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IGCSE · Cambridge (CIE) · 0610

Compare nervous and hormonal control by duration of effect

Separate how long a response lasts from how quickly it begins.

Section 14.3 · Hormones

Hormones pathway · 14.3

Core and Extended; Biology 0610, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked

Before you begin

  • Recall electrical impulses, blood transport, gland secretion and the distinction between a stimulus and a body response.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What is duration of effect?

What you will learn

  • Define duration rather than onset
  • Complete the two-part comparison

Compare nervous and hormonal control by duration of effect

Compare both dimensions: nervous generally faster and shorter; hormonal generally slower and longer. Onset and duration are separate measurements. Original teaching model.

Hormones model reference
FeatureMeaning
OnsetTime until the effect begins
DurationTime the effect persists
NervousGenerally faster; shorter effect
HormonalGenerally slower; longer effect

Define duration rather than onset

Duration of effect describes how long the response persists. It differs from onset, which describes how quickly the response starts. A signal can begin rapidly but have a longer-lasting effect, or begin slowly and then persist briefly. A question asking about duration therefore cannot be answered only with the word fast or slow.

In the required general comparison, nervous effects are usually short-lived, while hormonal effects are generally longer-lasting. Neural coordination can switch an effector response on and off rapidly. Blood-borne hormone activity can persist over a longer period. These descriptions are comparative patterns rather than claims that every neural effect is brief or every hormone lasts for an identical time.

Complete the two-part comparison

The complete comparison has two dimensions: nervous control is generally faster in action and shorter in effect; hormonal control is generally slower in action and longer in effect. Place speed and duration in separate rows or sentences to prevent a statement about one being mistaken for a statement about the other.

For a supplied record, calculate duration from the stated start and end of the effect, or use a duration column if it is already given. Convert minutes to seconds before comparing with a seconds-only value. Do not use the time until response onset as though it were the time the response lasted. The following model data practise those distinctions.

Pause and explain

Which statement supplies both required dimensions?

Put the idea to work

Worked example

Give the complete speed-and-duration comparison.

Show the worked solution
  1. Nervous: generally faster onset and shorter effect.
  2. Hormonal: generally slower onset and longer effect.

Answer Nervous control generally acts faster and has a shorter effect; hormonal control generally acts slower and has a longer effect.

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Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Compare nervous and hormonal control by duration of effect.

Give me a hint

State both relative persistence patterns.

Compare my reasoning
  1. Nervous effects are generally shorter-lived.
  2. Hormonal effects are generally longer-lasting.

Nervous effects are generally shorter; hormonal effects are generally longer.

Look for these in your work

  • Compare both durations
  • Keep the contrast general
2 · Independent

A supplied effect begins at 10 s and ends at 70 s. Find its duration and distinguish it from its onset.

Give me a hint

End minus start gives persistence.

Compare my reasoning
  1. Duration is 70 − 10 = 60 s.
  2. Onset is at 10 s, not a 10 s duration.

Duration is 60 s; onset is at 10 s in the supplied record.

Look for these in your work

  • Calculate persistence
  • Keep onset separate
3 · Transfer

Improve: hormonal control is longer, so it must always start later than every nervous response.

Give me a hint

Duration does not logically establish onset.

Compare my reasoning
  1. Longer refers to persistence, not start time.
  2. Use the general slower/longer contrast and allow variation.

Longer duration does not itself prove a later onset. Hormonal control is generally slower and longer-lasting, but timings vary between responses.

Look for these in your work

  • Separate the two dimensions
  • Avoid an absolute onset claim

Common mistakes

  • Treating fast and long as interchangeable descriptions.
  • Subtracting onset values to claim effect duration.
Recall without your notes

What can you explain now?

Which statement supplies both required dimensions?

Compare with the explanation

Nervous generally faster and shorter; hormonal generally slower and longer

It compares speed and duration separately.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Give the two-part comparison and distinguish onset from duration.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Biology

Course scope and assessment

780 sequenced lessons provide 2340 guided, independent and application problems in characteristics, classification, cells, organisation, specimen size, membrane transport, biological molecules, enzymes, plant and human nutrition, plant transport, circulatory systems, the heart, blood vessels, blood, disease transmission, body defences, immunity, gas exchange in humans, respiration energy uses and investigations, aerobic respiration, anaerobic respiration and recovery, excretion in humans, coordination and response, sense organs, hormones, homeostasis, tropic responses, drugs, asexual reproduction, sexual reproduction, sexual reproduction in plants, sexual reproduction in humans, sex hormones in humans, sexually transmitted infections, chromosomes, genes and proteins, mitosis, meiosis, monohybrid inheritance, variation, adaptive features, selection, energy flow, food chains and webs, nutrient cycles, population, community, ecosystem, population-growth phases, food supply, habitat destruction, pollution, conservation, biotechnology and genetic modification. 61 of 61 syllabus sections have linked teaching and staged practice. The earlier inheritance overview remains introductory, and the monohybrid pathway develops the relevant Core and Supplement requirements. This is not full programme completion or guaranteed exam readiness. Written practice is self-checked.

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Original teaching content and links to official sources. Check your exam year and qualification before using a resource.