Cambridge IGCSETM

For over 60 years Marshall Cavendish Education has been

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empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions.

Cambridge
We nurture world-ready global citizens by equipping students

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with crucial 21st century skills through our resources for schools
and education centres worldwide, including Cambridge schools,

IGCSE

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catering to national and international curricula.
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Biology

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The Marshall Cavendish Education Cambridge IGCSETM Biology series is designed
for students preparing for the 0610/0970 syllabuses. The series translates

Biology
insights from educational psychology classic “How People Learn” into highly

SA C CA
effective learner-centred classroom practices.

SB The Student’s Book:

• Guides learners from the introduction of a new idea through engaging chapter openers to the ability to
apply and extrapolate their knowledge

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• Explains difficult concepts with stepwise presentation, infographics and colourful visuals
• Supports subject literacy with concise sentences and language support

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• Encourages hands-on inquiry-based learning with mini-projects or activities
• Has an international flavour, with multicultural references and photographs

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• Incorporates videos, animations and interactives to engage learners and aid understanding

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• Allows for self-evaluation through reflective and practice questions, while exam-style reviews STUDENT'S

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build exam readiness
• Includes mind maps and links that build learners’ understanding of the relationships between concepts BOOK

STUDENT'S BOOK
• Helps students develop 21st century competencies, so that they become future-ready

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Series architecture

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This resource is endorsed by
Cambridge Assessment International Education • Student’s Book
• Theory Workbook

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✓ Supports the full Cambridge IGCSE and IGCSE (9–1)
Biology syllabuses (0610/0970) for examination • Practical Workbook
from 2023
• Teacher’s Guide
✓ Has passed Cambridge International’s rigorous • e-book
quality-assurance process
Lam Peng Kwan
✓ Developed by subject experts
✓ For Cambridge schools worldwide
Eric Lam Y K
ISBN 978-981-4927-91-8

9 789814 927918

C01(S)IGCSEBio_SB_Cover.indd All Pages 12/5/21 7:03 PM

 How to Use This Book
This book is designed to help you to build your knowledge and understanding of essential scientific concepts. It will also enable
you to appreciate the application of Biology in your everyday life and in the world around you. This Student’s Book is part of
the Marshall Cavendish Education suite of resources that will support you as you follow the Cambridge IGCSE™ and IGCSE (–)
Biology (/) syllabuses and prepare for your examinations.

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Note:
• Features indicated as ‘Option’ provide additional content and context to help enhance and enrich your learning, including
some contexts that extend beyond the requirements of the syllabus. You can decide to skip ‘Option’ content and still fulfil the
syllabus requirements.

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• Contents in some features within the book includes elements that are beyond the syllabus. This is indicated by an asterisk (*).
• Some content within the main body text is not required in the syllabus but is very useful to enhance and provide complete
understanding. This will be indicated using triangle symbols before ( ) and after ( ) the text.

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Chapter opener page [Option]

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introduces the topic and links concepts to
real-life examples.

SA C CA BIO WATCH [Option]

provides multimedia resources, such as videos,

animations and simulations, making learning
‘come alive’. The resources can be launched
on a smartphone or a tablet by scanning the
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A
page using the MCE Cambridge IGCSE App.
Please refer to www.mceapps.com for user
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guide and further information.

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QUESTIONS [Option]
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assesses your prior knowledge on the topic.

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Learning aims help you identify areas of

focus and serve as a checklist.
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QUICK CHECK Headings are

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often posed as
serves as a checkpoint to check your questions so that
understanding of concepts by posing information is
a true or false question. Rate your always directed
confidence level in your answer by towards helping
drawing a pointer on the confidence you to answer
meter. Relating your answer and essential questions
confidence level to the correct about the topic.
answer helps you to detect any lack of
knowledge or potential misconceptions.
For example, high confidence in an
incorrect answer could suggest a
misconception and low confidence in a
correct answer could suggest a lack of
knowledge.
iii

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 How to Use This Book
[Option] ENRICHMENT
THINK

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poses challenging
questions that encourage
you to apply the concepts
learnt to various contexts
and prompts higher-level

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critical thinking.

PL IO N
M T VE
LINK
PWB

leads you to practicals in

SA C CA
the Practical Workbook.

Let’s Investigate
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A
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introduces experimental skills and

[Option] ENRICHMENT [Option] ENRICHMENT
ACTIVITY INFO techniques, and allows you to see how
concepts are formed and tested.
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provides individual offers snippets

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and group activities of information to

that encourage deeper supplement your general
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thought to help reinforce knowledge and provide

your learning. additional context related
to the topic.
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A
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WORD ALERT

explains words in a
simpler way to help
you understand their
meanings in context.
This also helps you
to be more familiar
with the words and
be confident in using
them.

iv

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 LINK

helps you make

connections
between sections
or chapters.

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LINK
TWB

leads you to the

PL IO N
revision exercises
in the Theory
Workbook.

M T VE
SA C CA
Supplement content Let's Practise
is clearly marked for
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those studying the
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provides formative assessment
extended syllabus questions at the end of sections
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to test your ability to recall and

apply concepts learnt.
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HELPFUL NOTES
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supports your learning by providing

tips, such as mnemonics, and
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highlighting important notes that you

need to be aware of.
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Worked Example
demonstrates how to solve problems
by applying concepts learnt.

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 Let’s Map It

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provides a visual summary of the
concepts covered to help you integrate
your learning and form connections
between different concepts.

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PL IO N
M T VE
SA C CA
Let’s Review
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offers summative assessment questions
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to test your understanding and gives The following are also included at the end of the book:
you practice in answering exam-style
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questions. Notes to Biology Practical Work – provides information on

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laboratory safety, some common experimental contexts in practical

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work and the practical skills involved in the planning of experiments

and investigations

Quick Revision Guide – lists each chapter’s key concepts and

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formulae for easy revision

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Answers – provided for questions in Quick Check, Let’s Practise and

Let’s Review
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Index – provided to help you search for key terms and phrases in
the book

vi

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 Contents
HOW TO USE THIS BOOK iii
1 Characteristics and Classification of Living
Organisms 1
1.1 Characteristics of Life 2
1.2 Classifying Living Organisms 7
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2 Organisation of the Organism 18
2.1 Cell Structure 19
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2.2 Levels of Organisation 26
2.3 Size of Specimens 30
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3 Movement of Substances Into or Out of Cells 34
3.1 Diffusion 35
3.2
3.3
Osmosis
Active Transport
SA C CA 43
50
4 Biological Molecules 54
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4.1 The Need for Food 55
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4.2 Carbohydrates 56
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4.3 Fats 61
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4.4 Proteins 63
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4.5 DNA (Deoxyribonucleic Acid) 66
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5 Enzymes 70
5.1 Enzymes Are Biological Catalysts 71
5.2 How Does an Enzyme Work? 74
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5.3 Characteristics of Enzymes 76
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6 Plant Nutrition 82
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6.1 Photosynthesis 83
6.2 Leaf Structure and Function 98
7 Human Nutrition 107
7.1 Diet 108
7.2 Nutrition and the Human Digestive System 110
7.3 Digestion in Humans 114
7.4 Absorption 118
7.5 Human Dentition 120
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8 Transport in Plants 125
8.1 The Transport Structures of Flowering Plants 126
8.2 Movement of Substances in Plants 130
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8.3 Movement of Water Through a Plant 132
9 Transport in Animals 145
9.1 Transport System: Structure and
Composition of Blood 146
9.2 The Circulatory System 150
9.3 Transport in Animals 156
9.4 The Heart 157
9.5 Coronary Heart Disease 166
10 Diseases, Immunity and Drugs 171
10.1
10.2
10.3
What Is a Disease?
Immunity
Drugs
172
176
179
11 Gas Exchange in Humans 185
11.1 Gas Exchange in Humans 186
11.2 Breathing Mechanisms in Humans 192
12 Respiration 201
12.1 Why Do Living Things Respire? 202
12.2 Studying Respiration 206
13 Excretion in Humans 211
13.1 The Need for Excretion 212
13.2 The Human Urinary System 214
14 Coordination and Response 221
14.1 Sensitivity 222
14.2 The Human Nervous System 222
14.3 Sense Organs 230
14.4 How Do We See? 236
15 Hormones, Homeostasis and
Tropic Responses 242
15.1 Hormones 243
15.2 Endocrine Glands and Their Hormonal Secretions 244
15.3 Comparing Endocrine and Nervous Controls 246
vii
12/05/21 4:49 PM
 15.4 The Need for Homeostasis 247 19 Variation and Selection 328
15.5 The Human Skin and Temperature Regulation 251 19.1 Variation 329
15.6 Tropic Responses 257 19.2 Adaptive Features 331

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19.3 Selection 332
16 Reproduction in Plants 269
16.1 Reproduction in Plants 270 20 Organisms and Their Environment 340

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16.2 Parts of a Flower 274 20.1 What Is Ecology? 341
16.3 Pollination 277 20.2 Energy and Nutrient Flow 342
16.4 Fertilisation in Plants 285 20.3 Ecological Pyramids 346

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20.4 Nutrient Cycling in an Ecosystem 350
17 Reproduction in Humans 291 20.5 Populations 353

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17.1 The Male and Female Reproductive Systems 292
17.2 Puberty 297 21 Human Influences on Ecosystems 357
17.3 Fertilisation and Development 301 21.1 Food Supply 358
17.4 SA C CA
Sexually Transmitted Infections 305 21.2
21.3
How Do We Affect the Ecosystem?
Conservation
360
365
18 Inheritance 309
18.1 DNA 310 22 Biotechnology and Genetic Modification 373
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18.2 22.1 Biotechnology 374
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Mitosis 313
18.3 Meiosis 314 22.2 Genetic Modification 376
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18.4 Monohybrid Inheritance 317

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18.5 Genotype and Phenotype 318 Notes to Biology Practical Work 383
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18.6 Inheritance of ABO Blood Groups 322 Quick Revision Guide 390
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18.7 Sex Determinism and Sex Linkage 323 Answers 395

Index 409
Acknowledgements 413
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viii

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 CHAPTER Characteristics and

1 Classification of
Living Organisms

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E N DI
PL IO N
M T VE
SA C CA
L
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ED LA
U
SH

BIO WATCH
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Scan this page to watch a clip on the Lithops

plant.
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QUESTIONS

• What makes something a living thing?

• Do non-living things share any of the
characteristics of living things?
Look at the picture. Can you tell which “stones” are alive? • Both a cat and a robot can move. Are both
living things?
Often known as a living stone, a Lithops plant has thick fleshy leaves
that look deceptively like a split stone. Although it has a stone-like
appearance, a Lithops plant has certain characteristics in common with
all other living things.

Bio_SB_C1_5pf_qualibre.indd 1 23/04/21 7:40 PM

 15 mm
Chapter 1

1.1 Characteristics of Life

In this section, you will learn the following:
• Describe the characteristics of living organisms.

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What is life?
Biology is the science of life. It involves the study of living things. However, what defines life?

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What distinguishes living things from non-living things?
ENRICHMENT Biologists are scientists who study living things. It is not easy to give an exact definition of
ACTIVITY the term life. Through observations and experimentations, biologists have identified certain

PL IO N
Observe the living things characteristics common to all living things or organisms. We say that these are the characteristics
around you. Compare of living organisms, or the characteristics of life.

M T VE
them with non-living
things. Write down a
list of characteristics
that living things have What are the characteristics of life?
in common. Compare
your list with the
characteristics that follow.
In what ways are living
SA C CA
Cells
All organisms are made up of simple units called cells. The cells of an organism carry out activities
necessary for the organism to stay alive (Figure 1.1). A cell is a unit of life.
things different from
non-living things? Non-living things are not made up of cells.
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Figure 1.1 Cells in the leaves of plants carry out photosynthesis.

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Nutrition
Living organisms need energy to stay alive. They also need nutrient molecules to make the living
matter in cells.
Nutrition is the taking in of materials for energy, growth and development.
The basic difference between plants and animals is how they carry out nutrition. Plants take in
raw materials (carbon dioxide and water) to make food through photosynthesis. Animals cannot
make their own food. They have to feed on plants or other animals to survive, grow and carry out
their daily activities.
Non-living things do not require nutrition. A piece of filter paper can absorb water and a
solution of mineral ions. However, unlike a living organism, it is unable to chemically convert the
substances it has absorbed into a part of itself.

2 Characteristics and Classification of Living Organisms

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 Chapter 1
Respiration
Many chemical activities occur in the cells of living organisms. These are called metabolic activities or
metabolism. Energy is required for metabolic and other activities such as growth and development.
Living organisms obtain energy through respiration. Energy is released when nutrient molecules such as
glucose are broken down during respiration.
Respiration is the breakdown of nutrient molecules in cells to release energy for metabolism.

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Excretion
Many different metabolic activities occur in cells. These metabolic activities may produce substances
that can be harmful if they accumulate in the body. These substances are called metabolic waste

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products. Sometimes, there may be substances that are in excess of what the body needs. For WORD ALERT
example, too much or excess ions in the bloodstream can cause water to pass out of the cells into
the bloodstream. As a result, the cells will dehydrate. Dehydrate: lose a large
amount of water

PL IO N
These metabolic waste products and excess substances must be removed.
Excretion is the removal of metabolic waste products and substances in excess of the body’s

M T VE
requirements.
Most animals have special organs for removing their excretory products. For example, carbon dioxide,
a waste product of respiration, is excreted from our body through the lungs. Plants also excrete waste LINK
products. Oxygen produced during photosynthesis is excreted out through the leaves (Figure 1.2).
SA C CA What are the organs
involved in excretion and
their excretory products?
Find out in Chapter 13.
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ED LA
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QUICK CHECK

Plants do not excrete

waste products, but
animals do.
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True or false?
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Figure 1.2 We need oxygen to break down glucose in our bodies during respiration.
Oxygen is a by-product of photosynthesis. Our survival depends on a gas excreted by plants!

Characteristics and Classification of Living Organisms 3

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 Chapter 1
Growth and development
Growth is the permanent increase in dry mass and size of an organism.
WORD ALERT
When absorbed food is converted into living matter in the cells of an organism, some of the new
matter formed is used to repair worn-out parts of the cells. The rest is added to the original living
Dry mass: mass after
water content is removed matter. This increases the size of the individual cells. As living organisms grow, their cells also divide
to form more cells, making the body larger. Did you know that you started off life as a single cell,

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less than 1 mm in diameter? Now, you are a large organism made up of billions of different kinds
of cells!
Living organisms grow as well as develop. Development may make an organism become more
complex and change in form. For example, a seed germinates into a seedling and then grows and

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develops into a mature plant. The egg of a butterfly hatches into a caterpillar, grows and develops
into a pupa, and finally emerges as a butterfly (Figure 1.3).

PL IO N
1 Egg 2 Caterpillar/Larva
An egg hatches into a larva called a The caterpillar eats a lot of leaves and

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caterpillar. grows very quickly.

SA C CA
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A
4 Adult butterfly 3 Pupa
The adult female butterfly lays eggs The caterpillar
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and new life begins. changes into a

pupa. Amazing
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changes
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take place
inside the
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pupa. Soon,
a butterfly
breaks out of
the pupal case.
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A

Figure 1.3 The body of a caterpillar becomes more complex as it grows and develops into a butterfly.
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A non-living thing such as a bicycle does not grow. However, a crystal immersed in a saturated
solution may increase in size. How is this change different from that of a living organism?

4 Characteristics and Classification of Living Organisms

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 Chapter 1
Movement
Movement is an action by an organism or a part of an organism, causing it to change its position
or place.
It is easier to detect movement in animals than in plants. Most animals are able to move from one
place to another. Such movement is called locomotion. Some animals do not have the ability to
locomote. For example, corals and sponges are fixed to one place (Figure 1.4). However, they can

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still move parts of their bodies.

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PL IO N
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SA C CA
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Figure 1.4 Corals do not move from place to place.
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ED L

Most plants are unable to locomote but their parts are always moving slowly. The flowers of plants
slowly open, and their shoots bend towards the light as they grow.
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Reproduction
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Organisms are mortal. They die of diseases, old age or in accidents, or are eaten by other
organisms. Thus, reproduction is necessary for any kind of organism to survive (Figure 1.5).
Reproduction is the process that makes more of the same kind of organism.
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Figure 1.5 Living organisms reproduce to ensure the continuity of their own kind.

Characteristics and Classification of Living Organisms 5

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 Chapter 1
Sensitivity
Animals and plants are sensitive to changes in their environment. They can detect and often
respond to these changes in ways that are beneficial to them.
Organisms are able to respond to changes in their external environment. The following are some
examples:
• Cockroaches forage in a dark room but will immediately hide when the light is turned on.

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• When we smell something unpleasant or touch something very hot, we will immediately move
away from it.
• When the sensitive plant Mimosa pudica (touch-me-not) is touched, its leaves automatically
fold up (Figure 1.6).

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PL IO N
M T VE
SA C CA Figure 1.6 Mimosa pudica responds to touch by folding its leaves.

Organisms are also able to respond to changes within themselves. When we perform vigorous
muscular exercises, heat is released in our body. Our nervous system detects such a change and
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causes us to sweat more. As water in the sweat evaporates, excess heat is removed, preventing our
A
body from overheating.
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Sensitivity is the ability of an organism to detect and respond to changes in the external or
internal environment.
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What are the differences between a living organism

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and non-living matter?

Some of the characteristics of living organisms can be found in certain non-living matter. For
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example, a motorcar can move and give off waste products when its fuel is burnt. It also has a
well-organised and complex structure. In fact, scientists often use machines as models to help
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them understand how living organisms work. However, machines cannot reproduce and they
cannot grow.
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All the characteristics of life must be considered when distinguishing between a living organism and
non-living matter.

Let’s Practise 1.1

LINK TWB 1 List the characteristics that differentiate a living organism from non-living matter.
2 Mind Map Construct your own mind map for the concepts that you have learnt in this
Exercise 1A section.

6 Characteristics and Classification of Living Organisms

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 Chapter 1

1.2 Classifying Living Organisms

In this section, you will learn the following:
• State that organisms can be classified based on the features they share.
• Explain that classification systems are useful in providing evolutionary relationships among

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organisms.
• Describe what a species is.
• Describe the binomial system of naming species.
• State the main features of the animal kingdom and the plant kingdom, and classify organisms into
the correct kingdom using the features.

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• State the main features of each of the five kingdoms, and classify organisms into the correct
kingdoms using the features.
• State the features of viruses.
•

PL IO N
State the main features of the major groups of vertebrates and arthropods, and classify animals into
the correct groups using the features.
• State the main features of ferns and flowering plants (monocotyledons and dicotyledons), and

M T VE
classify plants into the correct groups using the features.
• Construct and use dichotomous keys.

SA C CA
There are millions of kinds of living organisms on the Earth. In order to study them systematically,
biologists put living organisms into groups according to their similarities and differences.
Organisms are classified based on the features that they share. This is called classification. In 1753,
the Swedish naturalist, Carolus Linnaeus, devised a system of classification, which is still used today.

How is classification useful?

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A
WORD ALERT
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Classification systems are useful in providing information on evolutionary relationships among Evolutionary: the
organisms. Biologists use features that may throw some light on the origin of living organisms — gradual process of change
A

how they come to be on Earth and how they are related. For example, careful examination of the and development of a
U

skeletons of the fins of fish, the wings of birds and the limbs of mammals shows that their bones living organism from an
earlier form
SH

are arranged in a similar pattern. This suggests that the organisms descended from the same
ancestor. The reason why they differ from one another is that they have evolved with modified
structures to carry out different functions, such as swimming, flying and walking.

LINK
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The biological system of classification Comparing the DNA of

organisms is an example
A

The natural (biological) system of classification puts organisms into groups based on their of a classification system.
similarities and differences. This system is easy to refer to when identifying organisms. Find out more about this
M

in Chapter 4.

Characteristics and Classification of Living Organisms 7

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 Chapter 1
Figure 1.7 shows how organisms are classified using this system of classification.

Organisms are first divided into kingdoms, such as

the plant kingdom and the animal kingdom.

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Within each kingdom, organisms are further
classified into several phyla (singular: phylum).

A phylum is made up of several classes.

E N DI
Each class is made up of orders.

PL IO N
 entoo penguin,
G

M T VE
Each order is made up of families. Within each family, Pygoscelis papua
the organisms resemble one another fairly closely.
Adelie penguin, Pygoscelis adeliae

SA C CA
Each family consists of a varying number of genera
(singular: genus).

A genus has usually several species. A species is a

group of organisms that can breed with one another
L
A
to produce fertile offspring.
QUICK CHECK
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The biological system Figure 1.7 The biological system of classification

A

of classification is
In the biological system of classification, living
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hierarchical, starting from

the largest group. organisms are classified according to a graded scale
SH

True or false?
or hierarchy. As we go down the hierarchy, the
resemblance between organisms becomes much
closer. For instance, it is easy to distinguish one
family from another or separate different genera.
However, it may be more difficult to differentiate
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between species (Figure 1.8).

Figure 1.8 Two different species of penguins
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How do we name a species?

The common name used to refer to a species may vary in different parts of the world. This can
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cause confusion. Carolus Linnaeus used Latin to give two names to each species. This naming
system is called the binomial system of naming species. It is an internationally agreed system.
• The first name refers to the genus to which the organism belongs. It always starts with a capital
letter.
HELPFUL NOTES • The second name is the species name. It starts with a small letter.
• Both the genus and species names are either italicised or underlined.
We underline the For example, the domestic cat belongs to the genus Felis and the species domestica. Therefore, its
scientific name
scientific name is Felis domestica or Felis domestica (Table 1.1).
when it is not
possible to write in
Table 1.1 The binomial system of naming species
italics.
First name: Second name:
Genus Species
Felis domestica

8 Characteristics and Classification of Living Organisms

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 Chapter 1
What are the kingdoms of living organisms?
Biologists in general recognise five kingdoms of living organisms — Prokaryote, Protoctista, LINK
Fungi, Plantae and Animalia. Figure 1.9 shows the five kingdoms, their main features, and
some main groups of plants and animals. How are plant, animal
and bacterial cells
different? Find out in
Chapter 2.

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Prokaryotes, which include
Prokaryote

bacteria, are unicellular

organisms (made up of one cell).
Bacteria have a circular DNA

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and a cell wall made of murein.
They have no nucleus and no
membrane-bound structures.

PL IO N
Bacteria are examples of prokaryotes.

M T VE
Protoctists are mostly aquatic.
They are unicellular organisms,
Protoctista

but some, such as seaweeds, are

multicellular (made up of many
cells). They have cells with a

SA C CA nucleus and membrane-bound

structures. Some have a cell wall
and contain chlorophyll to make
food by photosynthesis. Paramecium, amoeba and sea lettuce are examples
of protoctists.
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Fungi can be unicellular or
A
multicellular. They have cells with
a nucleus and a cell wall made of
ED L
Kingdoms

Fungi

chitin. However, they do not have

chlorophyll. Some fungi feed on
A

decaying matter, while some are

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parasitic (live and feed on other

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living organisms).
Bracket fungi, mushrooms and mould are examples
of fungi.

Plants are multicellular Ferns

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organisms which have cells

Plantae

with a nucleus, a cell wall

made of cellulose and a large Monocotyledons
Classes
A

Flowering
central vacuole. They contain
plants
chlorophyll to make food by Dicotyledons
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photosynthesis.
Crustaceans
Myriapods
Classes

Arthropods
(Invertebrates) Arachnids
Animals are multicellular Insects
organisms which have
Animalia

cells with a nucleus but no

Fish
chlorophyll or cell wall. They
obtain energy and nutrients by Amphibians
Classes

feeding on other organisms. Vertebrates Reptiles

Birds
Mammals
Figure 1.9 Some main groups of living organisms

Characteristics and Classification of Living Organisms 9

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 Chapter 1
What are viruses?
In addition to the five kingdoms of living organisms, there are viruses — the smallest “organisms”
(Figure 1.10).

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E N DI
PL IO N
M T VE
Figure 1.10 Different kinds of viruses

A virus consists of genetic material enclosed by a protein coat, as shown in Figure 1.11. Viruses
are on the borderline of the living and non-living worlds. Viruses do not feed, respire, excrete and
SA C CA
grow. On their own, viruses do not reproduce. However, once they enter a living organism, they
can multiply rapidly.

protein coat
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A
ED LA
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genetic material
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Figure 1.11 Structure of the virus that causes measles

R

How do we classify plants?

A

The plant kingdom can be divided into several major groups, which include flowering plants
and ferns.
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Flowering plants
Many plants around us are flowering plants. Flowering plants have these main features:
• Have roots, stems and leaves
• Produce flowers and seeds
• Reproduce by seeds

10 Characteristics and Classification of Living Organisms

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 Chapter 1
Flowering plants can be further divided into two main groups or classes — monocotyledons and
dicotyledons (Table 1.2).

Table 1.2 Main features of monocotyledons and dicotyledons

Monocotyledons Dicotyledons
(Examples: Maize, grass, sugarcane) (Examples: Balsam, Hibiscus, Angsana)
They have one cotyledon in the seed. They have two cotyledons in the seed.

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young root

young
fruit shoot
seed young shoot

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cotyledon two
cotyledons
young root

PL IO N
M T VE
Figure 1.12 Maize fruit Figure 1.13 Bean seed with two cotyledons separated

They have parallel leaf veins and often have long, narrow They have net leaf veins and often have broad leaves.
leaves.

parallel veins SA C CA network

of veins
L
A
ED L

Figure 1.14 Leaf with parallel veins Figure 1.15 Leaf with net veins
A

They have fibrous roots. They have taproots.

U
SH
R
A

Figure 1.16 Fibrous root Figure 1.17 Taproot

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Ferns
Ferns are spore-producing plants (Figure 1.18) spores
with these main features:
• Have roots, stems and leaves
• Do not produce flowers or seeds
• Reproduce by spores

Figure 1.18 Spores are found in parallel rows on the

underside of the leaves (called fronds) of the bird’s nest fern.

Characteristics and Classification of Living Organisms 11

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 Chapter 1
How do we classify animals?
As we have seen in Figure 1.9, arthropods and vertebrates are two major groups of animals.

Arthropods
Arthropods are animals without a vertebral column (or a backbone). They are also called
invertebrates. The main features of arthropods include

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• segmented bodies;
• jointed limbs (legs);
• bodies covered with exoskeleton (outer skeleton made of chitin).

E N DI
Crustaceans, myriapods, arachnids and insects are four main groups or classes of arthropods
(Figure 1.19).

PL IO N
Arthropods

M T VE
SA C CA Crustaceans Myriapods Arachnids Insects
L
A
ED LA

Lobster Centipede Spider Butterfly

U
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Crab Millipede Scorpion Grasshopper

R
A

• They are mainly • They have many • They have a body • They have a body
aquatic and often legs, with one or two divided into two divided into three
have gills. pairs on each body parts — a fused head parts — a head,
M

• They have two segment. and thorax, and an a thorax and an

pairs of feelers (also • They have one pair abdomen. abdomen.
known as antennae). of antennae. • They have four pairs • They have three pairs
• Most have • They have simple eyes. of legs. of legs.
compound eyes. • Examples: Centipede, • They have no • They have one pair of
• Examples: Shrimp, millipede antennae. antennae and usually
lobster, crab • They have simple eyes. two pairs of wings.
• Examples: Spider, tick, • Most have compound
scorpion eyes.
• Examples: Butterfly,
moth, grasshopper

Figure 1.19 Main groups of arthropods

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 Chapter 1
Vertebrates
Vertebrates are animals with a vertebral column (or a backbone). Fish, amphibians, reptiles, birds
and mammals are five main groups or classes of vertebrates (Figure .). BIO WATCH

Scan this page to

take a short quiz on
Vertebrates characteristics and

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classification of living
organisms.

E N DI
Fish Amphibians Reptiles Birds Mammals

PL IO N
M T VE
Carp
SA C CA Frog Snake Eagle Cat
L
A
Yellow banded scad Toad Crocodile Penguin Dolphin
ED LA

• They are cold- • They are cold-blooded • They are cold-blooded. • They are warm- • They are warm-
U

blooded (body and live partly on land • They have dry skin blooded (body blooded.
temperature and partly in water. maintains a constant • They have hair on the
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covered with scales.

changes with the • They have moist skin temperature). body.
• Most are four-legged.
temperature of the without scales. • They have feathers.
• They lay eggs with • They have four limbs.
environment) and
• They are four-legged. leathery shells. • They have four limbs, • The young are born
aquatic.
• They lay eggs in water. and the forelimbs are alive and feed on
• They usually have • Examples: Crocodile,
modified to become milk produced by
• Examples: Frog, toad
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scales on the body. snake, lizard wings. mammary glands.

• They have gills • Their toothless jaws • They have sweat
and fins. have become beaks. glands, a diaphragm,
A

• Most lay eggs. • They lay eggs with and red blood cells
• Examples: Carp, hard shells. without a nucleus.
yellow banded scad • Examples: Pigeon, • Examples: Human, cat,
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(ikan kuning), shark eagle, penguin whale, dolphin

Figure 1.20 Main groups of vertebrates

Characteristics and Classification of Living Organisms 13

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 Chapter 1
How do we construct and use a dichotomous key to
identify organisms?
A dichotomous key is used to identify and classify organisms. A dichotomous key has a series of
paired statements called couplets. Each couplet consists of two contrasting statements. We work
through the series of paired statements by choosing the one that matches the organism in each

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step, until the organism is identified.
Table 1.3 shows a dichotomous key used to identify the vertebrates in Figure 1.21.

E N DI
PL IO N
M T VE
Pigeon Frog Leopard cat

SA C CA
L
A
ED LA
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Water monitor Tilapia Goat

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Figure 1.21 Some vertebrates

Table 1.3 Dichotomous key to identify some vertebrates

1 Scales present Go to 2
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Scales absent Go to 3
2 Fins present Tilapia
A

Fins absent Water monitor

3 Moist skin Frog
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Dry skin Go to 4
4 Feathers present Pigeon
Feathers absent Go to 5
5 Horns present Goat
Horns absent Leopard cat

14 Characteristics and Classification of Living Organisms

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 Chapter 1
The dichotomous key can also be presented in a chart, as shown in Figure 1.22.

Vertebrates

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Scales present Scales absent

E N DI
Fins present Fins absent Moist skin Dry skin

Tilapia Water monitor Frog

PL IO N
Feathers present Feathers absent

M T VE
Pigeon

Horns present Horns absent

SA C CA Figure 1.22 Dichotomous key presented in a chart Goat Leopard cat

A dichotomous key can be constructed based on the observable features of organisms. You can
follow these steps to construct a dichotomous key:
ENRICHMENT
L
1 List the features of the organisms.
A
ACTIVITY
2 Choose a main feature not shared by all the organisms to divide them into two groups. Choose organisms from
ED L

3 Choose another feature to further divide each group into two smaller groups. Continue to do different groups of
this until you have identified all the organisms. arthropods and construct
A

a dichotomous key to
U

identify the organisms.

Exchange your key with
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Let’s Practise 1.2 your classmates to check

if it works.
1 Table 1.4 shows the classification of the domestic cat.
Table 1.4
The organisms in Figure 1.23 belong to the same family as
Class Mammalia
R

the domestic cat. Classify each organism in a table as shown.

Order Carnivora
Family Felidae
A

Genus Felis
Species domestica
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Panthera tigris Panthera leo

Figure 1.23
2 The animal in Figure 1.24 is a wasp.
(a) Explain why the wasp is placed in the animal kingdom.
(b) The wasp is an arthropod. To which group of arthropods does the LINK
TWB
wasp belong? Give your reasons.
Figure 1.24
3 Mind Map Construct your own mind map for the concepts that you Exercises 1B–1D
have learnt in this section.

Characteristics and Classification of Living Organisms 15

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 Chapter 1

Let’s Map It

share
LIVING can be grouped
ORGANISMS based on their shared

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features using

E N DI
CHARACTERISTICS CLASSIFICATION
OF LIFE SYSTEMS

PL IO N
M T VE
such
as the

• Nutrition
SA C CA
• Made up of cells • Growth and

• Respiration •
development
Movement
• Reproduction
Biological system
of classification

• Excretion
• Sensitivity
in which
L
A
ED L

Living organisms are classified

where into a hierarchy of groups, from where a species is
there are the kingdom to the species. named using the
A
U
SH

Five kingdoms of living organisms Binomial system of naming species

• Prokaryote • Plantae • The first name is the genus name.
• Animalia • The second name is the
• Protoctista
species name.
• Fungi
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Main groups of
flowering plants
A

• Monocotyledons
• Dicotyledons
M

Some main groups within Some main groups

the animal kingdom within the plant kingdom
• Vertebrates • Flowering plants
• Arthropods • Ferns

Main groups of vertebrates Main groups of arthropods

• Fish • Birds • Crustaceans • Insects
• Amphibians • Mammals • Myriapods
• Reptiles • Arachnids

16 Characteristics and Classification of Living Organisms

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 Chapter 1

Let’s Review

Section A: Multiple-choice Questions

1 All living organisms are capable of _______. (a) State the kingdom to which both the organisms
belong. [1]

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A excretion and respiration
B locomotion and excretion (b) State the class to which each organism belongs.
Give your reasons. [6]
C photosynthesis and reproduction
D respiration and locomotion 3 Figure . shows some animals.

E N DI
2 Human beings are classified as Homo sapiens.
Which group does each name refer to?
Homo sapiens

PL IO N
A Family Genus
B Genus Species
C Order Species

M T VE
D Species Genus

3 Which of these describes the main difference Orangutan Sparrow

between plants and animals?
A Animals can grow throughout their life but plants
cannot. SA C CA
B Animal cells have a large central vacuole but plant cells
have many small vacuoles.
C Plants have cells with a nucleus but animals have cells
without a nucleus. Lizard Fish
D Plants make their own food but animals feed on other
L
A
organisms to obtain nutrients.
ED L

Section B: Short-answer and Structured

Questions
A

1 Study the list.

U

Whale
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Feeding Locomotion Growth

Photosynthesis Reproduction Respiration Figure 1.27

(a) Which of the characteristics are common to both plants (a) Construct a dichotomous key to classify the animals.
and animals? [3] []
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(b) Which of the characteristics are common to animals (b) Which two animals are more closely related to each
only? [2] other than to the rest? [2]
A

2 Study the features of the organisms in Figures .

and ..
M

Figure 1.25 Organism X Figure 1.26 Organism Y

Characteristics and Classification of Living Organisms 17

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 Cambridge IGCSETM
For over 60 years Marshall Cavendish Education has been

SH
empowering educators and students in over 80 countries with
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Cambridge
We nurture world-ready global citizens by equipping students

E N DI
with crucial 21st century skills through our resources for schools
and education centres worldwide, including Cambridge schools,

IGCSE
PL IO N
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TM

Biology
M T VE
The Marshall Cavendish Education Cambridge IGCSETM Biology series is designed
for students preparing for the 0610/0970 syllabuses. The series translates

Biology
insights from educational psychology classic “How People Learn” into highly

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SA C CA
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This resource is endorsed by

Cambridge Assessment International Education • Student’s Book
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