Igcse Revision Guide Questions (Bio)

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:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Unit 10:
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Cells and cell processes

Animal nutrition
Plant nutrition and transport
Respiration and the human transport system
Coordination, response and homeostasis
Reproduction in plants
Human reproduction
Inheritance and evolution
Organisms and environment
Human influences on the environment
Cambridge IGCSE Biology (0610)
Details of unit structure

Unit 1: Cells and cell processes
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
Characteristics of living organisms

Concept and use of a classificatory system
Adaptations of organisms to their environment
Simple keys
Cell structure and organisation
Levels of organisation
Size of specimens
Diffusion
Active Transport
Osmosis
Enzymes
Syllabus reference Section I: 1, 2, 3 Section II: 1, 2, 3, 4, 5

Unit 2: Animal nutrition
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Nutrition
Nutrients
Diet
Food supply
Human alimentary canal
Mechanical and physical digestion
Chemical digestion
Absorption
Assimilation
Syllabus reference Section II: 6.1, 6.3

Unit 3: Plant nutrition and transport
3.1
3.2
3.3
3.4
3.5
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Photosynthesis
Leaf structure
Mineral requirements
Transport in plants
Water uptake
3.6
3.7
Transpiration
Translocation
Syllabus reference Section II: 6.2, 7.1

Unit 4: Respiration and the human transport system
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
Respiration
Aerobic respiration
Anaerobic respiration
Gas exchange
Transport in humans
Heart
Arteries, veins and capillaries
Blood
Syllabus reference Section II: 7.2, 8

Unit 5: Coordination, response and homeostasis
5.1
5.2
5.3
5.4
5.5
5.6
Nervous control in humans

Hormones
Tropic responses
Homeostasis
Drugs
Excretion in humans
Syllabus reference Section II: 10, 9

Unit 6: Reproduction in plants
6.1
6.2
6.3
6.4
6.5
6.6
Asexual reproduction
Mitosis
Sexual reproduction
Meiosis
Sexual reproduction in plants
Growth and development
Syllabus reference Section III: 1.1, 1.2, 2, 3.2, 3.3
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Unit 7: Human reproduction

7.1
7.2
7.3
7.4
Sexual reproduction in humans

Sex hormones
Methods of birth control
Sexually transmissible diseases
Syllabus reference Section III: 1.2.2, 1.3, 1.4, 1.5

Unit 8: Inheritance and evolution
8.1
8.2
8.3
8.4
8.5
8.6
Inheritance
Chromosomes
Monohybrid inheritance
Variation
Selection
Genetic Engineering
Syllabus reference Section III: 3.1, 3.4, 3.5, 3.6, 3.7

Unit 9: Organisms and environment
9.1
9.2
9.3
Energy flow
Food chains and food webs
Nutrient cycles
Syllabus reference Section IV: 1, 2, 3

Unit 10: Human influences on the environment
10.1
10.2
10.3
10.4
10.5
Population size
Human influences on the ecosystem
Agriculture
Pollution
Conservation
Syllabus reference Section IV: 4, 5
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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.
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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
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Unit 1: Cells and cell processes
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
I1
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Learning objectives
1.1 Characteristics of living organisms
List and describe the characteristics
of living organisms
Define the terms:
- nutrition as taking in of nutrients
which are organic substances and
mineral ions, containing raw
materials or energy for growth and
tissue repair, absorbing and
assimilating them
- excretion as removal from
Suggested teaching activities

Section 1 of this unit can provide an introduction to the
Biology course. The seven characteristics of living things
form a basis from which the themes underlying many
biological concepts can be developed.
Activities can include:
1. The comparison of the characteristics of living organisms
with those of non-living things for example, what are the
characteristic of life shown by a petrol engine. The
comparison is clear when written in a table.
2. The mnemonic, MRS GREN is useful to remember the
seven characteristics.
Learning resources
Biology for IGCSE, Williams et al.
Nelson Thornes, 2009 p23
Student activity Characteristics
of Living things:
www.exploratorium.edu/imaging_s
tation/activities/classroom/charact
eristics/ca_characteristics.php
Including video clips and student
1
Syllabus ref
Learning objectives
organisms of toxic materials, the

waste products of metabolism
(chemical reactions in cells
including respiration) and
substances in excess of
requirements
respiration as the chemical
reactions that break down nutrient
molecules in living cells to release
energy
sensitivity as the ability to detect or
sense changes in the environment
(stimuli) and to make responses
reproduction as the processes that
make more of the same kind of
organism
growth as a permanent increase in
size and dry mass by an increase
in cell number or cell size or both
movement as an action by an
organism or part of an organism
causing a change of position or
place

3. Students should understand that single-celled organisms,
plants and animals all have these characteristics.
4. The characteristic of nutrition could be extended to include
autotrophic and heterotrophic nutrition and the terms parasite
and saprophyte.
5. If models or specimens are available, students could
discuss the importance of having a large surface area in
relation to volume for diffusion. The importance of diffusion of
gases in respiration will be understood more easily when Unit
4 is studied.
6. Growth could also be explained as an increase in size due
to cell division. There might be a change in shape with
growth.
7. Examples to explain the need for energy to carry out each
of the characteristics should be discussed. Students will
appreciate that energy is required for movement and this can
be extended to show that energy is needed for growth,
nutrition and sensitivity.
Learning resources
worksheet.
Revision Cells and Life
Processes:
www.lgfl.skoool.co.uk/content/key
stage4/biology/pc/lessons/uk_ks4
_cells_life_processes/h-frameie.htm
Revision Characteristics of Life:
www.scool.co.uk/gcse/biology/cells/revis
e-it/characteristics-of-life
Extension students could perform a search of the

characteristics of life. Do all scientists use the same list?
How do we classify viruses?
Student progress could be assessed using:
May/June 2011 Paper 0610/22 question 1
I 2.1
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1.2 Concept and use of a classificatory

system
Define and describe the binomial
system of naming species in which
the scientific name of an organism is
made up of two parts showing the
genus and species
Students may know some binomials, such as Homo sapiens.

Use this as an introduction of the Latin names for
classification of all organisms. Carl Linnaeus can be
mentioned and his work discussed.
Emphasise the format of binomial names: Genus with a
capital letter and species with a lower case letter and the
possible use of italics or underlining.

Nelson Thornes 2009 p413
Students can visit a variety of
living organisms to appreciate the
variety amongst living things:
Local zoo
Game park
Natural history museum
Online specimen collections
www.nhm.ac.uk/index.html
Syllabus ref
Learning objectives
Learning resources
List the main features of the following

vertebrates:
- bony fish
- amphibians
- reptiles
- birds
- mammals
The use of the internet, photographs or specimens of the five

groups of vertebrates can be used to draw up a table or
produce a poster to include the main characteristics of each
class.
The four species of crow can

serve to explain the importance of
classification.
Corvus coroner: carrion
Corvus corax: raven
Corvus frugilus: rook
Corvus monedula: jackdaw
www.rspb.org.uk/wildlife/birdguide
/name/c/carrioncrow/index.aspx
Students should understand the specific features that

differentiate each class:
e.g. Birds have feathers, beaks, front limbs modified into
wings and lay hard-shelled eggs.

Oct/Nov 2010 Paper 0610/21 question 1
I 2.1 (S)
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1.2
Know that there are other
classification systems e.g.
cladistics (based on RNA/DNA
sequencing data)
List the main features used in the
classification of the following
groups:
- viruses
- bacteria
- fungi
and their adaptation to the
environment, as appropriate
Bird images:
www.allaboutbirds.org/Page.aspx
?pid=1189
Species diversity:
www.seaworld.org/animalinfo/info-books/biodiversity/index.htm
An exploration of Biodiversity
Viruses and bacteria should be studied from

photomicrographs or diagrams but their relevance can be
mentioned in nutrition and disease ref: Unit 2 and Unit 7.1.
Cladistics:
www.evolution.berkeley.edu/evolib
rary/article/phylogenetics_01
Mucor as a fungus can be grown and the gross structure

studied under a light microscope. Emphasise the role of
spores in dispersal.

Positive applications of viruses and bacteria can be

mentioned in Unit 2.2 and 8.6.
The virtual virus experience:

www.library.thinkquest.org/13373/i
ntro/intro.htm

Oct/Nov 2009 Paper 0610/31 question 1.
Infectious diseases Pathogens:

www.abpischools.org.uk/page/mo
dules/infectiousdiseases_pathoge
ns/index.cfm
Syllabus ref
I 2.2
I3
Learning objectives
Learning resources
1.3 Adaptations of organisms to their

environment
(to be illustrated by examples wherever
possible)
List the main features used in the
classification of the following groups:
- flowering plants: monocotyledons
and eudicotyledons (dicotyledons)
- arthropods:
insects
crustaceans
arachnids
myriapods
- annelids
- nematodes
- molluscs
This section focuses on the adaptations of animals and

plants to their environment. Specimens from each group can
be viewed under the microscope and the main features
noted. Emphasis should be given to drawing clear diagrams
in pencil.

Nelson Thornes 2009 p413 &
p9495
1.4 Simple keys

Use simple dichotomous keys based
on easily identifiable features
Students can draw a chart to list and then compare the

distinguishing features of each group.
Reference should be made to the organism's habitat and
reference later in Units 3.6, 9.2 and 10.5.
A comparison of monocots and

dicots:
www.csdl.tamu.edu/FLORA/201M
anhart/mono.vs.di/monosvsdi.html
Preserved specimens if available,
are excellent for explaining
external features.
Extension students could be asked to search the ARKive

database and compile a presentation of the listed groups of
organisms.
Many students have difficulty in constructing dichotomous
keys. The concept can be introduced with coins or nails/
screws with different shaped heads or even with postage
stamps.
An excellent source for images

and video clips of animals and
plants is ARKive:
www.arkive.org/
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
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Syllabus ref
II 1
Learning objectives
1.5 Cell structure and organisation
State that living organisms are made
of cells
Identify and describe the structure of
a plant cell (palisade cell) and an
animal cell (liver cell) as seen under
a light microscope
Describe the differences in structure
between typical animal and plant
cells

Palisade cells can be seen using prepared slides or
transparencies of leaf sections.
Students can make their own slides of freshwater
filamentous algae, Elodea or moss that can be mounted in a
drop of water on a slide and viewed with a microscope.
Liver cells are difficult to observe, but it may be possible to
make temporary mounts of wrist cells. Wash the inside of the
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
microscope.
Extension Students can also make models of a plant cell
and / or an animal cell to gain an idea of the orientation of
the main structures of each type of cell.
Show video clip cell structure:
www.bbc.co.uk/learningzone/clips/parts-of-plant-and-animalcells/10602.html
II 1 (S)
1.5
Relate the structures seen under
the light microscope in the plant
cell and the animal cell to their
functions
Candidates studying the supplement should consider

functions of features that are common to plant and animal
cells, and those that are found in plant cells only.
They should understand how the differences between animal
and plant cells relate to their different methods of obtaining
nutrients.
Examine a temporary mount of epidermal tissue peeled from
the inner surface of an onion bulb.
Learning resources
PowerPoint presentation Cells
and Tissues:
www.biologyresources.com/biology-CD.html
Illustrations of cells:
www.cellsalive.com/
An Atlas of Histology, Freeman
and Bracegirdle. An excellent
reference book for teachers.
Cell structure:
tation/activities/classroom/elodea_
explorations/ca_elodea_exploratio
ns.php
Revision Cell structure:
e-it/plant-and-animal-cells
Inside animal and plant cells:
learn.genetics.utah.edu/content/be
gin/cells/insideacell/
Video clip Cell structure:
www.bbc.co.uk/learningzone/clips/
plant-and-animal-cellstructures/4188.html
Students could review cell structure (cell structure and

function or organelles):
www.exploratorium.edu/imaging_station/gallery.php
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Syllabus ref
II 2
II 3
Learning objectives
Learning resources
1.6 Levels of organisation

Relate the structure of the following
to their functions:
- ciliated cells in respiratory tract
- root hair cells absorption
- xylem vessels conduction and
support
- muscle cells contraction
- red blood cells transport
Define:
- tissue as a group of cells with
similar structures, working
together to perform a shared
function
- organ as a structure made up of a
group of tissues, working together
to perform specific functions
- organ system as a group of organs
with related functions, working
together to perform body functions
using examples covered in
Sections II and III
The coverage of these examples of cells and of organs and

organ systems could come later when they can be dealt with
in context but it may help to introduce the students to cells
with different functions at this stage using an overhead or on
a PowerPoint presentation. Students can select their own
specialised cell, draw and label it on A3 paper. Flash cards
are an interactive way of learning about specialised cells.

1.7 Size of specimens

Calculate the magnification and size
of biological specimens using
millimetres as units
Examples of differentiated cells:

www.rothamsted.ac.uk/notebook/o
rgan.htm
Students can draw a flow diagram from cells to the particular

organ system to begin to understand the complexity of the
human body.
An outline of the human body can be used to draw in the
main organ systems of the body.
Extension students could research a greater range of
specialised cells. This could link to stem cells and their uses.
Student progress could be assessed using
May/June 2009 Paper 0610/02 question 5.
Use the temporary mount of epidermal tissue peeled from

the inner surface of an onion bulb or rhubarb stem and to
use an appropriate scale to determine the size of cells.
Students can magnify a piece of hair to understand that
magnification is size of image
size of object
May/June 2009 Paper 0610/31 question 2b
Microscope magnification
specifications & field of view:
www.microscopemicroscope.org/advanced/magnifi
cation-1.htm
Student activity Specimen size:

tation/activities/classroom/size/ca_
size.php
Relative sizes of cells:
www.cellsalive.com/howbig.htm
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Syllabus ref
Learning objectives
Learning resources
Scale:
learn.genetics.utah.edu/content/be
gin/cells/scale/
II 4.1
1.8 Diffusion
Define diffusion as the net movement
of molecules 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
Describe the importance of gaseous
and solute diffusion and of water as a
solvent
Use a simple demonstration of diffusion, for example a

potassium manganate VII crystal in a gas jar of water or a
drop of methylene dye on gelatine solidified in a test tube
(diffusion of a solute), or ammonia and hydrochloric acid
placed at opposite ends of a long glass tube, or simply a
perfume container opened in one corner of the room.
Bromine in a gas jar (carried out in a fume cupboard) can
quickly show diffusion (gaseous diffusion).
Teachers should be aware that these experiments are often
carried out by the Chemists at the beginning of the
Cambridge IGCSE course and collaboration is important.
Emphasise the random motion of particles.
Variables of temperature, pressure, distance moved,
concentration and size of particles.
Consider the relevance of diffusion to living organisms for
example, the diffusion of oxygen and carbon dioxide into and
out of a plant leaf or across the surface of the alveoli in the
human lungs.
Emphasise that water is an important solvent and most cells
contain about 75% water. Water transports substances and
allows many chemical reactions to take place.

PowerPoint presentation
Diffusion:
Experiments in biology
Diffusion:
www.biologyresources.com/biologyexperiments2.html
Practical Biology Diffusion:
www.nuffieldfoundation.org/practic
al-biology/diffusion
Diffusion and animation and text:
www.bbc.co.uk/schools/gcsebitesi
ze/science/add_gateway/living/diff
usionrev1.shtml
Extension students could investigate the effects of surface

area/volume ratio on rates of diffusion.
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Syllabus ref
II 4.2 (S)
II 4.3
Learning objectives
1.9 Active Transport
Define active transport as
movement of ions in or out of a
cell through a cell membrane, from
a region of their lower
concentration to a region of their
higher concentration against their
concentration gradient, using
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
1.10 Osmosis
Define osmosis as the diffusion of
water molecules from a region of
their higher concentration to a region
of their lower concentration, through
a partially permeable membrane
Describe the importance of osmosis
in the uptake of water by plants and
its effects on plant and animal tissues

A simple explanation is climbing uphill.
No detail of the molecular mechanism of active transport
needs to be considered. Students should understand that
energy for this process is provided by respiration.
Students will understand the importance of the movement of
particles by active transport after having studied Units 2, 3
and 5.
Osmosis should be treated as a special case of diffusion, in

which only water molecules are able to move from one side
of a partially permeable membrane to another.
Ensure that students understand what a solution is in terms
of particles, so that they are able to imagine the water
molecules and solute particles behaving independently of
each other.
Use visking tubing to demonstrate osmosis.
Investigation of changes in mass or length of potato chips or
of dried raisins placed in a range of different concentrations
of sugar solution provides good opportunity for quantitative
treatment of results, as well as enhancing understanding of
osmosis.
Discuss differences in the effects of water uptake and loss
on animal cells that lack a cellulose cell wall and plant cells
that have a cellulose cell wall. Turgor as an important
mechanism of support in plants could be discussed (Unit 3.4
& 3.5).
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Learning resources
Practical Biology Active uptake:
al-biology/active-uptake

Osmosis:
Osmosis:
Practical Biology Osmosis:
al-biology/osmosis
Osmosis animation and text:
ze/science/add_gateway/greenwo
8
Syllabus ref
Learning objectives

Relate water uptake by osmosis to the structure of root hair
cells covered earlier in this unit.
Learning resources
rld/waterrev1.shtml
Interactive osmosis (advanced for
IGCSE):
www.physioweb.uvm.edu/bodyflui
ds/osmosis.htm
Revision Osmosis:
e-it/moving-molecules
II 4.3 (S)
II 5
1.10
Describe and explain the
importance of a water potential
gradient in the uptake of water by
plants
1.11 Enzymes
Define the term catalyst as a
substance that speeds up a chemical
reaction and is not changed by the
reaction
Define enzymes as proteins which
function as biological catalysts
Investigate and describe the effect of
changes in temperature and pH on
enzyme activity
Explain water potential as the tendency for water to leave a

solution. The more water (that is then a more dilute the
solution) the higher the water potential. Water moves from a
high water potential to a low water potential that is, down a
water potential gradient.
Do not introduce the idea of negative water potentials at this
level.
Relate to intake of water by root hairs.
Simple experiments with catalase are an excellent
introduction to enzymes.

Revise the meaning of the term catalyst. Ensure that

students understand that enzymes are simple (protein)
molecules, not living organisms. They cannot, therefore, be
killed.
Investigate the effect of temperature on the effect of enzyme
activity, for example using starch and amylase,
or pepsin and milk powder.
Explain the rise in activity with temperature, in terms of
kinetic theory, and the fall as temperature rises above the
optimum in terms of denaturation of the enzyme molecules.
Consider the different optimum temperatures of different
enzymes, not only those in humans.
Enzymes:
Extension students could investigate the effectiveness of

enzyme based washing powders.
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Practical Biology Enzymes:

al-biology/investigating-enzymesused-laundry-detergents
Simple account of how enzymes
work:
dules/enzymes/enzymes1.cfm
Syllabus ref
Learning objectives

Use the kscience animation on an interactive whiteboard to
demonstrate enzyme actions.
Learning resources
Interactive model of enzyme
action:
www.kscience.co.uk/aanimations/
model.swf
Revision Enzyme experiments:
http://lgfl.skoool.co.uk/content/key
stage4/biology/pc/modules/digesti
on/digestion_experiments/index.ht
ml
Revision Enzymes:
stage4/biology/pc/modules/digesti
on/digestion_part_3/index.html
Revision Enzymes:
www.scool.co.uk/gcse/biology/enzymes/r
evise-it/enzymes
II 5 (S)
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1.11
Explain enzyme action in terms of
the 'lock and key' model
Explain the effect of changes in
temperature and pH on enzyme
activity
Describe the role of enzymes in
the germination of seeds and their
uses in biological washing
products and in the food industry
(including pectinase and fruit
juice)
Outline the use of microorganisms
and fermenters to manufacture the
antibiotic penicillin and enzymes
for use in biological washing
products
Describe the role of the fungus
Power point demonstrations and graphs to show the trends

of increasing temperature and of different pH solutions
provide useful means of interpreting data.
The role of amylase in the breakdown of starch to maltose in
seeds provides an example of enzymes in plants.
Germinating barley seeds, dipped into a sterilising solution to
destroy any micro-organisms on their surfaces, can be
placed on sterile starch agar in a Petri dish, which can later
be tested for starch with iodine solution.
Extension: proteases, lipases and amylases, often with high
optimum temperatures, are all used in biological washing
products. Investigations can be carried out into the
effectiveness of these in removing different types of stains.
Simple experiments on the effect of pectinase on the yield of
juice from crushed apples or tinned apple pure can be
carried out.

Nelson Thornes 2009, p3641
Downloadable booklets with

practical investigations using a
variety of enzymes:
www.ncbe.reading.ac.uk/NCBE/P
ROTOCOLS/pracbiotech.html
www.ncbe.reading.ac.uk/NCBE/P
ROTOCOLS/juice.html
10
Syllabus ref
Learning objectives
Penicillium in the production of
antibiotic penicillin
v1 2Y05
Learning resources

11
Core 1
[Total: 4]
Cells & Cell Processes
page 1
Core 2
page 2
Core 3
Fig. 1
Fig. 1
page 3
Core 3
page 4
Alternative to Practical 1
2
Table 2
page 5
page 6
Extension 1
[Total: 15]
Extension 2
[Total: 15]
page 7
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
page 1
Core 2
In order in the table
Respiration
Reproduction
Excretion
Nutrition / feeding
page 2
Core 3
a(i)
B cell membrane
C cytoplasm
(ii)
chloroplasts
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
page 3
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
page 4
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)
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)
page 5
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
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
page 6

Unit 2: Animal nutrition
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.
Syllabus ref
II 6
Learning objectives
2.1 Nutrition
Define nutrition as taking in of
nutrients which are organic
substances and mineral ions,
containing raw materials or energy
for growth and tissue repair,
absorbing and assimilating them

Discuss the need for materials for growth and repair and for
energy to maintain their activities such as movement and
sensitivity. A simple definition of an organic substance is one
whose molecules contain carbon and hydrogen.
Cross link with plant nutrition in Unit 3.1.
Learning resources
2009. p4445
Unit revision:
www.scool.co.uk/gcse/biology/nutrition/r
evise-it/nutrition
Unit revision:
_digestion/h-frame-ie.htm
v1 2Y05
Syllabus ref
II 6.1
Learning objectives
2.2 Nutrients
List the chemical elements which
make up:
- carbohydrates
- fats
- proteins
Describe the synthesis of large
molecules from smaller basic units:
- simple sugars to starch and
glycogen
- amino acids to proteins
- fatty acids and glycerol to fats
and oils

Ensure that students have some understanding of the terms:
element, atom, molecule.
Beads that string together, or simple chemical modelling kits,
can be used to illustrate the idea of small molecules joining
together to make larger ones.
A table or flash cards can identify the classes of foods.
Headings: class of food; source of food; uses of food in body;
Once Unit 1.11 is completed, the enzymes and products of
digestion could also be added to the summary table.
Learning resources
For detail on carbohydrates, fats
and proteins:
www.nutrition.gov/nal_display/ind
ex.php?info_center=11&tax_level
=2&tax_subject=388&topic_id=16
65&placement_default=0
PowerPoint presentation The
Chemicals of Living Things:
Students should understand that starch is the carbohydrate

stored only in plants. Animals store carbohydrate as
glycogen.
II 6.1
Describe tests for:

- starch (iodine solution)
- reducing sugars (Benedict's
solution)
- protein (biuret test)
- fats (ethanol)
List the principal sources of, and
describe the importance of:
- carbohydrates
- fats
- proteins
- vitamins (C and D only)
- mineral salts (calcium and iron
only), fibre (roughage)
- water
Describe the deficiency symptoms
for:
- vitamins (C and D only)
- mineral salts (calcium and iron
only)
v1 2Y05
Students should have the opportunity to carry out each of

these tests on a range of foods. It is a good practical lab in
which students should realize the importance of safety when
using a water bath.
As an extension exercise, students can be given a solution
containing a mixture of unknowns such as a reducing sugar
and a protein.
This can also give useful practice in recording qualitative
results in a clearly presented results chart. Conclusions can
also be written from the observed results.
Food tests also enhance the students' understanding of the
main classes of foods.

2009. p4647
Food tests:
Revision Food tests:
lgfl.skoool.co.uk/content/keystage
4/biology/pc/modules/digestion/fo
od_tests/index.html
The information on multivitamin tablet packets lists the vitamin

contents and their requirements in the human body.
Extension students could carry out research into food
composition using the site Nutrition.gov
Nutrition.gov: Whats in food:

www.nutrition.gov/nal_display/ind
ex.php?info_center=11&tax_level
=1&tax_subject=388
2
Syllabus ref
Learning objectives
Learning resources
A summary table could be produced with vitamins and

minerals, their source, function in the body and details of
deficiencies.
II 6.1 (S)
2.2
Describe the use of
microorganisms in the food
industry, with reference to
yoghurt and single cell protein
Students can make yoghurt in the lab and should discuss the
importance of sterile apparatus and of the constant
temperature necessary for the process.
The use of yeast for bread making can be linked to anaerobic
respiration: Unit 4.3
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
increase in height of flour in a large test tube or plastic cup
over time. Temperature or sugar can also be used as a
variable. A good source of ideas for this is the booklet
'Practical Biotechnology'.
Describe uses, benefits and

health hazards associated with
food additives, including
colourings
The health benefits of preservatives, in terms of greatly

reduced risk of food poisoning, should be emphasised.
Antioxidants also increase storage times for many foods.
Flavourings and flavour enhancers increase palatability. A few
artificial colourings, such as tartrazine, have been associated
with problems such as hyperactivity.
This website has some

suggestions on fermentation:
www.ncbe.reading.ac.uk/ncbe/pro
tocols/pracbiotech.html
and
www.ncbe.reading.ac.uk/ncbe/pro
tocols/juice.html
Revision Fermentation:
stage4/biology/pc/modules/breathi
ng_respiration/fermentation/index.
html
Practical Biology Preserving
food:
www.practicalbiology.org/areas/int
roductory/health-anddisease/preservingfood/preserving-food,96,EXP.html

Oct/Nov 2009 Paper 0610/31 question 2c
II 6.3.1
v1 2Y05
2.3 Diet
State what is meant by the term
balanced diet and describe a
balanced diet related to:
Diets in most countries depend on a staple food such as

bread, potatoes or rice, which is usually the main source of
carbohydrate. Students should be aware of the main sources
of each type of nutrient in their own country, but also be

Syllabus ref
Learning objectives
- age
- sex
- activity of an individual

prepared to consider how diets differ in other parts of the
world.
Extension the Association for Science Education has a
project called Science Across the World, which includes a unit
on diet, and encourages schools in different parts of the world
to share information.
Students can keep a record of the food that they eat during a
short period of time and then consider whether they are
obtaining the nutrients that they need. Their diet could be
analysed using standard food tables or by accessing the
nutrient data laboratory. Alternatively students could use the
interactive Balanced Diet activity.
Show video clips Balanced diet:
www.bbc.co.uk/learningzone/clips/a-well-balanceddiet/102.html
www.bbc.co.uk/learningzone/clips/a-balanced-diet/10609.html
Describe the effects of malnutrition

in relation to:
- starvation
- coronary heart disease
- constipation
- obesity
Malnutrition should be considered as the result of eating an

unbalanced diet, not just the lack of a particular type of
nutrient.
Controlled discussion on malnutrition can be useful and the
problems associated with starvation can be linked to Unit 10.1
The long term problems associated with obesity like onset
diabetes should be discussed.
Students could take part in the Science Across the World
Keeping Healthy.
v1 2Y05
Learning resources
Science Across the World
Talking about food:
www.nationalstemcentre.org.uk/eli
brary/resource/1727/talkingabout-food-food-nutrition-andhealth
Revision:
4/biology/pc/modules/digestion/ba
lanced_diet/index.html
National nutrient database:
www.nal.usda.gov/fnic/foodcomp/
search/
Interactive Balanced diet:
dules/balanceddiet/index.cfm
Practical Biology Energy in
food:
www.practicalbiology.org/areas/int
roductory/energy/energy-infood/how-much-energy-is-therein-food,42,EXP.html
Keeping Healthy:
brary/resource/1741/keepinghealthy
Revision Malnutrition:
4/biology/pc/modules/digestion/m
4
Syllabus ref
Learning objectives
Learning resources
alnutrition/index.html
II 6.3.2
II 6.3.2 (S)
II 6.3.3
v1 2Y05
2.4 Food supply

Discuss the ways in which the use
of modern technology has resulted
in increased food production to
include:
- modern agriculture machinery
- chemical fertilisers
- pesticides
- herbicides
- artificial selection
Material to illustrate this topic, and to form the basis of

discussion, can be collected from newspaper and television
reports. Students may like to consider whether new
technologies, such as the development of genetically modified
varieties of crops, are likely to improve the situation or
exacerbate it.
Extension students could consider food miles.
2.4
Discuss the problems of world
food supplies
Discuss the problems which
contribute to famine:
- unequal distribution of food
- drought
- flooding
- increasing population
Drought and flooding can be linked to Unit 10.1.
2.5 Human alimentary canal

Define ingestion as taking
substances e.g. food and drink into
the body through the mouth
Define egestion as passing out of
food that has not been digested as
faeces, through the anus
Identify the main regions of the
alimentary canal and associated
organs including:
- mouth
- salivary glands
- oesophagus
- stomach
Students often do not understand that the

alimentary canal is a long tube - albeit a coiled one - through
which food passes.
A long flexible rubber tube can demonstrate the idea.
A schematic diagram on A3 paper can clarify the main events
that take place from ingestion by the mouth to egestion from
the anus.
Arrows in different colours can show which enzymes are
involved along the canal.
Students should understand that food cannot be considered
to have entered the body until it crosses the wall of the canal.

Science Across the World How

Plants Grow:
brary/resource/1725/how-plantsgrow
Food miles:
www.saps.org.uk/secondary/teach
ing-resources/138--how-scienceworks-food-miles-and-changinglevels-of-co2
Links with Unit 10 Human
influences on the environment
Technology to Feed the World:
www.nationalacademies.org/webe
xtra/crops/
A discussion of the problems of
feeding the world's growing
population, with excellent links to
many other websites.

Digestion:
www.abpischools.org.uk/res/coRe
sourceImport/resources04/digesti
on/index.cfm
The need for digestion to take place before absorption occurs

is shown by using Visking tubing (to represent the alimentary
Syllabus ref
II 6.3.4
v1 2Y05
Learning objectives
- small intestine: duodenum and

ileum
- pancreas
- liver
- gall bladder
- large intestine: colon and rectum
- anus
Describe the functions of the
regions of the alimentary canal
listed above, in relation to:
- ingestion
- digestion
- absorption
- assimilation
- egestion of food
Cross reference 6.3.4 to 6.3.7
inclusive.
canal) containing a mixture of glucose, starch and water. The

visking tubing is placed in a beaker or a large test tube of
water (to represent the blood), and left for several hours to
allow the glucose to diffuse across the tubing.
The contents of the tubing and of the beaker can be tested for
starch and for glucose.
2.6 Mechanical and physical digestion

Define digestion as the
breakdown of large, insoluble
food molecules into small, water
soluble molecules using
mechanical and chemical
processes
Identify the types of human teeth
and describe their structure and
functions
State the causes of dental decay
and describe the proper care of
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
Learning resources
Extension the importance of active uptake could be

considered. This is particularly important for students studying
Supplement.

Extension different types of teeth could be studied and
related to different diets.
Revision:
4/biology/pc/modules/digestion/di
gestion_part_1/index.html
Video clips Digestion:
www.bbc.co.uk/learningzone/clips
/the-digestive-system/4180.html
/the-human-alimentarycanal/103.html
Syllabus ref
II 6.3.4 (S)
II 6.3.5
II 6.3.6
II 6.3.6 (S)
v1 2Y05
Learning objectives
2.6
Describe how fluoride reduces
tooth decay and explain
arguments for and against the
addition of fluoride to public
water supplies
Although most health professionals strongly support the

addition of fluoride to water supplies, there are also some
arguments against this.
2.7 Chemical Digestion

State the significance of chemical
digestion in the alimentary canal,
in producing small, soluble
molecules that can be absorbed
State where, in the alimentary
canal:
- amylase
- protease
- lipase enzymes
are secreted
State the functions of a typical:
- amylase
- protease
- lipase
listing the substrate and end products
This topic should be linked with earlier work on enzymes, in

Unit 1.11.
2.8 Absorption
Define absorption as the
movement of digested food
molecules through the wall of the
intestine into the blood or lymph
Identify the small intestine as the
region for absorption of digested
food
Describe the significance of villi in
increasing the internal surface
area of the small intestine
Core students do not need any detail of the villus structure but
they need to understand that the dissolved substances,
glucose and amino acids, are transported in the blood to the
liver before they can be assimilated into the body.
2.8
Describe the structure of the
villus, including the role of
The absorption of glucose should be linked with earlier work

on active transport, in Unit 1.9.

Students could draw a spider diagram of the alimentary canal.

This can help them visualise from where the enzymes are
secreted and where they act on specific substrates.
The importance of optimum pH and temperature should be
emphasized, as well as the importance of enzymes in the
whole process of digestion.
Learning resources
Fluorides and fluoridation:
www.ada.org/fluoride.aspx The
American Dental Association's
site dealing with the fluoride
issue.
Revision Digestion and

absorption:
4/biology/pc/modules/digestion/di
gestion_part_2/index.html
Video clip Digestion:
/digestion-of-carbohydrates-fatsand-proteins/105.html

It helps the students to understand the importance of diffusion

if the villus is compared with the alveoli in the lungs, Unit 4.4
The two structures can be compared as having a single cell
membrane, good blood supply, moist surface area and a
large surface area for efficient diffusion.

Syllabus ref
Learning objectives
capillaries and lacteals
State the role of the hepatic
portal vein in the transport of
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
II 6.3.7 (S)
v1 2Y05
2.9 Assimilation
Describe assimilation as
movement of digested food
molecules into the cells of the body
where they are used, becoming
part of the cells
Describe the role of the liver in
the: metabolism of glucose to
glycogen
Amino acids into proteins
The destruction of excess amino
acids.
Describe the role of fat as an
energy storage substance
2.9
Define deamination as removal
of the nitrogen-containing part
of amino acids to form urea
followed by the release of
energy from the remainder of
the amino acid
State that the liver is the site of
breakdown of alcohol and other
toxins
Learning resources

For Core students, no detail of the hormonal control of

glucose levels is required. They should, however, know that
the liver stores excess glucose as glycogen (link back to Unit
2.2) and converts this back to glucose again if blood glucose
levels fall.
Revision Digestion:
www.scool.co.uk/gcse/biology/nutrition/r
evise-it/digestion
The conversion of excess amino acids to urea should be dealt

with very simply; this will be covered again in Unit 5.4.
Extension the importance of the liver could be highlighted
by looking at causes and effects of liver failure.
The importance of nitrogen in the body could be discussed in
relation to DNA, hormones and enzymes.


Core 1
Animal Nutrition
page 1
Core 1
Fig. 1
Fig. 1
Fig 1
Animal Nutrition
page 2
Core 2
1
Table 1
Animal Nutrition
page 3
Core 2
[Total: 12]
Animal Nutrition
page 4
Core 3
Fig. 2
Fig. 2
[Total:7]
Animal Nutrition
page 5
[Total: 8]
Animal Nutrition
page 6
Extension 1
Fig. 3
Fig. 3
Animal Nutrition
page 7
Extension 1
Animal Nutrition
page 8
Extension 2
[Total: 15]
Animal Nutrition
page 9
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)
(ii)
b(i)
(ii)
c(i)
(ii)
66 / 0.6 = 110
110 x 100 g fruit = 11 (kg)
carbon, hydrogen, oxygen, nitrogen
add to Benedicts solution / Fehlings reagent
heat
use of water bath / goggles / any other relevant safety practice
colour change to orange (accept yellow / brick red/ red-brown)
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)
any one of these
vitamin C
maintains healthy skin
wounds heal more rapidly
prevents scurvy
assists uptake of iron
Animal Nutrition
Page 2
Core 3
a
labels correctly placed
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
Animal Nutrition
Page 3
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
lipase / esterase
fatty acids and glycerol
Animal Nutrition
Page 4
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 cows 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
Animal Nutrition
Page 5
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
Animal Nutrition
Page 6

Unit 3: Plant nutrition and transport
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.
v1 2Y05
Syllabus ref
II 6.2.1
Learning objectives
3.1 Photosynthesis
Define photosynthesis as the
fundamental process by which
plants manufacture carbohydrates
from raw materials using energy
from light
State the word equation for
photosynthesis for the production of
simple sugars and oxygen
Learning resources
Plants can be considered as 'food factories', in which all the

food in the world is initially made.

Students should compare the needs of animals for organic

nutrients, Unit 2, with those of plants, which only require
inorganic compounds such as carbon dioxide and water for
photosynthesis.
Photosynthesis:
Consumers compared with producers, this is a cross link with

Unit 10.
Photosynthesis:
The initial products of photosynthesis are sugars (such as

glucose) which can be converted to large, insoluble
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
l-biology/photosynthesis
PowerPoint and worksheets:
www.saps.org.uk/secondary/teachi
ng-resources/134-photosynthesisa-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

chlorophyll, light and carbon dioxide
for photosynthesis, using
appropriate controls
The process of photosynthesis should be considered at a

fairly basic level, the light-dependent and light-independent
stages should not be introduced.
The important point to get across is the conversion of light
energy to chemical energy. Chlorophyll absorbs light energy
and enables it to be used to drive the reactions. (Ensure that
students do not think that chlorophyll attracts light!)
v1 2Y05
Simple photosynthesis
experiments:
ng-resources/190-using-cabombato-demonstrate-oxygen-evolutionin-the-process-of-photosynthesis-
Syllabus ref
Learning objectives
Describe the intake of carbon
dioxide and water by plants
Explain that chlorophyll traps light
energy and converts it into chemical
energy for the formation of
carbohydrates and their subsequent
storage

There is a wide variety of practical work that can be carried
out. Students should know how to test a leaf for starch, and
to carry out simple experiments into the need for light and
chlorophyll for photosynthesis.
The importance of controlled variables such as temperature
can be introduced.
The concentration of carbon dioxide can be changed using
sodium hydrogencarbonate solution of different
concentrations.
The exchange of gases can be more easily understood when
the structure of the leaf has been studied: Unit 3.2.
II 6.2.1 (S)
3.1
State the balanced equation for
photosynthesis in symbols
6CO2 + 6H2O C6H12O6 + 6O2
v1 2Y05
Investigate and state the effect of

varying
- light intensity
- carbon dioxide concentration
- temperature on the rate of
photosynthesis
(e.g. in submerged aquatic plants)
Define the term limiting factor as
something present in the
environment in such short supply
that it restricts life processes
Explain the concept of limiting
factors in photosynthesis
Investigations with Elodea (Canadian pondweed) can

produce good quantitative data to illustrate the effect of light
on the rate of photosynthesis.
Light can be the limiting factor.
Temperature could also be considered as a limiting factor but
this is not so easy to carry out in the school lab.
The concentration of carbon dioxide can be varied by adding
sodium hydrogencarbonate to the water.
Graphs of processed data can be used in class discussions
on limiting factors.
Strawberries, raspberries, rhubarb and cucumbers can be
grown in glasshouses / under plastic covers where the
carbon dioxide content can be increased and the temperature
kept warm for maximum photosynthesis.
Learning resources
Investigating the behaviour of leaf
discs:
ng-resources/284-investigating-thebehaviour-of-leaf-discswww.saps.org.uk/secondary/teachi
ng-resources/145-photosynthesisand-starch-production-inpelargonium-leaf-discsDatalogging:
www.pascophysics.com/file_downlo
ads/experiments/pdffiles/glx/biology/06-PhotosynthesisSV.pdf

Investigating photosynthesis using
algal balls:
ng-resources/235-student-sheet23-photosynthesis-using-algaewrapped-in-jelly-balls
Comparison with sun and shade
plants:
ng-resources/113-the-response-ofleaf-discs-from-sun-and-shadeplants-to-green-light
Syllabus ref
Learning objectives
II 6.2.2
Explain the use of

- carbon dioxide enrichment
- optimum light
- optimum temperatures
in glasshouse systems
3.2 Leaf Structure

Identify and label the cuticle, cellular
and tissue structure of a
dicotyledonous leaf, as seen in
cross-section under the light
microscope, and describe the
significance of these features in
terms of functions to include:
distribution of chloroplasts
photosynthesis
stomata and mesophyll cells
gas exchange
vascular bundles (xylem and
phloem) - transport and support

Extension students could attempt to play Plant Force
maybe as a group activity on an interactive whiteboard.
Learning resources
Plant Force Plant growth
simulation:
puzzling.caret.cam.ac.uk/game.php
?game=16&age=2&PHPSESSID=d
2e7aca89ff56e24244ea02e780fa4b
3
Before considering the appearance of a section through a

leaf, students should look at entire leaves and consider how
they are adapted for photosynthesis.

A section through a leaf can be shown on PowerPoint or from

a model of a leaf (plant images available from the database plantscienceimages.org.uk). A simplified, labelled diagram
should be made of a leaf section and the different parts are
discussed.
Photomicrograph of Eleagnus leaf

TS with vascular bundle:
www.images.botany.org/set-13/13063v.jpg
or
www.plantscienceimages.org.uk/pa
ges/image.aspx?sectionId=3&subs
ectionId=21&imageId=46
Students should be familiar with the structure of a palisade

cell, and they can discuss how it is specialised for
photosynthesis.
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.
v1 2Y05
Syllabus ref
Learning objectives
Learning resources

May/June 2011 Paper 0610/22 question 7a
II 6.2.3
3.3 Mineral requirements

Describe the importance of:
- nitrate ions for protein synthesis
- magnesium ions for chlorophyll
synthesis
Describe the uses and the dangers

of the overuse of nitrogen fertilisers
Students should be reminded that carbohydrates contain

carbon, hydrogen and oxygen only; plants can therefore
make these from carbon dioxide and water. However,
proteins also contain nitrogen, so a nitrogen source is
necessary before some of the carbohydrate can be converted
to protein. Nitrate ions from the soil are the main source of
nitrogen for plants.

Practical Biology Minerals:
l-biology/investigating-effectminerals-plant-growth
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
Explain the effects of nitrate ion
and magnesium ion deficiency on
plant growth
For candidates studying the supplement, a link can be made

to the uptake of ions by root hairs, Unit 1.9.
This should be dealt with simply, considering the effects on a
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
v1 2Y05
Syllabus ref
II 7.1
Learning objectives
3.4 Transport in plants
State the functions of xylem and
phloem
Identify the positions of xylem and
phloem tissues as seen in
transverse sections of
un-thickened, herbaceous,
dicotyledonous roots, stems and
leaves

Root hair cells may already have been covered in Unit 1.6 as
an example of a specialised cell. Here root hair cells are dealt
with in the context of the whole plant.
Osmosis may need to be revised, before discussing the
uptake of water through the soil, across the root, and up
through xylem vessels and into the leaves.
It should be emphasised that mineral ions enter the roots
dissolved in water. Xylem vessels may have been discussed
in Unit 1.6 and Unit 3.2. Here xylem vessels are considered
in the context of water transport from root to leaves.
The structure of xylem vessels should be simply covered
stating that the vessels are made of a long column of dead,
empty cells with lignified walls, stacked end to end. Xylem
vessels provide support to the plant.
Students will find the path taken by the water easier to
understand if they have some knowledge of the position of
the vascular bundles in the plant. Simple diagrams can be
made of a TS of a root and of a stem, showing the position of
the xylem and phloem.
Learning resources
Transport in plants:
Practical Biology Transport in
plants:
l-biology/investigating-transportsystems-flowering-plant
Revision Plant transport:
lgfl.skoool.co.uk/content/keystage4/
biology/pc/lessons/uk_ks4_plant_tr
ansport/h-frame-ie.htm
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.
v1 2Y05
Syllabus ref
Learning objectives
Learning resources
3.5 Water uptake

Identify root hair cells, as seen
under the light microscope, and
state their functions
State the pathway taken by water
through:
- 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
The structure of the root hairs can be compared with those of

the villi and alveoli in their adaptation to their function of
diffusion. Unit 2.8 and 4.4.
(S)
3.5
Relate the structure and
functions of root hairs to their
surface area and to water and ion
uptake

II 7.1.2
3.6 Transpiration
Define transpiration as evaporation
of water at the surfaces of the
mesophyll cells followed by loss of
water vapour from plant leaves,
through the stomata
Describe how water vapour loss is
related to:
- cell surfaces
- air spaces and
- stomata
Describe the effects of variation of:
- temperature
- humidity
- light intensity on respiration rate
It is important to understand that transpiration involves the

loss of water vapour from the underside of the leaf, mostly
through open stomata.
Water in the cell walls of mesophyll cells evaporates, and
diffuses through the air spaces and out of the leaf.
The effect of transpiration in pulling water up xylem vessels
can be compared to the effect of sucking a liquid up a straw.
Practical Biology Transpiration:

l-biology/estimating-ratetranspiration-plant-cutting
Experiments using potometers not only help students to

understand the effects of environmental factors on the rate of
transpiration, but also provide good opportunities to improve,
or to be assessed on, all four experimental skills.
Comparison of transpiration rates:

ng-resources/115-comparison-oftranspiration-rates
It is important, however, that it is understood that a potometer

measures water uptake, which is not absolutely the same as
water loss.
Data logging:
www2.vernier.com/sample_labs/B
WV-10-COMP-transpiration.pdf
II 7.1.1
v1 2Y05
Extension Root hairs can be looked at under a microscope

from seeds germinated on cotton wool or blotting paper.

Syllabus ref
Learning objectives
Describe how wilting occurs
Learning resources
There is no need for elaborate potometers, a long piece of

capillary tubing with a length of rubber tubing at one end into
which the cut end of a shoot is pushed is effective. All the
apparatus and cut twigs should be kept under water while
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.
Measuring stomatal density:

ng-resources/299-measuringstomatal-density-
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.
v1 2Y05
Syllabus ref
II 7.1.2 (S)
II 7.1.3
Learning objectives
3.6
Explain the mechanism of water
uptake and movement in terms of
transpiration producing a tension
(pull) from above, creating a
water potential gradient in the
xylem, drawing cohesive water
molecules up the plant
Discuss the adaptations of the:
- leaf
- stem
- root
to three contrasting
environments, to include:
pond
garden
desert
with emphasis on local examples
(where appropriate) and the
factors described in the core
Candidates may already have met the term 'water potential'

in Unit 1.10. In normal conditions, the water potential in the
air is lower than that in the soil solution. Thus water moves
down a water potential gradient as it moves from soil to air,
through the plant. If students are shown a wilting plant, they
can think about why it is only the leaves that wilt. This can
introduce the idea of xylem vessels, present in vascular
bundles in leaves and stem, helping with support.
3.7 Translocation
Define translocation in terms of the
movement of sucrose and amino
acids in phloem
- from regions of production
- to regions of storage OR to
regions of utilisation in respiration
or growth
This idea will probably already have been met earlier in this
Unit, when discussing the functions of leaves. Here it should
be re-emphasised that carbohydrates are transported
through a plant in the form of soluble carbohydrates such as
sucrose, glucose and proteins as amino acids through the
phloem tubes.
Learning resources
Desert plant survival:
www.desertusa.com/du_plantsurv.h
tml
Although students should look at examples of plant

adaptations using plants that grow locally, it is also very
useful to think about plants that grow in especially wet or dry
environments, such as rain forest or desert.

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
v1 2Y05
Syllabus ref
Learning objectives
Learning resources
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
Describe translocation
throughout the plant of applied
chemicals, including systemic
pesticides
Compare the role of transpiration
and translocation in the transport
of materials from sources to
sinks, within plants at different
seasons
Students should understand that systemic pesticides are

sprayed onto the leaves of the plant, and then absorbed by it
through the cuticle or stomata and into the phloem tubes.
They move through the plant in the phloem (translocation)
and are taken in by any insect eating the plant or sucking up
phloem sap. The disadvantages of systemic pesticides can
be discussed in Unit 9.2 as they may accumulate in the food
chain.
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.
v1 2Y05
10
Core 1
Plant Nutrition & Transport
page 1
Core 2
1
page 2
Core 2
page 3
page 4
page 5
Extension 1
3
3
3
page 6
Extension 1
page 7
Extension 2
4
4
4
page 8
Extension 2
page 9
Extension 3
5
Fig. 5
5
6
Fig. 6
page 10
Extension 3
6
page 11
Core 1
a
any three of these

light intensity increases
the stomata open
increase in temperature
greater rate of evaporation / transpiration / diffusion
factor-
temperature
explanation-
as light decreases the rate of loss continues to rise / temperature and

water loss curves peak at the similar time
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)
(ii)
(iii)
phloem
starch is insoluble
has no osmotic effect / easier to retain in storage / prevent it being moved
cellulose
page 2
a
b(i)
(ii)
d(i)
(ii)
respiration / use of oxygen
transpiration / uptake of water / water loss
photosynthesis
carbon dioxide / CO2

one from
glass beads
stones
empty tube
boiled, sterile, dry or dead seeds
one from
moving air / wind / fan / dry air
enclosed in a bag / increase humidity
cold air
hot air
in darkness
in light / sunny
speed up process
slow process
slow process
speed up process
slow process
speed up process
oxygen / O2
any one of these
lightintensity
temperaturecarbon dioxidebiotic idea-
fixed position of bulb / keep light on / same wattage /

heat shield / in water bath / heat filter
add hydrogen carbonate to water
use same piece of waterweed
page 3
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
tissue
processes
c(i)
sap vacuole
concentration
cytoplasm
cell wall
(ii)
phloem / sieve tubes

reference to translocation
reference to active transport or active uptake
gets smaller / shrinks / loses water / reference to increase in
moves away from (cell) wall
no longer curves outwards
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
pesticides are absorbed into the leaf / plant / stem
aphids feed on / suck / remove poisonous sap
page 4
Extension 2
a
A
B
C
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
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)
stoma / stomatal pore

guard cell
epidermal cell / epidermis
rate will increase

more energy for evaporation
warm air can hold more water vapour than cold air
page 5
Extension 3
a
300 x 100
150
= 200%
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
container C
least or no photosynthesis occurring
respiration exceeds photosynthesis
death of plant so bacteria active, using up oxygen
page 6

Unit 4: Respiration and the human transport system
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.
Syllabus ref
II 8
v1 2Y05
Learning objectives
4.1 Respiration
Define respiration as the chemical
reactions that break down nutrient
molecules in living cells to release
energy
State the uses of energy in the body
of humans:
- muscle contraction
- protein synthesis
- cell division
- active transport
- growth
- the passage of nerve impulses
- the maintenance of a constant
Students should understand that respiration is a reaction (or

series of reactions) that takes place inside living cells: cell
respiration. A very common error is to confuse it with
'breathing', and to think that it takes place only in the lungs.
Students should also realise that every living cell including
plant cells respire.
Explain that carbon dioxide has to be removed from respiring
cells.
Learning resources
Respiration:
Respiration:
Syllabus ref
Learning objectives
body temperature
Learning resources
Introduction to respiration:
www.biotopics.co.uk/humans/respr
o.html
Unit revision:
biology/pc/lessons/uk_ks4_breathin
g_and_respiration/h-frame-ie.htm
II 8.1
4.2 Aerobic respiration

Define aerobic respiration as the
release of a relatively large amount
of energy in cells by in the presence
of oxygen
State the word equation for aerobic
respiration
Emphasise that the function of respiration is to release

energy from food (usually glucose) in a form that the
organism can use. Students should not state that respiration
'produces' energy. A class discussion will probably pick out a
good range of uses of energy.
Revision Aerobic respiration:

biology/pc/modules/breathing_respi
ration/aerobic_respiration/index.htm
l
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.
v1 2Y05
Syllabus ref
Learning objectives
(S)
4.2
State the equation for aerobic
respiration using symbols
(C6H12O6 + 6O2 6CO2 + 6H2O)
II 8.2
4.3 Anaerobic respiration

Define anaerobic respiration as the
release of a relatively small amount
of energy by the breakdown of food
substances in the absence of
oxygen
State the word equation for
anaerobic respiration:
- in muscles during hard exercise
(glucose to lactic acid)
- and the microorganism yeast
(glucose to alcohol and carbon
dioxide)
Describe the role of anaerobic
respiration in yeast during brewing
and bread making
Compare aerobic respiration and
anaerobic respiration in terms of
relative amounts of energy released
Anaerobic respiration can be investigated using a suspension

of yeast in boiled, cooled water. Boiling drives off all
dissolved oxygen. The carbon dioxide released can be
detected by passing it through lime water or
hydrogencarbonate indicator solution.
Students studying the supplement may already have
investigated the use of yeast in bread-making, in Unit 2.2.
This is a good opportunity for all students to investigate, for
example, whether adding amylase or ascorbic acid, affects
the rate at which dough rises.
Extension fermentation experiments.

NCBE downloadable book on
fermentation experiments:
www.ncbe.reading.ac.uk/NCBE/PR
OTOCOLS/fermentation.html
Revision Anaerobic respiration:
www.lgfl.skoool.co.uk/content/keyst
age4/biology/pc/modules/breathing
_respiration/anaerobic_respiration/i
ndex.html

II 8.2 (S)
4.3
State the balanced equation for
anaerobic respiration in muscles:
C6H12O6 2C3H6O3
and in the microorganism yeast:
C6H12O6 2C2H5OH + 2CO2 using
symbols
Describe the effect of lactic acid
in muscles during exercise
(include oxygen debt in outline
only)
Anaerobic respiration in muscles can be considered when

investigating physical activity in Unit 4.4
It also links with yoghurt making, Unit 2.2
It helps students to understand oxygen debt if they know that
lactic acid is oxidised after the exercise in the liver by the
extra oxygen provided by fast breathing.
II 8.3
4.4 Gas Exchange

List the features of gaseous
exchange surfaces in animals
The idea of gaseous exchange may already have been

discussed in Unit 3.2, in the context of the intake and loss of
gases from leaves. A gaseous exchange surface can be
v1 2Y05
Learning resources

3
Syllabus ref
Learning objectives
Identify on diagrams and name the:

larynx
trachea
bronchi
bronchioles
alveoli
associated capillaries
State the differences in composition
between inspired and expired air
Use lime water as a test for carbon

dioxide to investigate the differences
in composition between inspired and
expired air
Investigate and describe the effects

of physical activity on rate and depth
of breathing
Learning resources
defined as a surface across which gases pass as they enter

or leave the body. For animals, oxygen enters as carbon
dioxide leaves. Students should relate their understanding of
diffusion to the structure of the alveoli and cross reference to
Unit 2.8 and Unit 3.5.
Practical Biology Gas Exchange:

l-biology/ventilation-systems
Students should be able to locate each structure on a

diagram and to understand that there are two bronchi and
several bronchioles.
Link with transport in unit 4.5.
The differences between expired and inspired air, in terms of
carbon dioxide content and water vapour content, should be
investigated experimentally. Lime water or
hydrogencarbonate indicator may be used to test for carbon
dioxide.
Breathing and asthma:

www.abpischools.org.uk/res/coRes
ourceImport/resources04/asthma/in
dex.cfm
Revision Gas Exchange:
ration/gas_exchange/index.html
Pie charts or tables showing the percentage composition of

air are useful and show that nitrogen remains constant.
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.
v1 2Y05
Syllabus ref
Learning objectives
Learning resources

II 8.3 (S)

4.4
Describe the role of the:
ribs
internal and external
intercostal muscles
diaphragm
in producing volume and pressure
changes leading to the ventilation of
the lungs
Students should link the structure of the respiratory studied in

the Core with the muscles involved in breathing. A wooden or
plastic model of the intercostal muscles can clarify the action.
Students often find this topic difficult, and it is a good idea to
use a model of some kind to illustrate how increasing the
volume of the thorax leads to a reduction in pressure. The
'balloons in a bell jar' model shows this effectively.
Physics students can relate the action to that of an engine
piston.
Measuring lung capacity:

www.biologycorner.com/worksheet
s/lungcapacity.html
Explain the role of mucus and

cilia in protecting the gas
exchange system from pathogens
and particles
The cilia are fine hairs that trap the mucus secreted by the
goblet cells. Students can consider the role of the mucus in
relation to coughing, pneumonia and tuberculosis.
Asthma may be discussed if appropriate.
Revision Breathing:
ration/breathing_respiration/index.h
tml
Explain the link between:

physical activity and
rate and depth of breathing in
terms of changes in the rate at
which tissues respire and
therefore of carbon dioxide
concentration and
pH in tissues and in the blood
Students should begin to understand the link between carbon

dioxide in the blood and the change of the blood's pH due to
carbonic acid. The increase of tidal volume with increased
exercise should be understood.
Unit 5.5 Drugs includes smoking and its effects on the body.
Teachers could discuss smoking in this unit. Students should
understand that cilia become less active, and goblet cells
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.
v1 2Y05
Syllabus ref
Learning objectives
Learning resources
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

Describe the circulatory system as a
system of tubes with a pump and
valves to ensure one-way flow of
blood
Describe the double circulation in
terms of a low pressure circulation
to the lungs and a high pressure
circulation to the body tissues and
relate these differences to the
different functions of the two circuits
Diagrams of the heart, showing both external and internal

structure, need to be known. Ensure that students realise that
both sides of the heart beat together.

The direction of blood flow through the heart, the separation

of oxygenated and deoxygenated blood, and the functions of
the valves should be understood.
The circulatory system:

www.peer.tamu.edu/curriculum_mo
dules/Organsystems/module_4/wha
tweknow_circulation.htm
It is recommended that the idea of a double circulatory

system, in which blood passes twice through the heart during
one complete circuit of the body, is covered here, as this
helps to make sense of the structure and function of the
heart.
Heart and circulation:

ourceImport/resources04/heart/inde
x.cfm
A model of the heart can be useful when explaining the

structure.
Revision Blood and circulation:

biology/pc/lessons/uk_ks4_blood_a
nd_circulation/h-frame-ie.htm

II 7.2.1
v1 2Y05
4.6 Heart
Describe the structure of the heart
including:
- the muscular wall
- the septum
- the chambers
- the valves
- the associated blood vessels
Describe the function of the heart in
terms of:
- muscular contraction
Diagrams with coloured arrow lines will help students to learn

the structure of the heart. Students need to understand that
the left ventricle has a thicker muscular wall than the right
ventricle.
Extension: A lambs heart can be used for dissection
The effect of exercise on heart beat relates closely to the
effects of physical activity on rate and depth of breathing,
dealt with earlier in this Unit.
The understanding of the roles of the heart valves be linked

Practical Biology Heart
dissection:
l-biology/looking-heart
Practical Biology Control of heart
rate:
6
Syllabus ref
Learning objectives
- the working of the valves

Investigate, state and explain the
effect of physical activity on pulse
rate
Describe coronary heart disease in
terms of the blockage of coronary
arteries and state the possible
causes:
- diet
- stress
- smoking
and preventive measures

to the double circulatory system in Unit 4.5.
The role of the coronary arteries in supplying the heart
muscle with oxygen.
Students may already have some ideas about factors that
increase the likelihood of suffering from heart disease, and
class discussion will probably bring out most of the major
influences. A person's genes are also thought to play a major
role in this.
There is scope for discussion on the effects of diet, exercise,
smoking on the health of the heart throughout a person's life.
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.
Learning resources
l-biology/observing-effectsexercise-human-body
Structure of your heart:
www.wehealnewyork.org/services/c
ardiology/structure.html
Extension Reference could be made to obesity and the

possible connection with heart disease.
II 7.2.2
v1 2Y05
4.7 Arteries, veins and capillaries

Name the main blood vessels to and
from the:
heart
lungs
liver
kidney
Describe the structure and functions
of:
arteries
The teacher could reinforce that the hepatic portal vein

carries glucose and amino acids from the small intestine.

Transparencies or microscope slides of sections through an

artery and a vein can be used to help students to understand
the differences in structure.
Video clips Circulation:

www.bbc.co.uk/learningzone/clips/h
uman-circulation/12223.html

Oct/Nov 2008 Paper 0610/02 question 10b
www.bbc.co.uk/learningzone/clips/b
reathing-and-circulation/10607.html
Syllabus ref
Learning objectives
Learning resources
A table can be used to compare the structure with the

functions. Structure can be related to function between them.
Video clip:
uman-circulatory-and-digestivesystem/12224.html
veins
capillaries
II 7.2.2 (S)
4.7
Explain how structure and
function are related in:
arteries
veins
capillaries
Describe the transfer of materials

between capillaries and tissue
fluid
Emphasise that arteries do not pump blood and that

capillaries are one cell thick.
Rubber tubing of different sizes can illustrate the difference
between an arterial wall and the thinner walls of veins.
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
v1 2Y05
4.8 Blood
Identify red and white blood cells as
seen under a light microscope, on
prepared slides and in diagrams and
photomicrographs
List the components of blood as:
red blood cells
white blood cells
platelets
plasma
State the functions of blood
Red blood cells:
Students should see transparencies or microscope slides of

stained blood samples, and be able to distinguish red cells,
white cells and platelets. They should understand that red
cells transport oxygen and also carbon dioxide, and know
that they contain haemoglobin but do not have a nucleus.
Links can be made back to Unit 2.2 and the need for iron in
the diet. Discuss the adaptations of red blood cells to their
functions as reinforcement for the function of specialised
cells, covered in Unit 1.6.

For images of blood cells:
www.exploratorium.edu/imaging_st
ation/gallery.php
White blood cells fight disease by providing protection from

pathogens. They contain a nucleus and respond to different
Syllabus ref
Learning objectives
II 7.2.3 (S)
haemoglobin and oxygen

transport
White blood cells:
phagocytosis and antibody
formation
Platelets:
causing clotting (no details)
Plasma transport of:
blood cells
ions
soluble nutrients
hormones
carbon dioxide
urea
plasma proteins
4.8
Describe the immune system in
terms of:
antibody production
tissue rejection
phagocytosis
Describe the formation of the
lymphatic system in:
circulation of body fluids and
the production of lymphocytes
Describe the process of clotting
(fibrinogen to fibrin only)
Learning resources
antigens. Clotting should be mentioned, as a mechanism to

prevent loss of blood and entry of pathogens, but Core
students need no detail at all of how it takes place, other than
that platelets are involved.
Defending against disease:

www.bbc.co.uk/schools/gcsebitesiz
e/science/aqa/human/defendingaga
instinfectionrev1.shtml
Extension students could research haemophilia.

Students should appreciate the role of the plasma in
transporting many substances including heat from the liver
and muscles to all parts of the body.
Tissue fluid can be thought of simply as plasma that has
leaked out of capillaries.
Students should understand that substances move from
blood to tissues and vice versa by diffusion. Link with
respiration, Unit 4.1.
A relatively simple approach to this complex topic is required.
Some white blood cells are phagocytes, and the process of
phagocytosis should be understood.
Lymphocytes, secrete antibodies (which are proteins) in
response to contact with their particular antigen, which may
be an invading pathogen or a foreign tissue that has been
transplanted.

Students may be interested to learn how immunity to a

disease can be conferred by vaccination.
Infectious diseases Immunity:

www.abpischools.org.uk/page/mod
ules/infectiousdiseases_immunity/in
dex.cfm
This topic also links with kidney transplants, covered in Unit

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.
Bacterial and viral infection activity:

e/science/aqa/human/defendingaga
instinfectionact.shtml
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.
v1 2Y05
Syllabus ref
Learning objectives
Learning resources
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.
v1 2Y05
10
Core 1
Respiration & Transport in Humans
page 1
Core 2
1
1
page 2
Core 3
1
1
1
page 3
Core 3
2
2
2
page 4
3
page 5
page 6
Extension 1
[Total: 15]
Extension 2
[Total: 15]
page 7
Core 1
a(i)
any three of these

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

the atmosphere
oxygen released in to the

atmosphere
X
X
X
page 1
Core 2
a
for three marks

axes oriented correctly
both axes labelled and with suitable scale on frequency axis
all four columns correctly plotted
type
reason
discontinuous variation
there are no intermediate values between the four groups / there are
distinctly separate sets of values
page 2
Core 3
a(i)
A
B
tricuspid / right atrio-ventricular / right cuspid valve

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
page 3
a(i)
25 C
60
12
total
mean (average)
35 C
90
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
agitation of tubes
equilibrium / temperature to be reached
page 4
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
(ii)
any three of these

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
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
page 5
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
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
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
page 6

Unit 5: Coordination, response and homeostasis
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.
Syllabus ref
II 10.1
v1 2Y05
Learning objectives
5.1 Nervous control in humans
Describe the human nervous
system in terms of the:
- central nervous system (brain
and spinal cord as areas of
coordination) and
- the peripheral nervous system
which together serve to

Diagrams or models can be used to illustrate the positions of
the brain, spinal cord and peripheral nerves in the body. A
model of the human skeleton can also be useful.
Students can label diagrams and should differentiate
between the spinal cord and the vertebral column.
The structure of nerve cells, neurones can lead into the role
of a reflex arc. Students can draw a diagram with annotated
Learning resources
Human senses:
1
Syllabus ref
Learning objectives
coordinate and regulate body
functions
II 10.1
labels of a motor neurone.
Identify:
- motor (effector)
- relay (connector)
- sensory neurones from diagrams
Describe a simple reflex arc in terms

of sensory, relay and motor
neurones
Describe a reflex action as a means

of automatically and rapidly
integrating and coordinating stimuli
with responses
The reflex arc is important to many organisms for selfprotection. Students will understand its structure if different
reflexes are considered: knee jerk, touching a pin with one
finger. It is important to understand the role of the spinal cord
in a reflex action and the receptor and effector.
Students should understand that reflex actions are not learnt
responses but automatic.
State that muscles and glands can

act as effectors
This can be shown by the labels on the reflex arc as arm

muscles contract and move away from the stimulus.
Salivary glands that respond to food when is in the mouth.
Describe the action of antagonistic

muscles to include the biceps and
triceps at the elbow joint
A simple experiment can show the action of the arm muscles.

Students like to find out how strong they are by lifting
different weights and to see the contraction of their biceps
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.
The action of leg muscles and those in the oesophagus (Unit
2.5/2.6) can be discussed.
Define sense organs as groups of

receptor cells responding to specific
stimuli:
- light
- sound
- touch
Learning resources
Practical Biology Human
sensation and perception:
l-biology/human-sensation-andperception
Revision The nervous system:
age4/biology/pc/lessons/uk_ks4_ne
rvous_system/h-frame-ie.htm
v1 2Y05
Students should understand that there are different types of

stimuli, chemical or mechanical, and that a sense organ
combines receptors with other cells.
Simple experiments can demonstrate the response of sense
organs. A circus around the lab will allow all students to

Practical Biology Reflex actions:
l-biology/reflex-nerves-andreactions
This website has some ideas about
reaction time:
www.humanbenchmark.com/tests/r
eactiontime/index.php
Measuring reaction time:
www.bbc.co.uk/science/humanbody
/sleep/sheep/
Neuroscience for kids:

www.faculty.washington.edu/chudle
r/neurok.html
Despite the title, some of the
material at this site is a little
advanced for IGCSE students.
Syllabus ref
Learning objectives
Learning resources
- temperature
- chemicals
investigate each stimulus.
Describe the structure and function

of the eye including accommodation
and pupil reflex
The relation between the eye as a receptor and an effector in

response to the stimulus of light can be used to reinforce the
concept of a response to external stimuli.

A model of the eye can be used to illustrate the relevant

structures.
Revision The eye:

e/science/edexcel/electrical/thenerv
oussystemrev4.shtml
Extension A cow or a sheep's eye can be dissected.

A large round flask containing fluorescein with a convex lens
at the front can be used to show how light is focussed on the
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.
www.scool.co.uk/gcse/biology/nervesand-hormones/revise-it/the-eye

II 10.1 (S)
v1 2Y05
5.1
Distinguish between voluntary
and involuntary actions
The pupil reflex is a good example of a reflex action in which

the pupil controls the amount of light falling on the retina for
its protection.
Students can work in pairs and investigate the effect on the
Revision Reflex actions:

e/science/aqa/human/thenervoussy
stemrev3.shtml
Syllabus ref
Learning objectives
Learning resources
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.
Distinguish between rods and

cones in terms of:
- function and
- distribution.
Revision The eye:

e/science/ocr_gateway/ourselves/3
_keeping_in_touch2.shtml
Rods and cones are light-sensitive receptor cells in the

retina.
Cones for Colour in the fovea.
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
v1 2Y05
5.2 Hormones
Define a hormone as a chemical
substance, produced by a gland,
carried in the blood which alters the
activity of one or more specific
Use a simple diagram of the human body to show the source

and the site of action of different hormones.

Students will know about the sex hormones and can add
adrenaline to their diagram.
Syllabus ref
Learning objectives
target organs and is then destroyed

by the liver
State the role of the hormone
adrenaline in the chemical control of
metabolic activity, including
increasing the blood glucose
concentration and pulse rate
Give examples of situations in which
adrenaline secretion increases
Compare nervous and hormonal
control systems

Adrenaline makes a good introduction to hormones as most
students can relate to its effects.
It should be mentioned that adrenaline bridges the gap
between nervous and hormonal control because of its fast
and short lived action.
Students can discuss the effects on the body of the flight and
fight hormone with their own examples.
Learning resources
Hormones and their effects:
ules/hormones/index.cfm
Revision Hormones:
e/science/edexcel/electrical/hormon
esrev2.shtml
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
II 10.2 (S)
5.2
Discuss the use of hormones in
food production
The meat and cattle industries have used hormones for many
years. The sex hormones are used to promote growth in
calves and lambs but not in poultry.
Synthetic growth promoters can make animals grow faster.
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.
Posilac An introduction:
www.monsanto.com/newsviews/Pa
ges/milk-labeling.aspx
A view from the firm that makes
and sells BST
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
v1 2Y05
5.3 Tropic responses

Define and investigate:
- geotropism as a response in
which a plant grows towards or
away from gravity, and
- phototropism as a response in
Plants are able to respond to certain stimuli.

Students can now study plant response to light and water.
Geotropism and phototropism should be investigated with
simple experiments using seeds that have been germinated
before the start of the topic. It should be made clear that
these are plant growth responses, auxin, a plant hormone, is

Syllabus ref
Learning objectives
which a plant grows towards or
away from the direction from
which light is coming

produced by the shoot and root tips of the growing plant.
The direction of growth is related to the direction of the
stimulus.
Revision:
www.www.bbc.co.uk/schools/gcsebitesize/science/add_gate
way/living/controlplantgrowthrev1.shtml
Extension practical work using auxins and rooting
compounds.
(S)
5.3
Explain the chemical control of
plant growth by auxins including
geotropism and phototropism in
terms of auxins regulating
differential growth, and the
effects of synthetic plant
hormones used as weedkillers
Plant hormones are used to make fruit develop at the same

time to allow for efficient picking.
Weeds in fields of monoculture such as wheat are killed by
selective weedkillers.
Hormones can inhibit the fertilisation of fruit such as grapes
that are then seedless.
The students could discuss the advantages and
disadvantages of human manipulation of plant development.
Extension effects of weedkillers on seedlings.
Extension effects of IAA on mustard seedlings.
Learning resources
Experiments in biology:
Germination and Tropisms
The response of seedlings to light:
ng-resources/185-student-sheet-8the-response-of-seedlings-to-light
Investigating geotropism:
ng-resources/184-student-sheet-7the-behaviour-of-hypocotyls
Practical Biology Plant responses
to stimuli:
l-biologyinterpreting-investigationplant-hormones
Investigating plant growth
regulators:
ng-resources/183-student-sheet-6investigating-plant-growthregulators
An experiment involving the use of
IAA on mustard seedlings:
ng-resources/111-investigating-theeffects-of-iaa-on-root-growth-inmustard-seedlings
II 10.4
v1 2Y05
5.4 Homeostasis
The students should appreciate the importance of
Syllabus ref
Learning objectives
Define homeostasis as the

maintenance of a constant internal
environment
Identify, on a diagram of the skin:
- hairs
- sweat glands
- temperature receptors
- blood vessels
- fatty tissue
Describe the maintenance of a
constant body temperature in
humans in terms of insulation and
the role of temperature receptors in
the skin:
- sweating
- shivering
- vasodilation
- vasoconstriction
of arteries supplying skin surface
capillaries and
the coordinating role of the brain

maintaining an internal steady state to keep the conditions in
the tissue fluid around the cells constant.
The concepts of diffusion, osmosis, enzyme activity and
respiration will guide the students to understand the
importance of constant pH, oxygen and carbon dioxide
concentrations, water, enzymes and hormones.
Students could think how they feel when they have a high
fever to discuss the importance of an internal steady state.
Body temperature is related to homeostasis in which
communication is through the nervous system.
Students should understand that the blood capillaries do not
move up and down in the skin during vasodilation and
vasoconstriction respectively.
Emphasise the cooling effect sweating due to the evaporation
of water.
The brain receives impulses from sensory receptors and
responds by adjusting the condition to maintain an optimum.
A clear example linked to the skin is temperature control.
Extension students could research hypothermia and heat
stroke.
Learning resources
Homeostasis:
Practical Biology Sweating:
l-biology/interpreting-informationabout-sweating-and-temperature
Skin structure and function:
ules/skin/index.cfm
A website to show penguin
huddling:
www.coolantarctica.com/Antarctica
%20fact%20file/science/cold_peng
uins.htm

II 10.4 (S)
v1 2Y05
5.4
Explain the concept of control by
negative feedback
Describe the control of:
- the glucose content of the
blood by the liver
- insulin and glucagon from the
pancreas
The control of temperature and glucose can illustrate

negative feedback.
Control of blood sugar:

ules/diabetes/index.cfm
Flow diagrams can show how this is achieved.

The control of glucose content can be linked with diabetes, a
relatively common disorder in many countries. The students
should consider why it is important to control blood glucose
content, thinking back to what they know about diet, including
sweet fizzy drinks, osmosis and respiration.
Correct spelling is essential to distinguish between glycogen
Syllabus ref
Learning objectives
Learning resources
and glucagon.
May/June 2009 Paper 0610/31 question 2c
II 10.5
5.5 Drugs
Define a drug as any substance
taken into the body that modifies or
affects chemical reactions in the
body
Describe the medicinal use of
antibiotics for the treatment of
bacterial infection
Describe the effects of the abuse of
heroin:
- a powerful depressant
- problems of addiction
- severe withdrawal symptoms
- associated problems such as
crime and infection e.g. HIV/AIDS
v1 2Y05
Describe the effects of excessive

consumption of alcohol:
- reduced self-control
- depressant
- effect on reaction times
- damage to the liver
- social implications
This topic lends itself to class discussion or group

presentations.
Students will understand that accepted drugs are used to
relieve pain and to treat a disease or infection.
Antibiotics are drugs that either disrupt the metabolic
processes of growth of the bacterium or stop the growth of
bacterial spores.
The students should be allowed to discuss the implications of
taking recreational drugs both socially and medically
including their effect on the nervous system and their
possible long-term effects.
Students need to understand the effects, the symptoms and
possible problems with taking heroin.
Many recreational drugs can become addictive such as
cigarette smoking and alcohol.
Cigarette smoking can be linked with Unit 4.4.
Describe the effects of tobacco

smoke and its major toxic
components:
- tar
- nicotine
- carbon monoxide
- smoke particles
on the gas exchange system

Practical Biology Smoking:
l-biology/going-smoke
Teacher resource:
Drug scenes complied by:Royal
College of Psychiatrists.
Drug Abuse published by
Independence Educational
Publishers
Drug information:
www.talktofrank.com/
Drug abuse:
ourceImport/resources04/drugs/ind
ex.cfm
Revision Smoking:
age4/biology/pc/modules/breathing
_respiration/smoking/index.html
Syllabus ref
Learning objectives
II 10.5 (S)
5.5
Explain why antibiotics kill
bacteria but not viruses
Viruses do not have their own metabolism but use the

pathways of their host cell which prevents them from being
destroyed by antibiotics.
II 9
5.6 Excretion in humans

Define excretion as the removal
from organisms of toxic materials,
the waste products of metabolism
(chemical reactions in cells
including respiration) and
substances in excess of
requirements
Substances should include:
- carbon dioxide
- urea
- salts
Describe the function of the kidney
in terms of the removal of urea and
excess water and the reabsorption
of glucose and some salts (details of
kidney structure and nephron are
not required)
State the relative positions of:
- ureters
- bladder
- urethra
in the body
State that urea is formed in the liver
from excess amino acids
State that:
- alcohol
- drugs
- hormones
are broken down in the liver
Excretion can be considered as another way in which the

environment of cells is controlled, by removing toxic
materials, waste products of metabolism and substances in
excess of requirements. Ensure that they understand the
difference between egestion (the removal of substances from
the alimentary canal, that have never been part of the body at
all) and excretion.
Only a simple understanding of the formation of urea from
excess amino acids is required.
5.6
Outline the structure of a kidney:
- cortex
- medulla
This should be dealt with very simply as even students

studying the supplement may find details of nephron
structure and the role of the kidney in reabsorption of
glucose, salts and water difficult.
II 9 (S)
v1 2Y05
Learning resources

Kidneys:
ourceImport/resources04/kidneys/in
dex.cfm
It is important to differentiate between ureter and urethra.

Labelled diagrams will help the students to understand the
structure of the kidney. Refer to Unit 7.1 for male
reproductive system.
Extension A kidney from a sheep or a pig can be dissected
to show the gross structure.
Mention that hormones are also broken down by the liver.

Syllabus ref
Learning objectives
v1 2Y05
- the start of the ureter

Outline the structure and
functioning of a kidney tubule,
including role of renal capsule in
filtration from blood of:
- water
- glucose
- urea
- salts
Role of tubule in reabsorption:
- of glucose
- most of the water
- some of the salts
back into blood leading to
concentration of urea in the urine
as well as loss of excess water
and salts
Explain dialysis in terms of
maintenance of glucose and
protein concentration in blood
and diffusion of urea from blood
dialysis fluid
Discuss the application of
dialysis in kidney machines
Discuss the advantages and
disadvantages of kidney
transplants, compared with
dialysis

The structure of the kidney can lead into the use of dialysis
and the machine's role in removing excess urea and water.
The importance of homeostasis can be reinforced at this
point as the kidneys are osmoregulators.
Learning resources
Kidneys:
ourceImport/resources04/kidneys/in
dex.cfm
The importance of retaining glucose must be emphasised

and it is excess water, urea and salts that are excreted in
urine. This will link back to Unit 5.4 which considers diabetes.
Diagams of dialysis machines should be studied to enable
students to understand the process and the role of the
dialysis fluid.
Students will need to remember what they know about
osmosis and diffusion in order to understand how dialysis
works. There is a link between the immune system and tissue
rejection, when considering kidney transplants.
Extension Dissection of a kidney and teasing out of
nephrons from the cortex tissue under a microscope.
Revision Kidney failure:

www.scool.co.uk/gcse/biology/homeostasi
s/revise-it/dealing-with-kidneyfailure

10
Core 1
Coordination, Response & Homeostasis
page 1
Core 2
1
1
1.
page 2
Core 3
Fig. 2
Fig. 2
page 3
Alternative to practical 1
Fig. 3
Fig. 3
page 4
Alternative to practical 1
page 5
Extension 1
[Total:15]
Extension 2
[Total:15]
page 6
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
page 1
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)
any two from these

alcohol
drugs / named drug
haemoglobin
hormones / named hormone
toxins
homeostasis
page 2
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
(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
reject expands / stretches
page 3
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
keep apparatus in the dark / uniform continuous light / red light / in light from all
directions / keep moist to avoid hydrotropism
page 4
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
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
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)
page 5
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
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
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
page 6

Unit 6: Reproduction in plants
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.
Syllabus ref
III 1.1
Learning objectives
6.1
Asexual reproduction
Define asexual reproduction as the
process resulting in the production
of genetically identical offspring from
one parent
Describe asexual reproduction in:
- bacteria
- spore production in fungi
- tuber formation in potatoes
Ensure that students understand that 'asexual' means 'not

sexual'. Asexual reproduction involves only one parent, which
produces new, genetically identical organisms by mitosis.
Extension Agar plates that have had bacterial colonies
grown on them can be set up by the class if great care is
taken about safety issues.
Fungal spores can be easily seen on bread moulds, soft
tomatoes or mushroom gills, if these are allowed to develop
well past the edible stage (Unit 1.2).
Learning resources
Practical Biology Cloning:
www.nuffieldfoudation.org/practicalbiology/cloning-living-organism
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'
v1 2Y05
Syllabus ref
III 1.1 (S)
III 3.2
Learning objectives
Learning resources
and to explain how these can develop and reproduce new

identical tubers. Students could grow their own potato that
should produce many new potatoes in about six months, flow
diagrams help in understanding the asexual reproduction in
potatoes.
www.bbc.co.uk/learningzone/clips/c
ell-division-andreproduction/108.html
6.1
Discuss the advantages and
disadvantages to a species of
asexual reproduction
Students can make a table to list the main points to compare

asexual and sexual reproduction.
6.2 Mitosis
Define mitosis as nuclear division
giving rise to genetically identical
cells in which the chromosome
number is maintained by the exact
duplication of chromosomes
(details of the stages are not
required)
State the role of mitosis in:
- growth
- repair of damaged tissues
- replacement of worn out cells
- asexual reproduction
Students have no knowledge of genetics that will be studied

in Unit 8.3 but they will probably be aware that the nucleus of
a cell contains chromosomes that carry genes.
Students should appreciate that many horticulturists exploit

asexual reproduction in bulbs and rhizomes e.g. daffodils,
orchids.
Mitosis is a type of cell division that produces cells with

identical chromosomes and genes to the parent cell.
PowerPoint presentation: Cell

division and specialisation
A simple series of labelled diagrams showing how

chromosomes behave during mitosis, with no names of
stages or details of spindles, is all that is required.
Students should be aware that mitotic division also occurs in
body cells for growth or for replacement of worn out cells
throughout the organism's life.
Interactive mitosis:
www.cellsalive.com/mitosis.htm
(includes detail above that required
for IGCSE)
Mitosis is the cell division that produces identical individuals

during asexual reproduction. The word 'clones' could be
introduced as many students will have heard of cloning.
Cell division (and cancer):

ourceImport/resources04/cancer/in
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-throughoutlife/109.html
v1 2Y05
Syllabus ref
III 1.2
III 1.2 (S)
Learning objectives
6.3 Sexual reproduction

Define sexual reproduction as the
process involving the fusion of
haploid nuclei to form a diploid
zygote and the production of
genetically dissimilar offspring
Sexual reproduction should be described as a process in

which gametes fuse together in a process called fertilisation,
producing a zygote.
6.3
Discuss the advantages and the
disadvantages to a species of
sexual reproduction
Unlike asexual reproduction, sexual reproduction introduces

genetic variation amongst the offspring. This is a link with
Unit 8.4.
Learning resources
Students should understand that this need not always involve

two parents: self-fertilisation, which is not uncommon in
plants, is still sexual reproduction.
A table can be drawn up to compare asexual with sexual

reproduction.
III 3.3
6.4 Meiosis
Define meiosis as a reduction
division in which the chromosome
number is halved from diploid to
haploid (details of the stages are not
required)
State that gametes are the result of
meiosis
State that meiosis results in genetic
variation so that the cells produced
are not all genetically identical
Students can use coloured pipe cleaners or wool to visualise

the different positions of the chromosomes during meiosis
and to understand how the cell chromosome number is
halved and how genetic variation can occur.

Interactive meiosis:
www.cellsalive.com/meiosis.htm
At this stage the important concept is that gametes are

haploid cells: A link with Unit 7.1 Sexual reproduction in
humans
The description of meiosis should be kept as simple as
possible, concentrating on its results rather than any details
of the process itself.
v1 2Y05
Syllabus ref
III 1.2.1
v1 2Y05
Learning objectives
6.5 Sexual reproduction in plants
Identify and draw, using a hand lens
if necessary:
- sepals
- petals
- stamens
- anthers
- carpels
- ovaries
- stigmas
of one locally available named
insect-pollinated dicotyledenous
flower
Examine the pollen grains under a
light microscope or in
photomicrographs
State the functions of the:
- sepals
- petals
- anthers
- stigmas
- ovaries
Use a hand lens to identify and
describe the anthers and stigmas of
one locally available named windpollinated flower
Examine the pollen grains under a
light microscope or in
photomicrographs
Candidates should expect to apply
their understanding of the flowers
they have studied to unfamiliar
flowers
Define pollination as the transfer of
pollen grains from the male part of
the flower (anther of stamen) to the
female part of the plant (stigma)

Students should look closely at the structure of a simple,
radically symmetrical, insect-pollinated flower. They can
dissect it to identify the different parts, using a light
microscope or a hand lens. Annotate the diagrams to
understand how the structure is adapted to its function.
This is a good opportunity to develop or assess the practical
skills of observation and recording. Students can find the
terminology difficult to learn and different flowers should be
available to study.
Magnification can be calculated for the parts of the flower
(Unit 1.7).
The functions of these flower parts are more easily
understood if they are included when the structure of a flower
is being drawn.
Extension If there is time and the facilities, pollen grains
can be collected from anthers of nasturtium, dead nettle or
any flower with ripe stamens. A few pollen grains can be
transferred to filter paper in a Petri dish and 1cm3 of 0.4M
dm-3 sucrose solution added to the grains. The dish should
be kept in the dark at room temperature and the pollen tube
growth can be observed under a microscope after an hour or
more.
Fertilisation should be dealt with simply, there is no need for
details of embryo sacs or the different nuclei involved.
However, teachers should explain that germination involves
the growth of a pollen tube from the pollen grain down the
style to the ovary wall. The male nucleus (not the pollen
grain) is the male gamete and fertilises an ovule. If the ovary
contains many ovules, each will need to be fertilised by a
different pollen nucleus.
The fertilised ovule divides by mitosis (link with mitosis earlier
in this unit) to form a seed.
Learning resources
Nelson Thornes, 2009 p170 177
Germination and tropisms:
Flower structure:
www.biology-resources.com/plantsflowers.html
Flower structure:
ng-resources/547-the-structure-offlowers
www.britannica.com/EBchecked/to
pic/357598/dicotyledon
Video clip Fertilization in plants:
www.bbc.co.uk/learningzone/clips/f
ertilisation-in-plants/120.html
Video clip Insect pollination:
www.bbc.co.uk/learningzone/clips/i
nsect-pollination-of-plants/119.html
Syllabus ref
III 1.2.1
Learning objectives
v1 2Y05
Name the agents of pollination

Compare the different structural
adaptations of insect-pollinated and
wind-pollinated flowers
Describe the growth of the pollen
tube and its entry into the ovule
followed by fertilisation (production
of endosperm and details of
development are not required)
Investigate and describe the
structure of a non-endospermic
seed in terms of the embryo
(radicle, plumule and cotyledons)
and testa, protected by the fruit
Outline the formation of a seed
(limited to embryo, cotyledon, testa
and role of mitosis) and fruit
(produced from the ovary wall)
State that seed and fruit dispersal

by wind and by animals provides a
means of colonising new areas
Describe, using named examples,

seed and fruit dispersal by wind and
animals
Learning resources
The structure of seeds should be investigated practically.

Soaked bean seeds are large and easy to see but need to be
soaked at least two days before the lesson.
If possible, students should be able to watch a flowering plant
through all the stages from flowering through to fruit and seed
development. This helps them to understand how fruits and
seeds develop after fertilisation.
A range of fruits should be looked at and the ways in which
they are dispersed considered. A very common error is to
confuse pollination with seed or fruit dispersal and care
should be taken to avoid this.
An experiment to measure the time taken for seeds of
sycamore, lime or ash to fall can allow the students to
investigate different variables of height, mass of seed and
wind currents. At least 10 measurements for each type of
seed will allow students to construct tally charts, to calculate
the mean and to discuss the errors in such an investigation.
Syllabus ref
III 1.2.1 (S)
Learning objectives
6.5
Distinguish between selfpollination and cross-pollination
Discuss the implications to a
species of self-pollination and
cross-pollination
Learning resources
Samples of insect-pollinated and wind-pollinated flowers

(grasses and cereals are good examples of the latter) can be
studied and compared.
Students should discuss the possible outcomes of self and
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
v1 2Y05
6.6 Growth and development

Define growth in terms of a
permanent increase in size and dry
mass by an increase in cell number
or cell size or both
Define development in terms of
increase in complexity
Investigate and state the
environmental conditions that affect
germination of seeds:
- requirement of water
- oxygen
- suitable temperature
Mention that development includes the differentiation of cells

as they become specialised to carry out different tasks.

Extension this is an excellent opportunity for candidates to

design a simple investigation for themselves. Note that most
of the seeds that are used in laboratories are derived from
crop plants, and these do not normally require light for
germination.
Video clip Germination:

www.bbc.co.uk/learningzone/clips/a
n-introduction-to-seed-germinationand-growth/63.html

Core 1
Reproduction in Plants
page 1
Core 2
1
page 2
Extension 1
page 3
Extension 1
page 4
Extension 2
[Total:15]
Extension 3
[Total:14]
page 5
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
(ii)
any three of these

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
page 1
Core 2
a
A ovule / ovary
B sepal / calyx
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
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
page 2
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
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
(xylem)
phloem / sieve tubes
root hair (cells)
function
transport of water or minerals / support
(transport of sugars)
(absorption of water from soil)
page 3
Extension 2
a
transfer of pollen
from anther / stamen to stigma
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
reference to mixing of genetic material

can result in different genotypes
so phenotypes / offspring appearance can be different
page 4
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
any three of these

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
reference to decomposition / rotting

by fungi / bacteria / saprophytes / named decomposers
releases minerals into the soil
page 5

Unit 7: Human reproduction
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.
Syllabus ref
III 1.2.2
v1 2Y05
Learning objectives
7.1 Sexual reproduction in humans
Identify on diagrams the male
reproductive system:
- the testes
- scrotum
- sperm ducts
- prostate gland
- urethra
- penis
State the functions of these parts
Identify on diagrams of the female
reproductive system:
- the ovaries
- oviducts
- uterus
Learning resources
Diagrams and models can be used to illustrate the structure of

the male and female reproductive systems. Students should
be able to interpret either front or side views.

Students need to be able to spell uterus and urethra

correctly.
Video clips Fertilisation:

n-introduction-tofertilisation/116.html
Link with hormones from Unit 5.2.

It should be emphasised that ovulation occurs monthly and
that the cycle is repeated throughout a woman's fertile life.
uman-fertilisation/1849.html
Mention that fertilisation usually takes place in an oviduct,

rather than the uterus.
Syllabus ref
Learning objectives
III 1.2.2
III 1.2.2 (S)
v1 2Y05
- cervix
- vagina
State the functions of these parts
Describe the menstrual cycle in
terms of changes in the uterus and
ovaries
Outline sexual intercourse and
describe fertilisation in terms of the
joining of the nuclei of male
gamete (sperm) and the female
gamete (egg)
Outline early development of the
zygote simply in terms of the
formation of a ball of cells that
becomes implanted in the wall of
the uterus
Outline the development of the
fetus:
- describe the function of the
placenta and the umbilical cord
in relation to
- exchange of dissolved nutrients
- gases
- excretory products
(no structural details of the
placenta are required)
Describe the ante-natal care of
pregnant women including special
dietary needs and maintaining
good health
Outline the processes involved in
labour and birth
7.1
Compare male and female
gametes:
- in terms of size
- numbers

Diagrams should be drawn to show the relationship between
the fetus, umbilical cord and placenta. The large surface area
of the placenta can be compared to that of the villi or the
alveoli that allows for the maximum diffusion across the
membrane.
Learning resources
Revision and animations Human
reproduction:
e/science/aqa/evolution/reproductio
nrev1.shtml
Understand that maternal blood and foetal blood do not mix.

The mother may have a different blood group and her blood is
at a much higher pressure.
Students should understand that glucose and amino acids
cross the placenta, not 'large' nutrients. Oxygen, glucose and
amino acids diffuse into the blood of the fetus.
It is important to emphasise the importance of the mother's
diet during pregnancy and to emphasise the possible
problems incurred by the fetus if the mother smokes, drinks,
takes recreational drugs.
Link with Unit 5.5 Drugs.
Mention that hormones are involved in the process of birth.
Discussion on the topic of birth may need to be controlled and
it can be important for the teacher to have some knowledge of
the group's family situation as many students will talk about
cot deaths, stillborn babies, caesarean section births,
miscarriages etc.
Explain the importance of male and female gametes in sexual
reproduction.
Gametes could be compared as a table.
Syllabus ref
Learning objectives
- mobility
Explain the role of hormones in
controlling the menstrual cycle:
- FSH
- LH
- progesterone
- oestrogen
Indicate the functions of the
amniotic sac and the amniotic
fluid
Describe the advantages and
disadvantages of breast-feeding
compared with bottle-feeding
using formula milk

Students should draw a chart / graph and write in the
hormones (in different colours) at the relevant times within the
cycle.
The role of hormones and the effect on the uterus and
menstruation are difficult to understand.
Protection of the fetus, the amniotic sac prevents entry of
bacteria and the amniotic fluid supports the fetus from physical
damage and absorbs the excretory materials of the fetus.
This topic can be dealt with through discussion, perhaps after
students have done a little research of their own. The
biological advantages of breast-feeding are incontrovertible,
but students should also be aware of social and health
reasons why there are benefits to breast feeding.
III 1.3
7.2 Sex hormones

Describe the roles of testosterone
and oestrogen in the development
and regulation of secondary sexual
characteristics at puberty
Learning resources
The general characteristics of hormones will already have

been covered, and here the sex hormones are introduced.
Puberty is when the sex organs become mature and start to
produce hormones as well as gametes.
www.cyberparent.com/breastfeed/
some mothers find this difficult and
prefer to use formula milk.
www.nct.org.uk/parenting/feeding
contains information on bottle and
breast feeding.
Breastfeeding advice:
www.nhs.uk/Planners/breastfeedin
g/Pages/breastfeeding.aspx
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.
v1 2Y05
Syllabus ref
Learning objectives
Learning resources
III 1.3 (S)
7.2
Describe the sites of production
and the roles of oestrogen and
progesterone in the menstrual
cycle and in pregnancy (cross
reference to supplement III.
1.2.2)
Link with Unit 7.1 supplement.
Hormones in the menstrual cycle:

e/science/aqa/human/hormonesrev
3.shtml
III 1.4
7.3 Methods of birth control

Outline the following methods of
birth control:
- natural (abstinence, rhythm
control)
- chemical (contraceptive pill,
spermicide)
- mechanical (condom,
diaphragm, femidom, IUD)
- surgical (vasectomy, female
sterilisation)
A simple description of the biological basis of the different

types of birth control is required.

Students should also understand the relative effectiveness of

each, and may want to discuss the ways in which religious or
cultural beliefs can affect their use. Students should be shown
examples of each type of contraceptive if at all possible.
www.avert.org/teens-condoms.htm
The advantages of condoms in reducing the risk of

transmitting diseases such as HIV /AIDS should also be
considered.
III 1.4 (S)
III 1.5
v1 2Y05
7.3
Outline artificial insemination
and the use of hormones in
fertility drugs and discuss their
social implications
A simple factual treatment of what artificial insemination is,

and the use of fertility drugs, will be required before students
can discuss the social and ethical issues associated with it.
7.4 Sexually transmissible diseases

Describe the symptoms, signs,
effects and treatment of
gonorrhoea
Describe the methods of
transmission of human
immunodeficiency virus (HIV) and
Gonorrhoea is used as an example of a relatively common

sexually-transmitted disease caused by a bacterium, readily
treated with antibiotics. Link with Unit 10.5 Drugs.
Controlling fertility:
e/science/aqa/human/hormonesrev
4.shtml
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.
HIV, on the other hand, is caused by a virus, and as yet no

cure is available. Although no detail is expected of the
symptoms of AIDS, it could be useful to deal with these briefly,

HIV/AIDS:
4
Syllabus ref
Learning objectives
the ways in which HIV/AIDS can be
prevented from spreading

with reference back to the functions of white blood cells in
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.
Learning resources
ules/diseases/diseases3.cfm
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)
v1 2Y05
7.4
Outline how HIV affects the
immune system in a person
HIV/AIDS

HIV/AIDS:
ules/diseases/diseases3.cfm
Core 1
Human Reproduction
page 1
Core 1
Human Reproduction
page 2
Core 2
1
1
Human Reproduction
page 3
Core 2
Human Reproduction
page 4
Extension 1
2
Human Reproduction
page 5
Extension 1
Human Reproduction
page 6
Extension 2
(a)
(b)
(c)
(d)
Human Reproduction
page 7
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
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
Human Reproduction
page 1
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

mothers 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
Human Reproduction
page 2
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
reference to use of microscope / analyse or observe chromosomes

presence of xx chromosomes = girl / female
presence of xy chromosomes = boy / male
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
Human Reproduction
page 3
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
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
(ii)
any three of these

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
any two from

syphilis is caused by a bacterium
HIV is a virus, not AIDS
antibiotics are not effective against viruses
Human Reproduction
page 4

Unit 8: Inheritance and evolution
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.
Syllabus ref
Learning objectives
Learning resources
III 3
8.1 Inheritance
Define inheritance as the
transmission of genetic information
from generation to generation
Students to come up with a possible definition of inheritance.
Overview Genes and inheritance:

ules/genome/index.cfm
III 3.1
8.2 Chromosomes
Define the terms:
- chromosome as a thread of DNA
made up of a string of genes
- gene as 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 as any of two or more
alternative forms of a gene
- haploid nucleus as a nucleus
containing a single set of
Students should know that a chromosome is a length of DNA,

and that each chromosome carries a large number of genes.
They may be interested to discuss the human genome project,
which has mapped all the genes on the human chromosomes.

v1 2Y05
Students may be familiar with the terms haploid and diploid

when considering the processes involved in sexual
reproduction. A haploid cell is one with a single set of
chromosomes (for example a gamete) while a diploid cell has
two complete sets. Meiosis produces haploid cells from a
diploid cell.
It is important to use the terms 'gene' and 'allele' correctly right
from the start.
The Human Genome Project:

www.genome.gov/Education/
Includes factsheets and information
on all aspects of genetics.
Introduction to DNA/ chromosomes:
www.learn.genetics.utah.edu/conte
nt/begin/tour/
Syllabus ref
Learning objectives
Learning resources
unpaired chromosomes
(e.g. sperm and egg)
- diploid nucleus as a nucleus
containing two sets of
chromosomes
(e.g. in body cells)
At Cambridge IGCSE level, it is enough to define a gene as a

length of DNA giving instructions for a certain characteristic.
However, teachers may say that a gene carries instructions for
making a particular protein.
Build a DNA molecule:

learn.genetics.utah.edu/content/beg
in/dna/builddna/
Describe the inheritance of sex

hormones (XX and XY
chromosomes)
An allele is a variety / an alternative form of a gene, and many

genes have many different alleles.
Students can draw the structures and write the definition
beside the diagram to help them to learn the words and their
definitions.
Flash cards can be useful for students to quiz themselves
when working in small groups.
Practical Biology DNA:

l-biology/extracting-dna-livingthings
DNA extraction:
www.ncbe.reading.ac.uk/ncbe/proto
cols/PRACBIOTECH/oniondna.html
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
v1 2Y05
8.3 Monohybrid inheritance

Define the following terms:
- genotype as the genetic makeup
- of an organism in terms of the
alleles present (e.g. Tt or GG)
- phenotype as the physical or
other features of an organism
due to both its genotype and its
environment
- (e.g. tall plant or green seed)
- homozygous as having two
identical alleles of a particular
It is best to consider the meanings of these terms before

thinking about inheritance. They can best be illustrated and
explained with reference to a particular characteristic. Choose
something simple, and that is likely to appeal to students, such
as coat colour of an animal.
It should involve a gene with two alleles, one dominant and
one recessive. Students should learn that one letter is used to
represent these alleles, with an upper case letter for the
dominant allele and a lower case letter for the recessive allele.
They should also learn to write the dominant allele first.
They will know that most cells are diploid and so should be

Genotype and phenotype:
www.brooklyn.cuny.edu/bc/ahp/BioI
nfo/GP/Definition.html
Video clips Inheritance:
www.bbc.co.uk/learningzone/clips/i
nheritance-of-eyecolour/10651.html
2
Syllabus ref
Learning objectives
gene (e.g. TT or gg). Two

identical homozygous individuals
that breed together will be pure
breeding
heterozygous as having two
different alleles of a particular
gene (e.g.Tt or Gg) and are not
pure breeding
dominant as an allele that is
expressed if it is present
(e.g. T or G)
recessive as an allele that is
only expressed when there is no
dominant allele of the gene
present (e.g. t or g)
Calculate and predict the results of

monohybrid crosses involving
1 : 1 and 3 : 1 ratios

able to understand that they therefore carry two copies of each
gene.
The terms genotype, phenotype, homozygous and
heterozygous can be introduced and defined in relation to
simple genetic crosses.
Learning resources
www.bbc.co.uk/learningzone/clips/d
ominant-and-recessivecharacteristics/4197.html
It is a good idea to spend some time with such examples,

using a Punnett square for clarity especially with the Core
students. Ensure that students are thoroughly confident using
the terminology, before beginning to think about how
inheritance occurs.
Students should be reminded that gametes are haploid cells,
and therefore carry only one copy of each gene. They can be
asked to work out what kind of gametes will be produced by
organisms with a range of different genotypes. It is good
practice, and avoids confusion, if a circle is drawn around
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.
v1 2Y05
Syllabus ref
Learning objectives
Learning resources
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.
III 3.4 (S)
8.3
Explain codominance by
reference to the inheritance of
ABO blood groups and
phenotypes, A,B,AB and O blood
groups and genotypes IA, IB and
1o
Codominance is the combination of two different alleles that

will produce an effect that is a mixture of both of them. The
correct use of symbols should be encouraged; where
codominance exists, the gene is shown with an upper case
letter, with superscripts to represent the different alleles.
It is helpful to write down a list of all the possible genotypes for
blood groups and the resulting phenotypes before attempting
to deal with any crosses.
Genetic Breeders:
www.puzzling.caret.cam.ac.uk/gam
e.php?game=15&age=2

The Biology Project Blood types:
www.biology.arizona.edu/human_bi
o/problem_sets/blood_types/Intro.ht
ml
Ensure that the correct symbols, as used in the syllabus, are

automatically used by students.
III 3.5
v1 2Y05
8.4 Variation
State that continuous variation is
influenced by genes and
environment, resulting in a wide
range of phenotypes between two
extremes:
- e.g. height in humans
Continuous variation can be illustrated by almost any

characteristic that is measurable on a human:
height
length of middle finger
wrist circumference
will each give a good range of results and not cause any
embarrassment.

Practical Biology Variation in
humans:
l-biology/introducing-ideas-aboutinheritance
4
Syllabus ref
Learning objectives
State that discontinuous variation

is caused by genes alone and
results in a limited number of
distinct phenotypes with no
intermediates:
- e.g. A, B, AB, O blood groups in
humans
Leaves or other plant material can also be used to generate a

range of results. Students can see that a range of values is
obtained.
Define mutation as a change in a

gene or chromosome
Describe mutation as a source of

variation, as shown by Down's
syndrome
Outline the effects of ionising

radiation and chemicals on the rate
of mutation
To show them graphically, they will need to decide on 6 or 7

ranges and then draw up a tally chart to show how many
values fit into each range. These can then be plotted on a
histogram.
A common misconception is that 'continuous variation' means
something that changes through your life. Although this is true
of the measurements students are likely to have made to
illustrate this, it is not the correct meaning of the term. Use
other features, such as hair or eye colour, to emphasise the
real meaning of continuous variation.
Students studying the supplement will already be familiar with
the A, B, AB and O blood groups. Blood groups are a good
example of discontinuous variation. Students can draw bar
charts to show the relative proportions of people with the four
blood groups. They will not find it difficult to understand that
everyone fits into one of these four categories, with no inbetweens, and this is therefore an example of discontinuous
variation. A second example is gender.
Students should understand that discontinuous variation is
caused purely by genes but continuous variation often
involves influence by the environment as well.
Mutation can be defined as an unpredictable change in the
DNA content of a cell. It can affect a single gene, or whole
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.
Learning resources
Practical Biology Variation in Ivy
leaves:
l-biology/recording-variation-ivyleaves
Variation continuous and
discontinuous:
www.bbc.co.uk/scotland/learning/bit
esize/standard/biology/inheritance/
Video clip Variation:
www.bbc.co.uk/learningzone/clips/v
ariation-and-inheritance/5519.html
Sources of variation:
learn.genetics.utah.edu/content/vari
ation/sources/
Inheritance patterns in monogenic
disorders:
www.geneticalliance.org.uk/educati
on2.htm
Downs syndrome as an example of
mutation:
www.bbc.co.uk/health/physical_hea
lth/conditions/downssyndrome1.sht
ml
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
v1 2Y05
Syllabus ref
Learning objectives
Learning resources
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
Describe sickle cell anaemia and
explain its incidence in relation
to that of malaria
Sickle cell anaemia can be explained as the result of a

mutation in the gene that codes for the production of
haemoglobin. The effects of this on the carriage of oxygen,
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.
Sickle cell anaemia:

www.bbc.co.uk/health/physical_hea
lth/conditions/sicklecell1.shtml

III 3.6
8.5 Selection
Describe the role of artificial
selection in the production of
varieties of animals and plants with
increased economic importance
Students are already aware that variation occurs within

populations of organisms, and they will not find it difficult to
think how humans may choose a particular variety of an
animal or plant and use this to breed from.
Examples include:
Jersey cattle that have a high milk yield
Wheat that has high seed yield and shorter stems that are
easier to harvest.
Rice that has roots tolerant to lactic acid in the water.
v1 2Y05

Nelson Thornes 2009 p218-220
Practical Biology Modelling
natural selection:
l-biology/modelling-naturalselection
Syllabus ref
Learning objectives
Learning resources
Maize has been bred to be able to adapt to low carbon dioxide

concentrations.
Artificial vs natural selection:

ation/artificial/
It should be made clear that this selection needs to continue

for many generations, and does not produce immediate
results.
Define natural selection as the

greater chance of passing on of
genes by the best adapted
organisms
Natural selection game:

www.biology4all.com/resources_libr
ary/source/200.doc
The favourable characteristics are expressed in the

phenotypes in some of the offspring and these offspring may
be better able to survive and reproduce in a particular
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
Describe variation and state that
competition leads to differential
survival of, and reproduction by,
those best fitted to the
environment
Assess the importance of
natural selection as a possible
mechanism for evolution
v1 2Y05
Describe the development of

strains of antibiotic resistant
bacteria as an example of
natural selection
The development of antibiotic-resistant strains of bacteria

makes a good example to illustrate the ideas in the previous
section.
Changes in a species through natural selection over time are
gradual due to environmental changes and can be a
mechanism for evolution.
Students are interested in this topic and groups within the
class could present some ideas to the whole class.
Bacteria reproduce rapidly and a slight mutation during
asexual reproduction can produce some variation within the
population. Bacteria that survive and reproduce may develop a
resistance to the antibiotic that was meant to kill them. This
successful, mutated bacterium will reproduce and pass on the
antibiotic resistant gene to its offspring.
A selection of excellent resources

explaining the process of evolution:
ation/
MRSA:
www.dnadarwin.org/casestudies/9/
(advanced, but contains some
useful information)
Antibiotic resistance:
ules/infectiousdiseases_medicines/i
ndex.cfm
7
Syllabus ref
Learning objectives
Learning resources

III 3.7
8.6 Genetic Engineering

Define genetic engineering as
taking a gene from one species
and putting it into another species
Use simple diagrams of bacteria containing circular DNA to

show how a section of human DNA can be inserted into the
bacterial DNA.
Extension Students could research recent advances in
biotechnology and report back. This might lead to student
participation in the STEM project Talking about genetics
(Science Across the World).

Genetic modification:
www.nationalstemcentre.org.uk/elib
rary/resource/1750/talking-aboutgenetics
Biotechnology:
ules/biotech/index.cfm
(S)
8.6
Explain why, and outline how,
human insulin genes were put
into bacteria using genetic
engineering
Explain that DNA can be cut in certain places using different

restriction enzymes to select the correct gene. If the same
restriction enzyme is used to cut the bacterial DNA then the
ends of the human and bacterial DNA will stick together.
Information and animation of

Genetic engineering:
ules/geneng/index.cfm
Extension simple gel electrophoresis.
v1 2Y05
Core 1
Inheritance & Evoluion
page 1
Core 2
page 2
Core 3
2
page 3
3
[3]
page 4
4
4
1
3
4.
1
page 5
page 6
Extension 1
page 7
Extension 2
page 8
Extension 2
page 9
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
fertilisation / fusion of sperm and ovum / gametes / formation of zygote
page 2
Core 3
a
b(i)
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
1 Hh
4 hh
(ii)
HH and Hh
page 3
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
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
page 4
Extension 1
a(i)
Ff
(ii)
ff
normal man
(parents)
FF
(gametes)
(F1)
FF
normal
carrier woman
Ff
Ff
FF
Ff
carrier
normal
carrier so not possible
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
page 5
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
or sickle cell
woman
or heterozygous
HSHS
parents
gametes
HS
HS
(F1)
H SHA H SHS
HAHS
x
HA
x
H SHA
HS
H SHS
percentage = 50
page 6

Unit 9: Organisms and environment
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).
Syllabus ref
IV 1
Learning objectives
9.1 Energy flow:
State that the Sun is the principal
source of energy input to biological
systems
Describe the non-cyclical nature of

energy flow

Having looked at the range of different types of organisms
that live in different habitats, students now consider the
relationships between them. The concept of energy is not an
easy one, and students who are not studying physics or
chemistry will need an opportunity to discuss what it means.
Learning resources
Revision Ecology (cycles):
_ecology/h-frame-ie.htm
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.
v1 2Y05
Syllabus ref
IV 2
Learning objectives
9.2 Food chains and food webs
Define the terms:
v1 2Y05
food chain as a chart showing the

flow of energy (food) from one
organism to the next, beginning
with a producer e.g.
mahogany tree caterpillar
song bird hawk
food web as a network of
interconnected food chains
showing the energy flow through
part of an ecosystem
producer as an organism that
makes its own organic nutrients,
usually using energy from sunlight
through photosynthesis
consumer as an organism that
gets its energy by feeding on other
organisms
herbivore as an animal that gets its
energy by eating plants
carnivore as an animal that gets its
energy by eating other animals
decomposer as an organism that
gets its energy from dead or waste
organic matter
ecosystem as a unit containing all
of the organisms and their
environment, interacting together,
in a given area
e.g. decomposing log or lake
trophic level as the position of an
organism in a food chain, food web
or pyramid of biomass, numbers or
energy

If students have an opportunity to visit a habitat, even if only
in the school grounds, then they should be able to construct
food chains and food webs for themselves.
The Sun should not be included in a food chain or food web.
Emphasise that the arrows in a food chain represent the
direction of energy flow, towards the eater.
Definitions of each of these terms can be built up once
students are comfortable with the concept of food chains.
Students who have studied physics may already understand
that energy transfers are never 100% efficient, and that some
energy is always lost as heat when energy is transferred from
one form to another.
Learning resources
Interdependence of living things:
Video clips Energy transfer in

food chains:
/energy-transfers-and-foodchains-pt-1-2/197.html
/energy-transfers-and-foodchains-pt-2-2/199.html
To understand the concept of heat lost from food chains and

webs, students should discuss a particular example, such as
energy transfer from grass in a field and cattle that are eating
it.
Once energy losses are understood, it should become
apparent that food chains cannot go on for ever.
Pyramids of numbers, biomass and energy can be drawn for
a particular food chain or web.
Students can think of them as a kind of graph, in which the
areas of the boxes represent values for whatever is being
plotted.
Students can understand that producers have the largest
numbers and access to a field, or wood will illustrate this.
Video clip Pyramid of numbers:

/food-chains-pyramid-ofnumbers/201.html
Interactive food chain:

www.puzzling.caret.cam.ac.uk/ga
2
Syllabus ref
Learning objectives
Learning resources
Describe energy losses between

trophic levels
Pyramids of numbers should be drawn with accurate

horizontal bars. Exceptions should be shown, a single tree for
example.
Pyramids of biomass represent the amount of living material.
me.php?game=6&age=2&PHPSE
SSID=0cb7707e04efead5a621c4
7d4b3b047f
Draw, describe and interpret

pyramids of biomass and numbers
Extension Collection of leaf litter and construction of a

pyramid of numbers or mass based on classification of
organisms found.
IV 2 (S)
9.2
Explain why food chains usually
have fewer than five trophic
levels
Explain why there is an
increased efficiency in
supplying green plants as
human food and that there is a
relative inefficiency, in terms of
energy loss, in feeding crop
plants to animals
Emphasise that short food chains are more efficient in

providing energy to the top consumer. Emphasise that
approximately 90% of energy is lost to the environment
between each trophic level.
Students studying the supplement can now take the ideas of
energy flow and losses between trophic levels a little further,
and think of their implications for human populations.
Some farmers keep their animals in pens to restrict the loss of
energy from the animals.
Video clip Energy in food

chains:
/what-happens-to-energy-in-foodchains/200.html
Video clip - Intensive farming:
/agricultural-change-in-the-parisbasin-intensive-farming/3944.html
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
v1 2Y05
Describe the carbon and the water

cycles
Students could be given cards showing stages of the carbon

cycle or water cycle and arrange them into a complete cycle.
These could then be turned into posters.

Practical Biology Carbon Cycle:
Syllabus ref
Learning objectives

Extension what is meant by carbon neutral?
IV 3 (S)
9.3
Describe the nitrogen cycle in
terms of:
- the role of microorganisms in
providing usable nitrogencontaining substances by
decomposition and by
nitrogen fixation in roots
- the absorption of these
substances by plants and
their conversion to protein
- followed by passage through
food chains, death, decay
- nitrification and
denitrification and the return
of nitrogen to the soil or the
atmosphere
(names of individual bacteria are
not required)
v1 2Y05
Students could be given cards or statements describing

stages of the nitrogen cycle and arrange them into a complete
cycle.
These could then be turned into posters.
May/June 2008 Paper 0610/31 question 2e
Learning resources
www.nuffieldfoundtation.org/practi
cal-biology/microbes-ate-myhomework
Revision Carbon cycle:
ze/science/add_aqa/foodchains/fo
odchains5.shtml
Video clip Nutrient recycling:
/recycling-nutrients/4172.html
Video clip Greenhouse effect:
/carbon-dioxide-in-theatmosphere/4417.html
The effects of deforestation could be discussed using

newspaper/media articles on deforestation. Link to Unit 3
photosynthesis and Unit 10.
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
page 2
Core 2
2
2
2
page 3
Core 2
2
page 4
Core 3
3
page 5
Core 3
page 6
4
page 7
Alternative to a practical 1
4
page 8
Extension 1
[Total: 15]
page 9
Extension 2
5
5
5
page 10
Extension 2
page 11
Core 1
Name of arthropod
Anopheles
Musca
Ornithodorus
Pediculus
Pulex
Letter
B
E
C
A
D
page 1
Core 2
The table shows the correct answers, up to four correct gain credit.
Check carefully that no extra ticks are added.
Leaf
A
B
C
D
E
F
1a
1b
2a
2b
x
x
x
x
x
3a
3b
4a
4b
x
x
x
x
x
5a
x
x
x
5b
Name of
tree
Quercus
Ilex
Fraxinus
Aesculus
Magnolia
page 2
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
page 3
a(i)
two from
16, 6, 13, 5, 2
(ii)
two from
14, 11, 10, 9, 7, 1
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
16
Links must carry arrows.
page 4
Extension 1
a(i)
any four from

BACTERIA
have a cell wall
have DNA (strand)
are larger
have a slime capsule
have a membrane
have cytoplasm
can reproduce outside cells
show all life processes
can have flagellum
(ii)
any four from

ARACHNIDS
have 4 pairs of legs / 8 legs
have no antennae
have simple eyes
have chelicerae / poison fangs
have a cephalothorax
have thin / no carapace
breathe with gill / lung books
(iii)
VIRUSES
have a protein coat
have RNA or DNA
are smaller
have no slime capsule
have no membrane
have no cytoplasm
can only reproduce inside living cells
only show reproduction
no flagellum
CRUSTACEA
have 5 pairs of legs / 10 legs or more
have antennae / have two pairs
have compound eyes
have no chelicerae / poison fangs
poorly defined cephalothorax
have thick carapace
have gills
any four from

MONOCOTS
have one cotyledon /
food store / seed leaves
DICOTS
have two cotyledons /
food stores / seed leaves
have strap-shaped leaves

flower parts are grouped
into threes
have broader leaves

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

distributed on both leaf
surfaces
have stomata unevenly

distributed on leaf surfaces
have vascular bundles

scattered
vascular bundles arranged in ring
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
page 5
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
100
= 243100
14.3
page 6

Unit 10: Human influences on the environment
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.
Syllabus ref
IV 4
v1 2Y05
Learning objectives
10.1 Population size
Define population as a group of
organisms of one species, living in
the same area at the same time
State the factors affecting the rate of
population growth of an organism
(limited to food supply, predation
and disease), and describe their
importance.
Identify:
- the lag
- the exponential (log)
- the stationary
- the death
- phases in the sigmoid population
growth curve for a population
growing in an environment with

Adequate food will enable the organisms to breed and to
produce more offspring. A shortage of food can result in
death, emigration and a decrease in the population.
Predation can illustrate the delayed effect of the population
and graphs to illustrate this are helpful. The interrelated
populations of the snowshoe hare and the lynx in Canada is
a clear example.
Disease can spread quickly in crowded populations like
myxomatosis that killed many rabbits in the UK about 40
years ago.
The class could discuss how populations grow.
Simple sketch graphs should be drawn to illustrate population
growth, and possible factors that might cause a levelling off in
population growth should be considered.
Extension modelling population growth.
Learning resources
Revision Ecology (human
influences and conservation):
age4/biology/pc/lessons/uk_ks4_ec
ology/h-frame-ie.htm
Revision Populations:
age4/biology/pc/lessons/uk_ks4_po
pulations/h-frame-ie.htm
Video clip Bacterial growth:
acterial-growth/209.html
1
Syllabus ref
Learning objectives
limited resources
Describe the increase in the human
population size and its social
implications
Interpret graphs and diagrams of
human population growth
The ideas developed in the previous section are now applied

to human population growth. Graphs showing how the human
population has changed over the last two centuries and
predictions for the future should be drawn. Students could be
introduced to population pyramids and their interpretation for
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
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.
IV 4
Learning resources
Student progress could be assessed using

IV 4 (S)
IV 5
v1 2Y05
Video clip Bacterial growth:

acterial-growth/209.html
10.1 Supplement
Explain the factors that lead to
- the lag phase
- exponential (log) phase
- stationary phase
in the sigmoid curve of population
growth, making reference, where
appropriate, to the role of limiting
factors
Limiting factors affect the size of the population such as lack

of food when the population is too big for the available
resources.
10.2 Human Influences on the

ecosystem
outline the effects of humans on
ecosystems, with emphasis on
examples of international
importance:
- tropical rain forests
- oceans
- important rivers
This should be related both to the students' own country, and

to other countries around the world. Students should be able
to refer to one specific example of pollution in rain forests,
oceans and important rivers.
Video clip Threat to rain forest:

www.bbc.co.uk/learningzone/clips/n
atural-balance-threats-to-therainforest/4712.html
There are many relevant websites relating to human

influences on the environment.
Video clip Sea and river pollution:

why-have-fish-stocks-decreased-inthe-north-sea-pt-1-2/4687.html
Lack of oxygen may affect a fish population in a polluted lake.

Syllabus ref
Learning objectives
Learning resources
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
List the undesirable effects of
deforestation:
- extinction
- loss of soil
- flooding
- carbon dioxide build up
Describe the over-use of fertilisers
to include:
- eutrophication of lakes and rivers
Deforestation may already have been considered in relation

to the carbon cycle and more wide-ranging effects should be
considered, such as loss of habitat and biodiversity and the
increased soil erosion and flooding.
Video clips Deforestation:

www.bbc.co.uk/learningzone/clips/r
ainforest-destruction-kalimantanindonesia-and-costa-rica/3096.html
The flooding of the river Indus in Pakistan in 2010 could be

discussed or the Three Gorges dam on the Yangtze River in
China. It is a good idea to try to introduce at least one
specific example, as well as discussing the problems in
general.
www.bbc.co.uk/learningzone/clips/s
ustainable-forestry-using-animalpower/11966.html
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
v1 2Y05
Syllabus ref
IV 5.2
IV 5.2 (S)
Learning objectives
Learning resources
10.4 Pollution
Describe the undesirable effects of
pollution to include:
- water pollution by sewage and
chemical waste
- air pollution by sulfur dioxide
- air pollution by greenhouse gases
(carbon dioxide and methane)
contributing to global warming
- pollution due to pesticides
including insecticides and
herbicides
- pollution due to nuclear fall-out
Students could research recent news articles on different

types of pollution and report back.

Show video clip pollution:

www.bbc.co.uk/learningzone/clips/the-effect-of-humanactivity-on-the-environment/4173.html
Practical Biology Indicator

Species:
l-biology/monitoring-water-pollutioninvertebrate-indicator-species
10.4
Discuss the effects of nonbiodegradable plastics in the
environment
Discuss the causes and effects
on the environment of acid rain
and the measures that might be
taken to reduce its incidence
Explain how increases in
greenhouse gases, carbon
dioxide and methane are thought
to cause global warming
Non-biodegradable materials will be detrimental to the

environment if they are put in land fill sites. There is also a
problem of too many huge land fill sites in many countries.
Biodegradable plastics are being produced that are slow to
be decomposed but this is an improvement on the removal of
plastic waste and its recycling.
www.bbc.co.uk/learningzone/clips/carbon-dioxide-in-theatmosphere/4417.html
Extension different types of pesticide could be studies (link
to bioaccumulation).
Extension:
Science Around the World Acid
Rain:
rary/resource/1728/acid-rain
Explain why plastics will produce air pollution if they are burnt
in an incinerator.
Video clip:
ir-pollution-and-its-effects-on-theenvironment/6008.html
The environmentally friendly option is to recycle materials

such as paper, glass, metal and batteries. This reduces
environmental pollution and saves energy in production costs
although there is some disagreement about paper recycling
as the chlorine required to bleach the paper and the
temperature require energy.
Acid rain investigation:

ng-resources/186-student-sheet-5investigating-seed-germination
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.
v1 2Y05
Syllabus ref
Learning objectives
Learning resources
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
Describe the need for conservation
of:
- species and their habitats
- natural resources (water)
- and non-renewable materials
including fossil fuels
It is best to look at some specific examples, either relating to

the students' home country, or of international importance
such as: tigers in India, elephants in Africa, sun bears from
Cambodia or orangutans in Borneo.
Extension Students could become involved in the Science
Around the World conservation project.

Science Around the World
Conserving Biodiversity:
rary/resource/1738/biodiversityaround-us
Video clips Conservation:
iodiversity-and-the-humanimplications/5505.html
www.bbc.co.uk/learningzone/clips/l
och-lomond-land-useconservation/1142.html
IV 5.3 (S)
v1 2Y05
10.5
Explain how limited and nonrenewable resources can be
recycled:
- recycling of paper
- treatment of sewage to make
the water that it contains safe
to return to the environment or
for human use
The influence of humans and the need for populations to

maintain their viable numbers could be discussed. The
importance of maintaining biodiversity on the planet for
ecosystems, chemical compounds used for medicines and
for their genetic diversity.
Tropical rainforests have millions of species that should be
preserved.
Video clip Recycling:

www.bbc.co.uk/learningzone/clips/r
ecycling-and-the-incineration-ofwaste/1577.html
Video clips Sewage:
www.bbc.co.uk/learningzone/clips/s
ewage-treatment/4199.html
Syllabus ref
Learning objectives

The practice of recycling and its importance is covered in
many aspects throughout the Cambridge IGCSE courses.
Learning resources
micro-organisms-at-work-in-asewage-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.
v1 2Y05
Core 1
Human Influences
page 1
Core 2
Human Influences
page 2
Core 2
Human Influences
page 3
Core 3
2
Human Influences
page 4
1
1
Human Influences
page 5
3
Human Influences
page 6
Extension 1
Human Influences
page 7
Extension 1
[4]
Human Influences
page 8
Extension 2
Human Influences
page 9
Core 1
a
any three of these

predators of the mink
competition with other predators for the same food
prey limited by availability of preys food
disease / parasites
any three of these

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
Human Influences
page 1
Core 2
a(i)
grass or plant
grass or plant
bird
grasshopper
water buffalo
elephant shrew
tick
Scops owl /
oxpecker
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
Human Influences
page 2
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
Human Influences
page 3
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)
wet / damp
darkness (or alternative wording)
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
Human Influences
page 4
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
birds can fly over water or it is difficult for mammals to swim long distances
few predators present

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

hedgehogs eat corncrake eggs
hedgehogs eat the same food / reference to insects or worms
corncrakes nest on the ground
hedgehog
corncrake
(eggs)
insects
worms
seeds
leaves
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
Human Influences
page 5
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
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
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
Human Influences
page 6

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What are the main units covered in the scheme of work?

What are the main units covered in the scheme of work?

What are some examples of unit structures provided?

What are some examples of unit structures provided?

Scheme of work Cambridge IGCSE Biology (0610)

Cells and cell processes

Cambridge IGCSE Biology (0610)

Details of unit structure

Characteristics of living organisms

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

Syllabus reference Section II: 6.1, 6.3

Syllabus reference Section II: 6.2, 7.1

Syllabus reference Section II: 7.2, 8

Nervous control in humans

Syllabus reference Section II: 10, 9

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

Cambridge IGCSE Biology (0610)

Unit 7: Human reproduction

Sexual reproduction in humans

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

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

Syllabus reference Section IV: 1, 2, 3

Syllabus reference Section IV: 4, 5

Cambridge IGCSE Biology (0610)

Cambridge IGCSE Biology (0610)

Cambridge IGCSE Biology (0610)

Scheme of work Cambridge IGCSE Biology (0610)

Suggested teaching activities

organisms of toxic materials, the

Suggested teaching activities

Extension students could perform a search of the

1.2 Concept and use of a classificatory

Students may know some binomials, such as Homo sapiens.

Cambridge IGCSE Biology (0610)

Biology for IGCSE, Williams et al.

Suggested teaching activities

List the main features of the following

The use of the internet, photographs or specimens of the five

The four species of crow can

Students should understand the specific features that

Student progress could be assessed using:

Viruses and bacteria should be studied from

Mucor as a fungus can be grown and the gross structure

Biology for IGCSE, Williams et al.

Positive applications of viruses and bacteria can be

The virtual virus experience:

Student progress could be assessed using:

Cambridge IGCSE Biology (0610)

Infectious diseases Pathogens:

Suggested teaching activities

1.3 Adaptations of organisms to their

This section focuses on the adaptations of animals and

Biology for IGCSE, Williams et al.

1.4 Simple keys

Students can draw a chart to list and then compare the

A comparison of monocots and

Extension students could be asked to search the ARKive

An excellent source for images

The students can then classify a selection of leaves from the