Scheme Of Work
Scheme of workCambridge IGCSE Biology0610For examination from 2016
Scheme of work – Cambridge IGCSE Biology (0610)ContentsOverview . 3Unit 1: Cells and cell processes. 8Unit 2: Animal nutrition . 21Unit 3: Plant nutrition and transport . 30Unit 4: Respiration and the human transport system. 41Unit 5: Coordination, response and homeostasis . 56Unit 6: Reproduction in plants . 68Unit 7: Human reproduction . 75Unit 8: Inheritance and evolution . 80Unit 9: Organisms and environment . 91Unit 10: Human influences on the environment . 97V1 4Y11Cambridge IGCSE Biology (0610) – from 20162
Scheme of work – Cambridge IGCSE Biology (0610)OverviewThis scheme of work provides ideas about how to construct and deliver a course. Its aim is to set out a progression through the 2016 syllabus content which isdivided into ten teaching units, but the order in which topics are covered has been adjusted to give a coherent flow to the course. Each unit covers a theme andgives ideas for activities, together with references to relevant learning resources, to use in the classroom. The progression through these themes has been designedto build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge and understanding to tackle the more challenging issues. There isthe potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Length of timeallocated to a task is another possible area for differentiation.This scheme of work, like any other, is meant to be a guideline, offering advice, tips and ideas. It is not intended that teachers undertake all of the activities shown inthe various units but rather to offer choices which could depend on local conditions. It provides teachers with a basis to plan their lessons. It covers the minimumrequired for the Cambridge IGCSE course but also adds enhancement and development ideas on topics. It does not take into account that different schools takedifferent amounts of time to cover the Cambridge IGCSE course.The progression through these themes has been designed to build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge andunderstanding to tackle the more challenging issues.OutlineWhole class (W), group work (G), pair work (P) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work areonly suggestions and there are many other useful activities to be found in the materials referred to in the learning resource list. Text highlighted in bold denotesmaterial in the Supplement (Extended syllabus) only.The units within this scheme of work are:Unit 1: Cells and cell processes1.1Characteristics of living organisms1.2Concept and use of a classification system1.3Features of organisms1.4Dichotomous keys2.1Cell structure and organisation2.2Levels of organisation2.3Size of specimens3.1Diffusion3.2Osmosis3.3Active transport5EnzymesV1 4Y11Cambridge IGCSE Biology (0610) – from 20163
Unit 2: Animal nutrition4Biological molecules4Biological molecules (food tests)7.1Diet7.2Alimentary canal7.3Mechanical digestion7.4Chemical digestion7.5AbsorptionUnit 3: Plant nutrition and transport6.1Photosynthesis6.2Leaf structure6.3Mineral requirements8.1Transport in plants8.2Water uptake8.3Transpiration8.4(S) TranslocationUnit 4: Respiration and the human transport system12.1Respiration12.2Aerobic respiration12.3Anaerobic respiration11Gas exchange in humans9.1Transport in animals9.2Heart9.3Blood and lymphatic vessels9.4Blood10Diseases and immunityUnit 5: Coordination, response and homeostasis14.1Nervous control in humans14.2Sense organs14.3Hormones in humans14.5Tropic responses14.4Homeostasis15.1Drugs15.2Medicinal drugs15.3Misused drugs13Excretion in humansV1 4Y11Cambridge IGCSE Biology (0610) – from 20164
Unit 6: Reproduction in plants16.1Asexual reproduction17.3Mitosis16.2Sexual reproduction17.4Meiosis16.3Sexual reproduction in plantsUnit 7: Human reproduction16.4Sexual reproduction in humans16.5Sex hormones in humans16.6Methods of birth control in humans16.7Sexually transmitted infections (STIs)Unit 8: Inheritance and evolution17.1Inheritance17.2Chromosomes, genes and proteins17.5Monohybrid inheritance17.5(S) Co-dominance and sex linkage18.1Variation18.2Adaptive features18.3Selection20.1Biotechnology and genetic engineering20.2Biotechnology20.3Genetic engineeringUnit 9: Organisms and environment19.1Energy flow19.2Food chains and food webs19.3Nutrient cycles19.3(S) Nitrogen cycleUnit 10: Human influences on the environment19.4Population size21.1Food supply21.2Habitat destruction21.3Pollution21.4ConservationV1 4Y11Cambridge IGCSE Biology (0610) – from 20165
Teacher supportCambridge Teacher Support (http://teachers.cie.org.uk) is a secure online resource bank and community forum for Cambridge teachers, where you can downloadspecimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunitiesare posted online. An editable version of this scheme of work is available on Cambridge Teacher Support in Microsoft Word format. If you are unable to useMicrosoft Word you can download Open Office free of charge from www.openoffice.orgPast paper questions and answers (Core, Extension and Alternative to Practical)A sample of Cambridge IGCSE Biology past paper questions and answers listed by topics, is available as a separate document and can be found mic/middlesec/igcse/subject/?assdef id 837&view tmlstResource listThe resource list for this syllabus, including textbooks endorsed by Cambridge, can be found at www.cie.org.uk and Teacher Support http://teachers.cie.org.ukTextbooks and websitesA selection of suggested textbooks and website resources are listed below:An Atlas of HistologyFreeman, W H and Bracegirdle, B (Heinemann Educational, 1968)Biology for IGCSEWilliams, G, Fosbery, R and Adams, J (Nelson Thornes 2009)Cambridge IGCSE BiologyKearsey, S (Collins, 2014)Cambridge IGCSE Biology Teacher PackKearsey, S (Collins, 2014)Cambridge IGCSE Biology Coursebook with CD-ROMJones, M and Jones, G (Cambridge University Press, 2014)Cambridge IGCSE Biology Teacher's Resource CD-ROMJones, M and Jones, G (Cambridge University Press, 2014)Cambridge IGCSE Biology WorkbookJones, M and Jones, G (Cambridge University Press, 2014)Complete Biology for Cambridge IGCSEPickering, R (Oxford University Press, 2014)Complete Biology for Cambridge IGCSE Teacher's Resource Kit Pickering, R (Oxford University Press, 2011)Cambridge IGCSE BiologyClegg, J and Smith, M (Collins Educational, 2013)Heinemann IGCSE BiologyJones, M (Heinemann, 2009)Cambridge IGCSE BiologyMackean, D G and Hayward, D (Hodder Education, 2014)IGCSE Biology Revision GuidePickering, R (Oxford University Press, 2014)Experiment Simulator CD-ROM: Experiments for IGCSE, GCSE and A Level Cambridge Assessment, (Cambridge Hitachi, 2005)Cambridge IGCSE Biology s/cambridge-igcse-biology-0610/IGCSE Bite size Biology – BBCwww.bbc.co.uk/schools/gcsebitesize/biology/SAPS (Science and Plants for Schools)www.saps.org.uk/Practical biologywww.practicalbiology.org/V1 4Y11Cambridge IGCSE Biology (0610) – from 20166
Society of Biologywww.societyofbiology.org/homeThis scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for theaccuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of thatwebsite or the site's owners (or their products/services).V1 4Y11Cambridge IGCSE Biology (0610) – from 20167
Scheme of work – Cambridge IGCSE Biology (0610)Unit 1: Cells and cell processesRecommended prior knowledgeLearners can come to this unit with very little prior knowledge. In order to understand diffusion and osmosis, they will need some understanding of particle theory.Some knowledge of catalysts will also be helpful, and they should know a little about simple chemical reactions and how to represent these by word equations. Theconcept of pH should also be understood at a simple level.ContextThis unit covers some fundamental topics that will be drawn on in all the units that follow.OutlineThe unit first considers the special features that make living things different from non-living objects, and then looks at the structure and functions of animal and plantcells, which leads into the organisation of cells into tissues. Some particular examples of specialised cells are considered, which introduces the idea of structuraladaptations for particular functions. Movement of substances within living organisms by diffusion, osmosis and active transport is considered. A simple treatment ofenzyme function and some applications completes the unit. Topics 1.2 (Concept and use of a classification system), 1.3 (Features of organisms) and 1.4(Dichotomous keys) are included in this unit, but some teachers may prefer to cover these topics at the beginning of Unit 9.(Note: text in bold denotes material in the Supplement (Extended syllabus) only.)Teaching timeBased on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 29 hours.V1 4Y11Cambridge IGCSE Biology (0610) – from 20168
Learning objectivesSuggested teaching activitiesSyllabus refCandidates should be able to:1.1Characteristicsof livingorganismsDescribe the characteristics of livingorganisms by defining the terms:– movement as an action by an organismor part of an organism causing a changeof position or place0610 past/specimen question papersare available at:http://teachers.cie.org.ukSection 1.1 of this unit can provide an introduction to theBiology course. The seven characteristics of living thingsform a basis from which the themes underlying manybiological concepts can be developed.– respiration as the chemical reactions incells that break down nutrient moleculesand release energy for metabolismActivities:1. The comparison of the characteristics of living organismswith those of non-living things – for example, what are thecharacteristics of life shown by a petrol engine. Thecomparison is clear when written in a table. (G)– sensitivity as the ability to detect orsense stimuli in the internal or externalenvironment and respond to changes inthe environmentThe mnemonic, MRS GREN is useful to remember theseven characteristics.– growth as a permanent increase in sizeand dry mass by an increase in cellnumber or cell size or both– reproduction as the processes thatmake more of the same kind of organism– excretion as removal from organisms ofthe waste products of metabolism(chemical reactions in cells includingrespiration), toxic materials, andsubstances in excess of requirements– nutrition as taking in of materials forenergy, growth and development; plantsrequire light, carbon dioxide, water andions; animals need organiccompounds and ions and usually needwaterV1 4Y11Learning resourcesLearners should understand that single-celled organisms,plants and animals all have these characteristics.The characteristic of nutrition could be extended to includeautotrophic and heterotrophic nutrition and the termsparasite and saprophyte.If models or specimens are available, learners could discussthe importance of having a large surface area in relation tovolume for diffusion. (P) The importance of diffusion ofgases in respiration will be understood more easily whenUnit 4 is studied.Growth could also be explained as an increase in size dueto cell division. There might be a change in shape withgrowth.Examples to explain the need for energy to carry out each ofthe characteristics should be discussed. (W) Learners willappreciate that energy is required for movement and thiscan be extended to show that energy is needed for growth,nutrition and sensitivity.Cambridge IGCSE Biology (0610) – from 2016Textbooks:Biology for IGCSE, Williams et al.pp 2–3Cambridge IGCSE BiologyCoursebook, Jones and Jones.pp 1–3Online:Learner activity – characteristics ofliving things:www.exploratorium.edu/imaging station/activities/classroom/characteristics/ca characteristics.phpIncluding video clips and learnerworksheet.Revision – cells and life biology/pc/lessons/uk ks4 cellslife processes/h-frame-ie.htmRevision – characteristics of haracteristics-of-life0610 past examination andspecimen papers:Jun 2011 Paper 22 Q1Jun 2012 Paper 21 Q1Jun 2013 Paper 21 Q1Specimen Paper 03 Q19
Learning objectivesSuggested teaching activitiesLearning resourcesExtension – learners could perform a search of thecharacteristics of life. (I) Do all scientists use the same list?How do we classify viruses?1.2 Conceptand use of aclassificationsystemTextbooks:Biology for IGCSE, Williams et al. p 4State that organisms can be classifiedinto groups by the features that theyshareIGCSE Biology Coursebook, Jonesand Jones. pp 3–5Define species as a group of organismsthat can reproduce to produce fertileoffspringDefine and describe the binomial systemof naming species as an internationallyagreed system in which the scientificname of an organism is made up of twoparts showing the genus and speciesExplain that classification systems aimto reflect evolutionary relationshipsLearners may know some binomials, such as Homosapiens. Use this as an introduction of the Latin names forclassification of all organisms. Carl Linnaeus can bementioned and his work discussed.Emphasise the format of binomial names: Genus with acapital letter and species with a lower case letter and thepossible use of italics or underlining.Explain that classification istraditionally based on studies ofmorphology and anatomyOnline:Online specimen ions/index.htmlThe four species of crow can serve toexplain the importance ofclassification.Corvus corone: carrion crowCorvus corax: ravenCorvus frugilegus: rookCorvus monedula: arrioncrow/index.aspxExplain that the sequences of bases inDNA and of amino acids in proteins areused as a more accurate means ofclassificationExplain that organisms which share amore recent ancestor (are more closelyrelated) have base sequences in DNAthat are more similar than those thatshare only a distant ancestorBird images:www.allaboutbirds.org/Page.aspx?pid 1189Suggested practical: Use a case study from the DNA to Darwin website touse DNA sequence data to construct a classificationtree, e.g. for woolly mammoths.V1 4Y11Learners can visit a variety of placesto appreciate the variety amongstliving things: local zoo game park natural history museum, etc.Cambridge IGCSE Biology (0610) – from 2016Species io-diversity/index.htmAn exploration of Biodiversity10
Learning objectivesSuggested teaching activitiesLearning resources1.3 Features oforganismsList the features in the cells of all livingorganisms, limited to cytoplasm, cellmembrane and DNA as genetic material,ribosomes for protein synthesis andenzymes involved in respirationModel cells are a good way of showing organelles. (I)Link to section 2.1Textbooks:Biology for IGCSE, Williams et al.pp 4–13List the main features used to place allorganisms into one of the five kingdoms:Animal, Plant, Fungus, Prokaryote,ProtoctistImages of the representative groups, preserved specimensor even live specimens can be used to identify some of themain features and classify animals into their respectivegroups. (G)Mucor as a fungus can be grown and the grossstructure studied under a light microscope. (W)Emphasise the role of spores in dispersal.List the main features used to placeorganisms into groups within the animalkingdom, limited to:– the main groups of vertebrates:mammals, birds, reptiles, amphibians, fishIGCSE Biology Coursebook, Jonesand Jones. pp 6–14The use of the internet, photographs or specimens of thefive groups of vertebrates can be used to draw up a table orproduce a poster to include the main characteristics of eachclass. olibrary/article/phylogenetics 01Teacher resource:Preserved specimens if available, areexcellent for explaining externalfeatures.Learners should understand the specific features thatdifferentiate each class: e.g. birds have feathers, beaks,front limbs modified into wings and lay hard-shelled eggs.– the main groups of arthropods:myriapods, insects, arachnids,crustaceansSpecimens from each group of arthropod can be viewedunder the microscope and the main features noted.Emphasis should be given to drawing clear diagrams inpencil. (I)Learners can draw a chart to list and then compare thedistinguishing features of each group. (I)Working in pairs and using a check-list, learners can explorethe school grounds and ‘tick off’ as many of the groups ofanimals as they can spot. (P)List the main features used to placeorganisms into groups within the plantkingdom, limited to ferns and floweringplants (dicotyledons andmonocotyledons)V1 4Y11A similar activity can include plant groups as well asanimal groups. (P)Cambridge IGCSE Biology (0610) – from 2016Online:A comparison of monocots vs.di/monosvsdi.html11
Learning objectivesList the features of viruses, limited toprotein coat and genetic materialSuggested teaching activitiesLearning resourcesViruses and bacteria should be studied fromphotomicrographs or diagrams but their relevance can
Cambridge IGCSE Biology . Clegg, J and Smith, M (Collins Educational, 2013) Heinemann IGCSE Biology . Jones, M (Heinemann, 2009) Cambridge IGCSE Biology . Mackean, D G and Hayward, D (Hodder Education, 2014) IGCSE Biology Revision Guide. Pickering, R (Oxford University Press, 2014)
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the mark scheme should be used appropriately. All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme.
