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4. Curriculum content The Curriculum content below is a guide to the areas on which candidates are assessed. It is important that, throughout this course, teachers should make candidates aware of the relevance of the concepts studied to everyday life, and to the natural and man-made worlds. Specific content has been limited in order to encourage this approach, and to allow flexibility in the design of teaching programmes. CIE also provides schemes of work, which can be found on the CIE Teacher
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  12 Cambridge IGCSE Biology 0610. For examination in June and November 2011. 4. Curriculum content The Curriculum content below is a guide to the areas on which candidates are assessed.It is important that, throughout this course, teachers should make candidates aware of the relevance of theconcepts studied to everyday life, and to the natural and man-made worlds.Specific content has been limited in order to encourage this approach, and to allow flexibility in the design ofteaching programmes.CIE also provides schemes of work, which can be found on the CIE Teacher Support website.Candidates may follow the Core curriculum only or they may follow the Extended curriculum whichincludes both the Core and the Supplement.Candidates will be expected to give biologically correct definitions of any of the terms printed in italics. Section I: Characteristics and classification of living organisms(5% of teaching time)1.   Characteristics of living organismsCore ã List and describe the characteristics of living organismsã Define the terms:ã nutrition as taking in of nutrients which are organicsubstances and mineral ions, containing rawmaterials or energy for growth and tissue repair,absorbing and assimilating themã excretion as removal from organisms of toxicmaterials, the waste products of metabolism(chemical reactions in cells including respiration)and substances in excess of requirementsã respiration as the chemical reactions that breakdown nutrient molecules in living cells to releaseenergyã sensitivity  as the ability to detect or sense changesin the environment (stimuli) and to make responsesã reproduction as the processes that make more ofthe same kind of organismã growth as a permanent increase in size and drymass by an increase in cell number or cell size orbothã movement  as an action by an organism or part ofan organism causing a change of position or place  13 Cambridge IGCSE Biology 0610. For examination in June and November 2011. 4. Curriculum content 2.   Classification and diversity of living organisms 2.1 Concept and use of a classificatory system Core ã Define and describe the binomial    system of namingspecies as a system in which the scientific name of anorganism is made up of two parts showing the genusand speciesã List the main features of the following vertebrates:bony fish, amphibians, reptiles, birds and mammals Supplement ã Know that there are other classificationsystems e.g. cladistics (based on RNA/ DNA sequencing data)ã List the main features used in theclassification of the following groups:viruses, bacteria and fungi, and theiradaptation to the environment, asappropriate2.2 Adaptations of organisms to their environment (to be illustrated by examples wherever possible) Core ã List the main features used in the classification of thefollowing groups: flowering plants (monocotyledonsand eudicotyledons (dicotyledons)), arthropods (insects,crustaceans, arachnids and myriapods), annelids,nematodes and molluscs 3.   Simple keysCore ã Use simple dichotomous keys based on easilyidentifiable features  14 Cambridge IGCSE Biology 0610. For examination in June and November 2011. 4. Curriculum content Section II: Organisation and maintenance of the organism(50% of teaching time)1.   Cell structure and organisationCore ã State that living organisms are made of cellsã Identify and describe the structure of a plant cell(palisade cell) and an animal cell (liver cell), asseen under a light microscopeã Describe the differences in structure betweentypical animal and plant cells Supplement ã Relate the structures seen under the lightmicroscope in the plant cell and in the animalcell to their functions 2.   Levels of organisationCore ã Relate the structure of the following to theirfunctions:ã ciliated cells – in respiratory tractã root hair cells – absorptionã xylem vessels – conduction and supportã muscle cells – contractionã red blood cells – transportã Define:ã tissue  as a group of cells with similarstructures, working together to perform ashared functionã organ as a structure made up of a group oftissues, working together to perform specificfunctionsã organ system as a group of organs withrelated functions, working together toperform body functionsusing examples covered in Sections II and III  15 Cambridge IGCSE Biology 0610. For examination in June and November 2011. 4. Curriculum content 3.   Size of specimensCore ã Calculate magnification and size of biologicalspecimens using millimetres as units 4.   Movement in and out of cells 4.1 Diffusion Core ã Define diffusion as the net movement ofmolecules from a region of their higherconcentration to a region of their lowerconcentration down a concentration gradient,as a result of their random movementã Describe the importance of diffusion of gasesand solutes and of water as a solvent4.2 Active Transport Supplement ã Define active    transport  as movement of ions in orout of a cell through the cell membrane, from aregion of their lower concentration to a region oftheir higher concentration against a concentrationgradient, using energy released during respirationã Discuss the importance of active transport as anenergy-consuming process by which substancesare transported against a concentration gradient,e.g. ion uptake by root hairs and uptake ofglucose by epithelial cells of villi4.3 Osmosis Core ã Define osmosis  as the diffusion of watermolecules from a region of their higherconcentration (dilute solution) to a regionof their lower concentration (concentratedsolution), through a partially permeablemembraneã Describe the importance of osmosis in theuptake of water by plants, and its effects onplant and animal tissues Supplement ã Describe and explain the importance of a waterpotential gradient in the uptake of water by plants
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