Fifth Form Biology November 2024 Exam Paper Checklist (IGCSE)

Fifth Form November 2024 Exam Biology Guidance You will have one paper. The paper is 90 minutes long. There are THREE sections to the paper **[Section 1]** -- **all** candidates must complete this section **[Section A]** -- this section is for **single** award candidates only. Do NOT complete th...

Fifth Form November 2024 Exam Biology Guidance You will have one paper. The paper is 90 minutes long. There are THREE sections to the paper **[Section 1]** -- **all** candidates must complete this section **[Section A]** -- this section is for **single** award candidates only. Do NOT complete this section if you are a DUAL award candidate **[Section B]** -- **Dual** award candidates should complete this section. Do NOT complete this section if you are a SINGLE award candidate You will need: pencil, calculator, ruler The paper will be based on the syllabus sections outlined below. The numbers refer to the syllabus codes your teachers have been using and match the codes in the official syllabus. Some topics may not be listed but you are expected to know them; they are key biological principles. These include: 1. Movement across membranes (2.d) 2. Cell structure (2.b) 3. Respiration (2.f) 4. Drawings, graphs, calculations 5. Surface area to volume ratios (2.d) The following topics are included in the examination. Note that some topics are only in Section A (**single**) of the paper but the rest may be examined in Section 1 (all) and Section B (dual). 1. Carbs/Nutrition (2.c, 2.e) 2. Blood and Disease (2.h Humans 2.59 -- 2.62) 3. Human Gas Exchange (2.g) 4. Plant Gas Exchange (**single**) (2.g) 5. Foetus and Chromosomes (3.8 -- 3.13; 3.26) 6. Genotype and inheritance (3.b: 3.14 -- 3.34) 7. Eye (2.j Humans) 8. Homeostasis (2.j 2.80 -- 2.82) 9. Hormones (**single**) 10. Animal transport (**single**) (2.65 -- 2.69) **You should be aware that the syllabus is on Page 2 of your IGCSE OneNote section and a complete checklist is on Page 19. Use the checklist to identify specific areas as noted in the lists above. See complete checklist below.** *Mr P. Batterbury HoD Biology* *2024 09 27* *Go through the WHOLE specification and identify how well you know each point listed in the table below:* \* * *Living Organisms* +-----------------+-----------------+-----------------+-----------------+ | *Specification | \* * | \* * | \* * | | Statement* | | | | | | A cat with its |  | automatically | | | | | generated | | | | \* * | | | | | | \* * | +=================+=================+=================+=================+ | *1.1 understand | \* * | \* * | \* * | | how living | | | | | organisms share | | | | | the following | | | | | characteristics | | | | | :* | | | | | | | | | | *they require | | | | | nutrition* | | | | | | | | | | *they respire* | | | | | | | | | | *they excrete | | | | | their waste* | | | | | | | | | | *they respond | | | | | to their | | | | | surroundings* | | | | | | | | | | *they move* | | | | | | | | | | *they control | | | | | their internal | | | | | conditions* | | | | | | | | | | *they | | | | | reproduce* | | | | | | | | | | *they grow and | | | | | develop.* | | | | +-----------------+-----------------+-----------------+-----------------+ | *1.2 describe | \* * | \* * | \* * | | the common | | | | | features shown | | | | | by eukaryotic | | | | | organisms: | | | | | plants, | | | | | animals, fungi | | | | | and | | | | | protoctists.* | | | | +-----------------+-----------------+-----------------+-----------------+ | *1.2 Plants: | \* * | \* * | \* * | | these are | | | | | multicellular | | | | | organisms; | | | | | their cells | | | | | contain | | | | | chloroplasts | | | | | and are able to | | | | | carry out | | | | | photosynthesis; | | | | | their cells | | | | | have cellulose | | | | | cell walls; | | | | | they store | | | | | carbohydrates | | | | | as starch or | | | | | sucrose.* | | | | | | | | | | *Examples | | | | | include | | | | | flowering | | | | | plants, such as | | | | | a cereal (for | | | | | example, | | | | | maize), and a | | | | | herbaceous | | | | | legume (for | | | | | example, peas | | | | | or beans).* | | | | +-----------------+-----------------+-----------------+-----------------+ | *1.2 Animals: | \* * | \* * | \* * | | these are | | | | | multicellular | | | | | organisms; | | | | | their cells do | | | | | not contain | | | | | chloroplasts | | | | | and are not | | | | | able to carry | | | | | out | | | | | photosynthesis; | | | | | they have no | | | | | cell walls; | | | | | they usually | | | | | have nervous | | | | | co-ordination | | | | | and are able to | | | | | move from one | | | | | place to | | | | | another; they | | | | | often store | | | | | carbohydrate as | | | | | glycogen.* | | | | | | | | | | *Examples | | | | | include mammals | | | | | (for example, | | | | | humans) and | | | | | insects (for | | | | | example, | | | | | housefly and | | | | | mosquito).* | | | | +-----------------+-----------------+-----------------+-----------------+ | *1.2 Fungi: | \* * | \* * | \* * | | these are | | | | | organisms that | | | | | are not able to | | | | | carry out | | | | | photosynthesis; | | | | | their body is | | | | | usually | | | | | organised into | | | | | a mycelium made | | | | | from | | | | | thread-like | | | | | structures | | | | | called hyphae, | | | | | which contain | | | | | many nuclei; | | | | | some examples | | | | | are | | | | | single-celled; | | | | | their cells | | | | | have walls made | | | | | of chitin; they | | | | | feed by | | | | | extracellular | | | | | secretion of | | | | | digestive | | | | | enzymes onto | | | | | food material | | | | | and absorption | | | | | of the organic | | | | | products; this | | | | | is known as | | | | | saprotrophic | | | | | nutrition; they | | | | | may store | | | | | carbohydrate as | | | | | glycogen.* | | | | | | | | | | *Examples | | | | | include Mucor, | | | | | which has the | | | | | typical fungal | | | | | hyphal | | | | | structure, and | | | | | yeast, which is | | | | | single-celled.* | | | | +-----------------+-----------------+-----------------+-----------------+ | *1.2 | \* * | \* * | \* * | | Protoctists: | | | | | these are | | | | | microscopic | | | | | single-celled | | | | | organisms. | | | | | Some, like | | | | | Amoeba, that | | | | | live in pond | | | | | water, have | | | | | features like | | | | | an animal cell, | | | | | while others, | | | | | like Chlorella, | | | | | have | | | | | chloroplasts | | | | | and are more | | | | | like plants. A | | | | | pathogenic | | | | | example is | | | | | Plasmodium, | | | | | responsible for | | | | | causing | | | | | malaria.* | | | | +-----------------+-----------------+-----------------+-----------------+ \* * \* * \* * +-----------------+-----------------+-----------------+-----------------+ | *1.3 describe | \* * | \* * | \* * | | the common | | | | | features shown | | | | | by prokaryotic | | | | | organisms such | | | | | as bacteria* | | | | | | | | | | *Bacteria: | | | | | these are | | | | | microscopic | | | | | single-celled | | | | | organisms; they | | | | | have a cell | | | | | wall, cell | | | | | membrane, | | | | | cytoplasm and | | | | | plasmids; they | | | | | lack a nucleus | | | | | but contain a | | | | | circular | | | | | chromosome of | | | | | DNA; some | | | | | bacteria can | | | | | carry out | | | | | photosynthesis | | | | | but most feed | | | | | off other | | | | | living or dead | | | | | organisms.* | | | | | | | | | | *Examples | | | | | include | | | | | Lactobacillus | | | | | bulgaricus, a | | | | | rod-shaped | | | | | bacterium used | | | | | in the | | | | | production of | | | | | yoghurt from | | | | | milk, and | | | | | Pneumococcus, a | | | | | spherical | | | | | bacterium that | | | | | acts as the | | | | | pathogen | | | | | causing | | | | | pneumonia.* | | | | +=================+=================+=================+=================+ | *1.4 understand | \* * | \* * | \* * | | the term | | | | | pathogen and | | | | | know that | | | | | pathogens may | | | | | include fungi, | | | | | bacteria, | | | | | protoctists or | | | | | viruses* | | | | | | | | | | *Viruses: these | | | | | are not living | | | | | organisms. They | | | | | are small | | | | | particles, | | | | | smaller than | | | | | bacteria; they | | | | | are parasitic | | | | | and can | | | | | reproduce only | | | | | inside living | | | | | cells; they | | | | | infect every | | | | | type of living | | | | | organism. They | | | | | have a wide | | | | | variety of | | | | | shapes and | | | | | sizes; they | | | | | have no | | | | | cellular | | | | | structure but | | | | | have a protein | | | | | coat and | | | | | contain one | | | | | type of nucleic | | | | | acid, either | | | | | DNA or RNA.* | | | | | | | | | | *Examples | | | | | include the | | | | | tobacco mosaic | | | | | virus that | | | | | causes | | | | | discolouring of | | | | | the leaves of | | | | | tobacco plants | | | | | by preventing | | | | | the formation | | | | | of | | | | | chloroplasts, | | | | | the influenza | | | | | virus that | | | | | causes 'flu' | | | | | and the HIV | | | | | virus that | | | | | causes AIDS.* | | | | +-----------------+-----------------+-----------------+-----------------+ \* * \* * \* * *Cells* +-----------------+-----------------+-----------------+-----------------+ | *Specification | \* * | \* * | \* * | | Statement* | | | | | |  | generated | cup Description | | | | | automatically | | | \* * | \* * | generated](medi | | | | | a/image6.jpeg) | | | | | | | | | | \* * | +=================+=================+=================+=================+ | *2.1 describe | \* * | \* * | \* * | | the levels of | | | | | organisation in | | | | | organisms: | | | | | organelles, | | | | | cells, tissues, | | | | | organs and | | | | | systems* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.2 describe | \* * | \* * | \* * | | cell | | | | | structures, | | | | | including the | | | | | nucleus, | | | | | cytoplasm, cell | | | | | membrane, cell | | | | | wall, | | | | | mitochondria, | | | | | chloroplasts, | | | | | ribosomes and | | | | | vacuole* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.3 describe | \* * | \* * | \* * | | the functions | | | | | of the nucleus, | | | | | cytoplasm, cell | | | | | membrane, cell | | | | | wall, | | | | | mitochondria, | | | | | chloroplasts, | | | | | ribosomes and | | | | | vacuole* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.4 know the | \* * | \* * | \* * | | similarities | | | | | and differences | | | | | in the | | | | | structure of | | | | | plant and | | | | | animal cells* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.5B explain | \* * | \* * | \* * | | the importance | | | | | of cell | | | | | differentiation | | | | | in the | | | | | development of | | | | | specialised | | | | | cells* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.6B | \* * | \* * | \* * | | understand the | | | | | advantages and | | | | | disadvantages | | | | | of using stem | | | | | cells in | | | | | medicine* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.15 | \* * | \* * | \* * | | understand the | | | | | processes of | | | | | diffusion, | | | | | osmosis and | | | | | active | | | | | transport by | | | | | which | | | | | substances move | | | | | into and out of | | | | | cells* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.16 | \* * | \* * | \* * | | understand how | | | | | factors affect | | | | | the rate of | | | | | movement of | | | | | substances into | | | | | and out of | | | | | cells, | | | | | including the | | | | | effects of | | | | | surface area to | | | | | volume ratio, | | | | | distance, | | | | | temperature and | | | | | concentration | | | | | gradient* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.17 | \* * | \* * | \* * | | practical: | | | | | investigate | | | | | diffusion and | | | | | osmosis using | | | | | living and | | | | | non-living | | | | | systems* | | | | +-----------------+-----------------+-----------------+-----------------+ \* * \* * \* * \* * *Food & Diet* +-----------------+-----------------+-----------------+-----------------+ | *Specification | \* * | \* * | \* * | | Statement* | | | | | | A cat with its |  | automatically | | | | | generated | | | | \* * | | | | | | \* * | +=================+=================+=================+=================+ | *2.7 identify | \* * | \* * | \* * | | the chemical | | | | | elements | | | | | present in | | | | | carbohydrates, | | | | | proteins and | | | | | lipids (fats | | | | | and oils)* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.8 describe | \* * | \* * | \* * | | the structure | | | | | of | | | | | carbohydrates, | | | | | proteins and | | | | | lipids as large | | | | | molecules made | | | | | up from smaller | | | | | basic units:* | | | | | | | | | | *starch and | | | | | glycogen from | | | | | simple sugars,* | | | | | | | | | | *protein from | | | | | amino acids,* | | | | | | | | | | *lipid from | | | | | fatty acids and | | | | | glycerol.* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.9 practical: | \* * | \* * | \* * | | investigate | | | | | food samples | | | | | for the | | | | | presence of | | | | | glucose, | | | | | starch, protein | | | | | and fat* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.10 | \* * | \* * | \* * | | understand the | | | | | role of enzymes | | | | | as biological | | | | | catalysts in | | | | | metabolic | | | | | reactions* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.11 | \* * | \* * | \* * | | understand how | | | | | temperature | | | | | changes can | | | | | affect enzyme | | | | | function, | | | | | including | | | | | changes to the | | | | | shape of active | | | | | site* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.12 | \* * | \* * | \* * | | practical: | | | | | investigate how | | | | | enzyme activity | | | | | can be affected | | | | | by changes in | | | | | temperature* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.13 | \* * | \* * | \* * | | understand how | | | | | enzyme function | | | | | can be affected | | | | | by changes in | | | | | pH altering the | | | | | active site* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.14B | \* * | \* * | \* * | | practical: | | | | | investigate how | | | | | enzyme activity | | | | | can be affected | | | | | by changes in | | | | | pH* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.24 | \* * | \* * | \* * | | understand that | | | | | a balanced diet | | | | | should include | | | | | appropriate | | | | | proportions of | | | | | carbohydrate, | | | | | protein, lipid, | | | | | vitamins, | | | | | minerals, water | | | | | and dietary | | | | | fibre* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.25 identify | \* * | \* * | \* * | | the sources and | | | | | describe the | | | | | functions of | | | | | carbohydrate, | | | | | protein, lipid | | | | | (fats and | | | | | oils), vitamins | | | | | A, C and D, the | | | | | mineral ions | | | | | calcium and | | | | | iron, water and | | | | | dietary fibre | | | | | as components | | | | | of the diet* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.26 | \* * | \* * | \* * | | understand how | | | | | energy | | | | | requirements | | | | | vary with | | | | | activity | | | | | levels, age and | | | | | pregnancy* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.27 describe | \* * | \* * | \* * | | the structure | | | | | and function of | | | | | the human | | | | | alimentary | | | | | canal, | | | | | including the | | | | | mouth, | | | | | oesophagus, | | | | | stomach, small | | | | | intestine | | | | | (duodenum and | | | | | ileum), large | | | | | intestine | | | | | (colon and | | | | | rectum) and | | | | | pancreas* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.28 | \* * | \* * | \* * | | understand how | | | | | food is moved | | | | | through the gut | | | | | by peristalsis* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.29 | \* * | \* * | \* * | | 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* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.30 | \* * | \* * | \* * | | understand that | | | | | bile is | | | | | produced by the | | | | | liver and | | | | | stored in the | | | | | gall bladder* | | | | +-----------------+-----------------+-----------------+-----------------+ \* * *2.31 understand the role of bile in neutralising stomach acid and emulsifying lipids* \* * \* * \* * ---------------------------------------------------------------------------------------------------------- ------ ------ ------ *2.32 understand how the small intestine is adapted for absorption, including the structure of a villus* \* * \* * \* * *2.33B practical: investigate the energy content in a food sample* \* * \* * \* * \* * \* * \* * \* * \* * *Reproduction* +-----------------+-----------------+-----------------+-----------------+ | *Specification | \* * | \* * | \* * | | Statement* | | | | | |  | generated | cup Description | | | | | automatically | | | \* * | \* * | generated](medi | | | | | a/image9.jpeg) | | | | | | | | | | \* * | +=================+=================+=================+=================+ | *3.1 understand | \* * | \* * | \* * | | the differences | | | | | between sexual | | | | | and asexual | | | | | reproduction* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.2 understand | \* * | \* * | \* * | | that | | | | | fertilisation | | | | | involves the | | | | | fusion of a | | | | | male and female | | | | | gamete to | | | | | produce a | | | | | zygote that | | | | | undergoes cell | | | | | division and | | | | | develops into | | | | | an embryo* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.3 describe | \* * | \* * | \* * | | the structures | | | | | of an | | | | | insect-pollinat | | | | | ed | | | | | and a | | | | | wind-pollinated | | | | | flower and | | | | | explain how | | | | | each is adapted | | | | | for | | | | | pollination* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.4 understand | \* * | \* * | \* * | | that the growth | | | | | of the pollen | | | | | tube followed | | | | | by | | | | | fertilisation | | | | | leads to seed | | | | | and fruit | | | | | formation* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.5 practical: | \* * | \* * | \* * | | investigate the | | | | | conditions | | | | | needed for seed | | | | | germination* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.6 understand | \* * | \* * | \* * | | how germinating | | | | | seeds utilise | | | | | food reserves | | | | | until the | | | | | seedling can | | | | | carry out | | | | | photosynthesis* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.7 understand | \* * | \* * | \* * | | that plants can | | | | | reproduce | | | | | asexually by | | | | | natural methods | | | | | (illustrated by | | | | | runners) and by | | | | | artificial | | | | | methods | | | | | (illustrated by | | | | | cuttings)* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.8 understand | \* * | \* * | \* * | | how the | | | | | structure of | | | | | the male and | | | | | female | | | | | reproductive | | | | | systems are | | | | | adapted for | | | | | their | | | | | functions* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.9 understand | \* * | \* * | \* * | | the roles of | | | | | oestrogen and | | | | | progesterone in | | | | | the menstrual | | | | | cycle* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.10B | \* * | \* * | \* * | | understand the | | | | | roles of FSH | | | | | and LH in the | | | | | menstrual | | | | | cycle* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.11 describe | \* * | \* * | \* * | | the role of the | | | | | placenta in the | | | | | nutrition of | | | | | the developing | | | | | embryo* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.12 | \* * | \* * | \* * | | understand how | | | | | the developing | | | | | embryo is | | | | | protected by | | | | | amniotic fluid* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.13 | \* * | \* * | \* * | | understand the | | | | | roles of | | | | | oestrogen and | | | | | testosterone in | | | | | the development | | | | | of secondary | | | | | sexual | | | | | characteristics | | | | | * | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.28 | \* * | \* * | \* * | | understand how | | | | | division of a | | | | | diploid cell by | | | | | mitosis | | | | | produces two | | | | | cells that | | | | | contain | | | | | identical sets | | | | | of chromosomes* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.29 | \* * | \* * | \* * | | understand that | | | | | mitosis occurs | | | | | during growth, | | | | | repair, cloning | | | | | and asexual | | | | | reproduction* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.30 | \* * | \* * | \* * | | understand how | | | | | division of a | | | | | cell by meiosis | | | | | produces four | | | | | cells, each | | | | | with half the | | | | | number of | | | | | chromosomes, | | | | | and that this | | | | | results in the | | | | | formation of | | | | | genetically | | | | | different | | | | | haploid | | | | | gametes* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.31 | \* * | \* * | \* * | | understand how | | | | | random | | | | | fertilisation | | | | | produces | | | | | genetic | | | | | variation of | | | | | offspring* | | | | +-----------------+-----------------+-----------------+-----------------+ | *3.32 know that | \* * | \* * | \* * | | in human cells | | | | | the diploid | | | | | number of | | | | | chromosomes is | | | | | 46 and the | | | | | haploid number | | | | | is 23* | | | | +-----------------+-----------------+-----------------+-----------------+ \* * \* * \* * *Respiration* +-----------------+-----------------+-----------------+-----------------+ | *Specification | \* * | \* * | \* * | | Statement* | | | | | | A cat with its |  | automatically | | | | | generated | | | | \* * | | | | | | \* * | +=================+=================+=================+=================+ | *2.34 | \* * | \* * | \* * | | understand how | | | | | the process of | | | | | respiration | | | | | produces ATP in | | | | | living | | | | | organisms* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.35 know that | \* * | \* * | \* * | | ATP provides | | | | | energy for | | | | | cells* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.36 describe | \* * | \* * | \* * | | the differences | | | | | between aerobic | | | | | and anaerobic | | | | | respiration* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.37 know the | \* * | \* * | \* * | | word equation | | | | | and the | | | | | balanced | | | | | chemical symbol | | | | | equation for | | | | | aerobic | | | | | respiration in | | | | | living | | | | | organisms* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.38 know the | \* * | \* * | \* * | | word equation | | | | | for anaerobic | | | | | respiration in | | | | | plants and in | | | | | animals* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.39 | \* * | \* * | \* * | | practical: | | | | | investigate the | | | | | evolution of | | | | | carbon dioxide | | | | | and heat from | | | | | respiring seeds | | | | | or other | | | | | suitable living | | | | | organisms* | | | | +-----------------+-----------------+-----------------+-----------------+ \* * \* * \* * *Plant Exchange and Transport* +-----------------+-----------------+-----------------+-----------------+ | *Specification | \* * | \* * | \* * | | Statement* | | | | | |  | generated | cup Description | | | | | automatically | | | \* * | \* * | generated](medi | | | | | a/image15.jpeg) | | | | | | | | | | \* * | +=================+=================+=================+=================+ | *2.18 | \* * | \* * | \* * | | understand the | | | | | process of | | | | | photosynthesis | | | | | and its | | | | | importance in | | | | | the conversion | | | | | of light energy | | | | | to chemical | | | | | energy* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.19 know the | \* * | \* * | \* * | | word equation | | | | | and the | | | | | balanced | | | | | chemical symbol | | | | | equation for | | | | | photosynthesis* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.20 | \* * | \* * | \* * | | understand how | | | | | varying carbon | | | | | dioxide | | | | | concentration, | | | | | light intensity | | | | | and temperature | | | | | affect the rate | | | | | of | | | | | photosynthesis* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.21 describe | \* * | \* * | \* * | | the structure | | | | | of the leaf and | | | | | explain how it | | | | | is adapted for | | | | | photosynthesis* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.22 | \* * | \* * | \* * | | understand that | | | | | plants require | | | | | mineral ions | | | | | for growth, and | | | | | that magnesium | | | | | ions are needed | | | | | for chlorophyll | | | | | and nitrate | | | | | ions are needed | | | | | for amino | | | | | acids* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.23 | \* * | \* * | \* * | | 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* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.40B | \* * | \* * | \* * | | understand the | | | | | role of | | | | | diffusion in | | | | | gas exchange* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.41B | \* * | \* * | \* * | | understand gas | | | | | exchange (of | | | | | carbon dioxide | | | | | and oxygen) in | | | | | relation to | | | | | respiration and | | | | | photosynthesis* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.42B | \* * | \* * | \* * | | understand how | | | | | the structure | | | | | of the leaf is | | | | | adapted for gas | | | | | exchange* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.43B describe | \* * | \* * | \* * | | the role of | | | | | stomata in gas | | | | | exchange* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.44B | \* * | \* * | \* * | | 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* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.45B | \* * | \* * | \* * | | practical: | | | | | investigate the | | | | | effect of light | | | | | on net gas | | | | | exchange from a | | | | | leaf, using | | | | | hydrogen-carbon | | | | | ate | | | | | indicator* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.51 | \* * | \* * | \* * | | understand why | | | | | simple, | | | | | unicellular | | | | | organisms can | | | | | rely on | | | | | diffusion for | | | | | movement of | | | | | substances in | | | | | and out of the | | | | | cell* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.52 | \* * | \* * | \* * | | understand the | | | | | need for a | | | | | transport | | | | | system in | | | | | multicellular | | | | | organisms* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.53 describe | \* * | \* * | \* * | | the role of | | | | | phloem in | | | | | transporting | | | | | sucrose and | | | | | amino acids | | | | | between the | | | | | leaves and | | | | | other parts of | | | | | the plant* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.54 describe | \* * | \* * | \* * | | the role of | | | | | xylem in | | | | | transporting | | | | | water and | | | | | mineral ions | | | | | from the roots | | | | | to other parts | | | | | of the plant* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.55B | \* * | \* * | \* * | | understand how | | | | | water is | | | | | absorbed by | | | | | root hair | | | | | cells* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.56B | \* * | \* * | \* * | | understand that | | | | | transpiration | | | | | is the | | | | | evaporation of | | | | | water from the | | | | | surface of a | | | | | plant* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.57B | \* * | \* * | \* * | | understand how | | | | | the rate of | | | | | transpiration | | | | | is affected by | | | | | changes in | | | | | humidity, wind | | | | | speed, | | | | | temperature and | | | | | light | | | | | intensity* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.58B | \* * | \* * | \* * | | practical: | | | | | investigate the | | | | | role of | | | | | environmental | | | | | factors in | | | | | determining the | | | | | rate of | | | | | transpiration | | | | | from a leafy | | | | | shoot* | | | | +-----------------+-----------------+-----------------+-----------------+ \* * *2.70 understand the origin of carbon dioxide and oxygen as waste products of metabolism and their loss from the stomata of a leaf* \* * \* * \* * ------------------------------------------------------------------------------------------------------------------------------------- ------ ------ ------ *2.83 understand that plants respond to stimuli* \* * \* * \* * *2.84 describe the geotropic and phototropic responses of roots and stems* \* * \* * \* * *2.85 understand the role of auxin in the phototropic response of stems* \* * \* * \* * \* * \* * \* * *Animal Exchange and Transport* +-----------------+-----------------+-----------------+-----------------+ | *Specification | \* * | \* * | \* * | | Statement* | | | | | | \* * |  | automatically | | | | | generated | | | | \* * | | | | | | \* * | +=================+=================+=================+=================+ | *2.46 describe | \* * | \* * | \* * | | the structure | | | | | of the thorax, | | | | | including the | | | | | ribs, | | | | | intercostal | | | | | muscles, | | | | | diaphragm, | | | | | trachea, | | | | | bronchi, | | | | | bronchioles, | | | | | alveoli and | | | | | pleural | | | | | membranes* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.47 | \* * | \* * | \* * | | understand the | | | | | role of the | | | | | intercostal | | | | | muscles and the | | | | | diaphragm in | | | | | ventilation* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.48 explain | \* * | \* * | \* * | | how alveoli are | | | | | adapted for gas | | | | | exchange by | | | | | diffusion | | | | | between air in | | | | | the lungs and | | | | | blood in | | | | | capillaries* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.49 | \* * | \* * | \* * | | understand the | | | | | biological | | | | | consequences of | | | | | smoking in | | | | | relation to the | | | | | lungs and the | | | | | circulatory | | | | | system, | | | | | including | | | | | coronary heart | | | | | disease* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.50 | \* * | \* * | \* * | | practical: | | | | | investigate | | | | | breathing in | | | | | humans, | | | | | including the | | | | | release of | | | | | carbon dioxide | | | | | and the effect | | | | | of exercise* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.51 | \* * | \* * | \* * | | understand why | | | | | simple, | | | | | unicellular | | | | | organisms can | | | | | rely on | | | | | diffusion for | | | | | movement of | | | | | substances in | | | | | and out of the | | | | | cell* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.52 | \* * | \* * | \* * | | understand the | | | | | need for a | | | | | transport | | | | | system in | | | | | multicellular | | | | | organisms* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.59 describe | \* * | \* * | \* * | | the composition | | | | | of the blood: | | | | | red blood | | | | | cells, white | | | | | blood cells, | | | | | platelets and | | | | | plasma* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.60 | \* * | \* * | \* * | | understand the | | | | | role of plasma | | | | | in the | | | | | transport of | | | | | carbon dioxide, | | | | | digested food, | | | | | urea, hormones | | | | | and heat | | | | | energy* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.61 | \* * | \* * | \* * | | 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* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.62 | \* * | \* * | \* * | | 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* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.63B | \* * | \* * | \* * | | 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* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.64B | \* * | \* * | \* * | | understand how | | | | | platelets are | | | | | involved in | | | | | blood clotting, | | | | | which prevents | | | | | blood loss and | | | | | the entry of | | | | | micro-organisms | | | | | * | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.65 describe | \* * | \* * | \* * | | the structure | | | | | of the heart | | | | | and how it | | | | | functions* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.66 explain | \* * | \* * | \* * | | how the heart | | | | | rate changes | | | | | during exercise | | | | | and under the | | | | | influence of | | | | | adrenaline* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.67 | \* * | \* * | \* * | | understand how | | | | | factors may | | | | | increase the | | | | | risk of | | | | | developing | | | | | coronary heart | | | | | disease* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.68 | \* * | \* * | \* * | | understand how | | | | | the structure | | | | | of arteries, | | | | | veins and | | | | | capillaries | | | | | relate to their | | | | | function* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.69 | \* * | \* * | \* * | | understand the | | | | | general | | | | | structure of | | | | | the circulation | | | | | system, | | | | | including the | | | | | blood vessels | | | | | to and from the | | | | | heart and | | | | | lungs, liver | | | | | and kidneys* | | | | +-----------------+-----------------+-----------------+-----------------+ \* * \* * \* * *Excretion* +-----------------+-----------------+-----------------+-----------------+ | *Specification | \* * | \* * | \* * | | Statement* | | | | | |  | generated | cup Description | | | | | automatically | | | \* * | \* * | generated](medi | | | | | a/image17.jpeg) | | | | | | | | | | \* * | +=================+=================+=================+=================+ | *2.71 know the | \* * | \* * | \* * | | excretory | | | | | products of the | | | | | lungs, kidneys | | | | | and skin | | | | | (organs of | | | | | excretion)* | | | | +-----------------+-----------------+-----------------+-----------------+ | *2.72B | \* * | \* *