Scheme of Work

Cambridge IGCSE®
Biology 0610
For examination from 2016

Version 2.0
 In order to help us develop the highest quality resources, we are undertaking a continuous programme of review; not only to measure the success of
our resources but also to highlight areas for improvement and to identify new development needs.

We invite you to complete our survey by visiting the website below. Your comments on the quality and relevance of our resources are very important
to us.

www.surveymonkey.co.uk/r/GL6ZNJB

Would you like to become a Cambridge International consultant and help us develop support materials?

Please follow the link below to register your interest.

www.cambridgeinternational.org/cambridge-for/teachers/teacherconsultants/

® IGCSE is a registered trademark

Copyright © UCLES 2017

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents

Introduction .................................................................................................................................................................................................................................................. 4
1: Cells and cell processes .......................................................................................................................................................................................................................... 7
2: Animal nutrition ...................................................................................................................................................................................................................................... 19
3: Plant nutrition and transport .................................................................................................................................................................................................................. 30
4: Respiration and the human transport system ........................................................................................................................................................................................ 39
5: Coordination, response and homeostasis ............................................................................................................................................................................................. 51
6: Reproduction ......................................................................................................................................................................................................................................... 63
7: Human reproduction .............................................................................................................................................................................................................................. 69
8: Inheritance and evolution ...................................................................................................................................................................................................................... 74
9: Organisms and environment ................................................................................................................................................................................................................. 86
10: Human influences on the environment ................................................................................................................................................................................................ 91
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Introduction

This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can
choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you
could take.

Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below gives some guidance about how many hours we recommend you spend on each topic area.

Topic Suggested teaching time (%) Suggested teaching order

1: Cells and processes 26 hours (20% of the course) 1

2: Animal nutrition 5 hours (4% of the course) 2

3: Plant nutrition and transport 13 hours (10% of the course) 3

4: Respiration and the human transport system 25 hours (19% of the course) 4

5: Coordination, response and homeostasis 20 hours (15% of the course) 5

6: Reproduction 5 hours (4% of the course) 6

7: Human reproduction 4 hours (3% of the course) 7

8: Inheritance and evolution 22 hours (17% of the course) 8

9: Organisms and environment 5 hours (4% of the course) 9

10: Human influences on the environment 5 hours (4% of the course) 10

4
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Resources
The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge International, is listed at www.cambridgeinternational.org
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all
textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning
objective.

School Support Hub

The School Support Hub www.cambridgeinternational.org/support is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training
opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support
Hub at www.cambridgeinternational.org/support If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org

Resource Plus
Throughout this scheme of work, you will find references to experiments from the Resource Plus platform.

Resource Plus
Experiment: Biotechnology – juicing apples
This experiment focuses on the use of enzymes in an industrial process (biotechnology).

Resource Plus provides specific information to help you to either carry out, or engage in virtual experiments with your learners. The materials include videos of
experiments and accompanying Skills Packs. The Skills Packs have detailed lesson plans, extensive teacher advice and worksheets to guide you. If you don’t have
access to a lab or equipment, then the videos and materials in the Skills Packs can be used to provide a virtual experiment for your learners.

As well as the videos and Skills Packs, Resource Plus also offers a wide range of other materials for you to use in your classroom.
To try a demo, find out more, or to subscribe, visit www.cambridgeinternational.org/resourceplus

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).

The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the
particular resources are recommended.

5
 Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Biology (0610) syllabus and it provides some ideas and suggestions of how to cover the content of
the syllabus. We have designed the following features to help guide you through your course.

Suggested teaching activities give you lots of

Learning objectives help your learners by making it Supplement (extended syllabus) is
ideas about how you can present learners with
clear the knowledge they are trying to build. Pass highlighted throughout the scheme of
new information without teacher talk or videos.
these on to your learners by expressing them as ‘We work for both the learning objectives
Try more active methods which get your
are learning to / about…’. and the suggested teaching activities.
learners motivated and practising new skills.

Syllabus ref. Learning objectives Suggested teaching activities

6.3 Mineral • Describe the Learners should be reminded that carbohydrates contain carbon, hydrogen and oxygen only; plants can therefore make
requirements importance of: these from carbon dioxide and water. However, proteins also contain nitrogen, so a nitrogen source is necessary before
o nitrate ions for some of the carbohydrate can be converted to protein. Nitrate ions from the soil are the main source of nitrogen for
making amino plants. This should be dealt with simply, considering the effects on a growing plant of a shortage of proteins or
Extension activities provide your acids chlorophyll.
abler learners with further challenge o magnesium
ions for Extension activity: learners could plan an experiment to investigate mineral requirements in plants. (I) A comparison
beyond the basic content of the
making can be made when plants are grown in culture solutions lacking magnesium, nitrates and a control. After a few weeks,
course. Innovation and independent chlorophyll the growth of each plant can be compared.
learning are the basis of these Independent
activities. Explain the effects of Suggested practical: study (I) gives
nitrate ion and Set up a simple mineral nutrition experiment with controls to grow cereal seedlings for a few weeks. your learners
magnesium ion the opportunity
deficiency on plant Practical biology – minerals:
www.nuffieldfoundation.org/practical-biology/investigating-effect-minerals-plant-growth
to develop their
growth
own ideas and
understanding
Past and specimen papers
with direct input
from you.
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

6.1 6.2 6.3

Jun 2011 Paper 22 Q7(b) Jun 2011 Paper 22 Q7(a) Jun 2011 Paper 31 Q5(d)
Jun 2012 Paper 22 Q3 Jun 2011 Paper 32 Q6 Jun 2012 Paper 22 Q3
Jun 2012 Paper 33 Q3
Past papers, specimen papers and mark schemes
are available for you to
8.1download at: 8.2 8.3 Formative assessment (F) is on-going assessment
Jun 2012 Paper
www.cambridgeinternational.org/support21 Q9 Jun 2013 Paper 22 Q6 Jun 2011 Paper 31 Q5 which informs you about the progress of your learners.
Jun 2013 Paper 22 Q6 Jun 2011 Paper 21 Q9
Jun 2013 Paper 23 Q1 Don’t forget to leave time to review what your learners
Using these resources with your learners allows you to have learnt, you could try question and answer, tests,
check their progress and give them confidence and quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
understanding. activities can be found in the scheme of work.

6
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

1: Cells and cell processes

Syllabus ref. Learning objectives Suggested teaching activities

1.1 Characteristics • Describe the characteristics of Section 1.1 of this unit can provide an introduction to the Biology course. The seven characteristics of
of living organisms living organisms by defining the living things form a basis from which the themes underlying many biological concepts can be
terms: developed.
o movement as an action by
an organism or part of an Learner activity – characteristics of living things:
organism causing a change www.exploratorium.edu/imaging_station/activities/classroom/characteristics/ca_characteristics.php
of position or place
o respiration as the chemical Including video clips and learner worksheet.
reactions in cells that break
down nutrient molecules and Activities:
release energy for The comparison of the characteristics of living organisms with those of non-living things – for
metabolism example, what are the characteristics of life shown by a petrol engine. The comparison is clear when
o sensitivity as the ability to written in a table.
detect or sense stimuli in the
internal or external The mnemonic, MRS GREN is useful to remember the seven characteristics.
environment and respond to
changes in the environment Learners should understand that single-celled organisms, plants and animals all have these
o growth as a permanent characteristics.
increase in size and dry
mass by an increase in cell The characteristic of nutrition could be extended to include autotrophic and heterotrophic nutrition and
number or cell size or both the terms parasite and saprophyte.
o reproduction as the
processes that make more of If models or specimens are available, learners could discuss the importance of having a large surface
the same kind of organism area in relation to volume for diffusion. The importance of diffusion of gases in respiration will be
o excretion as removal from understood more easily when Unit 4 is studied.
organisms of the waste
products of metabolism Growth could also be explained as an increase in size due to cell division. There might be a change in
(chemical reactions in cells shape with growth.
including respiration), toxic
materials, and substances in Examples to explain the need for energy to carry out each of the characteristics should be discussed.
excess of requirements Learners will appreciate that energy is required for movement and this can be extended to show that
o nutrition as taking in of energy is needed for growth, nutrition and sensitivity.
materials for energy, growth
and development; plants

7
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

require light, carbon dioxide, Extension activity: learners could perform a search of the characteristics of life. (I) Do all scientists
water and ions; animals use the same list? How do we classify viruses?
need organic compounds
and ions and usually need Revision – characteristics of life:
water www.s-cool.co.uk/gcse/biology/cells/revise-it/characteristics-of-life

1.2 Concept and • State that organisms can be Learners may know some binomials, such as Homo sapiens. Use this as an introduction of the Latin
use of a classified into groups by the names for classification of all organisms. Carl Linnaeus can be mentioned and his work discussed.
classification features that they share.
system Emphasise the format of binomial names: Genus with a capital letter and species with a lower case
• Define species as a group of letter and the possible use of italics or underlining.
organisms that can reproduce to
produce fertile offspring. Suggested practical:
• Use a case study from the DNA to Darwin website to use DNA sequence data to construct a
• Define and describe the classification tree, e.g. for woolly mammoths.
binomial system of naming
species as an internationally Learners can visit a variety of places to appreciate the variety amongst living things:
agreed system in which the • local zoo
scientific name of an organism • game park
is made up of two parts showing • natural history museum, etc.
the genus and species.
Online specimen collections:
• Explain that classification www.nhm.ac.uk/research-curation/collections/index.html
systems aim to reflect
evolutionary relationships. The four species of crow can serve to explain the importance of classification.
Corvus corone: carrion crow
• Explain that classification is Corvus corax: raven
traditionally based on studies of Corvus frugilegus: rook
morphology and anatomy. Corvus monedula: jackdaw
www.rspb.org.uk/wildlife/birdguide/name/c/carrioncrow/index.aspx
• Explain that the sequences of
bases in DNA and of amino Bird images:
acids in proteins are used as a www.allaboutbirds.org/Page.aspx?pid=1189
more accurate means of
classification.
Species diversity:
www.seaworld.org/animal-info/info-books/bio-diversity/index.htm

8
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Explain that organisms which An exploration of Biodiversity

share a more recent ancestor
(are more closely related) have
base sequences in DNA that
are more similar than those that
share only a distant ancestor.

1.3 Features of • List the features in the cells of Model cells are a good way of showing organelles. (I)
organisms all living organisms, limited to Link to section 2.1 (next page, below)
cytoplasm, cell membrane and
DNA as genetic material, Images of the representative groups, preserved specimens or even live specimens can be used to
ribosomes for protein synthesis identify some of the main features and classify animals into their respective groups.
and enzymes involved in
respiration. Mucor as a fungus can be grown and the gross structure studied under a light microscope.
Emphasise the role of spores in dispersal.
• List the main features used to
place all organisms into one of The use of the internet, photographs or specimens of the five groups of vertebrates can be used to
the five kingdoms: Animal, draw up a table or produce a poster to include the main characteristics of each class. (I)
Plant, Fungus, Prokaryote,
Protoctist. Learners 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.
• List the main features used to
place organisms into groups
within the animal kingdom, Specimens from each group of arthropod can be viewed under the microscope and the main features
limited to: noted. Emphasis should be given to drawing clear diagrams in pencil. (I)
o the main groups of
vertebrates: mammals, birds, Learners can draw a chart to list and then compare the distinguishing features of each group. (I)
reptiles, amphibians, fish
o the main groups of Working in pairs and using a check-list, learners can explore the school grounds and ‘tick off’ as many
arthropods: myriapods, of the groups of animals as they can spot.
insects, arachnids,
crustaceans. Cladistics:
www.evolution.berkeley.edu/evolibrary/article/phylogenetics_01

Preserved specimens if available, are excellent for explaining external features.

• List the main features used to A similar activity can include plant groups as well as animal groups.
place organisms into groups

9
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

within the plant kingdom, limited Viruses and bacteria should be studied from photomicrographs or diagrams but their relevance can
to ferns and flowering plants be mentioned in nutrition and disease ref: Unit 2 and Unit 7.
(dicotyledons and Positive applications of viruses and bacteria can be mentioned in Unit 2 and Unit 8.
monocotyledons).
Extension activity – learners could be asked to search the ARKive database and compile a
• List the features of viruses, presentation of the listed groups of organisms.
limited to protein coat and
genetic material. Suggested practical:
View prepared specimens with light microscope. Live yoghurt culture and yeast cultures make good
sources of bacteria and fungi.

A comparison of monocots and dicots:

www.csdl.tamu.edu/FLORA/201Manhart/mono.vs.di/monosvsdi.html

Infectious diseases – pathogens:

www.abpischools.org.uk/page/modules/infectiousdiseases_pathogens/index.cfm

An excellent source for images and video clips of animals and plants is ARKive:
www.arkive.org/

1.4 Dichotomous • Construct and use simple Many learners have difficulty in constructing dichotomous keys. The concept can be introduced with
keys dichotomous keys based on coins or nails/screws with different shaped heads or even with postage stamps.
easily identifiable features.
The learners can then classify a selection of leaves from the school grounds or from a selection of
small pictures of different arthropods.

Extension activity: more complex keys could be used to identify local flora or fauna. (I)

Suggested practicals:
• Identification of local plants using classification keys.
• Specimens of leaves or shells to prepare a simple key.

2.1 Cell structure • Describe and compare the Palisade cells can be seen using prepared slides or transparencies of leaf sections. (I)
and organisation structure of a plant cell with an
animal cell, as seen under a Learners can make their own slides of freshwater filamentous algae, Elodea or moss that can be
light microscope, limited to cell mounted in a drop of water on a slide and viewed with a microscope. (I)
wall, nucleus, cytoplasm,
chloroplasts, vacuoles,

10
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

ribosomes on rough Liver cells are difficult to observe, but it may be possible to make temporary mounts of wrist cells.
endoplasmic reticulum, vesicles, Wash the inside of the wrist and place a piece of scotch tape onto this part of the wrist. Pull off the
and location of the cell scotch tape and view the cells under the microscope. (I)
membrane.
Extension activity: learners can also make models of a plant cell and/or an animal cell to gain an
• State the functions of the idea of the orientation of the main structures of each type of cell.
structures seen under the light
microscope in the plant cell and Candidates should consider functions of features that are common to plant and animal cells and those
in the animal cell. that are found in plant cells only. (I)

• State that almost all cells, They should understand how the differences between animal and plant cells relate to their different
except prokaryotes, have methods of obtaining nutrients.
mitochondria and rough
endoplasmic reticulum. Examine a temporary mount of epidermal tissue peeled from the inner surface of an onion bulb. (I)

• Identify mitochondria and rough Suggested practicals:

endoplasmic reticulum in • Use of microscope, bioviewers or cellsalive.com website to look at palisade cells and liver
diagrams and images of cells. cells.
• Use of light microscopes to view specimens.
• State that aerobic respiration
occurs in mitochondria. Resource Plus
Experiment: Cell structure
• State that cells with high rates
of metabolism require large This experiment focuses on the features of plant and animal cells that can be viewed under a light
numbers of mitochondria to microscope. In this experiment, onion cells and human cheek cells are prepared on slides
provide sufficient energy. for viewing.
Linked with 2.3 Size of specimens

Illustrations of cells:
www.cellsalive.com/

Revision – cell structure:

www.s-cool.co.uk/gcse/biology/cells/revise-it/plant-and-animal-cells

Video clip – cell structure:

www.bbc.co.uk/learningzone/clips/plant-and-animal-cell-structures/4188.html

11
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

2.2 Levels of • Relate the structure of the The coverage of these examples of cells and of organs and organ systems could come later when
organisation following to their functions: they can be dealt with in context but it may help to introduce the learners to cells with different
o ciliated cells – movement of functions at this stage using a PowerPoint presentation. Learners can select their own specialised
mucus in the trachea and cell, draw and label it on A3 paper. (I) Flash cards are an interactive way of learning about specialised
bronchi cells.
o root hair cells – absorption
o xylem vessels – conduction Learners can draw a flow diagram from cells to the particular organ system to begin to understand the
and support complexity of the human body. (I)
o palisade mesophyll cells –
photosynthesis An outline of the human body can be used to draw in the main organ systems of the body.
o nerve cells – conduction of
impulses Extension activity: learners could research a greater range of specialised cells. This could link to
o red blood cells – transport of stem cells and their uses.
oxygen
o sperm and egg cells –
reproduction.

• Define tissue as a group of cells

with similar structures, working
together to perform a shared
function.

• Define organ as a structure

made up of a group of tissues,
working together to perform
specific functions.

• Define organ system as a group

of organs with related functions,
working together to perform
body functions.

• State examples of tissues,

organs and organ systems from
sections 6 to 16.

12
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Identify the different levels of

organisation in drawings,
diagrams and images of familiar
and unfamiliar material.

2.3 Size of • Calculate magnification and size Use a temporary mount of epidermal tissue peeled from the inner surface of an onion bulb or rhubarb
specimens of biological specimens using stem and use an appropriate scale to determine the size of cells.
millimetres and micrometres as
units. Learners can magnify a piece of hair to understand that magnification is:

size of image
size of object

Suggested practical:
Size/measurement exercises from photomicrographs.

Microscope magnification specifications and field of view:

www.microscope-microscope.org/advanced/magnification-1.htm

Learner activity – specimen size:

www.exploratorium.edu/imaging_station/activities/classroom/size/ca_size.php

Relative sizes of cells:

www.cellsalive.com/howbig.htm

Scale:
http://learn.genetics.utah.edu/content/cells/scale/

3.1 Diffusion • Define diffusion as the net Use a simple demonstration of diffusion, for example a potassium manganate(VII) crystal in a gas jar
movement of particles from a of water or a drop of methylene dye on gelatine solidified in a test-tube (diffusion of a solute), or
region of their higher ammonia and hydrochloric acid placed at opposite ends of a long glass tube, or simply a perfume
concentration to a region of their container opened in one corner of the room.
lower concentration down a
concentration gradient, as a Bromine in a gas jar (carried out in a fume cupboard) can quickly show diffusion (gaseous diffusion).
result of their random
movement. Emphasise the random motion of particles.

13
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Describe the importance of Variables of temperature, pressure, distance moved, concentration and size of particles.
diffusion of gases and solutes.
Consider the relevance of diffusion to living organisms – for example, the diffusion of oxygen and
• State that substances move into carbon dioxide into and out of a plant leaf or across the surface of the alveoli in the human lungs.
and out of cells by diffusion
through the cell membrane. Extension activity: learners could investigate the effects of surface area/volume ratio on rates of
diffusion.
• State that the energy for
diffusion comes from the kinetic Suggested practicals:
energy of random movement of • Demonstrate diffusion of alkaline or acidic gases along closed glass tubes using appropriate
molecules and ions. coloured litmus paper, or potassium manganate(VII) crystals dissolving in water.
• Plan and investigate the factors (surface area, temperature, concentration gradient, distance)
• Investigate the factors that that affect the rate of diffusion using jelly/agar blocks in solutions of potassium
influence diffusion, limited to manganate(VII).
surface area, temperature, • Demonstrate diffusion though a membrane demonstrated with Visking tubing filled with iodine
concentration gradients and solution surrounded by a starch solution in a beaker.
distance.
Practical biology – diffusion:
www.nuffieldfoundation.org/practical-biology/diffusion

Diffusion animation and text:

www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/diffusionrev1.shtml

14
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

3.2 Osmosis • Define osmosis as the diffusion Emphasise that water is an important solvent and most cells contain about 75% water. Water
of water from a region of higher transports substances and allows many chemical reactions to take place.
water potential (dilute solution)
to a region of lower water Osmosis should be treated as a special case of diffusion, in which only water molecules are able to
potential (concentrated move from one side of a partially permeable membrane to another.
solution), through a partially
permeable membrane. Ensure that learners 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.
• State that water moves in and
out of cells by osmosis through Use Visking tubing to demonstrate osmosis. (I)
the cell membrane.
Investigation of changes in mass or length of potato chips or of dried raisins placed in a range of different
• Investigate and describe the concentrations of sugar solution provides a good opportunity for quantitative treatment of results, as well
effects on plant tissues of as enhancing understanding of osmosis. (I)
immersing them in different
solutions by using the terms Discuss differences in the effects of water uptake and loss on animal cells that lack a cellulose cell
turgid, turgor pressure, wall and plant cells that have a cellulose cell wall. Turgor as an important mechanism of support in
plasmolysis and flaccid. plants could be discussed (Unit 3).

• Explain the importance of water Relate water uptake by osmosis to the structure of root hair cells covered earlier in this unit.
potential and osmosis in the
uptake of water by plants. 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
• Explain the importance of water low water potential – that is, down a water potential gradient. Do not introduce the idea of negative
potential and osmosis on animal water potentials at this level. Relate to intake of water by root hairs.
cells and tissues.
Suggested practicals:
• Explain how plants are • Plant tissue, e.g. potato or other tissue – in salt/sugar solutions of different concentrations –
supported by the turgor measure mass or length of pieces.
pressure within cells, in terms of • Destruction of membranes by leakage of coloured plant sap, e.g. beetroot sections
water pressure acting against • Observe plasmolysis in red onion cells with microscope or on video.
an inelastic cell wall.
Resource Plus
Experiment: Investigating osmosis
This experiment focuses on the effect of osmosis on plant (potato) cells.

Practical biology – osmosis:

www.nuffieldfoundation.org/practical-biology/osmosis

15
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Osmosis animation and text:

www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/greenworld/waterrev1.shtml

Revision – osmosis:
www.s-cool.co.uk/gcse/biology/cells/revise-it/moving-molecules

3.3 Active transport • Define active transport as A simple explanation is climbing uphill.
movement of particles through
the cell membrane from a Learners will understand the importance of the movement of particles by active transport after having
region of lower concentration to studied Unit 2, Unit 3 and Unit 5.
a region of higher concentration
using energy from respiration. Practical biology – active uptake:
www.nuffieldfoundation.org/practical-biology/active-uptake
• Discuss the importance of
active transport as a process for
movement across membranes:
o e.g. ion uptake by root hairs
and uptake of glucose by
epithelial cells of villi and
kidney tubules.

• Explain how protein molecules

move particles across a
membrane during active
transport.

5.1 Enzymes • Define the term catalyst as a Simple experiments with catalase are an excellent introduction to enzymes.
substance that increases the
rate of a chemical reaction and Revise the meaning of the term ‘catalyst’. Ensure that learners understand that enzymes are simple
is not changed by the reaction. (protein) molecules, not living organisms. They cannot, therefore, be ‘killed’.

• Define enzymes as proteins that Investigate the effect of temperature on the effect of enzyme activity, for example using starch and
function as biological catalysts. amylase, or pepsin and milk powder.
Explain the rise in activity with temperature, in terms of kinetic theory and the fall as temperature rises
• Describe why enzymes are above the optimum in terms of denaturation of the enzyme molecules.
important in all living organisms Consider the different optimum temperatures of different enzymes, not only those in humans.

Extension activity: learners could investigate the effectiveness of enzyme-based washing powders.

16
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

in terms of reaction speed

necessary to sustain life. Use the kscience animation on an interactive whiteboard to demonstrate enzyme actions.

• Describe enzyme action with PowerPoint demonstrations and graphs to show the trends of increasing temperature and of different
reference to the active site, pH solutions provide useful means of interpreting data.
substrate, enzyme-substrate
complex and product. 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
• Describe and explain the on their surfaces, can be placed on sterile starch agar in a Petri dish, which can later be tested for
specificity of enzymes in terms starch with iodine solution.
of the complementary shape
and fit of the active site of an Extension activity: proteases, lipases and amylases, often with high optimum temperatures, are all
enzyme with the substrate. used in biological washing products. Investigations can be carried out into the effectiveness of these
in removing different types of stains.
• Investigate, describe and
explain the effect of changes in Simple experiments on the effect of pectinase on the yield of juice from crushed apples or tinned
temperature on enzyme activity apple purée can be carried out.
in terms of kinetic energy,
shape and fit, frequency of Suggested practicals:
effective collisions and • Experimental investigation on (i) temperature, (ii) pH using buffers on catalase (from fresh
denaturation. plant tissue) / amylase (diastase / germinating seeds) / protease, e.g. trypsin / lipase / rennin /
pectinase / or other available enzyme.
• Investigate, describe and • Important that planning of an enzyme investigation is carried out so that control variables and
explain the effect of changes in safety factors are fully realised.
pH on enzyme activity in terms • Practical – germination of seeds – showing activity of enzymes from seeds breaking down
of shape and fit and starch in agar plates; or extracting enzymes from cotyledons and breaking down starch in
denaturation. solutions.

Practical biology – enzymes:

www.nuffieldfoundation.org/practical-biology/investigating-enzymes-used-laundry-detergents

Simple account of how enzymes work:

www.abpischools.org.uk/page/modules/enzymes/enzymes1.cfm

Interactive model of enzyme action:

www.kscience.co.uk/aanimations/model.swf

17
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Revision – enzymes:
www.s-cool.co.uk/gcse/biology/enzymes/revise-it/enzymes

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

1.1 1.3 1.4

Jun 2011 Paper 22 Q1 2016 Specimen Paper 3 Q2 Jun 2012 Paper 22 Q1
Jun 2012 Paper 21 Q1 Jun 2012 Paper 31 Q2 Jun 2012 Paper 33 Q1
Jun 2013 Paper 21 Q1 Jun 2013 Paper 22 Q1
2016 Specimen Paper 3 Q1

2.2 3.1 5.1

Jun 2012 Paper 32 Q1 Jun 2012 Paper 21 Q3 Jun 2012 Paper 21 Q8
2016 Specimen Paper 3 Q4

18
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

2: Animal nutrition

Syllabus ref. Learning objectives Suggested teaching activities

4.1 Biological • List the chemical Ensure that learners have some understanding of the terms:
molecules elements that make up: element, atom, molecule.
o carbohydrates
o fats A simple definition of an organic substance is one whose molecules contain carbon and hydrogen.
o proteins. 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.
• State that large
molecules are made from A table or flash cards can identify the classes of foods.
smaller molecules, limited Headings: class of food; source of food; uses of food in body. (I)
to:
o starch and glycogen Once Unit 1 is completed, the enzymes and products of digestion could also be added to the summary table.
from glucose
o cellulose from glucose Learners should understand that starch is the carbohydrate stored only in plants. Animals store carbohydrate
o proteins from amino as glycogen.
acids
o fats and oils from fatty Extend the use of coloured beads to demonstrate the importance of bead sequence. 3D models of proteins can
acids and glycerol. be useful for showing features such as the active site.

• State that water is

important as a solvent.

• Explain that different

sequences of amino
acids give different
shapes to protein
molecules.

• Relate the shape and

structure of protein
molecules to their
function, limited to the
active site of enzymes

19
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

and the binding site of

antibodies.

• Describe the structure of

DNA as:
o two strands coiled
together to form a
double helix
o each strand contains
chemicals called
bases
o cross-links between
the strands are formed
by pairs of bases
o the bases always pair
up in the same way: A
with T, and C with G
(full names are not
required).

Describe the roles of water

as a solvent in organisms
with respect to digestion,
excretion and transport.

4.1 Biological • Describe the use of: Learners should have the opportunity to carry out each of these tests on a range of foods. (I) It is a good
molecules (food o iodine solution to test practical lab in which learners should realise the importance of safety when using a water bath.
tests) for starch
o Benedict’s solution to Extension activity: learners can be given a solution containing a mixture of unknowns such as a reducing
test for reducing sugar and a protein.
sugars
o biuret test for proteins This can also give useful practice in recording qualitative results in a clearly presented results chart.
o ethanol emulsion test Conclusions can also be written from the observed results.
for fats and oils
o DCPIP test for vitamin Food tests also enhance the learners’ understanding of the main classes of foods.
C. Suggested practicals:

20
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Carry out food tests for pure substances (fats, proteins, starch, glucose) on different foods.
• It is important to be able to prepare the crushed or extracted food materials for comparative testing.
Stress safety aspects of handling the reagents.
• Use of ‘dip’ sticks – Clinistix and Albustix – used in health clinic testing of urine.
• Estimation of vitamin C with coloured solutions, e.g. DCPIP – compare ascorbic acid with fruit juices.

Resource Plus
Experiment: Food tests
This experiment focuses on testing for the presence of nutrients in a variety of foods. Five tests
are covered: DCPIP test for vitamin C, the iodine test for starch, the biuret test for protein, the
Benedict’s test for non-reducing sugars, and the emulsion test for fats.

Revision – Food tests:

lgfl.skoool.co.uk/content/keystage4/biology/pc/modules/digestion/food_tests/index.html

7.1 Diet • State what is meant by Diets in most countries depend on a staple food such as bread, potatoes or rice, which is usually the main
the term balanced diet for source of carbohydrate. Learners should be aware of the main sources of each type of nutrient in their own
humans. country, but also be prepared to consider how diets differ in other parts of the world.

• Explain how age, gender Extension activity: the Association for Science Education has a project called Science Across the World,
and activity affect the which includes a unit on diet, and encourages schools in different parts of the world to share information.
dietary needs of humans
including during Learners can keep a record of the food that they eat during a short period of time and then consider whether
pregnancy and whilst they are obtaining the nutrients that they need. Their diet could be analysed using standard food tables or by
breast-feeding. accessing the nutrient data laboratory. Alternatively, learners could use the interactive balanced diet activity. (I)

• Describe the effects of The information on multi-vitamin tablet packets lists the vitamin contents and their requirements in the human
malnutrition in relation to body.
starvation, constipation,
coronary heart disease, Extension activity: learners could carry out research into food composition using the site Nutrition.gov.
obesity and scurvy.
A summary table could be produced with vitamins and minerals, their source, function in the body and details of
deficiencies. (I)

21
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• List the principal sources Malnutrition should be considered as the result of eating an unbalanced diet, not just the lack of a particular
of, and describe the roles type of nutrient.
of:
o carbohydrates Controlled discussion on malnutrition can be useful and the problems associated with starvation can be linked
o fats to Unit 10.
o proteins
o vitamins, limited to C The long-term problems associated with obesity like late onset diabetes should be discussed.
and D
o mineral salts, limited Suggested practicals:
to calcium and iron Measure energy content of food using a simple calorimeter. Compare energy content of different foods. Data
o fibre (roughage) can be found on food labels.
o water.
Science Across the World – talking about food:
• Explain the causes and www.nationalstemcentre.org.uk/elibrary/resource/1727/talking-about-food-food-nutrition-and-health
effects of vitamin D and
iron deficiencies. Revision – balanced diet:
lgfl.skoool.co.uk/content/keystage4/biology/pc/modules/digestion/balanced_diet/index.html
Explain the causes and
effects of protein-energy National nutrient database:
malnutrition, e.g. kwashiorkor www.nal.usda.gov/fnic/foodcomp/search/
and marasmus.
Interactive balanced diet:
www.abpischools.org.uk/page/modules/balanceddiet/index.cfm

Practical biology – energy in food:

www.practicalbiology.org/areas/introductory/energy/energy-in-food

Video clips – balanced diet:

www.bbc.co.uk/learningzone/clips/a-balanced-diet/10609.html

Science Across the World – keeping healthy:

www.nationalstemcentre.org.uk/elibrary/resource/1741/keeping-healthy

Revision – malnutrition:
lgfl.skoool.co.uk/content/keystage4/biology/pc/modules/digestion/malnutrition/index.html

22
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Unit revision:
www.s-cool.co.uk/gcse/biology/nutrition/revise-it/nutrition

7.2 Alimentary • Define ingestion as the Learners often do not understand that the alimentary canal is a long tube - albeit a coiled one - through which
canal taking of substances, e.g. food passes.
food and drink, into the
body through the mouth A long flexible rubber tube can demonstrate the idea.

• Define mechanical A schematic diagram on A3 paper can clarify the main events that take place from ingestion by the mouth to
digestion as the egestion from the anus.
breakdown of food into
smaller pieces without Arrows in different colours can show which enzymes are involved along the canal.
chemical change to the Learners should understand that food cannot be considered to have entered the body until it crosses the wall of
food molecules. the canal.

• Define chemical digestion The need for digestion to take place before absorption occurs is shown by using Visking tubing (to represent
as the breakdown of the alimentary canal) containing a mixture of glucose, starch and water. The Visking tubing is placed in a
large, insoluble molecules beaker or a large test-tube of water (to represent the blood), and left for several hours to allow the glucose to
into small, soluble diffuse across the tubing.
molecules. The contents of the tubing and of the beaker can be tested for starch and for glucose.

• Define absorption as the Extension activity: the importance of active uptake could be considered.
movement of small food
molecules and ions Digestion:
through the wall of the www.abpischools.org.uk/res/coResourceImport/resources04/digestion/index.cfm
intestine into the blood.
Resource Plus
• Define assimilation as the Experiment: Digestion – model gut
movement of digested
food molecules into the This experiment focuses on the need for digestion.
cells of the body where
they are used, becoming
part of the cells.

• Define egestion as the

passing out of food that

23
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

has not been digested or

absorbed, as faeces,
through the anus.

• Describe diarrhoea as the

loss of watery faeces.

• Outline the treatment of

diarrhoea using oral
rehydration therapy.

• Describe cholera as a
disease caused by a
bacterium and explain
that the cholera
bacterium produces a
toxin that causes
secretion of chloride ions
into the small intestine,
causing osmotic
movement of water into
the gut, causing
diarrhoea, dehydration
and loss of salts from
blood.

• Identify the main regions

of the alimentary canal
and associated organs,
limited to mouth, salivary
glands, oesophagus,
stomach, small intestine
(duodenum and ileum),
pancreas, liver, gall
bladder and large

24
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

intestine (colon, rectum,

anus).
• Describe the functions of
the regions of the
alimentary canal listed
above, in relation to
ingestion, digestion,
absorption, assimilation
and egestion of food.

25
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

7.3 Mechanical • Identify the types of A model of a human skull or lower jawbone is a good way of showing the arrangement of teeth.
digestion human teeth (incisors,
canines, premolars and Extension activity: different types of teeth could be studied and related to different diets.
molars).
Suggested practicals:
• Describe the structure of • Use mirrors to check own teeth, compare with the ideal set.
human teeth, limited to • Swabs of teeth and saliva tested with indicator to show pH (safety – disinfectant to dispose of used
enamel, dentine, pulp, equipment).
nerves and cement, as • Observe diagrams or specimens of different animals’ teeth. (Museum visit)
well as the gums.
Revision - digestion:
• Describe the functions of lgfl.skoool.co.uk/content/keystage4/biology/pc/modules/digestion/digestion_part_1/index.html
the types of human teeth
in mechanical digestion of Video clips – digestion:
food. www.bbc.co.uk/learningzone/clips/the-digestive-system/4180.html

• State the causes of

dental decay in terms of a
coating of bacteria and
food on teeth, the
bacteria respiring sugars
in the food, producing
acid which dissolves the
enamel and dentine.

• Describe the proper care

of teeth in terms of diet
and regular brushing.

7.4 Chemical • State the significance of This topic should be linked with earlier work on enzymes, in Unit 1.
digestion chemical digestion in the
alimentary canal in Learners could draw a spider diagram of the alimentary canal. This can help them visualise from where the
producing small, soluble enzymes are secreted and where they act on specific substrates. (I)
molecules that can be
absorbed The importance of optimum pH and temperature should be emphasised, as well as the importance of enzymes
in the whole process of digestion.

26
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• State the functions of

enzymes as follows: The importance of emulsifiers (such as bile) can be demonstrated by attempting to mix oil with vinegar in the
o amylase breaks down presence and absence of egg yolk.
starch to simpler
sugars Suggested practicals:
o protease breaks down • Amylase – breakdown of starch using iodine test.
protein to amino acids • Link to model gut using Visking tubing.
o lipase breaks down • Protease – with milk – breakdown of casein in milk or gelatine on photographic film or fresh meat.
fats to fatty acids and • Breakdown of fats to form acids with help of bile salts – litmus or pH indicator.
glycerol.
Revision – digestion and absorption:
• State where, in the lgfl.skoool.co.uk/content/keystage4/biology/pc/modules/digestion/digestion_part_2/index.html
alimentary canal,
amylase, protease and Emulsifiers:
lipase are secreted. www.nuffieldfoundation.org/practical-chemistry/emulsifiers

• Describe the digestion of

starch in the alimentary
canal:
o amylase is secreted
into the alimentary
canal and breaks
down starch to
maltose
o maltose is broken
down by maltase to
glucose on the
membranes of the
epithelium lining the
small intestine.

• Describe pepsin and

trypsin as two protease
enzymes that function in
different parts of the
alimentary canal:

27
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o pepsin in the stomach

o trypsin in the small
intestine.

• State (explain) the

functions of the
hydrochloric acid in
gastric juice, limited to:
o killing bacteria by
denaturing enzymes in
harmful micro-
organisms in food
o giving an acid
(optimum) pH for
enzyme (pepsin)
activity.

• Outline the role of bile in

neutralising the acidic
mixture of food and
gastric juices entering the
duodenum from the
stomach, to provide a
suitable pH for enzyme
action.

• Outline the role of bile in

emulsifying fats to
increase the surface area
for the chemical digestion
of fat to fatty acids and
glycerol by lipase.

7.5 Absorption • Identify the small intestine Core learners do not need any detail of the villus structure but they need to understand that the dissolved
as the region for the substances, glucose and amino acids, are transported in the blood to the liver before they can be assimilated
into the body.

28
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

absorption of digested
food. It helps the learners to understand the importance of diffusion if the villus is compared with the alveoli in the
lungs, Unit 4.
• Describe the significance
of villi and microvilli in The two structures can be compared as having a single cell membrane, good blood supply, moist surface area
increasing the internal and a large surface area for efficient diffusion.
surface area of the small
intestine. The absorption of glucose should be linked with earlier work on active transport in Unit 1.

• Describe the structure of Suggested practicals:

a villus. Bioviewers and microscope to study wall of small intestine.

• Describe the roles of Revision – digestion:

capillaries and lacteals in www.s-cool.co.uk/gcse/biology/nutrition/revise-it/digestion
villi.

• State that water is

absorbed in both the
small intestine and the
colon, but that most
absorption of water
happens in the small
intestine.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

7.1 7.2 7.3

Jun 2011 Paper 21 Q2 Jun 2012 Paper 31 Q1 Jun 2013 Paper 21 Q3(c)
Jun 2011 Paper 22 Q2 Jun 2013 Paper 21 Q3
Jun 2011 Paper 22 Q6b

29
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

3: Plant nutrition and transport

Syllabus ref. Learning objectives Suggested teaching activities

6.1 Photosynthesis • Define photosynthesis as the Plants can be considered as food factories, in which all the food in the world is initially made.
process by which plants
manufacture carbohydrates Learners should compare the needs of animals for organic nutrients, in Unit 2, with those of plants,
from raw materials using energy which only require inorganic compounds such as carbon dioxide and water for photosynthesis.
from light. Consumers compared with producers, this is a cross-link to Unit 10.

• State the word equation for The process of photosynthesis should be considered at a fairly basic level, the light-dependent and
photosynthesis: carbon dioxide light-independent stages should not be introduced.
+ water → glucose + oxygen, in
the presence of light and The important point to get across is the conversion of light energy to chemical energy. Chlorophyll
chlorophyll. absorbs light energy and enables it to be used to drive the reactions. (Ensure that learners do not
think that chlorophyll attracts light.)
• State the balanced chemical
equation for photosynthesis The initial products of photosynthesis are sugars (such as glucose) which can be converted to large,
6CO2 + 6H2O → C6H12O6 + insoluble molecules such as starch for storage within the plant. Reference to fertilisers and agriculture
6O2. in Unit 10.

• Explain that chlorophyll There is a wide variety of practical work that can be carried out. Learners should know how to test a
transfers light energy into leaf for starch and to carry out simple experiments into the need for light and chlorophyll for
chemical energy in molecules, photosynthesis.
for the synthesis of
carbohydrates. The importance of controlled variables such as temperature can be introduced.

The concentration of carbon dioxide can be changed using sodium hydrogen carbonate solution of
• Outline the subsequent use and
different concentrations.
storage of the carbohydrates
made in photosynthesis.
The exchange of gases can be more easily understood when the structure of the leaf has been
studied (in Unit 3).
• Investigate the necessity for
chlorophyll, light and carbon
Investigations with Elodea (Canadian pondweed) can produce good quantitative data to illustrate the
dioxide for photosynthesis,
effect of light on the rate of photosynthesis.
using appropriate controls.
Light can be the limiting factor.
• Investigate and describe the
effects of varying light intensity,

30
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

carbon dioxide concentration Temperature could also be considered as a limiting factor but this is not so easy to carry out in the
and temperature on the rate of school lab.
photosynthesis, e.g. in Graphs of processed data can be used in class discussions on limiting factors.
submerged aquatic plants.
Strawberries, raspberries, rhubarb and cucumbers can be grown in glasshouses/under plastic covers
• Define the term limiting factor as where the carbon dioxide content can be increased and the temperature kept warm for maximum
something present in the photosynthesis.
environment in such short
supply that it restricts life Suggested practicals:
processes. • Carry out a starch test on a leaf using a green leaf and a variegated leaf to show the
necessity for chlorophyll. Keep the leaf in the dark for 12 hours to destarch.
• Identify and explain the limiting • Find the effect of lack of light on formation of starch by masking an area with dark card.
factors of photosynthesis in • There are numerous methods to measure the rate of photosynthesis. 1) use a simple
different environmental apparatus, e.g. inverted filter funnel to demonstrate and collect oxygen bubbles from water
conditions. weed, 2) use of hydrogencarbonate indicator – observe change from red to purple by water
weed / algae in alginate beads, 3) measure the rate of water-saturated leaf discs to float in a
• Describe the use of carbon large syringe. The effects of various independent variables (light intensity, light wavelength,
dioxide enrichment, optimum carbon dioxide concentration) on the rates of photosynthesis can be planned and measured.
light and optimum temperatures The importance of key control variables, e.g. temperature, photosynthetic tissues, should be
in glasshouses in temperate emphasised.
and tropical countries.
Resource Plus
• Use hydrogencarbonate
Experiment: Investigating photosynthesis
indicator solution to investigate
the effect of gas exchange of an This experiment focuses on the effect of light intensity on the rate of photosynthesis
aquatic plant kept in the light using pondweed.
and in the dark.
Practical biology – photosynthesis:
www.nuffieldfoundation.org/practical-biology/photosynthesis

PowerPoint and worksheets:

www.saps.org.uk/secondary/teaching-resources/134-photosynthesis-a-survival-guide

Simple photosynthesis experiments:

www.saps.org.uk/secondary/teaching-resources/190-using-cabomba-to-demonstrate-oxygen-
evolution-in-the-process-of-photosynthesis-

31
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Investigating the behaviour of leaf discs:

www.saps.org.uk/secondary/teaching-resources/284-investigating-the-behaviour-of-leaf-discs-

Data logging:
www.pascophysics.com/file_downloads/experiments/pdf-files/glx/biology/06-Photosynthesis-SV.pdf

Investigating photosynthesis using algal balls:

www.saps.org.uk/secondary/teaching-resources/235-learner-sheet-23-photosynthesis-using-algae-
wrapped-in-jelly-balls

Comparison with sun and shade plants:

www.saps.org.uk/secondary/teaching-resources/113-the-response-of-leaf-discs-from-sun-and-shade-
plants-to-green-light

6.2 Leaf structure • Identify chloroplasts, cuticle, Before considering the appearance of a section through a leaf, learners should look at entire leaves
guard cells and stomata, upper and consider how they are adapted for photosynthesis.
and lower epidermis, palisade
mesophyll, spongy mesophyll, A section through a leaf can be shown on PowerPoint or from a model of a leaf (plant images
vascular bundles, xylem and available from the database – plantscienceimages.org.uk). A simplified, labelled diagram should be
phloem in leaves of a made of a leaf section and the different parts discussed. (I)
dicotyledonous plant.
Learners should be familiar with the structure of a palisade cell and they can discuss how it is
• Explain how the internal specialised for photosynthesis.
structure of a leaf is adapted 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.

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 in Unit 1. (I)

It is probably best not to go into any detail at this point about xylem and phloem function; they will be
covered further later in Unit 3.

32
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Suggested practicals:
• Prepare surface views of epidermis to show distribution of stomata – stomatal index.
• Use of bioviewers or microscopes to observe sections of leaves.

6.3 Mineral • Describe the importance of: Learners should be reminded that carbohydrates contain carbon, hydrogen and oxygen only; plants
requirements o nitrate ions for making amino can therefore make these from carbon dioxide and water. However, proteins also contain nitrogen, so
acids a nitrogen source is necessary before some of the carbohydrate can be converted to protein. Nitrate
o magnesium ions for making ions from the soil are the main source of nitrogen for plants. This should be dealt with simply,
chlorophyll. considering the effects on a growing plant of a shortage of proteins or chlorophyll.

• Explain the effects of nitrate ion Extension activity: learners could plan an experiment to investigate mineral requirements in plants.
and magnesium ion deficiency (I) A comparison can be made when plants are grown in culture solutions lacking magnesium, nitrates
on plant growth. and a control. After a few weeks, the growth of each plant can be compared.

Suggested practical:
Set up a simple mineral nutrition experiment with controls to grow cereal seedlings for a few weeks.

Practical biology – minerals:

www.nuffieldfoundation.org/practical-biology/investigating-effect-minerals-plant-growth

8.1 Transport in • State the functions of xylem and Root hair cells may already have been covered in Unit 1 as an example of a specialised cell. Here
plants phloem. root hair cells are dealt with in the context of the whole plant.

• Identify the position of xylem Osmosis may need to be revised before discussing the uptake of water through the soil, across the
and phloem as seen in sections root and up through xylem vessels and into the leaves. It should be emphasised that mineral ions
of roots, stems and leaves, enter the roots dissolved in water. Xylem vessels may have been discussed in Unit 1 and earlier in
limited to non-woody Unit 3. Here xylem vessels are considered in the context of water transport from root to leaves.
dicotyledonous plants.
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.

Learners 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 the transport
system of a root and of a stem, showing the position of the xylem and phloem. (I)

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

33
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

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.

Suggested practicals:
• Examine whole young herbaceous dicotyledonous plants to observe roots and aerial parts.
Grow from seed in pots (link to later sections on growth and germination).
• Use of bioviewers or microscopes with prepared slides or photomicrographs.

Practical biology – transport in plants:

www.nuffieldfoundation.org/practical-biology/investigating-transport-systems-flowering-plant

Revision – plant transport:

lgfl.skoool.co.uk/content/keystage4/biology/pc/lessons/uk_ks4_plant_transport/h-frame-ie.htm

8.2 Water uptake • Identify root hair cells, as seen The structure of the root hairs can be compared with those of the villi and alveoli in their adaptation to
under the light microscope, and their function of diffusion. (Link to Unit 2 and Unit 4.)
state their functions.
Extension activity: root hairs can be looked at under a microscope from seeds germinated on cotton
• Explain that the large surface wool or blotting paper. (I)
area of root hairs increases the
rate of the absorption of water Suggested practicals:
by osmosis and ions by active • Observe root hairs on plants and use hand lens. View under microscope or in
transport. photomicrographs.
• Measure the rate of food colouring or eosin dye uptake in celery stems and leaves. Solutions
• State the pathway taken by must be filtered first and the stems recut under water. Cut cross-sections through the stems
water through root, stem and and leaves and observe with a hand lens.
leaf as root hair cell, root cortex
cells, xylem and mesophyll
cells.

• Investigate, using a suitable

stain, the pathway of water
through the above ground parts
of a plant.

34
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

8.3 Transpiration • State that water is transported It is important to understand that transpiration involves the loss of water vapour from the underside of
from the roots to leaves through the leaf, mostly through open stomata. Water in the cell walls of mesophyll cells evaporates and
the xylem vessels. 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.
• Define transpiration as loss of
water vapour from plant leaves Wilting is a good way for a plant to avoid further water loss, by reducing the leaf area from which
by evaporation of water at the evaporation can occur.
surfaces of the mesophyll cells The concept of turgor can be mentioned as the leaf cells wilt and become flaccid.
followed by diffusion of water
vapour through the stomata. Candidates may already have met the term ‘water potential' in Unit 1. In normal conditions, the water
potential in the air is lower than that in the soil solution. Thus water moves down a water potential
• Explain how water vapour loss gradient as it moves from soil to air, through the plant. If learners are shown a wilting plant, they can
is related to the large surface think about why it is only the leaves that wilt. This can introduce the idea of xylem vessels, present in
area of cell surfaces, vascular bundles in leaves and stem, helping with support.
interconnecting air spaces and
stomata. Experiments using potometers not only help learners to understand the effects of environmental
factors on the rate of transpiration, but also provide good opportunities to improve, or to be assessed
• Explain the mechanism by on, all four experimental skills. It is important, however, that it is understood that a potometer
which water moves upwards in measures water uptake, which is not absolutely the same as water loss.
the xylem in terms of a
transpiration pull that draws up There is no need for elaborate potometers, a long piece of capillary tubing with a length of rubber
a column of water molecules, tubing at one end into which the cut end of a shoot is pushed is effective. All the apparatus and cut
held together by cohesion. twigs should be kept under water while assembling the apparatus, to avoid air locks.

• Explain how and why wilting Laurel or Ash leaves work well. The experiments can be extended by removing one leaf from the
occurs. 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
• Investigate, describe and the number of leaves on the transpiration process.
explain the effects of variation of Transpiration can also be investigated by using a hair dryer to vary the humidity.
temperature and humidity on
transpiration rate. Extension activity: use of dataloggers to investigate transpiration rates.

Although learners 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 rainforests
or deserts.

Suggested practicals:
• Use of bioviewers or microscopes to observe TS section of leaf. Photomicrographs.

35
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Preparation of epidermis to show surface view of stomata – wax impression, or peel of nail
varnish layer. Some leaves are easier than others to tear in order to obtain a separate
epidermis to study. Tradescantia, (has different coloured guard cells compared with
epidermis); Peperonia.
• Leave cut shoot without water for wilting.
• Use of potometer or flasks on top pan balance to show water loss in mass under different
conditions, e.g. humidity and temperature.
• Use of capillary tubing potometer to measure rate of water uptake to quantify this rate of
water uptake.
• Observe leaves of succulents, water weeds.

Practical biology – transpiration:

www.nuffieldfoundation.org/practical-biology/estimating-rate-transpiration-plant-cutting

Data logging:
www2.vernier.com/sample_labs/BWV-10-COMP-transpiration.pdf

Measuring stomatal density:

www.saps.org.uk/secondary/teaching-resources/299-measuring-stomatal-density-

8.4 Translocation • Define translocation in terms of This idea will probably already have been met earlier in this Unit, when discussing the functions of
the movement of sucrose and leaves. Here it should be re-emphasised that carbohydrates are transported through a plant in the
amino acids in phloem: form of soluble carbohydrates such as sucrose, glucose and proteins as amino acids through the
o from regions of production phloem tubes.
(source)
o to regions of storage OR to No detail of phloem structure or function is required.
regions where they are used
in respiration or growth (sink) 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
• Explain that some parts of a and fruits for respiration and growth. Translocation also occurs from storage organs such as the root
plant may act as a source and a tubers to all parts of the plant.
sink at different times during the
life of a plant. Extension activity: consideration of the effects of ringing a tree can help learners to bring together
their knowledge of stem structure and function. Ringing removes the phloem, which is near to the
surface of a stem. If the ring is cut below the leaves, then all the cells beneath the ring are deprived of
products of photosynthesis from the leaves, and eventually die. Grey squirrels and other small
mammals gnaw the bark and destroy the phloem that is in the inner bark region.

36
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

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. (I)

The learners 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.

Learners studying the supplement may discuss the role of water in the production of carbohydrates
during photosynthesis and their subsequent translocation throughout the plant.

Suggested practicals:
• Use of bioviewers or microscopes to study phloem.
• Cut bark of tree on one side to observe ‘sap’ escaping. Analyse sap for sugars or test
stickiness.

37
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

6.1 6.2 6.3

Jun 2011 Paper 22 Q7(b) Jun 2011 Paper 22 Q7(a) Jun 2011 Paper 31 Q5(d)
Jun 2012 Paper 22 Q3 Jun 2011 Paper 32 Q6 Jun 2012 Paper 22 Q3
Jun 2012 Paper 33 Q3

8.1 8.2 8.3

Jun 2012 Paper 21 Q9 Jun 2013 Paper 22 Q6 Jun 2011 Paper 31 Q5
Jun 2013 Paper 22 Q6 Jun 2011 Paper 21 Q9
Jun 2013 Paper 23 Q1

8.4
Jun 2011 Paper 32 Q6(d)
Jun 2012 Paper 21 Q9(b)

38
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

4: Respiration and the human transport system

Syllabus ref. Learning objectives Suggested teaching activities

12.1 Respiration • State the uses of energy in the Learners should understand that respiration is a reaction (or series of reactions) that takes place
body of humans: muscle inside living cells: cell respiration. A very common error is to confuse it with breathing, and to think
contraction, protein synthesis, that it takes place only in the lungs.
cell division, active transport,
growth, the passage of nerve Learners should also realise that every living cell, including plant cells, respire.
impulses and the maintenance
of a constant body temperature. Explain that carbon dioxide has to be removed from respiring cells.

• State that respiration involves Introduction to respiration:

the action of enzymes in cells. www.biotopics.co.uk/humans/respro.html

12.2 Aerobic • Define aerobic respiration as Emphasise that the function of respiration is to release energy from food (usually glucose) in a form
respiration the chemical reactions in cells that the organism can use. Learners should not state that respiration 'produces' energy. A class
that use oxygen to break down discussion will probably pick out a good range of uses of energy.
nutrient molecules to release
energy. 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
• State the word equation for energy. (Link to carbon cycle in Unit 9).
aerobic respiration as glucose +
oxygen → carbon dioxide + The energy content of a food, such as a potato crisp or a cube of bread, can be estimated by allowing
water. 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.
• State the balanced chemical This investigation can include variables such as volume of water and the mass of carbohydrate.
equation for aerobic respiration
as C6H12O6 + 6O2 → 6CO2 + Discussion about the errors and limitations of the investigation show the learners that science
6H2O. experiments can be inaccurate.

Extension activity: use of a calorimeter to demonstrate a more accurate method of determining

• Investigate the uptake of
energy content.
oxygen by respiring organisms,
such as arthropods and
Extension activity: aerobic respiration can also be studied in small invertebrates, maggots or
germinating seeds
woodlice, or germinating seeds such as mung beans, suspended over a solution of hydrogen
carbonate for a few days.

39
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Investigate the effect of Suggested practical:

temperature on the rate of Investigate respiration rate of germinating seedlings or arthropods at different temperatures using a
respiration of germinating seeds simple respirometer (absorb carbon dioxide from the system so that oxygen uptake can be
measured).

12.3 Anaerobic • Define anaerobic respiration as Anaerobic respiration can be investigated using a suspension of yeast in boiled, cooled water. Boiling
respiration the chemical reactions in cells drives off all dissolved oxygen. The carbon dioxide released can be detected by passing it through
that break down nutrient limewater or hydrogencarbonate indicator solution.
molecules to release energy
without using oxygen. Anaerobic respiration in muscles can be considered when investigating physical activity in Unit 4.

• State the word equations for Extension activity: fermentation experiments. The effects of sugar concentration or ascorbic acid on
anaerobic respiration in muscles yeast fermentation in the production of bread could be investigated.
during vigorous exercise
(glucose → lactic acid) and the It helps learners to understand oxygen debt if they know that lactic acid is oxidised after the exercise
microorganism yeast (glucose in the liver by the extra oxygen provided by fast breathing.
→ alcohol + carbon dioxide).
Suggested practicals:
• State the balanced chemical Prepare culture of yeast in sugar solution. Observe production of CO2 by bubbling into water.
equation for anaerobic
respiration in the microorganism
yeast as C6H12O6 → 2C2H5OH
+ 2CO2.

• State that anaerobic respiration

releases much less energy per
glucose molecule than aerobic
respiration.

• State that lactic acid builds up in

muscles and blood during
vigorous exercise causing an
oxygen debt.

• Outline how the oxygen debt is

removed during recovery,
limited to:

40
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o aerobic respiration of lactic

acid in the liver
o continuation, after exercise,
of fast heart rate to transport
lactic acid in blood from
muscles to the liver
o continuation, after exercise,
of deeper breathing
supplying oxygen for aerobic
respiration of lactic acid.

11.1 Gas exchange • List the features of gas The idea of gaseous exchange may already have been discussed in Unit 3, in the context of the
in humans exchange surfaces in humans, intake and loss of gases from leaves. A gaseous exchange surface can be defined as a surface
limited to large surface area, across which gases pass as they enter or leave the body. For animals, oxygen enters as carbon
thin surface, good blood supply dioxide leaves. Learners should relate their understanding of diffusion to the structure of the alveoli
and good ventilation with air. and cross reference to Unit 2 and Unit 3.

• Name and identify the lungs, Learners should be able to locate each structure on a diagram and to understand that there are two
diaphragm, ribs, internal and bronchi and several bronchioles. (I) (Link to transport in Unit 4.)
external intercostal muscles,
larynx, trachea, bronchi, Learners should link the structure of the respiratory organs in the Core with the muscles involved in
bronchioles, alveoli and breathing. A wooden or plastic model of the intercostal muscles can clarify the action.
associated capillaries.
• State the functions of the Learners often find the topic of rib structure and musculature difficult and it is a good idea to use a
cartilage in the trachea. 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.
• Explain the role of the ribs, the
internal and external intercostal Physics learners can relate the action to that of an engine piston.
muscles and the diaphragm in
producing volume and pressure The differences between expired and inspired air, in terms of carbon dioxide content and water
changes leading to the vapour content, should be investigated experimentally. Limewater or hydrogencarbonate indicator
ventilation of the lungs. may be used to test for carbon dioxide.

Pie charts or tables showing the percentage composition of air are useful and show that nitrogen
• State and explain the remains constant.
differences in composition Learners should be able to use their knowledge of gas exchange and respiration to explain these
differences.

41
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

between inspired and expired The link between physical activity and rate and depth of breathing should be investigated
air. experimentally. A simple, repeatable form of exercise, such as step-ups, is the most useful for
generating quantitative results. Learners can plan their own investigation by comparing activities such
as walking, running, skipping or hopping with definite constant variables of time/distance. The
• Use limewater as a test for importance of three or five trials per exercise can be introduced to obtain the mean of the raw data
carbon dioxide to investigate the and to identify anomalies.
differences in composition
between inspired and expired Learners should use their knowledge of aerobic and anaerobic respiration to explain why breathing
air. rate does not drop immediately to normal when exercise stops.
The concept of breathing rate/pulse rate at rest can be introduced.
• Investigate, describe and
explain the link between Learners should begin to understand the link between carbon dioxide in the blood and the change of
physical activity on rate and the bloods pH due to carbonic acid. The increase of tidal volume with increased exercise should be
depth of breathing in terms of understood.
the increased carbon dioxide
concentration in the blood, The cilia are fine hairs that trap the mucus secreted by the goblet cells. Learners can consider the role
detected by the brain, causing of the mucus in relation to coughing, pneumonia and tuberculosis.
an increased rate of breathing.
Asthma may be discussed if appropriate.
• Explain the role of goblet cells,
mucus and ciliated cells in Unit 5 (Drugs) includes smoking and its effects on the body. Teachers could discuss smoking in this
protecting the gas exchange unit. earners should understand that:
system from pathogens and • cilia become less active, and goblet cells more active, when exposed to cigarette smoke, so
particles. that mucus collects in the lungs
• bacteria are likely to breed in the mucus, 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 may interest learners and the teacher can ask them to conduct a survey, design a poster on
the effects of smoking or prepare a PowerPoint display.

The teacher could mention the addictiveness of smoking due to the nicotine and how smoking can
lead to taking non-prescribed drugs such as marijuana.

Smoking machines where a cigarette is connected to a filter and the air is drawn through the cigarette
by a water pump shows the tar extracted from one cigarette.

42
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Suggested practicals:
• Obtain a set of lungs from legal source to pump air into lungs (car tyre pump) to observe rise
and fall.
• Demonstrate indicator colour changes of exhaled air – limewater and hydrogencarbonate.
• Compare inhaled and exhaled air using simple apparatus (huff-puff apparatus mouthpiece
with tubing).
• Use of bell jar apparatus with rubber sheet for diaphragm.
• Use of spirometer and recording or use large diagram to show apparatus.
• Vital capacity – use balloons or inverted plastic container of bell jar with measurements to
determine vital capacity.
• Plan experiments, to include control variables, to investigate the effects of physical activity on
the rate and depth of breathing. This could be linked with a similar experiment with pulse rate
as the dependent variable.

Practical biology – gas exchange:

www.nuffieldfoundation.org/practical-biology/ventilation-systems

Breathing and asthma:

www.abpischools.org.uk/res/coResourceImport/resources04/asthma/index.cfm

Measuring lung capacity:

www.biologycorner.com/worksheets/lungcapacity.html

9.1 Transport in • Describe the circulatory system It is recommended that the idea of a double circulatory system, in which blood passes twice through
animals as a system of blood vessels the heart during one complete circuit of the body, is covered here, as this helps to make sense of the
with a pump and valves to structure and function of the heart.
ensure one-way flow of blood.
Heart and circulation:
• Describe the single circulation www.abpischools.org.uk/res/coResourceImport/resources04/heart/index.cfm
of a fish.

• Describe the double circulation

of a mammal.

• Explain the advantages of a

double circulation.

43
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

9.2 Heart • Name and identify the Diagrams of the heart, showing both external and internal structure, need to be known. Learners
structures of the mammalian could be asked to label a diagram. Ensure that learners realise that both sides of the heart beat
heart; muscular wall, the together.
septum, the left and right
ventricles and atria, one-way The direction of blood flow through the heart, the separation of oxygenated and deoxygenated blood,
(atrioventricular and semilunar) and the functions of the valves should be understood. A model of the heart can be useful when
valves and coronary arteries. explaining the structure.

• State that blood is pumped Diagrams with blue and red arrow lines will help learners to learn the structure of the heart. Learners
away from the heart into arteries need to understand that the left ventricle has a thicker muscular wall than the right ventricle.
and returns to the heart in veins.
Extension activity: a lamb’s heart (or whatever is easily available) can be used for dissection.
• Explain the relative thickness:
o of the muscle wall of the left The understanding of the roles of the heart valves can be linked to the double circulatory system in
and right ventricles Unit 4.
o of the muscle wall of the
atria compared to that of the The role of the coronary arteries in supplying the heart muscle with oxygen should be understood.
ventricles.
Learners could explore the issues and treatment options for babies born with a ‘hole in the heart’.
• Explain the importance of the
septum in separating The effect of exercise on heart beat relates closely to the effects of physical activity on rate and depth
oxygenated and deoxygenated of breathing, dealt with earlier in this unit.
blood.
Learners may already have some ideas about factors that increase the likelihood of suffering from
• Describe the functioning of the heart disease and class discussion will probably bring out most of the major influences. A person’s
heart in terms of the contraction genes are also thought to play a major role in this.
of muscles of the atria and
ventricles and the action of the There is scope for discussion on the effects of diet, exercise, smoking on the health of the heart
valves. throughout a person's life.

• State that the activity of the Stress can cover many situations but at a simple level, learners can understand that problems at work
heart may be monitored by and in the family cause stress and may increase blood pressure in adults.
ECG, pulse rate and listening to
sounds of valves closing. Blockage of the arteries can be covered here as the build-up of plaque. The importance of the
coronary arteries in heart disease and the link to a diet high in saturated fats should be made.

Extension activity: reference could be made to obesity and the possible connection with heart
disease.

44
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Investigate, state and explain

the effect of physical activity on Suggested practicals:
the pulse (heart) rate. • Obtain a fresh heart from a legal approved source to demonstrate external and internal
structures – especially thickness of the atrial and ventricular walls, the nature of the valves
• Describe coronary heart and coronary blood vessels.
disease in terms of the blockage • Measure pulse rate at wrist.
of coronary arteries and state • Plan experiments, to include control variables, to investigate the effects of physical activity on
the possible risk factors as diet, pulse rate. This could be linked with a similar experiment with breathing rate as the
stress, smoking, genetic dependent variable.
predisposition, age and gender.
Resource Plus
• Describe the roles of diet and
exercise in the prevention of Experiment: Heart dissection
coronary heart disease. This experiment focuses on a heart dissection.

• Describe ways in which

coronary heart disease may be Practical biology – heart dissection:
treated, limited to drug www.nuffieldfoundation.org/practical-biology/looking-heart
treatment with aspirin and
surgery (stents, angioplasty and Practical biology – control of heart rate:
by-pass). www.nuffieldfoundation.org/practical-biology/observing-effects-exercise-human-body

9.3 Blood and • Describe the structure and Transparencies or microscope slides of sections through an artery and a vein can be used to help
lymphatic vessels functions of arteries, veins and learners to understand the differences in structure. (I)
capillaries and explain how the
structures are adapted for their A table can be used to compare the structure with the functions. Structure can be related to function
functions. between them. (I)

• State the function of arterioles, Emphasise that arteries do not pump blood and that capillaries are one cell thick.
venules and shunt vessels.
Rubber tubing of different sizes can illustrate the difference between an arterial wall and the thinner
• Name the main blood vessels to walls of veins.
and from the:
o heart, limited to vena cava, Learners should understand that arteries have blood flowing at high pressure but at much lower
aorta, pulmonary artery and pressure in veins.
pulmonary vein
The narrow lumen of the arteries helps to maintain blood pressure while the large lumen of the veins
reduces resistance to blood flow.

45
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o lungs, limited to the

pulmonary artery and Suggested practical:
pulmonary vein Bioviewers of microscope slides of TS artery and vein to see the thickness of walls. Note the arteries
o kidney, limited to the renal and veins seen previously when looking at a fresh heart structure.
artery and renal vein.
Online:
• Outline the lymphatic system in Video clip – human circulatory and digestive system:
terms of lymphatic vessels and www.bbc.co.uk/learningzone/clips/human-circulatory-and-digestive-system/12224.html
lymph nodes.

• Describe the function of the

lymphatic system in the
circulation of body fluids and the
protection of the body from
infection.

9.4 Blood • List the components of blood as Learners should see transparencies or microscope slides of stained blood samples and be able to
red blood cells, white blood distinguish red cells, white cells and platelets. (I) They should understand that red cells transport
cells, platelets and plasma. oxygen and also carbon dioxide, and know that they contain haemoglobin but do not have a nucleus.

• Identify red and white blood Links can be made back to Unit 2 and the need for iron in the diet. Discuss the adaptations of red
cells (lymphocytes and blood cells to their functions as reinforcement for the function of specialised cells, covered in Unit 1.
phagocytes), as seen under the
light microscope, on prepared White blood cells fight disease by providing protection from pathogens. They contain a nucleus and
slides and in diagrams and respond to different antigens. Clotting should be mentioned, as a mechanism to prevent loss of blood
photomicrographs. and entry of pathogens, but Core learners need no detail at all of how it takes place, other than that
platelets are involved.
• State the functions of the
following components of blood: Learners need to understand that fibrinogen is a soluble protein, which is converted to the insoluble
o red blood cells in fibrin when a blood vessel is damaged. Calcium is required for this, so links can be made back to Unit
transporting oxygen, 2.
including the role of
haemoglobin Extension activity: learners could research haemophilia.
o white blood cells in
phagocytosis (phagocytes) Learners should appreciate the role of the plasma in transporting many substances including heat
and antibody production from the liver and muscles to all parts of the body.
(lymphocytes)

46
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o platelets in clotting (as the Learners should understand that substances move from blood to tissues and vice versa by diffusion.
conversion of fibrinogen to (Link to respiration in Unit 4.)
fibrin to form a mesh) and
state the roles of blood Tissue fluid can be thought of simply as plasma that has leaked out of capillaries.
clotting as preventing blood
loss and preventing the entry Diagrams can help learners understand this alternative transport system and links can be made to the
of pathogens lacteals in the villus and the absorption of fatty acids and glycerol: Unit 2.
o plasma in the transport of
blood cells, ions, soluble Lymphocytes are produced by lymph glands during an infection.
nutrients, hormones and
carbon dioxide. Suggested practicals:
• Use of photomicrographs of blood smears to identify blood cells.
• Describe the transfer of • Use of bioviewers or microscopes and prepared slides.
materials between capillaries
and tissue fluid (details of the For images of blood cells:
roles of water potential and www.exploratorium.edu/imaging_station/gallery.php
hydrostatic pressure are not
required). Defending against disease:
www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/defendingagainstinfectionrev1.shtml

10.1 Diseases and • Define pathogen as a disease- A relatively simple approach to the complex topic of the body’s various defences is required. Some
immunity causing organism. white blood cells are phagocytes and the process of phagocytosis should be understood.

• Define transmissible disease as Some white blood cells (lymphocytes) secrete antibodies (which are proteins) in response to contact
a disease in which the pathogen with their particular antigen, which may be an invading pathogen or a foreign tissue that has been
can be passed from one host to transplanted.
another.
This topic also links with kidney transplants, covered in Unit 5 – a transplanted organ triggers an
• State that the pathogen for a immune response, antibodies are secreted and the organ may be rejected.
transmissible disease may be
transmitted either through direct Suggested practicals:
contact, e.g. through blood or • Make swabs from everyday objects on nutrient agar plates. Incubate for a few days at 25°C
other body fluids, or indirectly, and count bacterial colonies.
e.g. from contaminated surfaces • Compare bacterial colonies from fingers before and after washing hands with different types
or food, from animals, or from of soaps using nutrient agar plates.
the air.
Bacterial and viral infection activity:
www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/defendingagainstinfectionact.shtml

47
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• State that the body has

defences: Infectious diseases – immunity:
o mechanical barriers, limited www.abpischools.org.uk/page/modules/infectiousdiseases_immunity/index.cfm
to skin and hairs in the nose
o chemical barriers, limited to Resource Plus
mucus and stomach acid
Experiment: Disease transmission
o cells; phagocytosis and
antibody production by white This experiment focuses on investigating the importance of hygiene.
blood cells
o which can be enhanced by
vaccination.

• State that antibodies lock on to

antigens leading to direct
destruction of pathogens, or
marking of pathogens for
destruction by phagocytes.

• Explain how each pathogen has

its own antigens, which have
specific shapes, so specific
antibodies which fit the specific
shapes of the antigens are
needed.

• Define active immunity as

defence against a pathogen by
antibody production in the body.

• Explain that active immunity is

gained after an infection by a
pathogen, or by vaccination.

• Explain the process of

vaccination:
o harmless pathogen given
which has antigens

48
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o antigens trigger an immune

response by lymphocytes
which produce antibodies
o memory cells are produced
that give long-term immunity.

• Explain the role of vaccination in

controlling the spread of
diseases.

• Explain that passive immunity is

short-term defence against a
pathogen by antibodies
acquired from another
individual, e.g. mother to infant.

• State that memory cells are not

produced in passive immunity.

• Explain the importance of

passive immunity for breast-fed
infants.

• State that some diseases are

caused by the immune system
targeting and destroying body
cells, limited to Type 1 diabetes.

• Explain the importance of

hygienic food preparation, good
personal hygiene, waste
disposal and sewage treatment
in controlling the spread of
disease.

49
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

12.3 9.1 9.2

Jun 2013 Paper 23 Q6 Jun 2013 Paper 21 Q8 Jun 2011 Paper 21 Q8
Jun 2012 Paper 22 Q2
Jun 2012 Paper 32 Q4
Jun 2013 Paper 22 Q8

9.3 10
Jun 2013 Paper 23 Q9 Jun 2012 Paper 31 Q4.
2016 Specimen Paper 3 Q6

50
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

5: Coordination, response and homeostasis

Syllabus ref. Learning objectives Suggested teaching activities

14.1 Nervous • Describe a nerve impulse as an Diagrams or models can be used to illustrate the positions of the brain, spinal cord and peripheral
control in humans electrical signal that passes nerves in the body. A model of the human skeleton can also be useful. Learners can label diagrams
along nerve cells called and should differentiate between the spinal cord and the vertebral column.
neurones.
Learners should be able to suggest voluntary and involuntary responses.
• Describe the human nervous
system in terms of: They should understand that a voluntary action involves the brain in its initiation, that it is a conscious
o the central nervous system thought to make an action.
consisting of brain and spinal
cord Involuntary actions are automatic and faster than voluntary actions.
o the peripheral nervous
system Refer to heart beat in Unit 4 and peristalsis in Unit 2.
o coordination and regulation
of body functions. The structure of nerve cells can lead into the role of a reflex arc. Learners can draw a diagram with
annotated labels of a motor neurone. (I)
• Distinguish between voluntary
and involuntary actions. The reflex arc is important to many organisms for self-protection. Learners will understand its
structure if different reflexes are considered: knee jerk, touching a pin with one finger. It is important to
• Identify motor (effector), relay understand the role of the spinal cord in a reflex action and the receptor and effector.
(connector) and sensory
neurones from diagrams. Learners should understand that reflex actions are not learnt responses but automatic.
This can be shown by the labels on the reflex arc as arm muscles contract and move away from the
• Describe a simple reflex arc in stimulus, or as salivary glands that respond to food when is in the mouth.
terms of receptor, sensory
neurone, relay neurone, motor Suggested practicals:
neurones and effector. • Demonstrations of size of neurones – bioviewers or photomicrographs.
• Demonstrations of reflex actions – pupil/iris reflex, blinking, etc.
• Describe a reflex action as a • Plan an investigation to find speed of reaction – dropping the ruler or online tests.
means of automatically and
rapidly integrating and Practical biology – human sensation and perception:
coordinating stimuli with the www.nuffieldfoundation.org/practical-biology/human-sensation-and-perception
responses of effectors (muscles
and glands). Practical biology – reflex actions:
www.nuffieldfoundation.org/practical-biology/reflex-nerves-and-reactions

51
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Define a synapse as a junction

between two neurones. This website has some ideas about reaction time:
www.humanbenchmark.com/tests/reactiontime/index.php
• Describe the structure of a
synapse, including the presence Measuring reaction time:
of neurotransmitter containing www.bbc.co.uk/science/humanbody/sleep/sheep/
vesicles, the synaptic cleft and
neurotransmitter receptor
molecules.

• Describe how an impulse

triggers the release of a
neurotransmitter from vesicles
into the synaptic gap and how
the neurotransmitter diffuses
across to bind with receptor
molecules, in the membrane of
the neurone after the synaptic
gap, causing the impulse to
continue.

• State that in a reflex arc the

synapses ensure that impulses
travel in one direction only.

• State that many drugs, e.g.

heroin act upon synapses.

14.2 Sense organs • Define sense organs as groups Learners should understand that there are different types of stimuli, chemical or mechanical and that
of receptor cells responding to a sense organ combines receptors with other cells.
specific stimuli: light, sound,
touch, temperature and Simple experiments can demonstrate the response of sense organs. A circuit around the lab will allow
chemicals. all learners to investigate each stimulus and could include water at different temperatures, different
smells, ability to distinguish colours (link to colour blindness) and ability to detect sound using a sound
• Identify the structures of the generator to change pitch and amplitude.
eye, limited to cornea, iris, pupil, 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.

52
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

lens, retina, optic nerve and

blind spot. A model of the eye can be used to illustrate the relevant structures.

• Describe the function of each Extension activity: a sheep's eye (or whatever is easily available) can be dissected in class.
part of the eye, limited to:
o cornea – refracts light A large round flask containing fluorescein with a convex lens at the front can be used to show how
o iris – controls how much light light is focused on the retina (at the back of the flask).
enters pupil
o lens – focuses light onto Learners can be given a large unlabelled diagram of the eye. Laminated cards on which the key
retina labels are written can be used to actively label the eye diagram.
o retina – contains light
receptors, some sensitive to The class can be divided into teams to ask questions about structure and function to aid learning and
light of different colours the understanding of the eye.
o optic nerve – carries
impulses to the brain. Learners 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.
• Explain the pupil reflex in terms
of light intensity and pupil The pupil reflex is a good example of a reflex action. In it the pupil controls the amount of light falling
diameter (antagonistic action of on the retina for its protection.
circular and radial muscles in
the iris). Learners can work in pairs and investigate the effect on the size of pupils of having the eyes closed
for 10 seconds and then opened. The effect of a torch shone into the eye and the change in pupil size
• Explain accommodation to view when looking at a near and then a distant object can all be investigated. Learners can record their
near and distant objects in results and compare their reactions.
terms of the contraction and
relaxation of the ciliary muscles, Accommodation is shown by reading and then looking outside to a distant object.
tension in the suspensory
ligaments, shape of the lens Use ‘CCC’: Close vision: Ciliary muscles Contract.
and refraction of light.
Rods and cones are light-sensitive receptor cells in the retina. Cones for colour in the fovea. Rods for
• State the distribution of rods light intensity throughout the retina.
and cones in the retina of a
human. Extension activity: learners could investigate colour perception and colour blindness using Ishihara
plates, or dot and cross diagrams which locate the blind spot. Possible link to genetics in Unit 8.
• Outline the function of rods and
cones, limited to greater Suggested practicals:
sensitivity of rods for night • Test the distance between touch receptors on different parts of arm using two pins (blunt end)
and blind folds.

53
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

vision and three different kinds • Temperature reception of differences not actual temperatures – compare with thermometers.
of cones absorbing light of • Opportunity to check colour vision with test charts or books.
different colours for colour
vision. Revision – the eye:
www.bbc.co.uk/schools/gcsebitesize/science/edexcel/electrical/thenervoussystemrev4.shtml
• Identify the position of the
fovea. www.s-cool.co.uk/gcse/biology/nerves-and-hormones/revise-it/the-eye

Revision – reflex actions:

www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemrev3.shtml

14.3 Hormones • Define a hormone as a chemical Use a simple diagram of the human body to show the source and the site of action of different
substance, produced by a gland hormones. (I)
and carried by the blood, which
alters the activity of one or more Learners will know about the sex hormones and can add adrenaline to their diagram.
specific target organs. Adrenaline makes a good introduction to hormones as most learners can relate to its effects.

• Identify specific endocrine It should be mentioned that adrenaline bridges the gap between nervous and hormonal control
glands and their secretions, because of its fast and short lived action.
limited to adrenal glands and
adrenaline, pancreas and Learners can discuss the effects on the body of the flight and fight hormone with their own examples.
insulin, testes and testosterone
and ovaries and oestrogen. Learners may produce their own table of comparison between nervous and hormonal control
systems with sub-titles of:
• Describe adrenaline as the • form and pathway of transmission
hormone secreted in ‘fight or • speed of transmission
flight’ situations and its effects • duration of effect
including; increased breathing • response
and pulse rate and widened
pupils. Hormones and their effects:
www.abpischools.org.uk/page/modules/hormones/index.cfm
• Discuss the role of the hormone
adrenaline in the chemical Revision – hormones:
control of metabolic activity, www.bbc.co.uk/schools/gcsebitesize/science/edexcel/electrical/hormonesrev2.shtml
including increasing the blood
glucose concentration.

54
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Give examples of situations in

which adrenaline secretion
increases.

• Compare nervous and hormonal

control systems in terms of
speed and longevity of action.

• State the functions of insulin,

oestrogen and testosterone.

14.5 Tropic • Define gravitropism as a Plants are able to respond to certain stimuli.
responses response in which parts of a
plant grow towards or away Learners can now study plant response to light and water.
from gravity.
Gravitropism and phototropism should be investigated with simple experiments using seeds that have
• Define phototropism as a been germinated before the start of the topic. It should be made clear that these are plant growth
response in which parts of a responses: auxin, a plant hormone, is produced by the shoot and root tips of the growing plant.
plant grow towards or away
from the direction from which The direction of growth is related to the direction of the stimulus.
light is coming.
Gravitropism and phototropism can be investigated using a clinostat and a light box.
• Investigate gravitropism and
phototropism in shoots and Plant hormones are used to make fruit develop at the same time to allow for efficient picking.
roots.
Weeds in fields of monoculture such as wheat are killed by selective weed killers.
• Explain phototropism and
gravitropism of a shoot as Hormones can inhibit the fertilisation of fruit such as grapes that are then seedless.
examples of the chemical
control of plant growth. The learners could discuss the advantages and disadvantages of human manipulation of plant
development.
• Explain the role of auxin in
controlling shoot growth, limited Extension activity: effects of weed killers on growth of seedlings.
to: Extension activity: effects of IAA on mustard seedlings.
o auxin made in shoot tip
(only) Suggested practicals:
• Grow bean or cereal seedlings in gas jars to keep shoot or coleoptiles and root systems
straight. Turn onto side and pin onto board to show positive gravitropism of roots and

55
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o auxin spreads through the negative gravitropism of coleoptiles. Pin some germinating beans to clinostat or keep rotating
plant from the shoot tip while growing the seedlings.
o auxin is unequally distributed • Grow cress/cabbage seedlings in pot to show response to light from one side. If possible use
in response to light and different growth boxes with coloured filters to experiment with differing wavelengths.
gravity • Grow seedlings of broad leaved plants and grasses together in trays and spray with weed
o auxin stimulates cell killer of different concentrations to show differential killing of plants (takes several weeks).
elongation.
The response of seedlings to light:
• Describe the use in weed killers www.saps.org.uk/secondary/teaching-resources/185-learner-sheet-8-the-response-of-seedlings-to-
of the synthetic plant hormone light
2, 4-D.
Investigating geotropism:
www.saps.org.uk/secondary/teaching-resources/184-learner-sheet-7-the-behaviour-of-hypocotyls

Practical biology – plant responses to stimuli:

www.nuffieldfoundation.org/practical-biology/interpreting-investigation-plant-hormones

Investigating plant growth regulators:

www.saps.org.uk/secondary/teaching-resources/183-learner-sheet-6-investigating-plant-growth-
regulators

14.4 Homeostasis • Define homeostasis as the The learners should appreciate the importance of maintaining an internal steady state to keep the
maintenance of a constant conditions in the tissue fluid around the cells constant.
internal environment.
The concepts of diffusion, osmosis, enzyme activity and respiration will guide the learners to
• Explain that homeostasis is the understand the importance of constant pH, oxygen and carbon dioxide concentrations, water,
control of internal conditions enzymes and hormones. Learners could think how they feel when they have a high fever to discuss
within set limits. the importance of an internal steady state.

• Explain the concept of control The control of temperature and glucose can illustrate negative feedback. Flow diagrams can show
by negative feedback. how this is achieved.

• Describe the control of the The control of glucose content can be linked with diabetes, a relatively common disorder in many
glucose concentration of the countries. The learners should consider why it is important to control blood glucose content, thinking
blood by the liver and the roles back to what they know about diet, including sweet fizzy drinks, osmosis and respiration.
of insulin and glucagon from the
pancreas. Correct spelling is essential to distinguish between glycogen and glucagon.

56
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Body temperature is related to homeostasis in which communication is through the nervous system.
• Outline the symptoms and Learners should understand that the blood capillaries do not move up and down in the skin during
treatment of Type 1 diabetes vasodilation and vasoconstriction respectively.
(detail of β cells is not required).
Emphasise the cooling effect of sweating due to the evaporation of water. The brain receives
• Name and identify on a diagram impulses from sensory receptors and responds by adjusting the condition to maintain an optimum. A
of the skin: hairs, hair erector clear example linked to the skin is temperature control.
muscles, sweat glands,
receptors, sensory neurones, Extension activity: learners could research hypothermia and heat stroke.
blood vessels and fatty tissue.
Suggested practicals:
• Describe the maintenance of a • Use various glass containers and coverings to investigate cooling of hot water - effect of size
constant internal body (mother v baby); stature; clothing layers versus wet covering; link to surface area to volume
temperature in humans in terms ratios.
of insulation, sweating, • Chill factors with varying wind speed.
shivering and the role of the
brain (limited to blood Practical biology – sweating:
temperature receptors and www.nuffieldfoundation.org/practical-biology/interpreting-information-about-sweating-and-temperature
coordination) and vasodilation
and vasoconstriction of Skin – structure and function:
arterioles supplying skin surface www.abpischools.org.uk/page/modules/skin/index.cfm
capillaries.
A website to show penguin huddling:
www.coolantarctica.com/Antarctica%20fact%20file/science/cold_penguins.htm

Control of blood sugar:

www.abpischools.org.uk/page/modules/diabetes/index.cfm

15.1 Drugs • Define a drug as any substance This topic lends itself to class discussion or group presentations.
taken into the body that
15.2 Medicinal modifies or affects chemical Learners will understand that accepted drugs are used to relieve pain and to treat a disease or
drugs reactions in the body. infection.

• Describe the use of antibiotics Antibiotics are drugs that either disrupt the metabolic processes of growth of the bacterium or stop the
for the treatment of bacterial growth of bacterial spores.
infection.
Viruses do not have their own metabolism but use the pathways of their host cell which prevents them
from being destroyed by antibiotics.

57
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• State that some bacteria are

resistant to antibiotics which Suggested practical:
reduces the effectiveness of • Investigate the effect of caffeine on heart rate of microscopic, invertebrate, aquatic animal,
antibiotics. e.g. Daphnia.
• Effects of antibiotic disks on growth of bacteria on agar plate (use only recommended
• Explain how development of permitted bacterial strains from reliable sources) or photographs.
resistant bacteria such as
MRSA can be minimised,
limited to using antibiotics only
when essential and ensuring
treatment is completed.

• State and explain that

antibiotics kill bacteria but do
not affect viruses.

15.3 Misused • Describe the effects of The learners should be allowed to discuss the implications of taking recreational drugs both socially
drugs excessive alcohol consumption and medically including their effect on the nervous system and their possible long-term effects.
and abuse of heroin, limited to:
o powerful depressant drugs Learners need to understand the effects, the symptoms and possible problems with taking heroin.
o effect on reaction times and
self-control Many recreational drugs can become addictive such as nicotine and alcohol. (Cigarette smoking can
o addiction and withdrawal be linked with Unit 4.)
symptoms
o negative social implications, Suggested practical:
e.g. crime. Smoking in fume cupboard of cigarette attached to water pump and collect tar on cotton wool.

• Explain how heroin affects the Practical biology – Smoking:

nervous system, limited to its www.nuffieldfoundation.org/practical-biology/going-smoke
effect on the function of
synapses. Drug information:
www.talktofrank.com/

Drug abuse:

58
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• State that injecting heroin can www.abpischools.org.uk/res/coResourceImport/resources04/drugs/index.cfm

cause infections such as HIV.
Teacher resources:
• State that excessive alcohol • Drug scenes complied by: Royal College of Psychiatrists
consumption can cause liver • Drug Abuse published by: Independence Educational Publishers
damage.

• State that tobacco smoking can

cause chronic obstructive
pulmonary disease (COPD),
lung cancer and coronary heart
disease.

• Describe the effects on the gas

exchange system of tobacco
smoke and its major toxic
components, limited to carbon
monoxide, nicotine and tar.

• Discuss the evidence for the link

between smoking and lung
cancer.

• State that the liver is the site of

breakdown of alcohol and other
toxins.

• Discuss the use of hormones to

improve sporting performance,
limited to testosterone and
anabolic steroids.

13.1 Excretion in • State that urea is formed in the Refer back to the definition of excretion given in Unit 1.
humans liver from excess amino acids
by removal of the nitrogen- Excretion can be considered as another way in which the environment of cells is controlled, by
containing part of amino acids removing toxic materials, waste products of metabolism and substances in excess of requirements.
to form urea (deamination). Ensure that they understand the difference between egestion (the removal of substances from the

59
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

alimentary canal that have never been part of the body at all) and excretion. Only a simple
• Describe the role of the liver in understanding of the formation of urea from excess amino acids is required.
the assimilation of amino acids
by converting them to proteins, Mention that hormones are also broken down by the liver.
including plasma proteins, e.g.
fibrinogen. It is important to differentiate between ureter and urethra.

• State that carbon dioxide is Labelled diagrams will help the learners to understand the structure of the kidney. Refer to Unit 7 for
excreted through the lungs. male reproductive system.

• State that the kidneys excrete Extension activity: a kidney from a sheep (or whatever is easily available) can be dissected to show
urea and excess water and the structure visible without use of a microscope (gross structure).
salts.
The structure and functioning of a kidney tubule should be dealt with very simply as even learners
• Explain that the volume and studying the supplement may find details of nephron structure and the role of the kidney in
concentration of urine produced reabsorption of glucose, salts and water difficult. The structure of the kidney can lead into the use of
is affected by water intake, dialysis and the machine's role in removing excess urea and water. The importance of homeostasis
temperature and exercise. can be reinforced at this point as the kidneys are osmoregulators.

• Identify on drawings, diagrams The importance of retaining glucose must be emphasised and it is excess water, urea and salts that
and images, the ureters, are excreted in urine. This will link back to Unit 5.4 which considers diabetes.
bladder and urethra.
Diagrams of dialysis machines should be studied to enable learners to understand the process and
• Explain the need for excretion, the role of the dialysis fluid.
limited to toxicity of urea and
carbon dioxide. Learners 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
• Outline the structure of the considering kidney transplants.
kidney, limited to the cortex,
medulla and ureter. Extension activity: dissection of a kidney and teasing out of nephrons from the cortex tissue under a
microscope.
• Outline the structure and
Suggested practicals:
functioning of a kidney tubule,
including: • Dissection of an animal kidney to show difference between cortex and medulla (to obtain from
o the role of the glomerulus in local butcher or abattoir ‘in fat/suet to preserve the ureter and blood vessels).
the filtration from the blood • Use of Visking tubing to demonstrate diffusion.
• Simple food test or clinistix to identify samples of fake urine (water with yellow food colouring
with and without glucose and/or proteins).

60
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

of water, glucose, urea and

salts Kidneys:
o the role of the tubule in the www.abpischools.org.uk/res/coResourceImport/resources04/kidneys/index.cfm
reabsorption of all of the
glucose, most of the water Revision – kidney failure:
and some salts back into the www.s-cool.co.uk/gcse/biology/homeostasis/revise-it/dealing-with-kidney-failure
blood, leading to the
concentration of urea in the
urine as well as loss of
excess water and salts
(details of these processes
are not required).

• Explain dialysis in terms of salt

balance, the maintenance of
glucose concentration and the
removal of urea.

• Describe the use of dialysis in

kidney machines.

• Discuss the advantages and

disadvantages of kidney
transplants, compared with
dialysis.

61
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

14.1 14.2 14.3

Jun 2011 Paper 21 Q4 Jun 2012 Paper 22 Q9 Jun 2012 Paper 22 Q6
Jun 2013 Paper 22 Q7 Jun 2012 Paper 33 Q2
2016 Specimen Paper 4 Q3

14.4 15.2 15.3

Jun 2011 Paper 22 Q3 2016 Specimen Paper 3 Q6 Jun 2013 Paper 21 Q2
Jun 2011 Paper 32 Q2 2016 Specimen Paper 3 Q10
Jun 2012 Paper 21 Q5
Jun 2012 Paper 22 Q6
2016 Specimen Paper 4 Q2

15.3
Jun 2011 Paper 31 Q4
Jun 2012 Paper 33 Q4
Jun 2013 Paper 21 Q9
Jun 2013 Paper 22 Q2

62
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

6: Reproduction

Syllabus ref. Learning objectives Suggested teaching activities

16.1 Asexual • Define asexual reproduction as Ensure that learners understand that 'asexual' means 'not sexual'. Asexual reproduction involves only
reproduction a process resulting in the one parent, which produces new, genetically identical organisms by mitosis.
production of genetically
identical offspring from one Extension activity: agar plates that have had bacterial colonies grown on them can be set up by the
parent. class if great care is taken about safety issues.

• Identify examples of asexual Fungal spores can be easily seen on bread moulds, soft tomatoes or mushroom gills, if these are
reproduction from information allowed to develop well past the edible stage (Unit 1).
provided.
Asexual reproduction in potatoes is often difficult for learners to understand. 'Old' potatoes can be
• Discuss the advantages and used to show the 'eyes' and to explain how these can develop and produce new identical tubers.
disadvantages of asexual Learners could grow their own potato that should produce many new potatoes in about six months.
reproduction: Flow diagrams help in understanding asexual reproduction in potatoes.
o to a population of a species
in the wild Learners can make a table to list the main points to compare asexual and sexual reproduction.
o to crop production.
Learners should appreciate that many horticulturists exploit asexual reproduction in bulbs and
rhizomes, e.g. daffodils, orchids.

Suggested practicals:
• Observe various plant specimens, to include the potato and other tubers, runners.
• To observe growth of moulds and spore production – can use ‘blue-vein’ cheese if
microscopes are available.
• Grow cuttings from plants, e.g. African violets.
• Tissue culture explants such as cauliflower.

Practical biology – cloning:

www.nuffieldfoundation.org/practical-biology/cloning-living-organism

17.3 Mitosis • Define mitosis as nuclear Learners have no knowledge of genetics that will be studied in Unit 8 but they will probably be aware
division giving rise to genetically that the nucleus of a cell contains chromosomes that carry genes.
identical cells (details of stages Mitosis is a type of cell division that produces cells with identical chromosomes and genes to the
are not required). parent cell.

63
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• State the role of mitosis in Learners should be aware that mitotic division also occurs in body cells for growth or for replacement
growth, repair of damaged of worn out cells throughout the organism's life.
tissues, replacement of cells
and asexual reproduction. Mitosis is the cell division that produces identical individuals during asexual reproduction. The word
'clones' could be introduced as many learners will have heard of cloning.
• State that the exact duplication
of chromosomes occurs before A simple series of labelled diagrams showing how chromosomes behave during mitosis, with no
mitosis. names of stages or details of spindles, is all that is required.

• State that during mitosis, the Extension activity: learners could look at cells dividing in garlic or onion root tip.
copies of chromosomes
separate, maintaining the Show video clip – cell division.
chromosome number (details of
stages of mitosis are not Suggested practical:
required). Observe mitosis in garlic/onion root tip squash on a microscope slide.

• Describe stem cells as Interactive mitosis:

unspecialised cells that divide www.cellsalive.com/mitosis.htm
by mitosis to produce daughter
cells that can become Cell division (and cancer):
specialised for specific www.abpischools.org.uk/res/coResourceImport/resources04/cancer/index.cfm
functions.

16.2 Sexual • Define sexual reproduction as a Sexual reproduction should be described as a process in which gametes fuse together in a process
reproduction process involving the fusion of called fertilisation, producing a zygote.
the nuclei of two haploid
gametes (sex cells) to form a Learners should understand that this need not always involve two parents: self-fertilisation, which is
diploid zygote and the not uncommon in plants, is still sexual reproduction.
production of offspring that are
genetically different from each Unlike asexual reproduction, sexual reproduction introduces genetic variation amongst the offspring.
other. (Link to Unit 8.)

• Define fertilisation as the fusion A table can be drawn up to compare asexual with sexual reproduction.
of gamete nuclei.

64
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Discuss the advantages and

disadvantages of sexual
reproduction:
o to a population of a species
in the wild
o to crop production.

17.4 Meiosis • State that meiosis is involved in Learners can use coloured pipe cleaners or wool to visualise the different positions of the
the production of gametes. chromosomes during meiosis and to understand how the cell chromosome number is halved and how
genetic variation can occur. (I)
• Define meiosis as nuclear
(reduction) division in which the At this stage the important concept is that gametes are haploid cells. (Link to Unit 7)
chromosome number is halved
from diploid to haploid resulting The description of meiosis should be kept as simple as possible, concentrating on its results rather
in genetically different cells than any details of the process itself.
(details of stages are not
required). Interactive meiosis:
www.cellsalive.com/meiosis.htm
• Explain how meiosis produces
variation by forming new
combinations of maternal and
paternal chromosomes (specific
details are not required).

16.3 Sexual • Identify and draw, using a hand Learners should look closely at the structure of a simple, radially symmetrical, insect-pollinated flower.
reproduction in lens if necessary, the sepals, They can dissect it to identify the different parts, using a light microscope or a hand lens. Annotate the
plants petals, stamens, filaments and diagrams to understand how the structure is adapted to its function. (I)
anthers, carpels, style, stigma,

65
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

ovary and ovules, of an insect- This is a good opportunity to develop or assess the practical skills of observation and recording.
pollinated flower. Learners can find the terminology difficult to learn and different flowers should be available to study.

• State the functions of the Magnification can be calculated for the parts of the flower. (Link to Unit 1)
sepals, petals, anthers, stigmas
and ovaries. The functions of these flower parts are more easily understood if they are included when the structure
of a flower is being drawn.
• Use a hand lens to identify and
describe the anthers and Extension activity: if there is time and the facilities, pollen grains can be collected from anthers of
stigmas of a wind-pollinated nasturtium, dead nettle or any flower with ripe stamens. A few pollen grains can be transferred to filter
flower. paper in a Petri dish and 1 cm3 of 0.4 M/dm3 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
• Distinguish between the pollen after an hour or more.
grains of insect-pollinated and
wind-pollinated flowers. A table can be constructed to compare self- and cross-pollination. (I)

• Define pollination as the transfer Learners should discuss the possible outcomes of self and cross-pollination in terms of the degree of
of pollen grains from the anther variation amongst offspring, and to compare the effects this might have on populations. This could be
to the stigma. reviewed in Unit 8.4 Variation.

• Define self-pollination as the Samples of insect-pollinated and wind-pollinated flowers (grasses and cereals are good examples of
transfer of pollen grains from the latter) can be studied and compared.
the anther of a flower to the
stigma of the same flower or Fertilisation should be dealt with simply, there is no need for details of embryo sacs or the different
different flower on the same nuclei involved.
plant.
However, teachers should explain that germination involves the growth of a pollen tube from the
• Define cross-pollination as pollen grain down the style to the ovary wall. The male nucleus (not the pollen grain) is the male
transfer of pollen grains from gamete and fertilises an ovule. If the ovary contains many ovules, each will need to be fertilised by a
the anther of a flower to the different pollen nucleus. The fertilised ovule divides by mitosis (link to mitosis earlier in this unit) to
stigma of a flower on a different form a seed.
plant of the same species.
The structure of seeds should be investigated practically. Soaked bean seeds are large and easy to
• Discuss the implications to a see but need to be soaked at least two days before the lesson. (I)
species of self-pollination and
cross-pollination in terms of If possible, learners should be able to watch a flowering plant through all the stages from flowering
variation, capacity to respond to through to fruit and seed development. This helps them to understand how fruits and seeds develop
after fertilisation.

66
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

changes in the environment and

reliance on pollinators. 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
• Describe the growth of the this.
pollen tube and its entry into the
ovule followed by fertilisation An experiment to measure the time taken for seeds of sycamore, lime or ash to fall can allow the
(details of production of learners to investigate different variables of height, mass of seed and wind currents. At least 10
endosperm and development measurements for each type of seed will allow learners to construct tally charts, to calculate the mean
are not required). and to discuss the errors in such an investigation.

• Describe the structural Extension activity: the topic of the effect of the environment on germination is an excellent
adaptations of insect-pollinated opportunity for candidates to design a simple investigation for themselves. Note that most of the
and wind-pollinated flowers. seeds that are used in laboratories are derived from crop plants, and these do not normally require
light for germination.
• State that fertilisation occurs
when a pollen nucleus fuses Suggested practicals:
with a nucleus in an ovule. • Observe large, insect pollinated flowers from a local source. Use a hand lens to see detail of
stigma, nectary, etc.
• Investigate and state the • Germinate pollen grains to view pollen tubes and observing the microscopic extension (in a
environmental conditions that short time) in suitable medium on glass slides.
affect germination of seeds, • Use a hand lens to identify and describe the anthers and stigmas of one, locally available,
limited to the requirement for named, wind-pollinated flower.
water, oxygen and a suitable • Examine the pollen grains under a light microscope or in photomicrographs.
temperature. • Observe large soaked seeds, e.g. beans to observe cotyledons, plumule and radicle, and
grow some seeds to show both hypogeal and epigeal types of germination.
• Observe a range of fruits and discuss dispersal means.
• Plan experiments and investigate factors (temperature, water, oxygen) affecting the
germination of different seeds.

Flower structure:
www.saps.org.uk/secondary/teaching-resources/547-the-structure-of-flowers

www.britannica.com/EBchecked/topic/357598/dicotyledon

Video clip – germination:

www.bbc.co.uk/learningzone/clips/an-introduction-to-seed-germination-and-growth/63.html

67
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

16.1 17.4 16.3

Jun 2012 Paper 21 Q6 Jun 2012 Paper 33 Q5c Jun 2011 Paper 32 Q4d and e
Jun 2012 Paper 31 Q3
Jun 2013 Paper 21 Q4
Jun 2013 Paper 22 Q9
Jun 2013 Paper 23 Q7
2016 Specimen Paper 3 Q7
2016 Specimen Paper 4 Q4d

68
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

7: Human reproduction

Syllabus ref. Learning objectives Suggested teaching activities

16.4 Sexual • Identify and name on diagrams Diagrams and models can be used to illustrate the structure of the male and female reproductive
reproduction in of the male reproductive systems. Learners should be able to interpret either front or side views.
humans system: the testes, scrotum,
sperm ducts, prostate gland, Learners need to be able to spell uterus and urethra correctly.
urethra and penis, and state the
functions of these parts. It should be emphasised that ovulation occurs monthly and that the cycle is repeated throughout a
woman's fertile life.
• Identify and name on diagrams
of the female reproductive Mention that fertilisation usually takes place in an oviduct, rather than the uterus.
system: the ovaries, oviducts,
uterus, cervix and vagina, and Explain the importance of male and female gametes in sexual reproduction.
state the functions of these
parts. Gametes could be compared as a table. (Link to specialised cells in Unit 1)

• Describe fertilisation as the Extension activity: learners could research the link between the early developing embryo and stem
fusion of the nuclei from a male cells.
gamete (sperm) and a female
gamete (egg cell/ovum). 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
• Compare male and female the maximum diffusion across the membrane.
gametes in terms of size,
structure, motility and numbers. Understand that maternal blood and fetal blood do not mix. The mother may have a different blood
group and her blood is at a much higher pressure.
• State and explain the adaptive
features of sperm, limited to Protection of the fetus: the amniotic sac prevents entry of bacteria and the amniotic fluid supports the
flagellum, mitochondria and fetus from physical damage and absorbs the excretory materials of the fetus.
enzymes in the acrosome.
Learners should understand that glucose and amino acids cross the placenta, not 'large' nutrients.
• State and explain the adaptive Oxygen, glucose and amino acids diffuse into the blood of the fetus.
features of egg cells, limited to
energy stores and the jelly coat It is important to emphasise the importance of the mother's diet during pregnancy and to emphasise
that changes at fertilisation. the possible problems incurred by the fetus if the mother smokes or drinks. (Link to Unit 5)

Mention that hormones are involved in the process of birth.

69
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• State that in early development, Discussion on the topic of birth may need to be controlled and it can be important for the teacher to
the zygote forms an embryo have some knowledge of the group's family situation as many learners will talk about cot deaths,
which is a ball of cells that stillborn babies, caesarean section births, miscarriages, etc.
implants into the wall of the
uterus. The topic of breast-feeding can be dealt with through discussion, perhaps after learners have done a
little research of their own. The biological advantages of breast-feeding are incontrovertible, but
• State and describe the functions learners should also be aware of social and health reasons why there are benefits to breast feeding.
of the amniotic sac and amniotic
fluid, placenta and umbilical Human fertilisation:
cord in relation to exchange of www.bbc.co.uk/learningzone/clips/human-fertilisation/1849.html
dissolved nutrients, gases and
excretory products and Breastfeeding:
providing a barrier to toxins and www.cyberparent.com/breastfeed/
pathogens (structural details are
not required). Bottle and breast feeding:
www.nct.org.uk/parenting/feeding
• State that some toxins, e.g.
nicotine, and pathogens, e.g. Breastfeeding advice:
rubella virus, can pass across www.nhs.uk/Planners/breastfeeding/Pages/breastfeeding.aspx
the placenta and affect the
fetus. Revision and animations – human reproduction:
www.bbc.co.uk/education/guides/z7mbkqt/revision
• Outline the growth and
development of the fetus in
terms of increasing complexity
in the early stages and
increasing size towards the end
of pregnancy.

• Describe the ante-natal care of

pregnant women, limited to
special dietary needs and the
harm from smoking and alcohol
consumption.

• Outline the processes involved

in labour and birth, limited to:

70
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o breaking of the amniotic sac

o contraction of the muscles in
the uterus wall
o dilation of the cervix
o passage through the vagina
o tying and cutting the
umbilical cord
o delivery of the afterbirth.

• Discuss the advantages and

disadvantages of breast-feeding
compared with bottle-feeding
using formula milk.

16.5 Sex hormones • Describe the roles of The general characteristics of hormones will already have been covered and here the sex hormones
in humans testosterone and oestrogen in are introduced.
the development and regulation Puberty is when the sex organs become mature and start to produce hormones as well as gametes.
of secondary sexual
characteristics during puberty. Learners can make a table to compare the secondary sexual characteristics as shown by males and
females. (I)
• Describe the sites of production
of oestrogen and progesterone Control of the menstrual cycle can be a difficult topic to understand and past questions are a means
in the menstrual cycle and in of reinforcing the ideas. Candidates should be aware of the cyclical secretion of oestrogen and
pregnancy. progesterone from the ovary. Progesterone is also secreted by the placenta during pregnancy. (Link
to Unit 7 supplement)
• Describe the menstrual cycle in
terms of changes in the lining of Learners should draw a chart/graph and write in the hormones (in different colours) at the relevant
the uterus and ovaries. times within the cycle. (I)

• Explain the role of hormones in Hormones in the menstrual cycle:

controlling the menstrual cycle www.bbc.co.uk/education/guides/z7mbkqt/revision
and pregnancy, limited to FSH,
LH, progesterone and
oestrogen.

71
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

16.6 Methods of • Outline the following methods of A simple description of the biological basis of the different types of birth control is required.
birth control in birth control:
humans o natural, limited to Learners should also understand the relative effectiveness of each and may want to discuss the ways
abstinence, monitoring body in which religious or cultural beliefs can affect their use. Learners may be shown examples of each
temperature and cervical type of contraceptive.
mucus
o chemical, limited to IUD, The advantages of condoms in reducing the risk of transmitting diseases such as HIV/AIDS should
IUS, contraceptive pill, also be considered.
implant and injection
o barrier, limited to condom, A simple factual treatment of what artificial insemination is, and the use of fertility drugs, will be
femidom, diaphragm required before learners can discuss the social and ethical issues associated with it.
o surgical, limited to
vasectomy and female Extension activity: these issues regularly find their way into the news, and it is useful to collect a
sterilisation. range of articles from newspapers and magazines that could form the basis for discussion.

• Outline the use of hormones in Teens condom tips:

contraception and fertility www.avert.org/teens-condoms.htm
treatments.

• Outline artificial insemination

(AI).

• Outline in vitro fertilisation (IVF).

• Discuss the social implications

of contraception and fertility
treatments.

16.7 Sexually • Define sexually transmitted Gonorrhoea is used as an example of a relatively common sexually-transmitted disease caused by a
transmitted infection as an infection that is bacterium, readily treated with antibiotics. (Link to Unit 5.)
infections (STIs) transmitted via body fluids
through sexual contact. 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, with reference back to
• State that human the functions of white blood cells in Unit 4, and how the use of a mechanical barrier such as a condom
immunodeficiency virus (HIV) is can control the spread of STIs.
an example of an STI.
Link to Unit 5, the action of antibiotics on bacteria but not on viruses.

72
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Explain how the spread of STIs

is controlled. Extension activity: learners could research current advances in HIV treatments and drugs.
HIV/AIDS:
• Describe the methods of www.abpischools.org.uk/page/modules/diseases/diseases3.cfm
transmission of HIV.

• State that HIV infection may

lead to AIDS.

• Outline how HIV affects the

immune system, limited to
decreased lymphocyte numbers
and reduced ability to produce
antibodies.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

16.4 16.5 16.6

Jun 2011 Paper 21 Q3 Jun 2012 Paper 22 Q4 Jun 2011 Paper 22 Q4b
Jun 2011 Paper 22 Q4 Jun 2012 Paper 31 Q5 Jun 2012 Paper 32 Q5c
Jun 2011 Paper 31 Q3 Jun 2012 Paper 33 Q5
Jun 2011 Paper 32 Q3
Jun 2012 Paper 21 Q4
Jun 2012 Paper 22 Q4
Jun 2012 Paper 31 Q5
Jun 2012 Paper 32 Q5
Jun 2012 Paper 33 Q5
Jun 2013 Paper 22 Q5
Jun 2013 Paper 23 Q3
2016 Specimen Paper 3 Q3

73
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

8: Inheritance and evolution

Syllabus ref. Learning objectives Suggested teaching activities

17.1 Inheritance • Define inheritance as the Learners to come up with a possible definition of inheritance.
transmission of genetic
information from generation to Overview – genes and inheritance:
generation. www.abpischools.org.uk/page/modules/genome/index.cfm

17.2 • Define chromosome as a Learners should know that a chromosome is a length of DNA and that each chromosome carries a
Chromosomes, thread-like structure of DNA, large number of genes.
genes and proteins carrying genetic information in
the form of genes. It is important to use the terms 'gene' and 'allele' correctly right from the start. An allele is a variety/an
alternative form of a gene, and many genes have many different alleles.
• Define gene as a length of DNA
that codes for a protein. Learners can draw the structures and write the definition beside the diagram to help them to learn the
words and their definitions. Flash cards for key words and their definitions can be useful for learners
• Define allele as a version of a to quiz themselves when working in small groups.
gene.
It may be sufficient to state that males have XY sex chromosomes and females have XX sex
• Describe the inheritance of sex chromosomes and to return to their inheritance later in Unit 8 Monohybrid inheritance.
in humans with reference to XX
and XY chromosomes. At Cambridge IGCSE Core 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
• Explain that the sequence of particular protein.
bases in a gene is the genetic
code for putting together amino Extension activity: DNA extraction. Simple gel electrophoresis using coloured dyes.
acids in the correct order to
make a specific protein Extension activity: learners may be interested to discuss the human genome project, which has
(knowledge of the details of mapped all the genes on the human chromosomes.
nucleotide structure is not
required). Learners 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)
• Explain that DNA controls cell while a diploid cell has two complete sets. Meiosis produces haploid cells from a diploid cell.
function by controlling the
production of proteins (some of Models using pipe-cleaners can be useful in showing the behaviour of chromosomes in gamete
which are enzymes), antibodies formation and fertilisation.
Suggested practicals:

74
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

and receptors for • Extract DNA from fruit using cold ethanol and dish washing liquid.
neurotransmitters. • Identify the sex chromosomes from photographs of karyotypes.
• Observe human karyotype to identify trisomy (chromosome 21) with Downs Syndrome and to
• Explain how a protein is made, look at the incidence through data on web sites.
limited to:
o the gene coding for the Resource Plus
protein remains in the
nucleus Experiment: Extracting DNA from split peas
o mRNA molecules carry a This experiment focuses on an extraction of DNA from split peas.
copy of the gene to the
cytoplasm Links with 1.3 Features of organisms and 4.1 Biological molecules.
o the mRNA passes through
ribosomes The Human Genome Project:
o the ribosome assembles www.genome.gov/Education/
amino acids into protein Includes fact sheets and information on all aspects of genetics.
molecules
o the specific order of amino Practical biology – DNA:
acids is determined by the www.nuffieldfoundation.org/practical-biology/extracting-dna-living-things
sequence of bases in the
mRNA (knowledge of the
details of transcription or
translation is not required).

• Explain that all body cells in an

organism contain the same
genes, but many genes in a
particular cell are not expressed
because the cell only makes the
specific proteins it needs.

• Define a haploid nucleus as a

nucleus containing a single set
of unpaired chromosomes, e.g.
in gametes.

• Define a diploid nucleus as a

nucleus containing two sets of

75
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

chromosomes, e.g. in body

cells.

• State that in a diploid cell, there

is a pair of each type of
chromosome and in a human
diploid cell there are 23 pairs.

17.5 Monohybrid • Define genotype as the genetic It is best to consider the meanings of these terms before thinking about inheritance. They can best be
inheritance make-up of an organism in illustrated and explained with reference to a particular characteristic. Choose something simple and
terms of the alleles present. that is likely to appeal to learners, such as coat colour of an animal.

• Define phenotype as the It should involve a gene with two alleles, one dominant and one recessive. Learners should learn that
observable features of an one letter is used to represent these alleles, with an upper case letter for the dominant allele and a
organism. lower case letter for the recessive allele. They should also learn to write the dominant allele first.

• Define homozygous as having They will know that most cells are diploid and so should be able to understand that they therefore
two identical alleles of a carry two copies of each gene.
particular gene.
The terms genotype, phenotype, homozygous and heterozygous can be introduced and defined in
• State that two identical relation to simple genetic crosses.
homozygous individuals that It is a good idea to spend some time with such examples, using a Punnett square for clarity especially
breed together will be pure- with the Core learners. Ensure that learners are thoroughly confident using the terminology, before
breeding. beginning to think about how inheritance occurs.

• Define heterozygous as having Learners should be reminded that gametes are haploid cells and therefore carry only one copy of
two different alleles of a each gene. They can be asked to work out what kind of gametes will be produced by organisms with
particular gene. 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.
• State that a heterozygous
individual will not be pure- Discourage learners from automatically writing down two gametes from each parent. This is only
breeding. 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. Learners
• Define dominant as an allele can then be introduced to the idea of random fertilisation, in which any kind of gamete from the male
that is expressed if it is present. 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 learners to understand.

76
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Define recessive as an allele In the boxes, ensure that learners understand that what they have worked out is the probability of
that is only expressed when particular genotypes being produced. The fact that, for example, four different genotypes are present
there is no dominant allele of amongst the offspring does not mean that the parents will have four children. Learners need to be
the gene present. familiar with the monohybrid crosses 1 : 1 and 3 : 1.
The inheritance of sex can be dealt with in the same way as the inheritance of genes, but this time the
• Interpret pedigree diagrams for symbols X and Y are used to indicate whole chromosomes, not alleles of a gene. Learners should be
the inheritance of a given able to draw genetic crosses to show the expected 1 : 1 ratio.
characteristic.
Extension activity: learners could try the Genetics Breeding Game.
• Use genetic diagrams to predict
the results of monohybrid Suggested practicals:
crosses and calculate • Purchase seeds from specific crosses to germinate, e.g. Arabidopsis, tobacco seeds, upon
phenotypic ratios, limited to 1:1 germination have cotyledons with and without chlorophyll in 3 : 1 ratio.
and 3:1 ratios. • Count seeds on maize cobs from different crosses and compare with predicted ratios.

• Explain how to use a test cross Genotype and phenotype:

to identify an unknown www.brooklyn.cuny.edu/bc/ahp/BioInfo/GP/Definition.html
genotype.
Video clip – inheritance:
• Use Punnett squares in crosses www.bbc.co.uk/learningzone/clips/dominant-and-recessive-characteristics/4197.html
which result in more than one
genotype to work out and show
the possible different
genotypes.

17.5 Co- • Explain co-dominance by Co-dominance is the combination of two different alleles that will produce an effect that is a mixture of
dominance and sex reference to the inheritance of both of them. The correct use of symbols should be encouraged; where co-dominance exists, the
linkage ABO blood groups – gene is shown with an upper case letter, with superscripts to represent the different alleles. It is
phenotypes being A, B, AB and helpful to write down a list of all the possible genotypes for blood groups and the resulting phenotypes
O blood groups and alleles before attempting to deal with any crosses.
being IA, IB and Io .
Ensure that the correct symbols, as used in the syllabus, are automatically used by learners.
• Define a sex-linked
characteristic as a characteristic The biology project – blood types:
in which the gene responsible is www.biology.arizona.edu/human_bio/problem_sets/blood_types/Intro.html
located on a sex chromosome
and that this makes it more

77
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

common in one sex than in the

other.

• Describe colour blindness as an

example of sex linkage.

• Use genetic diagrams to predict

the results of monohybrid
crosses involving co-dominance
or sex linkage and calculate
phenotypic ratios.

18.1 Variation • Define variation as differences Continuous variation can be illustrated by almost any characteristic that is measurable on a human:
between individuals of the same height, length of middle finger, wrist circumference, will each give a good range of results and not
species. cause any embarrassment.

• Distinguish between phenotypic Leaves or other plant material can also be used to generate a range of results. Learners can see that
variation and genetic variation. a range of values is obtained. 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
• State that phenotypic variation plotted on a histogram.
is caused by both genetic and
environmental factors. A common misconception is that 'continuous variation' means something that changes through your
life. Although this is true of the measurements learners are likely to have made to illustrate this, it is
• State that continuous variation not the correct meaning of the term. Use other features, such as hair or eye colour, to emphasise the
results in a range of phenotypes real meaning of continuous variation.
between two extremes, e.g.
height in humans. Learners 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. Learners can draw bar charts to show
• State that discontinuous the relative proportions of people with the four blood groups. They will not find it difficult to understand
variation results in a limited that everyone fits into one of these four categories, with no in-betweens, and this is therefore an
number of phenotypes with no example of discontinuous variation.
intermediates, e.g. tongue
rolling. A second example is gender.

• State that discontinuous Learners should understand that discontinuous variation is caused purely by genes but continuous
variation is mostly caused by variation often involves influence by the environment as well.

78
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

genes alone, e.g. A, B, AB and Mutation can be defined as an unpredictable change in the DNA content of a cell. It can affect a single
O blood groups in humans. 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
• Record and present the results to Unit 8)
of investigations into continuous
and discontinuous variation. Extension activity: Down's syndrome is used to illustrate a mutation that occurs during meiosis and
affects the number of chromosomes in a cell. Learners could look at karyotypes of people with Down's
• Define mutation as genetic syndrome and compare them with karyotypes of males and females with the normal number of
change. chromosomes. When discussing any genetic condition, it should be done with care and sensitivity.
Ionising radiation and mustard gas can be given as examples of factors that may cause mutation.
• Define gene mutation as a Chernobyl in 1984 is an example of radiation that caused mutations in hundreds of people and unborn
change in the base sequence of babies. The Fukushima nuclear disaster in Japan in 2011 may cause mutations.
DNA.
Sickle cell anaemia can be explained as the result of a mutation in the gene that codes for the
• State that mutation is the way in production of haemoglobin. The effects of this on the carriage of oxygen and the consequences for
which new alleles are formed. respiring cells in body tissues can be discussed. Its inheritance can also be considered. Learners can
look at maps showing the distribution of malaria and of sickle cell anaemia. Some learners may have
• State that ionising radiation and some degree of sickle cell anaemia and will be able to talk about it to the class. It is a good way to
some chemicals increase the introduce the ideas of selection pressures, and natural selection.
rate of mutation.
Suggested practicals:
• Describe the symptoms of • To show continuous variation in plants as well as humans, measure size of fruits or seeds,
sickle-cell anaemia. number of beans to be picked up in one hand, height, hand span, etc. Work out the frequency
of large data sets and plot histograms.
• Explain how a change in the • To discuss inheritance of different characteristics in plants as well as humans to show
base sequence of the gene for discontinuous variation. E.g. tasters versus non-tasters, lobed ears v attached ears.
haemoglobin results in
abnormal haemoglobin and Practical biology – variation in humans:
sickle-shaped red blood cells. www.nuffieldfoundation.org/practical-biology/introducing-ideas-about-inheritance

• Use genetic diagrams to show Practical biology – variation in Ivy leaves:

how sickle-cell anaemia is www.nuffieldfoundation.org/practical-biology/recording-variation-ivy-leaves
inherited.
Variation – continuous and discontinuous:
• State that people who are www.bbc.co.uk/scotland/learning/bitesize/standard/biology/inheritance/
heterozygous (HbSHbA) for the
Sources of variation:
http://learn.genetics.utah.edu/content/variation/

79
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

sickle-cell allele have a

resistance to malaria.

• Explain the distribution of the

sickle-cell allele in human
populations with reference to
the distribution of malaria.

18.2 Adaptive • Define adaptive feature as an Learners could be asked to investigate the adaptive features of a range of animals and plants living in
features inherited feature of an organism a variety of habitats. (I) These could be presented to the class.
that increase its fitness (that
helps an organism to survive Suggested practicals:
and reproduce in its • Simulate penguin huddling using test-tubes filled with hot water. Compare the rate of cooling
environment). of single test-tubes with those on the edge and in the middle of a huddle of seven test-tubes.
• Woodlice choice chambers using wet/dry or light/dark.
• Define fitness as the probability • Compare density of sowing of seeds, e.g. radish.
of an organism surviving and • Demonstrate camouflage using two different coloured background cards and coloured
reproducing in the environment cocktails sticks of the same colour. Pick them up with different types of forceps.
in which it is found. • Investigate the distribution of Pleurococcus at different points around a tree trunk.

• Interpret images or other The BBC has a great number of video clips showing organisms adapted to a range of habitats and
information about a species to lifestyles.
describe its adaptive features. www.bbc.co.uk/nature/adaptations

• Explain the adaptive features of Online:

hydrophytes and xerophytes to Desert plant survival:
their environments. www.desertusa.com/du_plantsurv.html

18.3 Selection • Describe natural selection with If learners have already studied sickle cell anaemia, they will already have thought about the ideas of
reference to: differential survival and selection. Those individuals better adapted to the environment will pass on
o variation within populations their alleles to their offspring, so that the alleles that confer the advantageous characteristics gradually
o production of many offspring become more common. Over time, this could lead to a change in the overall characteristics of the
o competition for resources species.
o struggle for survival
o reproduction by individuals Extension activity: natural selection game.
that are better adapted to the
environment than others

80
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o passing on of their alleles to Learners are already aware that variation occurs within populations of organisms, and they will not
the next generation. find it difficult to think how humans may choose a particular variety of an animal or plant and use this
to breed from.
• Describe evolution as the
change in adaptive features of a Examples of selective breeding by artificial selection include:
population over time as the • Jersey cattle that have a high milk yield.
result of natural selection. • Wheat that has high seed yield, and shorter stems and so are easier to harvest.
• Rice that has roots tolerant to lactic acid.
• Define the process of • Maize has been bred to be able to adapt to low carbon dioxide concentrations.
adaptation as the process,
resulting from natural selection, It should be made clear that this selection needs to continue for many generations and does not
by which populations become produce immediate results.
more suited to their environment
over many generations. Learners are interested in this topic and groups within the class could present some ideas to the
whole class.
• Describe the development of
strains of antibiotic resistant Practical biology – modelling natural selection:
bacteria as an example of www.nuffieldfoundation.org/practical-biology/modelling-natural-selection
evolution by natural selection.
Artificial vs natural selection:
• Describe selective breeding with http://learn.genetics.utah.edu/content/selection/artificial/
reference to:
o selection by humans of Natural selection game:
individuals with desirable www.biology4all.com/resources_library/source/200.doc
features
o crossing these individuals to A selection of excellent resources explaining the process of evolution:
produce the next generation http://learn.genetics.utah.edu/content/selection/
o selection of offspring
showing the desirable Selective breeding:
features. www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/genesrev2.shtml

• State the differences between MRSA:

natural and artificial selection. www.dnadarwin.org/casestudies/9/
(advanced, but contains some useful information)
• Outline how selective breeding
by artificial selection is carried Antibiotic resistance:
out over many generations to www.abpischools.org.uk/page/modules/infectiousdiseases_medicines/index.cfm

81
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

improve crop plants and

domesticated animals.

20.1 Biotechnology • State that bacteria are useful in Use simple diagrams of bacteria containing circular DNA to show how a section of human DNA can
and genetic biotechnology and genetic be inserted into the bacterial DNA. (I)
engineering engineering due to their rapid
reproduction rate and their Extension activity: learners could research recent advances in biotechnology and report back. This
ability to make complex might lead to learner participation in the STEM project “Talking about genetics” (Science Across the
molecules. World).

• Discuss why bacteria are useful Science across the world – genetic modification:
in biotechnology and genetic www.nationalstemcentre.org.uk/elibrary/resource/1750/talking-about-genetics
engineering, limited to:
o lack of ethical concerns over Biotechnology:
their manipulation and www.abpischools.org.uk/page/modules/biotech/index.cfm
growth
o genetic code shared with all
other organisms
o presence of plasmids.

20.2 Biotechnology • Describe the role of anaerobic Links should be made with respiration in Unit 4.
respiration in yeast during
production of ethanol for Practical work could include the production of bread dough under different conditions (including sugar
biofuels. concentration).

• Describe the role of anaerobic Practical work could be the use of pectinase to produce and clarify apple juice, and the use of
respiration in yeast during biological washing powders.
bread-making.
Practical work could be the use of enzymes to produce lactose-free milk.
• Investigate and describe the
use of pectinase in fruit juice Suggested practicals:
production. • Use immobilised lactase to produce lactose-free milk.
• Large flasks can be used to show simple laboratory fermenters.
• Investigate and describe the • Investigate the use of pectinase on fruit pulp by filtering juice with and without enzyme.
use of biological washing • Make bread using yeast.
powders that contain enzymes. • Investigate how temperature affects the cleaning power of biological detergents.

82
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Investigate and explain the use Resource Plus

of lactase to produce lactose-
Experiment: Biotechnology – juicing apples
free milk.
This experiment focuses on the use of enzymes in an industrial process (biotechnology).
• Describe the role of the fungus
Penicillium in the production of
the antibiotic penicillin.

• Explain how fermenters are

used in the production of
penicillin.

20.3 Genetic • Define genetic engineering as The genetic modification involves numerous stages, best illustrated with animation.
engineering changing the genetic material of
an organism by removing, Explain that DNA can be cut in certain places using different restriction enzymes to select the correct
changing or inserting individual gene. If the same restriction enzyme is used to cut the bacterial DNA then the ends of the human and
genes. bacterial DNA will stick together.

• State examples of genetic Extension activity: simple gel electrophoresis. If time is available learners could attempt start-stop
engineering: animation methods to produce their own short film of the process.
o the insertion of human genes
into bacteria to produce Learners prepare a table of advantages and disadvantages of genetically modified crops.
human insulin
o the insertion of genes into Genetic engineering:
crop plants to confer www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/genesrev3.shtml
resistance to herbicides
o the insertion of genes into Advantages and disadvantages of GM:
crop plants to confer www.bbc.co.uk/schools/gcsebitesize/science/add_edexcel/cells/dnarev6.shtml
resistance to insect pests
o the insertion of genes into
crop plants to provide
additional vitamins.

• Outline genetic engineering

using bacterial production of a
human protein as an example,
limited to:

83
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

o isolation of the DNA making

up a human gene using
restriction enzymes, forming
sticky ends
o cutting of bacterial plasmid
DNA with the same
restriction enzymes, forming
complementary sticky ends
o insertion of human DNA into
bacterial plasmid DNA using
DNA ligase to form a
recombinant plasmid
o insertion of plasmid into
bacteria (specific detail is not
required)
o replication of bacteria
containing recombinant
plasmids which make human
protein as they express the
gene.

• Discuss the advantages and

disadvantages of genetically
modifying crops, such as soya,
maize and rice.

84
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

17.5 17.5 18.1

Jun 2011 Paper 31 Q4c Jun 2012 Paper 31 Q4 Jun 2011 Paper 21 Q5b
Jun 2011 Paper 32 Q4 2016 Specimen Paper 4 Q4 Jun 2011 Paper 22 Q5
Jun 2013 Paper 21 Q7 Jun 2013 Paper 22 Q9
Jun 2013 Paper 22 Q3
2016 Specimen Paper 3 Q11

18.3 20.2
Jun 2011 Paper 31 Q6 2016 Specimen Paper 3 Q8
Jun 2012 Paper 32 Q6 2016 Specimen Paper 4 Q5

85
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

9: Organisms and environment

Syllabus ref. Learning objectives Suggested teaching activities

19.1 Energy flow • State that the Sun is the Having looked at the range of different types of organisms that live in different habitats, learners now
principal source of energy input consider the relationships between them. The concept of energy is not an easy one, and learners who
to biological systems. are not studying physics or chemistry will need an opportunity to discuss what it means.

• Describe the flow of energy There is an important link to be made between photosynthesis and respiration including the concept
through living organisms that animals obtain energy-rich nutrients from plants. Cross reference with food chains and food
including light energy from the webs.
sun and chemical energy in
organisms and its eventual All organisms directly or indirectly get their energy from the Sun. Energy given out by organisms is
transfer to the environment. lost to the environment.

19.2 Food chains • Define a food chain as showing If learners have an opportunity to visit a habitat, even if only in the school grounds, then they should
and food webs the transfer of energy from one be able to construct food chains and food webs for themselves.
organism to the next, beginning
with a producer. The Sun should not be included in a food chain or food web.

• State and describe how energy Emphasise that the arrows in a food chain represent the direction of energy flow, towards the eater.
is transferred between
organisms in a food chain Definitions of each of the terms can be built up once learners are comfortable with the concept of food
(trophic levels) by ingestion. chains.

• Define trophic level as the Learners who have studied physics may already understand that energy transfers are never 100%
position of an organism in a efficient, and that some energy is always lost as heat when energy is transferred from one form to
food chain, food web, pyramid another.
of numbers or pyramid of
biomass. To understand the concept of heat lost from food chains and webs, learners should discuss a
particular example, such as energy transfer from grass in a field to the cattle that are eating it.
• Construct simple food chains.
Once energy losses are understood, it should become apparent that food chains cannot go on
• Define a food web as a network forever.
of interconnected food chains. 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.
• Define producer as an organism
that makes its own organic

86
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

nutrients, usually using energy Learners studying the supplement can now take the ideas of energy flow and losses between trophic
from sunlight, through levels a little further, and think of their implications for human populations. Some farmers keep their
photosynthesis. animals in pens to restrict the loss of energy from the animals.

• Define consumer as an Learners could consider why, if it is inefficient in terms of energy, that so many human populations
organism that gets its energy by use animals for food. (Links with Unit 2 and Unit 8)
feeding on other organisms.
Pyramids of numbers, biomass and energy can be drawn for a particular food chain or web.
• State that consumers may be
classed as primary, secondary Learners can think of them as a kind of graph, in which the areas of the boxes represent values for
and tertiary according to their whatever is being plotted.
position in a food chain.
Learners can understand that producers that have the largest numbers and access to a field or wood
• Define herbivore as an animal will illustrate this.
that gets its energy by eating
plants. Pyramids of numbers should be drawn with accurate horizontal bars. Exceptions should be shown; a
single tree, for example.
• Define carnivore as an animal
that gets its energy by eating Pyramids of biomass represent the amount of living material.
other animals.
Extension activity: collection of leaf litter and construction of a pyramid of numbers or mass based
• Interpret food chains and food on classification of organisms found.
webs in terms of identifying
producers and consumers. Suggested practicals:
• Explore a natural area locally and identify the feeding relationships of the organisms which
• Identify producers, primary can be seen.
consumers, secondary • When searching for living specimens in leaf litter or on plants for animals, identify (recall use
consumers, tertiary consumers of keys to identify organisms) and assign to trophic feeding levels. These can be weighed
and quaternary consumers as (fresh weight) or counted to draw the trophic blocks in pyramid diagrams.
the trophic levels in food webs,
food chains, pyramids of
numbers and pyramids of
biomass.

• Explain why the transfer of

energy from one trophic level to
another is inefficient.

87
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Explain why food chains usually

have fewer than five trophic
levels.

• Explain why there is a greater

efficiency in supplying plants as
human food, and that there is a
relative inefficiency in feeding
crop plants to livestock that will
be used as food.

• Draw, describe and interpret

pyramids of numbers and
biomass.

• Discuss the advantages of

using a pyramid of biomass
rather than a pyramid of
numbers to represent a food
chain.

• Define decomposer as an
organism that gets its energy
from dead or waste organic
material.

• Use food chains and food webs

to describe the impacts humans
have through over-harvesting of
food species and through
introducing foreign species to a
habitat.

19.3 Nutrient • Describe the carbon cycle, Learners could be given cards showing stages of the carbon cycle or water cycle and arrange them
cycles limited to photosynthesis, into a complete cycle.
respiration, feeding,

88
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

decomposition, fossilisation and These could then be turned into posters.

combustion.
Extension activity: what is meant by ‘carbon neutral’?
• Discuss the effects of the
combustion of fossil fuels and Suggested practicals:
the cutting down of forests on • Compare rates of decay of potatoes under different conditions. Could be set as a competition.
the carbon dioxide • Build a compost heap.
concentrations in the • Observe plant roots of the pea and bean family. (legumes).
atmosphere. • Look for the pink coloration as these are actively fixing nitrogen (symbiosis / mutualism –
explain term).
• Describe the water cycle, limited • Use of bioviewers, microscopes or photomicrographs to observe sections through nodules.
to evaporation, transpiration,
condensation and precipitation. Practical biology – carbon cycle:
www.nuffieldfoundation.org/practical-biology/microbes-ate-my-homework

Revision – carbon cycle:

www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/foodchains/foodchains5.shtml

• Describe the nitrogen cycle in Learners could be given cards or statements describing stages of the nitrogen cycle and arrange
terms of: them into a complete cycle. These could then be turned into posters. (I)
o decomposition of plant and
animal protein to ammonium Video clip – nutrient recycling:
ions www.bbc.co.uk/learningzone/clips/recycling-nutrients/4172.html
o nitrification
o nitrogen fixation by lightning
and bacteria
o absorption of nitrate ions by
plants
o production of amino acids
and proteins
o feeding and digestion of
proteins
o deamination
o denitrification.

• State the roles of micro-

organisms in the nitrogen cycle,

89
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

limited to decomposition,
nitrification, nitrogen fixation and
denitrification (generic names of
individual bacteria, e.g.
Rhizobium, are not required)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

19.1 19.2 19.3

Jun 2013 Paper 23 Q8 Jun 2011 Paper 21 Q6 Jun 2011 Paper 21 Q7
Jun 2011 Paper 22 Q6c 2016 Specimen Paper 3 Q9
Jun 2011 Paper 22 Q8 Jun 2011 Paper 31 Q2
Jun 2011 Paper 32 Q1 Jun 2012 Paper 32 Q6
Jun 2012 Paper 22 Q8
Jun 2012 Paper 31 Q6
Jun 2013 Paper 21 Q6
Jun 2013 Paper 22 Q10
Jun 2013 Paper 23 Q8
2016 Specimen Paper 4 Q1

90
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

10: Human influences on the environment

Syllabus ref. Learning objectives Suggested teaching activities

19.4 Population • Define population as a group of Adequate food will enable the organisms to breed and to produce more offspring. A shortage of food
size organisms of one species, living can result in death, emigration and a decrease in the population.
in the same area, at the same
time. Predation can illustrate the delayed effect on the population and graphs to illustrate this are helpful.
The interrelated populations of the snowshoe hare and the lynx in Canada are a clear example.
• Define community as all of the
populations of different species Disease can spread quickly in crowded populations like myxomatosis that killed many rabbits in the
in an ecosystem. UK about 40 years ago.

• Define ecosystem as a unit The class could discuss how populations grow.
containing the community of
organisms and their Simple sketch graphs should be drawn to illustrate population growth, and possible factors that might
environment, interacting cause a levelling off in population growth should be considered.
together, e.g. a decomposing
log, or a lake. Limiting factors affect the size of the population such as lack of food when the population is too big for
the available resources.
• Identify and state the factors
affecting the rate of population Lack of oxygen may affect a fish population in a polluted lake.
growth for a population of an
organism, limited to food supply, Extension activity: modelling population growth.
predation and disease.
The ideas developed in the previous section are now applied to human population growth. Graphs
• Identify the lag, exponential showing how the human population has changed over the last two centuries and predictions for the
(log), stationary and death future should be drawn. Learners could be introduced to population pyramids and their interpretation
phases in the sigmoid for their own country.
population growth curve for a
population growing in an Comparisons could be made between developed and less developed countries and this would form a
environment with limited link to Geography for some learners. They should discuss the possible implications of continued
resources. 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
• Explain the factors that lead to shortages. (Link to Unit 7).
each phase in the sigmoid curve
of population growth, making Suggested practicals:

91
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

reference, where appropriate, to • Grow a yeast culture in a flask with low sugar content. Start with low density of cells and
the role of limiting factors. observe.
• Data handling of count numbers or test turbidity of yeast culture.
• Discuss the increase in human
population size over the past
250 years and its social and
environmental implications.

• Interpret graphs and diagrams

of human population growth.

21.1 Food supply • State how modern technology Material to illustrate this topic, and to form the basis of discussion, can be collected from newspaper
has resulted in increased food and television reports. Learners may like to consider whether new technologies, such as the
production in terms of: development of genetically modified varieties of crops, are likely to improve the situation or
o agricultural machinery to use exacerbate it.
larger areas of land and
improve efficiency Extension activity: learners could consider ‘food miles’ (a way of attempting to measure how far food
o chemical fertilisers to has travelled before it reaches the consumer).
improve yields
o insecticides to improve Drought and flooding can be linked to Unit 10.
quality and yield
o herbicides to reduce Science across the world – how plants grow:
competition with weeds www.nationalstemcentre.org.uk/elibrary/resource/1725/how-plants-grow
o selective breeding to
improve production by crop Food miles:
plants and livestock, e.g. www.saps.org.uk/primary/teaching-resources/151-food-miles
cattle, fish and poultry.

• Describe the negative impacts

to an ecosystem of large-scale
monocultures of crop plants.

• Describe the negative impacts

to an ecosystem of intensive
livestock production.

92
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Discuss the social,

environmental and economic
implications of providing
sufficient food for an increasing
human global population.

• Discuss the problems which

contribute to famine including
unequal distribution of food,
drought and flooding, increasing
population and poverty.

21.2 Habitat • Describe the reasons for habitat Deforestation may already have been considered in relation to the carbon cycle and more wide-
destruction destruction, limited to: ranging effects should be considered, such as loss of habitat and biodiversity and the increased soil
o increased area for food crop erosion and flooding.
growth, livestock production
and housing The flooding of the river Indus in Pakistan in 2010 could be discussed or the Three Gorges dam on
o extraction of natural the Yangtze River in China. It is a good idea to try to introduce at least one specific example, as well
resources as discussing the problems in general.
o marine pollution.
Video clip – deforestation:
• State that through altering food www.bbc.co.uk/learningzone/clips/sustainable-forestry-using-animal-power/11966.html
webs and food chains, humans
can have a negative impact on Video clip – threat to rainforest:
habitats. www.bbc.co.uk/learningzone/clips/natural-balance-threats-to-the-rainforest/4712.html

• List and explain the undesirable Video clip – sea and river pollution:
effects of deforestation as an www.bbc.co.uk/learningzone/clips/why-have-fish-stocks-decreased-in-the-north-sea-pt-1-2/4687.html
example of habitat destruction,
to include extinction, loss of soil,
flooding and increase of carbon
dioxide in the atmosphere.

21.3 Pollution • State the sources and effects of Learners could research recent news articles on different types of pollution and report back.
pollution of land and water, e.g.
rivers, lakes and the sea, by Show video clips – pollution:

93
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

insecticides, herbicides and by www.bbc.co.uk/learningzone/clips/the-effect-of-human-activity-on-the-environment/4173.html

nuclear fall-out.
www.bbc.co.uk/learningzone/clips/carbon-dioxide-in-the-atmosphere/4417.html
• State the sources and effects of
pollution of water (rivers, lakes Extension activity: different types of pesticide could be studied (link to bioaccumulation).
and the sea) by chemical waste,
discarded rubbish, untreated The use of fertilisers containing nitrate can be concentrated on here and related back to the nitrogen
sewage and fertilisers. cycle (dealt with in Unit 9 Nutrient cycles). Ensure that learners realise that both organic (for example
manure) and inorganic fertilisers can cause pollution problems.
• Explain the process of
eutrophication of water in terms Leaching into waterways and subsequent eutrophication, should be described and explained.
of:
o increased availability nitrate Extension activity: possible solutions to eutrophication could be researched. (I)
and other ions
o increased growth producers Non-biodegradable materials will be detrimental to the environment if they are put in land fill sites.
o increased decomposition There is also a problem of too many huge land fill sites in many countries. Biodegradable plastics are
after death of producers being produced that are slow to be decomposed but this is an improvement on the removal of plastic
o increased aerobic respiration waste and its recycling.
by decomposers
o reduction in dissolved Explain why plastics will produce air pollution if they are burnt in an incinerator.
oxygen death of organisms
requiring dissolved oxygen in The environmentally friendly option is to recycle materials such as paper, glass, metal and batteries.
water. 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
• Discuss the effects of non- require energy.
biodegradable plastics in the
environment, in both aquatic Practical biology – indicator species:
and terrestrial ecosystems. www.nuffieldfoundation.org/practical-biology/monitoring-water-pollution-invertebrate-indicator-species

• State the sources and effects of The effects of deforestation on global climate could be discussed using newspaper/media articles on
pollution of the air by methane deforestation.
and carbon dioxide, limited to
the enhanced greenhouse effect Learners should understand that acid rain is caused by sulfur dioxide (released from the burning of oil
and climate change. 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.
• Discuss the causes and effects
on the environment of acid rain. Extension activity: learners could investigate the effects of acid on germination rate.

94
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

The effect of greenhouse gases on climate should be discussed. The fact that no agreement has
• State the measures that are been made globally is relevant and many learners will have an opinion on this problem that has many
taken to reduce sulfur dioxide factors to be considered besides burning of wood and fossil fuels.
pollution and reduce the impact
of acid rain. Suggested practicals:
• Visit to sample local streams or rivers to find diversity of invertebrates to estimate biological
• Explain how increases in carbon oxygen demand and determine level of pollution.
dioxide and methane • Measure biological oxygen demand of water from ponds using methylene blue tests or
concentrations in the oxygen meters if available.
atmosphere cause an enhanced • Possible to show bleaching effect of sulfur dioxide in a fume cupboard on paper or mosses
greenhouse effect that leads to (effective at low concentrations).
climate change. • Investigate the effect of acid on germination of seedlings or young plants.
• Investigate the effect of increasing concentrations of phosphate (liquid plant food containing
• Describe the negative impacts phosphate) on chlorella growth. Measure dissolved oxygen over a few weeks.
of female contraceptive
hormones in water courses, Resource Plus
limited to reduced sperm count
in men and feminisation of Experiment: Environmental factors affecting germination
aquatic organisms. This experiment focuses on the effect of acid rain on the germination of seedlings. This could be
linked to the discussion of the sources and effects of pollution, particularly the negatives
associated with burning fossil fuels.

Video clip – greenhouse effect:

www.bbc.co.uk/learningzone/clips/carbon-dioxide-in-the-atmosphere/4417.html

Extension – acid rain:

www.nationalstemcentre.org.uk/elibrary/resource/1728/acid-rain

Acid rain investigation:

www.saps.org.uk/secondary/teaching-resources/186-learner-sheet-5-investigating-seed-germination

21.4 Conservation • Define a sustainable resource It is best to look at some specific examples, either relating to the learners' home country, or of
as one which is produced as international importance such as: tigers in India, elephants in Africa, sun bears from Cambodia or
rapidly as it is removed from the orang-utans in Borneo.
environment so that it does not
run out. Extension activity: learners could become involved in the Science Around the World conservation
project.

95
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Define the term sustainable

development as development The influence of humans and the need for populations to maintain their viable numbers could be
providing for the needs of an discussed.
increasing human population
without harming the The importance of maintaining biodiversity on the planet for ecosystems, chemical compounds used
environment. for medicines and for their genetic diversity.

• Explain the need to conserve Tropical rainforests have millions of species that should be preserved.
non-renewable resources,
limited to fossil fuels. The practice of recycling and its importance is covered in many aspects throughout the Cambridge
IGCSE courses.
• State that some resources can
be maintained, limited to forests Emphasis could be given to metals, batteries, glass as well as paper.
and fish stocks.
Learners should learn how sewage is dealt with in their own local area, and there may be an
• State that products can be opportunity to visit a sewage treatment plant, or to obtain information from the water company
reused or recycled, limited to responsible for this.
paper, glass, plastic and metal.
Suggested practicals:
• Explain how forests and fish • Build a bug hotel in the school grounds and observe (long- term project).
stocks can be sustained using • Put up local nesting boxes for birds. Keep an area of garden for wildlife. Plant insect loving
education, legal quotas and re- shrubs and flowering plants, e.g. Buddleja.
stocking. • Opportunity to visit sewage treatment plant and to refer to a simple flow chart to understand
the processes.
• Explain that sustainable
development requires: Science around the world – conserving biodiversity:
o management of conflicting www.nationalstemcentre.org.uk/elibrary/resource/1738/biodiversity-around-us
demands
o planning and co-operation at Video clip – conservation:
local, national and www.bbc.co.uk/learningzone/clips/biodiversity-and-the-human-implications/5505.html
international levels.
• Outline how sewage is treated Video clips – sewage:
to make the water that it www.bbc.co.uk/learningzone/clips/sewage-treatment/4199.html
contains safe to return to the
environment or for human use. www.bbc.co.uk/learningzone/clips/micro-organisms-at-work-in-a-sewage-farm/2278.html

96
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Explain why organisms become

endangered or extinct, limited to
climate change, habitat
destruction, hunting, pollution
and introduced species.

• Describe how endangered

species can be conserved,
limited to monitoring and
protecting species and habitats,
education, captive breeding
programmes and seed banks.

• Explain the risks to a species if

the population size drops,
reducing variation (knowledge
of genetic drift is not required).

• Explain reasons for

conservation programmes, to
include:
o reducing extinction
o protecting vulnerable
environments
o maintaining ecosystem
functions, limited to nutrient
cycling and resource
provision, e.g. food, drugs,
fuel and genes.

97
Cambridge IGCSE Biology (0610) – from 2016 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

19.4 21.2 21.3

Jun 2012 Paper 21 Q7 Jun 2012 Paper 22 Q5 Jun 2011 Paper 31 Q2d
Jun 2013 Paper 21 Q5 Jun 2012 Paper 31 Q6 Jun 2012 Paper 21 Q2
2016 Specimen Paper 3 Q5 Jun 2012 Paper 33 Q1
Jun 2013 Paper 21 Q5
Jun 2013 Paper 23 Q4

21.4
Jun 2012 Paper 31 Q2
Jun 2013 Paper 22 Q4
2016 Specimen Paper 3 Q2

98
Cambridge Assessment International Education
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
e: info@cambridgeinternational.org www.cambridgeinternational.org

Copyright © UCLES September 2017