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Syllabus
Cambridge IGCSE®
Biology 0610
Version 3
This syllabus is regulated in England, Wales and
Northern Ireland as a Cambridge International
Level 1/Level 2 Certificate (QN: 500/5871/X).
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6 Appendix....................................................................................................... 50
Safety in the laboratory 50
Glossary of terms used in science papers 51
Mathematical requirements 52
Presentation of data 53
ICT opportunities 54
Conventions (e.g. signs, symbols, terminology and nomenclature) 54
Key benefits
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2 Syllabus overview
Aims
The syllabus aims summarise the context in which you should view the subject content and describe
the purposes of a course based on this syllabus. They are not listed in order of priority.
You can deliver some of the aims using suitable local, international or historical examples and
applications, or through collaborative experimental work.
Content
Candidates study the following topics:
1 Characteristics and classification of living organisms
2 Organisation of the organism
3 Movement in 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 Biotechnology and genetic engineering
21 Human influences on ecosystems
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.
3 Subject content
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 practical skills by carrying out practical work and investigations
within all of the topics listed.
3.2 Osmosis
Core Supplement
• State that water diffuses through partially • Define osmosis as the net movement of
permeable membranes by osmosis 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
• State that water moves in and out of cells by
osmosis through the cell membrane
• Investigate and describe the effects on plant • Explain the effects on plant tissues of
tissues of immersing them in solutions of immersing them in solutions of different
different concentrations concentrations by using the terms turgid,
turgor pressure, plasmolysis and flaccid
• Explain the importance of water potential and
osmosis in the uptake of water by plants
• Explain the importance of water potential and
osmosis on animal cells and tissues
• State that plants are supported by the • Explain how plants are supported by the
pressure of water inside the cells pressing turgor pressure within cells, in terms of water
outwards on the cell wall pressure acting against an inelastic cell wall
4 Biological molecules
4.1 Biological molecules
Core Supplement
• List the chemical elements that make up:
– carbohydrates
– fats
– proteins
• State that large molecules are made from
smaller molecules, limited to:
– starch and glycogen from glucose
– cellulose from glucose
– proteins from amino acids
– fats and oils from fatty acids and glycerol
• Describe the use of:
– iodine solution to test for starch
– Benedict’s solution to test for reducing
sugars
– biuret test for proteins
– ethanol emulsion test for fats and oils
– DCPIP test for vitamin C
• Explain that different sequences of amino
acids give different shapes to protein
molecules
• Relate the shape and structure of protein
molecules to their function, limited to the
active site of enzymes and the binding site of
antibodies
continued
5 Enzymes
5.1 Enzymes
Core Supplement
• Define the term catalyst as a substance that
increases the rate of a chemical reaction and
is not changed by the reaction
• Define enzymes as proteins that function as
biological catalysts
• Describe why enzymes are important in all
living organisms in terms of reaction speed
necessary to sustain life
• Describe enzyme action with reference to • Explain enzyme action with reference to
the complementary shape of an enzyme and the active site, enzyme-substrate complex,
its substrate and the formation of a product substrate and product
(knowledge of the term active site is not • Explain the specificity of enzymes in terms
required) of the complementary shape and fit of the
active site with the substrate
• Investigate and describe the effect of • Explain the effect of changes in temperature
changes in temperature and pH on enzyme on enzyme activity in terms of kinetic energy,
activity shape and fit, frequency of effective collisions
and denaturation
• 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
• Define photosynthesis as the process by
which plants manufacture carbohydrates
from raw materials using energy from light
• State the word equation for photosynthesis: • State the balanced chemical equation for
carbon dioxide + water → glucose + oxygen, photosynthesis
in the presence of light and chlorophyll light
6CO 2 + 6H2O
chlorophyll
→ C 6H12O6 + 6O2
7 Human nutrition
7.1 Diet
Core Supplement
• State what is meant by the term balanced
diet for humans
• Explain how age, gender and activity affect
the dietary needs of humans including during
pregnancy and whilst breast-feeding
• Describe the effects of malnutrition in relation
to starvation, constipation, coronary heart
disease, obesity and scurvy
• List the principal sources of, and describe the
dietary importance of:
– carbohydrates
– fats
– proteins
– vitamins, limited to C and D
– mineral salts, limited to calcium and iron
– fibre (roughage)
– water
• Explain the causes and effects of vitamin D
and iron deficiencies
• Explain the causes and effects of
protein-energy malnutrition, e.g. kwashiorkor
and marasmus
7.5 Absorption
Core Supplement
• Identify the small intestine as the region for
the absorption of digested food
• Explain the significance of villi and microvilli
in increasing the internal surface area of the
small intestine
• Describe the structure of a villus
• Describe the roles of capillaries and lacteals
in villi
• State that water is absorbed in both the
small intestine and the colon, but that most
absorption of water happens in the small
intestine
8 Transport in plants
8.1 Transport in plants
Core
• State the functions of xylem and phloem
• Identify the position of xylem and phloem as
seen in sections of roots, stems and leaves,
limited to non-woody dicotyledonous plants
8.3 Transpiration
Core Supplement
• State that water is transported from the roots
to leaves through the xylem vessels
• Define transpiration as loss of water vapour
from plant leaves by evaporation of water at
the surfaces of the mesophyll cells followed
by diffusion of water vapour through the
stomata
• Explain how water vapour loss is related
to the large surface area of cell surfaces,
interconnecting air spaces and stomata
• 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 cohesion
• Explain how and why wilting occurs
• Investigate and describe the effects of • Explain the effects of variation of temperature
variation of temperature and humidity on and humidity on transpiration rate
transpiration rate
8.4 Translocation
Supplement
• Define translocation in terms of the
movement of sucrose and amino acids in
phloem:
– from regions of production (source)
– to regions of storage OR to regions
where they are used in respiration or
growth (sink)
• Explain that some parts of a plant may act as
a source and a sink at different times during
the life of a plant
9 Transport in animals
9.1 Transport in animals
Core Supplement
• Describe the circulatory system as a system • Describe the single circulation of a fish
of blood vessels with a pump and valves to • Describe the double circulation of a mammal
ensure one-way flow of blood
• Explain the advantages of a double circulation
9.2 Heart
Core Supplement
• Name and identify the structures of the • Name and identify the atrioventricular and
mammalian heart, limited to the muscular semilunar valves in the mammalian heart
wall, the septum, the left and right ventricles • Explain the relative thickness:
and atria, one-way valves and coronary
– of the muscle wall of the left and right
arteries
ventricles
• State that blood is pumped away from the
– of the muscle wall of the atria compared
heart into arteries and returns to the heart in
to that of the ventricles
veins
• Explain the importance of the septum in
separating oxygenated and deoxygenated
blood
• Describe the functioning of the heart in terms
of the contraction of muscles of the atria and
ventricles and the action of the valves
• State that the activity of the heart may be • Explain the effect of physical activity on the
monitored by ECG, pulse rate and listening to heart rate
sounds of valves closing • Discuss the roles of diet and exercise in the
• Investigate and state the effect of physical prevention of coronary heart disease
activity on the pulse rate • Describe ways in which coronary heart
• Describe coronary heart disease in terms of disease may be treated, limited to drug
the blockage of coronary arteries and state treatment with aspirin and surgery (stents,
the possible risk factors as diet, stress, angioplasty and by-pass)
smoking, genetic predisposition, age and
gender
9.4 Blood
Core Supplement
• List the components of blood as red blood • Identify lymphocyte and phagocyte
cells, white blood cells, platelets and plasma white blood cells, as seen under the light
• Identify red and white blood cells, as seen microscope, on prepared slides and in
under the light microscope, on prepared diagrams and photomicrographs
slides and in diagrams and photomicrographs • State the functions of:
• State the functions of the following – lymphocytes – antibody production
components of blood: – phagocytes – phagocytosis
– red blood cells in transporting oxygen, • Describe the process of clotting as the
including the role of haemoglobin conversion of fibrinogen to fibrin to form a
– white blood cells in phagocytosis and mesh
antibody production • State the roles of blood clotting as preventing
– platelets in clotting (details are not blood loss and preventing the entry of
required) pathogens
– plasma in the transport of blood cells,
ions, soluble nutrients, hormones and
carbon dioxide
• Describe the transfer of materials between
capillaries and tissue fluid (details of the roles
of water potential and hydrostatic pressure
are not required)
12 Respiration
12.1 Respiration
Core
• State the uses of energy in the body of
humans: muscle contraction, protein
synthesis, cell division, active transport,
growth, the passage of nerve impulses
and the maintenance of a constant body
temperature
• State that respiration involves the action of
enzymes in cells
13 Excretion in humans
13.1 Excretion in humans
Core Supplement
• State that urea is formed in the liver from • Describe the role of the liver in the
excess amino acids assimilation of amino acids by converting
• State that carbon dioxide is excreted through them to proteins, including plasma proteins,
the lungs e.g. fibrinogen
• State that the kidneys excrete urea and • Define deamination as the removal of the
excess water and salts nitrogen-containing part of amino acids to
form urea
• Explain that the volume and concentration of
urine produced is affected by water intake,
temperature and exercise
• Identify on drawings, diagrams and images,
the ureters, bladder and urethra
• Explain the need for excretion, limited to
toxicity of urea and carbon dioxide
• Outline the structure of the kidney, limited to
the cortex, medulla and ureter
• Outline the structure and functioning of a
kidney tubule, including:
– the role of the glomerulus in the filtration
from the blood of water, glucose, urea
and salts
– the role of the tubule in the reabsorption
of all of the glucose, most of the water
and some salts back into the blood,
leading to the concentration of urea in the
urine as well as loss of excess water and
salts (details of these processes are not
required)
• Explain dialysis in terms of salt balance, the
maintenance of glucose concentration and
the removal of urea
• Describe the use of dialysis in kidney
machines
• Discuss the advantages and disadvantages of
kidney transplants, compared with dialysis
14.4 Homeostasis
Core Supplement
• Define homeostasis as the maintenance of a • Explain that homeostasis is the control of
constant internal environment internal conditions within set limits
• Explain the concept of control by negative
feedback
• Describe the control of the glucose
concentration of the blood by the liver and
the roles of insulin and glucagon from the
pancreas
• Outline the symptoms and treatment of
Type 1 diabetes (detail of β cells is not
• Name and identify on a diagram of the skin: required)
hairs, hair erector muscles, sweat glands,
receptors, sensory neurones, blood vessels
and fatty tissue
• Describe the maintenance of a constant • Describe the maintenance of a constant
internal body temperature in humans in terms internal body temperature in humans in
of insulation, sweating, shivering and the role terms of vasodilation and vasoconstriction of
of the brain (limited to blood temperature arterioles supplying skin surface capillaries
receptors and coordination)
15 Drugs
15.1 Drugs
Core
• Define a drug as any substance taken into
the body that modifies or affects chemical
reactions in the body
16 Reproduction
16.1 Asexual reproduction
Core Supplement
• Define asexual reproduction as a process
resulting in the production of genetically
identical offspring from one parent
• Identify examples of asexual reproduction
from information provided
• Discuss the advantages and disadvantages of
asexual reproduction:
– to a population of a species in the wild
– to crop production
17 Inheritance
17.1 Inheritance
Core
• Define inheritance as the transmission of
genetic information from generation to
generation
17.3 Mitosis
Core Supplement
• Define mitosis as nuclear division giving rise
to genetically identical cells (details of stages
are not required)
• State the role of mitosis in growth, repair of
damaged tissues, replacement of cells and
asexual reproduction
• State that the exact duplication of
chromosomes occurs before mitosis
• State that during mitosis, the copies of
chromosomes separate, maintaining the
chromosome number (details of stages of
mitosis are not required)
• Describe stem cells as unspecialised cells
that divide by mitosis to produce daughter
cells that can become specialised for specific
functions
17.4 Meiosis
Core Supplement
• Define meiosis as nuclear division giving rise • Define meiosis as reduction division in which
to cells that are genetically different (details the chromosome number is halved from
of stages are not required) diploid to haploid resulting in genetically
• State that meiosis is involved in the different cells (details of stages are not
production of gametes required)
• Explain how meiosis produces variation by
forming new combinations of maternal and
paternal chromosomes (specific details are
not required)
18.3 Selection
Core Supplement
• Describe natural selection with reference to: • Describe evolution as the change in adaptive
– variation within populations features of a population over time as the
result of natural selection
– production of many offspring
• Define the process of adaptation as the
– competition for resources
process, resulting from natural selection, by
– struggle for survival which populations become more suited to
– reproduction by individuals that are better their environment over many generations
adapted to the environment than others • Describe the development of strains of
– passing on of their alleles to the next antibiotic resistant bacteria as an example of
generation evolution by natural selection
• Describe selective breeding with reference • State the differences between natural and
to: artificial selection
– selection by humans of individuals with • Outline how selective breeding by artificial
desirable features selection is carried out over many generations
– crossing these individuals to produce the to improve crop plants and domesticated
next generation animals
– selection of offspring showing the
desirable features
20.2 Biotechnology
Core Supplement
• Describe the role of anaerobic respiration
in yeast during production of ethanol for
biofuels
• Describe the role of anaerobic respiration in
yeast during bread-making
• Investigate and describe the use of pectinase
in fruit juice production
• Investigate and describe the use of biological
washing powders that contain enzymes
• Investigate and explain the use of lactase to
produce lactose-free milk
• Describe the role of the fungus Penicillium in
the production of the antibiotic penicillin
• Explain how fermenters are used in the
production of penicillin
21.3 Pollution
Core Supplement
• State the sources and effects of pollution of
land and water, e.g. rivers, lakes and the sea,
by insecticides, herbicides and by nuclear
fall-out
• State the sources and effects of pollution of • Explain the process of eutrophication of
water (rivers, lakes and the sea) by chemical water in terms of:
waste, discarded rubbish, untreated sewage – increased availability of nitrate and other
and fertilisers 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
• Discuss the effects of non-biodegradable
plastics in the environment, in both aquatic
and terrestrial ecosystems
• State the sources and effects of pollution
of the air by methane and carbon dioxide,
limited to the enhanced greenhouse effect
and climate change
• Discuss the causes and effects on the
environment of acid rain
• State the measures that are taken to reduce
sulfur dioxide pollution and reduce the impact
of acid rain
• Explain how increases in carbon dioxide and
methane concentrations in the atmosphere
cause an enhanced greenhouse effect that
leads to climate change
• Describe the negative impacts of female
contraceptive hormones in water courses,
limited to reduced sperm count in men and
feminisation of aquatic organisms
21.4 Conservation
Core Supplement
• Define a sustainable resource as one which is • Define the term sustainable development as
produced as rapidly as it is removed from the development providing for the needs of an
environment so that it does not run out increasing human population without harming
• Explain the need to conserve non-renewable the environment
resources, limited to fossil fuels
• State that some resources can be maintained, • Explain how forests and fish stocks can be
limited to forests and fish stocks sustained using education, legal quotas and
• State that products can be reused or re‑stocking
recycled, limited to paper, glass, plastic and • Explain that sustainable development
metal requires:
• Outline how sewage is treated to make the – management of conflicting demands
water that it contains safe to return to the – planning and co-operation at local,
environment or for human use national and international levels
• Explain why organisms become endangered • Explain the risks to a species if the population
or extinct, limited to climate change, habitat size drops, reducing variation (knowledge of
destruction, hunting, pollution and introduced genetic drift is not required)
species
• Explain reasons for conservation
• Describe how endangered species can programmes, to include:
be conserved, limited to monitoring and
– reducing extinction
protecting species and habitats, education,
captive breeding programmes and seed – protecting vulnerable environments
banks – maintaining ecosystem functions, limited
to nutrient cycling and resource provision,
e.g. food, drugs, fuel and genes
Core Assessment
Core candidates take the following papers that have questions based on the Core subject content
only:
45 minutes, 40 marks
Forty compulsory multiple-choice items of the four-choice type. This paper tests assessment
objectives AO1 and AO2.
Short-answer and structured questions testing assessment objectives AO1 and AO2.
Extended Assessment
Extended candidates take the following papers that have questions based on the Core and
Supplement subject content:
45 minutes, 40 marks
Forty compulsory multiple-choice items of the four-choice type. This paper tests assessment
objectives AO1 and AO2.
Short-answer and structured questions testing assessment objectives AO1 and AO2.
Practical Assessment
All candidates take one practical component from a choice of two:
or
1 hour, 40 marks
Candidates must not use textbooks or any of their course notes in the practical component.
Questions in the practical papers are structured to assess performance across the grade range A*
to G. The information candidates need to answer the questions is in the question paper itself or the
experimental context and skills listed below. The questions do not assess specific syllabus content.
The best way to prepare candidates for these papers is to integrate practical work fully into the course
so that it becomes a normal part of your teaching. Practical work helps candidates to:
• develop a deeper understanding of the syllabus topics
• learn to appreciate the way in which scientific theories are developed and tested
• develop experimental skills and positive scientific attitudes such as objectivity, integrity,
co-operation, enquiry and inventiveness.
Apparatus list
This list contains the items you will need for teaching the experimental skills needed for both practical
papers, as well as the Paper 5 exam. It is not exhaustive and does not include standard equipment
such as Bunsen burners, tripods, and hot water-baths. The Confidential Instructions we send you
before the Paper 5 exam will give the detailed requirements for the exam.
• rulers capable of measuring to 1 mm
• mounted needles or seekers or long pins with large heads
• means of cutting biological materials such as scalpels, solid edged razor blades or knives
• scissors
• forceps
• means of writing on glassware
• beakers, 100 cm3, 250 cm3
• test-tubes, 125 mm × 15 mm and 150 mm × 25 mm including some hard glass test-tubes and a
means of holding them (e.g. rack)
• means of measuring small and larger volumes of liquids such as syringes and measuring cylinders
• dropping pipette
• white tile
• spotting tile
• hand lens ×6 magnification
• thermometer, –10 °C to +110 °C at 1 °C graduations
• clock (or wall clock or wrist-watch), to measure to an accuracy of 1s
• funnels
• Petri dishes
• syringes
• glass rods
• chemicals (e.g. for food tests, limewater)
• indicators (litmus paper, Universal Indicator paper, hydrogencarbonate indicator).
5 Assessment objectives
Subject content defines the factual material that candidates may be required to recall and explain.
Candidates will also be asked questions that require them to apply this material to unfamiliar contexts
and to apply knowledge from one area of the syllabus to another.
Questions testing this objective will often begin with one of the following words: define, state,
describe, explain (using your knowledge and understanding) or outline (see the Glossary of terms
used in science papers).
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.
Questions testing these skills will often begin with one of the following words: predict, suggest,
calculate or determine (see the Glossary of terms used in science papers).
6 Appendix
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
http://www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2009 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2007 update of 1995 edition (available to CLEAPSS members only)
UK Regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment
in 2004
http://www.legislation.gov.uk/uksi/2002/2677/contents/made
http://www.legislation.gov.uk/uksi/2004/3386/contents/made
1 Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase being
required.
2
What do you understand by/What is meant by (the term(s) … ) normally implies that a definition
should be given, together with some relevant comment on the significance or context of the
term(s) concerned, especially where two or more terms are included in the question. The amount of
supplementary comment intended should be interpreted in the light of the indicated mark value.
3 State implies a concise answer with little or no supporting argument (e.g. a numerical answer that
can readily be obtained ‘by inspection’).
4 List requires a number of points, generally each of one word, with no elaboration. Where a given
number of points is specified this should not be exceeded.
5 (a) Explain may imply reasoning or some reference to theory, depending on the context. It is
another way of asking candidates to give reasons. The candidate needs to leave the examiner
in no doubt why something happens.
(b) Give a reason/Give reasons is another way of asking candidates to explain why something happens.
6 Describe requires the candidate to state in words (using diagrams where appropriate) the main
points.
Describe and explain may be coupled, as may state and explain.
7 Discuss requires the candidate to give a critical account of the points involved.
8 Outline implies brevity (i.e. restricting the answer to giving essentials).
9 Predict implies that the candidate is expected to make a prediction not by recall but by making a
logical connection between other pieces of information.
10 Deduce implies that the candidate is not expected to produce the required answer by recall but by
making a logical connection between other pieces of information.
11 Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g.
in biology there are a variety of factors that might limit the rate of photosynthesis of a plant in a
greenhouse), or to imply that candidates are expected to apply their general knowledge of the
subject to a ‘novel’ situation, one that may be formally ‘not in the syllabus’ – many data response
and problem solving questions are of this type.
12 Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13 Calculate is used when a numerical answer is required. In general, working should be shown,
especially where two or more steps are involved.
14 Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument (e.g. length using a rule, or mass using a balance).
15 Determine often implies that the quantity concerned cannot be measured directly but is obtained
from a graph or by calculation.
16 Estimate implies a reasoned order of magnitude statement or calculation of the quantity
concerned, making such simplifying assumptions as may be necessary about points of principle
and about the values of quantities not otherwise included in the question.
17 Sketch, when applied to graph work, implies that the shape and/or position of the curve need only
be qualitatively correct, but candidates should be aware that, depending on the context, some
quantitative aspects may be looked for (e.g. passing through the origin, having an intercept).
In diagrams, sketch implies that simple, freehand drawing is acceptable; nevertheless, care should
be taken over proportions and the clear exposition of important details.
Mathematical requirements
Calculators may be used in all parts of the examination.
Presentation of data
The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g.
time / s for time in seconds.
(a) Tables
• Each column of a table should be headed with the physical quantity and the appropriate unit,
e.g. time / s.
• The column headings of the table can then be directly transferred to the axes of a constructed
graph.
(b) Graphs
• 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).
• Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time / s.
• Unless otherwise instructed 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 graph is the whole diagrammatic presentation, including the best-fit line when
appropriate. It may have one or more sets of data plotted on it.
• Points on the graph should be clearly marked as crosses (x) or encircled dots ().
• Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one
half of each 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.
(c) Numerical results
• Data should be recorded so as to reflect the precision of the measuring instrument.
• The number of significant figures given for calculated quantities should be appropriate to the
least number of significant figures in the raw data used.
(d) Pie charts
• These should be drawn with the sectors in rank order, largest first, beginning at ‘noon’ and
proceeding clockwise. Pie charts should preferably contain no more than six sectors.
(e) Bar charts
• These should be drawn when one of the variables is not numerical. They should be made up
of narrow blocks of equal width that do not touch.
(f) Histograms
• These should be drawn when plotting frequency graphs with continuous data. The blocks
should be drawn in order of increasing or decreasing magnitude and they should touch.
ICT opportunities
In order to play a full part in modern society, candidates need to be confident and effective users of
ICT. This syllabus provides candidates with a wide range of opportunities to use ICT in their study of
biology.
• Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
Litre/dm3
To avoid any confusion concerning the symbol for litre, dm3 will be used in place of l or litre.
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
whole numbers, e.g. 4 256 789.
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.cie.org.uk/examsofficers
Cambridge IGCSE, Cambridge IGCSE (9–1) (Level 1/Level 2 Certificates) and Cambridge O Level
syllabuses are at the same level.
Making entries
Exams officers are responsible for submitting entries to Cambridge. 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 a copy of this guide.
Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear
qualification so candidates cannot re-sit individual components.
The standard assessment arrangements may present unnecessary barriers for candidates with
disabilities or learning difficulties. We can put arrangements in place for these candidates to enable
them to access the assessments and receive recognition of their attainment. We do not agree access
arrangements if they give candidates an unfair advantage over others or if they compromise the
standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award
based on the parts of the assessment they have completed.
Language
This syllabus and the related assessment materials are available in English only.
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 (result pending)
• X (no result)
• Y (to be issued)
These letters do not appear on the certificate.
Regulation
Cambridge International Level 1/Level 2 Certificates are regulated in England, Wales and Northern
Ireland. This syllabus is included in the Register of Regulated Qualifications as a Cambridge
International Level 1/ Level 2 Certificate.
Candidates awarded grades D to G have achieved an award at Level 1 of the Regulated Qualifications
Framework. Candidates awarded grades A* to C have achieved an award at Level 2 of the Regulated
Qualifications Framework.
For the most up-to-date information on the performance tables, including the list of qualifications
which count towards the English Baccalaureate, please go to the Department for Education website
and search on ‘performance tables’.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates
awarded particular grades are likely to show. Weakness in one aspect of the examination may be
balanced by a better performance in some other aspect.
• recall and communicate precise knowledge and display comprehensive understanding of scientific
phenomena, facts, laws, definitions, concepts and theories
• apply scientific concepts and theories to present reasoned explanations of familiar and unfamiliar
phenomena, to solve complex problems involving several stages, and to make reasoned
predictions and hypotheses
• communicate and present complex scientific ideas, observations and data clearly and logically,
independently using scientific terminology and conventions consistently and correctly
• independently select, process and synthesise information presented in a variety of ways, and
use it to draw valid conclusions and discuss the scientific, technological, social, economic and
environmental implications
• devise strategies to solve problems in complex situations which may involve many variables or
complex manipulation of data or ideas through multiple steps
• analyse data to identify any patterns or trends, taking account of limitations in the quality of the
data and justifying the conclusions reached
• select, describe, justify and evaluate techniques for a large range of scientific operations and
laboratory procedures.
• recall and communicate secure knowledge and understanding of scientific phenomena, facts,
laws, definitions, concepts and theories
• apply scientific concepts and theories to present simple explanations of familiar and some
unfamiliar phenomena, to solve straightforward problems involving several stages, and to make
detailed predictions and simple hypotheses
• communicate and present scientific ideas, observations and data using a wide range of scientific
terminology and conventions
• select and process information from a given source, and use it to draw simple conclusions and
state the scientific, technological, social, economic or environmental implications
• solve problems involving more than one step, but with a limited range of variables or using
familiar methods
• analyse data to identify a pattern or trend, and select appropriate data to justify a conclusion
• select, describe and evaluate techniques for a range of scientific operations and laboratory
procedures.
• recall and communicate limited knowledge and understanding of scientific phenomena, facts,
laws, definitions, concepts and theories
• apply a limited range of scientific facts and concepts to give basic explanations of familiar
phenomena, to solve straightforward problems and make simple predictions
• communicate and present simple scientific ideas, observations and data using a limited range of
scientific terminology and conventions
• select a single piece of information from a given source, and use it to support a given conclusion,
and to make links between scientific information and its scientific, technological, social, economic
or environmental implications
• solve problems involving more than one step if structured help is given
• analyse data to identify a pattern or trend
• select, describe and evaluate techniques for a limited range of scientific operations and laboratory
procedures.
This document has been refreshed and rebranded. The subject content and the specimen Question
Paper remain the same.
Minor changes to the wording of some sections have been made to improve clarity.
You are strongly advised to read the whole syllabus before planning your teaching
programme.
Any textbooks endorsed to support the syllabus for examination from 2016 are still
suitable for use with this syllabus.