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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 14 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 15 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 16 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 17 • 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 18 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 light • 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 19 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 21 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 25 4. Curriculum content 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 content 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