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IGCSE · Cambridge (CIE) · 0610

Trace carbohydrate through respiration transport and nectar

Link three further uses of photosynthetic carbohydrate.

Photosynthesis pathway · 6.1

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 chloroplasts, enzymes and the difference between photosynthesis and respiration.
  • Use the stated observations, quantities and controls; diagrams are schematic.

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

Quick readiness check

Which tissue transports sucrose in this syllabus model?

What you will learn

  • Link three further uses of photosynthetic carbohydrate.
  • Use the stated evidence to explain the method and its limits.
Carbohydrate supports respiration; glucose can be converted to sucrose for phloem transport and contribute to nectar that attracts pollinators. Nectar is not pollen. Plants respire in light as well as darkness.Release, transport and attractCarbohydrate madeStored chemical energyRespirationEnergy released for cellactivitiesSucrose in phloemTransport to other plant partsNectar sugarsAttract pollinators · notpollen
Carbohydrate supports respiration; glucose can be converted to sucrose for phloem transport and contribute to nectar that attracts pollinators. Nectar is not pollen. Plants respire in light as well as darkness.

Use and distribute carbohydrate

Glucose can be used in respiration to release energy for cell activities. Respiration is a series of chemical reactions in cells, not simply gas exchange at the leaf surface. Plants respire in both light and dark.

Carbohydrate can be converted into sucrose for transport in the phloem. Transport allows non-photosynthesising tissues and growing or storing parts to receive an organic nutrient supply. Do not assign the named sucrose-transport role to xylem.

Support reproduction

Sugar can be supplied in nectar, helping attract insects that may pollinate flowers. Nectar is not pollen: an insect visiting a flower for nectar can also transfer pollen between the relevant flower structures.

Nectar production, transport, respiration, starch storage and cellulose construction are different uses of a shared carbohydrate supply. A plant need not use every glucose molecule in all five ways, and a diagram arrow represents allocation, not duplication of matter.

Pause and explain

How can nectar support pollination?

Put the idea to work

Worked example

Connect three destinations: energy for active transport, sugar moving from a leaf, and a reward attracting insect visitors.

Show the worked solution
  1. Use glucose in respiration for energy release.
  2. Use sucrose transport in phloem.
  3. Use nectar for insect attraction in pollination.

Answer Respiration releases energy; sucrose travels in phloem; nectar attracts potential insect pollinators.

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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

State the use of glucose in respiration.

Give me a hint

Focus on energy release for cell activity.

Compare my reasoning
  1. Glucose is a nutrient substrate.
  2. Respiration releases energy for metabolism.

Glucose is used in respiration to provide energy for cell activities.

Look for these in your work

  • Use respiration.
  • Explain energy release.
2 · Independent

Name the transported sugar, its tissue and one non-photosynthesising destination.

Give me a hint

Follow the leaf-to-root example.

Compare my reasoning
  1. Name sucrose.
  2. Name phloem.
  3. A root is a suitable destination.

Sucrose is transported in phloem, for example from a photosynthesising leaf to a root.

Look for these in your work

  • Correct sugar and tissue.
  • Give a plausible destination.
3 · Transfer

A flower secretes sugary nectar. Explain a benefit to the plant that is not simply “the flower eats the nectar”.

Give me a hint

Link insect behaviour to reproduction.

Compare my reasoning
  1. Nectar can attract insects.
  2. Visiting insects can carry pollen.
  3. Pollen transfer can support pollination.

Nectar can attract insects whose visits help transfer pollen for pollination.

Look for these in your work

  • Connect attraction and pollen transfer.
  • Keep nectar distinct from pollen.

Common mistakes

  • Nectar is not the same material as pollen.
  • Xylem is not the named sucrose-transport tissue.
Recall without your notes

What can you explain now?

How can nectar support pollination?

Compare with the explanation

It attracts insects that may transfer pollen.

The reward and pollen transfer are related but distinct.

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

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Make it stick

Retrieve all five required carbohydrate uses, including starch and cellulose.

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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