* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download biology final
Introduction to evolution wikipedia , lookup
Embryonic stem cell wikipedia , lookup
Cell culture wikipedia , lookup
Optogenetics wikipedia , lookup
Vectors in gene therapy wikipedia , lookup
Photosynthesis wikipedia , lookup
Genetic engineering wikipedia , lookup
Cell (biology) wikipedia , lookup
History of biology wikipedia , lookup
Organ-on-a-chip wikipedia , lookup
Induced pluripotent stem cell wikipedia , lookup
Regeneration in humans wikipedia , lookup
Neurogenetics wikipedia , lookup
Adoptive cell transfer wikipedia , lookup
Evolutionary history of life wikipedia , lookup
Symbiogenesis wikipedia , lookup
Evolution of metal ions in biological systems wikipedia , lookup
Cell theory wikipedia , lookup
Microbial cooperation wikipedia , lookup
Introduction to genetics wikipedia , lookup
Neuronal lineage marker wikipedia , lookup
Twenty First Century Biology Learning Outcome mapping of old spec to new This document compares the specification learning outcomes from the legacy GCSE Twenty first century Biology qualification to the new GCSE (9-1) in Twenty first century Biology. It shows where the statements in the old specification are covered in the new spec, indicates where they are no longer assessed and highlights where new content has been added. Spec Ref Original spec statement (21C current spec) Spec Ref B1.1.1 recall that instructions to control how an organism develops and functions are found in the nucleus of its cells and are called genes B1.1.1 B1.1.5 B1.1.2 recall that genes are instructions for a cell that describe how to make proteins B1.1.6 B1.1.3 recall that proteins may be structural (e.g. collagen) or functional (e.g. enzymes such as amylase) B1.1.6 B1.1.4 recall that genes are sections of very long DNA molecules that make up chromosomes in the nuclei of cells understand that some characteristics are determined by genes (e.g. dimples), some are determined by environmental factors (e.g. scars), and some are determined by a combination of genes and the environment (e.g. weight) B1.1.5 B1.1.5 B1.1.6 B1.2.1 B1.1.2 B1.1.4 understand that many characteristics are determined by several genes working together (e.g. eye colour) B1.2.6 recall that body cells contain pairs of chromosomes and that sex cells contain only one chromosome from each pair B1.2.8 tick if no longer covered Spec statement equivalent (reformed 21C spec) a) explain how the nucleus and genetic material of eukaryotic cells (plants and animals) and the genetic material, including plasmids, of prokaryotic cells are related to cell functions b) describe how to use a light microscope to observe a variety of plant and animal cells explain the terms chromosome, gene, allele, variant, genotype and phenotype explain the importance of amino acids in the synthesis of proteins, including the genome as instructions for the polymerisation of amino acids to make proteins explain the importance of amino acids in the synthesis of proteins, including the genome as instructions for the polymerisation of amino acids to make proteins explain the terms chromosome, gene, allele, variant, genotype and phenotype describe the genome as the entire genetic material of an organism describe simply how the genome and its interaction with the environment influence the development of the phenotype of an organism, including the idea that most characteristics depend on instructions in the genome and are modified by interaction of the organism with its environment. recall that most phenotypic features are the result of multiple genes rather than single gene inheritance NOTE: learners are not expected to describe epistasis and its effects describe sex determination in humans Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Document1 Page 1 of 29 Twenty First Century Biology B1.2.2 understand that chromosomes in a pair carry the same genes in the same place, but that there may be different versions of genes called alleles B1.1.5 explain the terms chromosome, gene, allele, variant, genotype and phenotype B1.2.3 recall that an individual usually has two alleles for each gene B1.2.2 explain single gene inheritance, including dominant and recessive alleles and use of genetic diagrams recall that in an individual the two alleles of each gene can be the same (homozygous) or different (heterozygous) B1.2.1 understand that during sexual reproduction genes from both parents come together and produce variation in the offspring NA understand that offspring have some similarities to their parents because of the combination of maternal and paternal alleles in the fertilised egg understand that different offspring from the same parents can differ from each other because they inherit a different combination of maternal and paternal alleles B1.2.2 understand that an allele can be dominant or recessive, and that: a. an individual with one or both dominant alleles (in a pair of alleles) will show the associated dominant characteristic b. an individual with one recessive allele (in a pair of alleles) will not show the associated recessive characteristic c. an individual with both recessive alleles (in a pair of alleles) will show the associated recessive characteristic B1.2.2 B1.2.4 B1.2.5 B1.2.6 B1.2.9 recall that human males have XY sex chromosomes and females have XX sex chromosomes B1.2.8 describe sex determination in humans B1.2.10 understand that the sexdetermining gene on the Y chromosome triggers the development of testes, and that in the absence of a Y chromosome ovaries develop use and interpret genetic diagrams (family trees and Punnett squares) showing: a. the inheritance of single gene characteristics with a dominant and recessive allele b. the inheritance of sex chromosomes B1.2.8 describe sex determination in humans B1.2.4 B1.2.5 B1.2.6 B1.2.7 B1.2.8 B1.2.11 explain the terms gamete, homozygous, heterozygous, dominant and recessive NA B1.2.3 explain single gene inheritance, including dominant and recessive alleles and use of genetic diagrams predict the results of single gene crosses explain single gene inheritance, including dominant and recessive alleles and use of genetic diagrams use direct proportions and simple ratios in genetic crosses use the concept of probability in predicting the outcome of genetic crosses recall that most phenotypic features are the result of multiple genes rather than single gene inheritance B1.2.2 explain single gene inheritance, including dominant and recessive alleles and use of genetic diagrams Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 2 of 29 Twenty First Century Biology B1.2.12 understand that the term genotype describes the genetic make-up of an organism (the combination of alleles), and the term phenotype describes the observable characteristics that the organism has B1.1.5 explain the terms chromosome, gene, allele, variant, genotype and phenotype B1.3.1 understand that a small number of disorders are caused by faulty alleles of a single gene, including Huntington’s disease and cystic fibrosis B1.3.1 recall that disorders may be caused by dominant alleles (e.g. Huntington’s disease) or recessive alleles (e.g. cystic fibrosis) NA discuss the potential importance for medicine of our increasing understanding of the human genome, including the discovery of alleles associated with diseases and the genetic testing of individuals to inform family planning and healthcare NA recall the symptoms of Huntington’s disease and cystic fibrosis, to include: a. Huntington’s disease – late onset, tremor, clumsiness, memory loss, inability to concentrate, mood changes b. cystic fibrosis – thick mucus, difficulty breathing, chest infections, difficulty in digesting food understand that a person with one recessive allele (in a pair of alleles) will not show the symptoms of the disorder, but is a carrier and can pass the recessive allele to their children NA interpret through genetic diagrams (family trees and Punnett squares) the inheritance of a single gene disorder, including the risk of a child being a carrier describe uses of genetic testing for screening adults, children and embryos, limited to: a. testing embryos for embryo selection (pre-implantation genetic diagnosis) b. predictive testing for genetic diseases c. testing an individual before prescribing drugs B1.2.3 B1.2.4 B1.2.5 predict the results of single gene crosses use direct proportions and simple ratios in genetic crosses use the concept of probability in predicting the outcome of genetic crosses B1.3.1 discuss the potential importance for medicine of our increasing understanding of the human genome, including the discovery of alleles associated with diseases and the genetic testing of individuals to inform family planning and healthcare B1.3.2 B1.3.3 B1.3.4 B1.3.5 B1.3.6 NA NA NA Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 3 of 29 Twenty First Century Biology B1.3.7 B1.3.8 B1.3.9 B1.4.1 B1.4.2 B1.4.3 B1.4.4 B1.4.5 B1.4.6 B1.4.7 understand that testing adults and fetuses for alleles that cause genetic disorders has implications that need to be considered, including: a. risk of miscarriage as a result of cell sampling for the genetic test b. using results that may not be accurate, including false positives and false negatives c. whether or not to have children at all d. whether or not a pregnancy should be terminated e. whether other members of the family should be informed understand the implications of testing embryos for embryo selection prior to implantation B1.3.4 understand the implications of the use of genetic testing by others (for example, for genetic screening programmes by employers and insurance companies) understand that bacteria, plants and some animals can reproduce asexually to form clones (individuals with identical genes) understand that any differences between clones are likely to be due only to environmental factors understand that clones of plants occur naturally when plants produce bulbs or runners understand that clones of animals occur: a. naturally, when cells of an embryo separate (identical twins) b. artificially, when the nucleus from an adult body cell is transferred to an empty unfertilised egg cell understand that there are different types of stem cells: a. adult stem cells which are unspecialised cells that can develop into many, but not all, types of cells b. embryonic stem cells which are unspecialised cells that can develop into any type of cell understand that, as a result of being unspecialised, stem cells from embryos and adults offer the potential to treat some illnesses understand that the majority of cells of multicellular organisms become specialised during the early development of the organism NA explain some of the possible benefits and risks, including practical and ethical considerations, of using gene technology in modern agriculture and medicine B1.3.4 explain some of the possible benefits and risks, including practical and ethical considerations, of using gene technology in modern agriculture and medicine NA NA NA NA NA NA NA NA NA B4.3.4 describe the function of stem cells in embryonic and adult animals and meristems in plants B4.3.5 B4.3.5 explain the importance of cell differentiation, in which cells become specialised by switching genes off and on to form tissues with particular functions explain the importance of cell differentiation, in which cells become specialised by switching genes off and on to form tissues with particular functions Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 4 of 29 Twenty First Century Biology B2.1.1 B2.1.2 B2.1.3 B2.1.4 understand that symptoms of an infectious disease are caused by damage done to cells by microorganisms or the poisons (toxins) they produce understand why, in suitable conditions such as those inside a human body, microorganisms (e.g. bacteria and viruses) can reproduce rapidly to produce very large numbers calculate the population growth of microorganisms given appropriate data NA NA B2.4.3 calculate cross-sectional areas of bacterial cultures and of clear zones around antibiotic discs on agar jelly using πr2 M5c PAG7 understand that white blood cells are part of the body’s immune system and can destroy microorganisms by engulfing and digesting them or by producing antibodies understand that antibodies recognise microorganisms by the antigens that they carry on their surface, that different microorganisms have different antigens, and that a different antibody is therefore needed to recognise each different type of microorganism B2.2.5 explain how white blood cells are adapted to their functions in the blood, including what they do and how it helps protect against disease B2.2.4 explain the role of the immune system of the human body in defence against disease understand that once the body has made the antibody to recognise a particular microorganism, memory cells can make that antibody again very quickly, therefore protecting against that particular microorganism in the future (immunity) understand that vaccinations provide protection from microorganisms by establishing memory cells that produce antibodies quickly on reinfection B2.2.4 B2.2.2 understand that a vaccine usually contains a safe form of a disease-causing microorganism B2.3.2 B2.2.3 understand why, to prevent epidemics of infectious diseases, it is necessary to vaccinate a high percentage of a population B2.3.2 B2.2.4 understand that vaccines and drugs (medicines) can never be completely risk-free, since individuals have varying degrees of side effects to them B2.3.2 B2.1.5 B2.1.6 B2.2.1 explain the role of the immune system of the human body in defence against disease B2.2.4 B2.3.2 explain the role of the immune system of the human body in defence against disease explain the use of vaccines in the prevention of disease, including the use of safe forms of pathogens and the need to vaccinate a large proportion of the population explain the use of vaccines in the prevention of disease, including the use of safe forms of pathogens and the need to vaccinate a large proportion of the population explain the use of vaccines in the prevention of disease, including the use of safe forms of pathogens and the need to vaccinate a large proportion of the population explain the use of vaccines in the prevention of disease, including the use of safe forms of pathogens and the need to vaccinate a large proportion of the population Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 5 of 29 Twenty First Century Biology B2.2.5 understand that due to genetic differences, people react differently to drugs and vaccines B1.3.1 discuss the potential importance for medicine of our increasing understanding of the human genome, including the discovery of alleles associated with diseases and the genetic testing of individuals to inform family planning and healthcare B2.2.6 understand that chemicals called antimicrobials can be used to kill, or inhibit, bacteria, fungi and viruses B2.6.1 explain the use of medicines, including antibiotics, in the treatment of disease B2.2.7 recall that antibiotics are a type of antimicrobial that are effective against bacteria but not viruses B2.6.1 explain the use of medicines, including antibiotics, in the treatment of disease understand that over a period of time bacteria and fungi may become resistant to antimicrobials B2.6.1 B2.2.9 understand that random changes (mutations) in the genes of these microorganisms sometimes lead to varieties which are less affected by antimicrobials B1.1.10 B1.1.11 B1.1.12 B6.1.9 B2.2.10 understand that to reduce antibiotic resistance we should only use antibiotics when necessary and always complete the course B6.1.9 understand that new drugs and vaccines are first tested for safety and effectiveness using animals and human cells grown in the laboratory B2.6.4 B2.2.12 recall that human trials may then be carried out: a. on healthy volunteers to test for safety b. on people with the illness to test for safety and effectiveness B2.6.4 describe the process of discovery and development of potential new medicines including preclinical and clinical testing B2.2.13 describe and explain the use of ‘open-label’, ‘blind’ and ‘doubleblind’ human trials in the testing of a new medical treatment understand the importance of long-term human trials B2.6.4 describe the process of discovery and development of potential new medicines including preclinical and clinical testing B2.6.4 describe the process of discovery and development of potential new medicines including preclinical and clinical testing understand the ethical issues related to using placebos in human trials B2.6.4 describe the process of discovery and development of potential new medicines including preclinical and clinical testing B2.2.8 B2.2.11 B2.2.14 B2.2.15 explain the use of medicines, including antibiotics, in the treatment of disease recall that all genetic variants arise from mutations (separate science only) describe how genetic variants in coding DNA may influence phenotype by altering the activity of a protein (separate science only) describe how genetic variants in noncoding DNA may influence phenotype by altering how genes are expressed (separate science only) describe modern examples of evidence for evolution including antibiotic resistance in bacteria describe modern examples of evidence for evolution including antibiotic resistance in bacteria describe the process of discovery and development of potential new medicines including preclinical and clinical testing Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 6 of 29 Twenty First Century Biology B2.3.1 describe the role of the heart as a double pump in the circulatory system B5.1.3 B5.1.4 describe the human circulatory system, including its relationships with the gaseous exchange system, the digestive system and the excretory system explain how the structure of the heart is adapted to its function, including cardiac muscle, chambers and valves B2.3.2 understand why heart muscle cells need their own blood supply B5.1.4 explain how the structure of the heart is adapted to its function, including cardiac muscle, chambers and valves B2.3.3 understand how the structure of arteries, veins and capillaries is related to their function B5.1.5 explain how the structures of arteries, veins and capillaries are adapted to their functions, including differences in the vessel walls and the presence of valves B2.3.4 understand that heart rate can be measured by recording the pulse rate B2.5.1b) b) describe how to practically investigate the effect of exercise on pulse rate and recovery rate B2.3.5 understand that blood pressure measurements record the pressure of the blood on the walls of the artery NA understand that a blood pressure measurement is given as two numbers, the higher value when the heart is contracting and the lower value when the heart is relaxed NA understand that ‘normal’ measurements for factors such as heart rate and blood pressure are given within a range because individuals vary NA understand how fatty deposits in the blood vessels supplying the heart muscle can produce a ‘heart attack’ NA understand that heart disease is usually caused by lifestyle factors and/or genetic factors B2.5.1 B2.3.6 B2.3.7 B2.3.8 B2.3.9 NA NA NA NA a) describe how the interaction of genetic and lifestyle factors can increase or decrease the risk of developing noncommunicable human diseases, including cardiovascular diseases, many forms of cancer, some lung and liver diseases and diseases influenced by nutrition, including type 2 diabetes b) describe how to practically investigate the effect of exercise on pulse rate and recovery rate PAG6 B2.3.10 understand that lifestyle factors that can increase the risk of heart disease include: a. poor diet b. stress c. cigarette smoking d. misuse of drugs B2.5.2 use given data to explain the incidence of non-communicable diseases at local, national and global levels with reference to lifestyle factors, including exercise, diet, alcohol and smoking B2.3.11 understand that regular moderate exercise reduces the risk of developing heart disease B2.6.3 evaluate some different treatments for cardiovascular disease, including lifestyle changes, medicines and surgery Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 7 of 29 Twenty First Century Biology B2.3.12 B2.3.13 relate differences in lifestyle factors in the UK and nonindustrialised countries to the prevalence of heart disease B2.5.3 in the context of data related to the causes, spread, effects and treatment of disease: a) translate information between graphical and numerical forms M4a b) construct and interpret frequency tables and diagrams, bar charts and histograms M4a, M4c c) understand the principles of sampling as applied to scientific data M2d d) use a scatter diagram to identify a correlation between two variables use given data to explain the incidence of non-communicable diseases at local, national and global levels with reference to lifestyle factors, including exercise, diet, alcohol and smoking understand how factors that can increase the risk of heart disease are identified via epidemiological and large scale genetics studies B2.5.2 assess levels of heart disease risk, and actions that could be taken to reduce risk, when provided with lifestyle and genetic data understand that high blood pressure increases the risk of heart disease B2.6.3 B2.5.2 use given data to explain the incidence of non-communicable diseases at local, national and global levels with reference to lifestyle factors, including exercise, diet, alcohol and smoking understand that the misuse of drugs (e.g. Ecstasy, cannabis, nicotine and alcohol) can have an adverse effect on health, including heart rate and blood pressure, increasing the risk of a heart attack understand that nervous and hormonal communication systems are involved in maintaining a constant internal environment (homeostasis) B2.5.2 use given data to explain the incidence of non-communicable diseases at local, national and global levels with reference to lifestyle factors, including exercise, diet, alcohol and smoking B5.4.1 explain the importance of maintaining a constant internal environment in response to internal and external change B2.4.2 understand that automatic control systems throughout the body maintain a range of factors at steady levels and that this is required for cells to function properly B5.4.2 B2.4.3 recall that these control systems have: a. receptors to detect changes in the environment b. processing centres to receive information and coordinate responses automatically c. effectors to produce the response B5.4.3 a) describe the function of the skin in the control of body temperature, including changes to sweating, hair erection and blood flow b) describe practical investigations into temperature control of the body PAG6 (separate science only) explain the response of the body to different temperature challenges, including receptors, processing, responses and negative feedback (separate science only) B2.4.4 understand the principle of negative feedback B5.4.3 B2.3.14 B2.3.15 B2.3.16 B2.4.1 evaluate some different treatments for cardiovascular disease, including lifestyle changes, medicines and surgery explain the response of the body to different temperature challenges, including receptors, processing, responses and negative feedback (separate science only) Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 8 of 29 Twenty First Century Biology B2.4.5 B2.4.6 B2.4.7 B2.4.8 B2.4.9 B2.4.10 B2.4.11 B2.4.12 B2.4.13 B3.1.1 B3.1.2 understand that negative feedback between the effector and the receptor of a control system reverses any changes to the system’s steady state understand that a balanced water level is important for maintaining the concentration of cell contents at the correct level for cell activity B5.4.3 understand that water levels are controlled by balancing gains from drinks, food and respiration and losses through sweating, breathing, faeces and the excretion of urine B5.4.4 understand that the kidneys play a vital role in balancing levels of water, waste and other chemicals in the blood i Candidates are not expected to recall details of kidney structure B5.4.5 understand that the kidneys balance water levels by producing dilute or concentrated urine as a response to concentration of blood plasma, which is affected by external temperature, exercise level and intake of fluids and salt B5.4.5 understand that concentration of urine is controlled by a hormone called ADH, which is released into the bloodstream by the pituitary gland understand how ADH secretion is controlled by negative feedback understand that alcohol results in the production of a greater volume of more dilute urine, due to ADH suppression, which can lead to dehydration and adverse effects on health B5.4.6 understand that the drug Ecstasy results in a smaller volume of less dilute urine, due to increased ADH production NA understand that a species is a group of organisms that can breed together to produce fertile offspring understand that adaptation of living organisms to their environment increases the species’ chance of survival by making it more likely that individuals will survive to reproduce B3.3.4 B5.4.4 B5.4.6 B5.4.7 explain the response of the body to different temperature challenges, including receptors, processing, responses and negative feedback (separate science only) explain the effect on cells of osmotic changes in body fluids NOTE: learners are not expected to discuss water potential (separate science only) explain the effect on cells of osmotic changes in body fluids NOTE: learners are not expected to discuss water potential (separate science only) describe the function of the kidneys in maintaining the water balance of the body, including filtering water and urea from the blood into kidney tubules then reabsorbing as much water as required (separate science only) describe the function of the kidneys in maintaining the water balance of the body, including filtering water and urea from the blood into kidney tubules then reabsorbing as much water as required (separate science only) describe the effect of ADH on the permeability of the kidney tubules (separate science only) describe the effect of ADH on the permeability of the kidney tubules (separate science only) explain the response of the body to different osmotic challenges, including receptors, processing, response, and negative feedback (separate science only) NA B6.1.3 describe different levels of organisation in an ecosystem from individual organisms to the whole ecosystem explain how evolution occurs through natural selection of variants that give rise to phenotypes better suited to their environment Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 9 of 29 Twenty First Century Biology B3.1.3 recall, and recognise when given relevant data, examples of how different organisms are adapted to their environment, and explain how the adaptations increase the organism’s chance of surviving to successfully reproduce B3.4.3 understand that living organisms are dependent on the environment and other species for their survival B3.3.5 understand that there is competition for resources between different species of animals or plants in the same habitat relate changes affecting one species in a food web to the impact on other species that are part of the same food web B6.1.4 explain the interdependence of living organisms by using food webs B3.3.5 B3.3.6 understand that a change in the environment may cause a species to become extinct, for example, if: a. the environmental conditions change beyond its ability to adapt b. a new species that is a competitor, predator or disease organism of that species is introduced c. another species (animal, plant or microorganism) in its food web becomes extinct understand that nearly all organisms are ultimately dependent on energy from the Sun B6.1.5 B3.4.1 B3.1.10 recall that plants absorb a small percentage of the Sun’s energy for the process of photosynthesis B3.1.1 B3.1.11 recall that this absorbed energy is stored in the chemicals which make up the plants’ cells B3.1.1 B3.1.4 B3.1.5 B3.1.6 B3.1.7 B3.1.8 B3.1.9 B3.3.4 B3.3.2 in the context of data related to organisms within a population: a) calculate arithmetic means M2b, M2f b) use fractions and percentages M1c c) plot and draw appropriate graphs selecting appropriate scales for the axes d) extract and interpret information from charts, graphs and tables explain the importance of interdependence and competition in a community explain the importance of competition in a community, with regard to natural selection describe different levels of organisation in an ecosystem from individual organisms to the whole ecosystem explain the importance of interdependence and competition in a community describe the differences between the trophic levels of organisms within an ecosystem describe evolution as a change in the inherited characteristics of a population over a number of generations through a process of natural selection which may result in the formation of new species explain how some abiotic and biotic factors affect communities, including environmental conditions, toxic chemicals, availability of food and other resources, and the presence of predators and pathogens describe photosynthetic organisms as the main producers of food and therefore biomass for life on Earth a) describe the process of photosynthesis, including the inputs and outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis a) describe the process of photosynthesis, including the inputs and outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 10 of 29 Twenty First Century Biology B3.1.12 B3.1.13 understand that energy is transferred between organisms in an ecosystem: a. when organisms are eaten b. when dead organisms and waste materials are fed on by decay organisms (decomposers and detritivores) explain how energy passes out of a food chain at each stage via heat, waste products and uneaten parts, limiting the length of food chains B3.3.9 recall that many different substances cycle through the abiotic and biotic components of an ecosystem, including carbon and water B3.3.7, B3.3.8 describe pyramids of biomass and explain, with examples, how biomass is lost between the different trophic levels calculate the efficiency of biomass transfers between trophic levels and explain how this affects the number of organisms at each trophic level B3.1.14 calculate from given data the percentage efficiency of energy transfer at different stages of a food chain B3.3.12 calculate the percentage of mass, in the context of the use and cycling of substances in ecosystems B3.1.15 understand how carbon is recycled through the environment to include the processes of combustion, respiration, photosynthesis and decomposition B3.3.9, B3.3.10 B3.1.16 understand the importance of the role of microorganisms in the carbon cycle understand how nitrogen is recycled through the environment in the processes of: a. nitrogen fixation to form nitrogen compounds including nitrates b. conversion of nitrogen compounds to protein in plants and animals c. transfer of nitrogen compounds through food chains d. excretion, death and decay of plants and animals resulting in release of nitrates into the soil e. uptake of nitrates by plants f. denitrification i Foundation tier candidates are not expected to recall details of conversion of atmospheric nitrogen to nitrates, or nitrates to atmospheric nitrogen understand the importance of the role of microorganisms in the nitrogen cycle, including decomposition, nitrogen fixation and denitrification B3.3.11 recall that many different substances cycle through the abiotic and biotic components of an ecosystem, including carbon and water explain the importance of the carbon cycle and the water cycle to living organisms explain the role of microorganisms in the cycling of substances through an ecosystem NA interpret simple diagrams of the carbon cycle and nitrogen cycle i Foundation tier candidates are not expected to recall nitrogen fixation or denitrification NA understand how environmental change can be measured using non-living indicators, including nitrate levels, temperature and carbon dioxide levels NA B3.1.17 B3.1.18 B3.1.19 B3.1.20 B3.3.9 B3.3.11 explain the role of microorganisms in the cycling of substances through an ecosystem NA NA Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 11 of 29 Twenty First Century Biology B3.1.21 B3.1.22 B3.2.1 B3.2.2 understand how climate and environmental change can be measured using living indicators, including phytoplankton, lichens and aquatic river organisms such as mayfly nymphs NA interpret data obtained from living and non-living indicators to investigate environmental change. NA recall that life on Earth began approximately 3500 million years ago understand that life on Earth (including species that are now extinct) evolved from very simple living things NA NA NA B6.1.3 NA explain how evolution occurs through natural selection of variants that give rise to phenotypes better suited to their environment B3.2.3 understand that there is variation between individuals of the same species and that some of this variation is genetic so can be passed on to offspring B1.1.10 B6.1.1 recall that all genetic variants arise from mutations state that there is usually extensive genetic variation within a population of a species B3.2.4 understand that genetic variation is the result of changes that occur in genes (mutations) B6.1.1, B6.1.2 B3.2.5 understand that mutated genes in sex cells can be passed on to offspring and may occasionally produce new characteristics B6.1.5 state that there is usually extensive genetic variation within a population of a species recall that genetic variants arise from mutations, and that most have no effect on the phenotype, some influence phenotype and a very few determine phenotype describe evolution as a change in the inherited characteristics of a population over a number of generations through a process of natural selection which may result in the formation of new species understand the process of natural selection in terms of the effects of genetic variation and competition on survival and reproduction, leading to an increase in the number of individuals displaying beneficial characteristics in later generations describe the similarities and differences between natural selection and selective breeding B6.1.3, B6.1.4 explain how evolution occurs through natural selection of variants that give rise to phenotypes better suited to their environment explain the importance of competition in a community, with regard to natural selection B6.1.6 explain the impact of the selective breeding of food plants and domesticated animals B3.2.8 interpret data on changes in a species in terms of natural selection B6.1.8 describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection (separate science only) B3.2.9 understand how the combined effect of mutations, environmental changes, natural selection and isolation can produce new species in the process of evolution B3.2.6 B3.2.7 B6.1.5 B6.1.10 describe evolution as a change in the inherited characteristics of a population over a number of generations through a process of natural selection which may result in the formation of a new species explain the impact of these ideas on modern biology and society (separate science only) Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 12 of 29 Twenty First Century Biology B3.2.10 understand that evidence for evolution is provided by the fossil record and from analysis of similarities and differences in the DNA of organisms B6.1.7 describe how fossils provide evidence for evolution B3.2.11 understand that Darwin’s theory of evolution by natural selection was the result of many observations and creative thought and why it is a better scientific explanation than Lamarck’s (e.g. fits with advances in understanding of genetics, no evidence or mechanism for inheritance of acquired characteristics) B6.1.8 describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection (separate science only) B3.3.1 understand that organisms are classified into groups according to similarities and differences in characteristics including: a. physical features (e.g. flowers in flowering plants and the skeleton in vertebrates) b. DNA i Candidates will not be expected to give examples of characteristics of particular taxonomic groups B6.3.1 describe the impact of developments in biology on classification systems, including the use of DNA analysis to classify organisms B3.3.2 understand that organisms are classified at different levels, and that these levels can be arranged in an order progressing from large groups containing many organisms with a small number of characteristics in common (e.g. kingdom) to smaller groups containing fewer organisms with more characteristics in common (e.g. species) i Candidates will not be expected to recall the names of taxa other than kingdom and species B6.3.1 describe the impact of developments in biology on classification systems, including the use of DNA analysis to classify organisms B3.3.3 understand that the classification of living and fossil organisms can help to: a. make sense of the enormous diversity of organisms on Earth b. show the evolutionary relationships between organisms B6.3.1 describe the impact of developments in biology on classification systems, including the use of DNA analysis to classify organisms B3.3.4 understand that biodiversity refers to the variety of life on Earth including: a. the number of different species b. the range of different types of organisms, e.g. plants, animals and microorganisms c. the genetic variation within species B6.3.1 describe the impact of developments in biology on classification systems, including the use of DNA analysis to classify organisms Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 13 of 29 Twenty First Century Biology B3.3.5 understand why biodiversity is important for the future development of food crops and medicines B6.4.3, B6.4.4 B3.3.6 understand that the rate of extinction of species is increasing and why this is likely to be due to human activity B6.4.1 B3.3.7 understand that maintaining biodiversity to ensure the conservation of different species is one of the keys to sustainability understand that sustainability means meeting the needs of people today without damaging the Earth for future generations B6.4.4 explain some of the benefits and challenges of maintaining local and global biodiversity B6.4.3 understand that large-scale monoculture crop production is not sustainable because it does not maintain biodiversity B6.4.6 describe and explain how sustainability can be improved, for example in the use of packaging materials, by considering the materials used, energy used and pollution created understand why it is preferable to decrease the use of some materials, including packaging materials, even when they are biodegradable, because of: a. use of energy in their production and transport b. slow decomposition in oxygen deficient landfill sites. NA describe some of the biological factors affecting levels of food security including increasing human population, changing diets in wealthier populations, new pests and pathogens, environmental change, sustainability and cost of agricultural inputs describe and explain some possible biotechnological and agricultural solutions, including genetic modification, to the demands of the growing human population NA understand that the basic processes of life carried out by all living things depend on chemical reactions within cells that require energy released by respiration understand the role of photosynthesis in making food molecules and energy available to living organisms through food chains B4.1.2 explain why cellular respiration occurs continuously in all living cells B3.1.1 a) describe the process of photosynthesis, including the inputs and outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis B3.3.8 B3.3.9 B3.3.10 B3.3.11 B4.1.1 B4.1.2 describe some of the biological factors affecting levels of food security including increasing human population, changing diets in wealthier populations, new pests and pathogens, environmental change, sustainability and cost of agricultural inputs (separate science only) explain some of the benefits and challenges of maintaining local and global biodiversity describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity NA NA Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 14 of 29 Twenty First Century Biology B4.1.3 describe photosynthesis as a series of chemical reactions that use energy from sunlight to build large food molecules in plant cells and some microorganisms (e.g. phytoplankton) B3.1.1 B4.1.4 describe respiration as a series of chemical reactions that release energy by breaking down large food molecules in all living cells recall that enzymes are proteins that speed up chemical reactions B4.1.1 B4.1.6 recall that cells make enzymes according to the instructions carried in genes B3.1.3 B4.1.7 understand that molecules have to be the correct shape to fit into the active site of the enzyme (the lock and key model) B3.1.3 B4.1.5 B3.1.3 B4.1.8 understand that enzymes need a specific constant temperature to work at their optimum, and that they permanently stop working (denature) if the temperature is too high B3.1.3 B4.1.9 explain that enzyme activity at different temperatures is a balance between: a. increased rates of reaction as temperature increases b. changes to the active site at higher temperatures, including denaturing i Candidates are not expected to explain why rates of reaction increase with temperature B3.1.3 a) describe the process of photosynthesis, including the inputs and outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP a) explain the mechanism of enzyme action including the active site, enzyme specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions a) explain the mechanism of enzyme action including the active site, enzyme specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions a) explain the mechanism of enzyme action including the active site, enzyme specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions a) explain the mechanism of enzyme action including the active site, enzyme specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions a) explain the mechanism of enzyme action including the active site, enzyme specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 15 of 29 Twenty First Century Biology B4.1.10 recall that an enzyme works at its optimum at a specific pH B3.1.3 B4.1.11 explain the effect of pH on enzyme activity in terms of changes to the shape of the active site. B3.1.3 B4.2.1 recall the names of the reactants and products of photosynthesis, and use the word equation: light energy carbon dioxide + water → glucose + oxygen B3.1.1 B4.2.2 recall the formulae of the reactants and products of photosynthesis, and use the symbol equation: light energy 6CO2 + 6H2O → C6H12O6 + 6O2 B3.1.1 B4.2.3 recall the main stages of photosynthesis: a. light energy absorbed by the green chemical chlorophyll b. energy used to bring about the reaction between carbon dioxide and water to produce glucose (a sugar) c. oxygen produced as a waste product recall that glucose may be: a. converted into chemicals needed for growth of plant cells, for example cellulose, protein and chlorophyll b. converted into starch for storage c. used in respiration to release energy B3.1.1 recall the structure of a typical plant cell, limited to chloroplasts, cell membrane, nucleus, cytoplasm, mitochondria, vacuole and cell wall B3.1.2 B2.2.3 B4.2.4 B4.2.5 B3.1.1 a) explain the mechanism of enzyme action including the active site, enzyme specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions a) explain the mechanism of enzyme action including the active site, enzyme specificity and factors affecting the rate of enzyme-catalysed reactions, including substrate concentration, temperature and pH b) describe practical investigations into the effect of substrate concentration, temperature and pH on the rate of enzyme controlled reactions a) describe the process of photosynthesis, including the inputs and outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis a) describe the process of photosynthesis, including the inputs and outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis a) describe the process of photosynthesis, including the inputs and outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis a) describe the process of photosynthesis, including the inputs and outputs of the two main stages and the requirement of light in the first stage, and describe photosynthesis as an endothermic process b) describe practical investigations into the requirements and products of photosynthesis explain how chloroplasts in plant cells are related to photosynthesis describe physical plant defences, including leaf cuticle and cell wall Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 16 of 29 Twenty First Century Biology B4.2.6 understand the functions of the structures in a typical plant cell that have a role in photosynthesis, including: a. chloroplasts contain chlorophyll and the enzymes for the reactions in photosynthesis b. cell membrane allows gases and water to pass in and out of the cell freely while presenting a barrier to other chemicals c. nucleus contains DNA which carries the genetic code for making enzymes and other proteins used in the chemical reactions of photosynthesis d. cytoplasm where the enzymes and other proteins are made recall that minerals taken up by plant roots are used to make some chemicals needed by cells, including nitrogen from nitrates to make proteins B3.1.2, B3.2.3 explain how chloroplasts in plant cells are related to photosynthesis explain how the partially-permeable cell membranes of plant cells and prokaryotic cells are related to diffusion, osmosis and active transport B3.2.4 explain how water and mineral ions are taken up by plants, relating the structure of the root hair cells to their function understand that diffusion is the passive overall movement of molecules from a region of their higher concentration to a region of their lower concentration B3.2.2 B3.2.3 B5.1.2 recall that the movement of oxygen and carbon dioxide in and out of leaves during photosynthesis occurs by diffusion B3.2.1 explain how the partially-permeable cell membranes of plant cells and prokaryotic cells are related to diffusion, osmosis and active transport explain how water and mineral ions are taken up by plants, relating the structure of the root hair cells to their function explain how the partially-permeable membranes of animal cells are related to diffusion, osmosis and active transport describe some of the substances transported into and out of photosynthetic organisms in terms of the requirements of those organisms, including oxygen, carbon dioxide, water and mineral ions B4.2.10 understand that osmosis (a specific case of diffusion) is the overall movement of water from a dilute to a more concentrated solution through a partially permeable membrane B3.2.2 B3.2.3 B5.1.2 B4.2.11 recall that the movement of water into plant roots occurs by osmosis B3.2.2 B3.2.3 B4.2.7 B4.2.8 B4.2.9 explain how the partially-permeable cell membranes of plant cells and prokaryotic cells are related to diffusion, osmosis and active transport explain how water and mineral ions are taken up by plants, relating the structure of the root hair cells to their function explain how the partially-permeable membranes of animal cells are related to diffusion, osmosis and active transport explain how the partially-permeable cell membranes of plant cells and prokaryotic cells are related to diffusion, osmosis and active transport explain how water and mineral ions are taken up by plants, relating the structure of the root hair cells to their function Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 17 of 29 Twenty First Century Biology B4.2.12 understand that active transport is the overall movement of chemicals across a cell membrane requiring energy from respiration B3.2.1 B3.2.2 B5.1.2 B4.2.13 recall that active transport is used in the absorption of nitrates by plant roots B3.2.5 B4.2.14 understand that the rate of photosynthesis may be limited by: a. temperature b. carbon dioxide c. light intensity B3.1.4 B3.1.6 B4.2.15 interpret data on factors limiting the rate of photosynthesis B3.1.5 B3.1.7 B4.2.16 describe and explain techniques used in fieldwork to investigate the effect of light on plants, including: a. using a light meter b. using a quadrat c. using an identification key B3.1.5 B3.1.7 describe some of the substances transported into and out of photosynthetic organisms in terms of the requirements of those organisms, including oxygen, carbon dioxide, water and mineral ions a) explain how substances are transported into and out of cells through diffusion, osmosis and active transport b) describe practical investigations into the processes of diffusion and osmosis explain how the partially-permeable cell membranes of plant cells and prokaryotic cells are related to diffusion, osmosis and active transport explain how the partially-permeable membranes of animal cells are related to diffusion, osmosis and active transport a) explain how the structure of the xylem and phloem are adapted to their functions in the plant b) describe how to use a light microscope to observe the structure of the xylem and phloem a) explain the effect of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis b) describe practical investigations into the effect of environmental factors on the rate of photosynthesis PAG5 explain the interaction of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis, and use graphs depicting the effects use the inverse square law to explain changes in the rate of photosynthesis with distance from a light source. In the context of the rate of photosynthesis: a) understand and use simple compound measures such as the rate of a reaction b) translate information between graphical and numerical form c) plot and draw appropriate graphs selecting appropriate scales for axes d) extract and interpret information from graphs, charts and tables use the inverse square law to explain changes in the rate of photosynthesis with distance from a light source. In the context of the rate of photosynthesis: a) understand and use simple compound measures such as the rate of a reaction b) translate information between graphical and numerical form c) plot and draw appropriate graphs selecting appropriate scales for axes d) extract and interpret information from graphs, charts and tables Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 18 of 29 Twenty First Century Biology B4.2.17 understand how to take a transect B3.4.2 describe how to carry out a field investigation into the distribution and abundance of organisms in an ecosystem and explain how to determine their numbers in a given area B4.3.1 understand that all living organisms require energy released by respiration for some chemical reactions in cells, including chemical reactions involved in: a. movement b. synthesis of large molecules c. active transport B3.3.3 B4.1.2 describe some of the substances transported into organisms in terms of the requirements of those organisms, including dissolved food molecules explain why cellular respiration occurs continuously in all living cells B4.3.2 understand that synthesis of large molecules includes: a. synthesis of polymers required by plant cells such as starch and cellulose from glucose in plant cells b. synthesis of amino acids from glucose and nitrates, and then proteins from amino acids in plant, animal and microbial cells B4.1.2 explain why cellular respiration occurs continuously in all living cells B4.3.3 recall that aerobic respiration takes place in animal and plant cells and some microorganisms, and requires oxygen B4.1.1 B4.3.4 recall the names of the reactants and products of aerobic respiration and use the word equation: glucose + oxygen → carbon dioxide + water (+ energy released) B4.1.1 B4.1.4 B4.3.5 recall the formulae of the reactants and products of aerobic respiration and use the symbol equation: C6H12O6 + 6O2 → 6CO2 + 6H2O recall that anaerobic respiration takes place in animal, plant and some microbial cells in conditions of low oxygen or absence of oxygen, to include: a. plant roots in waterlogged soil b. bacteria in puncture wounds c. human cells during vigorous exercise B4.1.1 compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP describe cellular respiration as an exothermic process compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP explain how mitochondria in eukaryotic cells (plants and animals) are related to cellular respiration B4.3.6 B4.1.1 B4.1.3 B4.3.7 recall the names of the reactants and products of anaerobic respiration in animal cells and some bacteria, and use the word equation: glucose → lactic acid (+ energy released) B4.1.1 compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP B4.3.8 recall the names of the reactants and products of anaerobic respiration in plant cells and some microorganisms including yeast, and use the word equation: glucose → ethanol + carbon dioxide (+ energy released) B4.1.1 compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 19 of 29 Twenty First Century Biology B4.3.9 understand that aerobic respiration releases more energy per glucose molecule than anaerobic respiration B4.1.1 B4.3.10 recall the structure of typical animal and microbial cells (bacteria and yeast) limited to: a. nucleus b. cytoplasm c. cell membrane d. mitochondria (for animal and yeast cells) e. cell wall (for yeast and bacterial cells) f. circular DNA molecule (for bacterial cells) understand the functions of the structures in animal, plant, bacteria and yeast cells that have a role in respiration, including: a. mitochondria contain enzymes for the reactions in aerobic respiration (in animals, plants and yeast) b. cell membrane allows gases and water to pass in and out of the cell freely while presenting a barrier to other chemicals c. nucleus or circular DNA in bacteria contains DNA which carries the genetic code for making enzymes used in the chemical reactions of respiration d. cytoplasm where enzymes are made and which contains the enzymes used in anaerobic respiration B4.2.2 B4.3.11 B4.3.12 B1.1.1a) B4.1.3 describe examples of the applications of the anaerobic respiration of microorganisms, including the production of biogas and fermentation in bread making and alcohol production recall that cells in multicellular organisms can be specialised to do particular jobs recall that groups of specialised cells are called tissues, and groups of tissues form organs B4.1.1 B5.1.3 recall that a fertilised egg cell (zygote) divides by mitosis to form an embryo B4.3.1 B4.3.4 B5.1.4 recall that in a human embryo up to (and including) the eight cell stage, all the cells are identical (embryonic stem cells) and could produce any type of cell required by the organism B4.3.1 B5.1.1 B5.1.2 compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP in the context of cells and sub-cellular structures: a) demonstrate an understanding of number, size and scale and the quantitative relationship between units b) use estimations and explain when they should be used c) calculate with numbers written in standard form explain how the nucleus and genetic material of eukaryotic cells (plants and animals) and the genetic material, including of plasmids, of prokaryotic cells are related to cell functions explain how mitochondria in eukaryotic cells (plants and animals) are related to cellular respiration compare the processes of aerobic and anaerobic respiration, including conditions under which they occur, the inputs and outputs, and comparative yields of ATP NA NA NA NA a) describe the role of the cell cycle in growth, including interphase and mitosis b) describe how to use a light microscope to observe stages of mitosis PAG1 describe the function of stem cells in embryonic and adult animals and meristems in plants a) describe the role of the cell cycle in growth, including interphase and mitosis b) describe how to use a light microscope to observe stages of mitosis Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 20 of 29 Twenty First Century Biology B5.1.5 understand that after the eight cell stage, most of the embryo cells become specialised and form different types of tissue understand that some cells (adult stem cells) remain unspecialised and can become specialised at a later stage to become many, but not all, types of cell required by the organism B4.3.5 B5.1.7 understand that in plants, only cells within special regions called meristems are mitotically active B4.3.4 describe the function of stem cells in embryonic and adult animals and meristems in plants B5.1.8 understand that the new cells produced from plant meristems are unspecialised and can develop into any kind of plant cell understand that unspecialised plant cells can become specialised to form different types of tissue (including xylem and phloem) within organs (including flowers, leaves, stems and roots) understand that the presence of meristems (as sources of unspecialised cells) allows the production of clones of a plant from cuttings, and that this may be done to reproduce a plant with desirable features B4.3.4 describe the function of stem cells in embryonic and adult animals and meristems in plants B4.3.5 explain the importance of cell differentiation, in which cells become specialised by switching genes off and on to form tissues with particular functions B6.2.1 explain some of the advantages and disadvantages of asexual and sexual reproduction in a range of organisms understand that a cut stem from a plant can develop roots and then grow into a complete plant which is a clone of the parent, and that rooting can be promoted by the presence of plant hormones (auxins) NA understand that the growth and development of plants is also affected by the environment, e.g. phototropism B4.4.1 B5.1.13 understand how phototropism increases the plant’s chance of survival B4.4.1 B5.1.14 explain phototropism in terms of the effect of light on the distribution of auxin in a shoot tip. B4.4.1 B5.1.6 B5.1.9 B5.1.10 B5.1.11 B5.1.12 B4.3.4 explain the importance of cell differentiation, in which cells become specialised by switching genes off and on to form tissues with particular functions describe the function of stem cells in embryonic and adult animals and meristems in plants NA a) explain how plant hormones are important in the control and coordination of plant growth and development, with reference to the role of auxins in phototropisms and gravitropisms b) describe practical investigations into the role of auxin in phototropism a) explain how plant hormones are important in the control and coordination of plant growth and development, with reference to the role of auxins in phototropisms and gravitropisms b) describe practical investigations into the role of auxin in phototropism a) explain how plant hormones are important in the control and coordination of plant growth and development, with reference to the role of auxins in phototropisms and gravitropisms b) describe practical investigations into the role of auxin in phototropism Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 21 of 29 Twenty First Century Biology B5.2.1 recall that cell division by mitosis produces two new cells that are genetically identical to each other and to the parent cell describe the main processes of the cell cycle: a. cell growth during which: • numbers of organelles increase • the chromosomes are copied when the two strands of each DNA molecule separate and new strands form alongside them b. mitosis during which: • copies of the chromosomes separate • the nucleus divides i Candidates are not expected to recall intermediate stages of mitosis B4.3.1 B5.2.3 recall that meiosis is a type of cell division that produces gametes B4.3.3 explain the role of meiotic cell division in halving the chromosome number to form gametes, including the stages of interphase and two meiotic divisions B5.2.4 understand why, in meiosis, it is important that the cells produced only contain half the chromosome number of the parent cell i Candidates are not expected to recall intermediate stages of meiosis understand that a zygote contains a set of chromosomes from each parent B4.3.3 explain the role of meiotic cell division in halving the chromosome number to form gametes, including the stages of interphase and two meiotic divisions B4.3.3 explain the role of meiotic cell division in halving the chromosome number to form gametes, including the stages of interphase and two meiotic divisions B5.3.1 recall that DNA has a double helix structure B1.1.3 describe DNA as a polymer made up of nucleotides, forming two strands in a double helix B5.3.2 recall that both strands of the DNA molecule are made up of four different bases which always pair up in the same way: A with T, and C with G B1.1.7 describe DNA as a polymer made from four different nucleotides, each nucleotide consisting of a common sugar and phosphate group with one of four different bases attached to the sugar B5.3.3 understand that the order of bases in a gene is the genetic code for the production of a protein B1.1.8 explain simply how the sequence of bases in DNA codes for the proteins made in protein synthesis, including the idea that each set of three nucleotides is the code for an amino acid B5.3.4 explain how the order of bases in a gene is the code for building up amino acids in the correct order to make a particular protein i Candidates are not expected to recall details of nucleotide structure, transcription or translation B1.1.9 recall a simple description of protein synthesis, in which: • a copy of a gene is made from messenger RNA (mRNA) • the mRNA travels to a ribosome in the cytoplasm • the ribosome joins amino acids together in an order determined by the mRNA NOTE: learners are not expected to recall details of transcription and translation (separate science only) B5.2.2 B5.2.5 B4.3.1 a) describe the role of the cell cycle in growth, including interphase and mitosis b) describe how to use a light microscope to observe stages of mitosis a) describe the role of the cell cycle in growth, including interphase and mitosis b) describe how to use a light microscope to observe stages of mitosis Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 22 of 29 Twenty First Century Biology B5.3.5 recall that the genetic code is in the cell nucleus of animal and plant cells but proteins are produced in the cell cytoplasm B1.1.9 recall a simple description of protein synthesis, in which: • a copy of a gene is made from messenger RNA (mRNA) • the mRNA travels to a ribosome in the cytoplasm • the ribosome joins amino acids together in an order determined by the mRNA NOTE: learners are not expected to recall details of transcription and translation (separate science only) recall a simple description of protein synthesis, in which: • a copy of a gene is made from messenger RNA (mRNA) • the mRNA travels to a ribosome in the cytoplasm • the ribosome joins amino acids together in an order determined by the mRNA NOTE: learners are not expected to recall details of transcription and translation (separate science only) explain the importance of cell differentiation, in which cells become specialised by switching genes off and on to form tissues with particular functions B5.3.6 understand that genes do not leave the nucleus but a copy of the gene (messenger RNA) is produced to carry the genetic code to the cytoplasm B1.1.9 B5.3.7 understand that although all body cells in an organism contain the same genes, many genes in a particular cell are not active (switched off) because the cell only produces the specific proteins it needs understand that in specialised cells only the genes needed for the cell can be switched on, but in embryonic stem cells any gene can be switched on during development to produce any type of specialised cell B4.3.5 B4.3.5 explain the importance of cell differentiation, in which cells become specialised by switching genes off and on to form tissues with particular functions understand that adult stem cells and embryonic stem cells have the potential to produce cells needed to replace damaged tissues understand that ethical decisions need to be taken when using embryonic stem cells and that this work is subject to Government regulation understand that, in carefully controlled conditions of mammalian cloning, it is possible to reactivate (switch on) inactive genes in the nucleus of a body cell to form cells of all tissue types recall that a stimulus is a change in the environment of an organism understand that simple reflexes produce rapid involuntary responses to stimuli B4.5.1 discuss potential benefits, risks and ethical issues associated with the use of stem cells in medicine B4.5.1 discuss potential benefits, risks and ethical issues associated with the use of stem cells in medicine B4.5.1 discuss potential benefits, risks and ethical issues associated with the use of stem cells in medicine B5.3.8 B5.3.9 B5.3.10 B5.3.11 B6.1.1 B6.1.2 NA B5.2.3 NA a) explain how the structure of a reflex arc, including the relay neuron, is related to its function b) describe practical investigations into reflex actions Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 23 of 29 Twenty First Century Biology B6.1.3 B6.1.4 B6.1.5 B6.1.6 B6.1.7 B6.1.8 B6.1.9 B6.1.10 B6.2.1 B6.2.2 understand that the simplest animals rely on reflex actions for the majority of their behaviour understand that these reflex actions help to ensure that the simplest animals respond to a stimulus in a way that is most likely to result in their survival, to include finding food and sheltering from predators recall examples of simple reflexes in humans, to include newborn reflexes (e.g. stepping, grasping, sucking), pupil reflex, knee jerk and dropping a hot object understand that nervous coordination, including simple reflexes, requires: a. receptors to detect stimuli b. processing centres to receive information and coordinate responses c. effectors to produce the response understand that receptors and effectors can form part of complex organs, for example: a. light receptor cells in the retina of the eye b. hormone secreting cells in a gland c. muscle cells in a muscle understand that nervous systems use electrical impulses for fast, short-lived responses including simple reflexes NA NA NA NA NA NA B5.2.1 explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors B5.2.1 explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors B5.2.1 B5.2.2 recall that hormones are chemicals that are produced in glands, travel in the blood and bring about slower, longerlasting responses, e.g. insulin and oestrogen recall that the development of nervous and hormonal communication systems depended on the evolution of multicellular organisms recall that nervous systems are made up of neurons (nerve cells) linking receptor cells (e.g. in eyes, ears and skin) to effector cells (in muscles/glands) B5.5.1 B5.6.1 recall that neurons transmit electrical impulses when stimulated B5.2.1 B5.2.1 B5.2.2 explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors explain how the structures of nerve cells and synapses relate to their functions NOTE: learners are not expected to explain nerve impulse transmission in terms of membrane potentials describe the role of hormones in human reproduction, including the control of the menstrual cycle explain how insulin controls the blood sugar level in the body. explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors explain how the structures of nerve cells and synapses relate to their functions explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 24 of 29 Twenty First Century Biology B6.2.3 recall that an axon is a long extension of the cytoplasm in a neuron and is surrounded by cell membrane B5.2.1 understand that some axons are surrounded by a fatty sheath, which insulates the neuron from neighbouring cells and increases the speed of transmission of a nerve impulse recall that in humans and other vertebrates the central nervous system (CNS) is made up of the spinal cord and brain B5.2.1 recall that in the mammalian nervous system the CNS (brain and spinal cord) is connected to the body via the peripheral nervous system (PNS) (sensory and motor neurons) understand that the CNS coordinates an animal’s responses via: a. sensory neurons carrying impulses from receptors to the CNS b. motor neurons carrying impulses from the CNS to effectors understand that within the CNS, impulses are passed from sensory neurons to motor neurons through relay neurons B5.2.1 B6.2.9 describe the nervous pathway of a spinal reflex arc to include receptor, sensory neuron, relay neuron, spinal cord, motor neuron and effector B5.2.3 B6.2.10 understand that this arrangement of neurons into a fixed pathway allows reflex responses to be automatic and so very rapid, since no processing of information is required recall that there are gaps between adjacent neurons called synapses and that impulses are transmitted across them understand that at a synapse an impulse triggers the release of chemicals (transmitter substances) from the first neuron into the synapse, which diffuse across and bind to receptor molecules on the membrane of the next neuron understand that only specific chemicals bind to the receptor molecules, initiating a nerve impulse in the next neuron B5.2.3 a) explain how the structure of a reflex arc, including the relay neuron, is related to its function b) describe practical investigations into reflex actions B5.2.1 explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors B6.2.4 B6.2.5 B6.2.6 B6.2.7 B6.2.8 B6.2.11 B6.2.12 B6.2.13 B5.2.1 explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors B5.2.1 explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors B5.2.1 explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors a) explain how the structure of a reflex arc, including the relay neuron, is related to its function b) describe practical investigations into reflex actions B5.2.1 B5.2.1 explain how the components of the nervous system work together to enable it to function, including sensory receptors, sensory neurons, the CNS, motor neurons and effectors Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 25 of 29 Twenty First Century Biology B6.2.14 B6.2.15 B6.2.16 B6.2.17 B6.2.18 B6.3.1 B6.3.2 B6.3.3 B6.3.4 B6.3.5 B6.4.1 recall that some toxins and drugs, including Ecstasy, beta blockers and Prozac, affect the transmission of impulses across synapses understand that Ecstasy (MDMA) blocks the sites in the brain’s synapses where the transmitter substance, serotonin, is removed understand that the effects of Ecstasy on the nervous system are due to the subsequent increase in serotonin concentration recall that the cerebral cortex is the part of our brain most concerned with intelligence, memory, language and consciousness understand that scientists can map the regions of the brain to particular functions (including studies of patients with brain damage, studies in which different parts of the brain are stimulated electrically, and brain scans such as MRI, showing brain structure and activity) understand that a reflex response to a new stimulus can be learned by introducing the secondary (new) stimulus in association with the primary stimulus, and that this is called conditioning describe and explain two examples of conditioning, including Pavlov’s dogs understand that in a conditioned reflex the final response (e.g. salivation) has no direct connection to the secondary stimulus (e.g. ringing of a bell) understand that conditioned reflexes are a form of simple learning that can increase an animal’s chance of survival recall that in some circumstances the brain can modify a reflex response via a neuron to the motor neuron of the reflex arc, for example keeping hold of a hot object understand that the evolution of a larger brain gave early humans a better chance of survival NA NA NA NA NA NA B5.2.4 B5.2.4 NA describe the structure and function of the brain and roles of the cerebral cortex (intelligence, memory, language and consciousness), cerebellum (conscious movement) and brain stem (regulation of heart and breathing rate) describe the structure and function of the brain and roles of the cerebral cortex (intelligence, memory, language and consciousness), cerebellum (conscious movement) and brain stem (regulation of heart and breathing rate) NA NA NA NA NA NA NA B5.2.3 NA a) explain how the structure of a reflex arc, including the relay neuron, is related to its function b) describe practical investigations into reflex actions NA Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 26 of 29 Twenty First Century Biology B6.4.2 recall that mammals have a complex brain of billions of neurons that allows learning by experience, including social behaviour B6.4.3 understand that during development the interaction between mammals and their environment results in neuron pathways forming in the brain NA understand that learning is the result of experience where: a. certain pathways in the brain become more likely to transmit impulses than others b. new neuron pathways form and other neuron pathways are lost NA understand that this is why some skills may be learnt through repetition understand that the variety of potential pathways in the brain makes it possible for the animal to adapt to new situations NA NA NA NA understand the implications of evidence suggesting that children may only acquire some skills at a particular age, to include language development in feral children describe memory as the storage and retrieval of information NA NA NA recall that memory can be divided into short-term memory and long-term memory NA NA understand that humans are more likely to remember information if: a. they can see a pattern in it (or impose a pattern on it) b. there is repetition of the information, especially over an extended period of time c. there is a strong stimulus associated with it, including colour, light, smell, or sound understand how models can be used to describe memory (including the multi-store model) to include short-term memory, long-term memory, repetition, storage, retrieval and forgetting NA understand that models are limited in explaining how memory works NA B6.4.4 B6.4.5 B6.4.6 B6.4.7 B6.4.8 B6.4.9 B6.4.10 B6.4.11 B6.4.12 B5.2.4 describe the structure and function of the brain and roles of the cerebral cortex (intelligence, memory, language and consciousness), cerebellum (conscious movement) and brain stem (regulation of heart and breathing rate) NA NA NA NA NA NA NA New outcomes Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 27 of 29 Twenty First Century Biology Spec ref Spec statement B1.2.7 describe the development of our understanding of genetics including the work of Mendel and the modern day use of genome sequencing (separate science only) B1.3.2 describe genetic engineering as a process which involves modifying the genome of an organism to introduce desirable characteristics B1.3.3 describe the main steps in the process of genetic engineering including: • isolating and replicating the required gene(s) • putting the gene(s) into a vector (e.g. a plasmid) • using the vector to insert the gene(s) into cells • selecting modified cells B2.1.1 describe the relationship between health and disease B2.1.2 describe different types of diseases (including communicable and non-communicable diseases) B2.1.4 B2.1.5 B2.2.1 describe common human infections including influenza (viral), Salmonella (bacterial), Athlete’s foot (fungal) and malaria (protist) and sexually transmitted infections in humans including HIV/AIDS (viral) describe plant diseases including tobacco mosaic virus (viral), ash dieback (fungal) and crown gall disease (bacterial) describe non-specific defence systems of the human body against pathogens, including examples of physical, chemical and microbial defences B2.2.2 explain how platelets are adapted to their function in the blood B2.2.6 describe chemical plant defence responses, including antimicrobial substances B2.4.1 a) describe ways in which diseases, including plant diseases, can be detected and identified, in the lab and in the field b) describe how to use a light microscope to observe microorganisms B2.4.2 describe and explain the aseptic techniques used in culturing organisms B2.4.4 describe how monoclonal antibodies are produced including the following steps: • antigen injected into an animal • antibody-producing cells taken from animal • cells producing the correct antibody selected then cultured B2.4.5 describe some of the ways in which monoclonal antibodies can be used in diagnostic tests B2.5.4 describe interactions between different types of disease B2.6.2 calculate cross-sectional areas of bacterial cultures and of clear zones around antibiotic discs on agar jelly using πr2 B2.6.5 B3.2.6 describe how monoclonal antibodies can be used to treat cancer including: • produce monoclonal antibodies specific to a cancer cell antigen • inject the antibodies into the blood • the antibodies bind to cancer cells, tagging them for attack by white blood cells • the antibodies can also be attached to a radioactive or toxic substance to deliver it to cancer cells (separate science only) a) describe the processes of transpiration and translocation, including the structure and function of the stomata b) describe how to use a light microscope to observe the structure of stomata PAG1 c) describe how to use a simple potometer PAG6 B3.2.7 a) explain the effect of a variety of environmental factors on the rate of water uptake by a plant, to include light intensity, air movement, and temperature b) describe practical investigations into the effect of environmental factors on the rate of water uptake by a plant B3.2.8 in the context of water uptake by plants: a) use simple compound measures such as rate b) carry out rate calculations c) plot, draw and interpret appropriate graphs d) calculate percentage gain and loss of mass Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 28 of 29 Twenty First Century Biology B3.3.1 B3.3.13 B3.3.14 a) explain the importance of sugars, fatty acids and glycerol, and amino acids in the synthesis and breakdown of carbohydrates, lipids and proteins b) describe the use of qualitative tests for biological molecules explain the effect of factors such as temperature and water content on rate of decomposition in aerobic and anaerobic environments calculate rate changes in the decay of biological material B4.2.1 a) describe practical investigations into the effect of different substrates on the rate of respiration in yeast b) carry out rate calculations for chemical reactions in the context of cellular respiration explain how electron microscopy has increased our understanding of sub-cellular structures B4.3.2 describe cancer as the result of changes in cells that lead to uncontrolled growth and division B4.4.2 describe some of the variety of effects of plant hormones, relating to gibberellins and ethene B4.4.3 describe some of the different ways in which people use plant hormones to control plant growth B5.1.1 describe some of the substances transported into and out of the human body in terms of the requirements of cells, including oxygen, carbon dioxide, water, dissolved food molecules and urea B5.1.2 explain how the partially-permeable cell membranes of animal cells are related to diffusion, osmosis and active transport B5.1.6 explain how red blood cells and plasma are adapted to their functions in the blood B5.1.7 explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area:volume ratio B5.1.8 calculate surface area:volume ratios B5.2.5 explain some of the difficulties of investigating brain function B5.3.1 describe the principles of hormonal coordination and control by the human endocrine system B5.3.2 explain the roles of thyroxine and adrenaline in the body, including thyroxine as an example of a negative feedback system B4.1.5 B5.4.8 B5.5.2 in the context of maintaining a constant internal environment: a) extract and interpret data from graphs, charts and tables M2c b) translate information between numerical and graphical forms M4a explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle B5.5.3 explain the use of hormones in contraception and evaluate hormonal and non-hormonal methods of contraception B5.5.4 explain the use of hormones in modern reproductive technologies to treat infertility B5.6.2 explain how glucagon and insulin work together to control the blood sugar level in the body B5.6.3 compare type 1 and type 2 diabetes and explain how they can be treated B5.6.4 B5.6.5 a) explain how the main structures of the eye are related to their functions, including the cornea, iris, lens, ciliary muscle and retina and to include the use of ray diagrams b) describe practical investigations into the response of the pupil in different light conditions describe common defects of the eye, including short sightedness, long-sightedness and cataracts, and explain how these problems may be overcome, including using ray diagrams to illustrate the effect of lenses B5.6.6 explain some of the limitations in treating damage and disease in the brain and other parts of the nervous system (separate science only) B6.1.9 describe modern examples of evidence for evolution including antibiotic resistance in bacteria B6.4.2 evaluate evidence for the impact of environmental changes on the distribution of organisms, with reference to water and atmospheric gases B6.4.5 extract and interpret information related to biodiversity from charts, graphs and tables Twenty First Century Biology: Learning Outcome mapping of old spec to new Author: Michelle Spiller Please recycle this paper responsibly Page 29 of 29