Cambridge IGCSE Biology Executive Preview - Digital

We are working with Cambridge Assessment International Education towards endorsement of these titles.
Executive
Preview
Biology
for Cambridge IGCSE™
MULTI-COMPONENT SAMPLE
Digital Access
Dear Cambridge Teacher,
The new Cambridge IGCSE™ Biology series will publish in Spring 2021, updated for the revised
Cambridge International syllabuses (0610/0970) for examination from 2023.
This Executive Preview contains sample content from the series, including:
• A guide explaining how to use the series
• A guide explaining how to use each resource
• The table of contents from each resource
• The first chapter from each resource, including the coursebook, workbook,
practical workbook, teacher’s resource including sample data and practical guidance,
English language skills workbook and maths skills workbook
This new series has been designed after extensive research interviews and lesson observations
with teachers and students around the world. As well as targeted support in the coursebook, we
have produced updated workbooks to address the key challenges we heard from teachers. A new
workbook includes exercises for each topic, providing more practice opportunities to consolidate
students’ learning. The practical workbook includes practical activities to develop students’
investigative skills, with extensive support notes and exemplar data provided in the teacher’s
resource.
A maths skills workbook and an English skills workbook develop students’ maths skills
(in relation to science) and linguistic skills, in the context of the Cambridge IGCSE Biology
syllabus respectively. Both resources publish in 2022.
We have also updated the teacher’s resource. With teaching activity, assessment and homework
ideas, guidance on how to tackle common misconceptions in each topic and a new feature
developing your own teaching skills, we hope this resource will inspire and support you and save
you time.
Finally, as we develop new resources, we ensure that we are keeping up to date with best practice
in pedagogy. For this new series we have added features to the coursebook, such as engaging
projects to develop students’ collaborative skills and ‘getting started’ questions and activities
to help you evaluate students’ learning starting points. We have developed our differentiated
support in this new series, with three-tier exercises in the workbook progressing from ‘focus’,
to ‘practice’, to ‘challenge’ and differentiated worksheets for each of the syllabus topics in the
teacher’s resource, supporting all your learners’ different needs.
Visit our website to view the full series or speak to your local sales representative.
cambridge.org/education
Priyanka Comar and Gemma Coleman

Commissioning Editors for Cambridge IGCSE™ Sciences, Cambridge University Press
We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE IGCSE™ BIOLOGY: EXECUTIVE PREVIEW
How to use this series

This suite of resources supports learners and teachers following the Cambridge
IGCSE™ Biology syllabus. All of the books in the series work together to help
students develop the knowledge and scientific skills required for this subject. We offer
a comprehensive, flexible array of resources providing targeted support and practice
for the specific challenges that science teachers have told us they face: students learning
science in English as a second language; learners who find the mathematical content
within science to cause difficulty; and developing essential practical skills.
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Biology
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The coursebook provides comprehensive coverage of the
full Cambridge IGCSE Biology syllabus. Each chapter clearly
explains facts and concepts, and uses relevant real-world examples of
Biology
COURSEBOOK
Mary Jones & Geoff Jones

scientific principles to bring the subject to life. Together with a focus
COURSEBOOK
on practical work and plenty of active learning opportunities, the

coursebook prepares learners for all aspects of their scientific study.
Questions within every chapter help learners to consolidate their
knowledge and understanding. At the end of each chapter,
examination-style questions offer practice opportunities for learners
Fourth edition Digital Access
to apply their learning.
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The teacher’s resource contains detailed guidance for all topics of the syllabus, including
background knowledge to identify learners’ prior knowledge, and common misconceptions
identifying areas where learners might need extra support, as well as an engaging bank
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of lesson ideas for each syllabus topic. Differentiation is emphasised with advice for

identification of different learner needs and suggestions
of appropriate interventions to support and stretch learners.
The teacher’s resource also contains support for preparing and
carrying out all the investigations in the practical workbook,
including tips for getting things to work well, and a set of sample
results for the times when practicals aren’t possible. Biology
Teachers are supported and empowered to develop their teaching
skills with the Teaching Skills Focus feature, which embeds
pedagogical approaches within the context of each chapter.
The teacher’s resource also contains scaffolded worksheets and
unit tests for each chapter, as well as answers to all questions in
the coursebook, workbook, practical workbook, maths skills
workbook and English language skills workbook.
Digital Teacher’s Resource
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication
4
Cambridge IGCSE™
How to use this series
skills, The skills-focused write-in workbook has been carefully constructed

to help learners develop the skills that they need as they progress
‘practice’
skills
ok
Biology
a
through their Cambridge IGCSE Biology course, providing further

eature
practice of all the topics in the coursebook and helpful tips to address
he book
Biology
us’,
t learner.
higher
WORKBOOK
common misconceptions. A three-tier, scaffolded approach to skills

ing
WORKBOOK
development enables students to gradually progress through ‘focus’,

ambridge
Press works with Cambridge
nal Education and experienced
‘practice’ and ‘challenge’ exercises, ensuring that every learner is
supported. The workbook enables independent learning and is ideal
gh-quality endorsed textbooks
hat support Cambridge Teachers
idge Learners worldwide.
dge-international
for use in class or as homework.
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Cambridge IGCSE™
This write-in book provides learners with additional
opportunities for hands-on practical work, giving them full Biology
guidance and support that will help them to develop all
of the essential investigative skills. These skills include
planning investigations, selecting and handling apparatus,
creating hypotheses, recording and displaying results, and
analysing and evaluating data.
COMING
PL Biology
PRACTICAL WORKBOOK
Fourth edition
PRACTICAL WORKBOOK
Digital Access
Matthew Broderick
Cambridge IGCSE™
IN 2022
Mathematics is an integral part of scientific study, and
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Biology one that learners often find a barrier to progression in
science. Learners can find it difficult to apply maths knowledge to
Biology
MATHS SKILLS WORKBOOK

science scenarios, even if they have encountered the maths concept
Gemma Young
previously. The Maths Skills for Cambridge IGCSE Biology write-

in workbook has been written in collaboration with the Association
of Science Education, with each chapter focusing on several maths
skills that their research concluded that students need to succeed in
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their Biology course.

COMING
Cambridge IGCSE™
IN 2022
Our research shows that English language skills are the
single biggest barrier to students accessing international Biology
science. This write-in workbook contains exercises set for Cambridge IGCSE™
Biology
within the context of IGCSE Biology topics to consolidate ENGLISH LANGUAGE SKILLS WORKBOOK
ENGLISH LANGUAGE SKILLS WORKBOOK
Matthew Broderick & Tim Chadwick
understanding and embed practice in aspects of language

central to the subject. Activities range from practising
using ‘effect’ and ‘affect’ in the context of enzymes, to
writing about expiration with a focus on common prefixes.
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Biology
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PL COURSEBOOK

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CAMBRIDGE IGCSE™ BIOLOGY: COURSEBOOK
Contents
How to use this series vi 6 Plant nutrition
6.1 Making carbohydrates using
How to use this book viii light energy 99
6.2 Leaves 103
Introduction x
6.3 Factors affecting photosynthesis 107
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1 Characteristics and classification 7 Human nutrition
of living organisms 7.1 Diet 128
1.1 Characteristics of organisms 3 7.2 The human digestive system 132
1.2 The biological classification system 5 7.3 Digestion 136
1.3
1.4
1.5
1.6
2 Cells
2.1
2.2
Keys
Kingdoms
Viruses
Animal and plant cells

Bacterial cells
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Groups within the animal and
plant kingdoms
7
10
15
24
33
40
7.4
8.2
8.3
Absorption and assimilation
8 Transport in plants
8.1 Xylem and phloem
Transport of water
Translocation of sucrose and
amino acids
9 Transport in animals
140
149
152
159
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2.3 Specialised cells 41 9.1 Circulatory systems 170
2.4 Sizes of specimens 42 9.2 The heart 172
9.3 Blood vessels 178
3 Movement into and out of cells 9.4 Blood 182
3.1 Diffusion 51
3.2 Osmosis 55 10 Diseases and immunity
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3.3 Active transport 61 10.1 Transmission of pathogens 195

10.2 The immune response 203
4 Biological molecules
4.1 Carbohydrates, fats and proteins 70 11 Respiration and gas exchange
4.2 The structure of DNA 77 11.1 Respiration 217
11.2 Gas exchange in humans 220
5 Enzymes
5.1 Biological catalysts 84
5.2 Factors that affect enzymes 86
iv
Contents
12 Coordination and response 19 Human influences on ecosystems

12.1 The human nervous system 236 19.1 Human pressures on ecosystems 396
12.2 Sense organs 241 19.2 Conservation 411
12.3 Hormones 246
12.4 Coordination in plants 247
20 Biotechnology and genetic
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modification
13 Excretion and homeostasis 20.1 Biotechnology 427
13.1 Excretion 262 20.2 Genetic modification 434
13.2 Homeostasis 266
Glossary 446
14 Reproduction in plants
14.1
14.2
14.3
15.1
plants
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Asexual and sexual reproduction
Sexual reproduction in flowering
Advantages and disadvantages of

different methods of reproduction
15 Reproduction in humans
The human reproductive systems
283
286
293
304
Index
Acknowledgements
458
467
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15.2 Sexually transmitted infections 312
16 Chromosomes, genes and proteins

16.1 Chromosomes and cell division 322
16.2 Inheriting genes 326
16.3 Genes and protein synthesis 337
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17 Variation and selection

17.1 Variation 348
17.2 Selection 352
18 Organisms and their environment

18.1 Energy flow and food webs 372
18.2 Nutrient cycles 379
18.3 Populations 382
v
How to use this book

Throughout this book, you will notice lots of different features that will help your learning. These are explained below.
LEARNING INTENTIONS
These set the scene for each chapter, help with navigation through the coursebook and indicate the
important concepts in each topic.
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In the learning intentions table, the summary table and the exam-style questions, Supplement content
is indicated with a large arrow and a darker background, as in the example here.
GETTING STARTED
SCIENCE IN CONTEXT
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This contains questions and activities on subject knowledge you will need before starting this chapter.
This feature presents real-world examples and

applications of the content in a chapter, focussing
on topics that go beyond the syllabus. There are
discussion questions at the end, which look at some
of the benefits and problems of these applications,
Questions
Appearing throughout the text, questions give you a
chance to check that you have understood the topic you
have just read about. The answers to these questions are
accessible to teachers for free on the Cambridge GO site.
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and encourage you to look further into the topics. ACTIVITY
Activities give you an opportunity to check and
develop your understanding throughout the text
EXPERIMENTAL SKILLS
in a more active way, for example by creating
This feature focuses on developing your practical presentations, posters or role plays. When activities
skills. They include lists of equipment required and have answers, teachers can find these for free on
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any safety issues, step-by-step instructions so you the Cambridge GO site.

can carry out the experiment, and questions to
help you think about what you have learnt.
COMMAND WORDS
KEY WORDS Command words that appear in the syllabus and

might be used in exams are highlighted in the
Key vocabulary is highlighted in the text when it exam-style questions. In the margin, you will find
is first introduced, and definitions are given in the Cambridge International definition. You will
boxes near the vocabulary. You will also find also find these definitions in the Glossary at the
definitions of these words in the Glossary at the back of the book with some further explanation
back of this book. on the meaning of these words.
Supplement content: Where content is intended for students who are studying the Supplement content of the syllabus
as well as the Core, this is indicated using the arrow and the bar, as on the left here. You may also see the teal text with
just an arrow (and no bar), in boxed features such as the Key Words or the Getting Started.
viii
REFLECTION SELF/PEER ASSESSMENT

These activities ask you to think about the At the end of some activities and experimental
approach that you take to your work, and how skills boxes, you will find opportunities to help
you might improve this in the future. you assess your own work, or that of your
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classmates, and consider how you can improve
the way you learn.
These boxes tell you where information in the book is extension content, and is not part of the syllabus.
SUMMARY
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There is a summary of key points at the end of each chapter.
PROJECT
Projects allow you to apply your learning from the whole chapter to group activities such as making posters or
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presentations, or taking part in debates. They may give you the opportunity to extend your learning beyond
the syllabus if you want to.
EXAM-STYLE QUESTIONS
Questions at the end of each chapter provide more demanding exam-style questions, some of which may
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require use of knowledge from previous chapters. The answers to these questions are accessible to teachers for free
on the Cambridge GO site.
SELF-EVALUATION CHECKLIST
The summary checklists are followed by ‘I can’ statements which relate to the Learning intentions at the beginning
of the chapter. You might find it helpful to rate how confident you are for each of these statements when you are
revising. You should revisit any topics that you rated ‘Needs more work’ or ‘Almost there’.
Needs Almost Confident

I can See Topic...
more work there to move on
Core
Supplement
ix
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Chapter 1
Characteristics &
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classification of PL
living organisms
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IN THIS CHAPTER YOU WILL:

• learn about the seven characteristics of living organisms
• find out how the binomial system is used to name organisms
• practise using and constructing keys
• describe how to classify vertebrates and arthropods
describe the features of the five kingdoms of organisms
describe how to classify ferns and flowering plants
outline the features of viruses.
GETTING STARTED
1 The list below contains some features of living organisms. With your partner, discuss which of these
features are found in all living organisms.
breathing excretion a blood system a nervous system sensitivity
growth reproduction movement nutrition respiration
2 When you have made your decisions, write a very short description of each of the features you
have chosen.
Be ready to share your ideas.
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THE PUZZLE OF THE PLATYPUS
In 1799, a dead specimen of a strange animal was
taken to England from Australia. The animal had a
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beak and webbed feet, like a duck. It had fur, like
a mole. No one knew whether it laid eggs or gave
birth to live young. So, was it a bird?
Was it a mammal? No one could decide.
It was studied by Dr George Shaw. To begin with,
he thought it was a hoax. He looked to see if the
beak was stitched onto the head, but no – the beak
was clearly a genuine part of the animal.
Dr Shaw gave the animal a Latin name, Platypus
anatinus. ‘Platypus’ means ‘flat-footed’ and Figure 1.1: A platypus is adapted for hunting prey
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‘anatinus’ means ‘like a duck’. However, someone under water.
then pointed out that the name Platypus had
already been taken and belonged to a species Discussion questions
of beetle. So, another name was suggested – 1 Scientists give every species on Earth a
Ornithorhynchus paradoxus. The first word means two-word name that is used by everyone,
‘nose like a bird’ and the second means ‘puzzling’. all over the world. Do you think this is
The name has now changed back again, to Platypus
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a good idea? Why do you think this?

anatinus.
2 Scientific names for organisms are in Latin,
Later, proof was found that platypuses lay which is a language that no one speaks now.
eggs, rather than giving birth to live young. This naming system was invented in the
However, they feed their young on milk, which 18th century. Do you think using Latin is
is a characteristic feature of mammals. Scientists a good idea?
eventually decided to classify the platypus as a
mammal. It was put into a new group of mammals,
called monotremes, which also includes the
echidnas (spiny anteaters).
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1 Characteristics & classification of living organisms
1.1 Characteristics of KEY WORDS
organisms organism: a living thing

movement: an action by an organism or part
Biology is the study of organisms. An organism is a of an organism causing a change of position
complete living thing – such as yourself, a platypus, or place
a bacterium or a mango tree. There are very many
different kinds of organism on Earth, but all of them
share seven characteristics (Figure 1.2). Some non-living Movement is the ability of an organism, or part of it,
things have some of these characteristics, but no to change position or place. It is easy to see most animals
non-living thing has all of them. moving, but less easy to see a plant move.
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Growth All organisms begin Movement All organisms are able to move Sensitivity All organisms
small and get larger, by the growth to some extent. Most animals can move their pick up information about
of their cells and by adding new whole body from place to place, and plants changes in their environment,
cells to their bodies. can slowly move parts of themselves. and react to the changes.
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Excretion All organisms Reproduction Nutrition Organisms take Respiration All organisms
produce unwanted or toxic waste Organisms are able to substances from their break down glucose and
products as a result of their make new organisms environment and use them other substances inside
metabolic reactions, and these of the same species to provide energy or their cells, to release energy
must be removed from the body. as themselves. materials to make new cells. that they can use.
Figure 1.2: Characteristics of living organisms.
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Figure 1.3: This fly is about to be caught in a trap. The Venus Figure 1.4: When a pufferfish detects a threat, it swallows
flytrap leaves will close together, trapping the fly inside. water and inflates (puffs up) its spiny body so that predators
moving about inside them.

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The plant will digest the fly and absorb nutrients from it.
A few plants can move parts of themselves quite quickly

(Figure 1.3). And in almost any plant, if you look at
the cells under the microscope, you can see chloroplasts
Respiration is the way that organisms obtain energy

from nutrients – usually from glucose. Respiration is
a chemical reaction that happens inside every living
cell. You will find out much more about respiration in
cannot easily eat it.
Sensitivity is the ability to detect changes in the

environment and respond to them. These changes may
be in the internal environment (such as the temperature
of the blood) or the external environment (such as the
intensity of sunlight). For example, you use your ears to
detect someone talking to you. Plants detect the direction
that light is coming from and can turn their flowers to
face the sun.
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Chapter 11. Organisms use the energy that they obtain Growth can be defined as a permanent increase in size
from respiration to make other chemical reactions and dry mass. All organisms can grow. Some organisms
in their cells happen. All of these chemical reactions – such as a pufferfish – can get bigger just for a short
– including respiration – are called metabolism. time to help to deter (put off) predators (Figure 1.4).
This is not growth, because the fish goes back to its
original size when the threat has gone away. Plants and
KEY WORDS animals grow by producing new cells. If you are studying
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respiration: the chemical reactions in cells that the Supplement, you will find out how they do this in
break down nutrient molecules and release energy Chapter 16.
for metabolism We can measure growth in many ways. One method is
to find the dry mass. This involves finding the mass of
metabolism: the chemical reactions that take place several organisms of the same type over a period of time.
in living organisms An organism is killed and dried (so this method is more
sensitivity: the ability to detect and respond to often used for plants than for animals). The mass of its
changes in the internal or external environment body without any water is then found. After a particular
period of time – for example, one day – the dry mass of
growth: a permanent increase in size and dry mass another of the organisms is found. This is repeated with
dry mass: the mass of an organism after it has several organisms for the growth period being observed.
been killed and all water removed from it Reproduction means making more organisms of the same
kind. Not every individual organism can reproduce, but
reproduction: the processes that make more of at least some individuals of each kind of organism can
the same kind of organism do so. You can find out more about reproduction in
Chapters 14 and 15.
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There are many different chemical reactions going on

inside every living cell. Some of the products that are KEY WORDS
formed in these reactions are not needed by the cells. excretion: the removal of the waste products
These waste products are removed from the organism, of metabolism and substances in excess of
in a process called excretion. Excretion also removes requirements
substances in excess of requirements – for example, extra
water. You can find out about excretion in humans in nutrition: taking in materials for energy, growth
Chapter 13. and development
Nutrition is the last of the seven characteristics of all
organisms. All living organisms need chemicals to build
their cells, and also as a source of energy. Nutrition
1.2 The biological
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means taking in materials that provide these things.
Plants and animals have very different methods of
nutrition, and you will find out about this in classification system
Chapters 6 and 7.
Classification means putting things into groups. There are
many possible ways that we could classify organisms. For
ACTIVITY 1.1
with their descriptions
You will need:

•
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Matching the characteristics of living things
Work in a group of four or five for this activity.
14 pieces of blank card, all exactly

the same.
example, we could put all the animals with legs into one
group, and all the other organisms into different groups.
But this would mean that insects went into the same group
as vertebrates. This would not make much sense, because
we can easily see that insects and vertebrates are very
different kinds of animal (Figure 1.5).
Biologists try to classify organisms according to how
closely they think they are related. Long ago – perhaps
4.5 billion years ago – the first living organism appeared
on Earth. It would have been a single cell. Since then,
over a very long period of time, this cell gave rise to
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1 Write the seven characteristics of living more complex organisms. For example, we think that
things on seven of the pieces of card. all mammals descended from a species that lived more
2 Write descriptions of each of the seven than 200 million years ago. This species was the common
characteristics on the other seven cards. ancestor of mammals. All mammals are related because
they all share a relatively recent common ancestor.
3 Shuffle each set of cards. Place them face
down in two rows of seven.
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KEY WORDS
4 One person then selects a card from each
row and turns them face up. If the name and common ancestor: a species that lived in the
description match, this person keeps the two past, and is thought to have given rise to several
cards. If they do not match, they place them different species alive today; for example, all
face down again in the same positions. mammals share a common ancestor
5 Now the next person does the same.

When we classify organisms, we look for features
6 Keep taking turns until all the cards have that they share with others, which suggest that they
been taken by someone. The winner is the are related to one another. This is a useful way of
person with most cards at the end. classifying things, because it helps us to understand how
an organism ‘works’. If we find a new animal that has
hair and feeds its young on milk, we know that it is a
mammal. We already know a lot about it, even before we
can study it in detail.
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Figure 1.5: Although they both have legs these two animals are not closely related. The ant is an insect, so it belongs to the
arthropod group. The chameleon is a reptile, and belongs to the vertebrate group.
Species
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The smallest group into which biologists classify living
organisms is the species. (Species is an unusual word,
because the singular and plural are exactly the same –
one species and many species.) A species is a group
of organisms that can reproduce with each other to
produce offspring that can also reproduce. The offspring
are fertile.
Donkeys belong to a different species, Equus asinus.
Donkeys reproduce with each other to produce fertile
donkeys. But donkeys can also reproduce with horses.
If a male donkey reproduces with a female horse, the
offspring is a mule. Mules ‘work’ very well – they are
usually strong, healthy organisms (Figure 1.6), but they
cannot reproduce. They are infertile.
KEY WORDS
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For example, horses belong to the species Equus caballus.
Members of this species can reproduce with each other. The species: a group of organisms that can reproduce
offspring are also horses. They belong to the same species, to produce fertile offspring
and they can reproduce again to produce more horses. fertile: able to reproduce
infertile: not able to reproduce
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a b
Figure 1.6 a: Horses and donkeys belong to different species. b: Mules are the result of reproduction between horses and
donkeys. They are infertile.
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The binomial naming system 1.3 Keys

You have seen that the ‘official’ names for the species
If you want to identify an organism whose name you
that horses and donkeys belong to are written in a special
do not know, you may be able to find a picture of it in
way. This is the way that biologists name each species
a book. However, not every organism may be pictured,
on Earth.
or your organism may not look exactly like any of the
These scientific names always have two words. The pictures. If this happens, you can use a dichotomous key
naming system is therefore called the binomial system. to work out what your organism is.
‘Bi’ means two, and ‘nomial’ means to do with names.
‘Dichotomous’ means branching (dividing) into two.
The first name in the binomial is the name of the genus A dichotomous key is a way of leading you through to
that the organism belongs to. A genus is a group of the name of your organism by giving you two descriptions
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species that are related to one another. If you look at at a time and asking you to choose between them.
Figure 1.6, you can see that horses and donkeys share Each choice you make then leads you on to another pair
a lot of features. They are obviously different species, of descriptions, until you end up with the name of your
but they belong to the same genus. organism. Here is a key that you could use to identify
the organisms shown in Figure 1.7.
In the two-word name, the genus is always written with
Questions
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a capital letter. The second name tells us which species
the organism belongs to, and this is written with a small
letter. When the binomial is printed, it is in italics.
You cannot do that when you are writing, but instead
you can underline the binomial.
Yaks have the scientific name Bos grunniens.

Explain what this tells us about the groups into
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4
jointed limbs
no jointed limbs
more than 5 pairs of jointed limbs
5 or fewer pairs of jointed limbs
first pair of limbs form large claws
no large claws
3 pairs of limbs
4 pairs of limbs
2
earthworm
centipede
3
crab
4
locust
spider
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which yaks are classified.
2 A yakolo is the offspring of a yak and a buffalo.
Yakolos are unable to reproduce. KEY WORDS
Explain how this suggests that yaks and buffalo binomial system: a system of naming species that
belong to different species. is internationally agreed, in which the scientific
name is made up of two parts showing the genus
and the species
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genus: a group of species that share similar

features and a common ancestor
dichotomous key: a way of identifying an
organism, by working through pairs of statements
that lead you to its name
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B E
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Figure 1.7: Five organisms for practising using a key.
To use the key: Now try working through the key to identify the other
four animals.
• Choose one of the animals that you are going to
identify. Let’s say you choose organism B. Notice that, in the key, each pair of statements are
‘opposites’ of one another. In 1, for example, the two
• Look at the first pair of statements in the key.
statements are about whether the organism has jointed
Decide which description in step 1 matches your
limbs or not. Remember this when you are writing your
organism. It has jointed limbs, so the key tells us
own keys. Don’t mix different ideas into a pair
to go to step 2.
of statements.
• Look at the descriptions in step 2. Decide which
describes organism B. It has more than 5 pairs of
jointed limbs, so it is a centipede.
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ACTIVITY 1.2
Constructing a key First, make a list of features that clearly differ

between the flowers. They should be features that
Using a key is quite easy, but writing your own key
cannot possibly be mistaken. Remember that the
is much more of a challenge.
person using the key will probably only have one
Work with a partner for this activity. of the flowers to look at, so they cannot necessarily
compare it with another kind of flower. Therefore,
You are going to write a key to enable someone to the number of petals or the colour is a good
identify each of the four flowers in Figure 1.8. choice, but the size (large or small) is not, because
different people might have different ideas about
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Potentilla Erodium
what is ‘large’ or ‘small’.
Choose one of the features that can split the
flowers into two groups. The two groups don’t
have to be the same size – you could have two in
one group and two in the other, or perhaps one
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in one group and the other three flowers in the
second group.
Write down the two statements for this feature.
Remember that the two statements need to be
‘opposites’ of one another.
Next, concentrate on a group that contains more
than one flower. Choose another feature that
will allow you to split the flowers into two further
groups. Keep doing this until each ‘group’ contains
only one flower.
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Go back to your key and make changes to improve
it. Think carefully about the wording of each pair of
statements. Make sure that each pair is made up of
two clear alternatives. Try to reduce your key to the
Figure 1.8: Four flowers for identification using a key. smallest possible number of statement pairs.
Finally, try your key out on a friend. If they have any
SA
problems with it, then try to reword or restructure

your key to make it easier to use.
Self-assessment
Rate yourself according to the following scheme for • We chose descriptions that other people could
each of the points listed. easily use.
if you did it really well • The two statements in each pair were
if you made a good attempt at it and partly ‘opposites’ of one another.
succeeded • Our key had no more than three pairs of
if you did not try to do it, or did not succeed statements.
• I had my own ideas, but I also listened to my • When we asked other people to try our key,
partner’s ideas. they found it easy to use.
• We wrote the descriptions in the key very clearly.
9
Characteristic features of animals:

REFLECTION
• Their cells have a nucleus, but no cell walls or
Describe one thing that you think you did very chloroplasts.
well when you worked on constructing your key.
• They feed on organic substances made by other
Now describe one thing that you will try to do living organisms.
better, next time you construct a key.
The plant kingdom

1.4 Kingdoms The plants that are most familiar to us are the flowering
plants, which include most kinds of trees. These plants
E
We have seen that the species is the smallest group into have leaves, stems, roots and flowers (Figures 1.10 and
which living organisms are classified. Now we will look 1.11). However, there are other types of plants – including
at the largest groups. These are the kingdoms of living ferns and mosses – that do not have flowers. What all of
organisms. them have in common is the green colour, caused by a
pigment called chlorophyll. This pigment absorbs energy
The kingdoms with which we are most familiar are the from sunlight, and the plant can use this energy to make
animal kingdom and the plant kingdom.
The animal kingdom

PL
Animals (Figure 1.9) are usually easy to recognise. Most
animals can move actively, looking for food. Under the
microscope, we can see that their cells have no cell walls.
sugars, by the process of photosynthesis.
flower
fruit
M
stem
SA
leaf
root
Figure 1.9: Jellyfish, birds and butterflies all belong to the

animal kingdom. Figure 1.10: Many kinds of plant have roots, stems and
leaves. Some also have flowers.
10
Questions
3 Figure 1.12 shows a sea anemone, which belongs to
the animal kingdom.
E
PL
Figure 1.11: Moss, saguaro cacti and coconut palms belong
to the plant kingdom.
Because they do not need to move around to get their

food, plants are adapted to remain in one place. They
often have a spreading shape, enabling them to capture as
much sunlight energy as possible. Under the microscope
we can see that the cells of plants have cell walls.
Characteristic features of plants:
Figure 1.12: A sea anemone.
a In the past, people used to think that sea

anemones were plants. Suggest why.
b Explain how using a microscope could help you
to confirm that sea anemones are animals.
M
• Their cells have a nucleus and cell walls made of 4 Figure 1.13 shows part of a plant called a liverwort.
cellulose and often contain chloroplasts. Liverworts do not have roots or flowers. Suggest
• They feed by photosynthesis. how you could show that a liverwort belongs to the
plant kingdom.
• They may have roots, stems and leaves (but some
plants do not have these organs).
SA
KEY WORDS
kingdom: one of the major groups into which all
organisms are classified
organic substances: substances whose molecules
contain carbon; in biology, we normally consider
organic compounds to be ones that are made by
living things
chlorophyll: a green pigment (coloured
substance) that absorbs energy from light; the
energy is used to combine carbon dioxide with
water and make glucose
cellulose: a carbohydrate that forms long fibres,
and makes up the cell walls of plants Figure 1.13: Part of a liverwort.
11
The five kingdoms KEY WORDS

As well as the animal kingdom and the plant kingdom, fungus: an organism whose cells have cell walls,
there are three other kingdoms into which organisms are but that does not photosynthesise
classified. These are the fungus, prokaryote and protoctist
kingdoms. prokaryote: an organism whose cells do not have
a nucleus
The fungus kingdom protoctist: a single-celled organism, or one with
For a very long time, fungi were classified as plants. several very similar cells
However, we now know that they are really very
hyphae: microscopic threads, made of cells linked
different, and belong in their own kingdom. Figure 1.14
in a long line, that make up the body of a fungus
E
shows some of the features of fungi.
sporangium Mushrooms and toadstools are fungi, and they can be

(containing spores) colourful and easy to spot (Figure 1.15). However, the
main body of most fungi, including mushrooms and
spores toadstools, is made up of microscopic threads called
100 µm
PL
aerial hypha
feeding hypha
hyphae. These are made of many cells joined end to
end. The cells have cell walls, but these are not made of
cellulose.
a
M
bread
cap
b
SA
gills
(containing spores)
mycelium 1 cm
Figure 1.14: Two examples of fungi. Figure 1.15 a: These toadstools are feeding on dead wood.
Their hyphae grow through the wood, taking up nutrients
from it. b: The mould on this strawberry is a fungus.
12
Fungi do not have chlorophyll and do not The protoctist kingdom

photosynthesise. Instead they feed saprophytically, or
The kingdom Protoctista (Figures 1.16 and 1.17)
parasitically, on organic material such as faeces, human
contains a mixed collection of organisms. They all have
foods and dead plants or animals. Many fungi are
cells with a nucleus, but some have plant-like cells with
decomposers, breaking down waste material from other
chloroplasts and cellulose cell walls, while others have
organisms and dead organisms. This helps to return
animal-like cells without these features. Most protoctists
nutrients to the soil that other organisms can use for
are unicellular (made of just a single cell) but some, such
their growth.
as seaweeds, are multicellular.
Fungi reproduce by forming spores. These are tiny
groups of cells with a tough, protective outer covering. Paramecium
They can be spread by the wind or animals, and grow to
E
form a new fungus.
We have found many different uses to make of fungi.
We eat them as mushrooms. We use the single-celled
fungus, yeast, to make ethanol and bread – you can find
out about this in Chapter 20. We obtain antibiotics such
as penicillin from various different fungi.
ringworm and athlete’s foot.

Characteristic features of fungi:
•
•
PL
Some fungi, however, are harmful. Some of these
cause food decay, while a few cause diseases, including
They are usually multicellular (many-celled), but

some such as yeast are unicellular (single-celled).
They have nuclei and cell walls, but the walls are
not made of cellulose.
cytoplasm
Chlamydomonas
nucleus cell membrane
M
• They do not have chlorophyll.
cytoplasm
• They feed by digesting waste organic material and cell wall
absorbing it into their cells. nucleus
chloroplast
cell membrane
KEY WORDS
decomposers: organisms that break down Figure 1.16: Two examples of protoctists. Paramecium has
SA
organic substances outside their bodies, releasing animal-like cells, while Chlamydomonas has plant-like cells.
nutrients from them that other organisms can use
spores: very small groups of cells surrounded by
a protective wall, used in reproduction
multicellular: made of many cells
unicellular: made of a single cell
Figure 1.17: This photograph shows some pond water seen

through a microscope. All of the organisms are protoctists.
Some are unicellular, and some are multicellular. Some have
cells like animal cells, while others have cells like plant cells.
13
Characteristic features of protoctists: You will meet bacteria at various stages in your biology
course. Some of them are harmful to us and cause
• They are multicellular or unicellular.
diseases such as cholera. Many more, however, are
• Their cells have a nucleus and may or may not have helpful. You will find out about their useful roles in the
a cell wall and chloroplasts. carbon cycle and the nitrogen cycle in Chapter 18, and
their uses in biotechnology in Chapter 20.
• Some feed by photosynthesis and others feed on
organic substances made by other organisms. Some bacteria can carry out photosynthesis. The oldest
fossils belong to this kingdom, so we think that they were
The prokaryote kingdom among the first kinds of organism to appear on Earth.
Recently, biologists have discovered bacteria living in
The prokaryote kingdom contains a huge number of
rocks more than 3 km beneath the Earth’s surface.
organisms, but we are often completely unaware of them.
E
Bacteria (Figures 1.18 and 1.19) belong to this kingdom. Most organisms belonging to this kingdom are
Bacteria have cells that are very different from the cells unicellular, and so their characteristic features are to do
of organisms in the other four kingdoms. The most with the structure of their cells. This is described in more
important difference is that they do not have a nucleus. detail in Chapter 2, where you will find explanations of
some of the terms below that may be unfamiliar (for
example: mitochondria, plasmids).
cytoplasm containing
ribosomes
PL
strand of DNA flagellum
Characteristic features of prokaryotes:
•
•
•
•
•
They are usually unicellular (single-celled).
They have no nucleus.
They have cell walls, not made of cellulose.
They have no mitochondria.
They have a circular loop of DNA, which is free in
the cytoplasm.
M
capsule cell wall cell membrane plasmid • They often have plasmids.
Figure 1.18: The structure of a prokaryotic cell.

Questions
5 Staphylococcus aureus is a bacterium that is often
found on human skin.
SA
a Name the genus to which this

bacterium belongs.
b Name the kingdom to which this
bacterium belongs.
c Describe two ways in which the structure of
Staphylococcus aureus differs from the structure
of a plant cell.
6 Figure 1.20 shows part of a fungus. The photograph
was taken with an electron microscope.
a Name the structure labelled A.
Figure 1.19: This photograph was taken using an electron b Explain how the cells in this structure differ
microscope and shows bacteria that can live in the from the cells of an organism belonging to the
alimentary canal, and can make you feel ill. It has been animal kingdom.
magnified approximately 10 000 times.
c The structure labelled B contains spores.
What is the function of this structure?
14
Fish
A Fish (Figures 1.21 and 1.22) all live in water, apart from
a few species such as mudskippers that are able to come
onto land for short periods of time.
a
B
E
Figure 1.20: Part of a fungus.
ACTIVITY 1.3
PL
Making a display about a kingdom of organisms
Work in a group of three or four for this activity.
In your group, choose one of the kingdoms of
organisms. Try to make sure that at least one
group is working on each kingdom.
Make a poster or other type of display, to
b
M
describe the features of this kingdom. Include
photographs or drawings of several different
organisms that belong to this kingdom. Figure 1.21 a: A great white shark. b: Masked butterfly fish.
streamlined body dorsal fin operculum
1.5 Groups within covered in scales covering gills

SA
the animal and plant

kingdoms
Within each kingdom, biologists classify organisms into
caudal fin anal fin pelvic fin pectoral fin
smaller groups. In the animal kingdom, these groups
include vertebrates and arthropods. If you are studying Figure 1.22: A fish.
the Supplement, you also need to know about some of
the groups in the plant kingdom.
Characteristic features of fish:
Vertebrates • They are vertebrates with scaly skin.
Vertebrates are animals that have backbones. These are • They have gills throughout their life.
the most familiar animals – fish, amphibians, reptiles, • They have fins.
birds and mammals.
• Their eggs have no shells and are laid in water.
15
Amphibians KEY WORD

Most adult amphibians live on land. However, they
always go back to the water to breed. The larvae are metamorphosis: changing from a larva with one
called tadpoles, and they spend the first part of their life body form to an adult with a different body form
in water. They then undergo a major change in the shape
of their body, called metamorphosis, as they become an
adult. Frogs, toads and salamanders are amphibians Reptiles
(Figures 1.23 and 1.24).
These are the crocodiles, lizards, snakes, turtles and
Characteristic features of amphibians: tortoises (Figures 1.25 and 1.26). Reptiles all have scales
• They are vertebrates with skin with no scales. on their skin. Unlike amphibians, reptiles do not need
to go back to the water to breed because their eggs
E
• Their eggs have no shells and are laid in water. have a soft but waterproof shell which stops them from
• The tadpoles live in water, but adults often live drying out.
on land.
a
• The tadpoles have gills for gas exchange, but adults
have lungs.
PL b
M
b
SA
Figure 1.23: Two examples of amphibians: a: a salamander

b: a toad.
thin, moist skin

Figure 1.25 a: This Nile crocodile has just hatched from its
soft-shelled egg. b: Dinosaurs, including Tyrannosaurus rex,
are a group of reptiles that became extinct about 65 million
years ago, but we know a lot about them from fossils.
Figure 1.24: A frog, an example of an amphibian.
16
scaly skin beak
body covered
with feathers
Figure 1.26: A snake, an example of a reptile. Figure 1.28: A bird.
E
Characteristic features of reptiles: Characteristic features of birds:
• They are vertebrates with scaly skin. • They have feathers (and also sometimes a
few scales).
• They lay eggs with soft shells.
Birds
PL
Birds evolved from dinosaurs, and some biologists
consider that they are ‘dinosaurs with feathers’. Birds
are easy to identify, because they are the only animals
with feathers (Figures 1.27 and 1.28). However, they
sometimes do have scales – like reptiles – but generally
only on their legs. The other very distinctive feature is
their beak.
•
•
•
They have a beak.
Their front two limbs are wings (though not all
birds can fly).
They lay eggs with hard shells.
M
a b
SA
Figure 1.27 a: Although ostriches have wings, they cannot fly. b: The oriental dwarf kingfisher lives in forests in India and
south east Asia. Despite its name, it eats small frogs and crickets rather than fish.
17
Mammals hairs on skin pinna of ear

The mammals are the most familiar vertebrates, and people
who have not studied biology often use the word ‘animal’
to mean ‘mammal’. Humans, of course, are mammals.
Some of the features of mammals are shared with birds.
For example, both mammals and birds control their body
temperature (see Chapter 13) and have a heart with four
chambers (compartments) (see Chapter 9). Mammals also
give birth to live young, but this is not helpful in identifying
them, because many fish and reptiles also do this.
E
The easiest way to identify a mammal is that its skin has Figure 1.30: Some of the visible external features of
hair (Figures 1.29 and 1.30). Looking more closely, we a mammal.
find that their ears have a pinna (ear flap) on the outside,
and that they have different kinds of teeth. But it is Characteristic features of mammals:
their method of reproduction and caring for their young
that is most distinctive. Only mammals have a uterus • They have hair on their skin.
PL
and placenta (Chapter 15), and only mammals have
mammary glands that produce milk to feed their young.
a
•
•
Their young develop in a uterus, attached to the
mother by a placenta.
The females have mammary glands, which produce
milk to feed their young.
They have different kinds of teeth (incisors, canines,
premolars and molars).
They have a pinna (ear flap) on the outside of
the body.
They have sweat glands in the skin.
M
• They have a diaphragm.
b KEY WORDS
pinna: a flap on the outside of the body that
directs sound into the ear
SA
placenta: an organ that connects the growing

fetus to its mother, in which the blood of the fetus
and mother are brought close together so that
materials can be exchanged between them
mammary glands: organs found only in
mammals, which produce milk to feed young
Figure 1.29: Two examples of mammals: a: A pangolin may
diaphragm: a muscle that separates the chest
look like a reptile at first glance, but if you look closely you
cavity from the abdominal cavity in mammals;
can see hairs on its face and feet. b: A baby sperm whale
it helps with breathing
sucks milk from its mother’s mammary glands.
18
Questions
7 Name the kingdom to which mammals belong.
8 List two differences between amphibians
and reptiles.
9 List a two external and b two internal features of
mammals that are not found in other groups of
vertebrates.
Arthropods
E
Arthropods are animals with jointed legs, but no
backbone. They are a very successful group, because they
have a waterproof exoskeleton. An exoskeleton is on the
outside of the body, rather than on the inside like yours. Figure 1.31: A dragonfly, an example of an insect.
The exoskeleton supports arthropod bodies, and also
allows these animals to live on land without drying out.
PL
There are more kinds of arthropod in the world than all
the other kinds of animal put together.
Characteristic features of all arthropods:
•
•
They have several pairs of jointed legs.
They have an exoskeleton.
There are several different groups of arthropods,
including insects, crustaceans, arachnids and myriapods.
Insects
one pair of
antennae
body divided into
head, thorax and abdomen
M
three pairs of jointed legs two pairs of wings
Insects (Figures 1.31 and 1.32) are a very successful
group of arthropods. Their success is mostly due to Figure 1.32: Features of a typical insect.
their exoskeleton and tracheae, which are very good at
stopping water from evaporating from the insects’ bodies,
so they can live in very dry places. They are mainly
KEY WORDS
terrestrial (land-living).
SA
Characteristic features of insects: arthropod: an animal with jointed legs,

but no backbone
• They are arthropods with three pairs of jointed legs.
exoskeleton: a supportive structure on the
• They have two pairs of wings (one or both may outside of the body
be vestigial).
terrestrial: living on land
• They breathe through tubes called tracheae.
• Their body is divided into a head, thorax vestigial: description of a structure that has
and abdomen. evolved to become so small that it is no
longer useful
• They have one pair of antennae.
19
Crustaceans Arachnids
These are the crabs, lobsters and woodlice (Figures 1.33 These are the spiders, ticks and scorpions (Figures
and 1.34). They breathe through gills, so most of them 1.35 and 1.36). Arachnids are generally land-dwelling
live in wet places and many are aquatic (live in water). organisms.
Characteristics: Characteristics:
• They are arthropods with more than four pairs of • They are arthropods with four pairs of jointed legs.
jointed legs.
• They have no antennae.
• They have two pairs of antennae.
• Their body is divided into two parts –
a cephalothorax and abdomen.
E
PL
Figure 1.33: A lobster, an example of a crustacean. You can
clearly see the two pairs of antennae on its head.
two pairs of antennae

M
Figure 1.35: A scorpion, an example of an arachnid.
more than
four pairs of
jointed legs
abdomen
SA
cephalothorax
four
Figure 1.34: Features of a crustacean. pairs
of legs
appendages
KEY WORD for feeding
(not antennae)
aquatic: living in water
Figure 1.36: Features of an arachnid.
20
Myriapods ACTIVITY 1.4

These are the centipedes and millipedes (Figures 1.37
and 1.38). Classifying animals
Characteristics: In this activity, you practise identifying the
• Their body consists of many similar segments. classification groups to which animals belong.
• Each of their body segments has jointed legs.

You will need:
• They have one pair of antennae.
• pictures or specimens of different
vertebrates and arthropods, arranged
around the room
E
• (optional) a clipboard.
Work with a partner for this activity.

First, read ahead to find out what you are going
a myriapod.
PL
Figure 1.37: A giant African millipede, an example of
one pair of antennae

to do. On a sheet of paper, draw a table in which
you can fill in your answers.
Look carefully at the first specimen. Discuss with
your partner whether it is a vertebrate or an
arthropod, and then decide which smaller group
it belongs to within these two large groups.
Write down your decision, and the reasons for it.
Repeat for as many of the other specimens as
you have time for.
M
REFLECTION
How are you going to try to remember the
features of the four groups of arthropods? Which
of these ideas, or a combination of them, do you
SA
think might work best for you?

jointed legs on
• looking at labelled diagrams and reading
each segment
lists of features
Figure 1.38: Features of a myriapod. • trying to write your own list of features
• writing features on cards and then sorting
them to match each group
Questions • testing a friend or asking them to test you.
10 a List two features that are shared by myriapods
and arachnids.
b Describe two differences between myriapods
and arachnids.
11 Fleas are insects, but they do not have wings.
Suggest two features of fleas that would show that
they should be classified as insects.
21
Ferns Flowering plants

Ferns are plants with leaves called fronds (Figures 1.39 These are the plants that are most familiar to us. As their
and 1.40). They do not produce flowers, but instead name suggests, they reproduce by producing flowers
reproduce by means of spores produced on the (Figure 1.41). You will find out about their transport
underside of the fronds. Most ferns are quite small, systems and method of reproduction in Chapters 8
but some species can be as much as 20 m tall. and 14.
Characteristic features of ferns: Characteristic features of flowering plants:
• They are plants with roots, stems and leaves • They are plants with roots, stems and leaves.
(fronds).
• They reproduce using flowers and seeds.
•
E
They do not produce flowers.
• Their seeds are produced inside an ovary,
• They reproduce by spores produced on the in the flower.
undersides of their fronds.
Flowering plants can be divided into two main groups –
dicotyledons and monocotyledons. These names refer to
the structure of their seeds. The seeds of flowering plants
PL contain ‘seed leaves’ or cotyledons. Monocotyledons

(monocots for short) have only one cotyledon in their
seeds, whereas dicotyledons (dicots) have two (Figures
1.41, 1.42 and 1.43).
Characteristic features of dicots:
•
•
•
They have seeds with two cotyledons.
They usually have a main root with side roots
coming out from it.
Their leaves have a network of veins.
M
• They have flower parts (e.g. petals) in multiples of
four or five.
Figure 1.39: Tree ferns in Bali, Indonesia.
• They have vascular bundles in the stem, arranged in
a ring (see Chapter 8).
Characteristic features of monocots:
SA
• They have seeds with one cotyledon.

frond • Their roots grow out directly from the stem.
• Their leaves have parallel veins.
rhizome – an
underground • They have flower parts in multiples of three.
sporangia stem
• They have vascular bundles in the stem,
with spores arranged randomly.
KEY WORDS
dicotyledons: plants with two cotyledons in
roots their seeds
monocotyledons: plants with only one cotyledon
Figure 1.40: Features of a fern.
in their seeds
22
a
flower parts in
multiples of four
or five
network of
leaf veins
E
b main root with
other roots
branching from it
PL
Figure 1.41: Two examples of flowering plants. a: An iris,
an example of a monocot plant. b: Hibiscus, an example of
Figure 1.43: Features of a dicot plant.
Questions
12 Describe two differences between ferns and
flowering plants.
M
a dicot plant. 13 In your local area, find two examples of
monocotyledons and two examples of dicotyledons.
Explain how you were able to decide which group
flower parts in each plant belonged to.
multiples of three
SA
parallel leaf veins
branching root system
Figure 1.42: Features of a monocot plant.
23
Figure 1.44 shows one kind of virus. It is not made of a

ACTIVITY 1.5 cell – it is simply a piece of genetic material surrounded
by a protein coat. It is hugely magnified in this diagram.
Classifying animals and plants The scale bar represents a length of 10 nanometres. One
In this activity, you practise identifying the nanometre is 1 × 10−9 m. In other words, you could line
classification groups to which organisms belong. up more than 15 000 of these viruses between two of the
millimetre marks on your ruler.
You will need:
protein coat
• pictures or specimens of organisms
belonging to the animal, plant, fungus,
prokaryote and protoctist kingdoms, genetic
E
arranged around the room material
(RNA)
• pictures of ferns and flowering plants –
some dicotyledons and some
monocotyeldons, also arranged around
the room
• (optional) a clipboard.
PL
Work with a partner for this activity.
First, read ahead to find out what you are going
to do. On a sheet of paper, draw a table in which
you can fill in your answers.
Look carefully at the first specimen. Discuss with
your partner which group it belongs to.
Figure 1.44: The structure of a virus.
10 nm
M
Write down your decision, and the reasons for it.
Question
Repeat for as many of the other specimens as
14 Figure 1.45 shows a virus. With reference to the
you have time for.
diagram, and your own knowledge, discuss whether
or not viruses can be considered to be living
organisms.
1.6 Viruses
SA
You have almost certainly had an illness caused by a protein

virus. Viruses cause common diseases such as colds and
influenza, and also more serious ones such as AIDS.
Viruses are not normally considered to be living DNA
organisms because they cannot do anything other than (genetic material)
just exist until they get inside a living cell. They then 100 nm
take over the cell’s machinery to make multiple copies of
themselves. These new viruses burst out of the cell and Figure 1.45: A virus.
invade others, where the process is repeated. The host cell
is usually killed when this happens. On their own, viruses
cannot move, feed, excrete, show sensitivity, grow or
reproduce. They do not display the seven characteristics
of living things.
24
SUMMARY
All organisms show seven characteristics: movement, respiration, sensitivity, growth, reproduction, excretion
and nutrition.
Organisms are classified into groups according to features that they share.
Classification systems reflect evolutionary relationships between organisms.
The binomial system of naming organisms shows the genus and species. The name of the genus has a capital
letter, followed by the name of the species with a small letter.
Dichotomous keys are used to identify organisms. They are made up of pairs of contrasting statements or
E
questions. Taking one organism at a time, you work through the key until it leads you to the name of the
organism.
When constructing a dichotomous key, it is important to make sure that a person using the key can make
a decision looking at only one organism. Comparative or subjective descriptions (e.g. large, taller) are
not suitable.
PL
Organisms belonging to the plant kingdom have cells with cell walls made of cellulose, and some of their cells
have chloroplasts. Organisms belonging to the animal kingdom have cells that do not have these features.
Vertebrates are animals with backbones. They are classified in five main groups: fish, amphibians, reptiles,
birds and mammals, each with their own set of distinguishing features.
Arthropods are animals with an exoskeleton and jointed legs. They include insects, arachnids, crustaceans
and myriapods, which can be distinguished from each other by the number of legs and antennae.
As well as the animal and plant kingdoms, organisms are classified into the fungus, prokaryote and protoctist
kingdoms. They differ in the structure of their cells.
M
Ferns and flowering plants are two groups within the plant kingdom. Flowering plants can be classified as
monocots or dicots, which differ in the patterns of veins in their leaves, the structure of their root systems,
the number of flower parts and the distribution of vascular bundles in their stems.
Viruses are not classified in any of the five kingdoms, as they do not show the characteristics of living
organisms. They do not have cells, and consist of genetic material surrounded by a protein coat.
SA
25
PROJECT
A new species Try to find information about some or all of

these issues:
Each year, biologists discover new species. Some of
these are small (insects, small plants) while others • Where and how was the new species discovered?
are surprisingly large (mammals, trees). Why had it not been discovered before?
Work in a group of three or four. Use the internet • How did biologists decide that it really was a
to search for some examples of newly discovered new species?
species and select one to research in detail.
• How was the binomial for the new species
Decide how you will share the results of your
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chosen? What does its name mean?
research with others. For example, you could give
an illustrated talk, or produce a poster. Decide how • Biologists will want to find out more about
you will share out the tasks between you. the new species, but if it is rare they will not
want to take many specimens from the wild,
or disturb it in its habitat. How have these
conflicts been resolved?
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Figure 1.46: The tree Dinizia

jueirana-facao is a species that
was recently discovered in Brazil.
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EXAM-STYLE QUESTIONS TIP

1 Which characteristic is not shown by all living organisms? The mark allocation
A excretion for a question will
B movement often indicate the
number of points that
C photosynthesis you should make, in
D respiration [1] order to fully answer
that question.
2 Which feature is found in all vertebrates and all arthropods?
A a backbone
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B an exoskeleton
C antennae
D cells without cell walls [1]
3 The binomial of the okapi is Okapia johnstoni.

What genus does the okapi belong to?
A animals
B johnstoni
C mammals
D Okapia
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4 Which are features of monocotyledons?
A flower parts in multiples of four or five, one cotyledon in seeds
B one cotyledon in seeds, vascular bundles in a ring
C vascular bundles in a ring, network of veins in leaf
[1]
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D parallel veins in leaf, flower parts in multiples of three [1]
5 What two features do all viruses possess?

A cell membrane, cell wall
B cytoplasm, nucleus
C genetic material, protein coat
D ribosomes, plasmids [1]
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27
CONTINUED
6
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A B C D E COMMAND WORDS
a The diagram above shows five leaves. Use the key to identify the species of identify: name /
1 (a)
(b)
2 (a)
(b)
3 (a)
(b)
4 (a)
(b)
veins are parallel
veins are branching
PL
plant that each of these leaves came from.
the leaf is more than 5 times as long as it is wide

the leaf is less than 5 times as long as it is wide
leaf has a prickly edge
leaf does not have a prickly edge
leaf is divided into many leaflets
go to 2
go to 3
Iris germanica
Tricyrtis hirta
Ilex aquifolium
go to 4
Fraxinus excelsior
select / recognise
explain: set out
purposes or
reasons / make
the relationships
between things
evident / provide
why and/or how and
support with relevant
evidence
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leaf is not divided into many leaflets Buddleia davidii
[4]
b i Explain the meaning of the term species. [2]
ii Biologists give each species a two-word Latin name.
What is the term used to describe this naming system? [1]
[Total: 7]
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7 The table shows features of three animals.
Animal Exoskeleton Number of jointed Number of antennae

legs
P yes four pairs none
Q yes three pairs one pair
R yes more than five pairs one pair
a Name the major group that all of these animals belong to. [1]
b Each animal is classified into a smaller group within this major group.
Name the smaller group into which each animal is classified. [3]
c List two features, other than those shown in the table, that animal Q has,
which are not shared with animals P and R. [2]
[Total: 6]
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CONTINUED
8 Three species of tree have the following Latin names:
• Carpodiptera africana
• Commiphora africana
• Commiphora angolensis
a Which two species do biologists consider to be the most closely related?
Explain your answer. [2]
b Commiphora africana is a dicotyledon.
State two features that it shares with all other dicotyledons, but not
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with monocotyledons. [2]
[Total: 4]
9 All living organisms are classified into five kingdoms. These include the
plant, animal and fungus kingdoms.
a Name the other two kingdoms.
of plants.
c The diagram below shows a virus.
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b Describe two ways in which the cells of fungi differ from those
X
[2]
[2]
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i Name parts X and Y. [2]
ii Explain why viruses are not generally classified into any of the
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five kingdoms. [2]

[Total: 8]
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SELF-EVALUATION CHECKLIST
After studying this chapter, think about how confident you are with the different topics. This will help you to see
any gaps in your knowledge and help you to learn more effectively.
See Needs Almost Confident

I can
Topic… more work there to move on
describe the seven characteristics of
1.1
living organisms
explain that organisms are classified according to
1.2
features that they share
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explain that biologists classify organisms according
1.2
to their evolutionary relationships
describe and use the binomial naming system 1.2
construct and use dichotomous keys 1.3
plant kingdoms
and protoctist kingdoms

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state the main features of the animal and
state the main features of the fungus, prokaryote
state the main features of the five groups of

vertebrates – fish, amphibians, reptiles, birds
and mammals
state the main features of the four groups of
1.4
1.4
1.5
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arthropods – insects, crustacea, arachnids 1.5
and myriapods
state the main features of two groups of plants –
ferns and flowering plants, including dicots 1.5
and monocots
state the main features of viruses 1.6
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Biology
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Digital Teacher’s Resource
CAMBRIDGE IGCSE™ BIOLOGY: TEACHER’S RESOURCE
Contents
Introduction
About the authors
How to use this Teacher’s Resource
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How to use this Teacher’s Resource to supplement PD
About the syllabus
About the examination
Chapter 1:
Chapter 2:
Chapter 3:
Chapter 4:
Chapter 5:
Chapter 6:
Chapter 7:
Chapter 8:
Chapter 9:
Chapter 10:
Chapter 11:
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Characteristics and classification of living organisms
Cells
Movement into and out of cells
Biological molecules
Enzymes
Plant nutrition
Human nutrition
Transport in plants
Transport in animals
Diseases and immunity
Respiration and gas exchange
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Chapter 12: Coordination and response
Chapter 13: Excretion and homeostasis
Chapter 14: Reproduction in plants
Chapter 15: Reproduction in humans
Chapter 16: Chromosomes, genes and proteins
Chapter 17: Variation and selection
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Chapter 18: Organisms and their environment

Chapter 19: Human influences on ecosystems
Chapter 20: Biotechnology and genetic modification
Tests
Differentiated Worksheets
Practical Workbook
Exemplar data
Imprints
How to use this

Teacher’s Resource
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content
in our Cambridge resources.
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There are teaching notes for each chapter of the Coursebook. Each set of teaching notes contains the following
features to help you deliver the chapter.
At the start of each chapter there is a teaching plan (see below). This summarises the topics covered in the
chapter, including the number of learning hours recommended for each topic, an outline of the learning content,
and the Cambridge resources from this series that can be used to deliver the topic.
Topic
1.1
Characteristics
of living
organisms
number of
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Approximate
learning hours
0.5
Learning content
Core:
Describe the characteristics of living organisms by
describing:
• movement as an action by an organism or
part of an organism causing a change of
position or place
• respiration as the chemical reactions in cells
that break down nutrient molecules and
Resources
Coursebook:
Exam-style
questions 1
and 2
Workbook:
Exercise 1.1:
Characteristics
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of living
release energy for metabolism organisms
• sensitivity as the ability to detect and Exercise 1.2:
respond to changes in the internal or external The biological
environment classification
• growth as a permanent increase in size and system
dry mass Exercise 1.3:
• reproduction as the processes that make Keys
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more of the same kind of organism

• excretion as removal of the waste products
of metabolism and substances in excess of
requirements
• nutrition as taking in of materials for energy,
growth and development.
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1.2 Concept 2 Core: Practical

and uses of a State that organisms can be classified into groups Workbook:
classification by the features that they share. Practical
system investigation
Describe a species as a group of organisms that
can reproduce to produce fertile offspring. 1.1: Construct
a dichotomous
Describe the binomial system of naming species
key
as an internationally agreed system in which the
scientific name of an organism is made up of two Coursebook:
parts showing the genus and species. Exam-style
Construct and use dichotomous keys based on questions 3
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identifiable features. and 6
Supplement: Workbook:
Explain that classification systems aim to reflect Exercises 1.4
evolutionary relationships. and 1.5: Keys
Explain that the sequences of bases in DNA are
used as a means of classification.
1.3 Features of
organisms
2
PL Explain that groups of organisms which 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.
Core:
State the main features used to place organisms
into the appropriate kingdoms.
into:
• the main groups of vertebrates: mammals,
Coursebook:
Exam-style
question 7
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birds, reptiles, amphibians, fish
• the main groups of arthropods: myriapods,
insects, arachnids, crustaceans.
Classify organisms using the features identified
above.
Supplement:
State the main features used to place all
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organisms into one of the five kingdoms: animal,

plant, fungus, prokaryote, protoctist.
into groups within the plant kingdom, limited
to ferns and flowering plants (dicotyledons and
monocotyledons).
above.
State the features of viruses, limited to a protein
coat and genetic material.
The topic order generally follows the same sequences as the topics in the syllabus with some exceptions where
appropriate.
Content that is aimed at learners who are studying the Supplement is shown in blue in the teaching plan, and
there is an arrow to the left of the table.
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Each chapter also includes information on any background knowledge that learners should have before studying
this chapter, advice on helpful language support, and a teaching skills focus that will help you develop your skills
across a number of key pedagogical areas.
These boxes tell you where information in the book is extension content, and is not part of the syllabus.
At the beginning of the teaching notes for the individual topics there is an outline of the learning objectives
(see Learning Plan below) for that topic, as well as any common misconceptions that learners may have about
the topic and how you can overcome these. Syllabus learning objectives for learners who are studying the
Supplement are indicated in the table in a darker blue colour, with an arrow on the left.
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LEARNING PLAN
Syllabus learning objectives Learning intentions Success criteria
Core: In this topic, learners Learners will be able

will: to determine how an
State that organisms can be classified into groups
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by the features that they share.
can reproduce to produce fertile offspring.
as an internationally agreed system in which the
scientific name of an organism is made up of two
parts showing the genus and species.
Construct and use dichotomous keys based on
identifiable features.
Supplement:
• find out how the
binomial system
is used to name
organisms
discover the
relationship
between
DNA and
classification.
unfamiliar species is
classified and apply
knowledge to explain
this process.
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Explain that classification systems aim to
reflect evolutionary relationships.
Explain that the sequences of bases in DNA

are used as a means of classification.
Explain that groups of organisms which

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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.
For each topic, there is a selection of starter ideas, main activities and plenary ideas. You can pick out individual
ideas and mix and match them depending on the needs of your class. The activities include suggestions for how
they can be differentiated or used for assessment. Many of the challenge ideas focus on Assessment Objective 2,
and require learners to apply the concepts of the syllabus to new situations.
Homework ideas give suggestions for tasks, along with advice for how to assess learners’ work.
The teaching notes for each chapter also include practical work guidance to support you in teaching the exercises
in the Practical Workbook, and any model data that accompany the Practical Workbook chapter.
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1 Characteristics
and classification of
living organisms
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Teaching plan
Topic Approximate Learning content Resources
1.1
Characteristics
of living
organisms
0.5
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number of
learning hours
Core:
Describe the characteristics of living organisms
by describing:
• movement as an action by an organism or
part of an organism causing a change of
position or place
• respiration as the chemical reactions in
cells that break down nutrient molecules
and release energy for metabolism
Coursebook:
Exam-style
question 1
Workbook:
Exercise 1.1:
Characteristics of
living organisms
Exercise 1.2:
The biological
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• sensitivity as the ability to detect and
classification
respond to changes in the internal or
system
external environment
Exercise 1.3: Keys
• growth as a permanent increase in size
and dry mass
• reproduction as the processes that make
more of the same kind of organism
• excretion as removal of the waste
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products of metabolism and substances in

excess of requirements
• nutrition as taking in of materials for
energy, growth and development.
(Continued)
1.2 Concept 2 Core: Practical

and uses of a State that organisms can be classified into Workbook:
classification groups by the features that they share. Practical
system investigation 1.1:
Describe a species as a group of organisms
that can reproduce to produce fertile offspring. Construct a
dichotomous key
Describe the binomial system of naming
species as an internationally agreed system Coursebook:
in which the scientific name of an organism is
Exam-style
made up of two parts showing the genus and
questions 3 and 6
species.
Workbook:
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identifiable features. Exercises 1.4 and
Supplement: 1.5: Keys
Explain that classification systems aim to
reflect evolutionary relationships.
1.3 Features of
organisms
2
PL are used as a means of classification.
Explain that groups of organisms which 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.
Core:
State the main features used to place
organisms into the appropriate kingdoms.
organisms into:
Coursebook:
Exam-style
questions 2, 4 and
7–9
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• the main groups of vertebrates: mammals,
birds, reptiles, amphibians, fish
• the main groups of arthropods:
myriapods, insects, arachnids, crustaceans.
above.
Supplement:
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State the main features used to place all

organisms into one of the five kingdoms:
animal, plant, fungus, prokaryote, protoctist.
organisms into groups within the plant
kingdom, limited to ferns and flowering plants
(dicotyledons and monocotyledons).
above.
State the features of viruses, limited to a
protein coat and genetic material.
BACKGROUND KNOWLEDGE
• Learners will have some knowledge of the • Learners do not know how to classify
characteristics of living organisms. Even if organisms using dichotomous keys.
learners have not followed the Cambridge
Lower Secondary course, they will have an • Learners do not know the broad range of
understanding of the difference between categories to which organisms can belong.
the terms living and non-living. These include the kingdoms of life and the
different animal groups (such as mammals,
• Learners probably know that organisms can reptiles and birds).
be classified into groups that share features.
If they do not, ask them to consider a small
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number of animals and consider how they
could be grouped (e.g. frog, lizard, shark
and human can be divided into two groups:
those that have a tail (lizard and shark) and
those that do not (frog and human)).
TEACHING SKILLS FOCUS
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Area of focus: In this chapter, there are many
opportunities for learners to engage with
active learning. This approach is sometimes
described as ‘learning by doing’ and involves
activities including talking, making, writing
and performing. Examples include the tasks
entitled: Converting definitions into drawings,
Characteristics card sort, Key circus, The DNA
clock and Classification winning cards.
Specific focus: The specific focus of these active
Develop: Careful planning in advance of the
lesson is important to ensure that equipment is
organised, photocopies have been made and
appropriate seating arrangements to promote
group work have been considered. If your school
guidelines permit, use a school tablet to take
photographs and share them with your learners
at the end of the lesson. This can help to record
and reinforce their feelings of pride, initiative,
motivation and commitment.
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learning tasks is to provide learner-centred Reflection: To consider how effectively you
active learning opportunities. Here, learners play responded to the challenge of using learner-
an active role in their learning, with the teacher centred active learning opportunities, ask
as a facilitator, rather than as an instructor. yourself the following questions.
Despite being fact-led, learning science is 1 Do you feel that the learners have
about constructing meaning for abstract ideas. developed a deeper understanding of the
Learner-centred active learning opportunities concept, than if you had simply told them
enable learners to make their own meaning of the facts? If so, why?
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the concepts.
Benefits: The benefit for learners of this 2 During the task, did you at any time feel you
approach is that they develop a responsibility for had lost control of the class and its learning
their learning (called autonomy) and a deeper direction? It is quite common to answer
understanding of the material, rather than a ‘yes’ to this question. However, with more
superficial ability to recall information. This practice, learners become more used to
is in keeping with the idea of constructivism, learning in active tasks and it will be more
which describes how learners build their own comfortable for you to host the activity.
understanding, and contrasts with a model of During this task, if you feel that your learners
instruction whereby knowledge is imparted or are losing focus, try gaining their attention
transmitted from the teacher. While learners for a few seconds. Ask them all to raise their
are busy working, you have the opportunity to hands and look at you for a reminder of the
move around the class and respond to learners’ instructions or expectations, or to stand up
individual needs. and stretch their arms out in the air as you
give them a reminder of the time remaining.
These interventions will help you get them
back on track.
CONTINUED
3 What could you do differently next time you learners appreciate that understanding the
host this activity? Think about aspects such content of the syllabus is more important
as organisation, pace and the questions you than memorising it?
asked the learners. How could you help your
LANGUAGE SUPPORT
For many learners, this chapter will be the first and missing-word exercises can help learners
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to be studied in the syllabus. The wide variety get to know how to spell and attach meaning to
of terms that they meet in this topic provides an the key terms.
opportunity to develop good habits in Techniques such as ‘taboo’, in which learners
note-taking, such as underlining and highlighting work in pairs to describe key ideas to each other,
key terms or building a glossary as they go. but without using key words defined by the
In each lesson, it is a good idea to write the teacher, are useful. It would be challenging, for
key words on the board for the duration of example, for learners to describe the features of
the lesson.
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Activities that explicitly focus on key terms from
this topic are recommended, especially those
related to the seven characteristics of life, and
the names of the taxa. Crosswords, anagrams
1.1: Characteristics of living organisms

LEARNING PLAN
plants without using the three key words: leaves,
photosynthesis and green.
For definitions of key words please refer to
the Glossary.
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will: to decide whether
Describe the characteristics of living organisms an organism is living
by describing: • learn about or non-living and
the seven explain the difficulty
• movement as an action by an organism or characteristics of
part of an organism causing a change of in determining
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living organisms. whether or not some

position or place
characteristics apply
• respiration as the chemical reactions in cells in some cases.
that break down nutrient molecules and
release energy for metabolism
• sensitivity as the ability to detect and
respond to changes in the internal or
• growth as a permanent increase in size and
dry mass
• reproduction as the processes that make more
of the same kind of organism
CONTINUED
• excretion as the removal of the waste

products of metabolism and substances in
excess of requirements
• nutrition as the taking in of materials for
energy, growth and development.
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Common misconceptions
Misconception How to identify How to overcome
Learners often perceive plants Ask learners a ‘trick question’ – Emphasise that all seven
as organisms that are somehow ask them to rank order a human, characteristics of living organisms
‘less alive’ than animals.
Learners often assume that

plants do not move.
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Respiration is often mistaken for
breathing or gas exchange.
a plant and a bacterium, but do
not specify on which terms. Ask
one or two learners to explain
their choice.
Ask learners to list organisms
that appear, at first glance,
not to have any of the
characteristics of life.
Ask learners whether a plant (or
another organism that does not
ventilate) respires.
apply to all living organisms;
they are just more visible in some
organisms than others.
Draw a distinction between

movement and locomotion.
Plants are not capable of
locomotion.
Emphasise that the term
respiration refers to metabolism;
explore the meaning of this term.
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Egestion is often thought of as Challenge learners to list the Underline the term ‘metabolic’
a type of excretion. Related to materials that they consider in the definition of excretion and
this, learners also assume that to be waste, and then decide build an understanding that the
plants do not excrete. if removing each of these can contents of faeces have never
be considered an example of been a part of the body. Also
excretion. draw attention to the carbon
dioxide that organisms excrete;
emphasise that this is invisible.
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Learners can overlook that Ask what bacteria, yeast Draw attention to the prefix
unicellular organisms consist of and some other unicellular ‘uni-’, which is derived from the
only one cell. organisms have in common. Greek for ‘one’.
Starter ideas
1 Searching for similarities (15 minutes)
Resources: Coursebook, a potted plant and a desk lamp.
Description and purpose: Learners read and undertake the Getting started activity in the Coursebook. Extend
this activity by holding a potted plant in one hand and a desk lamp in the other. Ask learners to think of
features that you (as a human) and the potted plant have in common, which are not shared with the desk lamp.
Engage learners in a ‘think, pair, share’ activity in which they have 10 seconds to think by themselves, then
another 30 seconds to share their ideas with their partner. Then, select a number of learners at random from
the class to share their ideas and build a common understanding of the characteristics of life.
What to do next: If learners found the activity difficult, recap the common features of animals and plants
with them.
Getting started answers

1 excretion, sensitivity, growth, reproduction, movement, nutrition, respiration
2 See Topic 1.1 for full descriptions of each term. Learners are not likely to be able to describe
each one correctly at this stage. Their answers will provide you with an opportunity to pick up
any misconceptions.
2 Determining differences (15 minutes)

Description and purpose: Learners work in pairs to think of two organisms that are common in your school’s
host country. One must be an animal and one a plant. If they can, they should think of a third that must
be neither an animal nor a plant (e.g. a fungus). After all pairs have decided on their three organisms (you
could ask them to put their hands up when they are ready), provide a series of five statements that have
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the responses ‘true’ or ‘false’. Examples could include, ‘Your three organisms are made of cells’ (true) and
‘Your three organisms can fly’ (false). Find out whether learners are familiar with the diversity of life on
Earth through their personal experiences. However, there are some characteristics that are always true of all
living organisms.
What to do next: It is probable that learners do not know the seven characteristics of life and their names, so
write these on the board after the class discussion. These will serve as a reminder for learners to refer to as
they undertake the subsequent activities.
Main teaching ideas
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1 Converting definitions into drawings (30 minutes)
Learning intention: Learners describe the characteristics of living organisms by defining the seven
Resources: Sheets of card that can be cut into small pieces (20 × 20 cm approx.).
Description and purpose: Provide learners with a sheet of card and a pair of scissors. Ask them to produce a
series of seven flashcards that each show the name of a characteristic of life and its definition on one side.
On the other side learners draw a sketch that represents the characteristic in a visual form. At the end of the
task, shuffle all the cards (there will be seven times the number of learners) and hand out seven at random
to each learner, face down on their desks. Learners should rank order the cards in terms of quality of
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communication – whether the sketch accurately reflects the characteristic – rather than drawing quality. This
places an emphasis on helping learners understand the meaning of the characteristics, which can be difficult
to consider from just the terminology.
Safety: Learners need to be careful when using the scissors.
Differentiation ideas:
Support – During the activity, allow learners who find it difficult to get started with ‘clue words’ to help.
For example, a learner may find it difficult to illustrate the concept of respiration. Provide them with a
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clue word such as ‘gas’, ‘waste’ or ‘energy’.

Challenge – If any learners complete their sketches before the others, ask them to write a very short
story about ‘a day in the life of an animal or plant’ and include the seven characteristics of life.
Assessment ideas: Provide learners with a series of unfinished sentences that are written to reinforce their
knowledge of this learning. Ask for learners to read out their ideas and ask for comments from other pairs.
An example could be: ‘All organisms undertake respiration, which is … .’
2 Characteristics card sort (30 minutes)

Learning intention: Learners describe the characteristics of living organisms by defining the seven
Resources: Cards or small sheets of paper that have the characteristics of life written on some of them (e.g.
‘can reproduce’, ‘can grow’) and a wide range of other characteristics written on others (e.g. ‘has a brain’
and ‘can carry blood in vessels’).
Description and purpose: Before you start this activity, remove the characteristics of life if you had written
them on the board. Give one pack of cards/paper sheets to each pair of learners. Encourage learners to
sort through the cards and place them into two piles – one pile that contains features that apply to all
living organisms, and one pile that applies to only some organisms. Then ask pairs of learners to swap
seats and explore the decisions made by another pair of learners. Hold a class discussion to arrive at a
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common understanding.
Support – While learners are sorting their cards, periodically ask them to stop and reconsider.
Ask questions to correct misconceptions if you spot incorrect decisions, and encourage learners’
self-reflection. For example, some learners may consider respiration to be the same as breathing. Help
learners to overcome this by informing them that plants also respire, but do not breathe.
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Challenge – Challenge learners to discuss with each other how the seven characteristics of life can be
applied to organisms in different ways, and whether groupings can be made. For example, with regard
to reproduction, female humans, mice and bats give birth to live young; (most) reptiles, amphibians and
fish lay eggs. Although it should not be acknowledged in this lesson, this activity is good preparation for
subsequent lessons on classification.
Assessment ideas: Ask learners to think of a mnemonic for the first letter of each of the seven
characteristics of life. The class could then vote for their favourite. ‘MRS GREN’ is a very common option,
but are there others?
3 Workbook Exercise 1.1: Characteristics of living organisms (30 minutes)

Learning intention: Learners explore the characteristics of living organisms by considering the seven
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Resources: Workbook (Exercise 1.1)
Description and purpose: For learners to practise naming and describing the characteristics of living things.
Support – Provide learners with one of the five lines drawn between the terms and their definitions, to
model how to answer the first (Focus) exercise.
Challenge – Encourage learners to complete the exercise within a very strict time limit. This could be as
little as two minutes. Alternatively, follow the instructions regarding the Challenge activity that involves
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someone from another planet visiting Earth.

Assessment ideas: Ask learners to swap their Workbooks with a partner and assess each other’s work.
Ask the learners, ‘Did your partner’s answers match your own?’ and, ‘If there were any differences in your
answers, discuss which is the correct answer and why.’
Plenary ideas
1 Living laboratory equipment? (15 minutes)
Resources: Laboratory equipment, balance, pH probes, thermometers and so on.
Description and purpose: Ask learners to consider how items of laboratory equipment or other items, such
as a moving car, do satisfy some of the characteristics of life. For example, a thermometer is able to sense a
change in the environment and the liquid inside it ‘grows’ in response.
2 Workbook Exercise 1.1: Characteristics of living organisms (10 minutes)

Resources: Workbook (Exercise 1.1)
Description and purpose: A task that requires learners to practise naming and describing the characteristics
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of living things. If learners didn’t have time to complete the peer assessment, you could carry this out as a
plenary activity.
Homework ideas
1 Summary questions
Questions related to this topic are exam-style question 1 in the Coursebook and Exercise 1.1 (Characteristics
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of living organisms) in the Workbook.
2 Create a characteristics crossword

Challenge learners to design a crossword (either with a pencil and paper or on a computer). The seven words
should be the seven characteristics of life; they must write clues for another learner to find them.
The choice of which homework task to provide learners may depend on the time that they have available to
devote to this. The Coursebook questions will require a greater time commitment. The crossword activity
provides an opportunity for learners to be more creative. The follow-up assessment of either task will provide an
opportunity for formative assessment: determining if learners have mastered these topics before moving on.
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1.2: Concept and uses of a classification system

LEARNING PLAN

will: to determine how an
State that organisms can be classified into groups unfamiliar species is
by the features that they share. • find out how the classified and apply
binomial system knowledge to explain
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is used to name this process.
can reproduce to produce fertile offspring. organisms
as an internationally agreed system in which the discover the
scientific name of an organism is made up of two relationship
parts showing the genus and species. between
DNA and
identifiable features.
Supplement:
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Explain that classification systems aim to

reflect evolutionary relationships.

are used as a means of classification.
Explain that groups of organisms which

share a more recent ancestor (are more
classification.
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closely related) have base sequences in
DNA that are more similar than those that
share only a distant ancestor.
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Learners often believe that Write on the board a number Although this is beyond what
organisms with similar features of organisms that can fly (e.g. learners need to know, refer to how
must be closely related – for insects, mammals and birds) and organisms sometimes have very
example: birds, bats and bees. some that cannot fly. Ask learners similar features because they share
to group them into categories – an environment, not because they
do learners base their grouping are related.
on flight as a first priority?
When using dichotomous keys, Provide a dichotomous key and Emphasise that those learners who
learners can jump to the end challenge learners to answer it as have finished first have usually made
of the activity and look at all quickly as they can. When they the most mistakes. Tell learners
the organisms at once to try to finish, they should turn over their that more accurate judgements are
match the descriptions with the sheet of paper. made by those who go through the
organisms. key step by step.
(Continued)

When constructing Ask learners to describe Draw attention to the fact that
dichotomous keys, learners can something that everyone can subjective terms require further
refer to subjective terms such see – for example, your hair. qualification and therefore cannot
as ‘long’ or ‘dark’. be used in a dichotomous key.
Sometimes learners can Ask learners to list the Challenge learners to undertake
mistakenly omit reference differences in the number of calculations concerning multiple
to ‘pairs’; for example, pairs appendages between different individuals from a species, e.g.
of legs. organisms, e.g. the arthropods. ‘How many legs do four insects
have?’ (answer: 24).
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Starter ideas
1 Awkward animals (10 minutes)
Resources: Coursebook or short video clip from YouTube.
Description and purpose: Refer learners to the Science in context opening text in the Coursebook regarding
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the platypus. Alternatively, show a short video clip of the platypus or another animal that has unusual
features – for example, the pangolin or an unusual animal that is native to the country your school is in.
Discuss why this organism is difficult to classify. Elicit from learners that they already have predetermined
thoughts about classifying organisms.
What to do next: Provide learners with the definition of a species, and explain that the organism that they
have discussed satisfies this definition.
2 Species – towards a definition (10 minutes)

Description and purpose: Provide learners with marker pens and ask them to come to the class board to write
down as many words that they can think of that relate to ‘species’. Learners then return to their seats and
work in pairs to construct a sentence that they feel defines this term. They may choose to use only some of
the words, if they feel some are not relevant. Pairs of learners then join to form groups of four, then eight,
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and then elicit a definition that all learners agree on.
What to do next: Show learners examples of animals that have features normally associated with different
groups, e.g. the platypus and the pangolin. Encourage a discussion to focus learners’ attention on the
definition of a species in the context of one of these animals.
Main teaching ideas

1 Key circus (40 minutes)
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Learning intention: Learners explore how organisms can be classified into groups by studying the features
that they share.
Resources: The contents of learners’ stationery cases (pens, pencils, protractors etc.); nuts, bolts and screws of
different sizes; eating utensils (forks, spoons, sporks, chopsticks etc.); laboratory equipment (plastic beakers,
thermometers, spatulas and wooden splints). Note that these lists are not exhaustive: the more items, the better!
Description and purpose: Arrange learners into groups of four or five. For five minutes, each group works
at one of a number of stations that have been arranged around the room. At each station are a number of
items that share some (but not all) features. Learners decide which items have the most in common and give a
rationale for their choices (e.g. forks and spoons have more in common than forks and chopsticks, but why?).
Ask learners to suggest why we classify things. After five minutes, ring a bell that tells learners to move on to
the next station. When each group has visited every station, learners return to their desks. Discuss learners’
decisions. Learners then work in pairs or groups of three to construct a dichotomous key for each station
that would allow another person to decide which item is which. Link the task with the syllabus content by
discussing the ways in which organisms could be classified (e.g. by shared features, by shared ancestry, by where
they live or by how useful they are to us). Finally, elicit an understanding of the term ‘hierarchy’.
Safety: Some of the items you choose for the key circus may be sharp. Learners should handle them with care.
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Support – Ensure that the groups of four or five learners contain learners of different abilities. This will
help scaffold the learning experience for all: the wide range of abilities will provide many viewpoints
and perspectives.
Challenge – Move around the room during the activity and ask learners questions to extend
understanding. For example, why is classification important? In this case, it would be important in a
shop, but in the natural world? Could it play a role in conservation? Or medicine? Elicit answers from
learners and help them to understand, for example, that grouping organisms into categories can provide
hints to scientists that newly discovered organisms share more than just the obvious characteristics with
those that are already well described.
Assessment ideas: Ask learners to pose questions using ‘question shells’ on this topic. For example, ‘Why
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is … an example of … ?’ could be written on the board, with learners challenged to write questions for each
other. This helps learners to commit to their choices. Examples could include:
• Why is a screw an example of a metallic object?
• Why is a tie an example of an item of clothing?
• Why is the thermometer an example of a measuring instrument?
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2 Constructing keys (40 minutes)
Learning intention: Learners explore how organisms can be classified into groups by the features that they
share. This idea uses the relevant content from the Coursebook.
Resources: Coursebook
Description and purpose: Arrange learners in pairs. Tell them that they must each determine what the other
had for breakfast this morning (assuming they did), but only by asking questions for which ‘yes’ or ‘no’
can be the answer. Elicit an understanding that ‘dichotomous’ means ‘has two branches’ and that these
yes/no questions are closed and eventually lead to the correct answer. If learners need further practice, ask
them to design a dichotomous key that would allow them to identify one of their teachers. Once you feel
that learners have enough confidence, instruct them to undertake Activity 1.2 in the Coursebook. In this
activity, learners are challenged to work with a partner to write a key to enable someone to identify each of
four flowers. Ensure that in this activity learners have some experience of using the binomial names and why
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these are important in accurately classifying organisms.
Support – Ensure that the learners working in pairs have different strengths. This will help scaffold the
learning experience for the less confident, but also provide an opportunity for more confident learners
to practise their communication skills.
Challenge – Ask learners to carry out research to find how many species of the Plasmodium genus
cause malaria. Why is it important that we know which type of parasite has infected a patient? Elicit an
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understanding that this knowledge is important in deciding a course of treatment.

Assessment ideas: Ask learners to write the shortest paragraph possible using all of the following key
terms: dichotomous, choice, decision, option, exclude. This is a good way to focus learners on developing
their higher-order thinking skills. It helps them to make sense of the meaning of the terms, rather than
simply recall them. To scaffold this activity for some learners, provide the first and final sentences, or reduce
the number of words that they are expected to use.
3 The DNA clock (40 minutes)

Learning intention: Learners explore how organisms can be classified into groups by the features that they
share, including their DNA sequence.
Resources: Photocopies of a photograph of an organism that is immediately recognisable (e.g. zebra). You
need a photocopy for each member of the class. Importantly, the photocopies should be sequential: the
first photocopy is of the original image; the second photocopy is of the first photocopy and so on until the
final photocopy is barely recognisable as a zebra because the image has faded (ideally, it looks like a horse
because the stripes are no longer clear).
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Description and purpose: Give learners five minutes to determine the order in which the photocopies were
made. Once they have completed this, hold a class discussion to elicit an understanding that this models
the way in which DNA changes (mutates) over time from one sequence (image) into another. With a brief
reference to DNA and its bases, elicit an understanding that we can determine the relationship between
individuals by studying the sequence similarity.
Support – Provide pairs of learners with five sheets of paper that each contain a DNA sequence of
10–20 bases in length. Ask learners to decide the order of similarity with a sixth sequence that you provide.
Challenge – In the Workbook, Exercise 1.2: The biological classification system and Exercise 1.3: Keys
provide learners with opportunities to extend the skills they have developed in this lesson.
Assessment ideas: Write a short guide for a younger learner to explain how DNA sequences can be used to
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help decide on relationships between organisms. This could be accompanied by a tangible example such as
the development of different limb bone formations in mammals.
Plenary ideas
1 Summary questions (10 minutes)
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Description and purpose: Exam-style questions 3 and 6 can be set as a summary of the key terms and
concepts covered in this lesson.
2 Self-reflection (5 minutes)
Description and purpose: Give learners the opportunity to reflect on their experiences during this lesson
to identify ‘what went well’ and ‘even better if’. An alternative is the ‘two stars and a wish’ approach to
encourage learners to reflect on each other’s progress, by identifying two points of positive feedback and one
point of constructive criticism.
Homework ideas
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1 Spot the mistake
Prepare a written text that summarises the concepts that learners have studied in this subtopic and those
previously. Include five to ten spelling mistakes and conceptual errors such as:
• Two members of different species will be able to produce fertile offspring.
• The binomial name of humans is homo Sapiens.
• Organisms with DNA base sequences that are very similar are very distantly related.
Encourage learners to spot and circle as many mistakes as possible, and offer corrections. This activity could
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be made into a competition, with the first learner who identifies all the mistakes is the winner.
2 Consolidation worksheet
Worksheet 1.1 provides an opportunity to reinforce some of the concepts and terms introduced during
this lesson.
If time is short for learners to conduct their homework, provide learners with Homework exercise 1. However,
to provide learners with a more comprehensive summary exercise regarding the importance of classification,
choose Homework exercise 2.
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1.3: Features of organisms

LEARNING PLAN
Core: In this topic, learners will: Learners will be able

to determine the
State the main features used to place • practise using and classification of a
animals and plants into the appropriate constructing keys species based on its
kingdoms. features.
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describe the features
State the main features used to place of the five kingdoms of
organisms into groups within the animal organisms
kingdom, limited to:
• the main groups of vertebrates: • describe how to
mammals, birds, reptiles, amphibians, classify vertebrates and
fish arthropods
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the main groups of arthropods:
myriapods, insects, arachnids,
crustaceans.
Classify organisms using the features
identified above.
Supplement:
State the main features used to

place all organisms into one of
the five kingdoms: animal, plant,
describe how to classify
ferns and flowering
plants
outline the features of

viruses.
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fungus, prokaryote, protoctist.
State the main features used to

place organisms into groups within
the plant kingdom, limited to ferns
and flowering plants (dicotyledons
and monocotyledons).
Classify organisms using the

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features identified above.
State the features of viruses,

limited to a protein coat and
genetic material.
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Perhaps because they both Ask learners to produce a table Provide a clear list of features
start with the letter ‘p’, learners or Venn diagram to compare the that the organisms belonging to
easily confuse prokaryotes main features of organisms that these kingdoms share and do
and protoctists (including the belong to these kingdoms. not share.
example of Plasmodium).
Learners often refer to ‘animals Tell learners that birds are Help learners who answered
and birds’, forgetting that birds animals. Is this true or false? ‘false’ to understand why birds
are animals. belong to the animal kingdom.
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Learners sometimes assume that Ask learners to describe what Tell learners that they may be
all animals are mammals, and/or they think an animal is. surprised, but jellyfish, spiders
that humans are not animals. and earthworms are just as much
an ‘animal’ as a cat or a dog!
Learners often assume that The second starter activity Keep a list of the five animal
that fungi are plants and

overlooking microorganisms.
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animals and plants are the only
classes of organisms, assuming
Learners may think that viruses

are living and deserve their
own kingdom.
(learners decide which features
are unique to animals and
plants) can help correct this
misconception.
Ask learners to rank the size of

organisms – they may put viruses
on the bottom of the hierarchy.
kingdoms written clearly on the
board, so that learners begin to
get used to the idea that life on
Earth consists of more than just
animals and plants.
Refer learners back to their work
on the characteristics of life and
point out that viruses do not
satisfy these features. You could
also take this opportunity to
inform learners that viruses are
not cellular.
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Starter ideas
1 Refreshing cell knowledge (10 minutes)
Resources: Learners need a pencil and an eraser. Provide a piece of A3 paper to each learner.
Description and purpose: Ask learners to draw a plant cell on one side of the paper, and an animal cell on
the other. Ask learners to hold up their diagrams when you count to three. Spend a minute or so formatively
assessing their prior knowledge by walking around the class and commenting on some of the diagrams you
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see. For example, are the plant cells roughly rectangular in shape? Do they have more components compared
to the animal cell (cell wall, chloroplasts and a vacuole) and so on? Next, challenge learners to use their
pencil, and eraser if necessary, to convert either their animal or plant cell into a bacterium, and the same for
a protoctist. Most learners will be unsure what to do, so walk around and provide clues (‘erase the nucleus’
or ‘add a long tail to the plant cell’). Gradually elicit that there are other kingdoms of organisms that
learners may not have encountered before.
What to do next: Ask learners to write down the school’s address and their home address next to each
other. Elicit an understanding that the largest ‘domain’ – the country of the school and their home – is
called a ‘kingdom’. The smallest domain, the number of their house or school, is the species. Give a brief
introduction to the hierarchy of life; however, point out the differences, such as the fact that the hierarchy of
life is inverted compared to an address, with the largest domain at the top.
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2 New kingdoms (10 minutes)

Description and purpose: Learners engage in a ‘think, pair, share’ activity to decide which features apply to
animals and plants. When they have run out of ideas, provide a few more (the Coursebook provides a large
number of characteristics). Then, when all learners are ready to move on, ask them to decide which of the
characteristics they have recorded could also be applied to fungi, protoctists and bacteria. The aim is to
highlight to learners that there are other kingdoms of organisms that they may not have encountered before.
What to do next: Hold a brief round of closed ‘true/false’ statements aimed at refreshing learners’ prior
knowledge regarding cell structure.
Main teaching ideas

1 Classification winning cards (50 minutes)
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Learning intention: Learners explore the features of organisms that enable us to assign them to the five
kingdoms of life.
Resources: Sheets of card that can be cut into small pieces (20 × 20 cm approx.).
Description and purpose: Using the internet or textbooks, provide an opportunity for each learner to
research one vertebrate (choose from mammals, birds, reptiles, amphibians, fish) and one arthropod (choose
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from myriapods, insects, arachnids, crustaceans). Move round the room to ensure that different learners
find out information about different organisms. Each learner should prepare two cards: one for each animal
that lists its key features. Consider providing a list of key words on the board, to ensure consistency across
the class. Photocopy the cards and provide pairs of learners with a pile of vertebrate cards and a pile of
arthropod cards. The learners then lay them on the table two at a time, and compare the features: Which
one has the most legs? Which one is largest? Which one reproduces more rapidly? This is a very effective way
to help learners recognise the differences between vertebrates and arthropods. This idea can be adapted for
comparing monocotyledons and dicotyledons. You can make a record of this activity by photocopying the
images and providing a full set to learners as a handout. You may wish to model how to play the game with
a volunteer from the class in full view before starting the game.
Support – Provide the information in this topic in the form of tables where information can be recorded
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as ticks/crosses and short entries. This can help learners to see the similarities and differences between
the domains and also between the eukaryotic kingdoms.
Challenge – The two protoctists in Figure 1.16 of the Coursebook could be used as the basis for a
deeper discussion. Some learners might ask why Paramecium, which has animal-like features, and
Chlamydomonas, which shares features with plants, are not described as unicellular animal and plant cells.
Assessment ideas: Use three or four questions, ideally multiple-choice or short-answer questions, which
learners complete and pass to you as they leave the room. One of these could be taken from the Coursebook
(exam-style question 7). This ‘exit card’ technique can provide an opportunity for formative assessment,
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enabling you to judge whether or not reinforcement of the content of this lesson is necessary in the next lesson.
2 Comparing creatures (50 minutes)

Learning intention: Learners explore the features of organisms that enable us to assign them to the five
kingdoms of life.
Description and purpose: Many learners can benefit from a very visual means of describing differences.
Poster presentations, produced by groups of scientists, are an important way of conveying information at
scientific conferences. Ask learners working in groups to prepare Venn diagrams or tables on posters that
visually compare the features of the five kingdoms of life or groups of organisms occupying different phyla
within those kingdoms. The posters should be highly visual, including diagrams, photographs (if a printer
is available) and text. These can be prepared on a large piece of paper or card with a range of materials.
Then hold a ‘marketplace’ activity in which one member of each group stands by their poster and offers an
explanation to other groups as they move around the room. Learners should use the Coursebook, which
comprehensively lists how to distinguish between the different organisms. Activity 1.4 in the Coursebook,
Classifying animals, provides a similar activity.
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Support – Provide learners with an opportunity to seek support. This can be done by producing a series
of ‘clue cards’, available on request. If a learner feels they need support, they can request a card from
you. Each card provides a ‘hint’ that is intended to give the learner just enough information to help
them move on with their work (e.g. ‘Focus your comparison on the veins in leaves and the number of
sections in the flowers’ or ‘Have you considered the number of antennae?’).
Challenge – Extend the discussion with learners to consider the broader characteristics that differ
between monocotyledons and dicotyledons (e.g. root systems, number of petals).
Assessment ideas: Learners identify the ‘odd one out’ in a series of terms. For example, the odd one out in
the series ‘shark, dolphin, whale’ is the shark, because it is a fish and the others are mammals.
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3 Imaginary organisms (30 minutes)
Learning intention: Learners encounter the features of organisms that enable us to assign them to the five
kingdoms of life.
Description and purpose: Allow learners to draw a number of imaginary organisms – examples may include
a dragon, a unicorn, a griffin – to emphasise the features that they have in common with actual organisms.
This could also include imaginary plants such as the triffid. They should compare their drawings with a
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partner and judge whether the features they have included are sufficient for their classification to be accurate.
Support – Providing ‘mind hooks’ can be of great benefit to some learners. These can help learners
remember key features of certain phyla (dicotyledons have two (di-) cotyledons, and mammals have
mammary glands). They can also help learners recall the names and order of the taxa in the hierarchy
of life (for example, ‘King Philip Came Over From Great Spain’).
Challenge – Encourage thinking among learners by challenging them to ask the question ‘why?’. For
example, ‘Why is an exoskeleton an advantage over a backbone?’ (and the opposite) and, ‘Why is having
many jointed legs (myriapods) an advantage over having few?’
Assessment ideas: Display a wide variety of the key terms which learners know from the previous lesson
on the board. As you call out a word, ask for a show of hands to see who feels confident in recalling its
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meaning, and then tell learners to keep their hand raised if they would like to offer a description.
CONTRIBUTED TEACHER ACTIVITY

Teacher name: ??????? Description: This activity can be done in pairs
or groups of three. For each class of vertebrate,
Title: Classes of vertebrates
learners cut up a list of characteristics and choose
Timing: 20–30 minutes the relevant characteristics for that class to stick
onto the picture. They can also add any other
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Learning intention: This activity ensures that

animal they think belongs in that class.
learners can differentiate between the different
classes of vertebrates using their characteristics. Some characteristics may be used for more than
one vertebrate class, some may not be used at all.
Resources: For each group:
Differentiation: As the teacher, you can add or
• five copies of the list of characteristics and
remove characteristics to make it easier for the
example animals
less confident students.
• one copy of a realistic image of each of the
You can ask students to design a similar activity
animals representing the different vertebrate
for the classes of arthropods or to differentiate
classes, each on a piece of paper that is large
between the monocotyledons and dicotyledons.
enough to stick various characteristics on (e.g.
Birds – a dove; Mammals – a lion; Amphibians
– a frog; Fish – a clown fish; Reptiles – a turtle)
• scissors and glue.
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CONTINUED
Reflection opportunity: Ask learners to think about and discuss how the various characteristics fit
into the way of life of each animal.
You can ask more confident learners how they think the characteristics could be used to make a
dichotomous key.
Learners enjoy this activity. By the end of the activity, they feel more confident that they know
the different traits and characteristics that are useful for classification. This makes differentiation
easier in future exercises.
??????
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Plenary ideas
1 Key word reinforcement (10 minutes)
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Description and purpose: Encourage learners to ask ‘What’s the question?’ when given an answer. Select
a range of single-word terms and simple sentences related to this, for which learners need to construct
questions. Examples include:
• ‘arthropod’ (the question would require learners to understand that this is a phylum of the animal
kingdom, with classes including insects, crustaceans, arachnids and myriapods)
• ‘because it has hair’ (the question would require learners to know that mammals have this feature).
2 Guess the taxon (10 minutes)

Description and purpose: Display or draw a large picture of an organism which has been obscured by 12–15
small numbered ‘jigsaw’ pieces (this can be done virtually with computer software, or by affixing A3 sheets
to the whiteboard). Learners are asked to choose which pieces to remove, thus gradually revealing the image,
and to identify parts of the organism, whose kingdom, phylum and class they must identify. To add extra
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challenges to this activity, the learners who identify the features are then asked to choose another learner
to identify which other organisms share each feature. This could form the basis of a competition, with the
class divided into two teams. Have two or three examples of organisms ready, just in case learners guess the
phylum very early.
3 Classification bingo (10 minutes)

Description and purpose: Challenge learners to a game of ‘bingo’ to consolidate the key terms that have been
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encountered in the previous subtopics. Provide each learner with a grid of nine squares. Then provide 20 key
terms on the board, taken from the subtopics previously encountered. Learners select nine words at random
to fill in the grid. Then call out definitions of each of the 20 key terms in random order. The first learner to
tick off their nine words calls ‘bingo’ and wins the contest. For your reference during this activity, key terms
in Chapter 1 of the Coursebook have definitions listed in the Glossary and the main text.
Homework ideas
1 Putting theory into practice
Encourage learners to collect leaves from plants that grow in your school’s host country (be aware of
poisonous varieties, and provide leaves yourself if there is a risk). Challenge them to classify them as
monocotyledons, dicotyledons or ferns, and construct a key in their exercise books onto which the leaves
are attached with sticky tape in a ‘living library’. If you live in a region with high biodiversity, learners may
explore the school grounds and ‘tick off’ as many of the groups of animals as they can spot in an activity
called ‘I spy’. Can they find the main groups of vertebrates: mammals, birds, reptiles, amphibians and fish?
And what about the main groups of arthropods: myriapods, insects, arachnids and crustaceans?
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2 Summary questions
Exam-style questions 2, 4 and 7–9 provide learners with an opportunity to apply their knowledge of the key
features of different phyla. Workbook Exercises 1.6–1.9 provide further opportunities to reinforce this content.
If learners have found the classification of plants most difficult, Homework exercise 1 should be chosen.
However, if learners have found distinguishing between the different phyla of animals more challenging, then
choose Homework exercise 2.
Links to digital resources

• www.cambridge.org/links/bctd7001 offers a clip that explains the binomial system of classification.
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• Access this Coggle diagram to further explore the reasons why classification of organisms is important:
www.cambridge.org/links/bctd7002
• This website provides an opportunity to extend learners’ understanding through reading a relevant
article on the use of DNA base sequences to understand the relationship between butterflies:
www.cambridge.org/links/bctd7003
CROSS-CURRICULAR LINKS
•
the periodic table. PL
Link the topics learners encounter in this chapter with the curricula of other subjects and collaborate
with other teachers from other departments in your school. For example:
• Compare the organisation of living organisms into hierarchical groups with the organisation of
locations in geography (countries, states, towns and place names) and elements into groups in
Find examples of mistakes that were made during the development of taxonomy, before
scientists knew all of the features of different groups of organisms.
There are many opportunities in this chapter for learners to practise their drawing skills, for
example of parts of organisms used to classify them.
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With regard to the rest of their Biology course, encourage learners to consider how their study of this
topic is important in topics such as inheritance (Chapter 16).
Project guidance
A new species
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• To prepare the class for the Project, identify a number of internet sites that would be useful for learners
during their research. Inform learners of the relative pros and cons of the different options that they could
select from to present their work, including as an illustrated talk, or in the form of a poster.
• During the project, provide roles to learners during the group work to ensure that all members are engaged.
Roles could include the decision maker, the scribe and the internet researcher. This can also be used to
differentiate learning: provide a more challenging role for a more confident learner (answering the final
question in the project details, for example).
• To assess the work that learners produce, provide the opportunity to ‘showcase’ their work. This could be
in the form of a ten-minute poster marketplace, where one member of each group remains with their poster
to explain its contents to other groups as they circulate. Alternatively, short presentations could be given,
with learners in the audience encouraged to actively listen: give them a checklist to complete, or challenge
them to think of one question to ask at the end of each talk (choose a learner at random). Provide feedback
on their work, and emphasise in your comments that the most successful submissions are those that cover
the content of the syllabus, but which use new examples of animals and plants that are unfamiliar to other
members of the class. Give credit to learners who are able to speak fluently about their work and answer
other learners’ questions with confidence.
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Differentiation worksheet packs (downloadable)

Two worksheets of questions on classification for different abilities.
If learners find it difficult to explain the importance and application of classification, they would find
Worksheet 1 most appropriate.
Worksheet 2 has slightly more difficult tasks, which also involve comparing the features of different groups
of animals. More confident learners should choose this worksheet, which has an extra-stretch sheet that
extends thinking.
1 The application of classification
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Structured worksheet split into three levelled sections covering a range of learner abilities on the source of
taxol and the usefulness of taxonomy.
2 Exploring relationships
Worksheet on the relationships between birds with a help sheet and an extra-stretch sheet to meet the
demands of a range of learners of differing abilities.
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Practical Workbook
guidance
Chapter 1: Characteristics and classification of
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living organisms
Practical investigation 1.1: Construct a dichotomous key
Planning and setting up the investigation
This depends upon your own school environment. You may be able to take learners outside into the school
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grounds and look for different leaves. If preferred, it may be more time-friendly to obtain different types of
leaves yourself, in advance. Some schools may have suitable invertebrates available, in which case an insect pooter
may be provided. Care should be taken to return any organisms used to their natural habitat.
Safety
This is a low-risk investigation, but learners should wash their hands afterwards if handling plants, soil, or
invertebrates. Gloves may also be provided. You should set clear boundaries about which parts of the school
grounds are accessible.
Common errors to be aware of

Learners may have been exposed to incorrect use of the term ‘microorganism’ from previous learning. Ensure
that learners do not use this term, or other similar informal terms such as ‘beasties’ or ‘bugs’. Some learners will
M
wish to shade or colour their diagrams, so the importance of a clear biological diagram should be reinforced.
Differentiation
Some learners will struggle to draw clear diagrams at first. Demonstrate how to make a clear, labelled drawing
on the board and allow learners to come up and attempt on the board before committing to their workbooks.
This could involve asking those learners that are excellent at drawing to demonstrate their skills, or simply
allowing learners to draw with freedom on the board.
SA
Discussion points and scientific explanation

Select different keys to ask learners to compare. Encourage them to identify what makes a good key, and how
other keys should be improved. Further discussion can lead to what scientists do next; how scientists can
establish the relationships between the observable characteristics, by using DNA and establishing evolutionary
relationships.
1 Cambridge IGCSE™ Biology – Broderick © Cambridge University Press 2021
Exemplar data
Chapter 2: Cells
Practical investigation 2.1: Observing plant cells
E
cell membrane
cytoplasm
PL cell wall
nucleus
M
Figure 2.1: Plant cells viewed under a microscope.
SA
*Please note, Exemplar data from Chapter two has been used in this sample.
Practical investigation 2.2: Observing animal cells
nucleus
E
cytoplasm
plasma membrane
PL
Figure 2.2: Animal cells viewed under a microscope.
M
SA
Practical investigation 2.3: Drawing biological specimens

lamina
(leaf blade)
leaf apex
E
vein
PL
Figure 2.3: Student drawings of chosen organisms.
midrib
M
SA
E
PL
M
SA
Biology
E
PL WORKBOOK

M
SA
CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK
Contents
How to use this series vi 7 Human nutrition
Diet 59
How to use this book viii Digestion and absorption 61
Introduction ix 8 Transport in plants
E
Xylem and phloem 68
1 Characteristics and classification
Transport of water 70
of living organisms
Translocation of sucrose and amino acids 76
Characteristics of living organisms 2
The biological classification system 4 9 Transport in animals
Keys
Kingdoms
2 Cells
Animals, plants and bacteria
PL
Groups within the animal and plant kingdoms
Specialised cells and sizes of specimens
3 Movement into and out of cells

6
10
14
17
21
Circulatory systems
The heart
Blood vessels and blood
10 Diseases and immunity

Transmission of pathogens
The immune response
11 Respiration and gas exchange

80
82
86
91
98
M
Diffusion 24 Respiration 102
Osmosis 27 Gas exchange 108
Active transport 31
12 Coordination and response
4 Biological molecules The human nervous system 112
Carbohydrates, fats and proteins 33 Sense organs 116
SA
DNA 38 Hormones 119

Coordination in plants 122
5 Enzymes
Biological catalysts 40 13 Excretion and homeostasis
Factors that affect enzymes 42 Excretion 126
Homeostasis 131
6 Plant nutrition
Making carbohydrates using light energy; Leaves 50
Factors affecting photosynthesis 54
iv
Contents
14 Reproduction in flowering plants 18 Organisms and their environment

Asexual and sexual reproduction 134 Energy flow and food webs 168
Sexual reproduction in flowering plants 136 Nutrient cycles 171
Advantages and disadvantages of different Populations 173
types of reproduction 138
E
19 Human influences on ecosystems
15 Reproduction in humans Human pressure on ecosystems 176
The human reproductive system 141 Conservation 179
Sexually transmitted infections 145
16 Inheritance
Chromosomes and cell division
Inheriting genes
Genes and protein synthesis
17 Variation and selection

Variation
Selection
PL 148
150
156
159
163
modification
Biotechnology
Genetic modification
Glossary
Acknowledgements
182
187
190
196
M
SA
v

Throughout this book, you will notice lots of different features that will help your learning.
These are explained below. Answers are accessible to teachers for free on the ‘supporting resources’
area of the Cambridge GO website.
KEY WORDS
Definitions for useful vocabulary are given at the start of each section. You will also find
E
definitions for these words in the Glossary at the back of this book.
Supplement content: In the key word boxes, Supplement content is indicated with a large
arrow, as in this example.
LEARNING INTENTIONS
indicate the important concepts.
TIPS
PL
These set the scene for each exercise, beginning with ‘In this exercise you will:’, and
In the learning intentions box, Supplement content is indicated with a large arrow
and a darker background, as in this example.
M
The information in these boxes will help you complete the exercises, and give you support in
areas that you might find difficult.
Exercises
SA
These help you to practise skills that are important for studying IGCSE Biology.
Questions within exercises fall into one of three types:
• Focus questions will help build your basic skills.
• Practice questions provide more opportunities for practice, pushing your skills further.
• Challenge questions will stretch and challenge you even further.
SELF/PEER ASSESSMENT
At the end of some exercises, you will find opportunities to help you assess your own work,
or that of your classmates, and consider how you can improve the way you learn.
Supplement content
Where content is intended for students who are studying the Supplement content of the syllabus
as well as the Core, this is indicated with the arrow and the bar, as you can see on the left here.
viii
E
PL
M
SA
Chapter 1
Characteristics and
classification of living
organisms
E
Characteristics of living
organisms
KEY WORDS
of requirements PL
excretion: the removal of the waste products of metabolism and substances in excess
growth: a permanent increase in size and dry mass

metabolic reactions: chemical reactions that take place in living organisms
movement: an action by an organism or part of an organism causing a change of position
M
or place
nutrition: taking in materials for energy, growth and development
organism: a living thing
reproduction: the processes that make more of the same kind of organism
SA
respiration: the chemical reactions in cells that break down nutrient molecules and
release energy for metabolism
sensitivity: the ability to detect and respond to changes in the internal or
Exercise 1.1
IN THIS EXERCISE YOU WILL:
practise naming and describing the characteristics of living things.
2
1 Characteristics and classification of living organisms
Focus
1 Draw lines to match each term with its description.
Term Description
nutrition making more of the same kind of organism
respiration removing waste products of metabolism
E
growth a permanent increase in size and dry mass
Practice
2
excretion
reproduction
PL taking in materials for energy, growth
and development
chemical reactions that release energy from

nutrient molecules
Figure 1.1 shows a plant, growing towards the light. Inside its leaves, photosynthesis is taking
place. Photosynthesis uses carbon dioxide to make glucose, and releases oxygen.
M
Add labels to Figure 1.1. Your labels should include short descriptions stating how the plant is
showing these characteristics of living things:
• reproduction • growth • sensitivity • excretion
SA
Figure 1.1: A plant growing towards the light.
3
Challenge
3 Imagine that someone from another planet is visiting Earth. They see aeroplanes and birds
moving through the sky.
Explain to the visitor why birds are alive and aeroplanes are not alive, even though they seem to
share some of the characteristics of living things.
E
KEY WORDS
PL
The biological classification system
binomial system: a system of naming species that is internationally agreed, in which the
scientific name is made up of two parts showing the genus and the species
M
fertile: able to reproduce
genus: a group of species that share similar features and a common ancestor
species: a group of organisms that can reproduce to produce fertile offspring
Exercise 1.2
SA

• check that you know what a binomial is
• practise finding evidence in a short, written passage
• think about advantages of using the binomial system.
4
Focus
4 Complete the sentences, using words from the list.
binomial biological complete fertile genus group healthy
living population reproduce species
An organism is a thing. A is a group of living organisms
that can with each other to produce offspring.
E
Each species of organism has a two-word name. This system of naming is called the
system. The first of the two words in the name tells us the
that the species belongs to.
Practice
5
PL
Tigers, Panthera tigris, and lions, Panthera leo, sometimes mate with each other if they are
kept together in a zoo. The offspring are called ligers. Ligers are perfectly healthy, but are
unable to reproduce.
Use this information to write down:
a one piece of evidence that lions and tigers are closely related
M
b two pieces of evidence that lions and tigers belong to different species.
SA
Challenge
6 Many people dislike using binomials for species. They would prefer to just use English names.
Explain why it is helpful to scientists to use the binomial system.
5
Keys
KEY WORDS
dichotomous key: a way of identifying an organism, by working through pairs of
statements that lead you to its name
Exercise 1.3: Focus
E
practise using a key to identify four animals.
A
7
PL
Figure 1.2 shows four vertebrates.
AA
B
B
B
B
B
M
C D
C D
C D
C D
C D
SA
Figure 1.2: Four vertebrates.
Use the dichotomous key to identify each of these four animals.

List the sequence of statements that you worked through to find the name.
TIP
Remember to work on one animal at a time. Identify that one, then move on to
the next.
6
1 a shell present Geochelone elephantopus

b shell absent go to 2
2 a four legs go to 3
b no legs Ophiophagus hannah
3 a back and tail are covered with rough spikes Crocodylus niloticus
b no spikes on tail Chamaeleo gracilis
E
TIP
When writing binomials, underline them to show that they should be in italics. Remember
that the genus name starts with a capital letter but the species name is all lowercase.
D
PL
Animal A has been done for you.
1b, 2a, 3a – Crocodylus niloticus
M
Exercise 1.4: Practice
practise writing a dichotomous key by completing one that has already been started.
SA
8 Figure 1.3 shows a spider, locust, centipede and crab.
spider
spider locust
locust
spider locust
locust
spider
spider locust
centipede
centipede crab
crab
centipede
centipede crab crab
Figure 1.3: Spider, locust, centipede and crab.
centipede crab
7
Here is the start of a key to help someone who does not know anything about these animals to
identify them. Complete the key by writing more pairs of statements.
Then try your key out on a friend.
1 a has antennae go to 2
b does not have antennae spider
2 a has three pairs of legs
E
3 a
Exercise 1.5: Challenge
9
write your own dichotomous key.
PL
Figure 1.4 shows photographs of four species of fish.
M
SA
Bannerfish Shark
Trout Goldfish
Figure 1.4: Four species of fish.
8
Write a dichotomous key to enable someone to identify each of the four fish.
E
SELF-ASSESSMENT
points in the checklist using:

if you did it really well
PL
How confident do you feel about using and writing keys? Rate yourself for each of the
if you made a good attempt at it and partly succeeded

M
if you did not try to do it, or did not succeed
Checklist Rating
I can use a dichotomous key to identify organisms.

SA
I can complete a key that has already been started.
I can write my own key with no help.
What will you do to improve your ability to write a good dichotomous key?
9
Kingdoms
KEY WORDS
fungus: an organism whose cells have cell walls, but that does not photosynthesise
hyphae: microscopic threads, made of cells linked in a long line, that make up the body of
a fungus
kingdom: one of the major groups into which all organisms are classified
E
spores: very small groups of cells surrounded by a protective wall, used in reproduction
Exercise 1.6
ways to do this is to make a drawing.

PL
practise making the kind of drawing that is used in biology.
Biologists often need to describe clearly what they observe when studying organisms. One of the best
A biological drawing needs to be simple, but clear. Sometimes, you need to label your drawing to
indicate important features.
Here are some points to think about when you draw.
M
• Make good use of the space on your sheet of paper – your drawing should be large.
However, do leave space around it so that you have room for labels.
• Always use a sharp HB pencil and have a good eraser with you.
• Keep all lines single and clear with no breaks.
• Do not use shading.
SA
• Do not use colours.

• Take time to get the outline of your drawing correct first, showing the correct proportions.
Do this lightly to start with, so that you can rub out and try again.
Here are some points to bear in mind when you label a diagram.
• Use a ruler to draw each label line.
• Make sure the end of the label line touches
the structure being labelled.
• Write the labels horizontally.
• Keep the labels well away from the edges
of your drawing. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
cm
• Do not let label lines cross one another.
10
Focus
Figure 1.5 shows two drawings of a leaf made by learners.
a b
E
i
ii
iii
iv
PL
Figures 1.5 a and b: Two drawings of a leaf made by learners.
10 List five ways in which the second drawing (Figure 1.5b) is better than the first drawing (Figure 1.5a).
M
v
Practice
11 Figure 1.6a is a photograph of an earthworm. A learner has begun to make a drawing of the
earthworm (Figure 1.6b).
SA
a b
Figure 1.6 a: A photo of an earthworm. b: A drawing of the same earthworm.
a Complete the drawing of the earthworm. Add two labels to your drawing.
11
b Earthworms belong to the animal kingdom. Describe two features of an earthworm that
you would not find in an organism belonging to the plant kingdom.
i
ii
Challenge
12 Figure 1.7 is a photograph of a fungus.
E
a
PL
Figure 1.7: A fungus, Amanita muscaria.
Draw a large diagram of the fungus in the space below. Do not label your diagram.
M
SA
12
b Explain how organisms belonging to the fungus kingdom differ from those belonging to
the plant kingdom.
E
SELF-ASSESSMENT
Amber
Red
if you did it really well PL
How confident do you feel about making a good biological drawing? Rate yourself for
each of the points in the checklist using:
Green
if you made a good attempt at it and partly succeeded
if you did not try to do it, or did not succeed
M
Checklist Colour
My drawing fills the space on the page, with enough room left
for labels.
I used a sharp pencil for the drawing.

SA
I did not use any shading or colours.
All of the lines I drew are single and clear, with no breaks.
The shape and proportions of my drawing are a good

representation of the object.
13
Groups within the animal and

plant kingdoms
KEY WORDS
diaphragm: a muscle that separates the chest cavity from the abdominal cavity in
mammals; it helps with breathing
dicotyledons: plants with two cotyledons in their seeds
E
exoskeleton: a supportive structure on the outside of the body
mammary glands: organs found only in mammals, which produce milk to feed young
metamorphosis: changing from a larva with one body form to an adult with a different
body form
PL
monocotyledons: plants with only one cotyledon in their seeds
pinna: a flap on the outside of the body that directs sound into the ear
placenta: an organ that connects the growing fetus to its mother, in which the blood of
the fetus and mother are brought close together so that materials can be exchanged
between them
Exercise 1.7: Focus

M
check that you remember the characteristic features of the five groups of vertebrates.
SA
Table 1.1 shows some features of five vertebrates.
Animal What is its skin Does it have Does it have a What are its eggs like?
like? wings? beak?
A smooth no no soft, without a shell
B has hair yes no does not lay eggs
C has feathers yes yes with a hard shell
D has scales no no soft, without a shell
E has hair no no does not lay eggs
Table 1.1: Features of five vertebrates.
14
13 Identify the group of vertebrates to which each animal belongs.

A D
B E
14 Animals B and E belong to the same group.

List two features of these animals, other than those in the table, that are characteristic features
of this group.
E
i
ii
15 Name one group of vertebrates that is not included in the table.
Exercise 1.8: Practice

IN THIS EXERCISE YOU WILL: PL
practise remembering the characteristic features of the four groups of arthropods.
16 List two features that all arthropods share, that are not found in other groups in the
M
animal kingdom.
i
ii
17 Complete the table to show the characteristic features of the four groups of arthropods.
SA
Group Number of pairs Number of pairs Other distinguishing features, if any

of legs of antennae
arachnids
insects
myriapods
crustaceans
15
Exercise 1.9: Challenge

practise remembering the characteristic features of ferns and flowering plants
(monocotyledons and dicotyledons).
18 List three features shared by ferns and flowering plants, which are not shared by organisms in
the animal or fungus kingdom.
i
E
ii
iii
19 Describe two ways in which ferns differ from flowering plants.
ii
PL
20 Draw a table in the space below to summarise the characteristic features of monocotyledons
and dicotyledons.
M
SA
16
Biology
E
PL
PRACTICAL WORKBOOK
Matthew Broderick
M
SA
CAMBRIDGE IGCSE™ BIOLOGY: PRACTICAL WORKBOOK
Contents
How to use this series vi 5 Enzymes
5.1 Effect of amylase on starch 39
How to use this book viii 5.2 Effect of temperature on enzyme activity 42
5.3 Effect of hydrogen peroxide
Introduction x
concentration on the activity of catalase 46
Safety xi 6 Plant nutrition
E
Practical skills and support xii 6.1 Epidermal peels 51
6.2 Effect of the light as a limiting
1 Characteristics and classification factor on the rate of photosynthesis 54
of living organisms 7 Human nutrition
1.1
2 Cells
2.1
2.2
2.3
Observing plant cells
Observing animal cells PL
Construct a dichotomous key
Drawing biological specimens

3.1 Diffusion with sweets
2
8
11
14
18
7.1
7.2
8.1
8.2
8.3
Energy from food
Modelling enamel on teeth
8 Transport in plants
The effect of temperature on
transpiration
Testing the product of transpiration
Factors that affect the rate of
transpiration
60
64
67
70
72
M
3.2 Diffusion in gelatine 21
3.3 Osmosis in beetroot 23 9 Transport in animals
3.4 Osmotic turgor 26 9.1 Dissecting a heart 77
9.2 Effect of yoga on human heart rate 80
4 Biological molecules 9.3 Effect of treadmill speeds on heart rate 83
4.1 Vitamin C in oranges 29
SA
4.2 Testing foods 32 10 Diseases and immunity

4.3 Extracting DNA 35 10.1 Culturing bacteria 87
10.2 Effect of antibacterial mouthwashes
on bacteria 91
iv
Contents
11 Respiration and gas exchange 17 Variation and natural selection

11.1 Germinating peas 95 17.1 Variation in humans 148
11.2 Dissecting a lung 98 17.2 Adaptive features 152
11.3 Repaying the oxygen debt 100
11.4 Expired and inspired air 104
18 Organisms and their environment
18.1 Using a quadrat 156
12 Coordination and response
E
18.2 Making compost 159
12.1 Measuring reaction times 108
12.2 Sensitivity test 111
12.3 Human responses 114 19.1 Effect of acid on the germination of
cress seeds 164
13 Excretion and homeostasis
13.1
13.2
13.3
Kidney dissection
14 Reproduction in plants
14.1
14.2
14.3
Structure of a flower
Oxygen for germination
PL
Controlling body temperature
Evaporation rates from the skin
Measuring the effect of temperature

118
121
124
128
131
19.2
20.2
20.3
Glossary
Fossil fuel combustion

modification
20.1 Effect of pectinase on apple pulp
Effect of temperature on pectinase
Biological washing powders
167
171
174
177
181
M
on the germination of cress seeds 134
15 Reproduction in humans
15.1 Protecting the fetus 138
16 Inheritance
16.1 Cloning a cauliflower 142
SA
v

These are explained below. Answers are accessible to teachers for free on the ‘supporting resources’
area of the Cambridge GO website.
INTRODUCTION
These set the scene for each chapter and indicate the important concepts. These start
E
with the sentence ‘The investigations in this chapter will:’.
KEY WORDS
PL
Key vocabulary and definitions are given at the start of each investigation. You will also find
definitions of these words in the Glossary at the back of this book.
COMMAND WORDS
Command words that appear in the syllabus and might be used in exams are highlighted
in the exam-style questions. In the margin, you will find the Cambridge International
definition. You will also find these definitions in the Glossary at the back of the book with
some further explanation on the meaning of these words.
M
LEARNING INTENTIONS
These set out the learning intentions for each investigation.
The investigations include information on equipment, safety considerations and method. They also
SA
include questions to test your understanding on recording data, handling data, analysis and evaluation.
Remember that there is a safety section at the start of this book – you should refer to this often, as it
contains general advice that is applicable to many of the investigations.
REFLECTION
These encourage you to reflect on your learning approaches.
viii
TIPS
The information in these boxes will help you complete the questions, and give you support
in areas that you might find difficult.
E
Supplement content
Where content is intended for students who are studying the Supplement content of the syllabus as
PL
well as the Core, this is indicated using the arrow and the bar, as on the left here.
Questions at the end of each chapter provide more demanding exam-style

questions, some of which may require use of knowledge from previous
chapters. The answers to these questions are accessible to teachers for free on the
Cambridge GO site.
Note for teachers:

M
The Teacher’s Resource in this series includes sample data and support notes for each of the
practical investigations in this practical workbook. You can find information about planning
and setting up each investigation, further safety guidance, common errors to be aware of,
differentiation ideas and additional areas for discussion.
Answers to all questions in this practical workbook are also accessible to teachers at
www.cambridge.org/go
SA
ix
Chapter 1
Characteristics and
classification of living
organisms
E
THE INVESTIGATION IN THIS CHAPTER WILL:
• review the main characteristics of different organisms
•
•
•
PL
help you to construct a dichotomous key
enable you to practise your biological drawing skills
help you to identify different groups of organisms based on the organisms’ external features.
Practical investigation 1.1:

Construct a dichotomous key
M
KEY WORDS
biological drawing: used to represent the visible features of an organism, in the correct
size, shape and proportion
dichotomous key: a way of identifying an organism, by working through pairs of
statements that lead you to its name
SA
feature: parts of an organism that you can see; also known as characteristics, e.g. the fur of
a mammal
magnification: how many times larger an image is than the actual object. If an object is
drawn smaller than its actual size, then the magnification is less than 1.
IN THIS INVESTIGATION YOU WILL:

• construct a dichotomous key that is relevant to your local area
• make a biological drawing and use the drawing to identify an organism.
2
YOU WILL NEED:

• range of specimens of leaves (provided for you) • paper and pencil
• if collecting organisms yourself: any other items, such as, small tray / box / container,
forceps / tweezers, latex gloves, insect pooters, etc. Your teacher will provide these
dependent on your local environment.
Safety
• Ensure that the leaves are free from other organisms.
E
• Wash your hands after handling any organisms.
• Think about the safety requirements for your chosen environment. What do you need to look
out for, or be aware of ?
Getting started
Method
1
PL
Think about the main features of the organisms that you are looking at. What should you be
looking for? For example, when you are looking for suitable specimens, you might choose to
consider the different structure of leaves.
If you are collecting organisms yourself, gather the equipment required (if you are collecting
invertebrates then you may require equipment such as a pooter). Otherwise, use the organisms
provided for you by your teacher.
M
2 Search for, and collect, at least three organisms that have different features. Use the equipment
provided that is most suitable for organisms that you intend to collect.
3 Return to the laboratory or classroom with your organisms. Identify the different features that
might help you to put the organisms into different groups.
SA
3
4 Draw a draft dichotomous key in the space below. You should begin by looking for features that
might distinguish one organism from another. Try to keep your answers simple, using ‘yes’ and
‘no’. Sometimes, this takes a bit of trial and error so use a pencil at first and do not be afraid to
change your questions or answers at any point.
E
PL
M
TIP
When constructing a dichotomous key, use the most obvious features that you can
actually see.
5 When you have completed your key, work with a partner to test the key with your
SA
chosen organisms.
6 Once you are happy that your key works, you can construct your final dichotomous key and ask
other people in the class to use it.
4
Recording data
1 Make a large drawing of one of your organisms in the space below. Label the drawing.
E
2
3

PL
State the features of your organism that help you to identify which group the organism
belongs to.
State the group that your organism belongs to.

M
Handling data
4 Use a ruler to measure the length of the actual organism. Then use the ruler to measure the
length of your drawing of that organism. Use this information to calculate the magnification of
your drawing.

SA

TIP
Try to use millimetres as your unit of measurement as millimetres are much easier to
convert into other units if required.
Remember, the magnification is the image size, divided by the actual size.
5
TIP
When you are finished, organisms should be returned back to their habitat to ensure
they are not harmed and to limit the impact of the investigation.
Analysis
5 Analyse your drawing skills. How many of the skills below have you used when drawing your
specimen? Tick the ones that you have used correctly. These are important skills when making a
biological drawing.
E
Drawing skills I have done this
I used a sharp pencil.
I drew smooth, single lines.
PL
I drew the specimen in the correct shape and proportion.
The drawing is larger than the actual specimen (where possible).
I have drawn all observable features.

M
I used a ruler to draw neat lines from the labels to the drawing.
Each line touches the feature that the line identifies.
I have not shaded the diagram, or used colours.
Evaluation
SA
6 Suggest why it is important you follow the ‘rules’ when making a biological drawing.

REFLECTION
Using the checklist above, how could you improve your biological drawings?

6
1 The adult housefly (Musca domestica) is found in many countries around

the world.
E
a Make a larger drawing of the adult housefly in the space provided. [5]
PL
M
b Measure the actual size of the length of one of the wings in the figure.
[1]
COMMAND WORDS
c Calculate the magnification of the same wing on your drawing of
SA
the figure. Give your answer to three significant figures. calculate: work out
from given facts,
figures or information
state: express in
clear terms
[2]
identify: name/
d State the binomial name of the adult housefly. select/recognise
[1]
e Identify the features of the housefly that would place it in the insect group.
[2]
[Total: 11]
7
E
PL
M
SA
Biology
E
PL
ENGLISH LANGUAGE SKILLS WORKBOOK
Matthew Broderick & Tim Chadwick

M
SA

CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Contents
How to use this series vi
How to use this book viii
Introduction x
E
Safety xi
Practical skills and support xii
1 Characteristics and classification of living organisms 2
2 Cells
4 Biological molecules
5 Enzymes
6 Plant nutrition
PL 18
29
39
51
8
M
7 Human nutrition 60
8 Transport in plants 67
9 Transport in animals 77
SA
10 Diseases and immunity 87

11 Respiration and gas exchange 95
12 Coordination and response 108
iv
Contents
13 Excretion and homeostasis 118

14 Reproduction in plants 128
15 Reproduction in humans! 136
E
16 Inheritance 142
17 Variation and natural selection 148
18 Organisms and their environment 156
PL
20 Biotechnology and genetic modification
Glossary
164
171
181
M
SA
v

These are explained below.
INTRODUCTION
This sets the scene for each chapter.
E
LEARNING INTENTIONS
These set out the learning intentions for each exercise. Each exercise will help you to
develop both your English skills and your biology skills.
KEY WORDS
PL
Key vocabulary and definitions are given in boxes at the start of exercises. You will also find
definitions of these words in the Glossary at the back of this book.
Exercises
These help you to develop and practise your English skills alongside your Biology skills.
M
LANGUAGE FOCUS
These give you more information about parts of the English language that you may find
challenging, to help you use English more fluently.
SA
LANGUAGE TIPS
The information in these boxes will help you complete the questions using correct English,
and give you support in areas that you might find difficult.
vi
E
PL
M
SA
Chapter 1
Characteristics and
classification of
living organisms
E
IN THIS CHAPTER YOU WILL:
Science skills:
• use the binomial naming system
• identify the characteristics of living organisms
English skills:
•
PL
write full sentences about different species and organisms.
Exercise 1.1 Characteristics of

living organisms
M
KEY WORD
characteristic: a typical feature of something. A characteristic helps you
identify something

SA
Science skills:
• identify the seven characteristics of living organisms
English skills:
• list the key words associated with living organisms.
All living organisms share the same seven characteristics of life. We do not consider
them to be ‘alive’ if they do not have all seven. This exercise will help you identify the
seven signs of life.
2
1 Look at the word search puzzle. Find and circle the names of the seven
characteristics for living things. You will also find the scientific term for a living
thing in the word search.
P M K X A F H R A Z E O P V W
N S O O T T Z H F X X R S D Z
X V O V W M L L P F F G D U D
U Q Y O E Y X R B P I A S X N
D R R Y N M O Q A I T N E H U
C G E B N J E I S W J I N G T
H W W S E E Z N H K I S S K R
E
K S J E P O S Q T O R M I U I
O G N U X I E R D X A O T K T
D K J O Q N R P K P D N I S I
D O X Q B C T A D V J F V Z O
R E P R O D U C T I O N I Z N
2
definition.
Definition
a living thing
M
T
H
B
K
H
J
V
G
W
I
E
Q
L
X
PL
I
O
C
P
E
R
B
Z
E
P
M
T
I
H
I
F
O
O
Q
L
N
T
Y
A
B
B
R
N
T
G
Complete the table by matching the eight words from the word search with their
Word
M
an action by a living thing or by part of a living thing that causes a
change of position or place
the chemical reactions in cells that break down nutrient molecules and
release energy
the ability to detect and respond to changes in the environment
SA
a permanent increase in size

processes that make more of the same kind of living thing
the removal of the waste products
taking in materials for energy, increase in size, and development
Table 1.1: The seven characteristics of life.
3
Exercise 1.2 Constructing a key –

writing opposites
KEY WORDS
dichotomous key: a key consisting of pairs of definitions used to identify an organism.
When you choose the definition that matches your organism, you are led to the next
choice. In the end, you get the name of your organism or the group it belongs to.
E
Science skills:
• complete a dichotomous key
English skills:
• use opposites in sentences.
PL
In this exercise you will develop the important skill of expressing opposites. This is
essential when constructing a dichotomous key.
When you use a dichotomous key, you should be able to identify the species or
organism you are observing. Each part of the key is written using statements that
express opposites, so that you can decide if a particular characteristic is present or not.
For example:
M
• The organism has jointed limbs.
• The organism does not have jointed limbs.
SA
4
LANGUAGE FOCUS
The present simple
When we state facts that are always true, for example characteristics of organisms,
we use the present simple. The present simple is easy to form: just use the verb, and
remember to put the subject in front of the verb, not after it. For example:
Birds lay eggs. Fish live in water.
If the subject is the third person-singular (a bird, a fish, etc.), add ‘- s’ or ‘- es’ to the
verb. For example:
E
A bird lays eggs. A fish lives in water.
With verbs ending with -s, -z, -tch, -ch or -sh, you need to add -es:
An eagle catches fish.
Have and can are irregular; look:
A bird has feathers.
A bird can fly.
with do/does + not: PL

To write the opposite sentence, we need the negative. Most verbs form the negative
A fish does not have feathers. Birds do not have gills.

Be and can are a little irregular in the negative.
Fertilisation is not internal. There aren’t any leaves.
M
The organism cannot fly.
3 Complete the dichotomous key. The first example has been done for you.
i The organism has fur.
The organism does not have fur.
SA
ii The organism has feathers.
iii The organism’s skin is dry.
iv The organism fertilises externally.
v The organism has gills in adults.
vi The organism can lay eggs.
5
Exercise 1.3 Describing organisms

KEY WORDS
binomial: an adjective for a name with two words
homeotherm: an organism that can maintain a constant internal body
temperature
phylum: the scientific word for a category below ‘kingdom’ and above ‘class’
vertebrate: an organism that has a backbone/spinal cord, such as mammals,
E
amphibians, birds, reptiles, and fish

Science skills:
•
PL
identify key characteristics of birds
English skills:
• extract important information from a text or a diagram.
Birds are one of the main vertebrate groups in the animal kingdom. In this exercise you
will learn some characteristics of birds. To do this, you will read a short text and look
at a diagram. You will then extract key information from the text and the diagram.
Finding information in a text or article is an important skill in biology.
M
4 Read the text and look at Figure 1.1. Then answer the questions.
LANGUAGE TIP
Use the phrase such as as another way of saying for example.
SA
Birds such as the Brown falcon (Falco berigora) belong to the class Aves (birds)
in the vertebrate phylum of the animal kingdom. Birds have lungs, feathers and
beaks as common observable characteristics. Like humans, birds are required to
maintain their internal body temperature and are considered to be homeotherms.
Birds are similar to reptiles in that they can reproduce by internal fertilisation and
lay eggs.
6
feathers wing homeothermic
beak
lungs
lays eggs
E
Figure 1.1: The parts of a bird.
a Identify the genus that birds belong to.
c
PL
List three observable characteristics that birds have.
State the word that describes birds being able to maintain their body
temperature.
M
d Identify the type of fertilisation that birds use to reproduce.
e State the binomial name of the Brown falcon.

SA
7
Exercise 1.4 Kingdom to species

When reading about different organisms and species, you need to remember the order
of classification from kingdom to species.
Kingdom
Phylum
Class
E
Order
Family
PL Genus
Species
Figure 1.2: The order of classification from kingdom to species.
Using these terms in your writing is more difficult. This exercise will help you to use
the different levels of organisation in your writing.
M
Science skills:
• list the order of classification for an organism
English skills:
SA
• write sentences to explain how different organisms are grouped together.
8
5 a Complete the description of the organism using the words in the box.
The text follows the order of classification from kingdom to species.
binomial characteristic class family

garlic genus kingdom spermatophyte
Allim sativum is known as , and it is a member of the plantae
The seeds of garlic are displayed externally and this places the
garlic into the phylum.
E
The garlic belongs to the liliopsida and the asparagales order.
The next level in the classification of garlic is the Alliaceae
The name of the garlic is Allium sativum, which means that the
THE PASSIVE VOICE
PL
must be the Allium and the species is the sativum.
In scientific writing we often use the passive voice. We use it because

we do not always know who is doing the action and because ‘who’ is
not always important; we are only interested in the action itself. For
example: Someone describes garlic in the text above.
Who describes the garlic? We don’t know who, but it is not
M
important. So, this sentence is better: Garlic is described in the
text above.
To make an active (‘normal’) present sentence passive, we:
Move the object to the front of the sentence to make it important
(here = Garlic).
Decide if the word at the front (Garlic) is singular or plural, and
SA
choose the correct part of be: am, are or is? (here = is).
Use the past participle of the main verb in the active sentence
(here = describes). With regular verbs, we add -ed to the verb (here
= describe > described). With irregular verbs, you need a verb table;
the past participle is the third part (for example: draw, drew, drawn/
choose, chose, chosen).
Someone describes garlic in the text above.

Garlic is described in the text above.
1 2 3
We will practise forming the passive in Chapter XX.
9
b There are two examples of the present passive in the text about garlic.
Find and circle them. There are also two examples in the text about the
Brown falcon, in Exercise 1.3. Can you see them?
6 Now it is your turn to construct a description of an organism. Use the text

about garlic to help you. Choose an organism that interests you, research the
information you need in books or on the internet, then write your description on
the lines provided.
Include the following information:
• The names of each group that your organism fits into. For example: The lion
belongs to the family Felidae.
E
• At least three observable characteristics of your organism that explain why
it belongs to its group. Examples may include the family, the order, the class,
the genus, the species.
is . It is a member of the
PL
M
SA
LANGUAGE TIP
Some verbs like state, identify, and list are useful to know, because they
tell you what you have to do to answer a question. Find examples of
other verbs in the exercises so far and write down what each verb means.
This will help you to understand them as you see them throughout
the book.
10
Biology
E
PL
Gemma Young
M
SA

CAMBRIDGE IGCSE™ BIOLOGY: MATHS SKILLS WORKBOOK
Contents
How to use this series vi
How to use this book viii
Introduction ix
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1 Representing values 2
Maths focus 1: Using units 2
Maths focus 2: Understanding very large and very small numbers 6
Maths focus 3: Writing numbers in a required form 11
2 Working with data
Maths focus 1: Collecting data
3 Drawing charts and graphs PL

Maths focus 2: Understanding types of data
Maths focus 3: Recording and processing data
Maths focus 1: Drawing bar charts

Maths focus 2: Drawing pie charts
Maths focus 3: Drawing line graphs
17
17
22
25
35
35
40
46
M
4 Interpreting data 63
Maths focus 1: Interpreting charts 64
Maths focus 2: Reading values from a line graph 69
Maths focus 3: Interpreting the shape of line graphs 72
5 Doing calculations 85
SA
Maths focus 1: Using basic maths operations in calculations 85

Maths focus 2: Calculating and using percentages 89
Maths focus 3: Using mathematical formulae in calculations (Supplement) 91
Maths focus 4: Calculating using ratios 98
6 Working with shape 106
Maths focus 1: Comparing surface area and volume 106
Applying more than one skill 114
The Periodic Table 118
Glossary 119
Acknowledgements 121
iv

These are explained below.
OVERVIEW
This sets the scene for each chapter, and explains why the maths skills in that chapter are
E
important for you to understand.
WORKED EXAMPLES
These show a maths concept in action, giving you a step-by-step guide to
PL
answering a question related to that concept.
LOOK OUT
The information in these boxes will help you complete the questions, and give you
support in areas that you might find difficult.
Practice questions
M
Questions give you a chance to practise the skills in each Maths focus. You can find the answers to
these questions in the Teacher’s Resource.
Questions at the end of each chapter provide more demanding exam-style questions. Answers to
these questions can be found in the Teacher’s Resource.
SA
APPLYING MORE THAN ONE SKILL

At the end of this Workbook you will find a section of exam-style questions covering any of
the topics covered in the chapters. This will give you a chance to think about how to apply your
maths skills to different contexts.
Throughout the book, you will see important words in bold font. You can find definitions for these
words in the Glossary at the back of the book.
vi
Chapter 1
Representing values
WHY DO YOU NEED TO REPRESENT VALUES IN BIOLOGY?
• In biology, you will take measurements when you are collecting data from investigations.
• Numerical data (numbers) must be recorded along with a suitable unit. This gives the number a value,
which helps other people to understand it.
• Often the values used are very small or very big: for example, a cell might have a diameter of
0.000 01 metres. Converting units or using standard notation helps people to understand and
E
compare values.
Maths focus 1: Using units
PL
A biologist measured the length and mass of the fish in Figure 1.1.
She wrote down the measurements as 64 cm and 10.9 kg.
M
Figure 1.1: A type of fish called a carp.
SA
When taking measurements in biology, it is important to choose a suitable unit.

The measuring apparatus you use can help you decide what units to use. The biologist
used a tape measure that measured length in centimetres and weighing scales that
measured mass in kilograms.
It is also correct to say that the fish has a length of 0.000 64 km and a mass of 10 900 g,
but the biologist did not use these units because the numbers are either very small or
very large. This makes the measurements harder to understand.
2
1 Representing values
What maths skills do you need to be able to

use units?
1 Choosing the correct unit • Consider what measuring apparatus is
being used and what the apparatus is
measuring.
• Choose the most suitable unit.
2 Using unit symbols • Decide what the unit is.
E
• Write the correct symbol.
3 Using derived units • Identify the units being used.
• Decide what the calculation is.
• Work out the derived unit.
Maths skill practice
biology?
PL
How and when do you use units in practical
When doing practical work in biology, you will use apparatus to make measurements
and collect data. It is important that you record this data using an appropriate unit.
For example, if you measure the length of a leaf and record it as 5, it is not clear
M
whether you mean 5 mm or 5 cm. As the difference in length is significant, your results
will not be understood correctly.
It is vital that you use the correct measuring equipment. For example, you would use a
ruler marked in millimetres to measure the length of a leaf. This will allow you to give
a more accurate measurement than a metre ruler marked only in centimetres.
SA
Maths skill 1: Choosing the correct unit

Table 1.1 shows some of the common measurements used in biology, along with the
apparatus that scientists use to take the measurements and the units that you use for
these measurements.
Measurement Apparatus Unit

length/width ruler, tape measure millimetres, centimetres, metres
LOOK OUT
mass weighing scales grams, kilograms
Remember, mass
volume measuring cylinder, pipette cubic centimetres is measured in
temperature thermometer degrees Celsius kilograms (or
grams). Weight is a
time stop clock seconds force measured in
newtons.
Table 1.1: Common measurements and apparatus used in biology.
3
WORKED EXAMPLE 1.1

A student investigates transpiration using a potometer. Figure 1.2 shows the
apparatus she uses.
See Experimental skill 8.2 in the Coursebook for more information on how to use
a potomoter.
E
transpiring
branch of the
plant, drawing up
water from the
potometer.
reservoir
containing
air-tight seal
PL water
screw clip
capillary tube air / water meniscus ruler

M
Figure 1.2: A potometer.
The student uses a ruler to measure the distance that the meniscus moves in 5 min.
The ruler has divisions in both centimetres and millimetres.
cm
0 1 2 3 4 5 6
SA
1 centimetre 1 millimetre
Figure 1.3: A ruler divided into millimetres and centimetres.
Which unit should the student use to measure the distance?
Key questions to consider:

• What measuring apparatus is being used?
• What is the apparatus measuring?
• What are the units of the divisions on the apparatus?
• Which unit is the most appropriate to use?
4
CONTINUED
The student should use millimetres. She could also use centimetres, although this
would mean her data contain a decimal point.
It would be a mistake to use metres as the unit because the values would be too
small. The student should choose a unit that will produce numbers that are not too
small and not too large.
Questions
E
1 A biologist is investigating variation in physical characteristics in humans.
He asks a person to step onto some scales.
a What measurement is the biologist taking?

2
b
PL
What would be the most appropriate unit to use?

A student investigates how the height of a seedling changes over time. She decides
to measure the height of the seedling in kilometres.
a Why would kilometres not be a good choice of unit to measure the height of
the seedling?

M
b Suggest a suitable unit.

Maths skill 2: Using unit symbols

Instead of writing out the unit name each time, you can use a shorter version called a
symbol (see Table 1.2).
SA
Make sure you use the correct case for the letters in the symbols. For example, cm
for centimetres is written in lower-case letters, but °C for degrees Celsius is an upper-
case letter. Other units, for example kJ (kilojoules), contain both lower-case and
upper-case letters.
Unit Symbol Unit Symbol

metre m gram g
centimetre cm degrees Celsius °C
millimetre mm cubic centimetre cm3
kilogram kg second s
Table 1.2: Some units and their symbols.
5
There are many more units used in biology than the ones in the table. These are formed
by using derived units (see Maths skill 3 below) or unit prefixes.
WORKED EXAMPLE 1.2

A student did an osmosis experiment. The student cut up a potato into small cubes
with sides of equal length. The student then placed the cubes into test-tubes, each
containing the same amount of pure water.
You can read more about this experiment in Chapter 3 of the Coursebook and
Workbook.
What measurements did the student take when he was setting up the experiment?
E
What units should the student use for each measurement?
Lengthofsidesofpotatocube:thestudentshouldusemillimetres.
Volumeofsaltsolution:thestudentshouldusecubiccentimetres.
Questions
3
b
PL
Using Table 1.2, write down the unit symbol that you would use for each of the
following measurements:
volume of water measured using a pipette

thickness of a leaf

M
c temperature of the room

d time taken for an enzyme to break down a substrate

SA
4 Compare your answers to Practice question 3 with a partner.

Do you and your partner agree with all the symbols you chose in questions 3a–d?
Remember, for many measurements there are different units that can be used.
If you don’t agree with your partner, discuss why you choose a different unit.
6
Maths skill 3: Using derived units

Some units are made up (derived) from other units.
Concentration of a solution can be measured in grams per cubic centimetre, or
g/ cm3. This unit came from a calculation. To calculate concentration you divide mass
by volume:
concentration = mass
volume
So, the units are g/ cm3. This is a derived unit.
WORKED EXAMPLE 1.3
E
A scientist used a microscope to study pollen tubes growing (Figure 1.4).
PL
M
Figure 1.4: A pollen tube.
A pollen tube grew 2.4 mm in 600 s. LOOK OUT

SA
What unit should the scientist use to show the rate of growth? Note that g/cm3 can
also be written as
mm/s g cm−3. Both of these
2.4 units have the same
(So,therateofgrowthwas =0.004mm/s.)
600 meaning.
7
Questions
5 Write down the derived unit for each measurement being described.
a A quantity of sugar measured in grams was dissolved in a volume of water
measured in cubic centimetres (cm3).

b A cat ran across a room. The time taken was measured in seconds.

E
6 A student investigates an enzyme-catalysed reaction.
The student adds an enzyme to a substrate and then measures the volume of
product made over a period of time.
Identify the derived unit that the student would use to present her data.
Maths focus 2: Representing very

large and very small numbers
For example:
•
•
PL
In biology you often have to use very small or large numbers.
The diameter of a strand of DNA is 0.000 000 004 metres.

M
There are around 37 200 000 000 000 cells in the human body.
Values written like this are hard to understand. It is easy to make a mistake and
include incorrect numbers or miss some numbers out.
Also, writing them takes a long time, and a lot of space.
For these reasons biologists often use standard form.
Converting the values into standard form gives us:
SA
• The diameter of a strand of DNA is 4 × 10−9 metres.

• There are around 3.72 × 1013 cells in the human body.
These numbers are shorter and clearer. It also helps you to compare the size of
the numbers.
For example, 2.6 × 105 is around 100 times bigger than 2.2 × 103.
8
What maths skills do you need to represent

very small and very large numbers?
1 Writing very large • Write the number as a number between 1 and 10, e.g. 900 is written as 9.
numbers in standard
form • Count how many times the number has to be multiplied by 10,
e.g. 900 = 9 × 10 × 10 so it has to be multiplied by 10 twice.
• Then convert the multiple of 10 to a power of ten,
e.g. 9 × 10 × 10 = 9 × 102.
E
2 Writing very small • Write the number as a number between 1 and 9, e.g. 0.05 is written as 5.
numbers in standard
form • Count how many times the number has to be divided by 10,
e.g. 0.05 = 5 ÷ 10 ÷ 10 so it has to be divided by 10 twice.
• Then convert the multiple of 10 to a negative power of ten,
e.g. 5 ÷ 10 ÷ 10 = 5 × 10−2.
WORKED EXAMPLE 1.4

PL
Maths skill 1: Writing very large numbers in
standard form
Convert the number 30 000 into standard form.

Step 1: Write the number as a number between 1 and 10.
M
For this number it is 3.
Step 2: Count how many times the number has to be multiplied by 10 to get the
original number.
To convert the number 3 to 30 000 it has to be multiplied by 10 four times.
×10 ×10 ×10 ×10
SA
3 0 0 0 0
Step 3: Convert the multiple of 10 to a power of ten.
The 4 shows that we had to
3 × 104
multiply 3 by 10 four times.
The number is now in standard form.
9
Questions
7 Convert these numbers to standard form.
a 50 000

b 6700

c 275 000 000

E
8 Convert these numbers from standard form:
a 2.08 × 102

9
b
c
9.25 × 105

1.006 × 108
PL
A colony of bacteria contains 17 000 000 bacteria.
Write this number in standard form.

M
Check your answers before you continue to the next maths skill.
SA
10
Maths skill 2: Writing very small numbers in

standard form
WORKED EXAMPLE 1.5
Convert the number 0.000 075 into standard form.
Step 1: Write the number as a number between 1 and 10.
For this number it is 7.5.
Step 2: Count how many times the number has to be divided by 10.
E
To convert the number 7.5 to 0.000 075, it has to be divided by
10 five times.
÷10 ÷10 ÷10 ÷10 ÷10
0. 0 0 0 0 7 5
Step 3:
Questions
PL 7.5 × 10−5
The number is now in standard form.
The decimal point was here
Convert the multiple of 10 to a negative power of ten.

The −5 shows that we had to
divide 7.5 by 10 five times
LOOK OUT
In standard form
the decimal point is
always placed after
the first non-zero
figure.
M
10 Convert these numbers to standard form.
a 0.003

b 0.000 060 8

SA
c 0.000 000 041 08

11 Convert these numbers from standard form:
a 6 × 10−4

b 7.22 × 10−7

c 5.008 × 10−3

11
12 The diameter of an animal cell is 0.000 105 metres.

Write this in standard form.

13 Which do you find easiest: converting large numbers or small numbers to standard
form? Why do you find this type of conversion easier?
Write some more questions for yourself and ask a partner to check your answers.

E

Maths focus 3: Using unit prefixes and

converting units
PL
When you measure mass at school you will normally use the unit grams.
However, grams are not an appropriate unit to measure the mass of much smaller or
larger objects. Here are the masses of two animals, a giant tortoise (Figure 1.5) and a
mosquito (Figure 1.6):
Mass of a giant tortoise = 200 000 g
Mass of a mosquito = 0.0025 g
M
SA
Figure 1.5: A giant tortoise. Figure 1.6: A mosquito.
You can add a unit prefix to the start of a unit to change its value.
For example, the prefix kilo- makes the unit 1000 times larger. So:
1 kg = 1000 g
The prefix milli- makes the unit 1000 times smaller. So:
1 mg = 0.001 g
You can use these to convert the masses of the animals to a more appropriate unit:
Mass of a giant tortoise = 200 kg
Mass of a mosquito = 2.5 mg
12
What maths skills do you need to use unit

prefixes and convert units?
1 Using powers • Write powers of tens as numbers.
of ten
• Write numbers as powers of ten.
2 Using negative • Write negative powers of tens as numbers.
powers of ten
• Write numbers as negative powers of ten.
3 Using unit prefixes • Convert the number into a power of ten.
E
4 Converting units • Decide if you need to multiply or divide.
• Do the calculation. Remember to add units to
your answer.
• Check that the size of the answer looks correct.
Maths skill 1: Using powers of ten

PL
You already know that 102 can be read as ‘10 squared’ and means 10 × 10. Its value
is 100.
It can also be read as ‘10 to the power of 2’.
The small number is the power or index. It shows how many times we multiply by 10;
see Table 1.3.
The number of zeros in the value is the same as the power. So 102 is 100, which shows
M
that 1 has been multiplied by 10 two times.
Power of ten Multiplying tens Value Name

10 0
– 1 one
LOOK OUT
101 10 10 ten
SA
Leaving a space
102 10 × 10 100 one hundred between every three
103 10 × 10 × 10 1000 one thousand digits makes larger
numbers easier to
104 10 × 10 × 10 × 10 10 000 ten thousand read. For example,
105 one million written
as 1 000 000 is easier
106 to recognise than
1000000.
Table 1.3: Some powers of ten and their values.
13
WORKED EXAMPLE 1.6

Explain why 1000 can also be written as 103.
1000=10×10×10
So,10ismultipliedbyitself3times.
Thiscanbewrittenas103.
Questions
E
14 Complete the final two rows of Table 1.3.
15 Write the following as powers of ten:

a 1000
c

1 000 000 000

10 million

PL
16 Write the values of the following powers of ten:
M
a 105

b 108

c 1010
SA
14
Maths skill 2: Using negative powers of ten

Powers of ten can also have negative values.
Table 1.4 shows how these are calculated.
Power of ten Dividing tens Value Name

10−1 1 ÷ 10 0.1 one tenth
10−2 1 ÷ (10 × 10) 0.01 one hundredth
E
10−5 1 ÷ (10 × 10 × 10 × 10 × 10) 0.00001 one hundred
thousandth
10−6 1 ÷ (10 × 10 × 10 × 10 × 10 × 10) 0.000001 one millionth
10−5 is
WORKED EXAMPLE 1.7

10−2 is
1
PL
Table 1.4: Calculating negative powers of ten.
The negative index or power of ten tells you how many times to divide by 10:
1
10 × 10
=
=
10 × 10 × 10 × 10 × 10 100 000
1
100
1
M
Explain why 0.01 can also be written as 10−2.
0.01=10÷10÷10
So,10isdividedbyitselftwice.
SA
Thiscanbewrittenas10−2.
Questions
17 Complete the missing two rows of Table 1.4.
18 Write the following values as powers of ten:

a 0.01

b 0.000 000 000 1

15
c one ten millionth

19 Write the values of the following powers of ten:
a 10−1

b 10−4

E
c 10−8

Maths skill 3: Using unit prefixes
kilo-
–
Prefix symbol
k
–
PL
A prefix is added to the start of a unit to change its value.
Each prefix has a power of ten associated with it.
Table 1.5 shows the most common prefixes used in biology.
Prefix Power of ten
10
100
3
Example
Unit name
kilometre
metre
Unit symbol
km
m LOOK OUT
M
deci- d 10 −1
decimetre dm
The symbol for the
centi- c 10−2 centimetre cm prefix micro- might
look like a letter ‘u’
milli- m 10−3 millimetre mm in some print, but
micro- µ 10−6 micrometre µm it is in fact a Greek
letter (called mu), µ.
SA
nano- n 10−9 nanometre nm Make sure you write

it correctly.
Table 1.5: Common prefixes used in biology.
WORKED EXAMPLE 1.8

The length of a bacterial cell is 0.000 001 m.
It is better to display this value by using either standard form or a unit with
a prefix.
0.000 001 = 1 × 10−6
so
0.000 001 metres = 1 × 10−6 metres = 1 µm
16
Questions
20 Write the missing unit symbol.
The first has been done as an example.
a 103 metres = 1 km
b 103 g = 1
c 10−2 m3 = 1
d 10−3 s = 1
e 10−9 J = 1
E
21 A cell membrane is 0.000 000 01 metres thick.
Write this number down using a more appropriate unit.

Maths skill 4: Converting units

PL
When you want to compare two objects, it is helpful to convert data so that the
measurements are in the same units for both objects.
For example, two objects have the masses 0.45 g and 900 mg. Converting both of the
measurements to milligrams will give you the values 450 mg and 900 mg, so you can see
that the second mass is double the first.
M
Table 1.6 shows you how to convert units. LOOK OUT
Check your answer
Prefix Example Power of ten by looking at its size.
For example, you
kilo- kg 103 × 1000
know that microgram
÷ 1000 – g 100 × 1000 (µg) is a smaller
SA
unit than gram (g),

÷ 1000 milli- mg 10−3 × 1000 so it makes sense
÷ 1000 micro- µg 10−6 × 1000 that 10 µg would
be a small number
÷ 1000 nano- ng 10−9 when converted into
grams.
Table 1.6: Converting units.
17
WORKED EXAMPLE 1.9

Convert 10 µg into grams.
To convert micrograms to grams, you need to divide the number by 1000 twice
(10002).
10
= 0.000 01 g
10002
Questions
E
22 Convert the following numbers:
a 1 metres into millimetres

b 14 g into kilograms
c

1200 µm into millimetres

PL
23 The diameter of a red blood cell is 8 µm. Convert this into millimetres.

M
1 a A student investigated how caffeine found in an energy drink affected her
reaction time. The student decided to use an energy drink that contains
80 mg of caffeine in a 250 cm3 can. COMMAND WORD
Calculate the amount of caffeine in the drink in mg/ cm3. calculate: work out
SA
from given facts,

figures or information
[1]
b The student measured her reaction time five times before drinking the
energy drink.
To get accurate results the student used a computer program to do this.
Her results were:
0.315 s 0.423 s 0.345 s 0.478 s 0.278 s
i Calculate her mean reaction time in seconds.

[1]
18
CONTINUED
ii Convert this time to milliseconds.

[1]
c Next, the student needed to drink a cup of the energy drink.
Suggest a suitable unit for measuring the volume of energy drink. COMMAND WORD
Explain why you chose this unit. explain: set out
purposes or
E
reasons / make
[2]
the relationships
between things
d Next, the student waited 10 min and then she repeated the reaction evident / provide
time test. why and/or how and
2
PL
The student’s new mean reaction time was lower than her mean reaction
time before she drank the energy drink. What conclusion can the student
make from this evidence?
A scientist counted 9856 white blood cells in 1 µl of blood.

a Calculate an estimate for the number of white blood cells in 5 litres of
blood (the average volume of blood in an adult man).
[1]
[Total: 6]
support with relevant
evidence
M

[3]
b Write the answer in standard form.
SA
[1]
[Total: 4]
19

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What is the purpose of the new Cambridge IGCSE Biology series?

What is the purpose of the new Cambridge IGCSE Biology series?

What resources are included in the new Cambridge IGCSE Biology series?

What resources are included in the new Cambridge IGCSE Biology series?

We are working with Cambridge Assessment International Education towards endorsement of these titles.

Priyanka Comar and Gemma Coleman

How to use this series

Mary Jones & Geoff Jones

on practical work and plenty of active learning opportunities, the

of lesson ideas for each syllabus topic. Differentiation is emphasised with advice for

skills, The skills-focused write-in workbook has been carefully constructed

through their Cambridge IGCSE Biology course, providing further

common misconceptions. A three-tier, scaffolded approach to skills

Mary Jones & Geoff Jones

development enables students to gradually progress through ‘focus’,

for use in class or as homework.

MATHS SKILLS WORKBOOK

previously. The Maths Skills for Cambridge IGCSE Biology write-

their Biology course.

Matthew Broderick & Tim Chadwick

understanding and embed practice in aspects of language

Fourth edition Digital Access

Mary Jones & Geoff Jones

Fourth edition Digital Access

Animal and plant cells

3.3 Active transport 61 10.1 Transmission of pathogens 195

12 Coordination and response 19 Human influences on ecosystems

Advantages and disadvantages of

16 Chromosomes, genes and proteins

17 Variation and selection

18 Organisms and their environment

How to use this book

This feature presents real-world examples and

any safety issues, step-by-step instructions so you the Cambridge GO site.

KEY WORDS Command words that appear in the syllabus and

REFLECTION SELF/PEER ASSESSMENT

Needs Almost Confident

IN THIS CHAPTER YOU WILL:

describe the features of the five kingdoms of organisms

describe how to classify ferns and flowering plants

outline the features of viruses.

a good idea? Why do you think this?

1.1 Characteristics of KEY WORDS

organisms organism: a living thing

Figure 1.2: Characteristics of living organisms.

moving about inside them.

A few plants can move parts of themselves quite quickly

Respiration is the way that organisms obtain energy

Sensitivity is the ability to detect changes in the

There are many different chemical reactions going on

with their descriptions

You will need:

Work in a group of four or five for this activity.

14 pieces of blank card, all exactly

5 Now the next person does the same.

The binomial naming system 1.3 Keys

Yaks have the scientific name Bos grunniens.

genus: a group of species that share similar

Figure 1.7: Five organisms for practising using a key.