Biology Common Test Nov 24 PDF

+-----------------+-----------------+-----------------+-----------------+ | Learning | R | A | G | | Objective | | | | +=================+=================+=================+=================+ | Un...

+-----------------+-----------------+-----------------+-----------------+ | Learning | R | A | G | | Objective | | | | +=================+=================+=================+=================+ | Understand how | | | | | living | | | | | organisms share | | | | | the following | | | | | characteristics | | | | | : | | | | | MRS C GREN | | | | | (movement, | | | | | respiration, | | | | | sensitivity, | | | | | control \[their | | | | | internal | | | | | conditions\], | | | | | growth, | | | | | reproduction, | | | | | excretion, | | | | | nutrition) | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | common features | | | | | shown by | | | | | [eukaryotic]{.u | | | | | nderline} | | | | | organisms: | | | | | plants, | | | | | animals, fungi | | | | | & Protoctista | | | | | | | | | | - Plants = | | | | | multicellul | | | | | ar, | | | | | able to | | | | | carry out | | | | | photosynthe | | | | | sis, | | | | | cellulose | | | | | cell wall, | | | | | store | | | | | carbohydrat | | | | | e | | | | | as starch/ | | | | | sucrose | | | | | e.g. | | | | | flowering | | | | | plants | | | | | (maize) or | | | | | legume | | | | | (peas) | | | | | | | | | | - Animals = | | | | | multicellul | | | | | ar, | | | | | no | | | | | chloroplast | | | | | , | | | | | store | | | | | carbohydrat | | | | | e | | | | | as glycogen | | | | | e.g | | | | | mammals, | | | | | insects | | | | | | | | | | - Fungi = | | | | | unable to | | | | | carry out | | | | | photosynthe | | | | | sis, | | | | | usually | | | | | organised | | | | | in mycelium | | | | | -- walls of | | | | | chitin, | | | | | feed by | | | | | 'saprotroph | | | | | ic' | | | | | nutrition, | | | | | *may* store | | | | | carbohydrat | | | | | e | | | | | as glycogen | | | | | e.g. | | | | | *Mucor*, | | | | | yeast | | | | | (unicellula | | | | | r) | | | | | | | | | | - Protoctista | | | | | = | | | | | microscopic | | | | | single-cell | | | | | ed | | | | | organisms | | | | | -- some, | | | | | like | | | | | *Amoeba*, | | | | | have | | | | | animal-like | | | | | features, | | | | | while | | | | | others, | | | | | like | | | | | *Chlorella* | | | | | , | | | | | have | | | | | plant-like | | | | | features. | | | | | Pathogenic | | | | | e.g. is | | | | | Plasmodium | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | common features | | | | | shown by | | | | | [prokaryotic]{. | | | | | underline} | | | | | organisms such | | | | | as bacteria | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | term 'pathogen' | | | | | and know that | | | | | pathogens may | | | | | include fungi, | | | | | bacteria, | | | | | Protoctista or | | | | | viruses and | | | | | state the | | | | | common | | | | | characteristics | | | | | of virus | | | | | | | | | | - Virus = | | | | | non-living, | | | | | very small | | | | | particles, | | | | | can only | | | | | reproduce | | | | | in living | | | | | cells, | | | | | infect | | | | | every type | | | | | of living | | | | | organism, | | | | | no cellular | | | | | structure | | | | | but have a | | | | | protein | | | | | coat | | | | | containing | | | | | either DNA | | | | | or RNA. | | | | | E.g. | | | | | tobacco | | | | | mosaic | | | | | virus, | | | | | causes | | | | | discolourin | | | | | g | | | | | of leaves | | | | | by | | | | | preventing | | | | | formation | | | | | of | | | | | chloroplast | | | | | s, | | | | | HIV AIDS | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | levels of | | | | | organisation in | | | | | organisms: | | | | | organelles, | | | | | cells, tissues, | | | | | organs and | | | | | systems | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe & | | | | | describe the | | | | | functions of | | | | | cell | | | | | structures, | | | | | including the | | | | | nucleus, | | | | | cytoplasm, cell | | | | | membrane, cell | | | | | wall, | | | | | mitochondria, | | | | | chloroplasts, | | | | | ribosomes and | | | | | vacuole | | | | +-----------------+-----------------+-----------------+-----------------+ | Know the | | | | | similarities | | | | | and differences | | | | | in the | | | | | structure of | | | | | plant and | | | | | animal cells | | | | +-----------------+-----------------+-----------------+-----------------+ | Explain the | | | | | importance of | | | | | cell | | | | | differentiation | | | | | in the | | | | | development of | | | | | specialised | | | | | cells | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | advantages and | | | | | disadvantages | | | | | of using stem | | | | | cells in | | | | | medicine | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | processes of | | | | | diffusion, | | | | | osmosis and | | | | | active | | | | | transport by | | | | | which | | | | | substances move | | | | | into and out of | | | | | cells | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | factors affect | | | | | the rate of | | | | | movement of | | | | | substances into | | | | | and out of | | | | | cells, | | | | | including the | | | | | effects of | | | | | SA:V, distance, | | | | | temperature and | | | | | conc. gradient | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | Investigate | | | | | diffusion and | | | | | osmosis using | | | | | living and | | | | | non-living | | | | | systems* | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | Investigate the | | | | | energy content | | | | | in a food | | | | | sample* | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | the process of | | | | | respiration | | | | | produces ATP in | | | | | living | | | | | organisms; Know | | | | | that ATP | | | | | provides energy | | | | | for cells | | | | +-----------------+-----------------+-----------------+-----------------+ | Know the word | | | | | equation and | | | | | the balanced | | | | | chemical | | | | | equation for | | | | | aerobic | | | | | respiration in | | | | | living | | | | | organisms | | | | +-----------------+-----------------+-----------------+-----------------+ | Know the word | | | | | equation for | | | | | anaerobic | | | | | respiration in | | | | | plants and | | | | | animals | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | Investigate the | | | | | evolution of | | | | | carbon dioxide | | | | | and heat from | | | | | respiring seeds | | | | | or other | | | | | suitable living | | | | | organisms* | | | | | | | | | | - Understand | | | | | how varying | | | | | carbon | | | | | dioxide | | | | | concentrati | | | | | on, | | | | | light | | | | | intensity | | | | | and | | | | | temperature | | | | | affect the | | | | | rate of | | | | | photosynthe | | | | | sis | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | role of yeast | | | | | in the | | | | | production of | | | | | food, including | | | | | bread | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | Investigate the | | | | | role of | | | | | anaerobic | | | | | respiration by | | | | | yeast in | | | | | different | | | | | conditions* | | | | | (p16-7) | | | | +-----------------+-----------------+-----------------+-----------------+ | Identify the | | | | | chemical | | | | | elements | | | | | present in | | | | | carbohydrates, | | | | | proteins and | | | | | lipids (fats | | | | | and oils) | | | | | (C,H,O but for | | | | | protein also N) | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | structure of | | | | | carbohydrates, | | | | | proteins and | | | | | lipids as large | | | | | molecules made | | | | | up from smaller | | | | | basic units: | | | | | starch and | | | | | glycogen from | | | | | simple sugars, | | | | | proteins from | | | | | amino acids, | | | | | and lipid from | | | | | fatty acids & | | | | | glycerol | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | Investigate | | | | | food samples | | | | | for the | | | | | presence of | | | | | glucose, | | | | | starch, protein | | | | | and fat* | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | role of enzymes | | | | | as biological | | | | | catalysts in | | | | | metabolic | | | | | reactions | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | temp. changes | | | | | can affect | | | | | enzyme | | | | | function, | | | | | including | | | | | changes to | | | | | shape of active | | | | | site | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | Investigate how | | | | | enzyme activity | | | | | can be affected | | | | | by changes in | | | | | temp.* (iodine, | | | | | starch, | | | | | amylase) | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand that | | | | | a balanced diet | | | | | should include | | | | | appropriate | | | | | proportions of | | | | | carbohydrate, | | | | | protein, lipid, | | | | | vitamins, | | | | | minerals, water | | | | | and dietary | | | | | fibre | | | | +-----------------+-----------------+-----------------+-----------------+ | identify the | | | | | [sources]{.unde | | | | | rline} | | | | | and describe | | | | | the functions | | | | | of | | | | | carbohydrate, | | | | | protein, lipid | | | | | (fats and | | | | | oils), vitamins | | | | | A, C, D, the | | | | | mineral ions | | | | | calcium and | | | | | iron, water and | | | | | dietary fibre | | | | | components of | | | | | the diet | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | energy | | | | | requirements | | | | | vary with | | | | | activity | | | | | levels, age and | | | | | pregnancy | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | structure and | | | | | function of the | | | | | human | | | | | alimentary | | | | | canal | | | | | (digestive | | | | | system) | | | | | including: | | | | | mouth, | | | | | oesophagus, | | | | | stomach, small | | | | | intestine | | | | | (duodenum and | | | | | ileum), large | | | | | intestine | | | | | (colon and | | | | | rectum) and | | | | | pancreas | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | food is moved | | | | | through the gut | | | | | by peristalsis | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | role of | | | | | digestive | | | | | enzymes, | | | | | including the | | | | | digestion of | | | | | starch to | | | | | glucose by | | | | | amylase and | | | | | maltase, the | | | | | digestion of | | | | | proteins to | | | | | amino acids by | | | | | proteases and | | | | | the digestion | | | | | of lipids to | | | | | fatty acids and | | | | | glycerol by | | | | | lipases | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand that | | | | | bile is | | | | | produced by the | | | | | liver and | | | | | stored in the | | | | | gall bladder | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | role of bile in | | | | | neutralising | | | | | stomach acid | | | | | and emulsifying | | | | | lipids | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | the small | | | | | intestine is | | | | | adapted for | | | | | absorption, | | | | | including the | | | | | structure of a | | | | | villus | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | process of | | | | | photosynthesis | | | | | and its | | | | | importance in | | | | | the conversion | | | | | of light energy | | | | | to chemical | | | | | energy | | | | +-----------------+-----------------+-----------------+-----------------+ | Know the word | | | | | equation and | | | | | the balanced | | | | | chemical symbol | | | | | equation for | | | | | photosynthesis | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | structure of | | | | | the leaf and | | | | | explain how it | | | | | is adapted for | | | | | photosynthesis | | | | | | | | | | - Understand | | | | | how the | | | | | structure | | | | | of the leaf | | | | | is adapted | | | | | for gas | | | | | exchange | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand that | | | | | plants require | | | | | mineral ions | | | | | for growth, and | | | | | that magnesium | | | | | ions are needed | | | | | for chlorophyll | | | | | and nitrate | | | | | ions are needed | | | | | for amino acids | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | investigate | | | | | photosynthesis, | | | | | showing the | | | | | evolution of | | | | | oxygen from a | | | | | water plant, | | | | | the production | | | | | of starch and | | | | | the | | | | | requirements of | | | | | light, carbon | | | | | dioxide and | | | | | chlorophyll* | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand gas | | | | | exchange (of | | | | | carbon dioxide | | | | | and oxygen) in | | | | | relation to | | | | | respiration and | | | | | photosynthesis | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | respiration | | | | | continues | | | | | during the day | | | | | and night, but | | | | | that the net | | | | | exchange of | | | | | carbon dioxide | | | | | and oxygen | | | | | depends on the | | | | | intensity of | | | | | light | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | role of stomata | | | | | in gas exchange | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | investigate the | | | | | effect of light | | | | | on net gas | | | | | exchange from a | | | | | leaf, using | | | | | hydrogen-carbon | | | | | ate | | | | | indicator* | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | structure of | | | | | the thorax, | | | | | including the | | | | | ribs, | | | | | intercostal | | | | | muscles, | | | | | diaphragm, | | | | | trachea, | | | | | bronchi, | | | | | bronchioles, | | | | | alveoli and | | | | | pleural | | | | | membrane | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | role of the | | | | | intercostal | | | | | muscles and the | | | | | diaphragm in | | | | | ventilation | | | | +-----------------+-----------------+-----------------+-----------------+ | Explain how | | | | | alveoli are | | | | | adapted for gas | | | | | exchange by | | | | | diffusion | | | | | between air in | | | | | the lungs and | | | | | blood in | | | | | capillaries | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | biological | | | | | consequences of | | | | | smoking in | | | | | relation to the | | | | | lungs and the | | | | | circulatory | | | | | system, | | | | | including | | | | | coronary heart | | | | | disease | | | | +-----------------+-----------------+-----------------+-----------------+ | *Practical: | | | | | investigate | | | | | breathing in | | | | | humans, | | | | | including the | | | | | release of | | | | | carbon dioxide | | | | | and the effect | | | | | of exercise* | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | composition of | | | | | the blood: red | | | | | blood cells, | | | | | white blood | | | | | cells, | | | | | platelets and | | | | | plasma | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | role of plasma | | | | | in the | | | | | transport of | | | | | carbon dioxide, | | | | | digested food, | | | | | urea, hormones | | | | | and heat energy | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | adaptations of | | | | | red blood cells | | | | | make them | | | | | suitable for | | | | | the transport | | | | | of oxygen, | | | | | including | | | | | shape, the | | | | | absence of a | | | | | nucleus and the | | | | | presence of | | | | | haemoglobin (no | | | | | nucleus, | | | | | biconcave) | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | the immune | | | | | system responds | | | | | to disease | | | | | using white | | | | | blood cells, | | | | | illustrated by | | | | | phagocytes | | | | | ingesting | | | | | pathogens and | | | | | lymphocytes | | | | | releasing | | | | | antibodies | | | | | specific to the | | | | | pathogen | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | vaccination | | | | | results in the | | | | | manufacture of | | | | | memory cells, | | | | | which enable | | | | | future antibody | | | | | production to | | | | | the pathogen to | | | | | occur sooner, | | | | | faster and in | | | | | greater | | | | | quantity | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | platelets are | | | | | involved in | | | | | blood clotting, | | | | | which prevents | | | | | blood loss and | | | | | the entry of | | | | | micro-organisms | | | | +-----------------+-----------------+-----------------+-----------------+ | Describe the | | | | | structure of | | | | | the heart and | | | | | [how it | | | | | functions]{.und | | | | | erline} | | | | +-----------------+-----------------+-----------------+-----------------+ | Explain how the | | | | | heart rate | | | | | changes during | | | | | exercise and | | | | | under the | | | | | influence of | | | | | adrenaline | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | factors may | | | | | increase the | | | | | risk of | | | | | developing | | | | | coronary heart | | | | | disease | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand how | | | | | the structure | | | | | of arteries, | | | | | veins and | | | | | capillaries | | | | | relate to their | | | | | function | | | | +-----------------+-----------------+-----------------+-----------------+ | Understand the | | | | | general | | | | | structure of | | | | | the circulation | | | | | system, | | | | | including the | | | | | blood vessels | | | | | to and from the | | | | | heart and | | | | | lungs, liver | | | | | and kidneys | | | | +-----------------+-----------------+-----------------+-----------------+