Learn in your language
Skip to content
IGCSE · Cambridge (CIE) · 0610

Interpret yeast temperature and gas-rate data

Calculate rates and identify the fastest tested condition.

Section 12.1 · Respiration

Respiration energy and investigations pathway · 12.1

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 cell processes, enzymes and the distinction between gas exchange and breathing.

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

Quick readiness check

Which calculation gives a gas-volume rate?

What you will learn

  • Use consistent volume and time
  • Describe the rise and fall

Interpret yeast temperature and gas-rate data

Invented controlled-investigation data: rate rises through the lower tested range and is lower at 60 °C. The fastest tested temperature is not an exact universal optimum.Gas rate (cm³/min)02461020304060Temperature (°C)
Respiration model reference
FeatureMeaning
10 °C4 cm³ / 4 min = 1 cm³/min
20 °C12 / 4 = 3 cm³/min
30 °C20 / 4 = 5 cm³/min
40 °C28 / 4 = 7 cm³/min
60 °C4 / 4 = 1 cm³/min
Original teaching model. Invented controlled-investigation data: rate rises through the lower tested range and is lower at 60 °C. The fastest tested temperature is not an exact universal optimum.

Use consistent volume and time

The invented data show gas collected over four minutes: 4, 12, 20, 28 and 4 cm³ at 10, 20, 30, 40 and 60 °C respectively. Calculate the mean gas-production rate by dividing collected volume by elapsed time. Keep the units as cm³/min; a larger volume is not automatically a larger rate if the collection periods differ.

These observations give rates of 1, 3, 5, 7 and 1 cm³/min. The rate increases over the tested 10–40 °C range and decreases strongly by 60 °C. Forty degrees is the fastest tested condition in this data set. An exact optimum is not established because temperatures between the chosen points were not sampled, and the result is not a universal yeast optimum.

Describe the rise and fall

Respiration involves enzyme-catalysed reactions. Within a suitable lower range, warming can increase reaction rate as particles move more rapidly and effective interactions become more frequent. At sufficiently high temperatures, enzyme structure can be disrupted and yeast cells can be damaged, reducing gas production. A falling high-temperature rate is consistent with this explanation under the controlled method.

Check the method before assigning cause: a leak, depleted glucose or inconsistent oxygen conditions can also alter collection. Collected gas is a proxy and can be influenced by dissolution and temperature-dependent gas behaviour. Do not call cold yeast necessarily dead, or describe enzymes as living organisms that die. A single graph describes the evidence supplied, not every strain or laboratory condition.

Pause and explain

What can the invented data establish about 40 °C?

Put the idea to work

Worked example

At 30 °C, 20 cm³ is collected in four minutes. Find the rate.

Show the worked solution
  1. Use volume divided by time.
  2. 20 ÷ 4 = 5.

Answer 5 cm³/min.

Try a topic test

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

Test this topic →

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

Calculate the rates at 20 and 40 °C using 12 and 28 cm³ in four minutes.

Give me a hint

Divide each volume by four.

Compare my reasoning
  1. 12 ÷ 4 = 3.
  2. 28 ÷ 4 = 7.

20 °C: 3 cm³/min; 40 °C: 7 cm³/min.

Look for these in your work

  • Calculate both rates
  • Use cm³/min
2 · Independent

Describe the whole observed temperature pattern and name the fastest tested point.

Give me a hint

Include the high-temperature decrease.

Compare my reasoning
  1. Rates rise from 10 to 40 °C.
  2. The rate falls at 60 °C; 40 °C is highest among the tested points.

Gas-production rate rises over 10–40 °C, then falls by 60 °C; 40 °C is fastest tested, not an established universal optimum.

Look for these in your work

  • Describe both portions
  • Qualify the optimum claim
3 · Transfer

A supplied trial collects 18 cm³ in six minutes and another collects 16 cm³ in four minutes. Which is faster?

Give me a hint

Compare rates rather than volumes.

Compare my reasoning
  1. 18 ÷ 6 = 3 cm³/min.
  2. 16 ÷ 4 = 4 cm³/min.

The second is faster: 4 versus 3 cm³/min, despite collecting less total gas.

Look for these in your work

  • Normalise by time
  • Compare the calculated rates

Common mistakes

  • Using volume without elapsed time.
  • Claiming exactly 40 °C is optimal for all yeast.
Recall without your notes

What can you explain now?

What can the invented data establish about 40 °C?

Compare with the explanation

It is the fastest tested temperature

Closer sampling is needed for the exact optimum.

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

Your review choice appears on Today. Sign in to sync it across devices.

Make it stick

Calculate a rate and qualify the fastest-tested-temperature conclusion.

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.

StudyForA · Learn with understanding

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