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IGCSE · Cambridge (CIE) · 0970

Interpret controlled evidence for a shoot-tip signal

Use cap and barrier models without overstating what each comparison proves.

Tropic responses pathway · 0970 (9–1) · 14.5
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

  • Identify the root and shoot of a seedling; recall growth, cell structure and the variables in a controlled investigation.

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

Quick readiness check

Which control helps separate tip covering from excluding light?

What you will learn

  • Compare tip shading with transparent and lower-region controls
  • Evaluate movement evidence and the limits of tip removal

Interpret controlled evidence for a shoot-tip signal

Intact cap comparisons separate light exclusion from covering. Supplied permeability models support a mobile chemical signal; tip removal also wounds and removes a source. Original teaching model.

Tropic response model reference
FeatureMeaning
Opaque tip capExcludes light from the tip
Transparent tip capControls covering while allowing light
Barrier modelPermeable versus impermeable signal connection
LimitsTip removal is confounded; model does not prove all transport solely passive

Compare tip shading with transparent and lower-region controls

A controlled shoot-tip comparison can use intact seedlings in one-sided light with an opaque cap over the tip, a transparent tip cap and an opaque cover over a lower region. Match cap handling and keep growth conditions comparable. In a supplied model, the opaque tip cap prevents a directional curve while the transparent tip cap and lower cover allow it. The comparison supports the importance of light reaching the tip, rather than light simply warming any region.

The transparent cap is an important control because it tests covering and handling without excluding light in the same way. A lower-region opaque cover helps locate the light-sensitive region, but any effects on tissue growth or temperature still need consideration. Record continued growth as well as curvature: a damaged shoot that does not grow supplies a weaker directional-response comparison than an intact growing one.

Evaluate movement evidence and the limits of tip removal

A separate historical-style supplied model places a signal-permeable gelatin connection or an impermeable barrier between the tip and responsive tissue. A response across the permeable connection, but not the impermeable barrier, is consistent with a mobile chemical signal. The practical handling is not assigned here; the model is for interpreting evidence. It does not prove that every aspect of real auxin transport is solely passive diffusion.

Removing the tip is not by itself a clean test of light detection: it also wounds the plant and removes an auxin source. A loss of curvature could therefore involve lost growth or signal supply as well as lost stimulus reception. Interpret several controlled comparisons together with the taught source–movement–elongation account.

Pause and explain

What does the supplied permeable-versus-impermeable connection model support?

Put the idea to work

Worked example

Why compare opaque and transparent tip caps?

Show the worked solution
  1. Both involve covering and handling the tip.
  2. Only the opaque cap excludes light, supporting a light-access comparison.

Answer The transparent cap controls covering and handling while allowing light; comparison with an opaque cap tests the importance of light reaching the tip.

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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

Explain the roles of an opaque tip cap and transparent tip cap in the supplied comparison.

Give me a hint

Separate light exclusion from the covering treatment.

Compare my reasoning
  1. Opaque tip cap excludes light from the tip.
  2. Transparent tip cap controls covering while allowing light.

Opaque tip cap excludes light; transparent tip cap controls covering and handling while admitting light. Comparing their responses supports the importance of light reaching the tip.

Look for these in your work

  • State both control roles
  • Limit the inference to the comparison
2 · Independent

Interpret response with a gelatin connection but not an impermeable barrier in the supplied model.

Give me a hint

Focus on passage of a signal, not universal transport mechanisms.

Compare my reasoning
  1. A mobile signal can cross the permeable connection.
  2. The contrast is consistent with chemical signalling to growing tissue.

The contrast is consistent with a mobile chemical signal reaching responsive tissue through a permeable connection. It does not prove that all real auxin transport is solely passive diffusion.

Look for these in your work

  • Use permeability evidence
  • Retain the transport-model limit
3 · Transfer

Why is tip removal alone insufficient to prove that the tip only detects light?

Give me a hint

Removing the tip changes more than stimulus reception.

Compare my reasoning
  1. It wounds the plant and removes an auxin source.
  2. Loss of growth or signal supply can affect the response.

Tip removal also wounds the plant and removes an auxin source, so loss of curvature may reflect altered growth or signal supply. Use intact cap controls and continued-growth records as well.

Look for these in your work

  • Identify source and injury confounds
  • Add suitable controlled comparisons

Common mistakes

  • Claiming tip removal alone proves detection with no confound.
  • Treating a gelatin model as proof that all transport is passive diffusion.
Recall without your notes

What can you explain now?

What does the supplied permeable-versus-impermeable connection model support?

Compare with the explanation

A mobile chemical signal is consistent with the response

It supports signal passage with stated limits.

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

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Make it stick

Interpret cap and permeability evidence while recognising the source and injury confounds in tip removal.

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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