Exam Tips (Cambridge (CIE) IGCSE Biology): Revision Note

Exam code: 0610 & 0970

Naomi Holyoak

Written by: Naomi Holyoak

Reviewed by: Leander Oates

Updated on

Use the information in the question

  • Many questions give you information to use, such as a diagram, a table, a graph or a short paragraph

  • This information may:

    • provide background to help you understand an unfamiliar context

    • be data that you need to analyse

  • When navigating multi-part questions, remember that:

    • information provided at the start of a question stem applies to every part that follows, e.g. (a), (b) and (c)

    • multi-part questions build step-by-step, meaning that a value or answer from an earlier sub-question is frequently required to complete a later part

  • How you need to use information in a question depends on the question prompt; you may need to:

    • describe trends or read precise figures from graphs or tables

    • identify specific structures in diagrams or photos and link them to their function

    • use biological concepts (e.g. osmosis or limiting factors) to explain the specific situation described

  • While you will need to use information provided to answer questions, it is important that you avoid simply restating the question

    • copying out sentences from the question stem without adding biological reasoning, or answering the specific question, will not gain marks

    • the only exception to this is in a situation where you have interpreted a diagram or data set in order to provide a description

Examiner Tips and Tricks

Students sometimes lose marks because they recognise a topic and write down a series of general memorised points, rather than referring to the information provided in a question; reat every diagram, table, dichotomous key or genetic diagram as brand new material in order to avoid making assumptions about what a question requires.

Follow specific instructions

  • Many questions contain a second instruction as well as the command word

  • Look out for instructions such as:

    • "give your answer to two significant figures" or "to one decimal place"

    • "show your working"

    • "use a label line to identify…"

    • "other than…"

  • Ignoring these additional instructions will result in lost marks, even if the answer is otherwise correct, so read questions carefully

Worked Example

Xylem is a tissue found in plants.

State one function of xylem, other than the transport of water.

[1]

Zero-mark answer:

  • Xylem carries water from the roots to the leaves in plants

Full-mark answer:

  • Support [1 mark]

Examiner Tips and Tricks

The zero-mark answer is correct biology, but it gives the function the question has already ruled out, so it does not follow the instruction.

The full-mark answer gives a different function of xylem, which is what the question asks for.

Use the marks to plan your answer

  • The number of marks tells you how many separate points you need to make

  • As a rule, 1 mark = 1 point, for example:

    • for 1 mark, write a short answer, often a single word or phrase

    • for 2 marks, write two separate points, or a point and the data that supports it

    • for 3 or 4 marks, write three or four separate points, often as a linked sequence

  • The size of the answer space also tells you roughly how much to write

  • For a calculation, the marks are often for the equation, the working and the final answer, so show every step

Examiner Tips and Tricks

If you have written one sentence for a 4-mark question, you have almost certainly not finished. If you have written beyond the space for a 1-mark question, you are using time you will need later in the paper.

Answer the question that is set

  • A correct piece of biology only scores if it answers the question that has been asked

  • Two common mistakes are:

    • writing down everything you can remember about a topic, instead of only what the question asks

    • answering the question you expected or wanted to be asked, instead of the one on the paper

  • Only the points that answer the question can score, however much else you write

  • Before you start writing:

    • read the question twice

    • underline the command word, so you know what type of answer is needed

    • underline the number of marks, so you know how many points to make

    • make sure you understand what the question is asking, e.g. try putting it into your own words

Worked Example

A student tests a sample of fruit juice for reducing sugars using Benedict’s solution. The result is positive.

State the colour of the solution at the end of the test.

[1]

Zero-mark answer:

  • The Benedict’s test shows that reducing sugar is present

Full-mark answer:

  • Brick red [1 mark]

Examiner Tips and Tricks

The zero-mark answer is correct science, but it describes what the test shows, instead of giving the colour the question asks for.

The full-mark answer gives the colour, which is exactly what the question asks for.

Checking & presenting your answer

  • It is important that you check your answer for:

    • contradiction

      • If your answer contradicts itself, it cannot be given the mark, because it is not clear which part you mean

      • This often happens when you add an extra point after a correct answer

    • repetition

      • Writing the same point twice in different words only scores once

    • readability

      • Your answer can only be marked if it can be read by the examiner

      • If you change an answer, cross it out with a single line and write the new answer clearly

      • If you use extra space, write the question number next to your answer and say where it continues

  • In addition, pay careful attention to numerical answers, e.g.:

    • always give the unit with your answer, unless it is already printed on the answer line

    • check that values have been rounded correctly, and to the correct number of figures

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Naomi Holyoak

Author: Naomi Holyoak

Expertise: Biology Content Creator

Naomi graduated from the University of Oxford with a degree in Biological Sciences. She has 8 years of classroom experience teaching Key Stage 3 up to A-Level biology, and is currently a tutor and A-Level examiner. Naomi especially enjoys creating resources that enable students to build a solid understanding of subject content, while also connecting their knowledge with biology’s exciting, real-world applications.

Leander Oates

Reviewer: Leander Oates

Expertise: Development Editor

Leander graduated with First-class honours in Science and Education from Sheffield Hallam University. She won the prestigious Lord Robert Winston Solomon Lipson Prize in recognition of her dedication to science and teaching excellence. After teaching and tutoring both science and maths students, Leander now brings this passion for helping young people reach their potential to her work at SME.