Download Biology Revision List

GCSE Biology Revision list
B1
B1.1 Keeping healthy
B1.1.1 Diet and exercise
Healthy diet
Evaluate information about the effect of food on health.
Know the right balance of the different foods you need and the right amount
of energy.
Explain how carbohydrates, fats and proteins are used by the body to release energy
and to build cells.
State that mineral ions and vitamins are needed in small amounts for healthy
functioning of the body.
Metabolic rate – The rate at which all the chemical reactions in the cells of
the body are carried out.
Describe factors that affect the metabolic rate, eg the rate varies with the amount of
activity you do and the proportion of muscle to fat in your body.
Inherited factors affect health, eg metabolic rate and cholesterol level.
Explain how inherited factors can also affect our health; these include metabolic rate
and cholesterol levels.
Mass
Analyse and evaluate claims made by slimming programmes and products.
A person loses mass when the energy content of the food taken in is less
than the amount of energy expended by the body.
Evaluate information about the effect of lifestyle on development of diseases.
Regular exercise improves your health.
Pathogens cause disease.
Explain how pathogens cause disease.
Describe aseptic techniques.
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GCSE Biology Revision list
Semmelweiss recognised the importance of hand- washing to reduce the
spread of infection.
Describe the work of Semmelweiss and link to results of class investigations.
Microbes can reproduce rapidly inside the body and produce toxins that
make us feel ill.
Describe ways in which the body defends itself against disease.
Explain how microbes make us feel ill and how viruses damage cells.
The body has different ways of protecting itself against pathogens.
White blood cells ingest pathogens and produce antibodies and antitoxins.
Describe the actions of white blood cells using terms ‘ingest’, ‘antibodies’ and
‘antitoxins’.
Immunity and action of antibodies.
Explain the processes of natural and acquired immunity.
Vaccines – what they are and how they work.
Evaluate the advantages and disadvantages of being vaccinated against a disease, eg
the measles, mumps and rubella (MMR) vaccine.
Use of medicines to relieve symptoms.
Use aseptic techniques and explain the precautions taken when handling
microorganisms.
Investigating the action of disinfectants and antibiotics; aseptic techniques;
incubation temperatures.
Use of antibiotics – how they work and problems of overuse.
Explain how antibiotics work.
Explain how the treatment of disease has changed due to understanding the action of
antibiotics and immunity.
Antibiotic resistance, eg MRSA.
Mutations lead to resistant strains of pathogens which can spread rapidly.
Development of new antibiotics to combat resistant bacteria.
Explain the difficulty in developing drugs that kill viruses without damaging body
tissues.
Evaluate the consequences of mutations of bacteria and viruses in relation to
epidemics and pandemics.
HT only
Explain what we should do to slow down the rate of development of resistant
strains of bacteria.
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B1.2 Nerves and hormones
B1.2.1 The nervous system
The nervous system enables humans to react to their surroundings and
coordinate behaviour.
Describe the functions of the main structures in the nervous system.
Match receptors of the eye, ear, tongue and skin with the stimuli they detect.
Receptors detect stimuli.
Label a light receptor cell with a nucleus, cytoplasm and cell membrane.
Basic structure of a light receptor cell.
Explain the importance of being able to respond to environmental changes.
Pathway of nerve impulses and reflex actions.
Explain the importance of reflex actions and be able to give examples.
Describe the pathway of a nerve impulse in a reflex response and explain the roles of
the structures involved.
stimulus→receptor→sensory neurone→relay neurone→motor
neurone→effector→response
Explain the role of chemicals at synapses.
Describe different ways of measuring reaction time.
B1.2.2 Control in the human body
The need to control water and ion content of the body, temperature and
blood sugar levels.
Describe some conditions that need to be controlled in the body.
Measure body temperature.
Explain why body temperature has to be controlled.
Hormones are chemical produced by glands and transported to target organs
in the blood.
Explain what hormones are.
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Hormonal control of the menstrual cycle – FSH, LH and oestrogen.
Give some changes that occur at puberty and link with secretion of hormones.
Name the hormones that control the menstrual cycle and state the glands that produce
them.
Uses of hormones in the control of fertility – oral contraception and fertility
drugs.
Evaluate the benefits and problems of using hormones to control fertility.
State the hormones that may be present in oral contraceptives.
Link the hormones used in oral contraceptives to their effects on the body.
Produce a flow diagram to explain the process of In Vitro Fertilisation (IVF).
B1.2.3 Control in plants
Plant shoots and roots respond to light, moisture and gravity.
Describe how plant shoots and roots respond to light, gravity and moisture.
Hormones control and coordinate growth in plants.
Draw diagrams to explain the role of auxin in plant responses in terms of unequal
distribution in shoots and roots.
Responses to light, gravity and moisture are controlled by the unequal
distribution of auxin which causes unequal growth rates in shoots and roots.
Use of plant hormones in agriculture and horticulture.
Explain how plant hormones are used as weed killers and rooting hormones.
B1.3 The use and abuse of drugs
B1.3.1 Drugs
Testing of new drugs and clinical trials.
Define the term ‘drug’.
Give examples of medical drugs.
Thalidomide
Explain why drugs need to be tested before they can be prescribed.
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Describe the uses and problems associated with thalidomide.
Explain how the drug testing procedure for thalidomide was inappropriate.
Describe the main steps in testing a new drug.
Explain the terms placebo and double-blind trial.
Statins lower the amount of cholesterol in the blood.
Describe and evaluate the effect of statins in cardiovascular disease.
Recreational drugs
Name some recreational drugs.
Describe some effects of caffeine on the body.
Recreational drugs
Impact of legal drugs on health is greater than illegal drugs as more people
use them.
Evaluate the impact of smoking on health.
Evaluate why some people use illegal drugs for recreation.
Evaluate claims made about the effect of prescribed and non-prescribed drugs on
health.
Recreational drugs
Evaluate the impact of alcohol on health.
Impact of legal drugs on health is greater than illegal drugs as more people
use them.
Evaluate why some people use illegal drugs for recreation.
Evaluate claims made about the effect of prescribed and non-prescribed drugs on
health.
Recreational drugs
Cannabis
Describe the effects of cannabis on the body.
Consider the possible progression from recreational to hard drugs.
Drug addiction and withdrawal symptoms – heroin and cocaine.
Describe the effects of heroin/cocaine addiction and withdrawal symptoms.
Steroids and performance enhancing drugs.
Evaluate the use of drugs to enhance performance in sport.
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Consider the ethical issues of performance enhancing drugs.
Describe some effects and risks of these drugs.
B1.4 Interdependence and adaptation
B1.4.1 Adaptations
Adaptations for survival.
Observe adaptations of a range of organisms.
Extremophiles
Explain how organisms are adapted to survive in their habitat.
Describe and explain adaptations for survival in the Arctic.
Adaptations for survival in deserts and the Arctic.
Describe and explain adaptations for survival in a desert.
Adaptations to cope with specific features of the environment.
Define the term extremophile and be able to give general examples.
Organisms require materials from their surroundings and from other
organisms to survive.
List factors that affect the survival of organisms in their habitat.
Give examples of resources that plants and animals compete for in a given habitat.
Plants compete for light, space, water and nutrients.
Describe adaptations that some organisms have to avoid being eaten.
Animals compete for food, mates and territory.
Interpret population curves.
B1.4.2 Environmental change
Environmental change and the distribution of organisms.
Evaluate data on environmental change and the distribution and behaviour of living
organisms.
Environmental changes due to living and non-living factors.
Indicators of pollution – lichens and invertebrates.
Give examples of how an environment can change.
Interpret data on lichen distribution and sulfur dioxide levels.
Measuring environmental changes.
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Interpret data on invertebrates and water pollution.
B1.5 Energy and biomass in food chains
B1.5.1 Energy in biomass
The Sun is the source of energy for most communities; photosynthesis.
Construct and interpret pyramids of biomass.
Pyramids of biomass.
Pyramids of biomass
Describe how energy and mass is transferred along a food chain.
Explain why energy and biomass is reduced at successive stages in a food chain.
Energy losses in food chains.
B1.6 Waste materials from plants and animals
B1.6.1 Decay processes
Living things remove materials from the environment for growth and other
processes; these are returned to the environment in wastes and when
organisms die and decay.
Describe how plants and animals return materials to the environment.
Describe the role of microorganisms in decay.
Conditions for decay
State factors affecting the rate of decay.
Decay releases nutrients for plant growth.
Explain how decay is useful to plants.
Material is constantly cycled and can lead to stable communities.
Evaluate the necessity and effectiveness of recycling organic kitchen or garden
wastes.
B1.6.2 The carbon cycle
The main processes involved in the carbon cycle.
Explain the carbon cycle in terms of photosynthesis, respiration, feeding, death and
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decay, combustion of wood and fossil fuels.
Explain the role of microorganisms and detritus feeders in decay.
B1.7 Genetic variation and its control
B1.7.1 Why organisms are different
Genetic and environmental causes of variation.
Classify characteristics as being due to genetic or environmental causes.
Decide the best way to present information about variation in tables and charts.
Different genes control different characteristics.
Label diagrams to illustrate the order of size of cell, nucleus, chromosome and gene.
Genes carry information about characteristics and are passed from parents
to offspring in gametes.
Nucleus contains chromosomes that carry genes.
B1.7.2 Reproduction
There are two forms of reproduction – sexual results in variation in the
offspring due to mixing of genes; asexual produces genetically identical
clones.
Explain why sexual reproduction results in variation, but asexual reproduction does not
produce variation.
Describe sexual reproduction as the joining of male and female gametes.
New plants can be produced by taking cuttings. They are genetically
identical to the parent plant.
Define the term ‘clone’.
Take plant cuttings and grow new plants.
Modern cloning techniques – tissue culture, embryo transplants and adult cell
cloning.
Interpret information about cloning techniques.
Make informed judgements about the economic, social and ethical issues concerning
cloning.
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Describe the process of tissue culture in plants.
Explain the importance of cloning to plant growers.
Describe the process of embryo transplants in animals.
Modern cloning techniques – tissue culture, embryo transplants and adult cell
cloning.
Describe the process of adult cell cloning in animals.
Explain advantages and disadvantages of cloning techniques.
Genetic engineering techniques.
Define the term ‘genetic engineering’.
Examples of genetic engineering.
Describe the process of genetic engineering to produce bacteria that can produce
insulin and crops that have desired characteristics.
Concerns about genetically modified (GM) crops
Interpret information about genetic engineering techniques.
Make informed judgements about the economic, social and ethical issues concerning
genetic engineering.
Explain advantages and disadvantages of genetic engineering.
B1.8 Evolution
B1.8.1 Evolution
Darwin’s theory of evolution by natural selection.
State the theory of evolution.
Other theories, eg Lamarck, are based mainly on the idea that changes that
occur in an organism during its lifetime can be inherited.
Describe different theories of evolution.
Evolution occurs by natural selection.
Identify differences between Darwin’s theory of evolution and conflicting theories.
Suggest reasons for the different theories.
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Mutations may lead to more rapid evolution.
Explain the terms ‘inherited’ and ‘acquired’ characteristics.
Describe the stages in natural selection.
Define the term ‘mutation’.
Explain why mutation may lead to more rapid change in a species.
The theory of evolution was only gradually accepted.
Suggest reasons why Darwin’s theory was only gradually accepted.
Studying similarities and differences between organisms allows us to classify
them as animals, plants or microorganisms.
Interpret evidence relating to evolutionary theory.
Classify organisms based on their similarities.
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B2
B2.1 Cells and simple cell transport
B2.1.1 Cells and cell structure
Most human and animal cells have a nucleus, cytoplasm, membrane,
mitochondria and ribosomes.
Label diagrams of animal and plant cells.
Match cell organelles to their functions.
Plant and algal cells also have a cell wall and often have chloroplasts and a
permanent vacuole.
Bacterial cells have cytoplasm and a membrane surrounded by a cell wall;
genes are not in a distinct nucleus.
Label diagrams of bacterial and yeast cells.
Identify diagrams of cells as being from an animal, plant, bacterium or yeast.
Yeast cells have a nucleus, cytoplasm and a membrane surrounded by a
cell wall.
Cells may be specialised to carry out a particular function.
Observe different types of cells under a microscope.
Relate their structure to their function.
Explain how specialised cells are adapted for their function.
B2.1.2 Dissolved substances
Dissolved substances can move into and out of cells by diffusion.
Define the term ‘diffusion’.
Definition of diffusion and factors affecting rate.
Explain that diffusion is faster if there is a bigger concentration difference.
Oxygen passes through cell membranes by diffusion.
Give examples of substances that diffuse into and out of cells.
B2.2 Tissues, organs and organ systems (could be taught before B2.1)
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B2.2.1 Animal organs
Systems are groups of organs that perform a particular function; structure
and function of the digestive system.
Define the term organ system.
Name the main systems in the human body and state their functions.
Label a diagram of the digestive system.
Describe the functions of the digestive system to digest and absorb food molecules.
Describe the functions of the organs in the system – salivary glands, stomach, small
intestine, liver, pancreas and large intestine.
Organs are made of tissues; tissues in stomach.
Name the main organs in the human body and state their functions.
A tissue is a group of cells with similar structure and function; muscular,
glandular and epithelial tissues
Name the tissues in the stomach and explain what they do.
Define the term organ.
Multicellular organisms develop systems for exchanging materials; during
development cells differentiate to perform different functions.
Define the term tissue.
Explain why large organisms need different systems to survive.
Explain what cell differentiation is.
Describe organisation in large organisms.
B2.2.2 Plant organs
Plant organs include stems, roots and leaves.
Label the main organs of a plant and describe their functions.
Examples of plant tissues – epidermal, mesophyll, xylem and phloem.
Identify different tissues in a leaf and describe their functions.
B2.3 Photosynthesis
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B2.3.1 Photosynthesis
Photosynthesis equation
Write the word equation for photosynthesis.
Light energy is absorbed by chlorophyll in chloroplasts and used to convert
carbon dioxide and water into glucose, oxygen is a by-product.
Explain why plants should be destarched before photosynthesis experiments and
describe how this is done.
Glucose may be converted into starch for storage.
Describe experiments to show that plants produce oxygen in the light.
Explain the steps involved in testing a leaf for starch.
Explain why glucose is converted to starch for storage.
Factors affecting the rate of photosynthesis – temperature, CO2
concentration, light intensity.
Interpret data showing how factors affect the rate of photosynthesis.
State factors that affect the rate of photosynthesis.
Limiting factors and the rate of photosynthesis.
Explain how conditions in greenhouses can be controlled to optimise the growth of
plants.
Evaluate the benefits of artificially manipulating the environment in which plants are
grown.
Glucose can be stored as starch and used in respiration.
List ways in which glucose is used by a plant.
Glucose is also used to produce fats and oils for storage, cellulose to
strengthen cell walls and proteins.
Describe functions of fats, oils, cellulose, starch and proteins in a plant.
To produce proteins, plants also use nitrate ions that are absorbed from the
soil.
Explain how plants obtain nitrate ions and what they are needed for.
Interpret results of bicarbonate indicator experiment.
B2.4 Organisms and their environment
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B2.4.1 Distribution of organisms
Physical factors that may affect organisms – temperature, nutrients, light,
water, oxygen and carbon dioxide.
Quantitative data can be obtained by sampling with quadrats and along a
transect.
Suggest reasons for the distribution of organisms in a habitat.
Evaluate methods used to collect environmental data and consider the validity and
reliability as evidence of environmental change.
Name and explain how different factors can affect the distribution of organisms in a
habitat.
Describe how to carry out random sampling of organisms using a quadrat.
Calculate mean, median, mode and range.
B2.5 Proteins – their functions and uses
B2.5.1 Proteins
Proteins are long chains of amino acids folded to produce a specific shape
that accommodates other molecules. Proteins act as structural
components, hormones, antibodies and catalysts.
Catalysts increase the rate of chemical reactions. Biological catalysts are
called enzymes; these are proteins
Describe the structure of protein molecules.
List some protein molecules found inside living organisms.
Define the terms ‘catalyst’ and ‘enzyme’.
B2.5.2 Enzymes
High temperatures denature enzymes by changes its shape.
Explain why enzymes are specific.
Explain why enzymes are denatured by high temperatures.
Different enzymes work best at different pH values.
Describe and explain the effect of different pH values on the activity of different
enzymes.
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Some enzymes work outside body cells, eg digestive enzymes catalyse the
breakdown of large molecules into smaller ones in the gut.
Amylase is produced in the salivary glands, pancreas and small intestine.
It catalyses the breakdown of starch into sugars.
Explain why food molecules need to be digested.
State the names of digestive enzymes, organs which produce them, substrates they act
on and products of digestion.
Plot a line graph and interpret results of effect of temperature on amylase activity.
Protease enzymes are produced by the stomach, pancreas and small
intestine. They catalyse the breakdown of proteins into amino acids.
Lipase enzymes are produced by the pancreas and small intestine. They
catalyse the breakdown of lipds into fatty acids and glycerol.
The stomach produces hydrochloric acid to provide the right conditions for
stomach enzymes to work effectively.
The liver produces bile, which is stored in the gall bladder. Bile neutralises
the acid added to food in the stomach and provides alkaline conditions in
the small intestine for the enzymes there to work effectively.
Microorganisms produce enzymes that pass out of cells. These have many
uses in the home and industry.
State that microorganisms produce enzymes that we use in the home and in industry.
For example, biological detergents, baby foods, sugar syrup and fructose syrup.
Give examples of enzymes used in industry – proteases, carbohydrases and isomerase.
Enzymes in industry.
Explain why biological detergents work better than non-biological detergents at removing
protein and fat stains.
Explain the advantages and disadvantages of biological and non-biological detergents.
Explain the advantages and disadvantages of enzymes in industry.
B2.6 Aerobic and anaerobic respiration
B2.6.1 Aerobic respiration
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Chemical reactions in the body are controlled by enzymes.
Write the word equation for aerobic respiration.
During aerobic respiration glucose and oxygen react to release energy.
Explain what aerobic means.
Word equation for aerobic respiration.
Energy released during respiration is used to build molecules, enable
muscle contraction, maintain a steady body temperature and build up
proteins.
Aerobic respiration occurs continuously in plants and animals.
Most of the reactions in aerobic respiration take place inside mitochondria.
Word equation for aerobic respiration.
State some uses of energy in animals and in plants.
Explain why respiration has to occur continually in plant and animal cells.
State the site of aerobic respiration and be able to give examples of cells that contain a
lot of mitochondria.
Describe the test for carbon dioxide.
State that all animals and plants produce carbon dioxide all the time as a by product of
aerobic respiration.
Describe the test for carbon dioxide.
During exercise the heart rate, breathing rate and depth of breathing
increase.
Explain why heart rate and breathing rate increase during exercise.
Interpret data relating to the effects of exercise on the body, eg spirometer tracings.
These changes increase blood flow to muscles and so increase the supply
of sugar and oxygen and removal of carbon dioxide.
Write equations and explain the conversion between glucose and glycogen in liver and
muscle cells.
Muscles store glucose as glycogen, which can be converted back to
glucose for use during exercise.
B2.6.2 Anaerobic respiration
During exercise, if insufficient oxygen is reaching the muscles they use
anaerobic respiration to obtain energy.
Write the equation for anaerobic respiration in animal cells.
Explain the effect of lactic acid build up on muscle activity.
Anaerobic respiration is the incomplete breakdown of glucose and
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produces lactic acid.
HT only
Anaerobic respiration releases less energy than aerobic respiration; it
results in an oxygen debt that is repaid in order to oxidise lactic acid
to carbon dioxide and water.
HT only
Explain why anaerobic respiration is less efficient than aerobic respiration.
Muscles can become fatigued and stop contracting efficiently; lactic acid
can build up which is removed by the blood.
Write the equation for the Breakdown of lactic acid into carbon dioxide and water.
Define the term oxygen debt.
B2.7 Cell division and inheritance
B2.7.1 Cell division
Chromosomes are found in pairs in body cells; body cells divide by mitosis.
Chromosomes contain the genetic information.
Recognise from photos of karyotypes that chromosomes are found in pairs in body cells.
State that the genetic information is carried as genes on chromosomes.
During mitosis copies of the genetic material are made then the cell divides
once to form two genetically identical body cells.
State that body cells divide by mitosis.
Mitosis occurs during growth or to produce replacement cells.
Draw simple diagrams to describe mitosis.
Cells of the offspring produced by asexual reproduction are produced by
mitosis from the parental cells. They contain the same alleles as the
parents.
State that offspring produced by asexual reproduction are produced by mitosis so
contain all the same alleles as the parent cell.
Sex cells (gametes) have only one set of chromosomes.
State that sex cells are called gametes and are produced when cells in the sex organs
divide by meiosis; sex cells have only one set of chromosomes.
Cells in testes and ovaries divide to form gametes.
Explain why gametes only have one set of chromosomes.
Cell division to form gametes is called meiosis.
Explain why sexual reproduction results in variety.
HT only
During meiosis copies of the genetic information are made, then the
HT only
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cell divides twice to form four gametes, each with a single set of
chromosomes.
Draw diagrams to explain how gametes are formed in meiosis.
Compare mitosis and meiosis.
When gametes join at fertilisation, a single body cell with new pairs of
chromosomes is formed. A new individual then develops by this cell
repeatedly dividing by mitosis.
Most animal cells differentiate at an early stage whereas many plant cells
retain the ability to differentiate throughout life. In mature animals, cell
division is mainly restricted to repair and replacement.
Name the sources of stem cells in humans.
Stem cells from human embryos and adult bone marrow can be made to
differentiate into many types of cells.
Explain the function of stem cells.
Human stem cells can develop into any type of human cell.
Explain how stem cells could be used to help treat some medical conditions.
Treatment with stem cells may be able to help conditions such as paralysis.
Make informed judgements about the social and ethical issues concerning the use of
stem cells from embryos in medical research and treatments.
Describe cell differentiation in plants and animals.
B2.7.2 Genetic variation
Chromosomes are made up of large molecules of DNA which has a double
helix structure.
Describe the structure of chromosomes and DNA.
State that a gene is a small section of DNA.
A gene is a small section of DNA.
HT only
Each gene codes for a particular combination of amino acids which
makes a specific protein.
Sexual reproduction gives rise to variation because one of each pair of
alleles comes from each parent.
HT only
State that each gene codes for a particular sequence of amino acids to make a
specific protein.
Explain using a Punnett square and genetic diagram how sex is determined in humans.
In human body cells one of the 23 pairs of chromosomes carries the genes
that determine sex; the sex chromosomes in females are XX and in males
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are XY.
Some characteristics are controlled by a single gene; each gene may have
different forms called alleles.
A dominant allele controls the development of a characteristic when
present on only one of the chromosomes.
A recessive allele controls the development of a characteristic only if the
dominant allele is not present.
Describe some of the experiments carried out by Mendel using pea plants.
Explain why Mendel proposed the idea of separately inherited factors and why the
importance of this discovery was not recognised until after his death.
Predict and explain the outcome of crosses using genetic diagrams based on Mendel’s
experiments and using unfamiliar information.
HT only
Define the terms homozygous, heterozygous, phenotype and genotype.
Each person, apart from identical twins, has unique DNA. This can be
used to identify individuals using DNA fingerprinting.
Define the term ‘DNA fingerprinting’.
Identify individuals from their DNA fingerprints.
B2.7.3 Genetic disorders
Some disorders are inherited.
Explain what polydactyly is.
Polydactyly, having extra fingers or toes, is caused by a dominant allele.
Draw/interpret genetic diagrams to show how polydactyly is inherited.
Explain what cystic fibrosis is and why it can be inherited from two healthy parents.
Cystic fibrosis, a disorder of cell membranes, is caused by a recessive
allele.
Embryos can be screened for the alleles that cause genetic disorders.
Draw/interpret genetic diagrams to show how cystic fibrosis is inherited.
Make informed judgements about the economic, social and ethical issues concerning
embryo screening.
B2.8 Speciation
B2.8.1 Old and new species
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Evidence for early forms of life comes from fossils.
State what a fossil is.
Fossils are the ‘remains’ of organisms from many years ago, which are
found in rocks. They can be formed in various ways.
Describe ways in which fossils are formed – from hard parts that do not decay easily;
when conditions for decay are absent; when parts are replaced by other materials as
they decay; as preserved imprints.
Many early forms of life were soft bodied so left few traces behind; these
traces have been mainly destroyed by geological activity.
Explain why fossils are useful to us today – to provide evidence of how lifer has
developed; to help us understand evolutionary relationships.
We can learn from fossils how much or how little organisms have changed
as life developed on Earth.
Suggest reasons why scientists cannot be certain how life began on Earth.
Causes of extinction - changes to the environment over geological time,
new predators, new diseases, new competitors, a catastrophic event,
through the cyclical nature of speciation.
Define the term ‘extinction’.
New species arise as a result of isolation (HT only – genetic variation,
natural selection and speciation).
Define the term ‘species’. Explain how new species arise using the term ‘isolation’.
Explain how extinction may be caused.
HT only
Include, explain and use the terms ‘genetic variation’, ‘natural selection’ and
‘speciation’
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B3
B3.1 Movement of molecules in and out of cells
B3.1.1 Dissolved substances
Dissolved substances move by diffusion and Active transport.
Define the term ‘diffusion’.
Water moves across boundaries by osmosis; from a dilute to a more
concentrated solution through a partially permeable membrane.
Define the term ‘osmosis’ and explain what a partially permeable membrane is.
Plot and interpret a graph of change in mass vs concentration of solution.
Differences in concentrations inside and outside a cell cause water to
move into or out of the cell by osmosis.
Make predictions about osmosis experiments.
Most soft drinks contain water, sugar and ions.
Evaluate the claims of manufacturers about sports drinks.
Sports drinks contain sugar to replace that used in energy release, and
water and ions to replace those lost in sweat.
Compare sports drinks and display as a bar chart.
Explain why sports drinks contain sugar, water and ions.
If water and ions are not replaced cells do not work as efficiently.
Describe some effects on the body if water and ions are not replaced.
Active transport – substances are sometimes absorbed against a
concentration gradient. This uses energy.
Define the term active transport.
Label diagrams to show where active transport occurs in humans and plants and what
is transported.
Explain why active transport requires energy.
Relate active transport to oxygen supply and numbers of mitochondria in cells.
The size and complexity of an organism increases the difficulty in
exchanging materials.
Explain why the size and complexity of an organism increases the difficulty in
exchanging materials.
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Exchange surfaces in organisms are adapted to maximise effectiveness.
Describe and explain the features of a good exchange surface.
Many organ systems are specialised to exchange materials, eg by having
a large surface area, being thin, having an efficient blood supply and
being well ventilated.
Label a diagram of an alveolus and list how it is adapted for gas exchange.
Explain why foods have to be digested.
In humans surface area is increased by alveoli in the lungs and villi in the
small intestine.
Villi have a large surface area and a good blood supply to absorb the
products of digestion by diffusion and active transport.
Explain why some food molecules are absorbed by diffusion and others by active
transport.
Label a diagram of a villus and list how it is adapted for absorption of food molecules.
B3.1.2 Gaseous exchange
The breathing system – lungs, thorax, ribcage, diaphragm and abdomen.
Label a diagram of the breathing system.
The breathing system takes air into the body so oxygen and carbon
dioxide can be exchanged between the air and the bloodstream.
State the function of the breathing system.
Mechanism of ventilation of the lungs.
Explain the changes that occur to bring about ventilation of the lungs in terms of
relaxation and contraction of muscles, movement of the ribcage and diaphragm,
changes in volume and pressure in the thorax.
Calculate mean, median, mode and range of lung volumes.
Interpret spirometer traces.
B3.1.3 Exchange systems in plants (best taught alongside B3.2.3 Transport systems in plants)
In plants carbon dioxide enters leaves by diffusion; most water and ions
are absorbed by roots.
Label a diagram of a leaf to explain why the flattened, thin structure is useful for
photosynthesis and gas exchange.
The surface area of the roots is increased by root hairs and of leaves by
the flattened shape and internal air spaces.
Draw diagram of root hair cells and explain how they are adapted for their function.
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Plants have stomata to obtain carbon dioxide and remove oxygen
produced in photosynthesis.
Draw diagrams of stomata and guard cells and explain their function.
Explain why plants sometimes wilt.
The size of stomata is controlled by guard cells which surround them.
Describe the changes that occur in a plant to prevent wilting.
If plants lose water faster than it is replaced the stomata can close to
prevent wilting.
Plants mainly lose water through their leaves, most loss is through
stomata. Evaporation is faster in hot, dry and windy conditions.
Define the term transpiration.
Explain how a potometer can be used to measure the rate of water uptake by a shoot.
If plants lose water faster than it is replaced the stomata can close to
prevent wilting.
Interpret graphs of water loss from plants vs time.
B3.2 Transport systems in plants and animals
B3.2.1 The blood system
The circulatory system transports substances around the body.
State the functions of the circulatory system and the heart.
The heart pumps blood around the body, much of its wall is made from
muscle tissue.
Label a diagram of the heart showing 4 chambers, vena cava, pulmonary artery,
pulmonary vein and aorta.
There are four main chambers to the heart, right and left atria and
ventricles.
Describe the flow of blood from the body, through the heart and lungs and back to the
body.
The direction of blood flow from the body, through the heart and lungs and
out to the body.
Describe problems associated with the heart and explain how they can be treated.
Evaluate the use of artificial hearts and heart valves.
Valves ensure blood flows in the correct direction.
Blood flows from the heart to organs through arteries and returns through
veins.
There are two separate circulation systems – to the lungs and to the other
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organs of the body.
Structure of arteries and veins.
Draw and label diagrams of arteries, veins and capillaries.
Use of stents to keep arteries open.
Compare the structure and function of arteries, veins and capillaries.
Structure and function of capillaries.
Describe what a stent is and what it is used for.
Evaluate the use of stents.
B3.2.2 The blood
Blood is a tissue consisting of plasma, white blood cells, red blood cells
and platelets.
Describe the constituents of blood.
Draw diagrams of red blood cells, white blood cells and platelets.
Plasma transports carbon dioxide to the lungs, soluble products of
digestion from the small intestine and urea from the liver to the kidneys.
Explain the structure and function of red blood cells, white blood cells and platelets.
Function and structure of red blood cells; oxygen attaches to haemoglobin
State some substances transported in the blood plasma.
Function and structure of white blood cells.
Explain why the reversible reaction between oxygen and haemoglobin is important.
Function and structure of platelets.
Explain what artificial blood is.
Describe differences between real and artificial blood.
Evaluate data on the production and use of artificial blood products.
B3.2.3 Transport systems in plants
Flowering plants have separate transport systems:
Explain the function of xylem and phloem.
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 xylem transports water and mineral ions from roots to stem and leaves
Describe what the transpiration stream is.
 movement of water from roots to leaves is the transpiration stream
Label diagrams showing the position of xylem and phloem in roots, stem and leaves.
 phloem carries dissolved sugars from leaves to the rest of the plant.
Interpret results of ringing experiments and radioactive isotopes.
B3.3 Homeostasis
B3.3.1 Removal of waste and water control
Waste products that have to be removed from the body include:
Define the term ‘homeostasis’.
 carbon dioxide, produced by respiration and removed via the lungs
when we breathe out
Give examples of waste products that have to be removed and explain where they are
excreted from the body.
 urea, produced in the liver by breaking down amino acids and removed
by the kidneys in urine which is stored in the bladder.
Explain why waste products have to be excreted from the body.
If the water or ion content of the body is wrong, too much water may move
into or out of cells; water and ions enter the body when we eat and drink.
Label a diagram of the excretory system and state the functions of the kidneys and
bladder.
A kidney produces urine by filtering the blood, reabsorbing all the sugar
and dissolved ions needed by the body and as much water as the body
needs. Urea, excess ions and water are excreted in urine.
Produce a flow diagram to explain how urine is made.
Kidney failure can be treated by a using a dialysis machine or having a
kidney transplant.
Explain how a kidney machine works in terms of the partially permeable membrane
and composition of the dialysis fluid.
Treatment by dialysis restores substances in the blood to normal levels
and has to be carried out at regular intervals.
Explain why dialysis fluid contains sugar and ions at the same concentration as normal
blood, but no urea.
Interpret data relating to the composition of blood, kidney fluid and urine.
How a dialysis machine works.
Kidneys transplants and precautions to avoid rejection.
State the advantages and disadvantages of kidney transplants.
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The recipient’s antibodies may attack antigens on the donor organ.
Describe what antigens and antibodies are and explain how they interact.
To prevent rejection the donor kidney has a similar ‘tissue-type’ and
immunosuppressant drugs are given.
Explain why a donor kidney may be rejected and describe the precautions taken to
prevent rejection.
State that there is a shortage of kidneys for transplant.
Produce arguments for or against compulsory organ donation.
Describe the economic, ethical and medical considerations regarding treatment of
kidney failure.
B3.3.2 Temperature control
Body temperature is monitored and controlled by the thermoregulatory
centre in the brain. It has receptors sensitive to the temperature of the
blood.
State that normal body temperature is around 37 °C.
Temperature receptors in the skin send impulses to the thermoregulatory
centre.
Compare the changes that occur when body temperature is too high or too low.
Sweating cools the body; water balance in hot weather.
Describe different methods to measure body temperature.
State that body temperature is monitored and controlled by the thermoregulatory centre
in the brain, using information about blood and skin temperature.
Explain why we drink more fluid during hot weather.
Changes in terms of blood flow to the skin and sweating if core body
temperature is too high.
Changes in terms of blood flow to the skin and shivering if core body
temperature is too low.
Explain why the skin looks red when you are hot and pale when you are cold.
HT only
Explain how sweating cools the body as it evaporates.
Explain the changes in blood vessels supplying skin capillaries when the body is
too hot or too cold.
Explain how shivering helps to warm the body by releasing more energy from
respiration.
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B3.3.3 Sugar control
Blood glucose concentration is monitored and controlled by the
pancreas by producing insulin, which allows glucose from the blood to
enter cells
HT only
Glucagon is also produced by the pancreas to convert stored
glycogen back into glucose when blood glucose levels fall.
State that insulin is produced by the pancreas and explain its effect on blood glucose
levels.
HT only
State that glucagon is also produced by the pancreas and explain its effect on
blood glucose levels.
Explain the cause, effects, treatment and problems associated with the disease.
In Type 1 diabetes glucose levels may rise too high because the
pancreas does not produce enough insulin.
Type 1 diabetes can be controlled by diet, exercise and injecting
insulin.
Interpret glucose tolerance test.
Evaluate modern methods of treating diabetes.
B3.4 Humans and their environment
B3.4.1 Waste from human activity
Rapid growth in the human population means more waste, which could
lead to more pollution.
List the problems associated with an increasing human population.
Interpret graphs showing human population growth.
Humans reduce the amount of land available for other plants and
animals by building, quarrying, farming and dumping waste.
Describe how water can be polluted with sewage, fertiliser or toxic chemicals.
Waste may pollute water with sewage, fertilisers or toxic chemicals.
Analyse and interpret data about water pollution.
Waste may pollute air with smoke and gases such as sulfur dioxide,
which contributes to acid rain.
Give examples of air pollutants and where they come from.
Describe the effects of smoke on buildings, humans and plant photosynthesis.
Explain how carbon dioxide contributes to global warming.
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Describe how acid rain is formed.
Describe the effects of acid rain on living organisms.
Analyse and interpret data about air pollution.
Waste may pollute land with toxic chemicals such as pesticides and
herbicides, which may be washed from the land into the waterways.
Make conclusions about the effect of fertiliser on plant growth and oxygen levels.
Describe what herbicides and pesticides are used for.
Describe the uses of DichloroDiphenylTrichloroethane (DDT) and why it was banned.
B3.4.2 Deforestation and the destruction of areas of peat
Large scale deforestation has increased the release of carbon dioxide
and reduced the rate at which carbon dioxide is removed from the
atmosphere and ‘locked up’ in wood.
Define the term ‘deforestation’.
Deforestation leads to reduction in biodiversity.
Explain how deforestation increases the amount of carbon dioxide in the atmosphere and
leads to a reduction in biodiversity.
Deforestation has occurred so biofuel crops can be grown and more
land can be used to rear cattle and grow crops for food. Cattle and rice
fields release methane
Explain how deforestation could lead to an increase in methane in the atmosphere.
Explain why vast tropical areas have been cleared of trees.
Explain what peat is and why we should not destroy areas of peat.
The destruction of peat bogs releases carbon dioxide into the
atmosphere
B3.4.3 Biofuels
Levels of carbon dioxide and methane in the atmosphere are
increasing and contribute to ‘global warming’.
An increase of only a few degrees Celsius may cause changes in the
Earth’s climate, a rise in sea level, a reduction in biodiversity, changes
in migration patterns and result in changes in the distribution of
Explain the terms ‘greenhouse effect’ and ‘global warming’.
Explain with the aid of a diagram how levels of carbon dioxide and methane contribute to
global warming.
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species.
List the possible effects of global warming.
Carbon dioxide can be sequestered in oceans, lakes and ponds and
this is important in removing carbon dioxide from the atmosphere.
State that much carbon dioxide is stored in oceans.
Evaluate methods used to collect environmental data and consider their validity and
reliability as evidence for environmental change.
Biofuels can be made from natural products by fermentation.
Define the term ‘biofuel’.
Write the equation for the production of ethanol using yeast.
Explain the advantages and disadvantages pf growing crops for biofuels.
Biogas can be produced by anaerobic fermentation of plant products or
waste materials containing carbohydrates.
Define the term ‘biogas’.
State that biogas is produced by anaerobic respiration of plant products or animal wastes.
Evaluate the use of biogas generators.
B3.4.4 Food production
Energy and biomass losses in food chains; shorter food chains are
more efficient for food production.
Explain how energy is lost at each level in a food chain and calculate percentage energy
losses.
Efficiency of food production can be improved by restricting energy
losses from food animals.
Explain why shorter food chains are more efficient for food production.
State how energy losses from food animals can be reduced.
Evaluate the positive and negative effects of managing food production.
Explain why people buy foods that have travelled a long way and the effect of this on the
environment.
Recognise that practical solutions for human needs may require compromise between
competing priorities.
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Fish stocks are declining and need to be maintained at levels where
breeding continues or some species may disappear. Net size and
fishing quotas play an important role in conservation of fish stocks.
Explain why some fish stocks are declining and why this is a problem.
Describe ways that fish stocks can be conserved.
Give an example of sustainable food production.
Fusarium is useful for producing mycoprotein, a protein rich food
suitable for vegetarians. The fungus is grown on glucose syrup in
aerobic conditions, and the biomass is harvested and purified.
State that the fungus Fusarium can be used to produce mycoprotein which is a protein rich
food.
Describe how Fusarium is grown to produce mycoprotein that can be eaten.
Evaluate the use of mycoprotein as a food.
Summarise all the areas regarding the growing human population – energy, food, water,
space, pollution, resources.
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