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IGCSE · Cambridge (CIE) · 0610

Describe effects of non-biodegradable plastics

Persistent plastics can injure or entangle organisms, be mistaken for food, accumulate in habitats and disrupt aquatic and terrestrial ecosystems.

Pollution pathway · 20.3

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

  • Know that organisms interact with other organisms and their environment.

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

Quick readiness check

Why can non-biodegradable plastic remain in an ecosystem for a long time?

What you will learn

  • Describe effects of non-biodegradable plastics in aquatic ecosystems
  • Describe effects of non-biodegradable plastics in terrestrial ecosystems

Explain persistence and physical harm

Non-biodegradable plastics are not broken down readily by decomposers, so they can persist and accumulate in the environment. In aquatic ecosystems, organisms may become entangled in plastic or mistake it for food. Ingested plastic can obstruct digestion or reduce the amount of real food consumed.

Plastics can also cover surfaces or habitats, changing conditions for organisms. Larger items may fragment into smaller pieces, but fragmentation does not mean that the material has been biodegraded.

Include terrestrial effects

On land, plastic litter can entangle animals, block movement or be eaten by wildlife. Plastic can cover soil or habitats and affect organisms that live there. The effect depends on plastic type, location, amount and exposure.

Use the term non-biodegradable to explain why plastic can persist. Describe the affected organism or habitat and the consequence rather than claiming that all plastics have the same toxic effects.

Pause and explain

Which is a possible effect of plastic in a terrestrial ecosystem?

Put the idea to work

Worked example

A turtle eats a floating plastic bag. Explain one way this can affect the turtle.

Show the worked solution
  1. Plastic may be mistaken for food.
  2. Consider obstruction or reduced real food intake.

Answer The turtle may mistake the plastic for food. It can obstruct the digestive system or reduce the amount of real food eaten, harming the animal.

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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

Describe two effects of non-biodegradable plastic in aquatic ecosystems.

Give me a hint

Consider ingestion, entanglement and habitat coverage.

Compare my reasoning
  1. Aquatic animals may become entangled.
  2. They may mistake plastic for food or have habitats covered.

Plastic can entangle aquatic organisms, be mistaken for food and ingested, or cover parts of the habitat. Ingestion can obstruct digestion or reduce real food intake.

Look for these in your work

  • Two effects included
  • Consequences explained
2 · Independent

Describe one effect of plastic litter in a terrestrial ecosystem.

Give me a hint

Name the organism or habitat and the effect.

Compare my reasoning
  1. An animal may become entangled or ingest plastic.
  2. Plastic can also cover soil or habitat used by organisms.

Terrestrial animals may become entangled in or ingest plastic, which can obstruct feeding or movement; plastic can also cover habitats and affect organisms living there.

Look for these in your work

  • Terrestrial context explicit
  • Effect described
3 · Transfer

A report says plastic fragments into smaller pieces, so the plastic has biodegraded. Explain the error.

Give me a hint

Distinguish physical fragmentation from biological breakdown.

Compare my reasoning
  1. Fragmentation reduces particle size.
  2. Biodegradation means decomposers break material down.

Fragmentation makes pieces smaller but does not necessarily mean decomposers have broken the plastic down. The material can remain persistent in the ecosystem.

Look for these in your work

  • Terms distinguished
  • Persistence explained

Common mistakes

  • Saying fragmentation is the same as biodegradation
  • Claiming every plastic is chemically toxic in the same way
  • Discussing only aquatic habitats when the objective includes land
Recall without your notes

What can you explain now?

Why can non-biodegradable plastic remain in an ecosystem for a long time?

Compare with the explanation

It is not broken down readily by decomposers

Persistence allows it to accumulate.

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

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Make it stick

How can persistent plastic harm organisms in aquatic and terrestrial ecosystems?

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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