Biology
--_
~~ ._-~
.._-
- _.._ •... _-_.
a On the shade leaf diagram, label these tissues:

upper epidermis pa lisade mesophyll
spongy mesophyll lower epidermis
b On the shade leaf diagram, put a few green spots in each cell that you would expect
to contain chloroplasts.
c Complete the table to compare the struc tures of each of these parts of the leaves.
part of sun leaf shade leaf

leaf
cuticle
palisade
mesophyll
spongy
mesophyll
d Suggest an explanation for the difference in the cuticle th at you have described in
the table in c.
e Suggest an explanation for the difference in the palisade layer that you have
described in the table in c.
Chapter 6 Plant nutriti on 33

...._ _..•........,., _ -- -
,'
B Exercise 6.3 Limiting factors
s\li\\S
In this Exercise, you can practis e drawing a li ne grap h (Skill B) and ana lysing data to
draw conclusions and suggest exp lanations (Skill Band also Skill 0 ). It will also help
you to check your understand ing of limiting factors.
An experiment was performed to find out how fast a plant ph oto synthesised as th e
concentration of carbon dioxide in the air around it was vari ed. The results are shown in
th e table.
percentage rate of photosynthesis in arbitrary units

concentrationof
carbon dioxide low light intensity high light intensity
0.00 0 0
0.02 20 33
0.04 29 53
0.06 35 68
0.08 39 79
0.10 42 86
0.12 45 89
0.14 46 90
0.16 46 90
0.18 46 90
0.20 46 90
a Plot th ese results on th e grid opp osite.

You can mark your gra ph using th e self-assessmen t check list for graphs on page 36.
Use th e check list below to assess how well you have done.
For each po int, award yours elf:
o marks if you did not tr y to do it, or did not succeed.
34 IGCSE Biology
--- -
Chapter 6 Plant nutrition 35

_. - -=- . ..;;; ,--.=!,
- --- ---- - -- - - - ~ - -
.. _ . ----------- . .. ... _------
marks awarded
you your
check point teacher •
- You have drawnthe axes with a ruler, and used most of the width and height of the graph paper
forthe axis labels.
You have used agood scale for thex-axis and they-axis,going up inIs, 2s, 5s or lOs.
You have included the correct units withthe scales on bothaxes. ,
You have plotted eachpoint preciselyand correctly.
You have used a small, neat cross for each point.
You have drawn a single, clear line - either by ruling a li ne between each pair of points, or drawing
a well-positioned best-fit line.
You have ignored any anomalous results when drawingthe line.
total (out of 14)
12-14 Excellent.
10-11 Good.
7- 9 A good start, but you need to improve quite a bit.
5- 6 Poor. Try this same graph again, using a new sheet of graph paper.
1-4 Very poor. Read through all the criteria again, and the n tr y the same
graph again.
II b State th e carbon dioxide concentration of normal air.
--
c Use your graph to find the rate of photosynthe sis in normal air in a high light
intensity.
--
--
--
d Up to what concentration is carbon dioxide a limiting factor for photosynthesis in
low light intensity?
,
-_ ..... _.__._--_..~
36 IGCSE Biology - --~- -- - --- --~"~---- - ---
- _ .~
...
-
,
--
II e Above this concentration (your answer to d) , what is the limiting factor for
photosynthesis?
f Farmers and market gardeners often add carbon dioxide to the air in glasshouses
where crops are growing. Use your graph to explain the advantage of doing th is.
g It is expen sive to add carbon dioxide to glasshouses. Suggest a suitable concentration

of carbon dioxide to add to a glasshouse in high light intensity, to obtain a good
financial return from the sale of the crop. Explain your answer.
_._------- Chapter 6 Plantnutrition 37

. ..•.•...• , .•. ,.,..,..•.. _.••• _ ., - _ •••-,,<.- ••••_•••_._.•.•.• _•••••.••.•~ '" ...... .•••.•..••.. _--- ,..,•. _.. .
Chapter 7 Animal nutrition

- =Defm~ions to lear~
• di gestion the breakdown of large, insoluble food molecules into sma ll, water-
soluble molecules using mechanical an d chemica l processes
• ingestion tak ing substances (e.g. food, drink) int o th e body thro ugh the mouth
• abs orption the movement of digested food molecules through the wall of the
intestine into the blood or lymph
• egesti on th e passing out of food that has not been digested, as faeces, through
th e anus
• assimilation the movem ent of digested foo d molecules into th e cells of th e body
where they are used, becoming pa rt of th e cells
Exercise 7.1 Diet

ski\\s
This Exercise helps you to practi se using information to work out the answers to qu estions (Skill B).
The table shows the energy and nutrients con tained in 100g of five foods .
food energy protein fat /g carbohydrate calcium iron vitamin vitamin

/ kJ / g / g / mg / mg C/mg O/mg
apple 150 0.2 0 9.0 0 0.2 2 0
chicken, 630 25.0 5.0 0 0 0.8 0 0
roast
egg, 1050 10.0 23.0 0 60 2.0 0 1.8
scrambled
rice, boiled 500 2.0 OJ 30.0 0 0 0 0
spinach, 130 5.0 0.5 1.5 600 4.0 25 0
boiled
a Wh at pattern can you see in the kinds of food th at conta in carbo hydra te?
38 IGCSE Biol ogy

..
----- --------------- ~~ -~
--
b Scrambled egg has much the highest energy content per gram of all of the foods
in the table. What other data in the table could explain why the energy content of
,scrambled egg is so high?
c Use the data in the table to work out which of the five foods contains the greatest
mass of water per 100g.
d A girl is suffering from anaemia. Which foods from the table would be most helpful
for her to include in her diet? Explain your answer.
-
Chapter 7 Animal nutrition 39
r
i
Exercise 7.2 Functions of the digestive system
s\li\\S
This Exercise will help you to remember the roles of the different parts of the
digestive system. The diagram is not the same as the one in your coursebook - you
need to be prepared to interpret different versions of diagrams .
The boxes contain descriptions of things that happen to food as it moves along the
alimentary canal.
Draw label lines to the appropriate parts of the digestive system on the diagram.
Saliva is secreted into here Mastication increases the

from the salivary glands. surface area of food .
Gastric juice is made Amylase breaks down

here, containing pepsin starch to maltose.
and hydrochlori c acid.
Pepsin breaks down

proteins to polypeptides.
Pancreatic juice flows
into here .
Sodium hydro gencarbonate

neutralises acid from the
Amylase breaks down stomach.
starch to maltose.
Lipase breaks down fats to

I Bile salts emulsify fat s. fatty acids and glycerol.
40 IGCSE Biology
----_ _ ... .... __ _-
.....::::.-_. ...
-- '
EI Exercise 7.3 Fluoridation data analysis
· ski\\s
These qu estions help you to develop your abilities to find and describ e pat terns in
data and suggest e xplanations for them (Skill B).
.....;,~....~==~.•=~~=
A study was carried out into the effect of two factor s on the number of decayed teeth in
five-year-old children. The two factor s were:
• whether or not fluoride was added to the drinking water, or if th e water naturally
contained fluoride
• the general standard of living of the family, measured using a score from -30 (very
high living standards) to +50 (very low living standards).
The result s are shown in the graph.
4.0
--
-0
OJ
3.5
»-,
-- 'OJ-
"~
u" 3.0
-0 0
4- ~ 2.5
-- 0 'OJ>-
"
-- ~
OJ 2.0
LJ OJ
Ec£ 1.5
-- c
cOJ ._
c .i: ----- C
"'OJ ...OJ 1.0
... ......-.-:-:'.-:'.-~-:'.': .
-- EB 0.5
O +-C-.l_~~~--~--~-~--~--~----';
- 30 - 20 - 10 o 10 20 30 40 50
high . , -- st anda rd of living • low
A town whe re th e water 8 town where water does C town whe re water
does not naturally co nta in not nat urally co nt ain naturally co ntains
fluoride, and where no fluoride, and whe re fluoride
- fluoride was add ed fluoride was adde d
a Describe the effect of standard of living on tooth decay in town A.
--- - - Chapter 7 Animal nutrition 41

- -- - - -. ---~--- --- .. ---- --- --
D b Suggest reason s why a low standa rd of living may have th e effect you describ e in
your answer to a.
c Describe th e effect of adding fluoride to drinking water that does not naturally
contain fluo ride .
d Suggest reason s for th e d ifference s in th e results for town B and town C.
Exercise 7.4 Food additives and yoghurt

ski\\s
This is an Exercise in using your skills in understand ing qu ite complex data, ana lysing
the data, drawing co nclusions from them and' relating t hem to a real-life situation
(Skill B). It will also help you remember some facts about food add itives and yogh urt,
and to t hink a lit tle about des igning investigations (Skill (4).
Yogh ur t is an important food in Pakista n. Until recently, mo st yoghurt was made and
con sumed fairly locally. Now, yoghurt is being m ade commercially on a larger scale,
which mean s it has to be transported over longer distances and kept for a longer time
before it is eaten. The yoghurt m akers therefore add stabilisers to th e yoghurt. Stabilisers
are food additives that help to sto p the yoghurt separating out into curds (semi-solid
material) and whey (a thin liqu id).
42 IGCSEBiol ogy
The effects of thre e different stabilisers on yoghur t made from buffalo milk were
compared. The tables show some of the results.
Table I Effect on pH
The numbers in the table are the pH of the yoghur t.
time I days
stabiliser 0 5 10 15
none 4.1 4.0 3.9 3.6
pectin 4.1 4.0 3.9 3.7
carrageenan 4.1 4.1 3.8 3.9
cornstarch 4.1 4.0 3.8 4.0
Table 2 Effect on separation

The numbers in the table are the degree of separation of th e yoghurt. The larger the
number. the greater th e separation.
time I days
stabiUser 0 5 10 15
none 1.9 7.9 13.9 21.1
pectin 0.9 2.5 6.2 86
carrageenan 2.3 6.1 12.5 18.4
cornstarch 0.5 1.S S.3 6.9
a Explain why yoghurt has a pH below 7.
b Suggest why the pH of all the yoghur t samples fell slightly du ring the 15 days of the
experiment.
Chapter 7 Animal nutriti on 43

---
li e The researchers concluded th at adding stabilisers did not affect the acidity of the
yoghurt. Explain whether you think the data in Table 1 support this conclusion.
d Using the data in Table 2, and th e information in the introduction to the question,
explain why yoghur t makers in Pakistan now add stabilisers to their yoghurt,
whereas this was not necessary in the past.
e Name the stabiliser that worked best, and use data from the table to support your
answer.
f State three variables that the researchers should have kept constant in their
experiment.
44 IGCSE Biology
Chapter 8 Transport
............:= _ jii-- -. -
• transpi ration evapo ration of water at the surfaces of the mesophyll cells
followed by loss of water vapo ur from plant leaves, th rou gh the stomata
• translocation the movement of sucrose and amino acids in phloem, from
regions of pro duction to region s of storage or to region s of utilisation in
respirati on or growth
Exercise 8.1 Risk of heart attack

s\<.i\\s
In this Exercise, you will practise picking out relevant information from a table of
data, and using it to suggest answers to questions about a real-life situation (Skill B).
This table shows part of a chart that doctor s use to predict the likelihood of someone
having a heart attack. Diabetes is an illness caused by a faulty mech anism for regulating
the concentration of glucose in the blood. It can be controlled, but not cured.
percentageof women who are expected to have a heart attack within 5years
age40 age50 I age60 I age70
no with no with no with no with
diabetes diabetes diabetes diabetes diabetes diabetes diabetes diabetes
~
non- 1 3 3 7 5 12 7 23
smokers
smokers 4 7 6 13 12 22 'j 15 33
a Imagine that you are a doctor. A woman patient is 54 years old. She has diabetes
and she smokes. What will you tell her about her chance of having a heartattack
within the next five years?
---- Chapter 8 Transport 45

b What will you tell her she sho uld do to reduce her cha nces of having a heart attack?
How will you use the chart to explain th is to her?
c Suggest how the figures used in th is chart have been determined.
Exercise 8.2 The heart in a fetus

s\l.i\\s
This Exercise will make you t hink hard ab out the double circulatory system of a
human and how it works, and use yo ur previous knowledge t o wor k out so me likely
explanat ions (Skill B).
The diagram shows the heart of a fetu s (a baby

developi ng in its mother's uterus).
In a fetus, the lungs do not work. The fetus gets its
oxygen from the mot her, to whom it is connected
by th e umbilical cord. This cord conta ins a vein,
whic h carri es the oxygenated blood to the fetus's
vena cava.
a On the diagram, write the letter a in the
chamber of the heart that first receives
oxygenate d blood in an adult person.
b On the d iagram, write the letters OF in the

chamber of the heart that first receives oxygenated blood in a fetus.
46 IGCSE Biology
-
c If you look carefully at th e diagram , you can see that there is a hole in the septum
between the left and right atria . Suggest the func tion of this hole in the hea rt of
a fetu s.
d Wh en the baby is born, it takes its first breath . The hole in the septu m of the heart
quic kly closes. Explain why thi s is important.
Exercise 8.3 Atranspiration experiment
s\t\\\s
This Exercise gives you practice in recording results (Skill (2). con structing graphs (Skill
0). drawing co nclusio ns and evaluating the reliability of results (also Skill (3).
A stude nt investigated this hypothesis:
Transpiration happens more quickly in windy

conditions than in still air.
The diagram shows th e appa ratus th at he used.
o
wate r in cap illary t ube ---JII~ ~
meniscus ---1111'- 0
---~. Chapter 8 Transpo rt 47

"
The student placed a leafy shoot in the apparatus and stood it in a quiet place in the lab,
where the air was still. He read off the position of the meniscus every 2 minutes for
10 minutes.
He then placed the fan close to the apparatus and switched it on. He continued to read
the position of the meniscsus every 2 minutes for the next 10 minutes.
These are the results he wrote down .
st art 0 em 2 mins, 2.8 4 mins, 6.1 6 mins, 10.0

8 mins. 12.9 10 mins, 16.2 12 mins. 21.8 14 mins, 27.9
16 mins, 31.1 18 mins, 39 .5 20 mins. 44.9
a Draw a suitable results chart, and fill it in.
b Plot these results on the grid on the next page. Draw a vertical line upwards from
the x-axis, to divide the graph into the period of time when the air was still, and
when it was moving . Draw two best-fit lines, one on either side of this dividing line.
If you think any of the results are anomalous, then ignore them when drawing your
best-fit lines.
48 IGCSE Biology
+ . ++ .: ++ -__
-:.t+t -~ .
.~..~ "f"-- _1.. "!"i ' j::i~ '
11++ Ll - - - I. . T I I I : I I.- :
~
+4- -+- -l- l \.- t~h= 4-f -~~~-+- -t--+ r- I -- I 1- - -- _.- -R
+1
·tJ+
:' , '+
-
l:~
·'i'·i~ · ·
+ '"
,'! +.
.i.r. , T,t ! t·
'+,. .1+I+"· I
' ·;-·f
TIt !E'w , ,
+::j:+:::n:, ... :J " ::11:' -!'1
....".+.+.
" ·.TI
,•·+
n ' ...r-'
.+.··.·.1,.· .. I
.r --
+ t,"::l:'
Tj '- --~ .,
-l-i-t-i-i-i-i r-
-+ _.... +
:'j=n·';': ..j::
-rt--_··t '"l
"'+r
I·.·f, 'i ·til,+:l,: ".·..t,...T,..·· '.' .
"..... !·. .'1".. . I~,' : +:'t~ .rr +
1:·
i ..j -i- :j:: ; :ttt 1 += !:±~ tJ !::t·· :·:r :I::j::" j
.. .. . T·· :r+ q: .." ..... ,'1
I "' ,"
1'''''1 ' ,
· 1"
LI.• .. I
+
-l- ,1+ i-t- 'H+
·1·+ l-t- 'H+ -- :t + ... -H-
c Use the graph to calculate the mean rate of movement , in cm per minute , of the
meniscus in still air, and in moving air.
still air . moving air
d Do the results support the student's hypothesis? Explain your answer.
e Suggest any significant sources of erro r in this experiment. (For example, did the
student control all the important variables? Did his method really measure what he
thought he was measuring?)
...........................................................................................................................................................................
Chapter 8 Transport 49
r:;.;-
II Exercise 8.4 Water hyacinth experiment

s\li\\S
There is a tough magn ification calculation in th is Exercise, using a unit you may not
be familiar with. Don't worry - you are not supposed to know t his unit - the task is
about being ab le to use your understanding of magnification and the information
given to work out the answer to a problem (Skill B). (It's not easy, though!) The
Exe rcise will also he lp you to look carefu lly at data and make comparisons (also Skill
B), and to th ink about adaptations of plants that grow in water.
Water hyacinths are aquatic plants th at

originally came from Brazil, but now grow in
waterways in ma ny trop ical countries . They are
sometimes used to help to clean up polluted
water, as they are able to take up pollutant s such
as he avy metals.
An experiment carr ied out in Ch ina investigated
differences in the struc ture of th e leaf epidermis
of water hyacinth plants grown in clean water
and in polluted water.
The diagram and table show som e of their
results.
upper ep idermis of a wat er hyacinth leaf

grown in po lluted wate r
type of water upper or lower mean width of mean lengt h of mean number
epidermis stomatal pore guard cell/ flm of stomata per
/ flm mm'
clean upper 4 7 2.83
lower 4 7 3.32 .
polluted upper 3 5 2.80
lower 3 5 2.83
a From the data in the table, what is the mean length of a gua rd cell in th e upper
epidermis of a water hyacinth leaf grown in pollut ed water?
50 IGC5EBiology
-
II b Measure the length , in mm, of a gua rd cell in th e diagram of th e epidermis of a
water hyacinth leaf.
.................................................................................................... mm
Now convert your answer in mm to an answer in 11m. 1 mm = 1000 11m.
.......................................................................... ........................ 11 m
Now use your answer to a, and your answer in flm above, to calculate the magnification
of the diagram. Write down the formula that you use, and show your working.
c Explain how th e result s in the table for water hyacinth leaves grown in d ean water
ind icate th at this plant is adapted for growing in water.
d Compare the characteristics of the leaf epidermis of the plants growing in dean
water with plants grow ing in polluted water.
Chapter 8 Transport 51
------------------ - - - " ." --_ _..
Chapter 9 Respiration
• respiration the chemical reaction s th at break down nutrient molecules in living
cells to release energy
• aerobic respiration the release of a relatively large amount of energy in cells by
the breakdown of food substances in the presence of oxygen
• anaerobic respiration the release of a relatively small amount of energy by the
breakdown of food substances in the absence of oxygen
Exercise 9.1 Effect of temperature on the rate of respiration

ski\\S
This is a planning Exercise (Skill (4). It has not been broken up into sections, because
by now you are probably getting the hang of planning good experiments and should
be able to organise your answer yourself. Your teacher may allow you to carry out
your experiment once your design has been checked .
Germinating peas respire faster as temp erature increases, up to an optimum.
You can use the apparatu s and techniques described in Activity 9.1 on page 113 in your
coursebook.
Think carefully about controlling variables, what you will measure and when, and
how you will record and interpret your results. Predict what the results will be if the
hypoth esis is cor rect.
52 IGC5EBiology
Chapter 9 Respiration 53
···-------------""'!!"-----------------.--~ ~ .--.- --,.u..~....-._.. ~..~ .. .
Exercise 9.2 The effect of animals and plants on the carbon
dioxide concentration in water
s\li\\S
This Exercise will make you think about photosynthesis and respiration, as well as
interpreting results and making predictions (Skill B).
A student had a fish tank, in which she kept tro pical fish. She knew it was meant to be a
good idea to keep living plants in the tank as well. She wanted to find out how the plants
affected the concentrati on of carbo n dioxide in the water.
The diagram shows the apparatus that she set up. She used hydrogencarbonate indi cator
solution because it is yellow when it cont ains a large amount of carbon dioxide, orange
with a small amo unt and red when it contains no carbon diox ide at all.
+-- hydrogencarbonate
indicator solutio n
A B c o
The student left all four tubes in a sunny place for 30 minutes. When she looked at the
tube s again, she found the indicator had turned yellow in tub e A, deep red in tube B,
and stayed orange in tub es C and D.
a Draw a results chart and fill it in to show the stude nt's results.
54 IGC5EBiology
--
----- --- ---
b Explain the results in each tube. (Remember that living organisms all respire all the
time, and that plants also photosynthe sise in the light.)
tube A
tube B .
tube C ..
tube D .
c Predict the results that would be obtained if all the tubes were left in the dark.
d Discuss what these results, and your predictions in c, suggest about whether or not
it is good to have living plants in a fish tank.
...........................- - .
--- Chapter 9 Respiration S5

1:1 Exercise 9.3 A simple respirometer
s\li\\S
The apparatus in this investigation is not easy t o und e rstand, so it is a bit of a
challenge to sort out what is happ ening. The Exercise also gives you practice in
co nst ruct ing graphs (Skill 0) and suggesting improvements to th e expe riment al
design (Skill C4).
A respirometer is piece of apparatus that can be used to measure the rate at which
oxygen is taken up by respiring organisms. The organisms are placed in the apparatus,
along with some soda lime, which absorbs all the carbon dioxide they breathe out.
As they use oxygen, the volume of gas inside the respirometer therefore decreases.
The rate at which th is happens is measured by noting the rate of movement of an oil
drop along the capillary tube. A control is set up that is identical in ever y way, but with
no organisms.
Ilili l ! i Ii l' li lll Ii i j llli[ l l li 11 111 111i i Illjjl
respiring organisms
zinc gauze platform
soda lime
A B
a In which direct ion would you expect the oil drop to move in apparatus B?
Explain your answer.
b The table shows the results that a student collected.
time I minutes 0 1 2 3 4 5 6 7 8
total distance 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2
travelled by drop
in AI cm
total distance OJ 0.6 1.0 12 1.5 19 2.1 2.4 2.7
travelled by drop
in BI cm
Draw a graph on the next page to display these results .
S6 IGCSE Biolo gy
------ - ------ -------
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working.
d Suggest why th e oil drop in apparatu s A moved a short distance very quickly, and
then did not move any more.
e Suggest how the reliability of the results of this experiment could be improved.
Chapter 9 Respiration 57
- - - - -
Chapter 10 Coordination and response

-=Deftnitions to lear~
• sen se organ s group s of receptor cells responding to specific stimuli: light,
sound, touch, temperature and chemicals
• hor mone a chemical substance, produced by a gland, carried by the blood,
which alters the activity of one or more specific target organs and is then
destroyed by the liver
• geotropism a response in which a plant grows towards or away from gravity
• phototropism a respon se in which a plant grows towards or away from th e
direction from which light is coming
Exercise 10.1 Caffeine and reaction time

~\li\\s
You should be getting quite confident at planning experiments by now, so there are
no reminders here about all th e different things you need to include (Skill C4). You'll
find it quite tricky to control variables in this one. You may be able to tryout your
experiment when you've planned it.
Reaction time is the time between receiving a stimulus and responding to it.
Plan an exper iment to test this hypothesis:
Consuming drinks containing caffeine decreases reaction tim e.
58 IGCSE 8iology •.•_ -- .....

"
.--- -
1---. . ~ __
Chapter 10 Coordination and respon se 59
Exercise 10.2 Muscles in the leg
s\li\\s
You don't need to know abo ut th e muscles that move the knee joint. This Exercise is
about using what you do know, about th e elbow joint, to work out what is happ ening
in a different situation (Skill B).
~~="
The diagram shows some of the muscles that move th e knee joint.
a Label these structures on the diagram .

• th e femur
• the patella (knee cap)
• the pelvis
• a lumbar vertebra
• a tendon
b Give the letter of these parts of the leg:

a muscle that will make the knee bend when it contrac ts
a mu scle that will make the leg straighten at the knee when it contracts
c Which of the two muscles in your answer to b is a flexor mu scle, and which is an
extensor?
60 IGCSE Biology - - - - - ~- - - ~ ~ - - ~ -
Chapter 11 Homeostasis and excretion
~Def1nitions to lear~w.2~_---""'''-
• homeostasis the maintenance of a con stant internal environment
• excretion th e removal from organisms of toxic materials, the waste products of
metabolism (chem ical reaction s in cells including respiratio n ) and substances in
excess of requirem ent s
• deam ina tion removal of th e nitrogen-containing part of amino acids to form
ur ea, followed by release of energy from the remainder of th e amino acid
Exercise 11.1 Diabetes

s\li\\S
This Exercise is about interpreting data shown in a graph , and relating this to your
knowledge of the regulation of blood glucose (Skill B).
In som e people, the control of blood glucose con centration does not work correctly.
In type I diabetes, th e pan creas do es not secrete insulin when it should.
a In what circumstances does th e pancreas nor mally secre te insulin?
The graph shows the concentration of glucose in the blood of two people, after they had
eaten a meal containing starch at time o. One person had type I diabetes, and the oth er
did not.
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Chapt er 11 Homeostasis and excreti on 61

b Explain why the concentration of glucose in the blood increases when a person h as
". '
eaten a meal containing starch.
c Suggest which person, A or B, has type I diabetes. Explain your answer fully.
d Explain why it is important to keep the concentration of glucose in th e blood

neither too high nor too low.
Exercise 11.2 Homeotherms and poikilotherms

ski\\S
In this Exercise, you are asked to use your knowledge of temperature regulat io n in
humans, and som e new data, to work out answers to questions (Skill B).
Humans are homeotherms - we are able to regulate our body temperatures, keeping
the core body temperature roughly constant no matter what the temperature of our
environ ment. Many animals, however, are poikilotherms. Their core temperature varie s
according to the temperature of their environment.
The graph shows the core temperatures of six animals in different environmental
temperatures.
62 IGCSE Biology
r:
----- --~------- --~-~ - --~ ---
50
c ...... ;
....
rabbit •
40 .. - .....
cat
••
------- .. ---
• • • • • • • • • • • • • • • • • •
• • • • • • ••
• • ••
•
•
burrowing bettong ••
••
u 30 alligator ••
o
• ••
• ••
••
gOPherSn~
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• ••
•
cyclod us li zard •••
• ••
10 ••
•
•
•••
•••
0 -1-- -
• - ,--- - - ---,- - - - ,- - - ---,
o 10 20 30 40
temperature of the en vironment / 0 c
a Write the name of each animal in the correct column of th e table.
homeothermic animals poikilothermic animals
Chapter 11 Homeost asis and excretion 63

b Cyclodus lizards, gopher snakes and alligators need to eat much less food than cats,
rabbits or bettongs. Use the information in the graph to explain why.
c Use the graph to compare the probable activity of a cat and a cyclodus lizard when
the environmental temperature is 5 "C.
d Cats are predators. Rabbits are herbivores, preyed on by cats and other mam mals.
Explain the advantages to cats and rabbit s of being homeothermic.
- - - ---- ~. -~~--_ . " -------~-_ ......

64 IGCSE Biolog y
=~==-;;;;- _._-_._-- --_.
Chapter 12 Drugs
• drug any substance taken into th e bod y th at modifies or affects chem ical
reactions in the bod y
----~----""""".~---~~----=----
Exercise 12.1 Alcohol and traffic accidents

s\li\\S
This Exercise gives you practice in describing patterns in data and using yo ur
know ledge and understanding to suggest reasons for them (Skill B).
The graph shows data about fatal road traffi c accidents in a region of
Australia. The black bars show the number offata l accid ent s per 10000
licensed dr ivers in each age gro up. The grey bars show the number of
th ese accidents whic h involved dr ivers who had been drinking alcohol.
I
V>
~
~ 6 numbe r of fat al accidents pe r 10 000 lice nsed drivers

'C
"" numbe r of fatal accidents invo lving a driver

c~
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I who had be en dr inking alco ho l
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oo 4
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C 16 17 18- 20 21-30 31-40 41- 50 51- 60 61- 70 71-80 81-90
age of dr iver / years
Chapter 12 Drugs 65
a Describ e the pattern in the number of fatal accidents (black bars) in the different
age groups.
b Suggest reasons for the pattern you described in a.
c In which age group were drivers involved in fatal accidents most likely to have been
dr ink ing alcohol?
d Explain why dri nking alcohol increases the risk of traffic accidents.
66 IGCSE Biology
Chapter 13 Reproduction
-=Deflnitionsto lear~
• asexual reproduction th e process resulting in th e produ ction of genetica lly
identical offsprin g from one parent
• sexual repro duction the process involving the fusion of haploid nuclei to form
a diploid zygote and the production of genet ically dissimilar offspring
• pollination the transfer of pollen grains from the male part of the plant (anther
of stamen) to the female par t of the plant (stigma)
• develop ment an increase in complexity
Exercise 13.1 Breast-feeding statistics

s\li\\S
Answering t hese questions should be fairly stra ightforward. There is practice in
drawing a bar chart (you can use t he self-assess ment check list for graphs on page
16 if you li ke - just change t he parts about po ints and lines to bars) and in t hinking
abo ut the meaning of t he data (Skill B).
The World Health Organization (W H0) recommends that all children between birth
and four months old should be breast-fed. By the time they are six months old, they
should still be breast-fed but should also be receiving some oth er types offood.
The table shows data collected in one year in eight countries in the Caribbean and Latin
America. It shows the percent age of children up to four months old that were being
exclusively breast-fed, and the percentage that were being exclusively bottle-fed.
count ry exclusivebreast-feedingup to exclusive bott le-feedingup to

4 months 4 months
Bolivia 54 35
Brazil 41 51
.
Colombia 16 72
Dominican Republic 10 81
Guatemala 51 26
Haiti 3 36
Paraguay 7 56
Peru 61 29
Chapt er 13 Reproduct io n 67
....._ " - , ' ~- =,.- .." ..
a Plot these data as a bar chart , on the grid below.
1*!-1: +++.
4
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b Explain what is meant by 'exclusively breast-fed'.
c Suggest why the two figures for each country do not add up to 100.
d Which country has the best record for breast-feeding?
68 IGCSE Biology - -~--- - - ~-,,- ------ -~--

e Suggest why WHO recommends that children up to four months old should be
exclusively breast -fed.
Exercise 13.2 Adaptations of fruits
s\li\\S
This Exercise is all about observ ing and recording (Skill e2l.
Make large, labelled diagrams of two fruits on the page overleaf - one dispersed by wind
and one dispersed by animals. Calculate the magnification of your drawings, and show
them either as scale bars, or write down th e magnification. Annotate each drawing to
explain how the fruit is adapted for its method of dispersal.
Use the self-assessment check list on page 2 to assess your diagrams.
Chapter 13 Reproduction 69
70 IGCSE Biol ogy
Exercise 13.3 Pollination in different shapes and sizes of forests
~\li\\~
This Exercise presents the results of some research relating to deforestation.
Although this is not covered until Chapter 16, you probably know a little about it
, already and will be able to make some sensible suggestions when answering question
d (Skill B). You will also need to draw conclusions (Skill 0) and think about planning a
further investigation (Skill C4).
%. • ~--~-~--_.
All over the world, forests are being cut down and destroyed. Small patches are often left
behind, and research is being carried out to see how the shape and size of these patches
affects the animals and plants that live in them.
One piece of research looked at the pollination of holly flowers by butterflies in three
different areas of forest. The areas were:
• A: a set of patches of forest all connected to each other by long , narrow tree-covered
areas (corridors')
• B: a set of patches of forest the same size as those in A, but not connected
• C: a set of smaller patches of forest , not connected.
The butterflies that pollinated the holly flowers were known to spend most of their time
at th e edges of forests, rarely penetrating into deep forest for very long.
The researchers inspected samples of holly flowers in each forest area , and counted the
numbers of ovarie s that were turning into fruits. They then calculated the mean number
of fruits per flower in each area. The graph shows their results.
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area A area B area C
a Describe the results shown in the graph.
Chapter 13 Reproduction 71
- .
=
b Use your own knowledge to outline what happens in a flower after it is pollinated,
in order to form a fruit.
c Using the information in the introduction to thi s Exercise, suggest explanations for
the results obtained.
d It is likely that your suggested reasons are not actually proved by these results.
Suggest how the researchers could modify thei r original experiment to test one of
your suggestions more fully and reliably.
72 IGCSE Biology
,-
I'
- -----
~
- ~- ---------~-- ~
e It could be argued that this research suggests it is better to leave small patches of
forest rather than large ones. However, most conservationists would say that this is
not correct. With reference to this research , and using your own thoughts about the
importance of forests, discuss these two points of view.
----~--- -~-~-~.~ - - - - - ---~----- Chapter 13 Reproduction 73

-~-
Chapter 14 Inheritance and evolution
-=Deflnitio~ t~ lear~
• inheritance the transmission of genetic information from generation to
generation
• chromosome a thread of DNA. made up of a str ing of genes
• gene a length of DNA that is the unit of heredity and codes for a specific
protein. A gene may be copied and passed on to the next generation
• allele any of two or more alternat ive forms of a gene
• haploid nucleus a nucleus conta ining a single set of unpaired chro mosomes
(e.g. sperm and egg)
• diploid nucleus a nucleus containing two sets of chro mosomes (e.g. in
body cells)
• mitosis nuclear division giving rise to genetically ident ical cells in which the
chromosome number is maintained by the exact duplication of chromosomes
• meIOSIS reduction division in which th e chro mosome number is halved from
diploid to haploid
• genotype genetic makeup of an organism in terms of the alleles present
(e.g. Tt or GG)
• phenotype the physical or other features of an organism due to both its
genotype and its environment (e.g. tall plant or green seed)
• homozygous having two identical alleles of a particular gene (e.g. TT or gg).
Two identical homozygous ind ividuals that breed together will be pure-breeding
• heterozygous having two different alleles of a partic ular gene (e.g. Tt or Gg),
not pure-breeding
• dominant an allele that is expressed if it is present (e.g. T or G)
• recessive an allele that is only expressed when there is no dominant allele of
the gene present (e.g. t or g)
• mutation a change in a gene or chromosome
• natural selection the greater chance of passing on of genes by the best adapted
organisms
• genetic engineering taking a gene from one species and putting it into anot her
species
74 IGCSE Biology
Exercise 14.1 Pedigree
ski\\S
This Exercise asks you to work out genotypes, given some information about
phenotypes ina fam ily (Skill B). You will also use yo ur knowledge of genetics to th ink
about the advice that a counsellor might give to a member of this family.
The family tree shows the inci dence of a genetic disease called PKU in four generations
of a family,
Key
phenylketonuria
(PKU)
00 normal
2
)----,-10
4
a Describe one piece of evidence from the diagram that suggests PKU is caused by a
recessive allele.
b If PKU is caused by a recessive allele, explain why it is unlikely that mutation in

person 4 was responsible for their disease ,
Chapt e r 14 Inheritance and evolution 75

c Deduce the genotypes of persons 1, 2, 3 and 4. Use the symbol q for the PKU allele
and the symbol Q for the normal allele.
d Person 5 is worried that her children might have PKU. She talks to a genetic
counsellor. What might she be told?
76 IGCSE Biology -- - ----_. __ . _~

Exercise 14.2 Big-horn sheep
s\li\\S
In this Exercise. you will use your understanding of natural select io n to try to work
out what has caused a change in the characteristics of big-horn sheep (Skill B). The
question also takes you back to work you covered earlier - it's important to be able
to deal with q uestions that cover mo re than one part of your syllabus.
Big-horn sheep live on rocky

mountain sides in Canada.
The males have very large horns.
The size of their horns is caused by
their genes.
a State one feature shown in the dr awing that is found only in mammals.
b Name the part of a cell that contains the genes.
ii In which cells in the big-ho rn sheep's body will the gene for horn size be
present?
Chapter 14 Inherit ance and evolut ion 77

c Hunters kill big-horn sheep and keep their horns as trophies. They kill the sheep
with the largest horns.
The graph shows how the average size of the horns in a population of big-horn
sheep changed between 1970 and 2005.
E 70
-\
u
<,
...no
.s: 60
c
~
cL 50
0
.s:
c 40
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1970 1975 1980
Explain how hunting of big-horn sheep could have caused the general trend shown
in the graph .
d In summer it may be very hot in the mou ntains, but in winter it is very cold.
i Explain how the big-horn sheep's sweat glands can help to keep them cool in
summe r.
ii Explain how vasoconstriction can help to keep the sheep warm in winter.
[eIE 0654/ 03 May/June 2006, question 4]

78 IGCSE Biology
--=~
Exercise 14.3 Selective breeding for high milk yield
~ . _--
s\l\\\S
This Exercise contains some real data about the effects of artificial selection to try to
; develop herds of cows that produce more milk than usual. You will need to use your
knowledge of selection pressures and their effects, to make sense of the data and
suggest explanations for the results (Skill B). For the very last part of the question,
you'll need to think back to work you covered much earlier in your course.
In 1965, a long experiment was begun to find out if artificial selection could increase the
milk yield of cows.
In one set of cows, artificial selection for high milk yield was carried out in each
generation. These were called the selected line .
In the other set, there was no artificial selection. These were called the control line.
Both sets of cows were kept under the same conditions.
The mean milk yield from the cows that were born in each year from 1965 to 1990 was
calculated. The results are shown in the graph.
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5
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1965 1970 1975 1980 1985 1990
year of cow's birth
a Calculate the change in mean milk yield per cow between 1965 and 1990 for
i the selected line
Chapter 14 Inheritance and evolution 79

.,
----------~>----~. _ ~- -
------------------------_ ......... ........•.. ..........•.••• •.." ....... .....•..
ii the contro l line.
b Descr ibe how artificial selection would have been carried out in the selected line.
c Suggest a reason for the results for the cont rol line.
d The researchers also looked at the costs of health treatment in each of the two
breedin g lines. The table shows some of the results.
health problem cost of treatment in cost of treatment in

selected line / $ control line / $
mastitis(inflammation of the udder) 43 16
lameness 10 6
i Suggest an explanation for the results shown in the table.
ii State and explain one reason , other than health treatment costs, why it would be
mor e expensive to keep the cows from th e selected line than the cows from the
control line.
[CIE 0654103 Octobe r/Novembe r 2007, question 3)
80 IGCSE 8iology --
Chapter 15 Living organisms in their
environment
--=C.
-Definitions to learn
• food chain a chart showing the flow of energy (food) from one organ ism to
the next beginning with a producer (e.g. mahogany tree -? caterpillar -? song bird
-? hawk)
• foo d web a network of int erconnected food chains showing the energy flow
through part of an ecosystem
• prod ucer an organism that makes its own organic nutrients, usually using
energy from sunlight, through photosynthesis
• consumer an organism th at gets its energy by feeding on other organisms
• herbivore an an imal that gets its energy by eating plants
• carnivore an animal that gets its energy by eating other animals
• deco mp oser an organism that gets its energy from dead or waste organic
matter
• ecosystem a uni t containing all of the organisms and their environment,
interactin g together, in a given area e.g. a decomposing log or a lake
• t rophic level the position of an organism in a food chain, food web or pyramid
of biom ass, nu mbers or energy
• po pulation a group of organisms of one species, living in the same area at the
same time
Exercise 15.1 Goats on an island

s\li\\S
This is another Exercise that tests your understanding of several different parts of
the syllabus, and asks you to use your knowledge and understanding to suggest
explanations and make predictions (Skill B). It's not actually a true story, but it
could be!
In the 19th century, a ship tr avelling across the southern Pacific Ocean stopped at an
island to collect fresh water. The sailors left one male goat, P, and two female goats,
Q and R, on the island , hoping that they would breed and so provi de food if the ship
stopped there again.
-_._----- . _ - ~- - -
Chapte r 15 Living organisms in t heir environment 81
....." ~. - ...,.". ~ ""
a There were no pred ators living on the island . The goats were able to feed on grass
and other plants.but this food was in a limit ed supply.
i On the axes below, sketch a cur ve to show what would happen to the size of the
goat population over the next few years.
size of goat
po pulat io n
t
goats left
t ime
on island
ii On your graph, indicate the point at which food supply became a limiting
environmental factor for the goat population.
b Goats P, Q and R all had short hair. They were all homo zygous for allele A.
However, a mutation happened in the testes of goat P, so that some of its sperm
contained a new allele, a. Allele a was recessive, and coded for long hair.
i What is meant by the term mutation ?
ii Explain why non e of the offspring of goats P, Q and R had long hair.
B2 IGCSE Biology ... _-----

.
iii In the following year, some of the offspring from the three original goats
bred with each other and with their parents. Some of their offspring did
have long hair.
Assuming that no new mutation s appeared, explain how this happened.
(You may use a genetic diagram if it makes your answer clearer.)
c The winters on the island were very cold. The goats needed to eat more food in
winter to keep themselves warm . The long-haired goats did not need as much food
as the short-haired goats.
i Suggest why the long-haired goats did not need as much food as the short-
haired goats, during the winter.
--
Chapter 15 Living organisms in their environment 83
---- - - --------- - - - - --- - _ " _ ~ , _.,.-
ii Twenty years after the goats were first introduced to the island, almost all of the
goat population had long hair. Explain how this would have happened.
[adapted from eIE 0654103 October/N ovember 2003, question 6J
II Exercise 15.2 Fish tank

s\li\\s
Nitrogen cycles take place in water as well as on land, and in this Exercise you will use
your understanding of the nitrogen cycle to exp lain some changes taking place in a
tank of water (Skill B).
A fish tank was filled with water, and some bacteria were added. Some phytoplankton
(microscopic plants) were then intro duced. The tank was put into a dark place and left
for eight months.
At intervals, the water was tested to find out what it contained. The results are shown in
the graph below.
dead phytoplankton
nitrate
ammonia
, ,- , ,
.. " .
, ," ,,,
, , ,,
,, , ,,
,
,,
r ,
,, .
"
,, \..,.
~
/ .' ' - ,
{~ , ~-- - -- - ----- ------ - --_.
Nov Dec Jan Feb Mar Apr May June Iul Aug
mo nt h
84 IGCSE Biology
III a Explain why the phytoplankton died so quickly.
b The phytoplankton contain nitrogen in their cells. In what form is most of this
nitrogen?
c Explain why the quantity of dead phytoplankton decreased during the first two
months of the experiment.
After one month, ammonia began to appear in the water.

d Explain where this ammonia came from .
e State the times at which nitrate began to appear in the water, and when its
concentration began to increase .
f Explain where the nitrate came from.
- --- -- --~
_,,~_ _ ~_. Chapter 15
-
Living organisms in their environment
Chapter 16 Humans and the environment
::-=Deflnition~ to lear~~~..........- - - I
There are no definitiOn~S_in_th_i_S_ch=a_p_t_er_. ....._ _=.. -_,=N )
.=;e 4 '"
Exercise 16.1 Eutrophication

s\l.i\\S
You'll need to use your understanding of the effects of pollution by fertilisers on
aquatic organisms to answer these questions (Skill B). Some of the questions also
require you to remember some facts covered much earlier in your biology course.
A farmer sprayed fertilisers containing ammonium nitrate onto a field in which young
wheat seedlings were growing.
a Explain why farmers often add nitrogen-containing fertilisers to the soil where
crops are growing.
b i Describe how the ammonium and nitrate ions would be absorbed by the wheat
plants.
ii Name the tissue that would transport the ammonium and nitrate ions through
the plant.
86 IGCSE Biology
---
c Some of the fertiliser was washed into a river which ran alongside the wheat field.
The graph shows how this affected the numbers of bacteria, algae and fish in the
river, down stream from the wheat field. It also shows how it affected the oxygen
concentration.
,,
,," - - - oxygen
,,
:\
.: \ ... . .. . ..... . . . fish
,, -.
,,
"
,, "- /
,,
r
"
t d istance down stream
po int at w hich wat er

flowed into th e river
i Explain the shape of the curve for the numbers of algae.
ii With reference to the curves for bacteria and oxygen in the graph , explain the
shape of the curve for fish.
[e IE 0654/0 3 May/June 2003, questi on 7J
Chapter 16 Humans and the environment 87

~-~ ~,---~~ -~------------~--------
Exercise 16.2 Acid rain and wildlife in Canadian lakes

s\li\\S
In this Exe rcise , you will practise your skills in interpreting data (Skill B), and suggesting
an outline plan for an experiment (Skill C4)_
A survey was carried out in Ontario, Canada, to measure how the pH of the water in a
lake affects the species of birds that live there.
The bird species were put into categories according to their feeding methods. They were:
• fish-eaters common loons, mergansers
• divers common goldeneye, hooded mergansers, ring-necked ducks
• dabblers mallards, American black ducks, wood ducks
Fish-eaters prey on fish, which tend to have lower populations in lakes with a low pH.
Divers and dabblers eat plants and invertebrates.
The lakes in the survey had pHs ranging from less than 5 to above 6.5. In each lake, the
percentage of habitat that was used by the birds was measured. The results are shown in
the graph below.
60 I fish-eaters
dabblers
50
-0
'il
(j)
::J
u
40 0 divers
U
0
+-'
re 30
+-'
15
ro
.i:
4-
0
~
20
10
o
<5.0 5.5 6.0 6.5 >6.5
pH of lake
88 IGCSE Biology
-
a Suggest why some lakes had a lower pH than others.
b Describe and explain the results for fi sh-eating birds.
c Suggest a reason for the results for the divers. (There isn't anyone right answer
- you are simply asked to use your biological knowledge to come up with a plausible
idea.)
d Outline how you could test the idea you have suggested in your answer to c.
................- - .. __ . __.- .
.
................................................................................................................................................................................................- ..- .....
Chapter 16 Humans and the environment 89

Cambridge IGCSE Biology,
Second edition
Workbook
Mary Jones and Geoff Jones
Cambridge IGCSE Biology, Second edition matches the

requir ements of the revised University of Cambridge
International Examinations (CIE) Biology syllabus (0610) . The
series is written by an experienced IGCSE teacher, examiner
and trainer, and is endo rsed by CIE, ensuring that it is up to
date and comprehensive in its coverage.
This Workbook is intended to be used alongside the
Cambridge IGCSE Biology, Second edition Coursebook.
It contains exercises that will help students to develop the
skills they need to do well in the IGCSE Biology examination.
A Teacher's resource is also available.
/
The Workbook:
- focuses on developing Skill B, Handling information
and problem solving, and some aspects of Skill C,
Experimental skills and investigations
contains exercises arranged by chapter, in the same
sequence as in the Course boo k
co ntai ns exercises structured to give students plenty of
guidance in the early stages, progressi ng to more diffi cuit
and less structured tasks toward s the end of the boo k
invites stude nts to matc h their perfo rmance in some tasks
against generic criteria, to help them to see clearly what
they need to do to improve
uses language accessible to stude nts of a wide range of
abilities.
I
The Teacher's CD-ROM contains guidance about how
the exercises in the Workbook can be used as part of a
teaching and learning prog ramme, as well as guidance'
about marking them .
Other components of Cambridge IGCSE Biology,

Second edition:
Coursebook ISBN 978- 0-521- 14779 -8
Teacher's resource ISBN 978- 0- 521- 17617- 0
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Cambridge IGCSE Biology
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Cambridge IGCSE Biology Workbook (2nd Edition)

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Mary Jones and Geoff Jones

To find out mo re abo ut Un iversity of Cambridge Int ernat ion al Examinations

© Cam bridge Un iversity Press 2010

This publication is in copyright. Subject to statutory exception

First published 2002

Prin ted in the United Kingdom by Latim er Trend

A catalogue recordf or this publication is available f rom the British Library

ISBN 978-0-521-12443-0 Paperback

Cover image: The blue-cheeked butterflyfish. Chaetodon semilarvatus,

Past examination questions repro duced by permi ssion of the

Page make-up: Greenhill Wood Studios

Cambridge University Press has no respo nsibility for the persistence o r

Introduction v 7 Animal nutrition 38

6 Plant nutrition 31 12 Drugs 65

Conte nts iii

15 Living organisms in their

16 Humans and the

iv IGCSE Biol ogy

This indicates th at th e Exercise is intended for students wh o are studying th e

Exercise 1.1 Leaves

length of real leaf = mm

feature monocot leaf dicot leaf

The drawings show four vertebrates.

a Use the dichotomous key below to identifyeach of these four animals.

1 a Shell present Geochelone elephantopus

3 a Scales on back form large plates Crocodylus niloticus

b Scales on back do not form large plates Cham aeleo gracilis

4 IGCSE Biol ogy

A 1..b.,..? q,. } q Crocodylus niloticus .... ... .. .

b i What is the correct term for th e two-word Latin name of an organism?

ii Explain what the two parts of the name tell you.

Exercise 2.1 Animal and plant cells

a On the animal cell, label the following parts:

c The actual maximum width of the animal cell is 0.1mm.

Exercise 2.2 Drawing cells and calculating magnification

Look carefully at Figure 2.4 on page 14 in your coursebook.

8 IGCSE Biol ogy - - - - --1

This list contains organelles that are found in cells.

Write the name of the organelle beneath its function.

b An extra , strong layer surrounding a plant cell, made of cellulose.

c A jelly-like substance where many metabolic reactions happen.

-------~--------- ----- -------- -- Chapte r 2 Cells 9

Chapter 3 Movement in and out of cells

Exercise 3.1 Diffusion experiment

A student did an experiment to test th is hypo thesis:

The higher the temperature, the faster diffusion takes place.

agar jelly hole cut in jelly,

10 IGCSE Biology - - --~-_. _-~._-~ -

distance red colour had diffused into thejelly/ mm

a Complete th e table by calculating th e mean distances diffuse d by the red colour in

e Suggest two significant sources of experimental error in this investigation .

Chapter 3 Mo vement in and out of cells 11

12 IGCSE Biol ogy

Exercise 3.3 Osmosis and potatoes

A student investigated the effect of different concentrations of sugar solutions on some

Before piece A =5.29, piece B = 5.19, piece C = 4.99,

Chapter 3 M ovement in and out of cells 13

14 IGCSE Biol ogy

Self-assessment check list for results cha r ts

Self-assessment chec list for graphs

16 IGCSE Biol ogy

D Exercise 3.4 Diffusion and active transport

concentration in plant rootcells concentration in soilwater

Chapter 3 Movement in and out of cells 17