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CompleteSciencefor Cambridge IGCSEMathematicsfor Cambridge IGCSE CambridgeCompleteRevision Guidesfor Cambridge IGCSEIGCSEBusinessStudies

ContentsCIE endorsed resourcesMathematics . . . . . . . . . . . . . . . . . .2-3Business Studies . . . . . . . . . . . . . . . . 4Economics . . . . . . . . . . . . . . . . . . . . . 5Science . . . . . . . . . . . . . . . . . . . . . .6-8ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Geography . . . . . . . . . . . . . . . . . . . . . 9Oxford and Cambridgeworking togetherWe are proud to be working with University ofCambridge International Examinations (CIE),the world’s largest provider of internationalqualifications for 14-19 year olds. CambridgeIGCSE is the world’s most popular internationalqualification for 14-16 year olds, and we areworking closely together to produce quality andcomprehensive resources that you can trust.Environmental Management . . . . . . . . 9Second language supportGeography . . . . . . . . . . . . . . . . . . . . 10Mathematics . . . . . . . . . . . . . . . . . . 11Science . . . . . . . . . . . . . . . . . . . . . . 11History . . . . . . . . . . . . . . . . . . . . . . . 11Our books fully cover the Cambridge IGCSEsyllabus for each subject, providing invaluableteaching support while equipping your studentsto achieve their full potential. You can find allof our endorsed resources on the CIE website– www.cie.org.uk/igcse.English . . . . . . . . . . . . . . . . . . . . . . . 12CIE works closely withOxford University Press todevelop high quality andvaluable resources thataugment learning andenhance teaching all overthe world. We are pleasedto endorse Oxford resourcesfor Cambridge IGCSE.Ann Puntis, Chief ExecutiveUniversity of CambridgeInternational ExaminationsOrder your subjectcatalogues .,&-1 & .-%"07 0&1.30 &1 "0& -.5 /"02 .' 6'.0% -*4&01*27 0&11 .,&-1 & .-%"07 0&1.30 &1 "0& -.5 /"02 .' 6'.0% -*4&01*27 0&11555 .6'.0%1& .-%"07 . 3 )*12.07 & 555 .6'.0%1& .-%"07 . 3 #31*-&11 %, %' ( % '- % *! # "ZeitgeisZeitgeistá iániánimoéélélanHow to get in touchKey to SymbolsNew titlesMore material on the webIt’s easy to evaluate resources, place an orderor ask a question before you buy:T 44 (0)1536 452620F 44 (0)1865 313472E /igcse(10% discount available when you order online)

What’s new for 2011?Mathematics for Cambridge IGCSEWe are working withUniversity of Cambridge InternationalInteernaatioonal ExaminationsExaExaminto obtain endorsement of this titleeInc l udsCeExtendedExtenddedMathematicsMathhemfor CambridgeCambriddge IIGCSEGTeacher’sTTeacherh r’s RResource KitIan Bettison DTrusted by teachers and students around the world, our popularCore and Extended Mathematics books have been fully updated forthe latest Cambridge IGCSE syllabus – and are now available withnew Teacher’s Resource Kits. See pages 2-3.Complete Science for Cambridge IGCSERefreshed and updated to match the most recent Cambridge IGCSEsyllabus, your favourite Science course is now even more comprehensive– and now with new Teacher’s Resource Kits. See pages 6-8.Complete Business Studies forCambridge IGCSE & O LevelAn accessible, interactive and endorsed Business Studies textbook, packedfull of global examples and ideally suited to the international classroom.See page 4.

MathematicsMathematics forCambridge IGCSE3rd EditionDavid RaynerNEW EDITIONThese trusted, levelled student texts are now evenmore comprehensive with additional activities on a freeeestudent CD-ROM and brand new teacher support. Fullyycovering the most recent Cambridge IGCSE syllabus,thousands of graduated practice questions, designedplyfor the international classroom, will help students applytheir learning and achieve exam success.Endorsed byUniversity of CambridgeInternational ExaminationsPlenty of graduated practice questionsensure familiarity and ease with differentequations, strengthening exam performanceInteresting biographies andcase studies make learningmore relatable and motivatingExtended Mathematics for Cambridge IGCSELearning objectives are clearlyoutlined, preparing studentsfor the unit aheadCambridge MathematicsIGCSE Revision GuideStep-by-step examples demonstratehow to tackle different problems,ensuring full comprehensionEndorsed byUniversity of CambridgeInternational ExaminationsHelp all of your students achieve exam success with this comprehensive revisionguide. Adopting a clear, graduated approach, David Rayner’s accessible format anduncomplicated language will challenge your most able pupils while still supportingthose who need extra practice. Find out more at www.oxfordsecondary.co.uk/igcse2

We are working withUniversity of Cambridge International Examinationsto obtain endorsement of this titleWe are working withUniversity of Cambridge International Examinationsto obtain endorsement of this titleDCoresCMathematicssMathematicsfor Cambridge IGCSEfor Cambridge IGCSETeacher’s Resource KittTeacher’s Resource KitIan BettisonIan BettisonMathematicsesCeExtendedInc l udInc l udMathematics forCambridge IGCSE:Teacher’s Resource KitsDIan BettisonNew, invaluable teaching support for this trustedMathematics course, with convenient andcustomisable digital material. A wealth of timesaving lesson plans and worksheetsts Trial exam papers to help prepare students for the real thing Endorsed byUniversity of CambridgeInternational ExaminationsScreenshot from Extended Mathematics for Cambridge IGCSE:Teacher’s Resource KitNEW Extension activities to challenge your most able, plussuggestions and ideas for approaching tricky concepts toensure you get the best from your students.Find out more yMaths, offeringMworking withgamesOxford is nowline lessons,onetivvanoinofsndsathouks.and homeworMore ontheOrderingweb.Look online to doand view the c wnload sampleompletemateriawww.oxtalfordsecondary.c ble of contentso.uk/igcseNEW Extended Mathematics for Cambridge IGCSE. . . . . . . . . . . . . . . . . . . . . . . . . 978 019 913874 6 . . . 18.008.00NEW Core Mathematics for Cambridge IGCSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 913872 2 . . . 18.008.005 00NEW Extended Mathematics for Cambridge IGCSE Teacher’s Resource Kit . . . 978 019 913875 3 . . . 45.00NEW Core Mathematics for Cambridge IGCSE Teacher’s Resource Kit . . . . . . . 978 019 913873 9 . . . 45.00Cambridge Mathematics IGCSE Revision Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 915487 6 . . . 11.50t: 01536 452620 f: 01865 313472 schools.orders.uk@oup.com www.oxfordsecondary.co.uk3

Business StudiesComplete Business Studies forCambridge IGCSE & O LevelBrian Titleye,Written by the author of the bestselling Economics: a Complete Course,this interactive, accessible and endorsed text has been specificallydeveloped for the international classroom. Integrating essential supportrtmaterial such as revision tips and consolidation activities, this coursewill help to maximise students’ exam potential, while enabling them torelate their learning to the real world through global case studies andstatistics. Accompanied by a free student CD-ROM.March 2011NEWEndorsed byUniversity of CambridgeInternational ExaminationsSuccinct explanations of key conceptsin straightforward English ensuresaccessibility for all studentsClear, real-life examples andcomparisons help studentsgrasp important conceptsComplete Business Studies for Cambridge IGCSE & O LevelChecklists outline key understandinggoals and help identify any weakareas for students to work onOrderingNEW Complete Business Studies forCambridge IGCSE & O Level . . . . . . . . . . . . . . . . . . . 978 019 831086 0 . . . . . . . . . . . . 22.504‘Buzzwords’ clarify challenging vocabularyterms to ensure comprehensionweb.More on thecompletee to view theVisit us onlininsideand browsetlisecontentso.uk/igcse.crydaonecwww.oxfords

EconomicsEconomics: a CompleteCourse for IGCSE and O LevelDan Moynihan and Brian TitleyOur complete course for Cambridge IGCSE Economics is usedand loved by students and teachers around the world. It isauthoritative and highly interactive to help your students fullyunderstand and engage with the subject.Illustrations bring the subjectmatter to life in a way thatstudents can easily understandEngaging and relevant to students,with summaries, diagrams and casestudies from across the globeEndorsed byUniversity of CambridgeInternational ExaminationsPacked with reviewand past examquestions to givestudents essentialpracticeImportant words arehighlighted so thatstudents can easilydigest the informationEconomics: A Complete Course for IGCSE and O LevelCambridge EconomicsIGCSE Revision GuideEndorsed byUniversity of CambridgeInternational ExaminationsStrengthen your students’ exam performance with this clear andconcise revision guide which comprehensively covers the mostup-to-date syllabus. Find out more at www.oxfordsecondary.co.uk/igcseOrderingEconomics: A Complete Course for IGCSEand O Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 915134 9 . . . . . . . . . . . . 20.50Cambridge Economics IGCSE Revision Guide. . . . 978 019 915486 9 . . . . . . . . . . . . 11.50t: 01536 452620 f: 01865 313472 schools.orders.uk@oup.com www.oxfordsecondary.co.uk5

ScienceComplete Science forCambridge IGCSE2nd EditionRon Pickering, RoseMarie Gallagher andPaul Ingram, Stephen PopleEndorsed byUniversity of CambridgeInternational ExaminationsApplication boxes use relatableexamples to apply learning tothe real worldClear, straightforward Englishguarantees clarity for nonnative English speakersHighly visual layout caters todifferent learning styles andensures accessibility for all studentsO R G A N I S AT I O N A N D M A I N T E N A N C E O F O R G A N I S M S2.27O R G A N I S AT I O N A N D M A I N T E N A N C E O F O R G A N I S M SUptake of water and mineralsby rootsOsmosis: a reminderOBJECTIVES To understand that water may enter and leavecells by osmosisTo understand that dissolved substances may enter andleave cells by diffusion and active transportPlants need water and mineralsPlants need to obtain certain raw materials fromtheir environment. The roots of the plant areadapted to absorb both minerals and water fromthe soil. Water is essential to support the plant,as a reagent in many biochemical reactions andalso as a transport medium (see page 260). Thediagram below shows how water enters the plantthrough root hair cells.Minerals have a number of individual functionsand together have a great effect on the waterpotential of the plant tissues. Minerals fromthe soil are absorbed in the form of ions, forexample, magnesium enters the root as Mg2 ions and nitrogen enters as nitrate NO3 ions. Ifthe soil solution contains higher concentrationsof these ions than the root hair cell cytoplasm,the ions can enter by diffusion (see page 28).However, plants can continue to take up ionseven if the concentration gradient is in thewrong direction, that is, if the concentration ofthe ions is higher inside the cell than in the soilsolution.Leaves have a large surface area for photosynthesis. When the stomata areopen, water is lost by evaporation from spongy mesophyll cells (see page 94).Roots have an enormous surface area andpenetrate between the particles of soil.1 Water is drawn up the xylem to replacewater lost at the leaves. This upward flowof water is the transpiration stream (seepage 92). the cells can select which ions enter from thesoil solutionany factor that affects respiration, for examplelack of oxygen or low temperature, can reducethe uptake of ions. The diagram opposite showssome results that support these observations.2 Water (with any substances dissolved in it) isforced to cross the membrane and cytoplasm ofcells of the endodermis. The cell walls in theendodermis contain a waxy material whichmakes them impermeable to water. This allowsthe membranes of the endodermis cells to selectwhich substances can enter the xylem and bedistributed through the body of the plant.883 Water crosses the living cells ofthe cortex by (a) osmosis throughthe cells and (b) ‘suction’ throughthe freely permeable cellulose cellwalls. Almost all of the water movesacross the cortex by route (b).4 Water enters root hair cells byosmosis, from the thin film of watersurrounding the particles of soil. Thesoil water has a higher waterpotential than the cytoplasm of theroot hair cell, so that water movesdown a water potential gradient(see page 29).To increase crop yields, farmers may drain fields thatare liable to flooding. If the soil is not waterlogged,more oxygen in soil air spaces is available to the plants,so the rate of aerobic respiration in root cells is faster.This provides more energy for active transport, so thatthe growing plants will more quickly absorb mineralions present in the soil. Farmers may also cover theirfields with black polythene. This absorbs heat and helpsto raise the soil temperature, so that seed germinationand ion uptake by young roots will be faster.Ion uptake by active transport –energy is supplied by respirationso ions are taken up more quicklywhen more oxygen is available.Ion uptake by diffusion – noenergy is required so processis not affected by the lowconcentration of oxygenthat limits respiration.Oxygen concentration in soil Ion uptake depends on respirationQThe explanation of these observations is thatthe root hair cells use active transport tocarry out the selective uptake of ions againsta concentration gradient, using energy fromrespiration (see page 31).Active transport: applicationNote: Water movement through the plant occurs in thesequence 1–2–3–4: it begins with loss from the leaves,and is completed with water absorption from the soilsolution.‘Plateau’ suggests that activetransport of ions is limited bysome other factor that limitsrespiration, such astemperature.Experiments on the uptake of ions also show that: Root hair cells have anenormous surface area.This helps them absorbwater and minerals fromthe soil. The photographshows root hair cellsmagnified 300.The root hairs are verydelicate and easilydamaged.When plants are transplanted they recover much morequickly if the r oots are kept in a ball of soil or compostso that the root hairs are not disturbed.iA cell’s membrane controls the entry and exit of materialsto and from the cell (see page 29). A typical plant cellsuch as that found in the mesophyll layer of the leafhas a high concentration of solutes. As a result waterwill enter a plant cell by osmosis from an environmentwith a high water potential, until the water inside thecell forces the cell membrane up against the cellulosecell wall.When a plant cell contains plenty of water, the internalpressure of the cell contents against the cell wallsupports the cell. The cell is said to be turgid, andturgidity helps support the plant. If the plant does nothave a good supply of water, the cells lose their turgidityand slowly collapse. The cells are said to be flaccidand the plant is wilted.Rate of ion uptakeNEW EDITIONFully updated to match the latest Cambridge IGCSEsyllabuses, these trusted Science courses are now evenmore comprehensive. Plus, a new student CD-ROM ispacked with interactive exercises and exam-stylequestions to help your students maximise their exampotential. Now available with companion Teacher’sResource Kits.i1 Does a solution containing many molecules ofdissolved sugar and amino acids have a high or a lowwater potential? Explain your answer.2 Define osmosis in terms of water potential.3 How does the strength of the cellulose cell wall helppplants to support themselves?4 A scientist investigated the uptake of magnesiumiions by the roots of young cereal plants. He madethe following observations:a The rate of uptake was increased by raising thetemperature, so long as it did not exceed 40 C.b Uptake stopped if the roots were treated withcyanide, an ion that prevents respiration.c Ions were taken up even if they were present at alower concentration in the solution around theroots than in the root cells themselves.d If ion uptake continued for some time, theconcentration of sugars in the root cellsdecreased.What conclusions can be drawn from each of theseobservations?89 Uptake of water by root hair cellsComplete Biology for Cambridge IGCSE Students’ BookStep-by-step approachsimplifies complex ideas,enhancing comprehensionMore on the web.Visitus online to learn more abboouthe new studenuttt CD-ROMs atwww.oxfordsecondary.co.uk/iggccssee6Question panels highlight key concepts and confirmpupils’ understanding, drawing attention to anyweak areas that may need attention

ScienceComplete Science forCambridge IGCSE:Teacher’s Resource KitsRon Pickering, RoseMarie Gallagher andPaul Ingram, Stephen PopleThis ever-popular Science course now offers invaluableteacher support. Containing a wealth of lesson ideas,PowerPoints, and customisable worksheets on anaccompanying CD-ROM, these new guides will helpenhance your lessons while saving you time.PRACTICALI N V E S T I G AT I O NIntroductionYou need:plain paperName:Browning of apples and pHHandling experimental observations and data:estimating the size of a populationO Step-by-step instructionssustain focus and minimisepotential for confusionStraightforward proceduralguidelines encourage independentthought and planningName:NEWA wealth of practical investigations linklearning with real world examples,developing comprehension and enthusiasmEndorsed byUniversity of CambridgeInternational ExaminationsO pen or pencilO Freshly cut apples gradually turn brown when they are left in air.Cooks try to stop this by dipping the slices of apple in lemon juice.bag or small boxDesign and carry out an investigation to find out whether pH affectsthe rate of the ‘browning’ reaction.Method:You are provided with a bag with some pieces of paper in it. Thepieces of paper represent animals in a population, and the bag isthe environment in which they live. The investigation looks at a‘capture-recapture’ technique for estimating their population size.Start by thinking about the following:1 Remove between 15 and 20 ‘animals’ from the habitat (the exactnumber does not matter) and record this number in the table.2 Mark all the pieces of paper with a small number 1 and putthem back in the bag. Shake for 1 minute to mix up the‘animals’.3 Remove 15–20 ‘animals’ from the bag and write down thisnumber in the table.M How will you prepare solutions with a range of pH values?M What apparatus will you need and how will you use it?M How will you decide when the apple pieces have turned brown?M Will you need to set up any controls?M Write down any hypotheses you are going to test.M Are there any safety hazards?M What safety precautions must you take?Plan your investigation4 Count how many of this second sample have got a number 1written on them (remember to look on both sides).Let your teacher check your plans5 Estimate the size of the population using this formula:Carry out your investigationNo. in first sample no. in second sampleWrite up:No. in second sample marked with a 16 Repeat steps 1–5 a further 4 times but mark the captured‘animals’ in the second step with a 2 the second time, a 3 thethird time, a 4 the fourth time and a 5 the fifth time. Ignore anyother numbers from the earlier samples.7 Display all the readings in the form of a table. Work out a meanvalue for the estimate of the population using your five sets ofresults. Record the mean value.M What you did (including diagrams).M What you found (your results including any tables).M What your conclusions are.M Whether your hypothesis was supported (proved) or not.M Any scientific explanation you can offer for your conclusions.M How your investigation could be improved.8 Tip out all of the ‘animals’ and count the actual population size.Record this value.9 Present yo

Mathematics for Cambridge IGCSE Complete Science for Cambridge IGCSE Complete Business Studies for Cambridge IGCSE & O Level Trusted by teachers and students around the world, our popular Core and Extended Mathematics books have been fully updated for the latest Cambridge IGCSE syllabus

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