Aqa 7401 Sow

Scheme of work
AS Biology 7401
v1.2
Introduction
This draft Scheme of work has been prepared by teachers for teachers. We hope you will find it a
useful starting point for producing your own schemes; it is available in Word for ease of editing.
The Scheme of work is designed to be a flexible medium-term plan for the teaching of content and
development of the skills that will be assessed. It covers the required content of the specification
for AS Biology 7401 together with opportunities that could be used to develop skills that teachers
might wish to use.
The teaching of investigative and practical skills is embedded within the specification. We have
produced a Practical Handbook that provides further guidance on this. There are also opportunities
in this Scheme of work, such as the inclusion of rich questions.
We have provided links to some resources. These are illustrative and in no way an exhaustive list.
We would encourage teachers to make use of any existing resources, as well as resources
provided by AQA and new textbooks written to support the specification.
GCSE prior knowledge comprises knowledge from the 2011 Core and Additional Science AQA
GCSE specifications. Students who studied the separate science GCSE courses can be expected
to have this knowledge but may also have been introduced to other topics which are relevant to the
A-level content. Topics only found in separate sciences are not included in the prior knowledge
section.
We know that teaching times vary across schools and colleges. In this scheme of work we have
made the assumption that it will be taught over about 30 weeks with 4½ to 5 hours of contact time
per week. In this Scheme of work, there are some extension opportunities which have not been
included in the total teaching time. Teachers will need to fine tune the timings to suite their own
students and the time available. It could also be taught by one teacher or by more than one
teacher with topics being taught concurrently.
Assessment opportunities detail past questions that can be used with students as teacher or
pupil self-assessments of your students’ knowledge and understanding. You may also use
Exampro and the specimen assessment materials that are available via our website.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 1 of 158
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Contents
3.1 Biological molecules ................................................................................................................ 3
3.1.1 Monomers and polymers ................................................................................................. 3
3.1.2 Carbohydrates ................................................................................................................ 5
3.1.3 Lipids ............................................................................................................................ 10
3.1.4 Proteins......................................................................................................................... 13
3.1.5 Nucleic acids are important information-carrying molecules .......................................... 25
3.1.6 ATP............................................................................................................................... 30
3.1.7 Water ............................................................................................................................ 32
3.1.8 Inorganic ions................................................................................................................ 35
3.2 Cells ..................................................................................................................................... 37
3.2.1 Cell structure ................................................................................................................. 38
3.2.2 All cells arise from other cells ........................................................................................ 51
3.2.3 Transport across cell membranes ................................................................................. 60
3.2.4 Cell recognition and the immune system ....................................................................... 74
3.3 Organisms exchange substances with their environment. ....................................................... 87
3.3.1 Surface area to volume ratio ......................................................................................... 87
3.3.2 Gas exchange ............................................................................................................... 91
3.3.3 Digestion and absorption............................................................................................. 101
3.3.4 Mass transport ............................................................................................................ 106
3.4 Genetic information, variation and relationships between organisms. ....................... 125
3.4.1 DNA, genes and chromosomes................................................................................... 126
3.4.2 Protein synthesis. ........................................................................................................ 130
3.4.3 Genetic diversity can arise as a result of mutation or during meiosis ........................... 134
3.4.4 Genetic diversity and adaptation ................................................................................. 140
3.4.5 Species and taxonomy. ............................................................................................... 147
3.4.6 Biodiversity within a community................................................................................... 153
3.4.7 Investigating diversity .................................................................................................. 155
Scheme of work
3.1 Biological molecules
Could be taught concurrently with 3.2 Cells if two teachers are delivering the course.
Unit description
All life on Earth shares a common chemistry. This provides indirect evidence for evolution.
Despite their great variety, the cells of all living organisms contain only a few groups of carbon based compounds that interact in similar ways.
Carbohydrates are commonly used by cells as respiratory substrates. They also form structural components in plasma membranes and cell walls.
Lipids have many uses, including the bilayer of plasma membranes, certain hormones and as respiratory substrates.
Proteins form many cell structures. They are also important as enzymes, chemical messengers and components of the blood.
Nucleic acids carry the coded genetic information for the production of proteins. The genetic code is common to viruses and to all living organisms,
providing evidence for evolution.
The most common component of cells is water; hence our search for life elsewhere in the universe involves a search for liquid water.
3.1.1 Monomers and polymers
Prior knowledge:
GCSE Science A
 Many small molecules (monomers) join together to form very large molecules (polymers).
 Representing the formation of a polymer from a given monomer.
GCSE Additional Science

Protein molecules are made up of long chains of amino acids.
Time Learning activity with opportunity Assessment
Learning objective Learning Outcome Resources
taken to develop skills opportunities
Monomers are the 0.2  Explain what a Learning activities: Rich questions:
smaller units from which weeks monomer and  GCSE baseline assessment  During which
larger molecules are polymer are.  present pictures of biological process/group of
made.  Identify some molecules and ask for processes are
biological polymers identification of monomer polymers
Polymers are molecules and the monomer repeating units hydrolysed in the
made from a large from which they are  introduce biological polymers body into
number of monomers made. and their monomers, including monomers?
joined together.  Explain the concept hydrolysis and condensation  What catalyses
of condensation  word equations to summarise. hydrolysis in the
Monosaccharides, and hydrolysis body?
amino acids and reactions in Skills developed by learning
nucleotides are forming/breaking activities:
examples of monomers.
down polymers. AO1 – Demonstration of
knowledge of scientific ideas.
A condensation reaction
joins two molecules
together with the
formation of a chemical
bond and involves the
elimination of a molecule
of water.
A hydrolysis reaction
breaks a chemical bond
between two molecules
and involves the use of a
water molecule.
3.1.2 Carbohydrates
Prior knowledge:

Starch can be broken down into sugars.

Monosaccharides, 0.2  Identify common Learning activities: Past exam paper Rich questions:
including glucose, weeks monosaccharides. materials:
 introduce monosaccharides,  If a glucose and a
galactose and fructose,  Describe the BIOL1 Jan 2013 Q3a
are monomers from with examples fructose (both with
monosaccharides
which larger  molymod modelling from the formula
from which lactose, C6H12O6) joined
carbohydrates are structural formulas
maltose and
made.  link models to model Exampro: together in a
sucrose are made.
condensation BYB1 Jan 2007 Q1 condensation
 Explain what is
Condensation reactions  introduce disaccharides and reaction, what
produce disaccharides meant by a BYA1 Jan 2004 Q1 would be the
polysaccharides.
through the formation of glycosidic bond and disaccharide which
BYB1 Jan 2005 Q2
glycosidic bonds. These how they form formed and what
Skills developed by learning
include maltose, sucrose through BYA1 Jun 2008 Q1 would its molecular
activities:
and lactose. condensation.
AO1 – Demonstration of formula be?
 Describe how  Provide the
knowledge of scientific ideas.
Glycogen and starch are polymerisation of α- structures of two
polysaccharides formed glucose can form monosaccharides
by condensation of α- starch or glycogen. and ask students to
glucose.
draw the structure
of the disaccharide
which would result
from condensation.

Identify the biochemical 0.6  Describe the tests Learning activities: Past exam paper cleapss.org.uk
tests for reducing weeks for starch, a materials:
 introduce biochemical test
sugars, non-reducing reducing and non- mrothery.co.uk/module
procedures and the concept BIOL1 – June 2011
sugars and starch. reducing sugar in 1/Mod%201%20techniq
of reducing and non-reducing Q1a and 1b
detail. ues.htm
sugars
 Explain what is
 hazcard risk assessment
meant by qualitative
 exam question. Exampro:
testing.
BYB1 Jan 2004 Q4
activities:
 AT f – interpret the results of
qualitative tests
 8.4.2.1 and 8.4.2.2 (practical
competency) – interpret
experimental techniques for
biochemical tests
independently
 8.4.2.3 – risk assessment of
dangers and appropriate
control measures, using
hazcards
 AO1 – demonstration of
knowledge of techniques
 AO3 – interpret evidence to
make judgements and reach
conclusions from Benedict’s
test.
Could also link to required

practical 3 and introduce
calibration curves and colorimetry
and discuss the usefulness of
calibration curves or standards:
 discuss what is meant by
quantitative data and how the
Benedict’s test can be
adapted to provide
quantitative data
 students to modify Benedict’s
method to provide a
quantitative value for an
unknown concentration
 practical: produce dilution
series and produce calibration
curves from known
concentrations to work out
unknown concentration. This
could be done via colorimetry,
mass of precipitate or colour
matching
 BIO3T ISA Q – 2014.

activities:
 AT b and c /8.4.2.3 –
production of a dilution series
from a stock glucose
concentration. Use
colorimetric techniques to
produce a calibration curve
 MS 0.2 – convert
concentrations between
standard and ordinary form
 PS 4.1 – use calibration
curves
 PS 3.1 and MS 1.3/3.2 – plot
a calibration curve and read
off an unknown concentration
from the graph
 8.4.2.1, 8.4.2.2, 8.4.2.3 and
8.4.2.4
 AO2 – application of
knowledge in a practical
context.
Extension Provide three unknown samples

for students to test and identify eg
soluble starch, glucose, sucrose.

Glucose has two 0.4  Represent the Learning activities: Specimen Rich question:
isomers, α-glucose and weeks structure of α - assessment Why does the structure
β–glucose.  molymods: challenge students
glucose and β – material: of starch, cellulose and
to produce structural isomers
glucose glycogen mean that
Polysaccharides are of glucose A-level Paper 1 (set 1)
formed by the diagrammatically.  introduce α-glucose and β– – Q4 starch and glycogen
condensation of many  Explain that glucose are good molecules for
glucose glycosidic bonds  jigsaw learning: one student storage, whilst cellulose
units. between α–glucose from each group of three Past exam paper is a good structural
• Glycogen and starch form starch or researches glycogen, starch material: molecule in cell walls?
are formed by the glycogen and how and cellulose (structure and BIOL2 Jan 2013 – Q1
condensation of α- this relates to their properties)
glucose. function and  feedback BIOL2 Jun 2012 – Q3
• Cellulose is formed by properties.  exam questions/quiz. BIOL2 Jan 2011 –
the condensation of β-  Explain that Q1b –1c; BIOL2 June
glucose. glycosidic bonds Skills developed by learning 2010 – Q1
between β–glucose activities:
form cellulose and AO1 – Demonstration of
how this relates to knowledge of scientific ideas.
its function and
properties.
3.1.3 Lipids
Prior knowledge:
GCSE Science A
 Oils do not dissolve in water but can form emulsions with water if an emulsifier is present.
 Saturated and unsaturated molecules and the representation of a double bond as =.
 Vegetable oils are unsaturated as they contain one or more double bonds.

 Lipids (fats and oils) consist of/are broken down into fatty acids and glycerol.

The emulsion test for 0.2  Describe the stages Learning activities: Past exam paper cleapss.org.uk
lipids. weeks of the emulsion test. material:
 introduce what a lipid is and brilliantbiologystudent.w
 Interpret the results BIOL1 Jan 2012 – eebly.com/ethanol-
the emulsion test for lipids
of the emulsion test.
 practical: use of the emulsion Q1a emulsion-test-for-
test to test samples for the lipids.html
presence of lipids.
Rich questions:
Skills developed by learning  Describe how you
activities: would conduct an
emulsion test for
 AT f – interpret the results of
lipids.
the emulsion test for lipids
 Is the emulsion test
 8.4.2.1/8.4.2.2 –
quantitative or
independently follow
qualitative? Explain
instructions for the emulsion
your answer.
test to test samples for lipids
knowledge of scientific
technique
 AO3 – make judgements as to
the presence of lipids.

Triglycerides and 0.2  Describe the Learning activities: Past exam paper Rich questions:
phospholipids are two weeks structure of material:
groups of lipid.  teacher explanation of two  Are triglycerides
triglycerides.
lipid groups BIOL1 Jan 2011 – Q4 (and phospholipids)
 Explain how
Triglycerides are formed  teacher explanation of polymers? Explain
triglycerides form.
by the condensation of triglyceride structure and your answer.
 Recognise, from Exampro:  Why is the degree
one molecule of glycerol saturation/ unsaturation of
diagrams, saturated
and three molecules of fatty acid R groups BYB1 June 2004 – Q2 of saturation of the
and unsaturated
fatty acid (RCOOH)  exam questions. fatty acid chains
fatty acids.
through the formation of important?
ester bonds/three ester Skills developed by learning
bonds. activities:
AO1 – demonstration of
The R-group of a fatty knowledge of scientific idea.
acid may be saturated or
unsaturated.
The structure of 0.2  Describe the Learning activities: Specimen Rich question:
phospholipids and how weeks structure of assessment Where might the
this structure relates to  highlighting exercise, showing material:
phospholipids. hydrophobic nature of
the differences between
their properties.  Explain the AS Paper 1 (Set 1) – lipids be useful within a
triglycerides and
properties of Q7 cell and why?
phospholipids
phospholipids
 teacher explanation of
related to their
phospholipids and the
structure. Past exam paper
concepts of hydrophilic and
 Contrast the material:
hydrophobic head/tail (NB
different properties
these terms are not required BIOL1 Jan 2012 –
of triglycerides and
specification knowledge) Q1b
phospholipids.
 exam questions.

activities:
AO1 – Demonstration of
knowledge of scientific idea.
3.1.4 Proteins
3.1.4.1 General properties of proteins
Prior knowledge:

 Protein molecules are made of chains of amino acids, which fold to produce a specific shape.
 The roles of proteins in the body include: enzymes; structural components of tissue eg muscle; antibodies; hormones.
 Chromatography can be used to separate mixtures and identify molecules within a mixture (in the context of food colourings).

The general structure of 0.4  Describe the Learning activities: Past exam paper cleapss.org.uk
amino acids and how the weeks general structure of material:
only difference between  teacher explanation of the
an amino acid. Rich questions:
biuret test BIOL1 Jan 2010 –
amino acids is their side  Describe the biuret
group.  students do biuret test to test Q1b–Q1c  describe the biuret
test and how it can
labelled samples (can be test
be interpreted.
The roles played by mock samples) of things  a student took a
 Explain the variety Exampro:
proteins. within the body eg amylase, sample of 100%
of functions that
bile. Arrive at a list of roles BYA1 June 2004 – pure starch and
proteins have and played by proteins added the enzyme
The biuret test for why they are so Q1
proteins.  provide diagrams of 20 amino amylase to it. After
important to the
acids and ask students to 1 hour, they tested
body.
generate ‘Golden Rules’ the solution using
about structure the Benedict’s,
 exam questions. iodine, emulsion
and biuret tests.
Which tests would
be positive and
activities: why?
 AT f – use and interpret the
results of a biuret test for
proteins
 8.4.2.1/8.4.2.2 –
independently follow
instructions for the biuret test
idea/technique
 AO3 – interpret evidence to
make judgements and reach
conclusions from Biuret test.
Extension: 0.2  Explain the principle Learning activities: Past exam paper cleapss.org.uk
weeks of chromatography. questions:
Chromatography is  Identify amino acids HBIO1 – Jan 2009 –
biotopics.co.uk/as/amin
A-level only specification chromatography and Rf
in a mixture. o_acid_chromatograph
values Q3
content and is covered  Interpret y.html
in Required practical 7. It  students conduct
chromatograms.
could be introduced here chromatography on a mixture
Rich question:
as an extension activity. of amino acids or on leaf
Explain the basis by
pigments
which chromatography
Separate biological  calculation of Rf values and
is able to separate
compounds using thin comparison against published
different amino acids.
layer/paper values.
chromatography.
activities:
 AT g – use chromatography
with known standard
solutions, to separate a
mixture of amino acids and
identify their components
 MS 2.3/MS 2.4 – calculation
of Rf values and comparison
against published data
 8.4.2.1, 8.4.2.2 and 8.4.2.3
and 8.4.2.4
idea/technique.
The formation of 0.4 –  Explain how Learning activities: Specimen bcconline.com/biol10rs/

dipeptides and 0.6 dipeptides and assessment Pearson-
polypeptides through  use molymods to make material:
weeks polypeptides form. Animations/protein_stru
glycine molecules and then
condensation of amino  Explain the A-level Paper 1 (Set cture.swf
acids. join them together to model
hierarchical 1) – Q11.2
condensation
organisation of rasmol.org
The relationship  teacher explanation of
protein structure.
between primary, properties of globular and
 Describe the types amazon.co.uk/Tangle-
secondary, tertiary and fibrous proteins and of
of bond involved in Original-Jr-
quaternary structure and primary, secondary, tertiary
protein structure Toy/dp/B0012GQU2I
protein function. and quaternary structure
and the weakness
(using videos and animations)
of hydrogen bonds. Rich question:
The role of hydrogen  modelling of protein structure
 Relate the structure  show some bonds
bonds, ionic bonds and using Tangle toys. Ask
of proteins to between functional
disulfide bridges in the students to apply knowledge
properties of groups covered so
structure of proteins. of protein structure to the
proteins (this is far and ask
model and present to class
required for proteins
 exam questions. students to identify
named throughout them as ester,
the specification). peptide or
glycosidic
activities:
 provide the
 AT l – use RASMOL (ICT) to structures of two
computer model protein amino acids and
structure ask students to
 AO1 and AO2 – draw the structure
demonstration and application of the dipeptide
of knowledge of scientific idea which would result
 extended exam/essay from condensation.
answers.
Extension Student research into proteins eg

haemoglobin, collagen, relating
structure to function. RASMOL
could be used to research
structure and apply knowledge.
3.1.4.2 Many proteins are enzymes
Prior knowledge:
GCSE Science A
 The kinetic theory of states of matter.
 Temperature is a measure of the mean kinetic energy that particles within a system are moving/vibrating with.

 The shape of an enzyme is vital to its function in speeding up chemical reactions. Enzymes are affected by temperature and pH.
 The use of enzymes in the body during digestion, protein synthesis and respiration.
 The use of enzymes industrially and within the home, including the advantages and disadvantages of using enzymes.
 The calculation of rate and the factors which affect the rate of chemical reactions.
 Evaluation of the use of catalysts in industrial processes.
Enzyme catalysis and 0.2  Interpret energy Learning activities: Past exam paper Rich questions:
activation energy. weeks level diagrams and material:
 practical demonstration of  what aspects of
identify the
The induced-fit model of how long it takes to BIOL1 June 2009 – enzyme catalysis
enzyme action. activation energy.
decompose hydrogen Q3a and 3b cannot be explained
 Explain the
peroxide using using lock and key?
Enzyme specificity induced-fit model of BIOL1 Jan 2011 –
linked to active site manganese(IV) oxide in one
Q2b  why is induced-fit a
enzyme action.
structure. tube, liver or potato in another more refined model
 Apply knowledge of and no catalyst in a third BIOL1 June 2010 – of enzyme catalysis
tertiary structure to  teacher explanation of Q5 than lock and key?
explain enzyme
activation energy and
specificity and the Students could also
induced-fit model, using
formation of extend their learning by
animations or videos
enzyme-substrate researching why the
 exam questions.
complexes. specificity of enzymes
in catalysing reactions
Skills developed by learning makes them useful in
activities: industrial processes
and biosensors.
 MS 1.3 – interpret graphs of
energy changes during
reactions, to identify activation
energy
 AO1 and AO2 –
demonstration and application
of knowledge of scientific idea
 AO3 – interpret scientific
information and ideas to make
judgements in the context of
activation energy and the
strength of enzyme catalysis
models.
Extension  Student modelling of each

model using plasticine.
 Student evaluation of which
model is stronger and why.
The properties of an 1  Explain how Learning activities: Specimen cleapss.org.uk

enzyme relate to the week temperature, pH, assessment
tertiary structure of its  conduct group investigations material:
substrate nuffieldfoundation.org/p
active site in the relating to each variable
concentration, A-level Paper 1 (Set ractical-
formation of an enzyme- (leave one to be conducted as
enzyme 1) – Q11.3 biology/investigating-
substrate complex. full investigation in next
concentration and enzyme-controlled-
section) AS Paper 1 (Set 1) –
The effects of the the presence of reaction-catalase-and-
 get students to calculate rate Q2
following factors on the inhibitors affect hydrogen-peroxide-
and produce graphs for each
rate of enzyme- enzyme catalysis. concentrat
practical
controlled reactions –  Describe and
 teacher explanation of trends Past exam paper
enzyme concentration, explain trends nuffieldfoundation.org/p
within graphs for each factor material:
substrate concentration, within graphs, ractical-
 exam questions.
concentration of relating this back to BIOL1 Jan 2012 – biology/investigating-
competitive and of non- the tertiary structure Q7a–7c effect-ph-amylase-
competitive inhibitors, of active sites and Skills developed by learning activity
BIOL1 Jan 2011 –
pH and temperature. the effect of these activities:
Q2b
variables. nuffieldfoundation.org/p
Calculate rate.  AT a/AT l – use apparatus,
 Calculate rate of BIOL1 June 2011 – ractical-
NB Whilst covering the including data loggers, to
reaction from Q3 biology/investigating-
theory of all variables record measurements eg pH,
graphs and raw effect-concentration-
which affect enzyme- temperature BIOL1 Jan 2010 – Q3
data and explain activity-trypsin
controlled reactions,  MS 0.1 – work out and use BIO3X 2011 EMPA
the advantage of
conduct one of the appropriate units for rate
using initial rate. saps.org.uk/attachment
suggested practicals or  MS 0.5 – calculate pH from
 Interpret graphs of s/article/95/SAPS%20-
ISAs as a full data about hydrogen ion %20Inhibitors%20on%2
enzyme-controlled
investigation in the next concentration, using the 0enzyme%20beta-
reactions and apply
section. formula: pH = −log10 [H+] galactosidase%20-
knowledge to
 AO2/AO3 and PS1.2 – apply %20Scottish%20Higher
explain them. knowledge to practical s.pdf
contexts
 MS 3.2/3.3 – plot two
variables on graphs. Sketch
the shape of a graph with a
linear relationship using the
formula y = mx +c eg the
effect of substrate
concentration in the presence
of excess enzyme
 8.4.2.1, 8.4.2.2 and 8.4.2.2.

Required practical 1 – 1  Explain the features Learning activities: Students could cleapss.org.uk
Investigation into the week of good undertake
effect of a named  students design an
experimental investigations/ nuffieldfoundation.org/p
variable on the rate of an experiment to investigate the
design. questions from the ractical-
effect of a named variable on
enzyme-controlled  Process data to following Biology and biology/investigating-
reaction. the rate of an enzyme-
calculate rates. Human Biology ISAs: enzyme-controlled-
controlled reaction. This
Could include:  Represent raw and should include:  BIO3T P10
reaction-catalase-and-
processed data hydrogen-peroxide-
 design a valid  risk assessment  BIO3T P11
clearly using tables concentrat
experiment, using (hazcards)  BIO3T P13
and graphs.
the work of others as  carrying out (subject to  BIO3T Q12
 Apply knowledge to nuffieldfoundation.org/p
a starting point, to teacher approval)  HBI3T P11 ractical-
draw and explain
investigate and solve  processing and  HBI3T Q09. biology/investigating-
conclusions.
a problem in a presentation of data
 Evaluate the results effect-ph-amylase-
scientific context  evaluation and activity
and conclusions.
 identify variables
including those that explanation findings.
must be controlled nuffieldfoundation.org/p
 calculate initial rate Skills developed by learning ractical-
 plot and interpret activities: biology/investigating-
graphs effect-concentration-
 evaluate findings to  AT a/AT l – use appropriate activity-trypsin
draw meaningful apparatus, including data
conclusions. loggers, to record quantitative nuffieldfoundation.org/p
measurements such as ractical-
temperature and pH biology/quantitative-
 PS 1.1 – design an food-test-protein-
experiment, based on content-powdered-milk
research, to test a hypothesis
 PS 2.4 – identify key variables
which influence enzyme- Rich question:
controlled reactions Evaluate the
 PS 2.2/MS 1.3/MS 3.1/MS 3.2 statements:
– present experimental data
using tables and graphs  “temperature
 PS 3.2/MS 2.4/MS 3.6 – denatures
calculate/work out initial rates enzymes”
of reaction from data and from  “acidic and alkaline
slopes of a tangent pHs denature
 PS 2.3 and PS3.3 – evaluate enzymes”.
results for errors
 MS 0.1/MS 0.2 – use and
convert units for concentration
 MS 1.9 – select (and use) an
appropriate statistical test.
Students could select and use
an appropriate statistical test
to find the significance of
differences in the rates of
reaction following use of a
continuous variable (eg pH,
temperature, enzyme
concentration or substrate
concentration) or of a
discontinuous variable (eg
presence and absence of an
enzyme inhibitor)
 8.4.2.1, 8.4.2.2 and 8.4.2.4
and 8.4.2.5
 AO1/AO2 – application of
knowledge to explain trends
 AO3 – develop and refine
practical design.
3.1.5 Nucleic acids are important information-carrying molecules
3.1.5.1 Structure of DNA and RNA
Prior knowledge:

 DNA holds the genetic information for our features and characteristics.
 Chromosomes are made of DNA which has a double helix structure.
 DNA is contained within the nucleus of cells.

Deoxyribonucleic acid is 0.4  Explain the Learning activities: Past exam paper yourgenome.org/teache
important in all living weeks significance of DNA material: rs/yummy.shtml
 extract DNA from frozen peas
cells, as it carries to organisms.
as a stimulus BIOL2 June 2012 –
genetic information.  Describe the yourgenome.org/teache
 show data from Chargaff’s Q5a
DNA is a polymer of structure of DNA rs/origami.shtml
experiments. Students BIOL2 June 2009 –
nucleotides formed by and identify
generate ‘Golden rules’ and Q2
condensation, with structural yourgenome.org/teache
questions it raises
phosphodiester bonds components from rs/zoom.shtml
between nucleotides. diagrams.
nucleotide structure and how
 Apply knowledge of cell-cell-cell.com/wp-
Each nucleotide is this assembles to a double
complementary content/uploads/CCC_
formed from a helix structure (using
base pairing rules Activity_ModellingTheH
deoxyribose, a nitrogen- animations, videos and
to work out the elix_v01.doc
containing organic base diagrams)
frequency of certain
and a phosphate group.  questioning about how genetics.thetech.org/onl
bases, when
DNA is a double helix structure relates to function ine-exhibits/zooming-
provided with
and ask students to suggest
with two polynucleotide information about why many scientists did not dna
chains, held together by the frequency the believe DNA to be the genetic
hydrogen bonds other bases. code
between complementary  Explain why many  exam questions.
bases. scientists initially
doubted that DNA Skills developed by learning
was the genetic activities:
code.
 MS 0.3 – use incomplete
information about the
frequency of bases on DNA
strands to find the frequency
of other bases
 AO1 – knowledge and
understanding of scientific
ideas
 AO2/AO3 – analysing data on
base frequency and applying
knowledge of base pairing, to
work out frequency of other
bases.
Extension Modelling DNA structure using

molymod DNA kit, jelly babies or
paper model.
Ribonucleic acid is 0.2  Explain the role of Learning activities: Exampro: Rich questions:
important in all living weeks RNA in transferring
cells, as it transfers  teacher explanation of types BYA3 – Jan 2003 Q1a  why can we not
genetic information
of RNA and their roles, with work out the
genetic information from and as a BYB2 – June 2009
DNA to ribosomes. focus on ribosomal and frequency of bases
component of Q3a–3c
messenger RNA in RNA when
ribosome
RNA is a polymer of  comprehension on RNA provided with data
nucleotides formed by  Describe the
structure. Students highlight about the frequency
condensation, with structure of RNA
differences to DNA of some of the other
phosphodiester bonds and identify
 teacher explanation of single- bases?
between nucleotides. structural
stranded RNA structure  how does the short,
components of an
Each nucleotide is related to function single-stranded
RNA nucleotide
formed from a ribose, a  provide DNA sequence and structure of RNA
from diagrams.
nitrogen-containing ask students to produce the suit its role in
 Compare and
organic base and a complementary mRNA transferring genetic
phosphate group. contrast the
sequence information to the
similarities and
An RNA molecule is a  exam questions. ribosomes?
differences between
relatively short DNA and RNA.
polynucleotide chain. Skills developed by learning
Ribosomes are made of activities:
RNA and proteins.  AO1 – development of
knowledge and understanding
 AO2/AO3 – interpreting DNA
sequence and applying
knowledge to work out
complementary mRNA code.
3.1.5.2 DNA replication
Prior knowledge:

When a cell divides by mitosis or meiosis, copies of the genetic information are made.

The semi-conservative 0.4  Describe the Learning activities: Past exam paper sumanasinc.com/webc
replication of DNA weeks process of DNA material: ontent/animations/conte
 DARTS task – students
ensures genetic replication. nt/meselson.html
convert comprehension on BIOL2 Jan 2013 –
continuity between  Explain the Q8a
generations of cells. DNA replication into a
significance of DNA
diagrammatic representation BIOL2 June 2013 – Rich questions:
The process of semi- replication.
and then present to group
conservative replication  Evaluate the work  evaluation of presentations
4a–4b
 describe the
of DNA, including the of scientists in
 teacher explanation, focussed process of semi-
role of helicase and DNA validating the conservative DNA
on remaining weaknesses,
polymerase. Watson-Crick replication,
using videos and animations
model of DNA
 exam questions including the role of
replication.
 teacher explanation of key enzymes
 Apply your  why did the
Meselson–Stahl experiment
knowledge to
 application of knowledge to Meselson–Stahl
explain experiment prove
predict band patterns for
experimental results the mechanism of
subsequent generations.
from the work of DNA replication?
these scientists.  what would the
Skills developed by learning Meselson–Stahl
activities: experiment results
 AO1 – development of have looked like if
knowledge conservative
 PS 1.2/AO2 – apply replication was the
knowledge of semi- mechanism for DNA
conservative DNA replication replication?
to the results of Meselson and
Stahl, to explain how this
experiment proved semi-
conservative replication over
other theories eg conservative
or dispersive replication
 AO3 – interpret and explain
the results of the Meselson–
Stahl experiment.
3.1.6 ATP
Prior knowledge:

 Respiration releases energy.
 Energy from respiration is used for movement, protein synthesis, synthesis of amino acids in plants and maintenance of constant body
temperature.

A single molecule of ATP 0.2  Describe the Learning activities: Past exam paper Rich questions:
is a nucleotide derivative, weeks structure of ATP. material:
 teacher explanation of the  explain why ATP is
formed from a molecule  Explain the role of BIOL4 Jan 2012 –
of ribose, a molecule of structure and significance of such an important
enzymes in Q8a
adenine and three ATP and the enzymes molecule
hydrolysing and
phosphate groups. required to BIOL4 June 2011 –  evaluate the
synthesising ATP.
hydrolyse/synthesis ATP statement “when
Hydrolysis of ATP to  Explain the Q1b–1c
 exam questions. ATP is hydrolysed,
ADP and Pi is catalysed significance of ATP
it makes energy for
by the enzyme ATP in numerous
cellular processes
hydrolase and can be processes within Skills developed by learning
to occur”.
used to phosphorylate organisms, as a activities:
compounds often making supplier of energy  AO1 – development of
them more reactive, or or phosphate. knowledge and understanding
provide energy to of scientific ideas and
energy-requiring cellular processes
reactions.
 extended exam answers
ATP is resynthesised
from ADP and Pi by the
enzyme ATP synthase,
during photosynthesis or
respiration.
Extension  Students circulate round

information posters containing
simplified descriptions of ATP
driven processes within
Biology (that they will come
across later in the course) eg
active transport, muscle
contraction. Provide question
sheets for students to find the
answers to
 Collate findings
 Produce a concept map
grouped around whether the
ATP is providing energy
and/or phosphorylating
compounds to increase
reactivity.
3.1.7 Water
Prior knowledge:
GCSE Science A
 Heat can be transferred by evaporation.
 Water has a high specific heat capacity.

 Water reacts with many elements and compounds and is a solvent in which many chemicals can dissolve.
 Water is a covalent compound.

nanosense.sri.com/acti
Water is a major 0.2  Describe the Learning activities: Past exam paper
component of cells. It material: vities/finefilters/science
weeks properties that are
 teacher explanation of the ofwater/FF_Lesson2Te
has several properties important in water.
polar nature of water BYB1 – June 2008 Q4 acher.pdf
that are important in  Explain the
biology. In particular, molecules
properties of water
water:  practical investigation activity filestore.aqa.org.uk/res
linked to the polar
circus to include: ources/biology/AQA-
 nature of the
is a metabolite  surface tension – count 7401-7402-
 is a solvent molecule.
how many drops of water WATER.PPTX
 has a high heat  Explain the
that can balance on a
capacity significance of
penny. Repeat with soapy filestore.aqa.org.uk/res
 has a large latent these properties to
water and oil ources/biology/AQA-
living organisms
heat of vaporisation  cohesion – capillary 7401-7402-TN-
 has strong cohesion and processes.
tubing with dyed water WATER.PDF
between molecules.  solvent – add salt to water
and oil and compare the
relative amounts of how
much can dissolve
 specific heat capacity –
compare the temperature
rise of water and
vegetable oil put on hot
plates for the same time
 latent heat of vaporisation
– model the effect of
sweating on heat loss
from boiling tubes (using
boiling tubes wrapped in
wet and dry paper towels)
 teacher explanation of the
significance of water to all life
on Earth in each of the
categories stated in the
learning objectives/
specification.

activities:
 MS 2.4 – calculation of
specific heat capacity of water
from data
 AO1 and AO2 – development
and application of knowledge
and understanding about
properties of water related to
their significance to life
 AO3 – interpreting activity
circus and drawing
conclusions.
3.1.8 Inorganic ions
Prior knowledge:
GCSE Science A
 Metals lose electrons to form positive ions, whereas non-metals gain electrons to form negative ions.
 Mineral ions and vitamins are needed in small amounts for healthy functioning of the body.
 Internal conditions that are controlled include the ion content of the body–ions are lost via the skin when we sweat and excess ions are lost via the
kidneys in the urine.

 When atoms form chemical bonds by transferring electrons, they form ions. Atoms that lose electrons become positively charged ions. Atoms that
gain electrons become negatively charged ions. Ions have the electronic structure of a noble gas (Group 0).
 Hydrogen ions, H+(aq), make solutions acidic.

Inorganic ions occur in 0.2  Explain what is Learning activities: Rich questions:
solution in the weeks meant by the term
 provide information stations  explain the role of:
cytoplasm and body inorganic ions and
fluids of organisms, about each type of ion in the  hydrogen ions
where they occur in
some in high specification topics (hydrogen,  iron ions
the body.
sodium, iron and phosphate),  sodium ions
concentrations and  Explain the specific
others in very low in different four areas of the  phosphate ions
role of hydrogen
concentrations. room. This could include
ions, iron ions,
sodium ions and
comprehension material,  using GCSE
Each type of ion has a internet pages, videos etc
phosphate ions. knowledge, explain
specific role, depending  get students to work in groups how we gain and
on its properties.  Relate the role of
of four and to send one lose inorganic ions
each of these ions
Students should be person to each station to and why
to their properties. become an expert on that
able to recognise the homeostatic control
role of ions in the type of ion of inorganic ions in
following topics:  get group members to the body is so
hydrogen ions and pH; feedback to each other to important.
iron ions as a complete a summary table
filestore.aqa.org.uk/res
component of  assess knowledge and ources/biology/AQA-
haemoglobin; sodium understanding using AfL
ions in the co-transport 7401-7402-
techniques INORGANIC-
of glucose and amino  reinforce through teacher
acids; and phosphate IONS.PPTX
explanation, if required.
ions as components of filestore.aqa.org.uk/res
DNA and of ATP. ources/biology/AQA-
Skills developed by learning 7401-7402-TN-
activities: INORGANIC-
IONS.PDF
AO1 and AO2 – development and
application of knowledge and
understanding about inorganic
ions, their properties and their
roles.
3.2 Cells
Could be taught concurrently with 3.1 Biological molecules, if two teachers are delivering the course. However, 3.1.5 knowledge is required for
Section 3.2.2.
Unit description
All life on Earth exists as cells. These have basic features in common. Differences between cells are due to the addition of extra features. This
provides indirect evidence for evolution.
All cells arise from other cells, by binary fission in prokaryotic cells and by mitosis and meiosis in eukaryotic cells.
All cells have a cell-surface membrane and, in addition, eukaryotic cells have internal membranes. The basic structure of these plasma membranes is
the same and enables control of the passage of substances across exchange surfaces by passive or active transport.
Cell-surface membranes contain embedded proteins. Some of these are involved in cell signalling – communication between cells. Others act as
antigens, allowing recognition of ‘self’ and ‘foreign’ cells by the immune system. Interactions between different types of cell are involved in disease,
recovery from disease and prevention of symptoms occurring at a later date if exposed to the same antigen, or antigen-bearing pathogen.
3.2.1 Cell structure
3.2.1.1 Structure of eukaryotic cells
Prior knowledge:

 Animal cells have a nucleus, cytoplasm, ribosomes, mitochondria and cell membrane. In addition to these, plants also have chloroplasts, a cell
wall and a permanent vacuole.
 Yeast cells have a nucleus, cytoplasm and cell membrane surrounded by a cell wall.
 Cells may be specialised to a particular function.

The structure of 0.6  Explain what is Learning activities: Past exam paper cell-cell-
eukaryotic cells meant by a material: cell.com/resources/acti
weeks  student exploration of parts of
eukaryotic cell and BIOL1 Jan 2013 – Q2 vities
the cell using animations/
the defining learn.genetics.utah.edu
virtual cell tour.
characteristics of a
 teacher explanation of /content/cells/insideacel
eukaryotic cell. Exampro:
eukaryotic cells l
 Explain the roles of
 students circulate round BYB1 June 2006 – vcell.ndsu.nodak.edu/a
different
information posters containing Q1a nimations/flythrough/mo
components and
information about the vie-flash.htm
organelles within
components and organelles
eukaryotic cells. bigpictureeducation.co
within eukaryotic cells. Link to
 Interpret pictures, m/cell
an activity/question sheet
diagrams and
 collate findings
electron
 teacher explanation of areas
micrographs to
identify cell of weakness or misconception Rich question:
organelles. (using videos, diagrams and
Evaluate the statement
animations)
“Mitochondria produce
 get students to develop
energy during
analogies of the cell and its
respiration”.
organelles eg analogy to a
country
 identification of cell
components in light and
electron micrographs
standard form and how to
convert different units
 set students the task of
arranging organelles in order,
with dimensions being given
in different units. Ask them to
represent the final, converted
dimensions in standard form
 exam questions.

activities:
 MS 0.1 – convert between
units eg mm and µm
 MS 0.2 – understand standard
form when applied to the size
of organelles
 AO1 – development of
knowledge of cell structure
knowledge to micrographs.
Extension Students could also produce

models of cell components.

Eukaryotic cells have 0.4  Identify examples of Learning activities: Past exam paper bigpictureeducation.co
adaptations to their weeks specialised material: m/annotated-cells-
function.  introduce how to set up and
eukaryotic cells. BIOL1 Jan 2012 – Q3 images
use a microscope
 Explain common
 microscopy and drawing of BIOL2 June 2011 – cellsalive.com/gallery.ht
adaptations that m
pre-prepared microscope Q1
cells have to
slides showing eukaryotic biologymad.com
particular functions.
cells eg palisade mesophyll BIOL2 Jan 2010 – Q1
 Apply knowledge of
cells
eukaryotic cells
 ask students to link Rich question:
features in
knowledge from GCSE/last
suggesting the role Provide students with
lesson to explain adaptations
of cells based on new cells that they
 jigsaw task: students work in
their adaptations. have not encountered,
teams of six, with each
investigating one specialised eg B lymphocytes and
cell from information or the ask them to identify
their adaptations and
internet. They then feedback
suggest a role, eg large
to each other
numbers of
 students come up with
mitochondria and rough
‘Golden Rules’ for looking at E.R. indicative of large
common adaptations and the amounts of protein
role they play within the cell synthesis to produce
eg large surface area for antibodies.
exchange
 provide diagrams of unknown
cells and ask them to suggest
adaptations and potential
roles
 exam questions.

activities:
AT d/AT e – use optical
microscopes to observe and draw
pre-prepared microscope slides of
specialised eukaryotic cells.
3.2.1.2 Structure of prokaryotic cells and of viruses
Prior knowledge:

A bacterial cell consists of cytoplasm and a membrane surrounded by a cell wall; the genes are not in a distinct nucleus.

The structure of 0.2  Describe the Learning activities: Past exam paper cellsalive.com/cells/bac
prokaryotic cells, weeks structural material: BIOL1 Jan tcell.htm
 teacher introduction to
including the differences between 2009 Q7a.
differences between prokaryotic cells and
prokaryotic and
prokaryotic and explanation about the
eukaryotic cells. Rich question:
differences in size and
eukaryotic cells and the  Explain the role of Exampro:
Compare and contrast
additional features of structure for eukaryotic and
plasmids, capsules prokaryotic cells (using videos BYB1 June 2006 Q1b. prokaryotic and
the cell which may be and flagella.
present. and animations) eukaryotic cells.
 students could convert
information about the size of
prokaryotic cells and
organelles into standard form
or different units
 students work in groups to
produce a guide to the
prokaryotic cells and how they
differ from eukaryotic ones
 identification of cell
components in light and
electron micrographs
 exam questions.

activities:
 extended exam answers.
units eg mm and µm
of bacteria
knowledge of prokaryotes
knowledge to micrographs.

The structure of virus 0.2  Describe the Learning activities: Rich question:
particles to include weeks structure of virus
genetic material, capsid  teacher introduction to virus Why are viruses
particles.
particles and their structure described as particles
and attachment protein.  Describe the role of
 get students to relate the cell rather than cells?
the capsid and
components found in
attachment protein.
prokaryotic and eukaryotic
 Relate the structure
cells that viruses do not have,
of a virus to its
to the processes that viruses
replication within
would be unable to do.
cells.
Relate this to a brief
description of virus replication
 students could convert
information about the size of
viruses eg from nm to µm.
Ask them to work out how
many viruses could fit in the
same length as one bacterial
cell
 exam questions from
Exampro.

activities:
units eg µm and nm
of viruses
knowledge of virus structure.
3.2.1.3 Methods of studying cells

The principles and 0.2  Describe how an Learning activities: Past exam paper bigpictureeducation.co
limitations of optical weeks optical microscope material: m/video-electron-
microscopes, and an electron microscopy
difference between resolution BIOL1 June 2012 –
transmission electron microscope work.
and magnification. This could Q1 bigpictureeducation.co
microscopes and  Explain the m/video-light-
scanning electron be illustrated by showing BIOL 1 Jan 2009 –
concepts of microscopy
microscopes. pictures magnified by the Q7b
magnification and
same amount but taken with a
The difference between resolution and how learn.genetics.utah.edu
2 mega pixel vs a 10 mega
magnification and they differ. /content/cells/scale
pixel camera
resolution.  Compare and  introduce light and electron biologymad.com
contrast optical and
microscopy
electron
 students circulate around
microscopes. Rich question:
research stations containing
 Explain why, for a
videos, comprehensions, Optical microscopes
considerable period
internet sites, teacher were invented
of time, the
explanation etc to investigate hundreds of years ago,
scientific community
light and electron whilst electron
distinguished
microscopes microscopes were
between artefacts
 accept feedback, assess invented in the 1930s.
and cell organelles.
understanding and then tackle Suggest why some
areas of weakness through parts of the cell like
teacher explanation rough endoplasmic
 students could write an essay reticulum were not
comparing and contrasting discovered until the
light and electron 1940s and 1950s,
microscopes or do exam whilst others like
questions. mitochondria were
discovered much
Skills developed by learning earlier.
activities:
 MS 0.2 – understand and
convert numbers from
standard to ordinary form
when applied to magnification
 MS 0.5 – use calculators to
find and use the power
functions when looking at
magnification
 MS 1.9 – students could
select and use an appropriate
statistical test to find the
significance of different mean
numbers of a particular
organelle (eg mitochondria or
chloroplasts) in different types
of cells
of microscopy techniques.
Measuring the size of 0.2  Explain the use of Learning activities: Specimen snabonline.com/Conten
an object viewed with weeks an eyepiece assessment t/SkillsSupport/Practical
an optical microscope  introduce students to the material:
graticule. Support/P0_09S.pdf
concept of magnification in
and calculation of  Calculate the actual A-level Paper 3 (set 1)
magnification. greater detail and the concept
size of cells based – Q2
of how to use a graticule
on measured size
alongside a stage micrometer
and magnification.
 students could prepare a slide
and use an optical Past exam paper
microscope to identify stained material:
starch grains in plant cells and BIOL1 Jan 2011 Q1
measure them
BIOL2 Jan 2012 – Q1
 teacher explanation of how to
use and manipulate the
magnification formula,
including conversion of units if
required
 in groups, provide electron
micrographs of organelles
with data about the size of the
organelles. Ask students to
identify the organelle and
work out the magnification
 exam questions.

activities:
units eg mm and µm
manipulate the magnification
formula
 AT d, e and f – use iodine in
potassium iodide solution to
identify starch grains in plant
cells under a microscope
 AO1 – knowledge of the
procedure of using a
micrometer and graticule
knowledge to data given to
calculate magnification, object
size or image size.
Principles of cell 0.2  Describe the Learning activities: Specimen sumanasinc.com/webc

fractionation and weeks processes of cell assessment ontent/animations/conte
ultracentrifugation as  think, pair, share: what are the material: nt/cellfractionation.html
fractionation and
used to separate cell difficulties that need to be
ultracentrifugation. AS Paper 1 (set 1) –
overcome in investigating the
components.  Explain why the Q1
accessexcellence.org/R
function cell components and C/VL/GG/cellBreak1.ph
separation of cell
organelles? p
components is
 a simple demonstration can
important in Past exam paper
be carried out by centrifuging homepages.gac.edu/~c
studying cells and material:
orange juice with pulp to ellab/chpts/chpt8/ex8-
their components.
produce a pellet and BIOL1 June 2009 – 1.html
 Explain the use of
supernatant Q1
low temperatures
 teacher explanation of cell Rich question:
and buffers during BIOL1 June 2010 –
cell fractionation.
fractionation and
Q3  put the cell
ultracentrifugation in obtaining organelles in order
 Explain the BIOL1 Jan 2013 – Q2
fractions for investigation. Use of sedimentation as
principles of
animations and videos to the speed of the
separation by
support explanation centrifuge is
ultracentrifugation. Exampro
 provide students with increased
information on organelles and BYB1 June 06 Q1c  why are
ask them to suggest what fractionated cells
order they would sediment at BYB1 – June 2005 Q3 kept in a solution
 exam questions. that is ice cold,
buffered and the
same water
Skills developed by learning potential?
activities:
 PS 1.2 – apply knowledge of
organelles and their size to
interpret results of what
organelles would be in the
pellet and supernatant after
centrifugation
of cell fractionation
procedures and the reasoning
behind stages
 AO2 – application of cell
structure to suggest or explain
the sedimentation at different
centrifuge speeds.
Extension The extraction of chloroplasts

from spinach leaves could be
undertaken if the centre has the
appropriate equipment and time.
3.2.2 All cells arise from other cells
Prior knowledge:
 In body cells the chromosomes are normally found in pairs. Body cells divide by mitosis.
 When a body cell divides by mitosis copies of the genetic material are made then the cell divides once to form two genetically identical body cells.
 Mitosis occurs during growth or to produce replacement cells.

Not all cells in 0.2  Explain what the Learning activities: Specimen cellsalive.com/cell_cycl
multicellular organisms weeks cell cycle is and assessment e.htm
retain the ability to  provide card sort statements material:
why it does not highered.mheducation.
divide. for students and ask them to
occur in some cells A-level Paper 1 (set 1) com/sites/0072495855/
arrange in a logical order eg
from multicellular – Q8 student_view0/chapter2
The cell cycle involves DNA replication, DNA
organisms. /animation__how_the_c
DNA replication followed polymerase made, ATP stores AS Paper 1 (set 1) –
 Describe the stages ell_cycle_works.html
by mitosis. increase Q4
of the cell cycle.
cell. Be clear on the difference
between the cell cycle and Rich questions:
Past exam paper
mitosis material: Why would scientists
 students could calculate the investigating mitosis
BIOL2 Jan 2011 – Q7
number or percentage of cells choose to study bone
in each stage of the cell cycle, marrow cells over
based on the number of hours neurones?
each stage takes and the
number of cells
 exam questions.

activities:
 MS 0.3 – students could use
data about the number of
hours spent in each stage, to
predict the ratio or % of cells
in each stage of mitosis
of the cell cycle
 AO3 – analysis of data
relating to the length of time at
each stage.
Extension Describe the events Teacher explanation of the events

which occur during G1, at each stage of interphase.
S and G2 phase of
interphase and the
outcomes of mitosis.

The behaviour of 0.4  Recognise the Learning activities: Specimen bigpictureeducation.c

chromosomes during weeks stages of the cell assessment material: om/cell-division-
 teacher explanation of the role
interphase and the cycle: interphase, images
of mitosis A-level Paper 1 (set 1)
prophase,
stages of mitosis. metaphase,  teacher explanation of the – Q10.1 and 10.2 cellsalive.com/mitosis.
The role of spindle anaphase and stages of mitosis, reinforced htm
fibres. telophase (including with videos and/or animations Past exam paper
cytokinesis). of the process material:
 Explain the  card sort using actual pictures Rich question:
appearance of cells of cells at different stages. BIOL2 June 12 Q4
 Evaluate the
in each stage of Ask students to put them in BIOL2 Jan 2012 – Q2 statement “Mitosis
mitosis. order, name the stage and consists of
then explain why it is that BIOL2 June 2011 – Q4
Interphase,
stage Prophase,
 get students to interpret the Metaphase,
amount of DNA in a cell and Exampro:
Anaphase and
link these to different stages BYA2 Jan 06 Q2 Telophase”.
of the cell cycle  Provide students
 exam questions. with pictures of
each stage of
Skills developed by learning mitosis and ask
activities: them to describe
what the
 AO1 – Knowledge and chromosomes are
understanding of stages of doing and which
mitosis. stage of mitosis
 AO2/AO3 – Interpretation of the cell is at.
images of cells in mitosis and
identification of stages.
 A03 – Application of
knowledge to explain scientific
data about the amount of
DNA within a cell.
Extension Students could produce a video
podcast summarising mitosis and
its role within the larger cell cycle.

Required practical 2: 0.6  Apply knowledge of Learning activities: Past exam paper nuffieldfoundation.org/
weeks mitosis and the cell material: practical-
Preparation of stained  preparation and observation
squashes of cells from cycle, to identify biology/investigating-
of squashes of root tip cells Students could
plant root tips; set-up cells in different mitosis-allium-root-tip-
eg from allium, garlic or undertake the HBI3T
and use of an optical stages of mitosis. squash
hyacinth ISA P from 2013
 Use measured
microscope to identify  observation and drawing of cleapss.org.uk
the stages of mitosis in values to calculate
cells in various stages of
these stained squashes the actual size of Specimen
mitosis, under a microscope
and calculation of a cells.
 calculation of actual size of assessment material:
mitotic index.  Explain what the AS Paper 2 (set 1) –
cells and the mitotic index
mitotic index is and
 exam questions. Q1
calculate the mitotic
Measurement of cells index from
and calculation of their observed values. Exampro:
actual size.
activities: BYA2 Jan 05 Q1
 AO1 – knowledge and BYA2 Jun 05 Q4
understanding the techniques
and procedures for staining
chromosomes and using
microscopes
knowledge to use these
techniques and identify stages
of mitosis in tissue being
observed
 AT d and e – students
prepare, observe and draw
squashes of root tip cells eg
from allium, garlic or hyacinth
 MS 0.3 – calculation of mitotic
index
 MS 1.8 – calculation of the
actual size of cells
significance of differences in
the number of cells
undergoing mitosis at two
close, but different, distances
from the root tip
 PS 1.2 – apply scientific
knowledge to practical
contexts
 8.4.2.1, 8.4.2.2 and 8.4.2.3.
Uncontrolled cell division 0.2  Explain the events Learning activities: Past exam paper yourgenome.org/teac
can lead to the formation weeks involved in the material: hers/roguecells.shtml
NB this section should be
of tumours and of formation of approached sensitively BIOL1 Jan 2013 – Q5 insidecancer.org
cancers. tumours and
Many cancer treatments cancers and why  teacher explanation what BIOL2 Jan 2013 – Q8b
this is damaging to cancer is and how tumours
are directed at BIOL2 June 2013 –
controlling the rate of the body. can form. Link in to the brief
Q4c
cell division.  Identify the outline of proto-oncogenes
processes within and tumour suppressor genes BIOL2 June 2013 – Q4
the cell cycle which and how the cell cycle is
are disrupted and affected when they mutate.
which lead to Use animations to help
cancer.  discuss cancer treatments
 State that cancer and link to data on the
treatments often reduction in cancer cells after
work to inhibit each treatment. Link drugs
stages of the cell back to their effects eg in
cycle. inhibiting spindle formation
 Interpret data  exam questions.
relating to cancer
treatments and their
effects on the rate Skills developed by learning
of cell division. activities:
 MS 1.3 – interpret graphical
data showing the effect of
cancer treatments on the
number of cancerous cells
understanding of cancer and
its treatment
 AO2/AO3 – interpretation of
exam question data and
application of knowledge of
the impact of some treatments
on mitosis and the cell cycle.

Binary fission in 0.2  Explain what binary Learning activities: classzone.com/books/

prokaryotic cells. weeks fission is and the hs/ca/sc/bio_07/anima
 show an agar plate with
organisms which ted_biology/bio_ch05
bacterial colonies. Ask
carry out binary _0149_ab_fission.htm
students to suggest why these
fission. l
are visible given that bacteria
 Describe the
are microscopic
process of binary
 teacher led description of the Rich question:
fission.
process of binary fission in
prokaryotes Binary fission can
 ask students to evaluate how happen every 20
it differs from the process in minutes for some
eukaryotic cells species, under ideal
 students could calculate the conditions. Suggest
exponential growth of bacteria one example where
from one cell, each hour for 8 this trait would be
hours, under ideal conditions useful to humans.
 exam questions from
Exampro (especially relating
to data).

activities:
 MS 0.5 – estimate the
exponential growth of bacteria
after 8 hours with the
assumption of binary fission
occurring once every 20
minutes
understanding of binary
fission.
Viruses do not undergo 0.2  Explain why viruses Learning activities: Specimen sites.fas.harvard.edu/
cell division. Following weeks are not classified as assessment material: ~biotext/animations/lyt
injection of their nucleic  questioning to recall the
being living AS Paper 1 (set 1) – iccycle.html
acid, the infected host structure of a virus
organisms.
 teacher led explanation of the Q9
cell replicates the virus  Describe the
particles. replication of viruses. Link Rich question:
sequence of events
virus structure to their mode
by which viruses  why do scientists
of replication and to the work
replicate. disagree about
done in Unit 1 on nucleic
 Explain why viruses whether viruses
acids
are so difficult to
 exam questions from should be
treat and develop classified as
specimen material and from
medicines against. living?
Exampro.
 why do viruses
make you ill?
activities:
AO1 – Knowledge and
understanding of viral replication.
3.2.3 Transport across cell membranes
Prior knowledge:

 Cell membranes control the passage of substances into and out of the cells.
 Dissolved substances can move into and out of cells by diffusion. The greater the difference in concentration, the greater the rate of diffusion.

The fluid mosaic model 0.4  Describe the Learning activities: Specimen glencoe.mheducation.
of cell membranes, weeks arrangement of assessment material: com/olcweb/cgi/plugin
 questioning to recap the
including the proteins, pop.cgi?it=swf::550::4
structure and properties of AS Paper 1 (set 1) –
arrangement of glycoproteins, 00::/sites/dl/free/0078
phospholipids (from section Q7.5–7.7
phospholipids, proteins, glycolipids, 802849/383931/Plas
glycoproteins and 3.1.3)
phospholipids and ma_Membrane_The_
glycolipids.  rainstorm the roles played by
cholesterol in the Exampro: Fluid_Mosaic_Model.s
the plasma membrane eg
The role of cholesterol. fluid mosaic model wf::The%20Fluid%20
selectively permeable, cell BYB1 – June 2006 Q2
of membrane. Mosaic%20Model
signalling etc
 Explain the BYB1 – Jan 2006 Q7a
 teacher led explanation of the teach.genetics.utah.e
roles/importance of du/content/begin/cells/
the constituent
role of the plasma membrane, BYB1 – Jan 2005 Q4a–
including cholesterol and the b print/BuildAMembrane
parts of the .pdf
role of extrinsic and intrinsic
membrane. BYB1 – June 2004 Q3a
proteins. A 3D model or
animation can be used here BYB9 – Jan 2004 Q2a
of the membrane to
 reinforce concept by Rich questions:
its role
modelling the fluid and 3-D Explain how the
around/inside cells.
nature of membranes by half structure of the
filling a tray with water, adding membrane relates to
in marshmallows its role as being
(representing phosphate partially permeable.
heads of phospholipids) and
coloured polystyrene chunks
(representing the other
components, eg proteins and
glycoproteins, which float)
 exam questions.

activities:
 PS 1.2 – apply knowledge
about the role of cholesterol to
practical data about
membrane fluidity
from Section 3.1.3 to
understand the structure and
function of plasma
membranes.
Required practical 4: 0.8  Identify key Learning activities: Students could cleapss.org.uk
Investigation into the weeks variables which undertake the BIO3T
students design an experiment to nuffieldfoundation.org/
effect of a named affect membrane ISA Q from 2010
investigate the effect of a named practical-
variable on the permeability.
variable eg temperature or biology/investigating-
permeability of cell-  Represent raw and alcohol concentration on effect-temperature-
surface membranes. processed data membrane permeability. This plant-cell-membranes
clearly using tables could include:
and graphs.
 Apply knowledge of  working through key aspects
the fluid mosaic of experimental design eg key
model to suggest variables
how temperature/  carrying out (subject to
alcohol affects teacher approval)
membrane  processing and presentation
permeability. of data.
 Evaluate the quality
of results and
reliability of Skills developed by learning
conclusions. activities:
 AT b – use a colorimeter to
record quantitative
measurements
 PS 1.1 – design an
experiment, based on
 PS 1.2 – apply scientific
knowledge to practical
contexts
 PS 2.4 – identify key variables
which affect membrane
permeability
 PS 2.2/PS 3.1/MS 3.2/MS 1.3
– plot the experimental data in
an appropriate format
 PS 2.3 – evaluate data for
errors and uncertainties
 PS 4.1 – understand how a
colorimeter works and how to
interpret results from
colorimetry
convert units for concentration
 8.4.2.1, 8.4.2.2, 8.4.2.3 and
8.4.2.4
and to understand the
technique of colorimetry
practical design.
The movement of water 0.4  Define osmosis in Learning activities: Past exam paper nuffieldfoundation.org/
across partially weeks terms of water material: practical-
permeable membranes  teacher explanation of
potential. HBI3T 2014 EMPA biology/observing-
osmosis and water potential
by osmosis.  Explain the osmosis-plasmolysis-
to arrive at an A-level Students could
The concept of water movement of water and-turgor-plant-cells
definition undertake the BIO3T
due to osmosis into
potential.  jigsaw learning: working in ISA P from 2012 cleapss.org.uk
or out of cells.
teams of three, one student
 Explain the effect of highered.mheducation
goes to each information .com/sites/007249585
osmosis on plant
station to discover about the 5/student_view0/chapt
and animal cells.
effect of placing plant and er2/animation__how_
animal cells in solutions with osmosis_works.html
different water potentials (the
terms hypotonic, hypertonic
and isotonic are not Rich question:
specification terms)
 students feedback to one Present diagrammatic
another representation of cells
 teacher assessment and with numerical water
explanation to address areas potentials and ask
students to represent
of weakness
the net movement of
 exam questions.
water with arrows
between cells.
activities:
 AT d/AT e – use an optical
microscope to examine and
draw onion cells
knowledge of osmosis and
water potential
of osmosis
 8.4.2.2 and 8.4.2.4
Extension Microscopy to observe and draw

plasmolysis and turgor (terms no
required) in onion cells. Red
onion or rhubarb petiole give clear
results. Ask students to explain
using GCSE knowledge.
Required practical 3 1  Explain what a Learning activities: Students could cleapss.org.uk

Production of a dilution week dilution series is Students conduct an experiment undertake the
nuffieldfoundation.org/p
series of a solute to and produce one to identify the water potential of investigations/
ractical-
produce a calibration from stock plant tissue. This should include: questions from the
curve with which to biology/investigating-
solutions. following ISAs:
 research into methods effect-concentration-
identify the water  Apply knowledge to
potential of plant tissue.  carrying out BIO3T P14 blackcurrant-squash-
explain how the
 processing and presentation BIO3T Q09
osmosis-chipped-
water potential of a potatoes
of data
plant tissue can be
 evaluation and explanation HBI3T P10
experimentally
findings HBI3T P12
determined.
 a past ISA paper (relevant to
 Represent raw and
practical).
processed data
clearly using tables Specimen
and graphs. Skills developed by learning assessment material:
 Process data to activities: AS Paper 1 (set 1) –
calculate  AT c – use glassware to Q8
percentage produce serial dilutions
gain/loss.
 MS 0.1/0.2 – use and convert
 Apply knowledge to concentrations between
Past exam paper
explain trends in material:
standard and ordinary form
graphs in relation to BIOL1 Jan 2009 – Q3
 MS 0.3 – calculate
osmosis, water
percentage change in mass BIOL1 Jan 2011 – Q5
potential and mass
 PS 1.1 – design an
change.
experiment, based on BIOL1 Jan 2010 – Q5
 Explain the
usefulness of
 PS 2.2/MS 3.1/MS 3.2/MS 1.3
calibration curves or
standards. – plot the experimental data in
 Evaluate the results an appropriate format (tables
and conclusions. and graphs)
 PS 4.1 – use calibration
curves
appropriate statistical test
 MS 3.4 – determine the water
potential of plant tissues using
the intercept of a graph of
water potential of solution
against gain/loss of mass
 8.4.2.1, 8.4.2.2. 8.4.2.3 and
8.4.2.4
and to understand serial
dilutions
practical design and analyse
data to draw conclusions.
Movement of molecules 0.2-  Define what is Learning activities: Exampro: highered.mheducation.

and ions down 0.4 meant by diffusion com/sites/9834092339/
concentration gradients  students observe diffusion BYA1 – Jan 2005 Q5
weeks and facilitated student_view0/chapter5
using agar cubes containing
by simple diffusion or diffusion. BYA1 – June 2004 Q6 /how_facilitated_diffusio
phenolphthalein. Place in
facilitated diffusion.  Explain the process n_works.html
dilute NaOH solution for 5–10
of facilitated cleapss.org.uk
minutes and cut the cubes
diffusion.
open to show where NaOH
 Identify which has diffused to. This could be
substances rely on conducted with different Rich question:
facilitated diffusion concentrations to highlight
and why they Show students a list of
diffusion gradients substances and ask
cannot enter/leave  teacher explanation of factors
cells by diffusion. them to categorise
which affect the rate of those which can diffuse
 Interpret data to diffusion
identify when a by simple diffusion and
 teacher explanation of why those that cannot.
substance is
water-soluble molecules
moving by
cannot pass across the
facilitated diffusion
phospholipid bilayer by
or diffusion.
diffusion. Introduce facilitated
diffusion and the role of
channel and carrier proteins.
Use animations and video
clips to support
 discuss some data showing
data on facilitated diffusion
and ask students to explain
trends. Model an answer.
activities:
of facilitated diffusion
 MS 1.3/AO3 – interpret data
from a variety of tables and
graphs
 AO2/AO3/PS 1.2 – apply
knowledge of diffusion to
explain trends in
experimentally derived data
on the movement of
molecules and ions.
Extension Describe Fick’s law. Teacher explanation of Fick’s law

and the factors which affect the
rate of diffusion.
Movement of molecules 0.2  Define what is Learning activities: Specimen nuffieldfoundation.org/p

and ions against weeks meant by active assessment material: ractical-
concentration gradients  teacher explanation of active
transport. A-level Paper 1 (set 1) biology/tracking-active-
transport, using animations
by active transport.  Explain the process – Q5 uptake-minerals-plant-
and video clips to support
of active transport. roots
 discuss some data showing AS Paper 2 (set 1) –
 Compare and
data on active transport and Q2
contrast active
ask students to explain highered.mheducation.
transport and
trends. Model an answer. com/sites/9834092339/
facilitated diffusion.
 exam questions. Past exam paper
 Interpret data to student_view0/chapter5
material: /primary_active_transp
identify when a
substance is being Skills developed by learning BIOL1 June 2013 – Q5 ort.html
actively transported. activities: BIOL1 June 2012 – Q4
 AO1 – development of BIOL1 June 2011 – Q5 cleapss.org.uk
of facilitated diffusion
 AO3/MS 1.3 – interpret data Exampro: Rich questions:
about active transport from a BYB1 – Jan 2006 Q7b  Why do poisons
variety of tables and graphs that inhibit
 AO2/PS 1.2 – apply respiration, result in
knowledge of active transport active transport
to explain trends in stopping?
experimentally derived data  Suggest why
on the movement of overwatering of
molecules and ions. plants can kill the
plants.
The adaptations of cells 0.2  Explain the Learning activities: Past exam paper Rich questions:
for rapid transport weeks adaptations of material:
 questioning to assess  what does Fick’s
across internal and specialised cells
understanding of adaptations BIOL1 June 2011 Q8b law state?
external membranes. maximising the rate
to increase rate of diffusion  what common
of transport across
 calculate surface area: adaptations do cells
their internal and
volume ratio of cells with of exchange
external
folds, when supplied with surfaces have?
membranes (could
appropriate data. (Could
be linked to Fick’s
address with section 3.3.1)
law).
 exam questions.
 Explain how surface
area, number of
channel or carrier Skills developed by learning
proteins and activities:
differences in
gradients of  AT d – use optical
concentration or microscopes to observe cells
water potential that are adapted for rapid
affect the rate of exchange eg root hair cells,
movement across epithelial cells of the small
cell membrane. intestine
 MS 0.3/MS 4.1 – calculate
surface area: volume ratios of
cells
Extension  Microscopy of cells that have
adaptations for exchange. Ask
pupils to identify and explain
these adaptations.
 Teacher led explanation
based on feedback.

Movement of molecules 0.2  Describe the Learning activities: Questions from Section Rich questions:
and ions against weeks adaptations of small B of the 2014 BIO3T
 DARTS task – students  describe the
concentration gradients intestine epithelial Q14 ISA
by co-transport. convert comprehension on co- process of
cells for absorption.
transport into a diagrammatic co-transport.
 Define what is
representation of the process Past exam paper  how does
meant by co-
and then present to group material: co-transport differ
transport.
 peer evaluation of from direct active
 Explain the process BIOL1 Jan 2013 – Q9a
presentation transport?
of co-transport in
 teacher explanation to BIOL1 June 2010 –
the context of
address weak areas of Q7a
absorption of
presentations
glucose (and amino BIOL1 Jan 2010 – Q4
 provide data showing a range
acids).
of different transport
processes and ask pupils to
identify the transport process
from the data to summarise
this section of the
specification
 exam questions.

activities:
of co-transport
 AO2/PS 1.2 – apply
knowledge of transport
processes to explain data and
identify the transport process
being used
3.2.4 Cell recognition and the immune system
Prior knowledge:
GCSE Science A
 White blood cells help to defend against pathogens by: ingesting pathogens; producing antibodies; and producing antitoxins.
 The immune system of the body produces specific antibodies to kill a particular pathogen. This leads to immunity from that pathogen.
 People can be vaccinated by introducing small quantities of dead of inactive forms of pathogen into the body stimulating white blood cells to
produce antibodies and forming immunity against future infections.
 MMR is used to vaccinate against measles, mumps and rubella.
 If a large proportion of the population is immune to a pathogen, the spread of the pathogen is very much reduced.

The definition of an 0.2  Explain what is Learning activities: Specimen Rich questions:
antigen. weeks meant by an assessment material:
 assess GCSE recall and  efine what an
antigen and the A-level Paper 3 (set 1)
These molecules allow understanding antigen is.
types of molecules – Q4
the immune system to  define an antigen and explain  xplain why the
which can act as
identify pathogens, cells which types of molecules surface molecules
antigens.
from other individuals, usually act as antigens of some cells act as
 Explain why antigen Exampro:
abnormal body cells and  explain importance of antigens.
recognition is
toxins. antigens in identification by BYA3 – June 2006 Q1a
important for the
the immune system
immune system.
 discuss with students that
 Identify cells which
abnormal cells of the body
the immune system
can produce antigens which
would launch an
would initiate an immune
immune response
response eg cancer cells
against.
 exam question.

activities:
AO1 – Development of
knowledge and understanding of
antigens and their importance.

Phagocytosis of 0.2  Describe the Learning activities: Past exam paper dnatube.com/video/116
pathogens. The weeks process of material: /Neutrophil-attacts-on-
subsequent destruction  teacher introduction to the
phagocytosis. bacteria
concept of non-specific and BIOL1 June 2011 Q8a
of ingested pathogens  Explain the role of highered.mheducation.
by lysozymes. specific immune responses
lysozymes in the BIOL1 June 2012 Q5a
and phagocytosis com/sites/0072495855/
destruction of and 5b; BIOL1 Jan
 exam questions. 2009 Q5a
student_view0/chapter2
pathogens. /animation__phagocyto
 Explain the role of sis.html
antigen Skills developed by learning
presentation activities:
following Rich questions:
destruction.  AO1 – development of
knowledge and understanding  Describe the
of phagocytosis process of
 extended exam answers. phagocytosis from
start to finish.
 Evaluate the
statement
“Phagocytes eat the
pathogen”.
Extension  Get students to visit

information stations showing
videos, animations, textbook
pages and comprehensions
on phagocytosis.
 Students then combine
collective learning to produce
a narrated video of the
process using flip cameras (or
equivalent) and plasticine.
 Peer assess quality of
explanations.

The response of T 0.2  Explain what is Learning activities: highered.mheducation.

lymphocytes to a foreign weeks meant by the com/sites/0072507470/
antigen (the cellular  define the circumstances
specific immune student_view0/chapter2
response). under which the cell mediated
response. 2/animation__the_imm
immune response is used
 Explain the cell- une_response.html
The role of antigen-  teacher explanation of the cell
presenting cells in the mediated (cellular) sbs.utexas.edu/psaxen
mediated immune response in
cellular response. immune response. a/MicrobiologyAnimatio
detail (linked to antigen
 Explain the roles ns/Animations/Cell-
The role of helper T cells presentation and the role of
played by helper T MediatedImmunity/micr
(TH cells) in stimulating TH and TC cells), use videos
cytotoxic T cells (TC cells. and animations to support o_cell-mediated.swf
cells), B cells and  get students to write an essay
highered.mheducation.
phagocytes. on the cell mediated
com/sites/0072495855/
response.
student_view0/chapter2
4/animation__the_imm
une_response.html
activities:
AO1 – development of knowledge Rich questions:
and understanding of the cell
Why is the cell-
mediated response.
mediated response
able to destroy body
cells that have turned
cancerous?

The definition of an 0.2  Relating previous Learning activities: Past exam paper Rich questions:
antibody. weeks knowledge of material:
 questioning about protein  Define what an
The structure of an protein structure, BIOL1 Jan 2012 – Q6
structure and the roles of antibody is.
describe the
antibody. proteins HBIO1 – June 12 Q4a  Explain the
structure of
The formation of  teacher definition of an importance of the
antibodies.
antigen-antibody antibody variable region of
 Explain the
complexes and the  highlighting exercise about Exampro: antibodies.
specificity of an
subsequent destruction how antibodies bind to and  Explain the
antibody to a Specimen paper Unit 1
of pathogens. lead to the destruction of structure of
particular antigen. Q2
pathogens that have antibodies in terms
 Explain how
antibodies lead to complementary antigens of the hierarchy of
the destruction of (specification only requires protein structure.
pathogens. agglutination and destruction
by phagocytosis). Students
can also generate their own
questions that they would like
answered
 show students antibody
structure and explain variable
and constant regions and how
the antigen binding site
means specificity for one
antigen
 exam questions.

activities:
AO1 – development of knowledge
and understanding of the antibody
structure and how antibodies lead
to the destruction of pathogens.
The response of B 0.2  Explain the humoral Learning activities: Past exam paper highered.mheducation.
lymphocytes to a foreign weeks (antibody-mediated) material: com/sites/0072507470/
antigen, clonal selection  teacher explanation of the
immune response. HBIO1 – June 2012 student_view0/chapter2
humoral immune response in
and the release of  Explain what is Q4b 2/animation__the_imm
monoclonal antibodies detail (linked to antigen
meant by a une_response.html
(the humoral response). presentation and the roles of
monoclonal
B lymphocytes and of TH
The roles of plasma cells antibody.
cells), Use videos and
and of memory cells in  Explain the roles of animations to support
sbs.utexas.edu/psaxen
producing primary and plasma cells in a/MicrobiologyAnimatio
 card sort – provide statements ns/Animations/HumoralI
secondary immune producing a primary
which students categorise as mmunity/micro_humora
responses. response and
humoral, cell mediated or both l.swf
memory cells in
 provide data on the antibody
producing a
concentrations in the blood
secondary
after a primary and secondary Rich questions:
response.
response. Ask students to
explain and ask for  Would the humoral
improvements to statements response be used
such as “the body knows how during a viral
to fight it off in the secondary infection? Explain
response” your answer.
 exam questions.  Why does the
secondary immune
response mean that
Skills developed by learning pathogens are
activities: destroyed before
they are able to
 AO1 – development of make you ill?
of the humoral response
knowledge on the humoral
response to explain data on
antibody concentrations
during the primary and
secondary immune
responses.

The effect of antigen 0.2  Explain that antigen Learning activities: Exampro: newscientist.com/topic/
variability on disease weeks variability can lead bird-flu
 teacher led introduction to BYB7 June 2004 Q6
and disease prevention. to some diseases
antigenic variability through bigpictureeducation.co
being caught more HBIO1 – June 2012 Q2
gene mutation m/epidemics
than once.
 students examine information
 Explain how bigpictureeducation.co
about past epidemics/ m/influenza-special-
mutations can
pandemics eg influenza issue
cause antigen
outbreaks over the last
variability and how
century and why periodically
this can cause new
some are so serious Rich questions:
strains of pathogen.
 students could research the
 Explain the  Suggest why we
modern focus on disease
consequences of can suffer from
prevention using internet
antigen variability some diseases
materials and why recent
on the incidence of multiple times, but
outbreaks eg avian and swine
disease and the we get others only
flu, have attracted such media
development of once and are then
focus
therapies against  teacher summary could bring immune.
that disease. together their findings and  Why is it so difficult
discuss the consequences of to develop a
antigen variability of disease vaccine against the
prevention and treatments. common cold or
HIV?
 Why have many
Skills developed by learning animal flu viruses
activities: eg bird flu, made
 MS 0.3 – calculate and the news so often in
understand the use of recent years?
percentages or values per  During recent flu
100 000 when looking at data outbreaks, the
within populations government
 AO1 – development of invested in Tamiflu
knowledge and understanding drugs to protect the
of antigen variability and its population in the
consequences event of a
 AO2 – application of pandemic. Was this
knowledge of antigen a wise decision?
variability to the context of
recent outbreaks of influenza
(and other diseases).
The differences between 0.4  Compare and Learning activities: Specimen bigpictureeducation.co
active and passive weeks contrast active and assessment material: m/herd-mentality
immunity.  teacher introduction to active
passive immunity AS Paper 2 (set 1) –
and passive immunity. Get
The use of vaccines to and apply Q10.1 and 10.2
students to categorise rich Rich questions:
provide protection for knowledge to given
question statements
examples.
individuals and  teacher explanation of Provide statements and
populations against  Describe how Past exam paper ask students to identify
concept of vaccination and
disease. antigens can be material: them as relating to
the types of vaccines which
used to produce a active immunity,
The concept of herd are used/in development BIOL1 June 2013 – Q7
vaccine.
immunity.  debate the ethical issues of passive immunity or
 Explain why BIOL1 Jan 2012 – Q8a both, eg:
the use of vaccines with
Ethical issues vaccination is able
associated with the use
students given different BIOL1 Jan 2011 – Q6  antibodies rapidly
to protect against
viewpoints to discuss produced on re-
of vaccines. diseases caused by BIOL1 June 2009 – Q4
 provide structured questions infection by same
particular
for students to analyse the BIOL1 June 2010 – Q4 pathogen
pathogens.
data against. 
 Explain what is an antibody reacts
meant by herd with an antigen
immunity and why it  antibodies received
is able to protect in breast milk
activities:
unvaccinated  attenuated
individuals in a  MS 0.3 – understand the use microorganisms in a
population of, percentages or values per vaccine.
 Discuss ethical 100,000 when looking at
issues associated disease data
with the use of  AO1 – development of
vaccines knowledge of vaccines
 Evaluate  AO3 – evaluate scientific
methodology, evidence.
evidence and data
relating to the use
of vaccines.
Extension Evaluate methodology,  Get students to research or thelancet.com/journals/l

evidence and data provide data from the MMR ancet/article/PIIS0140-
relating to the use of and autism research of 6736(05)75696-
vaccines. Andrew Wakefield and Hideo 8/fulltext
Honda (and data on the
nature.com/ni/journal/v
impact on vaccination rates in 9/n12/full/ni1208-
the UK).
1317.html
 PS 2.1 – Evaluate the
scientific methods and newscientist.com/article
experimental design of /dn7076-autism-rises-
Andrew Wakefield. despite-mmr-ban-in-
 8.4.2.5 – Carry out research japan.html#.U7kjL5hO
into the MMR link to autism. WUk
Rich questions:
Evaluate the relative
data and methodology
of Wakefield and
Honda in their studies
of MMR and autism.
Which is the most
convincing study and
why?
Structure of the human 0.2  Describe the Learning activities: Past exam paper wellcome.ac.uk/Educati
immunodeficiency virus weeks structure of a HIV material: on-
(HIV) and its replication  show data about HIV infection
particle BIOL1 Jan 2013 – Q8 resources/Education-
rates and AIDS sufferers in
in helper T cells.  Explain how the and-
different countries and ask HBIO1 – June 2014 Q6
How HIV causes the structure of a HIV learning/Resources/Ani
students to explain the trends
symptoms of AIDS. particle enables it to HBIO1 – Jun 2009 Q8 mation/WTDV026676.h
and the difference between
infect and replicate tm
Why antibiotics are HIV and AIDS based on the
within a helper T hhmi.org/biointeractive/
ineffective against knowledge they have
cell
viruses.  show HIV structure hiv-life-cycle
 Explain the
 video on HIV lifecycle dnadarwin.org/casestud
distinction between
 teacher explanation to ies/7/
being HIV positive
reinforce replication cycle and
and developing highered.mheducation.
explain that antibiotics are
AIDS com/sites/0072495855/
ineffective against viruses.
 Explain how HIV student_view0/chapter2
This could be extended to
causes the 4/animation__hiv_replic
look at the low number of
symptoms of AIDS ation.html
antiviral drugs compared with
 Explain why
those that work against
antibiotics are
bacteria
ineffective against Rich questions:
 revisit earlier graphs and
viruses (link to cell
structure).
refine ideas  Why are so few
 exam questions. anti-viral drugs
licensed for human
use compared with
Skills developed by learning the number against
activities: other types of
 MS 0.3 – calculate and pathogen?
understand the use of  What is the
percentages or values per difference between
100 000 when looking at data being HIV positive
within populations and having AIDS?
knowledge of HIV and AIDS
and the replication of HIV
 AO2/AO3 – interpret scientific
data (graphs) and apply
knowledge to explain them.

The use of monoclonal 0.4  Explain how the Learning activities: Specimen sumanasinc.com/webc
antibodies in: targeting weeks specificity of assessment material: ontent/animations/conte
 introduce what is meant by
medication at particular monoclonal nt/ELISA.html
monoclonal antibodies and A-level Paper 1 (set 1)
cell types, medical antibodies can be
the usefulness of their – Q7
diagnosis and ELISA. used in medical
specificity for a particular AS Paper 2 (set 1) – Rich question:
Ethical issues diagnosis and
antigen Q8
targeting of
associated with the use  teacher explanation of ELISA What property of
of monoclonal medication at monoclonal antibodies
using animations
antibodies. particular cell types.
 exam questions showing Past exam paper makes them so useful
 Explain the use of in diagnostic testing?
monoclonal antibody uses in material:
monoclonal
different contexts.
antibodies in the BIOL1 June 2009 – Q5
ELISA technique. BIOL1 Jan 2010 – Q6
 Interpret information Skills developed by learning
to explain the activities:
accuracy and
results of tests knowledge of monoclonal
which use the antibodies and their uses
ELISA technique.  AO2 – application of
 Discuss ethical knowledge of monoclonal
issues associated antibodies to the contexts
with the use of given in exam questions.
monoclonal
antibodies
 Evaluate
methodology,
evidence and data
relating to the use
of monoclonal
antibodies.
Extension Students undertake internet

research into applications of
monoclonal antibodies eg
ADEPT, ELISA, magic bullets.
8.4.2.5 – research and reference
some applications of monoclonal
antibodies using the internet eg
ADEPT technique and magic
bullets in cancer treatment.
3.3 Organisms exchange substances with their environment
Teach after: 3.1. Biological molecules and 3.2.3 Transport across cell membranes.
Unit description
The internal environment of a cell or organism is different from its external environment. The exchange of substances between the internal and
external environments takes place at exchange surfaces. To truly enter or leave an organism, most substances must cross cell plasma membranes.
In large multicellular organisms, the immediate environment of cells is some form of tissue fluid. Most cells are too far away from exchange surfaces
and from each other, for simple diffusion alone to maintain the composition of tissue fluid within a suitable metabolic range. In large organisms,
exchange surfaces are associated with mass transport systems that carry substances between the exchange surfaces and the rest of the body and
between parts of the body. Mass transport maintains the final diffusion gradients that bring substances to and from the cell membranes of individual
cells. It also helps to maintain the relatively stable environment that is tissue fluid.
3.3.1 Surface area to volume ratio
Prior knowledge:
Nothing explicitly relevant from Core/Additional Science specifications.
The relationship 0.4  Explain how the Learning activities: Students could aqa.org.uk
between the size or weeks size of an organism undertake the HBI3T
structure of an organism  get students to make multilink
affects its surface ISA Q from 2012
and its surface area to block cubes, increasing in
area to volume ratio
volume ratio. (allow size and investigate the effect
and why this is
longer on SA:vol ratio
important. Past exam paper
Changes to body shape if  get students to calculate the
and the development of doing  Apply your material:
surface area and volume of
systems as adaptations the knowledge of BIOL2 June 2012 Q1a
the cubes and work out the
that facilitate exchange full surface area to
ratios. Ask them to draw BIO3X 2013 EMPA
as this ratio reduces. ISA in volume ratio, to
conclusions linking SA:vol
class) explain adaptations
ratio to diffusion
to body shape or
 question about the
the development of
consequences for larger
exchange systems.
organisms
 Describe and
 teacher led explanation as to
explain the
how this has led to the
relationship
development of exchange
between surface
surfaces and mass transport
area to volume ratio
systems, or a change to body
and metabolic rate.
shape in larger organisms
 Calculate surface
 think, pair, share: do animals
area to volume
with a larger SA:vol ratio have
ratios when
a higher or lower rate of
supplied with
metabolism? Question and
cell/organism
discuss to arrive at the correct
dimensions.
answer
 exam questions.
activities:
 PS 1.1 – use agar blocks
containing indicator to
determine the effect of
surface area to volume ratio
and concentration gradient on
the diffusion of an acid or
alkali
 MS 0.3/MS 4.1 – calculate the
surface area to volume ratios
of different shaped
object/cells/organisms when
supplied with their dimensions
 8.4.2.1, 8.4.2.2 and 8.4.2.4
knowledge of why larger
organisms have specialised
surfaces and mass transport
systems, or particular body
shapes.
Extension  Model 1 cm3 ‘animals’ in nuffieldfoundation.org/p
plasticine in various shapes ractical-biology/effect-
eg sphere, cube, cylinder. size-uptake-diffusion
Calculate SA:vol ratio.
Squash into a different shape
eg flatten and re-calculate. cleapss.org.uk
 Students use multilink blocks
to produce shapes with larger
SA:vol ratios to model the
changes to body shape.
 Practical investigation of
whether size affects the rate
of diffusion using agar cubes.
3.3.2 Gas exchange
Prior knowledge:

Exercise increases the rate and depth of breathing.

Adaptations of gas 0.4  Describe the Learning activities: Past exam paper Rich questions:
exchange surfaces in weeks internal structure of material:
 microscopy of vertical  explain the ways in
leaves of dicotyledonous a leaf.
sections through BIOL2 June 2012 Q1b which the structure
plants (mesophyll and  Explain how the
stomata). dicotyledonous plant leaf of a leaf is adapted
structure is an BIOL2 Jan 2010 Q5
 microscopy of nail varnish for gas exchange
adaptation allowing
Structural and functional painted on underside of the  explain the
compromises between efficient gas
leaf to see stomata Exampro: adaptations present
gas exchange and the exchange.
 teacher explanation of how in xerophytic plants
limitation of water loss  Explain what a BYB3 June 2006 Q1
the structure of a leaf is that reduce water
shown by xerophytic xerophytic plant is
adapted for gas exchange BYB3 Jan 2006 Q2 loss.
plants.  Explain the
 highlighting exercise on
adaptations that
xerophytic plants, in which
xerophytic plants
students highlight any
have and how these
adaptations the plants have to
balance the needs
water conservation
for gas exchange
 exam questions.
whilst minimising
water loss.
activities:
 AT d/ AT e – use an optical
microscope to examine and
draw vertical sections through
a dicotyledonous plant
the number of stomata on the
upper and lower surfaces of
leaves of a single plant
species or on the lower
surfaces of leaves of different
plant species
knowledge of leaf structure
and the adaptations present in
xerophytes
 AO2 – application of earlier
learning on features that
increase the rate of exchange,
to explain features that reduce
water loss in xerophytic
plants.
Adaptations of gas 0.4  Explain the Learning activities: Past exam paper nuffieldfoundation.org/p
exchange surfaces, weeks adaptations of material: ractical-
shown by gas exchange  teacher led explanation about
single-celled biology/dissection-
the gas exchange systems BIOL2 June 2013 –
in single-celled organisms for ventilation-system-
organisms, insect within fish and insects and Q8b–8g
efficient gas locust
how they are adapted
tracheal systems and exchange. BIOL2 June 2009 –
fish gills.  exam questions. cleapss.org.uk
 Describe the Q8a
structure of insect pskf.ca/sd/
Structural and functional BIOL2 Jan 2012 – Q9b-
compromises between tracheal systems. Skills developed by learning 9f s-cool.co.uk/a-
gas exchange and the  Explain how the activities: level/biology/gas-
limitation of water loss tracheal system is BIOL2 Jan 2010 – Q8
exchange/revise-it/gas-
shown by terrestrial adapted to allow  AT j – dissect the gas
exchange-in-fish
insects. efficient gas exchange system of a bony
exchange. fish and/or an insect kscience.co.uk/animatio
 Explain how  AT d/AT e – use an optical ns/anim_3.htm
tracheal systems microscope to examine and
balance the needs draw prepared mounts of the
for gas exchange gas exchange surface of fish Rich question:
whilst minimising or insects, or temporary Explain the adaptations
water loss. mounts of gills present in fish gills and
 Describe the  8.4.2.1 and 8.4.2.3. insect tracheal
structure of fish systems.
gills.
 Explain how fish
gills are adapted to
maximise gas
exchange, including
counter current
flow.
Extension  Dissection of fish gills and

locust to investigate filament
and tracheal systems.
 View locust mounts and
prepared gill mounts under
microscope.
 Observe breathing
movements of a stick insect
held in a boiling tube.

Required practical 5: 0.2  Describe the Learning activities: Past exam paper nuffieldfoundation.org/p
Dissection of animal or weeks structure of the material: ractical-
 GCSE baseline activities
plant respiratory system human gas biology/dissecting-lungs
or mass transport  dissection of lungs with BIOL1 – Jan 2013 Q1a
exchange system.
emphasis on identification of cleapss.org.uk
system or of an organ  Explain the roles of
within such a system key parts
cartilage in the
(could also be met by  teacher explanation of key
trachea and Rich questions:
heart dissection, aspects of lungs eg C-shaped
bronchi.
3.3.4.1). rings of cartilage.  Compare and
The gross structure of contrast the human
the human gas gas exchange
Skills developed by learning system with that of
exchange system. activities: an insect or a fish.
AT j – dissect mammalian lungs.  The trachea and
bronchi have C-
shaped rings of
cartilage, but the
bronchioles do not.
Suggest the
advantages of this.

Ventilation and the 0.4  Explain the role of Learning activities: Students could nuffieldfoundation.org/p
exchange of gases in weeks ventilation in terms undertake the HBI3T ractical-
the lungs.  use balloon lungs in a jar, or
of maintaining ISA Q from 2010 biology/modelling-
get students to construct a
The mechanism of diffusion gradients. human-ventilation-
lung model, to show breathing
breathing.  Explain the system
is due to changes in pressure Specimen
mechanism of nuffieldfoundation.org/p
due to changes in thoracic assessment material:
breathing in terms ractical-biology/using-
volume
of the action of the AS Paper 2 (set 1) –
 teacher explanation of the spirometer-investigate-
diaphragm muscle Q4.1–4.2 human-lung-function
mechanism of breathing
and the antagonistic
 exam questions on the cleapss.org.uk
action of the
mechanism of breathing
external and Past exam paper
 students given data relating to nuffieldfoundation.org/p
internal intercostal material: BIOL1 Jan ractical-
pulmonary ventilation rate and
muscles and the
one other measure 2013 – Q1 biology/measuring-rate-
pressure changes
 exam questions. BIOL1 Jan 2012 – Q2 metabolism
which they cause in
the thoracic cavity. BIOL1 June 2010 – Q2
Skills developed by learning BIOL4 June 2012 – Q6
activities:
BIOL 4 Jan 2011 – Q6a
 MS 2.2 – students could be
given values of pulmonary and 6b
ventilation rate and one other
measure, requiring them to
change the subject of the
equation:
PVR = tidal volume ×

breathing rate
 AT b/ AT h – students could
use three-way taps,
manometers and simple
respirometers to measure
volumes of air involved in gas
exchange
knowledge of mechanism of
breathing and associated
measurements and the
techniques associated with
spirometers and
respirometers
 PS 3.1/AO3/AO2 – interpret
graphs showing spirometer
traces.
Extension  Students conduct a practical

to measure volume of air
being breathed in eg
spirometers or respirometers
with manometer tube, scale
and three-way tap.
 They could plot their data and
then discuss how to interpret
the spirometer traces to
identify tidal volumes.

The essential features of 0.2  Explain the process Learning activities: Past exam paper highered.mheducation.
the alveolar epithelium weeks of gas exchange, material: com/sites/0072495855/
 teacher led explanation of the
as a gas exchange related to blood student_view0/chapter2
process of gas exchange BIOL1 June 2013– Q3
surface. circulation and 5/animation__gas_exch
linked to ventilation and
ventilation. BIOL1 June 2012 – Q3 ange_during_respiratio
circulation
 Describe the BIOL1 June 2009 – Q6 n.html
 relate the maintenance of a
features of the
diffusion gradient to BIOL1 June 2010 –
squamous
circulation and ventilation Q7b
epithelium.
 exam questions.
 Explain how the BIOL1 Jan 2010 – Q2
squamous
epithelium is Skills developed by learning
adapted to activities:
maximising gas
exchange.  AT d – use an optical
microscope to examine
prepared mounts of the gas
exchange surface of a
mammal
Extension  Microscopy of squamous
epithelial cells to look for
further adaptations related to
Fick’s law.
 Collate feedback and
emphasise key points about
the features of the alveolar
epithelium.

Lung diseases and the 0.6  Interpret information Learning activities: Specimen Rich questions:
risk factors associated weeks relating to the assessment material:
 teacher explanation of how to  What is risk?
with them. effects of lung
critically analyse and evaluate A-level Paper 1 (set 1)  Why does
disease on gas – Q2
data showing correlations. correlation not
exchange and/or
Emphasise the concept of risk AS Paper 2 (set 1) – prove causation?
ventilation.
and that correlation does not Q4.1 – 4.2
 Interpret data
mean causation
relating to the
 use a past exam question to
effects of pollution
model the analysis and Past exam paper
and smoking on the
evaluation process material:
incidence of lung
 teacher explanation of how to
disease. BIOL1 June 2011 – Q4
critically analyse and evaluate
 Analyse and
data showing correlations BIOL1 Jan 2012 – Q4
interpret data
 exam questions on evaluating
associated with BIOL1 Jan 2009 – Q4
data about lung disease and
specific risk factors BIOL1 – Jan 2011 – Q7
risk factors.
and the incidence of
lung disease. BIOL2 Jan 2013 – Q9
 Recognise Skills developed by learning
correlations and activities:
causal
relationships.  PS 3.1/ MS 1.3/MS 1.7 –
interpret graphs showing
NB the specification
correlations between lung
does not require
diseases and associated risk
knowledge of specific
factors
lung diseases or risk
 MS 0.3 – calculate and
factors.
understand the use of
percentages or values per
100 000 when looking at data
within populations
significance of a correlation
between data about an
environmental variable and
data about the incidence of a
particular lung disease
 AO3 – analyse, interpret and
evaluate scientific information
and evidence to assess the
validity of conclusions and the
strength of correlations.
Extension Information treasure hunt on lung
diseases eg TB, cancer,
emphysema, asthma, fibrosis
(symptoms, causes/risk factors,
long term consequences,
treatments). Students circulate
around information posters and
find answers to a question sheet.
3.3.3 Digestion and absorption
NB. This could be taught after section 3.1.4.2
Prior knowledge:
 The hierarchical organisation of cells into tissues, organs and organ systems, exemplified by the stomach and the digestive system.
 The role of amylase, protease and lipase enzymes in the digestion of large, insoluble food molecules and their sites of production.
 The role of bile in emulsifying fats and neutralising acid from the stomach and the site of its production/storage.
 Diffusion is the movement of molecules from a region of high to low concentration.

The purpose of 0.6  Explain the general Learning activities: Specimen nuffieldfoundation.org/p
digestion. weeks roles of organs assessment material: ractical-
 baseline questioning students
Digestion in mammals within the digestive A-level Paper 1 (set 1) biology/evaluating-
about the purpose of digestion
of: system and where – Q11.3 visking-tubing-model-
and where key events happen
key events in gut
 carbohydrates by in the digestive system A-level Paper 3 (set 1)
digestion happen.
 jigsaw task: In groups of – Q3 cleapss.org.uk
amylases and  Explain the purpose
disaccharidases three, each person goes to a bigpictureeducation.co
of digestion.
different information station AS Paper 2 (set 1) –
 lipids by lipase  Explain the role of Q5 m/anatomy-digestive-
 proteins by (text, videos etc.), to learn system-images
different enzymes in
endopeptidases, about the digestion of starch,
the digestive filestore.aqa.org.uk/res
exopeptidases and protein or lipids. They then
process and relate Past exam paper ources/biology/AQA-
dipeptidases. feedback to other group
the specificity of material: 7401-7402-PROTEIN-
members to gain a complete
The role of bile salts. enzymes back to A-level BIOL1 June DIGEST.PPTX
picture of other two
protein structure.  exam questions. 2009 – Q7 filestore.aqa.org.uk/res
 Explain how BIOL1 June 2012 – Q7
ources/biology/AQA-
endopeptidases 7401-7402-TN-
and exopeptidases Skills developed by learning BIOL1 Jan 2013 – Q3 PROTEIN-
increase protein activities: BIOL1 June 2012 Q6 DIGEST.PDF
digestion.  PS 1.1 – use Visking tubule
 Explain the role of BIO3X 2010 EMPA
models to investigate the Rich question:
bile salts. absorption of the products of HBI3X 2011 EMPA
digestion HBI3X 2012 EMPA Why do vitamins and
 AO1 – development of minerals not require
knowledge and understanding digestion?
of digestion
knowledge to explain exam
questions/data showing the
reduction in pH when lipase
and bile are added to milk
Extension Model gut activity (eg using starch

and amylase, or triglycerides, bile
and lipase). Ask them to relate
this to digestion.
Extension: 1  Explain the features Learning activities: Students could nuffieldfoundation.org/p

week of good undertake the BIO3T ractical-
 Design a valid Students design an experiment to
experimental ISA P 2010 biology/investigating-
experiment, using investigate the whether the
design. effect-temperature-
the work of others as concentration of bile salts affects
 Evaluate risk. the rate of triglyceride digestion.
activity-lipase
a starting point, to
investigate whether  Research and This should include the stages of: shsbiology.pbworks.co
the concentration of adapt methodology m/f/Breaking+Down+Fa
bile salts affects as the basis for  questioning about what t+Digestion+CH+29+La
triglyceride digestion. designing an features a well-designed b.pdf
 Identify variables, experiment. investigation has
cleapss.org.uk
including those that  Process data to  research to develop method
must be controlled. calculate rates.  risk assessment (Hazcards)
 Plot and interpret  Represent raw and  processing and presenting
graphs. processed data data
 Explain trends in clearly using tables  drawing conclusions and
results by applying and graphs. evaluating findings
knowledge.  Apply knowledge to  past ISA paper (if
draw and explain appropriate).
conclusions.
 Evaluate the quality
of results and Skills developed by learning
reliability of activities:
conclusions.
 AT a/At l – use apparatus,
including dataloggers, to
measure time and pH
 PS 1.1/PS 2.4 – design an
experiment, based on
 PS 2.2/3.1/MS 1.3 – present
and interpret data using tables
and graphs
 PS 2.3 – evaluate results for
errors
 PS 3.2 – process data to
calculate rates
 8.4.2.1, 8.4.2.2. 8.4.2.3,
8.4.2.4 and 8.4.2.5
 AO2 – apply knowledge in a
practical context
and evidence to make
judgements, reach
conclusions and
develop/refine practical
design and procedures.

Co-transport 0.4  Recall the Learning activities: Past exam paper Rich question:
mechanisms and the weeks adaptations of material:
role of micelles in the  card sort recapping the Explain the
intestinal epithelial BIOL1 June 2009 – mechanisms by which
absorption of the adaptations that cells have to
cells to exchange. Q7b each of the products of
increase exchange (section
products of digestion by  Explain the digestion is absorbed.
cells lining the ileum. 3.2.3) BIOL1 June 2011 –
absorption of amino
 ask students to label the Q8b
acids and glucose
adaptations of a small
against a BIOL1 June 2009 –
intestine epithelial cell
concentration Q7b
 DARTS tasks – students use
gradient by co-
a comprehension about how
transport.
glucose, amino acids and
 Explain the role of
lipids are absorbed and
micelles in the
recreate this in diagrammatic
absorption of lipids.
form
 presentation of diagrams to
the group and peer evaluation
 teacher explanation to
address remaining
weaknesses using videos and
animations
 exam questions.

activities:
of absorption
 AO2 – application of earlier
learning from section 3.2.3
AO3 – evaluation of scientific
information in other people’s
presentations.
3.3.4 Mass transport
3.3.4.1 Mass transport in animals
Prior knowledge:

Exercise increases the heart rate.

The general pattern of 0.2  Describe the Learning activities: Past exam paper kscience.co.uk/animatio
blood circulation in a weeks structure of the material: ns/blood_system.swf
mammal.  teacher explanation of the
circulatory system, BIOL2 – June 2009
advantage of mass transport
with particular
systems in large organisms Q1a–1b
reference to the Rich questions:
blood vessels  Why do humans
double circulatory system,
entering/leaving the need a double
using animations and videos
heart, lungs and
 students complete labelled circulatory system?
kidneys.  Describe the
diagram of organs and blood
 Link the structure of journey of a red
vessels, based on their
the circulatory blood cell around
learning
system to its role in
 exam questions from one circuit of the
exchanging and body, naming the
Exampro.
transporting main blood vessels
materials. and the chambers
Skills developed by learning of the heart.
activities:
AO1 – development of knowledge
and understanding or circulation
and the key blood vessels
entering and leaving the kidneys,
lungs and heart.
Extension Student modelling of the double

circulatory system – mark out the
classroom to have a double
circulation with the heart in the
centre and desks for other
organs. Students have to pick up
oxygen, carbon dioxide, glucose
and urea cards at key points and
drop them at the correct points
where they leave the blood.
The quaternary structure 0.4  Relate knowledge Learning activities: Past exam paper rasmol.org
of haemoglobins. weeks of protein structure material:
 use RASMOL/information johnwiley.net.au/higher
to the structure of
The role of haemoglobin sheets to investigate the BIOL2 June 2013 – Q6 ed/interactions/media/R
in the loading, transport haemoglobin.
structure of haemoglobin. Ask espiration/content/Resp
and unloading of  Explain what is BIOL2 Jan 2012 – Q9a
students to relate this back to iration/resp3a/screen0.
oxygen. meant by the term BIOL2 June 2010 – swf
protein structure from 3.1.4
“partial pressure”.
The cooperative nature  teacher introduction to the Q7a
 Explain how the
of oxygen binding, with dual role of loading in the BIOL2 June 2010 – Q9
binding of one Rich questions:
the binding of the first lungs and unloading in the (except 9c)
oxygen molecule
oxygen molecule making respiring tissues (using  Why does
changes the shape
the binding of animations) haemoglobin have
of haemoglobin and
subsequent oxygen  teacher explanation of the a quaternary
how this affects the
molecules easier. oxyhaemoglobin dissociation structure?
binding of further
curve, the concept of partial  What effect does
The effects of carbon oxygen molecules.
pressure and the Bohr effect
dioxide concentration on  Relate knowledge the first oxygen
oxygen dissociation (using animations) binding have on the
to explain the shape
(Bohr effect).  get students to generate structure of
of an
“Golden Rules” about what a haemoglobin?
oxyhaemoglobin
shift to the left or right on the  What are
dissociation curve.
oxyhaemoglobin dissociation haemoglobin’s two
 Explain the effect of
curve means seemingly
carbon dioxide
 exam questions. conflicting roles (in
concentration on
oxygen the lungs and
dissociation. respiring tissues)?
 Relate this  How are both roles
activities:
knowledge to achieved?
explain oxygen  AT l – use ICT to model the  Explain the S shape
loading and structure of haemoglobin of the
unloading in (using RASMOL) oxyhaemoglobin
different tissues.  AO1 – development of dissociation curve.
knowledge on oxygen loading,
transport and unloading
knowledge to explain the Bohr
effect on an oxyhaemoglobin
dissociation curve
from graphs showing
oxyhaemoglobin dissociation
curves
 MS 3.1 – translate data
between a number of different
formats eg graphical and
tabular forms.
Many animals are 0.4  Explain differences Learning activities: Past exam paper Rich questions:
adapted to their weeks between the material:
environment by  questioning used to recap and Provide examples of
oxyhaemoglobin
assess understanding of the BIOL2 Jan 2011 - Q2 organisms and the
possessing different dissociation curves
Bohr effect and oxygen conditions in which they
types of haemoglobin of different species. BIOL 2 June 2009 –
dissociation live eg birds. Then
with different oxygen  Relate these Q8b–c
transport properties.  think, pair, share: show show oxyhaemoglobin
differences to the BIOL 2 June 2011 – dissociation curves and
environment in Q6a ask students to relate
curves comparing human and
which the them to the
bird haemoglobin and ask BIOL 2 June 2010 –
organisms with to environmental
students to suggest the Q7b
explain how these conditions.
advantage to birds of having a
adaptations allow BIOL 2 Jan 2010 – Q4
curve to the right
organisms to
 provide environmental
survive.
information about other
organisms eg lugworms and
ask students to suggest what
challenges they face and what
their oxyhaemoglobin
dissociation curve would be
like in comparison to human
haemoglobin. They can
present with explanation
 accept feedback and use as a
prompt for discussion
 exam questions.
activities:
 PS 1.2 – apply knowledge of
oxygen dissociation and
adaptations of organisms, to
experimental data showing
oxygen dissociation at
different partial pressures
 AO3/MS 1.3 – interpret data
from graphs showing
curves
 MS 3.1 – translate data
between a number of different
formats eg graphical and
tabular forms
knowledge on oxygen loading,
transport and unloading
knowledge to suggest how
organisms have haemoglobin
with different transport
properties.
Required practical 5: 0.2  Describe and label Learning activities: Exampro: nuffieldfoundation.org/p
weeks the structure of the ractical-biology/looking-
Dissection of animal or  introduce students to the BYB3 – Jan 2006 Q1a
plant respiratory system heart. heart
external structure of the heart
 Explain differences BYA1 – June 2005 Q2
or mass transport and discuss the key features cleapss.org.uk
system or of an organ in the thickness of
eg role of the coronary artery
cardiac muscle
within such a system  teacher explanation of the
(could also be met in between the atria
gross internal structure of the
section 3.3.2 by lung, gill and ventricles and
heart, building on GCSE
or insect dissection). between different
knowledge. Link the structure
sides of the heart.
The gross structure of back to the double circulatory
the human heart. system
the atrio-ventricular
 students to perform a
and semilunar
dissection, using instruction
valves.
sheet
 students identify key internal
the coronary artery.
structures/chambers.

activities:
 AT j – dissect mammalian
heart
 8.4.2.1 and 8.4.2.3
knowledge on the structure of
the heart.
Pressure and volume 0.2–  Explain the cardiac Learning activities: Past exam paper nhlbi.nih.gov/health/hea
changes and associated 0.4 cycle. material: lth-
 introduce the concept of the
valve movements during weeks  Explain the opening BIOL1 June 2013 –
topics/topics/hhw/contr
the cardiac cycle that heart beating at a certain rate
and closing of AV action.html
maintain a unidirectional  teacher explanation of the Q8b
and semi-lunar
flow of blood. events within a heartbeat BIOL1 Jan 2011 – Q3
valves in terms of
using animation. Emphasise (except 3c)
differences in
the pressure and volume
pressure at different BIOL1 June 2011 – Q6
changes and how this causes
stages of the
the opening and closing of BIOL1 Jan 2012 – Q5
cardiac cycle.
particular valves to maintain
 Analyse and
unidirectional flow
interpret data
 show students data of the
relating to pressure
volume and pressure changes
and volume
on a graph. Ask them to
changes during the
discuss in pairs and interpret
cardiac cycle.
the changes. Finally ask them
to justify which valves will be
opening and closing at which
positions
 exam questions.

activities:
 MS 2.2/ MS 2.4 – students
could be given values of
cardiac output (CO) and one
other measure, requiring them
to change the subject of the
equation:
CO = stroke volume × heart

rate
knowledge of the cardiac
cycle, the pressure and
volume changes within it and
how this causes valves to
open and close
 AO2/AO3/MS 1.3 – interpret
data from graphs/tables
showing pressure/volume
changes within the cardiac
cycle and apply knowledge to
explain the data
The structure of arteries, 0.4–  Describe the Learning activities: Specimen nuffieldfoundation.org/p
arterioles and veins in 0.6 structure of arteries, assessment material: ractical-biology/elastic-
relation to their function.  introduce the relationships
weeks arterioles, veins and AS Paper 1 (set 1) – recoil-arteries-and-
between the different types of
The structure of capillaries. Q6 veins
blood vessels
capillaries and the  jigsaw task: Groups of 4. One cleapss.org.uk
importance of capillary of arteries,
from each group goes to an
beds as exchange arterioles, veins and Past exam paper
information station containing
surfaces. capillaries to their material:
materials about the structure
functions.
The formation of tissue linked to the function of one of BIOL2 Jan 2013 – Q2
 Compare and
fluid and its return to the the blood vessels
contrast the
 students feedback to each BIOL2 June 2012 –
circulatory system.
structure and Q8b-8c
other and complete a
function of different
summary table BIOL2 Jan 2011 – Q8c
blood vessels.
 teacher assessment and
 Explain what tissue BIOL2 June 2009 – Q1
explanation of weaker areas
fluid is and which
 teacher explanation of the BIOL2 June 2011 –
substances it
formation of tissue fluid and Q6b
contains.
its return to the circulatory BIOL2 June 2010 – Q2
 Explain the
system
formation of tissue BIOL2 Jan 2010 – Q6
 exam questions.
fluid in terms of
hydrostatic
pressure. Skills developed by learning
 Explain the activities:
reabsorption of
some tissue fluid  ATd /AT e – use an optical
back into the microscope to examine and
capillaries, in terms draw prepared slides of
of hydrostatic sections through blood
pressure and water vessels
potential  MS 1.8 – use and manipulate
 Explain the role of the magnification formula
the lymph system.  AO1 – development of
knowledge of the structure
and function of different blood
vessels
knowledge of structure to the
function of each blood
vessels.
Extension  Hang masses from an artery

and vein and show that artery
has more elasticity.
 Microscopy and drawing of
prepared slide of sections
through different blood
vessels.
Extension: 0.8  Explain the features Learning activities: Students could nuffieldfoundation.org/p
weeks of good undertake the HBI3T ractical-
Design a valid Students design an experiment to
experimental ISA P from 2009. biology/observing-
experiment to investigate the effect of exercise
design. effects-exercise-
investigate the effect of on human pulse. This should
exercise on human  Process data to include the stages of:
human-body
calculate rates. Past exam paper
pulse rate. cleapss.org.uk
 Represent raw and  research to develop method. material:
Identify variables, processed data  risk assessment BIOL1 Jan 2013 – Q7
including those that must clearly using tables  carrying out (subject to
be controlled. and graphs. teacher approval) BIO3X 2012 EMPA
Plot and interpret  Apply knowledge of  processing and presenting
graphs. circulation to draw data
Explain trends in results and explain  drawing conclusions and
by applying knowledge. conclusions. evaluating findings
 Evaluate the quality  past ISA paper (if
of results and appropriate).
reliability of
conclusions.
activities:
 AT h – students could design
and carry out an investigation
into the effect of a named
variable on human pulse rate
 PS 3.1 – plot and interpret
graphs showing the effect of a
named variable on pulse rate
 PS 3.2 – process data to
calculate rates
 MS 0.1 – make use of units
appropriate in calculations
 8.4.2.1, 8.4.2.2, 8.4.2.3 and
8.4.2.4
practical context
judgements and reach
conclusions and design/refine
practical design and
procedures.

Cardiovascular disease 0.4  Analyse and Learning activities: Past exam paper Rich questions:
(CVD) and associated weeks interpret data material:
risk factors.  jigsaw task: Students  What are the risk
associated with
research one cardiovascular BIOL1 June 2013 – Q6 factors associated
specific risk factors
disease eg stroke, heart with CVD?
and the incidence of BIOL1 June 2010 – Q6
disease and then feedback to  Explain why a
cardiovascular BIOL1 June 2012 – Q2
others in their group to build strong correlation is
disease.
up collective picture of BIOL1 June 2012 – not proof that a
 Recognise
cardiovascular disease and Q8b factor causes CVD.
correlations and associated risk factors
causal
 teacher explanation of how to BIOL1 Jan 2012 Q7c
relationships. and 7d
analyse critically and evaluate
NB the specification data showing correlations
does not require  use a past exam question to
knowledge of specific model the analysis and
CVD or risk factors but evaluation process
students should be able  exam questions.
to use their knowledge
of heart function to
predict what would or Skills developed by learning
could happen when activities:
given information.
 PS 3.1 – interpret graphs
showing correlations between
CVD and associated risk
factors
 MS 0.3 – calculate and
understand the use of,
percentages or values per
100,000 when looking at data
within populations
 MS 1.3 – interpret data from
graphs relating to factors
which influence the risk of
CVD
 MS 1.7 – interpret scatter
graphs showing correlations
significance of a correlation
between data about an
environmental variable and
data about the incidence of a
particular cardiovascular
disease
and evidence to assess the
validity of conclusions and the
strength of correlations.
3.3.4.2 Mass transport in plants
Prior knowledge:
Xylem and phloem tissue transports substances around a plant.

Xylem as the tissue that 0.2  Explain the role of Learning activities: Past exam paper filestore.aqa.org.uk/res
transports water in the weeks the xylem in plants. material: ources/biology/AQA-
 questioning on leaf structure
stem and leaves of  Explain how water BIOL2 Jan 2013 – Q5
7401-7402-TN-
plants. (3.3.2) and GCSE knowledge
transport in the TOC.PPTX
on xylem BIOL2 June 2013 –
xylem is linked to
The cohesion-tension  teacher led explanation of Q8a
filestore.aqa.org.uk/res
theory of water transport transpiration in the ources/biology/AQA-
movement of water against
in the xylem. leaves. BIOL2 Jan 2011 – Q8b 7401-7402-TN-
gravity due to cohesion-
 Explain the TOC.PDF
tension theory (using BIOL2 Jan 2012 – Q8b
cohesion-tension
animation) nuffieldfoundation.org/p
theory of water BIOL2 June 2010 – Q4
 interpret results from ractical-
transport.
potometer experiments
 Explain the factors biology/measuring-rate-
 exam questions. water-uptake-plant-
which affect
transpiration. shoot-using-potometer
Skills developed by learning saps.org.uk/secondary/t
activities: eaching-
resources/1274
understanding of cohesion- saps.org.uk/secondary/t
tension theory and water eaching-resources/770-
movement microscopy-looking-at-
 MS 1.3/AO3 – plot graphs and xylem-and-specialised-
interpret data from graphs cells
relating to water transport
saps.org.uk/secondary/t
 8.4.2.1, 8.4.2.2, 8.4.2.3 and eaching-resources/115-
8.4.2.4 potometer-measuring-
transpiration-rates
cleapss.org.uk
Rich question:
How are big trees, like
giant redwood trees,
able to move water
against gravity to the
leaves at the top?
Extension  Practical investigation to use BIOL2 – Jun 2010 Q4
potometers to measure how
uptake of water is affected by
a named environmental
variable eg wind speed or
light intensity.
 Microscopy of xylem vessels
within carnations/pre-
prepared xylem/vascular
bundle slides.
 AT b – record quantitative
data eg use a potometer to
investigate the effect of a
named environmental variable
on the rate of transpiration.
 PS 3.2/MS 3.5/MS 3.6 –
process data to calculate
rates and calculate rates from
the slope of a tangent.
 MS 1.1 – calculate data to an
appropriate number of
significant figures.
 AO1/PS 4.1 – understand the
principles of using and
reading values from a
potometer.
Phloem as the tissue 0.2  Explain the role of Learning activities: Specimen highered.mheducation.
that transports organic weeks the phloem in assessment material: com/sites/9834092339/
substances in plants.  provide information about the
plants. A-level Paper 1 (set 1) student_view0/chapter3
methodology and the results
The mass flow  Explain what is – Q9 8/animation_-
from ringing and tracer
hypothesis for the meant by _phloem_loading.html
experiments. Ask students to AS Paper 2 (set 1) –
mechanism of translocation. saps.org.uk/secondary/t
formulate a hypothesis Q9
translocation.  Explain the mass
 teacher led explanation of eaching-
flow hypothesis as resources/1274
Investigating transport in translocation of sugars by
a mechanism for
plants using tracers and mass flow
translocation.
ringing experiments.  ask them to evaluate earlier
 Recognise Rich questions:
explanations and reform their
correlations and
explanations of the  Explain how ringing
causal experimental results, in light
relationships. and tracer
of their new learning experiments prove
 Interpret evidence
 exam questions. the mass flow
from tracer and
ringing experiments hypothesis through
and evaluate the the phloem.
evidence for and  What causes
activities:
against the mass translocation by
flow hypothesis.  AO1 – development of mass flow?
of translocation by mass flow
 PS 1.2/AO2 – apply
knowledge of translocation to
traces and ringing
experiments
from graphs relating to
translocation
 AO3 – evaluate scientific
evidence in supporting
scientific ideas.
3.4 Genetic information, variation and relationships between organisms.
Teach after 3.1.4: Proteins, 3.1.5: Nucleic acids, 3.1.6 ATP, 3.2.1: Structure of eukaryotic/prokaryotic cells and 3.2.2: All cells arise from existing cells.
Unit description
Biological diversity – biodiversity - is reflected in the vast number of species of organisms, in the variation of individual characteristics within a single
species and in the variation of cell types within a single multicellular organism.
Differences between species reflect genetic differences. Differences between individuals within a species could be the result of genetic factors, of
environmental factors, or a combination of both.
A gene is a section of DNA located at a particular site on a DNA molecule, called its locus. The base sequence of each gene carries the coded
genetic information that determines the sequence of amino acids during protein synthesis. The genetic code used is the same in all organisms,
providing indirect evidence for evolution.
Genetic diversity within a species can be caused by gene mutation, chromosome mutation or random factors associated with meiosis and fertilisation.
This genetic diversity is acted upon by natural selection, resulting in species becoming better adapted to their environment.
Variation within a species can be measured using differences in the base sequence of DNA or in the amino acid sequence of proteins.
Biodiversity within a community can be measured using species richness and an index of diversity.
3.4.1 DNA, genes and chromosomes.
Prior knowledge:

 Chromosomes are made of DNA which has a double helix structure.
 A gene is a small section of DNA with the code for a particular combination of amino acids which make a specific protein.

Eukaryotic cells have 0.2  Explain what is Learning activities: yourgenome.org/teache

chromosomes of linear weeks meant by the terms rs/zoom.shtml
DNA associated with  questioning from GCSE about
chromosome and
histones. the meaning of key terms like
gene.
gene, chromosome and allele
 Compare and Rich question:
Prokaryotic cells contain  use animation to show scale
short, circular DNA that contrast DNA in A textbook stated that
of chromosomes in eukaryotic
is not associated with eukaryotes with that “The bacterial
cells and how chromosomes
histones. in prokaryotes, chromosome is found in
are made of DNA and
mitochondria and the cytoplasm of the
Mitochondria and histones. Introduce the
chloroplasts. cell”. Evaluate this
chloroplasts contain concept of a gene
 Explain what a
DNA like that of  teacher explanation about the statement.
gene could code
prokaryotes. difference between the
for.
arrangement of DNA in
A gene is a base
prokaryotic cells and
sequence of DNA that
eukaryotic cells
codes for the amino acid
sequence of a  students generate a summary
polypeptide or a table comparing and
functional RNA. contrasting prokaryotic and
eukaryotic DNA.

activities:
 MS 0.2 – students can be
introduced to base
pairs/kilobase pairs as a
measuring of length when
discussing the loci of a gene
on a chromosome and
convert this from standard to
ordinary form
of the arrangement of DNA in
eukaryotes and prokaryotes
and the relationship between
DNA, genes and
chromosomes.
Extension Ask students to compare the

structure of prokaryotic cells with
mitochondria and chloroplasts,
identify similarities and suggest a
theory.
DNA has a triplet code 0.2  Explain how the Learning activities: Past exam paper yourgenome.org/teache
which is universal, non- weeks DNA base material: rs/dnaprotein.shtml
overlapping and  remind students that there are
sequence is able to
20 amino acids and only 4 BIOL2 June 12 Q5b
degenerate. code for the primary
bases. Ask how many bases
Much of eukaryotic DNA structure of a BIOL2 June 2011 – Rich questions:
would have to code for an
polypeptide. Q3a
does not code for amino acid to give sufficient  What is meant by
polypeptides. There are  Explain the terms BIOL2 Jan 2010 – Q3 the terms:
combinations
non-coding regions of degenerate,  degenerate?
multiple base repeats universal and non-  non-
triplet code and the fact that
between genes. There overlapping. overlapping?
there is degeneracy (as well
are also introns within  Explain why much  universal?
as the fact it is universal and
genes which separate of eukaryotic DNA
non-overlapping)
coding sequences can be considered
 ask the rich question: how  A polypeptide is
(exons). as non-coding.
many bases code for a made of 24 amino
 Explain what is acids. What is the
polypeptide of 24 amino acids
meant by an intron
 explain why the answer might minimum number of
and an exon. bases that the gene
in fact be more than 72 as
there are introns in the gene. coding for it must
Introduce the idea of introns have had?
and also non-coding regions
between genes
 exam questions.

activities:
calculate the percentage of
human DNA which does code
for polypeptides, when
supplied with data about the
number of coding bases and
the total number of bases
 MS 0.5 – students could work
out the possible number of
combinations that a triplet
code can have (ie 43) to
highlight the idea of
degeneracy
of the triplet code and non-
coding sections of it.
3.4.2 Protein synthesis.
Prior knowledge:

Protein synthesis occurs in the ribosomes.

The concept of the 0.4  Explain what the Learning activities: Past exam paper yourgenome.org/teache
genome and the weeks terms genome and material: rs/dnaprotein.shtml
 questioning to recap
proteome. proteome mean.
knowledge about the role of BIOL5 June 2010 – Q2
The structure of  Describe the
DNA and RNA from section
molecules of mRNA. structure of mRNA BIOL5 June 2011 – Q1. Rich questions:
3.1.5
and how it is related 
The process of  provide students with data What are the
to its function (link advantages of
transcription in from experimental work
to 3.1.5.1). mRNA being used
prokaryotes to produce investigating the role of
 Explain the process to carry the genetic
mRNA. nucleic acids eg the Hershey-
of transcription in code to the
Chase experiment and ask
The process of prokaryotes. ribosomes, rather
them to interpret this
transcription in  Explain the process  introduce concept of genome than DNA?
eukaryotes to produce of transcription and  Explain how mRNA
and proteome
pre-mRNA which is splicing in
 teacher explanation of the is adapted to its
subsequently spliced. eukaryotes, linking
process of transcription and function.
this to knowledge of  What is the
how the structure of mRNA
introns. difference between
relates to its function of
 Interpret data from mRNA and pre-
transferring the code to the
experimental work mRNA?
ribosomes. Use animation to
investigating the  Provide students
support this.
role of nucleic with a DNA code,
acids. identify the sense
strand and ask
activities: students to
transcribe it
 PS 1.2 - apply knowledge of (assuming there are
transcription and nucleic acids no introns).
to explain experimental data
from investigations into the
role of nucleic acids
knowledge around
transcription and the structure
and role of mRNA
knowledge to transcribe a
DNA sequence into mRNA.
The process of 0.4  Explain the process Learning activities: Specimen yourgenome.org/teache
translation. weeks of translation. assessment material: rs/dnaprotein.shtml
 questioning to recap
The roles of ribosomes,  Explain the specific A-level Paper 1 (set 1)
knowledge about
tRNA and ATP. roles of ribosomes, – Q11.1
transcription, the role of Rich questions:
ATP and tRNA in
The structure of ribosomes from section 3.2.1
translation.  Evaluate the
molecules of tRNA. and ATP from section 3.1.6
 Describe the Past exam paper statement “DNA is a
structure of tRNA material: triplet code which
process of translation and
and how it is related instructs the
how the structure of tRNA BIOL5 June 2012 – Q1
to its function. ribosomes how to
relates to its function in (except Q1cii and 1d)
 Relate the base delivering the specific amino make amino acids”.
sequence of nucleic acid. Use animation to  Explain how the
acids to the amino support this structure of tRNA is
acid sequence of  exam questions. adapted for its
polypeptides, when function.
provided with  Provide students
suitable data about Skills developed by learning with an mRNA code
the genetic code. activities: and ask them to
translate it into an
amino acid
knowledge around translation
sequence (when
and the structure and role of
provided with
tRNA
appropriate
information).
knowledge to translate a
mRNA sequence into a
sequence of amino acids.
Extension  Students could be given
velcro strips and could velcro
mRNA nucleotide letters to
produce a sequence which
their partner has to interpret
and translate into an amino
acid sequence. This can be
done with amino acid cards,
which they join using treasury
tags.
 Students could produce a
video podcast summarising
the whole process of protein
synthesis (using plasticine
models).
3.4.3 Genetic diversity can arise as a result of mutation or during meiosis
Prior knowledge:
GCSE Science A
Mutations produce new forms of genes.

 Cells in reproductive organs divide to form gametes by a process called meiosis.
 When a cell divides during meiosis, copies of the genetic information are made and then the cell divides twice to form four gametes, each with a
single set of chromosomes.
 When gametes join at fertilisation, a single body cell with new pairs of chromosomes is formed.

Gene mutations arise 0.2  Explain what a Learning activities: Specimen cell-cell-cell.com/wp-
spontaneously during weeks gene mutation is assessment material: content/uploads/CCC_
DNA replication and  teacher led explanation of
and how it arises. AS Paper 2 (set 2) – Activity_CrackTheCodo
how gene mutations arise and
include base deletion  Explain what is Q3 n_v01.doc
and base substitution. mutagenic agents which can
meant by a deletion
increase the risk
and substitution
The degeneracy of the  students work through the Rich questions:
genetic code means that mutation and the Past exam paper
transcription and translation
not all base substitutions potential material:  Evaluate this
activity (linked in resources).
cause a change in the consequences of statement:
Then ask them to repeat the BIOL2 Jan 2013 –
amino acid sequence. each (linked to “Sunbathing
activity twice more but this Q6a–6
primary protein exposes your body
Mutagenic agents can time putting in a substitution
increase the risk of gene
structure).
mutation for one and a BIOL2 June 2013 – to UV light which
 Interpret base Q7b–7c causes mutations to
mutation. deletion mutation for another.
sequences to occur”.
Compare effects of the two
identify gene mutations to the original BIOL2 Jan 2012 – Q4  Which type of gene
mutations and their amino acid sequence. Ask mutation is likely to
BIOL2 June 2011 –
impact. students to relate these be the most
Q3b
 Describe what a effects to their knowledge of damaging and why?
mutagenic agent is protein structure BIOL2 June 2010 – Q3  A student wrote that
and identify some  teacher explanation of the UV light increased
possible mutagenic effects of substitution and the likelihood of
agents. deletion mutations and also mutations in the
the possible neutral effects of protein that the cell
substitution due to made. Why is this
degeneracy. not correct?
 exam questions.

activities:
knowledge around gene
mutations and their possible
consequences
knowledge of mutation to a
model of protein synthesis
model to suggest possible
effects of gene mutation on
the structure of the protein
produced.
Meiosis produces 0.6  Explain the different Learning activities: Specimen nuffieldfoundation.org/p
genetically unique weeks outcome of mitosis assessment material: ractical-
daughter cells.  introduce the convention of 2n
and meiosis. A-level Paper 1 (set 1) biology/preparing-
and n. Students then calculate
The process of  Explain how – Q10; AS Paper 1 (set anther-squash
the number of possible
meiosis involves two meiosis results in 1) – Q3. cleapss.org.uk
chromosome combinations
nuclear divisions and variation.
(without crossing over)
forms four haploid  Complete diagrams highered.mheducation.
 think, pair, share: there is com/sites/0072495855/
daughter cells. showing the Past exam paper
more variation possible than student_view0/chapter3
chromosome material:
Independent our calculated number – /animation__how_meio
content of cells after
segregation and where does the extra variation BIOL2 June 2013 – Q1; sis_works.html
the first and second
crossing over result in come from? BIOL2 June 2010 – Q5.
meiotic division,
genetically different  teacher explanation of the highered.mheducation.
when given the com/sites/0072495855/
daughter cells. process of meiosis, supported
chromosome student_view0/chapter2
by animations and videos
content of the
 students compare and /animation__compariso
parent cell. n_of_meiosis_and_mito
contrast mitosis and meiosis
 Recognise where
 students interpret information sis__quiz_1_.html
meiosis occurs
about unfamiliar life cycles to sumanasinc.com/webc
when given
identify where meiosis and ontent/animations/conte
information about
mitosis are occurring. nt/meiosis.html
an unfamiliar life
cycle.
 Explain how Skills developed by learning
random fertilisation Rich question:
activities:
of haploid gametes Compare and contrast
further increases  MS 0.5 – use the expression the similarities and
genetic variation 2n to calculate the possible differences between
number of different
within a species. combinations of mitosis and meiosis.
chromosomes
 MS 0.5 – derive a formula
from this to calculate the
possible number of different
combinations of
chromosomes following
random fertilisation
 8.4.2.1 and 8.4.2.2
knowledge of meiosis
knowledge to unknown life
cycles.
Extension Observe meiosis in prepared or

produced slides of suitable plant
or animal tissue and produce
suitable drawing.
Mutations in the number 0.2  Explain what a non- Learning activities: sumanasinc.com/webc
of chromosomes can weeks disjunction event is ontent/animations/conte
arise spontaneously by  questioning to recall the
and how it occurs. nt/mistakesmeiosis/mist
principles and events of
chromosome non-  Compare and akesmeiosis.swf
disjunction during meiosis
contrast gene and
meiosis.  teacher explanation of non-
chromosomal
disjunction as a mechanism of
mutations.
chromosomal mutations
(supported by animation) and
. how these differ from gene
mutations
 provide data about the
likelihood of non-disjunction
and how it increases with age.
They could draw conclusions
and work out the percentage
of cells which do not undergo
meiosis correctly
 exam questions.

activities:
calculate the fraction or
percentage of cells in which
non-disjunction occurs for
different ages, when supplied
with appropriate data
of non-disjunction events
during meiosis leading to
chromosomal mutations.
Extension Explain the possible Students could use the internet/

consequences of a highlighting sheets to briefly
non-disjunction event in research non-disjunction events
animals and plants. in humans eg Down’s syndrome,
Turner’s syndrome, (Not required
knowledge but adds context to
the specification content).
3.4.4 Genetic diversity and adaptation
Prior knowledge:
GCSE Science A
 Darwin’s theory of evolution by natural selection states that all species of living things have evolved from simple life forms that first developed
more than three billion years ago.
 Individual organisms within a particular species may show a wide range of variation because of differences in their genes.
 Individuals with characteristics most suited to the environment are more likely to survive to breed successfully.
 The genes that have enabled these individuals to survive are then passed on to the next generation.
 Where new forms of a gene result from mutation there may be relatively rapid change in a species if the environment changes.

New species arise as a result of:
 isolation – two populations of a species become separated
 genetic variation – each population has a wide range of alleles that control their characteristics
 natural selection – in each population, the alleles that control the characteristics which help the organism to survive are selected
 speciation – the populations become so different that successful interbreeding is no longer possible.
The concept of genetic 0.4  Explain what is Learning activities: Past exam paper Rich question:
diversity. weeks meant by genetic material:
 teacher explanation of the How would selective
diversity and allele
The principles of natural concept of allele frequency BIOL2 Jan 2011 – Q4 breeding of animals
selection in the evolution frequency.
and reproductive success and plants by humans
 Explain the concept BIOL2 Jan 2011 – Q9a
of populations (including  students model natural – 9d
affect genetic diversity?
random mutation, of reproductive
selection using one of the
reproductive success, success. BIOL2 June 2011 – Q2
activities/models (see
inheritance of the  Explain the bbsrc.ac.uk/web/FILES/
resources) eg different
beneficial allele and principles of natural Resources/natural_sele
paperclips to pick up seeds
increasing allele selection and how
representing Darwin’s finches ction_teachers.pdf
frequency in the next selection and
and natural selection on nuffieldfoundation.org/p
generation). adaptation are
different islands ractical-biology/model-
major factors in
Natural selection results  ask students what each part natural-selection-
evolution and
in species that are better of the model represented and %E2%80%93-
adapted to their contributing to
relate to real life context eg spaghetti-worms
species diversity.
environment. This Darwin’s finches
 Apply knowledge to nuffieldfoundation.org/p
included anatomical,  extend teacher explanation to
physiological or unfamiliar ractical-biology/simple-
explore how adaptation and
behavioural adaptations. information to model-natural-
natural selection are factors in
explain how selection#node-3217
evolution and also ensure a
selection produces
diversity of species
changes within a
 generate a model answer as a
population of a
class
species.
 exam questions.
activities:
knowledge around natural
selection and adaptation, the
principles involved in selection
and how this is linked to
evolution
knowledge to explain the
evolution of a species in an
unknown context (using the
information provided).
Directional selection, 0.2  Explain what is Learning activities: Past exam paper Rich question:
exemplified by antibiotic weeks meant by directional material:
resistance in bacteria  ask rich question as a Fossils indicate that
and stabilising
stimulus and gauge student BIOL2 June 2012 Q2 crocodiles and sharks
and stabilising selection, selection.
responses have remained
exemplified by human  Identify types of BIOL2 Jan 2011 – Q6
birth weights.  introduce the concept of relatively unchanged for
selection from BIOL2 June 2009 – Q3 millions of years. Does
directional and stabilising
distribution curves. (except 3b) this indicate that they
selection with examples. Link
 Interpret data are no longer subject to
this to the distribution curves BIOL2 Jan 2012 – Q5
relating to the effect natural selection?
for populations subjected (except 5c)
of selection in
each
producing change
 card sort – give further
within populations.
examples (eg Australian
 Apply knowledge of
snakes with big heads being
types of selection to
able to eat the poisonous
explain antibiotic
Cane toad, resulting in death
resistance and
of those with large heads;
human birth
fossilised ferns showing little
weights.
difference to modern day
ferns) and ask them whether
each indicates stabilising or
directional selection
 revisit rich question to
reassess responses
 exam questions.
activities:
 AO3/MS 1.3 – interpret data
from graphs showing
selection
knowledge around and
understanding of directional
and stabilising selection
knowledge to explain
changes/lack of changes in
the distribution
curves/features of a
population.
Required practical 6: 1  Explain the basis of Learning activities: Students could nuffieldfoundation.org/p
week working aseptically undertake the HBI6T ractical-
Use of aseptic  train students in aseptic
techniques to and the standard ISA P from 2012. biology/investigating-
techniques and standard
investigate the effect techniques for anti-microbial-action
procedures eg aseptic
of anti-microbial doing so.
transfer and producing a nuffieldfoundation.org/p
substances on  Apply knowledge of Past exam paper
ractical-biology/aseptic-
bacterial lawn material:
microbial growth. types of selection to
 carry out the method to techniques
explain antibiotic BIOL2 June 2013 – Q5
investigate the effect of nuffieldfoundation.org/p
resistance. (except 5aii)
antimicrobial substances ractical-biology/making-
 measure zones of BIOL2 June 2010 – Q8 spread-or-
. clearing/measure turbidity of %E2%80%98lawn%E2
broth %80%99-plate
 interpret data and draw
conclusions. nuffieldfoundation.org/p
ractical-biology/making-
pour-plate
Skills developed by learning nuffieldfoundation.org/s
activities: ites/default/files/files/eff
 AT c – use laboratory ects-of-antiseptics-on-
glassware apparatus to microbes-87(1).pdf
perform serial dilutions of survivalrivals.org/the-x-
bacteria to perform a count bacteria/about
 AT I – use microbiological
aseptic techniques, including cleapss.org.uk
the use of agar plates or broth
 MS 2.5 – students could use a
logarithmic scale when
dealing with data relating to
large numbers of bacteria in a
culture
 MS 1.3 – present data in
tables and graphs
the effect of different anti-
microbial substances on
microbial
 PS 4.1/AO1 – understand the
reasons for working
aseptically
 AO3 – make judgements and
reach conclusions
 8.4.2.1, 8.4.2.2, 8.4.2.3 and
8.4.2.4
Extension Carry out HBI6T ISA P12 exam

paper (even if spices have not
been used as the antimicrobial
substance).
3.4.5 Species and taxonomy.
Prior knowledge:
GCSE Science A
Studying the similarities and differences between organisms allows us to classify organisms and understand evolutionary/ecological relationships.

 The concept of what a species is and how fossil evidence shows how species have changed over time.
 New species arise as a result of:
 isolation – two populations of a species become separated
 genetic variation – each population has a wide range of alleles that control their characteristics
 natural selection – in each population, the alleles that control the characteristics which help the organism to survive are selected
 speciation – the populations become so different that successful interbreeding is no longer possible.
The concept of a 0.2  Explain what a Learning activities: Past exam paper Rich questions:
species. weeks species is. material:
 tacher explanation defining  Define what a
Courtship behaviour as  Appreciate the BIOL2 June 2009 – Q7
what a species is species is.
difficulties in
a necessary precursor  show videos from the internet BIOL2 June 2012 –  What is the difficulty
to successful mating. defining the term
showing different animal Q6b in applying this
The role of courtship in species.
courtship behaviour eg definition to species
species recognition.  Explain the role of BIOL2 June 2013 – Q9
Wilson’s bird of paradise such as bacteria?
courtship and why it
 teacher explanation of the BIOL2 Jan 2010 – Q10  If a mutation were
is necessary.
roles that courtship displays (except 10f) to affect the ability
 Interpret information
can play, with particular of a group of
and data relating to BIOL2 Specimen paper
emphasis on species individuals to
courtship displays. Q8
recognition perform elements of
 ask students to come up with a courtship display
a list of potential courtship correctly, suggest
behaviours, in pairs what this would
 discuss the principle of mean for them and
behaviour patterns and work why it might be
through some examples eg significant in terms
the Mallard duck of speciation?
 provide students with exam
questions on courtship and
ask them to work through
them, applying their
knowledge and interpreting
data.
activities:
of what a species is and the
importance of courtship
behaviours
knowledge to interpret
information and data about
courtship behaviours.

Phylogenetic 0.4  Explain the Learning activities: Specimen Rich questions:

classification is based weeks hierarchical assessment material:
on evolutionary origins  provide students with some Provide information
taxonomic ranks A-level Paper 1 (set 1)
pictures eg CD covers and about the classification
and relationships. used in the
ask them to group them into – Q6 of different organisms
The hierarchical nature classification of
groups, becoming ever AS Paper 1 (set 1) – and ask students to fill
of classification into species.
smaller until they reach CD Q5 in the gaps eg
taxonomic ranks.  Interpret determining the genus
level. Each group is likely to
phylogenetic trees. from the binomial
The binomial classify in a different way,
 Apply knowledge to underlining the difficulty of name.
identification of species Past exam paper
identify different constructing a valid
based on its genes and material:
taxonomic ranks phylogenetic classification.
species.
from information This could also be done using BIOL2 June 2009 –
provided. a selection of nails, screws, Q6a–6c
 Appreciate the paperclips, hair pins, drawing BIOL2 Jan 2012 – Q3
difficulties in pins etc
constructing valid  introduce hierarchical system BIOL2 Jan 2010 – Q2
phylogenetic used for classification of
classifications. organisms. Relate to their CD
classification Exampro
 students develop mnemonics BYA4 June 2005 – Q5
to remember hierarchical
taxonomic ranks
 provide pictures of organisms
and ask them to repeat
classification exercise
 discuss difficulties in
constructing phylogenetic
classifications based on
external features eg fish and
dolphins are very different,
why anatomical and
physiological features are
better to use and why modern
day classification is still being
refined
 exam questions.

activities:
of classification
knowledge to the context of
particular species, based on
binomial name, to identify
genus and species.
Extension Students could research and

investigate comparative anatomy
and embryology.

Advances in 0.2  Explain how the Learning activities: Past exam paper Rich questions:
immunology and weeks results of genetic material:
 show students a phylogenetic  Explain why
genome sequencing sequencing and
tree and ask them questions BIOL2 Jan 2012 – Q6 determining the
help to clarify immunological
evolutionary requiring them to interpret BIOL2 June 2011 – Q7 similarity of DNA
analysis can help
relationships between relationships and discuss sequences for
us to update our
organisms. common ancestors common genes is a
understanding of
 explain how changes in valid way of
evolutionary
evolutionary features must determining
relationships.
have been mirrored by evolutionary
changes in proteins and relationships.
NB details of
therefore in DNA  Explain why
methods for
 explain how DNA sequencing immunological
sequencing are not
and immunological analysis comparisons are a
required.
can be used to determine how valid way of
closely related organisms are. determining
 Interpret results
Link to the idea that this is evolutionary
from genetic and
refining our idea on relationships.
immunological
classification and leading to  Explain why these
analysis, to draw
reclassification of some techniques allow us
valid conclusions as
to evolutionary species to classify more
relationships  provide data from these accurately than
between organisms. experiments and ask students comparing
to interpret them. anatomical
features.

activities:
of how the results genomic
sequencing and
immunological techniques can
be used to refine our
understanding of evolutionary
relationships
knowledge to interpret data
and draw conclusions on
evolutionary relationships.
3.4.6 Biodiversity within a community
Prior knowledge:
Nothing explicitly relevant in Core/Additional Science specifications.

The concepts of 0.4  Explain what is Learning activities: Specimen Rich questions:
biodiversity, species weeks meant by the terms assessment material:
richness and index of  teacher led explanation of the  Define what we
biodiversity, species A-level Paper 1 (set 1)
diversity. concepts of biodiversity, mean by the terms:
richness and index – Q3
species richness and the biodiversity; species
Calculation of the index of diversity.
index of diversity AS Paper 2 (set 1) – richness; and index
 Calculate the index
of diversity (d).  worked examples of how to Q6 of diversity.
of diversity when
Farming techniques calculate the index of diversity  Why is the index of
supplied with
 students could then research AS Paper 2 (set 1) – diversity a more
reduce biodiversity. The relevant
farming methods and suggest Q7 useful measure
balance between information.
conservation and what the impact of these than counting the
 Interpret information
farming. methods is number of species
and draw Past exam paper
 teacher led discussion of in an area?
conclusions from material:
examples of conservation  Explain some of the
the index of
where a balance has been BIOL2 Jan 2013 – Q7 ways in which
diversity for
struck farming causes a
different habitats. BIOL2 June 2012 – Q7
 exam questions. reduction in
 Explain how BIOL2 Jan 2011 – Q5 biodiversity.
farming techniques
impact on BIOL2 June 2013 – Q2
biodiversity and the BIOL2 June 2011 – Q8 Biological Sciences
activities:
reason why these Review, November
techniques are  MS 1.5/MS 2.3 – students BIOL2 Jan 2010 – Q7 2007. Tropical
used could be given data from rainforests:
 Evaluate random sampling, from which conservation or
conservation to calculate an index of preservation.
techniques and why diversity and interpret the
these must be significance of the calculated
balanced with value of the index
farming.  AO1 – development of
of biodiversity and the impact
of farming
knowledge to the context of
question to calculate correctly
the index of diversity.
3.4.7 Investigating diversity
Prior knowledge:
GCSE Science A
 Studying the similarities and differences between organisms allows us to classify organisms and understand evolutionary/ecological relationships.
 Variation between organisms can be caused by the genes they inherit, the conditions in which they develop, or both.

Genetic diversity within, 0.6  Explain how the Learning activities: Past exam paper hhmi.org/biointeractive/
or between species, weeks results of DNA material: creating-phylogenetic-
can be made by  teacher explanation about the
hybridisation and trees-dna-sequences
methods for assessing BIOL2 Jan 2013 – Q3
comparing the biochemical
frequency of genetic diversity and how this BIOL2 June 2012 – Q6
analysis can be
characteristics, the can be applied to allow
used to suggest (except 6c)
base sequences of revision of the classification
relationships BIOL2 Jan 2011 – Q3
DNA or mRNA, or the system and how some
between different
amino acid sequences organisms relate to each BIOL2 June 2013 – Q1
organisms
of proteins. other
within/between BIOL2 June 2009 –
 work through some data
species. Q8d
analysis exercises together to
 Interpret data
assess genetic diversity and BIOL2 Jan 2012 – Q6
obtained from DNA
the relationships between
hybridisation or BIOL2 June 2011 – Q7
organisms
biochemical
 exam questions. BIOL2 June 2010 – Q6
analysis.
 Explain how gene BIOL2 Jan 2010 – Q10f
technology has Skills developed by learning
changed the way in
which relationships activities:
between organisms
MS 1.3 – Interpret tabular data
are worked out.
relating to amino acid sequences
 Evaluate direct
or DNA hybridisation of different
DNA/protein
organisms and draw conclusions
sequencing against
about the evolutionary
methods of
relationships between the
measuring the organisms.
frequency of
characteristics.
NB Details of methods
of, for example, DNA
hybridisation, are not
required.
Quantitative 1  Explain how Learning activities: BIO3T ISA Q11 cleapss.org.uk

investigations of random samples
week Students conduct a quantitative
variation within a can be obtained.
investigation into variation eg the
species involve:  Explain what effect of light intensity on leaf
Past exam paper nuffieldfoundation.org/p
standard deviation material: ractical-
 collecting data from size. This should include:
is and how it is biology/recording-
random samples BIOL2 Jan 2013 – Q4
calculated.  research into methods variation-ivy-leaves
 calculating a mean
 Represent raw and  designing a practical BIOL2 Jan 2012 – Q7
value of the
collected data and processed data  carrying out (subject to BIOL4 June 2010 –
the standard clearly using tables teacher approval) Q7a
deviation of that and graphs.  processing and presentation
mean  Interpret data in of data
 interpreting mean terms of means and  evaluation and explanation
values and their the overlap of findings
standard deviations. standard deviation  2011 ISA Paper BIO3T Q.
bars.
 Apply knowledge of,
NB Students will not be to draw and explain Skills developed by learning
required to calculate conclusions. activities:
standard deviations in  Evaluate the quality  AT k:
written papers. of results and  design methods to ensure
reliability of random sampling
conclusions.  carry out sampling at
random within a single
population
 use sampling at random to
investigate the effect of
aspect on leaf growth.
 PS 4.1 – understand how to
use sampling techniques
 PS3.2, MS 1.2, MS 1.6, M.S
1.10 – calculate and interpret
mean values and the standard
deviation around the mean
 8.4.2.1, 8.4.2.2 and 8.4.2.4
practical context
judgements and reach
conclusions and design/refine
practical design and
procedures.
Version (1.2)
First published (10/02/2015)
Last updated (07/07/2017)

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Scheme of work

3.1.1 Monomers and polymers

GCSE Additional Science

GCSE Additional Science

Time Learning activity with opportunity Assessment

Time Learning activity with opportunity Assessment

Could also link to required

Skills developed by learning

Extension Provide three unknown samples

Time Learning activity with opportunity Assessment

GCSE Additional Science

Time Learning activity with opportunity Assessment

Time Learning activity with opportunity Assessment

Skills developed by learning

3.1.4.1 General properties of proteins

GCSE Additional Science

Time Learning activity with opportunity Assessment

The formation of 0.4 –  Explain how Learning activities: Specimen bcconline.com/biol10rs/

Extension Student research into proteins eg

GCSE Additional Science

Extension  Student modelling of each

The properties of an 1  Explain how Learning activities: Specimen cleapss.org.uk

Time Learning activity with opportunity Assessment

3.1.5.1 Structure of DNA and RNA

GCSE Additional Science

Time Learning activity with opportunity Assessment

Extension Modelling DNA structure using

GCSE Additional Science

Time Learning activity with opportunity Assessment

GCSE Additional Science

Time Learning activity with opportunity Assessment

Extension  Students circulate round

GCSE Additional Science

Time Learning activity with opportunity Assessment

Skills developed by learning

GCSE Additional Science

Time Learning activity with opportunity Assessment

3.2.1.1 Structure of eukaryotic cells

GCSE Additional Science

Time Learning activity with opportunity Assessment

Skills developed by learning

Extension Students could also produce

Time Learning activity with opportunity Assessment

Skills developed by learning

GCSE Additional Science

Time Learning activity with opportunity Assessment

Skills developed by learning

Time Learning activity with opportunity Assessment

Skills developed by learning

Time Learning activity with opportunity Assessment

Skills developed by learning

Principles of cell 0.2  Describe the Learning activities: Specimen sumanasinc.com/webc

Extension The extraction of chloroplasts

GCSE Additional Science

Time Learning activity with opportunity Assessment

Skills developed by learning

Extension Describe the events Teacher explanation of the events

Time Learning activity with opportunity Assessment