CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
English Language
Skills answers
Chapter 1
Exercise 1.1
1
Exercise 1.2
P M K X A F H R A Z
N S O O T
T
Z H F
E O P
X X
R
V W
X V O V W M L
L
P
F
U Q Y O E
R
B
P
I
Y N M O Q A
I
T N E H U
D R
R
C G E
Y
B N J
E
I
F G D U D
S W J
N G T
S
S
K
R
P O S Q T O R M
I
U
I
R D X A O T
K
T
P
I
S
I
Z O
O G N U X
D K
I
E
J O Q N R
K
P
I
E
E
J
X N
K
J
Z N H
A S
H W W S
S
E
X
P D N
D O X Q B C T A D V
J
F
V
R
I
O N
I
Z N
I
F Q T
B N
E
M B
T
P
R O D U C T
J W Q
K V
I
P
B
P
I
L O E
Z M H O L
H H G E
X C R
E
T
3
S D Z
I
Y
B
T
O N A R G
1
Word
a living thing
organism
an action by an organism or part of
an organism causing a change of
position or place
movement
the chemical reactions in cells that
break down nutrient molecules and
release energy for metabolism
respiration
the ability to detect and respond
to changes in the internal or
external environment
sensitivity
a permanent increase in size and
dry mass
growth
the processes that make more of
the same kind of organism
reproduction
the removal of the waste products
of metabolism and substances in
excess of requirements
excretion
taking in materials for energy,
growth and development
nutrition
The organism does not have feathers.
The organism fertilises externally.
The adult organism does not have gills.
Exercise 1.3
4
5
6
7
Aves
Beaks, feathers, lay eggs
homeothermic
internal
Exercise 1.4
8
2
Definition
ii
iii
iv
9
Allium sativum is more commonly known as
garlic and is a member of the plantae kingdom.
The seeds of garlic are displayed externally
and this characteristic places garlic into the
spermatophyta phylum. Garlic belongs to the
liliopsida class and the asparagales order. The
next level in the classification of garlic is the
Alliaceae family. The binomial name of garlic
is Allium sativum, which means that the genus
name is Allium and the species is sativum.
Learner answers should include the correct
kingdom, genus, species.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 2
Exercise 2.1
Exercise 2.3
1
4
a
b
c
d
e
f
large vacuole
cell membrane
cell wall
cytoplasm
nucleus
chloroplast
2
Plant cell only
Plant cell and animal cell
large vacuole
cell membrane
chloroplast
nucleus
chloroplast
cytoplasm
cell wall
5
a
b
c
d
e
f
g
h
a
b
c
d
e
organ
cells
organs; system
cell
cells
a tissue; cells
tissue
organ
a membrane
a cell wall
a nucleus
a chloroplast
an organ
Exercise 2.2
3
a
b
c
d
e
2
The plant cell and the animal cell both
contain a nucleus.
The root hair cell has a large vacuole,
however the motor neurone does not.
The ciliated cell has small hairs to trap
mucus, but the muscle cell does not.
The red blood cell does not contain a
nucleus, but the motor neurone does.
For example (make sure learners’
sentences follow one of these patterns):
The animal cell and the plant cell both
contain cytoplasm.
The plant cell contains chloroplasts, but
the animal cell does not.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 3
Exercise 3.1
Exercise 3.3
1
5
2
a
b
c
d
a
b
c
diffusion
osmosis
water potential
active transport
Diffusion involves the random movement
of particles.
Osmosis is the movement of water
molecules through a partially permeable
membrane.
Active transport requires energy.
Exercise 3.2
3
4
3
6
In general, the graph shows the change in the
potato’s mass over time. Specifically, it can be
observed that after 2 minutes, the mass of the
potato started to decrease. It decreased from
3.6 g to 2.5 g in 8 minutes.
For example:
The mass of the potato has changed because
the concentration of water inside the potato
was higher than the concentration of water in
the salt solution. This caused water to move
from the higher concentration to the lower
concentration through the partially permeable
membrane of the potato cells by osmosis.
higher; into; diffuse; partially
This example answer is structured in the
same way as the paragraph in question 3.
Learners might have structured their
answers differently:
The concentration of oxygen molecules is lower
outside the cell than inside. This will cause
the molecules of oxygen to move out of the
cell. The oxygen molecules will diffuse across
the membrane. The membrane of the cell is
partially permeable to allow diffusion to take
place.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 4
Exercise 4.1
Exercise 4.3
1
5
a
b
c
d
e
f
A/protein/that/acts/as/a/biological/
catalyst.
enzyme
A/single/particle/of/an/element.
atom
Two/or/more/atoms/joined/together.
molecule
Chemical/reactions/that/take/place/in/
the/body.
metabolism
A/useful/substance/that/makes/up/80%/of/
the/body.
water
A/molecule/that/contains/carbon/
hydrogen/and/oxygen.
carbohydrate
6
b
c
d
e
f
g
h
Exercise 4.2
2
a
Prefix/
Meaning
Type of sugar
mono-/one monosaccharide
glucose
di-/two
sucrose
and
maltose
disaccharide
poly-/many polysaccharide
3
4
Example
a
b
a
7
a
cellulose
and starch
b polysaccharides; many
simple; carbon; Twelve; oxygen
simple; monosaccharide; plants, blood; energy
b
4
A–2; B–4; C–3; D–8; E–1; F–7; G–6; H–5
cut; add; record; collect; dissolve
The necessary equipment was collected,
including our safety spectacles.
The food was cut up into very small pieces.
The food was dissolved in water in a
test-tube.
Benedict’s solution was added to the
test-tube.
The test-tube was strongly heated in a
water-bath.
The solution was observed to see if the
colour turned orange–red, showing
glucose was present.
A results chart was drawn.
The results were recorded in the
results table.
i
glucose (This is the answer learners
are most likely to know. Other simple
sugars they may have heard of are
fructose and galactose.)
ii Benedict’s solution; test-tubes
iii being heated
iv Learner answers should suggest that
the solution in one of the test-tubes
has remained a blue colour and does
not contain simple sugars. They
should also describe the solution in
the other test-tube as being
orange–red or brick–red. This shows
that there were simple sugars present
in the food sample.
v blue; orange–red.
i
Step 1 shows two test-tubes. The
solution in one of the test-tubes
contains protein but the solution in
the other does not. There is also a
bottle of biuret reagent, which is used
to test for the presence of protein.
ii Step 2 shows biuret reagent being
added to the two test-tubes.
iii Step 3 shows that the solution in one
of the test-tubes has remained a blue
colour, while the other has turned to a
mauve/purple colour.
iv protein; biuret; blue; mauve/purple
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 5
Exercise 5.1
Exercise 5.3
1
3
4
catalysts; speed up; substrate; complementary;
product; temperature; optimum; denatured
Exercise 5.2
2
a
b
c
d
e
5
The optimum temperature is 40 °C.
The enzyme begins to denature at 40 °C.
The enzyme is completely denatured at
56 °C.
The rate of reaction decreases because the
enzyme is denatured and not able to carry
out reactions.
The molecules have more kinetic energy
when they are heated and heat energy is
transferred to them.
5
6
7
8
catalase; protease; lipase; isomerase; pectinase
a hydrogen peroxide
b oxygen and water
fatty acids and glycerol
The enzymes might be denatured by higher
temperatures used when washing some clothes.
This causes them to lose their shape and not
bind to the substrates available.
Enzymes are used commercially in
many different ways, such as in creating
washing powder.
Clothing, such as leather, is softened by using
a specific protease.
Learner answers should include an example of
an enzyme with use of a phrase: such as, for
instance, including.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 6
Exercise 6.1
Exercise 6.4
1
2
12 a factory (given)
b absorb
c release
d simple
e transport
f guard
g vessel
h limit
13 Learners’ answers should:
• explain what the key word means
• be followed by an example of a sentence
using the word in a biological context.
Examples are given below.
a To guard means to protect and control
something, such as a building. Guard cells
in the stoma control how much carbon
dioxide is allowed to enter the leaf.
b A vessel is a hollow container. A plant has
hollow xylem vessels that transport water
and minerals up the stem.
c To absorb means to take in or soak up
something. The roots absorb water from
the soil.
d When something is released, it is
allowed to escape from where it is being
held. Some of the oxygen produced by
photosynthesis is released by the leaf
through the stomata.
e To transport means to move something
from one place to another. Water,
minerals and sugars are transported
around the plant to where they need to be.
f When something has reached its limit, it
cannot increase. There is a limit to how
much photosynthesis can happen at any
one time.
g Simple means to be uncomplicated.
Glucose is a simple sugar as it is made of
a single element and cannot be broken
down into smaller sugars.
3
Organic; Inorganic
Organic substances
Inorganic substances
carbohydrates
carbon dioxide
glucose
magnesium
proteins
oxygen
starch
water
a
b
c
not active
not dependent
not perfect
Exercise 6.2
4
point
intersect
gradient
x-axis
line
origin
5
6
7
8
curve
y-axis
less steep; decreasing
horizontal; constant
Any answer between 0.05% and 0.07%
is acceptable.
carbon dioxide
Exercise 6.3
9
has yellow leaves and dying leaves (or has
dying leaves and yellow leaves) / nitrates
10 has yellow leaves with dead spots / it is
deficient in potassium
11 Plant D has yellow lower leaves. Therefore, it
is deficient in magnesium.
6
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 7
Exercise 7.1
Exercise 7.4
1
6
less; fewer; more; less; more; fewer; less;
more; fewer
Exercise 7.2
2
3
4
carbohydrates; fats; proteins; fatty acids;
amino acids; glycerol; lipase; protease;
carbohydrase; glucose
Nutrient
Digestive
enzyme
Product
carbohydrates
amylase
simple sugars
fats/lipids
lipase
fatty acids and
glycerol
proteins
protease
amino acids
These answers follow the same pattern as the
example given in the question:
a Fats/lipids are broken down by lipase to
produce fatty acids and glycerol.
b Proteins are broken down into amino
acids by protease.
Exercise 7.3
5
7
a
b
c
d
e
f
g
Ingestion
digestion
absorbed
assimilated
egested
contract
Deamination
7
a mouth
b oesophagus
c stomach
d small intestine
e large intestine
f anus
g rectum
h pancreas
i
liver
Learner answers should include many of the
following points in the story:
• organs listed in order: mouth;
oesophagus; stomach; small intestine;
pancreas; liver/gall bladder; large
intestine; rectum; anus
• enzymes: amylase breaks down starch into
simple sugars; lipase breaks down lipids/
fats into fatty acids and glycerol; protease
breaks down proteins into amino acids
• role of the pancreas: secretes enzymes
• role of the liver: gall bladder secretes bile
which emulsifies and neutralises the acidic
juices (chime) released from the stomach
into the small intestine.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 8
Exercise 8.1
1
Exercise 8.3
X V
V A S C U
L
A R
Y
B
E
I
S
L
H S
E A S
A C
R
I
Z
E W E G V A W E
X V B
V
L
B
E
B W N
R N R W A D
M A E G E U T
E
B
T
I
B U N D L
E
R
F M M L O O R
E
T
J
U S
M
I
N E
P
R
L
R
E N U T
R A
L
I
I
R
A R
B O O M E
R
4
S O
T U C
S
T
T
E N T
R
S
I
For each example, the answer should be
a conditional sentence similar to the one
shown below:
a If the temperature is too high, the plant
will lose water faster and wilt.
b If the wind speed is fast, the plant will
lose water faster and wilt.
c If the humidity is very low, most plants
will lose water at a faster rate.
V C Q C V G W A T G U O
P H
2
L O E M W T U O D N
Xylem
Phloem
Both vessels
one direction
nutrients
vascular
water
sieve
bundle
lignin
mineral
Exercise 8.2
3
8
Learners’ answers to these questions should
use two or more sentences to describe the key
word. The answer should include a description
of the structure and this should be linked to
how it helps that vessel to function properly.
Examples include:
a The xylem is a hollow vessel made up of
dead cells. Consequently, water can be
transported in one direction towards the
leaves where it is needed. Xylem vessels
contain lignin, which is strong, so it helps
to keep the stem upright.
b The phloem is made up of living cells and
contains sieve plates, so nutrients are able
to pass through towards the many parts
of the plant where they are needed. The
structure of phloem allows for nutrients
to be transported in both directions.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 9
Exercise 9.1
Exercise 9.4
1
10 a describe
b describe
c explain
d explain
e describe
f describe
g explain
h describe
11 An example of a sensible sentence would be:
The heart rate is increasing from 72 beats
per minute to 96 beats per minute because
the heart is beginning to pump blood faster
around the body.
(This matches description f with explanation c.
Other descriptions and explanations learners
can match are a–d and g–h.)
2
3
four × ‘this’ should be circled, the following
should be underlined: network, circulatory
system (accept system); system; oxygen; blood
delivers the oxygen to the cells that need it,
and then returns to the heart again
a lungs
b body
c oxygen
d circulatory system
e heart
a to lungs
b to body
c from lungs
d left atrium
e right ventricle
Exercise 9.2
4
5
6
7
a smoking
b obesity
c diet
d stress
e genetics
a avoid smoking
b make some changes to
exercises
a shouldn’t
b ought to
c isn’t
d is good
Exercise 9.3
8
9
9
a thick
b smooth
c very small
d thin
e lumen
f muscles
away; towards or to; into; to; out; away;
towards or to
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CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 10
Exercise 10.1
Exercise 10.3
1
5
2
A F A R U V U B I D D H D Z I
D I S E A S E S Y P E I E M L
N T B W S K B X D A F F M J U
B E R B K I K M O S E U O F C
J A G A W Z B Y B S N Y W W N
W Z I I N R L L I I C Z J E R
T Z H U T S Y E T V E I G G M
T D C B V N M Y N E S O O E A
E V I T C A A I A E H A M R Q
N S S O C N I M S T H O Y E A
T O N G B A W T A S R M T A B
A R E L O H C P A Y I Y R R P
V A C C I N A T I O N B F S L
A N T I B I O T I C S G L W A
M Z X Z Y W Y A D Z I Z O E A
a
b
c
d
e
f
Transmissible diseases: Diseases that
can be transferred from one person
to another.
Active immunity: This type of immunity
is the direct response of the body to
a pathogen.
Passive immunity: This type of immunity
requires ready-made antibodies from
another source.
Antibodies: These have a complementary
shape to antigens.
Antigens: These are usually found on the
outside of pathogens.
Antibiotics: Medication taken to slow
down the growth of bacteria.
6
7
a
b
c
d
a
b
body
pathogens
defence
soldiers
phagocytes
Phagocytes are non-specific and will
attack any type of pathogen that they
come across.
c Learner answers should be along the lines
of antigens being comparable to the flag /
uniform / markings of the enemy.
d Any sensible set of analogies. Struggling
learners can search this on the internet
and find analogies such as: immune
system = bank security, government
building, school pastoral team.
Any sensible sentence but the following ones
are examples:
Antibiotics are taken when I have a bacterial
infection in my body.
Antibodies recognise antigens on the outside
of pathogens to begin an immune response.
Symptoms like vomiting and nausea tell me
that my body is not well.
Effects are things that are caused by
something else happening.
Exercise 10.2
3
a
b
c
d
4
10
a
b
c
d
e
Vibrio cholerae
the gut
diarrhoea, vomiting, nausea, painful
stomach cramps, dehydration
Learner answers should be full sentences
that include the provision of safe
drinking water and the provision of
proper sanitation.
effects
affect
affect
effect
effect
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CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 11
Exercise 11.1
Exercise 11.4
1
6
2
a reactant
b reactants
c reactions
d product
e products
f equation
reactions; equation; reactants; products;
reactant; product
a glucose; oxygen
b carbon dioxide; water
c energy
d glucose + oxygen ➞ carbon dioxide +
water
4
Verb
Noun
Past participle
as adjective
contract
contraction
contracted
link
linking
linked
divide
division
divided
concentrate concentration
concentrated
transmit
transmission
transmitted
produce
production
produced
a
b
c
d
e
f
produced
division
contraction
concentration
linked
transmission
Exercise 11.3
5
11
b
c
7
Oxygen is passed towards the lungs down
the trachea.
The bronchus divides into bronchioles as
it enters the lungs.
Gas exchange takes place at the alveoli.
Singular term
Plural term
lung
lungs
alveolus
alveoli
bronchus
bronchi
bronchiole
bronchioles
Exercise 11.5
Exercise 11.2
3
a
Similarities
Differences
Both use
glucose as a
reactant.
Aerobic respiration produces
carbon dioxide and water,
whereas anaerobic respiration
produces lactic acid.
Both release
energy.
Aerobic respiration releases large
amounts of energy, whereas
anaerobic respiration releases
small amounts of energy.
Both break
down food
substances
to release
the energy.
Aerobic respiration requires
oxygen as a reactant, while
anaerobic respiration does not
require oxygen.
8
9
contract; downwards; contract; upwards;
increases; into
Part of the breathing system
What happens
to this part
diaphragm
relaxes
external intercostal muscles
relax
rib cage
drops down
thorax volume
decreases
pressure in the lungs
compared to outside
the body
higher
10 Learner answers should be a paragraph
similar to the following, using the key words
from the table in each sentence:
The muscles of the diaphragm relax, which
pulls the diaphragm upwards. The external
intercostal muscles relax and pull the rib cage
downwards. This decreases the volume of the
thorax and air rushes out of the lungs. The air
rushes out because the pressure in the lungs is
higher than that outside the body.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 12
Exercise 12.1
Exercise 12.2
1
2
5
nose; ear; eye; tongue; skin
a eye
b nose
c tongue
d skin
e ear
3
4
6
Sense organ
Stimuli detected
a
eye
vision, light
b
ear
hearing, balance
c
nose
smell, chemical
d
tongue
taste, chemical
e
skin
touch, pain, temperature
a
hears; touches; hears; smell; rubs; see;
smell; taste
He hears his alarm clock (ring at
6.15 a.m.) – ears
He touches the snooze button – skin
He hears someone (outside his room) –
ears
Marcus can smell something (delicious) –
nose
He rubs his sleepy eyes – skin
He can see his mother (with a plate of
pancakes and a glass of juice) – eyes
They smell amazing – nose
He can taste blueberries and syrup (in the
pancakes, wonderful!) – tongue
b
7
12
From left to right: sensory neurone; motor
neurone; relay neurone
a The electrical reaction is carried
to the central nervous system by a
sensory neurone.
The electrical impulse is carried
to the central nervous system by a
sensory neurone.
b The electrical impulse is supported by a
relay neuron across the spinal cord.
The electrical impulse is carried by a relay
neurone across the spinal cord.
c The electrical impulse is then carried away
from the central nervous system along a
relay neurone.
The electrical impulse is then carried away
from the central nervous system along a
motor neurone.
d The motor neurone throws the electrical
impulse to an effector.
The motor neurone carries the electrical
impulse to an effector.
e An organ is a muscle or gland that carries
out the response to the stimulus.
An effector is a muscle or gland that
carries out the response to the stimulus.
f A reflex action is a voluntary response to
a stimulus.
A reflex action is an involuntary response
to a stimulus.
g The plural of stimulus is stimuluses.
The plural of stimulus is stimuli.
Reflex
action
Stimulus
Response
Survival
value
knee jerk
tendon
stretched
by
tapping
kneecap
upper
thigh
muscles
contract
leg
supports
body
weight
when
walking
swallowing
food
makes
contact
with
trachea
muscle
above
trachea
contracts
food
cannot
enter
trachea
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CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 12 continued
12 a
Exercise 12.3
8
9
glands; hormones; thyroxine; adrenal; heart;
males; testosterone; facial hair
Feature
Nervous
system
Endocrine
system
consists of
neurones
secretory cells
information
transmitted by
electrical
impulses
hormones
message sent
along
nerve fibres
blood vessels
speed at which
impulse travels
quickly
slowly
length of time
the effect
lasts for
short
amount
of time
longer amount
of time
10 a
b
c
d
11 a
b
c
d
13
quickly
involuntarily
selectively
fast
rapidly
efficiently
with more difficulty
rapidly
b
c
d
e
In the nervous system, the impulse travels
quickly but in the endocrine system it
travels slowly.
The nervous system is made up of
neurones, while the endocrine system is
made up of secretory cells.
In the endocrine system, information
is transmitted by hormones, whereas in
the nervous system it is transmitted by
electrical impulses.
In the nervous system, the message is sent
along nerve fibres, while in the endocrine
system the message is sent along
blood vessels.
In the endocrine system, the effect lasts
for a short amount of time but in the
nervous system it lasts for a longer
amount of time.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 13
6
Exercise 13.1
1
2
3
excretion / kidneys / ureter / urethra / nephron
/ deamination / filtration / reabsorption
/ homeostasis / insulin / glucagon /
hypothalamus / vasodilation
Possible answers include:
a The liver does not have nephrons but the
kidney does.
b Some toxins are excreted in the urine but
some are excreted via sweat glands.
c The liver and lungs are both involved
in excretion.
d When doing sport, you should drink more
water than usual.
a The ureter carries urine from the kidney
to the bladder, but the urethra carries
urine out of the body.
b Glucose is in the blood, but glucagon is
produced by the pancreas.
c Vasodilation is the widening of the
blood vessels, but vasoconstriction is the
narrowing of the blood vessels.
Exercise 13.3
7
Exercise 13.2
4
5
14
a rapid
b increases
c erect
d narrower
e less
Possible answers include:
b Metabolism increases, which releases
more energy.
c Hair becomes erect, which traps an
insulating layer of air at the skin surface.
d Capillaries near to the surface of the
skin become narrower, which reduces the
amount of heat lost.
e Sweat glands produce less sweat, which
prevents evaporation.
Possible answers include:
a Shivering begins. This is the rapid
contraction of muscles.
b Metabolism increases. This releases
more energy.
c Hair becomes erect. This traps an
insulating layer of air at the skin surface.
d Capillaries near to the surface of the
skin become narrower. This reduces the
amount of heat lost.
e Sweat glands produce less sweat.
This prevents evaporation.
8
Statement
Number on Name of
diagram
organ(s)
Carbon dioxide
produced during
respiration is
excreted here.
1
mouth/
lungs
Bile pigments
produced here are
excreted in faeces.
4
liver
Urea (proteins that
have been broken
into smaller pieces)
excreted by this
organ is passed out
in the urine.
3
kidneys
Excess water and
salts are removed by
this organ.
2
kidneys
a
b
c
The liver produces bile pigments, which
are excreted in the faeces.
The kidneys excrete urea, which is passed
out in the urine.
The kidneys remove excess water
and salts.
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CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 14
Exercise 14.1
Exercise 14.2
1
3
2
R S I I W A P V W Y K E G Y O
Q E E C V I B H S I U V L W F
G W P T W I I A S E X U A L F
V U X R E I I Q B D E S G I S
D Q G R O M G A I V B E G H P
O I H V N D A K T N N I X D R
Z Y G O T E U G J E R G Y S I
K D C Q D P L C T O H Z N R N
F L T B L W Q I T H F M F F G
G Z T S B M C K M I L C X V N
M O T Z L A I O A S O D V T K
R K I K L Q M Q F V X N H M N
E P V L A C I T N E D I U I G
P F Y W C L R H G T A V X I O
S D L S K N P R J Z O H M U V
Any similar sentences to those in the
table below.
Function
stigma
platform for pollen to land on
stamen
the male part of the flower that
is made up of the anther and
the filament
petal
brightly coloured and scented to
attract insects
sepal
green part of the plant and
protects the flower
style
main stalk that holds the stigma
in place
ovary
hollow chamber from which the
ovules develop
ovule
female gamete found inside
the ovary
Sexual
reproduction
Asexual
reproduction
anther
contains pollen grains and located
at the end of the filament
Producing
Reproduction offspring from
two parents
Producing
offspring from
one parent
filament
long stalk that holds the anther
in place
Asexual
A type of
reproduction
that produces
genetically
identical
offspring
Key word
15
Part of
the plant
Offspring
The product of
reproduction
The product of
reproduction
Genetically
Offspring are
not genetically
identical
Offspring are
genetically
identical
Gametes
Required for
reproduction
Not
required for
reproduction
Sperm
Example of
a gamete
Ovum
Example of
a gamete
Zygote
Formed when
a sperm and
an ovum fuse
together
4
Learner answers should contain sentences
similar to the ones below. Learners should
have used appropriate linking words to make
the sentences flow from one to another.
First, the pollen that is released from an
anther lands on the stigma. Then pollination
occurs. We know that the male and female
gametes are haploid, which means that they
contain half the number of chromosomes.
Next, a pollen tube is formed down the style,
which delivers the male gamete to the female
gamete in the ovule. After this, the pollen tube
finds a gap in the micropyle at the bottom
of the style. As a result of this, fertilisation
happens as the male and female gametes
are able to fuse together. Finally, the zygote
develops into an embryo and then a seed.
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Chapter 14 continued
6
Exercise 14.3
5
a
b
c
d
e
f
g
16
An insect-pollinated flower has large,
colourful petals, however a windpollinated flower has small / no petals.
An insect-pollinated flower has nectaries,
but a wind-pollinated flower does not
have any nectaries.
An insect-pollinated flower has anthers
inside the flower, whereas a windpollinated flower has anthers dangling
outside the flower.
An insect-pollinated flower often has a
strong scent, however a wind-pollinated
flower has no scent.
An insect-pollinated flower has a stigma
inside the flower, whereas a windpollinated flower has a large, feathery
stigma outside the flower.
An insect-pollinated flower has sticky or
spiky pollen grains, but a wind-pollinated
flower has smooth, light pollen grains.
An insect-pollinated flower makes quite
large quantities of pollen, however a
wind-pollinated flower makes very large
quantities of pollen.
Any sensible answer, such as:
a Sexual reproduction fuses a male and
female gamete together.
b Gametes are required for
sexual reproduction.
c Wind-pollinated flowers can catch pollen
being carried by the wind.
d The stigma is where the pollen needs to
land before fertilisation.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 15
3
Exercise 15.1
1
Meaning
ovum
female sex cell
sperm
male sex cell
fertilise
fusing a sperm and an ovum
(egg cell)
oviduct
tube that travels from the ovaries
to the uterus
supports the
sperm cell when
swimming towards
the ovum (egg cell)
ovaries
the place where the ovum
(egg cell) matures before release
ciliated
cells
cells that contain small hairs to
sweep the ovum (egg cell) along
ovulation
the monthly release of an ovum
(egg cell) into the oviduct
peristalsis
the contraction and relaxation
of muscles to move the ovum
(egg cell) along the oviduct
Feature of
sex cell
Sperm or
ovum (egg
cells)
Function in sex cell
nucleus
both
contains
the genetic
information in the
chromosomes
tail
sperm
head
sperm
is streamlined to
reduce resistance
when travelling
membrane
ovum
prevents too
many sperm from
penetrating the
egg at one time
middle
piece/body
2
Key word
a
b
sperm
contains many
mitochondria to
power the tail
swimming, travelling, penetrating,
powering
Any sensible learner answers; possible
examples provided below.
• My mother goes swimming in
the pool.
• I like travelling to hot places.
• My sunglasses reduce the light
penetrating my eyes.
• The battery is powering my phone.
4
ovaries; oviduct; ovum
Exercise 15.2
5
6
7
a
males – grow, begin, become,
develop, broadens
females – begin, become, develop
b
i nipples; ii oestrogen; iii hair; iv armpits;
v testes
oestrogen; ovaries
produce testosterone in the testes
a
b
Women
Men
breasts/nipples/vagina chest broadens /
become larger
muscles develop /
voice deepens
8
hips begin to widen
penis grows larger
armpit hair/pubic hair
develops
facial hair/armpit hair/
pubic hair develops
a
b
… larger breasts/larger vagina/wider hips.
… in men causes physical changes like
a broader chest, facial hair, armpit hair,
pubic hair and a larger penis.
Exercise 15.3
9
17
release; reach; fuse; divides; forms; moves;
sink; forms; supports
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CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 16
Exercise 16.1
Exercise 16.3
1
7
8
2
3
4
chromatid / chromosome / allele / genotype /
phenotype / homologous / centromere /
diploid / haploid / gene
string; genetic; unit; characteristics
a specific
b different
c you can see it
d Any sensible learner answers such as: eye
colour; hair colour; presence of freckles;
ear lobe length; hair type
e allele
a Coloured dyes are used to observe the
chromosomes in research.
b Centro means ‘the centre’ and the
centromere is located at a central meeting
point of the chromatids.
c The physical characteristic that is shown
in an organism.
brown; blue; blue
a the same
b different
c they have two different alleles for the
same gene
9 a heterozygous
b homozygous
c heterozygous
d homozygous
e homozygous
f heterozygous
10 a blue eyes
b Heather is homozygous for blue eyes.
c brown eyes
d The daughter has brown eyes so must
have at least one allele for brown
otherwise she would have blue eyes.
Exercise 16.2
Exercise 16.4
5
11 a A and B
b and c
6
a
b
c
a
b
c
d
e
must
will
will
two
two
they separate
the daughter cells
four
Alleles
Phenotype
AA or AO
blood group A
BB or BO
blood group B
OO
blood group O
AB
blood group AB
12 a
mother
father
b
c
18
B
O
A
AB
AO
A
AB
AO
could; could; will not
Learner sentences should be similar
to this:
The offspring have a 50% chance of
having the AB blood group. This is
because the alleles for blood groups A and
B are codominant. This creates a third
phenotype, which is blood group AB.
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CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 17
5
Exercise 17.1
1
2
a continuous
b mutation
c adaptive
d xerophyte
e hydrophyte
f selection
Learner answers may vary depending on
what they find (using the internet or reference
books). Learner answers should have the
name of the scientist + simple past verb form
+ the idea or theory. Examples are provided
below.
a Morgan confirmed the Mendelian laws
of inheritance.
b Lamarck proposed that some forms of life
were spontaneously generated.
c Wallace suggested the theory of evolution
with Darwin.
d Darwin published On the Origin
of Species.
e Mendel discovered the basic laws of
genetic inheritance.
For example:
a Birds have long, thin beaks so that they
can find food in small spaces.
b Polar bears are camouflaged from
predators because they have white fur.
c Giraffes have long necks in order that they
can reach food in trees.
d Flying birds can fly easily as they have
light bones.
Exercise 17.3
6
a
For example:
big/strong teeth; strong legs/strong
muscles; camouflaged colour;
sensitive whiskers
b
Learner answers should use sentences that
link an observation to an explanation.
A sample answer is provided below:
The lion is well adapted to its
environment as it has many features that
allow it to hunt prey efficiently. The lion
has strong muscles in its legs so that it can
catch prey easily. The lion can rip and
tear prey easily because it has big, strong
teeth. The lion is able to camouflage itself
from other animals with its golden fur.
Lions also have whiskers for detecting and
sensing what is around them.
c
Learner answers should describe how
the lion population might decrease if
they could not catch as many prey. The
answer should also link this to the specific
features. For example:
The lion population would decrease.
Lions would not be able to catch as many
prey if they did not have big, strong legs
for running fast. They would not be able
to rip and tear prey if they did not have
big, strong teeth. They would not be
able to catch their prey if they were not
camouflaged. They would be less able
to navigate their environment without
sensitive whiskers.
Exercise 17.2
3
4
Key word/
term
Definition
theory
a system of ideas and
principles used to
explain something
adapt
adjust to new conditions
characteristic
a particular feature of a thing
or an organism
variation
having a range of different
features and characteristics
environment
the conditions in which a
species may live
a
b
c
19
pale (peppered) moth
Because they were not able to camouflage
themselves against the darker trees, they
were too visible to predators.
pollution from the nearby factory
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 18
Exercise 18.1
Exercise 18.2
1
3
2
environment; ecology; habitat; population;
community; ecosystem; energy; food chain;
food web
Word
Definition
habitat
the area where an
organism lives
population
the number of organisms of the
same species living together in
the same area at the same time
food web
a network of food chains
connected together to
show the flow of energy in
that ecosystem
food chain
shows the flow of energy from
one organism to the next
ecology
the study of organisms and
their environment
community
all of the organisms of different
species that occupy the
same habitat
energy
this is required for organisms to
grow healthily
ecosystem
an area that contains all
of the organisms and
their environment
environment
the surroundings of
an organism
4
5
6
The boxes should be labelled in the
following order from left to right: plants
are the producer; grasshopper is the
primary consumer; flycatcher is the
secondary consumer
plant; Sun; primary; grasshopper; consumer
a one producer
b four primary consumers
c caterpillar; grasshopper; iguana; squirrel
d secondary
a increase
b would increase
c If the population; population;
would increase
d If the population of ocelots decreased,
then the population of squirrels
would increase.
OR:
If the population of ocelots increased,
then the population of squirrels
would decrease.
Exercise 18.3
7
8
9
burning; increase; increased; species
a the population is increasing at a faster rate
b the population is increasing rapidly
Any three sensible statements from the
paragraph, reworded to be shorter and more
concise – examples in square brackets:
The human population has increased to over
7 billion people in recent years and most of
this growth has taken place during the past
200–300 years. [The human population has
increased rapidly over the past 200–300 years
and is now over 7 billion people.]
People have been getting immunised – which
protects against disease – and so fewer people
die from diseases that would have killed years
before. [Diseases are killing fewer people
because of immunisation.]
The diets of people have also improved and
this is contributing to people living much
longer. [People are living longer due to
improved diet.]
20
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 19
Exercise 19.1
Exercise 19.2
1
4
2
3
21
M U O Q C Y R W Y N Q H I N G
O N O I T C N I T X E B Z N W
N D C H Q X I V N D I G I Q D
O N E E M A F L H O Z D O B P
C E X R F W F J D J E S K W J
U K C Z E C Q I M E H I T H P
L V Z W M G V W R H K H X F R
T W J O P E N B P S R G C E U
U I B D R W U A A W O N E I U
R B Y S N A W D D Y X H V Q J
E U I P I K N P F N H C I M C
D T Y M R A M W K I E U T X D
Y U K B U X M L F B X N P Z B
V K M P W T A P W L D Y A U Z
Z I G L O O J B Y X B H C L C
a
b
c
d
5
a
b
c
d
a
If humans add pollutants to water, it kills
the plants that live there.
b If mining destroys soil and vegetation, it
destroys the habitat.
c If humans remove live corals from coral
reefs, it damages the entire habitat.
d If humans cut down trees to make paper,
it releases large amounts of carbon
dioxide. (Accept any other valid point
such as: destroy habitats for animals,
destroy plant life etc.)
Learners’ answers may vary but should use the
first conditional as in these examples.
a If trees are only cut to 1 m, they
will regrow.
b If you replace trees that are cut down with
new ones, you will conserve forests.
c If government regulations are enforced,
it will stop people cutting down as
many trees.
d If education is improved, people will cut
down fewer trees.
The South China tiger is one of the
world’s most endangered animals.
Three species of tiger are already extinct.
If tigers become extinct, it affects
the ecosystem.
Hunting by humans is one of the main
dangers to tigers.
turtles, eggs, seabeds, sponges, sources,
turtles, humans
It’s (it is) estimated that there are only
8000 turtles left on Earth.
nest, nest
Learners research suitable facts and
present them with the correct plural or
possessive. For example:
In Japan, hawksbill turtle shells are
known as bekko.
OR:
The hawksbill turtle uses its beak as a
feeding tool.
Exercise 19.3
6
a
b
Causes of
climate change
Effects of
climate change
carbon dioxide
released into
atmosphere
weather patterns
change
greenhouse gases
trap heat energy in
atmosphere
more frequent
flooding and
hurricanes
methane released
by cattle
polar ice caps melt
increases in Earth’s
overall temperature
sea levels rise
Any sensible sentences that use suitable
linkers. For example:
The heat energy is trapped in the
atmosphere by greenhouse gases.
Weather patterns are changing and the
polar ice caps are melting because of the
increase in the Earth’s temperature.
Owing to the combustion of fossil fuels,
more carbon dioxide is being released into
the atmosphere.
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CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 19 continued
c
Any sensible sentences that use suitable
linkers. For example:
Hurricanes and flooding from heavy
rainfall are caused by extreme climates.
Owing to water evaporating from fertile
areas, deserts are formed.
Rising sea levels and flooding are due to
polar ice caps melting.
Exercise 19.4
7
22
Any sensible sentences that use the second
conditional (If…would…). For example:
If we cut down fewer forests and trees, they
would take in more of the carbon dioxide
from the atmosphere.
If we replanted forests, they would stop water
evaporating from fertile areas.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022
CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK
Chapter 20
Exercise 20.1
Exercise 20.3
1
5
2
3
a recombinant plasmid
b restriction enzymes
c biotechnology
d pectinase
e biofuel
f fermenter
g DNA ligase
Learners’ word searches should contain all of
the key words.
a an
b a
c a
d a, the
e an, the
a
b
c
on, in, of, for
i
from
ii from
iii into, with
iv in
v in
i
restriction enzyme
ii DNA ligase
iii cheap, fast, produces large amounts
of insulin
Exercise 20.2
4
a
b
c
d
e
f
g
h
i
23
Then / Next / After that / Secondly, 100 g
of orange was divided into two beakers.
Then / Next / After that / Thirdly, 2 ml of
pectinase was added to beaker A.
Then / Next / After that, 2 ml of water was
added to beaker B.
Then / Next / After that, both beakers
were stirred with a glass rod.
Then / Next / After that, the beakers were
covered with plastic wrap.
Then / Next / After that, the beakers were
incubated at 40 °C for 20 minutes.
Then / Next / After that, two funnels were
lined with the filter paper.
Then / Next / After that, each funnel was
placed over a measuring cylinder and the
pulp from each beaker was added.
Finally, the volume of juice obtained from
each sample of orange pulp was recorded
every five minutes.
Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022