CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Workbook answers
Chapter 1
Exercise 1.1 3 Points that learners may make include:
Birds are living things because they are able
1 Term Description
to carry out all seven characteristics: they can
making more of move of their own accord; they can reproduce;
nutrition the same kind of they respire; they are sensitive to changes in
organism their environment; they grow; they excrete;
removing waste they take in nutrients.
respiration products of Aeroplanes are able to move, and they also
metabolism take in ‘nutrients’, in the form of fuel. They
a permanent combine oxygen with fuel to provide energy
growth increase in size and for their movement, which is similar to
dry mass respiration, and this reaction produces waste
taking in materials products removed in the exhaust, which is
excretion for energy, growth similar to excretion. They have sensors that
and development can detect and respond to changes in their
environment – for example, they may have
chemical reactions
lights that come on automatically when light
that release energy
reproduction intensity in their surroundings falls below a
from nutrient
particular level. However, aeroplanes do not
molecules
grow, and they are not able to reproduce.
Because aeroplanes are not able to carry out
all seven characteristics, they are not alive.

2 Growth – the plant makes new

Excretion – the plant makes oxygen
cells so it increases in size.
as a waste product of phosynthesis,
and loses it from its leaves.

Reproduction – gametes Sensitivity – the plant senses the

are made in the flower, which direction from which light comes, and
fuse together to produce a the stem and leaves grow towards it.
zygote; this is sexual
reproduction. (Note: If
students have not previously
studied reproduction, accept
an answer that refers simply to
reproduction as making more
of the same species.)

1 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK
Chapter 1 continued
Exercise 1.2
4 An organism is a living thing. A species is a
group of living organisms that can reproduce
with each other to produce fertile offspring.
Each species of organism has a two-word
name. This system of naming is called the
binomial system. The first of the two words
in the name tells us the genus that the species
belongs to.
5 a They both belong to the same genus,
Panthera.
b They have different binomials, Panthera
tigris and Panthera leo. They cannot
interbreed to produce fertile offspring.
6 The two-word name provides information
about the genus and species that the organism
belongs to, so scientists can tell whether two
species are related or not. The name is used by
scientists all over the world, no matter what
language they speak, so all scientists can be
sure they are referring to the same species.
Exercise 1.3
7 Note that students cannot write in italic, so
should underline the binomials instead.
A (given) 1b, 2a, 3a – Crocodylus niloticus
B 1a – Geochelone elephantopus
C 1b, 2b – Ophiophagus hannah
D 1b, 2a, 3b – Chamaeleo gracilis
Exercise 1.4 and Exercise 1.5
8 and 9 Look for these features in the keys:
• It is made up of pairs of contrasting
statements.
• The statements are stand-alone and
can be selected by looking at only the
organism being identified; they do
not require comparison with another
organism.
• The key has no more than four pairs of
statements.
• The key works.
2 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021
Exercise 1.6
10 Learners may suggest these points:
• It is larger.
• Label lines are straight.
• Label lines always touch the part they
are labelling.
• There is no shading.
• The lines are continuous, not broken
which means they are clearer.
11 a Look for the features listed above,
for question 10.
b It has cells that do not have cell walls.
It has cells that do not have chloroplasts.
Some learners may also mention that it
has cells that do not have large vacuoles
containing cell sap. It is able to move its
body from place to place.
12 a Look for the features listed above,
for question 10 (but note that no labels
are required here).
b Fungi have cells with cell walls not made
of cellulose. They do not have chlorophyll,
and do not feed by photosynthesis.
They are made of hyphae. They feed
by digesting waste organic material and
absorbing it.
Exercise 1.7
13 A – amphibian; B – mammal; C – bird;
D – fish; E – mammal
14 Any two features of mammals, such as: they
have mammary glands; the young develop in
a uterus, attached by a placenta; they have
different types of teeth; they have a pinna;
they have sweat glands; they have
a diaphragm.
15 Reptile
 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 1 continued
Exercise 1.8
16 They have several pairs of jointed legs; they
have an exoskeleton.
17
Group Number Number Other
of pairs of pairs of distinguishing
of legs antennae features, if any
arachnids 4 0 body
divided into
cephalothorax
and abdomen
insects 3 1 body divided
into head,
thorax and
abdomen;
usually have
wings, breathe
through tubes
called tracheae
myriapods many 1 body made up
(more of many similar
than 4) segments
crustaceans more 2
than 4

Exercise 1.9
18 They have cells with walls made of cellulose;
their cells contain chlorophyll; they feed
by photosynthesis.
19 Ferns do not produce flowers. They reproduce
by producing spores on the underside of
their fronds.
20 For example:
Monocotyledons Dicotyledons
seeds have one seeds have two
cotyledon cotyledons
roots grow directly usually have a main
from the stem root that branches
leaves have parallel leaves have a
veins network of veins
flower parts in flower parts in
multiples of three multiples of four or
five
vascular bundles vascular bundles in
in stem arranged stem arranged in a
randomly ring

3 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 2
Exercise 2.1 Exercise 2.2
1 cell membrane 6
size of image
nucleus magnification =
size of actual object
7
cytoplasm 120
magnification = = ×2
60
mitochondrion
8 a 93 mm
2 b
chloroplast cell wall 93
magnification =
cell membrane 32
vacuole
containing = 2.9 to 1 d.p.
cytoplasm
cell sap 9 a 45 mm
mitochondrion (allow any value between 42 and 47 mm)
membrane
around b
vacuole nucleus 45
magnification =
105
= ×0.43
(allow correctly
3 Cell membrane: it is partially permeable, and calculated answers from
controls what enters and leaves the cell. the value given in a)
Mitochondrion: where aerobic respiration to 2 d.p.
happens, which releases energy from glucose. 10
Chloroplast: contains the green pigment
size of image
chlorophyll, which absorbs energy size of actual object =
from sunlight, used for making food by magnification
photosynthesis. = 25 ÷ 12 = 2 mm
(to the nearest whole number)
4 Cell wall: supports the cell, helps to stop the
cell bursting when it absorbs water. 11 a Root hair cell; it absorbs water and
mineral ions from the soil.
Ribosome: where amino acids are combined
together to make proteins, using instructions b length of cell in the diagram = 65 mm
on the DNA. = 65 × 1000 µm
Circular DNA: provides instructions for 65 000 µm
making proteins. So magnification =
100 µm
5 Mitochondria are the parts of the cell where
= ×650
aerobic respiration happens, which is how
(allow correct
energy is released from glucose. If more
calculations
energy is needed in a cell, there will be more
from a different
mitochondria. Ribosomes are where proteins
measurement of the
are made. If more protein is needed in a cell,
length of the cell)
there will be more ribosomes.

4 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 3
Exercise 3.1 Exercise 3.2
1 A = 3; B = 5; C = 10; D = 20 7 Percentage Mass / g
2 Yes. As temperature increased, the distance concentration Before After Change
the red colour diffused through the jelly of solution soaking soaking
increased. As the dishes were all left for the
A 0.0 5.2 5.5 +0.3
same period of time, this must mean the
colour was moving faster in the warmer B 0.1 5.1 5.2 +0.1
dishes. A doubling of the temperature caused
C 0.2 4.9 4.9 0.0
the distance diffused by the colour to
roughly double. D 0.5 5.0 5.3 +0.3
3 The four most important variables to be E 0.8 5.1 5.0 –0.1
controlled are: concentration of the solution
of red pigment; size of hole in the jelly; depth F 1.0 5.2 5.0 –0.2
of jelly in the dish; volume of solution placed
in the hole. 8 The change for solution D should be ringed.
4 This allows the learner to spot an anomalous (The mass of the potato piece soaking in 0.5%
result. A mean can be calculated. It improves solution (D) has increased, but it would be
the trust you can have in your results. expected to decrease. This does not follow
the pattern of the other results and so
5 The higher the temperature, the more kinetic is anomalous.)
energy the dye particles have. This means that
they move faster, so diffusion happens 9
0.4
more quickly.
0.3
6 a and b Possible answers include:
• Moving the dishes from one place to 0.2

another, after the dye had been put into Mean change
0.1

the holes, makes it likely that some dye in mass / g

0.0
would overflow onto the surface of the
jelly. It would be better to place the dishes −0.1

in their final places, and then add the dye −0.2

to the holes.
−0.3
• The dye samples placed into the holes will 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7
Percentage concentration of solution
0.8 0.9 1.0

all be the same temperature to start with,

and will take different amounts of time to
reach the four different temperatures in
the experiment. It would be better to leave
some dye at each temperature for a while,
and then add the dye to the holes.
10 The 0% and 0.1% solutions had a lower
concentration (higher water potential) than
inside the potato cells, so water moved in by
osmosis and made the cells increase in mass.
The 0.2% solution had the same concentration
(water potential) as the potato cells, so there
was no net movement of water into or out of
the cells (the same amount went in as came
out) so there was no change in mass. The 0.8%
and 1.0% solutions had higher concentrations
(lower water potential) than that of the potato
cells, so water moved out of the cells by
osmosis and their mass therefore decreased.

5 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 3 continued
11 The most useful improvement would be to 15 a Ion A
have several pieces of potato in each solution, b Diffusion
and calculate a mean change in mass.
16 B, because the concentration inside the root
12 Yes, this would have been better because the cell is greater than outside, so it must have
original masses of the potato pieces were been moved in against its concentration
not identical. Calculating percentage change gradient.
would give a fairer comparison between the
17 The roots would not be able to respire
pieces – it would avoid discrepancies caused by
aerobically, so they would not be able to
this uncontrolled variable.
release energy to use in active transport. This
13 He could look at the graph, and determine would have no effect on the concentration
the concentration of solution where there of A, as these ions are moving passively by
would be no change in mass (i.e. the value diffusion. Active transport of B and C would
on the x-axis where the line intercepts the 0 stop, so they would now move by diffusion
on the y-axis). (It would be helpful to repeat alone and their concentrations in the soil and
the experiment using more concentrations cells would become equal. For ion B, this
between 0.1% and 0.5%, to narrow down would mean that the concentration inside the
this value.) cells would decrease and for ion C, it
would increase.
Exercise 3.3
14 Term Description
movement of
particles through
a cell membrane,
diffusion
against a
concentration
gradient
a difference in
concentration
concentration
gradient
between two places
the diffusion of
water through a
osmosis
partially permeable
membrane
the net movement
active of particles down
transport a concentration
gradient

6 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 4
Exercise 4.1 4 a Ribosomes
b Amino acids
1 Look for a single table, with ruled and fully
headed rows and columns. c Each protein is made from a particular
sequence of amino acids. A different
For example:
sequence would make a different protein,
Food Result of Result of Conclusion which would have a different function (or
test with test with no function at all).
iodine Benedict’s 5 Answers will depend on the learner’s choice
A remained changed contains of protein, and the information that they find.
brown from blue reducing Look for answers that appear to be written in
to orange- sugar but the learner’s own words, rather than copied
red not starch from the internet or other source.
B changed remained contains
from blue starch
Exercise 4.3
brown to but not 6 The variable to be changed is the type of milk
black reducing – cow’s milk and goat’s milk.
sugar
The most important variables to be controlled
There are several other ways in which the table are: the volume of milk, the age of the milk,
could be organised. For example, learners the temperature of the milk, the volume and
could decide to have two separate columns for concentration of biuret reagent added to it
the conclusions, one for the starch test and and the time left before the intensity of the
one for the reducing sugar test. colour is assessed.
2 The variable to be measured is the intensity of
Example of the colour produced after the biuret test has
Function in organisms
carbohydrate been carried out on the milk. This could be
provides energy; the form measured by comparing the colours visually.
in which carbohydrates are The apparatus that students choose will
glucose
transported in mammalian depend on their choice of method, but should
blood include a way of measuring volume (e.g. a
the form in which plants store
measuring cylinder or syringe), a timer and
starch a thermometer.
energy
If the hypothesis is correct, the purple colour
makes up the cell walls of
cellulose formed in the cow’s milk will be more intense
plants
than the colour in the goat’s milk.
used to store energy in Check that the results table has been drawn
glycogen
animal cells with ruled lines, the independent variable
placed in the first column and the dependent
Exercise 4.2 variable placed in the remaining columns
(with a column for a mean if repeats have been
3 Cut up the substance into very small pieces included) and that, if appropriate, there are
and mix with water. Add biuret solution. units in the headings.
(Note: no heating is required.) If the mixture
remains blue, there is no protein. A purple
colour indicates the presence of protein.

7 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 4 continued
Exercise 4.4
7 In an animal or plant cell, DNA is found
in the nucleus. It forms long thread-like
structures called chromosomes.
In bacterial cells, there is no nucleus. Instead,
the DNA is free in the cytoplasm. It is in
the form of a circle. These cells also contain
smaller circles of DNA, called plasmids.
8 a Bases
b Upper strand: A, G; lower strand: C.
9 A DNA molecule is made of two strands,
coiled around each other to form a
double helix.
Cross-links between the bases hold the two
strands together.
The sequence of bases in a DNA molecule
determines the sequence of amino acids that
are used to make protein molecules.

8 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 5
Exercise 5.1 9 Tube 1 2 3 4 5
1
Temp / °C 20 20 0 40 100

enzyme Milk added? no yes yes yes yes

substrate pH at:
0 min 7.0 7.0 7.0 7.0 7.0

active site 2 min 7.0 6.8 7.0 6.7 7.0

of enzyme
4 min 7.0 6.7 7.0 6.5 7.0

6 min 7.0 6.6 7.0 6.3 7.0

8 min 7.0 6.6 6.9 6.2 7.0

2 10 min 7.0 6.5 6.9 6.2 7.0

10 There was no milk, so no fat, so no fatty acids

3 The active site of the enzyme is complementary
in shape to the substrate. Only a molecule
with the shape of the substrate can form an
enzyme–substrate complex with the enzyme.
Exercise 5.2
4,5 Look for questions that are very clear,
biologically correct and that have
unambiguous answers.
Exercise 5.3
6 lipids (fats and oils)
7 Fatty acids and glycerol
8 Fatty acids are produced, which are acids and
therefore lower the pH.
were made.
11 The high temperature denatured the lipase
molecules, so there was no digestion of fats
and no fatty acids were made.
12 These tubes differed only in their temperature.
Lipase acts more rapidly at 20 °C than at 0 °C.
Students studying the supplement should also
refer to the lipase molecules moving around
faster and therefore collisions between enzyme
and substrate molecules happening more
frequently and with more energy. This means the
rate of reaction is faster at 20 °C than at 0 °C.
13 40 °C is the temperature at which the enzyme
worked fastest in this experiment, but the
optimum could be somewhere either side of
this – either a bit below or anywhere between
40 °C and 100 °C.
14 To find a more reliable value of the optimum
temperature, the experiment could be
repeated, to obtain another set of results,
to see if these matched the first ones.
Alternatively (or as well), three tubes could
be set up for each temperature, and a mean
calculated. To find a more precise value of
the optimum temperature, more temperatures
need to be tested on either side of 40 °C – for
example 35 °C, 45 °C, 50 °C. Once these results
have been found, the temperature range can
be narrowed down even more to keep getting
closer to the
optimum temperature.

9 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 5 continued
Exercise 5.4 g Look for columns or rows for the pH and
the time taken for the brown colour to
15 a pH disappear. In this case, the values written
b From pH 2 to pH 10 (a different range in the table would be time in minutes.
would be acceptable). Students may also like to show the colour
c Using buffer solutions. Tubes could be set each time a sample was tested, in which
up using buffers for pH 2, 4, and so on. case the results table should also have
columns or rows with headings for the
d The volume and concentration of starch
time intervals. The results written in the
solution used should be kept constant.
table would be colours.
Do this by making up one lot of starch
solution, keeping it well mixed, and h The graph should have an x-axis labelled
measuring volumes using a syringe or ‘pH’, and a y-axis labelled ‘Time taken for
other calibrated instrument. The volume starch to disappear / minutes’. The line
and concentration of amylase solution should begin high at the lowest pHs, drop
should also be kept constant – do this as down to pH 7.5 and then rise again.
for the starch solution. The temperatures
of all solutions need to be kept constant –
use water baths.
e The time taken for the starch to disappear
should be measured. Take samples from
the mixtures of amylase and starch
at timed intervals (for example, every
minute); place them on a tile and add
iodine solution. Record the colour. The
time at which the sample does not go
black with iodine solution is the time
to record.
f Measure equal volumes of starch solution
into six tubes. Add equal volumes of
different buffer solutions, for pH 2, 4, 6,
8 and 10 to each tube. Stand the tubes in
a water bath at a known temperature (for
example, 30 °C). Measure equal volumes
of amylase solution and add them to the
starch mixtures. Use a clean glass rod to
take samples from each tube (a different
glass rod for each, wiped clean between
samples) and place them on a tile. Add
iodine solution and record the colour
obtained.

10 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK
Chapter 6
Exercise 6.1
1 carbon dioxide + water ➞ glucose + oxygen
Students may also include reference to
sunlight and chlorophyll.
2 Light energy from sunlight, which passes
through transparent epidermis cells to reach
the chlorophyll in the chloroplasts.
Carbon dioxide from the air, by diffusion
through a stoma and then the air spaces in the
spongy mesophyll.
Water from the soil, by osmosis into the root
hair cells, then up through the stem in the
xylem vessels, then by osmosis out of the
xylem and into the palisade cell.
Oxygen by diffusion into the air spaces then
out of a stoma into the air.
Carbohydrates stored as starch, or changed to
sucrose and transported away in the phloem;
made into cellulose for cells walls; made into
nectar to attract pollinators; made into amino
acids for growth; made into chlorophyll.
3 The sequence of labels runs from upper
epidermis at the top, then palisade mesophyll,
then spongy mesophyll, and finally lower
epidermis at the bottom of the diagram.
4 Green spots should be put inside all palisade
mesophyll cells, spongy mesophyll cells and
guard cells.
5 their graph.)
Part of leaf Sun leaf Shade leaf
cuticle relatively thick relatively thin
palisade two layers one layer
mesophyll
spongy more loosely quite tightly
mesophyll packed; larger packed; small
cells and more cells and small
air spaces air spaces
6 The cuticle helps to prevent water loss from
the leaf. The sun leaf will be hotter, so would
tend to lose more water by evaporation, so the
thicker cuticle helps to prevent this. The shade
leaf has a thin cuticle so more of the limited
amount of sunlight can get through it and
reach the palisade cells.
11 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021
7 The sun leaf is exposed to much more
sunlight, so having more palisade cells
enables it to make more use of this light
and photosynthesise more. There can be
two layers of cells because at least some
sunlight will penetrate through the top layer
and reach those underneath. The shade leaf
has much less light, so only very little would
pass through the top layer of cells to reach a
second layer, so there is no point in having a
second layer of palisade cells.
Exercise 6.2
8 and 10 Look for: ‘Percentage concentration
of carbon dioxide’ on the x-axis, and ‘Rate of
photosynthesis / arbitrary units’ on the y-axis;
suitable scales; points plotted accurately, as
crosses or encircled dots; best-fit lines drawn
(though you could allow points joined with
ruled lines); the two lines labelled ‘low light
intensity’ and ‘high light intensity’.
9 Carbon dioxide is one of the raw materials for
photosynthesis.
10 See 8 above.
11 0.04%
12 53 Arbitrary units
13 0.12% (Note that if learners have drawn a
best-fit line, their line may flatten a little before
or after this value; if so, take the reading from
14 Light intensity
15 Carbon dioxide is often a limiting factor for
photosynthesis, so adding more will make
photosynthesis take place faster. This enables
the plant to make more carbohydrates and
grow faster, therefore producing higher yields.
16 Around 0.08 to 0.10%. Above this, the
increase in rate of photosynthesis is quite
small (the graph is flattening off) so the extra
yield is likely to be small.
 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 7
Exercise 7.1 lipase an enzyme that breaks down its
substrate to fatty acids
1 Egg, scrambled and glycerol
2 Fat and carbohydrate (also protein to some stomach an organ that secretes a juice
extent) containing hydrochloric acid
3 Calcium and iron digestion the breakdown of food into small
4 12.5 times as much molecules so that they can move
5 The carbohydrates come from plants. from the intestine into the blood
6 It contains the most fat. Fat contains more
energy per gram than other nutrients.
7 Spinach, because it contains the most iron.
Anaemia results from a lack of haemoglobin,
and therefore a lack of red blood cells.
Iron is needed to make haemoglobin.
8 Spinach. Add up the total mass of the
contents listed in the table; what is left over
from 100 g is water.
Apple: 0.2 + 9.0 = 9.2 g
100 − 9.2 = 89.8 g of water
Chicken: 25 + 5 = 30 g
100 − 30 = 70 g of water
Egg: 10 + 23 = 23 g
100 − 23 = 77 g of water
Rice: 2 + 0.3 + 30 = 32.3 g
100 − 32.3 = 67.7 g of water
Spinach: 5 + 0.5 + 1.5 = 7 g
100 − 7 = 93 g of water
(Calcium, Iron, Vitamin C and Vitamin D
values are negligible)

Exercise 7.2
9 Terms Descriptions
pancreas an organ that produces enzymes
that digest starch, protein and fat
absorption the movement of nutrient
molecules and ions through the
wall of the intestine into
the blood
enamel the outer, very hard layer of
a tooth
duodenum the part of the alimentary canal
into which bile and pancreatic
juice flow
amylase an enzyme that digests starch to
reducing sugar

12 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 7 continued
Exercise 7.3
10

amylase acts on starch

physical digestion increases

the surface area of food
amylase is secreted
secretes a liquid with a low pH
which kills bacteria

protease is secreted
the gall bladder

amylase acts on starch

lipase breaks down fats

absorption happens

Exercise 7.4 15 Its molecules are already small enough to be

11 The concentration rises and then falls. It
rises to a maximum of 142 a.u. at 12 hours.
The most rapid rise is between 0 hours and
6 hours. It falls quite steadily from 12 hours to
48 hours, from 142 a.u. to 60 a.u, a change of
82 a.u. It then falls more slowly from 48 hours
to 72 hours.
12 142 – 60 = 82
82
× 100 = 58%
142
13 Ileum
14 It has villi, which increase the surface area
so that absorption can happen more quickly.
The villi have microvilli, which further
increase surface area. The villi contain blood
capillaries and lacteals, into which absorbed
nutrients can pass. Some students may also
mention that the epithelium is only one cell
thick, minimising the distance that nutrients
have to travel.
absorbed.
16 a Bile emulsifies fats, breaking large drops
into small droplets. This ensures that more
vitamin D is exposed on the surface of a
small droplet, so that it can more easily
move out of the droplets and be absorbed.
b Lacteals, as this is where fats are
absorbed.
17 The skin can make vitamin D when sunlight
falls onto it. This would confuse the results, as
the researchers would not know whether the
vitamin D in the volunteer’s blood came from
what he had absorbed or what he had made in
his skin.

13 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 8
Exercise 8.1
1 Xylem is a tissue that transports water and mineral ions from the roots of a plant to its leaves.
Phloem transports amino acids and sucrose from the leaves to other parts of the plant.
2
cortex xylem phloem

3 Diameter in diagram = 10 mm (allow any measurement between 10 and 12)

Therefore, real diameter = 10 ÷ 200 = 0.05 mm
4 They are hollow and empty so water containing dissolved mineral ions can easily flow through them.
They have no end walls, so they can fit end to end to form continuous tubes. Their walls contain lignin,
which is very strong, to provide support.

Exercise 8.2
5 The results table could look like this:
Condition still air moving air

Time / min 0 2 4 6 8 10 12 14 16 18 20

Distance / cm 0 2.8 6.1 10.0 12.9 16.2 21.8 27.9 31.1 39.5 44.9
6 Look for:
• ‘time’ on the x-axis and ‘distance’ on the y-axis, both with units and sensible scales
• points plotted accurately either as crosses or encircled dots
• ruled straight best-fit lines drawn, with change in gradient sharp and clear at time 10 mins.
7 a Still air: meniscus moved 16.2 − 0 = 16.2 cm in 10 minutes. So, mean rate was 1.62 cm
per minute.
b Moving air: meniscus moved 44.9 − 16.2 = 28.7 cm in 10 minutes. So, mean rate was 2.87 cm per
minute.
8 Yes. The mean rate per minute of movement of the meniscus is much higher in moving air than still air.
This means that the shoot was taking up water faster in the moving air. The rate at which it takes up
water is determined by the rate at which transpiration is taking place within the leaves.
9 It is likely that the temperature was not controlled – it could have been warmer or colder in the moving
air than in the still air. It is possible that light intensity was not controlled. The student was actually
measuring the rate at which water was taken up, rather than the rate at which it was lost – but we can
assume that they are very similar to each other, if not identical.

14 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 8 continued
Exercise 8.3
10 Sucrose
11 Starch
12 There is plenty of light in summer, but not
enough in winter. It is warmer in summer than
in winter. Liquid water may be in short supply
in winter if the ground is frozen.
13 Leaves will be sources in spring and summer.
They photosynthesise, producing sugars that
can be converted to sucrose and transported
to other parts of the plant.
14 Leaves will be sinks in winter. They cannot
photosynthesise, so they need to obtain sugars
from other parts of the plant, such as
storage organs.
15 The concentration of starch in the leaves
increases slightly, by 0.6% of their dry mass,
between spring and summer, reaching a peak
of 15.6% of dry mass. It then falls to only
4.9% of dry mass in the autumn.
16 The concentration of starch in the roots
increases from 2.6% to 3.1% of dry mass
between spring and summer, and then
continues to increase to reach 4.1% of dry
mass by autumn.
17 In spring and summer, leaves make more
glucose than they need by photosynthesis,
and store some of this as starch. In autumn,
they are photosynthesising much less and may
be using up their starch stores. Also, some of
the sugars will have been transported to other
parts of the plant – such as the roots – for
storage. This can explain the increase in starch
content of the roots in the autumn.
18 Removing the buds had no effect on the
amount of starch in the leaves. This is because
removing the buds did not affect the rate
at which the leaves could photosynthesise.
Removing the leaves reduced the amount of
starch in the buds, from 7.1% to 6.5% of dry
mass. This could be because there was less
sugar being made now that the leaves had
been removed, so there was less sucrose to
transport to the buds to turn into starch.

15 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 9
Exercise 9.1 Exercise 9.2
1 The circulatory system is a system of blood 6 Structure Letter Function
vessels in which blood is transported. The
aorta H transports oxygenated
heart acts as a pump to move the blood. There
blood to body cells
are valves in the circulatory system, which
ensure a one-way flow of blood. right D pumps deoxygenated
ventricle blood into the
2 Blue shading on the left of the diagram, and pulmonary artery
red shading on the right.
left atrium B receives oxygenated
3 blood from the
pulmonary vein
left C pumps oxygenated
ventricle blood into the aorta
right atrium E receives deoxygenated
blood from the vena
cava
pulmonary G transports
artery deoxygenated blood to
the lungs
pulmonary A transports oxygenated
vein blood from the lungs
vena cava F transports
deoxygenated blood
4 Fish (accept any named fish) from the body cells
5 In a double circulatory system, blood
is returned to heart after it has become Exercise 9.3
oxygenated. The heart then pumps it at high
pressure to the rest of the body. In a single 7 She has a 13% (13 in 100) or greater chance of
circulatory system, the blood moves directly having a heart attack in the next five years.
from the oxygenating organ (gills, lungs) to the 8 She should stop smoking. This will reduce the
rest of the body, at a relatively low pressure. risk from 13% to 7% (or greater). She cannot
A double system is therefore able to supply do anything about her diabetes. If she carries
oxygen more quickly to respiring body cells, on smoking as she gets older, the risk of heart
which allows metabolic rate to be higher. attack will rise to 22% when she reaches her
60s. If she stops smoking, it will only be 12%.
9 Health records have been kept for large
numbers of women over long periods of time.
The records have been grouped into women
of a particular age, and into smokers and
non-smokers, people with diabetes and people
without. The percentage of people in each group
having heart attacks has been worked out.

16 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 9 continued
Exercise 9.4 Exercise 9.6
10 O in the left atrium. 16 Use the peer assessment checklist to mark this
11 OF in the right atrium. exercise.
12 It allows oxygenated blood to flow directly The answer was written in full sentences.
from the right atrium to the left atrium. This
The answer was written in a sensible
oxygenated blood then leaves the heart in the
sequence, so that it was easy to follow.
aorta, to deliver oxygen to respiring tissues all
over the fetus’s body. The answer referred to the thickness of
the walls of arteries and veins.
13 This prevents oxygenated blood in the left
The answer correctly explained why
atrium mixing with deoxygenated blood in the
arteries and veins have walls with
right atrium. If they mixed, then there would different thicknesses.
be less oxygen in the blood in the aorta, so
body tissues would not get as much oxygen The answer referred to the quantity of
elastic tissue in the walls of arteries and
delivered to them and would not be able to
veins.
respire as fast. The tissues might run short
of energy. The answer correctly explained why
arteries and veins have walls with
different amounts of elastic tissue.
Exercise 9.5
The answer referred to valves in veins,
14 Feature Arteries Veins Capillaries and explained why veins need valves and
arteries do not.
contain valves ✗ ✓ ✗
wall is one cell
✗ ✗ ✓
thick Exercise 9.7
carry blood at 17 Look for some or all of the following ideas:
✓ ✗ ✗
high pressure
• the correct data being described – that is,
have a wide the lighter grey bars
✗ ✓ ✗
lumen
• reference to the overall trend – that is,
Component Function pulse rate increases at high altitude
15
• reference to the fall during the period at
red blood cell transport nutrients high altitude
• reference to the initial fall and then rise
plasma destroy pathogens when returning to low altitude
• some comparison of time scales – for
white blood
clotting example, the slow fall in pulse rate over
cell
the almost two years at high altitude,
platelet transport oxygen compared with the very rapid fall in just
two weeks at low altitude
• reference to the slightly lower pulse rate
at low altitude after having been at high
altitude, compared with before travelling
to high altitude
• at least two sets of figures quoted, stating
both time and the value for pulse rate,
including units.

17 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 9 continued
18 Look for some or all of the following ideas:
• the correct data being described – that is,
the dark grey bars
• reference to the overall trend – that is, red
blood cell concentration increases at high
altitude but falls with time, then decreases
again when back at low altitude
• reference to the slightly lower
concentration six weeks after having
returned to low altitude, compared with
before travelling to high altitude
• at least two sets of figures quoted, stating
both time and the value for red blood cell
concentration, including units.
19 Oxygen transport.
20 There is less oxygen available in the air at high
altitude, so less diffuses into the blood. The
person adapted to this by producing more red
blood cells, to help to increase the amount of
oxygen that could be absorbed into the blood
and transported to body cells for respiration.
21 A person who has trained at high altitude
will have a faster pulse rate and more red
blood cells. This will increase the rate at which
oxygen can be supplied to muscles, making it
possible for them to work faster because they
can respire faster.

18 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK
Chapter 10
Exercise 10.1
1 Viruses
2 Yes; it is caused by a pathogen and can be
passed from one person to another.
3 a The acid kills pathogens in food that
we eat.
b Phagocytosis: some white blood cells
engulf pathogens and digest them.
Producing antibodies: some white blood
cells secrete antibodies, which stick to
pathogens and help to destroy them.
Exercise 10.2
4 A microorganism that causes disease.
5 Look for these criteria on the bar chart:
• pathogen on the x-axis, and percentage of
cases on the y-axis
• suitable scale on the y-axis, fully labelled
• bars plotted accurately.
You could use the Self-assessment table to
assess the bar chart.
6 Perhaps there were other pathogens causing
food poisoning; perhaps not all cases of food
poisoning were able to be identified as being
caused by a particular pathogen.
7 Most people would not bother to go to a
doctor when they have food poisoning, so
there will be many unrecorded cases.
8 For example: keep food cool (in a fridge);
wash fresh foods, such as fruits and vegetables,
in clean water before eating; wash hands and
cooking implements carefully before allowing
them to come into contact with food; cook
food thoroughly and either eat while hot, or
cool rapidly; keep raw meat and other food
that may carry pathogens away from food that
is to be eaten cold.
19 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021
Exercise 10.3
9 The mass of solid waste that was recycled
increased from 15 000 000 tonnes (1.5 × 107)
to 23 000 000 tonnes, an increase of 8 000 000
tonnes.
The mass of solid waste that was deposited as
landfill also increased, from 17 000 000 tonnes
to 21 000 000 tonnes, an increase of 4 000 000
tonnes.
The total increase in all solid waste was
therefore 12 000 000 tonnes.
The increase in recycled waste was twice the
increase of landfill waste. This means that in
2006–2007, unlike 2002–2003, the mass of
waste that was recycled was greater than the
amount of waste deposited as landfill.
10 Answers could include some of these ideas.
Note, however, that learners are not likely to
have studied recycling yet.
• Landfill sites can cause pollution, if they
are not well constructed and maintained.
For example, run-off from them can carry
pollutants (such as heavy metals or other
named substances) into nearby waterways,
where they can harm aquatic animals or
humans coming into contact with
the water.
• Uncovered landfill sites can be a magnet
for houseflies, rats and other pests, which
can then carry pathogens to human
habitations.
• Landfill sites take up space that could be
habitats for plants and animals.
• Non-biodegradable plastics on landfill
sites can harm animals that may eat them
or get trapped in them.
• Recycling means that less landfill has to
be used.
• Recycling reduces the need to mine
resources such as metals, fossil fuels (used
for making plastics) and sand (used for
making glass), and so reduces the damage
to habitats and the pollution that can be
caused by these activities.
 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 10 continued
11 a Total waste in 2002–2003: 15 000 000 + 15 The antigens in the vaccine would be digested
17 000 000 = 32 000 000 tonnes by enzymes, or broken down by stomach acid,
Total waste in 2006–2007: 23 000 000 + in the alimentary canal, before they could be
21 000 000 = 44 000 000 tonnes absorbed into the blood.
b 44 000 000 – 32 000 000 = 12 000 000 16 The antigens on the polio viruses in the
tonnes vaccine would be recognised as foreign
by lymphocytes that are able to produce
c
12 000 000 complementary antibodies. These lymphocytes
× 100 = 38%
32 000 000 would multiply to form a clone, which would
then make antibodies against the antigens of
Exercise 10.4 the virus. These lymphocytes would also make
memory cells. If the polio virus is encountered
12 For example: children are more likely to put again, these memory cells will rapidly make
their hands to their mouths without washing antibodies to destroy them.
them first; they are more likely to play in 17 The sequence of the bases in the virus’s
contaminated water. DNA codes for the sequence of amino acids
13 Look for some of these ideas. (For some of in proteins that are made. If the bases are
the points, accept years other than those different, the amino acid sequence in the
quoted below.) proteins will also be different, so the protein
• The number of polio cases has fallen from will not work in the same way as usual. If
about 53 000 in 1980 to just over 3000 in this protein is needed to help the virus to
2005. reproduce, then it will not be able to do so.
• The highest number of cases was in 1981,
when 66 000 cases were recorded.
• The steepest fall was from 1981 to 1982 or
1983.
• Numbers of cases fluctuated between
1982 and 1988, remaining roughly
constant at just below 40 000 cases per
year.
• Numbers fell fairly steadily from 1987 to
1995 or 1996.
• Numbers remained very low, fluctuating
only slightly, between 2001 and 2005.
14 Immunisation coverage increased sharply
from 1980 to 1991, from about 22% to 75%.
This coincided with a sharp decrease in
the number of polio cases. Immunisation
coverage remained high from 1991 onwards,
increasing slightly to 78%. This coincided
with a steady fall, and then constant low level,
in the number of polio cases. This could be
explained if immunisation does reduce the
number of cases. However, it is not impossible
that some other factor is causing the fall in
cases, as a correlation does not prove cause.

20 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 11
Exercise 11.1 Exercise 11.2
1 For each statement, there are many possible 2 The results table could look like this:
sentences that could be written. Look for
evidence that the learner has identified the Tube A B C D
mistakes described below and rewritten a Contents animal plant animal no
correct sentence without the mistake. and animal,
a Every cell uses energy to help it to respire. plant no
plant
Cells do not use energy for respiration –
respiration releases energy. Colour orange orange orange orange
b Aerobic respiration produces energy by of
indicator
combining nutrient molecules, such as
at start
glucose, with oxygen.
Respiration does not ‘produce’ energy. Colour yellow deep orange orange
Respiration releases energy that is already of red
indicator
present in glucose molecules.
at end
c Anaerobic respiration happens in
mitochondria. Students might also want to include a row
Anaerobic respiration happens in stating the conclusions that can be made.
cytoplasm, not mitochondria. Aerobic 3 In tube A, the animal respired, giving out
respiration happens in mitochondria. carbon dioxide.
d In human muscle, both aerobic respiration In tube B, the plant photosynthesised (faster
and anaerobic respiration produce carbon than it respired), taking in carbon dioxide.
dioxide. In tube C, the carbon dioxide given out
Anaerobic respiration in humans does not by the respiring animal was used by the
produce carbon dioxide. photosynthesising plant, so there was no
e Anaerobic respiration releases much more change in the carbon dioxide concentration in
energy from each glucose molecule than the water.
aerobic respiration does. In tube D, neither photosynthesis nor
Anaerobic respiration releases less energy respiration took place.
than aerobic respiration. 4 Respiration would continue, but
photosynthesis would not. The indicator
would therefore go yellow in tubes A, B and
C, and remain unchanged in D.
5 During the day, aquatic plants take in carbon
dioxide (and give out oxygen), which helps
the animals in the tank. At night, the plants
use oxygen and give out carbon dioxide, so
this could mean less oxygen for animals for
respiration, and a higher concentration of
carbon dioxide in the water.

21 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 11 continued
Exercise 11.3
6 You could use the self-assessment table to assess the plan.
Statement
I stated clearly what the independent
variable is, and described how I would
change it.
I suggested five different temperatures that I
would use.
I stated clearly what the dependent variable
is and described how I would measure it.
I identified at least two important variables
that should be kept the same and described
how I would do this.
I made a list, or gave a description, of all the
apparatus and materials I would use.
I described how I would keep myself and
others safe as I worked.
I drew an outline results table with headings.
I sketched a graph, with the axes labelled, to The graph should have temperature on the x-axis, and
show what I predict the results would be if
the hypothesis is correct.
Notes
The independent variable is temperature. It could be
varied using water baths.
Values should include 0 °C, and a reasonably high
temperature such as 60, 70 or 80 °C. (Note that seeds are
being used, so we do not have to worry about harming
animals with the higher temperatures.)
The dependent variable is the rate of respiration
of the peas. Students might think about using
hydrogencarbonate indicator, as this has been used in the
previous exercise, and placing some in a container with
the germinating peas. They could time how long it takes
for the indicator to change to yellow.
Important variables to standardise include the type of
peas, the age of the pea seeds, how long they have been
soaked in water (to stimulate germination) and the mass
of peas. There may be others, depending on the method
chosen by the student.
This will depend on the method chosen.
There should be reference to using hot water in the water
baths, and how risk will be reduced – for example, by not
sitting down when using hot water; by not carrying hot
water around the laboratory.
This will depend on the method chosen. It is likely to have
columns or rows headed: ‘Time taken for indicator to
change to yellow / minutes’, and columns or rows headed:
‘Temperature / °C’.
rate of respiration or time taken for indicator to change
to yellow on the y-axis. The line should rise to whatever
the student predicts will be the optimum temperature and
then fall.

Exercise 11.4
7 Look for:
• age / days on the x-axis
• ratio of alveolar surface to body mass / cm2 per gram on the y-axis
• both axes with suitable scales with equal intervals (not the intervals in the first column of the
results chart)
• points accurately plotted as neat crosses or encircled dots
• two separate lines drawn
• a key or labelling to show which line is for females and which for males.
8 40 × 23.1 = 924 cm2

22 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 11 continued
9 The individual rats may have differed in
mass, so comparing the alveolar surface area
for a small rat with that of a big rat would
introduce another variable. The important
feature is the ratio between surface area and
mass or volume, as this gives information
about how effectively the body cells (mass) can
be provided with oxygen by the gas exchange
surface (area).
10 At 21 days, males have a higher ratio of
surface area to body mass than females; the
difference is 1.5 cm2 per gram. However, from
33 days onwards, females always have a higher
ratio than males. The greatest difference is
at 95 days, when females have a ratio that is
4.0 cm2 per gram higher than males.
11 When pregnant, the female’s alveolar surface
has to supply the growing embryo with
oxygen, as well as her own cells. She therefore
needs a larger surface area in order to obtain
this extra oxygen. This could explain why the
female rats’ ratio of alveolar surface area to
body mass is higher than the males’ ratio at
60 days (when pregnancy can first occur) and
95 days. (However, it does not explain why the
ratio is actually at its highest at age 21 days,
and then falls to age 45 days. This pattern
is the same for both males and females, so
perhaps this is related to the rate of growth of
the rats at those stages in their development.)

23 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 12
Exercise 12.1 • an outline results table, with headed
columns including units (distance / mm
1 The human nervous system is made of or cm)
specialised cells called neurones. These cells
• a description of the expected results if the
have a long thread of cytoplasm called an
hypothesis is supported.
axon. They can transmit electrical impulses
very quickly.
Exercise 12.4
The brain and spinal cord make up the central
nervous system. The nerves outside the brain 5 Letter Name Function
and spinal cord form the peripheral nervous A retina contains receptor cells that
system. are sensitive to light
B optic transmits electrical impulses
Exercise 12.2 nerve from the receptor cells in the
2 retina to the brain
Letter Name
C iris controls how much light
A spinal cord passes through the pupil
B relay neurone and into the eye
C motor neurone D pupil allows light to pass through
D muscle / effector E cornea refracts light as it enters the
E receptor eye

F sensory neurone
G synapse
3 Arrows towards spinal cord on neurone F,
then towards C in neurone B, then towards the
muscle in neurone C.
Exercise 12.3
4 Look for:
• changing the independent variable by
testing reaction time in someone who has
drunk caffeine (e.g. cola drinks, coffee)
and someone who has not; learners may
wish to have a range of the independent
variable, by testing people who have
drunk different quantities of caffeine
• measuring the dependent variable by
Exercise 12.5
6 As you move into darkness, the intensity of
light falling onto the eye decreases. This is
sensed by cells in the retina of the eye. They
send an electrical impulse along the optic
nerve to the brain.
The brain then sends an impulse to the muscles
in the iris of the eye. The radial muscles
contract and the circular muscles relax, which
makes the diameter of the pupil increase.
This is an example of a reflex action.
Exercise 12.6
7
The thick lens bends light focused
the light rays greatly. on the retina

recording the distance reading on the ruler light rays

diverging
• standardising other important variables – greatly
examples could include: doing the
experiment in a quiet room; giving all
subjects the same volume of drink (either The cornea
with or without caffeine); ensuring that bends the
light rays
subjects have not drunk anything else before
the experiment is done; keeping the position
from the which the ruler is dropped and
caught the same; using the same ruler
• doing replicates – testing each subject
several times

24 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 12 continued
8 The ciliary muscles contract, which loosens Exercise 12.8
the tension on the suspensory ligaments. This
allows the lens to revert to its natural, more 14 A response of a plant, in which the direction
rounded shape. The lens now refracts light of the growth is away from the direction in
rays more strongly, bringing the diverging which gravity is acting.
rays from the nearby object to a focus on 15 We are told that the plant was kept in a place
the retina. with light coming equally from all sides, so
9 They are less able to adjust focus for looking the plant could not grow towards or away
at objects at different distances. They may be from light.
able to see clearly at a particular distance, but 16 Look for:
vision is blurred at other distances. • ‘time / minutes’ on the x-axis
• ‘percentage increase in length’ on the
Exercise 12.7 y-axis
10 Component Function • suitable scales on both axes
a hormone secreted by • accurately plotted points using small
hormone
the testes crosses or encircled dots
a chemical substance • neat best-fit lines
produced by an
target organ • a key or labels to identify the two lines.
endocrine gland and
carried in the blood 17 The data show that there was more auxin on
the lower surface than on the upper surface.
a part of the body
Auxin makes cells elongate. The greater
insulin that is affected by a
quantity of auxin on the lower surface made
hormone
the cells on the lower surface get longer than
organs that secrete those on the upper surface, so the shoot
ovaries
oestrogen curved upward.
a hormone secreted by
testosterone
the pancreas

11 Adrenal glands
12 It prepares the body for fight or flight. It
increases breathing rate and heart rate, and
increases pupil diameter. Learners studying
the Supplement should also know that it
increases blood glucose concentration.
13 Feature Control by Control by
nerves hormones
how as electrical as chemicals,
information impulses, which travel
is transmitted which are in the blood
between transmitted to all parts of
different parts along the body, but
of the body neurones affect only
to specific their target
effectors organs
speed of relatively fast relatively slow
action
duration of relatively short relatively long
effect

25 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK
Chapter 13
Exercise 13.1
1 and 2
vena cava aorta
renal
artery kidney
renal
vein
ureter
bladder
urethra
3 The liquid contained in the ureter does not
contain red blood cells, white blood cells
or platelets. It contains more urea and less
oxygen than the liquid in the renal artery.
Students could also state it contains less
oxygen than the renal artery.
4 This increases the surface area across which
diffusion can take place, speeding up
the process.
5 a The concentration of glucose will remain
unchanged, as there is no diffusion
gradient for it. The number of glucose
molecules moving in each direction will be
roughly equal.
b The concentration of protein will remain
unchanged. Protein molecules are too
large to get through the holes in the
partially permeable membrane, so they
will all stay in the blood.
c The concentration of urea in the blood
will fall (but it will not become 0). There
is a higher concentration of urea in
the blood than in the dialysis fluid, so
it will diffuse down its concentration
gradient, through the partially permeable
membrane.
26 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021
Exercise 13.2
6 Pancreas
7 When blood glucose levels rise higher than
normal.
8 The starch is digested by amylase (in saliva
and pancreatic juice) to produce maltose.
Maltose is digested by maltase to produce
glucose. Glucose is absorbed into the blood
capillaries in the villi in the small intestine.
9 Person A. The blood glucose level rose higher
after eating the starch and stayed high for
longer. In person B, insulin was secreted from
the pancreas when the glucose rose above
normal. This caused the liver to take some
of the glucose out of the blood and change
it into glycogen and store it. This did not
happen in person A.
10 If blood glucose concentration is too high,
water is drawn out of the blood cells and body
cells by osmosis. This means that metabolic
reactions cannot take place normally in their
cytoplasm. If blood glucose concentration
is too low, cells do not get enough glucose
to be able to carry out respiration, which is
essential to supply them with energy for active
transport and other processes.
11 The set point is the required or normal
concentration of glucose in the blood.
In practice, this is a range rather than a
‘point’ value. Negative feedback is the
process by which action is taken to bring
the concentration back to this set point if
it drifts away from it. The change in blood
glucose concentration is detected by receptors
in the pancreas cells. If it is too high, insulin
is secreted, and if it is too low, glucagon is
secreted. Insulin causes the liver to decrease
the blood glucose concentration, while
glucagon causes the liver to increase it.
 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 14
Exercise 14.1 Exercise 14.3
1 Asexual Sexual 9 Coffea
Feature
reproduction reproduction 10 They are insect-pollinated. They have flowers
always only with white petals and scent to attract insects.
✓ ✗
one parent 11 Asexual
offspring are 12 The trees belong to different species, so they
genetically ✓ ✗ would probably not be able to reproduce with
identical each other. If they did, their offspring would
gametes are
✗ ✓ not be fertile.
involved
13 Pollination; pollen grains from an anther are
a zygote is transferred to a stigma. The pollen grain then
✗ ✓
produced grows a tube, ready for the male nucleus to
2 The nuclei in pollen grains (male) and in the travel down it.
ovules (female). 14 There are various possibilities.
3 Sperm (male) and egg cell / ovum (female) • Use the resistant trees to produce more
4 There is only one parent, which is growing genetically identical ones, using asexual
new plants from itself. There are no gametes, reproduction.
fertilisation or zygotes involved. • Use self-pollination of the naturally
5 Haploid means containing only a single set resistant trees; the seeds are likely to
of chromosomes. When two gametes fuse, the produce similar but not identical trees,
single sets of chromosomes from each one join which will mostly be resistant to the fungus
together to form two sets in the zygote, so that it and may have new good features such as
is diploid. The zygote can then divide to produce better-quality beans.
all of the cells in the new organism, which need • Use cross-pollination between the naturally
to be diploid. resistant trees and others, to produce a
wide range of very different seedlings from
Exercise 14.2 which you can select the best.
6 Dull or no petals; anthers dangling outside
flower; feathery stigma outside flower; large
quantities of pollen.
7 Little or no pollen is emitted at night, between
about 22 and 7 hours. Pollen emission rises
sharply during the morning, peaking at
around 11 hours, then falls sharply to 15
hours, then remains low during the late
afternoon and evening.
8 The pollen grain grows a tube down through
the style and the ovary, into an ovule. A
nucleus in the pollen grain travels down the
tube and into the ovule. It fuses with a nucleus
in the ovule, producing a diploid zygote. This
develops into an embryo plant, while the ovule
develops into a seed.

27 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK
Chapter 15
Exercise 15.1
1 Black or blue labels: cell membrane,
cytoplasm, nucleus.
2 Red or other colour labels: look for about five
labels altogether, each of which includes an
explanation of the function of the feature.
For example:
egg cell: haploid nucleus that will become a
diploid nucleus when it fuses with the sperm
nucleus
sperm cell: long tail to help it to swim to
the egg.
3 The lungs are made up of millions of tiny
alveoli. Although each of these is very small,
there are so many of them that their total
surface area is huge.
4 a From the air spaces inside the alveoli, to
the interior of the red blood cells in
the capillaries.
b There is a lower concentration of oxygen
in the red blood cells than in the alveoli,
because the blood has travelled past
respiring cells that have taken oxygen
from it and made it deoxygenated. There
is a high concentration of oxygen in the
alveoli because fresh air is drawn in by
breathing movements. Oxygen therefore
moves by diffusion, down its diffusion
gradient.
5 The lungs have a surface area that is more
than three times greater than the placenta,
so more oxygen can diffuse across at any one
moment in time.
The lungs have a thinner barrier than the
placenta, so the diffusion distance is much
smaller, and diffusion takes less time.
The rate of blood flow in the lungs is 10 times
that in the placenta, so the oxygen is quickly
taken away, maintaining a steeper diffusion
gradient down which oxygen will diffuse
more rapidly.
6 Active transport moves substances up their
concentration gradient, whereas in diffusion
substances move down their concentration
gradient. Active transport requires input of
energy from the cell, whereas diffusion does not
require the cell to use energy.
28 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021
Exercise 15.2
7 Look for:
• x-axis labelled ‘year’, and the four years
shown
• y-axis labelled ‘percentage of people living
with HIV who knew they had the virus’,
and a suitable scale (note that this does not
need to start at 0)
• bars accurately plotted
Although these data could be shown as a
histogram, the instructions are for a bar chart
so the bars should not touch.
8 If people do not know that they have HIV,
then probably no one else knows either, so it is
not possible to be certain that these numbers
are correct. Estimates can be made from the
proportion who are tested for HIV who did
not think that they had the virus, but who are
found to have it. Researchers can then use this
proportion to estimate how many people in the
general population would be found – if tested –
to have HIV.
9 The third part of the target – suppression of the
virus – has already been met. The first part –
percentage of people living with HIV who
know they have it – looks unlikely to be met,
as the increase between 2015 and 2018 is very
small and looks to be levelling off. If this trend
continues, by 2020 the percentage would be
predicted to be no higher than 65% or 66%. The
second part – percentage of people diagnosed
with HIV who are receiving antiretroviral drugs
– is increasing steadily, and it is possible that the
90% target will be reached by 2020. There has
been an increase of 5% to 6% of people each
year, so if that continues then perhaps it might
reach 91% in 2020.
Students might like to look on the UNAIDS
website to check what actually happened
by 2020.
 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 16
Exercise 16.1 Exercise 16.3
1 Nucleus 12 Neither of the parents of the two people with
2 DNA PKU have PKU. If the allele was dominant,
then at least one of the parents would have it
3 A length of DNA that codes for a protein.
and would therefore show the condition. (This
4 a Diploid situation can only be explained if both parents
b 16 are heterozygous, with one copy of the normal
5 a 32 allele and one of the recessive PKU allele.
b Genetically identical Two of their children must have received the
recessive allele from both parents.)
c Three of: growth, repair of damaged
tissues, replacement of cells, asexual 13 Both of person 4’s copies of this gene are the
reproduction. recessive allele. It is virtually impossible for
the same mutation to have occurred in both of
6 Four cells produced instead of two; cells are them, as mutation is a random event.
haploid and not diploid; cells are genetically
different, not genetically identical. 14 Person 1 could be either QQ or Qq.
Person 2 could also be either QQ or Qq.
Exercise 16.2 Person 3 must be Qq, as they do not show the
condition but do pass on a q allele to a child.
7 Body divided into head, thorax and abdomen;
three pairs of jointed legs; one pair of Person 4 is qq.
antennae; one pair of wings. Person 5 could be QQ or Qq, as both of her
8 Drosophila parents have the genotypes Qq.
9 15 The only way person 5 could have a child with
Genotype Phenotype PKU is if she has the genotype Qq, and her
NN normal wings partner has this genotype as well. There is a
1 in 2 chance that she does not have the q allele
Nn normal wings (in other words that she is QQ) and it is likely
nn vestigial wings that her partner will also be QQ. However, if she
does have the genotype Qq, and if her partner
10 phenotypes of parents normal wings vestigial is from a family in which some members have
wings PKU, then there is a risk that he could also be
Qq, in which case there is a one in four risk of
genotypes of parents Nn nn them having a child with PKU.
gametes N and n all n

gametes from
vestigial-winged fly
n

gametes Nn
N
from normal wings
normal- nn
winged fly
n
vestigial wings
11 About half would have this phenotype, so
about 41 with vestigial wings.

29 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 16 continued
Exercise 16.4 21 The genes in a stem cell are exactly the same
as the genes in every other cell.
16 For example, XR and Xr.
22 Different combinations are expressed in
17 phenotypes of parents each type of specialised cell. Some genes are
white-eyed male   red-eyed female ‘switched on’ while others are ‘switched off’.
genotypes of parents XrY XR Xr This means that each type of cell synthesises
gametes Xr Y XR Xr only the proteins that are required to carry
out its function. For example, a cell in the
gametes from red-eyed skin might express the gene to make keratin,
female whereas a cell in the pancreas would express
the gene to make insulin.
XR Xr
Xr XR Xr Xr
gametes Xr red-eyed white-eyed
from female female
white-eyed XRY XrY
male
Y red-eyed white-eyed
male male

The predicted ratio is therefore 1 red-eyed

female : 1 white-eyed female : 1 red-eyed
male : 1 white-eyed male.

Exercise 16.5
18 A gene is a length of DNA that codes for the
production of a protein. The sequence of
bases in a gene determines the sequence of
amino acids in the protein that is made.
Proteins are synthesised on the ribosomes in the
cytoplasm of a cell. A copy of the gene is carried
to the cytoplasm by a molecule called mRNA.
19 For example: enzymes, antibodies, receptors.
20 A change in the base sequence of the DNA
would result in a change in the amino acid
sequence in the protein that is made. This
affects the shape of the protein, which affects
its function. For example, if the shape of an
enzyme is altered, then its active site may
no longer be a complementary shape to its
substrate, so it cannot form enzyme–substrate
complexes and therefore cannot catalyse
the reaction.

30 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 17
Exercise 17.1
1 Continuous variation. There are no definite weight categories that a plant must fit into. The mass of
the plants can be any value between the smallest (0.5 kg) and largest (3.4 kg) values.
2 9

5
Number
of plants
4

0
0.5–0.9 1.0–1.4 1.5–1.9 2.0–2.4 2.5–2.9 3.0–3.4
Mass range / kg
3 5 μm
4 a 12 mm in length; accept figures between 11 and 13 mm
b 12 mm = 12 000 μm (Accept other appropriate answers depending on the guard cell measured.)
c magnification = length in diagram ÷ actual length
= 12 000 μm ÷ 5 μm
= ×2400
If the student has measured a different guard cell in the diagram, and arrived at a slightly different
length value, the magnification value obtained will be different from that obtained here. Check that
the method of calculation is correct.
5 The leaves have many stomata on the upper surface. This is not usually found in land-living plants,
where most stomata are on the lower surface to reduce the rate at which water vapour is lost through
them – the lower surface is out of direct sunlight and therefore cooler, reducing the rate of evaporation
and diffusion. The water hyacinth leaves are at the surface of the water, so they do not need to conserve
water and having stomata on the upper surface allows them to absorb carbon dioxide easily from
the air.

31 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK
Chapter 17 continued
6 The stomatal pores of the plants growing in
polluted water are 1 μm smaller than those
in clean water. The guard cells of the plants
growing in polluted water are 2 μm shorter
than those in clean water. The mean number of
stomata in the upper epidermis is the same in
clean and polluted water. The mean number of
stomata in the lower epidermis is a little higher
in the plants grown in clean water than in those
grown in polluted water.
Exercise 17.2
7 Natural selection depends on the fact that
there is variation within populations.
In most populations, far more young are
produced than will live long enough to be able to
reproduce. The organisms in the population have
to compete for scarce resources.
As a result, only the individuals that are best
adapted to their environment are likely to have
offspring. Their alleles are the ones that are most
likely to be passed on to the next generation.
Exercise 17.3
8 There has been a steady increase in frequency
of resistance to the insecticide over the whole
period. It has changed from 30% to 64%, so it
has more than doubled.
9 A random mutation occurred in a cotton
bollworm, producing an allele that conferred
resistance to the insecticide. This resulted in
natural variation in the population, with some
bollworms having resistance and others having
no resistance.
When the insecticide was used on the cotton
plants, it provided a selection pressure. The
individual insects that were resistant to
the insecticide were more likely to survive
and reproduce. They passed on their alleles
for resistance to the next generation.
This continued in each generation, so the
percentage of individuals with the alleles for
resistance increased.
32 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021
Exercise 17.4
10 The milk yield in the selected population
has increased, but it decreased in the control
population. There are fluctuations in both.
The two populations began with very similar
(but not identical) yields, with the selected
population having a yield of 8000 kg and the
control population having a yield of 7700 kg.
The cows that were born in 1990, however,
had a yield of 10 800 kg in the selected line, but
only 5600 kg in the control line – a difference
of 5200 kg.
11 In the selected line, cows would only have
been selected for breeding if they had a high
milk yield. They would have been bred with
bulls whose female relatives also had a high
milk yield. This continued in each generation.
Alleles for high milk yield would therefore
have been passed on from the selected parents
to their offspring, increasing the frequency of
these alleles in each generation.
In the control line, any cow was allowed
to breed with any bull. We cannot be sure
why the milk yield fell, but it is possible that
cows that have high milk yields are not as
well adapted in other respects, so they may
not breed as successfully, or have as many
offspring, if they are not selected for. For
example, cows with high milk yields may
be more likely to suffer from diseases or
lameness. Therefore, with no selection for high
milk yield by humans, the high-milk-yield
cows are at a selective disadvantage, and are
less likely to reproduce and pass their alleles
on to the next generation.
 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 18
Exercise 18.1
1 Community
2 birds

spiders snakes foxes

grasshoppers mice voles

grass other plants

3 a The position in a food chain at which an organisms feeds.

b In sequence: producer, primary consumer, secondary consumer, tertiary consumer.
4 a 20
× 100 = 0.1%
20 810
The percentage of energy transferred from the first to the fourth trophic level is 0.1%.
b Much of the energy is lost as heat to the environment, through respiration. Some goes to the
decomposer food chain.

Exercise 18.2
carbon dioxide
in the air

combustion combustion

photosynthesis respiration respiration respiration

carbon compounds carbon compounds

in plants feeding in animals

feeding feeding

carbon compounds
carbon in fossil fuels
in decomposers

6 They had no light, so they could not photosynthesise.

7 Protein and DNA
8 The dead phytoplankton were decomposed by the bacteria in the water. The bacteria secreted enzymes
that digested the proteins and other compounds in the cells of the dead phytoplankton. The digested
products were absorbed into the decomposers’ cells.
9 The ammonia came from the breakdown of nitrogen-containing substances, such as proteins, in the
cells of the dead phytoplankton.
10 Nitrate first appeared in December – that is, about one month after the start of the experiment.
The quantity of nitrate increased sharply in April.
11 The nitrate was produced from ammonia, by nitrifying bacteria.

33 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 18 continued
Exercise 18.3
12 A group of organisms of one species, living in the same area at the same time.
13
50

stationary
40 phase

30
Number of
adult beetles log (exponential)
20 phase
death phase

10 lag phase

0
0 100 200 300 400 500 600 700 800 900
Time / days

14 a Death phase
b Log (exponential) phase
c Lag phase and stationary phase
15 The beetles were running out of flour to eat.
16 a The curve should show the population following a similar sigmoid shape, but not rising to such a
high number. The curve could rise and fall at similar times or each change could happen earlier.
b The explanation should match the predictions. Students should mention that there is competition
between the two types of beetle for food, and that food supplies run out earlier. Food supply
becomes a limiting factor.

34 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK

Chapter 19
Exercise 19.1
1 Tethering
2 Most chickens were free range, whereas no
goats were free range.
Most goats were tethered, whereas no chickens
were tethered.
Both goats and chickens were fed in an
enclosure, but this was more common for
chickens than for goats.
3 Method A. The number of animals kept in
a certain area is greater than for the other
methods. Also, this method involves bringing
in food for the animals from elsewhere – there
are higher inputs.
4 Chemical fertilisers are used to add mineral
ions, such as nitrate ions, to a soil, where the
soil does not have enough of these to support
good growth of plants. Manure from the
animals can be collected and added to the soil.
This releases nitrate ions and other minerals
required by plants.
5 a This could be done to improve the
quality of the offspring, through selective
breeding. For example, the farmer might
want to increase the quantity of milk
produced by her cows.
The increase in milk produced might
increase the money she earns from selling
the milk, more than the costs of using the
non-native bull.
b The native breeds have always been
exposed to these parasitic worms, so they
have developed adaptive features that
enable them to resist infection with them.
Non-native breeds have not been exposed
to this selection pressure, so most of them
have not developed resistance.
9 Each species has developed adaptive features,
through natural selection, that enable it to
survive and reproduce in its habitat. If that
habitat changes, these adaptive features may no
longer be as useful, so individuals may be more
likely to die before they can reproduce.
10 Chinchilla lanigera is still threatened by loss
of habitat. The population cannot increase
significantly if there is not sufficient suitable
habitat where it can live.
11 When an individual is first exposed to a new
pathogen, it takes time for its white blood cells
to respond to the pathogen. Lymphocytes
that can produce antibodies that have a
complementary shape to the antigens on
the pathogen divide to form a clone of cells,
which then all secrete the antibody. While this
is happening, the animal may become ill and
perhaps die. If it survives, memory cells retain
the ability to reproduce rapidly and secrete large
quantities of antibody if the same pathogen is
encountered again. Pudu puda would not have
encountered the pathogens brought in by the
introduced species before, so may not be able to
develop immunity to them quickly enough
to survive.
12 The isolated populations cannot exchange
genes with one another. Genetic variations
within each of the small, isolated populations
will remain low. This makes it more likely that
recessive alleles will come together in offspring,
making them less able to survive. It also means
that the populations are less able to respond,
through natural selection, to changes in
their environment.

Exercise 19.2
6 The first word is the genus that the species
belongs to, and the second word tells us
the species.
7 It is a species at high risk of becoming extinct.
8 Humans using ground for growing food crops
or livestock production; for building houses; for
extracting resources from the ground; humans
causing pollution of land or water; climate
change may cause changes in plant species that
can live in an area.

35 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021

 CAMBRIDGE IGCSE™ BIOLOGY: WORKBOOK
Chapter 20
Exercise 20.1
1 A protein that functions as a biological catalyst;
enzymes are involved in all metabolic reactions.
2 Pectin
3 It digests the pectin that holds cells together
in fruits, allowing more juice to be extracted.
It can also be used to clarify the juice, by
breaking down insoluble particles to produce
soluble products.
4 The most likely choice of display is a bar
chart. (A line graph would not be suitable,
because the substrate is a discontinuous
variable.) ‘Substrate’ should be on the x-axis.
‘Production of pectinase / arbitrary units’
should be on the y-axis, with a suitable scale
with equally spaced intervals, ranging from 0
to 1500. Students may have six equally spaced
bars for the six types of substrate, but a better
choice would be to have the bars for wheat
bran and wheat bran with sugar cane bagasse
next to each other (these could be touching),
and the same for the other two pairs. Each bar
could be separately labelled or one of each of
the pairs could be shaded to indicate that it
includes sugar cane bagasse, and a key given
to explain what the shading means.
5 If the waste materials are not used, they have to
be disposed of in some way. They might pollute
waterways, causing eutrophication (as they are
likely to contain nutrients that could be used
by bacteria, which would then use up a lot of
oxygen as their increased populations respire).
Also, if waste materials are not used, other
plant material would have to be used to make
the pectinase. This means more land would be
used for growing plants as a substrate for the
bacteria instead of being used for growing food
or for habitat for wildlife.
6 a A container in which microorganisms can
be grown in a liquid medium.
b pH: to maintain a suitable pH for enzyme
activity; buffers can be used to maintain
the pH at a particular level, or controlled
quantities of acid or alkali added if the
pH probe gives a reading that deviates
from the required value.
Temperature: to maintain the optimum
temperature for enzymes activity; water at
a chosen temperature is passed through a
jacket that surrounds the fermenter.
36 Cambridge IGCSE™ Biology – Jones © Cambridge University Press 2021
Oxygen concentration: to provide enough
oxygen for the microorganism to respire
aerobically; air is bubbled into the
fermenter to supply oxygen.
Nutrient concentration: to provide
carbohydrates for energy release in
respiration, and a nitrogen source for the
synthesis of amino acids and proteins;
nutrients are provided through an inlet
into the fermenter.
Exercise 20.2
7 Changing the genetic material of a cell or an
organism by removing, changing or inserting
individual genes.
8 By inserting genes to confer resistance to
herbicides; by inserting genes to confer
resistance to insect pests; by inserting genes to
improve nutritional qualities.
For each of these, accept a specific example
instead of the general statement.
9 a Restriction enzymes would be used at
step 1.
b i Sticky ends are unpaired lengths of
DNA (i.e. just a single strand).
ii The unpaired bases on the sticky
ends of two pieces of DNA will pair
up with each other, as long as the
unpaired bases are complementary to
each other. This enables the joining of
the DNA of the plant genes with the
DNA of the plasmids.
c DNA ligase would be used at step 2.
d The plasmids are used to transfer the
genes from the original bacteria into
Agrobacterium tumefaciens.
10 Agrobacterium tumefaciens naturally infects
plant cells, so it was able to carry the plasmids
carrying the required gene into the rice cells.
11 With selective breeding, you can only build
on variation that is already there, by selecting
organisms with the best features for breeding.
There is no natural variant of rice that has
genes for making large amounts of carotene in
its grains, so there was no real starting point
for selective breeding. Instead, genes that were
already present in other species were used.