IGCSE BIOLOGY – BULLET POINT NOTES
Edexcel International GCSE
Content coverage
Learning outcomes
Exam bullet points
Section 1: The nature
and variety of living
organisms
a) Characteristics of
living organisms
Students will be assessed on their ability to:
Tip: Be able to identify each of these key characteristics
Section 1: The nature
and variety of living
organisms
b) Variety of living
organisms
Students will be assessed on their ability to:
N Essenhigh KSW Biology
1.1 understand that living organisms share
the following characteristics:
● they require nutrition
● they respire
● they excrete their waste
● they respond to their surroundings
● they move
● they control their internal conditions
● they reproduce
● they grow and develop.
1.2 describe the common features shared by
organisms within the following main groups:
plants, animals, fungi, bacteria, protoctists
and viruses, and for each group describe
examples and their features as follows (details
of life cycle and economic importance are not
required):
Plants: these are multicellular organisms; their
cells contain chloroplasts and are able to
carry out photosynthesis; their cells have
cellulose cell walls; they store carbohydrates
as starch or sucrose
Examples include flowering plants, such as a
cereal (for example maize), and a herbaceous
legume (for example peas or beans)
Animals: these are multicellular organisms;
their cells do not contain chloroplasts and are
not able to carry out photosynthesis; they
have no cell walls; they usually have nervous
coordination and are able to move from one
place to another; they often store
Tip: you should be able to identify features in common and the key differences between
each group of organisms
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
carbohydrate as glycogen
Examples include mammals (for example
humans) and insects (for example housefly
and mosquito)
Section 1: The nature
and variety of living
organisms
b) Variety of living
organisms
N Essenhigh KSW Biology
Fungi: these are organisms that are not able
to carry out photosynthesis; their body is
usually organised into a mycelium made from
thread-like structures called hyphae, which
contain many nuclei; some examples are
single-celled; their cells have walls made of
chitin; they feed by extracellular secretion of
digestive enzymes onto food material and
absorption of the organic products; this is
known as saprotrophic nutrition; they may
store carbohydrate as glycogen
Examples include Mucor, which has the
typical fungal hyphal structure, and yeast
which is single-celled
Bacteria: these are microscopic single-celled
organisms; they have a cell wall, cell
membrane, cytoplasm and plasmids; they lack
a nucleus but contain a circular chromosome
of DNA; some bacteria can carry out
photosynthesis but most feed off other living
or dead organisms
Examples include Lactobacillus bulgaricus, a
rod-shaped bacterium used in the production
of yoghurt from milk, and Pneumococcus, a
spherical bacterium that acts as the pathogen
causing pneumonia
Protoctists: these are microscopic singlecelled organisms. Some, like Amoeba, that
live in pond water, have features like an
animal cell, while others, like Chlorella, have
chloroplasts and are more like plants. A
pathogenic example is Plasmodium,
responsible for causing malaria
Viruses: these are small particles, smaller
than bacteria; they are parasitic and can
reproduce only inside living cells; they infect
Fungus – Saprotrophic Nutrition:

secrete enzymes;

external (extracellular) digestion / on to food;

product absorbed;
Fungal structure:

Mycelium;

Made up of hyphae

Chitin cell walls
Bacterial structure:

Circular DNA (no nucleus)

Plasmids

Cell wall
Tip: learn the stated examples (word for word!!)
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
every type of living organism. They have a
wide variety of shapes and sizes; they have
no cellular structure but have a protein coat
and contain one type of nucleic acid, either
DNA or RNA
Examples include the tobacco mosaic virus
that causes discolouring of the leaves of
tobacco plants by preventing the formation of
chloroplasts, the influenza virus that causes
‘flu’ and the HIV virus that causes AIDS
Exam bullet points
Pathogen:

Disease causing

Micro-organism / bacteria / virus / fungus /protoctist
1.3 recall the term ‘pathogen’ and know that
pathogens may be fungi, bacteria, protoctists
or viruses.
Section 2: Structures
and functions in living
organisms
a) Levels of organisation
b) Cell structure
Students will be assessed on their ability to:
2.1 describe the levels of organisation within
organisms: organelles, cells, tissues, organs
and systems.
Cell structures:
●
cell membrane - controls what enters/leaves the cell / permeability /holds cell contents /
engulf / eq;
●
cytoplasm - (chemical) reactions / respiration / metabolism / synthesis / enzymes / eq;
●
nucleus - controls (cell activity) / contains DNA/genetic material / eq; Ignore brain
2.2 describe cell structures, including the
nucleus, cytoplasm, cell membrane, cell wall,
chloroplast and vacuole
2.3 describe the functions of the nucleus,
cytoplasm, cell membrane, cell wall,
chloroplast and vacuole
2.4 compare the structures of plant and
animal cells.
Section 2: Structures
and functions in living
organisms
c) Biological molecules
Students will be assessed on their ability to:
2.5 identify the chemical elements present in
carbohydrates, proteins and lipids (fats and
oils)
2.6 describe the structure of carbohydrates,
N Essenhigh KSW Biology
Elements in Carbohydrates:

Carbon Hydrogen and Oxygen
Elements in Protein:

Carbon Hydrogen Oxygen and Nitrogen
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
proteins and lipids as large molecules made
up from smaller basic units: starch and
glycogen from simple sugar; protein from
amino acids; lipid from fatty acids and glycerol
Elements in Lipids:

Carbon Hydrogen and Oxygen
2.7 describe the tests for glucose and starch
Test for Glucose:

Benedicts;

blue / light blue;

red / brick-red / brown-red / orange / yellow / green;
Test for starch:

Iodine

Orange red

Blue /Black
Section 2: Structures
and functions in living
organisms
c) Biological molecules
Students will be assessed on their ability to:
2.8 understand the role of enzymes as
biological catalysts in metabolic reactions
2.9 understand how the functioning of
enzymes can be affected by changes in
temperature, including changes due to
change in active site
2.10 understand how the functioning of
enzymes can be affected by changes in
active site caused by changes in pH
Section 2: Structures
and functions in living
organisms
c) Biological molecules
N Essenhigh KSW Biology
Effect of increasing temperature on enzymes:
●
ref. movement of molecules / (kinetic) energy;
●
more/faster collisions;
●
optimum;
●
denature enzyme/active site;
pH effects on enzymes:

optimum

change shape of enzymes active site;

denature enzyme

substrate no longer fits
DO NOT state killed / dead
Students will be assessed on their ability to:
2.11 describe experiments to investigate how
enzyme activity can be affected by changes in
temperature.
Tip:
Remember controls (temperature, enzyme concentration, substrate concentration, pH,
time)
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Section 2: Structures
and functions in living
organisms
Students will be assessed on their ability to:
d) Movement of
substances into and out
of cells
2.12 understand definitions of diffusion,
osmosis and active transport
2.13 understand that movement of
substances into and out of cells can be by
diffusion, osmosis and active transport
Exam bullet points
Movement of particles (NOT water):
●
diffusion
●
high conc. to low conc. / down concentration gradient / eq;
●
of particles / molecules;
●
passive / eq;
Movement of water:
●
osmosis; Ignore active transport
●
high conc of water to low conc of water / dilute to concentrated solution
●
selectively permeable membrane / eq;
●
Passive
Active Transport:
Section 2: Structures
and functions in living
organisms
d) Movement of
substances into and out
of cells
N Essenhigh KSW Biology
Students will be assessed on their ability to:
2.15 understand the factors that affect the
rate of movement of substances into and out
of cells, to include the effects of surface area
to volume ratio, temperature and
concentration gradient
●
against concentration gradient / more ions inside than outside / eq;
●
energy / ATP;
Exchange surfaces (villus/gills/alveolus) need:

large surface area:volume (ratio)

increases diffusion;

increased temperature;

increases Kinetic energy (of molecules)

move faster

increases rate of diffusion

steeper concentration gradient;

increases probability of particles moving;

increases rate of diffusion

thin diffusion pathway

reduces distance particles need to move;

increases rate of diffusion
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 2: Structures
and functions in living
organisms
Students will be assessed on their ability to:
Turgid





d) Movement of
substances into and out
of cells
Section 2: Structures
and functions in living
organisms
e) Nutrition
2.14 understand the importance in plants
of turgid cells as a means of support
2.16 describe experiments to investigate
diffusion and osmosis using living and nonliving systems.
Students will be assessed on their ability to:
2.17 describe the process of photosynthesis
and understand its importance in the
conversion of light energy to chemical energy
2.18 write the word equation and the
balanced chemical symbol equation for
photosynthesis
Section 2: Structures
and functions in living
organisms
e) Nutrition
N Essenhigh KSW Biology
Students will be assessed on their ability to:
2.22 describe experiments to investigate
photosynthesis, showing the evolution of
oxygen from a water plant, the production of
starch and the requirements of light, carbon
dioxide and chlorophyll
movement of water into cell;
osmosis
cell swells / increases in volume;
cell membrane presses against cell wall
cell wall is strong / prevents bursting
Experiments – typically potato cells and pink agar
Testing leaves for starch:
●
destarch plant / eq;
●
place in light;
●
put in boiling/hot water;
●
(boil in) ethanol;
●
add iodine;
●
blue / black;
Problems with counting number of bubbles:

volume of bubbles / vary in size;

easy to miscount/eq;

composition of bubbles / not all oxygen / some CO2;

allow oxygen dissolves in water/eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 2: Structures
and functions in living
organisms
e) Nutrition
Students will be assessed on their ability to:
Section 2: Structures
and functions in living
organisms
e) Nutrition
Students will be assessed on their ability to:
2.21 understand that plants require mineral
ions for growth and that magnesium ions are
needed for chlorophyll and nitrate ions are
needed for amino acids
Limiting factors:

increased light intensity

increases rate of photosynthesis

increased temperature;

increases kinetic energy of molecules (enzymes/substrates);

rate of photosynthesis increases until;

temperature causes the enzymes to denature

rate of photosynthesis decreases;

increased CO₂ concentration

increases rate of photosynthesis;

CO₂ concentration is often in short supply
Role of fertilisers:

more nitrates / nitrogen;

protein / amino acids;

growth;

other named mineral eg Mg;

function of mineral eg chlorophyll;
Section 2: Structures
and functions in living
organisms
e) Nutrition
Students will be assessed on their ability to:
Role of chlorophyll
N Essenhigh KSW Biology
2.19 understand how varying carbon dioxide
concentration, light intensity and temperature
affects the rate of photosynthesis
2.20 describe the structure of the leaf and
explain how it is adapted for photosynthesis
●
chlorophyll;
●
(absorb) light;
●
photosynthesis;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Section 2: Structures
and functions in living
organisms
e) Nutrition
Students will be assessed on their ability to
Exam bullet points
Humans
2.23 understand that a balanced diet
should include appropriate proportions of
carbohydrate, protein, lipid, vitamins,
minerals, water and dietary fibre
2.24 identify sources and describe functions
of carbohydrate, protein, lipid (fats and oils),
vitamins A, C and D, the mineral ions calcium
and iron, water and dietary fibre as
components of the diet
●
sun/light makes vitamin D;
Vit C deficiency:

Section 2: Structures
and functions in living
organisms
e) Nutrition
Students will be assessed on their ability to:
2.25 understand that energy requirements
vary with activity levels, age and
pregnancy
2.26 describe the structures of the human
alimentary canal and describe the functions of
the mouth, oesophagus, stomach, small
intestine, large intestine and pancreas
2.27 understand the processes of ingestion,
digestion, absorption, assimilation and
egestion
N Essenhigh KSW Biology











skin / gums / prevent scurvy / help connective tissue / protect against infection /
help immune system;
children grow
metabolic rate increases
because more energy /greater respiration is needed
for growth
as we get older
metabolic rate decreases
less energy is needed
less growth / repair only
during pregnancy;
metabolic rate (of mother) increases;
fetus needs energy to grow
Ingestion:

taking in food
Digestion:

breaking down large insoluble molecules into small soluble ones
Absorption:
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points

products of digestion moving into the blood
Assimilation:

using digestive products to make substances stored in the body
Egestion:

removal of undigested waste (faeces) from the body
Section 2: Structures
and functions in living
organisms
e) Nutrition
Students will be assessed on their ability to:
2.28 explain how and why food is moved
through the gut by peristalsis
2.29 understand the role of digestive
enzymes, to include the digestion of starch to
glucose by amylase and maltase, the
digestion of proteins to amino acids by
proteases and the digestion of lipids to fatty
acids and glycerol by lipases
Digestion of starch
 mouth / saliva;
 mechanical digestion / chewing /
 mastication / eq;
 amylase; ONCE Ignore carbohydrase
 (starch to) maltose;
 pancreas / pancreatic juice / eq;
 small intestine / duodenum / ileum;
 starch/maltose to glucose;
 maltase;.
.
Section 2: Structures
and functions in living
organisms
e) Nutrition
Students will be assessed on their ability to:
2.30 understand that bile is produced by the
liver and stored in the gall bladder, and
understand the role of bile in neutralising
stomach acid and emulsifying lipids
2.31 describe the structure of a villus and
explain how this helps absorption of the
products of digestion in the small intestine
2.32 describe an experiment to investigate
the energy content in a food sample.
N Essenhigh KSW Biology
Role of bile:
●
emulsifies / emulsification / small drops;
●
lipid /fat / oil;
●
large surface area;
●
enzymes / lipase;
●
neutralise acid / raise pH / optimum / alkaline / eq;
Structure of Villus related to Function:
●
large surface area / microvilli;
●
capillaries;
●
blood moves/circulates /eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
●
maintain concentration gradient;
●
walls single cell thick / thin walls / short distance / (capillaries) close to wall;
●
lacteal / lymph vessel;
●
diffusion;
Measuring the energy content of a food.
●
weigh crisp / mass of crisp;
●
burn crisp / eq;
●
burnt completely / eq;
●
heat water / hold (burning crisp) under tube / hold (burning crisp) under water /
calorimeter / eq;
●
volume of water / mass of water;
●
measure temperature before and after / temperature rise / temperature increase /
change in temperature / eq;
Difference in using beaker v test-tube:



Section 2: Structures
and functions in living
organisms
f) Respiration
beaker has lower surface area : volume ratio / tube has higher surface area :
volume ratio;
less heat loss / less temperature fall / boiling tube / cools down quicker;
larger surface area to absorb heat;
Students will be assessed on their ability to:
2.33 understand that the process of
respiration releases energy in living
organisms
Aerobic
Anaerobic
Uses O₂
Does not use O₂
Makes CO₂ and H₂O
In animals: makes lactic acid
In plants and fungi: makes CO₂
and ethanol (alcohol)
2.34 describe the differences between aerobic
and anaerobic respiration
Section 2: Structures
and functions in living
organisms
N Essenhigh KSW Biology
Creates oxygen debt
Students will be assessed on their ability to:
Aerobic Respiration:
2.35 write the word equation and the
Glucose + oxygen = carbon dioxide + water
+
ENERGY (ATP)
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
f) Respiration
balanced chemical symbol equation for
aerobic respiration in living organisms
C₆ H₁₂ O₆ + 6O₂
2.36 write the word equation for anaerobic
respiration in plants and in animals
Section 2: Structures
and functions in living
organisms
g) Gas exchange
=
6CO₂
+
6H₂O +
Anaerobic Respiration:
In animals
Glucose = Lactic Acid
2.37 describe experiments to investigate
the evolution of carbon dioxide and heat
from respiring seeds or other suitable
living organisms.
In Plants
Glucose = Carbon Dioxide + Ethanol (alcohol)
Students will be assessed on their ability to:
Movement of gas molecules:
2.38 understand the role of diffusion in gas
exchange
Flowering plants
2.39 understand gas exchange (of carbon
dioxide and oxygen) in relation to respiration
and photosynthesis
ENERGY (ATP)
●
diffusion
●
high conc. to low conc. / down concentration gradient / eq;
●
of particles / molecules;
●
passive / eq;
NOT along the concentration gradient
2.40 understand that respiration continues
during the day and night, but that the net
exchange of carbon dioxide and oxygen
depends on the intensity of light
Section 2: Structures
and functions in living
organisms
g) Gas exchange
Students will be assessed on their ability to:
●
reduce water loss/transpiration/evaporation;
2.41 explain how the structure of the leaf is
adapted for gas exchange
●
prevent entry of microorganisms; Ignore waterproof
2.42 describe the role of stomata in gas
exchange
Adaptation of leaf:
2.43 describe experiments to investigate
the effect of light on net gas exchange
N Essenhigh KSW Biology
Role of cuticle:
●
stomata / guard cells;
●
spongy (mesophyll) / spongy (layer) / air spaces / eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
from a leaf, using hydrogen-carbonate
indicator
●
moist;
●
thin;
●
large surface area;
Role of stomata in gas exchange:
●
diffusion / diffuses;
●
stomata / pores / holes;
●
down concentration gradient / eq; (specify into /out of leaf)
Hydrogen carbonate indicator:

Measures level of CO₂ (NOT O₂)

Purple - Low CO₂
Red - Atmospheric CO₂
Yellow - High CO₂
Respiration produces CO₂
Photosynthesis consumes CO₂
N Essenhigh KSW Biology

More respiration than photosynthesis (in dark);

CO₂ increases so pH decreases;

Indicator goes yellow;

More photosynthesis than respiration (in light);

CO₂ decreases so pH increases;

Indicator goes purple;

Respiration = photosynthesis (in low light intensities OR if animals are present);

CO₂ remains the same so pH remains the same;

Indicator stays red;

Compensation point
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 2: Structures
and functions in living
organisms
g) Gas exchange
Students will be assessed on their ability to:
Alveoli
Humans

Increases rate of gas exchange
2.44 describe the structure of the thorax,
including the ribs, intercostal muscles,
diaphragm, trachea, bronchi, bronchioles,
alveoli and pleural membranes







Large surface area
Thin walls for
Short diffusion pathway
Rich capillary network
Maintains concentration gradient
Moist
Gases can dissolve
2.46 explain how alveoli are adapted for gas
exchange by diffusion between air in the
lungs and blood in capillaries
Section 2: Structures
and functions in living
organisms
g) Gas exchange
Students will be assessed on their ability to:
2.45 understand the role of the intercostal
muscles and the diaphragm in ventilation
2.48 describe experiments to investigate the
effect of exercise on breathing in humans
Inhalation:

intercostal muscles contract;

diaphragm contracts;

ribs move up and out;

diaphragm moves down;

thorax volume increases;

thorax pressure decreases;

air moves in
Effect of exercise:
Section 2: Structures
and functions in living
organisms
g) Gas exchange
N Essenhigh KSW Biology
Students will be assessed on their ability to:
2.47 understand the biological consequences
of smoking in relation to the lungs and the
circulatory system, including coronary heart
disease.
●
oxygen;
●
respiration (aerobic or anaerobic);
●
energy / ATP;
●
muscles;
●
lactic acid / oxygen debt / carbon dioxide;
General effect of smoking:
●
emphysema;
●
less surface area / damage to alveoli /
●
less alveoli / eq;
●
bronchitis / obstructive lung disease;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
●
bacteria / infection;
●
cilia damaged / cilia stop moving / eq;
●
more mucus / build up of mucus / eq;
●
cancer / carcinogens / mutation;
●
tar;
Effect of smoking on emphysema:
●
surface area (of alveoli) reduced / smaller alveoli;
●
less oxygen (into blood/body); I gas exchange
●
respiration;
●
less aerobic (respiration) / anaerobic respiration / lactic acid;
●
less energy released;
Effect of smoking on Coronary Heart Disease
Section 2: Structures
and functions in living
organisms
h) Transport
N Essenhigh KSW Biology
Students will be assessed on their ability to:
2.49 understand why simple, unicellular
organisms can rely on diffusion for movement
of substances in and out of the cell
●
blockage or narrowing / eq;
●
by fat / fatty deposit / cholesterol / eq;
●
in arteries / coronary artery / aorta / blood vessels;
●
less oxygen / less glucose;
●
anaerobic respiration;
●
lactic acid;
●
heart attack / heart disease / angina / eq;
●
nicotine / carbon monoxide;
●
increased heart rate /high blood pressure / make heart work harder;
Small organisms
Large SA:Volume (ratio)
Increases rate of diffusion
Increases rate of heat loss
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Section 2: Structures
and functions in living
organisms
h) Transport
Learning outcomes
Exam bullet points
2.50 understand the need for a transport
system in multicellular organisms
Large organisms
Small SA:Volume (ratio)
Decreases rate of diffusion
Reduces rate of heat loss
Need specially adapted exchange surface (organs)
To increase SA:Volume (ratio) internally
Students will be assessed on their ability to:
Flowering plants




Water absorbed in roots
By osmosis
Root hair cells
Increase the SA for uptake of water
2.51 describe the role of phloem in
transporting sucrose and amino acids
between the leaves and other parts of the
plant
2.52 describe the role of the xylem in
transporting water and mineral salts from the
roots to other parts of the plant
2.53 explain how water is absorbed by root
hair cells
Section 2: Structures
and functions in living
organisms
h) Transport
Students will be assessed on their ability to:
2.54 understandl that transpiration is the
evaporation of water from the surface of a
plant
2.55 explain how the rate of transpiration is
affected by changes in humidity, wind speed,
temperature and light intensity
2.56 describe experiments to investigate the
role of environmental factors in determining
the rate of transpiration from a leafy shoot
N Essenhigh KSW Biology
Movement of water through a plant:

roots absorb;

osmosis;

leaves lose;

transpiration / evaporation /

diffusion;
Factors affecting Transpiration:
● wind;
● temperature (faster / increase / higher / eq; = (more) transpiration / evaporation /
diffusion / kinetic energy /eq;)
● humidity;
● light;
● species of plant / surface area (of leaves) / number of leaves / size
● of leaves / number of stomata;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 2: Structures
and functions in living
organisms
Students will be assessed on their ability to:
Red Blood Cells:
h) Transport
Humans
2.57 describe the composition of the blood:
red blood cells, white blood cells, platelets
and plasma
2.58 understand the role of plasma in the
transport of carbon dioxide, digested food,
urea, hormones and heat energy
Section 2: Structures
and functions in living
organisms
h) Transport
2.59 explain how adaptations of red blood
cells, including shape, structure and the
presence of haemoglobin, make them suitable
for the transport of oxygen
Students will be assessed on their ability to:
2.60 describe how the immune system
responds to disease using white blood cells,
illustrated by phagocytes ingesting pathogens
and lymphocytes releasing antibodies specific
to the pathogen
2.61 understand that vaccination results in
the manufacture of memory cells, which
enable future antibody production to the
pathogen to occur sooner, faster and in
greater quantity
2.62 understand that platelets are involved
in blood clotting, which prevents blood
loss and the entry of micro-organisms
Section 2: Structures
and functions in living
organisms
h) Transport
N Essenhigh KSW Biology
Students will be assessed on their ability to:
2.63 describe the structure of the heart and
how it functions
●
biconcave / biconcave described;
●
more surface / large SA:VOL / eq;
●
diffusion;
●
thin/permeable/small/lack nucleus
●
Haemoglobin
Immune Response:
●
foreign / genetic differences / not same tissue/self / eq; pathogen antigen;
●
white blood cells / named white blood cell;
●
antibody;
Phagocytes:
●
ingest / ingestion described / engulf / eq;
●
digest / enzymes / breakdown / eq;
Lymphocytes:

Antibodies

Specific to

Antigen

Lyse / stick together / clump
Contraction of ventricles:

wall is being squeezed/space inside ventricle is small;

atrioventricular closed;

semilunar valve is open;

blood is leaving the ventricle / heart;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
2.64 explain how the heart rate changes
during exercise and under the influence of
adrenaline
Section 2: Structures
and functions in living
organisms
h) Transport
Section 2: Structures
and functions in living
organisms
Students will be assessed on their ability to:
●
2.65 describe the structure of arteries, veins
and capillaries and understand their roles
one cell thick / thin (wall/membrane) / short diffusion distance / low pressure / slow
blood flow / eq;
2.66 understand the general structure of the
circulation system to include the blood vessels
to and from the heart, the lungs, the liver and
the kidneys
Tip: learn the names and location of the vena cava, renal, hepatic/hepatic portal and
pulmonary veins AND the aorta, pulmonary, hepatic and renal arteries
Students will be assessed on their ability to:
Tip: think hydrogen carbonate expt
Flowering plants
i) Excretion
2.67 understand the origin of carbon dioxide
and oxygen as waste products of metabolism
and their loss from the stomata of a leaf
Humans
2.68 recall that the lungs, kidneys and skin
are organs of excretion
2.69 understand how the kidney carries out its
roles of excretion and osmoregulation
2.70 describe the structure of the urinary
system, including the kidneys, ureters,
bladder and urethra
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Capillary:
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 2: Structures
and functions in living
organisms
Students will be assessed on their ability to:
Ultrafiltration:

movement of small molecules (from the blood into the kidney);

(under) pressure;
i) Excretion
2.71 describe the structure of a nephron, to
include Bowman’s capsule and glomerulus,
convoluted tubules, loop of Henlé and
collecting duct
Tip: learn and use the names of the different regions of the kidney
2.72 describe ultrafiltration in the Bowman’s
capsule and the composition of the glomerular
filtrate
2.74 understand that selective reabsorption of
glucose occurs at the proximal convoluted
tubule
Section 2: Structures
and functions in living
organisms
i) Excretion
Students will be assessed on their ability to:
2.73 understand that water is reabsorbed into
the blood from the collecting duct
2.75 describe the role of ADH in regulating
the water content of the blood
2.76 understand that urine contains water,
urea and salts.
N Essenhigh KSW Biology
Drinking less water:

less ADH;

lots of water in the blood;

less water reabsorbed;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 2: Structures
and functions in living
organisms
j) Coordination and
response
Students will be assessed on their ability to:
If too cold:

temperature of blood falls

detected by thermoregulatory centre (brain)

narrowing of blood vessels (at skin surface);

vasoconstriction;

takes blood away from the skin;

to conserve heat;

decreased sweating;

hairs stand on end / erector muscles contract;

increase insulating layer of air (next to skin)
2.77 understand that organisms are able to
respond to changes in their environment
2.78 understand that homeostasis is the
maintenance of a constant internal
environment and that body water content and
body temperature are both examples of
homeostasis
2.79 understand that a coordinated response
requires a stimulus, a receptor and an effector
Section 2: Structures
and functions in living
organisms
j) Coordination and
response
Students will be assessed on their ability to:
Flowering plants
2.80 understand that plants respond to stimuli
2.81 describe the geotropic responses of
roots and stems
Geotropism:
Stems
2.82 describe positive phototropism of stems
●
away / up / against gravity / negative geotropism;
●
sun / light / carbon dioxide / photosynthesis;
Roots
Section 2: Structures
and functions in living
organisms
j) Coordination and
response
N Essenhigh KSW Biology
Students will be assessed on their ability to:
Humans
2.83 describe how responses can be
controlled by nervous or by hormonal
●
toward gravity / down / positive geotropism;
●
water / minerals / ions / named mineral ion / anchorage /
●
nutrients / eq;
Nervous v Hormonal Control
●
fast(er) (versus slow(er));
●
electrical/impulse (versus chemical);
●
neurones (versus blood);
●
short(er) lasting (versus long(er) lasting);
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
communication and understand the
differences between the two systems
●
2.84 understand that the central nervous
system consists of the brain and spinal cord
and is linked to sense organs by nerves
target cells (versus all around body);
Tip: learn the relax arc and the roles of the synapses, sensory neurone, relay neurone and
motor neurones in it.
2.85 understand that stimulation of receptors
in the sense organs sends electrical impulses
along nerves into and out of the central
nervous system, resulting in rapid responses
2.86 describe the structure and functioning of
a simple reflex arc illustrated by the
withdrawal of a finger from a hot object
Section 2: Structures
and functions in living
organisms
j) Coordination and
response
Students will be assessed on their ability to:
2.87 describe the structure and function of the
eye as a receptor
Focusing on near objects:
●
lens gets thick(er) / wide(r) / fat(ter) / more spherical / round(er) / more convex / more
curved / eq; ignore smaller / bigger
●
ciliary muscle contract / eq; ignore constrict.
2.88 understand the function of the eye in
focusing near and distant objects, and in
responding to changes in light intensity
Section 2: Structures
and functions in living
organisms
j) Coordination and
response
Students will be assessed on their ability to:
2.89 describe the role of the skin in
temperature regulation, with reference to
sweating, vasoconstriction and
vasodilation
2.90 understand the sources, roles and
effects of the following hormones: ADH,
adrenaline, insulin, testosterone,
progesterone and oestrogen.
N Essenhigh KSW Biology
Increase in blood temperature:
●
vasodilation;
●
arterioles;
●
(blood vessels) dilate / get wider / eq;
●
(more) blood to skin / surface;
●
(more) sweat;
●
(more) evaporation / water loss / eq;
●
(erector) muscles relax;
●
hair flat / eq;
●
(less) air trapped / less insulation / eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
●
max
●
cooling / heat loss / radiation / convection / eq;
Effect of ADH
●
collecting duct;
●
more permeable / eq;
●
(more) water (re)absorbed (into blood) / blood more dilute / eq;
●
osmosis;
●
urine concentrated / less water in urine / less urine;
Control of blood sugar:
N Essenhigh KSW Biology
●
insulin
●
pancreas;
●
blood;
●
liver;
●
glycogen;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 3:
Reproduction and
inheritance
a) Reproduction
Students will be assessed on their ability to:
Male gametes v Female gametes:
3.1 understand the differences between
sexual and asexual reproduction
3.2 understand that fertilisation involves the
fusion of a male and female gamete to
produce a zygote that undergoes cell division
and develops into an embryo
Flowering plants
3.3 describe the structures of an insectpollinated and a wind-pollinated flower and
explain how each is adapted for pollination
●
indication of number and size difference;
eg .more sperm + smaller / less eggs + larger / more sperm + larger egg / less eggs +
smaller sperm
●
sperm: better chance of fertilisation / swim easier / eq
●
egg: more cytoplasm / more nutrition / eq;
Pollination:
●
transfer of pollen;
●
by insect / wind / eq;
●
from anther to stigma;
Wind pollinated:
●
petals/flower smaller / less bright / less attractive /eq;
●
stamens/anthers outside flower / exposed / larger /eq;
●
style/stigma outside flower / exposed / larger / eq;
●
stigma feathery / eq;
●
no nectary; Ignore ref. to pollen/scent/nectar
Insect pollinated:
Section 3:
Reproduction and
inheritance
a) Reproduction
N Essenhigh KSW Biology
Students will be assessed on their ability to:
3.4 understand that the growth of the pollen
tube followed by fertilisation leads to seed and
fruit formation
●
large petals / coloured petals;
●
enclosed anthers/stamens;
●
enclosed stigma;
●
germinates;
●
(pollen) tube;
●
(grows down) style;
●
digestion / enzymes;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
3.5 understand the conditions needed for
seed germination
●
(enters) ovule;
●
ovary;
●
micropyle;
●
(male) nucleus / (pollen grain) nucleus / male gamete;
●
fertilisation / fuse / join / eq;
●
ovum / egg / nucleus / female gamete;
●
ovule becomes seed;
●
ovule wall becomes seed coat / testa;
●
ovary becomes fruit;
3.6 understand how germinating seeds
utilise food reserves until the seedling can
carry out photosynthesis
3.7 understand that plants can reproduce
asexually by natural methods (illustrated by
runners) and by artificial methods (illustrated
by cuttings)
Section 3:
Reproduction and
inheritance
a) Reproduction
Students will be assessed on their ability to:
Humans
3.8 describe the structure and explain the
function of the male and female reproductive
systems
3.12 understand the roles of oestrogen and
testosterone in the development of secondary
sexual characteristics
●
Section 3:
Reproduction and
inheritance
a) Reproduction
3.9 understand the roles of oestrogen and
progesterone in the menstrual cycle
Placenta

Mother’s and baby’s blood do not mix

O₂ and nutrients (glucose/ amino acids);

Diffuse;

From mother’s blood into baby’s blood

CO₂ and waste products (urea);

Diffuse;

From baby’s blood into mother’s blood
3.10 describe the role of the placenta in the
nutrition of the developing embryo
3.11 understand how the developing
embryo is protected by amniotic fluid.
Amniotic fluid

Protection from bumps
NOT just protection
Section 3:
Reproduction and
inheritance
b) Inheritance
N Essenhigh KSW Biology
Students will be assessed on their ability to:
3.13 understand that the nucleus of a cell
contains chromosomes on which genes are
Tip: Learn the structure of the genetic material as described by the syllabus
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
located
3.14 understand that a gene is a section of a
molecule of DNA and that a gene codes for a
specific protein
3.15 describe a DNA molecule as two strands
coiled to form a double helix, the strands
being linked by a series of paired bases:
adenine (A) with thymine (T), and cytosine (C)
with guanine (G)
3.16 understand that genes exist in alternative
forms called alleles which give rise to
differences in inherited characteristics
Section 3:
Reproduction and
inheritance
b) Inheritance
Students will be assessed on their ability to:
3.17 understand the meaning of the terms:
dominant, recessive, homozygous,
heterozygous, phenotype, genotype and
codominance
3.18 describe patterns of monohybrid
inheritance using a genetic diagram
3.20 predict probabilities of outcomes from
monohybrid crosses
3.19 understand how to interpret family
pedigrees
Dominant:

Only one dominant allele needed to have an effect on the phenotype
Recessive:

Two copies of the recessive allele needed to have an effect on the phenotype

One from each parent
Homozygous:

Both alleles are the same
Heterozygous:

Two different alleles
Phenotype:

The effect of the alleles on the physical appearance
Genotype:

The combination of the two alleles for a particular characteristic
Co-dominance:

Both alleles have an effect on the phenotype
Tip: Make sure you label the genetic crosses with parent and offspring phenotype AND
genotype. The genotype and phenotype must be linked together correctly. Gamete
genotypes must be CLEARLY identified as separate – use a circle to isolate or a
comma to separate.
N Essenhigh KSW Biology
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 3:
Reproduction and
inheritance
b) Inheritance
Students will be assessed on their ability to:
Mitosis




3.21 understand that the sex of a person is
controlled by one pair of chromosomes, XX in
a female and XY in a male
3.22 describe the determination of the sex of
offspring at fertilisation, using a genetic
diagram
3.23 understand that division of a diploid cell
by mitosis produces two cells which contain
identical sets of chromosomes
3.24 understand that mitosis occurs during
growth, repair, cloning and asexual
reproduction
3.25 understand that division of a cell by
meiosis produces four cells, each with half the
number of chromosomes, and that this results
in the formation of genetically different haploid
gametes
Section 3:
Reproduction and
inheritance
b) Inheritance
Students will be assessed on their ability to:
3.26 understand that random fertilisation
produces genetic variation of offspring
3.27 know that in human cells the diploid
number of chromosomes is 46 and the
haploid number is 23
3.28 understand that variation within a
species can be genetic, environmental, or a
combination of both
3.29 understand that mutation is a rare,
random change in genetic material that can
N Essenhigh KSW Biology
Occurs when gametes are NOT being produced
Growth / repair
Asexual reproduction
Genetically identical cells
Meiosis

Produces haploid cells

Genetically different cells (by random assortment of chromosome pairs and
crossing over)
Diploid:

PAIRS of chromosomes

In humans – 23 pairs of chromosomes
Haploid

1 set of chromosomes

In humans – 23 chromosomes
Effects of Mutation:

change/damage/mistake to genetic material / eq;

passed on / inherited;

rare / random / eq;

alters characteristic / named example eg sickle cell/Down’s

harmful / description of effect;

few beneficial / description of effect;

increase/decrease of gene/allele/condition/numbers in population;

natural selection / evolution / speciation / eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
be inherited
3.31 understand that many mutations are
harmful but some are neutral and a few are
beneficial
3.33 understand that the incidence of
mutations can be increased by exposure
to ionising radiation (for example gamma
rays, X-rays and ultraviolet rays) and some
chemical mutagens (for example
chemicals in tobacco)
Section 3:
Reproduction and
inheritance
b) Inheritance
Students will be assessed on their ability to:
3.30 describe the process of evolution by
means of natural selection
3.32 understand how resistance to antibiotics
can increase in bacterial populations, and
appreciate how such an increase can lead to
infections being difficult to control.
Natural Selection:
●
variation / eq;
●
mutation / mutate(s) / mutated;
●
not eaten / not attacked / avoided / eq;
●
survive(s) / survival /survived;
●
reproduce / breed / mated / multiply / eq;
●
pass on gene(s) / allele(s) / eq;
●
process continues over time / eq;
Effect of camouflage on Evolution:
Section 4: Ecology and
the environment
N Essenhigh KSW Biology
Students will be assessed on their ability to:
●
easily seen / eq;
●
predators / easy prey / eq;
●
no camouflage;
●
not well adapted / not well suited / adaptation / eq;
●
struggle to survive / eq;
●
less reproduction;
●
less passing on of genes/characteristic / eq;
How quadrats are used:

random placing;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
a) The organism in the
environment
Learning outcomes
4.1 understand the terms population,
community, habitat and ecosystem
4.2 explain how quadrats can be used to
estimate the population size of an organism in
two different areas
Exam bullet points


use more quadrats (min 10);
calculate % cover / eq;
Tip: do state count plants not just work out how many; describe (give details) about HOW
you calculate a mean; WEIGH dry mass with a balance
4.3 explain how quadrats can be used to
sample the distribution of organisms in their
habitats.
Section 4: Ecology and
the environment
b) Feeding relationships
Students will be assessed on their ability to:
4.4 explain the names given to different
trophic levels to include producers, primary,
secondary and tertiary consumers, and
decomposers
4.5 understand the concepts of food chains,
food webs, pyramids of number, pyramids of
biomass and pyramids of energy transfer
Section 4: Ecology and
the environment
b) Feeding relationships
Students will be assessed on their ability to:
4.6 understand the transfer of substances and
of energy along a food chain
4.7 explain why only about 10% of energy is
transferred from one trophic level to the next.
Section 4: Ecology and
the environment
c) Cycles within
ecosystems
N Essenhigh KSW Biology
Students will be assessed on their ability to:
4.8 describe the stages in the water cycle,
including evaporation, transpiration,
condensation and precipitation
Energy Losses:

Not eaten / inedible

Not digested / indigestible / lost as faeces

Excreted / urine / sweating

Heat losses / respiration

Movement

Death / decomposers
Carbon Cycle:

rot / decay / digest / breakdown;

dead organisms;

release carbon dioxide;

respiration;

carbon dioxide absorbed by plants / used in
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
4.9 describe the stages in the carbon cycle,
including respiration, photosynthesis,
decomposition and combustion
4.10 describe the stages in the nitrogen
cycle, including the roles of nitrogen fixing
bacteria, decomposers, nitrifying bacteria
and denitrifying bacteria (specific names
of bacteria are not required).
Exam bullet points

photosynthesis;
Nitrification:
●
(nitrifying) bacteria;
●
ammonia/ammonium / into nitrites/NO2 or nitrite into nitrate;
Nitrogen fixation:
●
(root) nodules;
●
Rhizobium / nitrogen fixing bacteria;
●
nitrogen (gas) into nitrates / ammonia / ammonium;
●
amino acids / proteins; ( ONCE )
●
growth / higher yield;
●
decomposition / decomposers / decay / rotting / eq;
●
(decomposing) bacteria / fungi / eq;
●
mineral (ions) / salts / nutrients / named mineral ion;
Denitrification:
Section 4: Ecology and
the environment
d) Human influences on
the environment
Students will be assessed on their ability to:
4.11 understand the biological consequences
of pollution of air by sulfur dioxide and by
carbon monoxide
4.12 understand that water vapour, carbon
dioxide, nitrous oxide, methane and CFCs are
greenhouse gases
N Essenhigh KSW Biology
●
denitrifying (bacteria);
●
(nitrates) to ammonia;
●
(nitrates) to nitrite;
●
(nitrates) to nitrogen (gas);
Greenhouse Effect:
●
Earth / water absorbs (some) radiation or Earth / water heat up / eq;
●
(some) used in photosynthesis;
●
(some) reflected / eq;
●
(some) radiation escapes (into space) / eq;
●
(some) radiation reflected back to Earth / trapped / cannot escape / short waves cannot
escape;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
4.13 understand how human activities
contribute to greenhouse gases
●
Fossil fuel burning = more CO₂ released;
●
Deforestation = more CO₂ released;
4.14 understand how an increase in
greenhouse gases results in an enhanced
greenhouse effect and that this may lead to
global warming and its consequences
●
Cattle farming / rice fields = more CH₄
How to reduce greenhouse gases:
●
less burning / less combustion;
●
(of) fossil fuel / named fossil fuel; accept petrol
●
grow more trees / reduce deforestation;
●
increase photosynthesis;
●
cycle / walk / less cars / reduce electricity use / recycle / wind / tidal / nuclear /
renewable / eq;
Consequences of global warming:
Section 4: Ecology and
the environment
d) Human influences on
the environment
N Essenhigh KSW Biology
Students will be assessed on their ability to:
4.15 understand the biological
consequences of pollution of water by
sewage, including increases in the number
of micro-organisms causing depletion of
oxygen
●
global warming / greenhouse effect/gas / trap heat / rise in temp
●
/ eq;
●
ice caps melting;
●
flooding / rise in sea level;
●
loss of habitat;
●
loss of food / food chain disruption / loss of biodiversity /
●
loss of organisms / extinction / eq;
●
migration / affects development / eq;
●
desertification / climate change / eq;
Leaching:
●
(nitrates) soluble / dissolve;
●
rain / water / run off;
●
leaching / leached;
●
increased algal growth / plant growth / algal bloom / eq;
●
block light / sun / eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
4.16 understand that eutrophication can result
from leached minerals from fertiliser
●
plants die / less photosynthesis / eq;
●
less oxygen / anoxic / eq;
●
bacteria / fungi;
●
decomposers / decomposition / rot / decay / eq;
●
respiration;
●
fish / animals die;
●
eutrophication;
4.17 understand the effects of deforestation,
including leaching, soil erosion, disturbance of
the water cycle and of the balance in
atmospheric oxygen and carbon dioxide.
NB algae DO NOT remove O₂
Tip: Use key words.
Section 5: Use of
biological resources
a) Food production
b) Selective breeding
Students will be assessed on their ability to:
5.1 describe how glasshouses and polythene
tunnels can be used to increase the yield of
certain crops
5.2 understand the effects on crop yield of
increased carbon dioxide and increased
temperature in glasshouses
5.3 understand the use of fertiliser to increase
crop yield
5.4 understand the reasons for pest control
and the advantages and disadvantages of
using pesticides and biological control with
crop plants
5.9 explain the methods which are used to
farm large numbers of fish to provide a source
of protein, including maintenance of water
quality, control of intraspecific and
interspecific predation, control of disease,
removal of waste products, quality and
frequency of feeding and the use of selective
N Essenhigh KSW Biology
Greenhouses:

increase yield;

(control / increased) temperature / use of heating

(during cold months);

(control / increased) light / extra light (in dark

months);

(control / increased) carbon dioxide;

fewer pests / easier control of pests;

less wind;

less pollution;

long wavelength reflected;

enzymes;

(more) photosynthesis;
Fish Farming:
●
(control) diet / quality / frequency;
●
(control) water quality / oxygen / temperature / waste / eq;
●
(control) predation / nets / eq;
●
(control) disease / parasites / antibiotics / pathogens; Ignore healthier fish
●
selected species / strain / mass / guarantee quality / less variation / eq; Ignore more
fish produced
●
no need for boats / easier to catch / guaranteed harvest / eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
breeding.
●
less depletion of (wild) fish / less overfishing / no risk of catching other species / eq;
5.10 understand that plants with desired
characteristics can be developed by selective
breeding
5.11 understand that animals with desired
characteristics can be developed by selective
breeding.
Selective breeding
●
choose parents / organism;
●
desired characteristics eg stem length / increased yield;
●
breed / mate;
●
choose offspring;
●
repeat;
Benefit of Biological Control:
N Essenhigh KSW Biology
●
lasts longer / no need to reapply /eq;
●
specific / no harm to other species;
●
no bioaccumulation / no biomagnification / eq;
●
no resistance; ignore immunity
●
no harm/affect to food chain(s) / eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 5: Use of
biological resources
a) Food production
Students will be assessed on their ability to:
Role of Lactobacillus:

pH (continues to) decrease;

acid / lactic acid formed;

lactose / sugar;

Lactobacillus increase / eq;

texture change / coagulate protein / thicken / eq;

taste change / goes sour / eq;
5.5 understand the role of yeast in the
production of beer
5.6 describe a simple experiment to
investigate carbon dioxide production by
yeast, in different conditions
5.7 understand the role of bacteria
(Lactobacillus) in the production of
yoghurt
5.8 interpret and label a diagram of an
industrial fermenter and explain the need
to provide suitable conditions in the
fermenter, including aseptic precautions,
nutrients, optimum temperature and pH,
oxygenation and agitation, for the growth
of micro-organisms.
Fermenter:

Stirrer;

Prevents nutrients/microbes from settling

Keeps microbes in contact with the food

Aseptic;

No harmful microbes / pathogens

Prevents harmful products being made

Less competition for food from other microbes

Optimum temperature;

For enzymes

Prevent denaturation

Constant pH;

For enzymes

Prevent denaturation

Oxygen supply:

For aerobic respiration

For growth (of microbes)

Cooling water / water filled jacket:

Removes heat from respiration / metabolic processes

For enzymes

Section 5: Use of
biological resources
c) Genetic modification
(genetic engineering)
N Essenhigh KSW Biology
Students will be assessed on their ability to:
5.12 describe the use of restriction enzymes
to cut DNA at specific sites and ligase
enzymes to join pieces of DNA together
Prevent denaturation
Genetic Engineering:
●
gene / DNA / allele;
●
cut /eq;
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
●
restriction (endonuclease) enzyme;
5.13 describe how plasmids and viruses can
act as vectors, which take up pieces of DNA,
then insert this recombinant DNA into other
cells
●
plasmid;
●
same restriction (endonuclease);
●
ligase;
5.14 understand that large amounts of human
insulin can be manufactured from genetically
modified bacteria that are grown in a
fermenter
●
join / stick / glue /eq;
●
recombinant DNA;
●
vector;
●
Agrobacterium / gene gun / virus;
5.15 evaluate the potential for using
genetically modified plants to improve food
production (illustrated by plants with improved
resistance to pests).
5.16 understand that the term ‘transgenic’
means the transfer of genetic material
from one species to a different species.
N Essenhigh KSW Biology
Exam bullet points
Tip: Learn the names of the two enzymes
Tip: Learn the definition of ‘transgenic’ - transfer of genetic material from one species to
a different species
IGCSE BIOLOGY – BULLET POINT NOTES
Content coverage
Learning outcomes
Exam bullet points
Section 5: Use of
biological resources
d) Cloning
Students will be assessed on their ability to:
Micropropagation:
5.17 describe the process of
micropropagation (tissue culture) in which
small pieces of plants (explants) are grown in
vitro using nutrient media
5.18 understand how micropropagation can
be used to produce commercial quantities of
identical plants (clones) with desirable
characteristics
5.19 describe the stages in the production of
cloned mammals involving the introduction of
a diploid nucleus from a mature cell into an
enucleated egg cell, illustrated by Dolly the
sheep
5.20 evaluate the potential for using cloned
transgenic animals, for example to
produce commercial quantities of human
antibodies or organs for transplantation.
●
explant / callus;
●
small pieces of plant / eq; ignore cuttings alone agar / jelly;
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nutrient / named nutrient / eq;
●
sterile / eq;
●
growth promoter / hormone / rooting powder / eq;
●
control moisture / fogging greenhouse / temperature / light / CO2;
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clones / genetically identical / same DNA;
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quick process / eq;
●
all year round / eq;
Benefits of Micropropagation:
●
more plants / lots of plants / eq;
●
quicker / faster / eq;
●
same / identical / clones/ all have desired characteristic / eq;
Producing cloned animals:
N Essenhigh KSW Biology
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nucleus;
●
empty / enucleated; Ignore unfertilised
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mitosis;
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embryo;
●
uterus / womb;
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same / identical; Ignore similar