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Mathematics for Cambridge IGCSE
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Complete Business Studies for

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 Mathematics for
Mathematics

Cambridge IGCSE
3rd Edition
David Rayner

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Extended Mathematics for Cambridge IGCSE

Learning objectives are clearly Step-by-step examples demonstrate

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Cambridge Mathematics Endorsed by

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 Complete Business Studies for
Business Studies

Cambridge IGCSE & O Level

Brian Titley

Written by the author of the bestselling Economics: a Complete Course, e,

this interactive, accessible and endorsed text has been specifically
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Complete Business Studies for Cambridge IGCSE & O Level

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Economics: a Complete
Course for IGCSE and O Level

Economics
Dan Moynihan and Brian Titley
Our complete course for Cambridge IGCSE Economics is used
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Economics: A Complete Course for IGCSE and O Level

Cambridge Economics Endorsed by

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 Complete Science for
Cambridge IGCSE
Science

2nd Edition
Ron Pickering, RoseMarie Gallagher and
Paul Ingram, Stephen Pople

Fully updated to match the latest Cambridge IGCSE Endorsed by

syllabuses, these trusted Science courses are now even University of Cambridge
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Clear, straightforward English Application boxes use relatable Highly visual layout caters to
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O R G A N I S AT I O N A N D M A I N T E N A N C E O F O R G A N I S M S O R G A N I S AT I O N A N D M A I N T E N A N C E O F O R G A N I S M S

2.27 Uptake of water and minerals Osmosis: a reminder

i Plateau suggests that active
transport of ions is limited by
some other factor that limits
A cells membrane controls the entry and exit of materials
by roots to and from the cell (see page 29). A typical plant cell
respiration, such as
temperature.
such as that found in the mesophyll layer of the leaf
has a high concentration of solutes. As a result water
OBJECTIVES will enter a plant cell by osmosis from an environment
Minerals have a number of individual functions with a high water potential, until the water inside the
To understand that water may enter and leave
and together have a great effect on the water cell forces the cell membrane up against the cellulose
cells by osmosis
potential of the plant tissues. Minerals from cell wall.
To understand that dissolved substances may enter and When a plant cell contains plenty of water, the internal
the soil are absorbed in the form of ions, for
leave cells by diffusion and active transport pressure of the cell contents against the cell wall

Rate of ion uptake

example, magnesium enters the root as Mg2
supports the cell. The cell is said to be turgid, and
ions and nitrogen enters as nitrate NO3 ions. If turgidity helps support the plant. If the plant does not
Ion uptake by active transport
energy is supplied by respiration
Plants need water and minerals the soil solution contains higher concentrations have a good supply of water, the cells lose their turgidity so ions are taken up more quickly
Plants need to obtain certain raw materials from of these ions than the root hair cell cytoplasm, and slowly collapse. The cells are said to be accid when more oxygen is available.
their environment. The roots of the plant are the ions can enter by diffusion (see page 28). and the plant is wilted.
adapted to absorb both minerals and water from However, plants can continue to take up ions
the soil. Water is essential to support the plant, even if the concentration gradient is in the Ion uptake by diffusion no
as a reagent in many biochemical reactions and wrong direction, that is, if the concentration of Experiments on the uptake of ions also show that: energy is required so process
also as a transport medium (see page 260). The the ions is higher inside the cell than in the soil is not affected by the low
the cells can select which ions enter from the concentration of oxygen
diagram below shows how water enters the plant solution. that limits respiration.
soil solution
through root hair cells.
any factor that affects respiration, for example Oxygen concentration in soil
Leaves have a large surface area for photosynthesis. When the stomata are lack of oxygen or low temperature, can reduce
Root hair cells have an Ion uptake depends on respiration
open, water is lost by evaporation from spongy mesophyll cells (see page 94). enormous surface area.
the uptake of ions. The diagram opposite shows
This helps them absorb some results that support these observations.
Roots have an enormous surface area and water and minerals from
penetrate between the particles of soil. the soil. The photograph The explanation of these observations is that Q
shows root hair cells the root hair cells use active transport to 1 Does a solution containing many molecules of
magnied  300.
The root hairs are very
carry out the selective uptake of ions against dissolved sugar and amino acids have a high or a low
1 Water is drawn up the xylem to replace
water lost at the leaves. This upward ow delicate and easily a concentration gradient, using energy from water potential? Explain your answer.
of water is the transpiration stream (see damaged. respiration (see page 31). 2 Dene osmosis in terms of water potential.
When plants are transplanted they recover much more
page 92). 3 How does the strength of the cellulose cell wall help
quickly if the r oots are kept in a ball of soil or compost
so that the root hairs are not disturbed. p
plants to support themselves?
4 A scientist investigated the uptake of magnesium
iions by the roots of young cereal plants. He made

Active transport: application

i the following observations:
a The rate of uptake was increased by raising the
To increase crop yields, farmers may drain elds that
temperature, so long as it did not exceed 40 C.
are liable to ooding. If the soil is not waterlogged,
more oxygen in soil air spaces is available to the plants, b Uptake stopped if the roots were treated with
Note: Water movement through the plant occurs in the cyanide, an ion that prevents respiration.
sequence 1234: it begins with loss from the leaves,
so the rate of aerobic respiration in root cells is faster.
and is completed with water absorption from the soil This provides more energy for active transport, so that c Ions were taken up even if they were present at a
solution. the growing plants will more quickly absorb mineral lower concentration in the solution around the
ions present in the soil. Farmers may also cover their roots than in the root cells themselves.
elds with black polythene. This absorbs heat and helps d If ion uptake continued for some time, the
to raise the soil temperature, so that seed germination concentration of sugars in the root cells
and ion uptake by young roots will be faster. decreased.
2 Water (with any substances dissolved in it) is 3 Water crosses the living cells of 4 Water enters root hair cells by
forced to cross the membrane and cytoplasm of the cortex by (a) osmosis through osmosis, from the thin lm of water What conclusions can be drawn from each of these
cells of the endodermis. The cell walls in the the cells and (b) suction through surrounding the particles of soil. The observations?
endodermis contain a waxy material which the freely permeable cellulose cell soil water has a higher water
makes them impermeable to water. This allows walls. Almost all of the water moves potential than the cytoplasm of the
the membranes of the endodermis cells to select across the cortex by route (b). root hair cell, so that water moves
which substances can enter the xylem and be down a water potential gradient
distributed through the body of the plant. (see page 29).

88 Uptake of water by root hair cells 89

Complete Biology for Cambridge IGCSE Students Book

Step-by-step approach Question panels highlight key concepts and confirm

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enhancing comprehension weak areas that may need attention

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Complete Science for
Cambridge IGCSE:

Science
Teachers Resource Kits
Ron Pickering, RoseMarie Gallagher and
Paul Ingram, Stephen Pople
This ever-popular Science course now offers invaluable Endorsed by
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A wealth of practical investigations link Straightforward procedural Step-by-step instructions
learning with real world examples, guidelines encourage independent sustain focus and minimise
developing comprehension and enthusiasm thought and planning potential for confusion

PRACTICAL Name: I N V E S T I G AT I O N Name:

Handling experimental observations and data: Browning of apples and pH

estimating the size of a population
Introduction
You need: Freshly cut apples gradually turn brown when they are left in air.
O
plain paper O
pen or pencil O
bag or small box 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.
Method:
You are provided with a bag with some pieces of paper in it. The
pieces of paper represent animals in a population, and the bag is
Start by thinking about the following:
the environment in which they live. The investigation looks at a
M
How will you prepare solutions with a range of pH values?
capture-recapture technique for estimating their population size.
M
What apparatus will you need and how will you use it?
1 Remove between 15 and 20 animals from the habitat (the exact M
How will you decide when the apple pieces have turned brown?
number does not matter) and record this number in the table.
M
Will you need to set up any controls?
2 Mark all the pieces of paper with a small number 1 and put
M
Write down any hypotheses you are going to test.
them back in the bag. Shake for 1 minute to mix up the
animals. M
Are there any safety hazards?

3 Remove 1520 animals from the bag and write down this M
What safety precautions must you take?
number in the table.
Plan your investigation
4 Count how many of this second sample have got a number 1
written on them (remember to look on both sides). Let your teacher check your plans
5 Estimate the size of the population using this formula:
Carry out your investigation
No. in rst sample  no. in second sample
________________________________________
No. in second sample marked with a 1 Write up:
M
What you did (including diagrams).
6 Repeat steps 15 a further 4 times but mark the captured
animals in the second step with a 2 the second time, a 3 the M
What you found (your results including any tables).
third time, a 4 the fourth time and a 5 the fth time. Ignore any M
What your conclusions are.
other numbers from the earlier samples. M
Whether your hypothesis was supported (proved) or not.
7 Display all the readings in the form of a table. Work out a mean M
Any scientic explanation you can offer for your conclusions.
value for the estimate of the population using your ve sets of M
How your investigation could be improved.
results. Record the mean value.
8 Tip out all of the animals and count the actual population size.
Record this value.
9 Present your results in a bar chart that shows all ve of the
estimates of the population and the actual value clearly.
10 Calculate the percentage error in your estimates compared with Your teacher will be looking for:
the actual value. 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

OUP: this may be reproduced for class use solely for the purchasers institute 49 50 OUP: this may be reproduced for class use solely for the purchasers institute

Complete Biology for Cambridge IGCSE: CD-ROM Worksheet

Clear outline of objectives and

expectations promotes good results

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 Cambridge Science
IGCSE Revision Guides
Science

Ron Pickering, RoseMarie Gallagher and

Paul Ingram, Sarah Lloyd

Help all of your students achieve exam success

with these clear and concise revision guides that
comprehensively cover the most up-to-date syllabus..
Endorsed by
Answers are included.
University of Cambridge
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Key terms and challenging vocabulary are Lots and lots of practice questions to
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Cambridge Biology IGCSE Revision Guide

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Cambridge Chemistry IGCSE Revision Guide . . . . . . .978 019 915266 7 . . . . . . . 11.50

Complete ICT for

Cambridge IGCSE
ICT

Stephen Doyle

Covering everything your students need for the

Cambridge IGCSE in Information and Communication
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8
Oxford International Students Atlas
s

Geography
Fully updated with the latest datasets and global issues, this atlas has been
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Clear and colourful continental thematic maps illustrating a variety of subjectss
World maps on motivating topics such as cyberspace, globalisation and
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Easy-to-use features include a multi-access contents page, a two-colour index
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Environmental Management:

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 resources and how
best to manage them for the future from an international perspective.
An accompanying Teachers Book provides extra support.

Endorsed by
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Activities help to engage students in the

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Information Boxes provide interesting

facts and definitions of key terms to aid
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International examples and case studies

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Environmental Management: a Core Text for O Level and IGCSE

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 Oxford Content and
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Language Support
For any 13-16 EAL/ESL/E2L/EFL students
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Integrating content and language learning in a

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Compiled by a subject and a language specialist Content the

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A Study Skills chapter in each book clarifies core
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4 Industry

4 Industry 3
Exercise

Copy the table into your notebook and put the jobs below in the
correct columns.
Primary industries Secondary industries Tertiary industries
In this chapter you will answer...
?
Who works in primary industries?
What are tertiary industries? Doctor Banker Steel worker Farmer Car maker
KEY WORD
Where are newly industrialised countries (NICs)? Gold miner Lumberjack TV presenter Fisherman Engineer
People work in primary,
When does a country become a NIC? secondary or tertiary
Why are transnational companies spread around the globe? industries. The number working
in each type of industry changes 4.2 Industrial systems
over time and is different in
An industry is a system of inputs, processes, stores and
4.1 Types of industry different countries
outputs. The inputs to a secondary industry are the raw
Primary industries remove raw materials from the earth. Raw
materials, labour, machinery and money.
materials are found naturally on earth. Rocks, plants and KEY WORDS
Processes are the actions needed to change the raw materials
animals are all raw materials. There are four primary industries: Primary industries which remove
raw materials from the earth into a nished product.
shing, forestry, farming and mining. Secondary industries
use raw materials to make new things. These are manufacturing Secondary industries which use Stores are where inputs and products are kept and processes
industries. Tertiary industries provide a service to a population. raw materials to manufacture new occur such as factories, mills, warehouses and sheds. Outputs
things are the nished products and any waste materials. 4.1 A sheep being sheared
These are the service industries.
Tertiary industries which provide
a service to a population
1 4
Exercise
Exercise

Copy and complete the table below by putting the Copy the table below into your notebook and sort
raw material something found
following verbs in the correct columns. the following stages in the production of sheepskin
naturally on earth
boots into:
To remove To make To provide Employment structure the
proportion of people working in Inputs Processes Stores Outputs
primary, secondary or tertiary
employment
to give to use to extract to manufacture
Shearing the eeces Sewing the pieces Warehouse for the
to mine to process to take out to create Industry a commercial activity
from the sheep into boots nished boots
that many people are involved in
to supply to construct Sunshine Sheep Preserving the skins
4.2 Sheepskin boots
with salt
Packaging the boots Rain Cutting the wool from
the skins KEY WORDS
2 Employment working for money
Exercise

Match the denitions to the terms and copy the completed terms into Grass Gluing soles on to Applying the boot
the boots patterns to the skins
your notebook. Proportion a part of the whole
Fodder Farm Farm hands amount
1 Primary industry a A primary industry involving cutting down trees
2 Fishing b An industry providing a service to a population Sheepskin boots Majority most of the people or
things in a group
3 Forestry c An industry which extracts nutrients from the soil to
grow crops and livestock
4 Farming d The removal of raw materials from the earth. 4.3 Employment structure
5 Mining e An industry using raw materials to manufacture a nished The employment structure of a population is farming and shing. In richer countries the
product. the proportion of people working in primary, majority of the population work in tertiary
6 Secondary industry f An industry which extracts minerals from rocks such as secondary or tertiary employment. This is the employment. Very few people work in
coal, oil, gold, limestone. percentage (%) of people working in each type primary industries. Machines replace people
7 Tertiary industry g An industry where sh are caught from seas, lakes and of employment. working on farms, mines, boats and in
rivers for food In the poorest LEDCs the majority of people factories so fewer people are needed in
work in primary industries, particularly those jobs.

51 52

Oxford Content and Language Support: Geography

Key vocabulary is highlighted

and practised so that the More on the web...
correct use becomes familiar Look online to see how the serie
nal
onal
s links to internatio
an audio version of the glossary.
curricula and for
ssupport
www.oxfordsecondary.co.uk/ocl

10
 7 Origins of the European Union Origins of the European Union 7

Language Support
SOURCE ANALYSIS
6

Exercise
In your notebook, copy and complete the Pan-European Movement founded by
Working with Primary Sources timeline below by indicating the order in Count Coudenhove-Kalergi.
which the following events happened. Robert Schuman, French Minister of
This is a political cartoon called Pont de la
Aristide
Briand, French Prime Minister, Foreign Affairs, proposes the Schuman
Concorde. It was published on 17 May 1950.
proposes the creation of a federation of Plan to integrate the French-German
It illustrates Robert Schumans proposal to
European nations before the League of production of coal and steel.
integrate and manage the French-German
T
he Second World War breaks out.
production of coal and steel. Nations.

The Six sign the Treaties of Rome,
5 In partners or small groups, analyse and
End of the First World War.
giving birth to the European Economic
The Six sign the Treaty of Paris giving

discuss the image. Answer the questions
birth to the European Coal and Steel Community.
below together, and copy your answers
End of the Second World War.
Community.
into your notebook.
a Who might the people portrayed in the Timeline Events
cartoon be; Hitler and Stalin, or Schuman 1919
and Adenauer? 1923
b What does the girder represent? Select
the correct answer.
The Schuman Plan that tries to
1929
1939 Activities focus on building relevant skills,
1945
integrate the French-German
production of coal and steel.
The Treaty of Paris in which the
1950
1951
helping to strengthen exam potential
1957
European Coal and Steal Community
was born. 7.3 Pont de la Concorde, 1950
The Treaty of Rome in which the European

Economic Community was created. KEY WORD

Girder a long thick piece of 7

Exercise
c Taking into account that in one of the cabins we can Using the correct forms of the verbs (improve), Aristide Briand
concrete or steel that supports
read Schuman, the name of the French Minister of large structures in brackets, copy and complete the (propose) the creation of a federation of
Foreign Affairs, and on the other one we can read sentences below. The rst example has European nations based on solidarity
Adenauer, the name of the rst chancellor of the been done for you. and cooperation.

A diverse mix of language-based exercises

Federal Republic of Germany, what countries do the After the First World War had ended After the economic depression
edges represent? Write a short paragraph explaining (end), European countries (spread) and Hitler
your answer. (want) peace. (become) German
d How were the relations between those countries
when the Schuman Plan was proposed? Use the
Germany and France
(develop) a thousands of years old
chancellor, the Pan-European Movement
(fade away). enables students to practise their grammar
and language in the relevant context
words written in each of the edges to explain your rivalry, which (spark off) After the Second World War had
answer. cruel wars. ended (end), the need for collaboration
e Why do you think the title of the cartoon is Pont de la As a movement of collaboration (become) clear.
Concorde? (expand) over Europeans, The United States and the Soviet
f According to what you have learned during this Count Coudenhove-Kalergi Union (become) the new
lesson, what is the result of the event represented by (found) the Pan-European Movement. superpowers and European countries
this cartoon? Write a paragraph explaining your In the second half of the 1920s, when (want) to get back their
answer. international relations between hegemony over the world and to
European countries had maintain peace.

86 87

NEW
Oxford Content and Language Support: History

Extension tasks encourage reflection and

critical thinking

Language boxes closely link language

development to the subject content

Oxford Content and Language Support: Science

Number  3

3.7 Ratio and proportion

6 KEY WORD
Exercise

Use percentages to answer these questions.

A ratio compares quantities using simple numbers.
1 30 km is increased by 6%. What is the result? Ratio
Example
a 500 km b 31.8 km c 28.2 km d 180 km
If concrete is made from water and cement in the ratio 1:4,
2 The cost of a shirt is 54 AUD. The cost is reduced by 8%. What is the new cost?
then the weight of cement is four times greater than the
a 49.68 b 58.32 c 43.2 d 675
weight of water.
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? Concrete Water Cement
a 24% b 28% c 36.4% d 26.4% Ratio 1 4
4 Calculate the service charge on this restaurant bill: Proportions 1 kg 4 kg
The ratio of girls to boys is 3:1 Speaking activities enable students to use
a To calculate the weight of water for 20 kg of cement,

subject-based vocabulary in a relevant

The White Horse
1  5 kg of water
20  __
4
1 pizza $6.95
b To make 100 kg of concrete, how much cement will you

context
1 green salad $2.50
need? Add the two parts of the ratio.
Casserole of lamb $8.50
Vegetables $2.00
1  4  5 parts in total
2 desserts $2.85 Each part weighs 20 kg.
$2.85 100  5  20 kg
Total $25.65 4 parts of cement are needed.
15% service charge
4  20  80 kg cement
a $3.85 b $17.10 c $3.84 d $2.57
Two quantities are in proportion or proportional if they
change in such a way that one of the quantities is a constant

A Talking points multiple of the other.

y

Each unit has a comprehension activity to

Example
Try to nd 3 examples of percentages in your local newspaper.
Work out 3 Mathematics questions to ask on each of these The faster I walk, the further I go.
The more petrol I buy, the more it costs.
For more
examples. Then give the examples to your friend and practice

practise core skills and ensure engagement

about graphs,
asking them the questions. x
Direct proportion, also called direct variation or varying see Chapter 7.
directly, follows the rule that y  constant value  x y  constant  x
The graph will be a straight line, starting at (0, 0)
with the text
Comprehension

7 All life on earth needs water, but water c Humans can use less than . of all the Example
is not unlimited. Complete each of these Earth's water. 1 hours. At the same speed, how
A journey of 60 km takes 2__
sentences with the correct number. d We use about . of the water we have 2 100
far could you go in 4 hours?
Choose the numbers from the box. in farming.
p

1 hours for 60 km
2__ 80
Distance (km)

a Water covers about . of the e The World Water Council believes that by 2
Earth's surface, but most of it is too 1 hour for 60  2.5  24 km 60
2020 we shall need . more water than
salty to use. is available if we are to feed the world. 4 hours: 4  24  96 km 40
b Of what is left, about is in remote f Only .. of the world's water is not or
20
areas, and much of that arrives at the salty, and two-thirds of that is frozen. Distance  constant  hours
wrong time and in the wrong place, as 1
60  c  2__ Divide 60 by 2.5 0 1 2 3 4 5 6
monsoons and oods. 2
Time (hours)
24  c
0.08% 66% 70% 2.5% 17% 20% D  24  4  96 km

22 23

Oxford Content and Language Support: Mathematics

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 Oxford English: An
International Approach
English

Rachel Redford, Patricia Mertin, Chris Akhurst,

t,
Mark Saunders

A truly international 11-16 English programme,

with extra support for students studying IGCSE
English as a Second Language.
A diverse mix of international fiction and non- Interesting writing activities with grammar and
fiction following a thematic approach to vocabulary support to ensure the best work from
consolidate learning for first and second your students
language speakers
IGCSE Exam Workbook covering text types,
NEW

A wealth of quality, high-interest texts from comprehension, writing frames and writing
around the world, including professionally read assignments, integrated by theme
literature on CD, to engage students

Worldwide examples developed for the international classroom, Summative exercises help pupils
appealing to, and engaging, a global audience tie together their knowledge

Reaching out 4
Note-making
Why he founded it
Do you know a motto for reaching the stars? Venezuelan Youth and Childrens Orchestras,
originally called Social Action for Music in 1975. t
Per ardua ad astra (to the stars through hard
It is now a nationwide organization of 102 youth
work) and per aspera ad astra (to the stars t
orchestras, 55 childrens orchestras and 270 music
through difficulties) are two Latin tags, or sayings,
centres involving 250,000 young musicians.
which have been adopted as mottos for
institutions of all kinds right across the world, This is what he says about his aims in creating El
from Europe and Asia to USA, Canada, Australia Sistema in order to reach out to these children Summary
and South America. through music: XWrite a short account of the orchestra and its founder based on your notes. You
should aim to write not more than 50 words.
The words are intended to encourage people Since I was a boy I wanted to be a musician and I
to work hard and struggle to achieve their had all the necessary support to do so. My dream
ambitions: to reach for the stars, or to reach for was that under-privileged Venezuelan children
the sky. should have the same opportunity. Music has to be
recognised as an agent of social development in the
The members of El Sistema, the Venezuelan youth
highest sense, because it transmits the highest
orchestra, illustrate the spirit of these tags. They
values solidarity, harmony, mutual compassion. It
have reached for the stars and succeeded.
has the ability to unite an entire community and
Jos Antonio Abreu, the Venezuelan express sublime feelings.
philanthropist and musician, has devoted his life
XYou are to give a short talk to your class about
X
to reaching out to children from very poor areas
the Venezuelan youth orchestra El Sistema.
of the capital city, Caracas, through enabling
Using the information on this page make brief
them to learn to play musical instruments. He
notes as the basis for your talk.
founded El Sistema, the National System of

The orchestra
t

The founder

34 35
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Exam Workbook 4: for IGCSE English

as a Second Language

Activities cultivate relevant skills while

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e each title and
Visit us online to browse insid k
o.uk
co.u
are age rang es. www .oxfordsecondary.c
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 IGCSE 2011
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