Spec Detail

p1 Paper 1 - Multiple Choice

Duration 60 min · Marks 40 · Weighting 30.00 · Structure fixed_items · Question count fixed 40 · Assembly exact_fixed_count

Patterns: 40

p2 Paper 2 - Theory

Duration 105 min · Marks 80 · Weighting 50.00 · Structure flexible_structured · Question count flexible_total_marks · Assembly exact_total_marks

Patterns: 3

p3 Paper 3 - Practical Test

Duration 90 min · Marks 40 · Weighting 20.00 · Structure flexible_practical · Question count flexible_total_marks · Assembly exact_total_marks

Patterns: 4

p4 Paper 4 - Alternative to Practical

Duration 60 min · Marks 40 · Weighting 20.00 · Structure flexible_alternative_practical · Question count flexible_total_marks · Assembly exact_total_marks

Patterns: 4

1 Cells

• 1.1 Cell structure and function 6 outcomes
  • 1 Examine under the microscope, animal cells and plant cells from any suitable locally available material, using an appropriate temporary stai... p3, p4
  • 2 Draw diagrams to represent observations of the animal and plant cells examined above p2, p3, p4
  • 3 Identify on diagrams, photomicrographs or electron micrographs, the ribosomes, mitochondria, nucleus, cytoplasm and cell membrane in an anim... p2, p3, p4
  • 4 Identify on diagrams, photomicrographs or electron micrographs, the ribosomes, mitochondria, chloroplasts, nucleus, sap vacuole, cytoplasm,... p2, p3, p4
  • 5 Describe the structure of a bacterial cell, limited to: ribosomes, circular deoxyribonucleic acid (DNA) and plasmids, cytoplasm, cell membra... p1, p2
• 1.2 Specialised cells, tissues and organs 3 outcomes
  • 1 Understand that cells can become specialised and that their structures are related to their specific functions, as illustrated by examples c... p1, p2
  • 2 Understand the terms cell, tissue, organ, organ system and organism as illustrated by examples covered in the syllabus p1, p2
  • 3 State and use the formula magnification = image size actual size p1, p2

2 Classification

• 2.1 Concept and use of a classification system 4 outcomes
  • 1 Understand that organisms can be classified into groups by the features they share p1, p2
  • 2 Describe a species as a group of organisms that can reproduce to produce fertile offspring p1, p2
  • 3 Describe the binomial system of naming species as an internationally agreed system in which the scientific name of an organism is made up of... p1, p2
  • 4 Construct and use dichotomous keys based on identifiable features p2, p3, p4
• 2.2 Features of organisms 6 outcomes
  • 1 State the main features used to place all organisms into one of the five kingdoms: Animal, Plant, Fungus, Prokaryote, Protoctist p1, p2
  • 2 State the main features used to place organisms into groups within the animal kingdom, limited to: (a) the main groups of vertebrates: mamma... p1, p2
  • 3 State the main features used to place organisms into groups within the plant kingdom, limited to ferns and flowering plants (dicotyledons an... p1, p2
  • 4 Classify organisms using the features identified in 2.2.1, 2.2.2 and 2.2.3 p1, p2
  • 5 State the main features of viruses, limited to protein coat and genetic material p1, p2

3 Movement into and out of cells

• 3.1 Diffusion and osmosis 9 outcomes
  • 1 Describe the role of water as a solvent in organisms with reference to digestion, excretion and transport p1, p2
  • 2 Understand that the energy for diffusion and osmosis comes from the kinetic energy of random movement of molecules and ions p1, p2
  • 3 Understand diffusion as the net movement of molecules or ions from a region of their higher concentration to a region of their lower concent... p1, p2
  • 4 Investigate the factors that influence diffusion, limited to: surface area, temperature, concentration gradient and distance p3, p4
  • 5 Understand osmosis as the net movement of water molecules from a region of higher water potential to a region of lower water potential, thro... p1, p2
• 3.2 Active transport 2 outcomes
  • 1 Understand active transport as the movement of molecules or ions into or out of a cell through the cell membrane, from a region of their low... p1, p2
  • 2 Explain the importance of active transport in ion uptake by root hair cells p1, p2

4 Biological molecules

• 4.1 Biological molecules 3 outcomes
  • 1 List the chemical elements that make up: (a) carbohydrates (b) lipids (fats and oils) (c) proteins (d) DNA p1, p2
  • 2 State that large molecules are made from smaller molecules, limited to: starch, cellulose and glycogen from glucose; proteins from amino aci... p1, p2
  • 3 Describe and be able to do chemical tests for: (a) starch (iodine solution) (b) glucose and maltose (Benedict’s solution) (c) protein (biure... p1, p2

5 Enzymes

• 5.1 Enzyme action 4 outcomes
  • 1 Describe a catalyst as a substance that increases the rate of a chemical reaction and is not changed by the reaction p1, p2
  • 2 Describe enzymes as proteins that function as biological catalysts and are involved in all metabolic reactions p1, p2
  • 3 Explain enzyme action with reference to the substrate, active site, enzyme-substrate complex, and product p1, p2
  • 4 Explain the specificity of enzymes in terms of the complementary shape and fit of the active site with the substrate (‘lock and key’ hypothe... p1, p2
• 5.2 Effects of temperature and pH 3 outcomes
  • 1 Understand that the progress of enzyme-catalysed reactions can be followed by measuring the concentrations of reactants and products p1, p2
  • 2 Investigate and describe the effects of temperature and pH on enzyme activity p3, p4
  • 3 Explain the effect of changes in temperature and pH on enzyme activity in terms of kinetic energy, shape and fit, denaturation and the frequ... p1, p2

6 Plant nutrition

• 6.1 Photosynthesis 9 outcomes
  • 1 Understand that photosynthesis is the process by which plants make carbohydrates from raw materials using energy from light p1, p2
  • 2 State that chlorophyll is a green pigment that is found in chloroplasts p1, p2
  • 3 State that chlorophyll transfers light energy into chemical energy for the formation of glucose and other carbohydrates p1, p2
  • 4 Outline the subsequent use and storage of the carbohydrates made in photosynthesis, limited to: (a) starch as an energy store (b) cellulose... p1, p2
  • 5 State the word equation and balanced chemical equation for photosynthesis p1, p2
• 6.2 Leaf structure 2 outcomes
  • 1 State that most leaves have a large surface area and are thin, and explain how these features are adaptations for photosynthesis p1, p2
  • 2 Identify and label the cuticle, cellular and tissue structures of a dicotyledonous leaf, as seen in diagrams or photomicrographs, and explai... p2, p3, p4
• 6.3 Mineral nutrition 2 outcomes
  • 1 Explain the importance of nitrate ions for making amino acids, required for the production of proteins p1, p2
  • 2 Explain the importance of magnesium ions for making chlorophyll p1, p2

7 Transport in flowering plants

• 7.1 Uptake and transport of water and ions 3 outcomes
  • 1 Relate the structure of root hair cells to their function of water and ion uptake p1, p2
  • 2 Outline the pathway taken by water through the root, stem and leaf, limited to: root hair cells, root cortex cells, xylem and mesophyll cell... p1, p2
  • 3 Investigate, using a suitable stain, the pathway of water in a cut stem p3, p4
• 7.2 Transpiration and translocation 9 outcomes
  • 1 Describe transpiration as the loss of water vapour from leaves p1, p2
  • 2 Understand that water evaporates from the surfaces of the mesophyll cells into air spaces and then diffuses out of the leaves through the st... p1, p2
  • 3 Explain: (a) the effects of wind speed, and the variation of temperature, humidity and light intensity on transpiration rate (b) how wiltin... p1, p2
  • 4 Investigate the effects of wind speed, light intensity and temperature variation on transpiration rate p3, p4
  • 5 Explain the mechanism by which water moves upwards in the xylem in terms of a transpiration pull that draws up a column of water molecules,... p1, p2

8 Human nutrition

• 8.1 Diet 3 outcomes
  • 1 List the principal sources of, and describe the dietary importance of, carbohydrates, lipids, proteins, vitamins (C and D only), mineral sal... p1, p2
  • 2 Name the diseases and describe the symptoms resulting from deficiencies of vitamin C (scurvy), vitamin D (rickets), calcium (rickets) and ir... p1, p2
  • 3 Understand the concept of a balanced diet p1, p2
• 8.2 Human digestive system 14 outcomes
  • 1 Identify the main regions of the digestive system: mouth, salivary glands, oesophagus, stomach, small intestine (duodenum and ileum), pancre... p1, p2
  • 2 Explain why most foods must be digested before they can be absorbed p1, p2
  • 3 Describe physical digestion as the breakdown of food into smaller pieces without chemical change to the food molecules p1, p2
  • 4 Describe chemical digestion as the breakdown of large molecules into small molecules p1, p2
  • 5 State that physical digestion increases the surface area of food for the action of enzymes in chemical digestion p1, p2
• 8.3 Absorption and assimilation 7 outcomes
  • 1 State that the small intestine is the region where nutrients are absorbed p1, p2
  • 2 Understand that absorption (by diffusion, osmosis and active transport) is the movement of nutrients from the intestines into cells lining t... p1, p2
  • 3 Understand that assimilation is the uptake and use by cells of nutrients from the blood p1, p2
  • 4 Describe the structure of a villus and the roles of capillaries and lacteals p1, p2
  • 5 Explain the significance of villi and microvilli in increasing the internal surface area of the ileum p1, p2

9 Human gas exchange

• 9.1 Human gas exchange 9 outcomes
  • 1 Describe the features of gas exchange surfaces in humans, limited to: large surface area, thin surface, good blood and air supply p1, p2
  • 2 State the percentages of the gases in atmospheric air p1, p2
  • 3 Investigate and explain the differences between inspired and expired air p3, p4
  • 4 Identify, on diagrams and images, the larynx, trachea, lungs, bronchi, bronchioles, alveoli and associated capillaries p2, p3, p4
  • 5 State the characteristics of, and describe the role of, the exchange surface of the alveoli in gas exchange p1, p2

10 Respiration

• 10.1 Respiration 3 outcomes
  • 1 Describe respiration as the chemical reactions in all living cells that release energy from glucose p1, p2
  • 2 State the uses of energy in living organisms including muscle contraction, protein synthesis, cell division, active transport, growth, the p... p1, p2
  • 3 Investigate and describe the effect of temperature on respiration in yeast p3, p4
• 10.2 Aerobic respiration 2 outcomes
  • 1 Describe aerobic respiration as the release of a relatively large amount of energy by the breakdown of glucose in the presence of oxygen p1, p2
  • 2 State the word equation and balanced chemical equation for aerobic respiration p1, p2
• 10.3 Anaerobic respiration 5 outcomes
  • 1 Describe anaerobic respiration as the release of a relatively small amount of energy by the breakdown of glucose without using oxygen p1, p2
  • 2 State the word equation for anaerobic respiration in humans p1, p2
  • 3 State the word equation for anaerobic respiration in yeast p1, p2
  • 4 Explain why lactic acid builds up in muscles and blood during vigorous exercise causing Excess Post-exercise Oxygen Consumption (EPOC) or an... p1, p2
  • 5 Outline how the oxygen debt is removed after exercise, limited to: (a) continuation of fast heart rate to transport lactic acid in blood fro... p1, p2

11 Transport in humans

• 11.1 Circulatory system 3 outcomes
  • 1 Describe the circulatory system as a system of blood vessels with a pump and valves to ensure one- way flow of blood p1, p2
  • 2 Describe a double circulation as a system in which blood passes through the heart twice for each complete circuit p1, p2
  • 3 Understand that a double circulation provides a low pressure circulation to the lungs and a high pressure circulation to the body tissues p1, p2
• 11.2 Heart 8 outcomes
  • 1 Identify the structures of the mammalian heart, limited to: the muscular wall, the septum, the left and right ventricles and atria, atrioven... p1, p2
  • 2 Explain the relative thickness: (a) of the muscle walls of the left and right ventricles (b) of the muscle walls of the atria compared to th... p1, p2
  • 3 Describe the functioning of the heart in terms of the contraction of muscles of the atria and ventricles and the action of the valves in a h... p1, p2
  • 4 State that blood is pumped away from the heart in arteries and returns to the heart in veins p1, p2
  • 5 State that the activity of the heart may be monitored by electrocardiogram (ECG), pulse rate and listening to sounds of valves closing p1, p2
• 11.3 Blood vessels 3 outcomes
  • 1 Name the main blood vessels that carry blood to and from the heart, lungs, liver and kidneys, limited to: aorta, vena cava, pulmonary artery... p1, p2
  • 2 Describe, and identify on diagrams and photomicrographs, the structure of arteries, veins and capillaries, limited to: (a) relative thicknes... p2, p3, p4
  • 3 Explain how the structure of arteries, veins and capillaries is related to the pressure of the blood that they transport p1, p2
• 11.4 Blood 4 outcomes
  • 1 Identify red and white blood cells (lymphocytes and phagocytes) as seen under the light microscope on prepared slides, and in diagrams and p... p2, p3, p4
  • 2 List the components of blood as red blood cells, white blood cells, platelets and plasma p1, p2
  • 3 State the functions of the components of blood: (a) red blood cells – oxygen transport (b) white blood cells – antibody production by lympho... p1, p2
  • 4 Describe the transfer of substances between blood in capillaries, tissue fluid and body cells p1, p2

12 Disease and immunity

• 12.1 Disease 16 outcomes
  • 1 Describe a pathogen as a disease-causing organism p1, p2
  • 2 Describe a transmissible disease as a disease in which the pathogen can be passed from one host to another p1, p2
  • 3 Understand that a pathogen may be transmitted: (a) through direct contact, including through blood or other body fluids (b) indirectly, incl... p1, p2
  • 4 Describe the human body’s barriers to the entry of pathogens, limited to: skin, hairs in the nose, mucus, stomach acid p1, p2
  • 5 Understand the role of the mosquito as a vector of disease p1, p2
• 12.2 Antibiotics 4 outcomes
  • 1 Describe a drug as any substance taken into the body that modifies or affects chemical reactions in the body p1, p2
  • 2 Describe the use of antibiotics for the treatment of bacterial infection p1, p2
  • 3 State that antibiotics kill bacteria but do not affect viruses p1, p2
  • 4 Explain how development of antibiotic-resistant bacteria, including MRSA, can be minimised by using antibiotics only when essential p1, p2
• 12.3 Immunity 11 outcomes
  • 1 Describe active immunity as defence against a pathogen by antibody production in the body p1, p2
  • 2 State that each pathogen has its own antigens, which have specific shapes p1, p2
  • 3 Describe antibodies as proteins that bind to antigens leading to direct destruction of pathogens, or marking of pathogens for destruction by... p1, p2
  • 4 State that specific antibodies have complementary shapes which fit specific antigens p1, p2
  • 5 Explain that active immunity is gained after an infection by a pathogen, or by vaccination p1, p2

13 Excretion

• 13.1 Excretion 3 outcomes
  • 1 Describe excretion as the removal of toxic materials and the waste products of metabolism from organisms p1, p2
  • 2 State that carbon dioxide is a waste product of respiration, which is excreted through the lungs p1, p2
  • 3 State that urea is a toxic waste product produced in the liver from the breakdown of excess amino acids p1, p2
• 13.2 Urinary system 6 outcomes
  • 1 Identify, on diagrams, the kidneys, ureters, bladder and urethra and state the function of each (the function of the kidney should be descri... p2, p3, p4
  • 2 Explain the need for excretion, limited to toxicity of urea p1, p2
  • 3 Outline the structure of a nephron and its associated blood vessels, limited to: Bowman’s capsule, glomerulus, tubules, loop of Henle and co... p1, p2
  • 4 Outline the function of a nephron and its associated blood vessels, limited to: (a) the role of the glomerulus in the filtration from the bl... p1, p2
  • 5 Describe the role of the liver in the assimilation of amino acids by converting them to proteins p1, p2

14 Coordination and control

• 14.1 Mammalian nervous system 10 outcomes
  • 1 State that the nervous system (brain, spinal cord and nerves) coordinates and regulates body functions p1, p2
  • 2 Describe the mammalian nervous system in terms of: (a) the central nervous system (CNS) consisting of the brain and the spinal cord (b) the... p1, p2
  • 3 Identify, on diagrams, sensory, relay and motor neurones p2, p3, p4
  • 4 State that electrical impulses travel along neurones p1, p2
  • 5 Describe simple reflex arcs in terms of receptor, sensory neurone, relay neurone, motor neurone and effector (muscles and glands) p1, p2
• 14.2 Mammalian sense organs 5 outcomes
  • 1 Describe sense organs as groups of receptor cells responding to specific stimuli: light, sound, touch, temperature and chemicals p1, p2
  • 2 Identify, on a diagram, the structures of the eye, limited to: cornea, iris, pupil, lens, ciliary muscles, suspensory ligaments, retina, fov... p2, p3, p4
  • 3 Describe the function of each part of the eye, limited to: (a) cornea – refracts light (b) iris – controls how much light enters the pupil (... p1, p2
  • 4 Explain the pupil reflex in terms of light intensity and antagonistic action of circular and radial muscles in the iris p1, p2
  • 5 Explain accommodation to view near and distant objects in terms of the contraction and relaxation of the ciliary muscles, tension in the sus... p1, p2
• 14.3 Mammalian hormones 4 outcomes
  • 1 Describe a hormone as a chemical substance, produced by a gland and carried by the blood, which alters the activity of one or more specific... p1, p2
  • 2 Identify, on a diagram, endocrine glands that produce hormones and state the hormones they produce, limited to: (a) the adrenal glands – pro... p2, p3, p4
  • 3 Understand the role of the hormone adrenaline, produced by the adrenal glands, in increasing the blood glucose concentration and heart rate... p1, p2
  • 4 Compare nervous and hormonal control, limited to speed of action and duration of effect p1, p2
• 14.4 Homeostasis 2 outcomes
  • 1 Describe homeostasis as the maintenance of a constant internal environment p1, p2
  • 2 Explain the concept of control by negative feedback with reference to a set point p1, p2
• 14.5 Temperature control 4 outcomes
  • 1 Identify, on a diagram of the skin: hairs, hair erector muscles, sweat glands, receptors, sensory neurones, blood vessels and fatty tissue p2, p3, p4
  • 2 Describe the role of insulation in maintaining a constant internal body temperature in mammals p1, p2
  • 3 Describe the roles of the hypothalamus and of temperature receptors in the skin in maintaining a constant internal body temperature in mamma... p1, p2
  • 4 Explain how each of the following processes contributes to the maintenance of constant internal body temperature in mammals: (a) sweating (b... p1, p2
• 14.6 Blood glucose control 3 outcomes
  • 1 Explain the need to control blood glucose concentration p1, p2
  • 2 Describe the control of blood glucose concentration by the liver and pancreas and the roles of insulin and glucagon p1, p2
  • 3 Describe the signs of Type 1 diabetes (limited to increased blood glucose concentration and glucose in urine) and its treatment (administrat... p1, p2

15 Coordination and response in plants

• 15.1 Coordination and response in plants 4 outcomes
  • 1 Describe gravitropism as a response in which parts of a plant grow towards or away from gravity p1, p2
  • 2 Describe phototropism as a response in which parts of a plant grow towards or away from light p1, p2
  • 3 Explain the role of auxin in controlling shoot growth, limited to: (a) auxin is made in the shoot tip (b) auxin spreads through the plant fr... p1, p2
  • 4 Investigate gravitropism and phototropism in shoots and roots p3, p4

16 Development of organisms and continuity of life

• 16.1 Nuclear division 10 outcomes
  • 1 Understand that chromosomes contain DNA, which carries genetic information in the form of genes p1, p2
  • 2 Describe a haploid nucleus as a nucleus containing a single set of chromosomes p1, p2
  • 3 Describe a diploid nucleus as a nucleus containing two sets of chromosomes p1, p2
  • 4 State that in a diploid cell there is a pair of each type of chromosome and in a human diploid cell there are 23 pairs p1, p2
  • 5 Describe mitosis as nuclear division giving rise to genetically identical cells in which the chromosome number is maintained (details of sta... p1, p2
• 16.2 Asexual and sexual reproduction 4 outcomes
  • 1 Describe asexual reproduction as a process resulting in the production of genetically identical offspring from one parent p1, p2
  • 2 Identify examples of asexual reproduction p1, p2
  • 3 Describe sexual reproduction as the process involving the fusion of haploid nuclei (fertilisation) to form a diploid zygote and the producti... p1, p2
  • 4 Discuss the advantages and disadvantages of asexual reproduction and sexual reproduction p1, p2
• 16.3 Sexual reproduction in plants 13 outcomes
  • 1 Identify and draw the sepals, petals, stamens (anthers and filaments) and carpels (stigmas, styles, ovaries and ovules) of an insect-pollina... p1, p2
  • 2 Identify and draw the anthers and stigmas of a wind-pollinated flower p1, p2
  • 3 Relate the structure of the parts of flowers to their functions, limited to the parts listed in 16.3.1 p1, p2
  • 4 Compare the flower structure and the pollen from insect-pollinated and wind-pollinated flowers p1, p2
  • 5 Outline the process of pollination and distinguish between self-pollination and cross-pollination p1, p2
• 16.4 Sexual reproduction in humans 13 outcomes
  • 1 Identify, on diagrams of the male reproductive system: the testes, scrotum, sperm ducts, prostate gland, urethra and penis, and describe the... p2, p3, p4
  • 2 Identify, on diagrams of the female reproductive system: the ovaries, oviducts, uterus, cervix and vagina, and describe their functions p2, p3, p4
  • 3 Explain how the structure of a sperm cell is related to its function, limited to: flagellum, mitochondria and enzymes in the acrosome p1, p2
  • 4 Explain how the structure of an egg cell is related to its function, limited to energy stores and the jelly coat that changes at fertilisati... p1, p2
  • 5 Describe fertilisation as the fusion of the nuclei from a male gamete (sperm) and a female gamete (egg cell) p1, p2

17 Inheritance

• 17.1 Variation 5 outcomes
  • 1 Describe variation as differences between individuals of the same species p1, p2
  • 2 Understand that continuous variation results in a range of phenotypes between two extremes, including body length and body mass p1, p2
  • 3 Understand that discontinuous variation results in a limited number of phenotypes with no intermediates, including ABO blood groups, seed sh... p1, p2
  • 4 Understand that discontinuous variation is usually caused by genes only and continuous variation is caused by genes and the environment p1, p2
  • 5 Investigate and describe examples of continuous and discontinuous variation p3, p4
• 17.2 DNA 5 outcomes
  • 1 Describe the structure of a DNA molecule: (a) two strands coiled together to form a double helix (b) each strand is made up of a chain of nu... p1, p2
  • 2 Define a gene as a length of DNA that codes for a protein p1, p2
  • 3 Explain that DNA controls cell function by controlling the production of proteins, including enzymes p1, p2
  • 4 State that the sequence of bases in a gene determines the sequence of amino acids needed to make a specific protein (knowledge of the detail... p1, p2
  • 5 Understand that different sequences of amino acids give different shapes to protein molecules p1, p2
• 17.3 Inheritance 12 outcomes
  • 1 Describe inheritance as the transmission of genetic information from generation to generation p1, p2
  • 2 Define an allele as an alternative form of a gene p1, p2
  • 3 Understand and use the terms: dominant, recessive, phenotype, genotype, homozygous and heterozygous p1, p2
  • 4 Use genetic diagrams, including Punnett squares, to predict the results of monohybrid crosses and calculate phenotypic ratios, limited to 1... p2, p3, p4
  • 5 Explain why observed ratios often differ from expected ratios, especially when there are small numbers of offspring p1, p2
• 17.4 Selection 5 outcomes
  • 1 Describe natural selection with reference to: (a) variation within populations (b) production of many offspring (c) struggle for survival, i... p1, p2
  • 2 Describe how the inherited features of a population can evolve over time as a result of natural selection p1, p2
  • 3 Describe the development of strains of antibiotic-resistant bacteria, including MRSA, as an example of natural selection p1, p2
  • 4 Describe artificial selection (selective breeding) with reference to: (a) selection by humans of animals or plants with desirable features (... p1, p2
  • 5 Describe the role of artificial selection in the production of economically important plants and animals p1, p2

18 Biotechnology and genetic modification

• 18.1 Biotechnology 5 outcomes
  • 1 Explain the role of yeast in the production of bread and ethanol p1, p2
  • 2 Understand that bacteria are useful in biotechnology and genetic modification due to their rapid reproduction rate and their ability to make... p1, p2
  • 3 Discuss why bacteria are useful in biotechnology and genetic modification, limited to: (a) no ethical concerns over their manipulation and g... p1, p2
  • 4 Describe how fermenters can be used for the large-scale production of useful products by bacteria and fungi, including the conditions that n... p1, p2
  • 5 Describe the use of: (a) enzymes in biological washing powders (b) pectinase for fruit juice production (c) lactase for lactose-free milk p1, p2
• 18.2 Genetic modification 4 outcomes
  • 1 Describe genetic modification as changing the genetic material of an organism by removing, changing or inserting individual genes p1, p2
  • 2 Understand that the gene that controls the production of human insulin has been inserted into bacterial DNA, for commercial production of in... p1, p2
  • 3 Outline the use of genetic modification in crop plants by inserting genes: (a) to confer resistance to herbicides (b) to confer resistance t... p1, p2
  • 4 Discuss potential advantages and risks of genetic modification, limited to modifying crop plants and bacteria p1, p2

19 Relationships of organisms with one another and with the environment

• 19.1 Energy flow 10 outcomes
  • 1 Understand that the Sun is the principal source of energy input to most biological systems p1, p2
  • 2 Explain why most forms of life are completely dependent on photosynthesis p1, p2
  • 3 Describe the flow of energy through food chains and webs including energy from light and energy in living organisms and its eventual transfe... p1, p2
  • 4 Construct and interpret simple food chains p2, p3, p4
  • 5 Understand the terms producer, consumer, herbivore, carnivore and decomposer p1, p2
• 19.2 Nutrient cycles 3 outcomes
  • 1 Describe the carbon cycle, limited to: photosynthesis, respiration, feeding, decomposition, formation of fossil fuels and combustion p1, p2
  • 2 Outline the nitrogen cycle in making nitrogen available for plant and animal protein, limited to: (a) decomposition of plant and animal prot... p1, p2
  • 3 Outline the role of fungi and bacteria in decomposition p1, p2
• 19.3 Ecosystems and biodiversity 6 outcomes
  • 1 Describe a population as a group of organisms of one species, living in the same area, at the same time p1, p2
  • 2 Describe a community as all of the populations of different species in an ecosystem p1, p2
  • 3 Describe an ecosystem as a unit containing the community of organisms and their environment, interacting together p1, p2
  • 4 Describe biodiversity as the number of different species that live in an area p1, p2
  • 5 Identify and state the factors affecting the rate of population growth for a population of an organism, limited to: food supply, competition... p1, p2
• 19.4 Effects of humans on ecosystems 3 outcomes
  • 1 Outline the causes and describe the consequences of deforestation, limited to its effects on: biodiversity, extinction, loss of soil, floodi... p1, p2
  • 2 Describe the impacts humans have through: (a) over-harvesting of plant and animal species (b) introducing a non-native species to an ecosyst... p1, p2
  • 3 Describe the harmful effects of: (a) water pollution by untreated sewage and nitrogen-containing fertilisers leading to eutrophication, lim... p1, p2
• 19.5 Conservation 4 outcomes
  • 1 Discuss reasons for conservation of species with reference to: (a) maintenance of biodiversity (b) reducing extinction (c) protecting vulner... p1, p2
  • 2 Explain how forests can be conserved using education, protected areas, quotas and replanting p1, p2
  • 3 Explain how fish stocks can be conserved using education, closed seasons, protected areas, controlled net types and mesh size, quotas and mo... p1, p2
  • 4 Describe a sustainable resource as one which is produced as rapidly as it is removed from the environment so that it does not run out p1, p2