‭IGCSE BIOLOGY 0610‬

‭2025-2027‬
‭_________________________________________________________________‬
 Syllabus
Cambridge IGCSE™
Biology 0610
Use this syllabus for exams in 2026, 2027 and 2028.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for learners to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/

We believe education works best when curriculum, teaching, learning and assessment are closely aligned.
Our programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to
prepare students for their future. Together with schools, we develop Cambridge learners who are confident,
responsible, reflective, innovative and engaged – equipped for success in the modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international education programmes and qualifications
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/about-us/our-standards/

© Cambridge University Press & Assessment September 2023

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................12

4 Details of the assessment ........................................................................................ 49

Core assessment 49
Extended assessment 49
Practical assessment 50
Apparatus, materials and reagents 52
Safety in the laboratory 54
Mathematical requirements 54
Presentation of data 55
Conventions (e.g. signs, symbols, terminology and nomenclature) 57
Command words 58

5 What else you need to know .................................................................................... 59

Before you start 59
Making entries 60
Accessibility and equality 60
After the exam 61
How students and teachers can use the grades 62
Changes to this syllabus for 2026, 2027 and 2028 63

Important: Changes to this syllabus

The latest syllabus is version 1, published September 2023. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for use with this
syllabus.
 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 5000 schools in 150 countries.
Cambridge
Our programmes promote a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Biology develops a set of transferable

skills including handling data, practical problem-solving and
applying the scientific method. Learners develop relevant
attitudes, such as concern for accuracy and precision,
objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for
progression to further studies or employment.

Our approach in Cambridge IGCSE Biology encourages learners to be:

confident, interested in learning about science, questioning ideas and using scientific language to
communicate their views and opinions

responsible, working methodically and safely when working alone or collaboratively with others

reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment
innovative, solving unfamiliar problems confidently and creatively

engaged, keen to develop scientific skills, being curious about scientific principles and their application in the
world.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia

Back to contents page www.cambridgeinternational.org/igcse 4

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Biology gives learners a solid foundation for further study. Candidates who achieve grades A* to C are
well prepared to follow a wide range of courses including Cambridge International AS & A Level Biology or
Marine Science.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Cambridge students can be confident that their qualifications will be
understood and valued throughout their education and career, in their home country and internationally.
Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.

UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

Back to contents page www.cambridgeinternational.org/igcse 5

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

Supporting teachers
We believe education is most effective when curriculum, teaching and learning, and assessment are closely
aligned. We provide a wide range of resources, detailed guidance, innovative training and targeted professional
development so that you can give your students the best possible preparation for Cambridge IGCSE. To find
out which resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Syllabuses • Endorsed resources responses Service
• Schemes of work • Online forums • Past papers and • Principal examiner
• Specimen Question • Resource Plus mark schemes reports for teachers
Papers and Mark • Everyday Science • Specimen paper • Results Analysis
Schemes answers
• Teacher guides • Test Maker

Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates

Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.

Professional development
Find the next step on your professional development journey.
• Introductory Professional Development – An introduction to Cambridge programmes and qualifications.
• Extension Professional Development – Develop your understanding of Cambridge programmes and
qualifications to build confidence in your delivery.
• Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops.
• Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that transform
professional learning for practising teachers. Available at Certificate and Diploma level.

Find out more at:

www.cambridgeinternational.org/support-and-training-for-schools/professional-development/

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

Back to contents page www.cambridgeinternational.org/igcse 6

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.

The aims are to enable students to:

• acquire scientific knowledge and understanding of scientific theories and practice
• develop a range of experimental skills, including handling variables and working safely
• use scientific data and evidence to solve problems and discuss the limitations of scientific methods
• communicate effectively and clearly, using scientific terminology, notation and conventions
• understand that the application of scientific knowledge can benefit people and the environment
• enjoy science and develop an informed interest in scientific matters which support further study.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

Back to contents page www.cambridgeinternational.org/igcse 7

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview

Content overview
Candidates study the following topics:
1 Characteristics and classification of living organisms
2 Organisation of the organism
3 Movement into and out of cells
4 Biological molecules
5 Enzymes
6 Plant nutrition
7 Human nutrition
8 Transport in plants
9 Transport in animals
10 Diseases and immunity
11 Gas exchange in humans
12 Respiration
13 Excretion in humans
14 Coordination and response
15 Drugs
16 Reproduction
17 Inheritance
18 Variation and selection
19 Organisms and their environment
20 Human influences on ecosystems
21 Biotechnology and genetic modification

Back to contents page www.cambridgeinternational.org/igcse 8

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.

Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:

Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed

Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content:

Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed

Practical assessment
All candidates take one practical paper from a choice of two:

Paper 5: Practical Test Paper 6: Alternative to Practical

1 hour 15 minutes 1 hour

40 marks 20% 40 marks 20%
Questions will be based on the experimental OR Questions will be based on the experimental
skills in Section 4 skills in Section 4
Externally assessed Externally assessed

Information on availability is in the Before you start section.

Back to contents page www.cambridgeinternational.org/igcse 9

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific and technological applications with their social, economic and environmental implications.

Subject content defines the factual material that candidates may be required to recall and explain.

Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to
apply knowledge from one area of the syllabus to another.

AO2 Handling information and problem-solving

Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and form conclusions
• present reasoned explanations for phenomena, patterns and relationships
• make predictions based on relationships and patterns
• solve problems, including some of a quantitative nature.

Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to
apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.

AO3 Experimental skills and investigations

Candidates should be able to:
• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
• plan experiments and investigations
• make and record observations, measurements and estimates
• interpret and evaluate experimental observations and data
• evaluate methods and suggest possible improvements.

Back to contents page www.cambridgeinternational.org/igcse 10

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge with understanding 50

AO2 Handling information and problem-solving 30

AO3 Experimental skills and investigations 20

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Papers 1 and 2 Papers 3 and 4 Papers 5 and 6

AO1 Knowledge with understanding 63 63 0

AO2 Handling information and problem-solving 37 37 0

AO3 Experimental skills and investigations 0 0 100

Total 100 100 100

Back to contents page www.cambridgeinternational.org/igcse 11

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.

Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their experimental skills by doing practical work and investigations across a range of
topics.

Practical work helps students to:

• use equipment and materials accurately and safely
• develop observational and problem-solving skills
• develop a deeper understanding of the syllabus topics and the scientific approach
• appreciate how scientific theories are developed and tested
• transfer the experimental skills acquired to unfamiliar contexts
• develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
• develop an interest and enjoyment in science.

1 Characteristics and classification of living organisms

1.1 Characteristics of living organisms

Core Supplement
1 Describe the characteristics of living organisms
by describing:
(a) movement as an action by an organism or
part of an organism causing a change of
position or place
(b) respiration as the chemical reactions in
cells that break down nutrient molecules
and release energy for metabolism
(c) sensitivity as the ability to detect and
respond to changes in the internal or
external environment
(d) growth as a permanent increase in size and
dry mass
(e) reproduction as the processes that make
more of the same kind of organism
(f) excretion as the removal of the waste
products of metabolism and substances in
excess of requirements
(g) nutrition as the taking in of materials for
energy, growth and development

Back to contents page www.cambridgeinternational.org/igcse 12

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

1.2 Concept and uses of classification systems

Core Supplement
1 State that organisms can be classified into 5 Explain that classification systems aim to reflect
groups by the features that they share evolutionary relationships
2 Describe a species as a group of organisms
that can reproduce to produce fertile offspring
3 Describe the binomial system of naming
species as an internationally agreed system
in which the scientific name of an organism is
made up of two parts showing the genus and
species
4 Construct and use dichotomous keys based on
identifiable features
6 Explain that the sequences of bases in DNA are
used as a means of classification
7 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

1.3 Features of organisms

Core Supplement
1 State the main features used to place animals 4 State the main features used to place all
and plants into the appropriate kingdoms organisms into one of the five kingdoms:
animal, plant, fungus, prokaryote, protoctist
2 State the main features used to place 5 State the main features used to place
organisms into groups within the animal organisms into groups within the plant
kingdom, limited to: kingdom, limited to ferns and flowering plants
(a) the main groups of vertebrates: mammals, (dicotyledons and monocotyledons)
birds, reptiles, amphibians, fish
(b) the main groups of arthropods: myriapods,
insects, arachnids, crustaceans
3 Classify organisms using the features identified 6 Classify organisms using the features identified
in 1.3.1 and 1.3.2 in 1.3.4 and 1.3.5
7 State the features of viruses, limited to a protein
coat and genetic material

Back to contents page www.cambridgeinternational.org/igcse 13

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

2 Organisation of the organism

2.1 Cell structure

Core Supplement
1 Describe and compare the structure of a plant
cell with an animal cell, limited to: cell wall, cell
membrane, nucleus, cytoplasm, chloroplasts,
ribosomes, mitochondria, vacuoles
2 Describe the structure of a bacterial cell,
limited to: cell wall, cell membrane, cytoplasm,
ribosomes, circular DNA, plasmids
3 Identify the cell structures listed in 2.1.1 and
2.1.2 in diagrams and images of plant, animal
and bacterial cells
4 Describe the functions of the structures listed
in 2.1.1 and 2.1.2 in plant, animal and bacterial
cells
5 State that new cells are produced by division of
existing cells
6 State that specialised cells have specific
functions, limited to:
(a) ciliated cells – movement of mucus in the
trachea and bronchi
(b) root hair cells – absorption
(c) palisade mesophyll cells – photosynthesis
(d) neurones – conduction of electrical
impulses
(e) red blood cells – transport of oxygen
(f) sperm and egg cells (gametes) –
reproduction
7 Describe the meaning of the terms: cell,
tissue, organ, organ system and organism as
illustrated by examples given in the syllabus

2.2 Size of specimens

Core Supplement
1 State and use the formula:
magnification = image size ÷ actual size
2 Calculate magnification and size of biological 3 Convert measurements between
specimens using millimetres as units millimetres (mm) and micrometres (μm)

Back to contents page www.cambridgeinternational.org/igcse 14

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

3 Movement into and out of cells

3.1 Diffusion

Core Supplement
1 Describe diffusion as the net movement
of particles from a region of their higher
concentration to a region of their lower
concentration (i.e. down a concentration
gradient), as a result of their random movement
2 State that the energy for diffusion comes from
the kinetic energy of random movement of
molecules and ions
3 State that some substances move into and out
of cells by diffusion through the cell membrane
4 Describe the importance of diffusion of gases
and solutes in living organisms
5 Investigate the factors that influence diffusion,
limited to: surface area, temperature,
concentration gradient and distance

3.2 Osmosis

Core Supplement
1 Describe the role of water as a solvent in 7 Describe osmosis as the net movement of
organisms with reference to digestion, excretion water molecules from a region of higher water
and transport potential (dilute solution) to a region of lower
2 State that water diffuses through partially water potential (concentrated solution), through
permeable membranes by osmosis a partially permeable membrane
3 State that water moves into and out of cells by
osmosis through the cell membrane
4 Investigate osmosis using materials such as
dialysis tubing
5 Investigate and describe the effects on plant 8 Explain the effects on plant cells of immersing
tissues of immersing them in solutions of them in solutions of different concentrations
different concentrations by using the terms: turgid, turgor pressure,
plasmolysis, flaccid
9 Explain the importance of water potential and
osmosis in the uptake and loss of water by
organisms
6 State that plants are supported by the pressure
of water inside the cells pressing outwards on
the cell wall

Back to contents page www.cambridgeinternational.org/igcse 15

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

3.3 Active transport

Core Supplement
1 Describe active transport as the movement 2 Explain the importance of active transport as
of particles through a cell membrane from a process for movement of molecules or ions
a region of lower concentration to a region across membranes, including ion uptake by
of higher concentration (i.e. against a root hairs
concentration gradient), using energy from
respiration
3 State that protein carriers move molecules
or ions across a membrane during active
transport

4 Biological molecules
4.1 Biological molecules

Core Supplement
1 List the chemical elements that make up:
carbohydrates, fats and proteins
2 State that large molecules are made from
smaller molecules, limited to:
(a) starch, glycogen and cellulose from glucose
(b) proteins from amino acids
(c) fats and oils from fatty acids and glycerol
3 Describe the use of:
(a) iodine solution test for starch
(b) Benedict’s solution test for reducing sugars
(c) biuret test for proteins
(d) ethanol emulsion test for fats and oils
(e) DCPIP test for vitamin C
4 Describe the structure of a DNA molecule:
(a) two strands coiled together to form a
double helix
(b) each strand contains chemicals called
bases
(c) bonds between pairs of bases hold the
strands together
(d) the bases always pair up in the same way:
A with T, and C with G (full names are not
required)

Back to contents page www.cambridgeinternational.org/igcse 16

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

5 Enzymes
5.1 Enzymes

Core Supplement
1 Describe a catalyst as a substance that
increases the rate of a chemical reaction and is
not changed by the reaction
2 Describe enzymes as proteins that are involved
in all metabolic reactions, where they function
as biological catalysts
3 Describe why enzymes are important in all
living organisms in terms of a reaction rate
necessary to sustain life
4 Describe enzyme action with reference to 6 Explain enzyme action with reference to: active
the shape of the active site of an enzyme site, enzyme-substrate complex, substrate and
being complementary to its substrate and the product
formation of products 7 Explain the specificity of enzymes in terms of
the complementary shape and fit of the active
site with the substrate
5 Investigate and describe the effect of changes 8 Explain the effect of changes in temperature
in temperature and pH on enzyme activity on enzyme activity in terms of kinetic energy,
with reference to optimum temperature and shape and fit, frequency of effective collisions
denaturation and denaturation
9 Explain the effect of changes in pH on
enzyme activity in terms of shape and fit and
denaturation

6 Plant nutrition
6.1 Photosynthesis

Core Supplement
1 Describe photosynthesis as the process by
which plants synthesise carbohydrates from
raw materials using energy from light
2 State the word equation for photosynthesis as: 10 State the balanced chemical equation for
carbon dioxide + water → glucose + oxygen photosynthesis as:
in the presence of light and chlorophyll 6CO2 + 6H2O → C6H12O6 + 6O2
3 State that chlorophyll is a green pigment that is
found in chloroplasts
4 State that chlorophyll transfers energy from light
into energy in chemicals, for the synthesis of
carbohydrates
continued

Back to contents page www.cambridgeinternational.org/igcse 17

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

6.1 Photosynthesis continued

Core Supplement
5 Outline the subsequent use and storage of the
carbohydrates made in photosynthesis, limited
to:
(a) starch as an energy store
(b) cellulose to build cell walls
(c) glucose used in respiration to provide
energy
(d) sucrose for transport in the phloem
(e) nectar to attract insects for pollination
6 Explain the importance of:
(a) nitrate ions for making amino acids
(b) magnesium ions for making chlorophyll
7 Investigate the need for chlorophyll, light and
carbon dioxide for photosynthesis, using
appropriate controls
8 Investigate and describe the effects of varying
light intensity, carbon dioxide concentration and
temperature on the rate of photosynthesis
9 Investigate and describe the effect of light and
dark conditions on gas exchange in an aquatic
plant using hydrogencarbonate indicator
solution
11 Identify and explain the limiting factors of
photosynthesis in different environmental
conditions

6.2 Leaf structure

Core Supplement
1 State that most leaves have a large surface
area and are thin, and explain how these
features are adaptations for photosynthesis
2 Identify in diagrams and images the following
structures in the leaf of a dicotyledonous plant:
chloroplasts, cuticle, guard cells and stomata,
upper and lower epidermis, palisade mesophyll,
spongy mesophyll, air spaces, vascular
bundles, xylem and phloem
3 Explain how the structures listed in 6.2.2 adapt
leaves for photosynthesis

Back to contents page www.cambridgeinternational.org/igcse 18

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

7 Human nutrition
7.1 Diet

Core Supplement
1 Describe what is meant by a balanced diet
2 State the principal dietary sources and describe
the importance of:
(a) carbohydrates
(b) fats and oils
(c) proteins
(d) vitamins, limited to C and D
(e) mineral ions, limited to calcium and iron
(f) fibre (roughage)
(g) water
3 State the causes of scurvy and rickets

7.2 Digestive system

Core Supplement
1 Identify in diagrams and images the main
organs of the digestive system, limited to:
(a) alimentary canal: mouth, oesophagus,
stomach, small intestine (duodenum and
ileum) and large intestine (colon, rectum,
anus)
(b) associated organs: salivary glands,
pancreas, liver and gall bladder
2 Describe the functions of the organs of the
digestive system listed in 7.2.1, in relation to:
(a) ingestion – the taking of substances, e.g.
food and drink, into the body
(b) digestion – the breakdown of food
(c) absorption – the movement of nutrients
from the intestines into the blood
(d) assimilation – uptake and use of nutrients
by cells
(e) egestion – the removal of undigested food
from the body as faeces

Back to contents page www.cambridgeinternational.org/igcse 19

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

7.3 Physical digestion

Core Supplement
1 Describe physical digestion as the breakdown
of food into smaller pieces without chemical
change to the food molecules
2 State that physical digestion increases the
surface area of food for the action of enzymes
in chemical digestion
3 Identify in diagrams and images the types of
human teeth: incisors, canines, premolars and
molars
4 Describe the structure of human teeth, limited
to: enamel, dentine, pulp, nerves, blood vessels
and cement, and understand that teeth are
embedded in bone and the gums
5 Describe the functions of the types of human
teeth in physical digestion of food
6 Describe the function of the stomach in
physical digestion
7 Outline the role of bile in emulsifying fats and
oils to increase the surface area for chemical
digestion

Back to contents page www.cambridgeinternational.org/igcse 20

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

7.4 Chemical digestion

Core Supplement
1 Describe chemical digestion as the breakdown
of large insoluble molecules into small soluble
molecules
2 State the role of chemical digestion in
producing small soluble molecules that can be
absorbed
3 Describe the functions of enzymes as follows: 6 Describe the digestion of starch in the digestive
(a) amylase breaks down starch to simple system:
reducing sugars (a) amylase breaks down starch to maltose
(b) proteases break down protein to amino (b) maltase breaks down maltose to glucose
acids on the membranes of the epithelium lining
(c) lipase breaks down fats and oils to fatty the small intestine
acids and glycerol
4 State where, in the digestive system, amylase, 7 Describe the digestion of protein by proteases
protease and lipase are secreted and where in the digestive system:
they act (a) pepsin breaks down protein in the acidic
5 Describe the functions of hydrochloric acid conditions of the stomach
in gastric juice, limited to killing harmful (b) trypsin breaks down protein in the alkaline
microorganisms in food and providing an acidic conditions of the small intestine
pH for optimum enzyme activity
8 Explain that bile is an alkaline mixture that
neutralises the acidic mixture of food and
gastric juices entering the duodenum from the
stomach, to provide a suitable pH for enzyme
action

7.5 Absorption

Core Supplement
1 State that the small intestine is the region where
nutrients are absorbed
3 Explain the significance of villi and microvilli in
increasing the internal surface area of the small
intestine
4 Describe the structure of a villus
5 Describe the roles of capillaries and lacteals in
villi
2 State that most water is absorbed from the
small intestine but that some is also absorbed
from the colon

Back to contents page www.cambridgeinternational.org/igcse 21

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

8 Transport in plants
8.1 Xylem and phloem

Core Supplement
1 State the functions of xylem and phloem: 3 Relate the structure of xylem vessels to their
(a) xylem – transport of water and mineral ions, function, limited to:
and support (a) thick walls with lignin (details of lignification
(b) phloem – transport of sucrose and amino are not required)
acids (b) no cell contents
2 Identify in diagrams and images the position of (c) cells joined end to end with no cross walls
xylem and phloem as seen in sections of roots, to form a long continuous tube
stems and leaves of non-woody dicotyledonous
plants

8.2 Water uptake

Core Supplement
1 Identify in diagrams and images root hair cells
and state their functions
2 State that the large surface area of root hairs
increases the uptake of water and mineral ions
3 Outline the pathway taken by water through
the root, stem and leaf as: root hair cells, root
cortex cells, xylem, mesophyll cells
4 Investigate, using a suitable stain, the pathway
of water through the above-ground parts of a
plant

Back to contents page www.cambridgeinternational.org/igcse 22

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

8.3 Transpiration

Core Supplement
1 Describe transpiration as the loss of water
vapour from leaves
2 State that water evaporates from the surfaces
of the mesophyll cells into the air spaces and
then diffuses out of the leaves through the
stomata as water vapour
4 Explain how water vapour loss is related to:
the large internal surface area provided by the
interconnecting air spaces between mesophyll
cells and the size and number of stomata
5 Explain the mechanism by which water moves
upwards in the xylem in terms of a transpiration
pull that draws up a column of water molecules,
held together by forces of attraction between
water molecules
3 Investigate and describe the effects of variation 6 Explain the effects on the rate of transpiration of
of temperature and wind speed on transpiration varying the following factors: temperature, wind
rate speed and humidity
7 Explain how and why wilting occurs

8.4 Translocation

Core Supplement
1 Describe translocation as the movement of
sucrose and amino acids in phloem from
sources to sinks
2 Describe:
(a) sources as the parts of plants that release
sucrose or amino acids
(b) sinks as the parts of plants that use or store
sucrose or amino acids
3 Explain why some parts of a plant may act as a
source and a sink at different times

Back to contents page www.cambridgeinternational.org/igcse 23

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

9 Transport in animals
9.1 Circulatory systems

Core Supplement
1 Describe the circulatory system as a system
of blood vessels with a pump and valves to
ensure one-way flow of blood
2 Describe the single circulation of a fish
3 Describe the double circulation of a mammal
4 Explain the advantages of a double circulation

9.2 Heart

Core Supplement
1 Identify in diagrams and images the structures 7 Identify in diagrams and images the
of the mammalian heart, limited to: muscular atrioventricular and semilunar valves in the
wall, septum, left and right ventricles, left mammalian heart
and right atria, one-way valves and coronary 8 Explain the relative thickness of:
arteries
(a) the muscle walls of the left and right
ventricles
(b) the muscle walls of the atria compared to
those of the ventricles
9 Explain the importance of the septum in
separating oxygenated and deoxygenated
blood
10 Describe the functioning of the heart in terms
of the contraction of muscles of the atria and
ventricles and the action of the valves
2 State that blood is pumped away from the heart
in arteries and returns to the heart in veins
3 State that the activity of the heart may be
monitored by: ECG, pulse rate and listening to
sounds of valves closing
4 Investigate and describe the effect of physical 11 Explain the effect of physical activity on the
activity on the heart rate heart rate
5 Describe coronary heart disease in terms
of the blockage of coronary arteries and
state the possible risk factors including: diet,
lack of exercise, stress, smoking, genetic
predisposition, age and sex
6 Discuss the roles of diet and exercise in
reducing the risk of coronary heart disease

Back to contents page www.cambridgeinternational.org/igcse 24

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

9.3 Blood vessels

Core Supplement
1 Describe the structure of arteries, veins and 4 Explain how the structure of arteries and veins
capillaries, limited to: relative thickness of wall, is related to the pressure of the blood that they
diameter of the lumen and the presence of transport
valves in veins
2 State the functions of capillaries 5 Explain how the structure of capillaries is
related to their functions
3 Identify in diagrams and images the main blood 6 Identify, in diagrams and images, the main
vessels to and from the: blood vessels to and from the liver as: hepatic
(a) heart, limited to: vena cava, aorta, artery, hepatic veins and hepatic portal vein
pulmonary artery and pulmonary vein
(b) lungs, limited to: pulmonary artery and
pulmonary vein
(c) kidney, limited to: renal artery and renal vein

9.4 Blood

Core Supplement
1 List the components of blood as: red blood
cells, white blood cells, platelets and plasma
2 Identify red and white blood cells in 5 Identify lymphocytes and phagocytes in
photomicrographs and diagrams photomicrographs and diagrams
3 State the functions of the following components 6 State the functions of:
of blood: (a) lymphocytes – antibody production
(a) red blood cells in transporting oxygen, (b) phagocytes – engulfing pathogens by
including the role of haemoglobin phagocytosis
(b) white blood cells in phagocytosis and
antibody production
(c) platelets in clotting (details are not required)
(d) plasma in the transport of blood cells, ions,
nutrients, urea, hormones and carbon
dioxide
4 State the roles of blood clotting as preventing 7 Describe the process of clotting as the
blood loss and the entry of pathogens conversion of fibrinogen to fibrin to form a mesh

Back to contents page www.cambridgeinternational.org/igcse 25

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

10 Diseases and immunity

10.1 Diseases and immunity

Core Supplement
1 Describe a pathogen as a disease-causing
organism
2 Describe a transmissible disease as a disease
in which the pathogen can be passed from one
host to another
3 State that a pathogen is transmitted:
(a) by direct contact, including through blood
and other body fluids
(b) indirectly, including from contaminated
surfaces, food, animals and air
4 Describe the body defences, limited to: skin, 6 Describe active immunity as defence against a
hairs in the nose, mucus, stomach acid and pathogen by antibody production in the body
white blood cells 7 State that each pathogen has its own antigens,
5 Explain the importance of the following in which have specific shapes
controlling the spread of disease: 8 Describe antibodies as proteins that bind
(a) a clean water supply to antigens leading to direct destruction
(b) hygienic food preparation of pathogens or marking of pathogens for
destruction by phagocytes
(c) good personal hygiene
9 State that specific antibodies have
(d) waste disposal
complementary shapes which fit specific
(e) sewage treatment (details of the stages of antigens
sewage treatment are not required)
10 Explain that active immunity is gained after an
infection by a pathogen or by vaccination
11 Outline the process of vaccination:
(a) weakened pathogens or their antigens are
put into the body
(b) the antigens stimulate an immune response
by lymphocytes which produce antibodies
(c) memory cells are produced that give
long-term immunity
12 Explain the role of vaccination in controlling the
spread of diseases
13 Explain that passive immunity is a short-term
defence against a pathogen by antibodies
acquired from another individual, including
across the placenta and in breast milk
14 Explain the importance of breast-feeding for the
development of passive immunity in infants
15 State that memory cells are not produced in
passive immunity
continued

Back to contents page www.cambridgeinternational.org/igcse 26

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

10.1 Diseases and immunity continued

Core Supplement
16 Describe cholera as a disease caused by a
bacterium which is transmitted in contaminated
water
17 Explain that the cholera bacterium produces a
toxin that causes secretion of chloride ions into
the small intestine, causing osmotic movement
of water into the gut, causing diarrhoea,
dehydration and loss of ions from the blood

11 Gas exchange in humans

11.1 Gas exchange in humans

Core Supplement
1 Describe the features of gas exchange surfaces
in humans, limited to: large surface area,
thin surface, good blood supply and good
ventilation with air
2 Identify in diagrams and images the following 6 Identify in diagrams and images the internal and
parts of the breathing system: lungs, external intercostal muscles
diaphragm, ribs, intercostal muscles, larynx,
trachea, bronchi, bronchioles, alveoli and
associated capillaries
7 State the function of cartilage in the trachea
8 Explain the role of the ribs, the internal and
external intercostal muscles and the diaphragm
in producing volume and pressure changes in
the thorax leading to the ventilation of the lungs
3 Investigate the differences in composition 9 Explain the differences in composition between
between inspired and expired air using inspired and expired air
limewater as a test for carbon dioxide
4 Describe the differences in composition
between inspired and expired air, limited to:
oxygen, carbon dioxide and water vapour
5 Investigate and describe the effects of physical 10 Explain the link between physical activity and
activity on the rate and depth of breathing the rate and depth of breathing in terms of: an
increased carbon dioxide concentration in the
blood, which is detected by the brain, leading
to an increased rate and greater depth of
breathing
11 Explain the role of goblet cells, mucus and
ciliated cells in protecting the breathing system
from pathogens and particles

Back to contents page www.cambridgeinternational.org/igcse 27

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

12 Respiration
12.1 Respiration

Core Supplement
1 State the uses of energy in living organisms,
including: muscle contraction, protein
synthesis, cell division, active transport,
growth, the passage of nerve impulses and the
maintenance of a constant body temperature
2 Investigate and describe the effect of
temperature on respiration in yeast

12.2 Aerobic respiration

Core Supplement
1 Describe aerobic respiration as the chemical
reactions in cells that use oxygen to break
down nutrient molecules to release energy
2 State the word equation for aerobic respiration 3 State the balanced chemical equation for
as: aerobic respiration as:
glucose + oxygen → carbon dioxide + water C6H12O6 + 6O2 → 6CO2 + 6H2O

12.3 Anaerobic respiration

Core Supplement
1 Describe anaerobic respiration as the chemical
reactions in cells that break down nutrient
molecules to release energy without using
oxygen
2 State that anaerobic respiration releases much
less energy per glucose molecule than aerobic
respiration
3 State the word equation for anaerobic 5 State the balanced chemical equation for
respiration in yeast as: anaerobic respiration in yeast as:
glucose → alcohol + carbon dioxide C6H12O6 → 2C2H5OH + 2CO2
4 State the word equation for anaerobic
respiration in muscles during vigorous exercise
as:
glucose → lactic acid
6 State that lactic acid builds up in muscles and
blood during vigorous exercise causing an
oxygen debt
continued

Back to contents page www.cambridgeinternational.org/igcse 28

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

12.3 Anaerobic respiration continued

Core Supplement
7 Outline how the oxygen debt is removed after
exercise, limited to:
(a) continuation of fast heart rate to transport
lactic acid in the blood from the muscles to
the liver
(b) continuation of deeper and faster breathing
to supply oxygen for aerobic respiration of
lactic acid
(c) aerobic respiration of lactic acid in the liver

13 Excretion in humans
13.1 Excretion in humans

Core Supplement
1 State that carbon dioxide is excreted through
the lungs
2 State that the kidneys excrete urea and excess
water and ions
3 Identify in diagrams and images the kidneys, 4 Identify in diagrams and images the structure of
ureters, bladder and urethra the kidney, limited to the cortex and medulla
5 Outline the structure and function of a nephron
and its associated blood vessels, limited to:
(a) the role of the glomerulus in the filtration
from the blood of water, glucose, urea and
ions
(b) the role of the nephron in the reabsorption
of all of the glucose, some of the ions and
most of the water back into the blood
(c) the formation of urine containing urea,
excess water and excess ions
(details of these processes are not required)
6 Describe the role of the liver in the assimilation
of amino acids by converting them to proteins
7 State that urea is formed in the liver from
excess amino acids
8 Describe deamination as the removal of the
nitrogen-containing part of amino acids to form
urea
9 Explain the importance of excretion, limited to
toxicity of urea

Back to contents page www.cambridgeinternational.org/igcse 29

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

14 Coordination and response

14.1 Coordination and response

Core Supplement
1 State that electrical impulses travel along
neurones
2 Describe the mammalian nervous system in
terms of:
(a) the central nervous system (CNS)
consisting of the brain and the spinal cord
(b) the peripheral nervous system (PNS)
consisting of the nerves outside of the brain
and spinal cord
3 Describe the role of the nervous system as
coordination and regulation of body functions
4 Identify in diagrams and images sensory, relay
and motor neurones
5 Describe a simple reflex arc in terms of:
receptor, sensory neurone, relay neurone,
motor neurone and effector
6 Describe a reflex action as a means of
automatically and rapidly integrating and
coordinating stimuli with the responses of
effectors (muscles and glands)
7 Describe a synapse as a junction between two 8 Describe the structure of a synapse,
neurones including the presence of vesicles containing
neurotransmitter molecules, the synaptic gap
and receptor proteins
9 Describe the events at a synapse as:
(a) an impulse stimulates the release of
neurotransmitter molecules from vesicles
into the synaptic gap
(b) the neurotransmitter molecules diffuse
across the gap
(c) neurotransmitter molecules bind with
receptor proteins on the next neurone
(d) an impulse is then stimulated in the next
neurone
10 State that synapses ensure that impulses travel
in one direction only

Back to contents page www.cambridgeinternational.org/igcse 30

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

14.2 Sense organs

Core Supplement
1 Describe sense organs as groups of receptor
cells responding to specific stimuli: light, sound,
touch, temperature and chemicals
2 Identify in diagrams and images the structures
of the eye, limited to: cornea, iris, pupil, lens,
retina, optic nerve and blind spot
3 Describe the function of each part of the eye,
limited to:
(a) cornea – refracts light
(b) iris – controls how much light enters the
pupil
(c) lens – focuses light on to the retina
(d) retina – contains light receptors, some
sensitive to light of different colours
(e) optic nerve – carries impulses to the brain
4 Explain the pupil reflex, limited to changes in 5 Explain the pupil reflex in terms of the
light intensity and pupil diameter antagonistic action of circular and radial
muscles in the iris
6 Explain accommodation to view near and
distant objects in terms of the contraction and
relaxation of the ciliary muscles, tension in the
suspensory ligaments, shape of the lens and
refraction of light
7 Describe the distribution of rods and cones in
the retina of a human
8 Outline the function of rods and cones, limited
to:
(a) greater sensitivity of rods for night vision
(b) three different kinds of cones, absorbing
light of different colours, for colour vision
9 Identify in diagrams and images the position of
the fovea and state its function

Back to contents page www.cambridgeinternational.org/igcse 31

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

14.3 Hormones

Core Supplement
1 Describe a hormone as a chemical substance,
produced by a gland and carried by the blood,
which alters the activity of one or more specific
target organs
2 Identify in diagrams and images specific 5 State that glucagon is secreted by the pancreas
endocrine glands and state the hormones they
secrete, limited to:
(a) adrenal glands and adrenaline
(b) pancreas and insulin
(c) testes and testosterone
(d) ovaries and oestrogen
3 Describe adrenaline as the hormone secreted in 6 Describe the role of adrenaline in the control of
‘fight or flight’ situations and its effects, limited metabolic activity, limited to:
to: (a) increasing the blood glucose concentration
(a) increased breathing rate (b) increasing heart rate
(b) increased heart rate
(c) increased pupil diameter
4 Compare nervous and hormonal control, limited
to speed of action and duration of effect

14.4 Homeostasis

Core Supplement
1 Describe homeostasis as the maintenance of a 3 Explain the concept of homeostatic control by
constant internal environment negative feedback with reference to a set point
2 State that insulin decreases blood glucose 4 Describe the control of blood glucose
concentration concentration by the liver and the roles of
insulin and glucagon
5 Outline the treatment of Type 1 diabetes
6 Identify in diagrams and images of the skin:
hairs, hair erector muscles, sweat glands,
receptors, sensory neurones, blood vessels
and fatty tissue
7 Describe the maintenance of a constant internal
body temperature in mammals in terms of:
insulation, sweating, shivering and the role of
the brain
8 Describe the maintenance of a constant internal
body temperature in mammals in terms of
vasodilation and vasoconstriction of arterioles
supplying skin surface capillaries

Back to contents page www.cambridgeinternational.org/igcse 32

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

14.5 Tropic responses

Core Supplement
1 Describe gravitropism as a response in which 4 Explain phototropism and gravitropism of a
parts of a plant grow towards or away from shoot as examples of the chemical control of
gravity plant growth
2 Describe phototropism as a response in which 5 Explain the role of auxin in controlling shoot
parts of a plant grow towards or away from the growth, limited to:
direction of the light source (a) auxin is made in the shoot tip
3 Investigate and describe gravitropism and (b) auxin diffuses through the plant from the
phototropism in shoots and roots shoot tip
(c) auxin is unequally distributed in response to
light and gravity
(d) auxin stimulates cell elongation

15 Drugs
15.1 Drugs

Core Supplement
1 Describe a drug as any substance taken into
the body that modifies or affects chemical
reactions in the body
2 Describe the use of antibiotics for the treatment
of bacterial infections
3 State that some bacteria are resistant to 5 Explain how using antibiotics only when
antibiotics which reduces the effectiveness of essential can limit the development of resistant
antibiotics bacteria such as MRSA
4 State that antibiotics kill bacteria but do not
affect viruses

16 Reproduction
16.1 Asexual reproduction

Core Supplement
1 Describe asexual reproduction as a process
resulting in the production of genetically
identical offspring from one parent
2 Identify examples of asexual reproduction in
diagrams, images and information provided
3 Discuss the advantages and disadvantages of
asexual reproduction:
(a) to a population of a species in the wild
(b) to crop production

Back to contents page www.cambridgeinternational.org/igcse 33

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

16.2 Sexual reproduction

Core Supplement
1 Describe sexual reproduction as a process 3 State that nuclei of gametes are haploid and
involving the fusion of the nuclei of two gametes that the nucleus of a zygote is diploid
to form a zygote and the production of offspring
that are genetically different from each other
2 Describe fertilisation as the fusion of the nuclei
of gametes
4 Discuss the advantages and disadvantages of
sexual reproduction:
(a) to a population of a species in the wild
(b) to crop production

16.3 Sexual reproduction in plants

Core Supplement
1 Identify in diagrams and images and draw the
following parts of an insect-pollinated flower:
sepals, petals, stamens, filaments, anthers,
carpels, style, stigma, ovary and ovules
2 State the functions of the structures listed in
16.3.1
3 Identify in diagrams and images and describe
the anthers and stigmas of a wind-pollinated
flower
4 Distinguish between the pollen grains of
insect-pollinated and wind-pollinated flowers
5 Describe pollination as the transfer of pollen
grains from an anther to a stigma
9 Describe self-pollination as the transfer of pollen
grains from the anther of a flower to the stigma
of the same flower or a different flower on the
same plant
10 Describe cross-pollination as the transfer of
pollen grains from the anther of a flower to the
stigma of a flower on a different plant of the
same species
11 Discuss the potential effects of self-pollination
and cross-pollination on a population, in terms
of variation, capacity to respond to changes in
the environment and reliance on pollinators
continued

Back to contents page www.cambridgeinternational.org/igcse 34

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

16.3 Sexual reproduction in plants continued

Core Supplement
6 State that fertilisation occurs when a pollen 12 Describe the growth of the pollen tube and
nucleus fuses with a nucleus in an ovule its entry into the ovule followed by fertilisation
7 Describe the structural adaptations of (details of production of endosperm and
insect-pollinated and wind-pollinated flowers development are not required)
8 Investigate and describe the environmental
conditions that affect germination of seeds,
limited to the requirement for: water, oxygen
and a suitable temperature

16.4 Sexual reproduction in humans

Core Supplement
1 Identify on diagrams and state the functions
of the following parts of the male reproductive
system: testes, scrotum, sperm ducts, prostate
gland, urethra and penis
2 Identify on diagrams and state the functions of
the following parts of the female reproductive
system: ovaries, oviducts, uterus, cervix and
vagina
3 Describe fertilisation as the fusion of the nuclei
from a male gamete (sperm) and a female
gamete (egg cell)
4 Explain the adaptive features of sperm, limited
to: flagellum, mitochondria and enzymes in the
acrosome
5 Explain the adaptive features of egg cells,
limited to: energy stores and the jelly coat that
changes at fertilisation
6 Compare male and female gametes in terms of:
size, structure, motility and numbers
7 State that in early development, the zygote
forms an embryo which is a ball of cells that
implants into the lining of the uterus
8 Identify on diagrams and state the functions of 9 Describe the function of the placenta and
the following in the development of the fetus: umbilical cord in relation to the exchange
umbilical cord, placenta, amniotic sac and of dissolved nutrients, gases and excretory
amniotic fluid products between the blood of the mother and
the blood of the fetus
10 State that some pathogens and toxins can pass
across the placenta and affect the fetus

Back to contents page www.cambridgeinternational.org/igcse 35

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

16.5 Sex hormones in humans

Core Supplement
1 Describe the roles of testosterone and
oestrogen in the development and regulation
of secondary sexual characteristics during
puberty
2 Describe the menstrual cycle in terms of 3 Describe the sites of production of oestrogen
changes in the ovaries and in the lining of the and progesterone in the menstrual cycle and in
uterus pregnancy
4 Explain the role of hormones in controlling the
menstrual cycle and pregnancy, limited to FSH,
LH, progesterone and oestrogen

16.6 Sexually transmitted infections

Core Supplement
1 Describe a sexually transmitted infection (STI)
as an infection that is transmitted through
sexual contact
2 State that human immunodeficiency virus (HIV)
is a pathogen that causes an STI
3 State that HIV infection may lead to AIDS
4 Describe the methods of transmission of HIV
5 Explain how the spread of STIs is controlled

17 Inheritance
17.1 Chromosomes, genes and proteins

Core Supplement
1 State that chromosomes are made of DNA,
which contains genetic information in the form
of genes
2 Define a gene as a length of DNA that codes for
a protein
3 Define an allele as an alternative form of a gene
4 Describe the inheritance of sex in humans with
reference to X and Y chromosomes
5 State that the sequence of bases in a gene
determines the sequence of amino acids used
to make a specific protein (knowledge of the
details of nucleotide structure is not required)
6 Explain that different sequences of amino acids
give different shapes to protein molecules
continued

Back to contents page www.cambridgeinternational.org/igcse 36

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

17.1 Chromosomes, genes and proteins continued

Core Supplement
7 Explain that DNA controls cell function by
controlling the production of proteins, including
enzymes, membrane carriers and receptors for
neurotransmitters
8 Explain how a protein is made, limited to:
• the gene coding for the protein remains in
the nucleus
• messenger RNA (mRNA) is a copy of a
gene
• mRNA molecules are made in the nucleus
and move to the cytoplasm
• the mRNA passes through ribosomes
• the ribosome assembles amino acids into
protein molecules
• the specific sequence of amino acids is
determined by the sequence of bases in the
mRNA
(knowledge of the details of transcription or
translation is not required)
9 Explain that most body cells in an organism
contain the same genes, but many genes in a
particular cell are not expressed because the
cell only makes the specific proteins it needs
10 Describe a haploid nucleus as a nucleus
containing a single set of chromosomes
11 Describe a diploid nucleus as a nucleus
containing two sets of chromosomes
12 State that in a diploid cell, there is a pair of each
type of chromosome and in a human diploid
cell there are 23 pairs

Back to contents page www.cambridgeinternational.org/igcse 37

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

17.2 Mitosis

Core Supplement
1 Describe mitosis as nuclear division giving
rise to genetically identical cells (details of the
stages of mitosis are not required)
2 State the role of mitosis in growth, repair of
damaged tissues, replacement of cells and
asexual reproduction
3 State that the exact replication of chromosomes
occurs before mitosis
4 State that during mitosis, the copies of
chromosomes separate, maintaining the
chromosome number in each daughter cell
5 Describe stem cells as unspecialised cells that
divide by mitosis to produce daughter cells that
can become specialised for specific functions

17.3 Meiosis

Core Supplement
1 State that meiosis is involved in the production
of gametes
2 Describe meiosis as a reduction division in
which the chromosome number is halved
from diploid to haploid resulting in genetically
different cells (details of the stages of meiosis
are not required)

Back to contents page www.cambridgeinternational.org/igcse 38

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

17.4 Monohybrid inheritance

Core Supplement
1 Describe inheritance as the transmission
of genetic information from generation to
generation
2 Describe genotype as the genetic make-up of
an organism and in terms of the alleles present
3 Describe phenotype as the observable features
of an organism
4 Describe homozygous as having two identical
alleles of a particular gene
5 State that two identical homozygous individuals
that breed together will be pure-breeding
6 Describe heterozygous as having two different
alleles of a particular gene
7 State that a heterozygous individual will not be
pure-breeding
8 Describe a dominant allele as an allele that is
expressed if it is present in the genotype
9 Describe a recessive allele as an allele that
is only expressed when there is no dominant
allele of the gene present in the genotype
10 Interpret pedigree diagrams for the inheritance
of a given characteristic
11 Use genetic diagrams to predict the results of 13 Explain how to use a test cross to identify an
monohybrid crosses and calculate phenotypic unknown genotype
ratios, limited to 1 : 1 and 3 : 1 ratios
12 Use Punnett squares in crosses which result in
more than one genotype to work out and show
the possible different genotypes
14 Describe codominance as a situation in
which both alleles in heterozygous organisms
contribute to the phenotype
15 Explain the inheritance of ABO blood groups:
phenotypes are A, B, AB and O blood groups
and alleles are IA, IB and Io
16 Describe a sex-linked characteristic as a feature
in which the gene responsible is located on
a sex chromosome and that this makes the
characteristic more common in one sex than in
the other
17 Describe red-green colour blindness as an
example of sex linkage
18 Use genetic diagrams to predict the results of
monohybrid crosses involving codominance or
sex linkage and calculate phenotypic ratios

Back to contents page www.cambridgeinternational.org/igcse 39

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

18 Variation and selection

18.1 Variation

Core Supplement
1 Describe variation as differences between
individuals of the same species
2 State that continuous variation results in a
range of phenotypes between two extremes;
examples include body length and body mass
3 State that discontinuous variation results
in a limited number of phenotypes with no
intermediates; examples include ABO blood
groups, seed shape in peas and seed colour in
peas
4 State that discontinuous variation is usually
caused by genes only and continuous variation
is caused by both genes and the environment
5 Investigate and describe examples of
continuous and discontinuous variation
6 Describe mutation as genetic change 9 Describe gene mutation as a random change in
the base sequence of DNA
7 State that mutation is the way in which new 10 State that mutation, meiosis, random mating
alleles are formed and random fertilisation are sources of genetic
variation in populations
8 State that ionising radiation and some
chemicals increase the rate of mutation

18.2 Adaptive features

Core Supplement
1 Describe an adaptive feature as an inherited
feature that helps an organism to survive and
reproduce in its environment
2 Interpret images or other information about a
species to describe its adaptive features
3 Explain the adaptive features of hydrophytes
and xerophytes to their environments

Back to contents page www.cambridgeinternational.org/igcse 40

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

18.3 Selection

Core Supplement
1 Describe natural selection with reference to: 4 Describe adaptation as the process, resulting
(a) genetic variation within populations from natural selection, by which populations
become more suited to their environment over
(b) production of many offspring
many generations
(c) struggle for survival, including competition
for resources
(d) a greater chance of reproduction by
individuals that are better adapted to the
environment than others
(e) these individuals pass on their alleles to the
next generation
5 Describe the development of strains of
antibiotic resistant bacteria as an example of
natural selection
2 Describe selective breeding with reference to:
(a) selection by humans of individuals with
desirable features
(b) crossing these individuals to produce the
next generation
(c) selection of offspring showing the desirable
features
3 Outline how selective breeding by artificial 6 Outline the differences between natural and
selection is carried out over many generations artificial selection
to improve crop plants and domesticated
animals and apply this to given contexts

19 Organisms and their environment

19.1 Energy flow

Core Supplement
1 State that the Sun is the principal source of
energy input to biological systems
2 Describe the flow of energy through living
organisms, including light energy from the Sun
and chemical energy in organisms, and its
eventual transfer to the environment

Back to contents page www.cambridgeinternational.org/igcse 41

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

19.2 Food chains and food webs

Core Supplement
1 Describe a food chain as showing the transfer
of energy from one organism to the next,
beginning with a producer
2 Construct and interpret simple food chains
3 Describe a food web as a network of
interconnected food chains and interpret food
webs
4 Describe a producer as an organism that
makes its own organic nutrients, usually using
energy from sunlight, through photosynthesis
5 Describe a consumer as an organism that gets
its energy by feeding on other organisms
6 State that consumers may be classed as
primary, secondary, tertiary and quaternary
according to their position in a food chain
7 Describe a herbivore as an animal that gets its
energy by eating plants
8 Describe a carnivore as an animal that gets its
energy by eating other animals
9 Describe a decomposer as an organism that
gets its energy from dead or waste organic
material
10 Use food chains and food webs to describe the
impact humans have through overharvesting of
food species and through introducing foreign
species to a habitat
11 Draw, describe and interpret pyramids of 15 Draw, describe and interpret pyramids of
numbers and pyramids of biomass energy
12 Discuss the advantages of using a pyramid of 16 Discuss the advantages of using a pyramid
biomass rather than a pyramid of numbers to of energy rather than pyramids of numbers or
represent a food chain biomass to represent a food chain
13 Describe a trophic level as the position of
an organism in a food chain, food web or
ecological pyramid
14 Identify the following as the trophic levels
in food webs, food chains and ecological
pyramids: producers, primary consumers,
secondary consumers, tertiary consumers and
quaternary consumers
17 Explain why the transfer of energy from one
trophic level to another is often not efficient
18 Explain, in terms of energy loss, why food
chains usually have fewer than five trophic
levels
19 Explain why it is more energy efficient for
humans to eat crop plants than to eat livestock
that have been fed on crop plants

Back to contents page www.cambridgeinternational.org/igcse 42

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

19.3 Nutrient cycles

Core Supplement
1 Describe the carbon cycle, limited to:
photosynthesis, respiration, feeding,
decomposition, formation of fossil fuels and
combustion
2 Describe the nitrogen cycle with reference to:
• decomposition of plant and animal protein
to ammonium ions
• nitrification
• nitrogen fixation by lightning and bacteria
• absorption of nitrate ions by plants
• production of amino acids and proteins
• feeding and digestion of proteins
• deamination
• denitrification
3 State the roles of microorganisms in the
nitrogen cycle, limited to: decomposition,
nitrification, nitrogen fixation and denitrification
(generic names of individual bacteria, e.g.
Rhizobium, are not required)

19.4 Populations

Core Supplement
1 Describe a population as a group of organisms
of one species, living in the same area, at the
same time
2 Describe a community as all of the populations
of different species in an ecosystem
3 Describe an ecosystem as a unit containing the
community of organisms and their environment,
interacting together
4 Identify and state the factors affecting the rate
of population growth for a population of an
organism, limited to food supply, competition,
predation and disease
5 Identify the lag, exponential (log), stationary 7 Explain the factors that lead to each phase in
and death phases in the sigmoid curve of the sigmoid curve of population growth, making
population growth for a population growing in reference, where appropriate, to the role of
an environment with limited resources limiting factors
6 Interpret graphs and diagrams of population
growth

Back to contents page www.cambridgeinternational.org/igcse 43

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

20 Human influences on ecosystems

20.1 Food supply

Core Supplement
1 Describe how humans have increased food
production, limited to:
(a) agricultural machinery to use larger areas of
land and improve efficiency
(b) chemical fertilisers to improve yields
(c) insecticides to improve quality and yield
(d) herbicides to reduce competition with
weeds
(e) selective breeding to improve production by
crop plants and livestock
2 Describe the advantages and disadvantages of
large-scale monocultures of crop plants
3 Describe the advantages and disadvantages of
intensive livestock production

20.2 Habitat destruction

Core Supplement
1 Describe biodiversity as the number of different
species that live in an area
2 Describe the reasons for habitat destruction,
including:
(a) increased area for housing, crop plant
production and livestock production
(b) extraction of natural resources
(c) freshwater and marine pollution
3 State that through altering food webs and food
chains, humans can have a negative impact on
habitats
4 Explain the undesirable effects of deforestation
as an example of habitat destruction, to
include: reducing biodiversity, extinction, loss of
soil, flooding and increase of carbon dioxide in
the atmosphere

Back to contents page www.cambridgeinternational.org/igcse 44

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

20.3 Pollution

Core Supplement
1 Describe the effects of untreated sewage and 4 Explain the process of eutrophication of water,
excess fertiliser on aquatic ecosystems limited to:
• increased availability of nitrate and other
ions
• increased growth of producers
• increased decomposition after death of
producers
• increased aerobic respiration by
decomposers
• reduction in dissolved oxygen
• death of organisms requiring dissolved
oxygen in water
2 Describe the effects of non-biodegradable
plastics, in both aquatic and terrestrial
ecosystems
3 Describe the sources and effects of pollution of
the air by methane and carbon dioxide, limited
to: the enhanced greenhouse effect and climate
change

Back to contents page www.cambridgeinternational.org/igcse 45

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

20.4 Conservation

Core Supplement
1 Describe a sustainable resource as one which
is produced as rapidly as it is removed from the
environment so that it does not run out
2 State that some resources can be conserved 5 Explain how forests can be conserved using:
and managed sustainably, limited to forests and education, protected areas, quotas and
fish stocks replanting
6 Explain how fish stocks can be conserved
using: education, closed seasons, protected
areas, controlled net types and mesh size,
quotas and monitoring
3 Explain why organisms become endangered
or extinct, including: climate change, habitat
destruction, hunting, overharvesting, pollution
and introduced species
4 Describe how endangered species can be 7 Describe the reasons for conservation
conserved, limited to: programmes, limited to:
(a) monitoring and protecting species and (a) maintaining or increasing biodiversity
habitats (b) reducing extinction
(b) education (c) protecting vulnerable ecosystems
(c) captive breeding programmes (d) maintaining ecosystem functions, limited
(d) seed banks to nutrient cycling and resource provision,
including food, drugs, fuel and genes
8 Describe the use of artificial insemination (AI)
and in vitro fertilisation (IVF) in captive breeding
programmes
9 Explain the risks to a species if its population
size decreases, reducing genetic variation
(knowledge of genetic drift is not required)

21 Biotechnology and genetic modification

21.1 Biotechnology and genetic modification

Core Supplement
1 State that bacteria are useful in biotechnology 2 Discuss why bacteria are useful in
and genetic modification due to their rapid biotechnology and genetic modification, limited
reproduction rate and their ability to make to:
complex molecules (a) few ethical concerns over their manipulation
and growth
(b) the presence of plasmids

Back to contents page www.cambridgeinternational.org/igcse 46

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

21.2 Biotechnology

Core Supplement
1 Describe the role of anaerobic respiration in
yeast during the production of ethanol for
biofuels
2 Describe the role of anaerobic respiration in
yeast during bread-making
3 Describe the use of pectinase in fruit juice
production
4 Investigate and describe the use of biological
washing powders that contain enzymes
5 Explain the use of lactase to produce lactose-
free milk
6 Describe how fermenters can be used for the
large-scale production of useful products by
bacteria and fungi, including insulin, penicillin and
mycoprotein
7 Describe and explain the conditions that need
to be controlled in a fermenter, including:
temperature, pH, oxygen, nutrient supply and
waste products

21.3 Genetic modification

Core Supplement
1 Describe genetic modification as changing the 3 Outline the process of genetic modification
genetic material of an organism by removing, using bacterial production of a human protein
changing or inserting individual genes as an example, limited to:
(a) isolation of the DNA making up a human
gene using restriction enzymes, forming
sticky ends
(b) cutting of bacterial plasmid DNA with
the same restriction enzymes, forming
complementary sticky ends
(c) insertion of human DNA into bacterial
plasmid DNA using DNA ligase to form a
recombinant plasmid
(d) insertion of recombinant plasmids into
bacteria (specific details are not required)
(e) multiplication of bacteria containing
recombinant plasmids
(f) expression in bacteria of the human gene to
make the human protein
continued

Back to contents page www.cambridgeinternational.org/igcse 47

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

21.3 Genetic modification continued

Core Supplement
2 Outline examples of genetic modification:
(a) the insertion of human genes into bacteria
to produce human proteins
(b) the insertion of genes into crop plants to
confer resistance to herbicides
(c) the insertion of genes into crop plants to
confer resistance to insect pests
(d) the insertion of genes into crop plants to
improve nutritional qualities
4 Discuss the advantages and disadvantages
of genetically modifying crops, including soya,
maize and rice

Back to contents page www.cambridgeinternational.org/igcse 48

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

4 Details of the assessment

All candidates take three papers.

Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.

Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

45 minutes 1 hour 15 minutes

40 marks 80 marks
Forty compulsory multiple-choice items of the Compulsory short-answer and structured
four-choice type. questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades C to G This paper assesses grades C to G
Externally assessed Externally assessed

Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.

Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

45 minutes 1 hour 15 minutes

40 marks 80 marks
Forty compulsory multiple-choice items of the Compulsory short-answer and structured
four-choice type. questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades A* to G This paper assesses grades A* to G
Externally assessed Externally assessed

Back to contents page www.cambridgeinternational.org/igcse 49

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Practical assessment
All candidates take one practical component from a choice of two:

Paper 5: Practical Test Paper 6: Alternative to Practical

1 hour 15 minutes 1 hour

40 marks 40 marks
This paper tests assessment objective AO3 This paper tests assessment objective AO3
OR
This paper assesses grades A* to G This paper assesses grades A* to G
Candidates will be required to do experiments in Candidates will not be required to do
a laboratory as part of this test experiments as part of this test

Questions in the practical papers are structured to assess performance across the full grade range.

The Practical Test and Alternative to Practical:

• require the same experimental skills to be developed and learned
• require an understanding of the same experimental contexts
• test the same assessment objective, AO3.

Candidates are expected to be familiar with and may be asked questions on the following experimental
contexts:
• simple quantitative experiments, including the measurement of:
– volumes of gases and liquids
– masses
– temperatures
– times
– lengths
• diffusion
• osmosis
• food tests
• rates of enzyme-catalysed reactions, including judging end-points, e.g. colour changes
• pH and the use of hydrogencarbonate indicator, litmus and universal indicator
• photosynthesis (rate and limiting factors)
• transpiration
• heart rate and breathing rate
• respiration
• tropic responses
• observation and dissection of seeds and flowers
• germination
• continuous and discontinuous variation
• use methods of sampling that are representative and avoid bias, e.g. consideration of sample size and
simple random sampling
• observe, record and measure images of familiar and unfamiliar biological specimens
• make clear line drawings of biological specimens, calculating the magnification or actual size and adding
labels as required
• use simple apparatus in situations where the method may not be familiar to the candidate.

Back to contents page www.cambridgeinternational.org/igcse 50

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Candidates may be required to do the following:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials
(including following a sequence of instructions where appropriate):
– identify apparatus from diagrams or descriptions
– draw, complete or label diagrams of apparatus and biological specimens
– use, or explain the use of, common techniques, apparatus and materials
– select the most appropriate apparatus or method for the task and justify the choice made
– describe food tests
– describe how the pH of a solution or substance can be tested
– describe and explain hazards and safety precautions
– describe and explain techniques used to ensure the accuracy of observations and data

• plan experiments and investigations:

– identify the independent variable and dependent variable
– describe how and explain why variables should be kept constant
– suggest an appropriate number and range of values for the independent variable
– suggest the most appropriate apparatus or technique and justify the choice made
– describe experimental procedures, including a suitable control experiment
– identify risks and suggest safety precautions
– describe how to record the results of an experiment
– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
– make reasoned predictions of expected results

• make and record observations, measurements and estimates:

– take readings from apparatus (analogue and digital) or from diagrams of apparatus with appropriate
precision
– take sufficient observations or measurements, including repeats and replicates where appropriate
– record qualitative observations from food and other tests
– record observations and measurements systematically, for example in a suitable table, to an
appropriate degree of precision and using appropriate units

• interpret and evaluate experimental observations and data:

– process data, including for use in further calculations or for graph plotting, using a calculator as
appropriate
– present data graphically
– analyse and interpret observations and data, including data presented graphically
– use interpolation and extrapolation graphically to determine a gradient or intercept
– form conclusions justified by reference to observations and data and with appropriate explanation
– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action

• evaluate methods and suggest possible improvements:

– evaluate experimental arrangements, methods and techniques, including the use of a control
– identify sources of error
– suggest possible improvements to the apparatus, experimental arrangements, methods and
techniques.

Back to contents page www.cambridgeinternational.org/igcse 51

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Apparatus, materials and reagents

These lists give items candidates should be familiar with using, whether they are taking the Practical Test or the
Alternative to Practical.

These items should be available for use in the Practical Test. These lists are not exhaustive and we may also
require other items to be sourced for specific exams. The Confidential Instructions we send before the Practical
Test will give the detailed requirements for the exam.

Every effort is made to limit the resources required by centres and so minimise the costs. Experiments will be
designed around basic apparatus and materials which should be available in most school laboratories or are
easily obtainable.

Hazard codes are used where relevant and in accordance with information provided by CLEAPSS
(www.cleapss.org.uk). Candidates should be familiar with the meanings of these codes and terms but will
not be assessed on them.

C corrosive MH moderate hazard

HH health hazard T acutely toxic
F flammable O oxidising
N hazardous to the aquatic environment

The attention of centres is drawn to any local regulations relating to safety, first aid and disposal of chemicals.
‘Hazard Data Sheets’ should be available from your chemical supplier.

Candidates must be provided with appropriate safety equipment, such as suitable eye protection and gloves,
during practical work.

The Confidential Instructions will indicate which hazard symbols are applicable for the materials required for
each Practical Test exam.

Chemicals, reagents and indicators

The list below is not intended to be comprehensive but shows the types of chemicals, reagents and indicators
that candidates should be familiar with.

• Benedict’s solution
• biuret reagent
• carbohydrates (starch, glucose, sucrose), proteins, lipids
• DCPIP
• dilute acid
• dilute alkali
• distilled or deionised water
• enzymes (e.g. amylase, a protease, lipase)
• ethanol
• indicators (universal indicator solution, hydrogencarbonate indicator, litmus solution)
• hydrogen peroxide solution
• iodine in potassium iodide solution (iodine solution)
• limewater

Back to contents page www.cambridgeinternational.org/igcse 52

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

• methylene blue dye

• petroleum jelly (Vaseline® or similar)
• sodium chloride
• sodium hydrogencarbonate (sodium bicarbonate)

Apparatus
Other materials may be required for examinations.
• balance to measure up to 500 g, with precision of at least 0.1 g
• beakers (various sizes, 100 cm3, 250 cm3)
• bungs to fit standard test-tubes and large test-tubes
• bungs with delivery tubes to fit standard test-tubes and large test-tubes
• filter funnels
• filter paper
• forceps
• glass rods
• hand lenses (at least ×6 magnification)
• lamps for photosynthesis experiments
• means of cutting biological materials (e.g. scalpels or sharp knives)
• means of writing on glassware (e.g. wax pencils or water-resistant markers)
• measuring cylinders (e.g. 10, 25 and 100 cm3)
• mounted needles or seekers or long pins with large heads
• rulers, graduated in mm
• scissors
• partially permeable membrane (e.g. Visking® or dialysis tubing)
• Pasteur or dropping pipette
• Petri dishes
• spotting tiles
• stop-clocks, reading to 1 s or better
• syringes (various sizes, 1 cm3, 5 cm3, 10 cm3)
• test-tubes – standard (125 mm × 15 mm) and large (150 mm × 25 mm)
• test-tube racks and test-tube holders
• thermometers, –10 °C to +110 °C, with 1 °C graduations
• wash bottles
• white tiles or other suitable cutting surfaces

Back to contents page www.cambridgeinternational.org/igcse 53

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Safety in the laboratory

Teachers should make sure they do not contravene any school, education authority or government regulation.
Responsibility for safety matters rests with centres. Further information can be found from the following UK
associations, publications and regulations.

Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk

Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2019 update of 2016 edition (available to CLEAPSS members only)

UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made

A brief guide may be found at www.hse.gov.uk/pubns/indg136.pdf

Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.

Calculators may be used in all parts of the exam.

Number
• add, subtract, multiply and divide
• use decimals, fractions, ratios and reciprocals
• calculate and use percentages and percentage change
• use standard form
• express answers to an appropriate or given number of significant figures
• express answers to an appropriate or given number of decimal places
• round answers appropriately

Algebra
• recognise and use direct and inverse proportion
• solve simple algebraic equations for any one term when the other terms are known
• substitute physical quantities into a formula

Back to contents page www.cambridgeinternational.org/igcse 54

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Geometry and measurements

• convert between units, including cm3 and dm3, mg, g and kg, μm, mm, cm and m
• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, rectangle and
diagonal
• recall and use equations for the area of a rectangle, the area of a triangle and the area of a circle
• recall and use equations for the volume of a rectangular block and the volume of a cylinder
• use a ruler
• make estimates of numbers, quantities and lengths
• understand surface area and use surface area : volume ratio
• use scale diagrams
• select and use the most appropriate units for recording data and the results of calculations

Graphs, charts and statistics

• draw charts and graphs from data
• interpret line graphs, bar charts, pie charts and histograms with equal intervals
• interpolate and extrapolate from data
• determine the gradient and intercept of a graph, including units where appropriate
• select suitable scales and axes for graphs
• recognise direct and inverse proportionality from a graph
• calculate the mean and range of a set of values
• use simple probability

Presentation of data
Taking and recording readings
• Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest
difference that can reliably be detected on the measuring instrument scale should be reflected by the
number of decimal places given in the measurement.
• A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
• Each column of a table should be headed with the observation or physical quantity and the unit where
appropriate, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in tables,
graphs and charts.
• Units should not be included with data in the body of a table.
• Data should be recorded to the appropriate number of significant figures.

Graphs
• The column headings of a correctly headed table can be directly transferred to the axes of a constructed
graph.
• A graph should be drawn with a sharp pencil.
• Each axis should be labelled with the observation or physical quantity and the unit where appropriate, e.g.
time / s.
• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and
the dependent variable plotted on the y-axis (vertical axis).

Back to contents page www.cambridgeinternational.org/igcse 55

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable. The axes do not have to include (0, 0).
• Points on the graph should be clearly marked as crosses (×) or encircled dots (⊙) of appropriate size.
• Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
• A best-fit line (trend line) should be a single, thin, smooth straight line or curve. The line does not need to
coincide exactly with any of the points; where there is scatter evident in the data, examiners would expect
a roughly even distribution of points either side of the line over its entire length. Points that are clearly
anomalous should be ignored when drawing the best-fit line.
• A best-fit line or curve should only be drawn if there is good reason to believe that the intermediate values
can be predicted.
• Candidates should be able to take readings from the graph by extrapolation or interpolation and indicate on
the graph how they determined the reading.
• Data values should be read from a graph to an accuracy of one half of the smallest square on the grid.

Drawings
• Drawings should be drawn using a sharp pencil to give fine lines that are clear and unbroken.
• Drawings should use most of the available space and show all the features observed in the specimen, with
no shading or use of colour.
• Label lines should be drawn with a ruler and touch the object or feature labelled.

Charts
• Pie charts are generally used to show percentage or proportionality.
• Bar charts should be drawn for categorical or discrete data. They should be made up of bars of equal width
that do not touch.
• Histograms should be drawn for continuous data. They should have bars that touch.

Further guidance can be found in the following publications:

ASE, The Language of Mathematics in Science: A Guide for Teachers of 11–16 Science (2016).
ASE, The Language of Mathematics in Science: Teaching Approaches (2016).
www.ase.org.uk/mathsinscience

Back to contents page www.cambridgeinternational.org/igcse 56

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Conventions (e.g. signs, symbols, terminology and nomenclature)

Candidates are expected to be familiar with the nomenclature used in the syllabus.

The syllabus and question papers conform with accepted international practice. In particular, the following
document, produced by the Association for Science Education (ASE), should be used as a guideline.

Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).

Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.

Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.

Variables
Independent variables are the variables that are changed in a scientific experiment by the scientist. Changing
an independent variable may cause a change in the dependent variable.

Dependent variables are the variables that are observed or measured in a scientific experiment. Dependent
variables may change based on changes made to the independent variables.

Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.

In practical work, candidates will be expected to use SI units or, where appropriate, units approved for use with
the SI (e.g. minute).

In all examinations, where data is supplied for use in questions, candidates will be expected to use units that
are consistent with the units supplied and should not attempt conversion to other systems of units unless this is
a requirement of the question.

Back to contents page www.cambridgeinternational.org/igcse 57

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Calculate work out from given facts, figures or information

Compare identify/comment on similarities and/or differences

Define give precise meaning

Describe state the points of a topic / give characteristics and main features

Determine establish an answer using the information available

Evaluate judge or calculate the quality, importance, amount, or value of something

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Outline set out the main points

Predict suggest what may happen based on available information

Sketch make a simple freehand drawing showing the key features, taking care over
proportions

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

Back to contents page www.cambridgeinternational.org/igcse 58

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridginternational.org/adminzone

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge O Level Biology (5090)
• Cambridge IGCSE (9–1) Biology (0970)
• Cambridge IGCSE Combined Science (0653)
• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
• Cambridge O Level Combined Science (5129)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Back to contents page www.cambridgeinternational.org/igcse 59

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.

Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

Back to contents page www.cambridgeinternational.org/igcse 60

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

Back to contents page www.cambridgeinternational.org/igcse 61

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Back to contents page www.cambridgeinternational.org/igcse 62

 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know

Changes to this syllabus for 2026, 2027 and 2028

The syllabus has been updated. This is version 1, published September 2023.

There are no significant changes which affect teaching.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.

Back to contents page www.cambridgeinternational.org/igcse 63

School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
[email protected] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2023

 Cambridge IGCSE® Biology (0610)
carbon dioxide + water glucose + oxygen

rice
H 2O

1 Cells and cell processes 2 Animal nutrition 3 Plant nutrition and transport

Unit 1 2 3 4 5 Unit 1 2 3 4 5 Unit 1 2 3 4 5

links 6 7 8 9 10 links 6 7 8 9 10 links 6 7 8 9 10

glucose + oxygen carbon dioxide + water

ARTERIES PANCREAS

CO 2 GLUCOSE chromosomes
O2 INSULIN
VEINS
BLOOD
BLOODSTREAM SUGAR

Respiration and the human Coordination, response

4 transport system
5 and homeostasis
6 Reproduction

Unit 1 2 3 4 5 Unit 1 2 3 4 5 Unit 1 2 3 4 5

links 6 7 8 9 10 links 6 7 8 9 10 links 6 7 8 9 10

A C G T
CO2
TESTOSTERONE OESTROGEN T G C A

testes ovaries
A a
A AA Aa
a Aa aa

7 Human reproduction 8 Inheritance and evolution 9 Organisms and environment

Unit 1 2 3 4 5 Unit 1 2 3 4 5 Unit 1 2 3 4 5

links 6 7 8 9 10 links 6 7 8 9 10 links 6 7 8 9 10

CO2
climate change

CO2 CH4

Human influences on
10 the environment

Unit 1 2 3 4 5
links 6 7 8 9 10

Highlighted numbers in the ‘unit links’ boxes indicate significant links between the different units.

®IGCSE is a registered trademark

Copyright © UCLES 2017
 1 Cells and cell processes
MOVEMENT RESPIRATION genus Corvus
M R S SENSITIVITY GROWTH
REPRODUCTION Corvus brachyrhynchos

G R E N
EXCRETION
NUTRITION species

Classification
1.1 Characteristics of living organisms 1.2 Concept and use of a classification system

no yes
pointed petals
yes
yes
flowers petal colour blue

no
plant animal fungus prokaryote protoctist
no

1.3 Features of organisms 1.4 Dichotomous keys

Cell features specialised cells

CYTOPLASM CELL WALL
NUCLEUS CHLOROPLASTS
CELL MEMBRANE VACUOLE

2.1 Cell structure and organisation 2.2 Levels of organisation

Cell transport processes and reactions
Cells and tissues

size of image
magnification = ˚C temperature
actual size of object
surface area

concentration
gradient

2.3 Size of specimens 3.1 Diffusion

TURGID FLACCID
ENERGY

H2O H2O AGAINST ION

CONCENTRATION
GRADIENT ION

3.2 Osmosis 3.3 Active transport

complementary shape ENZYME-SUBSTRATE COMPLEX

5.1 Enzymes

Copyright © UCLES 2017

 2 Animal nutrition
CARBOHYDRATES C H O N CARBOHYDRATES VITAMIN D
FATS C H O N FATS MINERALS
Balanced diet
PROTEINS C H O N PROTEINS FIBRE rice

VITAMIN C WATER

4.1 Biological molecules 7.1 Diet

Breakdown of large molecules

Enzymatic breakdown

Sugars and tooth decay

Mechanical digestion

mechanical and
ingestion chemical digestion absorption assimilation incisors canines premolars molars

7.2 Alimentary canal 7.3 Mechanical digestion

Chemical digestion

Absorption in the intestines

villus
AMYLASE STARCH

LIPASE FAT

PROTEASE PROTEIN

PEPSIN TRYPSIN
Nutrient absorption

7.4 Chemical digestion 7.5 Absorption

Copyright © UCLES 2017

 3 Plant nutrition and transport
CO2

I2 Photosynthesis
carbon dioxide + water glucose + oxygen

6CO2 + 6H2O C6H12O6 + 6O2

6.1 Photosynthesis 6.2 Leaf structure

Xylem/phloem
Chlorophyll

Water transport

Mg magnesium XYLEM PHLOEM

chlorophyll
SUCROSE
Mineral transport
NO3 –
nitrate
H2O AMINO ACIDS
amino acids NO3–
Water loss

6.3 Mineral requirements 8.1 Transport in plants

Xylem and water transport

Nutrient transport

H2O H2O H2O

H2O
Water transport

8.2 Water uptake 8.3 Transpiration

AMINO ACIDS

SUCROSE
SOURCE SINK

8.4 Translocation

Copyright © UCLES 2017

 4 Respiration and the human transport system

Respiration glucose + oxygen carbon dioxide + water

ENERGY muscle
contraction
cell
division
body
temperature
nerve
impulses
C6H12O6 + 6O2 6CO2 + 6H2O
12.1 Respiration 12.2 Aerobic respiration

Gases and respiration

Respiration
C6H12O6 2C2H5OH + 2CO2 O2 CO2

CO2
glucose ethanol + carbon dioxide
O2

YEAST O2 WITHOUT
OXYGEN glucose lactic acid
in muscles
Gases and respiration INTERCOSTAL MUSCLES

12.3 Anaerobic respiration 11.1 Gas exchange in humans

Gas transport

ARTERIES Heart disease risk factors

BODY LUNGS HEART BODY GENETIC STRESS

VEINS SMOKING DIET AGE

HEART

9.1 Transport in animals 9.2 Heart

Circulation and blood

ARTERY
LYMPHATIC phagocyte
SYSTEM
VEIN lymphocyte
lymph nodes

lymphatic vessels
CAPILLARY RED BLOOD CELLS PLATELETS AND PLASMA WHITE BLOOD CELLS

9.3 Blood and lymphatic vessels 9.4 Blood

PATHOGENS antibody

Lymphatic system White blood cells

ANTIGEN

WHITE BLOOD CELLS

10.1 Diseases and immunity

Copyright © UCLES 2017

 5 Coordination, response and homeostasis

Nervous transmission

14.1 Nervous control in humans 14.2 Sense organs

INSULIN bloodstream TESTOSTERONE

pancreas testes
Hormones LIGHT
ADRENALINE OESTROGEN
adrenal gland hormone ovaries auxin

14.3 Hormones Drugs and synapses 14.5 Tropic responses

Insulin

Hormones in sports doping

PANCREAS

glucose

INSULIN

BLOOD
BLOODSTREAM
SUGAR

14.4 Homeostasis 15.1 Drugs

Homeostasis

resistance steroids

15.2 Medicinal drugs 15.3 Misused drugs

CO2
Drug excretion Drug excretion
UREA

13.1 Excretion in humans

Copyright © UCLES 2017

 6 Reproduction
parent cell
single parent cell

identical DNA
Asexual reproduction identical

Stage 1 Stage 2
DNA replication mitosis

16.1 Asexual reproduction 17.3 Mitosis

Types of reproduction

Cell reproduction
Cell division and growth

GAMETES FERTILISED EGG

Production of gametes

PARENT CELL DAUGHTER CELLS

23 chromosomes 46 chromosomes diploid haploid

16.2 Sexual reproduction 17.4 Meiosis

Sexual reproduction in plants

Plant reproduction

stigma

pollination

anther

16.3 Sexual reproduction in plants

Copyright © UCLES 2017

 7 Human reproduction

GAMETES
The menstrual cycle

16.4 Sexual reproduction in humans

TESTOSTERONE OESTROGEN
Fertility treatments

Chemical contraception
Birth control

testes ovaries

16.5 Sex hormones in humans

NATURAL STOP

CHEMICAL
BARRIER Sexually transmitted infections

SURGICAL

16.6 Methods of birth control in humans

STIs
Preventing STIs

HIV AIDS
16.7 Sexually transmitted infections (STIs)

Copyright © UCLES 2017

 8 Inheritance and evolution
chromosome gene
parents
DNA and genes mRNA

A C G T T A

T G C A A T
offspring
cell DNA protein

17.1 Inheritance 17.2 Chromosomes, genes and proteins

Inheritance
A a increase rate of mutation SICKLE CELL

A AA Aa A B AB O HbA

a Aa aa Genetic variation HbS

continuous variation

17.5 Monohybrid inheritance Variation 18.1 Variation

18.2 Adaptive features Natural selection 18.3 Selection

Genetic engineering

20 20 20
min min min
milk

penicillin

20.1 Biotechnology and genetic engineering 20.2 Biotechnology

Genetic engineering

20.3 Genetic engineering

Copyright © UCLES 2017

 9 Organisms and environment
light
chemical energy

SUN PRODUCERS CONSUMERS DECOMPOSERS

principal
energy
input body processes and heat
Energy flow in food chains

19.1 Energy flow

tertiary
consumers

Respiration and energy

secondary
consumer consumers
consumer
producer primary
consumers
consumer
producers

TROPHIC
consumer consumer LEVELS

19.2 Food chains and food webs

Nutrient cycles and food chains

CO2 N2

carbon cycle water cycle nitrogen cycle

19.3 Nutrient cycles

Copyright © UCLES 2017

 10 Human influences on the environment

food supply

predation

disease

community N

ecosystem P

K
exponential

19.4 Population size 21.1 Food supply

Agricultural pollution
Housing

Food demands

eutrophication of water
Human effects on the environment

NITRATES
CO2
climate change

CO2 CH4

21.2 Habitat destruction 21.3 Pollution

Reducing pollution and emissions

Conservation of habitats

COAL GAS

OIL

21.4 Conservation

Copyright © UCLES 2017

 Interactive

Learner Guide

TM
Cambridge IGCSE / Cambridge IGCSE (9–1)
Biology 0610/0970

For examination from 2023

Version 1
 In order to help us develop the highest quality resources, we are undertaking a continuous programme of
review; not only to measure the success of our resources but also to highlight areas for improvement and to
identify new development needs.

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

www.surveymonkey.co.uk/r/GL6ZNJB

Copyright © UCLES 2021

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is
the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for
their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a
third party, even for internal use within a Centre.
Contents
About this guide 4
Section 1: Syllabus content - what you need to know about 5
Section 2: How you will be assessed 6
Section 3: What skills will be assessed 12
Section 4: Example candidate response 13
Section 5: Revision 18
Section 6: Useful websites 56
 Learner Guide

About this guide

This guide explains what you need to know about your Cambridge IGCSE Biology course and examinations. It will help you to:
9 understand what skills you should develop by taking this Cambridge IGCSE course

9 understand how you will be assessed

9 understand what we are looking for in the answers you write

9 plan your revision programme

9 revise, by providing revision tips and an interactive revision checklist (Section 5).

The aims of this syllabus are to enable you to:

• acquire scientific knowledge and understanding of scientific theories and practice
• develop a range of experimental skills, including handling variables and working safely
• use scientific data and evidence to solve problems and discuss the limitations of scientific methods
• communicate effectively and clearly, using scientific terminology, notation and conventions
• understand that the application of scientific knowledge can benefit people and the environment
• enjoy science and develop an informed interest in scientific matters which support further study.

4 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

Section 1: Syllabus content - what you need to know about

This section gives you an outline of the syllabus content for this course. Ask your teacher for more detail about each topic. You
can also find more detail in the Revision checklists of this guide.
There are 21 main units in this syllabus which you will study:
1. Characteristics and classification of living organisms
2. Organisation of the organism
3. Movement into and out of cells
4. Biological molecules
5. Enzymes
6. Plant nutrition
7. Human nutrition
8. Transport in plants
9. Transport in animals
10. Diseases and immunity
11. Gas exchange in humans
12. Respiration
13. Excretion in humans
14. Coordination and response
15. Drugs
16. Reproduction
17. Inheritance
18. Variation and selection
19. Organisms and their environment
20. Human influences on ecosystems
21. Biotechnology and genetic modification
Make sure you always check the latest syllabus, which is available at www.cambridgeinternational.org

Cambridge IGCSE Biology 0610 / 0970 5

 Learner Guide

Section 2: How you will be assessed

You will be assessed at the end of the course using three components:
• Paper 1: Multiple Choice (Core) or Paper 2: Multiple Choice (Extended)
• Paper 3: Theory (Core) or Paper 4: Theory (Extended)
• Paper 5: Practical Test or Paper 6: Alternative to Practical.
Find out from your teacher which components you will be taking, and when you will be taking them.

Components at a glance
This table summarises the key information about each examination paper. You can find details and advice on how to approach
each component in the ‘About each paper’ sub-section.

Component Time and Details Percentage of

marks qualification
Paper 1 45 minutes 40 four-choice multiple-choice questions. 30%
Multiple Choice 40 marks Questions will be based on the Core subject content only.
(Core)
Tests assessment objectives AO1 and AO2.
Externally assessed.
Paper 2 45 minutes 40 four-choice multiple-choice questions. 30%
Multiple Choice 80 marks Questions will be based on the Core and Supplement subject content.
(Extended)
Tests assessment objectives AO1 and AO2.
Externally assessed.
Paper 3 1 hour 15 Short-answer and structured questions. 20%
minutes
Theory (Core) Questions will be based on the Core subject content only.
40 marks
Tests assessment objectives AO1 and AO2.
Externally assessed.
Paper 4 1 hour 15 Short-answer and structured questions. 50%
minutes
Theory Questions will be based on the Core and Supplement subject content.
(Extended) 80 marks
Tests assessment objectives AO1 and AO2.
Externally assessed.
Paper 5 1 hour 15 Questions will be based on the experimental skills listed in the 20%
minutes syllabus.
Practical Test
40 marks Tests assessment objective AO3 in a practical context.
Externally assessed.
Paper 6 1 hour Questions will be based on the experimental skills listed in the 20%
syllabus.
Alternative to 40 marks
Practical Tests assessment objective AO3 in a written paper.
Externally assessed.

6 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

About each paper

Paper 1: Multiple Choice (Core)

Each of the 40 multiple

choice questions you will
answer has four choices.

Cambridge IGCSE Biology 0610 / 0970 7

 Learner Guide

Paper 2: Multiple Choice (Extended)

Each of the 40 multiple

choice questions you will
answer has four choices.

8 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

Paper 3: Theory (Core)

For Paper 3, all questions

are compulsory and there
are no separate sections.

Cambridge IGCSE Biology 0610 / 0970 9

 Learner Guide

Paper 4: Theory (Extended)

For Paper 4, all questions

are compulsory and there
are no separate sections.

10 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

Paper 5: Practical Test and Paper 6: Alternative to Practical

Both Paper 5 and Paper 6 include

a planning question. It will be a
6-mark question focusing solely
on the experimental skill of
planning. The planning question
will be identical in both papers.

Cambridge IGCSE Biology 0610 / 0970 11

 Learner Guide

Section 3: What skills will be assessed

The areas of knowledge, understanding and skills that you will be assessed on are called assessment objectives (AO).
The examiners take account of the following skills areas (assessment objectives) in the examination papers:
• Knowledge with understanding
• Handling information and problem solving
• Experimental skills and investigations
It is important that you know the different weightings (%) of the assessment objectives, as this affects how the examiner will
assess your work. For example, assessment objective 1 (AO1 Knowledge with understanding) is worth 63% of the total marks
in Paper 1 and Paper 2 and in Paper 3 and Paper 4, and AO2 Handling information and problem-solving covers the remaining
37% in each paper. However, in Paper 5 and Paper 6, only AO3 Experimental skills and investigations is assessed.

Assessment objectives (AO) What does the AO mean? What do you need to be able to do?
AO1 Remembering facts and You should be able to demonstrate knowledge and
applying these facts to new understanding of:
Knowledge with understanding
situations
• scientific phenomena, facts, laws, definitions, concepts
and theories
• scientific vocabulary, terminology and conventions
(including symbols, quantities and units)
• scientific instruments and apparatus, including
techniques of operation and aspects of safety
• scientific and technological applications with their
social, economic and environmental implications.
AO2 How you extract information You should be able, in words or using other written forms
and rearrange it in a sensible of presentation (i.e. symbolic, graphical and numerical) to:
Handling information and
pattern, and how you carry
problem solving • locate, select, organise and present information from a
out calculations and make
variety of sources
predictions
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and
form conclusions
• present reasoned explanations for phenomena, patterns
and relationships
• make predictions based on relationships and patterns
• solve problems, including some of a quantitative
nature.
AO3 Planning and carrying out You should be able to:
experiments and recording
Experimental skills and • demonstrate knowledge of how to select and safely
and analysing information
investigations use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
• plan experiments and investigations
• make and record observations, measurements and
estimates
• interpret and evaluate experimental observations and
data
• evaluate methods suggest possible improvements.

12 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

Section 4: Example candidate response

This section takes you through an example question and learner response from a Cambridge IGCSE Biology specimen paper. It
will help you to see how to identify command words within questions and to understand what is required in your response. A
command word, is the part of the question that tells you what you need to do with your knowledge. For example, you might
need to describe something, explain something, argue a point of view or list what you know.

All information and advice in this section is specific to the example question and response/
mode answer being demonstrated. It should give you an idea of how your responses might
be viewed by an examiner but it is not a list of what to do in all questions. In your own
examination, you will need to pay careful attention to what each question is asking you to do.

This section is separated as follows:

Question
Command words have been highlighted and their
meaning explained. This will help you to understand
clearly what is required. For more information go to www.
cambridgeinternational.org/exam-administration/what-to-
expect-on-exams-day/command-words/

Example candidate response

This is an answer by a real candidate in exam conditions.
Good points and problems have been highlighted.

Cambridge IGCSE Biology 0610 / 0970 13

 Learner Guide

Question

‘Explain’ requires you to ‘set out purposes

or reasons / make the relationships
between things evident / provide
why and/or how and support with
relevant evidence.’ Your knowledge of
photosynthesis should be able to help
you explain how and why starch was
present in the green part of the leaf, while
not found in the white part of the leaf.

There are four marks available for this

question, so you should be looking to
provide at least four different facts
and explanations in your answer.

14 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

‘Describe’ requires you to ‘state the points of a topic / give

characteristics and main features’, and in this question you need
to ensure that you think about both where and how water enters
a plant. Because this is a three mark question, you need to include
at least three examples of where and how waters enters a plant,
which you should be able to describe through your knowledge of
water uptake by plants and osmosis.

This is a simple recall question. There are a number of potential

answers and you just need to choose one.

Again, another simple recall question that should be answerable

based on your knowledge of plant structures. ‘State’ requires you
to name the structure.

Again, another simple recall question that requires you to name

the appropriate part of a leaf. There is no need to explain the
process or name any other related leaf structures.

Cambridge IGCSE Biology 0610 / 0970 15

 Learner Guide

Example candidate response

Photosynthesis only happens in the green parts because this

is where the chlorophyll is. There is no chlorophyll in the
white parts, so no starch is made there.

The candidate gains a mark for referring to

photosynthesis, another for saying that only
the green part contains chlorophyll, and a
third for a strong implication that chlorophyll
is needed for photosynthesis.
However, there is no description of what
chlorophyll does (absorbs energy from
sunlight), nor reference to glucose being
produced and converted to starch.
3 marks awarded
Common mistakes often include candidates
repeating the same idea several times when
writing longer answers, rather than thinking of
several different facts or explanations.

16 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

It goes from the soil into the root hairs. It goes in

by osmosis, where water diffuses through a partially
permeable membrane which is the root hair cell membrane.

One mark is awarded for reference to root hairs, another for osmosis,
and a third for the reference to a partially permeable membrane.
3 marks awarded
Common mistakes often include candidates failing to address both
where and how water enters. Additionally, descriptions of osmosis
often fail to mention a partially permeable membrane.

supporting cells
The candidate is correct.
1 mark awarded
A common mistake is candidates writing 'to stop it drying out'.
Although not wrong, this does not contain enough information
to gain a mark.

xylem
The candidate is correct.
1 mark awarded
A common mistake is the spelling of xylem which often causes
difficulties, but if your attempt is clearly meant to be xylem,
and cannot be confused with another term, it will be accepted.

through the stomata in the epidermis

The candidate is correct. Only the term

‘stomata’ is required for the mark.
1 mark awarded

Cambridge IGCSE Biology 0610 / 0970 17

 Learner Guide

Section 5: Revision
This advice will help you revise and prepare for the examinations. It is divided into general advice for all papers and more
specific advice for Paper 1, Paper 2, Paper 3, Paper 4, Paper 5 and Paper 6.
Use the tick boxes to keep a record of what you have done, what you plan to do or what you understand.

General advice
Before the examination
Find out when the examinations are and plan your revision so you have time to revise. Create a revision timetable and
divide it into sections to cover each topic.
Find out how long each paper is, how many questions you have to answer, how many marks there are for each question,
and work out how long you have for each question.
Know the meaning of the command words used in questions and how to apply them to the information given. Look at
past examination papers and highlight the command words and check what they mean.
Make revision notes. Try different styles of notes.
Work for short periods then have a break. Revise small sections of the syllabus at a time. Test yourself by writing out key
points, redrawing diagrams, etc.
Make sure you define, scientific terms accurately. Definitions must not reuse the words to be defined.
Make your own dictionary or draw up a glossary of key terms for each section of the syllabus. Practise drawing clear,
simple, neat, fully-labelled diagrams
Learn to spell scientific terms correctly.
Have a look at past questions so that you are clear of what to expect in an examination.
Look at mark schemes to help you to understand how the marks are awarded for each question.

In the examination
Read the instructions carefully and answer the right number of questions from the right sections.
Do not answer more questions than are needed, as this will not gain you more marks in the examination.
Plan your time according to the marks for each question. For example, a question worth three marks requires less time
and a shorter answer than one worth 10 marks. If a question has several parts, then the parts with more marks will need
more time and more developed answers.
Look for details that indicate how to answer or the depth of answer required. For example the question ‘Describe, in
terms of the movement and energies of the water molecules, how evaporation takes place’ is allocated two marks on a
paper. This shows that you must make two valid points and you must refer to movement and energy of the molecules. So
wording such as ‘some molecules have more energy than others and these leave the surface’ will gain both marks.
Do not leave out questions or parts of questions. Remember, no answer means no mark.
Read each question very carefully.
• Identify the command words – you could underline or highlight them.
• Identify the other key words and perhaps underline them too.
• Try to put the question into your own words to understand what it is really asking.
Read all parts of a question before starting your answer. Think carefully about what is needed for each part. You will not
need to repeat material.
Look very carefully at the resource material you are given.
• Read the title, key, axes of graphs, etc. to find out exactly what it is showing you.
• Look for dates, scale, and location.
• Try using coloured pencils or pens to pick out anything that the question asks you about.

18 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

Answer the question. This is very important!

Use your knowledge and understanding.
Do not just write all you know, only write what is needed to answer the question.
Plan your answers. Clear, concise, well-ordered, well-argued, well-supported answers get more marks than long,
rambling, muddled, repetitious answers. Quality is better than quantity.
Use scientific terms in your answers as much as possible.
Use the resource material given in the question to support your answer.
Make sure you are confident with your calculator – particularly using powers of 10.
Always show your working in calculations so that you can gain marks for your method even if you make a mistake with
the final answer.
Always include units where appropriate.
Avoid vague descriptions – try to write clearly and concisely using the correct physics terms.
Use a sharp pencil for graph work, taking care to plot each point with a small, neat cross and to draw a thin best fit line.
At the end of a calculation ask yourself ‘is this answer sensible?’
Make sure you answer the question set. You will gain no marks for merely repeating the facts given in the question.
Make sure your writing is clear and easy to read. It is no good writing a brilliant answer if the examiner cannot read it!

Paper 1 and Paper 2 advice

Work through the paper with care. Do not miss out a question for any reason – you may then start placing your answers
in the wrong places.
Do not attempt to look for any pattern, or any lack of pattern in the answers. In other words, do not worry about how
many questions have been answered A, B, C or D and do not worry about the distribution of As, Bs, Cs and Ds.
You will likely make fewer mistakes if you write down your working than if you try to work out the answers in your head.
Practise multiple-choice questions and get someone else to mark them. Look for:
• errors
• questions you didn’t read carefully
• topics you don’t know or understand.

Paper 3 and Paper 4 advice

The number of marks for each question or question part often gives you a clue about how many separate points you need
to make in your answer.
Structured questions contain many parts. Often later parts can depend on the answer to earlier parts.
Answer the question being asked. For example, if the question asks you to name ‘three other cell structures’, do not write
down the cell structures which are given in the question.
Know the biological terms used in the questions.
Keep an eye on the time. Make sure you have time to answer all the questions and return at the end to check your
answers.
Paper 5 advice
Paper 5 assesses experimental skills and investigations. You take the exam in a laboratory under teacher supervision; you
will have your own working space and set of apparatus. It is important that you learn and practise experimental skills
during your course.
This paper will not test specific topic content from the syllabus content. It only tests experimental skills and
investigations (AO3). Any information required to answer the questions in this paper is contained within the paper itself
or should be known from the experimental context, and skills listed in the Revision checklist.
Each question includes the instructions for the experiments you must carry out, space for you to record observations and
data, and space for you to then interpret or process your results. You need to answer all questions.

Cambridge IGCSE Biology 0610 / 0970 19

 Learner Guide

The number of marks for each question or question part often gives you a clue about how many separate points you need
to make in your answer.
Record readings using suitable accuracy, for example:
• volume to the nearest 0.1 cm3
• thermometer readings usually to the nearest 0.5°C
• time to the nearest second.
Record observations in the order the steps are carried out. Write notes before writing the plan. Clearly state:
• details of apparatus
• quantities of substances to be used
• practical procedures you think should be carried out
• a conclusion.
Make sure any diagrams fill the space given on the paper and are fully labelled.
Paper 6 advice
Paper 6 assesses experimental skills and investigations. It is a written paper about practical work, so make sure that you
study all the experiments you have done in the classroom and seen demonstrated. You will take this examination under
the same conditions as other written papers. It is important that you learn and practise experimental skills during your
course.
This paper will not test specific topic content from the syllabus content, it tests experimental skills and investigations.
This is AO3. Any information required to answer the questions in this paper is contained within the paper itself or should
be known from the experimental context, and skills listed in the Revision checklist.
The number of marks for each question or question part often gives you a clue about how many separate points you need
to make in your answer.
Record readings using suitable accuracy, for example:
• volume to the nearest 0.1 cm3
• thermometer readings usually to the nearest 0.5°C
• time to the nearest second.
Record observations in the order the steps are carried out. Write notes before writing the plan. Clearly state:
• details of apparatus
• quantities of substances to be used
• practical procedures you think should be carried out
• a conclusion.
Make sure any diagrams fill the space given on the paper and are fully labelled.

20 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

Revision checklists
In the next part of this guide we have provided some revision checklists. These include information from the syllabus that you should revise. They don’t contain all the detailed knowledge
you need to know, just an overview. For more detail see the syllabus and talk to your teacher.
The table headings are explained below:

Topic You should be able to R A G Comments

These are the Core and Content in the syllabus you need to You can use the tick boxes to show when you have revised You can:
Extended topics you need to cover an item and how confident you feel about it.
• add further information of your own, such
know
R = RED means you are really unsure and lack confidence; as names of case studies needed
you might want to focus your revision here and possibly • add learning aids, such as rhymes, poems or
talk to your teacher for help word play
A = AMBER means you are reasonably confident but need • pinpoint areas of difficulty you need to
some extra practice check further with your teacher or textbooks
G = GREEN means you are very confident. • include reference to a useful resource

As your revision progresses, you can concentrate on the

RED and AMBER items in order to turn them into GREEN
items. You might find it helpful to highlight each topic in
red, orange or green to help you prioritise.
Note: the tables below cannot contain absolutely everything you need to know, but it does use examples wherever it can.

Cambridge IGCSE Biology 0610 / 0970 21

 Learner Guide

1 Characteristics and classification of living organisms

You should be able to Ways to practise skills R A G Comments
1.1 Characteristics of living organisms
1 Describe the characteristics of living organisms by describing:
a. movement as an action by an organism or part of an organism causing a
change of position or place
b. respiration as the chemical reactions in cells that break down nutrient
molecules and release energy for metabolism
c. sensitivity as the ability to detect and respond to changes in the internal or
external environment
d. growth as a permanent increase in size and dry mass
e. reproduction as the processes that make more of the same kind of organism
f. excretion as the removal of the waste products of metabolism and
substances in excess of requirements
g. nutrition as the taking in of materials for energy, growth and development
1.2 Concept and uses of classification systems
1 State that organisms can be classified into groups by the features that they share

2 Describe a species as a group of organisms that can reproduce to produce fertile

offspring
3 Describe the binomial system of naming species as an internationally agreed
system in which the scientific name of an organism is made up of two parts
showing the genus and species
4 Construct and use dichotomous keys based on identifiable features

5 Explain that classification systems aim to reflect evolutionary relationships

6 Explain that the sequences of bases in DNA are used as a means of classification

7 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

22 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

1.2 Concept and uses of classification systems
1 State the main features used to place animals and plants into the appropriate
kingdoms
2 State the main features used to place organisms into groups within the animal
kingdom, limited to:
a. the main groups of vertebrates: mammals, birds, reptiles, amphibians, fish
b. the main groups of arthropods: myriapods, insects, arachnids, crustaceans
3 Classify organisms using the features identified in 1.3.1 and 1.3.2

4 State the main features used to place all organisms into one of the five
kingdoms: animal, plant, fungus, prokaryote, protoctist
5 State the main features used to place organisms into groups within the
plant kingdom, limited to ferns and flowering plants (dicotyledons and
monocotyledons)
6 Classify organisms using the features identified in 1.3.4 and 1.3.5

7 State the features of viruses, limited to a protein coat and genetic material

2 Organisation of the organism

You should be able to Ways to practise skills R A G Comments
2.1 Cell structure
1 Describe and compare the structure of a plant cell with an animal cell, limited
to: cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, ribosomes,
mitochondria, vacuoles
2 Describe the structure of a bacterial cell, limited to: cell wall, cell membrane,
cytoplasm, ribosomes, circular DNA, plasmids
3 Identify the cell structures listed in 2.1.1 and 2.1.2 in diagrams and images of
plant, animal and bacterial cells
4 Describe the functions of the structures listed in 2.1.1 and 2.1.2 in plant, animal
and bacterial cells
5 State that new cells are produced by division of existing cells

Cambridge IGCSE Biology 0610 / 0970 23

 Learner Guide

You should be able to Ways to practise skills R A G Comments

6 State that specialised cells have specific functions, limited to:
a. ciliated cells – movement of mucus in the trachea and bronchi
b. root hair cells – absorption
c. palisade mesophyll cells – photosynthesis
d. neurones – conduction of electrical impulses
e. red blood cells – transport of oxygen
f. sperm and egg cells (gametes) – reproduction
7 Describe the meaning of the terms: cell, tissue, organ, organ system and
organism as illustrated by examples given in the syllabus
2.2 Size of specimens
1 State and use the formula: magnification = image size ÷ actual size

2 Calculate magnification and size of biological specimens using millimetres as

units
3 Convert measurements between millimetres (mm) and micrometres (μm)

3 Movement into and out of cells

You should be able to Ways to practise skills R A G Comments
3.1 Diffusion
1 Describe diffusion as the net movement of particles from a region of their higher
concentration to a region of their lower concentration (i.e. down a concentration
gradient), as a result of their random movement
2 State that the energy for diffusion comes from the kinetic energy of random
movement of molecules and ions
3 State that some substances move into and out of cells by diffusion through the
cell membrane
4 Describe the importance of diffusion of gases and solutes in living organisms

5 Investigate the factors that influence diffusion, limited to: surface area,
temperature, concentration gradient and distance

24 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

3.2 Osmosis
1 Describe the role of water as a solvent in organisms with reference to digestion,
excretion and transport
2 State that water diffuses through partially permeable membranes by osmosis

3 State that water moves into and out of cells by osmosis through the cell
membrane
4 Investigate osmosis using materials such as dialysis tubing

5 Investigate and describe the effects on plant tissues of immersing them in

solutions of different concentrations
6 State that plants are supported by the pressure of water inside the cells pressing
outwards on the cell wall
7 Describe osmosis as the net movement of water molecules from a region of
higher water potential (dilute solution) to a region of lower water potential
(concentrated solution), through a partially permeable membrane
8 Explain the effects on plant cells of immersing them in solutions of different
concentrations by using the terms: turgid, turgor pressure, plasmolysis, flaccid
9 Explain the importance of water potential and osmosis in the uptake and loss of
water by organisms
3.3 Active transport
1 Describe active transport as the movement of particles through a cell membrane
from a region of lower concentration to a region of higher concentration (i.e.
against a concentration gradient), using energy from respiration
2 Explain the importance of active transport as a process for movement of
molecules or ions across membranes, including ion uptake by root hairs
3 State that protein carriers move molecules or ions across a membrane during
active transport

Cambridge IGCSE Biology 0610 / 0970 25

 Learner Guide

4 Biological molecules
You should be able to Ways to practise skills R A G Comments
4.1 Biological molecules
1 List the chemical elements that make up: carbohydrates, fats and proteins

2 State that large molecules are made from smaller molecules, limited to:
a. starch, glycogen and cellulose from glucose
b. proteins from amino acids
c. fats and oils from fatty acids and glycerol
3 Describe the use of:
a. iodine solution test for starch
b. Benedict’s solution test for reducing sugars
c. biuret test for proteins
d. ethanol emulsion test for fats and oils
e. DCPIP test for vitamin C
4 Describe the structure of a DNA molecule:
a. two strands coiled together to form a double helix
b. each strand contains chemicals called bases
c. bonds between pairs of bases hold the strands together
d. the bases always pair up in the same way: A with T, and C with G (full names
are not required)

5 Enzymes
You should be able to Ways to practise skills R A G Comments
5.1 Enzyme action
1 Describe a catalyst as a substance that increases the rate of a chemical reaction
and is not changed by the reaction
2 Describe enzymes as proteins that are involved in all metabolic reactions, where
they function as biological catalysts
3 Describe why enzymes are important in all living organisms in terms of a
reaction rate necessary to sustain life
4 Describe enzyme action with reference to the shape of the active site of an
enzyme being complementary to its substrate and the formation of products

26 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

5 Investigate and describe the effect of changes in temperature and pH on enzyme
activity with reference to optimum temperature and denaturation
6 Explain enzyme action with reference to: active site, enzyme-substrate complex,
substrate and product

7 Explain the specificity of enzymes in terms of the complementary shape and fit
of the active site with the substrate
8 Explain the effect of changes in temperature on enzyme activity in terms of
kinetic energy, shape and fit, frequency of effective collisions and denaturation
9 Explain the effect of changes in pH on enzyme activity in terms of shape and fit
and denaturation

6 Plant Nutrition
You should be able to Ways to practise skills R A G Comments
6.1 Photosynthesis
1 Describe photosynthesis as the process by which plants synthesise
carbohydrates from raw materials using energy from light
State the word equation for photosynthesis as:
carbon dioxide + water → glucose + oxygen
in the presence of light and chlorophyll
3 State that chlorophyll is a green pigment that is found in chloroplasts

4 State that chlorophyll transfers energy from light into energy in chemicals, for
the synthesis of carbohydrates
5 Outline the subsequent use and storage of the carbohydrates made in
photosynthesis, limited to:
a. starch as an energy store
b. cellulose to build cell walls
c. glucose used in respiration to provide energy
d. sucrose for transport in the phloem
e. nectar to attract insects for pollination
6 Explain the importance of:
a. nitrate ions for making amino acids
b. magnesium ions for making chlorophyll

Cambridge IGCSE Biology 0610 / 0970 27

 Learner Guide

You should be able to Ways to practise skills R A G Comments

7 Investigate the need for chlorophyll, light and carbon dioxide for photosynthesis,
using appropriate controls
8 Investigate and describe the effects of varying light intensity, carbon dioxide
concentration and temperature on the rate of photosynthesis
9 Investigate and describe the effect of light and dark conditions on gas exchange
in an aquatic plant using hydrogencarbonate indicator solution
10 State the balanced chemical equation for photosynthesis as:
6CO2 + 6H2O → C6H12O6 + 6O2
11 Identify and explain the limiting factors of photosynthesis in different
environmental conditions
6.2 Leaf structure
1 State that most leaves have a large surface area and are thin, and explain how
these features are adaptations for photosynthesis
2 Identify in diagrams and images the following structures in the leaf of a
dicotyledonous plant: chloroplasts, cuticle, guard cells and stomata, upper and
lower epidermis, palisade mesophyll, spongy mesophyll, air spaces, vascular
bundles, xylem and phloem
3 Explain how the structures listed in 6.2.2 adapt leaves for photosynthesis

7 Human nutrition
You should be able to Ways to practise skills R A G Comments
7.1 Diet
1 Describe what is meant by a balanced diet

2 State the principal dietary sources and describe the importance of:
a. carbohydrates
b. fats and oils
c. proteins
d. vitamins, limited to C and D
e. mineral ions, limited to calcium and iron
f. fibre (roughage)
g. water

28 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

3 State the causes of scurvy and rickets

7.2 Digestive system

1 Identify in diagrams and images the main organs of the digestive system, limited
to:
a. alimentary canal: mouth, oesophagus, stomach, small intestine (duodenum
and ileum) and large intestine (colon, rectum, anus)
b. associated organs: salivary glands, pancreas, liver and gall bladder
2 Describe the functions of the organs of the digestive system listed in 7.2.1, in
relation to:
a. ingestion – the taking of substances, e.g. food and drink, into the body
b. digestion – the breakdown of food
c. absorption – the movement of nutrients from the intestines into the blood
d. assimilation – uptake and use of nutrients by cells
e. egestion – the removal of undigested food from the body as faeces
7.3 Physical digestion
1 Describe physical digestion as the breakdown of food into smaller pieces without
chemical change to the food molecules
2 State that physical digestion increases the surface area of food for the action of
enzymes in chemical digestion
3 Identify in diagrams and images the types of human teeth: incisors, canines,
premolars and molars
4 Describe the structure of human teeth, limited to: enamel, dentine, pulp, nerves,
blood vessels and cement, and understand that teeth are embedded in bone and
the gums
5 Describe the functions of the types of human teeth in physical digestion of food

6 Describe the function of the stomach in physical digestion

7 Outline the role of bile in emulsifying fats and oils to increase the surface area
for chemical digestion

Cambridge IGCSE Biology 0610 / 0970 29

 Learner Guide

You should be able to Ways to practise skills R A G Comments

7.4 Chemical digestion
1 Describe chemical digestion as the break down of large insoluble molecules into
small soluble molecules
2 State the role of chemical digestion in producing small soluble molecules that
can be absorbed
3 Describe the functions of enzymes as follows:
a. amylase breaks down starch to simple reducing sugars
b. proteases break down protein to amino acids
c. lipase breaks down fats and oils to fatty acids and glycerol
4 State where, in the digestive system, amylase, protease and lipase are secreted
and where they act
5 Describe the functions of hydrochloric acid in gastric juice, limited to killing
harmful microorganisms in food and providing an acidic pH for optimum enzyme
activity
6 Describe the digestion of starch in the digestive system:
a. amylase breaks down starch to maltose
b. maltase breaks down maltose to glucose on the membranes of the
epithelium lining the small intestine
7 Describe the digestion of protein by proteases in the digestive system:
a. pepsin breaks down protein in the acidic conditions of the stomach
b. trypsin breaks down protein in the alkaline conditions of the small intestine
8 Explain that bile is an alkaline mixture that neutralises the acidic mixture of
food and gastric juices entering the duodenum from the stomach, to provide a
suitable pH for enzyme action
7.5 Absorption
1 State that the small intestine is the region where nutrients are absorbed

2 State that most water is absorbed from the small intestine but that some is also
absorbed from the colon
3 Explain the significance of villi and microvilli in increasing the internal surface
area of the small intestine
4 Describe the structure of a villus

30 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

5 Describe the roles of capillaries and lacteals in villi

8 Transport in plants
You should be able to Ways to practise skills R A G Comments
8.1 Xylem and phloem
1 State the functions of xylem and phloem:
a. xylem – transport of water and mineral ions, and support
b. phloem – transport of sucrose and amino acids
2 Identify in diagrams and images the position of xylem and phloem as seen in
sections of roots, stems and leaves of non-woody dicotyledonous plants
3 Relate the structure of xylem vessels to their function, limited to:
a. thick walls with lignin (details of lignification are not required)
b. no cell contents
c. cells joined end to end with no cross walls to form a long continuous tube
8.2 Water uptake
1 Identify in diagrams and images root hair cells and state their functions

2 State that the large surface area of root hairs increases the uptake of water and
mineral ions
3 Outline the pathway taken by water through the root, stem and leaf as: root hair
cells, root cortex cells, xylem, mesophyll cells
4 Investigate, using a suitable stain, the pathway of water through the above-
ground parts of a plant
8.3 Transpiration
1 Describe transpiration as the loss of water vapour from leaves

2 State that water evaporates from the surfaces of the mesophyll cells into the air
spaces and then diffuses out of the leaves through the stomata as water vapour
3 Investigate and describe the effects of variation of temperature and wind speed
on transpiration rate
4 Explain how water vapour loss is related to: the large internal surface area
provided by the interconnecting air spaces between mesophyll cells and the size
and number of stomata
Cambridge IGCSE Biology 0610 / 0970 31
 Learner Guide

You should be able to Ways to practise skills R A G Comments

5 Explain the mechanism by which water moves upwards in the xylem in terms of
a transpiration pull that draws up a column of water molecules, held together by
forces of attraction between water molecules
6 Explain the effects on the rate of transpiration of varying the following factors:
temperature, wind speed and humidity
7 Explain how and why wilting occurs

8.3 Translocation
1 Describe translocation as the movement of sucrose and amino acids in phloem
from sources to sinks
2 Describe:
a. sources as the parts of plants that release sucrose or amino acids
b. sinks as the parts of plants that use or store sucrose or amino acids
3 Explain why some parts of a plant may act as a source and a sink at different
times

9 Transport in animals
You should be able to Ways to practise skills R A G Comments
9.1 Circulatory systems
1 Describe the circulatory system as a system of blood vessels with a pump and
valves to ensure one-way flow of blood
2 Describe the single circulation of a fish

3 Describe the double circulation of a mammal

4 Explain the advantages of a double circulation

9.2 Heart
1 Identify in diagrams and images the structures of the mammalian heart, limited
to: muscular wall, septum, left and right ventricles, left and right atria, one-way
valves and coronary arteries
2 State that blood is pumped away from the heart in arteries and returns to the
heart in veins

32 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

3 State that the activity of the heart may be monitored by: ECG, pulse rate and
listening to sounds of valves closing
4 Investigate and describe the effect of physical activity on the heart rate

5 Describe coronary heart disease in terms of the blockage of coronary arteries

and state the possible risk factors including: diet, lack of exercise, stress,
smoking, genetic predisposition, age and sex
6 Discuss the roles of diet and exercise in reducing the risk of coronary heart
disease
7 Identify in diagrams and images the atrioventricular and semilunar valves in the
mammalian heart
8 Explain the relative thickness of:
a. the muscle walls of the left and right ventricles
b. the muscle walls of the atria compared to those of the ventricles
9 Explain the importance of the septum in separating oxygenated and
deoxygenated blood
10 Describe the functioning of the heart in terms of the contraction of muscles of
the atria and ventricles and the action of the valves
11 Explain the effect of physical activity on the heart rate

9.3 Blood vessels

1 Describe the structure of arteries, veins and capillaries, limited to: relative
thickness of wall, diameter of the lumen and the presence of valves in veins
2 State the functions of capillaries

3 Identify in diagrams and images the main blood vessels to and from the:
a. heart, limited to: vena cava, aorta, pulmonary artery and pulmonary vein
b. lungs, limited to: pulmonary artery and pulmonary vein
c. kidney, limited to: renal artery and renal vein
4 Explain how the structure of arteries and veins is related to the pressure of the
blood that they transport
5 Explain how the structure of capillaries is related to their functions

Cambridge IGCSE Biology 0610 / 0970 33

 Learner Guide

You should be able to Ways to practise skills R A G Comments

6 Identify, in diagrams and images, the main blood vessels to and from the liver as:
hepatic artery, hepatic veins and hepatic portal vein
9.4 Blood
1 List the components of blood as: red blood cells, white blood cells, platelets and
plasma
2 Identify red and white blood cells in photomicrographs and diagrams

3 State the functions of the following components of blood:

a. red blood cells in transporting oxygen, including the role of haemoglobin
b. white blood cells in phagocytosis and antibody production
c. platelets in clotting (details are not required)
d. plasma in the transport of blood cells, ions, nutrients, urea, hormones and
carbon dioxide
4 State the roles of blood clotting as preventing blood loss and the entry of
pathogens
5 Identify lymphocytes and phagocytes in photomicrographs and diagrams

6 State the functions of:

a. lymphocytes – antibody production
b. phagocytes – engulfing pathogens by phagocytosis
7 Describe the process of clotting as the conversion of fibrinogen to fibrin to form
a mesh

10 Diseases and immunity

You should be able to Ways to practise skills R A G Comments
10.1 Diseases and immunity
1 Describe a pathogen as a disease-causing organism

2 Describe a transmissible disease as a disease in which the pathogen can be

passed from one host to another
3 State that a pathogen is transmitted:
c. by direct contact, including through blood and other body fluids
d. indirectly, including from contaminated surfaces, food, animals and air

34 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

4 Describe the body defences, limited to: skin, hairs in the nose, mucus, stomach
acid and white blood cells
5 Explain the importance of the following in controlling the spread of disease:
a. a clean water supply
b. hygienic food preparation
c. good personal hygiene
d. waste disposal
e. sewage treatment (details of the stages of sewage treatment are not
required)
6 Describe active immunity as defence against a pathogen by antibody production
in the body
7 State that each pathogen has its own antigens, which have specific shapes

8 Describe antibodies as proteins that bind to antigens leading to direct

destruction of pathogens or marking of pathogens for destruction by phagocytes
9 State that specific antibodies have complementary shapes which fit specific
antigens
10 Explain that active immunity is gained after an infection by a pathogen or by
vaccination
11 Outline the process of vaccination:
a. weakened pathogens or their antigens are put into the body
b. the antigens stimulate an immune response by lymphocytes which produce
antibodies
c. memory cells are produced that give long-term immunity
12 Explain the role of vaccination in controlling the spread of diseases

13 Explain that passive immunity is a short-term defence against a pathogen by

antibodies acquired from another individual, including across the placenta and in
breast milk
14 Explain the importance of breast-feeding for the development of passive
immunity in infants
15 State that memory cells are not produced in passive immunity

16 Describe cholera as a disease caused by a bacterium which is transmitted in

contaminated water
Cambridge IGCSE Biology 0610 / 0970 35
 Learner Guide

You should be able to Ways to practise skills R A G Comments

17 Explain that the cholera bacterium produces a toxin that causes secretion of
chloride ions into the small intestine, causing osmotic movement of water into
the gut, causing diarrhoea, dehydration and loss of ions from the blood

11 Gas exchange in humans

You should be able to Ways to practise skills R A G Comments
11.1 Gas exchange in humans
1 Describe the features of gas exchange surfaces in humans, limited to: large
surface area, thin surface, good blood supply and good ventilation with air
2 Identify in diagrams and images the following parts of the breathing system:
lungs, diaphragm, ribs, intercostal muscles, larynx, trachea, bronchi, bronchioles,
alveoli and associated capillaries
3 Investigate the differences in composition between inspired and expired air using
limewater as a test for carbon dioxide
4 Describe the differences in composition between inspired and expired air, limited
to: oxygen, carbon dioxide and water vapour
5 Investigate and describe the effects of physical activity on the rate and depth of
breathing
6 Identify in diagrams and images the internal and external intercostal muscles

7 State the function of cartilage in the trachea

8 Explain the role of the ribs, the internal and external intercostal muscles and the
diaphragm in producing volume and pressure changes in the thorax leading to
the ventilation of the lungs
9 Explain the differences in composition between inspired and expired air

10 Explain the link between physical activity and the rate and depth of breathing
in terms of: an increased carbon dioxide concentration in the blood, which
is detected by the brain, leading to an increased rate and greater depth of
breathing
11 Explain the role of goblet cells, mucus and ciliated cells in protecting the
breathing system from pathogens and particles

36 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

12 Respiration
You should be able to Ways to practise skills R A G Comments
12.1 Respiration
1 State the uses of energy in living organisms, including: muscle contraction,
protein synthesis, cell division, active transport, growth, the passage of nerve
impulses and the maintenance of a constant body temperature
2 Investigate and describe the effect of temperature on respiration in yeast

12.2 Aerobic respiration

1 Describe aerobic respiration as the chemical reactions in cells that use oxygen to
break down nutrient molecules to release energy
2 State the word equation for aerobic respiration as:
glucose + oxygen → carbon dioxide + water
3 State the balanced chemical equation for aerobic respiration as:
C6H12O6 + 6O2 → 6CO2 + 6H2O
12.3 Anaerobic respiration
1 Describe anaerobic respiration as the chemical reactions in cells that break down
nutrient molecules to release energy without using oxygen
2 State that anaerobic respiration releases much less energy per glucose molecule
than aerobic respiration
3 State the word equation for anaerobic respiration in yeast as:
glucose → alcohol + carbon dioxide
4 State the word equation for anaerobic respiration in muscles during vigorous
exercise as:
glucose → lactic acid
5 State the balanced chemical equation for anaerobic respiration in yeast as:
C6H12O6 → 2C2H5OH + 2CO2
6 State that lactic acid builds up in muscles and blood during vigorous exercise
causing an oxygen debt
7 Outline how the oxygen debt is removed after exercise, limited to:
a. continuation of fast heart rate to transport lactic acid in the blood from the
muscles to the liver
b. continuation of deeper and faster breathing to supply oxygen for aerobic
respiration of lactic acid
c. aerobic respiration of lactic acid in the liver
Cambridge IGCSE Biology 0610 / 0970 37
 Learner Guide

13 Excretion in humans
You should be able to Ways to practise skills R A G Comments
13.1 Excretion in humans
1 State that carbon dioxide is excreted through the lungs

2 State that the kidneys excrete urea and excess water and ions

3 Identify in diagrams and images the kidneys, ureters, bladder and urethra

4 Identify in diagrams and images the structure of the kidney, limited to the cortex
and medulla
5 Outline the structure and function of a nephron and its associated blood vessels,
limited to:
a. the role of the glomerulus in the filtration from the blood of water, glucose,
urea and ions
b. the role of the nephron in the reabsorption of all of the glucose, some of the
ions and most of the water back into the blood
c. the formation of urine containing urea, excess water and excess ions
6 Describe the role of the liver in the assimilation of amino acids by converting
them to proteins
7 State that urea is formed in the liver from excess amino acids

8 Describe deamination as the removal of the nitrogen-containing part of amino

acids to form urea
9 Explain the importance of excretion, limited to toxicity of urea

14 Coordination and response

You should be able to Ways to practise skills R A G Comments
14.1 Coordination and response
1 State that electrical impulses travel along neurones

2 Describe the mammalian nervous system in terms of:

a. the central nervous system (CNS) consisting of the brain and the spinal cord
b. the peripheral nervous system (PNS) consisting of the nerves outside of the
brain and spinal cord
38 Cambridge IGCSE Biology 0610 / 0970
Learner Guide

You should be able to Ways to practise skills R A G Comments

3 Describe the role of the nervous system as coordination and regulation of body
functions
4 Identify in diagrams and images sensory, relay and motor neurones

5 Describe a simple reflex arc in terms of: receptor, sensory neurone, relay
neurone, motor neurone and effector
6 Describe a reflex action as a means of automatically and rapidly integrating and
coordinating stimuli with the responses of effectors (muscles and glands)
7 Describe a synapse as a junction between two neurones

8 Describe the structure of a synapse, including the presence of vesicles containing

neurotransmitter molecules, the synaptic gap and receptor proteins
9 Describe the events at a synapse as:
a. an impulse stimulates the release of neurotransmitter molecules from
vesicles into the synaptic gap
b. the neurotransmitter molecules diffuse across the gap
c. neurotransmitter molecules bind with receptor proteins on the next neurone
d. an impulse is then stimulated in the next neurone
10 State that synapses ensure that impulses travel in one direction only

14.2 Sense organs

1 Describe sense organs as groups of receptor cells responding to specific stimuli:

light, sound, touch, temperature and chemicals
2 Identify in diagrams and images the structures of the eye, limited to: cornea, iris,
pupil, lens, retina, optic nerve and blind spot
3 Describe the function of each part of the eye, limited to:
e. cornea – refracts light
f. iris – controls how much light enters the pupil
g. lens – focuses light on to the retina
h. retina – contains light receptors, some sensitive to light of different colours
i. optic nerve – carries impulses to the brain
4 Explain the pupil reflex, limited to changes in light intensity and pupil diameter

Cambridge IGCSE Biology 0610 / 0970 39

 Learner Guide

You should be able to Ways to practise skills R A G Comments

5 Explain the pupil reflex in terms of the antagonistic action of circular and radial
muscles in the iris
6 Explain accommodation to view near and distant objects in terms of the
contraction and relaxation of the ciliary muscles, tension in the suspensory
ligaments, shape of the lens and refraction of light
7 Describe the distribution of rods and cones in the retina of a human

8 Outline the function of rods and cones, limited to:

a. greater sensitivity of rods for night vision
b. three different kinds of cones, absorbing light of different colours, for colour
vision
9 Identify in diagrams and images the position of the fovea and state its function

14.3 Hormones
1 Describe a hormone as a chemical substance, produced by a gland and carried
by the blood, which alters the activity of one or more specific target organs
2 Identify in diagrams and images specific endocrine glands and state the
hormones they secrete, limited to:
a. adrenal glands and adrenaline
b. pancreas and insulin
c. testes and testosterone
d. ovaries and oestrogen
3 Describe adrenaline as the hormone secreted in ‘fight or flight’ situations and its
effects, limited to:
a. increased breathing rate
b. increased heart rate
c. increased pupil diameter
4 Compare nervous and hormonal control, limited to speed of action and duration
of effect
5 State that glucagon is secreted by the pancreas

6 Describe the role of adrenaline in the control of metabolic activity, limited to:
a. increasing the blood glucose concentration
b. increasing heart rate

40 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

14.4 Homeostasis
1 Describe homeostasis as the maintenance of a constant internal environment

2 State that insulin decreases blood glucose concentration

3 Explain the concept of homeostatic control by negative feedback with reference

to a set point
4 Describe the control of blood glucose concentration by the liver and the roles of
insulin and glucagon
5 Outline the treatment of Type 1 diabetes

6 Identify in diagrams and images of the skin: hairs, hair erector muscles, sweat
glands, receptors, sensory neurones, blood vessels and fatty tissue
7 Describe the maintenance of a constant internal body temperature in mammals
in terms of: insulation, sweating, shivering and the role of the brain
8 Describe the maintenance of a constant internal body temperature in mammals
in terms of vasodilation and vasoconstriction of arterioles supplying skin surface
capillaries
14.5 Tropic responses
1 Describe gravitropism as a response in which parts of a plant grow towards or
away from gravity
2 Describe phototropism as a response in which parts of a plant grow towards or
away from the direction of the light source
3 Investigate and describe gravitropism and phototropism in shoots and roots

4 Explain phototropism and gravitropism of a shoot as examples of the chemical

control of plant growth
5 Explain the role of auxin in controlling shoot growth, limited to:
a. auxin is made in the shoot tip
b. auxin diffuses through the plant from the shoot tip
c. auxin is unequally distributed in response to light and gravity
d. auxin stimulates cell elongation

Cambridge IGCSE Biology 0610 / 0970 41

 Learner Guide

15 Drugs
You should be able to Ways to practise skills R A G Comments
15.1 drugs
1 Describe a drug as any substance taken into the body that modifies or affects
chemical reactions in the body
2 Describe the use of antibiotics for the treatment of bacterial infections

3 State that some bacteria are resistant to antibiotics which reduces the
effectiveness of antibiotics
4 State that antibiotics kill bacteria but do not affect viruses

5 Explain how using antibiotics only when essential can limit the development of
resistant bacteria such as MRSA

16 Reproduction
You should be able to Ways to practise skills R A G Comments
16.1 Asexual reproduction
1 Describe asexual reproduction as a process resulting in the production of
genetically identical offspring from one parent
2 Identify examples of asexual reproduction in diagrams, images and information
provided
3 Discuss the advantages and disadvantages of asexual reproduction:
a. to a population of a species in the wild
b. to crop production
16.2 Sexual reproduction
1 Describe sexual reproduction as a process involving the fusion of the nuclei
of two gametes to form a zygote and the production of offspring that are
genetically different from each other
2 Describe fertilisation as the fusion of the nuclei of gametes

3 State that nuclei of gametes are haploid and that the nucleus of a zygote is
diploid
4 Discuss the advantages and disadvantages of sexual reproduction:
a. to a population of a species in the wild
b. to crop production
42 Cambridge IGCSE Biology 0610 / 0970
Learner Guide

You should be able to Ways to practise skills R A G Comments

16.3 Sexual reproduction in plants
1 Identify in diagrams and images and draw the following parts of an insect-
pollinated flower: sepals, petals, stamens, filaments, anthers, carpels, style,
stigma, ovary and ovules
2 State the functions of the structures listed in 16.3.1

3 Identify in diagrams and images and describe the anthers and stigmas of a wind-
pollinated flower
4 Distinguish between the pollen grains of insect-pollinated and wind-pollinated
flowers
5 Describe pollination as the transfer of pollen grains from an anther to a stigma

6 State that fertilisation occurs when a pollen nucleus fuses with a nucleus in an
ovule
7 Describe the structural adaptations of insect-pollinated and wind-pollinated
flowers
8 Investigate and describe the environmental conditions that affect germination of
seeds, limited to the requirement for: water, oxygen and a suitable temperature
9 Describe self-pollination as the transfer of pollen grains from the anther of a
flower to the stigma of the same flower or a different flower on the same plant
10 Describe cross-pollination as the transfer of pollen grains from the anther of a
flower to the stigma of a flower on a different plant of the same species
11 Discuss the potential effects of self-pollination and cross-pollination on
a population, in terms of variation, capacity to respond to changes in the
environment and reliance on pollinators
12 Describe the growth of the pollen tube and its entry into the ovule followed
by fertilisation (details of production of endosperm and development are not
required)
16.4 Sexual reproduction in humans
1 Identify on diagrams and state the functions of the following parts of the male
reproductive system: testes, scrotum, sperm ducts, prostate gland, urethra and
penis
2 Identify on diagrams and state the functions of the following parts of the female
reproductive system: ovaries, oviducts, uterus, cervix and vagina
Cambridge IGCSE Biology 0610 / 0970 43
 Learner Guide

You should be able to Ways to practise skills R A G Comments

3 Describe fertilisation as the fusion of the nuclei from a male gamete (sperm) and
a female gamete (egg cell)
4 Explain the adaptive features of sperm, limited to: flagellum, mitochondria and
enzymes in the acrosome
5 Explain the adaptive features of egg cells, limited to: energy stores and the jelly
coat that changes at fertilisation
6 Compare male and female gametes in terms of: size, structure, motility and
numbers
7 State that in early development, the zygote forms an embryo which is a ball of
cells that implants into the lining of the uterus
8 Identify on diagrams and state the functions of the following in the development
of the fetus: umbilical cord, placenta, amniotic sac and amniotic fluid
9 Describe the function of the placenta and umbilical cord in relation to the
exchange of dissolved nutrients, gases and excretory products between the
blood of the mother and the blood of the fetus
10 State that some pathogens and toxins can pass across the placenta and affect
the fetus
16.5 Sexual hormones in humans
1 Describe the roles of testosterone and oestrogen in the development and
regulation of secondary sexual characteristics during puberty
2 Describe the menstrual cycle in terms of changes in the ovaries and in the lining
of the uterus
3 Describe the sites of production of oestrogen and progesterone in the menstrual
cycle and in pregnancy
4 Explain the role of hormones in controlling the menstrual cycle and pregnancy,
limited to FSH, LH, progesterone and oestrogen
16.6 Sexually transmitted infections
1 Describe a sexually transmitted infection (STI) as an infection that is transmitted
through sexual contact
2 State that human immunodeficiency virus (HIV) is a pathogen that causes an STI

3 State that HIV infection may lead to AIDS

44 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

4 Describe the methods of transmission of HIV

5 Explain how the spread of STIs is controlled

17 Inheritance
You should be able to Ways to practise skills R A G Comments
17.1 Chromosomes, genes and proteins
1 State that chromosomes are made of DNA, which contains genetic information
in the form of genes
2 Define a gene as a length of DNA that codes for a protein

3 Define an allele as an alternative form of a gene

4 Describe the inheritance of sex in humans with reference to X and Y

chromosomes
5 State that the sequence of bases in a gene determines the sequence of amino
acids used to make a specific protein (knowledge of the details of nucleotide
structure is not required)
6 Explain that different sequences of amino acids give different shapes to protein
molecules
7 Explain that DNA controls cell function by controlling the production of proteins,
including enzymes, membrane carriers and receptors for neurotransmitters
8 Explain how a protein is made, limited to:
• the gene coding for the protein remains in the nucleus
• messenger RNA (mRNA) is a copy of a gene
• mRNA molecules are made in the nucleus and move to the cytoplasm
• the mRNA passes through ribosomes
• the ribosome assembles amino acids into protein molecules
• the specific sequence of amino acids is determined by the sequence of bases
in the mRNA
(knowledge of the details of transcription or translation is not required)
9 Explain that most body cells in an organism contain the same genes, but many
genes in a particular cell are not expressed because the cell only makes the
specific proteins it needs
Cambridge IGCSE Biology 0610 / 0970 45
 Learner Guide

You should be able to Ways to practise skills R A G Comments

10 Describe a haploid nucleus as a nucleus containing a single set of chromosomes

11 Describe a diploid nucleus as a nucleus containing two sets of chromosomes

12 State that in a diploid cell, there is a pair of each type of chromosome and in a
human diploid cell there are 23 pairs
17.2 Mitosis
1 Describe mitosis as nuclear division giving rise to genetically identical cells
(details of the stages of mitosis are not required)
2 State the role of mitosis in growth, repair of damaged tissues, replacement of
cells and asexual reproduction
3 State that the exact replication of chromosomes occurs before mitosis

4 State that during mitosis, the copies of chromosomes separate, maintaining the
chromosome number in each daughter cell
5 Describe stem cells as unspecialised cells that divide by mitosis to produce
daughter cells that can become specialised for specific functions
17.3 Meiosis
1 State that meiosis is involved in the production of gametes

2 Describe meiosis as a reduction division in which the chromosome number is

halved from diploid to haploid resulting in genetically different cells (details of
the stages of meiosis are not required)
17.4 Monohybrid inheritance
1 Describe inheritance as the transmission of genetic information from generation
to generation
2 Describe genotype as the genetic make-up of an organism and in terms of the
alleles present
3 Describe phenotype as the observable features of an organism

4 Describe homozygous as having two identical alleles of a particular gene

5 State that two identical homozygous individuals that breed together will be
pure-breeding

46 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

6 Describe heterozygous as having two different alleles of a particular gene

7 State that a heterozygous individual will not be pure-breeding

8 Describe a dominant allele as an allele that is expressed if it is present in the

genotype
9 Describe a recessive allele as an allele that is only expressed when there is no
dominant allele of the gene present in the genotype
10 Interpret pedigree diagrams for the inheritance of a given characteristic

11 Use genetic diagrams to predict the results of monohybrid crosses and calculate
phenotypic ratios, limited to 1 : 1 and 3 : 1 ratios
12 Use Punnett squares in crosses which result in more than one genotype to work
out and show the possible different genotypes
13 Explain how to use a test cross to identify an unknown genotype

14 Describe codominance as a situation in which both alleles in heterozygous

organisms contribute to the phenotype
15 Explain the inheritance of ABO blood groups: phenotypes are A, B, AB and O
blood groups and alleles are A, B and O
16 Describe a sex-linked characteristic as a feature in which the gene responsible is
located on
17 a sex chromosome and that this makes the characteristic more common in one
sex than in the other
18 Describe red-green colour blindness as an example of sex linkage

18 Variation and selection

You should be able to Ways to practise skills R A G Comments
18.1 Variation
1 Describe variation as differences between individuals of the same species

2 State that continuous variation results in a range of phenotypes between two

extremes; examples include body length and body mass

Cambridge IGCSE Biology 0610 / 0970 47

 Learner Guide

You should be able to Ways to practise skills R A G Comments

3 State that discontinuous variation results in a limited number of phenotypes
with no
4 intermediates; examples include ABO blood groups, seed shape in peas and seed
colour in peas
5 State that discontinuous variation is usually caused by genes only and
continuous variation is caused by both genes and the environment
6 Investigate and describe examples of continuous and discontinuous variation

7 State that mutation is the way in which new alleles are formed

8 State that ionising radiation and some chemicals increase the rate of mutation

9 Describe gene mutation as a random change in the base sequence of DNA

10 State that mutation, meiosis, random mating and random fertilisation are
sources of genetic variation in populations
18.2 Adaptive features
1 Describe an adaptive feature as an inherited feature that helps an organism to
survive and reproduce in its environment
2 Interpret images or other information about a species to describe its adaptive
features
3 Explain the adaptive features of hydrophytes and xerophytes to their
environments
18.3 Selection
1 Describe natural selection with reference to:
a. genetic variation within populations
b. production of many offspring
c. struggle for survival, including competition for resources
d. a greater chance of reproduction by individuals that are better adapted to
the environment than others
e. these individuals pass on their alleles to the next generation

48 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

2 Describe selective breeding with reference to:
a. selection by humans of individuals with desirable features
b. crossing these individuals to produce the next generation
c. selection of offspring showing the desirable features
3 Outline how selective breeding by artificial selection is carried out over many
generations to improve crop plants and domesticated animals and apply this to
given contexts
4 Describe adaptation as the process, resulting from natural selection, by which
populations become more suited to their environment over many generations
5 Describe the development of strains of antibiotic resistant bacteria as an
example of natural selection
6 Outline the differences between natural and artificial selection

19 Organisms and their environment

You should be able to Ways to practise skills R A G Comments
19.1 Energy flow
1 State that the Sun is the principal source of energy input to biological systems

2 Describe the flow of energy through living organisms, including light energy
from the Sun and chemical energy in organisms, and its eventual transfer to the
environment
19.2 Food chains and food webs
1 Describe a food chain as showing the transfer of energy from one organism to
the next, beginning with a producer
2 Construct and interpret simple food chains

3 Describe a food web as a network of interconnected food chains and interpret

food webs
4 Describe a producer as an organism that makes its own organic nutrients,
usually using energy from sunlight, through photosynthesis
5 Describe a consumer as an organism that gets its energy by feeding on other
organisms

Cambridge IGCSE Biology 0610 / 0970 49

 Learner Guide

You should be able to Ways to practise skills R A G Comments

6 State that consumers may be classed as primary, secondary, tertiary and
quaternary according to their position in a food chain
7 Describe a herbivore as an animal that gets its energy by eating plants

8 Describe a carnivore as an animal that gets its energy by eating other animals

9 Describe a decomposer as an organism that gets its energy from dead or waste
organic material
10 Use food chains and food webs to describe the impact humans have through
overharvesting of food species and through introducing foreign species to a
habitat
11 Draw, describe and interpret pyramids of numbers and pyramids of biomass

12 Discuss the advantages of using a pyramid of biomass rather than a pyramid of

numbers to represent a food chain
13 Describe a trophic level as the position of an organism in a food chain, food web
or ecological pyramid
14 Identify the following as the trophic levels in food webs, food chains and
ecological pyramids: producers, primary consumers, secondary consumers,
tertiary consumers and quaternary consumers
15 Draw, describe and interpret pyramids of energy

16 Discuss the advantages of using a pyramid of energy rather than pyramids of

numbers or biomass to represent a food chain
17 Explain why the transfer of energy from one trophic level to another is often not
efficient
18 Explain, in terms of energy loss, why food chains usually have fewer than five
trophic levels
19 Explain why it is more energy efficient for humans to eat crop plants than to eat
livestock that have been fed on crop plants
19.3 Nutrient cycles
1 Describe the carbon cycle, limited to: photosynthesis, respiration, feeding,
decomposition, formation of fossil fuels and combustion

50 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

2 Describe the nitrogen cycle with reference to:
• decomposition of plant and animal protein to ammonium ions
• nitrification
• nitrogen fixation by lightning and bacteria
• absorption of nitrate ions by plants
• production of amino acids and proteins
• feeding and digestion of proteins
• deamination
• denitrification
3 State the roles of microorganisms in the nitrogen cycle, limited to:
decomposition, nitrification, nitrogen fixation and denitrification (generic names
of individual bacteria, e.g. Rhizobium, are not required)
19.4 Populations
1 Describe a population as a group of organisms of one species, living in the same
area, at the same time
2 Describe a community as all of the populations of different species in an
ecosystem
3 Describe an ecosystem as a unit containing the community of organisms and
their environment, interacting together
4 Identify and state the factors affecting the rate of population growth for a
population of an organism, limited to food supply, competition, predation and
disease
5 Identify the lag, exponential (log), stationary and death phases in the sigmoid
curve of population growth for a population growing in an environment with
limited resources
6 Interpret graphs and diagrams of population growth

7 Explain the factors that lead to each phase in the sigmoid curve of population
growth, making reference, where appropriate, to the role of limiting factors

Cambridge IGCSE Biology 0610 / 0970 51

 Learner Guide

20 Human influences on ecosystems

You should be able to Ways to practise skills R A G Comments
20.1 Food supply
1 Describe how humans have increased food production, limited to:
a. agricultural machinery to use larger areas of land and improve efficiency
b. chemical fertilisers to improve yields
c. insecticides to improve quality and yield
d. herbicides to reduce competition with weeds
e. selective breeding to improve production by crop plants and livestock
2 Describe the advantages and disadvantages of large-scale monocultures of crop
plants
3 Describe the advantages and disadvantages of intensive livestock production

20.2 Habitat destruction

1 Describe biodiversity as the number of different species that live in an area

2 Describe the reasons for habitat destruction, including:

a. increased area for housing, crop plant production and livestock production
b. extraction of natural resources
c. freshwater and marine pollution
3 State that through altering food webs and food chains, humans can have a
negative impact on habitats
4 Explain the undesirable effects of deforestation as an example of habitat
destruction, to include: reducing biodiversity, extinction, loss of soil, flooding
and increase of carbon dioxide in the atmosphere
20.3 Pollution
1 Describe the effects of untreated sewage and excess fertiliser on aquatic
ecosystems
2 Describe the effects of non-biodegradable plastics, in both aquatic and
terrestrial ecosystems
3 Describe the sources and effects of pollution of the air by methane and carbon
dioxide, limited to: the enhanced greenhouse effect and climate change

52 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

4 Explain the process of eutrophication of water, limited to:
• increased availability of nitrate and other ions
• increased growth of producers
• increased decomposition after death of producers
• increased aerobic respiration by decomposers
• reduction in dissolved oxygen
• death of organisms requiring dissolved oxygen in water
20.4 Conservation
1 Describe a sustainable resource as one which is produced as rapidly as it is
removed from the environment so that it does not run out
2 State that some resources can be conserved and managed sustainably, limited
to forests and fish stocks
3 Explain why organisms become endangered or extinct, including: climate
change, habitat destruction, hunting, overharvesting, pollution and introduced
species
4 Describe how endangered species can be conserved, limited to:
a. monitoring and protecting species and habitats
b. education
c. captive breeding programmes
d. seed banks
5 Explain how forests can be conserved using: education, protected areas, quotas
and replanting
6 Explain how fish stocks can be conserved using: education, closed seasons,
protected areas, controlled net types and mesh size, quotas and monitoring
7 Describe the reasons for conservation programmes, limited to:
a. maintaining or increasing biodiversity
b. reducing extinction
c. protecting vulnerable ecosystems
d. maintaining ecosystem functions, limited to nutrient cycling and resource
provision, including food, drugs, fuel and genes
8 Describe the use of artificial insemination (AI) and in vitro fertilisation (IVF) in
captive breeding programmes
9 Explain the risks to a species if its population size decreases, reducing genetic
variation (knowledge of genetic drift is not required)

Cambridge IGCSE Biology 0610 / 0970 53

 Learner Guide

21 Biotechnology and genetic modification

You should be able to Ways to practise skills R A G Comments
21.1 Biotechnology and genetic modification
1 State that bacteria are useful in biotechnology and genetic modification due to
their rapid reproduction rate and their ability to make complex molecules
2 Discuss why bacteria are useful in biotechnology and genetic modification,
limited to:
a. few ethical concerns over their manipulation and growth
b. the presence of plasmids
21.2 Biotechnology
1 Describe the role of anaerobic respiration in yeast during the production of
ethanol for biofuels
2 Describe the role of anaerobic respiration in yeast during bread-making

3 Describe the use of pectinase in fruit juice production

4 Investigate and describe the use of biological washing powders that contain
enzymes
5 Explain the use of lactase to produce lactose-free milk

6 Describe how fermenters can be used for the large-scale production of useful
products by bacteria and fungi, including insulin, penicillin and mycoprotein
7 Describe and explain the conditions that need to be controlled in a fermenter,
including: temperature, pH, oxygen, nutrient supply and waste products
21.3 Genetic modification
1 Describe genetic modification as changing the genetic material of an organism
by removing, changing or inserting individual genes
2 Outline examples of genetic modification:
a. the insertion of human genes into bacteria to produce human proteins
b. the insertion of genes into crop plants to confer resistance to herbicides
c. the insertion of genes into crop plants to confer resistance to insect pests
d. the insertion of genes into crop plants to improve nutritional qualities

54 Cambridge IGCSE Biology 0610 / 0970

Learner Guide

You should be able to Ways to practise skills R A G Comments

3 Outline the process of genetic modification using bacterial production of a
human protein as an example, limited to:
a. isolation of the DNA making up a human gene using restriction enzymes,
forming sticky ends
b. cutting of bacterial plasmid DNA with the same restriction enzymes, forming
complementary sticky ends
c. insertion of human DNA into bacterial plasmid DNA using DNA ligase to
form a recombinant plasmid
d. insertion of recombinant plasmids into bacteria (specific details are not
required)
e. multiplication of bacteria containing recombinant plasmids
f. expression in bacteria of the human gene to make the human protein
4 Discuss the advantages and disadvantages of genetically modifying crops,
including soya, maize and rice

Cambridge IGCSE Biology 0610 / 0970 55

 Learner Guide

Section 6: Useful websites

The resources listed below will help you to revise and study for your Cambridge IGCSE Biology course.
These resources have not been through the Cambridge quality assurance process but have been found suitable for use with
various parts of the syllabus. This list includes website links providing direct access to internet resources. Cambridge is not
responsible for the accuracy or content of information contained in these resources. The inclusion of a link to an external
website should not be understood to be an endorsement of that website or the site's owners (or their products/services).
www.bbc.co.uk/schools/gcsebitesize/biology
A secondary revision source for GCSE exams. The site contains revision material, tests and SOS teacher. The site also gives
references to other relevant websites.
www.clickbiology.com/igcse-biology-2/
A number of videos, animations and games for revision resources for IGCSE Biology.
www.skoool.com/
You will need to select your location before accessing this revision site. There are numerous quizzes on topics, but like with
many general revision sites, check which topics match the Cambridge IGCSE syllabus.
www.s-cool.co.uk
A revision guide that can be used to complement your learning.
revisioncentral.co.uk/gcse/biology/index.html
There are lots of Biology revision notes on this website including notes on Classification, Cells, Tissues and Organs and
Transportation in Plants.
revisionlink.co.uk/biology/index.html
This site is a portal to lots of useful Biology and other educational web sites.
www.abpischools.org.uk/
The Association of the British Pharmaceutical Industry (ABPI) has a number of useful interactive revision activities and games
on many of the physiology topics. Revision for human physiology.
You can find a resource list, including endorsed resources to support Cambridge IGCSE Biology on our public website [here]
Endorsed resources have been written to be closely aligned to the syllabus they support, and have been through a detailed
quality assurance process. All textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be
used alongside this Learner Guide.
In addition to reading the syllabus, you should refer to the past and specimen papers.

56 Cambridge IGCSE Biology 0610 / 0970

Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: [email protected] www.cambridgeinternational.org

Copyright © UCLES January 2021

Example Responses – Paper 4
Cambridge IGCSE™ / IGCSE (9–1)
Biology 0610 / 0970
For examination from 2023
© Cambridge University Press & Assessment 2024 v1
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge
University Press & Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission to centres
to photocopy any material that is acknowledged to a third party even for internal use within a centre.
Contents
Introduction........................................................................................................................................................................4
Question 1.........................................................................................................................................................................5
Question 2.......................................................................................................................................................................10
Question 3.......................................................................................................................................................................13
Question 4.......................................................................................................................................................................16
Question 5.......................................................................................................................................................................18
Question 6.......................................................................................................................................................................21
Example Responses – Paper 4

Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE / IGCSE (9-1)
Biology 0610 / 0970.
This booklet contains responses to all questions from June 2023 Paper 41, which have been written by a Cambridge
examiner. Responses are accompanied by a brief commentary highlighting common errors and misconceptions where
they are relevant.
The question papers and mark schemes are available to download from the School Support Hub

0610 / 0970 June 2023 Question Paper 41

0610 / 0970 June 2023 Mark Scheme 41

Past exam resources and other teaching and learning resources are available from the School Support Hub

4
 Example Responses – Paper 4

Question 1
3

1 (a) Fig. 1.1 is a diagram of the digestive system.

L
B

K
C

E
H

G
F

Fig. 1.1

Each letter may be used once, more than once or not at all.

State the letter of the part shown in Fig. 1.1:

K
that produces bile ..........................................

C
that produces gastric juice .............................

K
that produces urea .........................................

H
where maltose is digested .............................

H
where trypsin acts. .........................................
[5]

5
Example Responses – Paper 4

Examiner comment
• Some candidates did not realise they were able to use the same letter more than once, as there were some organs
that had more than one role. Bile and urea are produced by the same organ (the liver). Maltose is digested in the
small intestine and this is also where trypsin acts.
• Some candidates misinterpreted the instructions and provided the names of the organs, instead of the letter
identifying the organs on the figure provided. The skill required was not only to identify the organ but to be able to
give its location in diagrams.

(b) A student investigated the effect of bile on the digestion of fat in milk.

They set up three different test-tubes:

• test-tube A contained milk and bile

• test-tube B contained milk and lipase
• test-tube C contained milk, lipase and bile.

They used an indicator that is pink in alkaline solutions and colourless in acidic solutions.
They added the same volume of indicator to each test-tube.

The student observed and recorded the colour of the contents of each test-tube at
0 minutes, 20 minutes and 40 minutes.

Table 1.1 shows the results of the investigation.

Table 1.1

indicator colour observed

test-tube
0 minutes 20 minutes 40 minutes
A pink pink pink
B pink pink colourless
C pink colourless colourless

(i) Explain the results for test-tubes B and C in Table 1.1.

Test-tubes B and C contain lipase which breaks down the fats in

...........................................................................................................................................

milk into fatty acids and glycerol. The fatty acids are acidic causing
...........................................................................................................................................

a colour change. Test-tube C contains bile which emulsifies the

...........................................................................................................................................

fats, creating a larger surface area for lipase to act. This causes a
...........................................................................................................................................

faster breakdown of fats in test-tube C than test-tube B.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [4]

6
 Example Responses – Paper 4

Examiner comment
• Lipase was not always linked with the digestion of fat in milk, some candidates incorrectly described the digestion
of milk by lipase.
• Bile physically digests fat droplets. Some candidates described bile as breaking down fat into smaller molecules,
which is chemical digestion.

(ii) Explain the purpose of test-tube A in Table 1.1.

Test-tube A is a control and allows us to compare with test-tubes

...........................................................................................................................................

B and C. It shows that bile does not chemically digest fats and that
...........................................................................................................................................

only lipase is responsible for fat digestion.

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [2]

(c) The action of lipase is affected by temperature.

Examiner comment
• Test-tubeFig. 1.2often
A was shows the axes
incorrectly for a graph
referred to as aof the effect
control of temperature on the activity of lipase.
variable.
• Candidates found it difficult to explain the purpose of tube A, often giving vague responses such as ‘to check the
Complete
effect of lipase’, withthe graph by:to the necessity of lipase for fat digestion.
no reference

• drawing a line to show the expected effect of temperature on the activity of lipase
• adding a label line and a label to show the point at which all the lipase has been denatured.

enzyme
activity

all lipase
denatured

temperature

Fig. 1.2
[2]
7
 ...........................................................................................................................................

Example Responses...........................................................................................................................................
– Paper 4

..................................................................................................................................... [2]

(c) The action of lipase is affected by temperature.

Fig. 1.2 shows the axes for a graph of the effect of temperature on the activity of lipase.

Complete the graph by:

• drawing a line to show the expected effect of temperature on the activity of lipase
• adding a label line and a label to show the point at which all the lipase has been denatured.

enzyme
activity

all lipase
denatured

temperature

Fig. 1.2
[2]
Examiner comment
• A line shown increasing and then levelling off was often drawn rather than increasing and then decreasing.
• The line should have decreased at a greater rate than it increased. Many candidates drew a bell-shaped curve with
no difference in the rate of increase and decrease.
• There was a lack of precision seen in labelling the point of denaturation. Labels to the peak of the curve were seen
as well as labels just above the point of zero enzyme activity.

© UCLES 2023 0610/41/M/J/23 [Turn over

8
 Example Responses – Paper 4

(d) Explain why lipase cannot be used to catalyse the breakdown of proteins.

Lipase is enzyme-specific and will only break down a fat substrate.

...................................................................................................................................................

The shape of the active site of lipase is not complementary to

...................................................................................................................................................

protein, so protein cannot bind to lipase and an enzyme-substrate

...................................................................................................................................................

complex cannot be formed.

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [3]

[Total: 16]
Examiner comment
Many candidates described the lipase as not being complementary to a protein substrate. However, very few
specifically described a lack of complementary shape.

© UCLES 2023 0610/41/M/J/23

9
Example Responses – Paper 4

Question 2
8

2 (a) A student investigated osmosis in potato plant cells.

He immersed cubes of potato tissue in water and different concentrations of sucrose solution
for 30 minutes.

The masses of the potato cubes were measured before and after immersion.

The percentage changes in mass were calculated.

Table 2.1 shows the results.

Table 2.1

concentration mass of potato mass of potato

percentage
of sucrose cube before cube after
change in mass
solution / mol dm–3 immersion / g immersion / g
0.00 1.32 1.50 13.64
0.20 1.34 1.49 11.19
0.40 1.30 1.34 3.08
0.60 1.33 1.29 –3.01
0.80 1.22 1.12 –8.20
1.00 1.28 1.11

(i) Using the information in Table 2.1, calculate the percentage change in mass at
1.00 mol dm–3.

Give your answer to two decimal places.

Space for working.

1.11  1.28  0.17

 0.17 
   100  13.28125
 1 .28 

-13.28
............................................................ %
[3]

Examiner comment
• It was common for candidates to divide -0.17 by 1.11 instead of 1.28, giving a value of -15.45 %.
• Some candidates forgot to include a ‘-’ symbol before their numerical value to indicate the change in mass was
negative.

10
 Example Responses – Paper 4

(ii) Using the information in Table 2.1, explain the difference in the results between the
0.6 mol dm–3 and the 0.8 mol dm–3 sucrose solutions.

Use the term water potential in your answer.

The potato cube in 0.8 mol dm solution loses a greater percentage -3

...........................................................................................................................................
9
of mass than the cube in the 0.6 mol dm-3 solution. This is because
...........................................................................................................................................
(ii) Using the information in Table 2.1, explain the difference in the results between the
the
0.6 molwater
dm–3 and potential
the 0.8 mol ofdm the 0.8 mol
–3 sucrose dm-3 solution is lower than the 0.6
solutions.
...........................................................................................................................................

molthe
Use dm term solution
-3
water potential causing in your a answer.
steeper water potential gradient between
...........................................................................................................................................

the potato and the solution. More water in the 0.8 mol dm solution -3
...........................................................................................................................................

leaves the potato cube from high water potential to low water
...........................................................................................................................................

potential than in the 0.6 mol dm solution causing a greater decrease -3

...........................................................................................................................................

in mass.
...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................
..................................................................................................................................... [5]
Examiner comment
•
(iii) ...........................................................................................................................................
Describe the expected appearance of a cell from a potato cube that has been immersed
It was common for candidates to refer to relative concentrations of the potato and the sucrose solution, rather than
in distilled
explaining in terms of waterwater for 30 minutes.
potential.
...........................................................................................................................................
• Many candidates described the differences in water potential between the potato cube and one concentration
...........................................................................................................................................
of sucrose solution in excessive detail, rather than explaining the reasons for the difference in change of mass
...........................................................................................................................................
between the potato cubes immersed in 0.6 mol dm-3 solution and the 0.8 mol dm-3 solution.
...........................................................................................................................................
..................................................................................................................................... [5]
...........................................................................................................................................
(iii) Describe the expected appearance of a cell from a potato cube that has been immersed
in distilled water for 30 minutes.
...........................................................................................................................................

the cell would appear more swollen and turgid because the vacuole [2]
...........................................................................................................................................
.....................................................................................................................................

increases
(b) Describe how thein size causing
process the cell differs
of active transport contents from the to process
press on the cell wall
...........................................................................................................................................
of osmosis.

...........................................................................................................................................
...................................................................................................................................................

...........................................................................................................................................
...................................................................................................................................................

..................................................................................................................................... [2]
...................................................................................................................................................
Examiner comment
(b) Describe how the process of active transport differs from the process of osmosis.
...................................................................................................................................................
• Some candidates described the effect of immersion on the potato instead of the potato cells.
• Some candidates incorrectly described the predicted appearance of potato cells if they had been immersed in
...................................................................................................................................................
0.8 mol dm-3 sucrose solution instead of distilled water. This led to incorrect descriptions such as cells being flaccid
or plasmolysed.
...................................................................................................................................................

...................................................................................................................................................
............................................................................................................................................. [3]

© UCLES 2023
...................................................................................................................................................
0610/41/M/J/23 [Turn over
11
...................................................................................................................................................
 ...........................................................................................................................................

...........................................................................................................................................
Example Responses – Paper 4

..................................................................................................................................... [2]

(b) Describe how the process of active transport differs from the process of osmosis.

active transport uses energy to transport ions against a concentration

...................................................................................................................................................

gradient and involves protein carriers

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [3]
Examiner comment
© UCLES
The 2023asked for how active transport is different
question 0610/41/M/J/23 [Turnthese
from osmosis. Candidates only needed to describe over
differences, however many gave the features of active transport as well as the different features of osmosis. This was
unnecessary, but was not detrimental to the candidates that did this.

10

(c) State the type of plant cells that use active transport to absorb mineral ions from the
environment.

root hair cells

............................................................................................................................................. [1]

(d) Explain the effect of a lack of magnesium10ions on the colour of plant leaves.
Examiner comment
• ‘Root ...................................................................................................................................................
(c)cells’
State the type
unqualified wasofnotplant cells thatresponse.
an acceptable use active transport to absorb mineral ions from the
• environment.
Some candidates gave other incorrect plant cells such as xylem and phloem.
...................................................................................................................................................
............................................................................................................................................. [1]
...................................................................................................................................................
(d) Explain the effect of a lack of magnesium ions on the colour of plant leaves.
...................................................................................................................................................
the leaves would appear a yellow colour as magnesium is required for
...................................................................................................................................................
............................................................................................................................................. [2]
synthesis of chlorophyll, the green pigment
...................................................................................................................................................
[Total: 16]
...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [2]

[Total: 16]
Examiner comment
A common error was the statement that magnesium ions were used to synthesise chloroplasts.

12
 Example Responses – Paper 4

Question 3
12

3 (a) Fig. 3.1 is a photomicrograph of some cells lining the trachea.

goblet cell

Fig. 3.1

(i) Describe the role of goblet cells.

goblet cells secrete mucus to trap pathogens

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [2]
Examiner comment
(ii) Explain how the cell labelled X in Fig. 3.1 is adapted for its function.
• A common misconception was to identify the cells as mucus-secreting cells in the digestive system.
• If the cells were misidentified as located in the digestive system, the role of mucus was described as the lubrication
...........................................................................................................................................
of food rather than the correct role of trapping pathogens.
...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [2]

13
 ...........................................................................................................................................

...........................................................................................................................................
Example Responses – Paper 4

..................................................................................................................................... [2]

(ii) Explain how the cell labelled X in Fig. 3.1 is adapted for its function.

The cells are ciliated. The cilia move mucus out of the respiratory
...........................................................................................................................................

system.
...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [2]
Examiner comment
• The ciliated cells were sometimes misidentified as having microvilli for absorption.
• The cilia were often incorrectly described as ‘hairs’.

13
© UCLES 2023 0610/41/M/J/23
(iii) State the name of one other part of the body where the type of cell labelled X in Fig. 3.1
is found.

bronchioles
..................................................................................................................................... [1]

(b) Table 3.1 contains some features of the breathing

13 system.
Examiner comment
Complete
(iii)
Common incorrect State Table 3.1 to
the name
answers of show
identified one the actions
other
the locationpart ofofthe
of ciliatedeach
body
cells feature
inwhere ofthe
thetype
the digestive breathing system
of cellforlabelled
system, examplethat occur
X ininthe to
Fig.small
3.1
cause
intestine, stomach, inspiration.
is or
found.
oesophagus.

Table 3.1
..................................................................................................................................... [1]

feature
(b) Table of the some features of the breathing system.
3.1 contains action that causes inspiration
breathing system
Complete Table 3.1 to show the actions of each feature of the breathing system that occur to
cause inspiration.
diaphragm
.......................................................................................
external intercostal Table 3.1
muscles .......................................................................................
feature of the
pressure in system
the action that causes inspiration
breathing
thorax .......................................................................................
diaphragm
ribs contracts and flattens
.......................................................................................
.......................................................................................
external intercostal
volume
musclesof the contract
.......................................................................................
thorax .......................................................................................
pressure in the
[5]
thorax decreases
.......................................................................................
(c) State the name of the gas that is excreted by the breathing system.
ribs
move upwards and outwards
.......................................................................................
............................................................................................................................................. [1]
volume of the
thoraxventilation is one feature
(d) Good increases
.......................................................................................
of gas exchange surfaces.
[5]
State two other features.
(c) State the name of the gas that is excreted by the breathing system.
1 ................................................................................................................................................
............................................................................................................................................. [1]
2 ................................................................................................................................................
14
(d) Good ventilation is one feature of gas exchange surfaces. [2]
 diaphragm
.......................................................................................
Table 3.1
external intercostal Example Responses – Paper 4
muscles
feature of the .......................................................................................
action that causes inspiration
breathing system
pressure in the
Examiner comment
thorax
diaphragm .......................................................................................
.......................................................................................
• Where candidates gave the wrong answers, this was generally in their description of the action of the external
ribs
intercostal musclesintercostal
external and the ribs during inspiration.
.......................................................................................
• muscles
Candidates .......................................................................................
often described the external intercostal muscles as relaxing, rather than contracting during inspiration.
volume of the
• Candidates often described the ribs as expanding, rather than moving upwards and outwards during inspiration.
thorax in the
pressure .......................................................................................
thorax ....................................................................................... [5]
ribs the name of the gas that is excreted by the breathing system.
(c) State .......................................................................................
carbonofdioxide
volume the
............................................................................................................................................. [1]
thorax .......................................................................................
(d) Good ventilation is one feature of gas exchange surfaces. [5]

(c) State twoname

State the otherof
features.
the gas that is excreted by the breathing system.

1 large surface area

................................................................................................................................................
............................................................................................................................................. [1]
hasventilation
a good blood supplyof gas exchange surfaces.
2 ................................................................................................................................................
(d) Good is one feature
[2]
State two other features.
Examiner
(e) State comment
the name of the gas exchange surface in humans.
1 ................................................................................................................................................
Instead of the walls of the gas exchange surface being described as ‘thin’, candidates sometimes described a thin cell
............................................................................................................................................. [1]
wall or a thin cell membrane, which was not acceptable.
2 ................................................................................................................................................
[Total: 14]
[2]

(e) State the name of the gas exchange surface in humans.

alveoli
............................................................................................................................................. [1]

[Total: 14]

© UCLES 2023 0610/41/M/J/23 [Turn over

© UCLES 2023 0610/41/M/J/23 [Turn over

15
Example Responses – Paper 4

Question 4
14

4 (a) Fig. 4.1 shows the effect of light intensity on the rate of photosynthesis at different
temperatures and concentrations of carbon dioxide.

A 25 °C, 0.4% CO2

B 15 °C, 0.4% CO2

rate of
photosynthesis

C 15 °C, 0.04% CO2

light intensity

Fig. 4.1

Describe and explain the reasons for the shape of lines B and C in Fig. 4.1.

Initially at low light intensities, as light intensity increases the rate

...................................................................................................................................................

of photosynthesis increases at the same rate for B and C because

...................................................................................................................................................

light intensity is the limiting factor and provides the energy needed
...................................................................................................................................................

for photosynthesis. Lines B and C then level off and become constant
...................................................................................................................................................

when light intensity is no longer a limiting factor. This happens at

...................................................................................................................................................

a lower light intensity in C because light intensity becomes limiting

...................................................................................................................................................

at a higher intensity in B due to B having a higher carbon dioxide

...................................................................................................................................................

concentration available than C. Carbon dioxide is a raw material needed

...................................................................................................................................................

for photosynthesis. Carbon dioxide is a limiting factor in C at lower light

...................................................................................................................................................

intensities than B. In B temperature is limiting at high light intensities.

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [6]

16
 Example Responses – Paper 4

Examiner comment
• A common misconception was for candidates to describe the rate of photosynthesis as stopping, rather than
becoming constant when the line on the graph levels off and becomes horizontal.
• The command in this question was ‘describe and explain’. Few candidates gave a detailed description of the lines
on the graph as instructed and just provided explanations.
• Some candidates misinterpreted the graph and needed to read the axes labels carefully to understand what the
graph showed them. Some candidates thought that temperature increased as light intensity increased. The graph
shows the effect of increasing light intensity on the rate of photosynthesis at only two different temperatures, in this
case 15 °C for line B and C and 25 °C for line A.
• The question only required descriptions and explanations for line B and C, but some candidates also attempted to
describe and explain the shape of line A. Candidates who did this were not penalised, but it unnecessary.
• Not all the candidates used the term ‘limiting factor’, which was the key idea required for this question.

15

(b) C6H12O6 is one of the products of photosynthesis.

State the chemical formula of the other product.

O2
............................................................................................................................................. [1]

(c) Outline how the carbohydrates made during photosynthesis are used in plants.
15
Examiner comment
• Several ...................................................................................................................................................
(b) candidates
C included the full equation for photosynthesis, rather than just the gaseous product.
6H12O6 is one of the products of photosynthesis.
• The question asked for the chemical formula of the gaseous product of photosynthesis, but a few candidates gave
...................................................................................................................................................
the nameState
in its the
place.chemical formula of the other product.
...................................................................................................................................................
............................................................................................................................................. [1]
...................................................................................................................................................
(c) Outline how the carbohydrates made during photosynthesis are used in plants.

The glucose produced can be used in respiration to provide energy.

...................................................................................................................................................
...................................................................................................................................................

Glucose can also be stored as starch or converted to sucrose, which

...................................................................................................................................................
...................................................................................................................................................

is used for translocation. Carbohydrates are also used in fruits and

...................................................................................................................................................
...................................................................................................................................................

nectar to attract pollinators. Other uses include conversion to cellulose

...................................................................................................................................................
...................................................................................................................................................

to build cell walls, lignin for cells walls and synthesis of amino acids.
............................................................................................................................................. [4]
...................................................................................................................................................
[Total: 11]
...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [4]
Examiner comment
[Total: 11]
Some candidates misread this question, with candidates providing a description of how glucose is made in plants
rather than the uses of carbohydrates made in plants.

17
Example Responses – Paper 4

Question 5
16

5 (a) Fig. 5.1 shows the stages involved in protein synthesis.

DNA
16
Y amino acid
5 (a) Fig. 5.1 shows the stages involved in protein synthesis.

DNA

Y amino acid

X
Fig. 5.1

(i) State the names of the parts labelled X, Y and Z in Fig. 5.1.
Z
nucleus
X ........................................................................................................................................
Fig. 5.1
mRNA
Y ........................................................................................................................................
(i) State the names of the parts labelled X, Y and Z in Fig. 5.1.
ribosome
Z ........................................................................................................................................
[3]
X ........................................................................................................................................

Examiner
(ii) comment
State what determines the sequence of the amino acids in the protein that is produced.
Y ........................................................................................................................................
• Candidates sometimes misidentified the nucleus (X) as cytoplasm.
• Z...........................................................................................................................................
........................................................................................................................................
Candidates sometimes misidentified Ribosomes (Z) as enzymes.
[3]
...........................................................................................................................................
(ii) State what determines the sequence of the amino acids in the protein that is produced.
..................................................................................................................................... [1]
the order of bases in mRNA determines the sequence of amino acids
...........................................................................................................................................
(iii) Explain why the sequence of amino acids is important in the production of receptor
molecules for neurotransmitters.
...........................................................................................................................................

...........................................................................................................................................
..................................................................................................................................... [1]

...........................................................................................................................................
(iii)
Explain why the sequence of amino acids is important in the production of receptor
Examiner comment
molecules for neurotransmitters.
...........................................................................................................................................
Many candidates gave vague answers and simply stated ‘genes’ or ‘DNA’ rather than the sequence of bases in a
...........................................................................................................................................
gene / DNA / mRNA.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
...........................................................................................................................................

...........................................................................................................................................

.....................................................................................................................................
18
[2]
 ...........................................................................................................................................

...........................................................................................................................................
Example Responses – Paper 4

..................................................................................................................................... [1]

(iii) Explain why the sequence of amino acids is important in the production of receptor
molecules for neurotransmitters.

The sequence of amino acids determines the shape of the

...........................................................................................................................................

receptor molecule. The shape of the receptor molecule needs to

...........................................................................................................................................

be complementary to the neurotransmitter to allow the receptor

...........................................................................................................................................

molecule and neurotransmitter to bind.

...........................................................................................................................................

..................................................................................................................................... [2]

Examiner comment
• Some candidates made reference to ‘receptor cells’ rather than ’receptor molecules’.
• Only a few candidates seemed to understand the link between the order of amino acids, the influence they have on
the shape of the receptor molecule and subsequent bonding of the neurotransmitter.

17
© UCLES 2023 0610/41/M/J/23
(b) Explain why body cells can have different specialised functions even though they contain the
same genes.

cells can have specialised functions because not all the genes in a cell
...................................................................................................................................................

are expressed, in order that cells only produce the proteins they need
...................................................................................................................................................
17
...................................................................................................................................................
(b) Explain why body cells can have different specialised functions even though they contain the
...................................................................................................................................................
same genes.

............................................................................................................................................. [2]
...................................................................................................................................................

(c) Allele frequency in a population can be changed by natural selection and artificial selection.
...................................................................................................................................................
Examiner comment
• State
Many candidates thedescribed
meaningthe of role
the ofterm allele.
...................................................................................................................................................
stems cells, which did not answer the question.
• This was a challenging question and only a few candidates made the link between gene expression and protein
...................................................................................................................................................
...................................................................................................................................................
synthesis.

.............................................................................................................................................
............................................................................................................................................. [1]
[2]

(d)
(c) Describe how artificial
Allele frequency selection can
in a population differs
be from natural
changed by selection.
natural selection and artificial selection.

...................................................................................................................................................
State the meaning of the term allele.

an allele is an alternative form of a gene

...................................................................................................................................................
...................................................................................................................................................

...................................................................................................................................................
............................................................................................................................................. [1]

...................................................................................................................................................
(d) Describe how artificial selection differs from natural selection.

...................................................................................................................................................
...................................................................................................................................................

...................................................................................................................................................
...................................................................................................................................................

............................................................................................................................................. [3]
...................................................................................................................................................
19
(e) Mutation causes formation of new alleles which increases genetic variation.
 State the meaning of the term allele.
...................................................................................................................................................

Example Responses
...................................................................................................................................................
...................................................................................................................................................
– Paper 4

.............................................................................................................................................
............................................................................................................................................. [1]
[2]
(d)
(c) Describe how artificial
Allele frequency selection can
in a population differs
be from natural
changed by selection.
natural selection and artificial selection.
Artificial selection is when humans choose specific features often
...................................................................................................................................................
State the meaning of the term allele.
for economic reasons in organisms and reproduce these individuals.
...................................................................................................................................................
...................................................................................................................................................
Changes happen much faster than in natural selection. Artificial
...................................................................................................................................................
............................................................................................................................................. [1]
selection is not caused by environmental pressures and results in
...................................................................................................................................................
(d) Describe how artificial selection differs from natural selection.
decreased genetic variation and evolution.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
...................................................................................................................................................
(e) Mutation causes formation of new alleles which increases genetic variation.
...................................................................................................................................................
Examiner comment
• State
Many candidates two other
gave vaguesources
responsesof genetic
simply variation
stating that in artificial
populations.
selection is ‘done by humans’, instead of a
...................................................................................................................................................
description of how humans choose the desired features in organisms and then use these individuals to breed.
• 1 ................................................................................................................................................
...................................................................................................................................................
Some candidates incorrectly described artificial selection as the choosing of genes through genetic modification.

2 ................................................................................................................................................
............................................................................................................................................. [3]
[2]
(e) Mutation causes formation of new alleles which increases genetic variation.
[Total: 14]
State two other sources of genetic variation in populations.

meiosis
1 ................................................................................................................................................

random mating
2 ................................................................................................................................................
[2]

[Total: 14]
Examiner comment
© UCLES 2023 0610/41/M/J/23 [Turn over
• Some candidates misread this challenging question, and gave examples of variation instead.
• Some candidates gave the causes of mutation such as radiation.

© UCLES 2023 0610/41/M/J/23 [Turn over

20
 Example Responses – Paper 4

18
Question 6 18
6 (a) A scientist monitored the changes in the pH in muscles before, during and after two minutes
6 (a) A scientist monitored the changes in the18 pH in muscles before, during and after two minutes
of vigorous exercise.
of vigorous exercise.
6 (a) A
Thescientist
changes monitored the
in pH are changes
caused in the
by the pH in muscles
production of lacticbefore,
acid. during and after two minutes
The
of changes
vigorous in pH are caused by the production of lactic acid.
exercise.
7.10
The changes in pH are caused by the production of lactic acid.
7.10

7.10
7.00
7.00

7.00
6.90
6.90

6.90
6.80
6.80
pH in
pH in
muscles
muscles 6.80
6.70
pH in 6.70
muscles
6.70
6.60
6.60

6.60
6.50
6.50

6.50
6.40
6.400 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
time / minutes
6.40vigorous time / minutes
vigorous
exercise
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
exercise
time / minutes
vigorous Fig. 6.1
exercise Fig. 6.1
Complete the sentences to describe and explain the results in Fig. 6.1.
Complete the sentences to describe and Fig.explain
6.1 the results in Fig. 6.1.
7.07
The pH decreases from ............................................... 6.55
to ............................................... during
The pH decreases
Complete the from ...............................................
sentences to describe and explain the to ...............................................
results in Fig. 6.1. during
vigorous exercise.
vigorous exercise.
The pHisdecreases
There not enoughfrom oxygen
...............................................
............................................... to ...............................................
supplied to the muscles. during
There is not
vigorous enough ............................................... supplied to the muscles.
exercise.
The body respires anaerobically. The lactic acid produced builds up in the muscles causing
The body
There is notrespires
enough anaerobically. The lactic acid produced
............................................... suppliedbuilds
to theupmuscles.
in the muscles causing
oxygen
an ............................................... debt.
an ...............................................
The body respires anaerobically. The debt.lactic acid produced builds up in the muscles causing
31
It takes ............................................... minutes for the muscle pH to return to its initial level
It takes
an ...............................................
............................................... debt. minutes for the muscle pH to return to its initial level
after exercise.
after exercise.
It takes
The ...............................................
pH value increases after vigorous exercise minutes for hasthe muscle
ended, pH toacid
as lactic return to its initialinlevel
is transported the
The pH
after value increases after vigorous exercise has ended, as lactic acid is transported in the
exercise.
blood
............................................... liver
to the ............................................... .
...............................................
The pH value increases after vigorous to the ...............................................
exercise has ended, as lactic. acid is transported in the
heart
During this time the breathing rate and ............................................... rate remain high.
During this time the breathing rate
............................................... and
to the ...............................................
............................................... . rate remain high. [6]
[6]
21
During this time the breathing rate and
© UCLES 2023 ............................................... rate remain high.
0610/41/M/J/23
© UCLES 2023 0610/41/M/J/23
Example Responses – Paper 4

Examiner comment
• Some candidates read the graph inaccurately and gave a pH value of 7.7 given instead of 7.07.
• Inaccurate reading of the graph also led many candidates to give 34-35 minutes for the muscle pH to return to its
initial value, rather than 31 minutes.
• Some candidates stated that a lack of energy supplied to the muscles led to anaerobic respiration, rather than a
lack of oxygen.

19

(b) Yeast can respire anaerobically.

(i) Complete the balanced chemical equation for anaerobic respiration in yeast.

→ 2C2H5OH + 2CO2
C6H12O6 ...................................................................................................................... [2]

(ii)
Yeast belongs to the kingdom fungus.
Examiner comment 19
State one cell component that is present
• Many candidates struggled to write the formula for ethanol correctly. in yeast cells but is absent in animal cells.
(b)candidates
• Some Yeast can respire to
struggled anaerobically.
balance the equation successfully.
..................................................................................................................................... [1]
• Some candidates added oxygen to the equation and gave the balanced formula for aerobic respiration. The
question (i) Complete
specifically asked theforbalanced
the formula chemical
of anaerobicequation for anaerobic
respiration in yeast. respiration in yeast.
[Total: 9]
C6H12O6 ...................................................................................................................... [2]

(ii) Yeast belongs to the kingdom fungus.

State one cell component that is present in yeast cells but is absent in animal cells.

cell wall
..................................................................................................................................... [1]

[Total: 9]

22
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment 2024 v1

Example Responses – Paper 5
Cambridge IGCSE™ / IGCSE (9–1)
Biology 0610 / 0970
For examination from 2023
© Cambridge University Press & Assessment 2024 v1
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge
University Press & Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission to centres
to photocopy any material that is acknowledged to a third party even for internal use within a centre.
Contents
Introduction........................................................................................................................................................................4
Question 1.........................................................................................................................................................................5
Question 2.......................................................................................................................................................................12
Example Responses – Paper 5

Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE / IGCSE (9-1)
Biology 0610 / 0970.
This booklet contains responses to all questions from June 2023 Paper 51, which have been written by a Cambridge
examiner. Responses are accompanied by a brief commentary highlighting common errors and misconceptions where
they are relevant.
The question papers and mark schemes are available to download from the School Support Hub

0610 / 0970 June 2023 Question Paper 51

0610 / 0970 June 2023 Mark Scheme 51
0610 / 0970 June 2023 Instructions 51

Past exam resources and other teaching and learning resources are available from the School Support Hub

4
 Example Responses – Paper 5

Question 1
3

1 You are going to investigate the effect of temperature on the rate of respiration in yeast cells.

When yeast cells respire they release carbon dioxide gas.

Read all the instructions but DO NOT DO THEM until you have drawn a table for your results
in the space provided in 1(a)(i).

You should use the safety equipment provided while you are doing the practical work.

Step 1 Stir the yeast suspension with the glass rod and fill the syringe with 10 cm3 of yeast
suspension. Ensure you place the syringe nozzle under any foam that is present on top
of the yeast suspension so that the foam is not drawn up into the syringe.

Step 2 You have been provided with a small piece of modelling clay. Shape the modelling
clay around the end of the syringe plunger as shown in Fig. 1.1. It is important that the
modelling clay is firmly attached to the plunger so that it does not fall off.

nozzle syringe plunger modelling clay

Fig. 1.1

Step 3 Gently lower the syringe into the measuring cylinder, as shown in Fig. 1.2. If necessary,
reshape your modelling clay so that it fits inside the cylinder but do not remove any
modelling clay.

Step 4 Fill the measuring cylinder with cold water. Do not let the water in the measuring cylinder
overflow.

The nozzle of the syringe should be below the surface of the water in the measuring
cylinder.

measuring bubble of carbon dioxide gas

cylinder

water

yeast suspension

5modelling clay
 Step 4 Fill the measuring cylinder with cold water. Do not let the water in the measuring cylinder
overflow.
Example Responses – Paper 5
The nozzle of the syringe should be below the surface of the water in the measuring
cylinder.
4

Step 5 Measure the temperature of the water in the measuring cylinder.

measuring bubble of carbon dioxide gas
cylinder
Record this measurement in your table in 1(a)(i).

Step 6 water
Start the stop-clock and wait for two minutes.

Step 7 Reset the stop-clock to zero. yeast suspension

Step 8 Start the stop-clock again and count the number of bubbles produced by the yeast in
three minutes.

Record this number in your table in 1(a)(i).

Step 9 Carefully pour the cold water in the measuring cylinder into the waste container. The
syringe containing the yeast suspension should remain in the measuring cylinder.

Step 10 Raise your hand when you are ready modelling clay to be poured into your measuring
for hot water
cylinder. Ensure that the water level is above the nozzle of the syringe but not overflowing.
4
Fig. 1.2
Step
© UCLES 11 Repeat steps 5 to 8.
2023 [Turn over
Step 5 Measure the temperature of the0610/51/M/J/23
water in the measuring cylinder.
(a) (i) Prepare a table to record your results in the space provided.
Record this measurement in your table in 1(a)(i).

Step 6 Start the stop-clock and wait for two minutes.

Step 7 Reset the stop-clock to zero.

Step 8 Start the stop-clock again and count the number of bubbles produced by the yeast in
three minutes.

Record this number in your table in 1(a)(i).

Step 9 Carefully pour the cold water in the measuring cylinder into the waste container. The
syringe containing the yeast suspension should remain in the measuring cylinder.

Step 10 Raise your hand when you are ready for hot water to be poured into your measuring
cylinder. Ensure that the water level is above the nozzle of the syringe but not overflowing.

Step 11 Repeat steps 5 to 8.

(a) (i) Prepare a table to record your results in the space provided.

temperature / oC number of bubbles

42 54

18 12
[4]
Examiner comment
• The numbers recorded would vary as these were the candidate’s own results, but the trend needed to be correct,
with more bubbles at the higher temperature.
• Some candidates included units in the data cells, usually ºC, or did not put units for temperature in the headings, or
gave ‘bubbles’ rather than ‘number of bubbles’ for the heading.
6
© UCLES 2023 0610/51/M/J/23
 Example Responses – Paper 5

(ii) State a conclusion for your results.

the higher the temperature the greater the rate of respiration

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [1]

(iii) Using your results, calculate the rate

5 of bubble production for the yeast suspension in
Examiner comment
cold water and in hot water.
(ii) needed
The conclusion State atoconclusion for your results.
relate the independent variable to the dependent variable and be consistent with the
results. The aim of the investigation is often stated at the start of the method. The dependent variable was measured
...........................................................................................................................................
by counting bubbles, but the dependent variable itself was the rate of respiration. Many candidates concluded that the
higher the temperature, the higher the number of bubbles produced, but did not relate this to the rate of respiration.
...........................................................................................................................................
5

(ii) .....................................................................................................................................
State a conclusion for your results. [1]

(iii) rate
Using of your
bubble production
results, calculatein coldthewater
rate of..............................................
bubble production for the yeast bubbles per minute
suspension in
...........................................................................................................................................
cold water and in hot water.
rate of bubble production in hot water ................................................ bubbles per minute
...........................................................................................................................................
[1]
..................................................................................................................................... [1]
(iv) State the independent variable in this investigation.
(iii) Using your results, calculate the rate of bubble production for the yeast suspension in
...........................................................................................................................................
cold water and in hot water.
..................................................................................................................................... [1]
18
rate of bubble production in cold water .............................................. bubbles per minute
(v) State one variable that was kept constant in this investigation.
4
rate of bubble production in hot water ................................................ bubbles per minute
...........................................................................................................................................
[1]

Examiner
(iv) comment
.....................................................................................................................................
State the independent variable in this investigation. [1]
• ratewould
The values given of bubble production
vary, but in cold
the candidate waterhave
should ..............................................
divided their values for the number bubbles per minute
of bubbles by 3.
(vi) Suggest why you were instructed to wait for two minutes in step 6 before starting to
...........................................................................................................................................
• Some candidates
count divided the number
the number of bubbles by 2 minutes, or 60 seconds.
of bubbles.
rate of bubble production in hot water ................................................ bubbles per minute
..................................................................................................................................... [1]
[1]
...........................................................................................................................................
(v) State
(iv) State the oneindependent
variable thatvariablewas keptinconstant in this investigation.
this investigation.
...........................................................................................................................................
temperature
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
..................................................................................................................................... [1]
..................................................................................................................................... [1]
(vii) Suggest why counting bubbles is not an accurate method of determining the rate of
(vi) respiration
Suggest in yeast.
(v) State onewhy you were
variable that was instructed to waitinfor
kept constant thistwo minutes in step 6 before starting to
investigation.
count the number of bubbles.
Examiner comment...........................................................................................................................................
...........................................................................................................................................
• Some candidates gave constant variables such as time or volume of yeast.
...........................................................................................................................................
...........................................................................................................................................
• A few candidates gave the dependent variable, number of bubbles, instead.
..................................................................................................................................... [1]
...........................................................................................................................................
..................................................................................................................................... [1]
(vi) Suggest why you were instructed to wait for two minutes in step 6 before starting to
.....................................................................................................................................
count the number of bubbles. [1]

(vii) Suggest why counting bubbles is not an accurate method of determining the rate of
...........................................................................................................................................
respiration in yeast.
© UCLES 2023 0610/51/M/J/23 [Turn over
...........................................................................................................................................
...........................................................................................................................................
7
..................................................................................................................................... [1]
 (iv) State the independent variable in this investigation.
..................................................................................................................................... [1]

...........................................................................................................................................
(iii) Using
Example Responses – Paper your5 results, calculate the rate of bubble production for the yeast suspension in
cold water and in hot water.
..................................................................................................................................... [1]
rate of bubble production in cold water .............................................. bubbles per minute
(v) State one variable that was kept constant in this investigation.
rate of bubble production in hot water ................................................ bubbles per minute
volume (15 cm3) of yeast
...........................................................................................................................................
[1]

(iv) .....................................................................................................................................
State the independent variable in this investigation. [1]

(vi) Suggest
rate why you
of bubble were instructed
production in cold water to wait for two minutes in step 6bubbles
.............................................. before per starting
minute to
...........................................................................................................................................
Examiner comment
count the number of bubbles.
• .....................................................................................................................................
rate of bubble
Step 4 of the investigation production
stated in hotlevel
that the water water ................................................
in the measuring cylinder should be bubbles above theper minute
syringe [1]
nozzle,
but did not say...........................................................................................................................................
that the volume of water must be constant. [1]
• Answers(v) State
needed one
to be asvariable
precise as that was kept
possible. When constant in this
giving time as investigation.
a constant variable, the answer needed to refer
(iv) ...........................................................................................................................................
State the independent variable in this investigation.
to what the time was for. In this case, the answer needed to give the ‘time for equilibration’ or the ‘time for counting
bubbles’ as the...........................................................................................................................................
answer.
..................................................................................................................................... [1]
...........................................................................................................................................
..................................................................................................................................... [1]
(vii) Suggest why counting bubbles is not an accurate method of determining the rate [1]
..................................................................................................................................... of
(vi) Suggest
respiration whyin yeast.
you were instructed to wait for two minutes in step 6 before starting to
count one
(v) State the number
variableofthat bubbles.
was kept constant in this investigation.
...........................................................................................................................................
the yeast was left for two minutes to allow the temperature of the
...........................................................................................................................................
...........................................................................................................................................
yeast to become the same as the water temperature
...........................................................................................................................................
..................................................................................................................................... [1]
..................................................................................................................................... [1]
.....................................................................................................................................
(vi) Suggest why you were instructed to wait for two minutes in step 6 before starting [1] to
count the number of bubbles.
(vii) Suggest why counting bubbles is not an accurate method of determining the rate of
Examiner comment
respiration in yeast.
...........................................................................................................................................
Some candidates
© UCLES 2023 thought that this waiting time was0610/51/M/J/23 needed so the yeast could start respiring or start producing [Turn over
bubbles. Yeast will...........................................................................................................................................
always be respiring so this is not true.

...........................................................................................................................................
..................................................................................................................................... [1]

(vii) .....................................................................................................................................
Suggest why counting bubbles is not an accurate method of determining the rate [1] of
respiration in yeast.

counting bubbles is not an accurate method of determining the rate

...........................................................................................................................................

of respiration as the bubbles are different sizes so contain different

...........................................................................................................................................
© UCLES 2023 0610/51/M/J/23 [Turn over
volumes of gas
..................................................................................................................................... [1]

Examiner comment
• Answers that referred to the difficulty in counting bubbles were also accepted.
• © Some
UCLES candidates
2023 but did not link this to errors in counting. [Turn over
0610/51/M/J/23
referred to human error or subjectivity,

8
 6

(b) Measuring the volume of a gas is more accurate than counting bubbles.Example
Using aResponses – Paper 5
gas syringe
is one method of collecting and measuring a volume of gas.
6
Fig. 1.3 shows part of the apparatus that can be used to measure the volume of a gas by a
(b) Measuring the volume of a gas is more accurate than counting bubbles. Using a gas syringe
different method. 6 a volume of gas.
is one method of collecting and measuring
Complete the
(b) Measuring thediagram
volume in aFig.
of gas1.3 by drawing
is more and labelling
accurate two pieces
the bubbles. of apparatus that
Fig. 1.3 shows part of the apparatus that can be than
usedcounting
to measure Using
the volume aofgas syringe
a gas by a
areone
is missing.
method of collecting and measuring a volume of gas.
different method.

Fig. 1.3 shows

Complete part of the
the diagram apparatus
in Fig. that can and
1.3 by drawing be used to measure
labelling the twothe volume
pieces of a gas by
of apparatus a
that
different method.
are missing. 6
delivery tube
(b) Measuring thediagram
Complete the volume of
in aFig.
gas1.3
is more accurate
by drawing andthan counting
labelling the bubbles. Using
two pieces a gas syringe
of apparatus that
is
areone method of collecting and measuring a volume of gas.
missing.
delivery tube
Fig. 1.3 shows part of the apparatus that can be used to measure the volume of a gas by a
different method. measuring
delivery tube cylinder
bung
Complete the diagram in Fig. 1.3 by drawing and labelling the two pieces of apparatus that
are missing. measuring
cylinder
bung
measuring
yeast delivery tube cylinder
suspension
bung container
of water
yeast
suspension container measuring
of water cylinder
yeast
bung
suspension container
of water
Fig. 1.3
[2]
Examiner comment
(c) Yeast canyeast
respire reducing sugars.
• Many candidates suspension
did not answer this question. Fig. 1.3
container
[2]
• Describe
The question askedthe method to
candidates youshowwoulda of use
water
differentto method
test a substance
to measurefor the presence
volume of gas apart of reducing
from use of sugars.
a gas
syringe, but many drew a gas syringe.
(c) Yeast can respire reducing sugars. Fig. 1.3
• ...................................................................................................................................................
Many drawings included a thermometer in the container of water. [2]
• Some candidates
Describe the method you would use to test a substance for the presence of reducing sugars. the
included a delivery tube, but some of these were labelled as ‘pipes’ or the tube did not enter
measuring...................................................................................................................................................
(c) Yeast can under
cylinder respire reducing sugars.
water.
• Many drawings did not include a second piece of equipment to measure volume.
...................................................................................................................................................
...................................................................................................................................................
Describe thenotmethod youdrawings.
would use to test a substance for the presence of reducing sugars.
• Some candidates did label their
Fig. 1.3
...................................................................................................................................................
...................................................................................................................................................
[2]
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................
(c) Yeast can respire reducing sugars. [2]
...................................................................................................................................................
...................................................................................................................................................
Describe the method you would use to test a substance for the presence of reducing sugars.
...................................................................................................................................................
............................................................................................................................................. [2]
Take a sample of the substance and add Benedict’s solution. Heat the
...................................................................................................................................................

mixture at 80ºC in a water bath and look for a colour change.

...................................................................................................................................................
............................................................................................................................................. [2]

...................................................................................................................................................
Examiner
© UCLES 2023
comment 0610/51/M/J/23
• The Benedict’s test was well known and most candidates knew that Benedict’s reagent should be heated with the
...................................................................................................................................................
sample.
• Candidates were not expected to give the results of the test, although a large number did.
............................................................................................................................................. [2]
© UCLES 2023 0610/51/M/J/23
9
Example Responses – Paper 5

(d) Bread is made from flour, water and yeast which are mixed to form a dough.

Fig. 1.4 shows a person making bread.

dough

Fig. 1.4

The carbon dioxide gas produced by yeast causes the volume of the dough to increase.

Sodium chloride (salt) is often added to dough when making bread. The sodium chloride
affects the rate at which the yeast respire.

Plan an investigation to determine the effect of the mass of sodium chloride on the volume of
dough.
Make three balls of dough each containing the same volume and type of
...................................................................................................................................................
flour, yeast and water.
...................................................................................................................................................
Mix a different mass of sodium chloride (1 g, 2 g and 3 g) into each ball
...................................................................................................................................................
of dough and knead to combine. Use a balance to measure the mass of
...................................................................................................................................................
sodium chloride.
...................................................................................................................................................
Measure the initial volume of dough using a measuring cylinder.
...................................................................................................................................................
Leave the dough for 30 minutes at 20 ºC.
...................................................................................................................................................
After this time measure the final volume of dough, using the measuring
...................................................................................................................................................
cylinder and calculate the change in volume.
...................................................................................................................................................

Repeat this investigation two more times.

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [6]

[Total: 20]
© UCLES 2023 0610/51/M/J/23 [Turn over
10
 Example Responses – Paper 5

Examiner comment
• Candidates needed to be precise when describing the constant variables. For example, saying ‘the experiment is
left for about half an hour’ is not enough.
• Some candidates did not describe a valid dependent variable. Some described the need to measure how much
the dough has risen, but did not state that this could be done by measuring the volume of dough before and after.
Some candidates thought the volume of carbon dioxide produced needed to be measured using a gas syringe.
• Many candidates needed to include more detail in their method. For instance, by describing the use of a balance to
measure the mass of the dough ingredients and describing a method to measure the volume of dough, e.g. using a
measuring cylinder.
• For the investigation design question, candidates were awarded a mark for stating that the experiment should be
repeated at least two more times. Some candidates did not mention repetitions, or only repeated the experiment
once.
• Some candidates stated the name of the independent variable, but gave no indication as to how this variable would
be changed.

11
Example Responses – Paper 5

Question
2 Fig. 2.1 is a2photograph of a cross-section of a root from a carrot plant, Daucus carota.

P 8 Q
2 Fig. 2.1 is a photograph of a cross-section of a root from a carrot plant, Daucus carota.

P Q

magnification ×6
Fig. 2.1

(a) (i) Draw a large diagram of the carrot root cross-section that shows ×6
magnification the layers visible in
Fig. 2.1.
Fig. 2.1

(a) (i) Draw a large diagram of the carrot root cross-section that shows the layers visible in
Fig. 2.1.

[4]

© UCLES 2023 12
0610/51/M/J/23
 Example Responses – Paper 5

Examiner comment
• Some candidates included shading or cells in their diagram, so were not awarded the first marking point.
• Occasionally, candidate drawings were too big and crossed into the text at the top or bottom of the question.

(ii) Line PQ on Fig. 2.1 represents the diameter of the carrot root cross-section.

Measure the length of line PQ on Fig. 2.1.

109
length of PQ ............................................... mm

Calculate the actual diameter of the carrot root cross-section using the formula and your
measurement.
length of line PQ in Fig. 2.1
magnification =
actual diameter of the carrot root cross-section

Give your answer to one decimal place.

Space for working.

109
= 18.1667
6

18.2
......................................................... mm
[3]
Examiner comment
• The question asked for the answer to be given to one decimal place. Some candidates did not give an answer to
one decimal place.
• Some candidates incorrectly multiplied by 6 rather than dividing by 6. Some had difficulties converting cm to mm.

10

(b) A student investigated the effect of the concentration of a salt solution on the mass of carrot
cubes. The student used this method:

• Carrots were cut into cubes. Each side of the cube was 1 cm in length.
• The initial mass of each carrot cube was measured and recorded.
• Each carrot cube was put into a different concentration of salt solution.
• The carrot cubes were left in the salt solutions for one hour.
• After one hour, the carrot cubes were removed from the salt solution and dried with a
paper towel.
• The final mass of each carrot cube was measured and recorded.

(i) State the dependent variable in the investigation described in 2(b).

the dependent variable was the mass of the carrot cubes

...........................................................................................................................................

..................................................................................................................................... [1]

(ii) State two variables that were kept constant in this investigation.
13
1 ........................................................................................................................................
 • Each carrot cube was put into a different concentration of salt solution.
• The carrot cubes were left in the salt solutions for one hour.
• After
Example Responses one5 hour, the carrot cubes were removed from the salt solution and dried with a
– Paper
paper towel. 10
• The final mass of each carrot cube was measured and recorded.
(b) A student investigated the effect of the concentration of a salt solution on the mass of carrot
Examiner
(i) comment
State
cubes. Thethe dependent
student variable
used this in the investigation described in 2(b).
method:
Common incorrect answers included ‘mass’, which was not enough, or ‘concentration of salt solutions’ which was the
...........................................................................................................................................
independent• variable.
Carrots were cut into cubes. Each side of the cube was 1 cm in length.
• The initial mass of each carrot cube was measured and recorded.
• .....................................................................................................................................
Each carrot cube was put into a different concentration of salt solution. [1]
• The carrot cubes were left in the salt solutions for one hour.
(ii)
• State
After onetwo hour,
variables that were
the carrot cubeskeptwereconstant
removedin thisfrominvestigation.
the salt solution and dried with a
paper towel.
• The
the initial volume of the carrot cubes
1 ........................................................................................................................................
final mass of each carrot cube was measured and recorded.

(i)2 thethetime that variable

the carrot in thecubes were described
left in the salt solution
........................................................................................................................................
State dependent investigation in 2(b).
[2]
...........................................................................................................................................
Examiner (iii) comment
Explain why it was important to dry the carrot cubes before measuring the final mass.
.....................................................................................................................................
• The initial volume of the carrot cube was the same for all carrot cubes (1 cm3). However, the volume of the cubes [1]
...........................................................................................................................................
would have changed over the course of the investigation. Therefore, it was not enough to state that the size or
volume of(ii)the State
cubestwo was variables
kept constant. that were kept constant in this investigation.
...........................................................................................................................................
• The initial mass was not constant, as shown in Table 2.1.
• Some gave ‘time’,1 ........................................................................................................................................
unqualified. Descriptions of a variable needed to be sufficiently detailed to be unambiguous and
awarded a mark. ..................................................................................................................................... [1]
2 ........................................................................................................................................
The results of the investigation are shown in Table 2.1. [2]

(iii) Table
Explain why it was important to dry the2.1
carrot cubes before measuring the final mass.

the extraofwater on the carrot cube will add to the final mass, so
concentration
...........................................................................................................................................
initial mass of final mass of change in
salt solution
theper cubes carrot cube / g carrot cube / g mass / g
dm should be dried before measuring the final mass
3
/...........................................................................................................................................
mol
0.0 0.97 1.04 0.07
..................................................................................................................................... [1]
0.2 0.98 0.99 0.01
The results of the investigation are shown in Table 2.1.
Examiner comment 0.4 0.96 0.90 –0.06
Table 2.1
• Many candidates referred to improvements in accuracy or reliability. Their answer needed to refer to how the extra
0.6 0.98 0.86 –0.12
water would have contributed to the final mass of the carrot cubes.
• concentration
Some candidates said of
0.8 that the carrotinitial
cubes needed
0.99
mass of to be dried to remove
final0.84
mass of the excess salt solution,
–0.15
change in but did not
salt solution
explain that this extra solution wouldcarrot
add tocube
the mass.
/g carrot cube / g mass / g
per dm3
/ mol 1.0 0.95 0.79 –0.16
0.0
1.2 0.97
0.96 1.04
0.80 0.07
–0.16
0.2 0.98 0.99 0.01

0.4 0.96 0.90 –0.06

0.6 0.98 0.86 –0.12

© UCLES 2023 0610/51/M/J/23
0.8 0.99 0.84 –0.15

1.0 0.95 0.79 –0.16

1.2 0.96 0.80 –0.16

© UCLES 2023 0610/51/M/J/23

14
 ...........................................................................................................................................

...........................................................................................................................................
Example Responses – Paper 5

..................................................................................................................................... [1]

The results of the investigation are shown in Table 2.1.

Table 2.1

concentration of
initial mass of final mass of change in
salt solution
carrot cube / g carrot cube / g mass / g
/ mol per dm3
0.0 0.97 1.04 0.07

0.2 0.98 0.99 0.01

0.4 0.96 0.90 –0.06

0.6 0.98 0.86 –0.12

0.8 0.99 0.84 –0.15

1.0 0.95 0.79 –0.16

1.2 0.96 0.80 –0.16

11

(iv) Using the data in Table 2.1, plot a line graph on the grid to show the effect of concentration
of salt solution on the change in mass of the carrot cubes.

One axis has been started for you.

© UCLES 2023 0610/51/M/J/23
0.1

0.05
concentration
change in
of salt solution
mass / g
/ mol per dm3
0.0
0.2 0.4 0.6 0.8 1.0 1.1 1.2

-0.05

-0.1

-0.15

-0.2

[4]

(v) Using your graph, estimate the concentration of salt solution at which there is no change
15
in the mass of the carrot cube.
Example Responses – Paper 5

Examiner comment
• Many candidates made the scale for the y-axis too small, so the data points did not cover at least half the available
space.
• Some candidates0.0 gave values on the y-axis which were out by a factor of 10, for example giving 0.5 rather than
0.05.
• Some candidates gave a non-linear scale and some had the axes the wrong way round. The independent variable
needed to be on the x-axis.
• As osmosis experiments involve mass loss and negative values, candidates needed more practice constructing
and plotting graphs of this nature would be useful.

[4]

(v) Using your graph, estimate the concentration of salt solution at which there is no change
in the mass of the carrot cube.

Show on the graph how you obtained your estimate.

0.23
........................................... mol per dm3
[2]

Examiner
(vi) comment
Using the information in Table 2.1, calculate the percentage change in mass of the
carrot cube that was placed inathe
• The example response shows the intercept as 0.4on
cross moltheper dm3This
x-axis. salt is
solution.
the ideal answer. However, most
graphs were drawn with the x-axis labelled along the bottom of the graph paper. In this case it was expected that a
Spacefrom
line would be drawn for working.
where the graph crossed the zero change in mass, down to the x-axis.
[4]
• A significant number of intercepts were shown where the mass of carrot cubes became constant, i.e. at
1.1 mol per
(v)dmUsing
3
, rather thangraph,
your where estimate
their line crossed their x-axis of
the concentration at zero change inatmass.
salt solution which there is no change
• Those candidates who did not answer the
in the mass of the carrot cube. previous question were unable to answer this question too.
• More practice is needed for this skill, as some candidates were unsure as to what they were being asked to do.
• Show to
Candidates needed onfollow
the graph how you carefully,
the instructions obtainedasyour estimate.
there were many answers given where there was no
indication of an intercept on their graph.
............................................................
........................................... mol per dm%3
[2]
© UCLES 2023 0610/51/M/J/23 [Turn over
(vi) Using the information in Table 2.1, calculate the percentage change in mass of the
carrot cube that was placed in the 0.4 mol per dm3 salt solution.

Space for working.

( 0.9  0.96)
 100  6.25
0.96

-6.25
............................................................ %
[2]
© UCLES 2023 0610/51/M/J/23 [Turn over
Examiner comment
Some candidates divided -0.06 by 0.9 rather than 0.96 and some divided 0.96 by 0.9.

16
 Example Responses – Paper 5

12

(vii) The student did not repeat the investigation and only collected one set of results.

Explain why it is better to collect several sets of results.

it is better to collect several sets of results so that anomalous results

...........................................................................................................................................

can be identified and then discarded from the results before an

...........................................................................................................................................

average is calculated
..................................................................................................................................... [1]

[Total: 20]
Examiner comment
• Some candidates gave explanations that referred to preventing anomalies, increasing reliability or stated that it was
so that an average could be calculated, but these were ignored.
• Candidates needed to use correct vocabulary when describing anomalies. They referred to ‘abnormal results’,
‘errors’, ‘mistakes’, etc. in their answers, that showed the right understanding, but some candidates had not used
the correct term.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.

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

© UCLES 2023 0610/51/M/J/23

17
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment 2024 v1