IGCSE2012

www.oxfordsecondarg.co.
uk/cambrIdge
Resources for UnIversItg of
CambrIdge InternatIonal
IxamInatIons
for Cambridge IGCSE
2012 2012
Complete
Geography
for Cambridge IGCSE
Complete
Economics
Essential
Mathematics
for Cambridge IGCSE
Extended
Cambridge IGCSE
Exam
Skills
Builder
IncludIng endorsed and recommended
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Contents
How to get in touch
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Cambridge Secondary 1 and Cambridge IGCSE
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5
Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Business Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 9-13
Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15
Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-20
ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Second language support
Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Customer services
Your local OUP consultant . . . . . . . . . . . . . . . . . . 24
Contact details . . . . . . . . . . . . . . Inside back cover
How to order . . . . . . . . . . . . . . . . Inside back cover
Blank order form . . . . . . Inside back cover
Download a full order form with all products on at
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University of Cambridge
International Examinations
works closely withOxford
University Press todevelop
highquality and valuable
resources that augment
learning and enhance
teaching all over theworld.
Wearepleased toendorse
Oxford resources for
CambridgeIGCSE.
Ann Puntis, Chief Executive,
Oxford and Cambridge
working together
IGCSE is the registered trademark of University of Cambridge International Examinations.
Highlights for 2012
Complete Economics new edition
D evelop ed in colla b ora tion with C a m b rid ge, th ese tea ch in g
p a ck s give clea r in sigh t in to exa m in er sta n d a rd s a n d will h elp
you m a xim ise a tta in m en t.
See pages 23
Fu lly u p d a ted a n d with a free C D , th is b estsellin g text is n ow
p a rt of a n E con om ics su ite, com p lete with tea ch in g resou rces
a n d revision m a teria l.
See pages 6-7
Complete Geography for
Cambridge IGCSE
Written b y p rin cip a l exa m in ers a n d fu ll of in tern a tion a l ca se
stu d ies, it in clu d es a free C D for a d d ed exib ility.
See page 14
Cambridge IGCSE Exam Skills
Builders
Working in partnership with University of Cambridge
A message from Cambridge
University of Cambridge International Examinations is the worlds largest provider
of international education programmes and qualifications for 5-19 year olds. We
are a not for profit organisation and part of the University of Cambridge, trusted
for excellence in education. Our qualifications are recognised by the worlds
universities and employers. More than 9000 schools in over 160 countries are
part of our worldwide learning community.
Our programmes and qualifications are designed to bring out the best in
students. And we recognise that the right support and guidance will help
teachers and learners perform to their maximum ability. We work with Oxford
University Press to develop resources that will enable teachers and learners to
achieve their full potential.
Cambridge learners should be able to tackle exams with confidence, knowing
they have the right skills to demonstrate their true capabilities to examiners.
To achieve this, we have worked with Oxford University Press to develop the
Cambridge IGCSE Exam Skills Builders series, to fully equip you and your
students to tackle exams with creativity and confidence.
University of Cambridge International Examinations
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Demonstrate how the mark
schemes work and help
students construct top
quality answers
These new teaching packs use real answers
from past exams to show students how they can
optimise their exam performance while helping
you progress them to higher attainment levels.
Developed together with Cambridge, they will
help students truly understand how to create strong
answers.
Q Demonstrate common pitfalls and help students
recognise obvious stumbling blocks
Q Build condence, fostering an assured approach
to exams
Q Help students understand examiner
expectations, strengthening exam potential
Q Facilitate peer-assessment and help students
think critically on how to improve performance
Q Prompt class discussion and interaction with the
texts, ensuring students can bring creativity
into their responses
January y 2013
Q A comprehensive set of questions for
each exam topic to give students plenty
of practice
Q Authentic graded and commented
responses from past papers showing
weak, medium and high quality answers
for each question
Q Linked syllabus extracts, mark schemes
and examiner commentary and
activities for each question, to clearly
demonstrate standards
Whats inthePack?
Ordering
Blank order format back, full order form
www.oxfordsecondary.co.uk/ orderform
C a m b rid ge IG C S E E xa m S k ills B u ild er:
E n glish First La n gu a ge . . . . . . . . . . . . . . . . . 9 7 8 0 1 9 9 1 3 6 2 4 7 . . . . 99.00
E n glish S econ d La n gu a ge . . . . . . . . . . . . . . 9 7 8 0 1 9 9 1 3 6 2 5 4 . . . 99.00
E n glish Litera tu re . . . . . . . . . . . . . . . . . . . . . 9 7 8 0 1 9 9 1 3 6 2 3 0 . . . . 99.00
Exam
Skills
Builder
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A truly international
English programme
Redford, Mertin, Akhurst, Saunders
Q Build global awareness with a diverse mix of fiction and non-fiction
Q Link it to real life the thematic approach links learning to globally
relevant themes, like feeding the world
Q Works for all your students designed to support native speakers and
higher level EAL students
Q Part 4 is written to support IGCSE English as a First and Second Language
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Cambridge Secondary 1 Ordering
S tudent B ook 1
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S tudent B ook 2
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S tudent B ook 3
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S tudent B ook 4
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Teacher G uide 1
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Teacher G uide 2
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Teacher G uide 3
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Teacher G uide 4
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Workbook 1
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Workbook 2
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Workbook 3
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Exam Workbook 4
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O xford English: An International Approach
Parts 1-3 are recommended
in the resource list for
Cambridge Secondary 1
Includes Audio CD
Includes Audio CD
Includes Audio CD
Includes Audio CD
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Student Books
Workbooks
Wo rk b o o k 2 (ages 1213)
Teacher Guides
Essential support for language
development and writing skills,
including prose audio readings
on CD to enhance listening
comprehension. Rubrics will
support your assessment,
along with plenty of
photocopiable activities.
ngs
Activitie s cultivate relevant skills
a n d in co rp o ra te e xte n sio n o p tio n s
S tu d e n t B o o k 4 (ages 14-16)
Thematic
approach p iq u es
stu d en tsin terest
G e t stu d e n ts
ta lk in g, building
their condence
Q u e stio n s
p ro m p t critica l
th in k in g, building
analytical skills
a n d written
expression
Relate English to topical global themes and strengthen critical thinking.
Focused skills development which will strengthen
all the key competencies.
each
These books are excellent.
The questions are engaging; every
student is bound to find som
ething
to identify with. The gram
m
ar is
easy for students to follow, and
they have super vocabulary
building exercises. Its a great
resource for native speakers as
well as EAL students.
Gilly Halfpenny, Head of English,
Vienna International School
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Includes Audio CD
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Now a truly complete
Economics suite
Dan Moynihan, Brian Titley
Q Save time covering the whole syllabus brand new
Teacher Kit is packed with customisable resources
Q Reinforce relevancy lots of current international case
studies that will resonate with students
Q Ensure strong exam results new support on CD and a
dedicated revision guide build confidence
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NEW EDITION
Resources Ordering
C om plete Econom ics for C am bridge
IG C S E and O Level 2 nd Edition
9 7 8 0 1 9 9 1 2 9 5 8 4
23.00
C om plete Econom ics for IG C S E and
O Level Teacher K it
9 7 8 0 1 9 9 1 2 9 5 9 1
50.00
C am bridge IG C S E Econom ics
R evision G uide
9 7 8 0 1 9 9 1 5 4 8 6 9
12.00
February 2012
February 2012
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Student Book
C o m p le te E co n o m ics fo r C a m b rid ge I G C S E
a n d O Le ve l 2 n d E d itio n
Revision Guide
Endorsed by Cambridge, this comprehensive and clear revision guide will strengthen
your students exam performance. Go online to download a sample chapter
Teacher Resource Kit
Brand new and designed to help you seamlessly and condently cover the entire
syllabus. Packed with customisable worksheets and PowerPoints, it will give
you more time to devote to each student.
This text has not been through the Cambridge endorsement process.
February 2012
We are working with
for full endorsement of this title
Your core classroom text, fully updated and with a free CD
to ensure the strongest results.
Ensure teaching is completely
up-to-date co n ta in s th e la te st
sta tistics a n d ca se stu d ie s
Make it more fun n o w
in co lo u r a n d th o ro u gh ly
stu d e n t-frie n d ly
Help students see the
point m a te ria l is lin k e d
to re a l-life e xa m p le s
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NEW EDITION
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C om plete B usiness S tudies for C am bridge IG C S E & O Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 7 8 0 1 9 8 3 1 0 8 6 0 . . . . . . . . . 23.50
C o m p le te B u sin e ss S tu d ie s fo r C a m b rid ge I G C S E & O Le ve l
Complete Business Studies for
Cambridge IGCSE & O Level
Brian Titley
This interactive, accessible and endorsed text was
developed for the international classroom. Integrating
essential support material such as revision tips and
consolidation activities, it will help to maximise
exam potential while relating learning to the real
world via global case studies and statistics. Free
student CD included.
Real-life examples a n d co m p a riso n s h e lp
stu d e n ts gra sp im p o rta n t co n ce p ts
C h e ck lists o u tlin e k e y u n d e rsta n d in g go a ls a n d h e lp
id e n tify a n y a re a s fo r d e ve lo p m e n t
B u zzwo rd s clarify challenging vocabulary
te rm s to e n su re co m p re h e n sio n
S u ccin ct e xp la n a tio n s in stra igh tfo rwa rd
E n glish e n su re accessibility for all students
Endorsed by
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Connect mathematics
with global issues and
develop true problem-solvers
Q The rigour you need focused preparation for IGCSE
Q Strengthen practical knowledge with lots of
emphasis on functional mathematics
Q Prompt independent thought lessons are linked to
investigations, practical problems, challenges and more
Q Spark discussion real-world connections will resonate
with students
Recommended in the
resource list for Cambridge
Secondary 1
Resources
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S tudent B ook 8
9 7 8 0 1 9 9 1 5 2 9 3 3 15.99
S tudent B ook 9
9 7 8 0 1 9 9 1 5 3 0 4 6 15.99
Interactive O xB ox C D 7
9 7 8 0 1 9 9 1 5 2 8 9 6 399.00
9 7 8 0 1 9 9 1 5 3 0 0 8 399.00
9 7 8 0 1 9 9 1 5 3 1 3 8 399.00
Assessm ent O xB ox C D 7
9 7 8 0 1 9 9 1 5 2 9 0 2 299.00
9 7 8 0 1 9 9 1 5 3 0 1 5 299.00
9 7 8 0 1 9 9 1 5 3 1 4 5 299.00
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Student Books
Stretching, with emphasis on functional skills and real-world connections.
M a th sLin k s S tu d e n t B o o k 8 C (ages 12-13)
Its easy to evaluate. Evaluation packs contain a student book
and sample teacher material. Go online to nd out more:
www.oxfordsecondary.co.uk/MathsLinks
Q u estion s spark
debate h igh ligh tin g
th e releva n cy of
m a th em a tics
A comprehensive Assessment
Manager in clu d e s fo rm a tive a n d
su m m a tive te sts to h e lp yo u m o n ito r
p ro gre ssio n
Everything is at your ngertips
th e b u ilt-in p la ye r lin k s a ll th e
re so u rce s fo r e a ch le sso n o n th e
wh ite b o a rd
A chapter on
functional
mathematics
b u ild s p ra ctica l
u n d e rsta n d in g
Interactive, customisable
re so u rce s o n th e I n te ra ctive O xB o x
give yo u m o re tim e to sp e n d with
e a ch stu d e n t
To p ica l, re a l-wo rld
sta tistics a n d ca se
stu d ie s link theory
to the wider world
Digital support
Save time on planning and take
the work out of assessment
with OxBox.
M a th sLin k s Asse ssm e n t O xB o x C D 7 (ages 11-12)
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Essential Mathematics for
Cambridge IGCSE Extended
Sue Pemberton
Help students understand the ne detail and learn actively. This new
approach is designed to help students achieve their best in exams through
guided explanation. Focusing on worked solutions and step-by-step
examples, it will build experience and condence.
11 t: 0 1 5 3 6 4 5 2 6 2 0 f: 0 1 8 6 5 3 1 3 4 7 2 sch o o ls.o rd e rs.u k @ o u p .co m www.oxfordsecondary.co.uk
January y 2012
E sse n tia l M a th e m a tics fo r C a m b rid ge I G C S E E xte n d e d
E n su re stu d en ts
understand
every step
work ed exa m p les
a re k ey
Flexibility and portability
a fre e C D co n ta in s
wo rk e d so lu tio n s a n d
P o we rP o in ts to d e e p e n
u n d e rsta n d in g
Essential Mathematics for IGCSE
Put more time into developing each student. This new Teacher Resource
Kit seamlessly covers all the theory and includes customisable digital
resources to give you more time to gauge progress, build understanding and
develop condence in every student.
January y 2012
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Essential Mathem atics for
C am bridge IG C S E . . . . . . . . . . . . . . . . 9 7 8 0 1 9 9 1 2 8 7 4 7 . . . . . . . . . . .21.00
Essential Mathem atics for IG C S E
Teacher K it . . . . . . . . . . . . . . . . . . . . . . 9 7 8 0 1 9 9 1 3 6 2 0 9 . . . . . . . . . . .50.00
Build condence
p ra ctice will h elp
stu d en ts ta ck le th e
exa m . Exam-practice
included
Endorsed by
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Q Even more comprehensive the third edition
student texts come with a free CD and even more
graduated practice
Q Effectively cover the entire syllabus Teacher Kits
are loaded with convenient and customisable digital
resources
Q Focused revision the accessible and concise revision
guide will solidify all the key concepts
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Extended Mathem atics for C am bridge IG C S E
9 7 8 0 1 9 9 1 3 8 7 4 6
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C ore Mathem atics for C am bridge IG C S E
9 7 8 0 1 9 9 1 3 8 7 2 2
19.00
Extended Mathem atics for C am bridge IG C S E Teacher K it
9 7 8 0 1 9 9 1 3 8 7 5 3
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C ore Mathem atics for C am bridge IG C S E Teacher K it
9 7 8 0 1 9 9 1 3 8 7 3 9
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C am bridge IG C S E Mathem atics R evision G uide
9 7 8 0 1 9 9 1 5 4 8 7 6
12.00
Endorsed by
David Rayners trusted,
practice-based approach
David Rayner, Ian Bettison
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Student Books
E xte n d e d M a th e m a tics fo r C a m b rid ge I G C S E S tu d e n t B o o k
Graduated
practice q u e stio n s
b u ild co n d e n ce ,
stre n gth e n in g
e xa m p e rfo rm a n ce
E xte n d e d M a th e m a tics fo r C a m b rid ge I G C S E S tu d e n t B o o k
Teacher
Resource Kits
E xte n d e d M a th e m a tics fo r C a m b rid ge I G C S E
Te a ch e r K it C D
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Cambridge IGCSE Mathematics
Revision Guide
Help all of your students achieve exam success with this comprehensive, endorsed revision
guide. The graduated approach will build an in-depth and condent understanding. Find out
more at www.oxfordsecondary.co.uk/cambridge
Step-by-step
examples
d e m o n stra te h o w
to ta ck le d iffe re n t
p ro b le m s, e n su rin g
fu ll co m p re h e n sio n
We work with MyiMaths to
bring you an online
mathematics solution which
includes thousands of lessons,
activities and homeworks.
The practice-based format that gives your students the experience they need to shine.
Supportive and
customisable resources to
streamline your teaching.
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Complete Geography for
Cambridge IGCSE
David Kelly, Muriel Fretwell
Comprehensive and up-to-date, this new text will concretely
strengthen exam potential while developing an outward-looking
awareness. Packed with globally-focused case studies that
will resonate with international students, it takes a stretching
approach while being thoroughly EAL-friendly.
C om plete G eography for C am bridge IG C S E . . . . . . . . . . . . . . . . . . . . . . 9 7 8 0 1 9 9 1 2 9 3 1 7 . . . . . . . . . . 23.00
R e la te th e th e o ry to a n e xa m co n te xt.
Past papers, tests and revision
support included on CD
January y 2012
C o m p le te G e o gra p h y fo r C a m b rid ge I G C S E
Keep them focused lo ts o f visu a l
e xp la n a tio n k e e p s it stu d e n t-frie n d ly
a n d h e lp s sim p lify u n d e rsta n d in g
Get students thinking critically
o p p o rtu n itie s fo r d e b a te will p u sh stu d e n ts
to th in k la te ra lly
Develop international awareness ca se
stu d ie s co m e fro m a ll o ve r th e wo rld a n d
h igh ligh t to p ica l issu e s
Endorsed by
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Oxford International Students Atlas
Designed for the international classroom, this atlas comprehensively
covers every continent and is packed with country data and full colour
maps. Addressing key international themes like globalisation and
climate change, it will help you develop globally aware learners.
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O xford International S tudents Atlas . . . . . . . . . . . . . . . . . 9 7 8 0 1 9 8 3 2 5 7 9 6 . . . . 11.99
O xford International S tudents Atlas 2 nd edition . . . . . . 9 7 8 0 1 9 9 1 3 7 5 7 2 . . . . 12.99
O xford International S tudent Atlas S kills Workbook . . . 9 7 8 0 1 9 8 3 3 2 1 9 0 . . . . . 3.99
O xford International S tudent Atlas S kills Workbook
2 nd edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 7 8 0 1 9 9 1 3 7 5 8 9 . . . . . 4.50
Environm ental Managem ent S tudents B ook . . . . . . . . . 9 7 8 0 1 9 9 1 5 1 3 1 8 . . . . 16.50
Environm ental Managem ent Teachers B ook . . . . . . . . . 9 7 8 0 1 9 9 1 5 1 3 0 1 . . . . . 5.50
D evelop a tla s skills a n d stren gth en pla ce
kn owledge a m on gst you r 1 1 -1 4 yea r olds.
Th is text h a s n ot been th rou gh th e C a m bridge en dorsem en t process.
Oxford International Student
Atlas Skills Workbook
E n viro n m e n ta l M a n a ge m e n t: A C o re Te xt fo r O Le ve l a n d I G C S E
Activities engage students in
the subject matter a n d
prepa re th em for exa m s
In tern a tion a l exa m p les a n d
ca se stu d ies give stu d en ts b oth
global and local perspectives
on ecological problems
Activities engage students in
the subject matter a n d r
Environmental Management:
A Core Text for Cambridge
O Level and IGCSE
John Pallister
This textbook will enable students to understand and appreciate the interdependence
of the Earths natural systems and how best to manage them for the future, from an
international perspective. An accompanying Teacher Book provides extra support.
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Endorsed by
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Th e Tea ch er B ook h a s n ot been th rough
th e C a m bridge en dorsem en t process.
New edition
coming in
August 2012
Interactive, with rigorous
preparation for IGCSE
Q Flexibility and challenge teach it over two or three
years for the right level of challenge
Q Connect theory with real life its packed with
practice which relates concepts to topical worldwide
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2.27
OR G A N I S AT I ON A N D MA I N T E N A N C E OF OR G A N I S MS
88
O
Uptake of water and minerals
by roots
OBJ ECT I VES
Q To understand that water may enter and leave
cells by osmosis
Q To understand that dissolved substances may enter and
leave cells by diffusion and active transport
3 Water crosses the living cells of
the cortex by (a) osmosis through
the cells and (b) suction through
the freely permeable cellulose cell
walls. Almost all of the water moves
across the cortex by route (b).
Note: Water movement through the plant occurs in the
sequence 1234: it begins with loss from the leaves,
and is completed with water absorption from the soil
solution.
Leaves have a large surface area for photosynthesis. When the stomata are
open, water is lost by evaporation from spongy mesophyll cells (see page 94).
Roots have an enormous surface area and
penetrate between the particles of soil.
1 Water is drawn up the xylem to replace
water lost at the leaves. This upward ow
of water is the transpiration stream (see
page 92).
4 Water enters root hair cells by
osmosis, from the thin lm of water
surrounding the particles of soil. The
soil water has a higher water
potential than the cytoplasm of the
root hair cell, so that water moves
down a water potential gradient
(see page 29).
2 Water (with any substances dissolved in it) is
forced to cross the membrane and cytoplasm of
cells of the endodermis. The cell walls in the
endodermis contain a waxy material which
makes them impermeable to water. This allows
the membranes of the endodermis cells to select
which substances can enter the xylem and be
distributed through the body of the plant.
Root hair cells have an
enormous surface area.
This helps them absorb
water and minerals from
the soil. Thephotograph
shows root hair cells
magnied 300.
The root hairs are very
delicate and easily
damaged.
When plants are transplanted they recover much more
quickly if the r oots are kept in a ball of soil or compost
so that the root hairs are not disturbed.
Minerals have a number of individual functions
and together have a great effect on the water
potential of the plant tissues. Minerals from
the soil are absorbed in the form of ions, for
example, magnesium enters the root as Mg
2

ions and nitrogen enters as nitrate NO
3
ions. If
the soil solution contains higher concentrations
of these ions than the root hair cell cytoplasm,
the ions can enter by diffusion (see page 28).
However, plants can continue to take up ions
even if the concentration gradient is in the
wrong direction, that is, if the concentration of
the ions is higher inside the cell than in the soil
solution.
Plants need water and minerals
Plants need to obtain certain raw materials from
their environment. The roots of the plant are
adapted to absorb both minerals and water from
the soil. Water is essential to support the plant,
as a reagent in many biochemical reactions and
also as a transport medium (see page 260). The
diagram below shows how water enters the plant
through root hair cells.
S Uptake of water by root hair cells
Osmosis: a reminder
Acells membrane controls the entry andexit of materials
to and from the cell (see page 29). A typical plant cell
such as that found in the mesophyll layer of the leaf
has a high concentration of solutes. As a result water
will enter a plant cell by osmosis from an environment
with a high water potential, until the water inside the
cell forces the cell membrane up against the cellulose
cell wall.
When a plant cell contains plenty of water, the internal
pressure of the cell contents against the cell wall
supports the cell. The cell is said to be turgid, and
turgidity helps support the plant. If the plant does not
have a good supply of water, the cells lose their turgidity
and slowly collapse. The cells are said to be accid
and the plant is wilted.
i
Active transport: application
To increase crop yields, farmers may drain elds that
are liable to ooding. If the soil is not waterlogged,
more oxygen in soil air spaces is available to the plants,
so the rate of aerobic respiration in root cells is faster.
This provides more energy for active transport, so that
the growing plants will more quickly absorb mineral
ions present in the soil. Farmers may also cover their
elds with black polythene. This absorbs heat and helps
to raise the soil temperature, so that seed germination
and ion uptake by young roots will be faster.
i
Q
1 Does a solution containing many molecules of
dissolved sugar and amino acids have a high or a low
water potential? Explain your answer.
2 Dene osmosis in terms of water potential.
3 How does the strength of the cellulose cell wall help
plants to support themselves?
A scientist investigated the uptake of magnesium
ions by the roots of young cereal plants. He made
the following observations:
a The rate of uptake was increased by raising the
temperature, so long as it did not exceed 40 C.
b Uptake stopped if the roots were treated with
cyanide, an ion that prevents respiration.
c Ions were taken up even if they were present at a
lower concentration in the solution around the
roots than in the root cells themselves.
d If ion uptake continued for some time, the
concentration of sugars in the root cells
decreased.
What conclusions can be drawn from each of these
observations?
4
89
Ion uptake by active transport
energy is supplied by respiration
so ions are taken up more quickly
when more oxygen is available.
R
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Oxygen concentration in soil
Ion uptake by diffusion no
energy is required so process
is not affected by the low
concentration of oxygen
that limits respiration.
Plateau suggests that active
transport of ions is limited by
some other factor that limits
respiration, such as
temperature.
Experiments on the uptake of ions also show that:
Q the cells can select which ions enter from the
soil solution
Q any factor that affects respiration, for example
lack of oxygen or low temperature, can reduce
the uptake of ions. The diagramopposite shows
some results that support these observations.
The explanation of these observations is that
the root hair cells use active transport to
carry out the selective uptake of ions against
a concentration gradient, using energy from
respiration (see page 31).
S Ion uptake depends on respiration
Osmosis: a reminder
Acells membrane controls the entry andexit of materials
to and from the cell (see page 29). A typical plant cell
such as that found in the mesophyll layer of the leaf
has a high concentration of solutes. As a result water
will enter a plant cell by osmosis from an environment
with a high water potential, until the water inside the
cell forces the cell membrane up against the cellulose
cell wall.
When a plant cell contains plenty of water, the internal
pressure of the cell contents against the cell wall
supports the cell. The cell is said to be turgid, and
turgidity helps support the plant. If the plant does not
have a good supply of water, the cells lose their turgidity
and slowly collapse. The cells are said to be accid
and the plant is wilted.
i
Active transport: application
To increase crop yields, farmers may drain elds that
are liable to ooding. If the soil is not waterlogged,
more oxygen in soil air spaces is available to the plants,
so the rate of aerobic respiration in root cells is faster.
This provides more energy for active transport, so that
the growing plants will more quickly absorb mineral
ions present in the soil. Farmers may also cover their
elds with black polythene. This absorbs heat and helps
to raise the soil temperature, so that seed germination
and ion uptake by young roots will be faster.
i
Q
1 Does a solution containing many molecules of
dissolved sugar and amino acids have a high or a low
water potential? Explain your answer.
2 Dene osmosis in terms of water potential.
3 How does the strength of the cellulose cell wall help
plants to support themselves?
scientist investigated the uptake of magnesium
ions by the roots of young cereal plants. He made
the following observations:
a The rate of uptake was increased by raising the
temperature, so long as it did not exceed 40 C.
b Uptake stopped if the roots were treated with
cyanide, an ion that prevents respiration.
c Ions were taken up even if they were present at a
lower concentration in the solution around the
roots than in the root cells themselves.
d If ion uptake continued for some time, the
concentration of sugars in the root cells
decreased.
What conclusions can be drawn from each of these
observations?
p
A
i
4
89
p y Ion uptake by Ion uptake by Ion uptake by Ion uptake by I t k b p active transport active transport active transport active transport ti t t
gy pp y energy is supplied by r energy is supplied by r energy is supplied by r i li d b p espiration espiration espiration i i
so ions ar so ions ar so ions ar i p e taken up mor e taken up mor e taken up mor t k q y e quickly e quickly e quickly i kl
when mor when mor when mor h e oxygen is available. e oxygen is available. e oxygen is available i il bl
p
R
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Oxygen concentration in soil
Ion uptake by Ion uptake by I t k b diffusion diffusion diff i no no
energy is r energy is r energy is requir equir equired so pr ed so pr ed so process ocess ocess
is not af is not af i ffected by the low fected by the low f d b h l
concentration of oxygen concentration of oxygen t ti f
that limits r that limits r that limits respiration. espiration. espiration
Plateau suggests that active
transport of ions is limited by
some other factor that limits
respiration, such as
temperature.
Experiments on the uptake of ions also show that:
Q the cells can select which ions enter from the
soil solution
Q any factor that affects respiration, for example
lack of oxygen or low temperature, can reduce
the uptake of ions. The diagramopposite shows
some results that support these observations.
The explanation of these observations is that
the root hair cells use active transport to
carry out the selective uptake of ions against
a concentration gradient, using energy from
respiration (see page 31). respiration (see page 31).
S Ion uptake depends on respiration
S
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Name: I NVE ST I G AT I ON
50
Browning of apples and pH
Start by thinking about the following:
M How will you prepare solutions with a range of pH values?
M What apparatus will you need and how will you use it?
M How will you decide when the apple pieces have turned brown?
M Will you need to set up any controls?
M Write down any hypotheses you are going to test.
M Are there any safety hazards?
M What safety precautions must you take?
Plan your investigation
Let your teacher check your plans
Carry out your investigation
Write up:
M What you did (including diagrams).
M What you found (your results including any tables).
M What your conclusions are.
M Whether your hypothesis was supported (proved) or not.
M Any scientic explanation you can offer for your conclusions.
M How your investigation could be improved.
Introduction
Freshly cut apples gradually turn brown when they are left in air.
Cooks try to stop this by dipping the slices of apple in lemon juice.
Design and carry out an investigation to nd out whether pH affects
the rate of the browning reaction.
Your teacher will be looking for:
O use of a sensible method
O use of solutions with a sensible range of pH values
O careful observations and measurements
O good presentation of results
O sensible conclusions
O sensible suggestions about improving the experiment
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Ordering
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O xfo rd C o n te n t a n d La n gu a ge S u p p o rt: H isto ry
7 Origins of the European Union
86
SOURCE ANALYSIS
Working with Primary Sources
This is a political cartoon called Pont de la
Concorde. It was published on 17 May 1950.
It illustrates Robert Schumans proposal to
integrate and manage the French-German
production of coal and steel.
5 In partners or small groups, analyse and
discuss the image. Answer the questions
belowtogether, and copy your answers
into your notebook.
a Who might the people portrayed in the
cartoon be; Hitler and Stalin, or Schuman
and Adenauer?
b What does the girder represent? Select
the correct answer.
The Schuman Plan that tries to
integrate the French-German
The Treaty of Paris in which the
European Coal and Steal Community
was born.
The Treaty of Rome in which the European
Economic Community was created.
c Taking into account that in one of the cabins we can
read Schuman, the name of the French Minister of
Foreign Affairs, and on the other one we can read
Adenauer, the name of the rst chancellor of the
Federal Republic of Germany, what countries do the
edges represent? Write a short paragraph explaining
your answer.
d How were the relations between those countries
when the Schuman Plan was proposed? Use the
words written in each of the edges to explain your
answer.
e Why do you think the title of the cartoon is Pont de la
Concorde?
f According to what you have learned during this
lesson, what is the result of the event represented by
this cartoon? Write a paragraph explaining your
answer.
7.3 Pont de la Concorde, 1950
KEY WORD
Girder a long thick piece of
concrete or steel that supports
large structures
Origins of the European Union 7
87
E
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e6 In your notebook, copy and complete the
timeline below by indicating the order in
which the following events happened.
Aristide Briand, French Prime Minister,
proposes the creation of a federation of
European nations before the League of
Nations.
End of the First World War.
The Six sign the Treaty of Paris giving
birth to the European Coal and Steel
Community.
Pan-European Movement founded by
Count Coudenhove-Kalergi.
Robert Schuman, French Minister of
Foreign Affairs, proposes the Schuman
Plan to integrate the French-German
The Second World War breaks out.
The Six sign the Treaties of Rome,
giving birth to the European Economic
Community.
End of the Second World War.
Timeline Events
1919
1923
1929
1939
1945
1950
1951
1957
E
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in brackets, copy and complete the
sentences below. The rst example has
been done for you.
After the First World War had ended
(end), European countries
(want) peace.
Germany and France
(develop) a thousands of years old
rivalry, which (spark off)
cruel wars.
As a movement of collaboration
(expand) over Europeans,
Count Coudenhove-Kalergi
(found) the Pan-European Movement.
In the second half of the 1920s, when
international relations between
European countries had
(improve), Aristide Briand
(propose) the creation of a federation of
European nations based on solidarity
and cooperation.
After the economic depression
(spread) and Hitler
(become) German
chancellor, the Pan-European Movement
(fade away).
After the Second World War had
ended (end), the need for collaboration
(become) clear.
The United States and the Soviet
Union (become) the new
superpowers and European countries
(want) to get back their
hegemony over the world and to
maintain peace.
Activitie s fo cu s o n b u ild in g re le va n t sk ills,

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familiar
O xfo rd C o n te n t a n d La n gu a ge S u p p o rt: M a th e m a tics
E
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6 Use percentages to answer these questions.
1 30 km is increased by 6%. What is the result?
a 500 km b 31.8 km c 28.2 km d 180 km
2 The cost of a shirt is 54 AUD. The cost is reduced by 8%. What is the new cost?
a 49.68 b 58.32 c 43.2 d 675
3 A baby elephant weighs 110 kg when it is born. Two months later it weighs 136.4 kg. By
what percentage has the weight increased?
a 24% b 28% c 36.4% d 26.4%
4 Calculate the service charge on this restaurant bill:

The White Horse
1 pizza
1 green salad
Casserole of lamb
Vegetables
2 desserts
Total
15% service charge
$6.95
$2.50
$8.50
$2.00
$2.85
$2.85
$25.65
a $3.85 b $17.10 c $3.84 d $2.57
Try to nd 3 examples of percentages in your local newspaper.
Work out 3 Mathematics questions to ask on each of these
examples. Then give the examples to your friend and practice
asking them the questions.
Try to nd 3 examples of percentages in your local newspaper.
Work out 3 Mathematics questions to ask on each of these
examples. Then give the examples to your friend and practice
asking them the questions.

Talking points
A
22
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7 All life on earth needs water, but water
is not unlimited. Complete each of these
sentences with the correct number.
Choose the numbers from the box.
a Water covers about . of the
Earth's surface, but most of it is too
salty to use.
b Of what is left, about is in remote
areas, and much of that arrives at the
wrong time and in the wrong place, as
monsoons and oods.
c Humans can use less than . of all the
Earth's water.
d We use about . of the water we have
in farming.
e The World Water Council believes that by
2020 we shall need . more water than
is available if we are to feed the world.
f Only .. of the world's water is not
salty, and two-thirds of that is frozen.
0.08% 66% 70% 2.5% 17% 20%
23
Number 3
3.7 Ratio and proportion
A ratio compares quantities using simple numbers.
Example
If concrete is made from water and cement in the ratio 1:4,
then the weight of cement is four times greater than the
weight of water.
Concrete Water Cement
Ratio 1 4
Proportions 1 kg 4 kg
a To calculate the weight of water for 20 kg of cement,
20
1

__

4
5 kg of water
b To make 100 kg of concrete, how much cement will you
need?
1 4 5 parts in total
100 5 20 kg
4 20 80 kg cement
Two quantities are in proportion or proportional if they
change in such a way that one of the quantities is a constant
multiple of the other.
Example
The faster I walk, the further I go.
The more petrol I buy, the more it costs.
Direct proportion, also called direct variation or varying
directly, follows the rule that y constant value x
The graph will be a straight line, starting at (0, 0)
KEY WORD
Ratio
The ratio of girls to boys is 3:1
Add the two parts of the ratio.
Each part weighs 20 kg.
4 parts of cement are needed.
For more
about graphs,
see Chapter 7.
Divide 60 by 2.5
y
x
y constant x
Example
A journey of 60 km takes 2
1

__

2
hours. At the same speed, how
far could you go in 4 hours?
2
1

__

2
hours for 60 km
1 hour for 60 2.5 24 km
4 hours: 4 24 96 km
or
Distance constant hours
60 c 2
1

__

2
24 c
D 24 4 96 km
0
20
1 2 3 4 5 6
40
60
80
100
Time (hours)
D
is
ta
n
c
e
(k
m
)
E a ch u n it h a s a co m p re h e n sio n a ctivity to
increase condence and English
expression
S p e a k in g a n d liste n in g a ctivitie s h e lp
stu d e n ts practise vocabulary in context
O xfo rd C o n te n t a n d La n gu a ge S u p p o rt: G e o gra p h y
La n gu a ge b o xe s clo se ly lin k la n gu a ge
d e ve lo p m e n t to th e su b je ct m a te ria l
Extension activities e n co u ra ge critica l
th in k in g
These resources have not been through the Cambridge endorsement process.
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