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 Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022 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 Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022 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 Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022 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. Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022 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. Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022 CAMBRIDGE IGCSE™ BIOLOGY: ENGLISH LANGUAGE SKILLS WORKBOOK 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 Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022 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. Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022 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. Cambridge IGCSE™ Biology – Broderick & Chadwick © Cambridge University Press 2022 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