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IGCSE · Cambridge (CIE) · 0970

Explain eutrophication of water

Nutrient enrichment increases producer growth; decomposition then raises oxygen use and can lower dissolved oxygen until aquatic organisms die.

Pollution pathway · 0970 (9–1) · 20.3
Exam scope and assessment notes

Extended only (Supplement) · 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

  • 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

What directly uses dissolved oxygen during the decomposition stage of eutrophication?

What you will learn

  • Explain the ordered stages of eutrophication
  • Link dissolved-oxygen reduction to the death of aquatic organisms

Start with increased nutrients

Nitrates and other ions enter water, often through fertiliser runoff or sewage. Increased nutrient availability supports faster growth of producers such as algae and aquatic plants. Dense growth may block light from reaching submerged producers.

The syllabus sequence continues when producers die: decomposers break down the dead material and increase their aerobic respiration. Decomposers use dissolved oxygen in the water.

Complete the oxygen-depletion chain

As aerobic respiration by decomposers increases, dissolved oxygen concentration falls. Organisms requiring dissolved oxygen may then die. The complete sequence is increased nitrate and other ions, increased producer growth, more decomposition after producer death, more aerobic respiration by decomposers, reduced dissolved oxygen and deaths of oxygen-requiring organisms.

A clear answer preserves the causal order. Nutrients do not directly remove oxygen; oxygen falls because decomposers use it during aerobic respiration as dead producer material is broken down.

Pause and explain

What is the first ecological effect after increased nitrate availability in eutrophication?

Put the idea to work

Worked example

A water sample has a nutrient increase followed by algal growth, decomposition and fish deaths. State the missing link between decomposition and fish deaths.

Show the worked solution
  1. Decomposers carry out aerobic respiration.
  2. That process uses dissolved oxygen.

Answer Aerobic respiration by decomposers uses dissolved oxygen, reducing the concentration available to fish and other oxygen-dependent organisms.

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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

Write the full eutrophication sequence from nutrient input to death of oxygen-requiring organisms.

Give me a hint

Keep each event in causal order.

Compare my reasoning
  1. Nutrients increase producer growth; dead producers are decomposed.
  2. Decomposers respire aerobically, oxygen falls and organisms die.

Increased nitrate and other ions increase producer growth. Producers die; decomposition increases. Decomposers carry out more aerobic respiration, reducing dissolved oxygen. Organisms that require dissolved oxygen can then die.

Look for these in your work

  • All six stages present
  • Causal order correct
2 · Independent

Explain why dissolved oxygen decreases during eutrophication.

Give me a hint

Identify the organisms and the respiration process.

Compare my reasoning
  1. Dead producers are decomposed by decomposers.
  2. Decomposers use oxygen during aerobic respiration.

When producers die, decomposers break down the material. Their increased aerobic respiration uses dissolved oxygen, lowering its concentration in the water.

Look for these in your work

  • Decomposition identified
  • Respiration linked to oxygen decrease
3 · Transfer

A student writes: “Nitrate kills fish by using up oxygen.” Rewrite the explanation accurately.

Give me a hint

Correct the direct-cause claim.

Compare my reasoning
  1. Nitrate and other ions first increase producer growth.
  2. When producers die, decomposers use oxygen during aerobic respiration.

Nitrate and other ions increase producer growth. When producers die, decomposers use oxygen during aerobic respiration, so dissolved oxygen falls and fish may die.

Look for these in your work

  • Nutrients linked to producers
  • Decomposers identified as oxygen users

Common mistakes

  • Skipping the decomposition stage
  • Saying nitrate directly consumes dissolved oxygen
  • Reversing the order of producer growth and decomposition
Recall without your notes

What can you explain now?

What directly uses dissolved oxygen during the decomposition stage of eutrophication?

Compare with the explanation

Aerobic respiration by decomposers

Decomposers use oxygen as they break down dead producers.

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

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Make it stick

Recite the eutrophication chain and identify which organisms use oxygen.

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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