Practical Workbook Answers: Exam-Style Questions Practical Investigation 1.1

CAMBRIDGE IGCSE™ BIOLOGY: PRACTICAL WORKBOOK
Exam-style questions and sample answers have been written by the authors. In examinations, the way marks are awarded
may be different.
ractical Workbook
P
answers
Chapter 1
Practical investigation 1.1 Exam-style questions
1 Suitable drawing made of the organism 1 a Student draws a diagram that satisfies
chosen by the student, with clear lines drawn each of the marking points: clear lines
in pencil, drawing larger than the original, drawn in pencil [1] ; drawing larger
correct shape and proportion, main features than the original [1] ; correct shape and
observable, main features correctly labelled. proportion [1] ; main features observable
2 Main features of student’s drawing correctly [1] ; main features correctly labelled [1] ;
identified. b 17 mm or 1.7 cm (accept +/– 1 mm) [1] ;
3 Correct group identified for the organism c magnification = image size / actual size
chosen. [1] ; correct calculation = magnification =
4 Student should use magnification = image measured size / actual size; magnification
size / actual size to calculate a number greater = student’s own measurement of their
than 1 if the image is correctly larger than the wing diagram / 17 mm; answer should be
original. greater than 1 if diagram is larger, and
5 Student’s own checklist matches that of their given to three significant figures [1] ;
drawing. d Musca domestica (student answer should
6 To ensure that the drawing is clear and be in italics, or underlined). ; [1]
that the student can demonstrate their e Any two from: two pairs of wings (but
understanding. not visible in flies); body divided into
head, thorax and abdomen; three pairs of
Reflection jointed legs. ; [Max. 2]
Student correctly identifies the points not done
correctly in the diagram.
1 Cambridge IGCSE™ Biology – Broderick © Cambridge University Press 2021

Chapter 2
Practical investigation 2.1 Practical investigation 2.3
1 Suitable drawing made, with clear lines drawn 1 Student’s drawings of cells, with clear lines
in pencil, drawing larger than the original, drawn in pencil, drawing larger than the
correct shape and proportion, main features original, correct shape and proportion, main
observable, main features correctly labelled. features observable, main features correctly
2 Any observable features labelled (such as cell labelled, magnification included.
wall). 2 Student’s answer should include the
3 Cell wall provides strength and support, calculation for objective lens × eyepiece lens.
cytoplasm is the site of cell reactions, the 3 Student’s answer should match the specimens
nucleus controls the activity of the cell. viewed.
4 Accept any sensible answer, such as 4 To show understanding and so that the viewer
mitochondria, cell membrane, chloroplast etc. knows what they are looking at.
5 The resolution is not high enough to
distinguish between the smaller parts of the Reflection
cell. Student’s own reflection.
6 To see the cells in a single layer; clearer to see
the cells. Exam-style questions
7 You might see the same structures but they 1 a Drawing larger than original [1] ; clear
might not be as clear or obvious without the lines [1] drawn in pencil [1] ; main
staining solution. features labelled [1] ; correct shape and
proportion [1] ;
Practical investigation 2.2 b 50 mm or 5.0 cm (accept +/– 2 mm) ; [1]
1 Student’s drawings of cells, with clear lines c Student’s measurement matches that of
drawn in pencil, drawing larger than the the drawing. ; [1]
original, correct shape and proportion, main d Magnification = image size / actual size
features observable, main features correctly [1] ; correct numbers substituted [1] ;
labelled. correct answer given based on answers to
2 Limited to cell membrane, nucleus, cytoplasm. parts b and c [1]. ;
3 Cell membrane controls what enters and leaves
the cell, cytoplasm is the site of cell reactions,
the nucleus controls the activity of the cell.
4 Site of cellular respiration.
5 Health and safety, to protect against airborne
pathogens being released.
Reflection
Use a microscope with greater resolution or
magnification.

Chapter 3
1 Time stated in seconds. 1 Data recorded by student.
2 Student sketch shows diffusion of colours 2 Add the two lengths together before dividing
towards the centre. by two.
3 The colours / dyes dissolved into the water 3 Student should divide the difference by the
and diffused towards an area of lower original length, before multiplying by 100.
concentration. 4 Student’s answer should refer to water moving
4 The diffusion would happen faster because the into the beetroot by osmosis where there has
warmer water would allow for faster diffusion been an increase of length. The water moves
of the colours. into the beetroot when water concentration is
5 Method should include a range of water higher outside of the beetroot. If there is no
temperatures for the independent variable, change in length, then the water concentration
suggestion that the time taken to reach the inside and outside of the beetroot must have
centre can be measured, and some attempt to been similar.
control all other variables such as sweet size, 5 Method should refer to measuring the mass
volume of water, room temperature, etc. of the beetroot, using a measuring balance to
6 The reaction will happen faster. either 2 or 3 decimal places.
Reflection Reflection
Any sensible suggestion such as using a pipette or Unlikely to be able to add at the same time so
a way of adding the water slowly. therefore the results might be less valid as some of
the beetroot could have been in the solution for
Practical investigation 3.2 longer than others.
1 Colour change stated with time in seconds as
observed.
Practical investigation 3.4
1 Student’s drawing should show water moving
2 The colour diffused out of the gelatine into
into the tubing and becoming bloated / larger.
the water as it moved down the concentration
gradient. 2 The tube becomes more filled / larger/ more
bloated or similar wording.
3 Use an acid of higher molarity / strength.
3 As the water potential inside the tubing was
4 Repeat the readings and take an average.
lower than outside, the water moved down the
concentration gradient by osmosis, into the
tubing.
4 Any sensible answer, such as increase the
concentration gradient, or by using warmer
water.

Chapter 3 continued
Exam-style questions
1 a Three correct answers for distilled water
[1] ; three correct answers for sucrose
solution [1] ;
Mass of potato / g
Solution Before After Change
1.30 1.79 +0.49
Distilled
1.31 1.71 +0.40
water
1.21 1.66 +0.45
20% 1.51 1.45 –0.06

sucrose 1.60 1.53 –0.07
solution 1.69 1.43 –0.26
40% 1.40
sucrose 1.40
solution
1.40
b For distilled water: (0.49 + 0.40 + 0.45) /

3 = 0.45 g; for 20% sucrose solution:
(−0.06 + −0.07 + −0.26) / 3 = −0.13 g
[1] ; for calculating total change in mass,
[1] ; for dividing by 3, and [1] for the
correct answers with units. ;
c Water molecules move down their
concentration gradient from an area
where there are more to an area where
there are fewer [1]. ; Therefore, in the
potato placed in the distilled water, the
water moved from the high concentration
of water molecules outside of the potato
[1] ; into the lower concentration of water
molecules inside [1] ; by osmosis, which
caused an increase in the mass of potato
[1]. ; (Accept opposite argument for
potato placed in 20% sucrose solution.)
d Any sensible answers between 1.40 g
and 0.80 g [1] ; with correct ‘change’
calculations completed [1]. ;

Chapter 4
Practical investigation 4.1 Recording data
1 Student’s table should include types of 3 Student’s table completed and correct food
orange / fruit used in the first column. The group identified.
next columns should record the amount 4 Student’s answer should include the correct
of juice / ml required to turn the DCPIP colour change for the foods tested.
colourless.
5 Repeating the investigation more than once,
2 Student’s answer should match their data. or multiple times.
Student data should be described with
reference to figures from their own table. Reflection
Student should also state any obvious pattern Students are likely to say that it was difficult to
or relationship. crush each food for testing with a solution or that it
3 Repeat the investigation. was difficult to keep the mass the same when adding
4 Any sensible suggestion, such as different water. Any sensible suggestion for improvement,
prices of orange, different origins of orange, such as making a large sample of crushed food that
organic vs non-organic, raw vs cooked orange. can then be used for multiple tests. This ensures that
5 Use equipment that can measure the colour of the samples are the same for each test. Use the large
the solutions, or any other sensible suggestion sample to remove the exact mass required.
along these lines.
Reflection 1 Student’s own drawing of the suspended DNA.
No, as different people might have different 2 Student may answer either way here but if
opinions on when it turned colourless. This means they can see the twisted nature of the DNA
that we might get different results and the results then they may be able to link this to the
might not be as valid. double helix structure of DNA.
3 Breaks down the membrane to release the
Practical investigation 4.2 DNA from the nucleus.
1 Any two sensible safety suggestions: wear 4 Some students may not have followed the
safety spectacles, wash hands. method correctly, or with enough care.
2 Student outlines the correct test for three
different foods, any from: Exam-style questions
• Reducing sugar: heat with Benedict’s 1 a Biuret reagent ; [1]
solution and observe the colour change b Protein ; [1]
(from blue to orange-red)
c From blue to purple / mauve ; [1]
• Protein: add biuret’s solution and observe
d A and C ; [1]
the colour change (from blue to purple /
mauve) e Because there was a colour change [1] ;
from blue to purple [1] ;
• Starch: add iodine solution and observe
the colour change (from brown to 2 Method should include:
blue-black) • Grind the sample of food and add water [1] ;
• Fats / lipids: add ethanol and water in • Add the food to a test-tube [1] ;
equal quantity and observe the change • Add a few drops of Benedict’s solution [1] ;
(cloudy layer forms) • Place the test-tube with Benedict’s and food
into a water-bath [1] ; with description or
drawing of the water-bath [1] ;
• Leave for a few minutes and observe the
colour change [1] ;
• The solution will turn from blue to green
or to an orange-red colour [1] ; in the
presence of a reducing sugar [1] ;

Chapter 5
1 Student’s table should be similar to: 1 Student’s own table should include the
temperature of the water-bath in the first
Test Solutions Testing agent Colour
column, with space for readings taken for the
-tube added used change
time that the solution became colourless in the
From other columns, with units included in column
A Starch Iodine brown to
headings (°C for temperature and s or min for
blue-black
time).
Starch +
B Iodine None 2 Student’s line graph should match the results
amylase
gathered and include:
C Starch Benedict’s None • Axes drawn using a pencil and ruler
From blue • Axes labelled with correct units
Starch +
D Benedict’s to orange- • Points plotted using a sharp pencil
amylase
red
• Points joined by straight lines that do not
2 The starch has been broken down into extend past the final point
reducing sugars which turn orange-red when 3 Student’s answer should match the graph.
tested with Benedict’s solution. 4 Student’s answer should match the data, using
3 Reducing sugar / glucose / any named sugar conditional sentences that include the IV and
4 There is no colour change; the iodine solution the DV. Such as, ‘as the temperature increased,
remains brown. the rate of reaction of the amylase increased’.
5 To break down the starch into smaller 5 The enzyme denatured and so the physical
molecules / sugars nature of the enzyme changed. This means
6 that substrates can no longer bind to the
enzyme and reactions cannot take place. In
Test- Solutions Testing agent Colour this investigation, the amylase was not able to
tube added used change break down the starch.
From 6 Any sensible range such as: 10, 20, 30, 40,
A Starch Iodine brown to 50 oC.
blue-black
7 Repeat the experiment at least twice.
From
Starch +
B Iodine brown to Reflection
amylase
blue-black
Sensible ideas such as: work as a team, plan which
C Starch Benedict’s None team member will be responsible for each stage
Starch + and annotate the method to that effect.
D Benedict’s None
amylase

Chapter 5 continued
1
H2O2 Volume of oxygen collected every 30 seconds / cm3

concentration / % 0 30 60 90 120 150 180 210 240 270
60
40
20
0
Student data included in table.

2 Student’s own calculations from the data in Q1.
3 Student’s answer should refer to the data gathered: As the concentration of
hydrogen peroxide increases from (student data to student data), the rate of reaction
increases from (student data to student data). This is because the catalase acts as a
catalyst and allows the reaction to happen at a faster rate.
4 To compare the effect of hydrogen peroxide.
Reflection
Student’s own reflection but may include assigning specific roles to each team member.
1 a Any three from: b i
• temperature ;
Enzyme
• pH ;
activity
• enzyme concentration ;
• type / source of enzyme ;
• quantity / volume of solutions ;
Temperature / °C [1] ;
• same equipment used. ; [Max. 3]
ii
Enzyme
activity
pH [1] ;
iii
Enzyme
activity
Substrate concentration [1] ;

Chapter 5 continued
2 a
Time taken for starch to be broken down / s
Temperature / oC
Attempt 1 Attempt 2 Attempt 3 Average
10 250 240 280 257
20 240 240 271 250
30 65 55 63 61
40 72 70 69 70
50 110 120 131 120
60 247 278 271 265
70 300 301 312 304
[1]
b
350
300
250
Time taken 200

for starch
to break
down / s 150
100
50
0
0 10 20 30 40 50 60 70
Temperature / °C
Correct axis drawn [1] ; units added to labelled axis

[1] ; appropriate size and scale of graph (at least half of
the graph paper) [1] ; plotted correctly [1] ; lines joined
together [1] ;
c Reference to: as the temperature increases from 10 to
20 oC, the time taken remains stable [1] ; but between 20
and 50 oC, the time taken falls to as low as 61 seconds
[1] ; before increasing again from 50 oC upwards [1] ;

Chapter 6
1 Student’s drawing of epidermal peel should 1 a Student’s method should include six from:
include labelled stomata, with clear lines • Place leaf into boiled water for
drawn in pencil, drawing larger than the 30 seconds ;
original, correct shape and proportion, main
• Remove leaf and place into ethanol
features observable, main features correctly
solution ;
labelled, magnification included.
• Place ethanol and leaf into
2 Student’s own data.
water-bath to keep warm ;
3 Student’s explanation linked to conditions
• Remove leaf after 15 minutes ;
from where leaf was obtained. For example,
if the leaf was gathered from a plant in warm, • Wash leaf with water and place onto
dry conditions then it may be that more white tile ;
stomata were closed to prevent loss of water. • Add iodine solution ;
4 Student’s answer should identify the • Starch is present where iodine turns
independent variable as named locations or blue / black ;
conditions (such as in shade, direct sunlight, • Any safety point mentioned ; [Max. 6]
range of temperatures, etc.). The dependent
b Positive result (blue/black) in the green
variable should be the number of open /
parts of the leaf [1] ; but no colour
closed stomata. Controlled variables should
change from yellow iodine in the white
include species of plant, surface area of leaf,
parts of the leaf [1]. ;
any equipment named, same microscope, etc.
c Where there is no chlorophyll in the white
Reflection areas there will not be any photosynthesis
[1] ; and so there will be no stores of
Student’s own reflections.
starch in those areas [1]. ;
Practical investigation 6.2 d 6CO2 + 6H2O ➞ C6H12O6 + 6O2
correct reactants [1] ; correct products
1 Student’s own data.
[1] ; balanced equation [1] ;
2 Student correctly calculates the average from
e
own data (combined with that of peers if
required). Leaves are Leaves contain
wide and flat many veins
3 More oxygen bubbles produced indicates
higher rate of photosynthesis.
4 Student’s own data but expected results will be
similar to: red / blue/ green / other.
5 Light intensity.
6 Student states method but includes an
Leaves have stomata
independent variable that alters the light
Leaves are thin on the underside
intensity. This can be done by making the
light source brighter / dimmer, or by moving Any three from:
the light source towards / away from the leaf. • wide, flat leaf ;
Accept any sensible named suggestion.
• thin leaf ;
• presence of veins ;
• stomata. ; [Max. 3]

Chapter 7
1 Student’s own data. 1 a Q = mc ∆T [1] ;
2 a and b Student correctly uses Q = mc ∆T to Q = 30 × 4.2 × 27 [1] ;
calculate the energy transferred in joules for Q = 3402 J or 3.4 kJ [1] ;
each food in their table.
b Any two sensible safety precautions from:
3 a Student correctly identifies the food with safety spectacles ; use Bunsen burner
the highest energy value. safely with yellow flame ; dispose of food
b This food heated the water to the highest safely after burning ; do not handle hot
temperature and so transferred the most equipment ; [Max. 2]
energy to the water. c Carbohydrates, fats, vitamins, minerals,
4 Using the same size / mass of food, holding water, protein, fibre (all correct for one
the food the same distance from the water, mark) ; [1]
using the same starting temperature for the d Any correct food stated that is rich /
water, using the same equipment for each trial, known for that nutrient. (One mark for
allowing the food to burn for same time, or to each food per food group.) Common
completion of burning. examples include:
Reflection • Carbohydrates: bread, pasta, rice,
potatoes ;
Student identifies possible improvement and
makes sensible suggestions. For example, for the • Fats: oils, dairy products, fatty meats,
food burning at the same distance from the water, chocolate ;
an improvement would be a second boss clamp • Vitamins: oranges, fruit, oily fish,
and stand to hold the food in place. eggs ;
• Minerals: milk, broccoli, fruit,
Practical investigation 7.2 vegetables ;
1 Student’s diagram of the eggs drawn with • Water: water ;
clear pencil lines. • Protein: eggs, milk, meat, fish ;
2 Student’s own observations of the eggs. One • Fibre: cereals, bread, nuts ; [Max. 7]
of these should be smooth and one should be
cracked and shrivelled.
3 Fizzy drinks contain sugars that combine with
bacteria to form acids. This acid attacks the
teeth and weakens the protective enamel that
surrounds them.
4 The amount of solution should be the same
for valid results. The eggs should be from the
same source and this can be verified by taking
from the same carton of eggs. The quality and
validity of results might be affected as you
cannot be sure any change is due to the type
of solution.
5 It might not be possible, or safe, to use real
teeth and so using the eggshells allows us to
model the effect of acids.

Chapter 8
1 Student’s own results in the table.
Method
2 The correct temperature chosen to match the
data in the table. 4 Student’s method should be similar to:
3 The difference correctly calculated between • Ensure that there are no air gaps between
the furthest and the shortest distances in the the plant and the potometer tubing.
student’s table. • Open the clip and fill the tubing with the
4 Xylem. water, close the clip immediately.
5 Five would be ideal but accept any answer • Record the position of the water
between four and ten. meniscus.
6 Students may have used different plants, or Recording data
differently sized stems. Students may also
1 Student’s table should have the independent
suggest natural variation between different
variable in the left column (either surface
plants and parts of plants.
area of leaf or number of stomata) and the
Reflection distance travelled by the bubble should be
in the right-hand column. The table should
Student’s own reflection. include the time taken for the recordings.
Practical investigation 8.2 2 Student uses own data. Transpiration rate =
distance travelled by the meniscus / time taken.
1 Water vapour / condensation / water collected Units should be correct (for example cm/min).
inside the bag.
3 Student correctly identifies variable with
2 Turns blue. greatest transpiration rate.
3 Water. 4 Student makes reasonable suggestion. For
4 Condensation. example, the greater the surface area of the
5 Investigation should outline a similar method leaf, or the greater the number of stomata, will
to Practical investigation 8.2 but by using two both result in higher rates of transpiration.
different types of plant. Answer may identify This is because more water can be lost from
differences between the leaves as a factor, the leaf.
control variables should be identified such as 5 Type of plant, size of plant, temperature,
plant size, surrounding conditions, and size humidity, or any other named variable. To
and type of polythene bag. make the experiment valid and to be sure
that any change in rate was as a result of the
independent variable.
Reflection
Any sensible suggestion such as using graph paper
with smaller squares, or technology to help count
the number of stomata.

Chapter 8 continued
1 a Any two from:
• time the plant was observed for ;
• time intervals ;
• temperature of the room ;
• leaves taken from the same plant ;
• same equipment used each time ;
[Max. 2]
b i all four averages correct ; [1]
ii correctly dividing the average distance
by time [1] ; time converted into
minutes [1] ;
Distance moved by air

bubble / mm Transpiration
Leaf
rate / mm / minute
1 2 3 Average
1 120 101 72 97.7 1.6
2 109 115 154 126 2.1
3 70 61 80 70.3 1.2
darkness 0 1 1 0.7 0.01
c The temperature of the room could have

been varied [1] ; improve by keeping the
temperature the same and not adjusting
the heating throughout the day [1]. ;
d Some of the water is used up by the
plant / stored by the plant. ; [1]

Chapter 9
1 Student’s own drawing should be in pencil 1 Student completes the table using their own data.
and have structures labelled (this may include 2 Correct calculation from student’s own data.
aorta, pulmonary vein, atrial wall, valve
3 Student’s graph should contain:
tendons, ventricle wall, valve flaps).
• graph covers at least half of the grid
2 a To prevent bacteria from coming into
contact with skin or clothes. • x-axis contains the treadmill speed
b To destroy or remove any bacteria that • y-axis contains the average heart rate
may be on the hands or skin. • correct units shown (km/h and beats per
c To destroy any bacteria that remain on the minute)
surface and prevent coming into contact • points plotted correctly
with anyone who touches the work • points joined together using pencil and ruler.
surface. 4 As treadmill speed increases, the heart rate
d To prevent airborne pathogens from being increases.
ingested. 5 The body requires more oxygen and glucose to
be pumped around the body for cells to carry
Reflection
out respiration.
6 The differences in participants – they might have
been different ages, sexes, fitness levels, diets, etc.
1 Student completes the table using their own Reflection
data. Student’s own reflections.
2 Beats per minute (or BPM) in columns 2, 3,
and 4. Exam-style questions
3 Correct calculation from student’s own data. 1 a Any three from
4 Correct calculation from student’s own data. • age, sex, fitness, weight / mass, height,
5 It is most likely that there will be a small diet of the participants ;
decrease in the heart rate. Accept any answer • Accept any sensible named variable
that matches the student data as results may not stated. [Max. 3]
vary between different people. b Improve the validity of his results / the
6 Sportsperson or athlete may be able to use the investigation. ; [1]
techniques to help them relax and perform c Health of participant / ability to stop the
better in high-intensity or high-pressure exercise if feeling ill or dizzy. ; [1]
competitions.
d Method should include any six from:
7 Any sensible suggestion such as heart monitor,
wearable activity tracker, or other electronic • at least 3 male and 3 female
pulse measuring device. participants ;
8 Not all members will be of the same sex, • of similar age and fitness ;
fitness, age, diets, etc. This means that results • description of measuring heart rate
might vary a lot within the group. before and after exercise ;
• time stated for length of exercise ;
Reflection • attempt to control the variables of
Student’s own reflections. temperature, equipment, type of
participant, etc. ;
• one valid safety point ;
• repeat each reading at least once and
find the mean ; [Max. 6]

Chapter 10
1 Student’s drawings should include bacterial 1 a Any eight from: Prepare two agar plates
growth or spores on the dish. [1] ; heat an inoculating loop in a hot
2 Description of counting a smaller area and Bunsen burner flame [1] ; Using the loop,
multiplying to estimate the total number of collect bacteria from the door handle
spores. and from the keyboard [1] ; add the
bacteria to the agar plates [1] ; and seal
3 Student’s answer matches their Petri dish.
the Petri dishes with tape [1]. ; Place the
4 Incubation at 25 oC, use of nutrient broth, Petri dishes in an incubator [1] ; between
sealed contained, away from agents that 20 oC and 30 oC [1]. Count the number
destroy or inhibit bacterial growth, or any of bacterial spores in the dishes [1] ; after
other sensible suggestion. a named time period [1]. ; Allow one
5 Bacteria would not grow. mark for safety [1]. ;
6 To provide a sterile environment for the [Max. 8]
investigation. b i 60 mm (accept 59 to 61 mm) ; [1]
7 The bacteria would multiply too quickly ii Convert mm to μm (60 × 1000
which is dangerous / hazardous. = 60 000 μm) [1] ;
8 The airborne bacteria that would be released Actual length = image length /
would be very dangerous for those that ingest magnification [1] ;
or inhale them. = 60 000 μm / 12 000 [1] ;
answer = 5 μm [1] ;
Reflection

1 Student states correct names of solutions.
2 Suitable biological drawing of the dish, with
clear lines drawn in pencil, correct shape and
proportion, main features observable, main
features correctly labelled.
3 Student’s answers match their Petri dish, units
provided (mm).
4 Student’s answer matches the results of
the dish.
5 The antibacterial agent was the most effective
and was able to destroy more of the bacteria.
6 They destroy bacteria in the mouth that may
otherwise attack our teeth. This prevents
infection and tooth decay.
7 To observe if it was the antibacterial
mouthwash that had an effect on the bacterial
growth, as a control for the investigation.

Chapter 11
1 Student’s own table contains acceptable 1 Student’s method should be similar in style
results. and structure to the method in the experiment
2 Student’s answer should be the difference in 11.3 of the Coursebook. The student
between the two answers given in Question 1. should state how the breathing rate is achieved
and measured, the type and length of exercise,
3 Heat energy released during respiration.
and how the breathing rate will be measured
4 Collate results and calculate the mean / every minute after exercise until the rate
average. returns to the resting rate.
5 To reduce heat loss to the surroundings. 2 The table should include the following
6 They act as a control so that the results can headings for each student tested: Breathing
be compared. This will allow any change rate at rest / breaths per minute, breathing rate
in temperature to be attributed to the for every minute after exercise (this may go up
independent variable. to 5 to 10 minutes depending on activity and
7 To observe the temperature change and link student fitness).
this to the germination of the seed, so that any 3 Student’s graph should match data from
temperature change was not due to growth/ the table with Time / minutes on the x-axis,
respiration of bacteria/fungi. and Breathing rate / breaths per minute on
the y-axis. The graph should be drawn to an
Reflection appropriate scale and the plots joined point-
Student’s own reflections. to-point with a ruler.
4 Students should describe the increase in
Practical investigation 11.2 maximum breathing rate during exercise,
1 Student’s diagram correctly labelled. Possible before describing the gradual decrease in
structures include the trachea, the C-shaped breathing rate after the exercise has finished.
tracheal rings, the bronchi, the bronchioles, 5 To provide oxygen required to break down the
the pleural membrane and possibly some of lactic acid produced during exercise
the blood vessels that travel to and from the 6 Lactic acid
heart.
7 The time taken for the body to break down the
2 The lung floated / did not sink. lactic acid and return to the normal breathing
3 The density of the lung is less than the density rate. This is the time taken to repay the oxygen
of water, due to the amount of air and air debt.
space in the lung, even when deflated. 8 By selecting participants of similar age / sex /
4 Compare the surface area of the lung before / fitness / diets / lifestyle
after the inflation. The most suitable method 9 The results might have varied because of the
might be to compare the displacement of differences and cast doubt on whether the
water when the lung is submerged but accept independent variable made a difference.
any sensible suggestion.
5 Clean / sterilise with disinfectant to remove Reflection
unwanted bacteria. Student’s own reflections related to possible
issues in their own method, such as time available
to carry out the exercise, the different types of
participant, or other sensible answers.

Chapter 11 continued
1 a–d Student observations.
2 a Temperature of air increases as it passes
through the respiratory system.
b Water vapour will turn the white (anhydrous)
copper sulfate crystals from white to blue.
c Limewater turns cloudy/milky in the
presence of carbon dioxide.
d Oxygen relights a glowing splint.
3 Suggestion of use of technology or data
logger or probe.
1 a Student’s graph shows breathing rate on
the y-axis [1] ; against time on the x-axis
[1] ; with appropriate units [1]. ; Curve
sketched showing breathing rate at rest
for 3 minutes, before rising to a peak at 10
minutes, falling back to the resting rate at
14 minutes [1]. ;
b Breathing rate increases gradually from 3
to 10 minutes [1] ; before decreasing back
to the resting rate at 14 minutes [1]. ;
c Muscles had produced lactic acid during
exercise [1] ; which requires oxygen to
break down into carbon dioxide and
water [1]. ; Breathing rate remains high
[1] ; until this oxygen debt [1] ; has been
paid off.
d Any two sensible variables such as height /
mass / weight / fitness / age / sex of the
person, same environmental conditions. ;
[Max. 2]
2 Breathing rate is ‘normal’ before running [1]. ;
Breathing rate increases gradually as she runs
[1]. ; Breathing rate reaches a maximum level
[1]. ; Breathing rate increases to take in more
oxygen for respiration [1]. ; Allow student
credit if their answer includes reference to
breathing deeper as part of the increase in
oxygen uptake.
3 C6H12O6 + 6O2 ➞ 6CO2 + 6H2O
correct reactants [1] ; correct products [1] ;
a balanced equation [1] ;

Chapter 12
1 Student’s table includes readings from each 1 Completed table.
attempt and a column to calculate the mean. 2 The pupil becomes smaller to prevent
2 Student’s answer matches the corresponding excessive light damaging the eyes; the reaction
value in Table 12.1. of the heel and the knee are involuntary
3 Yes, a combination of anticipation, and the actions useful for walking; and the eyelids
body reacting faster to the stimulus. close and open quickly to prevent foreign
objects from entering the eye. The double
4 Student’s prediction should be that the
vision occurs because the pressure on the
reaction time was faster as they can feel the
eyelid distorts the signal sent to the brain.
ruler moving.
3 Each person is different and reacts in different
5 Outline of method similar to original method
ways; some students might not have the
but with the ruler touching the hand before
stimuli carried out in the same way. For
release
example, some students might have tapped the
6 Accept suggestions such as use of data loggers heel or the knee in the wrong place.
to remove human error or the use of video
footage to capture and check exact distances. Reflection
7 Suggestion of method involving blindfold and Student’s own reflections.
reaction to a sound stimulus, such as a bell
attached to the ruler. Exam-style questions
1 a Axes labelled with units [1] ; even scale
Practical investigation 12.2 and graph occupying half the grid [1] ; all
1 Student’s table completed with answers. four bars plotted correctly [1] ; with gaps
2 Student’s answer matches that in the table. between bars [1]. ;
3 Student’s answer matches that in the table. b does not allow for any anomalies [1] ; as
4 More receptors in those parts of the body so each student might have different results
the two pins could be detected separately. with more attempts [1] ;
5 Each person is different and might have c Drawing should include: sensory neurone
different numbers of receptors in one area connected to some sort of stimulus
than other people might have. [1] ; relay neurone and CNS connecting
sensory neurone [1] ; to motor neurone
Reflection [1] ; motor neurone connected to effector
[1] ; response shown, such as muscle
Any sensible ethics concern such as religious
contraction [1]. ;
preferences for exposed skin, being respectful of
each other and being aware that testing on ‘live’
subjects requires sensitivity.

Chapter 13
Practical investigation 13.1 6 To make the investigation (more) valid.
1 Student records correct data with units for 7 The same volume of water at the same starting
mass and length. Student’s diagram includes temperature could be used.
all labelled parts, such as the medulla and the 8 This is a control to see that the materials did
cortex areas; with clear lines drawn in pencil, have an effect on the rate of cooling of the
drawing larger than the original, correct shape beakers/cups.
and proportion, main features observable.
2 Correct formula shown (magnification = Reflection
image size/actual size), student’s answer Student refers to possible heat loss before taking
greater than 1 and given to three significant the starting temperature and suggests ways to
figures. minimise this effect. Examples include practising
3 Student correctly identifies one of the internal the technique to minimise the time, or having the
structures and links this to the appropriate materials partly placed and using a funnel to add
function. These may include: medulla is where the water through a small gap.
filtration takes place, or the cortex where
water levels are regulated. Practical investigation 13.3
4 Any sensible suggestion such as using a 1 Student’s table includes suitable headings and
microscope or magnification instrument. units.
2 Student’s answer describes the different
Reflection changes, using data from the table to support
Student’s own reflections. that the cotton wool ball soaked in acetone
showed the greatest drop in temperature,
Practical investigation 13.2 followed by the cotton wool ball soaked in
1 Student’s table includes columns for starting water. The dry cotton wool ball showed no (or
temperature, end temperature and temperature negligible) change in temperature.
change. Table headings include units and 3 The alcohol in the aftershave evaporates
the different materials are named in the first quickly, having a pronounced cooling effect on
column. the skin.
2 Student’s calculations match data from 4 As the water evaporates, the heat energy
the table. leaves the skin and lowers the internal body
3 Student describes, using data from the table, temperature. This results in feeling cooler.
how the temperature decreases for all of the 5 Student’s table is similar to the table in the
tests and identifies which materials caused the investigation but shows an extra column for
most/least change. repeat readings and the calculation of the
4 The material prevents the heat energy from mean change in temperature. All headings and
escaping and keeps it trapped inside the units are included.
beaker or cup. 6 To compare what happens when no solution is
5 The hairs on the outside of the skin become added to the cotton wool.
erect, causing an insulating layer of air to be
trapped. This, along with a layer of fat and Reflection
any clothes that the person may be wearing The data logger will record the temperature change
minimises the heat energy escaping from more accurately and eliminate human error.
the body. The data logger will also record the temperature
change at more regular intervals.

1 a Line graph [1] ; with sensible scale
covering at least half of the paper [1] ;
correctly plotted [1] ; axes labelled with
units [1] ; points joined together by a line
going through each of the points [1]. ;
b As time passes [1] ; body temperature
decreases [1]. ;
c Shivering (rapid contraction and
relaxation of the muscles) [1] ; hairs at
the skin become erect [1] ; and trap an
insulating layer of air [1] ; description of
vasoconstriction [1] ; to reduce blood flow
and heat loss from the blood [1]. ;
d The maintenance of a constant internal
environment. ; [1]

Chapter 14
1 Student’s drawings of flower, with clear lines 1 Student’s method includes three different
drawn in pencil, drawing larger than the temperatures and a way of measuring the
original, correct shape and proportion, main growth of the seeds. Method should also
features observable. include an attempt to control any variables
2 Student correctly identifies the main features such as humidity, same species, etc.
and functions of the flower: stigma (collects 2 Student’s table includes headings and units.
pollen), anther (produces pollen), sepal 3 Student’s calculations match data from the
(protects flower), stamen (male part and table.
includes anther), petals (attract insects), ovary
4 Student uses data from their table to describe
(produces female sex cells).
the differences in growth. Student explains
3 Student shows formula (magnification = that the cress seeds will grow best within the
image size/actual size), working and correct range of room temperature as that is when the
answer with units. The answer should be enzymes involved in breaking down molecules
greater than 1.0 as the drawing should be that supply the seeds with the nutrients used
larger than the petal. for growth are most active.
Reflection 5 Mustard seeds and cress seeds might have
different rates of germination as they are
Student’s own reflections. different species.
Practical investigation 14.2 Reflection
1 a–d Student’s predictions and observations. Any valid comparison between student methods
2 Student describes the difference in growth – (such as range of temperatures, or attempts to
boiling tube A shows normal growth, boiling control variables).
tube B shows little or no growth at all.
3 The removal of oxygen from the surroundings Exam-style questions
prevents germination as oxygen is required to 1 a Stamen ; [1]
do so. b Contains the filament/anther [1] ; and is the
4 As a control, to show that the removal of male reproductive organ of a flower [1]. ;
oxygen was a factor in the different results. c Petal ; [1]
5 Caustic substances are extremely harmful d Student drawing larger than the carpel
to the body and must be handled by a fully in the practical workbook [1] ; labelled
trained professional. as the carpel (or stigma, style and ovary)
6 The seeds would begin to grow as the removal [1] ; smooth outline drawn in pencil [1] ;
of oxygen would not have killed the seeds shape and size in proportion [1] ; drawn
while in boiling tube B. with sharp pencil [1]. ;
e The carpel stigma/style/ovary [1] ; is the
Reflection female reproductive organ of a flower [1]. ;
Student’s own reflections. 2 a Any sensible range that includes at least
three different temperatures [1] ; around
the 30 oC mark [1] ; such as 10, 20, 30, 40,
50.
b At least three times, accept any answer
between three and five. ; [1]
c wear safety spectacles, wash hands, any
other sensible precaution ; [1]
d % change = (change / original) × 100 [1] ;
= (7 / 4) × 100 [1] ; = 175% [1] ;

Chapter 15
1 Egg in water: no breakage; egg without water:
egg breaks.
2 Amniotic fluid
3 Fetus
4 The fluid protects against external forces and
knocks that the fetus may experience.
5 As a control/to compare what would happen
if the water was not there to protect the egg.
Reflection
Improve reliability by repeating more than once,
improve validity by making sure that the eggs
come from the same chicken and are the same age,
improve engagement by trying with different eggs
from different species or birds.
1 a Pituitary gland. ; [1]
b The egg is released / Ovulation. ; [1]
c Oestrogen [1] ; and progesterone [1]. ;
d The egg has not been fertilised and
progesterone ceases being secreted [1] ;
so the uterus wall breaks down [1] ; and
menstruation begins [1]. ;
e The concentration of progesterone would
not decrease [1] ; as progesterone will
continue to be secreted until the fertilised
egg [1] ; is fully sunken into the wall of
the uterus [1]. ;
2 a Amniotic fluid. ; [1]
b To support the embryo/fetus [1] ; and to
protect it from external forces [1]. ;
c The fetus has developed limbs [1] ; and the
placenta is joined to the umbilical cord [1]. ;
d Any three from:
• named nutrients/food materials ;
• oxygen ;
• carbon dioxide ;
• waste materials ; [Max. 3]

Chapter 16
Practical investigation 16.1 2 a i [1] ;
1 Observations of cloned cauliflower:
a After one week: a few mm of growth.
ii [1] ;
b After two weeks: a full floret should be
visible.
2 a DNA would be identical. iii [1] ;
b The cauliflower asexually reproduced
by mitosis to produce new cells that are
genetic copies of the original sample. iv [1] ;
3 Contamination will lead to growth of bacteria
and fungi, link to potential safety and health b i (One mark for each correct answer.) ;
hazards if this happens. More importantly, the Description Number of
experiment will fail due to death of the plant people
if this was allowed to occur. Male 9
Reflection Female 6
Student’s own reflections. Male with Marfan 2

syndrome
Exam-style questions Female with Marfan 2
syndrome
1 a Observable feature [1] ; of an organism.
Homozygous dominant 0
b Has two identical alleles [1] ; of a
particular gene [1]. ; Homozygous recessive 11
c i A version of a gene. ; [1] Heterozygous 4
ii An allele that is always expressed if [6]

present in the genotype. ; [1] ii If individual B was homozygous
iii An allele that is present in the dominant [1] ; then all of her
genotype but is not expressed in the offspring would be sufferers of
presence of a dominant allele. ; [1] Marfan syndrome [1]. ;
d Genotypes stated as BB and bb
[1] ; genetic cross drawn [1] ; possible
genotypes shown [1] ; correct answer
stated as 0% [1]. ;
B B
b Bb Bb
b Bb Bb
e 100% ; [1]

Chapter 17
1 Student’s table matches the data collected with 1 Student’s diagrams showing that the leaf in
correct headings and units. sunlight will have more stomata open than the
2 a Students correctly tally the number of leaf in darkness but this will vary on leaf type,
students in each category. Categories environmental conditions and magnification
should be evenly split across the range of used.
data for that characteristic. Tally should 2 Student accurately counts the number of
use the correct tally method and have the stomata shown for each leaf – student should
final number in bracket next to the tallies. have more open stomata on the leaf in
b Histogram drawn to show data from tally sunlight.
chart (hand size and units on the x-axis, 3 Student describes the difference in open
number of students on the y-axis), bars stomata and links this to the need for the
drawn touching each other in order of plant to prevent water loss and/or to take in
increasing or decreasing magnitude. more carbon dioxide.
3 Bar chart drawn to show the number of 4 More reliable test, to compare the effect of the
students with each eye colour (eye colour on amount of sunlight.
the x-axis, number of students on the y-axis), 5 Use the same leaf, place in sunlight and take a
blocks should not be touching. varnish sample. Then, place the same leaf into
4 Student describes the pattern for the data of darkness and repeat the observation. The leaf
their data/chart/histogram. must not be removed from the plant and it
5 Continuous must be fed and watered as normal.
6 Height, hand size, eye colour, hair colour, arm
span. Exam-style questions
7 Increase the sample size and survey more 1 a Continuous ; [1]
students, i.e. the idea that the more students b Histogram drawn [1] ; blocks touching
that are surveyed, the more reliable the data [1] ; blocks drawn in increasing or
will be. decreasing magnitude [1] ; suitable axis
8 No, because the sample size is very small and labels [1] ;
does not account for older / younger people, c Similar pattern described for boys, girls or
different race and origins, etc. both, of few students at the extreme [1] ;
and most students gathered around the
Reflection mean [1]. ;
If no, it is because of human error. Students often d Large sample of the population gathered. ;
miscount, or miss people out. [1]

Chapter 18
1 Student’s table should include ‘organism type’ 1 • Four-week date and observation: soil
and ‘number of organisms counted’ for each drying out, food breaking down, some
sample of the quadrat. evidence of mould, any growth of
2 Student’s bar chart, axes correctly labelled, bacteria or life noted.
bars not touching, key to label bars if • Eight-week date and observation: food
necessary. broken down, biodegradable waste
3 Student describes the pattern of data starting to break down, any growth of
gathered. bacteria or life noted.
4 Student makes comparison between two • Twelve-week date and observation: all/
different areas that have different population most of food/kitchen waste decomposed
sizes for the same species. completely and most biodegradable waste
broken down. Non-biodegradable waste
5 Student refers to factors such as light, water still evident.
or available food. Student may also refer to
2 Organic waste decomposes quickly; other
factors such as human footfall or the presence
waste will not decompose in the time allowed.
of predators.
3 The layer that contains the organic kitchen
6 To improve the reliability of the data taken.
waste as nitrates from the food would be
7 To reduce bias and improve validity of the released back into the soil.
method.
4 Decomposition.
8 This would take too long and there may be 5 The rate would increase as the worms help to
change over the time taken anyway. decompose some types of waste.
Reflection Exam-style questions
Student’s own reflections but will likely involve 1 a Lag phase ; [1]
carrying out more repeats to increase reliability.
b Log or exponential phase ; [1]
c Stationary phase ; [1]
d Death phase ; [1]
e The conditions for growth are ideal [1] ;
large number of cells reproducing quickly
at the same time [1]. ;
f Lack of food or reduction in the ideal
conditions [1] ; so some cells begin to die
[1] ; the death rate exceeds the birth rate [1]. ;
2 a total number of caterpillars added
together / number of gardens [1] ; 28 / 7
[1] ; answer = 4 caterpillars [1]. ;
b average number of caterpillars (4) ×
total number of gardens (32) [1] ; = 128
caterpillars [1]. ;
c Any sensible answer from:
• natural variation in populations of
different gardens ;
• some gardens have more / fewer
predators or prey ;
• some gardens have greater resources
and food available ;
• some caterpillars might not have been
counted / human error ; [1]

Chapter 19
Practical investigation 19.1 Reflection
1 Completed student table with accurate Student’s answer should qualify that humans
observations for each Petri dish. might make errors / have subjective views of
2 Student describes the pattern of data from colour changes / methods carried out differently /
their investigation/table. any other sensible named example. Scientists can
remove the subjective views by measuring known
3 The pH will affect the activity of enzymes,
quantities.
thus affecting growth. The pH may also affect
the availability of nutrients.
4 Student explains the effect of acid rain on soil Exam-style questions
pH and that the optimum pH for most plant/ 1 B ; [1]
crop growth is around pH 7. The acid used 2 a garden area A ; [1]
represents acid rain and the growth of the b soil closer to neutral pH (7) would be best
cress seeds shows what might happen to crops/ for growing most plants ; [1]
plant life if acid rain falls and reduces the pH
c pH probe would have greater accuracy
of the soil. Acid rain has a significant impact
[1] ; and removes the subjective nature of
on the growth of crops if the rain becomes
judging a colour change [1] ;
too acidic.
d Different areas of the garden will have
5 The height/mass of the cress could be
different conditions [1] ; such as garden
measured to compare the growth under
area C might receive more rainwater [1] ;
different acidic conditions.
than the other areas. Accept any other
6 By taking more readings / repeats. valid point to explain why the soil might
be more acidic [1]. ;
Practical investigation 19.2 e Any two from:
1 Student’s diagram should show the cotton
• same type of plant ;
wool turning brown / black and the universal
indicator turning orange / pink / red. • same species of plants ;
2 a Cotton wool turned brown/black. • same temperature ;
b Universal indicator turned orange/ • humidity ;
pink/red. • other named conditions ;
3 Shows that the gases produced are acidic. • same amount of water ; [Max. 2]
These gases dissolve in water vapour and
condense in the air as clouds before falling as
acidic rain.
4 Limewater turns cloudy as the burning of coal
produces carbon dioxide. Limewater turning
cloudy is a positive test for carbon dioxide.
5 Student outlines an investigation that burns
different quantities of coal. The coal is heated
until completion and the pH of the gases
produced are measured using a pH probe or a
pH scale.

Chapter 20
Practical investigation 20.1 5 Student’s answer of the best temperature.
1 Student’s results in table with correct headings 6 Produced the most juice.
and units. 7 This is close to the optimum temperature for
2 Student’s graph includes correct axis drawn, most enzymes. The enzyme will carry out
units added to labelled axis, appropriate size more reactions at this temperature and in the
and scale of graph (at least half of the graph case of pectinase; will break down more pectin
paper), plotted correctly, both lines joined and release more juice from the fruit.
together and labelled accordingly. 8 Repeat the investigation and take a mean for
3 The pectinase caused more juice to be released the volume of juice produced; ensure that all
from the apple than from the apple that was in variables are constant.
water only.
4 Pectinase broke down the pectin in the cell Practical investigation 20.3
walls, releasing the juice more easily and 1 Student’s drawings should be drawn in pencil
faster. This allows a greater yield to be and include a label to show where the stains
produced for commercial gain. had / had not been removed.
5 As a control, to compare the effect of 2 Student describes the difference between the
pectinase, to confirm that it was pectinase that stains drawn in their notes.
caused the release of the juice from the pulp. 3 The biological washing powder contains
6 Results might be different due to differences in enzymes that break down the stains faster so
the type of apple. One apple is different from that more stain was removed compared to the
another, certainly if from different species or non-biological washing powder.
types of apple. 4 Protease; accept other option used in washing
powders, such as lipase.
Reflection
5 Student’s method suggests washing materials
with similar stains at different temperatures
for comparison. Some effort made to identify
Practical investigation 20.2 and control the variables, safety points should
1 Two safety precautions, such as wash hands be noted.
after touching the apple, consult safety
information, clean surfaces. Exam-style questions
2 Student’s method – should contain the range 1 a C ; [1]
of variables used (at least three temperatures
b Any six from:
around 45 oC, i.e. 30 oC, 40 oC, 50 oC), as well as
how to measure the dependent variable (how • named use of pectinase, such as
to measure the volume of juice produced, i.e. commercial fruit juice, skin peeling ;
by mass, or with a measuring cylinder). Credit • protease, lipase used in washing
should be given for any attempt to control the powders, detergents, baby food ;
variables and for a safety point. • enzymes used to catalyse reactions
3 Student’s temperatures should be sensible involved ;
and safe, such as any three between 10 oC and • faster reactions ;
60 oC. • lower temperatures required ;
4 Student’s table should include at least three • higher yield ;
different temperatures and units, with correct
headings. • any other sensible point related to
common use of the enzymes ; [Max. 6]

c Any five from:
• suitable equipment identified ;
• fruit named ;
• fruit chopped into small pieces and
pectinase added ;
• repeated at different pH levels for the
enzyme ;
• enzyme and fruit pulp incubated at
optimum temperature ;
• fruit pulp filtered into measuring
cylinder ;
• comparison of volume of fruit juice
collected ;
• safety points mentioned ;
• repeat testing for reliability ; [Max. 5]
d Any two from:
• same temperature ;
• same quantity of pectinase ;
• same equipment ;
• same source of pectinase ;
• same apples / species ;
• any other valid point ; [Max. 2]

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CAMBRIDGE IGCSE™ BIOLOGY: PRACTICAL WORKBOOK

1 Cambridge IGCSE™ Biology – Broderick © Cambridge University Press 2021

2 Cambridge IGCSE™ Biology – Broderick © Cambridge University Press 2021

3 Cambridge IGCSE™ Biology – Broderick © Cambridge University Press 2021

20% 1.51 1.45 –0.06

b For distilled water: (0.49 + 0.40 + 0.45) /

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H2O2 Volume of oxygen collected every 30 seconds / cm3

Student data included in table.

Substrate concentration [1] ;

7 Cambridge IGCSE™ Biology – Broderick © Cambridge University Press 2021

Time taken 200

Correct axis drawn [1] ; units added to labelled axis

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Distance moved by air

c The temperature of the room could have

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Practical investigation 10.2

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21 Cambridge IGCSE™ Biology – Broderick © Cambridge University Press 2021

Student’s own reflections. Male with Marfan 2

c i A version of a gene. ; [1] Heterozygous 4

ii An allele that is always expressed if [6]

22 Cambridge IGCSE™ Biology – Broderick © Cambridge University Press 2021

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c i A version of a gene. ; [1] Heterozygous 4

ii An allele that is always expressed if [6]