Download 1. Characteristics of living organisms Core • List and describe the

1. Characteristics of living organisms
• List and describe the characteristics of
living organisms
• nutrition as taking in of nutrients which are
organic
materials or energy for growth and tissue
repair,
• excretion as removal from organisms of
toxic
(chemical reactions in cells including
respiration)
• respiration as the chemical reactions that
break
energy
in the environment (stimuli) and to make
responses
the same kind of organism
mass by an increase in cell number or cell
size or
• movement as an action by an organism or
part of
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Core
• Define the terms:
substances and mineral ions, containing raw
absorbing and assimilating them
materials, the waste products of metabolism
and substances in excess of requirements
down nutrient molecules in living cells to release
• sensitivity as the ability to detect or sense
changes
• reproduction as the processes that make more
of
• growth as a permanent increase in size and dry
both
an organism causing a change of position or
place
4. Curriculum
content
2. Classification and diversity of living
organisms
2.1 Concept and use of a classificatory
system
• Define and describe the binomial system of
naming
organism is made up of two parts showing
the genus
• List the main features of the following
vertebrates:
Supplement
systems e.g. cladistics (based on RNA/
• List the main features used in the
viruses, bacteria and fungi, and their
appropriate
Core
(to be illustrated by examples wherever
possible)
• List the main features used in the
classification of the
and eudicotyledons (dicotyledons)),
arthropods (insects,
nematodes and molluscs
Core
identifiable features
Cambridge IGCSE Biology 0610. For examination in June and
November 2013.
Section II: Organisation and maintenance of the
organism
species as a system in which the scientific name
of an
and species
bony fish, amphibians, reptiles, birds and
mammals
• Know that there are other classification
DNA sequencing data)
classification of the following groups:
adaptation to the environment, as
2.2 Adaptations of organisms to their
environment
Core
following groups: flowering plants
(monocotyledons
crustaceans, arachnids and myriapods), annelids,
3. Simple keys
• Use simple dichotomous keys based on easily
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4. Curriculum
content
(50% of teaching time)
1. Cell structure and organisation
• State that living organisms are made of cells
(palisade cell) and an animal cell (liver cell),
as
• Describe the differences in structure
between
Supplement
microscope in the plant cell and in the animal
2. Levels of organisation
• Relate the structure of the following to their
• ciliated cells – in respiratory tract
• xylem vessels – conduction and support
• red blood cells – transport
• tissue as a group of cells with similar
shared function
tissues, working together to perform specific
• organ system as a group of organs with
perform body functions
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Core
• Identify and describe the structure of a plant cell
seen under a light microscope
4. Curriculum
content
3. Size of specimens
Core
specimens using millimetres as units
4.1 Diffusion
• Define diffusion as the net movement of
concentration to a region of their lower
as a result of their random movement
and solutes and of water as a solvent
• Define active transport as movement of ions
in or
region of their lower concentration to a region
of
gradient, using energy released during
respiration
energy-consuming process by which
substances
e.g. ion uptake by root hairs and uptake of
4.3 Osmosis
• Define osmosis as the diffusion of water
concentration (dilute solution) to a region
solution), through a partially permeable
• Describe the importance of osmosis in the
plant and animal tissues
• Describe and explain the importance of a
water
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• Calculate magnification and size of biological
4. Movement in and out of cells
Core
molecules from a region of their higher
concentration down a concentration gradient,
• Describe the importance of diffusion of gases
4.2 Active Transport Supplement
out of a cell through the cell membrane, from a
4. Curriculum
content
5. Enzymes
Core
speeds up a chemical reaction and is not
• Define enzymes as proteins that function as
• Investigate and describe the effect of
• Define the term catalyst as a substance that
changed by the reaction
biological catalysts
temperature and pH on enzyme activity
typical animal and plant cells
• Relate the structures seen under the light
cell to their functions
Core
functions:
• root hair cells – absorption
• muscle cells – contraction
• Define:
structures, working together to perform a
• organ as a structure made up of a group of
functions
related functions, working together to
using examples covered in Sections II and III
their higher concentration against a concentration
• Discuss the importance of active transport as an
are transported against a concentration gradient,
glucose by epithelial cells of villi
Core
molecules from a region of their higher
of their lower concentration (concentrated
membrane
uptake of water by plants, and its effects on
Supplement
potential gradient in the uptake of water by plants
changes in
Supplement
and key’ model
and pH on enzyme activity
germination of seeds, and their uses in
industry (including pectinase and fruit juice)
fermenters to manufacture the antibiotic
washing powders
the production of antibiotic penicillin
Core
which are organic substances and mineral
for growth and tissue repair, absorbing and
6.1 Nutrients
• List the chemical elements that make up:
• fats
• Describe the synthesis of large molecules
from
• simple sugars to starch and glycogen
• fatty acids and glycerol to fats and oils
Cambridge IGCSE Biology 0610. For examination in June and
November 2013.
• Describe tests for:
• reducing sugars (Benedict’s solution)
• fats (ethanol)
importance of:
• fats
• vitamins (C and D only)
• fibre (roughage)
• Describe the deficiency symptoms for:
• mineral salts (calcium and iron only)
food industry, with reference to yoghurt and
• Describe the uses, benefits and health
including colourings
6.2.1 Photosynthesis
• Define photosynthesis as the fundamental
carbohydrates from raw materials using
energy
• State the word equation for the production
of
• Investigate the necessity for chlorophyll,
light
appropriate controls
by plants
converts it into chemical energy for the
formation
Supplement
photosynthesis in symbols
2 2 chlorophyll 6 12 6 2 6CO 6H O C H O 6O
intensity, carbon dioxide concentration and
(e.g. in submerged aquatic plants)
present in the environment in such short
• Explain the concept of limiting factors in
• Explain the use of carbon dioxide
enrichment,
glasshouse systems
• Explain enzyme action in terms of the ‘lock
• Explain the effect of changes in temperature
• Describe the role of enzymes in the
biological washing products and in the food
• Outline the use of microorganisms and
penicillin and enzymes for use in biological
• Describe the role of the fungus Penicillium in
6. Nutrition
• Define nutrition as taking in of nutrients
ions, containing raw materials or energy
assimilating them
Core
• carbohydrates
• proteins
smaller basic units, i.e.
• amino
acids to proteins
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4. Curriculum
content
• starch (iodine solution)
• protein (biuret test)
• List the principal sources of, and describe the
• carbohydrates
• proteins
• mineral salts (calcium and iron only)
• water
• vitamins (C and D only)
• Describe the use of microorganisms in the
single cell protein
hazards associated with food additives,
6.2 Plant nutrition
Core
process by which plants manufacture
from light
simple sugars and oxygen
and carbon dioxide for photosynthesis, using
• Describe the intake of carbon dioxide and water
• Explain that chlorophyll traps light energy and
of carbohydrates and their subsequent storage
• State the balanced equation for
light 
• Investigate and state the effect of varying light
temperature on the rate of photosynthesis
• Define the term limiting factor as something
supply that it restricts life processes
photosynthesis
optimum light and optimum temperatures in
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4. Curriculum
content
6.2.2 Leaf structure
• Identify and label the cuticle, cellular and
tissue
cross-section under the light microscope, and
terms of functions, to include:
• stomata and mesophyll cells – gas exchange
and support
Core
• nitrate ions for protein synthesis
• Describe the uses, and the dangers of
overuse,
Supplement
magnesium ion deficiency on plant growth
6.3.1 Diet
• State what is meant by the term balanced
diet
and activity of an individual
starvation, coronary heart disease,
constipation
6.3.2 Food supply
• Discuss ways in which the use of modern
production (to include modern agricultural
herbicides, artificial selection)
• Discuss the problems of world food supplies
famine (unequal distribution of food, drought
Core
structure of a dicotyledonous leaf, as seen in
describe the significance of these features in
• distribution of chloroplasts – photosynthesis
• vascular bundles (xylem and phloem) –
transport
6.2.3 Mineral requirements
• Describe the importance of:
• magnesium ions for chlorophyll synthesis
of nitrogen fertilisers
• Explain the effects of nitrate ion and
6.3 Animal nutrition
Core
and describe a balanced diet related to age, sex
• Describe the effects of malnutrition in relation to
and obesity
Core
technology has resulted in increased food
machinery, chemical fertilisers, pesticides and
Supplement
• Discuss the problems which contribute to
and flooding and increasing population)
4. Curriculum
content
6.3.3 Human alimentary canal
Core
food, drink) into the body through the mouth
not been digested, as faeces, through the
anus
and associated organs including mouth,
salivary
duodenum and ileum, pancreas, liver, gall
• Describe the functions of the regions of the
ingestion, digestion, absorption, assimilation
6.3.5, 6.3.6 and 6.3.7)
Core
insoluble food molecules into small,
watersoluble
chemical processes
their structure and functions
the proper care of teeth
• Describe the role of longitudinal and circular
• Outline the role of bile in emulsifying fats,
enzymes
• Describe how fluoride reduces tooth decay
and
• Define ingestion as taking substances (e.g.
• Define egestion as passing out of food that has
• Identify the main regions of the alimentary canal
glands, oesophagus, stomach, small intestine:
bladder, large intestine: colon and rectum, anus
alimentary canal listed above, in relation to
and egestion of food (cross reference 6.3.4,
6.3.4 Mechanical and physical digestion
• Define digestion as the break-down of large,
molecules using mechanical and
• Identify the types of human teeth and describe
• State the causes of dental decay and describe
• Describe the process of chewing
muscles in peristalsis
to increase the surface area for the action of
Supplement
explain arguments for and against the addition of
fluoride to public water supplies
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4. Curriculum
content
6.3.5 Chemical digestion
• State the significance of chemical digestion
in
molecules that can be absorbed
protease and lipase enzymes are secreted
protease and a lipase, listing the substrate
and
6.3.6 Absorption
• Define absorption as movement of digested
into the blood or lymph
absorption of digested food
the internal surface area of the small intestine
• Describe the structure of a villus, including
the
• State the role of the hepatic portal vein in the
• Identify the role of the small intestine and
absorbs 5–10 dm3 per day, the colon 0.3–0.5
dm3
6.3.7 Assimilation
• Define assimilation as movement of digested
they are used, becoming part of the cells
of glucose (glucose → glycogen) and amino
of excess amino acids)
substance
• Define deamination as removal of the
nitrogencontaining
followed by release of energy from the
• State that the liver is the site of breakdown
of
Core
the alimentary canal in producing small, soluble
4. Curriculum
content
7. Transportation
7.1 Transport in plants
• State the functions of xylem and phloem
tissues as seen in transverse sections of
stems and leaves
Core
microscope, and state their functions
stem and leaf (root hair, root cortex cells,
xylem,
• Investigate, using a suitable stain, the
pathway
of a plant
• Relate the structure and functions of root
uptake
Core
the surfaces of the mesophyll cells followed
by
the stomata
Core
• Identify the positions of xylem and phloem
unthickened, herbaceous, dicotyledonous roots,
7.1.1 Water uptake
• Identify root hair cells, as seen under the light
• State the pathway taken by water through root,
mesophyll cells)
• State where, in the alimentary canal, amylase,
• State the functions of a typical amylase, a
end-products
Core
food molecules through the wall of the intestine
• Identify the small intestine as the region for the
• Describe the significance of villi in increasing
Supplement
role of capillaries and lacteals
transport of absorbed food to the liver
colon in absorption of water (the small intestine
per day)
Core
food molecules into the cells of the body where
• Describe the role of the liver in the metabolism
acids (amino acids → proteins and destruction
• Describe the role of fat as an energy storage
Supplement
part of amino acids to form urea,
remainder of the amino acid
alcohol and other toxins
of water through the above-ground parts
Supplement
hairs to their surface area and to water and ion
7.1.2 Transpiration
• Define transpiration as evaporation of water at
loss of water vapour from plant leaves, through
• Describe how water vapour loss is related to
cell surfaces, air spaces and stomata
humidity and light intensity on transpiration
rate
Supplement
movement in terms of transpiration producing
potential gradient in the xylem, drawing
• Discuss the adaptations of the leaf, stem
to include pond, garden and desert, with
appropriate) and the factors described
• Describe the effects of variation of temperature,
• Describe how wilting occurs
4. Curriculum
content
7.1.3 Translocation
Core
of sucrose and amino acids in phloem;
• to regions of storage OR to regions of
Supplement
of applied chemicals, including systemic
• Compare the role of transpiration and
sources to sinks, within plants at different
7.2 Transport in humans
• Describe the circulatory system as a system
of
flow of blood
low pressure circulation to the lungs and a
high
relate these differences to the different
functions
7.2.1 Heart
• Describe the structure of the heart including
the
associated blood vessels
muscular contraction and the working of the
• Investigate, state and explain the effect of
• Describe coronary heart disease in terms of
possible causes (diet, stress and smoking)
and
• Define translocation in terms of the movement
• from regions of production
utilisation in respiration or growth
• Describe translocation throughout the plant
pesticides
translocation in the transport of materials from
seasons
Core
tubes with a pump and valves to ensure one-way
4. Curriculum
content
7.2.2 Arteries, veins and capillaries
Core
heart, lungs, liver and kidney
veins and capillaries
• Explain how structure and function are
related
• Describe the transfer of materials between
7.2.3 Blood
• Identify red and white blood cells as seen
under
diagrams and photomicrographs
white blood cells, platelets and plasma
• red blood cells – haemoglobin and oxygen
• white blood cells – phagocytosis and
• Name the main blood vessels to and from the
• Describe the structure and functions of arteries,
Supplement
in arteries, veins and capillaries
• Explain the mechanism of water uptake and
a tension (‘pull’) from above, creating a water
cohesive water molecules up the plant.
and root to three contrasting environments,
emphasis on local examples (where
in the core
• Describe the double circulation in terms of a
pressure circulation to the body tissues and
of the two circuits
Core
muscular wall and septum, chambers, valves and
• Describe the function of the heart in terms of
valves
physical activity on pulse rate
the blockage of coronary arteries and state the
preventive measures
capillaries and tissue fluid
Core
the light microscope on prepared slides, and in
• List the components of blood as red blood cells,
• State the functions of blood:
transport
antibody formation
• platelets – causing clotting (no details)
soluble nutrients, hormones, carbon dioxide,
Supplement
antibody production, tissue rejection and
• Describe the function of the lymphatic
production of lymphocytes
fibrin only)
Core
break down nutrient molecules in living cells
to
• State the uses of energy in the body of
humans:
division, active transport, growth, the
passage
constant body temperature
• plasma – transport of blood cells, ions,
urea and plasma proteins
• Describe the immune system in terms of
phagocytosis
system in circulation of body fluids, and the
• Describe the process of clotting (fibrinogen to
8. Respiration
• Define respiration as the chemical reactions that
release energy
muscle contraction, protein synthesis, cell
of nerve impulses and the maintenance of a
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8.1 Aerobic respiration
• Define aerobic respiration as the release of a
breakdown of food substances in the
presence
• State the word equation for aerobic
respiration
• State the equation for aerobic respiration
using
8.2 Anaerobic respiration
• Define anaerobic respiration as the release
breakdown of food substances in the absence
of
• State the word equation for anaerobic
respiration
lactic acid) and the microorganism yeast
(glucose
• Describe the role of anaerobic respiration in
• Compare aerobic respiration and anaerobic
energy released
• State the balanced equation for anaerobic
and the microorganism yeast (C6H12O6 →
• Describe the effect of lactic acid in muscles
only)
Core
animals
trachea, bronchi, bronchioles, alveoli and
• State the differences in composition
between
• Use lime water as a test for carbon dioxide
between inspired and expired air
activity on rate and depth of breathing
• Describe the role of the ribs, the internal
diaphragm in producing volume and pressure
• Explain the role of mucus and cilia in
pathogens and particles
and rate and depth of breathing in terms of
and therefore of carbon dioxide concentration
Core
relatively large amount of energy in cells by the
of oxygen
Supplement
symbols (C6H12O6 + 6O2 → 6CO2 + 6H2O)
Core
of a relatively small amount of energy by the
oxygen
in muscles during hard exercise (glucose →
→ alcohol + carbon dioxide)
yeast during brewing and bread-making
respiration in terms of relative amounts of
Supplement
respiration in muscles (C6H12O6 → 2C3H6O3)
2C2H5OH + 2CO2), using symbols
during exercise (include oxygen debt in outline
8.3 Gas exchange
• List the features of gas exchange surfaces in
• Identify on diagrams and name the larynx,
associated capillaries
inspired and expired air
to investigate the differences in composition
• Investigate and describe the effects of physical
Supplement
and external intercostal muscles and the
changes leading to the ventilation of the lungs
protecting the gas exchange system from
• Explain the link between physical activity
changes in the rate at which tissues respire
and pH in tissues and in the blood
4. Curriculum
content
9. Excretion in humans
Core
organisms of toxic materials, the waste
cells including respiration) and substances in
include carbon dioxide, urea and salts
of the removal of urea and excess water and
(details of kidney structure and nephron are
• Define excretion as the removal from
products of metabolism (chemical reactions in
excess of requirements. Substances should
• Describe the function of the kidney in terms
the reabsorption of glucose and some salts
required)
not
• State the relative positions of ureters,
bladder
• State that urea is formed in the liver from
• State that alcohol, drugs and hormones are
Supplement
medulla, and the start of the ureter) and
outline
including:
of water, glucose, urea and salts
most of the water and some salts back into
in the urine as well as loss of excess water
• Explain dialysis in terms of maintenance of
diffusion of urea from blood to dialysis fluid
machines
kidney transplants, compared with dialysis
and urethra in the body
excess amino acids
broken down in the liver
• Outline the structure of a kidney (cortex,
the structure and functioning of a kidney tubule
• role of renal capsule in filtration from blood
• role of tubule in reabsorption of glucose,
the blood, leading to concentration of urea
and salts
glucose and protein concentration in blood and
• Discuss the application of dialysis in kidney
• Discuss the advantages and disadvantages of
27
4. Curriculum
content
10. Coordination and response
Core
of the central nervous system (brain and
spinal
nervous system which together serve to
• Identify motor (effector), relay (connector)
and
• Describe a simple reflex arc in terms of
sensory,
a means of automatically and rapidly
integrating
• State that muscles and glands can act as
• Describe the action of antagonistic muscles
to
• Define sense organs as groups of receptor
cells
touch, temperature and chemicals
including accommodation and pupil reflex
• Distinguish between voluntary and
involuntary
• Distinguish between rods and cones, in
terms
10.2 Hormones
• Define a hormone as a chemical substance,
alters the activity of one or more specific
target
10.1 Nervous control in humans
• Describe the human nervous system in terms
cord as areas of coordination) and the peripheral
coordinate and regulate body functions
sensory neurones from diagrams
relay and motor neurones, and a reflex action as
and coordinating stimuli with responses
effectors
include the biceps and triceps at the elbow joint
responding to specific stimuli: light, sound,
• Describe the structure and function of the eye,
Supplement
actions
of function and distribution
Core
produced by a gland, carried by the blood, which
organs and is then destroyed by the liver
• State the role of the hormone adrenaline in
increasing the blood glucose concentration
and
• Give examples of situations in which
adrenaline
• Compare nervous and hormonal control
systems
• Discuss the use of hormones in food
28
chemical control of metabolic activity, including
pulse rate
4. Curriculum
content
10.3 Tropic responses
Core
response in which a plant grows towards or
response in which a plant grows towards or
coming)
• Explain the chemical control of plant
phototropism in terms of auxins regulating
synthetic plant hormones used as weedkillers
Core
constant internal environment
glands, temperature receptors, blood vessels
• Describe the maintenance of a constant
body
and the role of temperature receptors in the
vasoconstriction of arterioles supplying
skinsurface
the brain
• Explain the concept of control by negative
• Describe the control of the glucose content
glucagon from the pancreas
• Define and investigate geotropism (as a
away from gravity) and phototropism (as a
away from the direction from which light is
Supplement
growth by auxins including geotropism and
differential growth, and the effects of
10.4 Homeostasis
• Define homeostasis as the maintenance of a
• Identify, on a diagram of the skin: hairs, sweat
and fatty tissue
temperature in humans in terms of insulation
Cambridge IGCSE Biology 0610. For examination in June and
November 2013.
10.5 Drugs
• Define a drug as any substance taken into
the
in the body
treatment of bacterial infection
powerful depressant, problems of addiction,
problems such as crime and infection e.g.
• Describe the effects of excessive
consumption
effect on reaction times, damage to liver and
• Describe the effects of tobacco smoke and
its
monoxide, smoke particles) on the gas
exchange
secretion increases
Supplement
production
skin, sweating, shivering, vasodilation and
capillaries and the coordinating role of
Supplement
feedback
of the blood by the liver, and by insulin and
29
4. Curriculum
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Core
body that modifies or affects chemical reactions
• Describe the medicinal use of antibiotics for the
• Describe the effects of the abuse of heroin: a
severe withdrawal symptoms and associated
HIV/AIDS
of alcohol: reduced self-control, depressant,
social implications
major toxic components (tar, nicotine, carbon
system