IGCSE Biology — Core: Life Processes, Systems and the Language of Explanation
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Lesson overview
The twelve chapters as one skill: name the structure, describe what it does, explain why it works that way.
Go to lesson quiz →Exam guidance · Cambridge IGCSE Command-Word Lens
Pacing
~1 minute per mark; match answer depth strictly to `[1]`, `[2]`, `[3]`, or `[4]` mark allocations.
How IGCSE marks this
Command words govern mark schemes: 'State' = 1 concise fact; 'Describe' = what happens; 'Explain' = why/how using scientific terminology.
Watch out for
Vague everyday wording ('it gets bigger') fails Cambridge mark schemes where exact terms ('rate of collisions increases') are required.
Lesson content
Organisation, movement and transport
Biology at Core is examined as three verbs — state, describe, explain — and almost every mark is available to a candidate who keeps the levels apart: a cell is a unit, a tissue is a group of similar cells, an organ is a group of tissues doing one job, and a system is organs working together. The seven life processes (movement, respiration, sensitivity, growth, reproduction, excretion, nutrition) are the definition of 'living' the papers use, and a question asking whether a virus or a seed is alive is answered against that list item by item, not by opinion. Cell structure then supplies the comparison that recurs all year: plant cells have a cellulose wall, a permanent vacuole with cell sap and chloroplasts; animal cells have none of the three, and both have nucleus, cytoplasm, mitochondria and membrane. Specialisation is examinable as 'one structure, one function': a root-hair cell's long projection and thin wall for surface area and short diffusion distance; the palisade layer's position and chloroplast count for light absorption; a ciliated, goblet-lined trachea for moving mucus; a sperm's mitochondria and acrosome; xylem as hollow dead tubes reinforced with lignin and phloem as living sieve tubes with sieve plates. Diffusion, osmosis and active transport must be distinguished by what moves and in which direction: diffusion is net movement down a concentration gradient; osmosis is water from dilute to concentrated solution across a partially permeable membrane; active transport moves ions against the gradient through a protein carrier using energy from respiration — the only one of the three that needs a supply of energy, which is why root-hair cells are respiring. Transport answers are always the same three-part sentence — the vessel, the substance, and the mechanism: the heart pumps, arteries carry under pressure with thick elastic walls, veins return with a low pressure and semilunar valves, capillaries are one cell thick for exchange. Blood: red cells carry oxygen with haemoglobin and no nucleus, white cells defend by phagocytosis and by antibody, platelets clot, plasma carries the dissolved substances. Coronary heart disease is described as the narrowing of arteries feeding the heart muscle by fatty deposits, with risk factors named and a stent described as holding them open; defence against disease covers vaccination (a weakened pathogen stimulating antibody production and memory, giving immunity without illness) and the limits of antibiotics for viruses.
Terms that must not be swapped
RESPIRATION: the chemical release of energy from glucose in cells — not 'breathing'. GAS EXCHANGE: the movement of oxygen and carbon dioxide across a surface; breathing is ventilation. TRANSPIRATION: water loss by evaporation from the leaves, mostly through stomata. ASSIMILATION: the conversion of absorbed food into the substance of the organism's own tissues. VACCINATION: introducing an antigen to stimulate active immunity. HOMEOSTASIS: the maintenance of a constant internal environment — glucose, water and temperature.
An osmosis answer, marked line by line
A chip of potato is placed in concentrated sugar syrup and becomes limp. Explain: the solution outside has a higher solute concentration (lower water potential) than the cell sap, so water moves out of the potato cells by osmosis, across the partially permeable membrane, down the water concentration gradient; the vacuoles lose volume, the cells lose turgor and the tissue is no longer supported, so the chip goes limp. Full marks require all four clauses: which side is more concentrated, the process named, the membrane named, and the physical consequence (loss of turgor). The same four-clause structure answers why a plant wilts in fertiliser solution that is too strong, why seawater dehydrates a drinker, and why red cells burst in pure water — the process is identical, only the tissue differs.
Enzymes, digestion and the word 'specific'
Amylase in saliva breaks starch to maltose; maltase, sucrase and lactase in the small-intestine membrane finish the disaccharides to glucose, fructose and galactose; proteases (pepsin in the acidic stomach, trypsin and others in the duodenum) split proteins to amino acids; lipase splits fats to fatty acids and glycerol, after bile emulsifies the fat to increase surface area. Two facts must be in the answer: bile contains no enzyme and is made by the liver, stored in the gall bladder; and the products of digestion are absorbed into blood in the villi, whose epithelium is one cell thick with a rich capillary network and lacteals for fatty acids and glycerol. Then the enzyme logic: each enzyme's active site fits one substrate shape, so amylase will not act on protein — that is specificity. At high temperature the active site changes shape and the enzyme denatures, and the change is irreversible because the protein's structure does not regain it on cooling; at low temperature activity is slow but the enzyme is undamaged and recovers. Those two sentences answer most 'explain the graph' enzyme questions.
Lesson summary
Core biology is answered in clauses: name the structure, name the process, give the direction of movement, then state the physical consequence. Keep the vocabulary apart — respiration is not breathing, assimilation is not digestion, transpiration is not evaporation from any surface, and homeostasis is control, not excretion. In every practical question, control the variables, repeat for a mean, and name one hazard with its precaution; those marks are given for method, not for biology.
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