year 3 and 4 learning outcomes (1).pdf

8/7/2019 Year 3 and 4 learning outcomes (1).pdf

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Year 3 and 4 topics for examPart 1: The Cell and its processes

1.1 Cell structure1.2 Movement of Substances1.3 Biological Molecules1.4 Enzymes

Part 2: Nutrition and transport in animals

2.1 Human Digestive System2.2 Human Circulatory System

Part 3: Gas Exchange and Respiration

3.1 Gas exchange in Respiratory system3.2 Respiration

Part 4: Nutrition and transport inphotosynthetic plants

4.1 Nutrition in plants

4.2 Transport in plants

Part 5: Homeostasis

5.1 Homeostasis5.2 Skin structure in relation to thermoregulation5.3 Kidney Structure and Osmoregulation5.4 Blood Glucose Regulation

Part 6: Sensitivity, Response and Coordination

6.1 The Endocrine System6.2 The Nervous System6.3 The Eye

Part 7: Genetics

7.1 Molecular Genetics7.2 Cell Division7.3 Inheritance

7.4 Evolution

Part 8: Continuity of life

8.1 Reproduction in Humans8.2 Reproduction in Plants

Part 9: Ecology

9.1 Components of an ecosystem

9.2 Energy Flow within an ecosystem9.3Human impacts on the environment9.4 Conservation of the environment



CellStructuresand

Functions

Pupils are expected to:

Plant and Animal cells

• identify from slides and diagrams - cell wall, cell membrane, nucleus, cytoplasm,chloroplast, vacuoles, mitochondria, smooth ER, rough ER and Golgi body centriolesand ribosomes.

• state the functions of cell wall, cell membrane, nucleus, cytoplasm, chloroplast,vacuoles, mitochondria, smooth ER, rough ER, Golgi body, centrioles and ribosomes.

• compare and contrast the visible structural differences between animal and plant cells.

Specialised cells

• state the relationship between cell function and structure of specialised cells (e.g. roothair cells, red blood cells, nerve cells, muscle cells, epithelial cells).

• describe that cells of multi-cellular organisms are organized into tissues, organs andorgan systems.

• explain the significance of division of labour and differentiation of cells in a multi-cellularorganism.

Prokaryotic & Eukaryotic cells

• define prokaryotic and eukaryotic cells.

• compare and contrast the structure of prokaryotic and eukaryotic cells.

Unicellular organisms

• compare and contrast the characteristics between unicellular Protozo (e.g. Amoeba) andanimal/plant cells.



Movement

of substances


• define diffusion and osmosis and their importance in plants & animals.

• compare and contrast similarities & differences between them.

• define active transport and discuss its importance in plants and animals.

• define endocytosis, exocytosis and pinocytosis and state the importance of bulk

transport.

• describe the cell membrane structure as a phospholipid bilayer with hydrophobic and

hydrophilic components.

• describe the function of membrane proteins in the membrane in the movement of

certain substances across the cell membrane e.g. facilitated diffusion.



BiologicalMolecules


• describe the molecular structure and chemical elements which make up carbohydrates,

fats and proteins.

• give an account of hydrolysis and condensation reactions.

• describe the chemistry behind food tests for starch, glucose, protein and fats.

• describe how large molecules are synthesised from smaller basic units (glycogen from

glucose, polypeptides and proteins from amino acids, lipids from glycerol and fatty

acids).

• describe the role of water in living organisms.



Enzymes Pupils are expected to:

• state the properties of enzymes.

• describe the structure and function of enzymes.

• briefly explain enzyme action in terms of the ‘lock and key’ hypothesis and the induced

fit model.

• explain the mode of action of enzymes in terms of an active site, enzyme-substratecomplex, lowering of activation energy and enzyme specificity.

• name the different classes of enzymes (e.g. hydrolases) and examples of enzymes (e.g.

amylases, maltase, cellulase, pepsin, erepsin, trypsin and lipase).

• describe & explain the effects of temperature & pH on rate of enzyme activity

• describe & explain the effects of substrate & enzyme concentration limiting the rate of

enzyme activity



HumanDigestiveSystem


• describe the structure & functions of the digestive system and the associated organs.

• describe physical and chemical digestion, stating the substrate, end products and

enzymes.

• describe the structure of a villus, including the role of capillaries and lacteals in

absorption.• describe how the small intestine is adapted for absorption.

• state the function of the hepatic portal vein as the route taken by most of the food

absorbed from the small intestine.

• state the role of the liver in assimilation i.e. metabolism of carbohydrate, fat & amino

acids.

• state the other roles of the liver in the breakdown of red blood cells and alcohol.



HumanCirculatory System


• describe double circulation and its advantage in mammals

• state the components of blood and their functions

• identify red and white blood cells from microscopic slides and diagrams .

• relate the structure of arteries, veins and capillaries to their function .

• identify the 4 main blood vessels to and from the heart and lung.

• describe the structure of the heart in terms of the four chambers and valves of the

heart only.

• describe the transfer of materials between capillaries and tissue fluid.

• describe the function of the lymphatic system.

• describe the function of the heart in terms of muscular contraction and working of thevalves.

• outline the cardiac cycle in terms of what happens during systole & diastole.

• describe coronary heart disease in terms of the occlusion of coronary arteries and

analyse the possible causes (diet, stress, smoking) and preventative measures.

• list the different ABO blood groups and all possible combinations for the donor and



recipient in blood transfusions.

GasExchangeinRespiratory System


• identify and name on diagrams and the larynx, trachea, bronchi, bronchioles, alveoli

and associated capillaries.

• state the characteristics and describe the role of the alveoli exchange surface during

gaseous exchange.

• describe the role of cilia, diaphragm, ribs and intercostal muscles in breathing.

• investigate and state the differences between inspired and expired air.

• investigate and state the effect of physical activity on rate and depth of breathing

• describe the effects of smoking on the respiratory system

Respiration


• define respiration as the release of energy from food substances in all living cells.

• define aerobic respiration as the release of a relatively large amount of energy by the

breakdown of food substances in the presence of oxygen.

• state the equation (in word and symbols) for aerobic respiration.



• define anaerobic respiration as the release of a relatively small amount of energy by the

breakdown of food substances in the absence of oxygen.

• state the equation (in word and symbols) for anaerobic respiration.

• describe the effect of lactic acid in muscles during exercise.

PlantNutrition


Leaf structure

• identify and label the structure of a dicotyledonous leaf, as seen in cross-section under

the microscope.

• describe the significance of these features in relation to their functions, such as the

i) distribution of chloroplasts for photosynthesis,

ii) stomata and mesophyll cells for gaseous exchange,

(iii) vascular bundles for transport.

Photosynthesis

• state the equation (in words and symbols) for photosynthesis.

• describe the light and dark stage of photosynthesis.

• describe the structure and function of the chloroplast.

Rate of photosynthesis

• investigate and discuss how the effects of varying light intensity, carbon dioxideconcentration and temperature would limit the rate of photosynthesis.



PlantTransport


• identify the positions of xylem & phloem of a dicotyledonous root and compare that of

the stem and leaves

• describe the structure & function of xylem & phloem tissue

• define translocation as the transport of food in the phloem tissue

• describe the process of water & ion uptake from the soil, through the root hair cells,

cortex and into the xylem tissue by osmosis

• relate the structure and functions of root hairs to their surface area, and to water and

ion uptake

•

explain the movement of water between plant cells, and between them and theenvironment in terms of water potential

• describe the process of transpiration and the importance of the transpiration pull as the

main force in pulling water up the xylem tissue

• describe how water vapour loss is related to cell surfaces, air spaces and stomata the

effects of variation of temperature, humidity and light intensity on transpiration rate



• describe how wilting occurs

Homeostasis


• define homeostasis as the maintenance of a constant internal environment

• identify on a diagram of the skin: hairs, sweat glands, temperature receptors, bloodvessels and fatty tissue

• describe the maintenance of a constant body temperature in humans in terms of insulation and the role of: temperature receptors in the skin, sweating, shivering, bloodvessels near the skin surface and the co-ordinating role of the brain

• describe the signs (increased blood glucose level, glucose in urine) and treatment(administration of insulin) of diabetes mellitus

• discuss how pancreatic hormones (insulin and glucagons) maintain homeostasis – normalblood glucose level at 90 mg/100ml



Excretion


• define excretion and explain the importance of removing nitrogenous and other compoundsfrom the body.

• name other excretory organs

• outline the function of kidney tubules with reference to ultra-filtration and selectivereabsorption in the production of urine.

• outline the role of anti-diuretic hormone (ADH) in the regulation of osmotic concentration.

• outline the mechanism of dialysis in the case of kidney failure.



EndocrineSystem


• define a hormone as a chemical substance, produced by a gland, carried by the blood,which alters the activity of one or more specific target organs and is then destroyed bythe liver

• state the role of the hormone adrenaline in boosting blood glucose levels and giveexamples of situations in which this may occur

• describe and explain the effects of growth hormone on growth & development



NervousSystemand theeye


• state that the nervous system – brain, spinal cord and nerves, serves to coordinate andregulate bodily functions.

Brain• state the functions of the brain: cerebrum(forebrain), cerebellum and medulla

oblongata(hindbrain)

Nervous System

• outline the functions of sensory neurones, relay neurones and motor neurones.

• discuss the function of the brain and spinal cord in producing a coordinated response as aresult of a specific stimulus (reflex action)

• compare and contrast nervous control and hormonal control.

Eye

• describe the gross structure of the eye as seen in front view and in horizontal section.

• state the principal functions of component parts of the eye in producing a focused imageof near and distant objects on the retina.

• describe the pupil reflex in response to bright and dim light.



MolecularGenetics


• Describe the basic structure of DNA

• Understand how DNA is organized in the cell’s nucleus as chromatin and chromosomes• State the rule of complementary base-pairing

• Define a gene as a small segment of DNA that contains information to make one protein

• State that the information stored by a gene is known as the genetic code

• Distinguish between the terms gene and allele

• Describe the properties of the genetic code and how each codon codes for one amino

acid

• Describe briefly the process of DNA replication

• State the central dogma of Biology

• Describe in detail the process of transcription & translation

• Understand how proteins are responsible for the development of certain characteristics

of an organism



• Understand that all cells in the human body contain the same set of genes, but different

genes are expressed by different cells

• Understand the principles behind genetic engineering

• Describe the process of transferring the human insulin gene into bacteria

• Understand the applications of genetic engineering

• Discuss the social & ethical issues surrounding genetic engineering

CellDivision

Pupils are expected to :

• state the importance of mitosis in growth, repair and asexual reproduction.

• explain the need for the production of genetically identical cells and fine control of replication.

• identify, with the aid of diagrams, the main stages of mitosis.

• state what is meant by homologous pairs of chromosomes.

• identify, with the aid of diagrams, the main stages of meiosis. (Names of the sub-divisions of prophase are not required.)

• define the terms haploid and diploid, and explain the need for a reduction divisionprocess prior to fertilisation in sexual reproduction.

• state how meiosis and fertilisation can lead to variation.



• compare and contrast the processes of mitosis and meiosis

Inheritanc

e andEvolution


• describe the differences between continuous and discontinuous variation and givesexamples of each.

• define a gene as a unit of inheritance and distinguish clearly between the terms geneand allele.

• state that genes are found on chromosomes.

• describe complete dominance using the terms dominant, recessive, phenotype, and

genotype.

• name radiation and chemicals as factors which may increase the rate of mutation.

• use genetic diagrams to solve problems involving monohybrid inheritance, includingthose involving sex linkages, codominance and multiple alleles

• predict the result of simple crosses with expected ratios 3:1 and 1:1, using the terms



homozygous, heterozygous F1 generation, F2 generation.

• explain why observed ratios often differ from expected ratios, especially when there aresmall numbers of progeny.

• explain codominance and multiple alleles by reference to the inheritance of ABO bloodgroup phenotype (A, B, AB, O gene allele IA, IB and IO)

• describe the determination of sex in Man (XX and XY chromosome).

• describe mutation as a change in the structure of a gene (sickle cell anaemia) or in thechromosome number (Down’s syndrome).

• describe variation and state that competition leads to differential survival and

reproduction of organisms best adapted (‘Survival of the Fittest’) to the environment.• describe the importance of natural selection as a possible mechanism for evolution.

• describe the role of artificial selection in the production of economically importantplants and animals.

HumanReproductio

n


• identify on diagrams of the male reproductive system and give the functions of:testes, scrotum, sperm ducts, prostate gland, urethra and penis.

• identify on diagrams of the female reproductive system and the functions of: ovaries,oviducts, uterus, cervix and vagina.

• compare male and female gametes in term of size, numbers and mobility.



• describe the menstrual cycle with reference to the alternation of menstruation andovulation, the natural variation in its length, and the fertile and infertile phases of thecycle.

•

describe fertilisation and early development of the zygote simply in terms of theformation of a ball of cells which becomes implanted in the wall of the uterus.

• state the function of the amniotic sac and the amniotic fluid.

• describe the function of the placenta and umbilical cord in relation to exchangeof dissolved nutrients, gases and excretory products (no structural details arerequired).

• discuss the spread of human immunodeficiency virus (HIV) and methods by

which it may be controlled.

Plantreproduction

Asexual Reproduction


define asexual reproduction in plants as the process resulting in the production of genetically identical offspring from one parent.

described one named, commercially important application of asexual reproduction in plants.

Sexual Reproduction in flowering plants


• define sexual reproduction as the process involving the fusion of nuclei to form azygote and the production of genetically dissimilar offspring.



Plantreproduction

• identify and draw, using a hand lens if necessary, the sepals, petals, stamens andcarpets of one, locally available, named, insect-pollinated, dicotyledonous flower, andexamine the pollen grains under a microscope.

• state the functions of the sepals, petals, anthers and carpel.

• use a hand lens to identify and describe the anthers and stigmas of one, locallyavailable, named, wind-pollinated flower, and examine the pollen grains under amicroscope.

• outline the process of pollination and distinguish between self-pollination and a wind-pollinated flower.

• describe the growth of the pollen tube and its entry into the ovule followed byfertilisation (production of endosperm and details of development are not required).


• investigate and describe the structure of a non-endospermic seed in terms of the embryo (radicle, plumule and cotyledons) and testa, protected by thepericarp (fruit wall)

• investigate and state the environmental conditions which affect germination of seeds: suitable temperature, water and oxygen

• describe the uses of enzymes in the germination of seeds



Ecology Pupils are expected to:

• recognise that the Sun is the principal source of energy input to biological system

• describe the non-cyclical nature of energy flow

• describe energy losses between trophic levels and infer the advantages of short food chains.

• describe and interpret pyramids of numbers, biomass and energy

• compare the advantages and disadvantages of the pyramids of numbers, biomass and energy

• explain and draw the carbon cycle

• describe the effects of (water )pollution on the ecosystem



• discuss reasons for conservation of species with reference to the maintenance of biodiversity, managementof fisheries and management of timber production

• outline the use of microbes in environmental biotechnology

year 3 and 4 learning outcomes (1).pdf

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