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Learner GuideCambridge IGCSE®

Biology

0610

Cambridge Secondary 2

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© Cambridge International Examinations 2015

Version 2

Contents

How to use this guide ........................................................................................................ 3Section 1: How will you be tested?Section 2: Examination adviceSection 3: What will be tested?Section 4: What you need to knowSection 5: Useful websitesSection 6: Appendices

Section 1: How will you be tested? ..................................................................................... 5About the theory papersAbout the practical papers

Section 2: Examination advice ............................................................................................. 7General adviceExamination questions and marks Command wordsThe style of questionsPaper 1 and Paper 2 advicePaper 3 advicePaper 4 advicePaper 5 and Paper 6

Section 3: What will be tested? ......................................................................................... 27

Section 4: What you need to know ...................................................................................29How to use the table

Section 5: Useful websites .............................................................................................. 101

Section 6: Appendices .................................................................................................... 103Other important information

2 Cambridge IGCSE Biology 0610

How to use this guide



It can be used to help you to plan your revision programme for the theory examinations and will explain what we are looking for in the answers you write. It can also be used to help you revise by using the tick boxes in Section 4, ‘What you need to know’, to check what you know and which topic areas of Cambridge IGCSE® Biology you have covered.

The guide contains the following sections:

S ection 1: How will you be tested?This section will give you information about the different types of theory and practical examination papers that are available.

Section 2: Examination adviceThis section gives you advice to help you do as well as you can. Some of the ideas are general advice and some are based on the common mistakes that candidates make in exams.

Section 3: What will be tested?This section describes the areas of knowledge, understanding and skills that you will be tested on.

Section 4: What you need to knowThis shows the syllabus content in a simple way so that you can check:

• the topics you need to know about

• how the Extended syllabus (Supplement) differs from the Core syllabus

• details about each topic in the syllabus

• how much of the syllabus you have covered

Section 5: Useful websites

Section 6: AppendicesThis section covers the other things you need to know, including:

• information about the mathematical skills you need

• information about terminology, units and symbols, and the presentation of data

• the importance of the command words the examiners use in the examination papers

Not all the information will be relevant to you. For example, you will need to select what you need to know in Sections 1 and 3, by fi nding out from your teacher which examination papers you are taking.

Section 1: How will you be tested?


Se ction 1: How will you be tested?

About the papersYou will be entered for three examination papers, two theory papers and one practical paper.

You will need to ask your teacher which practical paper you are taking. Nearer the time of the examination, you will also need to ask which theory papers you are being entered for:

• If your teacher thinks that you should enter for the examination based on the Core syllabus, you will take Paper 1 (theory), Paper 3 (theory) and one of the practical Papers (5 or 6).

• If your teacher thinks that you should enter for the examination based on the Extended syllabus, you will take Paper 1 (theory), Paper 4 (theory) and one of the practical Papers (5 or 6).

Whether you take the Core or Extended papers will depend on the progress your teacher thinks you have made and which option most suits your particular strengths. You should discuss this with your teacher.

About the theory papersThe table gives you information about the theory papers.

Paper How long and how many marks?

What’s in the paper? What’s the % of the total marks?

Paper 1 45 minutes (40 marks)

40 multiple-choice questions. You choose one answer you consider correct from a choice of four possible answers. The paper tests the Core syllabus.

30% (you do either Paper 1 or Paper 2)

Paper 2 45 minutes (40 marks)

40 multiple-choice questions. You choose one answer you consider correct from a choice of four possible answers. The paper tests the Extended syllabus (Core plus Supplement topics).


Paper 3 1 hour 15 minutes(80 marks)

Short-answer questions and structured questions. You should write your answers in the spaces provided. The paper tests the Extended syllabus (Core plus Supplement topics).


Paper 41 hour 15 minutes(80 marks)

Short-answer questions and structured questions. Questions will be based on the Extended syllabus content (Core and Supplement).

50%

Section 1: How will you be tested?


About the practical papersTwenty percent of the marks for Cambridge IGCSE Biology are for practical work. Practical work is not based on specifi c syllabus content. You will need to practise the experimental skills listed in the syllabus, and any other information you need will be given in the questions.

You will do one of the practical papers shown in the table. Your teacher will tell you which practical paper you will do.

Paper How long and what it’s marked out of?

What’s iin the test/paper?

Paper 5 Practical Test

1 hour 15 minutes(40 marks)

You do a practical exam, which is supervised by a teacher. There are usually two questions testing fi ve skill areas.

Paper 6 Alternative to Practical

1 hour (40 marks)

You answer a written paper about practical work. There are usually two or three questions, which test the same skill areas as Paper 5.

Here is some more detail about each of the practical papers. If you are unsure of anything, ask your teacher.

Paper 5 Practical TestYou do a practical exam, which is supervised by a teacher. In the exam you are given an instruction sheet which enables you to carry out the experiments, handle the data and draw appropriate conclusions. You may be asked to:

• carefully follow a set of instructions in a particular order.

• use familiar and unfamiliar methods to record observations and make deductions from them by performing simple tests, for example tests for food substances, using hydrogen carbonate indicator, litmus and Universal Indicator paper.

• use a scalpel or razor blade, forceps, scissors and mounted needles skilfully.

• use a hand lens to observe and record information about biological specimens.

• make clear line drawings of specimens.

• perform simple arithmetical calculations. E.g. the magnifi cation of a drawing.

Paper 6 Alternative to PracticalThis is a written paper. You may be asked to:

• carefully follow a set of instructions in a particular order.

• follow familiar and unfamiliar methods to record observations and make deductions from simple tests, for example tests for food substances, using hydrogen carbonate indicator, litmus and Universal Indicator paper.

• observe and record information about biological specimens from images.

• make clear line drawings of specimens from photographs or micrographs.

• perform simple calculations, including the magnifi cation (enlargement) of a drawing.

Section 2: Examination advice



How to use this advice Much of this advice is given in response to the types of answers that candidates have written in the past. The advice is presented under various subheadings to help you when you prepare for your examinations. Some examples of questions and answers are included to illustrate some of the advice.

• Make sure you read all the general advice. These can be important in any of the papers that you take.

• Have a copy of the syllabus to look at as you read through these tips. Note the different columns – the left hand side has all the Core topics; the right hand side has the Supplement topics.

• Make sure you know which examination papers you are taking before you look at the advice for the different papers.

○ You will take a multiple choice paper, either Paper 1, which is set on the Core syllabus, or Paper 2, which is set on the Core and Supplement.

○ You will take EITHER Paper 3, which is set on the Core syllabus, OR Paper 4 which is set on the Core and the Supplement.

○ You will take EITHER Paper 5, which is the Practical Examination, OR Paper 6, which is the written paper about practical work known as the Alternative to Practical (often called the ATP).

General advice• Use your syllabus all the time while you are revising and preparing for the examination papers.

• You must know which topics you will be tested on.

• Make sure you have all the equipment you will need for the exam in a clear, plastic container. You need two pens, pencils (preferably HB or B), a clean eraser, a ruler (which measures in mm), a pencil sharpener and a calculator.

Answering questions

• The questions are meant to let you show the biology that you have studied. When you are writing your answers remember that another person has to be able to read it.

○ Do not waste time by writing out the question before you start to answer.

○ Keep your handwriting clear and legible.

○ Keep your answers on the lines on the question paper. Do not write in the left hand side of the paper or in the column marked For Examiner’s use. This is because papers are scanned and the examiners mark them online. If you write in the margin your answers may not be visible.

○ If you wish to change an answer, cross out your fi rst answer and rewrite. Do not write over what you have already written.

○ If you have to cross out something, put a line through it, do not scribble over it.

○ If you run out of space, use white space on another part of the exam paper for a continuation answer; do not try to squeeze in your answer by using very small writing.

○ If you have to use a different space for a rewritten another answer or to continue an answer, put a note to tell the examiner where it is, e.g. ‘see page 5’.



○ Always try to write accurately using the correct biological terms. Candidates often lose marks because they do not use the vocabulary of biology correctly.

○ Do not use words like ‘it’, ‘they’, ‘effect’, ‘affect’ without any more explanation. A sentence like ‘It has an effect on the body’ or ‘They affect the process’ does not say anything.

Example 1

QuestionState why magnesium ions are important for healthy plant development. [1]

Answers: – “They are needed by the plant” is true but too vague.

– “They are needed by the leaves” is still too vague.

If these are the fi rst answers that come into your head, ask yourself: What is it or they? What is the “need”? – “Magnesium is needed to make chlorophyll” is a better answer and would gain the mark

– “Magnesium is part of each chlorophyll molecule” Good answer, one mark!

○ If you want to use the word ‘it’ or ‘they’ – think ‘what is it?’ or ‘what are they?’ and then phrase your answer more precisely.

○ If you want to use the word ‘affect’ or ‘effect’ – think ‘how do they affect’ or ‘what is the effect that they have?’

Terms

• These are the names used in biology. Many of them are given in the syllabus. These terms will be used in questions. You should make sure you use them correctly in your examination. Ask your teacher if you are unsure of the meanings of the biological terms used in the syllabus and in any textbook you are using. It is a good idea to write your own biological dictionary using the glossaries at the back of books. You will notice that many terms are defi ned in the syllabus, so that is a good place to start when making your own dictionary.

○ Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too far out or ambiguous, then they cannot allow you a mark.

○ Some biological terms have very similar spelling. One example is ‘ureter’, urethra’ and ‘uterus’. If the answer is ureter and your mis-spelling is ‘uretus’, it is not clear enough as you could have thought the answer is ‘uterus’. Other common examples are ovum/ova, ovary and ovule; testes and testa; sucrose and sucrase. Make sure you write clearly and always try to spell as accurately as you can.

○ Do not try to mix the spellings of two words when you are not sure which of them is the correct answer. For example, you might write ‘meitosis’ when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. In both cases you would not get the mark.

○ You need to check carefully that you have used the right word when similar terms are used in the same topic, e.g. urea and urine, ureter and urethra, semen and sperm.



Writing in your own words.

• You sometimes have to write two or more sentences to answer a question.

○ Use short sentences. If you write long sentences you can become confused and your meaning is lost. You might also write something contradictory. It is hard for the examiner to fi nd correct statements in a muddled answer.

○ You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e.g. photosynthesis, osmosis and fermentation.

○ In the revision checklist there is a list of the terms which you should be able to defi ne. You also need to be able to write down the meaning of more complicated ideas, e.g. levels of organisation, natural selection, artifi cial selection, global warming and eutrophication.

Examination questions and marks

Example 2

It helps to highlight the main features of a question. You cannot use a highlighter pen, so the best thing to do is to underline or circle key words in the questions.

Question

Name the tissue that transports the sugars made by photosynthesis to other parts of the plant [1]

This tells you that should write a one word answer about plant transport of sugars. Underline the command word (which is not always at the start of the question) and the biological terms as you read the question.

• Make sure you know which part of your biology is being tested.

• Read the whole of a question including all the stimulus material and parts (a), (b), (c) (i) and (c) (ii), etc. carefully before you begin to answer. Some of the parts have similar answers so you need to work out the differences between them. If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer.

• There is often stimulus material for each question. This might be a photograph, diagram, drawing, fl ow chart, table of data, graph or just some text. Read all of this information carefully and study any pictures, tables or graphs that are included. All of it is relevant to the questions.

• The stimulus material is often about something you have not studied. Do not panic. There will be enough information in the question for you to work out an answer. You are being tested on your ability to apply your knowledge to new information.

• All the different parts of a question may be about the same topic, e.g. digestion or photosynthesis, but you should be prepared for questions that test different topics, e.g. digestion, enzymes and assimilation.

• Look for clues in the words of the question. For example, if you see the word mammal in the question, you know that the animals are warm blooded and have biological systems like ours.

• If you are only given a Latin name or a name you do not recognise, e.g. eland, look to see if you are told anything about it. If you are told that an eland is a herbivore, then you know it eats plants.

• Answer each question as far as you can. Do not spend a long time staring at a question.

• If you do not know the answer or how to work it out, then leave it and come back to it later. It is best to put a mark by the side of the question so you can fi nd it easily. An asterisk (*) is a good idea or a large question mark against the letter of the part question. Not all part questions have answer lines so you



may not see a question that you have left out when you turn through your script towards the end of the examination.

• Try not to leave blanks. Always check through your script towards the end of the examination. When you come back to a question you may remember what to write as an answer to a question that you left out earlier in the exam.

• Do not waste time by writing about things unrelated to the question.

• In Papers 1 and 2 there is one mark for each question.

• The number of marks is printed on the examination papers for Papers 3, 4, 5 and 6. The mark available for each part question is printed in square brackets, e.g. [2]. The number of marks helps you decide how much to write. The total number of marks for each question is printed at the end of the last question, e.g. [Total: 12].

• The number of marks is a guide to how long to spend on each question or parts of a question.

• Do not waste time and write a long answer for a question which has one or two marks. You will not get any extra marks even if your answer is full of many correct and relevant statements.

• If there are two or more marks do not write the same thing in two different ways, e.g. “The leaf is very large. The leaf has a large surface area”. Notice that the second sentence is more accurate and is preferable to the fi rst one.

Command words• These are called command words and tell you what to do.

• You can fi nd all the command words in the Glossary of terms used in science papers which is at the end of your syllabus.

• If a question asks you to ‘Name’ or ‘State’ two things only the fi rst two will be marked. Use the numbered lines for your answers if they are given on the question paper. If you write more than two and the fi rst is correct, the second one is wrong, and the third one correct, you will only get one mark.

• Some questions have two commands in the question, for example ‘Predict and explain’. This means you have to say what you think will happen AND then say why you think it will happen. Usually the word and is printed in bold type to help you. See the section below for advice about answering questions that have two command terms and require an extended answer.

• The table on the following page has a list of terms used in biology papers to tell you what to do in an answer. Make sure you know what you should do in response to each command word.

Example 3

Question 1

Name the process by which green plants make sugars. [1]All you need to write for your answer is ‘photosynthesis’.

Question 2

Defi ne the term photosynthesis. [2]This requires a full sentence:

‘The process by which green plants make carbohydrates from raw materials using energy from light’. This is very similar to the defi nition given in the syllabus so would easily gain both marks.



• You can fi nd out more about command terms in the ‘Glossary of terms used in science papers’ towards the end of the syllabus. These notes should help you know how to respond to each of the command words.

Command words What you should do in response to each command word

Defi ne Give a defi nition – use the defi nitions given in the syllabus

What do you understand by the term .....?

Give a defi nition or a fairly brief explanation of what the term means. You can use an example to illustrate if this seems appropriate

State Brief answer – maybe one word or a phrase

List A number of brief answers should be given; usually you are asked for a specifi c number of points. You do not gain extra marks by writing more than the number stated

Describe You may have to describe the steps in a process or describe the appearance of a biological structure

You may also have to describe some data given in a table or a graph. Make sure you have the correct vocabulary for such a description. Use the words increase, decrease, constant, peak, maximum, minimum, etc.

Explain This is not the same as describe. You should give an answer that has some reasons. You may have to explain why something happens or how it happens

Discuss You may be asked to discuss advantages and disadvantages – so make sure you give some of both. Much depends on the type of question, but ‘discuss’ usually means you should give different sides of a story or an argument

Outline This is not the same as describe. You should give the main important points without any detail

Predict This means you should state what you think will happen. You may be asked to justify your prediction or explain it; explanation is not required if all the question says is “predict....”

Suggest This is often used when there is no single correct answer; you should look through the information you have been given for some clues as to what to ‘suggest’ in response to the question. Many problem-solving questions use this command word

Calculate This is obvious; make sure you know how to calculate percentages, percentage changes, rates and ratios (for genetics). Always give your working even if not asked. Always make sure you use the correct units

Measure You should use a suitable measuring instrument to take a reading. Usually this involves using a ruler to measure to the nearest mm. Make sure you write down the unit after the numerical answer



Command words What you should do in response to each command word

Determine This is not the same as ‘measure’. Either you should explain how an experiment should be set up to take measurements or how you should make a calculation from some results or data given in a table or graph

Estimate You do not have to give an accurate answer – but your answer (which is usually numerical) should only be approximate

Sketch This is usually used about graphs. You should put a line (straight or curved) on a pair of axes. This may be a graph that has a line on it already or it may be pair of axes printed on the exam paper without a line or curve

The style of questionsIdentify features of cells, tissues, organs or other structures• You may be expected to name some structures that are identifi ed by letters on a diagram or drawing.

• You may have to put labels on a diagram using label lines.

Example 4

QuestionUse label lines to identify the following on the drawing of a fl ower: petal, sepal and stamen. [3]To answer this question: • You have to know the structure of a fl ower.

• You also have to be able to fi nd the structures on a diagram of a fl ower that you may never have studied.

• You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line you may not get any marks even if you have found the correct structure.

Use information given in the question• Questions may ask you to ‘Use examples from...’ or ‘Use only the information in ....’ or ‘With reference

to Fig. 6.2’. If you read instructions like these, fi nd out what you are expected to use as examples or take information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways:

○ a diagram, such as a food web, a set of apparatus or a biological structure;

○ a graph, which could be a line graph, a bar chart or a histogram – always check the headings and units carefully;

○ a table – always read carefully the headings of the columns and/or rows and look for any units.



Example 5

You may have to give examples to show that you understand an idea in biology.

Question that includes a food web as its stimulus material.

Name one example of each of the following from the food web: producer, primary consumer and tertiary consumer.

• To answer this question you have to know defi nitions of producers, primary consumers and tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put examples from other food webs you have learned, you will not get any marks.

Example 6

Question that includes a diagram of a cross section of a leaf.

Describe and explain the advantage of the distribution of chloroplasts in leaves, as shown in the diagram.

• To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you only write about the functions of chloroplasts you will not get any marks.

Interpreting tables and graphs• The stimulus material may be in the form of a table, line graph, bar chart or histogram.

• Always read the introductory text very carefully before you study the table or graph. Underline key points in the information that you are given. In Paper 4, there may be quite a bit of introductory text explaining how the information was collected, e.g. from an investigation.

Tables

• Look at the column and row headings in a table and make sure you understand them. If you have read the introduction carefully, then you will.

• Find the units that have been used. Make sure you use them if you give any fi gures in your answer.

• Use a ruler to help read the table. Start on the left with the fi rst column. This should be the independent variable and should increase in steps. Now put the ruler to the right of the next column and look at the fi gures in this second column. Look for a pattern or trend in the fi gures. Identify the pattern or trend fi rst before thinking of an explanation. Move the ruler across to the right of the third column if there is one and continue in the same way. It may help to sketch a little graph on the exam paper to help you identify any pattern or trend.

Line graphs

• Look carefully at the x-axis which is the independent variable and make sure you understand what has been changed. Look carefully at the y-axis which is the dependent variable. Both variables should be described in the introduction to the question.

• Put your ruler against the y -axis and move it gradually across the graph from left to right. Follow the pattern or trend of the line (or each line if there is more than one). Mark on the graph where something signifi cant happens. For example, the line might show that the dependent variable becomes constant (gives a fl at horizontal line).



Bar charts and histograms

• Look carefully at the x-axis and the y-axis to see what has been plotted. Again, it is a good idea to move a ruler across the bar graph or histogram to help you concentrate on one aspect at a time. You can identify the highest and lowest fi gures and see if there is any pattern.

• You should make yourself some notes about the table, graph or histogram before answering the questions.

• On Papers 3 and 4, you might be asked to complete a graph, bar chart or histogram. If so, you should look carefully at the question to see what you are being asked to do. You may have to add one or more points to a line graph and then add a suitable line. There is advice about how to draw lines on line graphs in the section of general advice for Papers 5 and 6.

Calculations• If you are asked to do a calculation:

○ You may have to fi nd the fi gures from a table or graph.

○ Write out all the working for your calculation. If you make a mistake and give the wrong answer, you may well be given marks for showing how to do the calculation.

○ Make sure that you show the units in the calculation.

○ If the units are not given on the answer line, then make sure you write them after your numerical answer.

○ Often you will be asked to carry out a calculation and add the result to a table. Always express your answer in the same way as the fi gures given in the table. If the other fi gures are 5.6 and 4.6, then your answer should be given to one decimal place, even if the answer is a whole number where you should write 7.0, not 7.

○ If you use a calculator, round up or down the fi gures – do not copy all the fi gures after the decimal point.

Equations ○ If you are taking Paper 3, then you should know word equations for photosynthesis, aerobic and

anaerobic respiration. If you are taking Paper 4, then you should also know the chemical equations and be able to use the chemical symbols correctly. You should know the correct formulae for the compounds involved.

○ If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer.



Example 7

Question Write the word equation for anaerobic respiration in yeast [2]

Correct answer:

glucose → carbon dioxide + ethanol + energy

This is an incorrect answer: “glucose → CO2 + ethanol and energy”, as there is a mixture of words and symbols. It would probably get one mark out of two.

Question Write the chemical equation for anaerobic respiration in yeast [2]

Correct answer:

C6H12O6 → 2C2H5OH + 2CO2 + energy

Note that you should use subscripts correctly when writing out the formulae of glucose, alcohol (ethanol), carbon dioxide, lactic acid and water in these equations.



Example 8

Question State two ways in which arteries differ from veins. [2]

Correct answer:1 Arteries have thicker walls than veins.2 Veins have semi-lunar valves, but arteries do not.

Ambiguous answer:1 They have thick walls.2 They don’t have valves.

No marks would be given to the second answer as the comparisons have not been made.

QuestionComplete the table to compare the structure of arteries with the structure of veins [2]Correct answer

Arteries Veins

has thick wall has thin wall

thick muscle layer very thin muscle layer

Incorrect answers as the comparisons are not made between the same features.

Arteries Veins

thick wall thick elastic layer

no valves small amount of muscle

In cases like this, it is much better to have an extra column that gives the features to be compared:

Feature Arteries Veins

thickness of wall thicker thinner

valves absent present

This ensures that you make direct comparisons in each row of the table. You can always add a fi rst column if it is not included in the question.



Making comparisons • If you are asked to compare two things make sure you make it clear which thing you are writing about.

○ The question may ask you to compare two structures or two processes that you have learnt about. Sometimes you may be expected to do this on answer lines in which case you must make clear the items that you are comparing (see Example 8).

○ You may be given a table to complete. This may be blank and you have to fi ll it in, or it may already have some entries and you complete it.

○ If you are given lines to make the comparison, it is perfectly acceptable to draw a table for your answer.

○ A question may give a table of data and then ask you about it. Make sure you only use information from the table; for example, in a table that shows the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with ‘colostrum has more …….. than breast milk’ or ‘breast milk has more …… than colostrum’. Do not put ‘It has more protein’.

• Extended writing. You are required to write longer answers to questions that have four or more marks. There are more of these questions in Paper 4 than in Paper 3.

Example 9

QuestionExplain what happens if excess nitrogen fertiliser is washed into a stream or pond [4]

The mark scheme for a question like this will have a list of points that the examiner will be looking for in your answer. There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be:

– Algae and aquatic plants grow faster using the fertiliser.

– Algae cover the water surface.

– Light cannot pass to aquatic plants lower down.

– These plants die.

– Bacteria/decomposers, decay or feed on the dead plants.

– Bacteria/decomposers, increase in numbers.

– Bacteria/decomposers use aerobic respiration.

– They use up oxygen.

– There is not enough oxygen for the respiration of other organisms which live in the water.

– These organisms die.

– The process is called eutrophication.

If your answer is something like ‘The fertiliser causes low oxygen and it affects animals in the water’ you will not get any marks. The answer is much too short and too vague. If your answer is something like ‘The animals do not have enough oxygen for their respiration and they die’ you may get two marks.



○ When you answer these questions always use full sentences if you can. If you fi nd it helps to write bullet points, then make sure each bullet point is a full sentence. If you abbreviate your answer too much by writing notes, then you may not convey enough information to gain the marks.

○ If you are giving a sequence of events (as in Example 9), then you should make sure they are in a logical order. If you are explaining a biological principle or making comparisons, then give the main points fi rst.

○ If you are describing something that moves from one place to another, then make sure you include the direction of movement. For example, ‘water moves by osmosis’ is unlikely to gain a mark unless you include the direction; ‘water enters the cell by osmosis’ is a much better answer.

Paper 1 and Paper 2 advice• You have about one minute to read and answer each question. Each question tests just one topic.

• Some questions test what you know and understand. For example: What tissue in the eye detects light?

• Some questions test if you can apply what you have learned to understand new data. These questions will often have a diagram, graph or table to use.

• Try to decide what the question is testing as you are reading it. The sequence of questions usually follows the sequence of topics in the syllabus.

Example 10

QuestionFour blood vessels are labelled as A, B, C and D on a diagram of the human circulatory system. This is followed by the question:In which vessel will absorbed alcohol fi rst be found?

You need to think about what the question is asking • Is it about digestion?

• Is it about excretion (of alcohol)?

• Is it about the circulation?

The question is asking about something absorbed from the gut to be transported, so it is about circulation. • Which vessel carries substances absorbed by the gut?

• Answer ‘The Hepatic Portal Vein’.

So you have to decide whether the vessel is an artery or a vein, then realise that it is a vein taking blood away from the organ that absorbs alcohol.

Then choose the letter which labels the hepatic portal vein.



• Do not try to fi nd a pattern in the order of your answers (e.g. A, B, C, D, A, B....)

○ The same letter could be the correct answer for several questions in a row.

○ Letter A might be the correct answers for more questions than B, C or D. Or there could be fewer correct answers shown by letter D than any of the others.

○ Do not let what you have chosen for the previous questions infl uence which letter you choose.

Paper 3 advice• Most of the questions require short answers. This means that you write mainly one word or one

sentence answers worth one mark.

• Longer answers will need two or three sentences with two or three different ideas. Always look at the number of marks for each part question to help you decide how much to write.

• Look at the number of command words: ask yourself ‘do you have to do one or two things?’

• Use the lines given. Stick to the point and do not write too much.

• Only give the number of answers that are asked. Use the numbered lines and give one answer per line.

• There will only be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or fi ve sentences in a sequence that makes sense. You can think of it like ‘telling a story with a beginning, a middle and an end’. Remember to refer to any information you are given.

Paper 4 advice• There is more to read in this paper than in Papers 1, 2 or 3.

• Many questions will be based on one, two or three sentence answers. Always look carefully at the number of marks for each part question.

• Look carefully at the number of command words – do you have to do one or two things, for example describe and explain.

• Look carefully to see if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per line.

• There are questions that may start in one part of the syllabus and link to another, e.g. the information could be about the animals in a particular habitat and what they eat. The fi rst parts of the question might be about the food chains or food webs which include these animals. A later part of the question could be about teeth or about factors in the environment.

• You are likely to be asked to interpret unfamiliar data, e.g. results from an experiment that you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same advice as before. There will always be enough information in the question for you to answer it.

• You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. Read the information carefully and if it is not immediately apparent, look for clues that will tell you which part of the syllabus the question is about.



Paper 5 and Paper 6

General advice

• Read through the questions carefully, looking to see how many marks are given for each question.

• In Paper 5, you have to follow a set of instructions. Read these to the end fi rst, before you start.

• In Paper 6, you will have to read some information about an experiment. Again, read these very carefully.

• Divide the time of your examination in proportion to the marks given.

• If you are taking Paper 6, make sure that you have done plenty of practical work so you can imagine what has happened to obtain the results that you will process, analyse and interpret in the questions.

• Make sure that you have a sharp pencil to use for making drawings and drawing graphs and charts. Do not draw in ink because you cannot make changes as you can when using a pencil.

• Make sure you have a good, clean eraser for rubbing out your pencil lines if necessary. Do not press too hard when using a pencil for making drawings, graphs or charts. Sometimes it is hard for an examiner to tell which is your fi nal line on a scanned script.

Recording your observationsIn both papers you are expected to make observations and record them.

• You can record your observations:

○ as statements in writing

○ in tables

○ by using drawings

○ by constructing tally charts

• You can process your observations by:

○ carrying out calculations, e.g. percentages and percentage changes

○ plotting graphs – line graphs, bar charts and histograms.

• Use all the space available on the paper for your observations.

• Do not write an explanation until the question asks for one.

• Use a sharp HB or B pencil. It can be rubbed out easily if you need to correct a mistake. Use a good eraser as traces of pencil lead are detected when your paper is scanned.

• Do not forget headings for the columns and the rows in tables and in axes on graphs. Do not forget to include the units.

• Make drawings as big as the space allows.

• Use a ruler for labelling lines.

• Label in pencil.

• Use one clear continuous outline not an artistic drawing. Do not shade other than using very light dots.



Drawing tables

• If you are asked to draw a table:

○ Use a ruler and a pencil to draw the table. Make sure you rule lines for the columns and the rows.

○ Write headings for each column and/or row of the table.

○ Write in units if they are needed, e.g. volume of water/cm3, mass of seed/g. The unit should be written after the oblique line (forward slash).

○ Do not put units in the table spaces where you write numbers.

• Make sure you use the same number of decimal places in each column and/or row.

○ If you are asked to draw and/or complete a tally chart for recording data:

○ Make sure that you rule up a table and use clear headings.

○ Record the numbers by using strokes and putting an oblique line to represent 5: /// = 3; //// = 4 and //// = 5

○ Include a column to show the total numbers.

Drawing line graphs

• If you are asked to draw a graph:

○ Choose a scale which uses most of the grid provided on the exam paper.

○ Choose a simple scale, e.g. one large square is equal to 1, 2, 5 or 10 units in the data. Do not make it diffi cult to plot the data by using a scale such as one large square = 3 or 6.

○ Write the name of each axis and the correct unit, e.g. rate of water loss/g per h, temperature/°C, time/s.

○ Plot the points exactly using a sharp pencil. Draw the points lightly so that you can rub them out if you need to. Make them more defi nite when you are sure they are right.

○ Use a cross (x) or a dot in a circle ( ) for your plot points. Do not use a single dot as it may not be seen after you have drawn your line.

○ If you have to plot two lines on a graph, use two different symbols for the plot points. You can use a cross, a dot in a circle or a plus sign (+). Label each line carefully or use a key. Use a pencil for both lines; do not use a blue or black pen or different colours as these do not show up on scanned scripts.

○ Read the question carefully before you put a line in the graph. Look carefully at the points. You have to decide whether to use a straight line of best fi t, a smooth curve of best fi t or join the points by straight lines. Always use a sharp pencil.

○ Remember that lines of best fi t do not have to pass through the point where the two axes meet (the origin). If you are sure that 0, 0 is a point then you can include it. For example, in an investigation of the effect of the concentration of enzyme on enzyme activity 0, 0 means that there is no enzyme present. If there is no enzyme there can be no activity, so 0, 0 could be included.

• Do not extend your line graph beyond the last plotted point.

Bar charts have separate columns that do not touch – there are gaps in between; histograms have columns that do touch each other. Bar charts are used to show data on discontinuous variables, for example blood groups, eye colour, etc.; histograms are used to show data on continuous variables, e.g. length, mass, speed, volume, etc.



Drawing bar charts

• You may have to draw a bar chart (Papers 5 or 6) or add some data to a bar chart (Papers 3 and 4). You draw a bar chart when you have different categories, such as the numbers of six different species in a habitat.

○ Choose a scale which uses most of the grid provided on the exam paper; do not make the chart too small.

○ Draw the chart in pencil.

○ Rule the columns evenly so that they are all the same width.

○ Take care to rule the top of each block in the correct place – double check with the table of data each time.

○ The spaces between the columns on the x-axis should be identical; they should be the same length, e.g. one large square on graph paper.

○ The y-axis should be properly scaled with equal intervals just as in a line graph.

○ The y-axis should be labelled with units.

○ The lines or blocks can be arranged in any order, but to make comparisons it helps if they are arranged in descending or ascending order of size.

○ You should identify each block by putting a label directly underneath each block. Do not shade the blocks or colour code them.

Drawing histograms

• Histograms are ways of displaying the variation in a particular feature, for example the lengths of leaves on a tree. If you measure the lengths of leaves you would have to divide the data into classes, such as 50–54 mm, 55–59 mm, 60–64 mm, etc. The numbers would be recorded in a tally table.

○ Choose a scale which uses most of the grid provided on the exam paper; do not make the histogram too small.

○ Draw the histogram in pencil. The x-axis represents the independent variable and is continuous. It should be properly scaled and labelled with appropriate units.

○ The blocks should be drawn touching.

○ The area of each block is proportional to the size of the class. It is usual to have similar-sized classes (as in the example above) so the widths of the blocks are the same.

○ The blocks should be labelled either by putting the class ranges (e.g. 60–64, 65–69 etc.) underneath each block or by putting the lowest number in each range (e.g. 60, 65, 70, etc.) under the left-hand side of the relevant block.

○ The y-axis represents the number or frequency and should be properly scaled with equal intervals. It should be labelled with appropriate units.



Planning investigations

Sometimes you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper.

• When you read through an investigation try to work out three main things:

1. What is being changed – this is called the independent variable.

2. What is being measured – this is called the dependent variable.

3. What is being kept the same – these are the control variables.

Example 11

In a question to investigate the effect of temperature on enzyme activity:

• the independent variable is temperature.

• the dependent variable may be the time taken for a solution of the substrate to change its appearance.

• the key control variables are the concentration of the enzyme solution, the volume of the enzyme solution, the concentration of the substrate solution and the volume of the substrate solution. These are the variables that must be kept constant if you are to fi nd out the effect of changes in temperature.

• Some investigations need to have two parts:

○ The experimental – which measures the process being studied and contains the living organism, part of an organism (e.g. a leaf) or enzyme being tested.

○ The control – which will be exactly the same as the experimental except that the living organism will be missing or replaced by something non-living. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor.

• All investigations should be repeated to increase the reliability of the results. If the same results are achieved (or the results are very similar) then they are reliable.

• The precision of results taking may not be very good. For example, if you are measuring using a syringe or measuring cylinder it may be diffi cult to measure to the nearest cm3. You should think about ways in which the precision can be improved.

• Give quantities in appropriate terms – avoid the use of term ‘amount’ as this does not convey precise meaning to any specifi c quantity. ‘Amount’ could mean volume, mass or concentration. Always be precise and use these words; avoid writing the word ‘amount’. For example, you can give the volume in cm3, mass in grams and concentration in an appropriate unit such as grams per 100 cm3.

Paper 5 adviceIn Paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions.

• Start by reading the entire fi rst question.

• Think about the apparatus that you will use for each step and imagine using it in your mind.

• Check the time to be allowed and imagine following the instructions.

• Do the same when you are ready to begin the next question.



Following the instructions

• Follow the instructions for practical methods exactly. If you make a change in the method you might alter the results.

• Do not take short cuts.

• Always label test tubes and other containers to help you remember which is which.

• If you are told to ‘Wash the apparatus thoroughly after each use’ make sure you do. If there is anything left in the apparatus the next stage may not work.

• If you have to measure a specimen make sure you draw a line on your drawing to show where you made your measurement.

• It is a good idea to put a tick by the side of each instruction when you have completed it. This helps you to fi nd the right place in the instructions, so that you do not leave out a step or repeat a step when it is not required.

• Keep your exam paper on a part of the bench which you can keep dry. Do not pour liquids or use syringes or pipettes over your exam paper. If you keep our exam paper away from the ‘wet’ part of your bench you are unlikely to spill anything on it.

Recording your observations

• Do not forget that observations can be seen, heard, felt and smelled, e.g. colour, fi zzing, warming, smell of a fl ower, texture (feel) of a fruit.

• You can always fi nd something to observe, so make sure you record something for each observation.

• Write down exactly what you observe.

• e.g. if you add a drop of iodine solution to a drop of starch solution on a white tile, the colour changes.

○ You should write ‘the colour changed from yellow to blue-black’.

○ If you write ‘it turned black’ you have not given all the information.

○ If you add iodine solution to a drop of water on a white tile, you should write down ‘the colour stayed yellow’. If you write ‘the colour stayed the same’, or ‘no change’, you have left out important information.

Drawings

These will be from specimens or photographs.

• Read the question carefully, the drawing may have to be an accurate size e.g. twice the original.

• Make each drawing as big as the space allows.

• Use a ruler for labelling lines.

• Label in pencil.

• Use one clear continuous outline not an artistic drawing. Do not shade other than using very light dots.

• Observe details carefully, such as number of seeds in a seed case, thickness of a layer in a shell, etc. Show these accurately on your drawing.



Taking measurements

• Make your measurements as accurate as you can. Measure to the nearest unit, e.g. mm. Do not try and ‘guess’ 0.5 mm.

• Make sure you put units! Use the correct SI units, do not use other units; for example measure in millimetres not inches.

• Always measure in millimetres, not centimetres.

• If you have to make calculations on your measurements, use the blank pages within the paper but indicate if the answer is continued elsewhere on the blank pages. Do not write in the margins.

• Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not fi nish the calculation.

Conclusions

• Use your own results for your conclusions.

• Before planning what to write for a conclusion, turn back to the beginning of the question and read the introduction. You may have forgotten what you were told about the investigation you have just carried out. Think about the theory and apply it to the results you have obtained.

• Sometimes you are expected to make conclusions about some other data, not the data you have collected.

• Do not write the conclusion you have learned from a class experiment or from theory.

Paper 6 adviceThe topics on Paper 6 will be very similar to those on Paper 5, so the advice is very much the same as for that paper. Because you are not doing any practical work, there is usually a third question.

In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions and look very carefully at the information you are given as it will almost certainly be unfamiliar to you.

Recording observations

• Some of your observations are based on photographs or diagrams on the paper.

• Write down exactly what you see – as differences or similarities. Measurements may need to be made and magnifi cations calculation.

• Look carefully at photomicrographs as these will be enlarged, e.g. x 100. If you are asked to calculate a magnifi cation follow these steps:

○ measure the structure in the photograph in millimetres (not centimetres).

○ look for the actual size of the object – you will be given this.

○ divide the length of the structure in the photograph (in mm) by the actual size (in mm).

○ the answer is the magnifi cation; round up or down the answer from your calculator.

○ usually magnifi cations are given as whole numbers, so do not give the answer to one or more decimal places.



If you are asked to calculate an actual size follow these steps:

○ measure the structure in the photograph in millimetres (not centimetres).

○ look for the magnifi cation – you will be given this.

○ divide the length of the structure in the photograph (in mm) by the magnifi cation.

○ the answer is the actual size in millimetres; round up or down the answer from your calculator.

○ actual sizes could be given as whole numbers or you could include one or two decimal places, but no more.

Section 3: What will be tested?



The examiners will take account of the following areas in your examination papers:

• your knowledge (what you remember) and understanding (how you use what you know and apply it to unfamiliar situations).

• how you handle information and solve problems.

• your use of experimental skills.

These areas of knowledge and skills are called assessment objectives. The theory papers (Papers 1 and 3, or Papers 2 and 4) test mainly Assessment Objective 1 (knowledge with understanding) and Assessment Objective 2 (handling information and problem solving). The purpose of the practical paper (Paper 5 or 6) is to test Assessment Objective 3 (experimental skills). Your teacher will be able to give you more information about how each of these is used in the examination papers.

The table shows you the range of skills you should try to develop:

Assessment Objective

What the skill means?

What you need to be able to do?

AO1 Knowledge with understanding

remembering facts and applying these facts to new situations

1. use scientifi c ideas, facts and theories 2. know scientifi c defi nitions e.g. what is excretion? 3. know about biological apparatus and how it works 4. know about S I units, quantities (e.g. mass) and

symbols (e.g. dm3) 5. understand the importance of science in everyday

life

AO2 Handling information and problem solving

how you extract information and rearrange it in a sensible pattern and how you carry out calculations and make predictions

1. select and organise information from graphs, tables and written text

2. change information from one form to another, e.g. draw chart and graphs from data

3. arrange data and carry out calculations 4. identify patterns from information given and draw

conclusions 5. explain scientifi c relationships, e.g. changes in heart

rate in relation to activity 6. make predictions and develop scientifi c ideas 7. solve problems

AO3 Experimental skills

planning and carrying out experiments and recording and analysing information

1. set up and use apparatus safely 2. make observations and measurements and record

them 3. analyse experimental results and suggest how valid

they are 4. plan and carry out your own experiment and

describe to what extent your plan worked and suggest improvements

Section 4: What you need to know



The table describes the things you may be tested on in the examination. It is arranged in 21 topic areas. If you are studying only the Core material (Papers 1 and 3), you will need to refer only to the column headed Core material. If you are studying the Extended syllabus (Papers 2 and 4), you will need to refer to both the Core and Supplement material columns. Read Section 1 if you are unsure about which material to use.

How to use the table You can use the table throughout your course to check the topic areas you have covered. You can also use it as a revision aid. When you think you have a good knowledge of a topic, you can tick the appropriate box in the checklist column. The main headings in the topic areas are usually followed by the details of what you should know.

Test yourself as follows:

• cover up the details with a piece of paper.

• try to remember the details.

• when you have remembered the details correctly, put a tick in the appropriate box.

If you use a pencil to tick the boxes, you can retest yourself whenever you want by simply rubbing out the ticks. If you are using the table to check the topics you have covered, you can put a tick in the topic column next to the appropriate bullet point.

The column headed ‘Comments’ can be used:

• to add further information about the details for each bullet point.

• to add learning aids.

• to highlight areas of diffi culty/things which you need to ask your teacher about.



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to t

he

appr

opria

te k

ingd

oms

• Li

st t

he m

ain

feat

ures

use

d to

pl

ace

orga

nism

s in

to g

roup

s w

ithin

the

ani

mal

kin

gdom

, lim

ited

to:

– th

e m

ain

grou

ps o

f ve

rteb

rate

s: m

amm

als,

bird

s,

rept

iles,

am

phib

ians

, fi s

h

– th

e m

ain

grou

ps o

f ar

thro

pods

: myr

iapo

ds,

inse

cts,

ara

chni

ds,

crus

tace

ans

• Li

st t

he f

eatu

res

in

the

cells

of

all l

ivin

g or

gani

sms,

lim

ited

to

ribos

omes

for

pro

tein

sy

nthe

sis

and

enzy

mes

in

volv

ed in

res

pira

tion

• Li

st t

he m

ain

feat

ures

us

ed t

o pl

ace

all

orga

nism

s in

to o

ne

of t

he fi

ve k

ingd

oms:

A

nim

al, P

lant

, Fun

gus,

P

roka

ryot

e, P

roto

ctis

t

• Li

st t

he m

ain

feat

ures

us

ed t

o pl

ace

orga

nism

s in

to g

roup

s w

ithin

the

pl

ant

king

dom

, lim

ited

to f

erns

and

fl ow

erin

g pl

ants

(dic

otyl

edon

s an

d m

onoc

otyl

edon

s)

• Li

st t

he f

eatu

res

of

viru

ses,

lim

ited

to p

rote

in

coat

and

gen

etic

mat

eria

l

1.4

Dic

hoto

mou

s ke

ys•

Con

stru

ct a

nd u

se s

impl

e di

chot

omou

s ke

ys b

ased

on

easi

ly id

entifi

abl

e fe

atur

es



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

2.

Org

anis

atio

n o

f th

e o

rgan

ism

2.1

Cel

l st

ruct

ure

and

orga

nisa

tion

• D

escr

ibe

and

com

pare

the

st

ruct

ure

of a

pla

nt c

ell w

ith a

n an

imal

cel

l, as

see

n un

der

a lig

ht

mic

rosc

ope,

lim

ited

to c

ell w

all,

nucl

eus,

cyt

opla

sm, c

hlor

opla

sts,

va

cuol

es a

nd lo

catio

n of

the

cel

l m

embr

ane

• S

tate

the

fun

ctio

ns o

f th

e st

ruct

ures

see

n un

der

the

light

m

icro

scop

e in

the

pla

nt c

ell a

nd in

th

e an

imal

cel

l

• S

tate

tha

t th

e cy

topl

asm

of

all

cells

con

tain

s st

ruct

ures

, lim

ited

to

ribos

omes

on

roug

h en

dopl

asm

ic r

etic

ulum

an

d ve

sicl

es

• S

tate

tha

t al

mos

t al

l cel

ls,

exce

pt p

roka

ryot

es, h

ave

mito

chon

dria

and

rou

gh

endo

plas

mic

ret

icul

um

• Id

entif

y m

itoch

ondr

ia

and

roug

h en

dopl

asm

ic

retic

ulum

in d

iagr

ams

and

imag

es o

f ce

lls

• S

tate

tha

t ae

robi

c re

spira

tion

occu

rs in

m

itoch

ondr

ia

• S

tate

tha

t ce

lls w

ith h

igh

rate

s of

met

abol

ism

re

quire

larg

e nu

mbe

rs o

f m

itoch

ondr

ia t

o pr

ovid

e su

ffi c

ient

ene

rgy



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

2.2

Leve

ls o

f or

gani

satio

n•

Rel

ate

the

stru

ctur

e of

the

fo

llow

ing

to t

heir

func

tions

:

– ci

liate

d ce

lls –

mov

emen

t of

muc

us in

the

tra

chea

and

br

onch

i

– ro

ot h

air

cells

– a

bsor

ptio

n

– xy

lem

ves

sels

– c

ondu

ctio

n an

d su

ppor

t

– pa

lisad

e m

esop

hyll

cells

–

phot

osyn

thes

is

– ne

rve

cells

– c

ondu

ctio

n of

im

puls

es

– re

d bl

ood

cells

– t

rans

port

of

oxyg

en

– sp

erm

and

egg

cel

ls –

re

prod

uctio

n

• D

efi n

e tis

sue

as a

gro

up o

f ce

lls

with

sim

ilar

stru

ctur

es, w

orki

ng

toge

ther

to

perf

orm

a s

hare

d fu

nctio

n

• D

efi n

e or

gan

as a

str

uctu

re m

ade

up o

f a

grou

p of

tis

sues

, wor

king

to

geth

er t

o pe

rfor

m s

peci

fi c

func

tions

• D

efi n

e or

gan

syst

em a

s a

grou

p of

org

ans

with

rel

ated

fun

ctio

ns,

wor

king

tog

ethe

r to

per

form

bod

y fu

nctio

ns

• S

tate

exa

mpl

es o

f tis

sues

, org

ans

and

orga

n sy

stem

s fr

om s

ectio

ns

6 to

16



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• Id

entif

y th

e di

ffer

ent

leve

ls

of o

rgan

isat

ion

in d

raw

ings

, di

agra

ms

and

imag

es o

f fa

mili

ar

mat

eria

l

• Id

entif

y th

e di

ffer

ent

leve

ls o

f or

gani

satio

n in

dra

win

gs, d

iagr

ams

and

imag

es o

f un

fam

iliar

m

ater

ial

2.3

Siz

e of

sp

ecim

ens

• C

alcu

late

mag

nifi c

atio

n an

d si

ze

of b

iolo

gica

l spe

cim

ens

usin

g m

illim

etre

s as

uni

ts

• C

alcu

late

mag

nifi c

atio

n an

d si

ze o

f bi

olog

ical

sp

ecim

ens

usin

g m

illim

etre

s an

d m

icro

met

res

as u

nits

3.

Mo

vem

ent

in a

nd

ou

t o

f ce

lls

3.1

Diff

usio

n•

Defi

ne

diff

usio

n as

the

net

m

ovem

ent

of p

artic

les

from

a

regi

on o

f th

eir

high

er

conc

entr

atio

n to

a r

egio

n of

the

ir lo

wer

con

cent

ratio

n do

wn

a co

ncen

trat

ion

grad

ient

, as

a re

sult

of t

heir

rand

om m

ovem

ent

• D

escr

ibe

the

impo

rtan

ce o

f di

ffus

ion

of g

ases

and

sol

utes

• S

tate

tha

t su

bsta

nces

mov

e in

to a

nd o

ut o

f ce

lls b

y di

ffus

ion

thro

ugh

the

cell

mem

bran

e

• S

tate

tha

t th

e en

ergy

for

di

ffus

ion

com

es f

rom

the

ki

netic

ene

rgy

of r

ando

m

mov

emen

t of

mol

ecul

es

and

ions

• In

vest

igat

e th

e fa

ctor

s th

at in

fl uen

ce d

iffus

ion,

lim

ited

to s

urfa

ce

area

, tem

pera

ture

, co

ncen

trat

ion

grad

ient

s an

d di

stan

ce



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

3.2

Osm

osis

• S

tate

that

wat

er d

iffus

es t

hrou

gh

part

ially

per

mea

ble

mem

bran

es

by o

smos

is

• S

tate

tha

t w

ater

mov

es in

and

out

of

cel

ls b

y os

mos

is t

hrou

gh t

he

cell

mem

bran

e

• In

vest

igat

e an

d de

scrib

e th

e ef

fect

s on

pla

nt t

issu

es o

f im

mer

sing

the

m in

sol

utio

ns o

f di

ffer

ent

conc

entr

atio

ns

• S

tate

tha

t pl

ants

are

sup

port

ed b

y th

e pr

essu

re o

f w

ater

insi

de t

he

cells

pre

ssin

g ou

twar

ds o

n th

e ce

ll w

all

• D

efi n

e os

mos

is a

s th

e ne

t m

ovem

ent

of w

ater

m

olec

ules

fro

m a

reg

ion

of h

ighe

r w

ater

pot

entia

l (d

ilute

sol

utio

n) t

o a

regi

on o

f lo

wer

wat

er

pote

ntia

l (co

ncen

trat

ed

solu

tion)

, thr

ough

a

part

ially

per

mea

ble

mem

bran

e

• E

xpla

in t

he e

ffec

ts

on p

lant

tis

sues

of

imm

ersi

ng t

hem

in

solu

tions

of

diff

eren

t co

ncen

trat

ions

by

usin

g th

e te

rms

turg

id, t

urgo

r pr

essu

re, p

lasm

olys

is

and

fl acc

id

• E

xpla

in t

he im

port

ance

of

wat

er p

oten

tial a

nd

osm

osis

in t

he u

ptak

e of

w

ater

by

plan

ts

• E

xpla

in t

he im

port

ance

of

wat

er p

oten

tial a

nd

osm

osis

on

anim

al c

ells

an

d tis

sues

• E

xpla

in h

ow p

lant

s ar

e su

ppor

ted

by t

he t

urgo

r pr

essu

re w

ithin

cel

ls, i

n te

rms

of w

ater

pre

ssur

e ac

ting

agai

nst

an in

elas

tic

cell

wal

l



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

3.3

Act

ive

tran

spor

t•

Defi

ne

activ

e tr

ansp

ort a

s th

e m

ovem

ent

of p

artic

les

thro

ugh

a ce

ll m

embr

ane

from

a r

egio

n of

lo

wer

con

cent

ratio

n to

a r

egio

n of

hi

gher

con

cent

ratio

n us

ing

ener

gy

from

res

pira

tion

• D

iscu

ss t

he im

port

ance

of

act

ive

tran

spor

t as

a

proc

ess

for

mov

emen

t ac

ross

mem

bran

es:

– e.

g. io

n up

take

by

roo

t ha

irs a

nd

upta

ke o

f gl

ucos

e by

ep

ithel

ial c

ells

of

villi

an

d ki

dney

tub

ules

• E

xpla

in h

ow p

rote

in

mol

ecul

es m

ove

part

icle

s ac

ross

a m

embr

ane

durin

g ac

tive

tran

spor

t

4.

Bio

log

ical

mo

lecu

les

• Li

st t

he c

hem

ical

ele

men

ts t

hat

mak

e up

:

– ca

rboh

ydra

tes

– fa

ts

– pr

otei

ns

• S

tate

tha

t la

rge

mol

ecul

es a

re

mad

e fr

om s

mal

ler

mol

ecul

es,

limite

d to

:

– st

arch

and

gly

coge

n fr

om

gluc

ose

– ce

llulo

se f

rom

glu

cose

– pr

otei

ns f

rom

am

ino

acid

s

– fa

ts a

nd o

ils f

rom

fat

ty a

cids

an

d gl

ycer

ol



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

escr

ibe

the

use

of:

– io

dine

sol

utio

n to

test

for

star

ch

– B

ened

ict’s

sol

utio

n to

test

for

redu

cing

sug

ars

– bi

uret

test

for

prot

eins

– et

hano

l em

ulsi

on te

st fo

r fa

ts

and

oils

– D

CP

IP te

st fo

r vi

tam

in C

• E

xpla

in t

hat

diff

eren

t se

quen

ces

of a

min

o ac

ids

give

diff

eren

t sh

apes

to

prot

ein

mol

ecul

es

• R

elat

e th

e sh

ape

and

stru

ctur

e of

pro

tein

m

olec

ules

to

thei

r fu

nctio

n, li

mite

d to

the

ac

tive

site

of

enzy

mes

an

d th

e bi

ndin

g si

te o

f an

tibod

ies

Des

crib

e th

e st

ruct

ure

of

DN

A a

s:

– tw

o st

rand

s co

iled

toge

ther

to fo

rm a

do

uble

hel

ix

– ea

ch s

tran

d co

ntai

ns

chem

ical

s ca

lled

base

s

– cr

oss-

links

bet

wee

n th

e st

rand

s ar

e fo

rmed

by

pairs

of

base

s



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

tha

t w

ater

is im

port

ant

as a

so

lven

t

– th

e ba

ses

alw

ays

pair

up in

the

sam

e w

ay: A

with

T, a

nd

C w

ith G

(ful

l nam

es

are

no

t re

quire

d)

• D

escr

ibe

the

role

s of

w

ater

as

a so

lven

t in

or

gani

sms

with

res

pect

to

dig

estio

n, e

xcre

tion

and

tran

spor

t

5.

En

zym

es

• D

efi n

e th

e te

rm c

atal

yst a

s a

subs

tanc

e th

at in

crea

ses

the

rate

of

a c

hem

ical

rea

ctio

n an

d is

not

ch

ange

d by

the

rea

ctio

n

• D

efi n

e en

zym

es a

s pr

otei

ns t

hat

func

tion

as b

iolo

gica

l cat

alys

ts

• D

escr

ibe

why

enz

ymes

are

im

port

ant

in a

ll liv

ing

orga

nism

s in

ter

ms

of r

eact

ion

spee

d ne

cess

ary

to s

usta

in li

fe

• D

escr

ibe

enzy

me

actio

n w

ith

refe

renc

e to

the

com

plem

enta

ry

shap

e of

an

enzy

me

and

its

subs

trat

e an

d th

e fo

rmat

ion

of a

pr

oduc

t (k

now

ledg

e of

the

ter

m

activ

e si

te is

no

t re

quire

d)

• E

xpla

in e

nzym

e ac

tion

with

ref

eren

ce t

o th

e ac

tive

site

, enz

yme-

subs

trat

e co

mpl

ex,

subs

trat

e an

d pr

oduc

t

• E

xpla

in t

he s

peci

fi city

of

enzy

mes

in t

erm

s of

the

co

mpl

emen

tary

sha

pe

and

fi t o

f th

e ac

tive

site

w

ith t

he s

ubst

rate



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• In

vest

igat

e an

d de

scrib

e th

e ef

fect

of

chan

ges

in

tem

pera

ture

and

pH

on

enzy

me

activ

ity

• E

xpla

in t

he e

ffec

t of

ch

ange

s in

tem

pera

ture

on

enz

yme

activ

ity in

te

rms

of k

inet

ic e

nerg

y,

shap

e an

d fi t

, fre

quen

cy

of e

ffec

tive

colli

sion

s an

d de

natu

ratio

n

• E

xpla

in t

he e

ffec

t of

cha

nges

in p

H o

n en

zym

e ac

tivity

in t

erm

s of

sha

pe a

nd fi

t an

d de

natu

ratio

n

6.

Pla

nt

Nu

trit

ion

6.1

Pho

tosy

nthe

sis

• D

efi n

e ph

otos

ynth

esis

as

the

proc

ess

by w

hich

pla

nts

man

ufac

ture

car

bohy

drat

es f

rom

ra

w m

ater

ials

usi

ng e

nerg

y fr

om

light

• S

tate

the

wor

d eq

uatio

n fo

r ph

otos

ynth

esis

: car

bon

diox

ide

+

wat

er →

glu

cose

+ o

xyge

n, in

the

pr

esen

ce o

f lig

ht a

nd c

hlor

ophy

ll

• S

tate

the

bal

ance

d ch

emic

al e

quat

ion

for

phot

osyn

thes

is

+

→

+lig

ht2

26

126

2ch

loro

phyl

l6C

O6H

OC

HO

6O

• E

xpla

in t

hat

chlo

roph

yll

tran

sfer

s lig

ht e

nerg

y in

to c

hem

ical

ene

rgy

in m

olec

ules

, for

th

e sy

nthe

sis

of

carb

ohyd

rate

s

• O

utlin

e th

e su

bseq

uent

us

e an

d st

orag

e of

the

ca

rboh

ydra

tes

mad

e in

ph

otos

ynth

esis



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• In

vest

igat

e th

e ne

cess

ity f

or

chlo

roph

yll,

light

and

car

bon

diox

ide

for

phot

osyn

thes

is, u

sing

ap

prop

riate

con

trol

s

• In

vest

igat

e an

d de

scrib

e th

e ef

fect

s of

var

ying

ligh

t in

tens

ity,

carb

on d

ioxi

de c

once

ntra

tion

and

tem

pera

ture

on

the

rate

of

pho

tosy

nthe

sis,

e.g

. in

subm

erge

d aq

uatic

pla

nts

• D

efi n

e th

e te

rm

limiti

ng fa

ctor

as

som

ethi

ng p

rese

nt

in t

he e

nviro

nmen

t in

su

ch s

hort

sup

ply

that

it

rest

ricts

life

pro

cess

es

• Id

entif

y an

d ex

plai

n th

e lim

iting

fac

tors

of

pho

tosy

nthe

sis

in

diff

eren

t en

viro

nmen

tal

cond

ition

s

• D

escr

ibe

the

use

of c

arbo

n di

oxid

e en

richm

ent,

opt

imum

lig

ht a

nd o

ptim

um

tem

pera

ture

s in

gl

assh

ouse

s in

te

mpe

rate

and

tro

pica

l co

untr

ies

• U

se h

ydro

genc

arbo

nate

in

dica

tor

solu

tion

to

inve

stig

ate

the

effe

ct

of g

as e

xcha

nge

of a

n aq

uatic

pla

nt k

ept

in t

he

light

and

in t

he d

ark



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

6.2

Leaf

str

uctu

re•

Iden

tify

chlo

ropl

asts

, cut

icle

, gu

ard

cells

and

sto

mat

a,

uppe

r an

d lo

wer

epi

derm

is,

palis

ade

mes

ophy

ll, s

pong

y m

esop

hyll,

vas

cula

r bu

ndle

s,

xyle

m a

nd p

hloe

m in

leav

es o

f a

dico

tyle

dono

us p

lant

• E

xpla

in h

ow t

he

inte

rnal

str

uctu

re o

f a

leaf

is a

dapt

ed f

or

phot

osyn

thes

is

6.3

Min

eral

re

quire

men

ts•

Des

crib

e th

e im

port

ance

of:

– ni

trat

e io

ns fo

r m

akin

g am

ino

acid

s

– m

agne

sium

ions

for

mak

ing

chlo

roph

yll

• E

xpla

in t

he e

ffec

ts

of n

itrat

e io

n an

d m

agne

sium

ion

defi c

ienc

y on

pla

nt

grow

th

7.

Hu

man

Nu

trit

ion

7.1

Die

t•

Sta

te w

hat

is m

eant

by

the

term

ba

lanc

ed d

iet f

or h

uman

s

• E

xpla

in h

ow a

ge, g

ende

r an

d ac

tivity

aff

ect

the

diet

ary

need

s of

hum

ans

incl

udin

g du

ring

preg

nanc

y an

d w

hils

t br

east

-fe

edin

g

• D

escr

ibe

the

effe

cts

of

mal

nutr

ition

in r

elat

ion

to

star

vatio

n, c

onst

ipat

ion,

cor

onar

y he

art

dise

ase,

obe

sity

and

scu

rvy



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• Li

st t

he p

rinci

pal s

ourc

es o

f, a

nd

desc

ribe

the

diet

ary

impo

rtan

ce

of:

– ca

rboh

ydra

tes

– fa

ts

– pr

otei

ns

– vi

tam

ins,

lim

ited

to C

and

D

– m

iner

al s

alts

, lim

ited

to

calc

ium

and

iron

– fi b

re (r

ough

age)

– w

ater

• E

xpla

in t

he c

ause

s an

d ef

fect

s of

vita

min

D a

nd

iron

defi c

ienc

ies

• E

xpla

in t

he c

ause

s an

d ef

fect

s of

pr

otei

n-en

ergy

m

alnu

triti

on, e

.g.

kwas

hior

kor

and

mar

asm

us



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

7.2

Alim

enta

ry

cana

l•

Defi

ne

inge

stio

n as

the

tak

ing

of

subs

tanc

es, e

.g. f

ood

and

drin

k,

into

the

bod

y th

roug

h th

e m

outh

• D

efi n

e m

echa

nica

l dig

estio

n as

the

bre

akdo

wn

of f

ood

into

sm

alle

r pi

eces

with

out

chem

ical

ch

ange

to

the

food

mol

ecul

es

• D

efi n

e ch

emic

al d

iges

tion

as t

he

brea

kdow

n of

larg

e, in

solu

ble

mol

ecul

es in

to s

mal

l, so

lubl

e m

olec

ules

• D

efi n

e ab

sorp

tion

as t

he

mov

emen

t of

sm

all f

ood

mol

ecul

es a

nd io

ns t

hrou

gh t

he

wal

l of

the

inte

stin

e in

to t

he b

lood

• D

efi n

e as

sim

ilatio

n as

the

m

ovem

ent

of d

iges

ted

food

m

olec

ules

into

the

cel

ls o

f th

e bo

dy w

here

the

y ar

e us

ed,

beco

min

g pa

rt o

f th

e ce

lls

• D

efi n

e eg

estio

n as

the

pas

sing

ou

t of

foo

d th

at h

as n

ot b

een

dige

sted

or

abso

rbed

, as

faec

es,

thro

ugh

the

anus

• D

escr

ibe

diar

rhoe

a as

the

loss

of

wat

ery

faec

es

• O

utlin

e th

e tr

eatm

ent

of d

iarr

hoea

us

ing

oral

reh

ydra

tion

ther

apy



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

escr

ibe

chol

era

as a

dis

ease

ca

used

by

a ba

cter

ium

• Id

entif

y th

e m

ain

regi

ons

of t

he

alim

enta

ry c

anal

and

ass

ocia

ted

orga

ns, l

imite

d to

mou

th, s

aliv

ary

glan

ds, o

esop

hagu

s, s

tom

ach,

sm

all i

ntes

tine

(duo

denu

m

and

ileum

), pa

ncre

as, l

iver

, gal

l bl

adde

r an

d la

rge

inte

stin

e (c

olon

, re

ctum

, anu

s)

• D

escr

ibe

the

func

tions

of

the

regi

ons

of t

he a

limen

tary

can

al

liste

d ab

ove,

in r

elat

ion

to

inge

stio

n, d

iges

tion,

abs

orpt

ion,

as

sim

ilatio

n an

d eg

estio

n of

foo

d

• E

xpla

in t

hat

the

chol

era

bact

eriu

m p

rodu

ces

a to

xin

that

cau

ses

secr

etio

n of

chl

orid

e io

ns

into

the

sm

all i

ntes

tine,

ca

usin

g os

mot

ic

mov

emen

t of

wat

er

into

the

gut

, cau

sing

di

arrh

oea,

deh

ydra

tion

and

loss

of

salts

fro

m

bloo

d



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

7.3

Mec

hani

cal

dige

stio

n•

Iden

tify

the

type

s of

hum

an t

eeth

(in

ciso

rs, c

anin

es, p

rem

olar

s an

d m

olar

s)

• D

escr

ibe

the

stru

ctur

e of

hum

an

teet

h, li

mite

d to

ena

mel

, den

tine,

pu

lp, n

erve

s an

d ce

men

t, a

s w

ell

as t

he g

ums

• D

escr

ibe

the

func

tions

of

the

type

s of

hum

an t

eeth

in

mec

hani

cal d

iges

tion

of f

ood

• S

tate

the

cau

ses

of d

enta

l dec

ay

in t

erm

s of

a c

oatin

g of

bac

teria

an

d fo

od o

n te

eth,

the

bac

teria

re

spiri

ng s

ugar

s in

the

foo

d,

prod

ucin

g ac

id w

hich

dis

solv

es

the

enam

el a

nd d

entin

e

• D

escr

ibe

the

prop

er c

are

of

teet

h in

ter

ms

of d

iet

and

regu

lar

brus

hing



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

7.4

Che

mic

al

dige

stio

n•

Sta

te t

he s

igni

fi can

ce o

f ch

emic

al

dige

stio

n in

the

alim

enta

ry c

anal

in

pro

duci

ng s

mal

l, so

lubl

e m

olec

ules

tha

t ca

n be

abs

orbe

d

• S

tate

the

fun

ctio

ns o

f en

zym

es a

s fo

llow

s:

– am

ylas

e br

eaks

dow

n st

arch

to

sim

pler

sug

ars

– pr

otea

se b

reak

s do

wn

prot

ein

to a

min

o ac

ids

– lip

ase

brea

ks d

own

fats

to

fatt

y ac

ids

and

glyc

erol

• S

tate

whe

re, i

n th

e al

imen

tary

ca

nal,

amyl

ase,

pro

teas

e an

d lip

ase

are

secr

eted

• S

tate

the

fun

ctio

ns o

f th

e hy

droc

hlor

ic a

cid

in g

astr

ic ju

ice,

lim

ited

to k

illin

g ba

cter

ia in

foo

d an

d gi

ving

an

acid

pH

for

enz

ymes

• D

escr

ibe

the

dige

stio

n of

st

arch

in t

he a

limen

tary

ca

nal:

– am

ylas

e is

sec

rete

d in

to t

he a

limen

tary

ca

nal a

nd b

reak

s do

wn

star

ch to

m

alto

se

– m

alto

se is

bro

ken

dow

n by

mal

tase

to

glu

cose

on

the

mem

bran

es o

f th

e ep

ithel

ium

lini

ng t

he

smal

l int

estin

e

• D

escr

ibe

peps

in a

nd

tryp

sin

as t

wo

prot

ease

en

zym

es t

hat

func

tion

in d

iffer

ent

part

s of

the

al

imen

tary

can

al:

– pe

psin

in t

he

stom

ach

– tr

ypsi

n in

the

sm

all

inte

stin

e



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• E

xpla

in t

he f

unct

ions

of

the

hydr

ochl

oric

aci

d in

ga

stric

juic

e, li

mite

d to

th

e lo

w p

H:

– de

natu

ring

enzy

mes

in h

arm

ful

mic

roor

gani

sms

in

food

– gi

ving

the

opt

imum

pH

for p

epsi

n ac

tivity

• O

utlin

e th

e ro

le o

f bi

le

in n

eutr

alis

ing

the

acid

ic

mix

ture

of

food

and

ga

stric

juic

es e

nter

ing

the

duod

enum

fro

m t

he

stom

ach,

to

prov

ide

a su

itabl

e pH

for

enz

yme

actio

n

• O

utlin

e th

e ro

le o

f bi

le

in e

mul

sify

ing

fats

to

incr

ease

the

sur

face

ar

ea f

or t

he c

hem

ical

di

gest

ion

of f

at t

o fa

tty

acid

s an

d gl

ycer

ol b

y lip

ase



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

7.5

Abs

orpt

ion

• Id

entif

y th

e sm

all i

ntes

tine

as

the

regi

on f

or t

he a

bsor

ptio

n of

di

gest

ed f

ood

• S

tate

tha

t w

ater

is a

bsor

bed

in

both

the

sm

all i

ntes

tine

and

the

colo

n, b

ut t

hat

mos

t ab

sorp

tion

of w

ater

hap

pens

in t

he s

mal

l in

test

ine

• E

xpla

in t

he s

igni

fi can

ce

of v

illi a

nd m

icro

villi

in

incr

easi

ng t

he in

tern

al

surf

ace

area

of

the

smal

l in

test

ine

• D

escr

ibe

the

stru

ctur

e of

a

villu

s

• D

escr

ibe

the

role

s of

ca

pilla

ries

and

lact

eals

in

vill

i

8.

Tran

spo

rt in

pla

nts

8.1

Tran

spor

t in

pl

ants

• S

tate

the

fun

ctio

ns o

f xy

lem

and

ph

loem

• Id

entif

y th

e po

sitio

n of

xyl

em a

nd

phlo

em a

s se

en in

sec

tions

of

root

s, s

tem

s an

d le

aves

, lim

ited

to n

on-w

oody

dic

otyl

edon

ous

plan

ts



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

8.2

Wat

er u

ptak

e•

Iden

tify

root

hai

r ce

lls, a

s se

en

unde

r th

e lig

ht m

icro

scop

e, a

nd

stat

e th

eir

func

tions

• S

tate

the

pat

hway

tak

en b

y w

ater

th

roug

h ro

ot, s

tem

and

leaf

as

root

hai

r ce

ll, r

oot

cort

ex c

ells

, xy

lem

and

mes

ophy

ll ce

lls

• In

vest

igat

e, u

sing

a s

uita

ble

stai

n,

the

path

way

of

wat

er t

hrou

gh t

he

abov

e gr

ound

par

ts o

f a

plan

t

• E

xpla

in t

hat

the

larg

e su

rfac

e ar

ea o

f ro

ot h

airs

in

crea

ses

the

rate

of

the

abso

rptio

n of

wat

er

by o

smos

is a

nd io

ns b

y ac

tive

tran

spor

t

8.3

Tran

spira

tion

• S

tate

tha

t w

ater

is t

rans

port

ed

from

the

roo

ts t

o le

aves

thr

ough

th

e xy

lem

ves

sels

• D

efi n

e tr

ansp

iratio

n as

loss

of

wat

er v

apou

r fr

om p

lant

leav

es

by e

vapo

ratio

n of

wat

er a

t th

e su

rfac

es o

f th

e m

esop

hyll

cells

fo

llow

ed b

y di

ffus

ion

of w

ater

va

pour

thr

ough

the

sto

mat

a

• E

xpla

in h

ow w

ater

va

pour

loss

is r

elat

ed

to t

he la

rge

surf

ace

area

of

cell

surf

aces

, in

terc

onne

ctin

g ai

r sp

aces

and

sto

mat

a

• E

xpla

in t

he m

echa

nism

by

whi

ch w

ater

mov

es

upw

ards

in t

he x

ylem

in

term

s of

a t

rans

pira

tion

pull

that

dra

ws

up

a co

lum

n of

wat

er

mol

ecul

es, h

eld

toge

ther

by

coh

esio

n



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• In

vest

igat

e an

d de

scrib

e th

e ef

fect

s of

var

iatio

n of

tem

pera

ture

an

d hu

mid

ity o

n tr

ansp

iratio

n ra

te

• E

xpla

in h

ow a

nd w

hy

wilt

ing

occu

rs

• E

xpla

in t

he e

ffec

ts o

f va

riatio

n of

tem

pera

ture

an

d hu

mid

ity o

n tr

ansp

iratio

n ra

te

8.4

Tran

sloc

atio

n•

Defi

ne

tran

sloc

atio

n in

te

rms

of t

he m

ovem

ent

of s

ucro

se a

nd a

min

o ac

ids

in p

hloe

m:

– fr

om re

gion

s of

pr

oduc

tion

(sou

rce)

– to

regi

ons

of s

tora

ge

OR

to re

gion

s w

here

th

ey a

re u

sed

in

resp

iratio

n or

gro

wth

(s

ink)

• E

xpla

in t

hat

som

e pa

rts

of a

pla

nt m

ay a

ct a

s a

sour

ce a

nd a

sin

k at

di

ffer

ent

times

dur

ing

the

life

of a

pla

nt

9.

Tran

spo

rt in

an

imal

s

9.1

Tran

spor

t in

an

imal

s•

Des

crib

e th

e ci

rcul

ator

y sy

stem

as

a s

yste

m o

f bl

ood

vess

els

with

a

pum

p an

d va

lves

to

ensu

re o

ne-

way

fl ow

of

bloo

d

• D

escr

ibe

the

sing

le

circ

ulat

ion

of a

fi sh

• D

escr

ibe

the

doub

le

circ

ulat

ion

of a

mam

mal

• E

xpla

in t

he a

dvan

tage

s of

a d

oubl

e ci

rcul

atio

n



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

9.2

Hea

rt•

Nam

e an

d id

entif

y th

e st

ruct

ures

of

the

mam

mal

ian

hear

t, li

mite

d to

the

mus

cula

r w

all,

the

sept

um,

the

left

and

rig

ht v

entr

icle

s an

d at

ria, o

ne-w

ay v

alve

s an

d co

rona

ry a

rter

ies

• S

tate

tha

t bl

ood

is p

umpe

d aw

ay

from

the

hea

rt in

to a

rter

ies

and

retu

rns

to t

he h

eart

in v

eins

• N

ame

and

iden

tify

the

atrio

vent

ricul

ar a

nd

sem

iluna

r va

lves

in t

he

mam

mal

ian

hear

t

• E

xpla

in t

he r

elat

ive

thic

knes

s:

– of

the

mus

cle

wal

l of

the

left

and

rig

ht

vent

ricle

s

– of

the

mus

cle

wal

l of

the

atria

com

pare

d to

tha

t of

the

ve

ntric

les

• E

xpla

in t

he im

port

ance

of

the

sept

um in

sep

arat

ing

oxyg

enat

ed a

nd

deox

ygen

ated

blo

od

• D

escr

ibe

the

func

tioni

ng

of t

he h

eart

in t

erm

s of

the

con

trac

tion

of

mus

cles

of

the

atria

and

ve

ntric

les

and

the

actio

n of

the

val

ves



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

tha

t th

e ac

tivity

of

the

hear

t m

ay b

e m

onito

red

by E

CG

, pul

se

rate

and

list

enin

g to

sou

nds

of

valv

es c

losi

ng

• In

vest

igat

e an

d st

ate

the

effe

ct o

f ph

ysic

al a

ctiv

ity o

n th

e pu

lse

rate

• D

escr

ibe

coro

nary

hea

rt d

isea

se

in t

erm

s of

the

blo

ckag

e of

co

rona

ry a

rter

ies

and

stat

e th

e po

ssib

le r

isk

fact

ors

as

diet

, str

ess,

sm

okin

g, g

enet

ic

pred

ispo

sitio

n, a

ge a

nd g

ende

r

• E

xpla

in t

he e

ffec

t of

ph

ysic

al a

ctiv

ity o

n th

e he

art

rate

• D

iscu

ss t

he r

oles

of

diet

and

exe

rcis

e in

the

pr

even

tion

of c

oron

ary

hear

t di

seas

e

• D

escr

ibe

way

s in

whi

ch

coro

nary

hea

rt d

isea

se

may

be

trea

ted,

lim

ited

to d

rug

trea

tmen

t w

ith

aspi

rin a

nd s

urge

ry

(ste

nts,

ang

iopl

asty

and

by

-pas

s)

9.3

Blo

od a

nd

lym

phat

ic

vess

els

• D

escr

ibe

the

stru

ctur

e an

d fu

nctio

ns o

f ar

terie

s, v

eins

and

ca

pilla

ries

• N

ame

the

mai

n bl

ood

vess

els

to

and

from

the

:

– he

art,

lim

ited

to v

ena

cava

, ao

rta,

pul

mon

ary

arte

ry a

nd

pulm

onar

y ve

in

– lu

ngs,

lim

ited

to t

he

pulm

onar

y ar

tery

and

pu

lmon

ary

vein

– ki

dney

, lim

ited

to t

he re

nal

arte

ry a

nd re

nal v

ein

• E

xpla

in h

ow t

he

stru

ctur

es o

f ar

terie

s,

vein

s an

d ca

pilla

ries

are

adap

ted

for

thei

r fu

nctio

ns

• S

tate

the

fun

ctio

n of

ar

terio

les,

ven

ules

and

sh

unt

vess

els



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• O

utlin

e th

e ly

mph

atic

sy

stem

in t

erm

s of

ly

mph

atic

ves

sels

and

ly

mph

nod

es

• D

escr

ibe

the

func

tion

of

the

lym

phat

ic s

yste

m in

th

e ci

rcul

atio

n of

bod

y fl u

ids

and

the

prot

ectio

n of

the

bod

y fr

om

infe

ctio

n

9.4

Blo

od•

List

the

com

pone

nts

of b

lood

as

red

bloo

d ce

lls, w

hite

blo

od c

ells

, pl

atel

ets

and

plas

ma

• Id

entif

y re

d an

d w

hite

blo

od

cells

, as

seen

und

er t

he li

ght

mic

rosc

ope,

on

prep

ared

sl

ides

and

in d

iagr

ams

and

phot

omic

rogr

aphs

• S

tate

the

fun

ctio

ns o

f th

e fo

llow

ing

com

pone

nts

of b

lood

:

– re

d bl

ood

cells

in t

rans

port

ing

oxyg

en, i

nclu

ding

the

rol

e of

ha

emog

lobi

n

– w

hite

blo

od c

ells

in

phag

ocyt

osis

and

ant

ibod

y pr

oduc

tion

– pl

atel

ets

in c

lott

ing

(det

ails

ar

e n

ot

requ

ired)

– pl

asm

a in

the

tra

nspo

rt o

f bl

ood

cells

, ion

s, s

olub

le

nutr

ient

s, h

orm

ones

and

ca

rbon

dio

xide

• Id

entif

y ly

mph

ocyt

e an

d ph

agoc

yte

whi

te b

lood

ce

lls, a

s se

en u

nder

th

e lig

ht m

icro

scop

e,

on p

repa

red

slid

es

and

in d

iagr

ams

and

phot

omic

rogr

aphs

• S

tate

the

fun

ctio

ns o

f:

– ly

mph

ocyt

es –

an

tibod

y pr

oduc

tion

– ph

agoc

ytes

–

phag

ocyt

osis

• D

escr

ibe

the

proc

ess

of

clot

ting

as th

e co

nver

sion

of

fi br

inog

en t

o fi b

rin t

o fo

rm a

mes

h

• S

tate

the

rol

es o

f bl

ood

clot

ting

as p

reve

ntin

g bl

ood

loss

and

pre

vent

ing

the

entr

y of

pat

hoge

ns



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

escr

ibe

the

tran

sfer

of

mat

eria

ls b

etw

een

capi

llarie

s an

d tis

sue

fl uid

(det

ails

of

the

rol

es o

f w

ater

pot

entia

l and

hy

dros

tatic

pre

ssur

e ar

e n

ot

requ

ired)

10.

Dis

ease

s an

d im

mu

nit

y

• D

efi n

e pa

thog

en a

s a

dise

ase-

caus

ing

orga

nism

• D

efi n

e tr

ansm

issi

ble

dise

ase

as

a di

seas

e in

whi

ch t

he p

atho

gen

can

be p

asse

d fr

om o

ne h

ost

to

anot

her

• S

tate

tha

t th

e pa

thog

en f

or a

tr

ansm

issi

ble

dise

ase

may

be

tran

smitt

ed e

ither

thr

ough

dire

ct

cont

act,

e.g

. thr

ough

blo

od o

r ot

her

body

fl ui

ds, o

r in

dire

ctly

, e.

g. f

rom

con

tam

inat

ed s

urfa

ces

or f

ood,

fro

m a

nim

als,

or

from

th

e ai

r

• S

tate

tha

t th

e bo

dy h

as d

efen

ces:

– m

echa

nica

l bar

riers

, lim

ited

to s

kin

and

hairs

in t

he n

ose

– ch

emic

al b

arrie

rs, l

imite

d to

m

ucus

and

sto

mac

h ac

id

– ce

lls, l

imite

d to

pha

gocy

tosi

s an

d an

tibod

y pr

oduc

tion

by

whi

te b

lood

cel

ls

– w

hich

can

be

enha

nced

by

vacc

inat

ion

• S

tate

tha

t an

tibod

ies

lock

on

to

antig

ens

lead

ing

to d

irect

des

truc

tion

of p

atho

gens

, or

mar

king

of

path

ogen

s fo

r de

stru

ctio

n by

ph

agoc

ytes

• E

xpla

in h

ow e

ach

path

ogen

has

its

own

antig

ens,

whi

ch h

ave

spec

ifi c

shap

es, s

o sp

ecifi

c an

tibod

ies

whi

ch

fi t t

he s

peci

fi c s

hape

s of

th

e an

tigen

s ar

e ne

eded

• D

efi n

e ac

tive

imm

unity

as

def

ence

aga

inst

a

path

ogen

by

antib

ody

prod

uctio

n in

the

bod

y

• E

xpla

in t

hat

activ

e im

mun

ity is

gai

ned

afte

r an

infe

ctio

n by

a

path

ogen

, or

by

vacc

inat

ion



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• E

xpla

in t

he p

roce

ss o

f va

ccin

atio

n:

– ha

rmle

ss p

atho

gen

give

n w

hich

has

an

tigen

s

– an

tigen

s tr

igge

r an

im

mun

e re

spon

se b

y ly

mph

ocyt

es w

hich

pr

oduc

e an

tibod

ies

– m

emor

y ce

lls a

re

prod

uced

tha

t gi

ve

long

-ter

m im

mun

ity

• E

xpla

in t

he im

port

ance

of

hygi

enic

foo

d pr

epar

atio

n,

good

per

sona

l hyg

iene

, was

te

disp

osal

and

sew

age

trea

tmen

t in

co

ntro

lling

the

spr

ead

of d

isea

se

• E

xpla

in t

he r

ole

of

vacc

inat

ion

in c

ontr

ollin

g th

e sp

read

of

dise

ases

• E

xpla

in t

hat

pass

ive

imm

unity

is s

hort

-ter

m

defe

nce

agai

nst

a pa

thog

en b

y an

tibod

ies

acqu

ired

from

ano

ther

in

divi

dual

, e.g

. mot

her

to

infa

nt

• S

tate

tha

t m

emor

y ce

lls

are

not

prod

uced

in

pass

ive

imm

unity

• E

xpla

in t

he im

port

ance

of

pas

sive

imm

unity

for

br

east

-fed

infa

nts

• S

tate

tha

t so

me

dise

ases

are

cau

sed

by t

he im

mun

e sy

stem

ta

rget

ing

and

dest

royi

ng

body

cel

ls, l

imite

d to

Ty

pe 1

dia

bete

s



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

11.

Gas

exc

han

ge

in h

um

ans

• Li

st t

he f

eatu

res

of g

as e

xcha

nge

surf

aces

in h

uman

s, li

mite

d to

la

rge

surf

ace

area

, thi

n su

rfac

e,

good

blo

od s

uppl

y an

d go

od

vent

ilatio

n w

ith a

ir

• N

ame

and

iden

tify

the

lung

s,

diap

hrag

m, r

ibs,

inte

rcos

tal

mus

cles

, lar

ynx,

tra

chea

, br

onch

i, br

onch

iole

s, a

lveo

li an

d as

soci

ated

cap

illar

ies

• N

ame

and

iden

tify

the

inte

rnal

and

ext

erna

l in

terc

osta

l mus

cles

• S

tate

the

fun

ctio

ns o

f th

e ca

rtila

ge in

the

tra

chea

• E

xpla

in t

he r

ole

of t

he

ribs,

the

inte

rnal

and

ex

tern

al in

terc

osta

l m

uscl

es a

nd t

he

diap

hrag

m in

pro

duci

ng

volu

me

and

pres

sure

ch

ange

s in

the

tho

rax

lead

ing

to t

he v

entil

atio

n of

the

lung

s•

Sta

te t

he d

iffer

ence

s in

co

mpo

sitio

n be

twee

n in

spire

d an

d ex

pire

d ai

r, li

mite

d to

oxy

gen,

ca

rbon

dio

xide

and

wat

er v

apou

r

• U

se li

mew

ater

as

a te

st f

or

carb

on d

ioxi

de t

o in

vest

igat

e th

e di

ffer

ence

s in

com

posi

tion

betw

een

insp

ired

and

expi

red

air

• E

xpla

in t

he d

iffer

ence

s in

com

posi

tion

betw

een

insp

ired

and

expi

red

air



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• In

vest

igat

e an

d de

scrib

e th

e ef

fect

s of

phy

sica

l act

ivity

on

rate

an

d de

pth

of b

reat

hing

• E

xpla

in t

he li

nk b

etw

een

phys

ical

act

ivity

and

ra

te a

nd d

epth

of

brea

thin

g in

ter

ms

of

the

incr

ease

d ca

rbon

di

oxid

e co

ncen

trat

ion

in t

he b

lood

, det

ecte

d by

the

bra

in, c

ausi

ng

an in

crea

sed

rate

of

brea

thin

g

• E

xpla

in t

he r

ole

of g

oble

t ce

lls, m

ucus

and

cili

ated

ce

lls in

pro

tect

ing

the

gas

exch

ange

sys

tem

fr

om p

atho

gens

and

pa

rtic

les

12.

Res

pir

atio

n

12.1

Res

pira

tion

• S

tate

the

use

s of

ene

rgy

in

the

body

of

hum

ans:

mus

cle

cont

ract

ion,

pro

tein

syn

thes

is,

cell

divi

sion

, act

ive

tran

spor

t,

grow

th, t

he p

assa

ge o

f ne

rve

impu

lses

and

the

mai

nten

ance

of

a co

nsta

nt b

ody

tem

pera

ture

• S

tate

tha

t re

spira

tion

invo

lves

the

ac

tion

of e

nzym

es in

cel

ls



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

12.2

Aer

obic

re

spira

tion

• D

efi n

e ae

robi

c re

spira

tion

as

the

chem

ical

rea

ctio

ns in

cel

ls

that

use

oxy

gen

to b

reak

dow

n nu

trie

nt m

olec

ules

to

rele

ase

ener

gy

• S

tate

the

wor

d eq

uatio

n fo

r ae

robi

c re

spira

tion

as

gluc

ose

+ o

xyge

n →

car

bon

diox

ide

+ w

ater

• In

vest

igat

e th

e up

take

of

oxyg

en

by r

espi

ring

orga

nism

s, s

uch

as

arth

ropo

ds a

nd g

erm

inat

ing

seed

s

• S

tate

the

bal

ance

d ch

emic

al e

quat

ion

for

aero

bic

resp

iratio

n as

C

6H12

O6 +

6O

2 →

6C

O2 +

6H

2O

• In

vest

igat

e th

e ef

fect

of

tem

pera

ture

on

the

rate

of

resp

iratio

n of

ge

rmin

atin

g se

eds

12.3

Ana

erob

ic

resp

iratio

n•

Defi

ne

anae

robi

c re

spira

tion

as t

he c

hem

ical

rea

ctio

ns in

ce

lls t

hat

brea

k do

wn

nutr

ient

m

olec

ules

to

rele

ase

ener

gy

with

out

usin

g ox

ygen

• S

tate

the

wor

d eq

uatio

ns f

or

anae

robi

c re

spira

tion

in m

uscl

es

durin

g vi

goro

us e

xerc

ise

(glu

cose

→ la

ctic

aci

d) a

nd t

he

mic

roor

gani

sm y

east

(glu

cose

→

alco

hol +

car

bon

diox

ide)

• S

tate

tha

t an

aero

bic

resp

iratio

n re

leas

es m

uch

less

ene

rgy

per

gluc

ose

mol

ecul

e th

an a

erob

ic

resp

iratio

n

• S

tate

the

bal

ance

d ch

emic

al e

quat

ion

for

anae

robi

c re

spira

ti on

in

the

mic

roor

gani

sm y

east

as

C6H

12O

6 →

2C2H

5OH

+ 2

CO

2



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

tha

t la

ctic

aci

d bu

ilds

up in

mus

cles

and

bl

ood

durin

g vi

goro

us

exer

cise

cau

sing

an

oxyg

en d

ebt

• O

utlin

e ho

w t

he o

xyge

n de

bt is

rem

oved

dur

ing

reco

very

, lim

ited

to:

– ae

robi

c re

spira

tion

of

lact

ic a

cid

in t

he li

ver

– co

ntin

uatio

n,

afte

r ex

erci

se, o

f fa

st h

eart

rat

e to

tr

ansp

ort

lact

ic

acid

in b

lood

fro

m

mus

cles

to t

he li

ver

– co

ntin

uatio

n, a

fter

ex

erci

se, o

f de

eper

br

eath

ing

supp

lyin

g ox

ygen

for

aero

bic

resp

iratio

n of

lact

ic

acid



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

13.

Exc

reti

on

in h

um

ans

• S

tate

tha

t ur

ea is

for

med

in t

he

liver

fro

m e

xces

s am

ino

acid

s

• S

tate

tha

t ca

rbon

dio

xide

is

excr

eted

thr

ough

the

lung

s

• S

tate

tha

t th

e ki

dney

s ex

cret

e ur

ea a

nd e

xces

s w

ater

and

sal

ts

• E

xpla

in t

hat

the

volu

me

and

conc

entr

atio

n of

urin

e pr

oduc

ed

is a

ffec

ted

by w

ater

inta

ke,

tem

pera

ture

and

exe

rcis

e

• Id

entif

y on

dra

win

gs, d

iagr

ams

and

imag

es, t

he u

rete

rs, b

ladd

er

and

uret

hra

• D

escr

ibe

the

role

of

the

liver

in t

he a

ssim

ilatio

n of

am

ino

acid

s by

co

nver

ting

them

to

prot

eins

, inc

ludi

ng

plas

ma

prot

eins

, e.g

. fi b

rinog

en

• D

efi n

e de

amin

atio

n as

the

rem

oval

of

the

nitr

ogen

-con

tain

ing

part

of

am

ino

acid

s to

for

m

urea

• E

xpla

in t

he n

eed

for

excr

etio

n, li

mite

d to

to

xici

ty o

f ur

ea a

nd

carb

on d

ioxi

de

• O

utlin

e th

e st

ruct

ure

of

the

kidn

ey, l

imite

d to

th

e co

rtex

, med

ulla

and

ur

eter



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• O

utlin

e th

e st

ruct

ure

and

func

tioni

ng o

f a

kidn

ey

tubu

le, i

nclu

ding

:

– th

e ro

le o

f th

e gl

omer

ulus

in t

he

fi ltr

atio

n fr

om t

he

bloo

d of

wat

er,

gluc

ose,

ure

a an

d sa

lts

– th

e ro

le o

f th

e tu

bule

in

the

reab

sorp

tion

of a

ll of

the

glu

cose

, m

ost

of t

he w

ater

an

d so

me

salts

ba

ck in

to t

he b

lood

, le

adin

g to

the

co

ncen

trat

ion

of

urea

in t

he u

rine

as w

ell a

s lo

ss o

f ex

cess

wat

er a

nd

salts

(det

ails

of

thes

e pr

oces

ses

are

no

t re

quire

d)

• E

xpla

in d

ialy

sis

in t

erm

s of

sal

t ba

lanc

e, t

he

mai

nten

ance

of

gluc

ose

conc

entr

atio

n an

d th

e re

mov

al o

f ur

ea

• D

escr

ibe

the

use

of d

ialy

sis

in k

idne

y m

achi

nes

• D

iscu

ss t

he a

dvan

tage

s an

d di

sadv

anta

ges

of

kidn

ey t

rans

plan

ts,

com

pare

d w

ith d

ialy

sis



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

14.

Co

ord

inat

ion

an

d r

esp

on

se

14.1

Ner

vous

co

ntro

l in

hum

ans

• D

escr

ibe

a ne

rve

impu

lse

as a

n el

ectr

ical

sig

nal t

hat

pass

es a

long

ne

rve

cells

cal

led

neur

ones

• D

escr

ibe

the

hum

an n

ervo

us

syst

em in

ter

ms

of:

– th

e ce

ntra

l ner

vous

sys

tem

co

nsis

ting

of b

rain

and

spi

nal

cord

– th

e pe

riphe

ral n

ervo

us

syst

em

– co

ordi

natio

n an

d re

gula

tion

of

body

fun

ctio

ns

• Id

entif

y m

otor

(eff

ecto

r), r

elay

(c

onne

ctor

) and

sen

sory

neu

rone

s fr

om d

iagr

ams

• D

escr

ibe

a si

mpl

e re

fl ex

arc

in t

erm

s of

rec

epto

r, s

enso

ry

neur

one,

rel

ay n

euro

ne, m

otor

ne

uron

es a

nd e

ffec

tor

• D

escr

ibe

a re

fl ex

actio

n as

a

mea

ns o

f au

tom

atic

ally

an

d ra

pidl

y in

tegr

atin

g an

d co

ordi

natin

g st

imul

i with

the

re

spon

ses

of e

ffec

tors

(mus

cles

an

d gl

ands

)

• D

istin

guis

h be

twee

n vo

lunt

ary

and

invo

lunt

ary

actio

ns



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

efi n

e a

syna

pse

as a

junc

tion

betw

een

two

neur

ones

• D

escr

ibe

the

stru

ctur

e of

a s

ynap

se, i

nclu

ding

th

e pr

esen

ce o

f ne

urot

rans

mitt

er

cont

aini

ng v

esic

les,

th

e sy

napt

ic c

left

an

d ne

urot

rans

mitt

er

rece

ptor

mol

ecul

es

• D

escr

ibe

how

an

impu

lse

trig

gers

the

rel

ease

of

a n

euro

tran

smitt

er

from

ves

icle

s in

to t

he

syna

ptic

gap

and

how

th

e ne

urot

rans

mitt

er

diff

uses

acr

oss

to b

ind

with

rec

epto

r m

olec

ules

, in

the

mem

bran

e of

th

e ne

uron

e af

ter

the

syna

ptic

gap

, cau

sing

the

im

puls

e to

con

tinue

• S

tate

tha

t in

a r

efl e

x ar

c th

e sy

naps

es e

nsur

e th

at

impu

lses

tra

vel i

n on

e di

rect

ion

only

• S

tate

tha

t m

any

drug

s,

e.g.

her

oin

act

upon

sy

naps

es



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

14.2

Sen

se o

rgan

s•

Defi

ne

sens

e or

gans

as

grou

ps

of r

ecep

tor

cells

res

pond

ing

to

spec

ifi c

stim

uli:

light

, sou

nd,

touc

h, t

empe

ratu

re a

nd c

hem

ical

s

• Id

entif

y th

e st

ruct

ures

of

the

eye,

lim

ited

to c

orne

a, ir

is, p

upil,

lens

, re

tina,

opt

ic n

erve

and

blin

d sp

ot

• D

escr

ibe

the

func

tion

of e

ach

part

of

the

eye

, lim

ited

to:

– co

rnea

– re

frac

ts li

ght

– iri

s –

cont

rols

how

muc

h lig

ht

ente

rs p

upil

– le

ns –

focu

ses

light

ont

o re

tina

– re

tina

– co

ntai

ns li

ght

rece

ptor

s, s

ome

sens

itive

to

light

of

diff

eren

t co

lour

s

– op

tic n

erve

– c

arrie

s im

puls

es

to t

he b

rain

• E

xpla

in t

he p

upil

refl e

x in

ter

ms

of

light

inte

nsity

and

pup

il di

amet

er

only



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• E

xpla

in t

he p

upil

refl e

x in

ter

ms

of

light

inte

nsity

and

pup

il di

amet

er

only

• E

xpla

in t

he p

upil

refl e

x in

ter

ms

of li

ght

inte

nsity

an

d an

tago

nist

ic a

ctio

n of

circ

ular

and

rad

ial

mus

cles

in t

he ir

is

• E

xpla

in a

ccom

mod

atio

n to

vie

w n

ear

and

dist

ant

obje

cts

in t

erm

s of

th

e co

ntra

ctio

n an

d re

laxa

tion

of t

he c

iliar

y m

uscl

es, t

ensi

on in

the

su

spen

sory

liga

men

ts,

shap

e of

the

lens

and

re

frac

tion

of li

ght

• S

tate

the

dis

trib

utio

n of

ro

ds a

nd c

ones

in t

he

retin

a of

a h

uman

• O

utlin

e th

e fu

nctio

n of

ro

ds a

nd c

ones

, lim

ited

to g

reat

er s

ensi

tivity

of

rods

for

nig

ht v

isio

n an

d th

ree

diff

eren

t ki

nds

of

cone

s ab

sorb

ing

light

of

diff

eren

t co

lour

s fo

r co

lour

vis

ion

• Id

entif

y th

e po

sitio

n of

th

e fo

vea



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

14.3

Hor

mon

es in

hu

man

s•

Defi

ne

a ho

rmon

e as

a c

hem

ical

su

bsta

nce,

pro

duce

d by

a g

land

an

d ca

rrie

d by

the

blo

od, w

hich

al

ters

the

act

ivity

of

one

or m

ore

spec

ifi c

targ

et o

rgan

s

• Id

entif

y sp

ecifi

c en

docr

ine

glan

ds

and

thei

r se

cret

ions

, lim

ited

to

adre

nal g

land

s an

d ad

rena

line,

pa

ncre

as a

nd in

sulin

, tes

tes

and

test

oste

rone

and

ova

ries

and

oest

roge

n•

Des

crib

e ad

rena

line

as t

he

horm

one

secr

eted

in ‘fi

ght

or

fl igh

t’ s

ituat

ions

and

its

effe

cts,

lim

ited

to in

crea

sed

brea

thin

g an

d pu

lse

rate

and

wid

ened

pup

ils

• G

ive

exam

ples

of

situ

atio

ns

in w

hich

adr

enal

ine

secr

etio

n in

crea

ses

• S

tate

the

fun

ctio

ns o

f in

sulin

, oe

stro

gen

and

test

oste

rone

• D

iscu

ss t

he r

ole

of t

he

horm

one

adre

nalin

e in

th

e ch

emic

al c

ontr

ol

of m

etab

olic

act

ivity

, in

clud

ing

incr

easi

ng

the

bloo

d gl

ucos

e co

ncen

trat

ion

and

puls

e ra

te

• C

ompa

re n

ervo

us

and

horm

onal

con

trol

sy

stem

s in

ter

ms

of

spee

d an

d lo

ngev

ity o

f ac

tion



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

14.4

Hom

eost

asis

• D

efi n

e ho

meo

stas

is a

s th

e m

aint

enan

ce o

f a

cons

tant

in

tern

al e

nviro

nmen

t

• N

ame

and

iden

tify

on a

dia

gram

of

the

ski

n: h

airs

, hai

r er

ecto

r m

uscl

es, s

wea

t gla

nds,

rece

ptor

s,

sens

ory

neur

ones

, blo

od v

esse

ls

and

fatt

y tis

sue

• D

escr

ibe

the

mai

nten

ance

of

a c

onst

ant

inte

rnal

bod

y te

mpe

ratu

re in

hum

ans

in t

erm

s of

insu

latio

n, s

wea

ting,

shi

verin

g an

d th

e ro

le o

f th

e br

ain

(lim

ited

to b

lood

tem

pera

ture

rec

epto

rs

and

coor

dina

tion)

• E

xpla

in t

hat

hom

eost

asis

is

the

con

trol

of

inte

rnal

co

nditi

ons

with

in s

et

limits

• E

xpla

in t

he c

once

pt

of c

ontr

ol b

y ne

gativ

e fe

edba

ck

• D

escr

ibe

the

cont

rol

of t

he g

luco

se

conc

entr

atio

n of

the

bl

ood

by t

he li

ver

and

the

role

s of

insu

lin

and

gluc

agon

fro

m t

he

panc

reas

• O

utlin

e th

e sy

mpt

oms

and

trea

tmen

t of

Typ

e 1

diab

etes

(det

ail o

f β

cells

is

no

t re

quire

d)

• D

escr

ibe

the

mai

nten

ance

of

a co

nsta

nt in

tern

al b

ody

tem

pera

ture

in h

uman

s in

ter

ms

of v

asod

ilatio

n an

d va

soco

nstr

ictio

n of

ar

terio

les

supp

lyin

g sk

in

surf

ace

capi

llarie

s



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

14.5

Tro

pic

resp

onse

s•

Defi

ne

grav

itrop

ism

as

a re

spon

se

in w

hich

par

ts o

f a

plan

t gr

ow

tow

ards

or

away

fro

m g

ravi

ty

• D

efi n

e ph

otot

ropi

sm a

s a

resp

onse

in w

hich

par

ts o

f a

plan

t gr

ow t

owar

ds o

r aw

ay f

rom

th

e di

rect

ion

from

whi

ch li

ght

is

com

ing

• In

vest

igat

e gr

avitr

opis

m a

nd

phot

otro

pism

in s

hoot

s an

d ro

ots

• E

xpla

in p

hoto

trop

ism

an

d gr

avitr

opis

m o

f a

shoo

t as

exa

mpl

es o

f th

e ch

emic

al c

ontr

ol o

f pl

ant

grow

th

• E

xpla

in t

he r

ole

of a

uxin

in

con

trol

ling

shoo

t gr

owth

, lim

ited

to:

– au

xin

mad

e in

sho

ot

tip (o

nly)

– au

xin

spre

ads

thro

ugh

the

plan

t fr

om t

he s

hoot

tip

– au

xin

is u

nequ

ally

di

strib

uted

in

resp

onse

to li

ght

and

grav

ity

– au

xin

stim

ulat

es c

ell

elon

gatio

n

• D

escr

ibe

the

use

in

wee

dkill

ers

of t

he

synt

hetic

pla

nt h

orm

one

2,4-

D

15.

Dru

gs

15.1

Dru

gs•

Defi

ne

a dr

ug a

s an

y su

bsta

nce

take

n in

to t

he b

ody

that

mod

ifi es

or

aff

ects

che

mic

al r

eact

ions

in

the

body



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

15.2

Med

icin

al

drug

s•

Des

crib

e th

e us

e of

ant

ibio

tics

for

the

trea

tmen

t of

bac

teria

l in

fect

ion

• S

tate

tha

t so

me

bact

eria

are

re

sist

ant

to a

ntib

iotic

s w

hich

re

duce

s th

e ef

fect

iven

ess

of

antib

iotic

s

• S

tate

tha

t an

tibio

tics

kill

bact

eria

bu

t do

not

aff

ect

viru

ses

• E

xpla

in h

ow

deve

lopm

ent

of r

esis

tant

ba

cter

ia s

uch

as M

RS

A

can

be m

inim

ised

, lim

ited

to u

sing

ant

ibio

tics

only

w

hen

esse

ntia

l and

en

surin

g tr

eatm

ent

is

com

plet

ed

• E

xpla

in w

hy a

ntib

iotic

s ki

ll ba

cter

ia, b

ut d

o no

t af

fect

viru

ses

15.3

Mis

used

dru

gs•

Des

crib

e th

e ef

fect

s of

exc

essi

ve

alco

hol c

onsu

mpt

ion

and

abus

e of

he

roin

, lim

ited

to:

– po

wer

ful d

epre

ssan

t dr

ugs

– ef

fect

on

reac

tion

times

and

se

lf-co

ntro

l

– ad

dict

ion

and

with

draw

al

sym

ptom

s

– ne

gativ

e so

cial

impl

icat

ions

, e.

g. c

rime

• S

tate

tha

t in

ject

ing

hero

in c

an

caus

e in

fect

ions

suc

h as

HIV

• S

tate

tha

t ex

cess

ive

alco

hol

cons

umpt

ion

can

caus

e liv

er

dam

age

• E

xpla

in h

ow h

eroi

n af

fect

s th

e ne

rvou

s sy

stem

,lim

ited

to it

s ef

fect

on

the

func

tion

of s

ynap

ses



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

tha

t to

bacc

o sm

okin

g ca

n ca

use

chro

nic

obst

ruct

ive

pulm

onar

y di

seas

e (C

OP

D),

lung

ca

ncer

and

cor

onar

y he

art

dise

ase

• D

escr

ibe

the

effe

cts

on t

he g

as

exch

ange

sys

tem

of

toba

cco

smok

e an

d its

maj

or t

oxic

co

mpo

nent

s, li

mite

d to

car

bon

mon

oxid

e, n

icot

ine

and

tar

• S

tate

tha

t th

e liv

er is

the

site

of

brea

k do

wn

of a

lcoh

ol a

nd o

ther

to

xins

• D

iscu

ss t

he e

vide

nce

for

the

link

betw

een

smok

ing

and

lung

can

cer

• D

iscu

ss t

he u

se o

f ho

rmon

es t

o im

prov

e sp

ortin

g pe

rfor

man

ce,

limite

d to

tes

tost

eron

e an

d an

abol

ic s

tero

ids

16.

Rep

rod

uct

ion

16.1

Ase

xual

re

prod

uctio

n•

Defi

ne

asex

ual r

epro

duct

ion

as a

pro

cess

res

ultin

g in

the

pr

oduc

tion

of g

enet

ical

ly id

entic

al

offs

prin

g fr

om o

ne p

aren

t

• Id

entif

y ex

ampl

es o

f as

exua

l re

prod

uctio

n fr

om in

form

atio

n pr

ovid

ed•

Dis

cuss

the

adv

anta

ges

and

disa

dvan

tage

s of

as

exua

l rep

rodu

ctio

n:

– to

a p

opul

atio

n of

a

spec

ies

in t

he w

ild

– to

cro

p pr

oduc

tion



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

16.2

Sex

ual

repr

oduc

tion

• D

efi n

e se

xual

repr

oduc

tion

as a

pr

oces

s in

volv

ing

the

fusi

on o

f th

e nu

clei

of

two

gam

etes

(sex

ce

lls) t

o fo

rm a

zyg

ote

and

the

prod

uctio

n of

off

sprin

g th

at a

re

gene

tical

ly d

iffer

ent

from

eac

h ot

her

• D

efi n

e fe

rtili

satio

n as

the

fus

ion

of g

amet

e nu

clei

• S

tate

tha

t th

e nu

clei

of

gam

etes

are

hap

loid

and

th

at t

he n

ucle

us o

f a

zygo

te is

dip

loid

• D

iscu

ss t

he a

dvan

tage

s an

d di

sadv

anta

ges

of

sexu

al r

epro

duct

ion:

– to

a p

opul

atio

n of

a

spec

ies

in t

he w

ild

– to

cro

p pr

oduc

tion

16.3

Sex

ual

repr

oduc

tion

in

plan

ts

• Id

entif

y an

d dr

aw, u

sing

a h

and

lens

if n

eces

sary

, the

sep

als,

pe

tals

, sta

men

s, fi

lam

ents

and

an

ther

s, c

arpe

ls, s

tyle

, stig

ma,

ov

ary

and

ovul

es, o

f an

inse

ct-

polli

nate

d fl o

wer

• S

tate

the

fun

ctio

ns o

f th

e se

pals

, pe

tals

, ant

hers

, stig

mas

and

ov

arie

s

• U

se a

han

d le

ns t

o id

entif

y an

d de

scrib

e th

e an

ther

s an

d st

igm

as

of a

win

d-po

llina

ted

fl ow

er

• D

istin

guis

h be

twee

n th

e po

llen

grai

ns o

f in

sect

-pol

linat

ed a

nd w

ind-

polli

nate

d fl o

wer

s



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

efi n

e po

llina

tion

as t

he t

rans

fer

of p

olle

n gr

ains

fro

m t

he a

nthe

r to

th

e st

igm

a

• D

efi n

e se

lf-po

llina

tion

as t

he t

rans

fer

of p

olle

n gr

ains

fro

m t

he a

nthe

r of

a fl

ower

to

the

stig

ma

of t

he s

ame

fl ow

er o

r di

ffer

ent

fl ow

er o

n th

e sa

me

plan

t

• D

efi n

e cr

oss-

polli

natio

n as

tra

nsfe

r of

pol

len

grai

ns f

rom

the

ant

her

of a

fl ow

er t

o th

e st

igm

a of

a fl

ower

on

a di

ffer

ent

plan

t of

the

sam

e sp

ecie

s

• D

iscu

ss t

he im

plic

atio

ns

to a

spe

cies

of

self-

polli

natio

n an

d cr

oss-

polli

natio

n in

ter

ms

of v

aria

tion,

cap

acity

to

resp

ond

to c

hang

es in

th

e en

viro

nmen

t an

d re

lianc

e on

pol

linat

ors

• S

tate

tha

t fe

rtili

satio

n oc

curs

w

hen

a po

llen

nucl

eus

fuse

s w

ith

a nu

cleu

s in

an

ovul

e

• D

escr

ibe

the

stru

ctur

al

adap

tatio

ns o

f in

sect

-pol

linat

ed a

nd w

ind-

polli

nate

d fl o

wer

s

• In

vest

igat

e an

d st

ate

the

envi

ronm

enta

l con

ditio

ns t

hat

affe

ct g

erm

inat

ion

of s

eeds

, lim

ited

to t

he r

equi

rem

ent

for

wat

er, o

xyge

n an

d a

suita

ble

tem

pera

ture

• D

escr

ibe

the

grow

th

of t

he p

olle

n tu

be a

nd

its e

ntry

into

the

ovu

le

follo

wed

by

fert

ilisa

tion

(det

ails

of

prod

uctio

n of

end

ospe

rm a

nd

deve

lopm

ent

are

no

t re

quire

d)



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

16.4

Sex

ual

repr

oduc

tion

in

hum

ans

• Id

entif

y an

d na

me

on d

iagr

ams

of t

he m

ale

repr

oduc

tive

syst

em:

the

test

es, s

crot

um, s

perm

duc

ts,

pros

tate

gla

nd, u

reth

ra a

nd p

enis

, an

d st

ate

the

func

tions

of

thes

e pa

rts

• Id

entif

y an

d na

me

on d

iagr

ams

of

the

fem

ale

repr

oduc

tive

syst

em:

the

ovar

ies,

ovi

duct

s, u

teru

s,

cerv

ix a

nd v

agin

a, a

nd s

tate

the

fu

nctio

ns o

f th

ese

part

s

• D

escr

ibe

fert

ilisa

tion

as t

he f

usio

n of

the

nuc

lei f

rom

a m

ale

gam

ete

(spe

rm) a

nd a

fem

ale

gam

ete

(egg

cel

l/ovu

m)

• C

ompa

re m

ale

and

fem

ale

gam

etes

in t

erm

s of

siz

e, s

truc

ture

, mot

ility

an

d nu

mbe

rs

• S

tate

the

ada

ptiv

e fe

atur

es o

f sp

erm

, lim

ited

to fl

agel

lum

and

th

e pr

esen

ce o

f en

zym

es

• S

tate

the

ada

ptiv

e fe

atur

es o

f eg

g ce

lls, l

imite

d to

ene

rgy

stor

es a

nd

a je

lly c

oatin

g th

at c

hang

es a

fter

fe

rtili

satio

n

• E

xpla

in t

he a

dapt

ive

feat

ures

of

sper

m,

limite

d to

fl ag

ellu

m,

mito

chon

dria

and

en

zym

es in

th

e ac

roso

me

• E

xpla

in t

he a

dapt

ive

feat

ures

of

egg

cells

, lim

ited

to e

nerg

y st

ores

an

d th

e je

lly c

oat

that

ch

ange

s at

fer

tilis

atio

n



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

escr

ibe

the

ante

-nat

al c

are

of p

regn

ant

wom

en, l

imite

d to

sp

ecia

l die

tary

nee

ds a

nd t

he

harm

fro

m s

mok

ing

and

alco

hol

cons

umpt

ion

• O

utlin

e th

e pr

oces

ses

invo

lved

in

labo

ur a

nd b

irth,

lim

ited

to:

– br

eaki

ng o

f th

e am

niot

ic s

ac

– co

ntra

ctio

n of

the

mus

cles

in

the

uter

us w

all

– di

latio

n of

the

cer

vix

– pa

ssag

e th

roug

h th

e va

gina

– ty

ing

and

cutt

ing

the

umbi

lical

cor

d

– de

liver

y of

the

aft

erbi

rth

• D

iscu

ss t

he a

dvan

tage

s an

d di

sadv

anta

ges

of

brea

st-f

eedi

ng c

ompa

red

with

bot

tle-f

eedi

ng u

sing

fo

rmul

a m

ilk

16.5

Sex

hor

mon

es

in h

uman

s•

Des

crib

e th

e ro

les

of

test

oste

rone

and

oes

trog

en in

the

de

velo

pmen

t an

d re

gula

tion

of

seco

ndar

y se

xual

cha

ract

eris

tics

durin

g pu

bert

y

• D

escr

ibe

the

men

stru

al c

ycle

in

term

s of

cha

nges

in t

he o

varie

s an

d in

the

lini

ng o

f th

e ut

erus

• D

escr

ibe

the

site

s of

pr

oduc

tion

of o

estr

ogen

an

d pr

oges

tero

ne in

the

m

enst

rual

cyc

le a

nd in

pr

egna

ncy

• E

xpla

in t

he r

ole

of

horm

ones

in c

ontr

ollin

g th

e m

enst

rual

cyc

le a

nd

preg

nanc

y, li

mite

d to

FS

H, L

H, p

roge

ster

one

and

oest

roge

n



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

16.6

Met

hods

of

birt

h co

ntro

l in

hum

ans

• O

utlin

e th

e fo

llow

ing

met

hods

of

birt

h co

ntro

l:

– na

tura

l, lim

ited

to a

bstin

ence

, m

onito

ring

body

tem

pera

ture

an

d ce

rvic

al m

ucus

– ch

emic

al, l

imite

d to

IUD

, IU

S,

cont

race

ptiv

e pi

ll, im

plan

t an

d in

ject

ion

– ba

rrie

r, lim

ited

to c

ondo

m,

fem

idom

, dia

phra

gm

– su

rgic

al, l

imite

d to

vas

ecto

my

and

fem

ale

ster

ilisa

tion

• O

utlin

e th

e us

e of

hor

mon

es in

co

ntra

cept

ion

and

fert

ility

tr

eatm

ents

• O

utlin

e ar

tifi c

ial

inse

min

atio

n (A

I)

• O

utlin

e in

vitr

o fe

rtili

satio

n (IV

F)

• D

iscu

ss t

he s

ocia

l im

plic

atio

ns o

f co

ntra

cept

ion

and

fert

ility

tr

eatm

ents

16.7

Sex

ually

tr

ansm

itted

in

fect

ions

(S

TIs)

• D

efi n

e se

xual

ly tr

ansm

itted

in

fect

ion

as a

n in

fect

ion

that

is

tra

nsm

itted

via

bod

y fl u

ids

thro

ugh

sexu

al c

onta

ct

• S

tate

tha

t hu

man

im

mun

odefi

cie

ncy

viru

s (H

IV) i

s an

exa

mpl

e of

an

STI

• E

xpla

in h

ow t

he s

prea

d of

STI

s is

co

ntro

lled

• D

escr

ibe

the

met

hods

of

tran

smis

sion

of

HIV

• S

tate

tha

t H

IV in

fect

ion

may

lead

to

AID

S

• O

utlin

e ho

w H

IV a

ffec

ts

the

imm

une

syst

em,

limite

d to

dec

reas

ed

lym

phoc

yte

num

bers

an

d re

duce

d ab

ility

to

prod

uce

antib

odie

s



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

17.

Inh

erit

ance

17.1

Inhe

ritan

ce•

Defi

ne

inhe

ritan

ce a

s th

e tr

ansm

issi

on o

f ge

netic

in

form

atio

n fr

om g

ener

atio

n to

ge

nera

tion

17.2

Chr

omos

omes

, ge

nes

and

prot

eins

• D

efi n

e ch

rom

osom

e as

a t

hrea

d-lik

e st

ruct

ure

of D

NA

, car

ryin

g ge

netic

info

rmat

ion

in t

he f

orm

of

gene

s

• D

efi n

e ge

ne a

s a

leng

th o

f D

NA

th

at c

odes

for

a p

rote

in

• D

efi n

e al

lele

as

a ve

rsio

n of

a

gene

• D

escr

ibe

the

inhe

ritan

ce o

f se

x in

hu

man

s w

ith r

efer

ence

to

XX

and

X

Y c

hrom

osom

es

• E

xpla

in t

hat

the

sequ

ence

of

base

s in

a

gene

is t

he g

enet

ic

code

for

put

ting

toge

ther

am

ino

acid

s in

the

cor

rect

ord

er t

o m

ake

a sp

ecifi

c pr

otei

n (k

now

ledg

e of

the

det

ails

of

nuc

leot

ide

stru

ctur

e is

n

ot

requ

ired)

• E

xpla

in t

hat

DN

A

cont

rols

cel

l fun

ctio

n by

co

ntro

lling

the

pro

duct

ion

of p

rote

ins

(som

e of

w

hich

are

enz

ymes

), an

tibod

ies

and

rece

ptor

s fo

r ne

urot

rans

mitt

ers



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• E

xpla

in h

ow a

pro

tein

is

mad

e, li

mite

d to

:

– th

e ge

ne c

odin

g fo

r th

e pr

otei

n re

mai

ns

in t

he n

ucle

us

– m

RN

A m

olec

ules

ca

rry

a co

py o

f th

e ge

ne to

the

cy

topl

asm

– th

e m

RN

A p

asse

s th

roug

h rib

osom

es

– th

e rib

osom

e as

sem

bles

am

ino

acid

s in

to p

rote

in

mol

ecul

es

– th

e sp

ecifi

c or

der

of a

min

o ac

ids

is d

eter

min

ed

by t

he s

eque

nce

of b

ases

in t

he

mR

NA

(kno

wle

dge

of t

he d

etai

ls o

f tr

ansc

riptio

n or

tr

ansl

atio

n is

no

t re

quire

d)

• E

xpla

in t

hat

all b

ody

cells

in a

n or

gani

sm

cont

ain

the

sam

e ge

nes,

bu

t m

any

gene

s in

a

part

icul

ar c

ell a

re n

ot

expr

esse

d be

caus

e th

e ce

ll on

ly m

akes

the

sp

ecifi

c pr

otei

ns it

nee

ds



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

efi n

e a

hapl

oid

nucl

eus

as a

nuc

leus

con

tain

ing

a si

ngle

set

of

unpa

ired

chro

mos

omes

, e.g

. in

gam

etes

• D

efi n

e a

dipl

oid

nucl

eus

as a

nuc

leus

co

ntai

ning

tw

o se

ts o

f ch

rom

osom

es, e

.g. i

n bo

dy c

ells

• S

tate

tha

t in

a d

iplo

id c

ell,

ther

e is

a p

air

of e

ach

type

of

chro

mos

ome

and

in a

hum

an d

iplo

id c

ell

ther

e ar

e 23

pai

rs

17.3

Mito

sis

• D

efi n

e m

itosi

s as

nuc

lear

div

isio

n gi

ving

ris

e to

gen

etic

ally

iden

tical

ce

lls (d

etai

ls o

f st

ages

are

no

t re

quire

d)

• S

tate

the

rol

e of

mito

sis

in

grow

th, r

epai

r of

dam

aged

tis

sues

, rep

lace

men

t of

cel

ls a

nd

asex

ual r

epro

duct

ion

• S

tate

tha

t th

e ex

act

dupl

icat

ion

of

chro

mos

omes

occ

urs

befo

re m

itosi

s

• S

tate

tha

t du

ring

mito

sis,

the

cop

ies

of c

hrom

osom

es

sepa

rate

, mai

ntai

ning

the

ch

rom

osom

e nu

mbe

r (d

etai

ls o

f st

ages

of

mito

sis

are

no

t re

quire

d)



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

escr

ibe

stem

cel

ls

as u

nspe

cial

ised

cel

ls

that

div

ide

by m

itosi

s to

pro

duce

dau

ghte

r ce

lls t

hat

can

beco

me

spec

ialis

ed f

or s

peci

fi c

func

tions

17.4

Mei

osis

• D

efi n

e m

eios

is a

s nu

clea

r di

visi

on

givi

ng r

ise

to c

ells

tha

t ar

e ge

netic

ally

diff

eren

t (d

etai

ls o

f st

ages

are

no

t re

quire

d)

• S

tate

tha

t m

eios

is is

invo

lved

in

the

prod

uctio

n of

gam

etes

• D

efi n

e m

eios

is a

s re

duct

ion

divi

sion

in

whi

ch t

he c

hrom

osom

e nu

mbe

r is

hal

ved

from

dip

loid

to

hapl

oid

resu

lting

in g

enet

ical

ly

diff

eren

t ce

lls (d

etai

ls o

f st

ages

are

no

t re

quire

d)

• E

xpla

in h

ow m

eios

is

prod

uces

var

iatio

n by

for

min

g ne

w

com

bina

tions

of

mat

erna

l and

pat

erna

l ch

rom

osom

es (s

peci

fi c

deta

ils a

re n

ot

requ

ired)

17.5

Mon

ohyb

rid

inhe

ritan

ce•

Defi

ne

geno

type

as

the

gene

tic

mak

e-up

of

an o

rgan

ism

in t

erm

s of

the

alle

les

pres

ent

• D

efi n

e ph

enot

ype

as t

he

obse

rvab

le f

eatu

res

of a

n or

gani

sm

• D

efi n

e ho

moz

ygou

s as

hav

ing

two

iden

tical

alle

les

of a

par

ticul

ar

gene



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

17.5

Mon

ohyb

rid

inhe

ritan

ce•

Sta

te t

hat

two

iden

tical

ho

moz

ygou

s in

divi

dual

s th

at

bree

d to

geth

er w

ill b

e pu

re-

bree

ding

• D

efi n

e he

tero

zygo

us a

s ha

ving

tw

o di

ffer

ent

alle

les

of a

par

ticul

ar

gene

• S

tate

tha

t a

hete

rozy

gous

in

divi

dual

will

not

be

pure

-br

eedi

ng

• D

efi n

e do

min

ant a

s an

alle

le t

hat

is e

xpre

ssed

if it

is p

rese

nt

• D

efi n

e re

cess

ive

as a

n al

lele

tha

t is

onl

y ex

pres

sed

whe

n th

ere

is

no d

omin

ant

alle

le o

f th

e ge

ne

pres

ent

• In

terp

ret

pedi

gree

dia

gram

s fo

r th

e in

herit

ance

of

a gi

ven

char

acte

ristic

• U

se g

enet

ic d

iagr

ams

to p

redi

ct

the

resu

lts o

f m

onoh

ybrid

cro

sses

an

d ca

lcul

ate

phen

otyp

ic r

atio

s,

limite

d to

1:1

and

3:1

rat

ios

• U

se P

unne

tt s

quar

es in

cro

sses

w

hich

res

ult

in m

ore

than

one

ge

noty

pe t

o w

ork

out

and

show

th

e po

ssib

le d

iffer

ent

geno

type

s

• E

xpla

in h

ow t

o us

e a

test

cro

ss t

o id

entif

y an

un

know

n ge

noty

pe



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• E

xpla

in c

o-do

min

ance

by

ref

eren

ce t

o th

e in

herit

ance

of

AB

O b

lood

gr

oups

– p

heno

type

s be

ing

A, B

, AB

and

O

bloo

d gr

oups

and

alle

les

bein

g IA

, IB a

nd Io

• D

efi n

e a

sex-

linke

d ch

arac

teris

tic a

s a

char

acte

ristic

in w

hich

th

e ge

ne r

espo

nsib

le

is lo

cate

d on

a s

ex

chro

mos

ome

and

that

th

is m

akes

it m

ore

com

mon

in o

ne s

ex t

han

in t

he o

ther

• D

escr

ibe

colo

ur

blin

dnes

s as

an

exam

ple

of s

ex li

nkag

e

• U

se g

enet

ic d

iagr

ams

to p

redi

ct t

he r

esul

ts

of m

onoh

ybrid

cro

sses

in

volv

ing

co-d

omin

ance

or

sex

link

age

and

calc

ulat

e ph

enot

ypic

ra

tios



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

18.

Var

iati

on

an

d s

elec

tio

n

18.1

Var

iatio

n•

Defi

ne

varia

tion

as d

iffer

ence

s be

twee

n in

divi

dual

s of

the

sam

e sp

ecie

s

• D

istin

guis

h be

twee

n ph

enot

ypic

va

riatio

n an

d ge

netic

var

iatio

n

• S

tate

tha

t co

ntin

uous

var

iatio

n re

sults

in a

ran

ge o

f ph

enot

ypes

be

twee

n tw

o ex

trem

es, e

.g.

heig

ht in

hum

ans

• S

tate

tha

t di

scon

tinuo

us

varia

tion

resu

lts in

a li

mite

d nu

mbe

r of

phe

noty

pes

with

no

inte

rmed

iate

s, e

.g. t

ongu

e ro

lling

• R

ecor

d an

d pr

esen

t th

e re

sults

of

inve

stig

atio

ns in

to c

ontin

uous

and

di

scon

tinuo

us v

aria

tion

• D

efi n

e m

utat

ion

as g

enet

ic

chan

ge

• S

tate

tha

t m

utat

ion

is t

he w

ay in

w

hich

new

alle

les

are

form

ed

• S

tate

tha

t io

nisi

ng r

adia

tion

and

som

e ch

emic

als

incr

ease

the

rat

e of

mut

atio

n

• S

tate

tha

t ph

enot

ypic

va

riatio

n is

cau

sed

by b

oth

gene

tic a

nd

envi

ronm

enta

l fac

tors

• S

tate

tha

t di

scon

tinuo

us

varia

tion

is m

ostly

ca

used

by

gene

s al

one,

e.

g. A

, B, A

B a

nd O

bl

ood

grou

ps in

hum

ans

• D

efi n

e ge

ne m

utat

ion

as a

cha

nge

in t

he b

ase

sequ

ence

of

DN

A



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

escr

ibe

the

sym

ptom

s of

sic

kle-

cell

anae

mia

• E

xpla

in h

ow a

cha

nge

in

the

base

seq

uenc

e of

the

ge

ne f

or h

aem

oglo

bin

resu

lts in

abn

orm

al

haem

oglo

bin

and

sick

le-

shap

ed r

ed b

lood

cel

ls

• U

se g

enet

ic d

iagr

ams

to s

how

how

sic

kle-

cell

anae

mia

is in

herit

ed

• S

tate

tha

t pe

ople

who

ar

e he

tero

zygo

us (H

bS

HbA

) for

the

sic

kle-

cell

alle

le h

ave

a re

sist

ance

to

mal

aria

• E

xpla

in t

he d

istr

ibut

ion

of t

he s

ickl

e-ce

ll al

lele

in

hum

an p

opul

atio

ns

with

ref

eren

ce t

o th

e di

strib

utio

n of

mal

aria

(Tea

chin

g of

hum

an in

herit

ed

cond

ition

s sh

ould

be

done

w

ith s

ensi

tivity

at

all t

imes

.)



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

18.2

Ada

ptiv

e fe

atur

es•

Defi

ne

adap

tive

feat

ure

as a

n in

herit

ed f

eatu

re t

hat

help

s an

org

anis

m t

o su

rviv

e an

d re

prod

uce

in it

s en

viro

nmen

t

• In

terp

ret

imag

es o

r ot

her

info

rmat

ion

abou

t a

spec

ies

to

desc

ribe

its a

dapt

ive

feat

ures

• D

efi n

e ad

aptiv

e fe

atur

e as

the

inhe

rited

fu

nctio

nal f

eatu

res

of a

n or

gani

sm t

hat

incr

ease

its

fi tn

ess

• D

efi n

e fi t

ness

as

the

prob

abili

ty o

f an

or

gani

sm s

urvi

ving

an

d re

prod

ucin

g in

the

en

viro

nmen

t in

whi

ch it

is

fou

nd

• E

xpla

in t

he a

dapt

ive

feat

ures

of

hydr

ophy

tes

and

xero

phyt

es t

o th

eir

envi

ronm

ents

18.3

Sel

ectio

n•

Des

crib

e na

tura

l sel

ectio

n w

ith

refe

renc

e to

:

– va

riatio

n w

ithin

pop

ulat

ions

– pr

oduc

tion

of m

any

offs

prin

g

– co

mpe

titio

n fo

r re

sour

ces

– st

rugg

le fo

r su

rviv

al

– re

prod

uctio

n by

indi

vidu

als

that

are

bet

ter

adap

ted

to t

he

envi

ronm

ent

than

oth

ers

– pa

ssin

g on

of

thei

r al

lele

s to

th

e ne

xt g

ener

atio

n

• D

escr

ibe

evol

utio

n as

th

e ch

ange

in a

dapt

ive

feat

ures

of

a po

pula

tion

over

tim

e as

the

res

ult

of

natu

ral s

elec

tion

• D

efi n

e th

e pr

oces

s of

ada

ptat

ion

as t

he

proc

ess,

res

ultin

g fr

om n

atur

al s

elec

tion,

by

whi

ch p

opul

atio

ns

beco

me

mor

e su

ited

to

thei

r en

viro

nmen

t ov

er

man

y ge

nera

tions



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

escr

ibe

sele

ctiv

e br

eedi

ng w

ith

refe

renc

e to

:

– se

lect

ion

by h

uman

s of

in

divi

dual

s w

ith d

esira

ble

feat

ures

– cr

ossi

ng t

hese

indi

vidu

als

to

prod

uce

the

next

gen

erat

ion

– se

lect

ion

of o

ffsp

ring

show

ing

the

desi

rabl

e fe

atur

es

• D

escr

ibe

the

deve

lopm

ent

of s

trai

ns

of a

ntib

iotic

res

ista

nt

bact

eria

as

an e

xam

ple

of e

volu

tion

by n

atur

al

sele

ctio

n

• S

tate

the

diff

eren

ces

betw

een

natu

ral a

nd

artifi

cia

l sel

ectio

n

• O

utlin

e ho

w s

elec

tive

bree

ding

by

artifi

cia

l se

lect

ion

is c

arrie

d ou

t ov

er m

any

gene

ratio

ns t

o im

prov

e cr

op p

lant

s an

d do

mes

ticat

ed a

nim

als

19.

Org

anis

ms

and

th

eir

envi

ron

men

t

19.1

Ene

rgy

fl ow

• S

tate

tha

t th

e S

un is

the

prin

cipa

l so

urce

of

ener

gy in

put

to

biol

ogic

al s

yste

ms

• D

escr

ibe

the

fl ow

of

ener

gy t

hrou

gh li

ving

or

gani

sms

incl

udin

g lig

ht

ener

gy f

rom

the

sun

an

d ch

emic

al e

nerg

y in

org

anis

ms

and

its

even

tual

tra

nsfe

r to

the

en

viro

nmen

t

19.2

Foo

d ch

ains

an

d fo

od w

ebs

• D

efi n

e a

food

cha

in a

s sh

owin

g th

e tr

ansf

er o

f en

ergy

fro

m o

ne

orga

nism

to

the

next

, beg

inni

ng

with

a p

rodu

cer



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

tha

t en

ergy

is t

rans

ferr

ed

betw

een

orga

nism

s in

a f

ood

chai

n by

inge

stio

n

• C

onst

ruct

sim

ple

food

cha

ins

• D

escr

ibe

how

ene

rgy

is t

rans

ferr

ed b

etw

een

trop

hic

leve

ls

• D

efi n

e tr

ophi

c le

vel

as t

he p

ositi

on o

f an

or

gani

sm in

a f

ood

chai

n,

food

web

, pyr

amid

of

num

bers

or

pyra

mid

of

biom

ass

• E

xpla

in w

hy t

he t

rans

fer

of e

nerg

y fr

om o

ne

trop

hic

leve

l to

anot

her

is

inef

fi cie

nt

• E

xpla

in w

hy f

ood

chai

ns

usua

lly h

ave

few

er t

han

fi ve

trop

hic

leve

ls

• E

xpla

in w

hy t

here

is

a gr

eate

r ef

fi cie

ncy

in s

uppl

ying

pla

nts

as h

uman

foo

d, a

nd

that

the

re is

a r

elat

ive

inef

fi cie

ncy

in f

eedi

ng

crop

pla

nts

to li

vest

ock

that

will

be

used

as

food

• D

efi n

e a

food

web

as

a ne

twor

k of

inte

rcon

nect

ed f

ood

chai

ns

• D

efi n

e pr

oduc

er a

s an

org

anis

m

that

mak

es it

s ow

n or

gani

c nu

trie

nts,

usu

ally

usi

ng

ener

gy f

rom

sun

light

, thr

ough

ph

otos

ynth

esis

• D

efi n

e co

nsum

er a

s an

org

anis

m

that

get

s its

ene

rgy

by f

eedi

ng o

n ot

her

orga

nism

s



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

tha

t co

nsum

ers

may

be

clas

sed

as p

rimar

y, s

econ

dary

and

te

rtia

ry a

ccor

ding

to

thei

r po

sitio

n in

a f

ood

chai

n

• D

efi n

e he

rbiv

ore

as a

n an

imal

tha

t ge

ts it

s en

ergy

by

eatin

g pl

ants

• D

efi n

e ca

rniv

ore

as a

n an

imal

tha

t ge

ts it

s en

ergy

by

eatin

g ot

her

anim

als

• D

efi n

e de

com

pose

r as

an

orga

nism

tha

t ge

ts it

s en

ergy

fr

om d

ead

or w

aste

org

anic

m

ater

ial

• In

terp

ret

food

cha

ins

and

food

w

ebs

in t

erm

s of

iden

tifyi

ng

prod

ucer

s an

d co

nsum

ers

• U

se f

ood

chai

ns a

nd f

ood

web

s to

des

crib

e th

e im

pact

s hu

man

s ha

ve t

hrou

gh o

ver-

harv

estin

g of

foo

d sp

ecie

s an

d th

roug

h in

trod

ucin

g fo

reig

n sp

ecie

s to

a

habi

tat

• D

raw

, des

crib

e an

d in

terp

ret

pyra

mid

s of

num

bers

• Id

entif

y pr

oduc

ers,

pr

imar

y co

nsum

ers,

se

cond

ary

cons

umer

s,

tert

iary

con

sum

ers

and

quat

erna

ry c

onsu

mer

s as

the

tro

phic

leve

ls in

fo

od w

ebs,

foo

d ch

ains

, py

ram

ids

of n

umbe

rs a

nd

pyra

mid

s of

bio

mas

s

• D

raw

, des

crib

e an

d in

terp

ret

pyra

mid

s of

bi

omas

s

• D

iscu

ss t

he a

dvan

tage

s of

usi

ng a

pyr

amid

of

biom

ass

rath

er t

han

a py

ram

id o

f nu

mbe

rs t

o re

pres

ent

a fo

od c

hain



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

19.3

Nut

rient

cy

cles

• D

escr

ibe

the

carb

on c

ycle

, lim

ited

to p

hoto

synt

hesi

s, r

espi

ratio

n,

feed

ing,

dec

ompo

sitio

n,

foss

ilisa

tion

and

com

bust

ion

• D

iscu

ss t

he e

ffec

ts o

f th

e co

mbu

stio

n of

fos

sil f

uels

and

the

cu

ttin

g do

wn

of f

ores

ts o

n th

e ca

rbon

dio

xide

con

cent

ratio

ns in

th

e at

mos

pher

e

• D

escr

ibe

the

wat

er c

ycle

, lim

ited

to e

vapo

ratio

n, t

rans

pira

tion,

co

nden

satio

n an

d pr

ecip

itatio

n

• D

escr

ibe

the

nitr

ogen

cy

cle

in t

erm

s of

:

– de

com

posi

tion

of p

lant

and

an

imal

pro

tein

to

amm

oniu

m io

ns

– ni

trifi

catio

n

– ni

trog

en fi

xatio

n by

ligh

tnin

g an

d ba

cter

ia

– ab

sorp

tion

of n

itrat

e io

ns b

y pl

ants

– pr

oduc

tion

of a

min

o ac

ids

and

prot

eins

– fe

edin

g an

d di

gest

ion

of p

rote

ins

– de

amin

atio

n

– de

nitr

ifi ca

tion



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

the

rol

es o

f m

icro

orga

nism

s in

the

ni

trog

en c

ycle

, lim

ited

to d

ecom

posi

tion,

ni

trifi

catio

n, n

itrog

en

fi xat

ion

and

deni

trifi

catio

n (g

ener

ic n

ames

of

indi

vidu

al b

acte

ria,

e.g.

Rhi

zobi

um, a

re n

ot

requ

ired)



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

19.4

Pop

ulat

ion

size

• D

efi n

e po

pula

tion

as a

gro

up o

f or

gani

sms

of o

ne s

peci

es, l

ivin

g in

the

sam

e ar

ea, a

t th

e sa

me

time

• Id

entif

y an

d st

ate

the

fact

ors

affe

ctin

g th

e ra

te o

f po

pula

tion

grow

th f

or a

pop

ulat

ion

of a

n or

gani

sm, l

imite

d to

foo

d su

pply

, pr

edat

ion

and

dise

ase

• D

efi n

e co

mm

unity

as

all o

f th

e po

pula

tions

of

diff

eren

t sp

ecie

s in

an

ecos

yste

m

• D

efi n

e ec

osys

tem

as

a un

it co

ntai

ning

the

co

mm

unity

of

orga

nism

s an

d th

eir

envi

ronm

ent,

in

tera

ctin

g to

geth

er,

e.g.

a d

ecom

posi

ng lo

g,

or a

lake

• Id

entif

y th

e la

g,

expo

nent

ial (

log)

, st

atio

nary

and

dea

th

phas

es in

the

sig

moi

d po

pula

tion

grow

th c

urve

fo

r a

popu

latio

n gr

owin

g in

an

envi

ronm

ent

with

lim

ited

reso

urce

s

• E

xpla

in t

he f

acto

rs t

hat

lead

to

each

pha

se in

th

e si

gmoi

d cu

rve

of

popu

latio

n gr

owth

, m

akin

g re

fere

nce,

whe

re

appr

opria

te, t

o th

e ro

le o

f lim

iting

fac

tors



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

iscu

ss t

he in

crea

se in

hum

an

popu

latio

n si

ze o

ver

the

past

25

0 ye

ars

and

its s

ocia

l and

en

viro

nmen

tal i

mpl

icat

ions

• In

terp

ret

grap

hs a

nd d

iagr

ams

of

hum

an p

opul

atio

n gr

owth

20.

Bio

tech

no

log

y an

d g

enet

ic e

ng

inee

rin

g

20.1

Bio

tech

nolo

gy

and

gene

tic

engi

neer

ing

• S

tate

tha

t ba

cter

ia a

re u

sefu

l in

bio

tech

nolo

gy a

nd g

enet

ic

engi

neer

ing

due

to t

heir

rapi

d re

prod

uctio

n ra

te a

nd t

heir

abili

ty

to m

ake

com

plex

mol

ecul

es

• D

iscu

ss w

hy b

acte

ria a

re

usef

ul in

bio

tech

nolo

gy

and

gene

tic e

ngin

eerin

g,

limite

d to

:

– la

ck o

f et

hica

l co

ncer

ns o

ver

thei

r m

anip

ulat

ion

and

grow

th

– ge

netic

cod

e sh

ared

w

ith a

ll ot

her

orga

nism

s

– pr

esen

ce o

f pl

asm

ids

20.2

Bio

tech

nolo

gy•

Des

crib

e th

e ro

le o

f an

aero

bic

resp

iratio

n in

yea

st d

urin

g pr

oduc

tion

of e

than

ol f

or b

iofu

els

• D

escr

ibe

the

role

of

anae

robi

c re

spira

tion

in y

east

dur

ing

brea

d-m

akin

g

• In

vest

igat

e an

d de

scrib

e th

e us

e of

pec

tinas

e in

fru

it ju

ice

prod

uctio

n

• In

vest

igat

e an

d de

scrib

e th

e us

e of

bio

logi

cal w

ashi

ng p

owde

rs

that

con

tain

enz

ymes



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• In

vest

igat

e an

d ex

plai

n th

e us

e of

lact

ase

to

prod

uce

lact

ose-

free

milk

• D

escr

ibe

the

role

of

the

fung

us P

enic

illiu

m in

th

e pr

oduc

tion

of t

he

antib

iotic

pen

icill

in

• E

xpla

in h

ow f

erm

ente

rs

are

used

in t

he

prod

uctio

n of

pen

icill

in

20.3

Gen

etic

en

gine

erin

g•

Defi

ne

gene

tic e

ngin

eerin

g as

ch

angi

ng t

he g

enet

ic m

ater

ial

of a

n or

gani

sm b

y re

mov

ing,

ch

angi

ng o

r in

sert

ing

indi

vidu

al

gene

s

• S

tate

exa

mpl

es o

f ge

netic

en

gine

erin

g:

– th

e in

sert

ion

of h

uman

gen

es

into

bac

teria

to p

rodu

ce

hum

an in

sulin

– th

e in

sert

ion

of g

enes

in

to c

rop

plan

ts to

con

fer

resi

stan

ce to

her

bici

des

– th

e in

sert

ion

of g

enes

in

to c

rop

plan

ts to

con

fer

resi

stan

ce to

inse

ct p

ests

– th

e in

sert

ion

of g

enes

in

to c

rop

plan

ts to

pro

vide

ad

ditio

nal v

itam

ins

• O

utlin

e ge

netic

en

gine

erin

g us

ing

bact

eria

l pro

duct

ion

of

a hu

man

pro

tein

as

an

exam

ple,

lim

ited

to:

– is

olat

ion

of t

he

DN

A m

akin

g up

a

hum

an g

ene

usin

g re

stric

tion

enzy

mes

, fo

rmin

g st

icky

end

s

– cu

ttin

g of

bac

teria

l pl

asm

id D

NA

with

th

e sa

me

rest

rictio

n en

zym

es, f

orm

ing

com

plem

enta

ry

stic

ky e

nds

– in

sert

ion

of h

uman

D

NA

into

bac

teria

l pl

asm

id D

NA

usi

ng

DN

A li

gase

to fo

rm a

re

com

bina

nt p

lasm

id



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

– in

sert

ion

of p

lasm

id

into

bac

teria

(s

peci

fi c d

etai

l is

no

t re

quire

d)

– re

plic

atio

n of

ba

cter

ia c

onta

inin

g re

com

bina

nt

plas

mid

s w

hich

m

ake

hum

an p

rote

in

as t

hey

expr

ess

the

gene

• D

iscu

ss t

he a

dvan

tage

s an

d di

sadv

anta

ges

of

gene

tical

ly m

odify

ing

crop

s, s

uch

as s

oya,

m

aize

and

ric

e

21.

Hu

man

infl

uen

ces

on

eco

syst

ems

21.1

Foo

d su

pply

• S

tate

how

mod

ern

tech

nolo

gy

has

resu

lted

in in

crea

sed

food

pr

oduc

tion

in t

erm

s of

:

– ag

ricul

tura

l mac

hine

ry to

us

e la

rger

are

as o

f la

nd a

nd

impr

ove

effi c

ienc

y

– ch

emic

al fe

rtili

sers

to

impr

ove

yiel

ds

– in

sect

icid

es to

impr

ove

qual

ity a

nd y

ield

– he

rbic

ides

to re

duce

co

mpe

titio

n w

ith w

eeds

– se

lect

ive

bree

ding

to im

prov

e pr

oduc

tion

by c

rop

plan

ts a

nd

lives

tock

, e.g

. cat

tle, fi

sh

and

poul

try

• D

iscu

ss t

he s

ocia

l, en

viro

nmen

tal a

nd

econ

omic

impl

icat

ions

of

prov

idin

g su

ffi c

ient

foo

d fo

r an

incr

easi

ng h

uman

gl

obal

pop

ulat

ion

• D

iscu

ss t

he p

robl

ems

whi

ch c

ontr

ibut

e to

fa

min

e in

clud

ing

uneq

ual

dist

ribut

ion

of f

ood,

dr

ough

t an

d fl o

odin

g,

incr

easi

ng p

opul

atio

n an

d po

vert

y



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

escr

ibe

the

nega

tive

impa

cts

to a

n ec

osys

tem

of

larg

e-sc

ale

mon

ocul

ture

s of

cro

p pl

ants

• D

escr

ibe

the

nega

tive

impa

cts

to a

n ec

osys

tem

of

inte

nsiv

e liv

esto

ck p

rodu

ctio

n

21.2

Hab

itat

dest

ruct

ion

• D

escr

ibe

the

reas

ons

for

habi

tat

dest

ruct

ion,

lim

ited

to:

– in

crea

sed

area

for

food

cro

p gr

owth

, liv

esto

ck p

rodu

ctio

n an

d ho

usin

g

– ex

trac

tion

of n

atur

al

reso

urce

s

– m

arin

e po

llutio

n

• S

tate

tha

t th

roug

h al

terin

g fo

od

web

s an

d fo

od c

hain

s, h

uman

s ca

n ha

ve a

neg

ativ

e im

pact

on

habi

tats

• Li

st t

he u

ndes

irabl

e ef

fect

s of

de

fore

stat

ion

as a

n ex

ampl

e of

ha

bita

t de

stru

ctio

n, t

o in

clud

e ex

tinct

ion,

loss

of

soil,

fl oo

ding

an

d in

crea

se o

f ca

rbon

dio

xide

in

the

atm

osph

ere

• E

xpla

in t

he u

ndes

irabl

e ef

fect

s of

def

ores

tatio

n on

the

env

ironm

ent

21.3

Pol

lutio

n•

Sta

te t

he s

ourc

es a

nd e

ffec

ts

of p

ollu

tion

of la

nd a

nd w

ater

, e.

g. r

iver

s, la

kes

and

the

sea,

by

inse

ctic

ides

, her

bici

des

and

by

nucl

ear

fall-

out



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

the

sou

rces

and

eff

ects

of

pollu

tion

of w

ater

(riv

ers,

lake

s an

d th

e se

a) b

y ch

emic

al w

aste

, di

scar

ded

rubb

ish,

unt

reat

ed

sew

age

and

fert

ilise

rs

• S

tate

the

sou

rces

and

eff

ects

of

pollu

tion

of t

he a

ir by

met

hane

an

d ca

rbon

dio

xide

, lim

ited

to t

he

enha

nced

gre

enho

use

effe

ct a

nd

clim

ate

chan

ge

• E

xpla

in t

he p

roce

ss o

f eu

trop

hica

tion

of w

ater

in

ter

ms

of:

– in

crea

sed

avai

labi

lity

of n

itrat

e an

d ot

her

ions

– in

crea

sed

grow

th o

f pr

oduc

ers

– in

crea

sed

deco

mpo

sitio

n af

ter

deat

h of

pro

duce

rs

– in

crea

sed

aero

bic

resp

iratio

n by

de

com

pose

rs

– re

duct

ion

in

diss

olve

d ox

ygen

– de

ath

of o

rgan

ism

s re

quiri

ng d

isso

lved

ox

ygen

in w

ater

• D

iscu

ss t

he e

ffec

ts

of n

on-b

iode

grad

able

pl

astic

s in

the

en

viro

nmen

t, in

bot

h aq

uatic

and

ter

rest

rial

ecos

yste

ms



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• D

iscu

ss t

he c

ause

s an

d ef

fect

s on

the

en

viro

nmen

t of

aci

d ra

in

• S

tate

the

mea

sure

s th

at a

re t

aken

to

redu

ce

sulfu

r di

oxid

e po

llutio

n an

d re

duce

the

impa

ct o

f ac

id r

ain

• E

xpla

in h

ow in

crea

ses

in c

arbo

n di

oxid

e an

d m

etha

ne c

once

ntra

tions

in

the

atm

osph

ere

caus

e an

enh

ance

d gr

eenh

ouse

ef

fect

tha

t le

ads

to

clim

ate

chan

ge

• D

escr

ibe

the

nega

tive

impa

cts

of f

emal

e co

ntra

cept

ive

horm

ones

in

wat

er c

ours

es, l

imite

d to

red

uced

spe

rm c

ount

in

men

and

fem

inis

atio

n of

aqu

atic

org

anis

ms

21.4

Con

serv

atio

n•

Defi

ne

a su

stai

nabl

e re

sour

ce

as o

ne w

hich

is p

rodu

ced

as

rapi

dly

as it

is r

emov

ed f

rom

the

en

viro

nmen

t so

tha

t it

does

not

ru

n ou

t

• E

xpla

in t

he n

eed

to c

onse

rve

non-

rene

wab

le r

esou

rces

, lim

ited

to

foss

il fu

els

• D

efi n

e th

e te

rm

sust

aina

ble

deve

lopm

ent

as d

evel

opm

ent

prov

idin

g fo

r th

e ne

eds

of a

n in

crea

sing

hum

an

popu

latio

n w

ithou

t ha

rmin

g th

e en

viro

nmen

t



Top

icC

ore

mat

eria

l S

up

ple

men

t m

ater

ial

Yo

u s

ho

uld

be

able

to

: C

hec

klis

t C

om

men

ts

Yo

u s

ho

uld

be

able

to

: C

hec

klis

tC

om

men

ts

• S

tate

tha

t so

me

reso

urce

s ca

n be

m

aint

aine

d, li

mite

d to

for

ests

and

fi s

h st

ocks

• S

tate

tha

t pr

oduc

ts c

an b

e re

used

or

rec

ycle

d, li

mite

d to

pap

er,

glas

s, p

last

ic a

nd m

etal

• O

utlin

e ho

w s

ewag

e is

tre

ated

to

mak

e th

e w

ater

tha

t it

cont

ains

sa

fe t

o re

turn

to

the

envi

ronm

ent

or f

or h

uman

use

• E

xpla

in w

hy o

rgan

ism

s be

com

e en

dang

ered

or

extin

ct, l

imite

d to

clim

ate

chan

ge, h

abita

t de

stru

ctio

n, h

untin

g, p

ollu

tion

and

intr

oduc

ed s

peci

es

• D

escr

ibe

how

end

ange

red

spec

ies

can

be c

onse

rved

, lim

ited

to m

onito

ring

and

prot

ectin

g sp

ecie

s an

d ha

bita

ts, e

duca

tion,

ca

ptiv

e br

eedi

ng p

rogr

amm

es a

nd

seed

ban

ks

• E

xpla

in h

ow f

ores

ts

and

fi sh

stoc

ks c

an

be s

usta

ined

usi

ng

educ

atio

n, le

gal q

uota

s an

d re

-sto

ckin

g

• E

xpla

in t

hat

sust

aina

ble

deve

lopm

ent

requ

ires:

– m

anag

emen

t of

co

nfl ic

ting

dem

ands

– pl

anni

ng a

nd

co-o

pera

tion

at

loca

l, na

tiona

l and

in

tern

atio

nal l

evel

s

• E

xpla

in t

he r

isks

to

a sp

ecie

s if

the

popu

latio

n si

ze d

rops

, red

ucin

g va

riatio

n (k

now

ledg

e of

gen

etic

drif

t is

no

t re

quire

d)

• E

xpla

in r

easo

ns

for

cons

erva

tion

prog

ram

mes

, to

incl

ude:

– re

duci

ng e

xtin

ctio

n

– pr

otec

ting

vuln

erab

le

envi

ronm

ents

– m

aint

aini

ng

ecos

yste

m

func

tions

, lim

ited

to

nutr

ient

cyc

ling

and

reso

urce

pro

visi

on,

e.g.

food

, dru

gs, f

uel

and

gene

s




These websites are useful resources to help you study for your Biology IGCSE.

www.bbc.co.uk/schools/gcsebitesize/biology A secondary revision source for GCSE examinations. The site contains revision material, tests and SOS teacher. The site also gives references to other relevant websites.

www.clickbiology.com/igcse-biology-2/A number of videos, animations and games for revision resources for IGCSE Biology.

www.skoool.com/You will need to select your location before accessing this revision site. There are numerous quizzes on topics, but like with many general revision sites, check which topics match the Cambridge IGCSE syllabus.

www.s-cool.co.uk A revision guide that can be used to complement your learning.

purchon.com/biology/revision.htm This website has information about revising and lots of useful resources about GCSE Biology which are also are relevant to IGCSE.

revisioncentral.co.uk/gcse/biology/index.html There are lots of Biology revision notes on this website including notes on Classifi cation, Cells, Tissues and Organs and Transportation in Plants.

revisionlink.co.uk/biology/index.html This site is a portal to lots of useful Biology and other educational web sites.

www.abpischools.org.uk/The Association of the British Pharmaceutical Industry (ABPI) has a numer of useful interactive revision activities and games on many of the physiology topics. Revision for human physiology.

Appsitunes.apple.com/gb/app/biology-gcse-revision/id367827149?mt=8These are new resources which are being developed.• Ipad:

www.educationapps.co.uk/ipad/revisionguide/gcse/biology/• Android:

www.educationapps.co.uk/apps/android/gcse/science/biology-revision• iphone:

www.educationapps.co.uk/apps/iphone/self-assessment/gcse/biology

Section 6: Appendices



Mathematical skillsThis is a checklist of the mathematical skills you need for your Biology examination. You should tick each box in the checklist when you know that you have learned the skill. Ask your teacher to explain any skill you are unsure about. The ‘Comments’ column is for extra notes and examples.

You can use a calculator for all the examination papers. If your calculator is one that can be programmed, you should make sure that any information in it is removed before the examination.

You should be able: Checklist Comments

• add

• subtract

• multiply

• divide

Use: • averages

• decimals

• fractions

• percentages

• ratios

• reciprocals

• recognise standard notation (notation is putting symbols for numbers e.g. x = 2, y = 5, atomic mass, Z = 12)

• use standard notation

• understand signifi cant fi gures and use them appropriately

• use direct proportion (stepwise increases)

• use inverse proportion (inverse means turned up side down)

the inverse of 4 is ¼ (= 0.25)

• use numbers to the ‘power of 10’ e.g. 1 × 102 = 100

Your calculator will often show number to the power of 10 when you do calculations. Do not worry too much though – your calculator does the work for you.




• draw charts You will be given the data

• graphs with line of best fi t

interpret: • bar graphs

• pie charts

• line graphs

• fi nd the gradient and intercept of a graph

• select suitable scales and axes for graphs

• make approximations

recall and use the formulas: • area of a rectangle = length × width

• volume of a rectangular block = length × width × height

• area of a circle = π × radius2

• area of a triangle = base × height / 2

• volume of a cylinder = π × radius2 × height

• use and convert metric units into one another

e.g. 100cm = 1 m 1000g = 1 kg

• use mathematical and measuring instruments e.g. ruler, compasses, protractor

understand the meaning of:• angle

• curve

• circle

• radius

• diameter

• square

• circumference

• rectangle

• parallelogram

• diagonal




• solve equations of the form x = y + z and x = yz for any one term when the other two are known

Other important informationThe terms used in biology examination papers are given in the sections that follow. It is very important that you know and understand all of them before you take your examination. You should ask your teacher to explain anything that you are unsure about.

Numbers The decimal point will be placed on the line, e.g. 52.35.

Numbers from 1000 to 9999 will be printed without commas or spaces.

Numbers greater than or equal to 10 000 will be printed without commas. A space will be left between each group of three whole numbers, e.g. 4 256 789.

Units The International System of units will be used (SI units). Units will be indicated in the singular not in the plural, e.g. 28 kg.

(a) SI units commonly used in biology are listed below.

N.B. Care should be taken in the use of mass and weight. In most biological contexts, the term mass is correct, e.g. dry mass, biomass.

Quantity Name of unit Symbol for unit

length kilometre metre centimetre millimetre micrometer

km m cm mm µm

mass tonne (1000 kg) kilogram gram milligram microgram

(no symbol) kg g mg µg

time year day hour minute second y d h min s

amount of substance mole mol



(b) Derived SI units are listed below.

energy kilojoule joule (calorie is obsolete) kJ J

(c) Recommended units for area, volume and density are listed below.

area hectare 104 m2 ha square metre m2

square decimetre dm2

square centimetre cm2

square millimetre mm2

volume cubic kilometre km3

cubic metre m3

cubic decimetre (preferred to dm3 litre) litre dm3 (not l) cubic centimetre cm3 (not ml) cubic millimetre mm3

density kilogram per cubic metre or kg m–3

gram per cubic centimetre or g cm–3

(d) Use of Solidus

The solidus (/) must not be used for a quotient, e.g. m / s for metres per second.

Presentation of data The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g. time/s for time in seconds.

(a) Tables

(i) Each column of a table will be headed with the physical quantity and the appropriate unit, e.g. time / s.

There are three acceptable methods of stating units:

○ metres per sec

○ m per s

○ m s–1

(ii) The column headings of the table can be directly rewritten on to the axes of a constructed graph.

(b) Graphs

(i) The independent variable should be plotted on the x-axis (horizontal axis) and the dependent variable plotted on the y-axis (vertical axis).

(ii) Each axis will be labelled with the physical quantity and the appropriate unit, e.g. time/s. (iii) The scales for the axes should allow more than half of the graph grid to be used in both

directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the variable.

(iv) The graph is the whole diagrammatic presentation. It may have one or several curves plotted on it. (v) Curves and lines joining points on the graph should be referred to as ‘curves’.



(vi) Points on the curve should be clearly marked as crosses (x) or encircled dots (�). If a further curve is included, vertical crosses (+) may be used to mark the points.

(vii) Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one half of each of the smallest squares on the grid.

(viii) A best-fi t line (trend line) should be a single, thin, smooth straight line or curve. The line does not need to coincide exactly with any of the points; where there is scatter evident in the data, examiners would expect a roughly even distribution of points either side of the line over its entire length. Points that clearly don’t fi t should be ignored when drawing the best-fi t line.

(c) Numerical results(i) The independent variable should be plotted on the x-axis (horizontal axis) and the dependent

variable plotted on the y-axis (vertical axis). (ii) Each axis will be labelled with the physical quantity and the appropriate unit, e.g. time/s.

(d) Pie Charts

Use pie charts with the sectors in rank order, largest fi rst, beginning at 12:00 and proceeding clockwise, with no more than six sectors.

(e) Bar Charts

Use bar charts when one of the variables are categories, e.g. percentage of vitamin C in different fruits. They should be made up of narrow bars of equal width with a gap (not touching) between each bar.

(f) Histograms

Use histograms to plot frequency graphs with continuous data, e.g., frequency of occurrence of leaves of different lengths. The blocks should be drawn in order of increasing or decreasing magnitude and they should be touching.



Taxonomy Taxonomy is the study of how organisms are arranged into groups. There are seven levels of taxon – kingdom, phylum, class, order, family, genus and species. These are the rule you need to know:

(a) The Five Kingdoms are:

○ Prokaryotes (Prokaryotae), including bacteria and blue-green bacteria ○ Protoctists (Protoctista), including green, red and brown algae and protozoans ○ Fungi (Fungi) ○ Plants (Plantae) ○ Animals (Animalia)

The viruses cannot be fi tted into this classifi catory system.

(b) The binomial system of naming gives each organism a two-word name. The fi rst word is the generic name and the second word is the trivial name, e.g. Homo sapiens. The trivial name should never be used without the generic name as well.

(c) Generic and trivial names are distinguished from the rest of the text either by underlining (when written or typed) or by being set in italics (in print).

(d) The generic name always takes an initial capital letter. The trivial name can be left off if it is clear which organsism it is. e.g. Plasmodium, and in these circumstances can stand alone.

(e) The common name should not normally be written with an initial capital letter, e.g. cat and dog. The exception is Man, where it is the common name for a species where the two sexes are distinguished by the terms man and woman.

(f) A species is not easy to defi ne but an acceptable general defi nition is as follows.

‘A group of organisms capable of interbreeding and producing fertile offspring.’

Genetics (a) The terms gene and allele do not mean the same thing.

A gene is a specifi c length of DNA occupying a position called a locus. A specifi c function can be assigned to each gene. An allele is one of two or more different forms of a gene.

(b) Use this standard form of presenting genetic crosses:

○ Use P for the cross of pure-breeding (homozygous) individuals ○ Use F1 for the offspring of homozygous parents ○ Use F2 for the offspring produced by crossing F1 parents.

(c) The format for the course of a genetic cross should be labelled in the following order:

○ Parental phenotypes ○ Parental genotypes ○ Gametes ○ Offspring genotypes ○ offspring phenotypes

(d) Chose a letter for the gene so that upper and lower case versions are ease to see the difference e.g. B and b. The upper case letter indicates the dominant allele and the lower case letter indicates the recessive allele.



(e) The symbols for gametes should be circled to indicate the discrete nature of each gamete.

(f) Use a checkerboard to show genotypes that can result from random fusion of gametes.

(g) Use the word ‘codominance’ if the alleles are equally dominant, e.g. the AB blood group in humans.

Terminology Use English terms rather than Latin or Greek terms, e.g. red blood cell (not erythrocyte) unless there is none e.g. atrium, brinchi, villi.

Cambridge International Examinations1 Hills Road, Cambridge, CB1 2EU, United KingdomTel: +44 (0)1223 553554 Fax: +44 (0)1223 553558Email: [email protected] www.cie.org.uk

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