8875 H1 Biology (2006)

BIOLOGY
HIGHER 1
(Syllabus 8875)
PREAMBLE
This preamble sets out the approach, objectives, directions and philosophy of the design of the new
H1 syllabus.

With recent advancements in the Life Sciences, changes in knowledge have been tremendous. Many
new and important fields of Biology have emerged as evident from the sprouting of scientific journals
catering to niche areas of study and research. This poses a challenge in the development of Biology
education in integrating the fundamental concepts, skills and new knowledge in Biology into a
framework that is made accessible to students at different levels.

The approach we have taken to organise Biology education from Primary to ‘A’ levels is as follows:

a. Primary 3 to Primary 6: How life works at the systems level;

b. Lower Secondary Science to ‘O’ level Biology: How life works at the physiological level;

c. ‘A’ level: How life works at the cellular and molecular level.

Starting at the Primary school levels, the focus is for the students to be exposed at the systems level.
At the secondary school levels, the syllabus will help the students relate concepts at the systems level
to the micro-level. And at the ‘A’ level, the syllabus will enable the students to look deeper into how
life works at the molecular level.

At the ‘A’ level, students have the choice of offering Biology at H1 or H2 levels. The H1 Biology
syllabus is distilled from the H2 Biology syllabus. It is designed as a contrasting subject and is
intended for foundational study to provide students with a sufficient understanding of the subject rather
than just for appreciation. The H1 Biology syllabus has about half the content load of the H2 Biology
syllabus, while maintaining the same rigour.

In teaching the H1 syllabus, the following should be noted:

a. H1 Biology should provide some fundamental knowledge to enable students to understand

some major emerging fields of knowledge in Biology;

b. H1 Biology should equip the students with scientific skills and abilities relevant to the study
and practice of biological science;

c. The Biology syllabus is developed as a continuum from the ‘O’ to ‘A’ levels. The H1 and 'O'
level Biology syllabuses are designed to be seamless without the need for topics to be
revisited at the ‘A’ level. The ‘O’ level syllabus would be foundational and thus should provide
the necessary background for the study at the ‘A’ level;

d. The teaching of H1 Biology should relate information on the cellular and molecular level to the
systems level.

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 8875 H1 Biology (2006)

INTRODUCTION
The syllabus has been revised. Candidates will be assumed to have knowledge and understanding at
‘O’ level Biology, as a single subject or as part of a balanced science course.

The syllabus has been arranged in the form of Core and Applications content to be studied by all
candidates.

Experimental work is an important component and should underpin the teaching and learning of
Biology.

The syllabus places emphasis on the applications of Biology and the impact of recent developments
on the needs of a contemporary society.

All candidates following this syllabus should be encouraged to:

• use secondary sources of information;

• use information technology (I.T.) to analyse, store and retrieve data and to model biological
phenomena;

• communicate biological information orally, as well as in writing.

It is intended to keep the syllabus under frequent review, to ensure that it keeps abreast of knowledge
in the biological sciences and other needs.

AIMS
The syllabus aims to:

1. provide, through well designed studies of experimental and practical biological science, a
worthwhile educational experience for all students, whether or not they go on to study Biology
beyond this level and, in particular, to enable them to acquire sufficient understanding and
knowledge to:

1.1 become confident citizens in a technological world, able to take or develop an informed
interest in matters of scientific import;

1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other discipline and in everyday life;

1.3 be suitably prepared for studies beyond ‘A’ level in biological sciences and in further
education.

2. stimulate students, create and sustain their interest in Biology, and understand its relevance to
society.

3. develop abilities and skills that:

3.1 are relevant to the study and practice of biological science;

3.2 are useful in everyday life;

3.3 encourage efficient and safe practice;

3.4 encourage effective communication.

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 8875 H1 Biology (2006)

4. develop attitudes relevant to Biology such as:

4.1 concern for accuracy and precision;

4.2 objectivity;

4.3 integrity.

5. assist the development of:

5.1 the skills of scientific inquiry;

5.2 initiative;

5.3 inventiveness.

6. stimulate interest in and care for the local and global environment, and understand the need for
conservation.

7. promote an awareness:

7.1 that scientific theories and methods have developed, and continue to do so, as a result of
co-operative activities of groups and individuals;

7.2 that the study and practice of biological science is subject to social, economics,
technological, ethical and cultural influences and limitations;

7.3 that the applications of biological science may be both beneficial and detrimental to the
individual, the community and the environment;

7.4 that biological science transcends national boundaries and that the language of science,
correctly and rigorously applied, is universal;

7.5 of the importance of the use of I.T. for communication, as an aid to experiments and as a
tool for the interpretation of experimental and theoretical results.

ASSESSMENT OBJECTIVES
These describe the knowledge, skills and abilities which candidates are expected to demonstrate at
the end of the course. They reflect those aspects of the aims which will be assessed.

A Knowledge with understanding

Students should be able to demonstrate knowledge and understanding in relation to:

1. biological phenomena, facts, laws, definitions, concepts, theories;

2. biological vocabulary, terminology, conventions (including symbols, quantities and units);

3. scientific instruments and apparatus used in biology, including techniques of operation and
aspects of safety;

4. scientific quantities and their determination;

5. biological and technological applications with their social, economic and environment
implications.

The syllabus content defines the factual materials that candidates need to recall and explain.
Questions testing the objectives above will often begin with one of the following words: define, state,
name, describe, explain or outline. (See the Glossary of Terms.)

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 8875 H1 Biology (2006)

B Handling information and solving problems

Students should be able - using written, symbolic, graphical and numerical material - to:

1. locate, select, organise and present information from a variety of sources;

2. translate information from one form to another;

3. manipulate numerical and other data;

4. use information to identify patterns, report trends, draw inferences and report conclusions;

5. present reasoned explanation for phenomena, patterns and relationships;

6. make predictions and propose hypotheses;

7. apply knowledge, including principles, to novel situations;

8. solve problems.

The assessment objectives above cannot be precisely specified in the syllabus content because
questions testing such skills are often based on information which is unfamiliar to the candidate. In
answering such questions, candidates are required to use principles and concepts that are within the
syllabus and apply them in a logical, deductive manner. Questions testing these objectives may begin
with one of the following words: discuss, predict, suggest, calculate or determine. (See the Glossary of
Terms.)

SCHEME OF ASSESSMENT
Paper Type of Paper Duration Marks Weighting (%)
1 Multiple choice 1h 30 33
2 Structured and free-response 2h 60 67

Paper 1 (1 h, 30 marks)

This paper consists of 30 compulsory multiple choice questions. All questions will be of the direct
choice type with 4 options.

Paper 2 (2 h, 60 marks)

This paper comprises two sections.

Section A will consist of a variable number of structured questions including at least one data-based or
comprehension-type question, all compulsory. These include questions which require candidates to
integrate knowledge and understanding from different areas of the syllabus.

Section B will consist of two free-response questions of 20 marks each from which candidates will
choose one. The question requires candidates to integrate knowledge and understanding from
different areas of the syllabus.

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MARKS ALLOCATED TO ASSESSMENT OBJECTIVE

This is given in the following Assessment Grid.

Assessment Objective Weighting (%) Assessment

Components
A Knowledge with understanding 55 Papers 1, 2
B Handling information and solving problems 45 Papers 1, 2

Fifteen percent of the total marks will be awarded for awareness of the social, economic,
environmental and technological implications and applications of Biology. These will be awarded within
the ‘Knowledge with Understanding’ and the ‘Handling information and solving problems’ categories.

DISALLOWED SUBJECT COMBINATIONS

Candidates may not simultaneously offer Biology at H1 and H2 levels.

ADDITIONAL INFORMATION

Modern Biological Sciences draw extensively on concepts from the physical sciences. It is desirable
therefore, that by the end of the course candidates should have a knowledge of the following topics,
sufficient to aid understanding of biological systems, but no questions will be set directly on them.

The electromagnetic spectrum;

Energy changes (potential energy, activation energy, chemical bond energy);
Molecules, atoms, ions, electrons;
Acids, bases, pH, buffers;
Isotopes, including radioactive isotopes;
Oxidation and reduction;
Hydrolysis, condensation.

Questions set in the examination may involve the basic processes of mathematics for the calculation
and use of decimals, means, ratios and percentages. The terminology described in IOB’s publication
Biological Nomenclature should be used.

Candidates may be required to (i) construct graphs or present data in other suitable graphical forms,
(ii) calculate rates of processes. Candidates should be aware of the problems of drawing conclusions
from limited data and should appreciate levels of significance, standard deviation and probability, and
the use of t- and chi-squared tests.

NOTES ON THE USE OF STATISTICS IN BIOLOGY

Candidates should know how to apply a t-test and a chi-squared test. t-tests are of value in much of
Biology, while the chi-squared test allows the evaluation of the results of breeding experiments and
ecological sampling. Each of these tests is dealt with fully in many books on statistics for Biology.

Candidates should know how to use the chi-square test to test the significance of differences between
observed and expected results. Candidates are not expected to remember the following equations nor
to remember for what the symbols stand. They are expected to be able to use the equations to
calculate standard deviations, to test for significant differences between the means of two small
unpaired samples and to perform a chi-squared test on suitable data from genetics or ecology.
Candidates will be given access to the equations, the meaning of the symbols, a t-table and a chi-
squared table.

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 8875 H1 Biology (2006)

Σ( x - x ) 2
standard deviation s=
n −1

t-test t= x1 − x 2 v = n1 + n 2 − 2
 s12 s22 
 + 
 n1 n2 

2 2 (O − E) 2
χ test χ =Σ v = c −1
E
Key to symbols

*s = standard deviation n = sample size (number of E = expected ‘value'

observations)

∑ = ‘sum of ’ v = degrees of freedom

x = observation c = number of classes

x = mean O = observed ‘value'

* Candidates should note that on some calculators the symbol σ may appear instead of the symbol s.

Candidates are not expected to appreciate the difference between sn( σ n) and sn–1 ( σ n–1). χ 2 tests
will only be expected on one row of data. Candidates should have a brief understanding of what is
meant by the term normal distribution and appreciate levels of significance. (Tables will be provided.)
Questions involving the use of a t-test or a χ 2 test may be set.

Electronic calculators will be allowed in the examination subject to the UCLES general regulations.

STRUCTURE OF SYLLABUS
The syllabus is divided into two parts: the Core syllabus and the Applications syllabus, to be
studied by all candidates.

A. The Core syllabus. There are 6 core topics:

1. Cellular Functions

2. DNA and Genomics

3. Organisation and Control of Prokaryotic and Eukaryotic Genomes

4. Genetic Basis for Variation

5. Cellular Physiology and Biochemistry

6. Diversity and Evolution

B. The Applications syllabus. There are 2 application topics:

7. Isolating, Cloning and Sequencing DNA

8. Applications of Molecular and Cell Biology

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 OVERALL FRAMEWORK FOR BIOLOGY H1 LEVEL SYLLABUS FOR 2006

HOW LIFE WORKS UNDERSTANDING THE DIVERSITY OF

ORGANISMS

Cellular Functions

Organisation & Control of

DNA & Genomics Prokaryotic & Eukaryotic Diversity & Evolution
Genomes

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Cellular Physiology &
Genetic Basis for Variation
Biochemistry
8875 H1 Biology (2006)

RELEVANCE TO ONESELF AND SOCIETY

Applications of Molecular & Cell

Isolating, Cloning & Sequencing DNA
Biology
 8875 H1 Biology (2006)

CORE SYLLABUS
1 Cellular Functions

Content

• Detailed structure of typical animal and plant cells, as seen under the electron microscope

• Outline functions of organelles in plant and animal cells

• The structure of carbohydrates, lipids and proteins and their roles in living organisms

• Mode of action of enzymes

• Replication and division of nuclei and cells

• Understanding of chromosome number and variation

• Effect of meiosis on chromosome number and variation

Learning Outcomes

Candidates should be able to:

(a) Describe and interpret drawings and photographs of typical animal and plant cells as seen
under the electron microscope, recognising the following membrane systems and organelles:
rough and smooth endoplasmic reticulum, Golgi body, mitochondria, ribosomes, lysosomes,
chloroplasts, cell surface membrane, nuclear envelope, centrioles, nucleus and nucleolus.

(b) Outline the functions of the membrane systems and organelles listed in (a).

(c) Describe the formation and breakage of a glycosidic bond.

(d) Analyse the molecular structure of a triglyceride and a phospholipid, and relate these
structures to their functions in living organisms.

(e) Describe the structure of an amino acid and the formation and breakage of a peptide bond.

(f) Explain the meaning of the terms primary structure, secondary structure, tertiary structure and
quaternary structure of proteins, and describe the types of bonding (hydrogen, ionic,
disulphide and hydrophobic interactions) which hold the molecule in shape.

(g) Analyse the molecular structure of a dimeric enzyme with a quaternary structure e.g. viral /
HIV protease, as an example of a globular protein, and of collagen as an example of a fibrous
protein, and relate these structures to their functions.

(h) Explain the mode of action of enzymes in terms of an active site, enzyme/substrate complex,
lowering of activation energy and enzyme specificity.

(i) Explain the mode of action of enzymes in terms of an active site, enzyme/substrate complex,
lowering of activation energy and enzyme specificity.

(j) Investigate and explain the effects of temperature, pH, enzyme concentration and substrate
concentration on the rate of enzyme catalysed reactions, and explain these effects.

(k) Explain the effects of competitive and non-competitive inhibitors on the rate of enzyme activity.

(l) Explain the importance of mitosis in growth, repair and asexual reproduction.

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(m) Explain the need for the production of genetically identical cells and fine control of replication.

(n) Explain how uncontrolled cell division can result in cancer, and identify factors which can
increase the chances of cancerous growth.

(o) Describe with the aid of diagrams, the behaviour of chromosomes during the mitotic cell cycle
and the associated behaviour of the nuclear envelope, cell membrane and centrioles. (Names
of the main stages are expected.)

2 DNA and Genomics

Content

• DNA – structure and function

• Central Dogma – DNA to RNA, RNA to protein

Learning Outcomes

Candidates should be able to:

(a) Describe the structure and roles of DNA and RNA (tRNA, rRNA and mRNA).

(b) Describe the process of DNA replication and the experimental evidence for semi-conservative
replication.

(c) Describe how the information on DNA is used to synthesise functional polypeptides.

(d) Explain how a change in the sequence of the DNA nucleotide (gene mutation) may affect the
amino acid sequence in a protein, and hence the phenotype of the organism e.g. sickle cell
anaemia.

Use the knowledge gained in this section in new situations or to solve related problems.

3 Organisation and Control of Prokaryotic and Eukaryotic Genome

Content

• The Structure of Eukaryotic Chromatin

• Genome Organisation at the DNA level

• The Control of Gene Expression

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 8875 H1 Biology (2006)

Learning Outcomes

Candidates should be able to:

(a) Compare the structure and organisation of prokaryotic and eukaryotic genomes.

(b) Describe the structure and function of the portions of eukaryotic DNA that do not encode for
protein or RNA.

(c) Describe the eukaryotic processing of pre-mRNA.

(d) Define control elements and explain how they influence transcription.

(e) Outline the differences between prokaryotic control of gene expression with the eukaryotic
model.

Use the knowledge gained in this section in new situations or to solve related problems.

4 Genetic Basis for Variation

Content

• Genotypes and phenotypes

• Mutations

• The effect of genotype and environment on phenotype

Learning Outcomes

Candidates should be able to:

(a) Explain how genotype is linked to phenotype and how genes are inherited from one
generation to the next via the germ cells or gametes.

(b) Explain, with examples, how the environment may affect the phenotype.

(c) Use genetic diagrams to solve problems in dihybrid crosses, including those involving sex
linkages, codominance and multiple alleles (but not involving autosomal linkage or epistasis).

(d) Explain the terms, locus, allele, dominant, recessive, codominant, homozygous, heterozygous,
phenotype and genotype.

(e) Use genetic diagrams to solve problems involving test crosses.

(f) Explain, with examples, what is meant by the terms gene mutation and chromosome.

Use the knowledge gained in this section in new situations or to solve related problems

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 8875 H1 Biology (2006)

5 Cellular Physiology and Biochemistry

Content

• The need for energy in living organisms

• Photosynthesis as an energy-trapping process

• Respiration as an energy-releasing process

• Aerobic respiration

• Anaerobic respiration

• The fluid mosaic model of membrane structure

• An overview of cell signalling and communication

Learning Outcomes

Candidates should be able to:

(a) With reference to the chloroplast structure, explain the light dependent reactions (no
biochemical details are needed but will include the outline of cyclic and non-cyclic light
dependent reactions and the transfer of energy for the subsequent manufacturing of
carbohydrates from carbon dioxide).

(b) Outline the three phases of the Calvin cycle: (i) CO2 uptake (ii) carbon reduction and (iii)
ribulose bisphosphate (RuBP) regeneration and indicate the roles of ATP and NADP in the
process.

(c) Discuss limiting factors in photosynthesis and carry out investigations on the effects of limiting
factors, such as light intensity, CO2 concentration and temperature, on the rate of
photosynthesis.

(d) List and give an overview of the 4 stages of aerobic respiration and indicate where each stage
takes place in an eukaryotic cell and mitochondria, and add up the energy captured (as ATP,
reduced NAD and FAD) in each stage.

(e) Explain the production of a small yield of ATP from anaerobic respiration and the formation of
ethanol in yeast and lactate in mammals.

(f) Compare the storage and structural forms of starch, glycogen and cellulose and their roles in
plants/animals with reference to the starting and end points of photosynthesis/cellular
respiration.

(g) Describe and explain the fluid mosaic model of membrane structure, including an outline of
the roles of phospholipids, cholesterol, glycolipids, proteins and glycoproteins.

(h) Outline the roles and functions of membranes within cells and at the surface of cells.

Use the knowledge gained in this section in new situations or to solve related problems.

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 8875 H1 Biology (2006)

6 Diversity and Evolution

Content

• The neo-Darwinian revolution

• Evidence of evolution

Learning Outcomes

Candidates should be able to:

(a) Explain how natural selection may bring about evolution -

(b) Explain how homology (anatomical, embryological and molecular) supports Darwin's theory of
natural selection.

Use the knowledge gained in this section in new situations or to solve related problems.

APPLICATIONS SYLLABUS
7 Isolating, Cloning and Sequencing DNA

Content

• DNA Cloning (Genetic Engineering)

• DNA Analysis and Genomics

• Human genome project

Learning Outcomes

Candidates should be able to:

(a) Describe the natural function of restriction enzymes.

(b) Explain the formation of recombinant DNA molecule.

(c) Outline the procedures for cloning an eukaryotic gene in a bacterial plasmid and describe the
properties of plasmids that allow them to be used as DNA cloning vectors.

(d) Explain how eukaryotic genes are cloned using E. coli cells to produce eukaryotic proteins to
avoid the problems associated with introns.

(e) Outline 2 important proteins and other products that can be produced by genetic engineering
technique (e.g. human growth hormone, anti-thrombin, etc).

(f) Describe the polymerase chain reaction (PCR) and explain the advantages and limitations of
this procedure.

(g) Explain how gel electrophoresis is used to analyse nucleic acids and proteins and to
distinguish between two alleles of a gene.

(h) Discuss the goals and implications of the human genome project, including the benefits and
difficult ethical concerns.

Use the knowledge gained in this section in new situations or to solve related problems.

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 8875 H1 Biology (2006)

8 Applications of Molecular and Cell Biology

Content

• Stem cells

• Use of microorganisms and chemicals for yield improvement

• Genetic engineering and genetically modified organisms (GMOs)

Learning Outcomes

Candidates should be able to:

(a) Explain the unique features of stem cells.

(b) Explain the normal functions of stem cells in a living organism, using appropriate examples to
illustrate.

(c) Explain the significance of genetic engineering in improving the quality and yield of crop plants
and animals in particular the benefits of to a land-scarce nation and also in solving the
demand for food in the world.

(d) Discuss the ethical and social implications of genetically modified organisms.

Use the knowledge gained in this section in new situations or to solve related problems.

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 8875 H1 Biology (2006)

TEXTBOOKS AND REFERENCES

Teachers may find reference to the following books helpful.

CORE SYLLABUS

1. Arms, Karen and Camp, P S (1995) Biology (Fourth Edition) (Harcourt Brace & Co.,
www.harcourtcollege.com)
2. Barret, D and Spencer, P (1992) Genetics and Evolution Biology Advanced Studies (Nelson)
3. Burnet, L (1986) Essentials Genetics – a course book (CUP)
4. Burnet, L (1988) Exercises in Applied Genetics (CUP)
5. Boyle, M and Senior, K (2002) Biology Collins Advanced Science (Collins Educational,
www.collinseducational.com) ISBN 0 00713600 5
6. Calladine, C R and Drew, H R (1997) Understanding DNA (Second edition) (Academic Press
www.apcatalog.com) ISBN 0121550885
7. Campbell, Neil A and Reece, J B (2005) Biology (Seventh Edition) (Addison Wesley-Benjamin
Cummings, www.aw-bc.com) ISBN 0 8053 7146 X
8. Campbell, Neil A and Reece, J B (2003) Biology: Concepts and Connections (Fourth Edition)
(Benjamin Cummings)
9. Carr, M and Cordell, R (1993) Biochemistry Biology Advanced Studies (Nelson Thornes) ISBN
0 17 448196 9
10. Clegg, C J with MacKean, D J (2000) Advanced Biology, principles and applications (Second
Edition) (John Murray) ISBN 0 71 957670 9
11. Cummings, Shelly (Ed) (1998) Current Perspectives in Biology (Wadsworth Pub. Co, Belmont,
CA)
12. Drlica, K (2003) Understanding DNA and Gene Cloning (Wiley and Sons) ISBN 0471434167
13. Gould, James L and Keeton, W T (1996) Biological Science (Sixth edition) (New York: W. W.
Norton, www.wwnorton.com)
14. Gregory, J (2000) Applications of Genetics (Second edition) Cambridge Advanced Sciences
(CUP, www.cambridge.org) ISBN 0521787254
15. Hayward, G (1990) Applied Genetics (Bath Science 16-19) (Nelson Thornes,
www.nelsonthornes.com) ISBN 0 17 438511 0
16. Jones, M, Fosbery, R and Taylor, D (2000) Biology 1 Cambridge Advanced Sciences (CUP,
www.cambridge.org) ISBN 052178719X
17. Jones, M and Gregory, J (2001) Biology 2 Cambridge Advanced Sciences (CUP,
www.cambridge.org) ISBN 0521797144
18. Jones, M and Jones, G (1997) Advanced Biology (CUP) ISBN 0 52 148473 1
19. Kent, M (2000) Advanced Biology (Oxford University Press, www.oup.co.uk) ISBN
0199141959
20. Kreuzer, H and Massey, A (2001) Recombinant DNA and Biotechnology: A guide for Teachers
(American Society Microbiology) ISBN 1555811752
21. Kreuzer, H and Massey, A (2001) Recombinant DNA and Biotechnology: A guide for Students
(American Society for Microbiology) ISBN 1555811760
22. Lowrie, P and Wells, S (2000) Microbiology and Biotechnology Cambridge Modular Sciences
(CUP) ISBN 0 52 178723 8
23. Mader, S S (2001) Biology (Seventh edition) (Dubuque, IA: McGraw Hill. www.mhhe.com)
24. Marrieb, E N (2001) Human Anatomy and Physiology (Fifth edition) (Benjamin/ Cummings)
ISBN 0 80 534989 8
25. Micklos, D, Freyer, G A and Crotty, D A (2003) DNA Science – A first course (Second edition)
(CSHL) ISBN 0 87969 632 2
26. Minkoff, C, Eli & Baker, Pamela J (2001) Biology Today: An issues approach (Second edition)
(Garland Publishing, New York, London)
27. Nicholl, D S T (2002) An Introduction to Genetic Engineering (Second edition) Studies in
Biology (CUP) ISBN 0521004713
28. Purves, W K, Gordon H O, and Heller C H (2000) Life: The Science of Biology (Sixth edition)
(W. H. Freeman, www.whfreeman.com)
29. Raven, P H and Johnson, G B (1999) Biology (Fifth edition) (William C Brown/McGraw-Hill
Publishers, www.mhhe.com)
30. Roberts, M B V, Monger G and Reiss M (2000) Advanced Biology (Nelson Thornes) ISBN 0
17 4887326

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 8875 H1 Biology (2006)

31. Rowland, M Biology (Bath Science 16-19) (Nelson Thornes) ISBN 0 17 438425 4
32. Smith, J G (1996) Biotechnology (Third edition) (CUP) ISBN 0 52 144911 1
33. Solomon, Eldra, Berg, L R and Martin, D W (1999) Biology (Fifth edition) (Harcourt College
Publishers. www.harcourtcollege.com)
34. Starr, Cecie and Taggart, R (2001) Biology: The Diversity of Life (Ninth edition) (Wadsworth
Publishing. www.wadsworth.com)
35. Taylor, D (2001) Growth, Development and Reproduction Cambridge Modular Sciences
(Second edition) (CUP) ISBN 0 52 178721 1
36. Taylor, D J, Green, N P O, Stout, G W and Soper R (1997) Biological Science 1 and 2 (Third
edition) (CUP, www.cambridge.org) ISBN 0521561787
37. Taylor, J (2001) Microorganisms and Biotechnology (Bath Science 16-19) (CUP) ISBN 0 17
448255 8
38. Tomkins, S (1989) Hereditary and Human Diversity (CUP)
39. Tobin, Allan J. and Dusheck, J (2001) Asking About Life (Second Edition) Harcourt College
Publishers. www.harcourtcollege.com
40. Vardy, P (1999) The Puzzle of Ethics (Fount) ISBN 0006281443
41. Wallace, R A, Sanders, G P, and Ferl, R J. (1996) Biology: The Science of Life (Fourth
edition) (New York: Addison-Wesley Publishing Co. www.awlonline.com)
42. Wood, E J and Myers, A (1994) Essential Chemistry for Biochemistry BASC I (The
Biochemical Society) Available free online

The following may also be useful.

43. Biological Nomenclature: Standard terms and expressions used in the teaching of Biology
(Third edition) (2000) Edited by Alan Cadogan ISBN 0 900490 36 5
44. Biological Sciences Review Philip Allan Publishers Ltd, Market Place, Deddington,
Oxfordshire, OX15 0SE, England (www.philipallan.co.uk)
45. Cadogan, A and Sutton, R Maths for Advanced Biology (Thomas Nelson and Sons Waltonon-
Thames 1994) ISBN 0 17 448214 0
46. Dyson, T (1994) The Ethics of in Vitro Fertilization (Continuum International Publishing –
Mowbray) ISBN 0264672836
47. Edmonson, A and Druce, D (1996) Advanced Biology Statistics (OUP) ISBN 0199146543
48. Ennos, R (2000) Statistical and Data Handling Skills in Biology (Prentice Hall Harlow) ISBN 0
58 231278 7
49. Freeland, P W (1985) Problems in Practical Advanced Level Biology (Hodder and Stoughton,
Sevenoaks 1985) ISBN 0 34 033563 7
50. Garvin, J W (1986) Skills in Advanced Biology 1: Dealing With Data (Stanley Thornes,
Cheltenham) ISBN 0 85950 588 X
51. Garvin, J W and Boyd, J D (1994) Skills in Advanced Biology Series: Volume 2 Observing,
Recording and Interpreting Student Text and Teacher's Supplement (Nelson Thornes) ISBN 0
85950 817 X and 0 7487 0043 9
52. Garvin, J W (1995) Skills in Advanced Biology 3: Investigating (Stanley Thornes Cheltenham)
ISBN 0 7487 2048 0
53. Jones, R and Reed, R and Weyers, J (1999) Practical Skills in Biology (Second edition)
(Longman Harlow) ISBN 0 582 29885 7
54. King, T J, Reiss, M and Roberts, M (2001) Practical Advanced Biology (Nelson Thornes,
www.nelsonthornes.com) ISBN 0 17448308 2
55. LAB NOTES Guide to Research in Genetics (1995) The Wellcome Trust, 183 Euston Road,
London, NW 1 2BE, England (http://library.wellcome.ac.uk)
56. Lewis, O A M Plants and Nitrogen (1991) Studies in Biology Series (CUP) ISBN 0 52 142776
2
57. Powell, S (1996) Statistics for science projects (Hodder and Stoughton London) ISBN 0 340
66409 6
58. Rockett, B and Sutton, R Chemistry for Biologists at Advanced Level (John Murray London
1996) ISBN: 0 7195 7146 4
59. Siddiqui, S A (1999) Comprehensive Practical Biology for A Levels (Ferozons, Lahore) ISBN
9690015729
60. Stewart, A (1995-6) Lab notes: your up-to-date guide to research in genetics (Wellcome
Centre for Medical Science, http://library.wellcome.ac.uk)
61. Webb, N and Blackmore, R (1985) Statistics for Biologists: A Study Guide (CUP) ISBN 0 521
31712 6

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These titles represent some of the texts available at the time of printing this syllabus. Teachers are
encouraged to choose texts for class use which they feel will be of interest to their students and which
will support their own teaching style.

List of readings for enrichment: books, landmark papers, journals

Books e.g.:
1. Genome (2000) - Matt Ridley
2. The Red Queen: Sex and the Evolution of Human Nature (1995) - Matt Ridley
3. Nature via Nurture: Genes, Experience and What makes us Human (2003) - Matt Ridley
4. The Best American Science Writing (2002) - Matt Ridley
5. DNA the Secret of Life (2003) - James Watson
6. Genes, Girls and Gamow (2001) - James Watson
7. The Double Helix (2001) – James Watson
8. A Passion for DNA (2000) - James Watson
9. My Life in Science (2002) - Sydney Brenner
10. The Blind Watchmaker (1996) - Richard Dawkins
11. The Selfish Gene - Richard Dawkins
12. The Eighth Day of Creation – Harold Judson
13. The Second Creation – Ian Wilmut
14. Genethics – David Suzuki
15. Life on Earth – David Attenborough
16. Trials of Life – David Attenborough
17. The Living Planet – David Attenborough
18. The Private Life of Plants – David Attenborough
19. Origin of Species – Charles Darwin
20. The Silent Spring – Rachel Carson

Landmark Papers e.g.:

1. The Double Helix
2. McClintock’s Jumping Genes
3. Kary Mullis Thermus aquaticus
4. HGP in Nature
5. Celera’s Genome in Science

Journals e.g.:
1. Nature’s 50th anniversary of the DNA structure

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GLOSSARY OF TERMS USED IN SCIENCE PAPERS

It is hoped that the glossary (which is relevant only to science subjects) will prove helpful to candidates
as a guide, i.e. it is neither exhaustive nor definitive. The glossary has been deliberately kept brief not
only with respect to the number of terms included but also to the descriptions of their meanings.
Candidates should appreciate that the meaning of a term must depend in part on its context.

1. Define (the term(s)...) is intended literally. Only a formal statement or equivalent paraphrase
being required.

2. What do you understand by/What is meant by (the term(s)...) normally implies that a definition
should be given, together with some relevant comment on the significance or context of the
term(s) concerned, especially where two or more terms are included in the question. The
amount of supplementary comment intended should be interpreted in the light of the indicated
mark value.

3. State implies a concise answer with little or no supporting argument, e.g. a numerical answer
that can be obtained ‘by inspection’.

4. List requires a number of points, generally each of one word, with no elaboration. Where a
given number of points is specified, this should not be exceeded.

5. Explain may imply reasoning or some reference to theory, depending on the context.

6. Describe requires candidates to state in words (using diagrams where appropriate) the main
points of the topic. It is often used with reference either to particular phenomena or to
particular experiments. In the former instance, the term usually implies that the answer should
include reference to (visual) observations associated with the phenomena.

In other contexts, describe and give an account of should be interpreted more generally, i.e.
the candidate has greater discretion about the nature and the organisation of the material to
be included in the answer. Describe and explain may be coupled in a similar way to state and
explain.

7. Discuss requires candidates to give a critical account of the points involved in the topic.

8. Outline implies brevity, i.e. restricting the answer to giving essentials.

9. Predict implies that the candidate is not expected to produce the required answer by recall but
by making a logical connection between other pieces of information. Such information may be
wholly given in the question or may depend on answers extracted in an early part of the
question.

10. Deduce is used in a similar way as predict except that some supporting statement is required,
e.g. reference to a law/principle, or the necessary reasoning is to be included in the answer.

11. Comment is intended as an open-ended instruction, inviting candidates to recall or infer points
of interest relevant to the context of the question, taking account of the number of marks
available.

12. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g.
in chemistry, two or more substances may satisfy the given conditions describing an
‘unknown’), or to imply that candidates are expected to apply their general knowledge to a
‘novel’ situation, one that may be formally ‘not in the syllabus’.
13. Find is a general term that may variously be interpreted as calculate, measure, determine etc.

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14. Calculate is used when a numerical answer is required. In general, working should be shown,
especially where two or more steps are involved.

15. Measure implies that the quantity concerned can be directly obtained from a suitable
measuring instrument, e.g. length, using a rule, or angle, using a protractor.

16. Determine often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into a
standard formula, e.g. relative molecular mass.

17. Estimate implies a reasoned order of magnitude statement or calculation of the quantity
concerned, making such simplifying assumptions as may be necessary about points of
principle and about the values of quantities not otherwise included in the question.

18. Sketch, when applied to graph work, implies that the shape and/or position of the curve need
only be qualitatively correct, but candidates should be aware that, depending on the context,
some quantitative aspects may be looked for, e.g. passing through the origin, having an
intercept, asymptote or discontinuity at a particular value.

In diagrams, sketch implies that a simple, freehand drawing is acceptable: nevertheless, care
should be taken over proportions and the clear exposition of important details.

19. Compare requires candidates to provide both the similarities and differences between things
or concepts.

20. Recognise is often used to identify facts, characteristics or concepts that are critical (relevant/
appropriate) to the understanding of a situation, event, process or phenomenon.

21. Classify requires candidates to group things based on common characteristics.

SPECIAL NOTE

Units, significant figures. Candidates should be aware that misuse of units and/or significant
figures, i.e. failure to quote units where necessary, the inclusion of units in quantities defined as ratios
or quoting answers to an inappropriate number of significant figures, is liable to be penalised.

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