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IGCSE Biology

  • 1 Characteristics and classification of living organisms
    1.1

    The seven characteristics of living organisms

    Syllabus
    Core Supplement
    1 Describe the characteristics of living organisms by describing: (a) movement as an action by an organism or part of an organism causing a change of position or place (b) respiration as the chemical reactions in cells that break down nutrient molecules and release energy for metabolism (c) sensitivity as the ability to detect and respond to changes in the internal or external environment (d) growth as a permanent increase in size and dry mass (e) reproduction as the processes that make more of the same kind of organism (f) excretion as the removal of the waste products of metabolism and substances in excess of requirements (g) nutrition as the taking in of materials for energy, growth and development

    Source: Cambridge International syllabus

    Every living thing shares the same seven characteristics 特征 — seven life processes 生命过程 that all organisms 生物体 carry out. You can remember them with the letters MRS GREN. The examiner gives marks for the exact wording, so learn each definition.

    The seven characteristics of life spelling MRS GREN: Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion, Nutrition
    The seven life processes spell MRS GREN
    • Movement 运动 — an action by an organism, or part of an organism, that changes its position or place.
    • Respiration 呼吸作用 — the chemical reactions in cells 细胞 that break down nutrient molecules 营养物质 and release energy 能量 for metabolism 新陈代谢.
    • Sensitivity 应激性 — the ability to detect and respond to changes in the internal or external environment 环境.
    • Growth 生长 — a permanent increase in size and dry mass 干重.
    • Reproduction 生殖 — the processes that make more of the same kind of organism.
    • Excretion 排泄 — the removal of the waste products 废物 of metabolism, and of substances the body has in excess (more than it needs).
    • Nutrition 营养 — the taking in of materials for energy, growth and development.

    Metabolism means all the chemical reactions that happen inside an organism's cells.

    Explore

    Characteristics of life lab

    Classify real observations by the life process they show.

    Vocabulary Train
    English Chinese Pinyin
    characteristics 特征 tè zhēng
    life processes 生命过程 shēng mìng guò chéng
    organisms 生物体 shēng wù tǐ
    movement 运动 yùn dòng
    respiration 呼吸作用 hū xī zuò yòng
    cells 细胞 xì bāo
    nutrient molecules 营养物质 yíng yǎng wù zhì
    energy 能量 néng liàng
    metabolism 新陈代谢 xīn chén dài xiè
    sensitivity 应激性 yīng jī xìng
    environment 环境 huán jìng
    growth 生长 shēng zhǎng
    dry mass 干重 gàn zhòng
    reproduction 生殖 shēng zhí
    excretion 排泄 pái xiè
    waste products 废物 fèi wù
    nutrition 营养 yíng yǎng
    1.2

    Classification: sorting living things into groups

    Syllabus
    Core Supplement
    1 State that organisms can be classified into groups by the features that they share 5 Explain that classification systems aim to reflect evolutionary relationships
    2 Describe a species as a group of organisms that can reproduce to produce fertile offspring
    3 Describe the binomial system of naming species as an internationally agreed system in which the scientific name of an organism is made up of two parts showing the genus and species
    4 Construct and use dichotomous keys based on identifiable features
    6 Explain that the sequences of bases in DNA are used as a means of classification
    7 Explain that groups of organisms which share a more recent ancestor (are more closely related) have base sequences in DNA that are more similar than those that share only a distant ancestor

    Source: Cambridge International syllabus

    There are millions of kinds of living thing. To study them, scientists classify 分类 them — they sort them into groups by the features they share. Organisms in the same group share more features with each other than with organisms in other groups.

    Species and the binomial system

    The smallest common group is the species 物种. A species is a group of organisms that can reproduce to make fertile offspring 可育后代 ("fertile" means the offspring can themselves go on to have young).

    The name Homo sapiens labelled: Homo is the genus with a capital letter, sapiens is the species with a small letter
    A scientific name: a capital-letter genus and a small-letter species

    Each species has a two-part scientific name 学名. This way of naming is the binomial system 双名法 — a system agreed all over the world, so every scientist uses the same name.

    • The first part is the genus (a larger group that the species belongs to). It starts with a capital letter.
    • The second part is the species. It starts with a small letter.

    The whole name is written in italics, for example Homo sapiens (humans). Two rats named Rattus norvegicus and Rattus rattus belong to the same genus but are different species.

    Dichotomous keys

    A dichotomous key 二歧检索表 is a tool that helps you identify an unknown organism. "Dichotomous" means "splitting into two". At each step the key gives you two choices about a feature. You pick the one that fits your organism, and that choice sends you on to the next pair of choices. You repeat this until you reach the organism's name.

    A dichotomous key as a flowchart: each numbered step splits into two choices, leading to the next step or to a named animal
    A dichotomous key: each step gives two choices until you reach the organism

    When you build a key, choose clear features you can see — for example "has wings / has no wings" — not features that change, such as size.

    Worked example. A key reads: step 1, has wings, go to 2; no wings, go to 3. Step 2, one pair of wings, it is a housefly; two pairs of wings, it is a butterfly. An unknown insect has two pairs of wings. Step 1 only asks "wings or no wings?", so having wings sends you to step 2. At step 2, "two pairs" gives butterfly. Follow the route the key gives you, one step at a time - never jump straight to the name that looks right.

    Classification and DNA (Supplement)

    Modern classification tries to show evolutionary relationships 进化关系 — how closely different organisms are related. Organisms that are more closely related share a more recent ancestor 祖先.

    To measure this, scientists compare the base sequence 碱基序列 of DNA (the order of the chemical "letters" that make up an organism's genes 基因). The rule is simple:

    • Organisms that share a more recent ancestor (more closely related) have more similar DNA base sequences.
    • Organisms that share only a distant ancestor have less similar base sequences.

    So a DNA base sequence can be used both to classify organisms and to work out how closely two species are related.

    Explore

    Classification rank lab

    Place examples at the right level in the biological hierarchy.

    Vocabulary Train
    English Chinese Pinyin
    classify 分类 fēn lèi
    species 物种 wù zhǒng
    fertile offspring 可育后代 kě yù hòu dài
    scientific name 学名 xué míng
    binomial system 双名法 shuāng míng fǎ
    genus shǔ
    dichotomous key 二歧检索表 èr qí jiǎn suǒ biǎo
    evolutionary relationships 进化关系 jìn huà guān xì
    ancestor 祖先 zǔ xiān
    base sequence 碱基序列 jiǎn jī xù liè
    genes 基因 jī yīn
    1.3

    Kingdoms

    Syllabus
    Core Supplement
    1 State the main features used to place animals and plants into the appropriate kingdoms 4 State the main features used to place all organisms into one of the five kingdoms: animal, plant, fungus, prokaryote, protoctist
    2 State the main features used to place organisms into groups within the animal kingdom, limited to: (a) the main groups of vertebrates: mammals, birds, reptiles, amphibians, fish (b) the main groups of arthropods: myriapods, insects, arachnids, crustaceans 5 State the main features used to place organisms into groups within the plant kingdom, limited to ferns and flowering plants (dicotyledons and monocotyledons)
    3 Classify organisms using the features identified in 1.3.1 and 1.3.2 6 Classify organisms using the features identified in 1.3.4 and 1.3.5
    7 State the features of viruses, limited to a protein coat and genetic material

    Source: Cambridge International syllabus

    The biggest groups that organisms are sorted into are called kingdoms. At Core level you place organisms into the first two kingdoms below; for Supplement you need all five kingdoms. You decide where an organism belongs by looking at its main features.

    A branching diagram: living organisms split into five kingdoms — Animal, Plant, Fungus, Prokaryote and Protoctist — each with a key feature
    Living organisms are sorted into five kingdoms by their main features
    Kingdom Main features
    Animal 动物 made of many cells; cells have no cell wall 细胞壁; cannot make their own food, so they feed on other organisms; most can move their whole body
    Plant 植物 made of many cells; cells have a cell wall; make their own food by photosynthesis 光合作用, so many cells contain chloroplasts 叶绿体
    Fungus 真菌 for example moulds 霉菌, mushrooms 蘑菇 and yeast 酵母; have cell walls; cannot photosynthesise; feed on dead or living matter
    Prokaryote 原核生物 for example bacteria 细菌; single-celled 单细胞; cells have no nucleus 细胞核
    Protoctist 原生生物 for example Amoeba and algae 藻类; usually single-celled; cells do have a nucleus

    The fungus, prokaryote and protoctist kingdoms are Supplement only.

    Three fly agaric mushrooms with bright red, white-spotted caps growing on a grassy lawn among fallen leaves
    A fungus: the fly agaric, a mushroom
    A false-colour electron micrograph of many rod-shaped Escherichia coli bacteria packed together, coloured bright blue
    A prokaryote (bacterium): E. coli seen under an electron microscope

    Grouping the animal kingdom

    The animal kingdom is split first into two: animals with a backbone and animals without one.

    The animal kingdom splits into vertebrates with a backbone and arthropods without one, each with its main groups
    The animal kingdom splits into vertebrates (with a backbone) and arthropods (no backbone), each with its main groups

    Vertebrates 脊椎动物 are animals with a backbone 脊柱. There are five main groups.

    Group Main features
    Mammals 哺乳动物 have fur 毛发 or hair; feed their young on milk
    Birds 鸟类 have feathers 羽毛 and a beak; lay eggs with hard shells
    Reptiles 爬行动物 have dry skin covered with scales 鳞片; lay eggs with leathery shells on land
    Amphibians 两栖动物 have moist skin; lay eggs in water; the young live in water
    Fish 鱼类 have wet scales and fins; breathe using gills; lay eggs in water

    Arthropods 节肢动物 are animals with no backbone. They have a hard outer skeleton (an exoskeleton 外骨骼) and legs that bend at joints 关节. There are four main groups.

    Group Main features
    Insects 昆虫 body in 3 parts; 3 pairs of legs; usually 2 pairs of wings; 1 pair of antennae 触角
    Arachnids 蛛形类 body in 2 parts; 4 pairs of legs; no wings; no antennae
    Crustaceans 甲壳类 many pairs of legs; 2 pairs of antennae; most live in water
    Myriapods 多足类 long body made of many segments 体节; one or two pairs of legs on each segment

    Grouping the plant kingdom (Supplement)

    Plants are placed into groups too. You need two of them.

    • Ferns 蕨类植物 — have roots, stems and leaves, but make no flowers or seeds. They reproduce using tiny spores 孢子.
    • Flowering plants 开花植物 — make flowers, and form seeds 种子 inside the flower. They split into two groups by their seed-leaves (the first leaves inside a seed, called cotyledons 子叶):
    Group Features
    Monocotyledons 单子叶植物 seed has one cotyledon; long narrow leaves; veins 叶脉 run side by side (parallel)
    Dicotyledons 双子叶植物 seed has two cotyledons; broad leaves; veins form a branching net
    Two leaves compared: a long narrow monocot leaf with parallel veins, and a broad dicot leaf with a midrib and a net of branching veins
    Monocot leaves have parallel veins; dicot leaves have a net of branching veins

    Viruses (Supplement)

    Viruses 病毒 are not placed in any kingdom. They are not made of cells, so many scientists do not count them as living. A virus is very simple, with only two parts:

    • an outer protein coat 蛋白质外壳, and
    • genetic material 遗传物质 (its genes) inside.
    A simple virus drawn as a hexagonal protein coat with a strand of genetic material inside
    A virus is just a protein coat around its genetic material

    A virus cannot carry out the life processes on its own. It can only reproduce inside the living cells of a host 宿主 — the organism it infects.

    Explore

    Groups of organisms lab

    Compare organism groups by the feature that identifies them.

    Vocabulary Train
    English Chinese Pinyin
    kingdoms jiè
    animal 动物 dòng wù
    cell wall 细胞壁 xì bāo bì
    plant 植物 zhí wù
    photosynthesis 光合作用 guāng hé zuò yòng
    chloroplasts 叶绿体 yè lǜ tǐ
    fungus 真菌 zhēn jūn
    moulds 霉菌 méi jūn
    mushrooms 蘑菇 mó gū
    yeast 酵母 jiào mǔ
    prokaryote 原核生物 yuán hé shēng wù
    bacteria 细菌 xì jūn
    single-celled 单细胞 dān xì bāo
    nucleus 细胞核 xì bāo hé
    protoctist 原生生物 yuán shēng shēng wù
    algae 藻类 zǎo lèi
    vertebrates 脊椎动物 jǐ zhuī dòng wù
    backbone 脊柱 jí zhù
    mammals 哺乳动物 bǔ rǔ dòng wù
    fur 毛发 máo fà
    birds 鸟类 niǎo lèi
    feathers 羽毛 yǔ máo
    beak huì
    reptiles 爬行动物 pá xíng dòng wù
    scales 鳞片 lín piàn
    amphibians 两栖动物 liǎng qī dòng wù
    fish 鱼类 yú lèi
    fins
    gills sāi
    arthropods 节肢动物 jié zhī dòng wù
    exoskeleton 外骨骼 wài gǔ gé
    joints 关节 guān jié
    insects 昆虫 kūn chóng
    antennae 触角 chù jiǎo
    arachnids 蛛形类 zhū xíng lèi
    crustaceans 甲壳类 jiǎ qiào lèi
    myriapods 多足类 duō zú lèi
    segments 体节 tǐ jié
    ferns 蕨类植物 jué lèi zhí wù
    spores 孢子 bāo zǐ
    flowering plants 开花植物 kāi huā zhí wù
    seeds 种子 zhǒng zi
    cotyledons 子叶 zǐ yè
    monocotyledons 单子叶植物 dān zi yè zhí wù
    leaf veins 叶脉 yè mài
    dicotyledons 双子叶植物 shuāng zǐ yè zhí wù
    viruses 病毒 bìng dú
    protein coat 蛋白质外壳 dàn bái zhì wài ké
    genetic material 遗传物质 yí chuán wù zhì
    host 宿主 sù zhǔ
    1.3

    Exam tips

    • Learn the seven characteristics by heart, with their exact definitions. Write them as clear, full sentences.
    • Digestion 消化 is not one of the seven characteristics — it is just one part of nutrition. "Breathing" is not one of the seven either.
    • In a scientific name, the genus starts with a capital letter and the species with a small letter, and both are in italics.
    • To use a dichotomous key, start at the first pair of choices and follow the route step by step. Do not jump ahead.
    • More similar DNA base sequence → the organisms are more closely related (they share a more recent ancestor).
    Vocabulary Train
    English Chinese Pinyin
    digestion 消化 xiāo huà
  • 2 Organisation of the organism
    2.1

    Cells: the building blocks of life

    Syllabus
    Core Supplement
    1 Describe and compare the structure of a plant cell with an animal cell, limited to: cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, ribosomes, mitochondria, vacuoles
    2 Describe the structure of a bacterial cell, limited to: cell wall, cell membrane, cytoplasm, ribosomes, circular DNA, plasmids
    3 Identify the cell structures listed in 2.1.1 and 2.1.2 in diagrams and images of plant, animal and bacterial cells
    4 Describe the functions of the structures listed in 2.1.1 and 2.1.2 in plant, animal and bacterial cells
    5 State that new cells are produced by division of existing cells
    6 State that specialised cells have specific functions, limited to: (a) ciliated cells – movement of mucus in the trachea and bronchi (b) root hair cells – absorption (c) palisade mesophyll cells – photosynthesis (d) neurones – conduction of electrical impulses (e) red blood cells – transport of oxygen (f) sperm and egg cells (gametes) – reproduction
    7 Describe the meaning of the terms: cell, tissue, organ, organ system and organism as illustrated by examples given in the syllabus

    Source: Cambridge International syllabus

    Every living thing is made of cells 细胞. A cell is the smallest part that can carry out the life processes. In this topic you compare a plant 植物 cell, an animal 动物 cell and the cell of a bacterium 细菌. All new cells are made by the division 分裂 of cells that already exist.

    Which structures are in each cell?

    Structure Animal cell Plant cell Bacterial cell
    cell membrane 细胞膜 yes yes yes
    cytoplasm 细胞质 yes yes yes
    ribosomes 核糖体 yes yes yes
    nucleus 细胞核 yes yes no — has a loop of DNA instead
    mitochondria 线粒体 yes yes no
    cell wall 细胞壁 no yes yes (different material)
    chloroplasts 叶绿体 no yes (only in green parts) no
    large vacuole 液泡 no yes no
    plasmids no no yes

    So plant and animal cells share five structures: cell membrane, cytoplasm, ribosomes, nucleus and mitochondria. A plant cell has three extra structures: a cell wall, a large vacuole and (in green parts) chloroplasts.

    A labelled animal cell: a round cell membrane enclosing cytoplasm, a nucleus, mitochondria and ribosomes
    An animal cell: membrane, cytoplasm, nucleus, mitochondria and ribosomes
    A labelled plant cell: a cell wall and membrane, cytoplasm, a nucleus, a large central vacuole, chloroplasts and a mitochondrion
    A plant cell also has a cell wall, a large vacuole and chloroplasts
    A light-microscope photo of onion epidermis cells, showing rows of brick-shaped cells with clear cell walls
    Onion epidermis cells under a light microscope — each cell has a clear cell wall

    What each structure does

    • Cell membrane — controls which substances enter and leave the cell.
    • Cytoplasm — a jelly-like liquid where many chemical reactions happen.
    • Nucleus — controls the cell's activities and holds the genetic material 遗传物质.
    • Ribosomes — where proteins 蛋白质 are made.
    • Mitochondria — where respiration 呼吸作用 happens to release energy 能量.
    • Cell wall — made of cellulose 纤维素; it gives a plant cell strength and a fixed shape.
    • Chloroplasts — contain chlorophyll 叶绿素, a green substance that traps light for photosynthesis 光合作用.
    • Large vacuole — filled with cell sap 细胞液; it helps keep the plant cell firm.

    Bacterial cells

    A bacterium is a prokaryote 原核生物 — its cell has no nucleus. Instead its DNA is a single loop (a ring), loose in the cytoplasm. Bacteria also have small extra rings of DNA called plasmids 质粒. A bacterial cell has a cell wall and cell membrane, cytoplasm and ribosomes, but no mitochondria and no chloroplasts.

    A labelled bacterial cell: a cell wall and membrane around cytoplasm holding a single loop of DNA, small plasmids and ribosomes, with no nucleus
    A bacterial cell has no nucleus — its DNA is a single loop, plus small plasmids
    Explore

    Explore the parts of a cell

    Tap each part of the cell to see what it does. Some parts (cell wall, chloroplast, vacuole) are found only in plant cells.

    Vocabulary Train
    English Chinese Pinyin
    cells 细胞 xì bāo
    plant 植物 zhí wù
    animal 动物 dòng wù
    bacterium 细菌 xì jūn
    division 分裂 fēn liè
    cell membrane 细胞膜 xì bāo mó
    cytoplasm 细胞质 xì bāo zhì
    ribosomes 核糖体 hé táng tǐ
    nucleus 细胞核 xì bāo hé
    mitochondria 线粒体 xiàn lì tǐ
    cell wall 细胞壁 xì bāo bì
    chloroplasts 叶绿体 yè lǜ tǐ
    vacuole 液泡 yè pào
    genetic material 遗传物质 yí chuán wù zhì
    proteins 蛋白质 dàn bái zhì
    respiration 呼吸作用 hū xī zuò yòng
    energy 能量 néng liàng
    cellulose 纤维素 xiān wéi sù
    chlorophyll 叶绿素 yè lǜ sù
    photosynthesis 光合作用 guāng hé zuò yòng
    cell sap 细胞液 xì bāo yè
    prokaryote 原核生物 yuán hé shēng wù
    plasmids 质粒 zhì lì
    2.1

    Specialised cells

    Most cells are specialised cells 特化细胞 — their shape and parts suit one special job.

    Three specialised cells: a red blood cell, a root hair cell and a nerve cell, each suited to its job
    Specialised cells have shapes that suit their jobs
    Cell Job How its shape helps
    ciliated cells 纤毛细胞 move mucus 黏液 along the trachea 气管 and bronchi 支气管 tiny hairs (cilia) on top sweep the mucus along
    root hair cells 根毛细胞 absorption 吸收 of water and minerals from the soil a long, thin "hair" gives a large surface
    palisade mesophyll cells 栅栏叶肉细胞 photosynthesis packed with chloroplasts, near the top of the leaf
    neurones 神经元 carry electrical impulses 电脉冲 very long, to reach far across the body
    red blood cells 红细胞 transport oxygen 氧气 no nucleus and a dish shape, to carry more oxygen
    sperm 精子 and egg cells 卵细胞 reproduction the sperm can swim; the egg cell stores food

    Sperm and egg cells are the sex cells, called gametes 配子.

    Vocabulary Train
    English Chinese Pinyin
    specialised cells 特化细胞 tè huà xì bāo
    ciliated cells 纤毛细胞 xiān máo xì bāo
    mucus 黏液 nián yè
    trachea 气管 qì guǎn
    bronchi 支气管 zhī qì guǎn
    root hair cells 根毛细胞 gēn máo xì bāo
    absorption 吸收 xī shōu
    palisade mesophyll cells 栅栏叶肉细胞 zhà lán yè ròu xì bāo
    neurones 神经元 shén jīng yuán
    electrical impulses 电脉冲 diàn mài chōng
    red blood cells 红细胞 hóng xì bāo
    oxygen 氧气 yǎng qì
    sperm 精子 jīng zi
    egg cells 卵细胞 luǎn xì bāo
    gametes 配子 pèi zi
    2.1

    Levels of organisation

    An organism 生物体 made of many cells is built up in levels, from small to large:

    • cell — the smallest unit of life (for example a red blood cell).
    • tissue 组织 — a group of similar cells that work together (for example muscle 肌肉).
    • organ 器官 — several different tissues that work together to do a job (for example the heart, or a leaf).
    • organ system 器官系统 — several organs that work together (for example the digestive system 消化系统, which breaks down food).
    • organism — all the organ systems together make one whole living thing.
    A chain of boxes linked by arrows: cell, then tissue, then organ, then organ system, then organism
    From a single cell up to the whole organism
    Explore

    Cell organisation lab

    See how cells build tissues, organs and systems.

    Vocabulary Train
    English Chinese Pinyin
    organism 生物体 shēng wù tǐ
    tissue 组织 zǔ zhī
    muscle 肌肉 jī ròu
    organ 器官 qì guān
    organ system 器官系统 qì guān xì tǒng
    digestive system 消化系统 xiāo huà xì tǒng
    2.2

    The size of cells: magnification

    Syllabus
    Core Supplement
    1 State and use the formula: magnification = image size ÷ actual size
    2 Calculate magnification and size of biological specimens using millimetres as units 3 Convert measurements between millimetres (mm) and micrometres (μm)

    Source: Cambridge International syllabus

    Cells are tiny, so you look at them under a microscope 显微镜, which makes them appear much larger. How many times larger the image is, is called the magnification 放大倍数.

    A compound light microscope with numbered parts: two eyepieces on top, objective lenses on a turret, a flat stage to hold the slide, focus knobs on the side, and a lamp and condenser below the stage
    A light microscope, used to look at cells
    $$\text{magnification} = \frac{\text{image size}}{\text{actual size}}$$
    A formula triangle with image size on top and magnification and actual size below; cover the quantity you want to read off its formula
    Cover the quantity you want in the triangle to read off its formula
    • image size = the size in the drawing or photo.
    • actual size = the real size of the specimen 标本.

    Magnification has no unit — it is just a number, for example ×250. You can rearrange the formula:

    $$\text{actual size} = \frac{\text{image size}}{\text{magnification}}, \qquad \text{image size} = \text{actual size} \times \text{magnification}$$

    Worked example. A structure is shown at a magnification of 250. Its image size is 5.00 mm. So the actual size = 5.00 ÷ 250 = 0.02 mm. Always put both sizes in the same unit before you divide.

    Changing units (Supplement)

    Cells are often measured in micrometres 微米 (μm), which are smaller than millimetres (mm):

    $$1\ \text{mm} = 1000\ \mu\text{m}, \qquad 1\ \mu\text{m} = 0.001\ \text{mm}$$

    So 0.02 mm = 20 μm. To change mm into μm, multiply by 1000. To change μm into mm, divide by 1000.

    Worked example. A cell is drawn 60 mm wide, and its real width is 30 μm. Find the magnification. First make the units match: image size = 60 mm = 60 × 1000 = 60,000 μm. Then magnification = image ÷ actual = 60,000 ÷ 30 = ×2000. If you forget to convert and divide 60 ÷ 30, you get ×2 — a thousand times too small. This is the most common mistake in the whole topic.

    Explore

    Magnification lab

    magnification = image size / actual size

    Change actual size and see how image size links to magnification.

    Vocabulary Train
    English Chinese Pinyin
    microscope 显微镜 xiǎn wēi jìng
    magnification 放大倍数 fàng dà bèi shù
    specimen 标本 biāo běn
    micrometres 微米 wēi mǐ
    2.2

    Exam tips

    • A plant cell has a cell wall, a large vacuole and chloroplasts; an animal cell has none of these. Both have a nucleus, cytoplasm, cell membrane, mitochondria and ribosomes.
    • A cell with no nucleus but with plasmids and a loop of DNA is a bacterium.
    • For magnification, cover the quantity you want: magnification = image ÷ actual; actual = image ÷ magnification.
    • Always convert to the same unit before you calculate. Remember 1 mm = 1000 μm.
    • For a specialised cell, link its job to the one feature that suits it (for example a red blood cell has no nucleus, so it can hold more oxygen).
  • 3 Movement into and out of cells
    3.1

    Diffusion

    Syllabus
    Core Supplement
    1 Describe diffusion as the net movement of particles from a region of their higher concentration to a region of their lower concentration (i.e. down a concentration gradient), as a result of their random movement
    2 State that the energy for diffusion comes from the kinetic energy of random movement of molecules and ions
    3 State that some substances move into and out of cells by diffusion through the cell membrane
    4 Describe the importance of diffusion of gases and solutes in living organisms
    5 Investigate the factors that influence diffusion, limited to: surface area, temperature, concentration gradient and distance

    Source: Cambridge International syllabus

    Diffusion: random motion, one-way flow

    Diffusion 扩散 is the net movement 净移动 of particles 粒子 from a region of their higher concentration 浓度 to a region of their lower concentration. We say the particles move down a concentration gradient 浓度梯度.

    The particles spread out because of their own random movement 随机运动. The energy 能量 for diffusion comes from the kinetic energy 动能 of the random movement of molecules 分子 and ions 离子 — so diffusion needs no extra energy.

    Some substances pass into and out of cells by diffusion through the cell membrane 细胞膜.

    Particles crowded on one side of a cell membrane spread out to the other side, with arrows showing the net movement to the less crowded side
    Diffusion: particles move from higher to lower concentration, down the gradient

    Why diffusion matters. Many gases 气体 and dissolved substances (solutes 溶质) move by diffusion in living things. For example, oxygen 氧气 diffuses into cells for respiration, and carbon dioxide 二氧化碳 diffuses out.

    The rate of diffusion changes with four factors:

    Factor Diffusion is faster when…
    surface area 表面积 the surface is larger
    temperature 温度 it is hotter (particles move faster)
    concentration gradient the difference in concentration is bigger
    distance the distance to travel is shorter (a thinner barrier)
    Explore

    Diffusion and osmosis

    Set the concentration on each side and watch particles spread from high to low until balanced.

    Vocabulary Train
    English Chinese Pinyin
    diffusion 扩散 kuò sàn
    net movement 净移动 jìng yí dòng
    particles 粒子 lì zi
    concentration 浓度 nóng dù
    concentration gradient 浓度梯度 nóng dù tī dù
    random movement 随机运动 suí jī yùn dòng
    energy 能量 néng liàng
    kinetic energy 动能 dòng néng
    molecules 分子 fèn zǐ
    ions 离子 lí zi
    cell membrane 细胞膜 xì bāo mó
    gases 气体 qì tǐ
    solutes 溶质 róng zhì
    oxygen 氧气 yǎng qì
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    surface area 表面积 biǎo miàn jī
    temperature 温度 wēn dù
    Exercise sheet
    3.2

    Osmosis

    Syllabus
    Core Supplement
    1 Describe the role of water as a solvent in organisms with reference to digestion, excretion and transport 7 Describe osmosis as the net movement of water molecules from a region of higher water potential (dilute solution) to a region of lower water potential (concentrated solution), through a partially permeable membrane
    2 State that water diffuses through partially permeable membranes by osmosis
    3 State that water moves into and out of cells by osmosis through the cell membrane
    4 Investigate osmosis using materials such as dialysis tubing
    5 Investigate and describe the effects on plant tissues of immersing them in solutions of different concentrations 8 Explain the effects on plant cells of immersing them in solutions of different concentrations by using the terms: turgid, turgor pressure, plasmolysis, flaccid
    9 Explain the importance of water potential and osmosis in the uptake and loss of water by organisms
    6 State that plants are supported by the pressure of water inside the cells pressing outwards on the cell wall

    Source: Cambridge International syllabus

    Osmosis: water crosses the membrane
    Red blood cells seen under a microscope
    Red blood cells: water moves in and out of cells by osmosis.

    Water as a solvent

    Water is a very good solvent 溶剂 — many substances dissolve 溶解 in it to make a solution 溶液. This matters for digestion 消化 (food must dissolve before it can be used), excretion 排泄 (wastes are carried away dissolved in water) and transport 运输 (substances travel around the body dissolved in blood and sap).

    What osmosis is

    Osmosis 渗透 is a special kind of diffusion: the net movement of water across a partially permeable membrane 半透膜. This kind of membrane has tiny holes that let small water molecules through but hold back larger solute particles. Water moves into and out of cells by osmosis through the cell membrane.

    A concentrated solution has a lot of dissolved solute and little water. A dilute solution has little solute and a lot of water.

    Small water molecules cross a partially permeable membrane both ways but net toward the concentrated side, while the larger solute particles cannot cross
    Osmosis: water crosses the partially permeable membrane; the solute cannot

    (Supplement) Osmosis is the net movement of water molecules from a region of higher water potential 水势 (a dilute solution — more water) to a region of lower water potential (a concentrated solution — less water), through a partially permeable membrane.

    Osmosis and plant cells

    When you put plant tissue into different solutions, water moves by osmosis:

    • In pure water or a dilute solution, water moves into the cells. The cells swell and become firm, or turgid 膨胀. The water presses outward on the cell wall; this outward push is the turgor pressure 膨压. Turgid cells make a plant stand up straight — this is how plants are supported.
    • In a concentrated solution, water moves out of the cells. The cells lose their firmness and become soft, or flaccid 松软.
    • (Supplement) If even more water leaves, the cell membrane pulls away from the cell wall. This is plasmolysis 质壁分离.
    Three plant cells: a turgid cell with the membrane pressed to the wall, a flaccid cell with the membrane pulled in, and a plasmolysed cell with the membrane pulled right away from the wall
    Water entering or leaving a plant cell makes it turgid, flaccid or plasmolysed
    A light-microscope view of red onion cells in a concentrated solution: in many cells the purple contents have shrunk away from the colourless rectangular cell walls
    Plasmolysed red onion cells: the purple contents have pulled away from the cell walls

    You can investigate osmosis using dialysis tubing 透析管 (an artificial partially permeable membrane), or using cylinders cut from a potato. Measure their length or mass before and after soaking. Cylinders in pure water or a dilute solution gain length and mass; cylinders in a concentrated solution lose length and mass; in a solution of equal concentration there is no change.

    Worked example. A potato cylinder has a mass of 5.0 g before soaking and 5.6 g after soaking in a dilute solution. Find the percentage change in mass.

    • change in mass = 5.6 - 5.0 = 0.6 g (a gain).
    • percentage change = change ÷ starting mass × 100 = 0.6 ÷ 5.0 × 100 = +12%.

    A positive answer means the cylinder gained water, so the solution was more dilute than the cell contents. Always work out the percentage change, not just the change in grams — it lets you compare cylinders that started at different masses fairly.

    Explore

    Osmosis

    net movement down the gradient

    A difference in concentration drives net movement until both sides are equal.

    Vocabulary Train
    English Chinese Pinyin
    solvent 溶剂 róng jì
    dissolve 溶解 róng jiě
    solution 溶液 róng yè
    digestion 消化 xiāo huà
    excretion 排泄 pái xiè
    transport 运输 yùn shū
    osmosis 渗透 shèn tòu
    partially permeable membrane 半透膜 bàn tòu mó
    water potential 水势 shuǐ shì
    turgid 膨胀 péng zhàng
    turgor pressure 膨压 péng yā
    flaccid 松软 sōng ruǎn
    plasmolysis 质壁分离 zhì bì fēn lí
    dialysis tubing 透析管 tòu xī guǎn
    Exercise sheet
    3.3

    Active transport

    Syllabus
    Core Supplement
    1 Describe active transport as the movement of particles through a cell membrane from a region of lower concentration to a region of higher concentration (i.e. against a concentration gradient), using energy from respiration 2 Explain the importance of active transport as a process for movement of molecules or ions across membranes, including ion uptake by root hairs
    3 State that protein carriers move molecules or ions across a membrane during active transport

    Source: Cambridge International syllabus

    Active transport vs diffusion

    Active transport 主动运输 is the movement of particles through a cell membrane from a region of lower concentration to a region of higher concentration — that is, against the concentration gradient. Because this is "uphill", it needs energy from respiration 呼吸作用.

    A carrier protein in the cell membrane picks up a particle from the low-concentration side and moves it to the high-concentration side, using energy from respiration
    Active transport uses energy and a carrier protein to move particles against the gradient

    (Supplement) Active transport lets a cell take in useful molecules or ions even when they are already more concentrated inside the cell. For example, root hairs 根毛 take up mineral ions from the soil by active transport. Protein carriers 载体蛋白 in the membrane pick up the molecules or ions and carry them across, using energy.

    Explore

    Active transport step by step

    Step the carrier protein through its cycle: it uses energy from ATP to move a particle against the gradient, from low to high.

    Explore

    Active transport — pumping uphill

    Unlike diffusion, active transport moves substances AGAINST the concentration gradient, so it needs energy.

    Vocabulary Train
    English Chinese Pinyin
    active transport 主动运输 zhǔ dòng yùn shū
    respiration 呼吸作用 hū xī zuò yòng
    root hairs 根毛 gēn máo
    protein carriers 载体蛋白 zài tǐ dàn bái
    Exercise sheet
    3.3

    Comparing the three processes

    Process Direction Energy from respiration? What moves
    diffusion high → low concentration no particles, gases, solutes
    osmosis high → low water potential no water only
    active transport low → high concentration (against the gradient) yes molecules and ions
    3.3

    Exam tips

    • Always write net movement: particles move both ways, but the overall flow is down the gradient (for diffusion and osmosis).
    • Osmosis moves water only, and only through a partially permeable membrane. Diffusion can move many kinds of particle.
    • Only active transport uses energy from respiration, and only it goes against the gradient.
    • For the potato or plant experiment: water in → turgid, longer and heavier; water out → flaccid, shorter and lighter; equal concentration → no change.
    • A larger surface area, higher temperature, steeper concentration gradient and shorter distance all make diffusion faster.
  • 4 Biological molecules
    4.1

    The chemical elements in food

    Syllabus
    Core Supplement
    1 List the chemical elements that make up: carbohydrates, fats and proteins
    2 State that large molecules are made from smaller molecules, limited to: (a) starch, glycogen and cellulose from glucose (b) proteins from amino acids (c) fats and oils from fatty acids and glycerol
    3 Describe the use of: (a) iodine solution test for starch (b) Benedict’s solution test for reducing sugars (c) biuret test for proteins (d) ethanol emulsion test for fats and oils (e) DCPIP test for vitamin C 4 Describe the structure of a DNA molecule: (a) two strands coiled together to form a double helix (b) each strand contains chemicals called bases (c) bonds between pairs of bases hold the strands together (d) the bases always pair up in the same way: A with T, and C with G (full names are not required)

    Source: Cambridge International syllabus

    A fresh loaf of bread
    Bread is rich in carbohydrates, one of the main food groups.
    Carbohydrates and fats contain carbon, hydrogen and oxygen; proteins also contain nitrogen
    Carbohydrates and fats contain C, H and O; proteins also contain nitrogen

    Living things are built from a few kinds of molecule 分子. The most important are carbohydrates, fats and proteins. Each is made from a small number of chemical elements 元素.

    • Carbohydrates 碳水化合物 and fats 脂肪 contain three elements: carbon (C), hydrogen (H) and oxygen (O).
    • Proteins 蛋白质 contain carbon, hydrogen and oxygen too, plus nitrogen (N). (Some proteins also contain sulfur, S.)
    Explore

    Biological molecules lab

    Classify food molecules by their main job in cells.

    Vocabulary Train
    English Chinese Pinyin
    molecule 分子 fèn zǐ
    elements 元素 yuán sù
    carbohydrates 碳水化合物 tàn shuǐ huà hé wù
    fats 脂肪 zhī fáng
    carbon tàn
    hydrogen qīng
    proteins 蛋白质 dàn bái zhì
    nitrogen dàn
    4.1

    Building large molecules from small ones

    Large molecules are made by joining many small molecules together, like beads on a string.

    Large molecule Built from
    starch 淀粉, glycogen 糖原 and cellulose 纤维素 many glucose 葡萄糖 units
    proteins amino acids 氨基酸
    fats and oils fatty acids 脂肪酸 and glycerol 甘油

    Starch and glycogen are energy stores; cellulose makes plant cell walls. Proteins are built from about 20 different kinds of amino acid joined in a chain. One fat molecule is made from three fatty acids joined to one glycerol.

    Three rows showing small units joining into large molecules: glucose into starch, amino acids into protein, and glycerol plus fatty acids into a fat
    Large molecules are built by joining many small units, like beads on a string
    A polarized-light micrograph of potato starch grains: many egg-shaped grains showing bright rainbow cross patterns
    Starch grains from a potato, seen under a microscope — each grain is built from many glucose units
    Vocabulary Train
    English Chinese Pinyin
    starch 淀粉 diàn fěn
    glycogen 糖原 táng yuán
    cellulose 纤维素 xiān wéi sù
    glucose 葡萄糖 pú táo táng
    amino acids 氨基酸 ān jī suān
    fatty acids 脂肪酸 zhī fáng suān
    glycerol 甘油 gān yóu
    4.1

    Food tests

    You can test a piece of food to find out which substances it contains. Add the test chemical and watch for a colour change.

    Food substance Test Positive result
    starch add iodine solution 碘液 orange-brown → blue-black
    reducing sugars 还原糖 (such as glucose) add Benedict's solution 本尼迪特试剂 and heat blue → brick-red / orange
    protein add biuret 双缩脲 solution blue → purple
    fats and oils ethanol 乙醇 emulsion 乳浊液 test a cloudy white layer forms
    vitamin 维生素 C add to blue DCPIP blue → colourless

    Two things to remember: only the Benedict's test needs heat; and DCPIP loses its colour (goes colourless), while the other tests gain a new colour.

    A chart of the food tests showing the start colour changing to the positive-result colour for starch, reducing sugar, protein, fat and vitamin C
    Each food test gives its own colour change for a positive result

    Worked example. A student tests an unknown food. Iodine solution stays orange-brown. Benedict's solution, after heating, turns brick-red. Biuret solution turns purple. What does the food contain? Iodine staying orange-brown is a negative result, so there is no starch. Brick-red is a positive Benedict's result, so reducing sugar is present. Purple is a positive biuret result, so protein is present. The food contains reducing sugar and protein, but no starch. "No colour change" is a real result - it tells you the substance is absent.

    Explore

    Food test lab

    Follow how the test result reveals the nutrient in a sample.

    Vocabulary Train
    English Chinese Pinyin
    iodine solution 碘液 diǎn yè
    reducing sugars 还原糖 huán yuán táng
    Benedict's solution 本尼迪特试剂 běn ní dí tè shì jì
    biuret 双缩脲 shuāng suō niào
    ethanol 乙醇 yǐ chún
    emulsion 乳浊液 rǔ zhuó yè
    vitamin 维生素 wéi shēng sù
    4.1

    The structure of DNA (Supplement)

    DNA is the genetic material 遗传物质 — it carries the instructions for building and running an organism. Its structure has four key points:

    • two strands are coiled together to form a double helix 双螺旋 (like a twisted ladder).
    • each strand carries chemicals called bases 碱基.
    • bonds 化学键 between pairs of bases hold the two strands together.
    • the bases always pair in the same way: A with T, and C with G.
    DNA drawn as a twisted ladder: two backbone strands joined by rungs of paired bases, A with T and C with G
    DNA is a double helix; the bases always pair A–T and C–G
    Vocabulary Train
    English Chinese Pinyin
    genetic material 遗传物质 yí chuán wù zhì
    strands liàn
    double helix 双螺旋 shuāng luó xuán
    bases 碱基 jiǎn jī
    bonds 化学键 huà xué jiàn
    4.1

    Exam tips

    • Carbohydrates and fats are made of C, H and O. Proteins also contain N (nitrogen).
    • Learn each food test and its colour change. For reducing sugars you must heat the Benedict's solution.
    • DCPIP goes from blue to colourless; the other four tests each give a new colour.
    • In DNA, the bases pair only A–T and C–G. So if you know the bases on one strand, you can work out the other.
  • 5 Enzymes
    5.1

    What enzymes are

    Syllabus
    Core Supplement
    1 Describe a catalyst as a substance that increases the rate of a chemical reaction and is not changed by the reaction
    2 Describe enzymes as proteins that are involved in all metabolic reactions, where they function as biological catalysts
    3 Describe why enzymes are important in all living organisms in terms of a reaction rate necessary to sustain life
    4 Describe enzyme action with reference to the shape of the active site of an enzyme being complementary to its substrate and the formation of products 6 Explain enzyme action with reference to: active site, enzyme-substrate complex, substrate and product
    7 Explain the specificity of enzymes in terms of the complementary shape and fit of the active site with the substrate
    5 Investigate and describe the effect of changes in temperature and pH on enzyme activity with reference to optimum temperature and denaturation 8 Explain the effect of changes in temperature on enzyme activity in terms of kinetic energy, shape and fit, frequency of effective collisions and denaturation
    9 Explain the effect of changes in pH on enzyme activity in terms of shape and fit and denaturation

    Source: Cambridge International syllabus

    Enzyme action: lock and key
    A box of biological washing powder
    Biological washing powders contain enzymes that break down stains.

    A catalyst 催化剂 is a substance that speeds up the rate 速率 of a chemical reaction 化学反应 but is not used up or changed by the reaction. The same catalyst can be used again and again.

    Enzymes are biological catalysts — catalysts made by living cells. They are proteins 蛋白质. Enzymes take part in all the reactions of metabolism 新陈代谢, so they control almost every chemical reaction in a living thing.

    Enzymes are vital. Without them, the reactions that keep you alive would be far too slow. Enzymes raise the reaction rate enough to keep the organism alive.

    Explore

    What enzymes do

    rate rises then plateaus

    More substrate means a faster reaction — until the enzymes can't keep up.

    Vocabulary Train
    English Chinese Pinyin
    catalyst 催化剂 cuī huà jì
    rate 速率 sù lǜ
    chemical reaction 化学反应 huà xué fǎn yìng
    enzymes méi
    proteins 蛋白质 dàn bái zhì
    metabolism 新陈代谢 xīn chén dài xiè
    5.1

    How an enzyme works

    A sliced kiwi fruit
    Kiwi fruit contains a protease enzyme that breaks down protein.

    Each enzyme has a special pocket called its active site 活性位点. The molecule 分子 it works on is called the substrate 底物.

    • The shape of the active site is complementary 互补 to the shape of the substrate — they fit together like a key in a lock.
    • The substrate slots into the active site. (Supplement) This makes an enzyme-substrate complex 酶底物复合物.
    • The reaction takes place, and the substrate is changed into one or more products 产物.
    • The products leave the active site, which is then free to be used again.
    An enzyme with a notch-shaped active site; the matching substrate fits in to form an enzyme-substrate complex, then leaves as two product pieces, freeing the enzyme
    The substrate fits the active site like a key in a lock, then leaves as products

    Why enzymes are specific (Supplement)

    Each enzyme is specific 专一 — it works on only one kind of substrate. This is because only that substrate has the right shape to fit the active site. A substrate of a different shape will not fit, just as the wrong key will not open a lock.

    One enzyme: the right-shaped substrate fits the active site, but a wrong-shaped one does not
    Only the matching substrate fits the active site
    Vocabulary Train
    English Chinese Pinyin
    active site 活性位点 huó xìng wèi diǎn
    molecule 分子 fèn zǐ
    substrate 底物 dǐ wù
    complementary 互补 hù bǔ
    enzyme-substrate complex 酶底物复合物 méi dǐ wù fù hé wù
    products 产物 chǎn wù
    specific 专一 zhuān yī
    5.1

    The effect of temperature and pH

    The activity of an enzyme depends on temperature 温度 and pH. You can investigate this by measuring how fast the reaction goes at different temperatures or pH values.

    Temperature

    • As the temperature rises from cold, enzyme activity speeds up. The enzyme and substrate molecules have more kinetic energy 动能, so they move faster and meet more often. (Supplement) There are more useful collisions 碰撞 each second.
    • Activity is highest at the optimum temperature 最适温度 (about 37 °C in the human body).
    • Above the optimum, activity falls fast. The heat changes the shape of the active site, so the substrate no longer fits. The enzyme is denatured 变性. Denaturation is permanent — the enzyme cannot recover.
    A graph of reaction rate against temperature: the rate climbs to a peak at about 37 degrees, then drops steeply as the enzyme is denatured
    Activity peaks at the optimum temperature, then falls sharply as the enzyme denatures

    Worked example. A reaction finishes in 50 s at 20 °C, and in 20 s at 37 °C. Which temperature is faster, and by how much? A shorter time means a faster rate, so work out a rate with rate = 1000 ÷ time. At 20 °C the rate is 1000 ÷ 50 = 20 units; at 37 °C it is 1000 ÷ 20 = 50 units. So 37 °C is 50 ÷ 20 = 2.5 times faster. Do not say the rate "went up by 30 s" - a time is not a rate. Turn the time into a rate first, and remember the bigger rate always goes with the smaller time.

    pH

    • Each enzyme works best at one particular pH.
    • If the pH is too high or too low, the shape of the active site changes, the substrate stops fitting, and the enzyme is denatured.
    A graph of reaction rate against pH: a bell-shaped curve that peaks at the optimum pH and falls away on both sides as the enzyme is denatured
    Each enzyme has one optimum pH; far from it the enzyme is denatured
    Explore

    Temperature and enzyme activity

    Drag the temperature. Activity rises to an optimum, then falls as the enzyme denatures.

    Vocabulary Train
    English Chinese Pinyin
    temperature 温度 wēn dù
    kinetic energy 动能 dòng néng
    collisions 碰撞 pèng zhuàng
    optimum temperature 最适温度 zuì shì wēn dù
    denatured 变性 biàn xìng
    5.1

    Exam tips

    • An enzyme is both a protein and a biological catalyst: it speeds up a reaction and is not used up.
    • Describe the shape: the active site is complementary to the substrate (the lock-and-key idea). Each enzyme is specific to one substrate.
    • Low temperature → slow (too little kinetic energy). Optimum → fastest. Too hot → denatured (the active site loses its shape, permanently).
    • The wrong pH also denatures the enzyme by changing the shape of the active site.
    • "Denatured" does not mean "killed" — enzymes are not alive. Say that the shape of the active site has changed so the substrate no longer fits.
  • 6 Plant nutrition
    6.1

    Photosynthesis

    Syllabus
    Core Supplement
    1 Describe photosynthesis as the process by which plants synthesise carbohydrates from raw materials using energy from light
    2 State the word equation for photosynthesis as: carbon dioxide + water $\rightarrow$ glucose + oxygen in the presence of light and chlorophyll 10 State the balanced chemical equation for photosynthesis as: $6\text{CO}_2 + 6\text{H}_2\text{O} \rightarrow \text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2$
    3 State that chlorophyll is a green pigment that is found in chloroplasts
    4 State that chlorophyll transfers energy from light into energy in chemicals, for the synthesis of carbohydrates
    5 Outline the subsequent use and storage of the carbohydrates made in photosynthesis, limited to: (a) starch as an energy store (b) cellulose to build cell walls (c) glucose used in respiration to provide energy (d) sucrose for transport in the phloem (e) nectar to attract insects for pollination
    6 Explain the importance of: (a) nitrate ions for making amino acids (b) magnesium ions for making chlorophyll
    7 Investigate the need for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate controls
    8 Investigate and describe the effects of varying light intensity, carbon dioxide concentration and temperature on the rate of photosynthesis
    9 Investigate and describe the effect of light and dark conditions on gas exchange in an aquatic plant using hydrogencarbonate indicator solution
    11 Identify and explain the limiting factors of photosynthesis in different environmental conditions

    Source: Cambridge International syllabus

    Photosynthesis: inputs and outputs
    Green leaves backlit by sunlight
    Green leaves capture sunlight for photosynthesis.

    Photosynthesis 光合作用 is the process by which plants make carbohydrates 碳水化合物 from simple raw materials 原料, using energy 能量 from light. It is how plants feed themselves.

    The word equation

    $$\text{carbon dioxide} + \text{water} \rightarrow \text{glucose} + \text{oxygen}$$

    In words: plants take in carbon dioxide 二氧化碳 and water, and make glucose 葡萄糖 and oxygen 氧气. This reaction can only happen in the light, and only where there is chlorophyll 叶绿素.

    (Supplement) The balanced chemical equation is:

    $$6\text{CO}_2 + 6\text{H}_2\text{O} \rightarrow \text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2$$
    A chloroplast with light energy from the sun arriving, carbon dioxide and water going in, and glucose and oxygen coming out, with the word equation below
    Photosynthesis takes in carbon dioxide and water and makes glucose and oxygen, using light

    What chlorophyll does

    Chlorophyll is a green pigment 色素 found in the chloroplasts 叶绿体. It traps light and transfers the energy from light into energy stored in chemicals. That chemical energy is then used to build carbohydrates.

    What the plant does with the glucose

    Use What happens
    store changed to starch 淀粉, an energy store that does not dissolve
    build made into cellulose 纤维素 to build cell walls 细胞壁
    release energy broken down in respiration 呼吸作用 to release energy
    transport changed to sucrose 蔗糖 and moved around the plant in the phloem 韧皮部
    attract animals made into nectar 花蜜 to attract insects 昆虫 for pollination 传粉
    Glucose is used for starch, cellulose, respiration and transport
    What a plant does with the glucose it makes

    Minerals from the soil

    Plants also take up mineral ions 离子 from the soil through their roots:

    • nitrate ions 硝酸根离子 — needed to make amino acids 氨基酸 (and so proteins).
    • magnesium ions 镁离子 — needed to make chlorophyll.

    A plant short of nitrate grows poorly with weak stems; a plant short of magnesium has yellow leaves (it cannot make enough chlorophyll).

    Two cards: nitrate ions are needed for amino acids so a plant short of nitrate grows poorly with weak stems; magnesium ions are needed for chlorophyll so a plant short of magnesium has yellow leaves
    A plant short of nitrate grows poorly; a plant short of magnesium has yellow leaves

    The rate of photosynthesis

    The rate 速率 of photosynthesis depends on three things:

    • light intensity 光照强度 — more light gives a faster rate, up to a point.
    • carbon dioxide concentration 浓度 — more carbon dioxide gives a faster rate.
    • temperature 温度 — a warmer temperature is faster, until it gets so hot that the enzymes are denatured.

    (Supplement) At any moment, the one factor that is in shortest supply holds back the rate. This is called the limiting factor 限制因素. For example, on a dull day light intensity is usually the limiting factor; on a bright day carbon dioxide may be.

    A graph of rate of photosynthesis against light intensity: the rate rises with more light, then levels off when another factor becomes limiting
    More light speeds up photosynthesis until another factor becomes limiting

    Worked example. On a graph of rate against light intensity, the line rises steeply at first and then levels off flat. Which factor is limiting on each part? On the rising part, adding light raises the rate, so light intensity is the limiting factor there. On the flat part, adding more light changes nothing, so light is no longer limiting - something else is, usually carbon dioxide concentration or temperature. The test is always the same: if adding more of a factor speeds the reaction up, that factor was the one holding it back.

    Investigating photosynthesis

    To show that a plant needs light, chlorophyll and carbon dioxide, you test a leaf for starch after taking one of them away. A control 对照 keeps every other condition the same, so the test is fair. (First leave the plant in the dark to use up its starch.) A leaf with green and white parts shows starch only in the green parts, which have chlorophyll.

    You can also watch gas exchange 气体交换 in a water plant using hydrogencarbonate indicator 指示剂, which changes colour as the carbon dioxide level changes. In the light the plant takes in carbon dioxide for photosynthesis; in the dark it gives out carbon dioxide from respiration.

    Explore

    What limits photosynthesis

    Change light and CO₂. The slowest factor — the limiting factor — sets the rate.

    Vocabulary Train
    English Chinese Pinyin
    photosynthesis 光合作用 guāng hé zuò yòng
    carbohydrates 碳水化合物 tàn shuǐ huà hé wù
    raw materials 原料 yuán liào
    energy 能量 néng liàng
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    glucose 葡萄糖 pú táo táng
    oxygen 氧气 yǎng qì
    chlorophyll 叶绿素 yè lǜ sù
    pigment 色素 sè sù
    chloroplasts 叶绿体 yè lǜ tǐ
    starch 淀粉 diàn fěn
    cellulose 纤维素 xiān wéi sù
    cell walls 细胞壁 xì bāo bì
    respiration 呼吸作用 hū xī zuò yòng
    sucrose 蔗糖 zhè táng
    phloem 韧皮部 rèn pí bù
    nectar 花蜜 huā mì
    insects 昆虫 kūn chóng
    pollination 传粉 chuán fěn
    ions 离子 lí zi
    nitrate ions 硝酸根离子 xiāo suān gēn lí zi
    amino acids 氨基酸 ān jī suān
    magnesium ions 镁离子 měi lí zi
    rate 速率 sù lǜ
    light intensity 光照强度 guāng zhào qiáng dù
    concentration 浓度 nóng dù
    temperature 温度 wēn dù
    limiting factor 限制因素 xiàn zhì yīn sù
    control 对照 duì zhào
    gas exchange 气体交换 qì tǐ jiāo huàn
    indicator 指示剂 zhǐ shì jì
    6.2

    Leaf structure

    Syllabus
    Core Supplement
    1 State that most leaves have a large surface area and are thin, and explain how these features are adaptations for photosynthesis
    2 Identify in diagrams and images the following structures in the leaf of a dicotyledonous plant: chloroplasts, cuticle, guard cells and stomata, upper and lower epidermis, palisade mesophyll, spongy mesophyll, air spaces, vascular bundles, xylem and phloem
    3 Explain how the structures listed in 6.2.2 adapt leaves for photosynthesis

    Source: Cambridge International syllabus

    A leaf is well adapted 适应 for photosynthesis. Most leaves are broad, with a large surface area 表面积 to catch plenty of light, and thin, so that gases and light quickly reach all the cells.

    The middle of the leaf, the mesophyll 叶肉, is where most photosynthesis happens. These are the main parts of a leaf:

    Structure Job / how it helps photosynthesis
    cuticle 角质层 a clear waxy layer on top; it reduces water loss but still lets light through
    upper epidermis 表皮 a clear layer of cells with no chloroplasts; it lets light pass to the cells below
    palisade mesophyll 栅栏叶肉 tall, column-shaped cells packed with chloroplasts, near the top; they do most of the photosynthesis
    spongy mesophyll 海绵叶肉 rounded cells with air spaces 气腔 between them, so gases can move easily
    stomata 气孔 tiny holes, mostly on the lower surface, that let carbon dioxide in and oxygen out
    guard cells 保卫细胞 a pair of cells around each stoma; they open and close it
    lower epidermis a thin layer that holds the stomata
    vascular bundles 维管束 contain xylem 木质部 (brings water to the leaf) and phloem (carries sugars away)
    A labelled cross-section of a leaf showing the waxy cuticle, upper epidermis, palisade and spongy mesophyll, a vascular bundle, lower epidermis, and a stoma with two guard cells
    A leaf in cross-section: each tissue is adapted for photosynthesis and gas exchange
    A light-microscope view of the lower surface of a leaf, showing several lens-shaped stomata, each with two guard cells, among the jigsaw-shaped epidermal cells
    Real stomata in the lower surface of a leaf — each pore has two guard cells (scale bar 20 μm)
    Explore

    Inside a leaf

    Tap each layer of a leaf cross-section to see how its structure is built for photosynthesis and gas exchange.

    Vocabulary Train
    English Chinese Pinyin
    adapted 适应 shì yìng
    surface area 表面积 biǎo miàn jī
    cuticle 角质层 jiǎo zhì céng
    epidermis 表皮 biǎo pí
    mesophyll 叶肉 yè ròu
    palisade mesophyll 栅栏叶肉 zhà lán yè ròu
    spongy mesophyll 海绵叶肉 hǎi mián yè ròu
    air spaces 气腔 qì qiāng
    stomata 气孔 qì kǒng
    guard cells 保卫细胞 bǎo wèi xì bāo
    vascular bundles 维管束 wéi guǎn shù
    xylem 木质部 mù zhì bù
    6.2

    Exam tips

    • Learn the word equation exactly: carbon dioxide + water → glucose + oxygen (in light, with chlorophyll).
    • Chlorophyll is in the chloroplasts; it does not get used up — it transfers light energy.
    • Link each factor to the rate: more light, more carbon dioxide, warmer (but not too hot) → faster, until a limiting factor stops further increase.
    • For leaf structure, always link the part to its job: broad and thin to catch light; palisade cells full of chloroplasts; stomata and air spaces for gas exchange.
    • Nitrate ions → amino acids; magnesium ions → chlorophyll.
  • 7 Human nutrition
    7.1

    A balanced diet

    Syllabus
    Core Supplement
    1 Describe what is meant by a balanced diet
    2 State the principal dietary sources and describe the importance of: (a) carbohydrates (b) fats and oils (c) proteins (d) vitamins, limited to C and D (e) mineral ions, limited to calcium and iron (f) fibre (roughage) (g) water
    3 State the causes of scurvy and rickets

    Source: Cambridge International syllabus

    A spread of fresh fruit and vegetables
    A balanced diet includes plenty of fruit and vegetables.

    A balanced diet 均衡饮食 gives you all the substances you need, in the right amounts. There are seven parts.

    The seven parts of a balanced diet, each with its job: carbohydrates for energy, fats for an energy store, proteins for growth and repair, vitamins, mineral ions, fibre and water
    The seven parts of a balanced diet and the job each one does
    Part of diet Good sources Why you need it
    carbohydrates 碳水化合物 rice, bread, potatoes the main source of energy 能量
    fats 脂肪 and oils butter, oil, nuts an energy store; help keep you warm
    proteins 蛋白质 meat, fish, eggs, beans growth and repair of cells
    vitamin 维生素 C fresh fruit, vegetables keeps skin and gums healthy
    vitamin D sunlight, oily fish, eggs helps the body take in calcium
    mineral ions 矿物质离子 — calcium milk, cheese strong bones and teeth
    mineral ions — iron red meat, leafy greens needed to make haemoglobin 血红蛋白, the red pigment in red blood cells that carries oxygen
    fibre 膳食纤维 (roughage) vegetables, whole grains keeps food moving through the gut
    water drinks and food needed for all reactions; most of the body is water

    Two diseases come from missing a vitamin:

    • too little vitamin C → scurvy 坏血病 (bleeding gums, slow healing).
    • too little vitamin D → rickets 佝偻病 (soft, bent bones), because the body cannot take in enough calcium.

    Worked example. A child eats almost no fresh fruit or vegetables. Their gums bleed and small cuts heal slowly. Which part of the diet is missing, and why does that explain the symptoms? Fresh fruit and vegetables are the main source of vitamin C, and too little vitamin C causes scurvy - whose signs are exactly bleeding gums and slow healing. So the missing part is vitamin C. Name the substance and the disease separately: an answer that says only "a vitamin deficiency" does not earn the mark.

    Explore

    Balanced diet lab

    Match dietary needs to the nutrient that solves the problem.

    Vocabulary Train
    English Chinese Pinyin
    balanced diet 均衡饮食 jūn héng yǐn shí
    carbohydrates 碳水化合物 tàn shuǐ huà hé wù
    energy 能量 néng liàng
    fats 脂肪 zhī fáng
    proteins 蛋白质 dàn bái zhì
    vitamin 维生素 wéi shēng sù
    calcium gài
    mineral ions 矿物质离子 kuàng wù zhì lí zi
    iron tiě
    haemoglobin 血红蛋白 xuè hóng dàn bái
    fibre 膳食纤维 shàn shí xiān wéi
    scurvy 坏血病 huài xuè bìng
    rickets 佝偻病 gōu lóu bìng
    7.2

    The digestive system

    Syllabus
    Core Supplement
    1 Identify in diagrams and images the main organs of the digestive system, limited to: (a) alimentary canal: mouth, oesophagus, stomach, small intestine (duodenum and ileum) and large intestine (colon, rectum, anus) (b) associated organs: salivary glands, pancreas, liver and gall bladder
    2 Describe the functions of the organs of the digestive system listed in 7.2.1, in relation to: (a) ingestion – the taking of substances, e.g. food and drink, into the body (b) digestion – the breakdown of food (c) absorption – the movement of nutrients from the intestines into the blood (d) assimilation – uptake and use of nutrients by cells (e) egestion – the removal of undigested food from the body as faeces

    Source: Cambridge International syllabus

    The digestive system 消化系统 breaks food down. Food passes along one long tube, the alimentary canal 消化道:

    mouth → oesophagus 食道stomachsmall intestine 小肠 (the duodenum 十二指肠 then the ileum 回肠) → large intestine 大肠 (the colon 结肠, rectum 直肠 and anus 肛门).

    Some organs help with digestion but food does not pass through them: the salivary glands 唾液腺 in the mouth, the pancreas 胰腺, the liver 肝脏 and the gall bladder 胆囊.

    A flow diagram of the digestive system: mouth, oesophagus, stomach, small intestine, large intestine and anus along the food's path, with salivary glands, liver, gall bladder and pancreas adding juices
    The alimentary canal that food passes through, plus the organs that add digestive juices

    Five things happen to food, in order:

    Process What it means
    ingestion 摄入 taking food and drink into the body through the mouth
    digestion 消化 breaking food down into small molecules
    absorption 吸收 nutrients 营养物质 move from the intestine into the blood
    assimilation 同化 cells take in and use the nutrients
    egestion 排遗 undigested food leaves the body as faeces 粪便
    Explore

    Through the digestive system

    Food travels along the gut; each part does a different job to break it down and absorb it.

    Vocabulary Train
    English Chinese Pinyin
    digestive system 消化系统 xiāo huà xì tǒng
    alimentary canal 消化道 xiāo huà dào
    oesophagus 食道 shí dào
    stomach wèi
    small intestine 小肠 xiǎo cháng
    duodenum 十二指肠 shí èr zhǐ cháng
    ileum 回肠 huí cháng
    large intestine 大肠 dà cháng
    colon 结肠 jié cháng
    rectum 直肠 zhí cháng
    anus 肛门 gāng mén
    salivary glands 唾液腺 tuò yè xiàn
    pancreas 胰腺 yí xiàn
    liver 肝脏 gān zàng
    gall bladder 胆囊 dǎn náng
    ingestion 摄入 shè rù
    digestion 消化 xiāo huà
    nutrients 营养物质 yíng yǎng wù zhì
    absorption 吸收 xī shōu
    assimilation 同化 tóng huà
    egestion 排遗 pái yí
    faeces 粪便 fèn biàn
    7.3

    Physical digestion

    Syllabus
    Core Supplement
    1 Describe physical digestion as the breakdown of food into smaller pieces without chemical change to the food molecules
    2 State that physical digestion increases the surface area of food for the action of enzymes in chemical digestion
    3 Identify in diagrams and images the types of human teeth: incisors, canines, premolars and molars
    4 Describe the structure of human teeth, limited to: enamel, dentine, pulp, nerves, blood vessels and cement, and understand that teeth are embedded in bone and the gums
    5 Describe the functions of the types of human teeth in physical digestion of food
    6 Describe the function of the stomach in physical digestion
    7 Outline the role of bile in emulsifying fats and oils to increase the surface area for chemical digestion

    Source: Cambridge International syllabus

    Physical digestion breaks food into smaller pieces without changing the food molecules. This gives a larger surface area 表面积 for the enzymes to act on later.

    Teeth

    You have four kinds of teeth 牙齿:

    Tooth Job
    incisors 门齿 sharp front teeth for biting and cutting
    canines 犬齿 pointed teeth for tearing
    premolars 前臼齿 flat teeth for chewing and grinding
    molars 臼齿 flat back teeth for chewing and grinding
    A 3D model of a lower jaw with the teeth colour-coded by type: flat-topped molars and premolars at the back, pointed canines, and chisel-shaped incisors at the front
    The four kinds of teeth: incisors and canines at the front, premolars and molars at the back

    A tooth is built from these parts:

    Part Description
    enamel 牙釉质 hard white outer layer; the hardest material in the body
    dentine 牙本质 softer, bone-like layer under the enamel
    pulp 牙髓 soft centre with nerves 神经 and blood vessels 血管
    cement 牙骨质 fixes the root into the jaw

    Teeth are set into the bone of the jaw and held firm by the gums 牙龈.

    A tooth in section: a crown of enamel over dentine with a soft pulp inside, and a root covered in cement set into the jaw bone and surrounded by gum
    A tooth in section: hard enamel over dentine, a soft pulp, and a root set in the jaw

    The stomach

    The wall of the stomach is made of muscle 肌肉 that squeezes and mixes the food, breaking it into smaller pieces.

    Bile (Supplement)

    Bile 胆汁 is made in the liver and stored in the gall bladder. It emulsifies 乳化 fats and oils — it breaks large drops of fat into many tiny droplets. This gives a much larger surface area for the enzyme lipase 脂肪酶 to digest the fat. Bile itself contains no enzymes.

    Explore

    Physical (mechanical) digestion

    Physical digestion breaks food into smaller pieces WITHOUT changing it chemically — it just increases the surface area for enzymes.

    Vocabulary Train
    English Chinese Pinyin
    surface area 表面积 biǎo miàn jī
    enzymes méi
    teeth 牙齿 yá chǐ
    incisors 门齿 mén chǐ
    canines 犬齿 quǎn chǐ
    premolars 前臼齿 qián jiù chǐ
    molars 臼齿 jiù chǐ
    enamel 牙釉质 yá yòu zhì
    dentine 牙本质 yá běn zhì
    pulp 牙髓 yá suǐ
    nerves 神经 shén jīng
    blood vessels 血管 xuè guǎn
    cement 牙骨质 yá gǔ zhì
    gums 牙龈 yá yín
    muscle 肌肉 jī ròu
    bile 胆汁 dǎn zhī
    emulsifies 乳化 rǔ huà
    lipase 脂肪酶 zhī fáng méi
    7.4

    Chemical digestion

    Syllabus
    Core Supplement
    1 Describe chemical digestion as the breakdown of large insoluble molecules into small soluble molecules
    2 State the role of chemical digestion in producing small soluble molecules that can be absorbed
    3 Describe the functions of enzymes as follows: (a) amylase breaks down starch to simple reducing sugars (b) proteases break down protein to amino acids (c) lipase breaks down fats and oils to fatty acids and glycerol 6 Describe the digestion of starch in the digestive system: (a) amylase breaks down starch to maltose (b) maltase breaks down maltose to glucose on the membranes of the epithelium lining the small intestine
    4 State where, in the digestive system, amylase, protease and lipase are secreted and where they act 7 Describe the digestion of protein by proteases in the digestive system: (a) pepsin breaks down protein in the acidic conditions of the stomach (b) trypsin breaks down protein in the alkaline conditions of the small intestine
    5 Describe the functions of hydrochloric acid in gastric juice, limited to killing harmful microorganisms in food and providing an acidic pH for optimum enzyme activity 8 Explain that bile is an alkaline mixture that neutralises the acidic mixture of food and gastric juices entering the duodenum from the stomach, to provide a suitable pH for enzyme action

    Source: Cambridge International syllabus

    Chemical digestion breaks large insoluble 不溶性 molecules into small soluble 可溶性 molecules. Only small soluble molecules can be absorbed into the blood. Enzymes carry out this work.

    Enzyme Breaks down Into Made in
    amylase 淀粉酶 starch 淀粉 reducing sugars 还原糖 salivary glands, pancreas
    protease 蛋白酶 protein amino acids 氨基酸 stomach, pancreas
    lipase fats and oils fatty acids 脂肪酸 and glycerol 甘油 pancreas
    Three rows showing enzymes breaking large molecules into small ones: amylase turns starch into simple sugars, protease turns protein into amino acids, lipase turns fats into fatty acids and glycerol
    Digestive enzymes break large insoluble molecules into small soluble ones

    Acid in the stomach

    The stomach makes hydrochloric acid 盐酸, which is part of the gastric juice 胃液. This acid:

    • kills harmful microorganisms 微生物 in the food, and
    • gives an acidic 酸性 pH, the best pH for the stomach's protease to work.

    Digesting starch and protein (Supplement)

    Starch is digested in two steps:

    • amylase breaks starch into maltose 麦芽糖.
    • maltase 麦芽糖酶, on the membranes of the epithelium 上皮 lining the small intestine, breaks maltose into glucose 葡萄糖.

    Protein is digested by two proteases:

    • pepsin 胃蛋白酶 breaks protein down in the acidic stomach.
    • trypsin 胰蛋白酶 breaks protein down in the alkaline 碱性 small intestine.

    Bile is alkaline. It neutralises 中和 the acidic food and gastric juice as they enter the duodenum, giving a suitable pH for the enzymes there.

    Explore

    How fast a digestive enzyme works

    Add more substrate and the reaction rate climbs, then levels off as every enzyme is busy — the same way amylase, protease and lipase break down food.

    Vocabulary Train
    English Chinese Pinyin
    insoluble 不溶性 bù róng xìng
    soluble 可溶性 kě róng xìng
    amylase 淀粉酶 diàn fěn méi
    starch 淀粉 diàn fěn
    reducing sugars 还原糖 huán yuán táng
    protease 蛋白酶 dàn bái méi
    amino acids 氨基酸 ān jī suān
    fatty acids 脂肪酸 zhī fáng suān
    glycerol 甘油 gān yóu
    hydrochloric acid 盐酸 yán suān
    gastric juice 胃液 wèi yè
    microorganisms 微生物 wēi shēng wù
    acidic 酸性 suān xìng
    maltose 麦芽糖 mài yá táng
    maltase 麦芽糖酶 mài yá táng méi
    epithelium 上皮 shàng pí
    glucose 葡萄糖 pú táo táng
    pepsin 胃蛋白酶 wèi dàn bái méi
    trypsin 胰蛋白酶 yí dàn bái méi
    alkaline 碱性 jiǎn xìng
    neutralises 中和 zhōng hé
    7.5

    Absorption

    Syllabus
    Core Supplement
    1 State that the small intestine is the region where nutrients are absorbed
    3 Explain the significance of villi and microvilli in increasing the internal surface area of the small intestine
    4 Describe the structure of a villus
    5 Describe the roles of capillaries and lacteals in villi
    2 State that most water is absorbed from the small intestine but that some is also absorbed from the colon

    Source: Cambridge International syllabus

    Digested nutrients are absorbed into the blood in the small intestine. Most water is absorbed here too; the colon absorbs the rest, leaving solid faeces.

    Villi (Supplement)

    The inside of the small intestine is covered with millions of tiny finger-shaped villi 绒毛. Each villus is itself covered in much smaller microvilli 微绒毛. Together these give a huge surface area, so absorption is fast.

    A single villus labelled with its adaptations: microvilli for even more surface area, a thin wall one cell thick, a rich blood supply that carries food away, and a lacteal that absorbs fats
    A villus is adapted for fast absorption: microvilli, a thin wall, a rich blood supply and a lacteal

    A single villus has:

    • a wall just one cell thick, so molecules have only a short distance to travel.
    • a network of capillaries 毛细血管 that carry away absorbed glucose and amino acids.
    • a lacteal 乳糜管 in the centre that carries away absorbed fatty acids and glycerol.
    A single villus: a finger-shaped projection with a thin wall one cell thick, microvilli on its surface, a capillary network that takes up glucose and amino acids, and a central lacteal that takes up fatty acids and glycerol
    A villus has a thin wall, a capillary network and a lacteal, for fast absorption
    Explore

    Absorption at the villi

    The small intestine is lined with millions of villi that give a huge surface area for absorbing digested food.

    Vocabulary Train
    English Chinese Pinyin
    villi 绒毛 róng máo
    microvilli 微绒毛 wēi róng máo
    capillaries 毛细血管 máo xì xuè guǎn
    lacteal 乳糜管 rǔ mí guǎn
    7.5

    Exam tips

    • A balanced diet has the right amount of each part. Learn one source and one use for each.
    • Vitamin C ↔ scurvy; vitamin D ↔ rickets.
    • The five processes in order: ingestion → digestion → absorption → assimilation → egestion. Egestion (faeces) is not excretion.
    • Physical digestion makes pieces smaller (more surface area); chemical digestion uses enzymes to make molecules smaller and soluble.
    • amylase → sugars, protease → amino acids, lipase → fatty acids + glycerol. Stomach acid kills microorganisms and sets a low pH.
    • Villi and microvilli give a large surface area, and a thin wall gives a short distance — both make absorption faster.
  • 8 Transport in plants
    8.1

    Xylem and phloem

    Syllabus
    Core Supplement
    1 State the functions of xylem and phloem: (a) xylem – transport of water and mineral ions, and support (b) phloem – transport of sucrose and amino acids 3 Relate the structure of xylem vessels to their function, limited to: (a) thick walls with lignin (details of lignification are not required) (b) no cell contents (c) cells joined end to end with no cross walls to form a long continuous tube
    2 Identify in diagrams and images the position of xylem and phloem as seen in sections of roots, stems and leaves of non-woody dicotyledonous plants

    Source: Cambridge International syllabus

    A tall tree standing in a field
    A tree moves water up from its roots through xylem vessels.

    Plants have two transport tissues that run through the roots, stems and leaves:

    • xylem 木质部 — carries water and mineral ions 矿物质离子 up from the roots, and gives the plant support 支撑.
    • phloem 韧皮部 — carries sucrose 蔗糖 and amino acids 氨基酸 to wherever they are needed.

    In a root, stem or leaf, the xylem and phloem lie side by side in vascular bundles 维管束.

    Xylem structure (Supplement)

    Xylem is made of long tubes called vessels 导管, well suited to carrying water:

    • their walls are thick and strengthened with lignin 木质素, which also helps support the plant.
    • the cells are dead and empty (they have no cell contents), so water flows through freely.
    • the cells are joined end to end with no walls across the tube, making one long, continuous pipe.
    Xylem and phloem side by side: xylem is a tube of dead, hollow cells with lignin walls that carries water up, while phloem is living cells with sieve plates that carry sucrose both ways
    Xylem carries water up in dead lignified tubes; phloem carries sucrose in living cells
    A light micrograph of part of a stem in cross-section: clusters of red-stained xylem cells sit in vascular bundles in a ring near the outer edge, with the large pale parenchyma cells of the pith filling the middle
    A stem in cross-section: the red-stained xylem sits in vascular bundles near the edge
    Explore

    Xylem and phloem route

    Watch water and sugar move through different plant transport tissues.

    Vocabulary Train
    English Chinese Pinyin
    xylem 木质部 mù zhì bù
    mineral ions 矿物质离子 kuàng wù zhì lí zi
    support 支撑 zhī chēng
    phloem 韧皮部 rèn pí bù
    sucrose 蔗糖 zhè táng
    amino acids 氨基酸 ān jī suān
    vascular bundles 维管束 wéi guǎn shù
    vessels 导管 dǎo guǎn
    lignin 木质素 mù zhì sù
    8.2

    Water uptake

    Syllabus
    Core Supplement
    1 Identify in diagrams and images root hair cells and state their functions
    2 State that the large surface area of root hairs increases the uptake of water and mineral ions
    3 Outline the pathway taken by water through the root, stem and leaf as: root hair cells, root cortex cells, xylem, mesophyll cells
    4 Investigate, using a suitable stain, the pathway of water through the above-ground parts of a plant

    Source: Cambridge International syllabus

    Water and mineral ions enter the plant through root hair cells 根毛细胞. The huge number of root hairs 根毛 gives a very large surface area 表面积, which speeds up the uptake of water and mineral ions.

    The water then follows this pathway:

    root hair cells → root cortex 皮层 cells → xylem → mesophyll 叶肉 cells in the leaf.

    You can show this pathway by standing a plant or a white flower in water that contains a coloured stain 染色剂. The stain is carried up the xylem and colours the veins.

    A whole plant showing water taken up by root hairs in the soil, travelling up the xylem in the stem, and leaving the leaves as water vapour in transpiration
    Water is taken up by root hairs, carried up the xylem, and lost from the leaves
    Explore

    Water uptake by root hairs

    Root hair cells take in water by osmosis — water moves from the dilute soil into the more concentrated cell.

    Vocabulary Train
    English Chinese Pinyin
    root hair cells 根毛细胞 gēn máo xì bāo
    root hairs 根毛 gēn máo
    surface area 表面积 biǎo miàn jī
    cortex 皮层 pí céng
    mesophyll 叶肉 yè ròu
    stain 染色剂 rǎn sè jì
    8.3

    Transpiration

    Syllabus
    Core Supplement
    1 Describe transpiration as the loss of water vapour from leaves
    2 State that water evaporates from the surfaces of the mesophyll cells into the air spaces and then diffuses out of the leaves through the stomata as water vapour
    4 Explain how water vapour loss is related to: the large internal surface area provided by the interconnecting air spaces between mesophyll cells and the size and number of stomata
    5 Explain the mechanism by which water moves upwards in the xylem in terms of a transpiration pull that draws up a column of water molecules, held together by forces of attraction between water molecules
    3 Investigate and describe the effects of variation of temperature and wind speed on transpiration rate 6 Explain the effects on the rate of transpiration of varying the following factors: temperature, wind speed and humidity
    7 Explain how and why wilting occurs

    Source: Cambridge International syllabus

    Transpiration 蒸腾作用 is the loss of water vapour 水蒸气 from the leaves.

    • Water evaporates 蒸发 from the wet surfaces of the mesophyll cells into the air spaces 气腔 inside the leaf.
    • The water vapour then diffuses 扩散 out of the leaf through the stomata 气孔.
    A close-up of a leaf: water is drawn up the xylem, evaporates from the wet mesophyll cells into the air spaces, and the water vapour diffuses out through an open stoma
    Water evaporates from the mesophyll and diffuses out of the stomata as water vapour

    What changes the rate of transpiration

    Factor Transpiration is faster when… Why
    temperature 温度 it is hotter water evaporates faster
    wind speed 风速 it is windier wind carries the water vapour away
    humidity 湿度 (Supplement) the air is drier a bigger difference makes water diffuse out faster

    Worked example. In a potometer the air bubble moves 60 mm in 5 minutes. Find the rate of water uptake, and say what happens when a fan is switched on. Rate = distance ÷ time = 60 ÷ 5 = 12 mm per minute. Always give a rate its full unit, "mm per minute", not just "12". A fan raises the wind speed, which carries water vapour away from the leaf, so transpiration speeds up and the bubble moves further in the same 5 minutes.

    How water rises up the xylem (Supplement)

    As water vapour leaves the leaf, it pulls more water up behind it. This pull is called the transpiration pull 蒸腾拉力. The water molecules stick to one another by forces of attraction 吸引力, so they are drawn up the xylem together as one long column 水柱 of water.

    Wilting (Supplement)

    If a plant loses water faster than it can take it up, its cells become soft and the plant wilts 萎蔫 — the leaves and stem droop. This often happens on a hot, dry, windy day.

    Explore

    The transpiration stream

    Water is pulled up the plant in a continuous stream, from the roots to the leaves where it evaporates.

    Vocabulary Train
    English Chinese Pinyin
    transpiration 蒸腾作用 zhēng téng zuò yòng
    water vapour 水蒸气 shuǐ zhēng qì
    evaporates 蒸发 zhēng fā
    air spaces 气腔 qì qiāng
    diffuses 扩散 kuò sàn
    stomata 气孔 qì kǒng
    temperature 温度 wēn dù
    wind speed 风速 fēng sù
    humidity 湿度 shī dù
    transpiration pull 蒸腾拉力 zhēng téng lā lì
    forces of attraction 吸引力 xī yǐn lì
    column 水柱 shuǐ zhù
    wilts 萎蔫 wēi niān
    8.4

    Translocation (Supplement)

    Syllabus
    Core Supplement
    1 Describe translocation as the movement of sucrose and amino acids in phloem from sources to sinks
    2 Describe: (a) sources as the parts of plants that release sucrose or amino acids (b) sinks as the parts of plants that use or store sucrose or amino acids
    3 Explain why some parts of a plant may act as a source and a sink at different times

    Source: Cambridge International syllabus

    Translocation 转运 is the movement of sucrose and amino acids in the phloem, from sources to sinks.

    • sources are the parts that release sucrose or amino acids — for example the leaves, which make sugar by photosynthesis.
    • sinks are the parts that use or store them — for example growing roots, or a storage organ.
    A leaf labelled as the source making sucrose, with arrows in the phloem carrying sucrose up to a growing shoot and down to the roots, both labelled as sinks
    The phloem moves sucrose from a source to a sink; the direction can change
    Explore

    Translocation in the phloem

    Phloem carries dissolved sugars from where they are made (the source) to where they are used or stored (the sink).

    Vocabulary Train
    English Chinese Pinyin
    translocation 转运 zhuǎn yùn
    sources yuán
    sinks
    8.4

    Exam tips

    • Xylem: water and mineral ions, upward only, plus support — its cells are dead, with thick lignin walls. Phloem: sucrose and amino acids, in living cells.
    • Learn the water pathway: root hair cell → cortex → xylem → mesophyll.
    • Transpiration = evaporation from the mesophyll, then diffusion out of the stomata. It is faster when hotter, windier or drier.
    • Water rises by the transpiration pull; the water molecules hold together as a column.
    • Translocation goes from a source (where sugar is made or stored) to a sink (where it is used). The direction can change with the season.
  • 9 Transport in animals
    9.1

    The circulatory system

    Syllabus
    Core Supplement
    1 Describe the circulatory system as a system of blood vessels with a pump and valves to ensure one-way flow of blood
    2 Describe the single circulation of a fish
    3 Describe the double circulation of a mammal
    4 Explain the advantages of a double circulation

    Source: Cambridge International syllabus

    The circulatory system 循环系统 carries blood around the body. It has three parts: a pump (the heart 心脏), a network of blood vessels 血管, and valves 瓣膜 that keep the blood flowing one way only.

    Single and double circulation (Supplement)

    • A fish has a single circulation 单循环: the blood passes through the heart once on each trip around the body.
    • A mammal 哺乳动物 has a double circulation 双循环: the blood passes through the heart twice on each full trip — once on the way to the lungs, and once on the way to the rest of the body.
    • The advantage of a double circulation: the blood can be pumped again at high pressure 压力 before going to the body, so it travels faster and delivers oxygen 氧气 quickly.
    A loop diagram: the heart pumps deoxygenated blood to the lungs and back, then oxygenated blood to the body and back, so blood passes through the heart twice
    In a double circulation, blood passes through the heart twice on each trip round the body
    Explore

    Double circulation

    Mammals have a double circulation — blood passes through the heart TWICE on each full trip round the body.

    Vocabulary Train
    English Chinese Pinyin
    circulatory system 循环系统 xún huán xì tǒng
    heart 心脏 xīn zàng
    pump bèng
    blood vessels 血管 xuè guǎn
    valves 瓣膜 bàn mó
    single circulation 单循环 dān xún huán
    mammal 哺乳动物 bǔ rǔ dòng wù
    double circulation 双循环 shuāng xún huán
    pressure 压力 yā lì
    oxygen 氧气 yǎng qì
    9.2

    The heart

    Syllabus
    Core Supplement
    1 Identify in diagrams and images the structures of the mammalian heart, limited to: muscular wall, septum, left and right ventricles, left and right atria, one-way valves and coronary arteries 7 Identify in diagrams and images the atrioventricular and semilunar valves in the mammalian heart
    8 Explain the relative thickness of: (a) the muscle walls of the left and right ventricles (b) the muscle walls of the atria compared to those of the ventricles
    9 Explain the importance of the septum in separating oxygenated and deoxygenated blood
    10 Describe the functioning of the heart in terms of the contraction of muscles of the atria and ventricles and the action of the valves
    2 State that blood is pumped away from the heart in arteries and returns to the heart in veins
    3 State that the activity of the heart may be monitored by: ECG, pulse rate and listening to sounds of valves closing
    4 Investigate and describe the effect of physical activity on the heart rate 11 Explain the effect of physical activity on the heart rate
    5 Describe coronary heart disease in terms of the blockage of coronary arteries and state the possible risk factors including: diet, lack of exercise, stress, smoking, genetic predisposition, age and sex
    6 Discuss the roles of diet and exercise in reducing the risk of coronary heart disease

    Source: Cambridge International syllabus

    The heart is made of muscle 肌肉. A wall called the septum 隔膜 divides it into a left side and a right side. On each side there is an upper chamber, the atrium 心房, and a lower chamber, the ventricle 心室. Valves between the chambers stop the blood flowing backwards. The heart muscle is fed with blood by the coronary arteries 冠状动脉.

    (Supplement) The wall of the left ventricle is thicker than the right, because it must pump blood all the way around the body; the right side only pumps blood to the nearby lungs. The atria have thin walls, as they only push blood into the ventricles just below them.

    The septum keeps oxygenated blood 含氧血 on the left side apart from deoxygenated blood 缺氧血 on the right side, so the two never mix.

    (Supplement) The valves between each atrium and ventricle are the atrioventricular valves 房室瓣. The valves at the exit of each ventricle are the semilunar valves 半月瓣.

    A front view of the heart showing the right and left atria and ventricles, the septum between them, the valves, and the vena cava, pulmonary artery, aorta and pulmonary vein; the left ventricle has the thickest wall
    The heart's four chambers; the left ventricle has the thickest wall, to pump to the whole body

    How the heart beats (Supplement)

    1. The atria contract 收缩 and push blood down into the ventricles.
    2. The ventricles contract and force blood out into the arteries; the valves snap shut so blood cannot flow back.
    3. The muscle relaxes and the heart fills with blood again.

    Blood is pumped away from the heart in arteries and returns to the heart in veins.

    Heart rate and exercise

    You can check the heart's activity with an ECG, by feeling the pulse 脉搏 in an artery, or by listening to the valves closing. During exercise the heart rate 心率 goes up, so blood reaches the muscles faster, bringing the extra oxygen and glucose they need.

    A chain: exercise means muscles need more oxygen and glucose, so the heart rate rises and blood reaches the muscles faster
    During exercise the heart rate rises so blood reaches the muscles faster

    Worked example. A student counts 18 pulse beats in 15 seconds at rest, and 33 beats in 15 seconds straight after exercise. Give both heart rates in beats per minute. A minute holds 60 ÷ 15 = 4 lots of 15 seconds, so multiply by 4. At rest: 18 × 4 = 72 beats per minute. After exercise: 33 × 4 = 132 beats per minute. The rise delivers more oxygen and glucose to the muscles. Writing the 15-second count straight down as the heart rate is the commonest mistake - always scale it up to a full minute.

    Coronary heart disease

    Coronary heart disease 冠心病 happens when the coronary arteries become narrow or blocked, so the heart muscle cannot get enough oxygen. Risk factors 风险因素 include a diet high in fat, lack of exercise, stress, smoking, family history (genetics), older age, and being male. A healthy diet and regular exercise lower the risk.

    A coronary artery narrowed by fatty build-up so the heart muscle cannot get enough oxygen, with the risk factors listed and a healthy diet and regular exercise shown to lower the risk
    Coronary heart disease narrows the artery; several risk factors raise it and a healthy lifestyle lowers it
    Explore

    Blood flow through the heart

    The four chambers and their valves keep blood moving one way — deoxygenated to the lungs, oxygenated to the body.

    Explore

    The heart (double circulation)

    Follow the blood: blue comes back from the body, the right side pumps it to the lungs (it turns red), and the left side pumps it out to the body — a double circulation.

    Vocabulary Train
    English Chinese Pinyin
    muscle 肌肉 jī ròu
    septum 隔膜 gé mó
    atrium 心房 xīn fáng
    ventricle 心室 xīn shì
    coronary arteries 冠状动脉 guān zhuàng dòng mài
    oxygenated blood 含氧血 hán yǎng xuè
    deoxygenated blood 缺氧血 quē yǎng xuè
    atrioventricular valves 房室瓣 fáng shì bàn
    semilunar valves 半月瓣 bàn yuè bàn
    contract 收缩 shōu suō
    pulse 脉搏 mài bó
    heart rate 心率 xīn lǜ
    coronary heart disease 冠心病 guān xīn bìng
    risk factors 风险因素 fēng xiǎn yīn sù
    9.3

    Blood vessels

    Syllabus
    Core Supplement
    1 Describe the structure of arteries, veins and capillaries, limited to: relative thickness of wall, diameter of the lumen and the presence of valves in veins 4 Explain how the structure of arteries and veins is related to the pressure of the blood that they transport
    2 State the functions of capillaries 5 Explain how the structure of capillaries is related to their functions
    3 Identify in diagrams and images the main blood vessels to and from the: (a) heart, limited to: vena cava, aorta, pulmonary artery and pulmonary vein (b) lungs, limited to: pulmonary artery and pulmonary vein (c) kidney, limited to: renal artery and renal vein 6 Identify, in diagrams and images, the main blood vessels to and from the liver as: hepatic artery, hepatic veins and hepatic portal vein

    Source: Cambridge International syllabus

    There are three kinds of blood vessel. The space inside a vessel is its lumen 管腔.

    Vessel Wall Lumen Valves? Job
    arteries 动脉 thick, muscular, elastic narrow no carry blood away from the heart, at high pressure
    veins 静脉 thin wide yes carry blood back to the heart, at low pressure
    capillaries 毛细血管 one cell thick very narrow no let oxygen, glucose and wastes pass between blood and cells

    (Supplement) Arteries have thick elastic walls to cope with the high pressure from the heart. Veins have valves because their blood is at low pressure and could otherwise flow backwards. Capillaries are very thin (one cell thick) and very narrow, giving a large surface area 表面积 and a short distance for fast exchange.

    Cross-sections of the three blood vessels: an artery with a thick muscular wall and narrow lumen, a vein with a thin wall, wide lumen and a valve, and a tiny capillary with a wall one cell thick
    Arteries, veins and capillaries are each built for their job

    Main blood vessels

    Connects Artery (carries blood out) Vein (carries blood in)
    heart ↔ body aorta 主动脉 vena cava 腔静脉
    heart ↔ lungs pulmonary artery 肺动脉 pulmonary vein 肺静脉
    ↔ kidney renal artery 肾动脉 renal vein 肾静脉

    (Supplement) The liver is served by the hepatic artery 肝动脉, the hepatic vein 肝静脉, and the hepatic portal vein 肝门静脉, which brings blood from the gut to the liver.

    Explore

    The three blood vessels

    Compare an artery, a vein and a capillary — their walls and lumens suit the pressure and job of each.

    Vocabulary Train
    English Chinese Pinyin
    lumen 管腔 guǎn qiāng
    arteries 动脉 dòng mài
    veins 静脉 jìng mài
    capillaries 毛细血管 máo xì xuè guǎn
    surface area 表面积 biǎo miàn jī
    aorta 主动脉 zhǔ dòng mài
    vena cava 腔静脉 qiāng jìng mài
    pulmonary artery 肺动脉 fèi dòng mài
    pulmonary vein 肺静脉 fèi jìng mài
    renal artery 肾动脉 shèn dòng mài
    renal vein 肾静脉 shèn jìng mài
    hepatic artery 肝动脉 gān dòng mài
    hepatic vein 肝静脉 gān jìng mài
    hepatic portal vein 肝门静脉 gān mén jìng mài
    9.4

    Blood

    Syllabus
    Core Supplement
    1 List the components of blood as: red blood cells, white blood cells, platelets and plasma
    2 Identify red and white blood cells in photomicrographs and diagrams 5 Identify lymphocytes and phagocytes in photomicrographs and diagrams
    3 State the functions of the following components of blood: (a) red blood cells in transporting oxygen, including the role of haemoglobin (b) white blood cells in phagocytosis and antibody production (c) platelets in clotting (details are not required) (d) plasma in the transport of blood cells, ions, nutrients, urea, hormones and carbon dioxide 6 State the functions of: (a) lymphocytes – antibody production (b) phagocytes – engulfing pathogens by phagocytosis
    4 State the roles of blood clotting as preventing blood loss and the entry of pathogens 7 Describe the process of clotting as the conversion of fibrinogen to fibrin to form a mesh

    Source: Cambridge International syllabus

    Blood has four parts:

    Part Function
    red blood cells 红细胞 carry oxygen, using the red pigment 色素 haemoglobin 血红蛋白
    white blood cells 白细胞 defend the body against disease
    platelets 血小板 help the blood to clot 凝血
    plasma 血浆 a liquid that carries blood cells, ions 离子, nutrients 营养物质, urea 尿素, hormones 激素 and carbon dioxide 二氧化碳
    A tube of blood that has settled into a clear plasma layer on top, a thin layer of white cells and platelets, and red cells below, with a magnified view of red cells, a white cell and platelets
    Blood is red cells, white cells and platelets carried in liquid plasma
    A scanning electron micrograph of real blood cells: many dimpled disc-shaped red cells, two rounded bumpy white cells, and small platelet fragments
    Real blood cells under an electron microscope: red cells (discs), white cells and platelets

    Defending the body, and clotting

    White blood cells fight pathogens 病原体 (the microbes that cause disease) in two ways:

    • phagocytes 吞噬细胞 carry out phagocytosis 吞噬作用 — they surround and digest the pathogens.
    • lymphocytes 淋巴细胞 make antibodies 抗体, which stick to the pathogens and destroy them.

    When you cut yourself, the blood clots to seal the wound. This stops blood loss and stops pathogens getting in. (Supplement) During clotting, a soluble protein called fibrinogen 纤维蛋白原 is changed into threads of fibrin 纤维蛋白. The threads form a net that traps blood cells and makes a solid clot.

    Explore

    Blood component lab

    Classify blood components by the job they do.

    Vocabulary Train
    English Chinese Pinyin
    red blood cells 红细胞 hóng xì bāo
    pigment 色素 sè sù
    haemoglobin 血红蛋白 xuè hóng dàn bái
    white blood cells 白细胞 bái xì bāo
    platelets 血小板 xuè xiǎo bǎn
    clot 凝血 níng xuè
    plasma 血浆 xuè jiāng
    ions 离子 lí zi
    nutrients 营养物质 yíng yǎng wù zhì
    urea 尿素 niào sù
    hormones 激素 jī sù
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    pathogens 病原体 bìng yuán tǐ
    phagocytes 吞噬细胞 tūn shì xì bāo
    phagocytosis 吞噬作用 tūn shì zuò yòng
    lymphocytes 淋巴细胞 lín bā xì bāo
    antibodies 抗体 kàng tǐ
    fibrinogen 纤维蛋白原 xiān wéi dàn bái yuán
    fibrin 纤维蛋白 xiān wéi dàn bái
    9.4

    Exam tips

    • Circulatory system = pump (heart) + vessels + valves for one-way flow.
    • Double circulation (mammals): blood passes through the heart twice. The left ventricle wall is thickest because it pumps to the whole body.
    • Arteries carry blood away (thick, high pressure); veins carry it back (valves, low pressure); capillaries are for exchange (one cell thick).
    • Blood = red cells (oxygen, haemoglobin) + white cells (defence) + platelets (clotting) + plasma (transport).
    • Phagocytes engulf pathogens; lymphocytes make antibodies.
  • 10 Diseases and immunity
    10.1

    Pathogens and disease

    Syllabus
    Core Supplement
    1 Describe a pathogen as a disease-causing organism
    2 Describe a transmissible disease as a disease in which the pathogen can be passed from one host to another
    3 State that a pathogen is transmitted: (a) by direct contact, including through blood and other body fluids (b) indirectly, including from contaminated surfaces, food, animals and air
    4 Describe the body defences, limited to: skin, hairs in the nose, mucus, stomach acid and white blood cells 6 Describe active immunity as defence against a pathogen by antibody production in the body
    5 Explain the importance of the following in controlling the spread of disease: (a) a clean water supply (b) hygienic food preparation (c) good personal hygiene (d) waste disposal (e) sewage treatment (details of the stages of sewage treatment are not required) 7 State that each pathogen has its own antigens, which have specific shapes
    8 Describe antibodies as proteins that bind to antigens leading to direct destruction of pathogens or marking of pathogens for destruction by phagocytes
    9 State that specific antibodies have complementary shapes which fit specific antigens
    10 Explain that active immunity is gained after an infection by a pathogen or by vaccination
    11 Outline the process of vaccination: (a) weakened pathogens or their antigens are put into the body (b) the antigens stimulate an immune response by lymphocytes which produce antibodies (c) memory cells are produced that give long-term immunity
    12 Explain the role of vaccination in controlling the spread of diseases
    13 Explain that passive immunity is a short-term defence against a pathogen by antibodies acquired from another individual, including across the placenta and in breast milk
    14 Explain the importance of breast-feeding for the development of passive immunity in infants
    15 State that memory cells are not produced in passive immunity
    16 Describe cholera as a disease caused by a bacterium which is transmitted in contaminated water
    17 Explain that the cholera bacterium produces a toxin that causes secretion of chloride ions into the small intestine, causing osmotic movement of water into the gut, causing diarrhoea, dehydration and loss of ions from the blood

    Source: Cambridge International syllabus

    A pathogen 病原体 is an organism that causes disease 疾病. A transmissible disease 传染病 is one in which the pathogen can pass from one host 宿主 to another.

    Vocabulary Train
    English Chinese Pinyin
    pathogen 病原体 bìng yuán tǐ
    disease 疾病 jí bìng
    transmissible disease 传染病 chuán rǎn bìng
    host 宿主 sù zhǔ
    10.1

    How pathogens spread

    A mosquito biting human skin
    A mosquito can spread pathogens from person to person when it bites.
    Direct contact passes a pathogen straight between people; indirect spread is through food, water or air
    Pathogens spread by direct contact or indirectly

    A pathogen is transmitted 传播 in two main ways:

    • by direct contact 直接接触 — for example through blood and other body fluids 体液.
    • indirectly — for example from contaminated 污染 surfaces, food, animals, or the air.
    Vocabulary Train
    English Chinese Pinyin
    transmitted 传播 chuán bō
    direct contact 直接接触 zhí jiē jiē chù
    body fluids 体液 tǐ yè
    contaminated 污染 wū rǎn
    10.1

    The body's defences

    Your body has several defences 防御 that keep pathogens out or destroy them:

    • skin — a barrier that covers and protects the body.
    • hairs in the nose — trap dust and pathogens in the air you breathe in.
    • mucus 黏液 — sticky liquid in the airways that traps pathogens.
    • stomach acid 胃酸 — kills most pathogens in your food.
    • white blood cells 白细胞 — find and destroy any pathogens that get inside.
    A simple human figure labelled with the body's defences: skin as a barrier, nose hairs, mucus in the airways, stomach acid, and white blood cells in the blood
    The body keeps most pathogens out; white blood cells deal with any that get in
    A false-coloured electron micrograph of a white blood cell, shown in green, wrapping around several round purple bacteria as it engulfs and destroys them
    A white blood cell (green) engulfing round bacteria (purple), a key body defence
    Explore

    Pathogen defence route

    Follow how the body blocks, detects and removes pathogens.

    Vocabulary Train
    English Chinese Pinyin
    defences 防御 fáng yù
    mucus 黏液 nián yè
    stomach acid 胃酸 wèi suān
    white blood cells 白细胞 bái xì bāo
    10.1

    Controlling the spread of disease

    Good public health stops disease spreading:

    • a clean water supply, so drinking water carries no pathogens.
    • hygienic 卫生 food preparation and good personal hygiene, such as washing your hands.
    • proper waste disposal and sewage treatment 污水处理, so waste does not contaminate water or food.
    Vocabulary Train
    English Chinese Pinyin
    hygienic 卫生 wèi shēng
    sewage treatment 污水处理 wū shuǐ chǔ lǐ
    10.1

    Immunity (Supplement)

    Antigens and antibodies

    Every pathogen carries antigens 抗原 on its surface, and each kind of antigen has its own special shape.

    Antibodies 抗体 are proteins 蛋白质 made by lymphocytes 淋巴细胞 (a kind of white blood cell). An antibody has a shape that is complementary 互补 to one antigen, so it fits only that antigen. When antibodies bind to a pathogen's antigens, they either destroy the pathogen directly or mark it so that phagocytes 吞噬细胞 destroy it.

    A pathogen with antigens on its surface; matching antibodies fit the antigens like a key in a lock, while an antibody of the wrong shape cannot bind
    An antibody's shape is complementary to one antigen, so it fits only that pathogen

    Active immunity and vaccination

    Active immunity 主动免疫 is protection made by your own body producing antibodies. You gain it after an infection, or after vaccination 疫苗接种.

    Vaccination works like this:

    1. weakened pathogens, or just their antigens, are put into the body; they cannot make you ill.
    2. the antigens make your lymphocytes produce antibodies.
    3. the body also makes memory cells 记忆细胞 that stay for years.

    If the real pathogen enters later, the memory cells make antibodies very fast, so you do not become ill. This gives long-term protection. If most people in a group are vaccinated, the disease cannot spread easily.

    A graph of antibody concentration against time: a small slow rise after vaccination, then a much larger and faster rise when the real pathogen infects later
    After vaccination, memory cells give a fast, large response if the real pathogen arrives

    Worked example. After a first dose of a vaccine, antibody levels rise slowly and stay low. After a second dose of the same vaccine, they rise faster and reach a much higher level. Explain. At the first dose the body has no memory cells for that antigen, so time is lost while the right lymphocyte is found and multiplies - the response is slow and small. The second dose meets the memory cells left over from the first, which recognise the antigen at once, so antibodies are made sooner and in far greater numbers. The marks are for memory cells: "the body is used to it" earns nothing.

    Passive immunity

    Passive immunity 被动免疫 is protection from antibodies made by another body, not your own. For example, a baby receives antibodies from its mother across the placenta 胎盘 and in breast milk 母乳. This is why breast-feeding 母乳喂养 helps protect infants 婴儿. Passive immunity is only short-term, because no memory cells are made.

    Vocabulary Train
    English Chinese Pinyin
    antigens 抗原 kàng yuán
    antibodies 抗体 kàng tǐ
    proteins 蛋白质 dàn bái zhì
    lymphocytes 淋巴细胞 lín bā xì bāo
    complementary 互补 hù bǔ
    phagocytes 吞噬细胞 tūn shì xì bāo
    active immunity 主动免疫 zhǔ dòng miǎn yì
    vaccination 疫苗接种 yì miáo jiē zhǒng
    memory cells 记忆细胞 jì yì xì bāo
    passive immunity 被动免疫 bèi dòng miǎn yì
    placenta 胎盘 tāi pán
    breast milk 母乳 mǔ rǔ
    breast-feeding 母乳喂养 mǔ rǔ wèi yǎng
    infants 婴儿 yīng ér
    10.1

    Cholera (Supplement)

    Cholera 霍乱 is a disease caused by a bacterium 细菌 that spreads in contaminated water. The cholera bacterium makes a toxin 毒素. This toxin causes chloride ions 氯离子 to be pumped into the small intestine 小肠. Water then moves into the intestine by osmosis 渗透. The result is diarrhoea 腹泻, dehydration 脱水 (loss of water) and a loss of ions 离子 from the blood.

    A flow chart: the cholera bacterium makes a toxin, which pumps chloride ions into the small intestine, so water moves in by osmosis, causing diarrhoea and dehydration
    Cholera toxin pulls water into the gut by osmosis, causing diarrhoea and dehydration
    Vocabulary Train
    English Chinese Pinyin
    cholera 霍乱 huò luàn
    bacterium 细菌 xì jūn
    toxin 毒素 dú sù
    chloride ions 氯离子 lǜ lí zi
    small intestine 小肠 xiǎo cháng
    osmosis 渗透 shèn tòu
    diarrhoea 腹泻 fù xiè
    dehydration 脱水 tuō shuǐ
    ions 离子 lí zi
    10.1

    Exam tips

    • Pathogen = organism that causes disease. Transmissible = can pass between hosts, by direct contact or indirectly.
    • Learn the five body defences: skin, nose hairs, mucus, stomach acid, white blood cells.
    • An antibody's shape is complementary to one antigen (like an enzyme and its substrate).
    • Active immunity (from infection or vaccination) makes memory cells → long-term. Passive immunity (placenta, breast milk) makes no memory cells → short-term.
    • Cholera: toxin → chloride ions into the gut → water in by osmosis → diarrhoea and dehydration.
  • 11 Gas exchange in humans
    11.1

    Gas exchange surfaces

    Syllabus
    Core Supplement
    1 Describe the features of gas exchange surfaces in humans, limited to: large surface area, thin surface, good blood supply and good ventilation with air
    2 Identify in diagrams and images the following parts of the breathing system: lungs, diaphragm, ribs, intercostal muscles, larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries 6 Identify in diagrams and images the internal and external intercostal muscles
    7 State the function of cartilage in the trachea
    8 Explain the role of the ribs, the internal and external intercostal muscles and the diaphragm in producing volume and pressure changes in the thorax leading to the ventilation of the lungs
    3 Investigate the differences in composition between inspired and expired air using limewater as a test for carbon dioxide 9 Explain the differences in composition between inspired and expired air
    4 Describe the differences in composition between inspired and expired air, limited to: oxygen, carbon dioxide and water vapour
    5 Investigate and describe the effects of physical activity on the rate and depth of breathing 10 Explain the link between physical activity and the rate and depth of breathing in terms of: an increased carbon dioxide concentration in the blood, which is detected by the brain, leading to an increased rate and greater depth of breathing
    11 Explain the role of goblet cells, mucus and ciliated cells in protecting the breathing system from pathogens and particles

    Source: Cambridge International syllabus

    A 3-D model of the lungs and airways
    Gas exchange happens across the huge surface of the lungs.

    Gas exchange 气体交换 is how oxygen 氧气 gets into the blood and carbon dioxide 二氧化碳 gets out, by diffusion 扩散. A good gas exchange surface has four features:

    • a large surface area 表面积 — so more gas can cross at once.
    • a thin surface — so gases have only a short distance to diffuse.
    • a good blood supply — to keep a steep difference in concentration.
    • good ventilation 通气 with air — fresh air keeps the difference steep.
    Explore

    A good gas-exchange surface

    Tap the alveolus to see the four features that make it ideal for exchange: a huge surface area, a thin wall, a moist lining and a good blood supply.

    Vocabulary Train
    English Chinese Pinyin
    gas exchange 气体交换 qì tǐ jiāo huàn
    oxygen 氧气 yǎng qì
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    diffusion 扩散 kuò sàn
    surface area 表面积 biǎo miàn jī
    ventilation 通气 tōng qì
    11.1

    The breathing system

    The human lungs
    The lungs are the gas-exchange organs of the human body.

    Air travels in and out through these parts:

    Part Job
    larynx the voice box, at the top of the windpipe
    trachea 气管 the windpipe; carries air towards the lungs
    bronchi 支气管 two tubes, one going to each lung
    bronchioles 细支气管 smaller branching tubes inside the lungs
    alveoli 肺泡 tiny air sacs where gas exchange happens; each is wrapped in capillaries 毛细血管

    The alveoli make excellent gas exchange surfaces: there are millions of them (a huge surface area), each has a wall only one cell thick (a short distance), and each is surrounded by capillaries (a good blood supply).

    A close-up of an alveolus wrapped by a capillary: oxygen diffuses from the air sac into the blood while carbon dioxide diffuses the other way, across a wall one cell thick
    At an alveolus, oxygen diffuses into the blood and carbon dioxide diffuses out

    The lungs sit in the chest, protected by the ribs 肋骨. Below them is a sheet of muscle, the diaphragm 膈肌. Between the ribs are the intercostal muscles 肋间肌. (Supplement) The trachea is held open by rings of cartilage 软骨, so it cannot collapse when you breathe in.

    The breathing system: the larynx and trachea lead to two bronchi, one into each lung, branching into bronchioles that end in clusters of alveoli, with the ribs around the lungs and the diaphragm below
    Air travels from the trachea through the bronchi and bronchioles to the alveoli
    Vocabulary Train
    English Chinese Pinyin
    larynx hóu
    trachea 气管 qì guǎn
    bronchi 支气管 zhī qì guǎn
    bronchioles 细支气管 xì zhī qì guǎn
    alveoli 肺泡 fèi pào
    capillaries 毛细血管 máo xì xuè guǎn
    ribs 肋骨 lèi gǔ
    diaphragm 膈肌 gé jī
    intercostal muscles 肋间肌 lē jiān jī
    cartilage 软骨 ruǎn gǔ
    11.1

    How you breathe (Supplement)

    Breathing changes the volume and pressure 压力 inside the chest (the thorax 胸腔).

    Breathing in (inhaling 吸气):

    • the external intercostal muscles contract, pulling the ribs up and out.
    • the diaphragm contracts and flattens (moves down).
    • the thorax becomes bigger, so the pressure inside drops below the outside air pressure.
    • air is pushed in.

    Breathing out (exhaling 呼气) is the opposite: the muscles relax (and the internal intercostal muscles may contract), the thorax becomes smaller, the pressure rises, and air is pushed out.

    Two diagrams: breathing in, with the ribs moving up and out and the diaphragm flattening so the thorax is bigger; breathing out, with the ribs moving down and in and the diaphragm doming up so the thorax is smaller
    Breathing in makes the thorax bigger (lower pressure); breathing out makes it smaller
    Explore

    Breathing in and out

    Breathing changes the volume of the chest, which changes the pressure and makes air flow in or out.

    Explore

    Breathing mechanism

    Watch a breath — the diaphragm flattens and ribs lift, the chest grows, the pressure drops, and air flows in. Relax and it pushes back out.

    Vocabulary Train
    English Chinese Pinyin
    pressure 压力 yā lì
    thorax 胸腔 xiōng qiāng
    inhaling 吸气 xī qì
    exhaling 呼气 hū qì
    11.1

    Inspired and expired air

    Gas Inspired air (breathed in) Expired air (breathed out)
    oxygen about 21% about 16% (less)
    carbon dioxide about 0.04% about 4% (more)
    water vapour 水蒸气 a little a lot (more)
    A bar chart comparing inspired and expired air: oxygen falls from 21% to 16%, carbon dioxide rises from 0.04% to 4%, and water vapour rises from a little to a lot
    Expired air has less oxygen and much more carbon dioxide than inspired air

    You can test for carbon dioxide with limewater 石灰水, which turns cloudy. Expired air turns limewater cloudy much faster than inspired air, showing it contains more carbon dioxide.

    Vocabulary Train
    English Chinese Pinyin
    water vapour 水蒸气 shuǐ zhēng qì
    limewater 石灰水 shí huī shuǐ
    11.1

    Breathing and exercise

    During exercise your muscles respire faster and make more carbon dioxide. This raises the concentration 浓度 of carbon dioxide in the blood. (Supplement) Your brain 大脑 detects the rise and makes you breathe at a faster rate 速率 and a greater depth. This brings in more oxygen and removes the extra carbon dioxide quickly.

    Worked example. At rest a person takes 12 breaths per minute, moving 500 cm³ of air per breath. During exercise this becomes 20 breaths per minute at 900 cm³ per breath. How much air passes through the lungs each minute in each case? Multiply the rate by the depth. At rest: 12 × 500 = 6000 cm³ per minute. During exercise: 20 × 900 = 18 000 cm³ per minute, three times as much. Exercise raises both the rate and the depth of breathing - an answer that changes only the rate throws away half the marks.

    Vocabulary Train
    English Chinese Pinyin
    concentration 浓度 nóng dù
    brain 大脑 dà nǎo
    rate 速率 sù lǜ
    11.1

    Keeping the airways clean (Supplement)

    The airways are lined with two kinds of cell that trap and remove dirt:

    • goblet cells 杯状细胞 make mucus 黏液, which traps pathogens 病原体 and dust particles 粒子.
    • ciliated cells 纤毛细胞 have tiny hairs that sweep the mucus, with the trapped dirt, up to the throat, where it is swallowed.
    Vocabulary Train
    English Chinese Pinyin
    goblet cells 杯状细胞 bēi zhuàng xì bāo
    mucus 黏液 nián yè
    pathogens 病原体 bìng yuán tǐ
    particles 粒子 lì zi
    ciliated cells 纤毛细胞 xiān máo xì bāo
    11.1

    Exam tips

    • A gas exchange surface is large, thin, with a good blood supply and good ventilation.
    • Air path: larynx → trachea → bronchi → bronchioles → alveoli.
    • Breathing in: external intercostal muscles and diaphragm contract → thorax bigger → pressure lower → air in. Breathing out is the opposite.
    • Expired air has less oxygen, more carbon dioxide and more water vapour. Limewater tests for carbon dioxide.
    • Exercise → more carbon dioxide in the blood → brain → faster, deeper breathing.
  • 12 Respiration
    12.1

    Respiration and energy

    Syllabus
    Core Supplement
    1 State the uses of energy in living organisms, including: muscle contraction, protein synthesis, cell division, active transport, growth, the passage of nerve impulses and the maintenance of a constant body temperature
    2 Investigate and describe the effect of temperature on respiration in yeast

    Source: Cambridge International syllabus

    Aerobic respiration

    Respiration 呼吸作用 is the release of energy 能量 from food, and it happens in every living cell, all the time. (It is not the same as breathing.) Cells use this energy for many jobs:

    • muscle 肌肉 contraction (movement).
    • protein synthesis 蛋白质合成 (building proteins).
    • cell division 分裂 (making new cells).
    • active transport 主动运输.
    • growth.
    • the passage of nerve impulses 神经冲动.
    • keeping a constant body temperature 温度.
    A hub diagram with "respiration releases energy" in the centre and arrows out to its uses: muscle contraction, protein synthesis, cell division, active transport, growth, nerve impulses and keeping warm
    Cells use the energy from respiration for many different jobs

    You can investigate respiration in yeast 酵母: warmer yeast respires faster (up to its best temperature), giving off bubbles of carbon dioxide 二氧化碳.

    Explore

    Respiration releases energy

    Every living cell respires to release energy from glucose for its life processes.

    Vocabulary Train
    English Chinese Pinyin
    respiration 呼吸作用 hū xī zuò yòng
    energy 能量 néng liàng
    muscle 肌肉 jī ròu
    protein synthesis 蛋白质合成 dàn bái zhì hé chéng
    division 分裂 fēn liè
    active transport 主动运输 zhǔ dòng yùn shū
    nerve impulses 神经冲动 shén jīng chōng dòng
    temperature 温度 wēn dù
    yeast 酵母 jiào mǔ
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    12.2

    Aerobic respiration

    Syllabus
    Core Supplement
    1 Describe aerobic respiration as the chemical reactions in cells that use oxygen to break down nutrient molecules to release energy
    2 State the word equation for aerobic respiration as: glucose + oxygen → carbon dioxide + water 3 State the balanced chemical equation for aerobic respiration as: $\text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2 \rightarrow 6\text{CO}_2 + 6\text{H}_2\text{O}$

    Source: Cambridge International syllabus

    Marathon runners during a race
    Aerobic respiration releases energy steadily for sustained exercise.

    Aerobic respiration 有氧呼吸 uses oxygen 氧气 to break down nutrient molecules 营养物质 (mainly glucose 葡萄糖) and release energy.

    Word equation:

    $$\text{glucose} + \text{oxygen} \rightarrow \text{carbon dioxide} + \text{water}$$

    (Supplement) Balanced chemical equation:

    $$\text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2 \rightarrow 6\text{CO}_2 + 6\text{H}_2\text{O}$$

    Aerobic respiration releases a lot of energy from each glucose molecule.

    Explore

    Aerobic respiration

    Aerobic respiration releases a LOT of energy from glucose using oxygen.

    Vocabulary Train
    English Chinese Pinyin
    aerobic respiration 有氧呼吸 yǒu yǎng hū xī
    oxygen 氧气 yǎng qì
    nutrient molecules 营养物质 yíng yǎng wù zhì
    glucose 葡萄糖 pú táo táng
    12.3

    Anaerobic respiration

    Syllabus
    Core Supplement
    1 Describe anaerobic respiration as the chemical reactions in cells that break down nutrient molecules to release energy without using oxygen
    2 State that anaerobic respiration releases much less energy per glucose molecule than aerobic respiration
    3 State the word equation for anaerobic respiration in yeast as: glucose → alcohol + carbon dioxide 5 State the balanced chemical equation for anaerobic respiration in yeast as: $\text{C}_6\text{H}_{12}\text{O}_6 \rightarrow 2\text{C}_2\text{H}_5\text{OH} + 2\text{CO}_2$
    4 State the word equation for anaerobic respiration in muscles during vigorous exercise as: glucose → lactic acid
    6 State that lactic acid builds up in muscles and blood during vigorous exercise causing an oxygen debt
    7 Outline how the oxygen debt is removed after exercise, limited to: (a) continuation of fast heart rate to transport lactic acid in the blood from the muscles to the liver (b) continuation of deeper and faster breathing to supply oxygen for aerobic respiration of lactic acid (c) aerobic respiration of lactic acid in the liver

    Source: Cambridge International syllabus

    A sprinter at full effort
    A hard sprint relies on anaerobic respiration, building up lactic acid.

    Anaerobic respiration 无氧呼吸 breaks down glucose to release energy without oxygen. It releases much less energy from each glucose molecule than aerobic respiration, because the glucose is not fully broken down.

    Glucose splits two ways: with oxygen (aerobic) it becomes carbon dioxide and water and releases a lot of energy; without oxygen (anaerobic) it becomes alcohol and carbon dioxide in yeast, or lactic acid in muscles, releasing much less energy
    Aerobic respiration needs oxygen and gives a lot of energy; anaerobic gives much less

    In yeast

    $$\text{glucose} \rightarrow \text{alcohol} + \text{carbon dioxide}$$

    The alcohol 酒精 made by yeast is used to make bread rise and to brew drinks.

    In muscles (Supplement)

    During hard exercise your muscles cannot get enough oxygen, so they respire anaerobically:

    $$\text{glucose} \rightarrow \text{lactic acid}$$

    The lactic acid 乳酸 builds up in the muscles and the blood. This creates an oxygen debt 氧债 — the extra oxygen the body will need later to break that lactic acid down.

    After you stop exercising, the oxygen debt is repaid:

    • your heart rate 心率 stays high, carrying the lactic acid in the blood from the muscles to the liver 肝脏.
    • you keep breathing deeply and quickly, taking in extra oxygen.
    • the liver uses this oxygen to break the lactic acid down by aerobic respiration.
    A flow chart: hard exercise leaves muscles short of oxygen, so they respire anaerobically and lactic acid builds up (the oxygen debt); after exercise a fast heart rate and deep breathing bring extra oxygen so the liver can break the lactic acid down
    Lactic acid from anaerobic respiration is broken down later, using extra oxygen

    Worked example. A runner sprints hard for 20 seconds, then breathes deeply for several minutes after stopping. Explain why. During the sprint the muscles cannot get oxygen fast enough, so they respire anaerobically and lactic acid builds up, creating an oxygen debt. The deep breathing afterwards takes in the extra oxygen the liver needs to break that lactic acid down by aerobic respiration, while a high heart rate carries the acid from the muscles to the liver. The breathing repays a debt built up during the sprint - it is not simply "because the muscles are still working".

    Explore

    Anaerobic respiration

    Without oxygen, glucose is only partly broken down — far less energy, and a different waste product.

    Vocabulary Train
    English Chinese Pinyin
    anaerobic respiration 无氧呼吸 wú yǎng hū xī
    alcohol 酒精 jiǔ jīng
    lactic acid 乳酸 rǔ suān
    oxygen debt 氧债 yǎng zhài
    heart rate 心率 xīn lǜ
    liver 肝脏 gān zàng
    12.3

    Exam tips

    • Respiration releases energy in all living cells, all the time — it is not breathing.
    • Aerobic: glucose + oxygen → carbon dioxide + water, and it gives a lot of energy. Learn the balanced equation too.
    • Anaerobic (no oxygen) gives much less energy. In yeast: glucose → alcohol + carbon dioxide. In muscles: glucose → lactic acid.
    • Lactic acid causes an oxygen debt, repaid by a fast heart rate and deep breathing, with the liver breaking the lactic acid down.
  • 13 Excretion in humans
    13.1

    Excretion

    Syllabus
    Core Supplement
    1 State that carbon dioxide is excreted through the lungs
    2 State that the kidneys excrete urea and excess water and ions
    3 Identify in diagrams and images the kidneys, ureters, bladder and urethra 4 Identify in diagrams and images the structure of the kidney, limited to the cortex and medulla
    5 Outline the structure and function of a nephron and its associated blood vessels, limited to: (a) the role of the glomerulus in the filtration from the blood of water, glucose, urea and ions (b) the role of the nephron in the reabsorption of all of the glucose, some of the ions and most of the water back into the blood (c) the formation of urine containing urea, excess water and excess ions (details of these processes are not required)
    6 Describe the role of the liver in the assimilation of amino acids by converting them to proteins
    7 State that urea is formed in the liver from excess amino acids
    8 Describe deamination as the removal of the nitrogen-containing part of amino acids to form urea
    9 Explain the importance of excretion, limited to toxicity of urea

    Source: Cambridge International syllabus

    Excretion 排泄 is the removal of the waste products of metabolism, and of substances the body has in excess. Two main wastes are removed:

    • carbon dioxide 二氧化碳 — made during respiration, and breathed out through the lungs.
    • urea 尿素 — made in the liver 肝脏, and removed by the kidneys together with excess water and ions 离子.
    Explore

    Excretion and the kidneys

    The kidneys clean the blood, removing urea and adjusting water, and make urine.

    Vocabulary Train
    English Chinese Pinyin
    excretion 排泄 pái xiè
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    urea 尿素 niào sù
    liver 肝脏 gān zàng
    ions 离子 lí zi
    13.1

    The urinary system

    A cross-section of the human kidney
    The kidneys filter the blood and make urine.

    The kidneys 肾脏 clean the blood and make urine 尿液. The urine then passes through:

    • the ureters 输尿管 — tubes from the kidneys to the bladder.
    • the bladder 膀胱 — stores the urine.
    • the urethra 尿道 — carries the urine out of the body.
    The urinary system: two kidneys connected by ureters to a single bladder, with the urethra leading out below
    The kidneys make urine, which flows down the ureters to the bladder and out of the urethra

    If the kidneys stop working, a dialysis 透析 machine can do their job. The patient's blood flows through the machine, where waste and excess water pass out across a thin membrane, and the clean blood returns to the body.

    A modern dialysis machine standing next to a patient's chair in a clinic; tubes carry the patient's blood through the machine, which removes waste and excess water and returns the clean blood
    A dialysis machine cleans the blood when the kidneys stop working
    Vocabulary Train
    English Chinese Pinyin
    kidneys 肾脏 shèn zàng
    urine 尿液 niào yè
    ureters 输尿管 shū niào guǎn
    bladder 膀胱 páng guāng
    urethra 尿道 niào dào
    dialysis 透析 tòu xī
    renal cortex 皮质 pí zhì
    13.1

    Inside the kidney (Supplement)

    A kidney has two regions: an outer cortex 皮质 and an inner medulla 髓质.

    The nephron

    Each kidney holds millions of tiny tubes called nephrons 肾单位. A nephron cleans the blood in two steps:

    1. Filtration 过滤: at the glomerulus 肾小球 (a knot of capillaries), high pressure forces water, glucose 葡萄糖, urea and ions out of the blood and into the nephron.
    2. Reabsorption 重吸收: as the liquid flows along the nephron, the blood takes back all of the glucose, some of the ions, and most of the water.

    What is left behind — urea, excess water and excess ions — becomes the urine.

    A nephron: blood enters the glomerulus where filtration forces water, glucose, urea and ions into the tubule; as the liquid flows along the tubule, glucose, some ions and most water are reabsorbed into the blood, leaving urine
    A nephron filters the blood, then reabsorbs the useful substances; what is left is urine

    Worked example. A healthy person's urine contains urea and ions but no glucose, even though glucose is forced out of the blood at the glomerulus. Explain. Filtration does not choose: high pressure pushes water, glucose, urea and ions into the nephron together. The choosing happens at the next step - during reabsorption the blood takes back all of the glucose, so none is left to reach the urine. Glucose does appear in the urine of someone with untreated diabetes, because there is more of it than the nephron can reabsorb. Filtration removes; reabsorption selects.

    Vocabulary Train
    English Chinese Pinyin
    medulla 髓质 suǐ zhì
    nephrons 肾单位 shèn dān wèi
    filtration 过滤 guò lǜ
    glomerulus 肾小球 shèn xiǎo qiú
    glucose 葡萄糖 pú táo táng
    reabsorption 重吸收 zhòng xī shōu
    13.1

    The liver, amino acids and urea (Supplement)

    The liver carries out the assimilation 同化 of amino acids 氨基酸: it joins them together into the proteins 蛋白质 that the body needs.

    The body cannot store extra amino acids. The liver breaks the excess down by deamination 脱氨基作用 — it removes the nitrogen-containing part of each amino acid. This part is then turned into urea.

    A flow chart: excess amino acids go to the liver, where deamination removes the nitrogen part to make toxic urea, which the kidneys then remove in the urine
    The liver makes urea from excess amino acids; the kidneys excrete it

    Urea must be excreted because it is toxic 有毒 (poisonous) if it is allowed to build up in the blood.

    Vocabulary Train
    English Chinese Pinyin
    assimilation 同化 tóng huà
    amino acids 氨基酸 ān jī suān
    proteins 蛋白质 dàn bái zhì
    deamination 脱氨基作用 tuō ān jī zuò yòng
    nitrogen dàn
    toxic 有毒 yǒu dú
    13.1

    Exam tips

    • Excretion removes metabolic wastes. Carbon dioxide leaves through the lungs; urea, excess water and excess ions leave through the kidneys.
    • Urine path: kidney → ureter → bladder → urethra.
    • Nephron: the glomerulus filters the blood; the nephron reabsorbs all the glucose, some ions and most of the water. What is left is urine.
    • Urea is made in the liver from excess amino acids by deamination.
    • We must excrete urea because it is toxic to the body.
  • 14 Coordination and response
    14.1

    The nervous system

    Syllabus
    Core Supplement
    1 State that electrical impulses travel along neurones
    2 Describe the mammalian nervous system in terms of: (a) the central nervous system (CNS) consisting of the brain and the spinal cord (b) the peripheral nervous system (PNS) consisting of the nerves outside of the brain and spinal cord
    3 Describe the role of the nervous system as coordination and regulation of body functions
    4 Identify in diagrams and images sensory, relay and motor neurones
    5 Describe a simple reflex arc in terms of: receptor, sensory neurone, relay neurone, motor neurone and effector
    6 Describe a reflex action as a means of automatically and rapidly integrating and coordinating stimuli with the responses of effectors (muscles and glands)
    7 Describe a synapse as a junction between two neurones 8 Describe the structure of a synapse, including the presence of vesicles containing neurotransmitter molecules, the synaptic gap and receptor proteins
    9 Describe the events at a synapse as: (a) an impulse stimulates the release of neurotransmitter molecules from vesicles into the synaptic gap (b) the neurotransmitter molecules diffuse across the gap (c) neurotransmitter molecules bind with receptor proteins on the next neurone (d) an impulse is then stimulated in the next neurone
    10 State that synapses ensure that impulses travel in one direction only

    Source: Cambridge International syllabus

    The reflex arc
    A scan of the human brain
    The brain coordinates the body through the nervous system.

    Your body must coordinate 协调 all its parts and react to changes. The nervous system 神经系统 does this using fast electrical impulses 电脉冲 that travel along neurones 神经元 (nerve cells). It has two parts:

    • the central nervous system 中枢神经系统 (CNS) — the brain 大脑 and the spinal cord 脊髓.
    • the peripheral nervous system 周围神经系统 (PNS) — all the nerves outside the brain and spinal cord.

    The nervous system coordinates and regulates 调节 the body's functions.

    Vocabulary Train
    English Chinese Pinyin
    coordinate 协调 xié tiáo
    nervous system 神经系统 shén jīng xì tǒng
    electrical impulses 电脉冲 diàn mài chōng
    neurones 神经元 shén jīng yuán
    central nervous system 中枢神经系统 zhōng shū shén jīng xì tǒng
    brain 大脑 dà nǎo
    spinal cord 脊髓 jí suǐ
    peripheral nervous system 周围神经系统 zhōu wéi shén jīng xì tǒng
    regulates 调节 tiáo jié
    Exercise sheet
    14.1

    Neurones and the reflex arc

    A microscope image of a neurone
    A neurone (nerve cell) carries electrical impulses around the body.

    There are three kinds of neurone:

    • sensory neurones 感觉神经元 — carry impulses from receptors to the CNS.
    • relay neurones 中间神经元 — pass impulses on inside the CNS.
    • motor neurones 运动神经元 — carry impulses from the CNS to effectors.

    A reflex 反射 action is a fast, automatic response 反应 to a stimulus 刺激 (a change). It follows a fixed path, the reflex arc 反射弧:

    receptor 感受器 → sensory neurone → relay neurone → motor neurone → effector 效应器 (a muscle 肌肉 or gland 腺体)

    A reflex arc: a stimulus is detected by a receptor in the skin; the impulse travels along a sensory neurone to a relay neurone in the spinal cord, then along a motor neurone to an effector muscle
    In a reflex arc the impulse passes from receptor → sensory → relay → motor neurone → effector
    Explore

    The reflex arc

    A reflex is a fast, automatic response — the signal takes a short cut through the spinal cord.

    Vocabulary Train
    English Chinese Pinyin
    sensory neurones 感觉神经元 gǎn jué shén jīng yuán
    relay neurones 中间神经元 zhōng jiān shén jīng yuán
    motor neurones 运动神经元 yùn dòng shén jīng yuán
    reflex 反射 fǎn shè
    response 反应 fǎn yìng
    stimulus 刺激 cì jī
    reflex arc 反射弧 fǎn shè hú
    receptor 感受器 gǎn shòu qì
    effector 效应器 xiào yìng qì
    muscle 肌肉 jī ròu
    gland 腺体 xiàn tǐ
    14.1

    Synapses (Supplement)

    A synapse 突触 is a junction (a tiny gap) between two neurones. At the end of one neurone are vesicles 囊泡 holding neurotransmitter 神经递质 molecules. Across the synaptic gap 突触间隙, the next neurone has receptor proteins 受体蛋白.

    Events at a synapse:

    1. an impulse arrives and makes the vesicles release neurotransmitter into the synaptic gap.
    2. the neurotransmitter molecules diffuse 扩散 across the gap.
    3. they bind to the receptor proteins on the next neurone.
    4. this starts a new impulse in the next neurone.

    Synapses make impulses travel in one direction only.

    A synapse: vesicles in the first neurone release neurotransmitter into the gap, where it diffuses across and binds receptor proteins on the next neurone, so the impulse can only travel one way
    At a synapse, neurotransmitter diffuses across the gap, so impulses travel one way only
    Explore

    Across the synapse

    Neurons don't touch — the impulse crosses the tiny gap using a chemical messenger.

    Vocabulary Train
    English Chinese Pinyin
    synapse 突触 tū chù
    vesicles 囊泡 náng pào
    neurotransmitter 神经递质 shén jīng dì zhì
    synaptic gap 突触间隙 tū chù jiàn xì
    receptor proteins 受体蛋白 shòu tǐ dàn bái
    diffuse 扩散 kuò sàn
    14.2

    Sense organs and the eye

    Syllabus
    Core Supplement
    1 Describe sense organs as groups of receptor cells responding to specific stimuli: light, sound, touch, temperature and chemicals
    2 Identify in diagrams and images the structures of the eye, limited to: cornea, iris, pupil, lens, retina, optic nerve and blind spot
    3 Describe the function of each part of the eye, limited to: (a) cornea – refracts light (b) iris – controls how much light enters the pupil (c) lens – focuses light on to the retina (d) retina – contains light receptors, some sensitive to light of different colours (e) optic nerve – carries impulses to the brain
    4 Explain the pupil reflex, limited to changes in light intensity and pupil diameter 5 Explain the pupil reflex in terms of the antagonistic action of circular and radial muscles in the iris
    6 Explain accommodation to view near and distant objects in terms of the contraction and relaxation of the ciliary muscles, tension in the suspensory ligaments, shape of the lens and refraction of light
    7 Describe the distribution of rods and cones in the retina of a human
    8 Outline the function of rods and cones, limited to: (a) greater sensitivity of rods for night vision (b) three different kinds of cones, absorbing light of different colours, for colour vision
    9 Identify in diagrams and images the position of the fovea and state its function

    Source: Cambridge International syllabus

    Sense organs 感觉器官 are groups of receptor cells that respond to one kind of stimulus — light, sound, touch, temperature or chemicals. The eye responds to light.

    Parts of the eye

    Part Function
    cornea 角膜 refracts 折射 (bends) the light as it enters
    iris 虹膜 controls how much light enters the pupil 瞳孔
    lens 晶状体 focuses the light onto the retina
    retina 视网膜 contains light receptors, some sensitive to different colours
    optic nerve 视神经 carries the impulses to the brain
    blind spot 盲点 where the optic nerve leaves the eye; it has no receptors
    The eye in section: light enters through the cornea, passes through the pupil (the gap in the iris), is focused by the lens onto the retina at the back, and impulses leave along the optic nerve
    Light is focused by the cornea and lens onto the retina; impulses leave by the optic nerve
    Macro photograph of a real human eye showing the black pupil, the patterned coloured iris and the white sclera
    The front of a real eye: the black pupil is the hole that lets light in, and the coloured iris around it controls how wide the pupil opens

    The pupil reflex

    In bright light the pupil gets smaller, to protect the retina. In dim light it gets wider, to let more light in. (Supplement) This is done by two sets of antagonistic 拮抗 muscles in the iris: the circular muscles 环肌 and the radial muscles 辐射肌. In bright light the circular muscles contract and the pupil narrows; in dim light the radial muscles contract and the pupil widens.

    Accommodation (Supplement)

    Accommodation 视觉调节 is changing the shape of the lens to focus on near or far objects, using the ciliary muscles 睫状肌 and the suspensory ligaments 悬韧带:

    • near object: the ciliary muscles contract, the ligaments slacken, and the lens becomes fatter — more refraction.
    • far object: the ciliary muscles relax, the ligaments pull tight, and the lens becomes thinner — less refraction.

    Rods and cones (Supplement)

    The retina has two kinds of light receptor:

    • rods 视杆细胞 — very sensitive, good for vision 视觉 in dim light (night vision); they do not detect colour.
    • cones 视锥细胞 — three kinds, each absorbing a different colour, giving colour vision; they work best in bright light.

    Cones are packed most densely at the fovea 中央凹, the part of the retina that gives the sharpest image.

    Explore

    Explore the eye

    Tap each part to follow light through the eye — from the cornea and lens that focus it to the retina that detects it.

    Explore

    Accommodation — focusing the eye

    The eye changes the shape of its lens to focus on near or far objects.

    Vocabulary Train
    English Chinese Pinyin
    sense organs 感觉器官 gǎn jué qì guān
    cornea 角膜 jiǎo mó
    refracts 折射 zhé shè
    iris 虹膜 hóng mó
    pupil 瞳孔 tóng kǒng
    lens 晶状体 jīng zhuàng tǐ
    retina 视网膜 shì wǎng mó
    optic nerve 视神经 shì shén jīng
    blind spot 盲点 máng diǎn
    antagonistic 拮抗 jié kàng
    circular muscles 环肌 huán jī
    radial muscles 辐射肌 fú shè jī
    accommodation 视觉调节 shì jué tiáo jié
    ciliary muscles 睫状肌 jié zhuàng jī
    suspensory ligaments 悬韧带 xuán rèn dài
    rods 视杆细胞 shì gān xì bāo
    vision 视觉 shì jué
    cones 视锥细胞 shì zhuī xì bāo
    fovea 中央凹 zhōng yāng āo
    14.3

    Hormones

    Syllabus
    Core Supplement
    1 Describe a hormone as a chemical substance, produced by a gland and carried by the blood, which alters the activity of one or more specific target organs
    2 Identify in diagrams and images specific endocrine glands and state the hormones they secrete, limited to: (a) adrenal glands and adrenaline (b) pancreas and insulin (c) testes and testosterone (d) ovaries and oestrogen 5 State that glucagon is secreted by the pancreas
    3 Describe adrenaline as the hormone secreted in ‘fight or flight’ situations and its effects, limited to: (a) increased breathing rate (b) increased heart rate (c) increased pupil diameter 6 Describe the role of adrenaline in the control of metabolic activity, limited to: (a) increasing the blood glucose concentration (b) increasing heart rate
    4 Compare nervous and hormonal control, limited to speed of action and duration of effect

    Source: Cambridge International syllabus

    A hormone 激素 is a chemical, made by a gland and carried in the blood, that changes the activity of one or more target organs 靶器官. Hormones are made by endocrine glands 内分泌腺, which release them straight into the blood.

    Gland Hormone Main effect
    adrenal glands 肾上腺 adrenaline 肾上腺素 prepares the body for action
    pancreas 胰腺 insulin 胰岛素 (and glucagon 胰高血糖素) control blood glucose 葡萄糖
    testes 睾丸 testosterone 睾酮 male development
    ovaries 卵巢 oestrogen 雌激素 female development

    Adrenaline is released in 'fight or flight' situations, such as fear or danger. It increases the breathing rate, the heart rate 心率, the blood glucose concentration 浓度 and the pupil diameter, getting the body ready to act.

    The adrenal glands release adrenaline into the blood, which acts on several target organs: the heart beats faster, breathing deepens and the liver releases glucose, all preparing the body for action
    Adrenaline prepares the body for action by acting on several target organs
    Explore

    How hormones work

    Hormones are chemical messengers carried in the blood — slower than nerves, but longer-lasting.

    Vocabulary Train
    English Chinese Pinyin
    hormone 激素 jī sù
    target organs 靶器官 bǎ qì guān
    endocrine glands 内分泌腺 nèi fēn mì xiàn
    adrenal glands 肾上腺 shèn shàng xiàn
    adrenaline 肾上腺素 shèn shàng xiàn sù
    pancreas 胰腺 yí xiàn
    insulin 胰岛素 yí dǎo sù
    glucagon 胰高血糖素 yí gāo xuè táng sù
    glucose 葡萄糖 pú táo táng
    testes 睾丸 gāo wán
    testosterone 睾酮 gāo tóng
    ovaries 卵巢 luǎn cháo
    oestrogen 雌激素 cí jī sù
    heart rate 心率 xīn lǜ
    concentration 浓度 nóng dù
    14.3

    Nervous control vs hormonal control

    Nervous control Hormonal control
    speed very fast slower
    duration 持续时间 short-lived longer-lasting
    how it travels electrical impulses along neurones chemicals in the blood
    Nervous control travels as electrical impulses along neurones, is very fast and short-lived; hormonal control travels as chemicals in the blood, is slower and longer-lasting
    Nervous control is fast but brief; hormonal control is slower but longer-lasting
    Vocabulary Train
    English Chinese Pinyin
    duration 持续时间 chí xù shí jiān
    14.4

    Homeostasis

    Syllabus
    Core Supplement
    1 Describe homeostasis as the maintenance of a constant internal environment 3 Explain the concept of homeostatic control by negative feedback with reference to a set point
    2 State that insulin decreases blood glucose concentration 4 Describe the control of blood glucose concentration by the liver and the roles of insulin and glucagon
    5 Outline the treatment of Type 1 diabetes
    6 Identify in diagrams and images of the skin: hairs, hair erector muscles, sweat glands, receptors, sensory neurones, blood vessels and fatty tissue
    7 Describe the maintenance of a constant internal body temperature in mammals in terms of: insulation, sweating, shivering and the role of the brain
    8 Describe the maintenance of a constant internal body temperature in mammals in terms of vasodilation and vasoconstriction of arterioles supplying skin surface capillaries

    Source: Cambridge International syllabus

    Negative feedback: blood glucose

    Homeostasis 稳态 is keeping a constant internal environment 环境 inside the body — for example a steady temperature and a steady blood glucose level.

    (Supplement) Homeostasis works by negative feedback 负反馈: when a value moves away from its set point 设定点, the body acts to bring it back. The change itself triggers the correction.

    Controlling blood glucose

    The liver 肝脏 and the pancreas keep blood glucose steady:

    • insulin lowers blood glucose after a meal — the liver stores the glucose as glycogen 糖原.
    • (Supplement) glucagon raises blood glucose between meals — the liver releases glucose.
    A feedback loop: if blood glucose is too high the pancreas releases insulin and the liver stores glucose as glycogen; if it is too low the pancreas releases glucagon and the liver releases glucose; both return it to normal
    Insulin lowers blood glucose and glucagon raises it, keeping it near a normal level

    In Type 1 diabetes 糖尿病 the pancreas cannot make insulin, so blood glucose rises too high. It is treated with insulin injections and a carefully planned diet.

    Worked example. Blood glucose rises sharply after a meal, then falls back to normal over the next two hours. Name the organs and the hormone involved, and say what they do. The pancreas detects the rise and releases insulin. Insulin makes the liver take glucose out of the blood and store it as glycogen, so the level falls back to normal. Between meals the opposite loop runs: the pancreas releases glucagon and the liver releases glucose again. Keep the two words apart - insulin is the hormone, glycogen is the store. Swapping them is the classic error.

    Controlling body temperature (Supplement)

    The brain detects the body temperature 温度 and keeps it steady. The skin helps:

    Structure Role
    sweat glands 汗腺 make sweat; as it evaporates it cools the skin (sweating 出汗)
    hair erector muscles 立毛肌 raise the hairs to trap a layer of air
    blood vessels 血管 change how much blood flows near the skin surface
    fatty tissue 脂肪组织 gives insulation 隔热 to reduce heat loss

    When you are too hot: you sweat, and the arterioles 小动脉 widen (vasodilation 血管舒张) so more blood flows to the skin capillaries 毛细血管 and loses heat.

    When you are too cold: you shiver 颤抖 (the muscles make heat), and the arterioles narrow (vasoconstriction 血管收缩) so less blood reaches the surface, keeping heat in.

    Too hot leads to sweating and vasodilation to lose heat; too cold leads to shivering and vasoconstriction to keep heat; both return the body to about 37 degrees
    Negative feedback: a change away from about 37 °C triggers the response that reverses it, bringing the body back to normal.
    Explore

    Negative feedback

    Push body temperature away from its set point and watch negative feedback bring it back to normal.

    Vocabulary Train
    English Chinese Pinyin
    homeostasis 稳态 wěn tài
    environment 环境 huán jìng
    negative feedback 负反馈 fù fǎn kuì
    set point 设定点 shè dìng diǎn
    liver 肝脏 gān zàng
    glycogen 糖原 táng yuán
    diabetes 糖尿病 táng niào bìng
    temperature 温度 wēn dù
    sweat glands 汗腺 hàn xiàn
    sweating 出汗 chū hàn
    hair erector muscles 立毛肌 lì máo jī
    blood vessels 血管 xuè guǎn
    fatty tissue 脂肪组织 zhī fáng zǔ zhī
    insulation 隔热 gé rè
    arterioles 小动脉 xiǎo dòng mài
    vasodilation 血管舒张 xuè guǎn shū zhāng
    capillaries 毛细血管 máo xì xuè guǎn
    shiver 颤抖 chàn dǒu
    vasoconstriction 血管收缩 xuè guǎn shōu suō
    14.5

    Tropisms

    Syllabus
    Core Supplement
    1 Describe gravitropism as a response in which parts of a plant grow towards or away from gravity 4 Explain phototropism and gravitropism of a shoot as examples of the chemical control of plant growth
    2 Describe phototropism as a response in which parts of a plant grow towards or away from the direction of the light source 5 Explain the role of auxin in controlling shoot growth, limited to: (a) auxin is made in the shoot tip (b) auxin diffuses through the plant from the shoot tip (c) auxin is unequally distributed in response to light and gravity (d) auxin stimulates cell elongation
    3 Investigate and describe gravitropism and phototropism in shoots and roots

    Source: Cambridge International syllabus

    A tropism 向性 is a plant's growth response to a direction:

    • gravitropism 向地性 — growth in response to gravity 重力 (roots grow down, shoots grow up).
    • phototropism 向光性 — growth in response to the direction of light (shoots grow towards the light).

    (Supplement) These responses are controlled by a chemical called auxin 生长素:

    • auxin is made in the shoot 嫩枝 tip.
    • it diffuses down through the plant.
    • light or gravity makes the auxin spread unequally to one side.
    • auxin makes cells elongate 伸长 (grow longer). The side with more auxin grows faster, so the shoot bends.
    A shoot lit from one side: auxin from the tip gathers on the shaded side, where the cells grow longer, so the shoot bends towards the light
    Auxin gathers on the shaded side and makes those cells grow longer, bending the shoot to the light
    Explore

    Phototropism — bending to light

    A shoot grows towards light because a hormone makes one side grow faster than the other.

    Vocabulary Train
    English Chinese Pinyin
    tropism 向性 xiàng xìng
    gravitropism 向地性 xiàng dì xìng
    gravity 重力 zhòng lì
    phototropism 向光性 xiàng guāng xìng
    auxin 生长素 shēng zhǎng sù
    shoot 嫩枝 nèn zhī
    elongate 伸长 shēn cháng
    14.5

    Exam tips

    • Nervous system: CNS (brain + spinal cord) and PNS (the nerves). Impulses travel along neurones.
    • Learn the reflex arc in order: receptor → sensory → relay → motor → effector.
    • At a synapse, neurotransmitter diffuses across the gap — this makes impulses go one way only.
    • Eye: cornea and lens refract light; the lens changes shape (accommodation); rods for dim light, cones for colour.
    • Hormones are slower but longer-lasting than nerves. Insulin lowers blood glucose; glucagon raises it.
    • Too hot → sweating and vasodilation; too cold → shivering and vasoconstriction.
    • Auxin from the shoot tip controls phototropism and gravitropism by making cells elongate.
  • 15 Drugs
    15.1

    What a drug is

    Syllabus
    Core Supplement
    1 Describe a drug as any substance taken into the body that modifies or affects chemical reactions in the body
    2 Describe the use of antibiotics for the treatment of bacterial infections
    3 State that some bacteria are resistant to antibiotics which reduces the effectiveness of antibiotics 5 Explain how using antibiotics only when essential can limit the development of resistant bacteria such as MRSA
    4 State that antibiotics kill bacteria but do not affect viruses

    Source: Cambridge International syllabus

    A packet of cigarettes
    Cigarettes contain nicotine, an addictive drug.

    A drug 药物 is any substance taken into the body that changes or affects the chemical reactions 化学反应 in the body. Many drugs are medicines that help to treat illness.

    Vocabulary Train
    English Chinese Pinyin
    drug 药物 yào wù
    chemical reactions 化学反应 huà xué fǎn yìng
    15.1

    Antibiotics

    Antibiotics 抗生素 are drugs used to treat bacterial infections 感染. They kill bacteria 细菌, or stop them growing, but they do not affect viruses 病毒. This is why antibiotics cannot cure a cold or the flu, which are caused by viruses.

    An antibiotic plus a bacterium leads to the bacterium being killed, but an antibiotic plus a virus leaves the virus unaffected
    Antibiotics kill bacteria but have no effect on viruses

    To test which antibiotic works best, small paper discs soaked in different antibiotics are placed on a plate covered with bacteria. Where an antibiotic kills the bacteria, a clear ring with no growth appears around the disc. A bigger ring means the antibiotic is more effective.

    A culture plate covered with a lawn of bacteria, with small antibiotic discs spaced across it; each effective antibiotic has cleared a round zone of no bacterial growth around its disc
    Clear rings show where antibiotics have killed the bacteria on the plate
    Explore

    Drug and antibiotic lab

    Sort medical examples by what the drug can and cannot do.

    Vocabulary Train
    English Chinese Pinyin
    antibiotics 抗生素 kàng shēng sù
    infections 感染 gǎn rǎn
    bacteria 细菌 xì jūn
    viruses 病毒 bìng dú
    15.1

    Antibiotic resistance

    Some bacteria are resistant 耐药 to an antibiotic — the antibiotic no longer kills them. These bacteria survive and multiply, so the antibiotic slowly becomes less effective for everyone.

    (Supplement) To slow this down, antibiotics should be used only when they are really needed, and the full course should always be finished. Using antibiotics too often lets resistant bacteria, such as MRSA, spread.

    Three stages: a population of bacteria with a few resistant ones; after the antibiotic, only the resistant bacteria survive; they then multiply until the whole population is resistant
    Resistant bacteria survive the antibiotic and multiply, so the population becomes resistant

    Worked example. A patient stops taking their antibiotic as soon as they feel better, and the infection comes back worse. Explain using resistance. In the starting population a few bacteria are already resistant, by chance. The antibiotic kills the non-resistant ones, so those few survive, multiply, and come to make up most of the population - and the antibiotic no longer works on it. Stopping early leaves behind exactly the bacteria that are hardest to kill. Say the resistant bacteria already existed and survived: writing that the antibiotic "made them resistant" is wrong and loses every mark.

    Vocabulary Train
    English Chinese Pinyin
    resistant 耐药 nài yào
    15.1

    Exam tips

    • A drug is any substance that changes the body's chemical reactions — not only illegal drugs.
    • Antibiotics kill bacteria only; they do not work on viruses (so they are useless against colds and flu).
    • Overusing antibiotics leads to resistant bacteria like MRSA. Use them only when needed, and finish the whole course.
  • 16 Reproduction
    16.1 16.2

    Two kinds of reproduction

    Syllabus
    Core Supplement
    1 Describe asexual reproduction as a process resulting in the production of genetically identical offspring from one parent
    2 Identify examples of asexual reproduction in diagrams, images and information provided 3 Discuss the advantages and disadvantages of asexual reproduction: (a) to a population of a species in the wild (b) to crop production
    Core Supplement
    1 Describe sexual reproduction as a process involving the fusion of the nuclei of two gametes to form a zygote and the production of offspring that are genetically different from each other 3 State that nuclei of gametes are haploid and that the nucleus of a zygote is diploid
    2 Describe fertilisation as the fusion of the nuclei of gametes
    4 Discuss the advantages and disadvantages of sexual reproduction: (a) to a population of a species in the wild (b) to crop production

    Source: Cambridge International syllabus

    Reproduction 生殖 makes new organisms of the same kind. There are two types.

    Asexual reproduction has one parent producing identical clones; sexual reproduction has two parents whose gametes join to give varied offspring
    Asexual reproduction needs one parent and gives identical clones; sexual reproduction needs two and gives varied offspring

    Asexual reproduction

    Asexual reproduction 无性生殖 needs only one parent 亲本. The offspring 后代 have exactly the same genes 基因 as the parent — they are genetically identical (clones).

    • Advantage: it is fast and needs only one parent — useful when conditions are good and stable.
    • Disadvantage: all the offspring are identical, so if the environment 环境 changes (for example a new disease) they may all die. (In crops, identical plants give an even harvest, but one disease can wipe out the whole crop.)
    Asexual reproduction is fast and gives an even, reliable crop of identical clones, but because they share every weakness a new disease can kill them all
    Asexual reproduction is fast but gives no variation, so one disease can kill every identical offspring

    Sexual reproduction

    Sexual reproduction 有性生殖 needs two parents. It involves the fusion 融合 (joining) of the nuclei 细胞核 of two gametes 配子 (sex cells) to make a zygote 合子. This joining is called fertilisation 受精. The offspring get a mix of genes from both parents, so they show variation 变异 (they are genetically different).

    • Advantage: variation means some offspring may survive if the environment changes.
    • Disadvantage: it is slower and needs two parents.

    (Supplement) The nuclei of gametes are haploid 单倍体 (one set of chromosomes 染色体); the nucleus of the zygote is diploid 二倍体 (two sets).

    Explore

    Asexual reproduction

    One parent makes genetically identical offspring (clones) by mitosis — no gametes needed.

    Vocabulary Train
    English Chinese Pinyin
    reproduction 生殖 shēng zhí
    asexual reproduction 无性生殖 wú xìng shēng zhí
    parent 亲本 qīn běn
    offspring 后代 hòu dài
    genes 基因 jī yīn
    environment 环境 huán jìng
    sexual reproduction 有性生殖 yǒu xìng shēng zhí
    fusion 融合 róng hé
    nuclei 细胞核 xì bāo hé
    gametes 配子 pèi zi
    zygote 合子 hé zǐ
    fertilisation 受精 shòu jīng
    variation 变异 biàn yì
    haploid 单倍体 dān bèi tǐ
    chromosomes 染色体 rǎn sè tǐ
    diploid 二倍体 èr bèi tǐ
    16.3

    Sexual reproduction in plants

    Syllabus
    Core Supplement
    1 Identify in diagrams and images and draw the following parts of an insect-pollinated flower: sepals, petals, stamens, filaments, anthers, carpels, style, stigma, ovary and ovules
    2 State the functions of the structures listed in 16.3.1
    3 Identify in diagrams and images and describe the anthers and stigmas of a wind-pollinated flower
    4 Distinguish between the pollen grains of insect-pollinated and wind-pollinated flowers
    5 Describe pollination as the transfer of pollen grains from an anther to a stigma
    9 Describe self-pollination as the transfer of pollen grains from the anther of a flower to the stigma of the same flower or a different flower on the same plant
    10 Describe cross-pollination as the transfer of pollen grains from the anther of a flower to the stigma of a flower on a different plant of the same species
    11 Discuss the potential effects of self-pollination and cross-pollination on a population, in terms of variation, capacity to respond to changes in the environment and reliance on pollinators
    6 State that fertilisation occurs when a pollen nucleus fuses with a nucleus in an ovule 12 Describe the growth of the pollen tube and its entry into the ovule followed by fertilisation (details of production of endosperm and development are not required)
    7 Describe the structural adaptations of insect-pollinated and wind-pollinated flowers
    8 Investigate and describe the environmental conditions that affect germination of seeds, limited to the requirement for: water, oxygen and a suitable temperature

    Source: Cambridge International syllabus

    Parts of an insect-pollinated flower

    Part Function
    sepals 萼片 protect the flower bud before it opens
    petals 花瓣 large and colourful, to attract insects 昆虫
    stamens 雄蕊 the male parts; each is a filament 花丝 holding up an anther 花药
    anther makes pollen grains 花粉粒
    carpel 雌蕊 the female part; made of a stigma 柱头, a style 花柱 and an ovary 子房
    stigma catches pollen grains
    ovary holds the ovules 胚珠, which become seeds
    A section through an insect-pollinated flower: sepals and petals on the outside, the male stamens (filament and anther) and the female carpel (stigma, style and ovary with ovules) in the middle
    An insect-pollinated flower: the male stamens and the female carpel
    Close-up of a real lily flower: six stamens, each a long filament holding a dark red anther covered in pollen, surround a central style topped by a sticky stigma
    A real lily: the long stamens make pollen and the central stigma receives it

    Pollination

    Pollination 传粉 is the transfer of pollen grains from an anther to a stigma.

    • insect-pollinated flowers have bright petals, scent and nectar, and sticky or spiky pollen, to attract insects and stick to them.
    • wind-pollinated flowers have small dull petals, anthers and stigmas that hang outside, and light, smooth pollen that blows in the wind.
    Two flowers compared: an insect-pollinated flower with big bright petals visited by a bee, and a wind-pollinated flower with small dull petals and anthers and a feathery stigma hanging out in the wind
    Insect-pollinated flowers are showy; wind-pollinated flowers are small with parts hanging out
    A scanning electron micrograph of pollen grains from three different plants, given false colours; each kind has its own surface pattern of ridges and spikes
    Pollen grains seen under an electron microscope (colour added); each plant has its own pattern

    (Supplement) Self-pollination 自花传粉 is pollen landing on the stigma of the same flower (or another flower on the same plant). Cross-pollination 异花传粉 is pollen carried to a flower on a different plant of the same species. Cross-pollination gives more variation, helping the population cope with change, but it relies on pollinators 传粉者 or wind. Self-pollination is more reliable but gives less variation.

    Fertilisation and germination

    Fertilisation happens when a pollen nucleus fuses with a nucleus in an ovule. (Supplement) First a pollen tube 花粉管 grows down the style into the ovary, carrying the pollen nucleus to the ovule.

    A seed 种子 will only germinate 萌发 (begin to grow) when it has water, oxygen 氧气 and a suitable temperature 温度.

    Explore

    Sexual reproduction

    Two parents each contribute a gamete; fertilisation combines them, creating variation.

    Vocabulary Train
    English Chinese Pinyin
    sepals 萼片 è piàn
    petals 花瓣 huā bàn
    insects 昆虫 kūn chóng
    stamens 雄蕊 xióng ruǐ
    filament 花丝 huā sī
    anther 花药 huā yào
    pollen grains 花粉粒 huā fěn lì
    carpel 雌蕊 cí ruǐ
    stigma 柱头 zhù tóu
    style 花柱 huā zhù
    ovary 子房 zi fáng
    ovules 胚珠 pēi zhū
    pollination 传粉 chuán fěn
    self-pollination 自花传粉 zì huā chuán fěn
    cross-pollination 异花传粉 yì huā chuán fěn
    pollinators 传粉者 chuán fěn zhě
    pollen tube 花粉管 huā fěn guǎn
    seed 种子 zhǒng zi
    germinate 萌发 méng fā
    oxygen 氧气 yǎng qì
    temperature 温度 wēn dù
    16.4

    Sexual reproduction in humans

    Syllabus
    Core Supplement
    1 Identify on diagrams and state the functions of the following parts of the male reproductive system: testes, scrotum, sperm ducts, prostate gland, urethra and penis
    2 Identify on diagrams and state the functions of the following parts of the female reproductive system: ovaries, oviducts, uterus, cervix and vagina
    3 Describe fertilisation as the fusion of the nuclei from a male gamete (sperm) and a female gamete (egg cell)
    4 Explain the adaptive features of sperm, limited to: flagellum, mitochondria and enzymes in the acrosome
    5 Explain the adaptive features of egg cells, limited to: energy stores and the jelly coat that changes at fertilisation
    6 Compare male and female gametes in terms of: size, structure, motility and numbers
    7 State that in early development, the zygote forms an embryo which is a ball of cells that implants into the lining of the uterus
    8 Identify on diagrams and state the functions of the following in the development of the fetus: umbilical cord, placenta, amniotic sac and amniotic fluid 9 Describe the function of the placenta and umbilical cord in relation to the exchange of dissolved nutrients, gases and excretory products between the blood of the mother and the blood of the fetus
    10 State that some pathogens and toxins can pass across the placenta and affect the fetus

    Source: Cambridge International syllabus

    The male reproductive system

    Part Function
    testes 睾丸 make sperm 精子 and testosterone 睾酮
    scrotum 阴囊 holds the testes outside the body, kept slightly cool
    sperm ducts 输精管 carry sperm away from the testes
    prostate gland 前列腺 adds fluid to make semen
    urethra 尿道 carries semen (and urine) out through the penis
    penis 阴茎 passes sperm into the female

    The female reproductive system

    Part Function
    ovaries 卵巢 make egg cells 卵细胞 and oestrogen 雌激素
    oviducts 输卵管 carry the egg towards the uterus; fertilisation happens here
    uterus 子宫 where the baby develops
    cervix 子宫颈 the ring of muscle at the base of the uterus
    vagina 阴道 receives the penis; also the birth canal

    Gametes and fertilisation

    Fertilisation is the fusion of the nuclei of a male gamete (sperm) and a female gamete (egg cell). The two gametes are adapted to their jobs:

    Sperm Egg cell
    size very small large
    number millions few (about one a month)
    can it move? yes — swims with a flagellum 鞭毛 no — it is carried along
    special features many mitochondria 线粒体 for energy; enzymes in the acrosome 顶体 to break into the egg a store of food; a jelly coat 胶质层 that changes after fertilisation to keep other sperm out
    A small sperm cell with a head, acrosome and a long tail, next to a much larger round egg cell with a food store, nucleus and a jelly coat
    The sperm is small and swims; the egg cell is large and stores food

    Pregnancy and the fetus

    After fertilisation the zygote divides to form an embryo 胚胎 — a ball of cells that implants 植入 into the lining of the uterus. As it grows it becomes a fetus 胎儿. These structures support it:

    • the placenta 胎盘 — where dissolved nutrients, gases and wastes are exchanged between the mother's blood and the fetus's blood (the two never mix).
    • the umbilical cord 脐带 — joins the fetus to the placenta.
    • the amniotic sac 羊膜囊 — a bag around the fetus, filled with amniotic fluid 羊水 that cushions it.
    A fetus curled in the uterus: the placenta on the uterus wall is joined to the fetus by the umbilical cord, and the fetus floats in amniotic fluid inside the amniotic sac, with the cervix below
    The fetus develops in the uterus, supported by the placenta, cord and amniotic sac

    (Supplement) Some pathogens 病原体 and toxins 毒素 can cross the placenta and harm the fetus.

    Explore

    Reproductive organ lab

    Match each organ to its role in human reproduction.

    Explore

    Fertilisation to pregnancy

    Follow the route from gametes to implantation.

    Vocabulary Train
    English Chinese Pinyin
    testes 睾丸 gāo wán
    sperm 精子 jīng zi
    testosterone 睾酮 gāo tóng
    scrotum 阴囊 yīn náng
    sperm ducts 输精管 shū jīng guǎn
    prostate gland 前列腺 qián liè xiàn
    urethra 尿道 niào dào
    penis 阴茎 yīn jīng
    ovaries 卵巢 luǎn cháo
    egg cells 卵细胞 luǎn xì bāo
    oestrogen 雌激素 cí jī sù
    oviducts 输卵管 shū luǎn guǎn
    uterus 子宫 zi gōng
    cervix 子宫颈 zi gōng jǐng
    vagina 阴道 yīn dào
    flagellum 鞭毛 biān máo
    mitochondria 线粒体 xiàn lì tǐ
    enzymes méi
    acrosome 顶体 dǐng tǐ
    jelly coat 胶质层 jiāo zhì céng
    embryo 胚胎 pēi tāi
    implants 植入 zhí rù
    fetus 胎儿 tāi ér
    placenta 胎盘 tāi pán
    umbilical cord 脐带 qí dài
    amniotic sac 羊膜囊 yáng mó náng
    amniotic fluid 羊水 yáng shuǐ
    pathogens 病原体 bìng yuán tǐ
    toxins 毒素 dú sù
    16.5

    Sex hormones

    Syllabus
    Core Supplement
    1 Describe the roles of testosterone and oestrogen in the development and regulation of secondary sexual characteristics during puberty
    2 Describe the menstrual cycle in terms of changes in the ovaries and in the lining of the uterus 3 Describe the sites of production of oestrogen and progesterone in the menstrual cycle and in pregnancy
    4 Explain the role of hormones in controlling the menstrual cycle and pregnancy, limited to FSH, LH, progesterone and oestrogen

    Source: Cambridge International syllabus

    Puberty

    At puberty 青春期, sex hormones 激素 make the body develop secondary sexual characteristics 第二性征 — such as body hair, a deeper voice in boys, and breasts in girls. Testosterone does this in boys; oestrogen does it in girls.

    The menstrual cycle

    The menstrual cycle 月经周期 (about 28 days) prepares the uterus for a possible pregnancy:

    • the lining of the uterus thickens.
    • around day 14 an ovary releases an egg (ovulation 排卵).
    • if the egg is not fertilised, the lining breaks down and leaves the body (a period), and the cycle starts again.
    A graph over a 28-day cycle: the uterus lining is shed during the period on days 1–5, then thickens, an egg is released at ovulation on day 14, and the lining stays thick until it breaks down again
    The lining thickens, an egg is released at day 14, and a period follows if there is no pregnancy

    (Supplement) Four hormones control the cycle: FSH (makes an egg mature and the ovary release oestrogen), LH (triggers ovulation), oestrogen (repairs and thickens the lining), and progesterone 孕酮 (keeps the lining thick). Oestrogen and progesterone are made in the ovaries; during pregnancy 怀孕, progesterone keeps the lining in place.

    Worked example. A woman has a regular 28-day cycle, and her period starts on the 1st of the month. On roughly which date is she most likely to conceive? Ovulation happens about day 14, so counting 14 days on from the start of the period points to about the 14th, and the days either side of it are the most fertile. Day 1 is the day the period starts, not the day it ends - counting from the wrong day is what makes most cycle questions go wrong.

    Explore

    The menstrual cycle

    Hormones control a roughly monthly cycle that prepares the uterus for a possible pregnancy.

    Vocabulary Train
    English Chinese Pinyin
    puberty 青春期 qīng chūn qī
    hormones 激素 jī sù
    secondary sexual characteristics 第二性征 dì èr xìng zhēng
    menstrual cycle 月经周期 yuè jīng zhōu qī
    ovulation 排卵 pái luǎn
    progesterone 孕酮 yùn tóng
    pregnancy 怀孕 huái yùn
    16.6

    Sexually transmitted infections

    Syllabus
    Core Supplement
    1 Describe a sexually transmitted infection (STI) as an infection that is transmitted through sexual contact
    2 State that human immunodeficiency virus (HIV) is a pathogen that causes an STI
    3 State that HIV infection may lead to AIDS
    4 Describe the methods of transmission of HIV
    5 Explain how the spread of STIs is controlled

    Source: Cambridge International syllabus

    A sexually transmitted infection 性传播感染 (STI) is an infection 感染 spread through sexual contact.

    HIV is a virus 病毒 that causes an STI, and it can lead to AIDS, in which the immune system stops working properly. HIV is passed on in infected body fluids — for example by sharing needles, during sex, or from mother to baby (across the placenta or in breast milk).

    The spread of STIs is controlled by using condoms, having fewer partners, testing and treating infected people, and not sharing needles.

    Explore

    STI prevention chain

    See where prevention breaks transmission.

    Vocabulary Train
    English Chinese Pinyin
    sexually transmitted infection 性传播感染 xìng chuán bō gǎn rǎn
    infection 感染 gǎn rǎn
    virus 病毒 bìng dú
    16.6

    Exam tips

    • Asexual: one parent, identical offspring (no variation). Sexual: two parents, gametes fuse, offspring show variation.
    • Fertilisation = fusion of two gamete nuclei → zygote. (Supplement: gametes haploid, zygote diploid.)
    • Learn the flower parts and which are male (stamen) and female (carpel). Compare insect- and wind-pollinated flowers.
    • Sperm: small, many, moving (flagellum). Egg: large, few, with a food store.
    • Menstrual cycle: lining thickens → ovulation (day 14) → period if no fertilisation. (Supplement: FSH, LH, oestrogen, progesterone.)
    • HIV is a virus that causes an STI and can lead to AIDS; it spreads through body fluids.
  • 17 Inheritance
    17.1

    Chromosomes, genes and DNA

    Syllabus
    Core Supplement
    1 State that chromosomes are made of DNA, which contains genetic information in the form of genes
    2 Define a gene as a length of DNA that codes for a protein
    3 Define an allele as an alternative form of a gene
    4 Describe the inheritance of sex in humans with reference to X and Y chromosomes
    5 State that the sequence of bases in a gene determines the sequence of amino acids used to make a specific protein (knowledge of the details of nucleotide structure is not required)
    6 Explain that different sequences of amino acids give different shapes to protein molecules
    7 Explain that DNA controls cell function by controlling the production of proteins, including enzymes, membrane carriers and receptors for neurotransmitters
    8 Explain how a protein is made, limited to: • the gene coding for the protein remains in the nucleus • messenger RNA (mRNA) is a copy of a gene • mRNA molecules are made in the nucleus and move to the cytoplasm • the mRNA passes through ribosomes • the ribosome assembles amino acids into protein molecules • the specific sequence of amino acids is determined by the sequence of bases in the mRNA (knowledge of the details of transcription or translation is not required)
    9 Explain that most body cells in an organism contain the same genes, but many genes in a particular cell are not expressed because the cell only makes the specific proteins it needs
    10 Describe a haploid nucleus as a nucleus containing a single set of chromosomes
    11 Describe a diploid nucleus as a nucleus containing two sets of chromosomes
    12 State that in a diploid cell, there is a pair of each type of chromosome and in a human diploid cell there are 23 pairs

    Source: Cambridge International syllabus

    A model of the DNA double helix
    DNA carries inherited information in its double-helix structure.

    Chromosomes 染色体 are made of DNA, which carries the genetic information in units called genes 基因.

    • A gene is a length of DNA that codes 编码 for one protein 蛋白质.
    • An allele 等位基因 is an alternative form of a gene. For example, a gene for eye colour may have a brown allele and a blue allele.
    A zoom-in: the nucleus holds chromosomes; one chromosome is an X-shape carrying a gene as a coloured band; the chromosome is made of DNA, a double helix
    A chromosome is made of DNA and carries genes; a gene is a length of the DNA

    Sex chromosomes

    Sex is inherited through the sex chromosomes 性染色体. Females are XX and males are XY. An egg always carries an X; a sperm carries either an X or a Y, so the sperm decides the baby's sex. This gives a 1:1 ratio 比例 of girls to boys.

    A Punnett square for sex: the mother's eggs both carry X, the father's sperm carry X or Y; the offspring are XX (girl) or XY (boy) in a 1 to 1 ratio
    XX × XY gives a 1:1 ratio of girls to boys; the sperm decides the sex
    Vocabulary Train
    English Chinese Pinyin
    chromosomes 染色体 rǎn sè tǐ
    genes 基因 jī yīn
    codes 编码 biān mǎ
    allele 等位基因 děng wèi jī yīn
    sex chromosomes 性染色体 xìng rǎn sè tǐ
    ratio 比例 bǐ lì
    17.1

    How DNA controls the cell (Supplement)

    The base sequence 碱基序列 of a gene sets the order of amino acids 氨基酸 in a protein. A different order of amino acids folds the protein into a different shape, and the shape decides its job. So DNA controls the cell by controlling which proteins are made — including enzymes, membrane carriers and receptor proteins 受体蛋白 for neurotransmitters 神经递质.

    Most body cells hold the same genes, but each cell only expresses 表达 (switches on) the genes it needs, so it makes only the proteins for its own job.

    Vocabulary Train
    English Chinese Pinyin
    proteins 蛋白质 dàn bái zhì
    base sequence 碱基序列 jiǎn jī xù liè
    amino acids 氨基酸 ān jī suān
    enzymes méi
    receptor proteins 受体蛋白 shòu tǐ dàn bái
    neurotransmitters 神经递质 shén jīng dì zhì
    expresses 表达 biǎo dá
    17.1

    Making a protein (Supplement)

    A gene stays in the nucleus 细胞核, but proteins are made in the cytoplasm 细胞质. The link between them is messenger 信使 RNA (mRNA):

    1. mRNA is made in the nucleus as a copy of the gene.
    2. the mRNA moves out into the cytoplasm and passes through a ribosome 核糖体.
    3. the ribosome reads the mRNA's bases 碱基 and joins amino acids in the matching order to build the protein.
    Protein synthesis: in the nucleus, mRNA copies a gene and moves to the cytoplasm, where a ribosome reads it and joins amino acids into a protein
    mRNA copies a gene, then a ribosome reads it to build a protein from amino acids
    Explore

    From gene to protein

    Step along the DNA template: each base pairs to an mRNA base, and every three bases (a codon) codes for one amino acid in the protein.

    Vocabulary Train
    English Chinese Pinyin
    nucleus 细胞核 xì bāo hé
    cytoplasm 细胞质 xì bāo zhì
    messenger 信使 xìn shǐ
    ribosome 核糖体 hé táng tǐ
    bases 碱基 jiǎn jī
    17.2 17.3

    Cell division (Supplement)

    Syllabus
    Core Supplement
    1 Describe mitosis as nuclear division giving rise to genetically identical cells (details of the stages of mitosis are not required)
    2 State the role of mitosis in growth, repair of damaged tissues, replacement of cells and asexual reproduction
    3 State that the exact replication of chromosomes occurs before mitosis
    4 State that during mitosis, the copies of chromosomes separate, maintaining the chromosome number in each daughter cell
    5 Describe stem cells as unspecialised cells that divide by mitosis to produce daughter cells that can become specialised for specific functions
    Core Supplement
    1 State that meiosis is involved in the production of gametes
    2 Describe meiosis as a reduction division in which the chromosome number is halved from diploid to haploid resulting in genetically different cells (details of the stages of meiosis are not required)

    Source: Cambridge International syllabus

    Mitosis: one cell into two
    A human karyotype: chromosomes arranged in pairs
    A karyotype shows the full set of chromosomes in a human cell.

    Body cells are diploid 二倍体 (two sets of chromosomes; humans have 23 pairs). Gametes are haploid 单倍体 (one set). Cells make new cells by nuclear division 分裂, of two kinds.

    Mitosis 有丝分裂:

    • makes two cells that are genetically identical to the parent cell.
    • the chromosomes are copied exactly (replication 复制) before division, so each daughter cell 子细胞 keeps the full chromosome number.
    • it is used for growth, repair of tissues, replacing old cells, and asexual reproduction 无性生殖.
    • stem cells 干细胞 are unspecialised cells that divide by mitosis; their daughter cells can then become specialised.

    Meiosis 减数分裂:

    • makes gametes 配子.
    • it is a reduction division: the chromosome number is halved, from diploid to haploid.
    • the cells it makes are genetically different from one another.
    Mitosis splits one cell into two identical diploid cells (for growth and repair); meiosis splits one cell into four different haploid gametes, each with half the chromosomes
    Mitosis makes two identical diploid cells; meiosis makes four different haploid gametes
    Explore

    Mitosis

    Mitosis makes two genetically identical cells — for growth, repair and asexual reproduction.

    Vocabulary Train
    English Chinese Pinyin
    division 分裂 fēn liè
    diploid 二倍体 èr bèi tǐ
    haploid 单倍体 dān bèi tǐ
    mitosis 有丝分裂 yǒu sī fēn liè
    replication 复制 fù zhì
    daughter cell 子细胞 zi xì bāo
    asexual reproduction 无性生殖 wú xìng shēng zhí
    stem cells 干细胞 gàn xì bāo
    meiosis 减数分裂 jiǎn shù fēn liè
    gametes 配子 pèi zi
    17.4

    Inheritance: key words

    Syllabus
    Core Supplement
    1 Describe inheritance as the transmission of genetic information from generation to generation
    2 Describe genotype as the genetic make-up of an organism and in terms of the alleles present
    3 Describe phenotype as the observable features of an organism
    4 Describe homozygous as having two identical alleles of a particular gene
    5 State that two identical homozygous individuals that breed together will be pure-breeding
    6 Describe heterozygous as having two different alleles of a particular gene
    7 State that a heterozygous individual will not be pure-breeding
    8 Describe a dominant allele as an allele that is expressed if it is present in the genotype
    9 Describe a recessive allele as an allele that is only expressed when there is no dominant allele of the gene present in the genotype
    10 Interpret pedigree diagrams for the inheritance of a given characteristic
    11 Use genetic diagrams to predict the results of monohybrid crosses and calculate phenotypic ratios, limited to 1:1 and 3:1 ratios 13 Explain how to use a test cross to identify an unknown genotype
    12 Use Punnett squares in crosses which result in more than one genotype to work out and show the possible different genotypes
    14 Describe codominance as a situation in which both alleles in heterozygous organisms contribute to the phenotype
    15 Explain the inheritance of ABO blood groups: phenotypes are A, B, AB and O blood groups and alleles are $I^A$, $I^B$ and $I^o$
    16 Describe a sex-linked characteristic as a feature in which the gene responsible is located on a sex chromosome and that this makes the characteristic more common in one sex than in the other
    17 Describe red-green colour blindness as an example of sex linkage
    18 Use genetic diagrams to predict the results of monohybrid crosses involving codominance or sex linkage and calculate phenotypic ratios

    Source: Cambridge International syllabus

    Inheritance 遗传 is the passing of genetic information from one generation to the next. Learn these words:

    Genotype to phenotype: BB and Bb give brown eyes; bb gives blue. B is dominant, b is recessive
    A dominant allele shows with one copy; a recessive needs two
    Word Meaning
    genotype 基因型 the alleles an organism has (its genetic make-up)
    phenotype 表现型 the features you can observe
    dominant 显性 allele shown in the phenotype even if only one copy is present (written as a capital letter, e.g. B)
    recessive 隐性 allele shown only when no dominant allele is present (small letter, e.g. b)
    homozygous 纯合子 two identical alleles (BB or bb); these breed true, or pure-breeding 纯种
    heterozygous 杂合子 two different alleles (Bb); not pure-breeding
    Vocabulary Train
    English Chinese Pinyin
    inheritance 遗传 yí chuán
    genotype 基因型 jī yīn xíng
    phenotype 表现型 biǎo xiàn xíng
    dominant 显性 xiǎn xìng
    recessive 隐性 yǐn xìng
    homozygous 纯合子 chún hé zǐ
    pure-breeding 纯种 chún zhǒng
    heterozygous 杂合子 zá hé zǐ
    17.4

    Monohybrid crosses

    To predict the offspring of a cross 杂交 involving one gene, use a genetic diagram or a Punnett square 庞纳特方格:

    • write each parent's genotype, then the gametes (each gamete carries one allele).
    • combine them in a grid to find the possible offspring genotypes and phenotypes.

    Two heterozygous parents (Bb × Bb) give a 3:1 ratio of dominant to recessive. A heterozygous crossed with a homozygous recessive (Bb × bb) gives a 1:1 ratio. You can also read a pedigree diagram 系谱图 (a family tree) to follow a feature and work out genotypes.

    A Punnett square for Bb × Bb: the four offspring boxes are BB, Bb, Bb and bb, giving three with the dominant feature and one with the recessive feature — a 3 to 1 ratio
    A Punnett square for Bb × Bb gives a 3:1 ratio of dominant to recessive

    (Supplement) A test cross 测交 finds an unknown genotype: cross the unknown with a homozygous recessive. If any offspring show the recessive feature, the unknown must have been heterozygous.

    Worked example. Brown eyes (B) are dominant to blue (b). Two brown-eyed parents have a blue-eyed child. Give the parents' genotypes, and the chance that their next child has blue eyes. Start from the child: blue is recessive, so the child must be bb, and it got one b from each parent. So each parent carries a b. But both parents show brown eyes, so each must also carry a B: both parents are Bb. The Punnett square for Bb × Bb gives BB, Bb, Bb and bb, so the chance of a blue-eyed child is 1 in 4 (25%). Always work backwards from the recessive individual - a recessive phenotype pins a genotype exactly, and the rest follows. The 25% applies to each child on its own: three brown-eyed children do not make the fourth blue.

    Explore

    Predicting a genetic cross

    A Punnett square shows the possible combinations of alleles offspring can inherit from two parents.

    Explore

    A monohybrid cross

    Set each parent's genotype and read the offspring. Two heterozygotes (Aa × Aa) give a 3 : 1 ratio.

    Vocabulary Train
    English Chinese Pinyin
    cross 杂交 zá jiāo
    Punnett square 庞纳特方格 páng nà tè fāng gé
    pedigree diagram 系谱图 xì pǔ tú
    test cross 测交 cè jiāo
    17.4

    Codominance and blood groups (Supplement)

    In codominance 共显性, both alleles in a heterozygous organism show in the phenotype.

    The ABO blood groups 血型 are an example. The alleles are $I^A$, $I^B$ and $I^o$. The alleles $I^A$ and $I^B$ are codominant, while $I^o$ is recessive:

    • $I^A I^A$ or $I^A I^o$ → group A
    • $I^B I^B$ or $I^B I^o$ → group B
    • $I^A I^B$ → group AB (both alleles shown)
    • $I^o I^o$ → group O
    Explore

    Codominance cross

    When both alleles show in the phenotype (codominance), the heterozygote shows BOTH features — work it out with a Punnett square.

    Vocabulary Train
    English Chinese Pinyin
    codominance 共显性 gòng xiǎn xìng
    blood groups 血型 xuè xíng
    17.4

    Sex linkage (Supplement)

    A sex-linked 伴性遗传 characteristic is controlled by a gene on a sex chromosome (usually the X). Because males have only one X chromosome, a recessive allele on it always shows in males, so the feature is more common in males than in females.

    Red-green colour blindness 色盲 is an example: the recessive allele is on the X chromosome, so it is much more common in boys than in girls.

    Vocabulary Train
    English Chinese Pinyin
    sex-linked 伴性遗传 bàn xìng yí chuán
    colour blindness 色盲 sè máng
    17.4

    Exam tips

    • Gene = a length of DNA coding for a protein. Allele = one form of a gene.
    • Genotype = the alleles present; phenotype = what you see. Homozygous = two same; heterozygous = two different.
    • Dominant shows with one copy; recessive needs two copies.
    • Learn to draw a Punnett square. Bb × Bb → 3:1; Bb × bb → 1:1.
    • (Supplement) Codominance: both alleles show (blood group AB). Sex linkage: a gene on the X, more common in boys (colour blindness).
  • 18 Variation and selection
    18.1

    Variation

    Syllabus
    Core Supplement
    1 Describe variation as differences between individuals of the same species
    2 State that continuous variation results in a range of phenotypes between two extremes; examples include body length and body mass
    3 State that discontinuous variation results in a limited number of phenotypes with no intermediates; examples include ABO blood groups, seed shape in peas and seed colour in peas
    4 State that discontinuous variation is usually caused by genes only and continuous variation is caused by both genes and the environment
    5 Investigate and describe examples of continuous and discontinuous variation
    6 Describe mutation as genetic change 9 Describe gene mutation as a random change in the base sequence of DNA
    7 State that mutation is the way in which new alleles are formed 10 State that mutation, meiosis, random mating and random fertilisation are sources of genetic variation in populations
    8 State that ionising radiation and some chemicals increase the rate of mutation

    Source: Cambridge International syllabus

    A large crowd of people
    People show wide variation in many inherited features.

    Variation 变异 means the differences between individuals of the same species 物种. There are two types:

    • continuous variation 连续变异 — a smooth range of phenotypes 表现型 between two extremes (for example body length and body mass).
    • discontinuous variation 不连续变异 — a few separate phenotypes with nothing in between (for example ABO blood groups 血型, or seed shape in peas).

    Discontinuous variation is usually caused by genes 基因 only. Continuous variation is caused by both genes and the environment 环境 — for example, your height depends on your genes and also on your diet.

    Two graphs: continuous variation as a smooth bell-shaped curve of heights, and discontinuous variation as four separate bars for the blood groups O, A, B and AB
    Continuous variation is a smooth range; discontinuous variation falls into separate groups

    Mutation

    A mutation 突变 is a genetic change. Mutations are the way new alleles 等位基因 are made, so they are the original source of all variation. (Supplement) A gene mutation 基因突变 is a random change in the base sequence 碱基序列 of DNA.

    A change in the DNA bases makes a new allele
    A mutation changes the DNA bases, making a new allele

    Ionising radiation 电离辐射 (such as X-rays) and some chemicals raise the rate 速率 of mutation. (Supplement) Other sources of genetic variation are meiosis 减数分裂, random mating and random fertilisation 受精.

    Explore

    Variation lab

    Classify examples of variation by pattern and cause.

    Vocabulary Train
    English Chinese Pinyin
    variation 变异 biàn yì
    species 物种 wù zhǒng
    continuous variation 连续变异 lián xù biàn yì
    phenotypes 表现型 biǎo xiàn xíng
    discontinuous variation 不连续变异 bù lián xù biàn yì
    ABO blood groups 血型 xuè xíng
    genes 基因 jī yīn
    environment 环境 huán jìng
    mutation 突变 tū biàn
    alleles 等位基因 děng wèi jī yīn
    gene mutation 基因突变 jī yīn tū biàn
    base sequence 碱基序列 jiǎn jī xù liè
    ionising radiation 电离辐射 diàn lí fú shè
    rate 速率 sù lǜ
    meiosis 减数分裂 jiǎn shù fēn liè
    fertilisation 受精 shòu jīng
    18.2

    Adaptive features

    Syllabus
    Core Supplement
    1 Describe an adaptive feature as an inherited feature that helps an organism to survive and reproduce in its environment
    2 Interpret images or other information about a species to describe its adaptive features
    3 Explain the adaptive features of hydrophytes and xerophytes to their environments

    Source: Cambridge International syllabus

    An adaptive feature 适应特征 is an inherited 遗传 feature that helps an organism to survive 生存 and reproduce 生殖 in its environment.

    A single camel standing on bare desert ground with sand dunes and mountains behind it
    A camel is adapted to desert life: it stores fat in its humps and can survive a long time without water

    (Supplement)

    • hydrophytes 水生植物 (water plants) have features such as air spaces to help them float, and stomata on the upper leaf surface.
    • xerophytes 旱生植物 (desert plants) have features such as a thick waxy cuticle, few small stomata, and the ability to store water — all to reduce water loss.
    Explore

    Selection shapes adaptations

    On a dark, sooty tree the better-camouflaged moths survive and breed, so the population shifts — adaptive features arise by natural selection.

    Vocabulary Train
    English Chinese Pinyin
    adaptive feature 适应特征 shì yìng tè zhēng
    inherited 遗传 yí chuán
    survive 生存 shēng cún
    reproduce 生殖 shēng zhí
    hydrophytes 水生植物 shuǐ shēng zhí wù
    xerophytes 旱生植物 hàn shēng zhí wù
    18.3

    Natural selection

    Syllabus
    Core Supplement
    1 Describe natural selection with reference to: (a) genetic variation within populations (b) production of many offspring (c) struggle for survival, including competition for resources (d) a greater chance of reproduction by individuals that are better adapted to the environment than others (e) these individuals pass on their alleles to the next generation 4 Describe adaptation as the process, resulting from natural selection, by which populations become more suited to their environment over many generations
    5 Describe the development of strains of antibiotic resistant bacteria as an example of natural selection
    2 Describe selective breeding with reference to: (a) selection by humans of individuals with desirable features (b) crossing these individuals to produce the next generation (c) selection of offspring showing the desirable features
    3 Outline how selective breeding by artificial selection is carried out over many generations to improve crop plants and domesticated animals and apply this to given contexts 6 Outline the differences between natural and artificial selection

    Source: Cambridge International syllabus

    Natural selection: the peppered moth

    Natural selection 自然选择 explains how a species becomes better suited to its environment:

    1. there is genetic variation in a population (caused by mutation).
    2. organisms produce many offspring 后代 — more than can survive.
    3. there is a struggle to survive, with competition 竞争 for resources 资源 such as food and space.
    4. the individuals that are better adapted 适应 are more likely to survive and reproduce.
    5. they pass on their alleles, so the helpful alleles become more common in the next generation.
    A flow chart of natural selection: variation in the population, more offspring than can survive, a struggle and competition, the best-adapted survive and reproduce, and their alleles are passed on
    Natural selection: the best-adapted survive, reproduce and pass on their alleles
    A photograph of a dark, almost black, peppered moth resting with its wings spread out flat against a pale woven surface
    The dark (melanic) form of the peppered moth — the form favoured on soot-darkened bark

    (Supplement) Over many generations this makes the population more suited to its environment; this process is called adaptation. A clear example is antibiotic 抗生素-resistant bacteria 细菌: a few bacteria carry a resistant 耐药 allele and survive the antibiotic, then multiply, until the whole population is resistant.

    Worked example. A moth species is mostly pale. Soot darkens the tree trunks the moths rest on, and within a few decades most of the moths are dark. Explain by natural selection. Variation is already there: a few dark moths exist by chance, caused by mutation. On sooty bark the dark moths are better camouflaged, so birds eat fewer of them and they are more likely to survive. The survivors reproduce and pass the allele for dark colour to their offspring, so it becomes more common each generation until most moths are dark. Follow the chain: variation, survival, reproduction, the allele becomes more common. The moths did not turn dark in order to hide - the dark ones simply survived more often.

    Explore

    Natural selection

    Individuals best suited to their environment survive and pass on their genes — so the population changes over time.

    Explore

    Natural selection

    Run the generations: birds eat the moths that stand out, so the camouflaged ones survive and breed — the population shifts to match the forest.

    Vocabulary Train
    English Chinese Pinyin
    natural selection 自然选择 zì rán xuǎn zé
    many offspring 后代 hòu dài
    competition 竞争 jìng zhēng
    resources 资源 zī yuán
    adapted 适应 shì yìng
    antibiotic 抗生素 kàng shēng sù
    bacteria 细菌 xì jūn
    resistant 耐药 nài yào
    Exercise sheet
    18.3

    Selective breeding

    In selective breeding 选择育种 (also called artificial selection 人工选择), humans choose which organisms breed:

    1. choose the individuals that have the features you want.
    2. cross them to produce the next generation.
    3. choose the offspring that show those features, and repeat over many generations.
    A flow chart of selective breeding: choose parents with the wanted feature, breed them, choose the best offspring, and repeat over many generations to get an improved crop or animal
    In selective breeding, humans choose which organisms breed, over many generations

    This is used to improve crops 农作物 (for example a higher yield) and farm animals (for example cows that give more milk).

    (Supplement) The key difference: in natural selection the environment decides which individuals survive; in artificial selection humans decide.

    Explore

    Selective breeding

    Humans choose which organisms breed, to develop a useful feature over many generations.

    Vocabulary Train
    English Chinese Pinyin
    selective breeding 选择育种 xuǎn zé yù zhǒng
    artificial selection 人工选择 rén gōng xuǎn zé
    crops 农作物 nóng zuò wù
    18.3

    Exam tips

    • Continuous variation = a range (genes + environment); discontinuous = separate groups (genes only).
    • Mutation makes new alleles — the source of all variation. Radiation and some chemicals raise the mutation rate.
    • Natural selection: variation → too many offspring → struggle and competition → the best-adapted survive and reproduce → they pass on their alleles.
    • Antibiotic resistance in bacteria is natural selection in action.
    • Selective breeding (artificial selection): humans pick the parents; in natural selection, the environment "picks".
  • 19 Organisms and their environment
    19.1

    Energy flow

    Syllabus
    Core Supplement
    1 State that the Sun is the principal source of energy input to biological systems
    2 Describe the flow of energy through living organisms, including light energy from the Sun and chemical energy in organisms, and its eventual transfer to the environment

    Source: Cambridge International syllabus

    The Sun is the main source of energy 能量 for almost all life. Plants capture light energy by photosynthesis 光合作用 and store it as chemical energy in food. This energy then passes from organism to organism as they feed. At every step, some energy is lost (mostly as heat from respiration 呼吸作用) to the environment 环境. Energy flows one way — it is not recycled.

    Explore

    Energy flow through a food chain

    Energy from the Sun enters living things through plants, then passes along the food chain — losing a lot at each step.

    Vocabulary Train
    English Chinese Pinyin
    energy 能量 néng liàng
    photosynthesis 光合作用 guāng hé zuò yòng
    respiration 呼吸作用 hū xī zuò yòng
    environment 环境 huán jìng
    19.2

    Food chains and food webs

    Syllabus
    Core Supplement
    1 Describe a food chain as showing the transfer of energy from one organism to the next, beginning with a producer
    2 Construct and interpret simple food chains
    3 Describe a food web as a network of interconnected food chains and interpret food webs
    4 Describe a producer as an organism that makes its own organic nutrients, usually using energy from sunlight, through photosynthesis
    5 Describe a consumer as an organism that gets its energy by feeding on other organisms
    6 State that consumers may be classed as primary, secondary, tertiary and quaternary according to their position in a food chain
    7 Describe a herbivore as an animal that gets its energy by eating plants
    8 Describe a carnivore as an animal that gets its energy by eating other animals
    9 Describe a decomposer as an organism that gets its energy from dead or waste organic material
    10 Use food chains and food webs to describe the impact humans have through overharvesting of food species and through introducing foreign species to a habitat
    11 Draw, describe and interpret pyramids of numbers and pyramids of biomass 15 Draw, describe and interpret pyramids of energy
    12 Discuss the advantages of using a pyramid of biomass rather than a pyramid of numbers to represent a food chain 16 Discuss the advantages of using a pyramid of energy rather than pyramids of numbers or biomass to represent a food chain
    13 Describe a trophic level as the position of an organism in a food chain, food web or ecological pyramid
    14 Identify the following as the trophic levels in food webs, food chains and ecological pyramids: producers, primary consumers, secondary consumers, tertiary consumers and quaternary consumers
    17 Explain why the transfer of energy from one trophic level to another is often not efficient
    18 Explain, in terms of energy loss, why food chains usually have fewer than five trophic levels
    19 Explain why it is more energy efficient for humans to eat crop plants than to eat livestock that have been fed on crop plants

    Source: Cambridge International syllabus

    Elephants in an African savanna
    A savanna ecosystem: organisms linked by feeding relationships.

    A food chain 食物链 shows the transfer of energy from one organism to the next, starting with a producer. Each arrow points in the direction the energy flows:

    grass → rabbit → fox

    A food chain: grass (producer) to rabbit (primary consumer) to fox (secondary consumer), with arrows showing the energy flowing along the chain
    A food chain: arrows show energy passing from producer to consumers

    A food web 食物网 is many food chains linked together.

    A food web: grass and clover are eaten by a rabbit, insect and mouse, which are in turn eaten by a fox and a bird, with arrows showing the energy flow
    A food web is several food chains linked together

    Producers, consumers and decomposers

    Type Meaning
    producer 生产者 makes its own food (organic nutrients 营养物质), usually by photosynthesis
    consumer 消费者 gets its energy by feeding on other organisms
    herbivore 食草动物 a consumer that eats plants
    carnivore 食肉动物 a consumer that eats other animals
    decomposer 分解者 gets its energy from dead or waste material, causing decomposition 分解

    Consumers are named by their position: a primary consumer eats the producer; a secondary consumer eats the primary consumer; then come tertiary and quaternary consumers.

    Trophic levels and pyramids

    A trophic level 营养级 is the position of an organism in a food chain (producers first, then primary consumers, and so on). You can show a food chain as a pyramid 金字塔:

    • a pyramid of numbers counts the organisms at each level.
    • a pyramid of biomass 生物量 shows the total mass at each level — usually a better picture, because it does not depend on how big the organisms are.
    • (Supplement) a pyramid of energy shows the energy at each level — the most useful picture of all.
    A pyramid with producers at the wide base, then primary consumers, secondary consumers and a top carnivore at the narrow tip; energy is lost as heat at each level, so only about 10% passes up
    Only about 10% of energy passes up each level, so the levels get smaller

    Energy loss along a chain (Supplement)

    Only about 10% of the energy at one trophic level passes to the next. The rest is lost as heat (from respiration), in movement, and in waste. Because so much energy is lost, food chains usually have fewer than five trophic levels. It is more energy-efficient for people to eat crop plants 农作物 directly than to eat animals that were fed on those crops, because each extra level wastes energy.

    Worked example. The producers in a field trap 40 000 kJ of energy. Roughly how much reaches a secondary consumer, and why do food chains stay short? About 10% passes on at each step. Primary consumers receive 10% of 40 000 = 4000 kJ. Secondary consumers receive 10% of 4000 = 400 kJ - only 1% of what the plants trapped. After a few levels too little energy is left to support another one, which is why chains rarely pass five levels. Apply the 10% again at every step, not once for the whole chain.

    Human impact

    Humans can damage food webs by:

    • overharvesting 过度捕捞 — taking too many of one species (such as overfishing), so its numbers crash.
    • introducing a foreign species 外来物种 — a new species may have no predators and may crowd out native species.
    Explore

    Food web energy route

    Move energy from producer to consumers and see why each link loses energy.

    Explore

    Build the pyramid of energy

    Drag the energy the plants capture and watch only a tenth pass up each level — so the top predator is left with almost nothing.

    Vocabulary Train
    English Chinese Pinyin
    food chain 食物链 shí wù liàn
    food web 食物网 shí wù wǎng
    producer 生产者 shēng chǎn zhě
    nutrients 营养物质 yíng yǎng wù zhì
    consumer 消费者 xiāo fèi zhě
    herbivore 食草动物 shí cǎo dòng wù
    carnivore 食肉动物 shí ròu dòng wù
    decomposer 分解者 fēn jiě zhě
    decomposition 分解 fēn jiě
    trophic level 营养级 yíng yǎng jí
    pyramid 金字塔 jīn zì tǎ
    biomass 生物量 shēng wù liàng
    crop plants 农作物 nóng zuò wù
    overharvesting 过度捕捞 guò dù bǔ lāo
    foreign species 外来物种 wài lái wù zhǒng
    19.3

    Nutrient cycles

    Syllabus
    Core Supplement
    1 Describe the carbon cycle, limited to: photosynthesis, respiration, feeding, decomposition, formation of fossil fuels and combustion
    2 Describe the nitrogen cycle with reference to: • decomposition of plant and animal protein to ammonium ions • nitrification • nitrogen fixation by lightning and bacteria • absorption of nitrate ions by plants • production of amino acids and proteins • feeding and digestion of proteins • deamination • denitrification
    3 State the roles of microorganisms in the nitrogen cycle, limited to: decomposition, nitrification, nitrogen fixation and denitrification (generic names of individual bacteria, e.g. Rhizobium, are not required)

    Source: Cambridge International syllabus

    Unlike energy, nutrients are recycled — used again and again.

    The carbon cycle

    In the carbon cycle 碳循环:

    • photosynthesis removes carbon dioxide 二氧化碳 from the air.
    • respiration and combustion 燃烧 (burning) return carbon dioxide to the air.
    • feeding passes carbon from one organism to the next.
    • decomposition returns carbon to the air and soil.
    • over millions of years, dead organisms can form fossil fuels 化石燃料 (coal and oil), which release carbon dioxide when they are burned.
    The carbon cycle: photosynthesis takes carbon dioxide from the air into plants; respiration, the burning of fossil fuels, and the decay of dead matter return it; feeding passes carbon to animals
    The carbon cycle: photosynthesis removes CO₂; respiration, combustion and decay return it

    The nitrogen cycle (Supplement)

    The nitrogen cycle 氮循环 recycles nitrogen for making proteins 蛋白质. Microorganisms 微生物 do most of the work:

    • decomposition: decomposers break dead protein down into ammonium ions 铵离子.
    • nitrification 硝化作用: bacteria change ammonium ions into nitrate ions 硝酸根离子.
    • nitrogen fixation 固氮作用: lightning and some bacteria 细菌 turn nitrogen gas into compounds that plants can use.
    • plants absorb nitrate ions to make amino acids 氨基酸 and proteins; animals get them by feeding and digestion 消化.
    • deamination 脱氨基作用 (in the liver) and decomposition release nitrogen compounds again.
    • denitrification 反硝化作用: some bacteria turn nitrate ions back into nitrogen gas.
    The nitrogen cycle: nitrogen fixation turns nitrogen gas into nitrates, plants absorb nitrates to make protein, decomposition makes ammonium ions, nitrification turns these back into nitrates, and denitrification returns nitrogen gas to the air
    The nitrogen cycle: microorganisms move nitrogen between the air, soil and living things
    Explore

    The carbon cycle

    Carbon moves between the air, living things and the ground in a never-ending cycle.

    Vocabulary Train
    English Chinese Pinyin
    carbon cycle 碳循环 tàn xún huán
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    combustion 燃烧 rán shāo
    fossil fuels 化石燃料 huà shí rán liào
    nitrogen cycle 氮循环 dàn xún huán
    proteins 蛋白质 dàn bái zhì
    microorganisms 微生物 wēi shēng wù
    ammonium ions 铵离子 ǎn lí zi
    nitrification 硝化作用 xiāo huà zuò yòng
    nitrate ions 硝酸根离子 xiāo suān gēn lí zi
    nitrogen fixation 固氮作用 gù dàn zuò yòng
    bacteria 细菌 xì jūn
    amino acids 氨基酸 ān jī suān
    digestion 消化 xiāo huà
    deamination 脱氨基作用 tuō ān jī zuò yòng
    denitrification 反硝化作用 fǎn xiāo huà zuò yòng
    19.4

    Populations

    Syllabus
    Core Supplement
    1 Describe a population as a group of organisms of one species, living in the same area, at the same time
    2 Describe a community as all of the populations of different species in an ecosystem
    3 Describe an ecosystem as a unit containing the community of organisms and their environment, interacting together
    4 Identify and state the factors affecting the rate of population growth for a population of an organism, limited to food supply, competition, predation and disease
    5 Identify the lag, exponential (log), stationary and death phases in the sigmoid curve of population growth for a population growing in an environment with limited resources
    6 Interpret graphs and diagrams of population growth 7 Explain the factors that lead to each phase in the sigmoid curve of population growth, making reference, where appropriate, to the role of limiting factors

    Source: Cambridge International syllabus

    A coral reef teeming with fish
    A coral reef is a rich ecosystem supporting many interdependent species.
    • a population 种群 is a group of organisms of one species 物种, living in the same area at the same time.
    • a community 群落 is all the populations of different species in one place.
    • an ecosystem 生态系统 is the community together with its environment, all interacting.

    Population growth

    The growth of a population depends on the food supply, competition 竞争, predation 捕食 (being eaten) and disease.

    When a population grows in a place with limited resources 资源, its growth follows an S-shaped curve with four phases:

    Phase What happens
    lag phase 延迟期 slow growth at first, while numbers are still small
    exponential phase 对数期 very fast growth, with plenty of food and space
    stationary phase 稳定期 growth stops; births ≈ deaths (a limiting factor 限制因素 such as food holds it back)
    death phase 衰亡期 numbers fall as food runs out, wastes build up, or disease spreads
    An S-shaped population growth curve over time, with four phases marked: a slow lag phase, a fast exponential phase, a level stationary phase, and a falling death phase
    A population in a limited space grows in four phases: lag, exponential, stationary, death
    Explore

    How a population grows

    Change the growth rate and the carrying capacity. Growth is fast at first, then levels off as resources run short.

    Vocabulary Train
    English Chinese Pinyin
    population 种群 zhǒng qún
    species 物种 wù zhǒng
    community 群落 qún luò
    ecosystem 生态系统 shēng tài xì tǒng
    competition 竞争 jìng zhēng
    predation 捕食 bǔ shí
    resources 资源 zī yuán
    lag phase 延迟期 yán chí qī
    exponential phase 对数期 duì shù qī
    stationary phase 稳定期 wěn dìng qī
    limiting factor 限制因素 xiàn zhì yīn sù
    death phase 衰亡期 shuāi wáng qī
    19.4

    Exam tips

    • Energy enters from the Sun, flows one way along the chain, and is lost as heat at each step. Nutrients are recycled.
    • Food chain starts with a producer; arrows show energy flow. Learn producer, consumer, herbivore, carnivore, decomposer.
    • Only ~10% of energy passes up each trophic level, so chains are short and eating plants is more efficient.
    • Carbon cycle: photosynthesis ↔ respiration and combustion; nitrogen cycle (Supplement): fixation, nitrification, denitrification by microorganisms.
    • Population: one species, one area, one time. Learn the four phases of the S-shaped growth curve.
  • 20 Human influences on ecosystems
    20.1

    Increasing food supply

    Syllabus
    Core Supplement
    1 Describe how humans have increased food production, limited to: (a) agricultural machinery to use larger areas of land and improve efficiency (b) chemical fertilisers to improve yields (c) insecticides to improve quality and yield (d) herbicides to reduce competition with weeds (e) selective breeding to improve production by crop plants and livestock
    2 Describe the advantages and disadvantages of large-scale monocultures of crop plants
    3 Describe the advantages and disadvantages of intensive livestock production

    Source: Cambridge International syllabus

    To grow more food, humans use:

    Ways to grow more food: machinery, fertilisers, insecticides, herbicides, selective breeding and bigger fields
    Ways farmers increase food production
    • agricultural machinery to farm larger areas of land quickly.
    • chemical fertilisers 化肥 to improve yields 产量.
    • insecticides 杀虫剂 to kill insect pests.
    • herbicides 除草剂 to kill weeds 杂草 that compete with the crops.
    • selective breeding 选择育种 to improve crop plants 农作物 and livestock 牲畜.

    A monoculture 单一栽培 (growing one crop over a large area) gives a big, easy harvest, but one pest or disease can destroy the whole crop, and it lowers biodiversity 生物多样性. Intensive livestock farming (many animals in a small space) gives cheap meat, but raises worries about animal welfare and the spread of disease.

    Explore

    Food supply pressure lab

    Follow how demand, farming and waste affect food supply.

    Vocabulary Train
    English Chinese Pinyin
    fertilisers 化肥 huà féi
    yields 产量 chǎn liàng
    insecticides 杀虫剂 shā chóng jì
    herbicides 除草剂 chú cǎo jì
    weeds 杂草 zá cǎo
    selective breeding 选择育种 xuǎn zé yù zhǒng
    crop plants 农作物 nóng zuò wù
    livestock 牲畜 shēng chù
    monoculture 单一栽培 dān yī zāi péi
    biodiversity 生物多样性 shēng wù duō yàng xìng
    20.2

    Habitat destruction

    Syllabus
    Core Supplement
    1 Describe biodiversity as the number of different species that live in an area
    2 Describe the reasons for habitat destruction, including: (a) increased area for housing, crop plant production and livestock production (b) extraction of natural resources (c) freshwater and marine pollution
    3 State that through altering food webs and food chains, humans can have a negative impact on habitats
    4 Explain the undesirable effects of deforestation as an example of habitat destruction, to include: reducing biodiversity, extinction, loss of soil, flooding and increase of carbon dioxide in the atmosphere

    Source: Cambridge International syllabus

    An area of cleared, deforested land
    Clearing forest destroys habitats and reduces biodiversity.

    Biodiversity is the number of different species 物种 living in an area. Humans destroy habitats 栖息地 (the places where organisms live) by:

    • clearing land for housing, crops and livestock.
    • extracting natural resources 资源, such as by mining.
    • pollution 污染 of fresh water and the sea.

    By changing food webs 食物网 and food chains 食物链, humans harm habitats.

    Deforestation 森林砍伐 (cutting down forests) is a major example. It causes:

    • lower biodiversity and the extinction 灭绝 of species.
    • loss of soil (no roots to hold it, so it washes away).
    • more flooding.
    • more carbon dioxide 二氧化碳 in the air, because there are fewer trees to take it in.
    A hub diagram: deforestation leads to less biodiversity and extinction, soil washed away because there are no roots, more flooding, and more carbon dioxide in the air
    Deforestation lowers biodiversity, washes away soil, causes flooding and adds CO₂
    Explore

    Habitat destruction chain

    See how removing habitat causes a chain of ecological effects.

    Vocabulary Train
    English Chinese Pinyin
    species 物种 wù zhǒng
    habitats 栖息地 qī xī dì
    resources 资源 zī yuán
    pollution 污染 wū rǎn
    food webs 食物网 shí wù wǎng
    food chains 食物链 shí wù liàn
    deforestation 森林砍伐 sēn lín kǎn fá
    extinction 灭绝 miè jué
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    20.3

    Pollution

    Syllabus
    Core Supplement
    1 Describe the effects of untreated sewage and excess fertiliser on aquatic ecosystems 4 Explain the process of eutrophication of water, limited to: • increased availability of nitrate and other ions • increased growth of producers • increased decomposition after death of producers • increased aerobic respiration by decomposers • reduction in dissolved oxygen • death of organisms requiring dissolved oxygen in water
    2 Describe the effects of non-biodegradable plastics, in both aquatic and terrestrial ecosystems
    3 Describe the sources and effects of pollution of the air by methane and carbon dioxide, limited to: the enhanced greenhouse effect and climate change

    Source: Cambridge International syllabus

    Plastic litter washed up on a beach
    Plastic pollution is a major human impact on ecosystems.

    Water pollution

    Untreated sewage 污水 and excess fertiliser washed into rivers and lakes damage water ecosystems 生态系统.

    (Supplement) Excess fertiliser causes eutrophication 富营养化:

    1. the fertiliser adds nitrate ions 硝酸根离子 and other ions to the water.
    2. producers 生产者 such as algae grow very fast.
    3. they soon die, and decomposition 分解 increases.
    4. decomposers 分解者 use up the oxygen 氧气 in aerobic respiration 有氧呼吸.
    5. the dissolved oxygen falls, so fish and other organisms die.
    A flow chart of eutrophication: extra fertiliser washes into the water, algae grow very fast then die, decomposers use up the oxygen, and the fish die
    Eutrophication: extra fertiliser makes algae bloom, then the water loses its oxygen and fish die

    Worked example. A farmer spreads fertiliser on a field; weeks later the fish in a nearby river die. Put the steps in order and explain. Rain washes nitrate ions off the field into the river. The extra nitrate makes algae grow very fast and cover the surface. The algae block the light, so the plants below die. Decomposers multiply as they feed on the dead algae and plants, and their aerobic respiration uses up the oxygen dissolved in the water. With too little oxygen left, the fish die. The fish are not poisoned by the fertiliser - they suffocate, and it is the decomposers that actually remove the oxygen.

    Plastics and air pollution

    Non-biodegradable 不可降解 plastics 塑料 do not rot away. They build up in the sea and on land, harming wildlife — animals may eat them or get trapped.

    Methane 甲烷 and carbon dioxide are greenhouse gases. Too much of them strengthens the greenhouse effect 温室效应 (the enhanced greenhouse effect), which causes climate change 气候变化.

    A diagram of the greenhouse effect: sunlight passes through the atmosphere and warms the Earth; the Earth gives off heat, and greenhouse gases trap some of it instead of letting it all escape
    Greenhouse gases trap heat leaving the Earth, so the Earth gets warmer
    Explore

    Eutrophication sequence

    Follow fertiliser runoff from nutrient input to fish death.

    Vocabulary Train
    English Chinese Pinyin
    sewage 污水 wū shuǐ
    ecosystems 生态系统 shēng tài xì tǒng
    eutrophication 富营养化 fù yíng yǎng huà
    nitrate ions 硝酸根离子 xiāo suān gēn lí zi
    producers 生产者 shēng chǎn zhě
    decomposition 分解 fēn jiě
    decomposers 分解者 fēn jiě zhě
    oxygen 氧气 yǎng qì
    aerobic respiration 有氧呼吸 yǒu yǎng hū xī
    non-biodegradable 不可降解 bù kě jiàng jiě
    plastics 塑料 sù liào
    methane 甲烷 jiǎ wán
    greenhouse effect 温室效应 wēn shì xiào yìng
    climate change 气候变化 qì hòu biàn huà
    20.4

    Conservation

    Syllabus
    Core Supplement
    1 Describe a sustainable resource as one which is produced as rapidly as it is removed from the environment so that it does not run out
    2 State that some resources can be conserved and managed sustainably, limited to forests and fish stocks 5 Explain how forests can be conserved using: education, protected areas, quotas and replanting
    6 Explain how fish stocks can be conserved using: education, closed seasons, protected areas, controlled net types and mesh size, quotas and monitoring
    3 Explain why organisms become endangered or extinct, including: climate change, habitat destruction, hunting, overharvesting, pollution and introduced species
    4 Describe how endangered species can be conserved, limited to: (a) monitoring and protecting species and habitats (b) education (c) captive breeding programmes (d) seed banks 7 Describe the reasons for conservation programmes, limited to: (a) maintaining or increasing biodiversity (b) reducing extinction (c) protecting vulnerable ecosystems (d) maintaining ecosystem functions, limited to nutrient cycling and resource provision, including food, drugs, fuel and genes
    8 Describe the use of artificial insemination (AI) and in vitro fertilisation (IVF) in captive breeding programmes
    9 Explain the risks to a species if its population size decreases, reducing genetic variation (knowledge of genetic drift is not required)

    Source: Cambridge International syllabus

    Sustainable resources

    A sustainable 可持续 resource is produced as fast as it is used up, so it never runs out. Forests and fish 鱼类 stocks can both be managed in this way.

    (Supplement) Forests are conserved 保护 by education, protected areas, quotas 配额 (limits on how much is taken) and replanting. Fish stocks are conserved by closed seasons 禁渔期, protected areas, controlled net mesh sizes (so young fish can escape), quotas and monitoring.

    Saving endangered species

    A species becomes endangered 濒危 or extinct when its numbers fall, because of climate change, habitat destruction, hunting 狩猎, overharvesting 过度捕捞, pollution and introduced species 外来物种.

    Endangered species can be saved by:

    • monitoring and protecting the species and its habitat.
    • education.
    • captive breeding 圈养繁殖 programmes, which breed animals in zoos. (Supplement) These may use artificial insemination 人工授精 (AI) or in vitro fertilisation 体外受精 (IVF).
    • seed banks 种子库, which store seeds safely.
    A giant panda sitting and holding a bamboo stalk to its mouth
    The giant panda was once endangered; protected habitats and captive-breeding programmes have helped its numbers recover

    (Supplement) We conserve nature to keep up biodiversity, reduce extinction, protect ecosystems, and keep ecosystem functions going — such as recycling nutrients and providing food, drugs 药物, fuel and useful genes 基因. If a population becomes too small, it loses genetic variation 变异, which makes it harder for the species to survive future change.

    Explore

    Conservation action lab

    Follow how conservation protects a threatened population.

    Vocabulary Train
    English Chinese Pinyin
    sustainable 可持续 kě chí xù
    fish 鱼类 yú lèi
    conserved 保护 bǎo hù
    quotas 配额 pèi é
    closed seasons 禁渔期 jìn yú qī
    endangered 濒危 bīn wēi
    hunting 狩猎 shòu liè
    overharvesting 过度捕捞 guò dù bǔ lāo
    introduced species 外来物种 wài lái wù zhǒng
    captive breeding 圈养繁殖 quān yǎng fán zhí
    artificial insemination 人工授精 rén gōng shòu jīng
    in vitro fertilisation 体外受精 tǐ wài shòu jīng
    seed banks 种子库 zhǒng zi kù
    drugs 药物 yào wù
    genes 基因 jī yīn
    genetic variation 变异 biàn yì
    20.4

    Exam tips

    • More food: machinery, fertilisers, insecticides, herbicides, selective breeding. Monocultures and intensive farming each have advantages and disadvantages.
    • Deforestation: less biodiversity, extinction, soil loss, flooding, more carbon dioxide.
    • Eutrophication (Supplement): fertiliser → more producers → more decomposers → less dissolved oxygen → organisms die.
    • Greenhouse gases (carbon dioxide, methane) → enhanced greenhouse effect → climate change.
    • Conservation: sustainable use, protected areas, quotas, captive breeding and seed banks. Small populations lose genetic variation.
  • 21 Biotechnology and genetic modification
    21.1

    Why bacteria are useful

    Syllabus
    Core Supplement
    1 State that bacteria are useful in biotechnology and genetic modification due to their rapid reproduction rate and their ability to make complex molecules 2 Discuss why bacteria are useful in biotechnology and genetic modification, limited to: (a) few ethical concerns over their manipulation and growth (b) the presence of plasmids

    Source: Cambridge International syllabus

    Biotechnology 生物技术 uses living things (or their enzymes) to make useful products. Bacteria 细菌 are especially useful because:

    • they reproduce very fast (a high rate 速率 of reproduction).
    • they can make complex molecules 分子.
    • (Supplement) there are few ethical 伦理 concerns about growing them, and they contain plasmids 质粒 (small DNA rings that are easy to work with).
    Vocabulary Train
    English Chinese Pinyin
    biotechnology 生物技术 shēng wù jì shù
    enzymes méi
    bacteria 细菌 xì jūn
    rate 速率 sù lǜ
    molecules 分子 fèn zǐ
    ethical 伦理 lún lǐ
    plasmids 质粒 zhì lì
    21.2

    Biotechnology in action

    Syllabus
    Core Supplement
    1 Describe the role of anaerobic respiration in yeast during the production of ethanol for biofuels
    2 Describe the role of anaerobic respiration in yeast during bread-making
    3 Describe the use of pectinase in fruit juice production
    4 Investigate and describe the use of biological washing powders that contain enzymes
    5 Explain the use of lactase to produce lactose-free milk
    6 Describe how fermenters can be used for the large-scale production of useful products by bacteria and fungi, including insulin, penicillin and mycoprotein
    7 Describe and explain the conditions that need to be controlled in a fermenter, including: temperature, pH, oxygen, nutrient supply and waste products

    Source: Cambridge International syllabus

    Large stainless-steel fermentation tanks
    Fermentation tanks: microbes are grown at scale in biotechnology.

    Yeast: biofuels and bread

    Yeast 酵母 carries out anaerobic respiration 无氧呼吸 (without oxygen), making ethanol 乙醇 and carbon dioxide.

    • the ethanol can be used as a biofuel 生物燃料.
    • in bread-making, the carbon dioxide makes the dough rise.
    Yeast breaks glucose down without oxygen into ethanol, which is used as a biofuel, and carbon dioxide, which makes bread rise
    Yeast makes ethanol (a biofuel) and carbon dioxide (which makes bread rise)

    Enzymes in industry

    • pectinase 果胶酶 breaks down cell walls to release more juice from fruit, giving more and clearer juice.
    • biological washing powders 洗衣粉 contain enzymes (such as proteases and lipases) that digest stains, even at lower temperatures.
    • (Supplement) lactase 乳糖酶 breaks down lactose 乳糖 to make lactose-free milk, for people who cannot digest lactose.
    Pectinase gives more fruit juice; proteases and lipases wash out stains; lactase makes lactose-free milk
    Enzymes used in industry

    Fermenters (Supplement)

    A fermenter 发酵罐 is a large tank used to grow bacteria or fungi to make useful products, such as insulin 胰岛素, penicillin 青霉素 and mycoprotein 真菌蛋白. The conditions inside must be carefully controlled: temperature 温度, pH, oxygen 氧气, the supply of nutrients, and the removal of waste products.

    A fermenter tank: a stirrer mixes the culture, a water jacket controls the temperature, air provides oxygen, a pH probe checks the pH, nutrients flow in and product or waste flows out
    A fermenter grows microbes with the temperature, pH, oxygen and nutrients all controlled
    Explore

    Biotechnology application lab

    Classify biotechnology examples by the problem they solve.

    Explore

    Fermenter control loop

    Watch how a fermenter keeps microbes growing at the best rate.

    Vocabulary Train
    English Chinese Pinyin
    yeast 酵母 jiào mǔ
    anaerobic respiration 无氧呼吸 wú yǎng hū xī
    ethanol 乙醇 yǐ chún
    biofuel 生物燃料 shēng wù rán liào
    pectinase 果胶酶 guǒ jiāo méi
    washing powders 洗衣粉 xǐ yī fěn
    lactase 乳糖酶 rǔ táng méi
    lactose 乳糖 rǔ táng
    fermenter 发酵罐 fā jiào guàn
    insulin 胰岛素 yí dǎo sù
    penicillin 青霉素 qīng méi sù
    mycoprotein 真菌蛋白 zhēn jūn dàn bái
    temperature 温度 wēn dù
    oxygen 氧气 yǎng qì
    21.3

    Genetic modification

    Syllabus
    Core Supplement
    1 Describe genetic modification as changing the genetic material of an organism by removing, changing or inserting individual genes 3 Outline the process of genetic modification using bacterial production of a human protein as an example, limited to: (a) isolation of the DNA making up a human gene using restriction enzymes, forming sticky ends (b) cutting of bacterial plasmid DNA with the same restriction enzymes, forming complementary sticky ends (c) insertion of human DNA into bacterial plasmid DNA using DNA ligase to form a recombinant plasmid (d) insertion of recombinant plasmids into bacteria (specific details are not required) (e) multiplication of bacteria containing recombinant plasmids (f) expression in bacteria of the human gene to make the human protein
    2 Outline examples of genetic modification: (a) the insertion of human genes into bacteria to produce human proteins (b) the insertion of genes into crop plants to confer resistance to herbicides (c) the insertion of genes into crop plants to confer resistance to insect pests (d) the insertion of genes into crop plants to improve nutritional qualities
    4 Discuss the advantages and disadvantages of genetically modifying crops, including soya, maize and rice

    Source: Cambridge International syllabus

    Genetic modification 基因改造 means changing an organism's genetic material 遗传物质 by removing, changing or inserting individual genes 基因.

    A photograph of a DNA gel under UV light: a ladder of evenly spaced reference bands runs down the left lane, and the sample lanes show bright glowing bands where pieces of DNA have collected after being separated by size
    DNA fragments separated by gel electrophoresis appear as glowing bands

    Making a human protein in bacteria (Supplement)

    For example, to make a human protein 蛋白质 (such as insulin) in bacteria:

    1. cut the human gene out of human DNA using restriction enzymes 限制酶, which leave sticky ends 黏性末端.
    2. cut open a bacterial plasmid with the same restriction enzymes, giving matching sticky ends.
    3. join the human gene into the plasmid using DNA ligase 连接酶, making a recombinant plasmid 重组质粒.
    4. put the recombinant plasmid into a bacterium.
    5. the bacteria multiply and express 表达 the human gene, making the human protein.
    Genetic modification: a human gene is cut out and joined into a bacterial plasmid with ligase to make a recombinant plasmid, which is put into bacteria so they make the human protein
    A human gene is joined into a plasmid, then bacteria make the human protein

    Worked example. Put the steps of making human insulin in bacteria in order. Restriction enzymes cut the human insulin gene out of human DNA, leaving sticky ends. The same restriction enzyme cuts open a bacterial plasmid, so its sticky ends match the gene's. Ligase joins the gene into the plasmid, making a recombinant plasmid. The plasmid is put into a bacterium, and the bacteria multiply in a fermenter, each one expressing the gene and making human insulin. Two marks hang on precision: the same enzyme must cut both the gene and the plasmid, which is what makes the sticky ends fit; and ligase joins - it does not cut.

    Examples of genetic modification

    Genetic modification is used to:

    • put human genes into bacteria to make human proteins (such as insulin).
    • put genes into crop plants 农作物 to give resistance 抗性 to herbicides 除草剂.
    • put genes into crops to give resistance to insect pests.
    • put genes into crops to improve their food value.

    (Supplement) GM crops such as soya, maize and rice can give higher yields and better nutrition, but some people worry about effects on health, on wild species, and about the cost of GM seeds.

    Explore

    Genetic modification route

    Follow the main steps from useful gene to modified organism.

    Vocabulary Train
    English Chinese Pinyin
    genetic modification 基因改造 jī yīn gǎi zào
    genetic material 遗传物质 yí chuán wù zhì
    genes 基因 jī yīn
    protein 蛋白质 dàn bái zhì
    restriction enzymes 限制酶 xiàn zhì méi
    sticky ends 黏性末端 nián xìng mò duān
    ligase 连接酶 lián jiē méi
    recombinant plasmid 重组质粒 chóng zǔ zhì lì
    express 表达 biǎo dá
    crop plants 农作物 nóng zuò wù
    resistance 抗性 kàng xìng
    herbicides 除草剂 chú cǎo jì
    21.3

    Exam tips

    • Bacteria are used because they reproduce fast, make complex molecules, and contain plasmids.
    • Yeast (anaerobic respiration) → ethanol (biofuel) and carbon dioxide (bread). Enzymes: pectinase (fruit juice), proteases and lipases (washing powders), lactase (lactose-free milk).
    • Fermenters make insulin, penicillin and mycoprotein; control temperature, pH, oxygen, nutrients and waste.
    • Genetic modification: cut a gene with restriction enzymes (sticky ends) → join it into a plasmid with ligase (a recombinant plasmid) → put into bacteria → express the gene to make the protein.
    • GM crops can resist herbicides or insect pests, or have better nutrition.

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