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IGCSE · Cambridge (CIE) · 0970

Compare water vapour in inspired and expired air

Describe the usual moisture difference and keep humidity conditions explicit.

Gas exchange in humans pathway · 0970 (9–1) · 11.1
Exam scope and assessment notes

Core and Extended · Biology 0970, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked; human subject-teacher review, supervised practical competence and cumulative assessment remain pending. Cambridge states that IGCSE 0970 has the same subject content as IGCSE 0610, with 9–1 grading. This StudyForA pathway maps the 2026–2028 syllabus only. This 9–1 graded qualification is available only in a limited number of administrative zones. Confirm that your centre can enter you for this code and exam series with Cambridge International. Cambridge has published a separate syllabus for 2029. StudyForA has not reconciled that version yet; this page supports exams in 2026, 2027 and 2028 only.

Before you begin

  • Recall evaporation and condensation.

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

Quick readiness check

What is condensation?

What you will learn

  • Air gains moisture in the respiratory passages
  • Keep the evidence tied to moisture

Compare water vapour in inspired and expired air

Usual comparison: expired air is moister. Vapour is gas; droplets on a cool surface are condensed liquid. Inspired humidity affects the difference.IncomingHumidity depends onconditionsRespiratory surfacesMoist liningsOutgoingUsually more water vapour
Usual comparison: expired air is moister. Vapour is gas; droplets on a cool surface are condensed liquid. Inspired humidity affects the difference. Original teaching model.

Air gains moisture in the respiratory passages

Expired air usually contains more water vapour than inspired air in the ordinary classroom comparison. Air passing through moist respiratory surfaces becomes humidified. Water vapour is gaseous water; visible droplets formed on a cooler surface are liquid produced by condensation, not the invisible vapour itself.

The comparison depends on temperature and the humidity of the inspired air. Very humid incoming air may already contain substantial water vapour, so more in expired air is the usual stated pattern rather than a universal fixed percentage. Describe the conditions supplied by the question instead of assigning a constant water percentage to every breath.

Keep the evidence tied to moisture

A supplied observation of condensation on a cool surface can support moisture in expired air, but the amount condensed depends on cooling and collection conditions. It does not measure carbon-dioxide concentration, and limewater cloudiness is not a direct water-vapour test. Separate these observations before comparing air composition.

For this Core description, state that expired air is generally moister alongside its lower oxygen and higher carbon dioxide. The Extended sequence explains how evaporation from moist linings contributes. A written comparison or supplied demonstration does not ask the learner to use unsupervised chemicals or infer a clinical condition from ordinary condensation.

Pause and explain

Which description fits the usual inspired–expired comparison?

Put the idea to work

Worked example

Why is a visible mist on a cooler surface not identical to water vapour?

Show the worked solution
  1. Vapour is gaseous water.
  2. Cooling can make liquid droplets.

Answer The visible droplets are condensed liquid water; water vapour itself is invisible.

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

Describe the usual water-vapour difference between inspired and expired air.

Give me a hint

Use a comparative statement.

Compare my reasoning
  1. Air passes moist respiratory surfaces.
  2. Expired air is generally moister in the stated comparison.

Expired air usually contains more water vapour than inspired air.

Look for these in your work

  • State the direction
  • Keep usual conditions explicit
2 · Independent

Distinguish water vapour from droplets condensed on a cool surface.

Give me a hint

Compare physical states.

Compare my reasoning
  1. Vapour is gaseous water.
  2. Condensation forms liquid droplets.

Water vapour is gas; visible droplets are liquid formed by condensation.

Look for these in your work

  • Name both states
  • Name the change
3 · Transfer

Can a faster limewater cloudiness result establish a higher water-vapour percentage?

Give me a hint

Check what that test detects.

Compare my reasoning
  1. Limewater cloudiness indicates carbon dioxide.
  2. A separate suitable moisture method is needed.

No; that test compares carbon dioxide, not water-vapour percentage.

Look for these in your work

  • Separate gas tests
  • State the evidence limit

Common mistakes

  • Calling visible liquid droplets a gas.
  • Using limewater as the water-vapour test.
Recall without your notes

What can you explain now?

Which description fits the usual inspired–expired comparison?

Compare with the explanation

Expired air generally contains more water vapour

Moist respiratory surfaces humidify the air.

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

Compare the moisture pattern and distinguish vapour from droplets.

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 (9-1)

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. This is the separate 9–1 qualification 0970; Cambridge states that its 2026–2028 subject content is otherwise the same as 0610. This 9–1 graded qualification is available only in a limited number of administrative zones. Confirm that your centre can enter you for this code and exam series with Cambridge International. The 2029 syllabus is separately published at https://www.cambridgeinternational.org/Images/764352-2029-syllabus.pdf and is not yet mapped here. This course supports exams in 2026, 2027 and 2028 only.

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