9700 Scheme of Work (For Examination From 2022)

Scheme of Work
Cambridge International AS & A Level

Biology 9700
For examination from 2022
© Cambridge University Press & Assessment 2022 v2
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Contents
Introduction .................................................................................................................................................................................................................................................. 4
1: Cell structure............................................................................................................................................................................................................................................ 9
2: Biological molecules .............................................................................................................................................................................................................................. 12
3: Enzymes ................................................................................................................................................................................................................................................ 17
4: Cell membranes and transport .............................................................................................................................................................................................................. 21
5: The mitotic cell cycle.............................................................................................................................................................................................................................. 24
6: Nucleic acids and protein synthesis ...................................................................................................................................................................................................... 26
7: Transport in plants ................................................................................................................................................................................................................................. 29
8: Transport in mammals ........................................................................................................................................................................................................................... 32
9: Gas exchange........................................................................................................................................................................................................................................ 36
10: Infectious diseases .............................................................................................................................................................................................................................. 38
11: Immunity .............................................................................................................................................................................................................................................. 40
12: Energy and respiration ........................................................................................................................................................................................................................ 42
13: Photosynthesis .................................................................................................................................................................................................................................... 46
14: Homeostasis ........................................................................................................................................................................................................................................ 49
15: Control and coordination ..................................................................................................................................................................................................................... 52
16: Inheritance ........................................................................................................................................................................................................................................... 55
17: Selection and evolution ....................................................................................................................................................................................................................... 59
18: Classification, biodiversity and conservation ....................................................................................................................................................................................... 62
19: Genetic technology .............................................................................................................................................................................................................................. 66
Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.
Key concepts
The key concepts are highlighted as a separate item in the new syllabus. Reference to the key concepts is made throughout the scheme of work using the key
shown below:
Key Concept 1 (KC1) – Cells as the units of life
A cell is the basic unit of life and all organisms are composed of one or more cells. There are two fundamental types of cell: prokaryotic and eukaryotic.
Understanding how cells work provides an insight into the fundamental processes of all living organisms.
Key Concept 2 (KC2) – Biochemical processes
Cells are dynamic structures within which the chemistry of life takes place. Biochemistry and molecular biology help to explain how and why cells function as they do.
Key Concept 3 (KC3) – DNA, the molecule of heredity
Cells contain the molecule of heredity, DNA. DNA is essential for the continuity and evolution of life by allowing genetic information to be stored accurately, to be
copied to daughter cells, to be passed from one generation to the next and for the controlled production of proteins. Rare errors in the accurate copying of DNA
known as mutations result in genetic variation and are essential for evolution.
Key Concept 4 (KC4) – Natural selection
Natural selection acts on genetic variation and is the major mechanism in evolution, including speciation. Natural selection results in the accumulation of beneficial
genetic mutations within populations and explains how populations can adapt to meet the demands of changing environments.
Key Concept 5 (KC5) – Organisms in their environment
All organisms interact with their biotic and abiotic environment. Studying these interactions allows biologists to understand better the effect of human activities on
ecosystems, to develop more effective strategies to conserve biodiversity and to predict more accurately the future implications for humans of changes in the natural
world.
Key Concept 6 (KC6) – Observation and experiment
The different fields of biology are intertwined and cannot be studied in isolation. Observation, enquiry, experimentation and fieldwork are fundamental to biology,
allowing relevant evidence to be collected and considered as a basis on which to build new models and theories. Such models and theories are further tested by
4
Scheme of Work
experimentation and observation in a cyclical process of feedback and refinement, allowing the development of robust and evidence-based conceptual
understandings.
Guided learning hours

Guided learning hours give an indication of the amount of contact time teachers need to have with learners to deliver a particular course. Our syllabuses are
designed around 180 hours for Cambridge International AS Level, and 360 hours for Cambridge International A Level. The number of hours may vary depending on
local practice and your learners’ previous experience of the subject. The table below give some guidance about how many hours are recommended for each topic.
Topic Suggested teaching time (hours / % of the course) Suggested teaching order
1: Cell structure It is recommended that this unit should take about 18 hours/ 5% of the course. 1.2.1, 1.2.2, 1.2.3, 1.1.1, 1.1.2, 1.1.3, 1.1.4,
1.1.5, 1.2.5, 1.2.6, 1.2.7, 1.2.4.
2: Biological It is recommended that this unit should take about 22 hours/ 6% of the course. 2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 2.2.4,
molecules 2.2.5, 2.2.6, 2.2.7, 2.2.8, 2.2.9, 2.2.10, 2.2.11,
2.2.3, 2.3.1, 2.3.2, 2.3.3, 2.3.4, 2.3.5, 2.3.6,
2.4.1.
3: Enzymes It is recommended that this unit should take about 22 hours/ 6% of the course. 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3,
3.2.4.
4: Cell membranes It is recommended that this unit should take about 22 hours/ 6% of the course. 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.2.1, 4.2.2, 4.2.3,
and transport 4.2.4, 4.2.5, 4.2.6.
5: The mitotic cell It is recommended that this unit should take about 12 hours/ 3% of the course. 5.1.1, 5.1.2, 5.1.3, 5.1.5, 5.1.5, 5.1.6, 5.2.1,
cycle 5.2.2.
6: Nucleic acids and It is recommended that this unit should take about 14 hours/ 4% of the course. 6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5, 6.2.1, 6.2.2,
protein synthesis 6.2.3, 6.2.4, 6.2.5, 6.2.6, 6.2.7.
7: Transport in plants It is recommended that this unit should take about 18 hours/ 5% of the course. 7.1.1, 7.1.2, 7.1.3, 7.1.4, 7.2.1, 7.2.2, 7.2.3,
7.2.4, 7.2.5, 7.2.6, 7.2.7.
8: Transport in It is recommended that this unit should take about 14 hours/ 4% of the course. 8.1.1, 8.1.2, 8.1.3, 8.1.4, 8.1.5, 8.1.6, 8.1.7,
mammals 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.2.6, 8.3.1,
8.3.2, 8.3.3, 8.3.4.
9: Gas exchange It is recommended that this unit should take about 10 hours/ 3% of the course. 9.1.1, 9.1.2, 9.1.3, 9.1.4, 9.1.5, 9.1.6, 9.1.7.
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Scheme of Work
Topic Suggested teaching time (hours / % of the course) Suggested teaching order
10: Infectious It is recommended that this unit should take about 12 hours/ 3% of the course. 10.1.1, 10.1.2, 10.1.3, 10.1.4, 10.2.1, 10.2.2.
diseases
11: Immunity It is recommended that this unit should take about 16 hours/ 4% of the course. 11.1.1, 11.1.2, 11.1.3, 11.1.4, 11.2.1, 11.2.2,
11.2.3, 11.2.4, 11.2.5, 11.2.6.
12: Energy and It is recommended that this unit should take about 20 hours/ 6% of the course. 12.1.1, 12.1.2, 12.1.3, 12.1.4, 12.1.5, 12.1.6,
respiration 12.1.7, 12.2.1, 12.2.2, 12.2.3, 12.2.4, 12.2.5,
12.2.6, 12.2.7, 12.2.8, 12.2.9, 12.2.10, 12.2.11,
12.2.12, 12.2.13, 12.2.14.
13: Photosynthesis It is recommended that this unit should take about 22 hours/ 6% of the course. 13.1.1, 13.1.2, 13.1.3, 13.1.4, 13.1.5, 13.1.6,
13.1.7, 13.1.8, 13.1.9, 13.1.10, 13.1.11, 13.1.12,
13.2.1, 13.2.2, 13.2.3, 13.2.4.
14: Homeostasis It is recommended that this unit should take about 24 hours/ 7% of the course. 14.1.1, 14.1.2, 14.1.3, 14.1.4, 14.1.5, 14.1.6,
14.1.7, 14.1.8, 14.1.9, 14.1.10, 14.1.11, 14.2.1,
14.2.2, 14.2.3, 14.2.4.
15: Control and It is recommended that this unit should take about 24 hours/ 7% of the course. 15.1.1, 15.1.2, 15.1.3, 15.1.4, 15.1.5, 15.1.6,
coordination 15.1.7, 15.1.8, 15.1.9, 15.1.10, 15.1.11, 15.1.12,
15.2.1, 15.2.2, 15.2.3.
16: Inheritance It is recommended that this unit should take about 24 hours/ 7% of the course. 16.1.1, 16.1.2, 16.1.3, 16.1.4, 16.1.5, 16.1.6,
16.1.7, 16.2.1, 16.2.2, 16.2.3, 16.2.4, 16.2.5,
16.2.6, 16.2.7, 16.3.1, 16.3.2, 16.3.3, 16.3.4.
17: Selection and It is recommended that this unit should take about 20 hours/ 6% of the course. 17.1.1, 17.1.2, 17.1.3, 17.1.4, 17.2.1, 17.2.2,
evolution 17.2.3, 17.2.4, 17.2.5, 17.2.6, 17.2.7, 17.3.1,
17.3.2, 17.3.3, 17.3.4.
18: Classification, It is recommended that this unit should take about 24 hours/ 7% of the course. 18.1.1, 18.1.2, 18.1.3, 18.1.4, 18.1.5, 18.1.6,
biodiversity and 18.2.1, 18.2.2, 18.2.3, 18.2.4, 18.2.5, 18.2.6,
conservation 18.3.1, 18.3.2, 18.3.3, 18.3.4, 18.3.5, 18.3.6.
19: Genetic It is recommended that this unit should take about 22 hours/ 6% of the course. 19.1.1, 19.1.2, 19.1.3, 19.1.4, 19.1.5, 19.1.6,
technology 19.1.7, 19.1.8, 19.1.9, 19.1.10, 19.1.11, 19.2.1,
19.2.2, 19.2.3, 19.2.4, 19.3.1, 19.3.2.
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Scheme of Work
Resources
You can find the endorsed resources to support Cambridge International AS & A Level Biology on the Published resources tab of the syllabus page on our public
website
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. All textbooks
endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective. In
addition to reading the syllabus, teachers should refer to the specimen assessment materials.
Test Maker is our new online service that makes it easy for teachers to create high-quality, customised test papers for their learners using Cambridge questions.
Design a test for your whole class, or create individual tests for each learner. You can select questions depending on the level of difficulty and the assessment
objectives they test. Test Maker is available from the School Support Hub www.cambridgeinternational.org/support.
School Support Hub

School Support Hub is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question papers,
mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support Hub. If you are unable to use
Microsoft Word you can download Open Office free of charge from www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the
particular resources are recommended.
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Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge International AS & A Level Biology 9700 syllabus and it provides some ideas and suggestions of how to
cover the content of the syllabus. We have designed the following features to help guide you through your course.
Learning outcomes help your learners by making it

clear the knowledge they are trying to build. Pass
these on to your learners by expressing them as ‘We
Suggested teaching activities give you lots of
are learning to / about…’.
ideas about how you can present learners with
Some longer outcomes have been rephrased. Refer
new information without teacher talk or videos.
to the syllabus for the full wording.
Try more active methods which get your
learners motivated and practising new skills.
Formative assessment (F) is ongoing assessment

which informs you about the progress of your learners.
Don’t forget to leave time to review what your learners
have learnt: you could try question and answer, tests,
quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
activities can be found in the scheme of work.
Independent
Extension activities provide your study (I) gives
more able learners with further your learners
challenge beyond the basic content of the opportunity
the course. Innovation and to develop their
independent learning are the basis of own ideas and
these activities. understanding
with direct input
from you.
Past papers, specimen papers and mark schemes
are available for you to download at:
www.cambridgeinternational.org/support
Using these resources with your learners allows you to

check their progress and give them confidence and
understanding.
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Scheme of Work
1 Cell structure
Syllabus ref. and

Learning outcomes Suggested teaching activities
Key Concepts (KC)
1.1 The microscope 1.1 1 Make temporary Provide learners with an unlabelled diagram of a light microscope. Host a class discussion to elicit some of
in cell studies preparations of cellular the names of the key components, and discuss their features and functions. Learners reflect on their
material suitable for knowledge and make five recommendations for their future study on this topic. They write these on post-it
KC1 viewing with a light notes, which they add to the class board. Learners consider the recommendations of others, and highlight
microscope. common mistakes that learners make. (F)
KC6
1.1 2 Draw cells from Host practical activities for learners to use a light microscope and develop their ability to produce scientific
microscope slides and drawings. These may include preparing a temporary, stained mount of plant tissue, and using an eyepiece
photomicrographs. graticule and stage micrometer to measure prepared slides of cells. Collect and display class results for
measuring cells on a board or screen. This will facilitate the discussion of themes such as variability of cell
1.1 3 Calculate size and appropriate sample sizes.
magnifications of images
and actual sizes of Learners watch a video on the use of light and/ or electron microscopy. Learners list things ‘I knew’ in green
specimens from drawings, and things that ‘are new’ in red in order to reflect on their knowledge. (I)
photomicrographs and
electron micrographs Learners design a ‘step-by-step’ guide, perhaps targeted at learners who have not yet studied the topic, to
(scanning and use an eyepiece graticule and stage micrometer. This is in the form of a flow diagram with statements
transmission). separated by arrows, a short story, or an animation produced on a computer. (I)
1.1 4 Use an eyepiece Learners prepare a series of flashcards that help them interchange measurements. For example, a
graticule and stage numerical value in millimetres (e.g. 0.05 mm) written on one side of the card, is restated in micrometres on
micrometer scale to make the other side (e.g. 5 µm). Useful resources to help structure this activity are:
measurements and use the https://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/
appropriate units, www.biology.arizona.edu/cell_bio/tutorials/cells/cells2.html
millimetre (mm), www.exo.net/~pauld/summer_institute/Nano%20Institute/Day1%20Scale/SM_Lesson2Student.pdf (I)
micrometre (μm) and
nanometre (nm). Extension activity: Extend understanding by referring to unfamiliar applications. There are many
sophisticated light microscope techniques (e.g. fluorescence microscopy, phase contrast, reflected light,
1.1 5 Define resolution and dark field, bright field, confocal/multiphoton, Kohler illumination, and polarised light). Learners research
magnification and explain examples, advantages and procedural details. Excellent resources to use are:
the differences between http://zeiss-campus.magnet.fsu.edu/articles/basics/index.html
these terms, with reference www.olympus-lifescience.com/en/microscope-resource/
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Scheme of Work
Syllabus ref. and

Key Concepts (KC)
to light microscopy and

electron microscopy.
1.2 Cells as the basic 1.2 1 Recognise organelles Learners brainstorm in pairs a list of structures they know are present inside cells. After 2–3 minutes of
units of living and other cell structures discussion, the pairs join together into fours and then eights to discuss this further and come up with an
organisms found in eukaryotic cells agreed list of points. One or two learners from each group then draw and label the group’s ideas on the
and outline their structures class board. Review learners’ prior knowledge by using resources such as:
KC1 and functions. www.cellsalive.com/index.htm
https://cellpics.cimr.cam.ac.uk/
KC6 1.2 2 Describe and
interpret Extend thinking by asking learners to categorise organelles, to help distinguish their structures, for example:
photomicrographs, electron list three organelles lacking a boundary membrane, three that are surrounded by a single membrane, and
micrographs and drawings three surrounded by two membranes (an envelope). (F)
of typical plant and animal
cells. Learners work in groups to prepare Venn diagrams to compare prokaryotic and eukaryotic cells, related to
their overall structure and the organelles found within them. Online resources such as
1.2 3 Compare the https://www.livescience.com/65922-prokaryotic-vs-eukaryotic-cells.html may be helpful. The display must
structure of typical plant contain diagrams, photographs and text. Learners can prepare these on a large piece of paper or card with
and animal cells. a range of materials. Then hold a ‘marketplace activity’ in which one member of each group stands by their
poster and offers an explanation to other groups as they circulate around the room. (I)
1.2.4 State that cells use
ATP from respiration for Learners make cells and organelles out of modelling clay to demonstrate how sections are made for viewing
energy-requiring using microscopes. Cutting these at different angles will clearly illustrate how objects can look, depending on
processes. how the specimen was prepared (e.g. mitochondria often look sausage-shaped). They should extend their
understanding by referring to the functions of the organelles, e.g. the role of mitochondria in producing ATP.
1.2.5 Outline key structural Learners may use images of cells online to help them, including at websites such as:
features of a prokaryotic www.cellimagelibrary.org/, www.denniskunkel.com/
cell as found in a typical www.vcbio.science.ru.nl/en/virtuallessons/#fesemsimulatie
bacterium.
Learners play a game of ‘bingo’ to consolidate the key terms from previous subtopics. Provide each learner
1.2.6 Compare the with a grid of nine squares. Then provide 20 key terms related to cells on the board. Learners select nine
structure of a prokaryotic words at random to fill in the grid. Then call out definitions of each of the 20 key terms – in random order.
cell as found in a typical The first learner to tick off all their nine words calls ‘bingo’ and wins the contest. Simple definitions for the
bacterium with the terms encountered in this topic can be found at: www.biologyreference.com/ (F)
structures of typical
eukaryotic cells in plants Extension activity: Learners prepare a series of five statements that can be classified as ‘always true,’
and animals. ‘sometimes true’ or ‘never true.’ Examples include ‘All cells have a surface membrane’ (always true),
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Scheme of Work
Syllabus ref. and

Key Concepts (KC)
1.2.7 State that all viruses ‘Eukaryotic cells contain a nucleus’ (sometimes true – not red blood cells), and ‘Viruses and prokaryotic cells
are non-cellular structures have membrane-bound organelles’ (never true). (F)
with a nucleic acid core
(either DNA or RNA) and a
capsid made of protein,
and that some viruses
have an outer envelope
made of phospholipids.
Past and specimen papers
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
11
Scheme of Work
Biological molecules
Syllabus ref. and

Key Concepts (KC)
2.1 Testing for 2.1.1 Describe and carry out Display a list of key terms that learners must know in the form of a ‘word board.’ These include the types of
biological molecules the Benedict’s test for biological molecule and their key functions in organisms. As you call out a word, ask for a show of hands to
reducing sugars, the iodine see who has heard of it, then ask learners to keep their hand raised if they would like to link at least two of
KC2 test for starch, the emulsion the words together. An example could be ‘carbohydrates and lipids contain the elements carbon, hydrogen
test for lipids and the biuret and oxygen.’ (F)
KC6 test for proteins.
Learners carry out some of the biochemical tests for different types of molecule. These may include simple
2.1.2 Describe and carry out laboratory techniques to confirm the presence of reducing sugars, starch, lipids and proteins. Demonstrate
a semi-quantitative how dialysis tubing can be filled with starch solution and placed in a boiling tube of iodine solution. Invert
Benedict’s test on a reducing the boiling tube (with bung) a few times and learners watch the contents of the dialysis tubing change
sugar solution by colour. Ask learners to explain their observations.
standardising the test and
using the results (time to first Learners develop their practical skills further by preparing a range of dilutions of glucose by serial dilution
colour change or comparison and use the Benedict’s, iodine or biuret tests to estimate the unknown concentration of a solution of a
to colour standards) to given biological molecule. This exercise helps learners to form an understanding of the process of
estimate the concentration. preparing solutions by serial dilution, and distinguish between qualitative, quantitative and semi-
quantitative tests.
2.1.3 Describe and carry out
a test to identify the Learners review their knowledge by constructing a table to list the biological molecules, test reagent,
presence of non-reducing negative result and positive result in separate columns. (I)
sugars, using acid hydrolysis
and Benedict’s solution. Extension activity: Discuss the use of a colorimeter to improve the accuracy of the calibration curves
used to estimate the glucose concentration of a solution of unknown concentration.
2.2 Carbohydrates 2.2.1 Describe and draw the Learners should already know some terms related to carbohydrates including glucose, sucrose, starch and
and lipids ring forms of α-glucose and cellulose. Provide learners with a series of incomplete sentences to review this knowledge. Initiate a ‘think,
β-glucose. pair, share’ activity and then ask them to construct an ending or beginning. (F)
KC2
2.2.2 Define the terms Help learners refresh their knowledge of light microscopy by hosting a brief multiple-choice quiz with
monomer, polymer, questions taken from past Cambridge IGCSE (or equivalent) papers. Learners can ‘vote’ for their choice of
macromolecule, answer by holding up their hand when you call out ‘A,’ ‘B,’ ‘C’ or ‘D.’ You could use this activity to
monosaccharide, formatively assess learners before they begin. (F)
disaccharide and
polysaccharide.
12
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
Provide each learner with a piece of poster paper and provide guidance to help them draw a molecule of
2.2.3 State the role of α -glucose. Learners then put their diagrams down on the classroom floor in a long line. Provide learners
covalent bonds in joining with board markers to join them together by drawing glycosidic bonds. This helps learners appreciate the
smaller molecules together concept of polymerisation: the result will be a molecule of amylose spanning the room from one side to the
to form polymers. other. Learners take photos of the activity for later review.
2.2.4 State that glucose, Tell learners that they will each represent a molecule of glucose. They should each hold a ball (or balloon)
fructose and maltose are in their right hand and then link hands (or arms) but only when they have thrown the ball away. This
reducing sugars and that emphasises the loss of water when forming polymers. The ‘water molecules’ can then be collected,
sucrose is a non-reducing counted, and used to show why the process is called condensation. Extend thinking by describing the
sugar. other reducing sugars as monomers that can form maltose and the non-reducing sugars.
2.2.5 Describe the formation This topic requires learners to interpret numerous structural equations. Learners can discover how to draw
of a glycosidic bond by these structures and how they change during biochemical reactions. However, it is harder to put this into
condensation, with reference words. Encourage learners to describe a condensation reaction between two glucose residues (low
to disaccharides, including demand) or how β -glucose residues are arranged in cellulose relative to one another (high demand), and
sucrose, and how the arrangement of cellulose molecules contributes to the function of plant cell walls. A useful
polysaccharides. animation is at:
www.biotopics.co.uk/as/lipidcondensation.html
2.2.6 Describe the breakage
of a glycosidic bond in Learners draw a table or Venn diagram to show which monosaccharides combine into disaccharides, and
polysaccharides and the type of monosaccharides and bonds in polysaccharides, as a useful summary. (F)
disaccharides by hydrolysis,
with reference to the non- Learners write the shortest sentence possible using the following key terms: polysaccharide, polymer,
reducing sugar test. sugar, glycosidic. This is a good way to focus learners on developing their higher-order thinking skills to
make sense of the meaning of these terms, rather than simply recall them. (F)
2.2.7 Describe the molecular
structure of the Extension activity: Learners apply their knowledge by displaying unfamiliar monosaccharides such as
polysaccharides starch and cellobiose, or polysaccharides such as chitin, and showing that the same general rules apply to
glycogen and relate their condensation and hydrolysis reactions.
structures to their functions
in living organisms.
2.2.8 Describe the molecular

structure of the
polysaccharide cellulose and
outline how the arrangement
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Scheme of Work
Syllabus ref. and

Key Concepts (KC)
of cellulose molecules
contributes to the function of
plant cell walls.
2.2.9 State that triglycerides Invite leaners to the class whiteboard to attempt to draw the components of a triglyceride from memory,
are non-polar hydrophobic and then show how ester bonds form between the molecules using a pen of a different colour. Through
molecules and describe the class discussion, relate the molecular structure of triglycerides to their functions in living organisms. (F)
molecular structure of
triglycerides with reference Show learners a series of images of organisms for which lipids are of vital importance. Examples include
to fatty acids, glycerol and locusts (lipids needed as an energy store for long-distance travel), aquatic mammals (lipids needed for
the formation of ester bonds. buoyancy/ insulation), and aquatic birds (lipids needed for waterproofing). Discuss their adaptations to their
environments; then introduce the idea that their lipid content is higher than most animals and ask why.
2.2.10. Relate the molecular
structure of triglycerides to Learners produce a leaflet to illustrate the importance of lipids in the diet. They generally have a negative
their functions in living press, so their work should aim to persuade the reader of the vital functions of this molecule in accessible
organisms. language. (I)
2.2.11 Describe the Give learners an answer, and ask ‘What’s the question?’. Select a range of single-word terms (e.g.
molecular structure of triglyceride, glycerol, fatty acids, phosphate head) and simple sentences and provide these to learners. (F)
phospholipids with reference
to their hydrophilic (polar) Extension activity: Help learners explore the diversity of phospholipids and the reason for this diversity,
phosphate heads and such as addition of other water-soluble groups to the phosphate group.
hydrophobic (non-polar) fatty
acid tails.
2.3 Proteins 2.3 1 Describe and draw the Learners have an oversimplified idea of what is meant by ‘protein.’ Explain that proteins achieve a very
general structure of an wide range of functions in organisms. On the class board, show a range of these, including (but not limited
KC2 amino acid and the formation to): antibodies, hormones, enzymes, collagen (connective tissue) and keratin (hair), muscle proteins, retina
and breakage of a peptide photoreceptors and milk protein. Learners decide, in pairs, how to categorise these molecules. (F)
bond.
Learners work in pairs to produce a model of insulin. Share the primary structure of the two polypeptides
2.3.2 Explain the meaning of and where they are attached by disulphide bonds. Learners prepare 20 different paper shapes of various
the terms primary structure, colours to represent the different amino acids. Provide a key to inform learners which pieces of paper
secondary structure, tertiary represent which amino acid. (I)
structure and quaternary
structure of proteins.
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Key Concepts (KC)
2.3.3 Describe the types of Learners work in groups to make a concept map, mind map or other form of graphic organiser for the types
interaction that hold protein of bond found in each level of protein structure. This is useful preparation for interpreting the content of the
molecules in shape: next section of this subtopic. (F)
• hydrophobic interactions
• hydrogen bonding Extension activity: Construct a table that compares the types of bond found in the tertiary structure of
• ionic bonding proteins – the atoms the bonds form between, and the relative strength of the bonds. Also construct a table
• covalent bonding, to compare fibrous and globular proteins.
including disulfide
bonds. Ask a carefully chosen series of questions to elicit higher-order thinking skills among learners. One option
is to ask them to compare key terms, to reinforce their knowledge of key definitions. (F)
2.3.4 State that globular Learners work together in small groups to produce a poster to show the similarities and differences
proteins are generally between haemoglobin and collagen. Encourage them to show how these proteins are representatives of
soluble and have globular and fibrous proteins respectively. You could extend this activity into the next lesson by holding a
physiological roles and ‘marketplace’ activity: one member of each group stands by their poster and offers an explanation to other
fibrous proteins are generally groups as they move around the room. Help learners provide feedback to each other in in a respectful
insoluble and have structural way. Encourage learners to focus on key Syllabus statements, including the importance of iron in the haem
roles. group in haemoglobin, and the arrangement of collagen molecules to form collagen fibres.
2.3.5 Describe the structure Present a series of questions on the board. Give learners 5 minutes to write down all the key terms they
of a molecule of feel are relevant in their answers. Then model how to incorporate relevant key words into clear, exam-style
haemoglobin as an example answers. (F)
of a globular protein,
including the formation of its Prepare a short, written passage that summarises the content of this subtopic. Include between five and
quaternary structure. ten spelling mistakes and conceptual errors. Learners spot and circle as many mistakes as possible, and
offer corrections. An example would be learners’ common use of collagen polypeptides and collagen fibres
2.3.6 Relate the structure of as interchangeable terms. Three collagen polypeptides, which have a helix structure, together form a triple
haemoglobin to its function, helix called a collagen fibre. (F)
including the importance of
iron in the haem group.
2.3.7 Describe the structure

of a molecule of collagen as
an example of a fibrous
protein, and the arrangement
of collagen molecules to
form collagen fibres.
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Syllabus ref. and

Key Concepts (KC)
2.3.8 Relate the structures of

collagen molecules and
collagen fibres to their
function.
2.4 Water 2.4.1 Explain how hydrogen Show learners a demonstration to illustrate the unique properties of water. Learners engage in a ‘think,
bonding occurs between pair, share’ activity to try to explain why water behaves in this way. Examples include:
KC2 water molecules and relate • Carefully balance a pin on the surface of a large beaker of water to demonstrate the surface tension of
the properties of water to its the liquid. Add a drop of detergent to reduce the surface tension and observe the pin sink immediately.
roles in living organisms, • Set up two clamped, inverted round-bottomed flasks and cover one with a wet cloth. The temperature
limited to solvent action, high inside this flask will fall relative to the other. This illustrates the high latent heat of vaporisation of water.
specific heat capacity and
latent heat of vaporisation. Extension activity: Learners write an essay on the biological importance of water. Provide a writing frame
(plan of ideas) for less confident learners. A good source of summary information is at:
https://www.profmcdarby.com (I)
16
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3 Enzymes
Syllabus ref. and

Key Concepts (KC)
3.1 Mode of action of 3.1.1 State that enzymes are Learners should have learnt about enzymes as biological catalysts at Cambridge IGCSE (or equivalent).
enzymes globular proteins that Write the names of several enzymes on the board, including amylase, protease, lipase, sucrase, maltase,
catalyse reactions inside and lactase. Point out that they usually end with the suffix ‘-ase’ and the first part of an enzyme’s name is
KC2 cells (intracellular enzymes) derived from the substrate that they digest. Indicate that all the reactions catalysed by the enzymes listed
or are secreted to catalyse have in common the addition of water in hydrolysis reactions. (F)
KC6 reactions outside cells
(extracellular enzymes). Help learners to understand the role of enzymes using an analogy. Light a match and use this as an
analogy for the purpose of an enzyme. Elicit from learners that a small input of energy (the act of striking
3.1.2 Explain the mode of the match) is required to start a reaction, but that once it begins, it progresses without any further input of
action of enzymes in terms of energy.
an active site, enzyme–
substrate complex, lowering Learners work together to produce from memory a detailed graph showing the progress of an enzyme-
of activation energy and catalysed reaction, complete with explanatory labels. Then display a graph on the board to help learners
enzyme specificity, including identify what they have missed and to learn from their mistakes.
the lock-and-key hypothesis
and the induced- fit Hand out three very small pieces of modelling clay to each pair of learners. Challenge them to model the
hypothesis. events that happen during the hydrolysis of a substrate. Learners describe and explain how their models
illustrate the two modes of action and formatively assess their understanding. Learners may use
animations of enzyme action available on the internet.
Learners prepare a ‘flipbook’ to convert a series of diagrams into a ‘moving picture’ showing the modes of
enzyme action, or use paper cut-out models to show how enzymes can break up substrates into smaller
molecules or can build up larger molecules from smaller ones. (I)
Extension activity: Learners carry out research into non-hydrolytic enzymes. Some synthesise
macromolecules, some transfer a chemical group, and some rearrange atoms in a molecule. Encourage
learners to draw sketches of how this happens.
3.1.3 Investigate the Learners suggest how enzyme activity can be measured. Discuss with learners what features the
progress of enzyme- substrate and product must show for this to be possible. For example, the substrate or product must be
catalysed reactions by detectable, either due to a colour change, a change in pH, and so on.
measuring rates of formation
of products using catalase Host practical activities for learners to investigate enzyme-catalysed reactions. These may include:
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Key Concepts (KC)
and rates of disappearance • Following the course of an enzyme-catalysed reaction using amylase. Learners plot a graph of the
of substrate using amylase. concentration of starch (x-axis) against absorbance (y-axis) to measure the reduction in the intensity of
the blue-black colour.
3.1.4 Outline the use of a • Learners measure the rate of reaction by measuring the rate of formation of a product, using catalase
colorimeter for measuring the (from celery) and the breakdown of hydrogen peroxide.
progress of enzyme- • Using other means to track the progress of an enzyme-catalysed reaction. Another example is at:
catalysed reactions that www.saps.org.uk/secondary/teaching-resources/293-student-sheet-24-microscale-investigations-with-
involve colour changes. catalase
Further information related to these practical activities are at:

www.nuffieldfoundation.org/practical-biology/factors-affecting-enzyme-activity
Prepare three or four past paper questions, ideally of a multiple-choice or short-answer nature, which
learners complete and pass to you as they leave the room. This ‘exit card’ technique can provide an
opportunity for formative assessment to inform you whether you need to reinforce the content in the next
lesson. (F)
3.2 Factors that 3.2.1 Investigate and explain Resource Plus

affect enzyme action the effects of the following Carry out the Investigating the effect of temperature on an enzyme-catalysed reaction experiment
factors on the rate of referring to the Teaching Pack for lesson plans and resources.
KC2 enzyme-catalysed reactions:
• temperature Proteases such as trypsin catalyse the hydrolysis of the protein casein, which gives milk its white colour.
KC6 • pH (using buffer Learners investigate the rate of decolourisation of milk due to the hydrolysis of casein, providing a way to
solutions) investigate how a change in temperature affects the rate of the reaction. Learners plan a laboratory
• enzyme concentration method, analyse the difference between quantitative and qualitative data, and interpret measurements of
• substrate concentration reaction rate.
• inhibitor concentration.
Practical tasks that address the syllabus outcomes include the following:
• Investigating the effect of temperature on the activity of trypsin in a reaction that catalyses the
breakdown of opaque casein into a translucent solution.
• Analysing the effect of substrate (hydrogen peroxide) concentration on the activity of catalase.
• Investigating the effect of enzyme concentration on the activity of rennin.
• Investigating the effect of pH on the activity of amylase by recording the disappearance of a substrate
by testing for starch with iodine solution on a spotting tile.
Further information related to these practical activities is at:

www.nuffieldfoundation.org/practical-biology/factors-affecting-enzyme-activity
18
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Key Concepts (KC)
This series of practical activities provides a large number of opportunities to help learners understand what
is meant by the independent variable, dependent variable, and standardised variables in an investigation.
Help learners appreciate this by ‘standardising’ statements in writing frames, such as ‘an investigation into
the effect of X and Y, while keeping A, B and C the same.’
A significant number of key terms are introduced in this topic. To help familiarise learners with them,
learners work in pairs to describe key words/terms to each other, but without using other (listed) key
words. For example, challenge learners to describe the effect of high temperatures on human enzyme
activity without using the three key terms: denature, bonds, and active site. (F)
Extension activity: Provide an opportunity for learners to suggest why certain factors affect enzyme
activity, and examples of enzymes that have unusual optimum values (e.g. Taq DNA polymerase and
human pepsin). An accessible research article is at:
www.nature.com/news/1998/980917/full/news980917-7.html
3.2.2 Explain that the Host a class discussion to explain the concept of enzyme affinity, and how this can be quantified by
maximum rate of reaction reference to the Michaelis–Menten constant (Km). To extend their understanding, learners construct Venn
(Vmax) is used to derive the diagrams to summarise the differences between inhibitors. To do this, learners draw a circle labelled
Michaelis–Menten constant ‘competitive inhibitors’ overlapping with another circle labelled ‘non-competitive inhibitors’. Properties that
(Km), which is used to they have in common (e.g. both reduce the ability for an enzyme to bind to its substrate) can be listed in
compare the affinity of the overlapping area. Properties that are unique (e.g. effect on Km) can be listed separately. (I)
different enzymes for their
substrates. Learners can carry out practical activities that focus on enzyme inhibition. However, the results are usually
quite unreliable. One exception is the effect of phosphate on phosphatase.
3.2.3 Explain the effects of
reversible inhibitors, both Extension activity: Learners carry out research to list medicinal drugs that rely on enzyme inhibition.
competitive and non-
competitive, on enzyme
activity.
3.2.4 Investigate the Resource Plus

difference in activity between Carry out the Immobilising enzymes experiment referring to the Teaching Pack for lesson plans and resources.
an enzyme immobilised in
alginate and the same In this task, learners encapsulate the enzyme lactase in alginate beads and show that its ability to
enzyme free in solution, and hydrolyse its substrate, lactose, is not affected by immobilisation. As part of the task, learners are
state the advantages of using challenged to suggest how the equipment is used to investigate the effect of changing an independent
immobilised enzymes. variable and are introduced to statistical tests and the idea of a hypothesis.
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Key Concepts (KC)
Learners write the shortest paragraph possible using the following key terms: immobilised, affinity,
continuous, yield. This is a good way to focus learners on developing their higher-order thinking skills to
make sense of the meaning of these terms, rather than simply recall them. (F)
Extension activity: Learners research the different types of immobilisation. These include cross-linkage,
encapsulation and adsorption. What are their relative advantages and disadvantages?
20
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4: Cell membranes and transport
Syllabus ref. and

Key Concepts (KC)
4.1 Fluid mosaic 4.1.1 Describe the fluid Resource Plus

membranes mosaic model of membrane Carry out the Investigating the effect of temperature on the permeability of plant cell membranes
structure with reference to experiment referring to the Teaching Pack for lesson plans and resources.
KC1 the hydrophobic and
hydrophilic interactions that Learners indirectly determine the integrity of cell membranes by measuring the loss of a coloured pigment
KC2 account for the formation of from tissue at different temperatures. This investigation also offers an opportunity to revise the use of the
the phospholipid bilayer and colorimeter, which can provide quantitative data for further analysis, as well as exercises that distinguish
KC5 the arrangement of proteins. between key experimental terms such as validity, reliability, accuracy, random error and systematic error.
KC6 4.1.2 Describe the Describe how the cell surface membrane has been likened to ‘protein icebergs floating in a sea of
arrangement of cholesterol, phospholipids.’ An animation that may help is:
glycolipids and glycoproteins www.wisc-online.com/learn/natural-science/life-science/ap1101/construction-of-the-cell-membrane
in cell surface membranes.
Learners model the arrangement of molecules in a fluid mosaic membrane. This helps them understand
4.1.3 Describe the roles of the idea that the different components are free to move. Provide a range of simple items, or cut-outs, and
phospholipids, cholesterol, keep the models for reference in subsequent lessons as a visual aid. Ensure that learners have included
glycolipids, proteins and all types of molecule, and ask them to use their model to explain the functions of phospholipids,
glycoproteins in cell surface cholesterol, glycolipids, proteins and glycoproteins. (I)
membranes, with reference
to stability, fluidity, Learners use modelling clay to build models to show the events that occur during cell signalling. Two
permeability, transport strips of paper can be used to represent the phospholipid bilayer. Use clay to represent ligands (small
(carrier proteins and channel balls), receptor membrane proteins (shaped like a two-pronged fork) and intracellular enzymes (connected
proteins), cell signalling (cell to the cytoplasmic region of the membrane receptors). (I)
surface receptors) and cell
recognition (cell surface Each learner writes a question about fluid mosaic membranes from the lesson on a coloured paper strip
antigens – see 11.1.2). and the answer on differently-coloured paper strip. In groups of 6–8, hand out the strips so that each
learner gets a question and an answer. One learner reads out their question, and the learner with the right
4.1.4 Outline the main stages answer then reads it out, followed by their question. (F)
in the process of cell
signalling leading to specific Extension activity: In the modelling activity, challenge learners to evaluate their model and identify ways
responses. in which it is not an accurate representation of the cell surface membrane.
4.2 Movement into 4.2.1 Describe and explain Write the six methods of transport on the board: diffusion, facilitated diffusion, osmosis, active transport,
and out of cells the processes of simple exocytosis and endocytosis. Initiate a ‘think, pair, share’ activity between pairs of learners to consider all
diffusion, facilitated diffusion, associated key terms they can think of that relate to them. (F)
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Syllabus ref. and

Key Concepts (KC)
KC1 osmosis, active transport,

endocytosis and exocytosis Resource Plus
KC2 Carry out the Investigating the effect of changing surface area-to-volume ratio on diffusion experiment
4.2.2 Investigate simple referring to the Teaching Pack for lesson plans and resources.
KC6 diffusion and osmosis using
plant tissue and non-living In this task, learners use agar jelly containing the indicator cresol red to investigate how varying the
materials, including dialysis surface area to volume ratio of a cell affects the diffusion of a small molecule. There are opportunities to
(Visking) tubing and agar. practise mathematical and graphing skills, and to evaluate the method, with a particular emphasis on the
types of error (random or systematic).
4.2.3 Illustrate the principle
that surface area to volume Learners carry out practical activities to investigate and explain the movement into and out of cells in
ratios decrease with terms of water potential. These include:
increasing size by calculating • Learners estimate the water potential of potato tuber cells by placing pieces of potato tuber into
surface areas and volumes solutions with different water potentials. They find the percentage change in mass for a range of
of simple 3-D shapes. solutions of known concentration and plot a graph. The concentration at which the potato cells neither
gain nor lose water can be read from the graph. Useful information is at:
4.2.4 Investigate the effect of www.saps.org.uk/secondary/teaching-resources/286-measuring-the-water-potential-of-a-potato-cell
changing surface area to • Leaners estimate the water potential equivalent to that of onion epidermal cells. They determine the
volume ratio on diffusion point at which half of a population of onion cells look normal and half are plasmolysed to identify the
using agar blocks of different point of incipient plasmolysis. Useful information is at:
sizes. www.kscience.co.uk/animations/plasmolysis.htm Challenge learners to explain the different effects of
the movement of water on plant cells and animal cells.
4.2.5 Investigate the effects
of immersing plant tissues in To model exocytosis, learners fill a balloon with strips of paper on which revision questions have been
solutions of different water written. A The balloon, representing a vesicle, is blown up and tied. For exocytosis, the learners show how
potentials, using the results the balloon is passed from the Golgi body (perhaps represented by the individual who prepared the
to estimate the water balloon) to the end of a line of learners to reach an individual at the end, who represents the plasma
potential of the tissues. membrane. One or more learners role play the bilayer and burst the balloon ‘behind their backs’ to show
the fusion of the vesicle and exocytosis of the contents. Challenge learners to suggest how a similar role
4.2.6 Explain the movement play could be used to illustrate endocytosis.
of water between cells and
solutions in terms of water Share animations and interactive platforms with learners that illustrate the various types of movement into
potential and explain the and out of cells. A good example is https://phet.colorado.edu/en/simulation/legacy/membrane-channels
different effects of the
movement of water on plant Ask questions of learners ‘in reverse.’ Give them a series of answers and challenge them to suggest a
cells and animal cells. question for each. This engages learners in higher-order thinking skills. To add an extra degree of
challenge, learners decide on the most appropriate command term (taken from the syllabus) for each of
their responses. For example, provide the term ‘by active transport, using ATP from the mitochondria’ to
22
Scheme of Work
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Key Concepts (KC)
learners, for which they identify a question (e.g. ‘How does a cell absorb substances against the
concentration gradient’) and the most appropriate command word (‘Explain’). (F)
Extension activity: Learners explain a number of ‘real-world’ applications of the importance of osmosis,
including the basis of isotonic energy drinks and bathing solutions used during transport of organs for
transplant.
23
Scheme of Work
5 The mitotic cell cycle
Syllabus ref. and

Key Concepts (KC)
5.1 Replication and 5.1.1 Describe the structure Learners work in groups of three or four to decide on three ideas they know about cell division. Then ask
division of nuclei and of a chromosome. them to share their facts in groups and to compile a master list, with the most important at the top. Ask for
cells ideas as a class, and find out which other groups agreed. To make this activity more effective and
5.1.2 Explain the importance inclusive, do not choose learners on the basis of ‘hands up.’ Instead, choose learners at random. Use this
KC1 of mitosis in the production of opportunity to explain to learners the importance of mitosis in the production of genetically identical
genetically identical daughter daughter cells during growth, replacement and repair (including the role of stem cells) and asexual
KC3 cells during: reproduction (F)
• growth of multicellular
organisms Learners explore the structure of chromosomes using a karyotype. Learners work together to group the
• replacement of damaged chromosomes in pairs, and then identify the structures called sister chromatids, centromeres and
or dead cells telomeres. Learners could fix the karyograms that they produce into their study notes, to provide a useful
• repair of tissues by cell reference point during subsequent lessons.
replacement
• asexual reproduction. Show a range of simplified and actual electron micrographs of chromosomes and their ultrastructure.
Recommended animations which are good for consolidating learners’ understanding of packaging DNA
5.1.3 Outline the mitotic cell include:
cycle. www.hhmi.org/biointeractive/dna-packaging
www.dnalc.org/resources/3d/07-how-dna-is-packaged-basic.html
5.1.4 Outline the role of
telomeres in preventing the Learners sequence a set of diagrams into a flow chart showing changes that occur to result in a tumour
loss of genes from the ends (must include an abnormal mass from which two arrows emerge to a benign growth and a cancerous
of chromosomes during DNA (malignant) growth. (I)
replication.
Tell learners that they must work in pairs or groups of three to identify the ‘odd one out’ in a series of three
5.1.5 Outline the role of stem key words. Display a series of key words in triplets on the board or provide on paper, and ask learners to
cells in cell replacement and discuss which one is less related to the other two terms. They must justify their decisions. Examples
tissue repair by mitosis. include: ‘chromatid, chromosome, centromere?’ (here, centromere would be the odd one out as it does not
consist of a strand of DNA identical to the others). (F)
5.1.6 Explain how
uncontrolled cell division can Extension activity: To link this topic with cell signalling (Topic 4), challenge learners to research the
result in the formation of a control of the cell cycle, including checkpoint protein kinases and the process of phosphorylation.
tumour.
24
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Syllabus ref. and

Key Concepts (KC)
5.2 Chromosome 5.2.1 Describe the behaviour Resource Plus

behaviour in mitosis of chromosomes in plant and Carry out the Investigating mitosis by preparing a root tip squash experiment referring to the Teaching Pack for
animal cells during the lesson plans and resources.
KC1 mitotic cell cycle and the
associated behaviour of the In this task, learners prepare a root tip squash for viewing with a light microscope, in order to identify cells
KC3 nuclear envelope, the cell in different stages of mitosis. As part of this task, learners carry out activities requiring knowledge of
surface membrane and the eyepiece graticules and stage micrometers and of drawing scientifically. There are also opportunities to
spindle (names of the main evaluate a range of investigation plans.
stages of mitosis are
expected: prophase, Prepare seven images of cells undergoing different stages of mitosis, printed on A3 paper (ideally
metaphase, anaphase and laminated). Ask seven volunteers to hold up one of the seven images each, so that the whole class can
telophase). see. Ask the rest of the class to rearrange the volunteers in the correct order to show the process of
mitosis from start to finish – and asking the first and final members to then form a circle, to emphasise that
5.2.2 Interpret it is a cycle. Then give each member of the ‘audience’ a card that contains a description of an event during
photomicrographs, diagrams mitosis. Learners stand by the learner holding the appropriate A3 sheet. Animations can be used to
and microscope slides of reinforce this knowledge: www.cellsalive.com/cell_cycle_js.htm and
cells in different stages of the www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/mitosis_movie.html
mitotic cell cycle and identify
the main stages of mitosis. Prepare a written text that summarises the concepts that learners have studied in this subtopic. Include
some conceptual errors such as ‘anaphase is the longest stage of mitosis’ and ‘spindle fibres attach to the
telomeres during prophase.’ Learners spot and circle as many mistakes as possible, and offer corrections.
(F)
Extension activity: Challenge learners to calculate the mitotic index of a plant tissue and ask them to
consider how the measurement of the mitotic index can be used as a means of investigating the effect of a
named variable on plant tissue growth.
25
Scheme of Work
6 Nucleic acids and protein synthesis
Syllabus ref. and

Key Concepts (KC)
6.1 Structure of 6.1.1 Describe the structure In Topic 1 Cell structure learners studied the regions of cells in which DNA is found in eukaryotes and in
nucleic acids and of nucleotides, including the prokaryotes. The synthesis of macromolecules is described in Topic 2 Biological molecules, and DNA
replication of DNA phosphorylated nucleotide synthesis in the S phase of the cell cycle is explored in Topic 5 The mitotic cell cycle. Prepare a short quiz,
ATP. using Paper 1 multiple-choice questions, to review and refresh knowledge. (F)
KC2
6.1.2 State that the bases Provide paper or card cut-outs of DNA nucleotides for learners to join together. Learners note that A will
KC3 adenine and guanine are pair with T, C will pair with G, and that the A + T pair is the same size as the C + G pair. Help learners to
purines with a double ring see that purine + purine and pyrimidine + pyrimidine combinations are not possible, and that the two
structure, and that the bases polynucleotide strands must run in antiparallel directions, in order to allow the bases to face each other.
cytosine, thymine and uracil Use this opportunity to extend learners’ thinking by helping them draw the structure of a nucleotide,
are pyrimidines with a single including the phosphorylated nucleotide ATP, and the structure of an RNA molecule.
ring.
Learners write the shortest sentence possible using a range of provided key terms related to this topic.
6.1.3 Describe the structure This focuses learners on developing their higher-order thinking skills and understand the meaning of the
of a DNA molecule as a terms. Examples are ‘base,’ ‘hydrogen’ and ‘polymer.’ To provide extra help to less confident learners,
double helix. reduce the number of words that they are expected to use. (F)
6.1.5 Describe the structure Extension activity: Learners prepare a short story that summarises the history of the discovery of the
of an RNA molecule, using structure of DNA, including the work of Levene, Chargaff and others.
the example of messenger
RNA.
6.1.4 Describe the semi- Provide cut-out shapes and ask learners to model DNA replication. Next, learners cut out the nucleotides
conservative replication of in the other row (which are not joined together). Learners show how these join with the other strand. This
DNA during the time, ask learners to ‘be DNA polymerase’ and show how these can be joined together and how hydrogen
S phase of the cell cycle, bonds form between the now-adjacent base pairs. You could use animations as a summary of this activity:
including: www.wiley.com/college/pratt/0471393878/student/animations/dna_replication/index.html
• the roles of DNA
polymerase and DNA Provide learners with the first and last ‘scene’ of a cartoon strip of six scenes and simple flashcards with
ligase the name of the enzyme and the function on the other side. Ask them to design the other scenes to tell the
• the differences between story of DNA replication, using different cartoon characters to represent the enzymes. (I)
leading strand and
lagging strand replication Extension activity: to link this topic with Topic 5, learners research the action of various chemotherapy
as a consequence of drugs, which prevent DNA replication and slow down cell division.
26
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
DNA polymerase adding

nucleotides only in a 5′
to 3′ direction.
6.2 Protein synthesis 6.2.1 State that a polypeptide Show the primary structure of a simple protein, such as insulin, on the board to remind learners that
is coded for by a gene and proteins are made of amino acids arranged in a precise sequence (you may wish to remind learners of the
KC2 that a gene is a sequence of models they constructed in Topic 2). Hold an open-ended discussion to challenge learners to suggest how
nucleotides that forms part of the sequence of bases in DNA dictates the sequence of amino acids in a polypeptide. You may wish to
KC3 a DNA molecule. show an animation such as www.youtube.com/watch?v=J3HVVi2k2No to help explain this concept.
6.2.2 Describe the principle Organise a role-play activity where a volunteer group of learners ‘acts out’ the process of protein synthesis
of the universal genetic code in front of the rest of the class. For example, some learners hold balloons (onto which the names of the
in which different triplets of different amino acids are written) to represent amino acids, each with a piece of string attached. Some
DNA bases either code for learners act as the relevant tRNA molecules, each holding a piece of paper listing a different anticodon.
specific amino acids or for Learners summarise this process as an annotated flow chart. Challenge learners to suggest how the
start and stop signals. removal of introns from the primary transcript to form mRNA could be incorporated into the role-play.
6.2.3 Describe how the Learners construct an analogy for protein synthesis. For example, it is like photocopying some instructions
information in DNA is used (mRNA) from a page in an encyclopaedia (a gene on a chromosome) in a library (the nucleus) to build a
during transcription and model in the school’s science department (ribosome). Review their suggestions to identify misconceptions.
translation to construct Challenge learners to suggest how the removal of introns from the primary transcript to form mRNA could
polypeptides, including the be incorporated into the analogy. (I)
roles of: RNA polymerase,
messenger RNA, codons, Formalise learners’ knowledge of the genetic code (universal, non-overlapping, degenerate, sequential),
transfer RNA, anticodons, by introducing the mRNA genetic dictionary / mRNA codon table. Use highly visual representations of the
ribosomes. genetic code in the form of a ‘codon wheel,’ e.g. www.yourgenome.org/facts/what-does-dna-do. Give
learners a card that has a codon on one side and an anticodon on the other, and challenge learners
6.2.4 State that the strand of chosen at random to call out their amino acid.
a DNA molecule that is used
in transcription is called the To review the wide range of key terms in this lesson, provide each learner with a piece of paper (divided to
transcribed or template look like a domino) with a key term in one half and an unrelated definition in the other. Examples of
strand and that the other suitable key terms include ‘anticodon,’ ‘intron,’ ‘universal,’ and so on. Learners circulate around the room
strand is called the non- to find the person who has the domino with the definition of their key word, and also the person who has
transcribed strand. the key word for their definition. (F)
6.2.5 Explain that, in Prepare a missing-word exercise (writing frame), with a list of the missing words, which learners work in
eukaryotes, the RNA pairs to complete. (F)
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Syllabus ref. and

Key Concepts (KC)
molecule formed following

transcription (primary Extension activity: Learners extend their knowledge of the universal genetic code by carrying out
transcript) is modified by the research into the topic of codon usage bias in nature. What are the benefits of using certain codons over
removal of non-coding others to encode particular amino acids?
sequences (introns) and the
joining together of coding
sequences (exons) to form
mRNA.
6.2.6 State that a gene Learners engage with a case study to analyse the sequence of DNA from the HbA (normal) allele of the
mutation is a change in the beta-globin gene, and then the mutant HbS allele. Host a discussion to describe the difference between
sequence of base pairs in a these molecules, and suggest how this may have happened.
DNA molecule that may
result in an altered Learners construct a sentence involving a series of three-letter words. An example is: ‘YOU CAN EAT
polypeptide. THE NUT.’ Demonstrate how a single substitution may still leave a sentence that makes sense.
However, a single deletion or addition of a base does not. Learners construct flow diagrams to illustrate
6.2.7 Explain that a gene the effects of the three different types of mutation on protein structure and function.
mutation is a result of
substitution or deletion or Extension activity: Learners do some research and evaluate the definition of gene that is commonly used
insertion of nucleotides in at this level: ‘A gene is a length of DNA that codes for a polypeptide.’
DNA and outline how each of
these types of mutation may
affect the polypeptide
produced.
28
Scheme of Work
7 Transport in plants
Syllabus ref. and

Key Concepts (KC)
7.1 Structure of 7.1.1 Draw plan diagrams of To revise the structure and function of a light microscope, ask individual learners to state the function of
transport tissues transverse sections of stems, a part, and then select another learner to describe its function. (F)
roots and leaves of
KC5 herbaceous dicotyledonous Learners identify different plant tissues and draw plan diagrams of transverse sections of the stems,
plants from microscope roots and leaves, complete with magnification values, to produce a table comparing the two. An
KC6 slides and photomicrographs. alternative to making primary observations using a microscope is to distribute prints of light micrographs
for learners to analyse. Share success criteria by showing ‘outline maps’ of areas at school, and elicit
7.1.2 Describe the that fine details of the school spaces (cells in this analogy), are not required in order to recognise them.
distribution of xylem and (I)
phloem in transverse
sections of stems, roots and Show learners four or five exemplar answers to one Paper 3 exam question that include diagrams.
leaves of herbaceous Learners rank the diagrams in order of quality and then explain the order they select. The intention is to
dicotyledonous plants. help learners understand mark schemes and success criteria.
7.1.3 Draw and label xylem Prepare three or four past paper questions, ideally of multiple-choice or short-answer questions, which
vessel elements, phloem learners complete and pass to you as they leave the room. This ‘exit card’ technique enables you to
sieve tube elements and judge whether you need to reinforce the content of this lesson in the next lesson. (F)
companion cells from
microscope slides, Extension activity: Learners make and examine their own freshly prepared sections of plant material.
photomicrographs and There are some safety implications, due to the use of sharp objects, so you should demonstrate the
electron micrographs. technique first.
7.1.4 Relate the structure of

xylem vessel elements,
phloem sieve tube elements
and companion cells to their
functions.
7.2 Transport 7.2.1 State that some mineral Resource

mechanisms ions and organic compounds Plus
can be transported within Carry out the Investigating the effect of carbon dioxide concentration on stomatal density experiment
KC5 plants dissolved in water. referring to the Teaching Pack for lesson plans and resources.
29
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Key Concepts (KC)
KC6 7.2.2 Describe the transport In this task, learners will use microscopy to find the stomatal density of plant leaves grown in high,
of water from the soil to the atmospheric and low carbon dioxide concentrations. As part of this task, they develop their practice
xylem through the: using a light microscope and carry out activities requiring knowledge of eyepiece graticules and stage
• apoplast pathway, micrometers as well as evaluating the conclusions of investigations using statistical tests.
including reference to
lignin and cellulose Bring contextual relevance to the study of transport in plants. Learners research how gold mining is now
• symplast pathway, partly dependent on analysing the contents of leaves such as eucalyptus. After allowing 2–3 minutes for
including reference to the them to undertake internet research, ask a number of questions, including ‘How did the gold particles get
endodermis, Casparian there?’ Develop the discussion by showing the short clip of David Attenborough, high up next to a tree,
strip and suberi. discussing how water can be brought upwards: www.youtube.com/watch?v=Qwb6mVeMpW8
7.2.3 Explain that Provide a series of cut-out statements that describe how water moves up a plant. Learners arrange the
transpiration involves the statements in order. Learners describe the mechanism in a stepwise fashion, starting at the top of the
evaporation of water from the plant and working to the bottom. A useful animation that shows the movement of water in the xylem
internal surfaces of leaves vessels of plants is at: www.saps.org.uk/animations/plant_biology/index.html?video=1 Emphasise how
followed by diffusion of water hydrogen bonding of water molecules is involved in this process. (I)
vapour to the atmosphere.
Learners undertake a practical activity to explore how to set up a potometer to measure the rate of
7.2.4 Explain how hydrogen transpiration from a young branch. This can be constructed using a long piece of capillary tubing that has
bonding of water molecules a short length of rubber tubing attached at one end. The whole apparatus can be supported vertically.
is involved with movement of Learners actually measure the rate water is taken up by a shoot and make the assumption that all the
water in the xylem by water that is taken up is lost by the leaves. Learners carry out an investigation into the effect of a factor
cohesion-tension in on the rate of transpiration of a plant, such as humidity, temperature or carbon dioxide concentration. A
transpiration pull and by useful website is: www.nuffieldfoundation.org/practical-biology/measuring-rate-water-uptake-plant-shoot-
adhesion to cellulose in cell using-potometer.
walls.
Help learners to produce annotated drawings of transverse sections of leaves from xerophytic plants to
7.2.5 Make annotated explain how they are adapted to reduce water loss by transpiration. Demonstrate on the class
drawings of transverse whiteboard how this is done, and encourage learners to follow your guidance. Provide learners with clear
sections of leaves from success criteria, and give an opportunity for self- or peer-assessment.
xerophytic plants to explain
how they are adapted to Ask a carefully-chosen series of hinge questions (a point in a lesson when you check whether or not
reduce water loss by learners have grasped a key concept and are ready to move on to study another) to elicit higher-order
transpiration. thinking skills among learners. One option is to ask them to compare key terms, to reinforce their
knowledge of key definitions, including: lignin/ cellulose (low demand), apoplast/symplast (intermediate
demand) and cohesion/tension (high demand). (F)
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Key Concepts (KC)
Extension activity: Learners study a graph showing how the rate of transpiration varies during a 24-
hour day and interpret the plot using a word list (include, for example, stomata, photosynthesis, gas
exchange, etc.). Encourage learners to consider how, and why, their graph would be different for a
xerophytic plant.
7.2.6 State that assimilates Show an image of trees that have been subject to ‘ring barking.’ Ask learners for suggestions as to why
dissolved in water, such as these trees die and identify the location of the phloem vessels. Through a class discussion, encourage
sucrose and amino acids, ideas from learners in order to arrive at a consensus to explain what is happening. (F)
move from sources to sinks
in phloem sieve tubes. Learners prepare a numbered list to show the sequence of events that occur in the phloem sieve
elements / companion cells. They should compare their work with an on-screen animation, for example:
7.2.7 Explain how companion www.saps.org.uk/animations/plant_biology/index.html?video=1
cells transfer assimilates to http://highered.mheducation.com/sites/9834092339/student_view0/chapter38/animation_-
phloem sieve tubes, with _phloem_loading.html
reference to proton pumps
and cotransporter proteins. Write on the board: ‘Why is _____ an example of _____?’ Learners use this shell to pose questions
about the role of the phloem. An example is ‘Why is the phloem an example of a tissue?’ (F)
7.2.8 Explain mass flow in
phloem sieve tubes down a Extension activity: Learners suggest how aphid stylets and radioactive markers are used to determine
hydrostatic pressure gradient the movement of assimilates through phloem vessels.
from source to sink.
31
Scheme of Work
8 Transport in mammals
Syllabus ref. and

Key Concepts (KC)
8.1 The circulatory 8.1.1 State that the Learners work in pairs to brainstorm a list of terms they know about the circulatory system from their
system mammalian circulatory studies at Cambridge IGCSE (or equivalent), including what is meant by pulmonary and systemic
system is a closed double circulations. After 2–3 minutes of discussion, the pairs join together into groups of four and then groups of
KC5 circulation consisting of a eight to discuss this further and come up with an agreed list of points. One or two learners from each
heart, blood and blood group then write the group’s ideas on the class board to form a ‘mind map.’ Useful videos, including
KC6 vessels including arteries, memorable songs, can be found on YouTube, for example:
arterioles, capillaries, www.youtube.com/watch?v=LqhvmUEdOYY&amp&amp&index=10&list=PL806169ECA3C97794 (F)
venules and veins.
Provide modelling clay of many colours. Learners build an artery, a vein and a capillary, paying attention
8.1.2 Describe the functions to ensure that the relative widths of the three vessels are correct. The layers of tissue in the artery and
of the main blood vessels of vein must be made with different colours, but must be consistent between the two blood vessels. To
the pulmonary and systemic extend the activity, provide butter knives to the learners and ask them to cut their models in half in a
circulations, limited to transverse section, to display the structures in the wall and the relative lumen diameters. Also prepare a
pulmonary artery, pulmonary longitudinal section to demonstrate how this would appear different, and use websites such as
vein, aorta and vena cava. www.histology.leeds.ac.uk/circulatory/arteries.php to source images for learners to add further details. (I)
8.1.3 Recognise arteries, Draw a table or Venn diagram to compare arteries, veins and capillaries. Learners could show the three
veins and capillaries from circles of a Venn diagram as the transverse sections of these three blood vessels (not to scale), and they
microscope slides, could label diagrams in the same activity, to make an interesting poster. They should emphasise in their
photomicrographs and work how the structure of muscular arteries, elastic arteries, veins and capillaries are each related to their
electron micrographs and functions. (F)
make plan diagrams showing
the structure of arteries and Prepare a crossword containing clues for words related to the content of the lesson. Include the names of
veins in transverse section the layers of the tissues in the walls of arteries and veins. Learners undertake the activity in pairs and with
(TS) and longitudinal section a competition format, with the pair that finishes the crossword first as the winning team. (F)
(LS).
Extension activity: Learners research and contrast the mammalian circulatory system with organisms
8.1.4 Explain how the organised differently, e.g. insect, fish and amphibians.
structure of muscular
arteries, elastic arteries,
veins and capillaries are
each related to their
functions.
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Key Concepts (KC)
8.1.5 Recognise and draw Hold a quick round of ‘true or false’ questions to review learners’ knowledge of water and blood, for
red blood cells, monocytes, example: ‘Water is the main component of blood’ (true) and ‘Red blood cells have no contents’ (false). (F)
neutrophils and lymphocytes
from microscope slides, Learners use a microscope to examine a smear of mammalian blood and make observations of different
photomicrographs and types of blood cell. Summarise the appearance and functions of white blood cells (note that only
electron micrographs. monocytes, neutrophils and lymphocytes are required).
8.1.6 State that water is the Learners benefit from a visual representation of the link between blood and tissue fluid. They could work in
main component of blood small groups to prepare a poster with a range of materials, perhaps based on a diagram of a capillary bed.
and tissue fluid and relate the Host a ‘marketplace’ to extend this activity into the next lesson. One member of each group stands by their
properties of water to its role poster and gives an explanation to other groups as they move around the room. (F)
in transport in mammals,
limited to solvent action and Extension activity: Use Bloom’s taxonomy to construct five or six questions of a range of high-order
high specific heat capacity. thinking skills on this subject to ask learners on the subject of blood. Arrange these into envelopes, placed
on the pyramid. This emphasises their challenging nature and must ask for suggestions, evaluations and
8.1.7 State the functions of justifications.
tissue fluid and describe the
formation of tissue fluid in a
capillary network.
8.2 Transport of 8.2.1 Describe the role of red Provide context at the beginning of this topic to help learners appreciate its importance. For example,
oxygen and carbon blood cells in transporting show a video clip of mountaineers using oxygen cylinders. Use this information to revise the reasons why
dioxide oxygen and carbon dioxide cells need oxygen, and why carbon dioxide must be removed from tissues. Develop understanding by
with reference to the roles of: asking further questions, such as ‘What is the purpose of a red blood cell?’ (F)
KC5 • haemoglobin
• carbonic anhydrase Learners draw a large chalk diagram of the oxygen dissociation curve on the school playground, or they
• the formation of may each draw their own diagram. When you call out a specific scenario, learners should ‘jump’ to either
haemoglobinic acid the left or the right side of the curve. Scenarios include ‘What happens if fetal haemoglobin replaces
• the formation of adult?’ and ‘What happens if the pH of the blood decreases?’ Use this exercise to identify and, by
carbaminohaemoglobin. repeating scenarios, correct misconceptions. (F)
8.2.2 Describe the chloride Learners produce a time-lapse video using, for example, a mobile phone that shows how a model of
shift and explain the haemoglobin (built with modelling clay) undergoes conformational changes as it circulates around the
importance of the chloride body. To extend the activity, place the model on top of an image of an individual doing intense physical
shift. activity, and use this to explain how haemoglobin tends to release some of its oxygen when carbon
dioxide concentration is high – the Bohr effect. This activity makes the mechanism of oxygen transport by
haemoglobin much more memorable. (I)
33
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Key Concepts (KC)
8.2.3 Describe the role of Learners produce a series of flash cards that have a key term from these topics on one side, and the
plasma in the transport of definition on the other. They challenge their peers to provide the term or the definition when one side of
carbon dioxide. the card is displayed on the desk. Good examples would be the Bohr effect and the chloride shift. (F)
8.2.4 Describe and explain Extension activity: Construct an oxygen dissociation curve for a variety of organisms other than humans.
the oxygen dissociation
curve of adult haemoglobin.
8.2.5 Explain the importance

of the oxygen dissociation
curve at partial pressures of
oxygen in the lungs and in
respiring tissues.
8.2.6 Describe the Bohr shift

and explain the importance
of the Bohr shift.
8.3 The heart 8.3.1 Describe the external Review learners’ prior knowledge of the structure and function of the heart by asking them to construct a
and internal structure of the dichotomous key to differentiate between the different chambers/valves of the heart. For example, the first
KC6 mammalian heart. branch could read ‘chamber’ or ‘vessel.’ The second branches leading from these could read ‘carry
oxygenated blood’ or ‘carry deoxygenated blood,’ and so on. (F)
8.3.2 Explain the differences
in the thickness of the walls Being mindful of cultural sensitivities, host a dissection for learners to explore the anatomical features of
of the: the heart. Arrange the heart with the blood vessels facing away from them (towards the head of the
• atria and ventricles animal) and to find the coronary vessels, which travel diagonally from top right to bottom left across the
• left ventricle and right ventricles. They trace the pathway as it leaves the chambers by putting a finger into a chamber and finding
ventricle. out which vessel(s) this leads into. Drawings, or possibly photographs, could be taken when key structures
are exposed. Challenge learners to draw valves and connected tendons, and measure thicknesses of the
8.3.3 Describe the cardiac walls of the chambers.
cycle, with reference to the
relationship between blood Resource Plus
pressure changes during Carry out the Heart dissection experiment (in Resource Plus for Cambridge IGCSE/O Level Biology
systole and diastole and the 0610/5090) referring to the Teaching Pack for lesson plans and resources.
opening and closing of
valves. Learners construct a graph on the wall or floor of the classroom that shows the pressure and volume
changes on one side of the heart. Hand out sections of the graph to learners, who discuss what is
happening in their small section. Hold a discussion in which learners contribute ideas and produce a fully
34
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Key Concepts (KC)
8.3.4 Explain the roles of the annotated version of the graph by joining the sections together. To reinforce their learning, show an
sinoatrial node, the animation to help learners visualise the circulation of blood and the electrical control of the heartbeat:
atrioventricular node and the www.nhlbi.nih.gov/health-topics/how-heart-works
Purkyne tissue in the cardiac
cycle (knowledge of nervous Extension activity: Learners research common congenital diseases of the heart, such as atrial septal
and hormonal control is not defect, tetralogy of Fallot and aortic stenosis. They could use websites containing images of diseased
expected). adult hearts such as: https://webpath.med.utah.edu/CVHTML/CVIDX.html
35
Scheme of Work
9 Gas exchange
Syllabus ref. and

Key Concepts (KC)
9.1 The gas 9.1.1 Describe the structure Learners should have some knowledge of the gas exchange system from Cambridge IGCSE (or
exchange system of the human gas exchange equivalent). To assess this, demonstrate a model of the lungs, thorax and airways by suspending a
system. balloon (lung) inside a plastic bottle (thorax) that has been cut in half and sealed at the bottom with a
KC1 stretched balloon (diaphragm). A straw (trachea), sealed with modelling clay, emerges from the bottle
9.1.2 Describe the neck. Pulling down on the diaphragm will inflate the lung. Learners describe and explain the events that
distribution in the gas you demonstrate using this model. An alternative opening to this topic is to use a spirometer to show
exchange system of learners how lung capacity can be measured: www.nuffieldfoundation.org/practical-biology/using-
cartilage, ciliated epithelium, spirometer-investigate-human-lung-function (F)
goblet cells, squamous
epithelium of alveoli, smooth Learners observe prepared slides (or print-outs of photomicrographs and electron micrographs) of
muscle and capillaries. transverse and longitudinal sections of the wall of the trachea, bronchi, bronchioles and alveoli. Learners
draw tissue maps and compare the features. Help learners to recognise ciliated epithelium, goblet cells,
9.1.3 Recognise cartilage, squamous epithelium of alveoli, smooth muscle and capillaries.
ciliated epithelium, goblet
cells, squamous epithelium Sources of histology sections:
of alveoli, smooth muscle www.meddean.luc.edu/lumen/MedEd/Histo/frames/Histo15.html
and capillaries in microscope www.anatomyatlases.org/MicroscopicAnatomy/Section11/Section11.shtml (I)
slides, photomicrographs and
electron micrographs. Learners describe the pathway of an oxygen molecule through the human gas exchange system, from the
trachea and into the red blood cells where it binds to haemoglobin. Animations can help to provide further
9.1.4 Recognise trachea, guidance, e.g.
bronchi, bronchioles and www.johnwiley.net.au/highered/interactions/media/Respiration/content/Respiration/resp1a/frameset.htm (I)
alveoli in microscope slides,
photomicrographs and Display a challenging, 3–4-mark question on the whiteboard. Allow learners 2–3 minutes to work in pairs
electron micrographs and to record as many key terms they feel are necessary to answer it. Show how to incorporate the relevant
make plan diagrams of key words into a clear, exam-style answer.
transverse sections of the
walls of the trachea and Host a lively class debate to motivate learners with higher-order thinking. The focus should be a
bronchus. controversial statement, rather than a question. For example, ask learners to evaluate a statement such
as ‘The gas exchange system is more vital to humans than the circulatory system.’ (F)
9.1.5 Describe the functions
of ciliated epithelial cells, Draw a very large diagram of the gas exchange system on the whiteboard. However, ensure that between
goblet cells and mucous five and ten mistakes have been intentionally included. These include spelling mistakes, but also
glands in maintaining the conceptual errors. For example, show cilia in the alveoli, and cartilage rings around the bronchioles. The
‘think, pair, share’ technique can provide a useful introduction to help learners form an opinion. (F)
36
Scheme of Work
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Key Concepts (KC)
health of the gas exchange

system. Extension activity: Learners extend their knowledge of the gas exchange system by researching the
effects of tobacco smoke. With careful planning, provide an opportunity to ‘flip the classroom’ in advance
9.1.6 Describe the functions of this lesson, to encourage learners to arrive already prepared. Examples of sources include:
in the gas exchange system https://ash.org.uk/fact-sheets/
of cartilage, smooth muscle,
elastic fibres and squamous
epithelium.
9.1.7 Describe gas exchange

between air in the alveoli and
blood in the capillaries.
37
Scheme of Work
10: Infectious diseases
Syllabus ref. and

Key Concepts (KC)
10.1 Infectious 10.1.1 State that infectious List a number of infectious and non-infectious diseases on the whiteboard. Learners discuss the definition
diseases diseases are caused by of infectious disease. Learners write the shortest summary paragraph possible using the key terms that
pathogens and are emerge from this discussion. This is a good way to focus learners on developing their higher-order
KC1 transmissible. thinking skills to make sense of the meaning of these terms, rather than simply recall them. (F)
KC5 10.1.2 State the name and Learners prepare short information sheets to list how the transmission cycle for each disease can be
type of pathogen that causes broken, with an emphasis on the mode of infection. For example, learners might show how drinking water
each of the following supplies are contaminated with sewage, then consumed, or how malarial parasites make their way from a
diseases: host, via a mosquito, to another. Their work can later be photocopied and made into a booklet for future
• cholera reference. (I)
• malaria
• tuberculosis (TB) Learners design a dichotomous key to help identify which pathogen is which in a series of steps. They
• HIV/AIDS may need to revisit their work from Topic 1 Cell Structure to help with the names of organelles. (I)
10.1.3 Explain how cholera, Learners play a game called ‘name that pathogen’. List a number of diseases on the board and ask
malaria, TB and HIV are learners to pick the right disease for the facts being read. As the basis of a competition, the fewer clues
transmitted. required to guess the pathogen, the more points the learner achieves. Clues include the methods of
transmission, global distribution, clinical features, and so on.
10.1.4 Discuss the biological,
social and economic factors Learners write the shortest summary paragraph possible using the following key terms: infectious,
that need to be considered in pathogen, transmissible, and so on. This is a good way to develop their higher-order thinking skills to
the prevention and control of understand these terms, rather than simply recall them. (F)
cholera, malaria, TB and HIV
(details of the life cycle of the Extension activity: Identify ways in which the diseases listed in the syllabus could be linked. For
malarial parasite are not example, tell learners why there is often a correlation in disease pattern, e.g. a greater risk of being
expected). infected with TB in people with HIV/AIDS.
10.2 Antibiotics 10.2.1 Outline how penicillin Learners prepare for this lesson in advance by ‘flipping the classroom’. Provide a series of questions from
acts on bacteria and why Paper 1 for them to research using textbooks and the internet. The intention of these questions is to
KC1 antibiotics do not affect trigger interest and enrich the dialogue at the start of this lesson. (I)
viruses.
KC2 Learners produce a series of flash cards that have a key term related to antibiotics on one side, and a
10.2.2 Discuss the definition or explanation regarding how that term relates to the mechanism of penicillin action, for example,
consequences of antibiotic
38
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Syllabus ref. and

Key Concepts (KC)
resistance and the steps that ‘peptidoglycan’ on one side of the card and ‘cross links between these molecules do not form in the cell
can be taken to reduce its wall of growing cells’ on the other side. (I)
impact.
Learners prepare a brief document, listing how bacterial antibiotic resistance is reduced. Points to
consider in reducing impact include: dosage; length of treatment; use of narrow-spectrum antibiotics;
identify correctly the causative organism; hygiene and aseptic conditions in areas such as hospitals;
measures to reduce the impact of antibiotic therapy with farm animals. (I)
Extension activity: Learners suggest how some bacteria have resistance to antibiotics. For example,
they may have enzymes such as beta-lactamase that hydrolyse the toxin.
Each learner writes a question about something from the topic of antibiotics on a coloured paper strip and
the answer on another paper strip of a different colour. In groups of 8–10, hand out the strips so that each
learner gets a question and an answer. One learner reads out their question, and the learner with the right
answer then reads it out, followed by their question. (F)
39
Scheme of Work
11 Immunity
Syllabus ref. and

Key Concepts (KC)
11.1 The immune 11.1.1 Describe the mode of To review relevant prior learning, host a brief quiz using Paper 1 questions from Topic 1 Cell structure,
system action of phagocytes Topic 2 Biological molecules, and Topic 10 Infectious diseases in the coursebook. (F)
(macrophages and
KC1 neutrophils). Learners can find the process of phagocytosis challenging to imagine. Help them by asking them to
prepare a ‘flipbook’, to show how phagocytosis occurs. Learners require a small notepad, in which they
KC5 11.1.2 Explain what is meant complete or add small sketches on each page, each of which differs only slightly from the one before. By
by an antigen (see 4.1.3) and rapidly flicking through the pages, a moving image will illustrate the process. Learners review their
state the difference between flipbooks by comparing the contents with a published animation, e.g.
self-antigens and non-self http://highered.mheducation.com/sites/0072507470/student_view0/chapter3/animation__phagocytosis.htm
antigens. l (I)
11.1.3 Describe the Learners in pairs brainstorm and list all the terms that they know are associated with the immune system.
sequence of events that Terms such as ‘white blood cell,’ ‘antibody’ and ‘infection’ will be some expected terms. Pairs of learners
occurs during a primary then join with another pair and combine their lists of terms in rank order based on the strength of learners’
immune response with understanding of the terms. The first word on the list is the term learners feel most confident about. Other
reference to the roles of: terms are added in order of understanding so the least understood term is last. Learners submit their top
• macrophages three words to the class board, possibly in the form of a word cloud (using www.menti.com/).
• B-lymphocytes, including
plasma cells Give a series of laminated cards to pairs of learners that show the key events of an immune response.
• T-lymphocytes, limited to Include some cards that show electron micrographs of different blood cell types (sourced from websites
T-helper cells and T-killer such as https://webpath.med.utah.edu/HISTHTML/EM/EM.html#1). Learners work together to determine
cells. the order of events, and the cells involved, in an immune response. Learners explain their choices and
compare different learners’ judgements. Extend this so that learners play a part in a story of an infection
11.1.4 Explain the role of and the primary immune response in a class role play.
memory cells in the
secondary immune response Extension activity: Research autoimmune disorders such as myasthenia gravis, psoriasis and multiple
and in long-term immunity. sclerosis. Here, self-antigens are mistakenly recognised by phagocytes and other leucocytes as non-self.
11.2 Antibodies and 11.2.1 Relate the molecular Learners discuss the role of vaccinations. As a visual prompt, display the programme of vaccinations
vaccination structure of antibodies to recommended in your country or region. Contrast this with the vaccination programme for a country with
their functions. very different risks to health.
KC2
40
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Key Concepts (KC)
11.2.2 Outline the hybridoma Illustrate the importance of complementary molecule binding by asking learners to work in pairs to model
method for the production of antibody action. One member of each pair makes a range of shapes using modelling clay, representing
monoclonal antibodies. antigens. The other member of the pair makes antibodies that will bind to these antigens. (I)
11.2.3 Outline the principles Give learners statements that describe the stages of the process to make monoclonal antibodies and ask
of using monoclonal them to arrange them into a logical order. Learners undertake independent research into current
antibodies in the diagnosis of developments in the use of monoclonal antibodies in medicine. Learners prepare a poster or presentation
disease and in the treatment to summarise the use of a specific antibody for this purpose. (I)
of disease.
Learners suggest meanings for the term immunity and write out a common definition. Help them construct
11.2.4 Describe the a table to compare natural active, artificial active, natural passive and artificial passive immunity. The
differences between active comparisons must consider the exposure to antigen, presence or absence of an immune response, clonal
immunity and passive selection, secretion of antibody molecules by plasma cells and immunological memory.
immunity and between
natural immunity and artificial Learners read online sources related to monoclonal antibodies, such as www.mayoclinic.org/diseases-
immunity. conditions/cancer/in-depth/monoclonal-antibody/art-20047808. They think of appropriate analogies to
describe the action of these molecules. One example is as a magnet: show how passing a magnet over
11.2.5 Explain that vaccines the top of a range of magnetic items will result in only some binding.
contain antigens that
stimulate immune responses Learners consider the effective features of a global vaccination programme.
to provide long-term
immunity. Extension activity: You could set further reading on vaccination programmes using websites such as
www.who.int
11.2.6 Explain how
vaccination programmes can
help to control the spread of
infectious diseases.
41
Scheme of Work
12 Energy and respiration
Syllabus ref. and

Key Concepts (KC)
12.1 Energy 12.1.1 Outline the need for Learners know from Topics 1, 2 and 6 that all living things need a source of cellular energy, obtained
energy in living organisms, as from mitochondria in the form of ATP, to supply their activities. Provide an activity to refresh their
KC1 illustrated by active transport, knowledge of this information using Paper 1 questions to host a discussion. Extend thinking by
movement and anabolic describing how ATP is a suitable molecule as the universal energy currency. (F)
KC2 reactions, such as DNA
replication and protein On the board, draw a banknote or a coin with the words ‘One ATP’ displayed on it. Discuss with learners
synthesis. how it is possible to think of this molecule as ‘currency’ and how ‘spending’ ATP allows cells to use the
energy they store. Reinforce the idea that this ‘currency’ can be ‘spent’ on a wide range of purchases,
12.1.2 Describe the features of and challenge learners to list as many biological uses of energy as they can. Examples include:
ATP that make it suitable as cytokinesis, muscle contraction, flagellum motion, endocytosis, maintenance of body temperature, active
the universal energy currency. transport and electrical discharge. After providing an example to set the scene, ask a learner for an
example. Then ask another. Continue this until all members of the class have been asked for an idea.
12.1.3 State that ATP is
synthesised by: Learners convert the discussions of this lesson into a series of short, bullet-point statements. Introduce
• transfer of phosphate in key terms, such as phosphorylation and chemiosmosis, that learners will encounter in subsequent
substrate-linked reactions lessons. (F)
• chemiosmosis in
membranes of
mitochondria and
chloroplasts
12.1.4 Explain the relative Learners undertake a ‘think, pair, share’ discussion to revisit their knowledge of the relative value of
energy values of different components of a balanced diet in providing energy. Help learners identify fatty acids /
carbohydrates, lipids and triglycerides as the most energy-rich molecule per unit mass, due to the number of hydrogen atoms
proteins as respiratory being much higher. (F)
substrates.
Learners carry out a practical activity in which they use a simple respirometer to calculate the respiratory
12.1.5 State that the quotient (RQ) of germinating seeds, or the effect of temperature on the rate of respiration of a small
respiratory quotient (RQ) is the invertebrate. Simple designs, using a single syringe and capillary tubing are more sensitive to
ratio of the number of temperature and require minimal handling. Websites that provide guidance include:
molecules of carbon dioxide https://pbiol.rsb.org.uk/energy/gas-balance-in-respiration-and-photosynthesis/measuring-respiratory-
produced to the number of quotient https://pbiol.rsb.org.uk/energy/gas-balance-in-respiration-and-photosynthesis/measuring-the-
molecules of oxygen taken in, rate-of-metabolism. To extend thinking, challenge learners to calculate RQ values of a range of different
as a result of respiration. respiratory substrates from equations for respiration.
42
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
12.1.6 Calculate RQ values of

different respiratory substrates Learners write down three ideas they learnt in this lesson. Then ask them to share their facts in groups
from equations for respiration. and to compile a master list of facts, with the most important at the top. Ask for ideas to be shared and
find out which other groups agreed. To make this activity more effective and inclusive, do not choose
12.1.7 Describe and carry out learners on the basis of ‘hands up.’ Instead, choose learners at random. (F)
investigations, using simple
respirometers, to determine Extension activity: Learners explain how alternative experiments, without the use of respirometers, can
the RQ of germinating seeds be conducted to give more accurate readings for values of the respiratory quotient.
or small invertebrates (e.g.
blow fly larvae).
12.2 Respiration 12.2.1 State where each of the Remind learners of the molecular structure of glucose from Topic 2 by showing a model of this molecule.
four stages in aerobic Elicit discussion to explain that the atoms can be separated, and this underlies the process of
KC1 respiration occurs in eukaryotic respiration. (F)
cells.
KC2 Help learners to understand that dividing a complex biological mechanism into smaller stages can help
12.2.2 Outline glycolysis as to understand it. After describing the mechanisms, learners close their books and attempt to sketch or
KC6 phosphorylation of glucose record as bullet points the key facts on a blank piece of paper. Next, allow leaners to look at their notes
and the subsequent splitting of and correct and classify their own errors to reflect on their performance.
fructose 1,6-bisphosphate (6C)
into two triose phosphate Animations and interactive graphics:
molecules (3C), which are then www.science.smith.edu/departments/Biology/Bio231/etc.html,
further www.sumanasinc.com/webcontent/animations/content/cellularrespiration.html,
oxidised to pyruvate (3C), with http://highered.mheducation.com/sites/9834092339/student_view0/chapter7/how_glycolysis_works.html,
the production of ATP and www.wiley.com/legacy/college/boyer/0470003790/animations/tca/tca.htm,
reduced NAD. http://vcell.ndsu.nodak.edu/animations/flythrough/mitochondria_03.htm
www.johnkyrk.com (F)
12.2.3 Explain that, when
oxygen is available, pyruvate Learners work in pairs to draw and label a diagram of a mitochondrion on a piece of poster paper.
enters mitochondria to take Review misconceptions as you walk around the room, and then produce a diagram on the board for
part in the link reaction. learners to use to make their corrections. Extend the activity by asking learners to write the name of
each of the four stages of aerobic respiration in the correct locations on the mitochondrion. You can use
12.2.4 Describe the link resources to illustrate the events of aerobic respiration.
reaction, including the role of
coenzyme A in the transfer of Set up a Krebs cycle ‘circus’ for learners to move between stations at which they collect or drop off coins
acetyl (2C) groups . or photocopies of molecular structures that represent the different intermediates.
12.2.5 Outline the Krebs cycle.
43
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
Learners design two or three multiple-choice questions on the subject of aerobic respiration. Before the
12.2.6 Explain that reactions in next lesson, select the best 10 and provide these to the class as a formative exercise. This will motivate
the Krebs cycle involve learners to make high-quality questions. (F)
decarboxylation and
dehydrogenation and the Extension activity: Learners interpret how respiratory inhibitors can be used to study aerobic
reduction of the coenzymes respiration, and to draw conclusions from graphs. Further information can be sourced online, e.g.
NAD and FAD. www.biologymad.com/master.html?http://www.biologymad.com/PhotosynResp/PhotosynResp.htm
12.2.7 Describe the role of

NAD and FAD in transferring
hydrogen to carriers in the
inner mitochondrial membrane.
12.2.8 Explain what happens

during oxidative
phosphorylation.
12.2.9 Describe the

relationship between the
structure and function of
mitochondria using diagrams
and electron micrographs.
12.2.10 Outline respiration in Learners brainstorm and list what they know about anaerobic respiration. After a few minutes, pairs join
anaerobic conditions in together into groups of four and then groups of eight to discuss this further and come up with an agreed
mammals (lactate list of points. One or two learners from each group then write the group’s ideas on the class board to
fermentation) and in yeast form a ‘mind map.’ (F)
cells (ethanol fermentation).
Learners carry out a practical activity to investigate effect of glucose concentration on the respiration rate
12.2.11 Explain why the of yeast using a redox indicator. Indicators such as 2,6-dichlorophenolindophenol (DCPIP) and
energy yield from respiration in methylene blue are often used to detect oxidation and reduction reactions. Both these substances
aerobic conditions is much change from blue to colourless when they accept electrons or hydrogen (i.e. are reduced). With this
greater than the energy yield knowledge, small groups can be set the task of planning an appropriate investigation to carry out.
from respiration in anaerobic
conditions. Resource
Plus
12.2.12 Explain how rice is Carry out the Investigating the rate of aerobic respiration in yeast experiment referring to the Teaching
adapted to grow with its roots Pack for lesson plans and resources.
44
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
submerged in water, limited to

the development of In this task, learners use a redox indicator to measure the rate of aerobic respiration in yeast at different
aerenchyma in roots, ethanol temperatures. As part of this task, learners consider how best to plan an investigation and present
fermentation in roots and obtained results.
faster growth of stems.
Learners prepare Venn diagrams or tables to visually compare the mechanisms and features of aerobic
12.2.13 Describe and carry out and anaerobic respiration. An example of a similarity is that glycolysis occurs in both; a difference is that
investigations using redox the Krebs cycle occurs only in aerobic respiration. Learners compare their work with those of others to
indicators, including DCPIP identify any points of comparison that they did not identify. (I)
and methylene blue, to
determine the effects of Remind learners of xerophytes and adaptation to survival in arid conditions, Topic 7 Transport in plants
temperature and substrate and prompt learners to undertake independent research focusing on the adaptations of rice to grow in
concentration on the rate of paddies (fields that are intentionally flooded). Learners make poster presentations that can be displayed
respiration of yeast. for group feedback using post-it notes. (I)
12.2.14 Describe and carry out Prepare a crossword containing all the terms used in this lesson, with clear clues. When completed, this
investigations using simple will be an excellent sheet of definitions. Learners keep their copies to refer to throughout the topics of
respirometers to determine the aerobic and anaerobic respiration. (I)
effect of temperature on the
rate of respiration. Learners design an investigation, with a focus on how to collect valid, reliable and accurate data, to find
the longest time rice plants are able to withstand being submerged. Discuss an example plan with
learners and how it differs from theirs, before providing an opportunity for learners to assess their own
work. (F)
Extension activity: Learners investigate what happens to the lactate produced during anaerobic
respiration in animals. Ask more confident learners to host a brief description, in the form of a 5-minute
‘master class,’ to extend the knowledge of the rest of the class.
45
Scheme of Work
13 Photosynthesis
Syllabus ref. and

Key Concepts (KC)
13.1 Photosynthesis 13.1.1 Describe the Emphasise the importance of photosynthesis in context using a relevant video clip such as:
as an energy transfer relationship between the www.nasa.gov/content/goddard/seeing-photosynthesis-from-space-nasa-scientists-use-satellites-to-
process structure of chloroplasts, as measure-plant-health/. This shows how fluorescence released by chlorophyll can be detected by
shown in diagrams and satellites in space in order to produce maps of world vegetation and its health. Discuss what is meant by
KC1 electron micrographs, and their ‘photosynthesis’ and review prior learning. (F)
function.
KC2 Establishing a good understanding of the key terms that learners will need for this topic is important. Ask
13.1.2 Explain that energy a series of questions on the anatomy of the leaf, that require one-word answers, so that learners can
KC6 transferred as ATP and visualise mesophyll tissue and mesophyll cells containing chloroplasts, and the absorption of different
reduced NADP from the light- wavelengths of light by pigments found in plants.
dependent stage is used
during the light-independent Show electron micrographs of chloroplasts (e.g. www.vcbio.science.ru.nl/en/fesem/applets/chloroplast/).
stage (Calvin cycle) of Move around the class and ask each learner to identify a blank label on the diagram, and/or identify cells
photosynthesis to produce that have a large number of these organelles. (F)
complex organic molecules.
Learners undertake a practical activity using paper chromatography to separate mixtures of
13.1.3 State that within a photosynthetic pigments according to their solubility. More-soluble compounds move further along the
chloroplast, the thylakoids, chromatogram than less-soluble ones. Learners make measurements and calculate Rf values. They
which occur in stacks called compare these with published values to make identifications. Guidance regarding this practical is at:
grana, are the site of the light- www.saps.org.uk/secondary/teaching-resources/181-student-sheet-10-thin-layer-chromatography-for-
dependent stage and the photosynthetic-pigments. Extend by providing learners an opportunity to analyse the absorption spectra
stroma is the site of the light- of chloroplast pigments that they have identified, and how this compares with the action spectra for
independent stage. photosynthesis.
13.1.4 Describe the role of Learners carry out a practical investigation into the Hill reaction: they investigate the effect of changing
chloroplast pigments in light the colour of light (wavelength) on the rate of the light-dependent reaction of isolated chloroplasts, using
absorption in thylakoids. DCPIP as an indicator. Learners suggest how they could investigate the effect of a given variable on the
light-independent stage of photosynthesis. Guidance regarding this practical is at:
13.1.5 Interpret absorption https://pbiol.rsb.org.uk/energy/photosynthesis/investigating-the-light-dependent-reaction-in-
spectra of chloroplast photosynthesis
pigments and action spectra
for photosynthesis. Prepare a timeline showing the sites and events of each step of the light-dependent and light-
independent stages of photosynthesis. During the activity, provide learners with an opportunity to seek
13.1.6 Describe and use support from more confident learners who you identify as the activity progresses. Some good overview
chromatography to separate
46
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
and identify chloroplast animations, to prepare for or conclude learners’ independent work, are:
pigments. www.sumanasinc.com/webcontent/animations/content/harvestinglight.html
Display or draw a large diagram of the thylakoid membrane showing the various components of the
13.1.7 State that cyclic mechanism of the light-dependent stage of photosynthesis, but which is covered by between five and ten
photophosphorylation and non- numbered ‘jigsaw’ pieces. Ask learners to choose which pieces to remove, which gradually reveals the
cyclic photophosphorylation image, and to identify parts of the mechanism. Learners label and annotate an unlabelled version of the
occur during the light- diagram as you summarise the role of the molecular components. This helps to break up the amount of
dependent stage of information you provide learners with into a series of smaller explanations.
photosynthesis.
Learners compare and contrast the Krebs cycle and the Calvin cycle. They present their work in a very
13.1.8 Explain that in cyclic visual way for display. For example, encourage them to draw up a table on a piece of poster paper to
photophosphorylation: compare the processes. Subsequently hold a ‘marketplace’ activity in which one member of each group
• only photosystem I stands by their poster and offers an explanation to other groups as they circulate around the room. (I)
(PSI) is involved
• photoactivation of Extension activity: How was the light-independent stage first determined? Set learners the task of
chlorophyll occurs carrying out online research into the work of Calvin and the lollipop flask containing Chlorella algae.
• ATP is synthesised. Extend thinking by explaining to learners that Calvin cycle intermediates are used to produce other
molecules, limited to GP to produce some amino acids and TP to produce carbohydrates, lipids and
13.1.9 Explain what happens amino acids.
in non-cyclic
photophosphorylation. A significant number of key terms, are introduced in this topic. To help familiarise learners with these
terms, learners work in pairs to describe key words to each other, but without using other (listed) key
13.1.10 Explain what happens words. For example, challenge learners to describe what happens in the light-independent reaction
during photophosphorylation. without using the three key terms: ATP, rubisco, and glucose. (F)
13.1.11 Outline what happens

in the three main stages of the
Calvin cycle.
13.1.12 State that Calvin cycle

intermediates are used to
produce other molecules,
limited to GP to produce some
amino acids and TP to
produce carbohydrates, lipids
and amino acids.
47
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
13.2 Investigation of 13.2.1 State that light intensity, Learners consider in small groups how the rate of photosynthesis can be measured. Many will recall
limiting factors carbon dioxide concentration some methods from their Cambridge IGCSE (or equivalent) studies. Options include those described in:
and temperature are examples www.saps.org.uk/secondary/teaching-resources/157-measuring-the-rate-of-photosynthesis
KC5 of limiting factors of
photosynthesis. Arrange learners into a line of four or five and ask them to pass small items (e.g. coins) from one end to
KC6 the other, except for one learner who you ask to wait at least for a few seconds before passing the item
13.2.2 Explain the effects of on. Draw on this analogy to explain how limiting factors restrict the further increase in the rate of
changes in light intensity, photosynthesis. Explain that knowledge of these factors is important in controlling the growing conditions
carbon dioxide concentration of commercial crops, especially in protected environments.
and temperature on the rate of
photosynthesis. Resource
Plus
13.2.3 Describe and carry out Carry out the Investigating photosynthesis experiment (in Resource Plus for Cambridge IGCSE/O
investigations using redox Level Biology 0610/5090) referring to the Teaching Pack for lesson plans and resources. Challenge
indicators, including DCPIP learners to consider how the experiment can explain the effects of changes in light intensity and
and methylene blue, and a adding advanced material.
suspension of chloroplasts to
determine the effects of light Learners undertake a practical investigation into the effect of light intensity, temperature or carbon
intensity and light wavelength dioxide concentration on the rate of photosynthesis. Information is provided at:
on the rate of photosynthesis. www.saps.org.uk/secondary/teaching-resources/190-using-pondweed-to-experiment-with-
photosynthesis. For example, learners observe the effect of changing light intensity on the rate of
13.2.4 Describe and carry out photosynthesis of an aquatic plant. An activity that uses unicellular algae such as Chlorella immobilised
investigations using whole in alginate beads to investigate photosynthesis is at:
plants, including aquatic www.saps.org.uk/secondary/teaching-resources/235-student-sheet-23-photosynthesis-using-algae-
plants, to determine the effects wrapped-in-jelly-balls
of light intensity, carbon
dioxide concentration and Use a technique called ‘rainbow grouping’ to help learners share their practical experiences. Give
temperature on the rate of learners a number or colour. Learners with the same number or colour then join up, making groups of
photosynthesis. representatives of each original group. In their new group, learners take turns to describe and explain the
data they collected, and evaluate sources of error in the investigation.
48
Scheme of Work
14 Homeostasis
Syllabus ref. and

Key Concepts (KC)
14.1 Homeostasis in 14.1.1 Explain what is meant To prepare learners for the topic of homeostasis, hold a quiz to refresh and review learners’
mammals by homeostasis and the understanding of key terms related to glucose in respiration (Topic 12), and transport across
importance of homeostasis in membranes, cell signalling and osmosis (Topic 4). (F)
KC2 mammals.
Host a discussion with learners to identify the physiological factors that are maintained at a set point
KC5 14.1.2 Explain the principles of (e.g. temperature, blood glucose concentration, blood pH / carbon dioxide concentration, water balance /
homeostasis in terms of water potential, metabolic wastes) and explain the importance of maintaining the balance. Use this
internal and external stimuli, opportunity to revise the source of excretory substances, e.g. urea is produced in the liver from the
receptors, coordination deamination of excess amino acids.
systems, effectors and
negative feedback. Learners identify analogies to describe the role of homeostasis in the body. Examples include a cooking
oven with a thermostat, a thermostatically controlled water bath, central heating systems, and air-
14.1.3 State that urea is conditioned rooms. During the subsequent discussion, discuss homeostasis and link the analogies to
produced in the liver from the key terms. Write these on the board such as stimulus (internal and external), receptor, coordination
deamination of excess amino centre, effector and response. Learners record a summary of the discussion in the form of a flow
acids. diagram, including these key terms.
14.1.4 Describe the structure Show a short animation of the movement of substances that occur in a nephron. An example is found at
of the human kidney. www.sumanasinc.com/webcontent/animations/content/kidney.html. Pause the animation at regular
intervals for learners to discuss, in small groups, and give a summary sentence that describes the
14.1.5 Identify, in diagrams, events.
photomicrographs and electron
micrographs, the parts of a Learners convert a diagram of a nephron into a sketch of a graph to show the change in the contents of
nephron and its associated a nephron. To make this more challenging, provide learners with only 60 seconds to do this, or to add
blood vessels and structures. labels to their work to illustrate the roles of the hypothalamus, posterior pituitary gland, antidiuretic
hormone (ADH), aquaporins and collecting ducts in osmoregulation. (I)
14.1.6 Describe and explain
the formation of urine in the Learners draw diagrams of transverse and longitudinal sections of kidney tissue, including detail showing
nephron. the tubules in different planes, labelling glomerulus, renal convoluted tubule (proximal and distal),
Bowman’s capsule, loop of Henle and collecting duct. You could provide histology images, such as:
14.1.7 Relate the detailed https://webpath.med.utah.edu/RENAHTML/RENALIDX.html and
structure of the Bowman’s www.histology.leeds.ac.uk/urinary/kidney.php, (I)
capsule and proximal
convoluted tubule to their
49
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
functions in the formation of A key skill is being able to recognise structures in electron micrographs. Good sources of kidney
urine. sections include https://wellcomecollection.org/works/h2parxes and
https://wellcomecollection.org/works/ask2jkuq Other images can be found at
14.1.8 Describe the roles of https://www.dartmouth.edu/~emlab/gallery/
the hypothalamus, posterior
pituitary gland, antidiuretic Learners prepare a table to show the visible features that can be used to distinguish different parts of the
hormone (ADH), aquaporins nephron, including their functions. Place an emphasis on listing structures that adapt cells in these
and collecting ducts in regions to their functions, e.g. microvilli and mitochondria in the epithelial cells lining the proximal
osmoregulation. convoluted tubule. (F)
Extension activity: Learners suggest the symptoms of diabetes insipidus, a condition that is due to an
inability to secrete ADH, and Goodpastures syndrome, in which the body’s immune system attacks the
basement membrane.
14.1.9 Describe the principles Print and write on cards the sequence of events that occurs in control of blood glucose concentration.
of cell signalling using the Shuffle the cards and ask the learners to arrange them in the correct sequence. The cards include the
example of the control of blood secretion and effects of insulin and glucagon. You could use animations to summarise this, such as:
glucose concentration by http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/1
glucagon. 20109/bio48.swf::Action%20of%20Epinephrine%20on%20a%20Liver%20Cell (I)
14.1.10 Explain how negative Learners construct Venn diagrams to compare the features of insulin and glucagon. They should include
feedback control mechanisms the origin, mode of action, targets and functions of these hormones. (F)
regulate blood glucose
concentration, with reference Arrange learners into two teams. Host a debate in which learners from each team prepare a convincing
to the effects of insulin on argument to state why either one of the two methods of monitoring blood glucose concentration (glucose
muscle cells and liver cells and dipsticks and glucose biosensors) are preferable over the other.
the effect of glucagon on liver
cells. Show some extended-answer responses to the same past paper question by three different learners,
which achieve a range of marks. Learners decide why marks were awarded and how they could be
14.1.11 Explain the principles improved. (F)
of operation of test strips and
biosensors for measuring the Extension activity: Learners prepare a glossary to include all of the words that begin with the letter ‘G’
concentration of glucose in in this topic (e.g. glucose, glycogen, glycogenolysis, glycogenesis and gluconeogenesis).
blood and urine, with reference
to glucose oxidase and
peroxidase enzymes.
50
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
14.2 Homeostasis in 14.2.1 Explain that stomata Refresh learners’ knowledge of key terms related to plant transport, which they encountered in Topic 7.
plants respond to changes in
environmental conditions by Learners describe ‘a day in the life of a leaf’. Ask learners to consider what happens to the stomata on
KC2 opening and closing and that the underside of a leaf over 24 hours, beginning at midnight. Choose a learner to begin and then move
regulation of stomatal aperture to another to continue. Keep doing this until the description has reached the next midnight. Review this
KC5 balances the need for carbon activity by hosting a brief quiz consisting of a series of multiple-choice questions taken from Paper 1. (F)
dioxide uptake by diffusion
with the need to minimise Learners observe the opening and closing of stomata from freshly-obtained leaves from a well-watered
water loss by transpiration. plant that has been kept in the light. As soon as the epidermis is immersed in a solution of 15% urea and
observed through a microscope, the stomata can be seen to close as the guard cells become
14.2.2 Explain that stomata plasmolysed. If the epidermis is immersed in a solution of dilute magnesium sulfate, then they will
have daily rhythms of opening deplasmolyse and the stomata will open again.
and closing.
Learners use separate cards (around 10–12) to write out definitions and features of the terms stimulus,
14.2.3 Describe the structure receptor, effector, control centre, response that are linked to homeostasis in plants. Learners swap with
and function of guard cells and a partner, who can write down the relevant term that is being described. (I)
explain the mechanism by
which they open and close Learners produce a ‘concept map’ to illustrate their learning during the lesson in a very visual way.
stomata. Provide a series of words to help structure their work. (F)
14.2.4 Describe the role of Extension activity: Learners arrange a glossary of terms introduced in this lesson into a logical order.
abscisic acid in the closure of For example, to describe the mechanism of closure of stomata, ABA comes first, and osmosis comes
stomata during times of water last. Ensue that reference is made to the role of calcium ions as a second messenger. This could be the
stress, including the role of basis of a competition, with the winning learners being first to finish.
calcium ions as a second
messenger.
51
Scheme of Work
15 Control and coordination
Syllabus ref. and

Key Concepts (KC)
15.1 Control and 15.1.1 Describe the features of Help learners to compare the features of the nervous system and the endocrine system by constructing
coordination in the endocrine system with a table to show similarities and differences.
mammals reference to the hormones
ADH, glucagon and insulin. Refresh learners’ knowledge of membrane proteins involved in transport (Topic 4). Ask a series of
KC2 – Biochemical questions that require learners to recall key terms. (F)
processes 15.1.2 Compare the features
of the nervous system and the Learners investigate reflexes by comparing their reaction times when responding to sight, touch and
KC5 – Organisms in endocrine system. sound. They can then analyse their data, using the t-test to assess the statistical significance of the
their environment differences, and evaluate their method. Help learners link their observations with the mechanism
15.1.3 Describe the structure involving different types of neurone and how sensory receptor cells detect stimuli and stimulate the
and function of a sensory transmission of impulses in sensory neurones. (I)
neurone and a motor neurone
and state that intermediate Display diagrams or animations to show the outside and the inside of a neurone to explain the events
neurones connect sensory associated with depolarisation. Learners prepare axes on graph paper and sketch the changes to
neurones and motor neurones. potential as each stage is discussed. Learners annotate the graph, explaining what is occurring at
different time points: resting potential, rising and falling phases of action potential, and refractory period.
15.1.4 Outline the role of An excellent interactive demonstration of nervous impulses is at:
sensory receptor cells in https://phet.colorado.edu/en/simulation/neuron
detecting stimuli and
stimulating the transmission of Animations to further support this activity include:
impulses in sensory neurones. www.sumanasinc.com/webcontent/animations/neurobiology.html and
http://highered.mheducation.com/sites/0072943696/student_view0/chapter8/animation__voltage-
15.1.5 Describe the sequence gated_channels_and_the_action_potential__quiz_1_.html
of events that results in an
action potential in a sensory Arrange learners into a long line and ask them to model how action potentials are propagated along
neurone, using a neurones. Ask a learner at one end to ‘send an impulse’ by asking them to raise an arm and then lower it
chemoreceptor cell in a human very quickly. The movement of the arm represents depolarisation. The learner next to them should then
taste bud as an example. do the same, and so on, until the ‘impulse’ reaches the end of the line. Ask learners to suggest how a
synapse can be represented by this model.
15.1.6 Describe and explain
changes to the membrane Challenge learners to convert between an image of a diagram (for example, photomicrographs of a
potential of neurones. longitudinal section of a nerve) and an image of a graph (for example, the journey of an impulse along
the axon) or text. This helps them to apply their knowledge. (F)
52
Scheme of Work
Syllabus ref. and

Key Concepts (KC)
15.1.7 Describe and explain Arrange learners into groups of four or five. Learners research the mechanism by which an impulse is
the rapid transmission of an transmitted across a synapse, using a range of sources. Give learners different numbers or colours and
impulse in a myelinated ‘rainbow group’ them to place all of those with the same number or colour together. Learners in their new
neurone with reference to groups then discuss their thoughts. Learners rearrange a set of diagrams to arrive at the correct
saltatory conduction. sequence of events in synaptic transmission. Compare with an animation:
www.sumanasinc.com/webcontent/animations/content/synaptictransmission.html (I)
15.1.8 Explain the importance
of the refractory period in Encourage learners to understand the key stages in the transmission of a nervous impulse by asking
determining the frequency of them what would happen if key components were missing – for example, calcium ions, sodium pumps,
impulses. and so on. This prompts higher-order thinking as they are required to do more than simply recall the
function of these particles. (F)
15.1.9 Describe the structure
of a cholinergic synapse and Extension activity: Learners explain the difference between conduction in unmyelinated and myelinated
explain how it functions, neurones, and research disorders in which myelin is lost (e.g. multiple sclerosis). Images are at:
including the role of calcium www.bu.edu/histology/m/t_electr.htm
ions. www.conncad.com/gallery/spines_boutons_synapses.html
15.1.10 Describe the roles of Show electron micrographs to learners so that they see that striated muscle is voluntary. In skeletal
neuromuscular junctions, muscle, the multinucleate cells are also known as muscle fibres and contain a bundle of myofibrils. An
transverse system tubules and example is: www.bu.edu/histology/p/21601ooa.htm
sarcoplasmic reticulum in
stimulating contraction in Provide learners with a range of simple items such as string, elastic bands, toothpicks, cotton buds, and
striated muscle. so on. Challenge them to produce a moving product to illustrate the sliding filament model. For example,
the toothpicks and cotton buds could be used to represent actin and myosin. Learners should take
15.1.11 Describe the photographs and videos of their models for future reference. (I)
ultrastructure of striated
muscle with reference to Learners sort cards containing details of the sequence of events occurring following depolarisation at the
sarcomere structure using synaptic terminal of the motor neurone end with calcium ion release by the sarcoplasmic reticulum.
electron micrographs and Learners use the final, ordered cards to produce a written account, or a flow chart diagram, summarising
diagrams. the sequence of events occurring from the arrival of an action potential at the synaptic terminal of the
motor neurone to the contraction of the sarcomere. (I)
15.1.12 Explain the sliding
filament model of muscular Extension activity: Learners investigate the terms ‘slow-’ and ‘fast-twitch’ muscle fibres.
contraction including the roles
of troponin, tropomyosin,
calcium ions and ATP.
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15.2 Control and 15.2.1 Describe the rapid Show time-lapse videos of plants that have observable responses to stimuli:
coordination in plants response of the Venus fly trap https://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.html.
to stimulation of hairs on the
KC2 lobes of modified leaves and Learners compile a list of similarities between communication in flowering plants and in mammals by
explain how the closure of the comparing chemical communication in plants and animals. Present comparisons as a table or use a
KC5 trap is achieved. table to plan and then write out comparisons using examples.
15.2.2 Explain the role of auxin Host a whole-class activity in which one learner makes a statement about the role of gibberellin in the
in elongation growth by germination of barley and is followed by the next. The first learner states the first event occurring in the
stimulating proton pumping to mechanism, and then chooses the next member of the group to continue the ‘story’.
acidify cell walls.
Prepare a crossword containing clues for words related to the content of recent lessons on control and
15.2.3 Describe the role of coordination. Learners undertake the activity in pairs. Learners highlight the key terms that they had
gibberellin in the germination most difficulty in remembering by underlining them or using coloured markers for future reference. (F)
of barley (see 16.3.4).
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16 Inheritance
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Key Concepts (KC)
16.1 Passage of 16.1.1 Explain the meanings of Introduce the topic of meiosis by reinforcing learners’ knowledge of mitosis from Topic 5. Display a range
information from the terms haploid (n) and of multiple-choice questions from Paper 1 as stimuli on the board. Using these, host a class discussion
parents to offspring diploid (2n). related to the purpose of mitosis, the sub-stages and the importance of its control. Lead a discussion to
help learners understand the need for a reduction division during meiosis in the production of gametes.
KC1 16.1.2 Explain what is meant (F)
by homologous pairs of
KC3 chromosomes. Learners choose two different organisms, e.g. fruit fly (n=4) and humans. Using 2n, learners work out
how many different types of gamete can be formed with two homologous pairs assorting randomly and
16.1.3 Explain the need for a independently at metaphase I of meiosis. (I)
reduction division during
meiosis in the production of Learners undertake a practical activity to examine the stages of meiosis in the locust testis or prepared
gametes. slides of an immature anther. Staining cells allows them to see the chromosomes, and observe the
stages of meiosis. Learners produce annotated diagrams to outline the formation of pollen grains and
16.1.4 Describe the behaviour embryo sacs. They use a calibrated eyepiece graticule to measure the drawings, and add a scale bar to
of chromosomes in plant and the drawing. (I)
animal cells during meiosis
and the associated behaviour Learners model the process using pipe cleaner or string models of different colours, with sticky labels for
of the nuclear envelope, the alleles. It is useful to have three homologous pairs of chromosomes, of three different sizes or colours.
cell surface membrane and the Mobile phones or digital cameras can be used to capture these events. Learners show the behaviour of
spindle. two homologous pairs of chromosomes in meiosis I and II, including ways to represent random
segregation of pairs of alleles and even crossing over (scissors will be required).
16.1.5 Interpret
photomicrographs and
Animations of meiosis are very useful, as they will show how in meiosis II the spindle forms 90 degrees
diagrams of cells in different
stages of meiosis and identify to the positon of the spindle in meiosis I, and how different-coloured homologous chromosomes are able
the main stages of meiosis. to swap material during crossing over. Sources include:
www.sumanasinc.com/webcontent/animations/content/meiosis.html, www.johnkyrk.com/meiosis.html,
16.1.6 Explain that crossing www.wiley.com/college/test/0471787159/biology_basics/animations/meiosis.swf
over and random orientation vcell.ndsu.edu/animations/meiosis/index.htm.
(independent assortment) of
pairs of homologous Animations of crossing over are also useful. Sources include:
chromosomes and sister www.dnaftb.org/11/animation.html
chromatids during meiosis
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produces genetically different Independent assortment:

gametes. www.sumanasinc.com/webcontent/animations/content/independentassortment.html
16.1.7 Explain that the random Extension activity: Learners determine the causes of chromosomal disorders such as Down’s
fusion of gametes at syndrome. Research how two homologous chromosomes could be inherited from one parent.
fertilisation produces
genetically different
individuals.
16.2 The roles of 16.2.1 Explain the terms gene, Do an activity to help learners identify what they already know about monohybrid crosses. Ask learners
genes in determining locus, allele, dominant, to identify any ideas or key terms that they were previously not aware of. (F)
the phenotype recessive, codominant,
linkage, test cross, F1, F2, Learners use coloured beads or sweets to represent different alleles, and then randomly select pairs of
KC3 phenotype, genotype, these items to create diploid genotypes illustrating the results of different genetic crosses. This helps
homozygous and learners appreciate that alleles are discrete (separate) entities that do not combine.
heterozygous.
Learners research and present a short presentation about a disease or trait that interests them. Provide
16.2.2 Interpret and construct an opportunity to ‘flip’ the classroom: ask learners to pre-read the relevant section of their textbook, with
genetic diagrams, including further internet research, and be expected to offer mini-summaries of the concepts in a subsequent
Punnett squares, to explain lesson. (I)
and predict the results of
monohybrid crosses and To practise using the chi-squared analysis, provide learners with tangible examples of characteristics
dihybrid crosses that involve that are not related to genetics. This worksheet directs learners to count the number of different coloured
dominance, codominance, sweets in a bag and to calculate the chi-squared statistic to see if the deviation from equal numbers of
multiple alleles and sex each colour is attributable to chance: www.biologycorner.com/worksheets/chi_square_candy.html.
linkage. Alternative examples include analysing the observed/expected number of lessons of a particular subject
that a learner has during a term, or the observed/expected number of stripes or dots visible on the
16.2.3 Interpret and construct school tie that the learners are wearing.
genetic diagrams, including
Punnett squares, to explain Draw or display a large diagram of a Punnett square (ideally, showing an example of dihybrid cross or
and predict the results of epistasis), but which has been covered by 12–15 small numbered ‘jigsaw’ pieces (this can be done
dihybrid crosses that involve virtually with computer software, or by affixing A3 sheets to the whiteboard). Ask learners to choose
autosomal linkage and which pieces to remove, thus gradually revealing the image, and to identify what type of inheritance is
epistasis. shown, and the proportion of individuals with the various genotypes and phenotypes.
16.2.4 Interpret and construct Write a passage that summarises the wide range of concepts that learners have encountered in this
genetic diagrams, including subtopic, in which between five and ten mistakes have been intentionally included. These include
Punnett squares, to explain spelling mistakes, but also conceptual errors, e.g. ‘There is a 0.25 probability of the offspring of a cross
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and predict the results of test between a male of blood group AB and a female of blood group O of a child being born with blood group
crosses. A.’ (F)
16.2.5 Use the chi-squared Learners make a guide for a younger learner to explain the relationship between genes, proteins and
test to test the significance of phenotype. Ask different learners to research the different genes listed in the syllabus and provide a
differences between observed short presentation for the benefit of the rest of the class.
and expected results.
16.2.6 Explain the relationship

between genes, proteins and
phenotype with respect to the
TYR gene, HBB gene, F8
gene and HTT gene.
16.3 Gene control 16.2.7 Explain the role of Write key terms on the board that learners will recall from their work on transcription (Topic 6). As you
gibberellin in stem elongation call out a word, ask learners to raise their hand to see who can remember it, and then ask learners to
KC2 including the role of the keep their hand raised if they would like to provide some information related to it. Ask learners questions
dominant allele, Le, and the such as ‘What do you think of that response?’ and ‘Is there anything further to add?’ to develop a
KC3 recessive allele, le. discussion. (F)
KC5 16.3.1 Describe the Learners take part in a role-play activity to show how the different DNA sequences and proteins interact
differences between structural during bacterial control of lactose metabolism. Learners should place pieces of paper, representing
genes and regulatory genes genes, along a piece of string or rope which has been placed on the floor. The repressor could be
and the differences between represented by one learner who holds a sign stating ‘stop’ to prevent RNA polymerase from transcribing
repressible enzymes and the three structural genes. Give suggestions for items that represent lactose. Ask learners to suggest
inducible enzymes. how this could be used to illustrate the response of bacteria when they encounter lactose.
16.3.2 Explain genetic control After this activity, help learners draw up a table to distinguish between structural and regulatory genes,
of protein production in a and repressible and inducible enzymes. Review learners’ experience by comparing their actions with an
prokaryote using the lac online interactive demonstration, e.g.:
operon. https://phet.colorado.edu/en/simulation/legacy/gene-machine-lac-operon
16.3.3 State that transcription Place a long piece of string on the floor that spans the entire classroom. Provide each learner with a
factors are proteins that bind to piece of paper and ask them to determine a list of events that occur when seed germination is initiated.
DNA and are involved in the Learners work together to write their agreed steps on the pieces of paper and attach these to the string.
control of gene expression in Discuss the decisions that the learners have made. Allow learners to take photographs of this ‘timeline’
eukaryotes by decreasing or using their mobile phones for future reference.
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increasing the rate of Provide a writing frame to help learners write an account of the sequences of events in the control of
transcription. transcription by the lac operon and by gibberellins. This must have a series of model sentences but with
key words removed. Learners complete the sentences using their experiences during the lesson and
16.3.4 Explain how gibberellin wider research. (F)
activates genes by causing the
breakdown of DELLA protein Extension activity: Learners carry out further research to consider occasions in which a gene is
repressors, which normally ‘switched on’ or ‘off’ in response to stimuli. Examples include developmental genes including those that
inhibit factors that promote determine gender, stem cell characteristics and growth.
transcription.
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17 Selection and evolution
Syllabus ref. and

Key Concepts (KC)
17.1 Variation 17.1.1 Explain, with examples, Learners list as many features as they can that we can use to recognise each other. Examples may
that phenotypic variation is due include hair and eye colour, height, weight, age, sex, and so on. Ask learners to also list features that
KC3 to genetic factors or cannot be seen – such as ABO blood group and tidal volume. Identify which are examples of continuous
environmental factors or a variation, and which are examples of discontinuous variation. Elicit the idea that genetic and
combination of genetic and environmental factors tend to be unequal in their contribution to traits that illustrate discontinuous
environmental factors. variation and continuous variation.
17.1.2 Explain what is meant Developing on the previous activity, learners collect data from classmates. Learners then use the
by discontinuous variation and t-test to compare means of, for example, height or hair length between males and females, for example.
continuous variation. A useful website to support analysis using the t-test is:
www.theseashore.org.uk/theseashore/Stats%20for%20twits/T%20Test.html
17.1.3 Explain the genetic
basis of discontinuous Prepare learners for the next lesson (on natural and artificial selection) by providing a series of questions
variation and continuous for them to research in advance using internet sources. Questions may include ‘What is the importance
variation. of variation between members of a species?’ and ‘What are the benefits of producing sexually rather
than asexually?’ (I)
17.1.4 Use the t-test to
compare the means of two
different samples.
17.2 Natural and 17.2.1 Explain that natural It is very important that learners are confident in using some of the key terms they encountered in Topics
artificial selection selection occurs because 6 and 16, including allele, frequency, dominant, recessive, homozygous, heterozygous, mutation, and so
populations have the capacity on. Ask learners individually to choose a term and offer a definition for it. (F)
KC3 to produce many offspring that
compete for resources; in the Use active learning to demonstrate a model that represents the natural selection of the HbS allele. Place
KC4 ‘struggle for existence’, around 20–30 beads or sweets of two different colours in a non-transparent bag to represent the alleles
individuals that are best HbA and HbS. There should be an equal number of both. Ask a learner to take two sweets at random. If
KC5 adapted are most likely to an HbA and an HbS are taken, count this twice. This models the advantage experienced by heterozygous
survive to reproduce and pass individuals. If two HbS alleles are drawn out, place these out of sight. This models the disadvantage
on their alleles to the next experienced by recessive homozygous individuals. Discuss how this models natural selection and point
generation. out the most common phenotype in the sweets that remain on the table. Learners record numbers of
each genotype in each generation and construct graphs to show the effect of selection over time.
17.2.2 Explain how
environmental factors can act Work through the interactive activity on natural selection with learners:
as stabilising, disruptive and https://phet.colorado.edu/en/simulation/legacy/natural-selection
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directional forces of natural

selection. Learners record a step-by-step guide to explain how natural selection occurs. This could consist of a
series of diagrams, a flow chart with statements separated by arrows or a short story. Examples of case
17.2.3 Explain how selection, studies include: warfarin resistance in rats; melanism in peppered moths; cyanogenic clover; antibiotic
the founder effect and genetic resistance in bacteria; resistance in insects to insecticides. Alternatively, link with areas of significant
drift, including the bottleneck research and provide suggested websites. For example, Peter and Rosemary Grant’s research into
effect, may affect allele finches of the Galapagos islands:
frequencies in populations. www.biointeractive.org/classroom-resources/origin-species-beak-finch
the adaptive radiation of Anolis lizards on Caribbean Islands:
17.2.4 Outline how bacteria www.biointeractive.org/classroom-resources/lizard-evolution-virtual-lab (I)
become resistant to antibiotics
as an example of natural To support learning of the material in this unit, share an automated Hardy-Weinberg calculator with
selection. learners, e.g. www.perinatology.com/calculators/Hardy-Weinberg.htm. Learners may use this to check
their answers after manually calculating values. Tutorials and quizzes on the Hardy–Weinberg
17.2.5 Use the Hardy– equilibrium:
Weinberg principle to calculate http://highered.mheducation.com/sites/dl/free/0767424263/322933/fuentes_4_1.html
allele and genotype www.wwnorton.com/college/biology/discoverbio3/core/content/ch17/animations.asp
frequencies in populations and
state the conditions when this Learners prepare Venn diagrams that compare the processes of natural and artificial selection. They
principle can be applied. could prepare these on a large piece of paper or card with a range of materials, and subsequently show
them in a ‘marketplace’ activity. This involves one member of each group standing by their poster and
17.2.6 Describe the principles offering an explanation to other learners as they move around the room. Challenge learners to include in
of selective breeding (artificial their descriptions references to inbreeding depression, outbreeding and hybrid vigour. Ask learners to
selection). include plenty of examples in their work. Examples of natural selection are described above. Examples
of artificial selection:
17.2.7 Outline the following www.irri.org/disease-and-pest-resistant-rice
examples of selective www.thoughtco.com/wheat-domestication-the-history-170669
breeding: https://learn.genetics.utah.edu/content/evolution/corn/
• the introduction of disease http://www.holsteinusa.com/holstein_breed/breedhistory.html (I)
resistance to varieties of
wheat and rice Challenge learners to write a ‘how to’ guide to help their peers in the following year group to answer
• inbreeding and questions using the Hardy–Weinberg equations. They should describe the problems they encountered
hybridisation to produce and mistakes they initially made during this lesson. Their work must be written in a casual, friendly tone.
vigorous, uniform varieties (F)
of maize
• improving the milk yield of Extension activity: Learners suggest why the Hardy–Weinberg equations cannot be used if there are
dairy cattle. multiple alleles, or if there is a codominant relationship between the alleles, and how selection, the
founder effect and genetic drift, including the bottleneck effect, invalidate the equations.
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17.3 Evolution 17.3.1 Outline the theory of Show the Tree of Life, which is a short animated video showing how the process of evolution is thought
evolution as a process leading to have occurred: www.youtube.com/watch?v=H6IrUUDboZo. Inspired by this, learners work in pairs to
KC3 to the formation of new construct a one-sentence definition for the term ‘evolution’. They submit their work in the form of sticky
species from pre-existing notes to the board, or on a shared electronic document or word cloud (Multimeter). Highlight key terms
KC4 species over time, as a result that are common to many learners’ submissions (expected: ‘change,’ ‘selection’ and ‘extinction’); and
of changes to gene pools from examples (some learners may write ‘Darwin’s finches’, ‘peppered moth’, and ‘antibiotic resistance’).
KC5 generation to generation.
Learners suggest the traditional types of evidence used to investigate relatedness between different
17.3.2 Discuss how DNA organisms (e.g. comparative morphology and anatomy, fossils, classification and embryology). Provide
sequence data can show learners with the DNA sequences of a section of a gene common to four or five different species (e.g.
evolutionary relationships cytochrome-c oxidase). Challenge learners to suggest how this can be used to show evolutionary
between species. relationships between the species.
17.3.3 Explain how speciation Other resources on evolution:

may occur as a result of https://evolution.berkeley.edu/evolibrary/resourcelibrary.php
genetic isolation by:
• geographical separation Provide learners with a number of past paper questions related to evolution, and they work in pairs to
(allopatric speciation) construct the questions. Discuss the suggestions learners have submitted. (F)
• ecological and behavioural
separation (sympatric
speciation).
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18 Classification, biodiversity and conservation
Syllabus ref. and

Key Concepts (KC)
18.1 Classification 18.1.1 Discuss the meaning of Display a ‘tree of life’ showing the three domains and present the information about them in an
the term species, limited to the incomplete table which learners individually complete with ticks/crosses. Learners decide on a
KC4 biological species concept, memorable mnemonic to help remember the hierarchical order of taxons.
morphological species concept
and ecological species Extend by prompting learners to use the taxonomic hierarchy of kingdom, phylum, class, order, family,
concept. genus and species to classify a variety of organisms. Explore the different types of species concept to
deepen learners’ understanding.
18.1.2 Describe the
classification of organisms into Using internet research, learners prepare a poster explaining why the five-domain classification system
three domains: Archaea, was replaced by the three-domain system in the 1970s. Emphasise the evidence from molecular biology.
Bacteria and Eukarya. Each poster must include a blank table with three columns (ready to accept examples of each of the
three domains). After learners complete their work, discuss why viruses are not included in the three-
18.1.3 State that Archaea and domain classification. (I)
Bacteria are prokaryotes and
that there are differences Learners identify examples of species that have been reclassified in the light of molecular evidence. This
between them, limited to article describes the news that the African elephant, previously thought of as one species, Loxodonta
differences in membrane africana, is in fact two: www.nationalgeographic.com/news/2010/12/101222-african-elephants-two-
lipids, ribosomal RNA and species-new-science/. You may wish to extend the discussion by considering the concept of convergent
composition of cell walls. evolution, including the vertebrate and cephalopod eyes, e.g.
www.zo.utexas.edu/courses/THOC/Convergence.html. Learners produce a factsheet for future
18.1.4 Describe the reference. (I)
classification of organisms in
the Eukarya domain into the Learners summarise the characteristic features of the kingdoms Protoctista, Fungi, Plantae and
taxonomic hierarchy of Animalia. For example, they may produce a series of cards showing photomicrographs and photographs
kingdom, phylum, class, order, of various species with their characteristics on the reverse side. Further information and useful images:
family, genus and species. www.linnean.org/learning/teaching
www.nationalgeographic.com/
18.1.5 Outline the www.kew.org/
characteristic features of the
kingdoms Protoctista, Fungi, Provide learners with a sheet listing all of the key terms and brief definitions. Ask them to link together 5–
Plantae and Animalia. 10 pairs of terms to write a set of summary notes on this topic. (F)
18.1.6 Outline how viruses are Recap the key terms associated with classification. For example, learners complete a crossword
classified, limited to the type of containing clues for various taxa, or identify the ‘odd one out’ in a series of words. For example, the odd
nucleic acid (RNA or DNA) and one out in the series ‘vertebrate, mollusc and plant’ is the plant, because it is a kingdom. (F)
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whether this is single stranded

or double stranded. Extension activity: Learners invent an imaginary organism and produce a list of characteristics that
allows another member of the class to correctly classify it.
18.2 Biodiversity 18.2.1 Define the terms Before the lesson, ask learners to find definitions of the term biodiversity. They write them on sticky
ecosystem and niche. notes, which they attach to the board at the beginning of the lesson. Learners read the work of others
KC5 and identify any common themes in these definitions. Provide a summary to emphasise which key terms
18.2.2 Explain that biodiversity feature.
KC6 can be assessed at different
levels, including: Model the process of random sampling by holding up one page from a large newspaper that contains
• the number and range of words of different-sized fonts, images and blank areas. Explain that this simulates a field or area of
different ecosystems and forest, which has no more than 26 species living there, each species represented by a letter of the
habitats alphabet. Make the analogy clear by showing a series of images of a region of coastline, grassland or
• the number of species and forest from their local area, or satellite images from e.g. Google Maps.
their relative abundance
• the genetic variation within Learners discuss a method to determine how many different species and how many individuals of each
each species. species there are. Discuss a suitable strategy, highlighting: the importance of having to sample; taking a
number of samples (the sample may be unrepresentative, e.g. a photograph represents a bare rock, so
18.2.3 Explain the importance no individuals would be found); choosing the correct size/area of each sample; random sampling (biased
of random sampling in sampling – any measurements can only apply to the sample, not to the whole area). (I)
determining the biodiversity of
an area. Learners prepare a series of flashcards that help them understand the key differences between the
terms ecosystem, habitat, and niche. (I)
18.2.4 Describe and use
suitable methods to assess the There are significant opportunities for primary practical work during the study of this topic. For example,
distribution and abundance of learners could use quadrats to investigate species abundance or distribution in a grassy area (e.g. a
organisms in an area, limited playing field, a lawn or a meadow), a rocky shore, or a sand dune. However, if these are not available,
to frame quadrats, line learners investigate different types of moss or lichen on a rock or on a tree trunk, using miniature
transects, belt transects and quadrats. They record results as species frequency, species density, percentage cover, or use an
mark-release-recapture using abundance scale (e.g. ACFOR). Random sampling can be used, or a systematic sampling method with
the Lincoln index. quadrats to sample organisms along a transect line, perhaps by collecting data to calculate Simpson’s
index of diversity.
18.2.5 Use Spearman’s rank
correlation and Pearson’s Model the use of the Lincoln index using a container of beans or beads. Remove a small handful to be
linear correlation to analyse marked for the first sample, add them back to the container, shake them up, remove a second sample
the relationships between two for the ‘recapture’ (closed eyes) and record results, obtaining the estimate using the formula.
variables, including how biotic
and abiotic factors affect the
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distribution and abundance of Using model data, demonstrate how to use Spearman’s rank correlation and Pearson’s linear correlation
species. to analyse the relationships between two variables. You may wish to help learners to become familiar
with these statistical tests by using data that is familiar to them at first, for example, the correlation
18.2.6 Use Simpson’s index of between age and height (Pearson’s), or between the year and the population of your country
diversity (D) to calculate the (Spearman’s rank). Help learners to then use these tests to investigate how biotic and abiotic factors
biodiversity of an area, and affect the distribution and abundance of species.
state the significance of
different values of D.
18.3 Conservation 18.3.1 Explain why populations Project a world map onto the board. Learners put sticky notes onto the relevant countries or regions that
and species can become host key threats to biodiversity. Encourage learners to identify the patterns that emerge, e.g. regions of
KC5 extinct. the planet that are around the equator (coral reefs and rainforest) and have a high human population
density. Extend the discussion by discussing reasons for the need to maintain biodiversity.
18.3.2 Outline reasons for the
need to maintain biodiversity. Learners can be overwhelmed by the number and names of species that are threatened. As support, ask
learners to consider the range of threats that affect a particular example. For instance, coral reefs in the
18.3.3 Outline the roles of Caribbean are threatened by globally increasing ocean temperatures, tourism, and so on. Use this, or a
zoos, botanic gardens, similar example, to explain reasons for controlling invasive alien species (here, predation by invasive
conserved areas (including lionfish).
national parks and marine
parks), ‘frozen zoos’ and seed Learners write a definition of the term ‘endangered’, researching a named example and including the
banks, in the conservation of species name and the reasons for it being endangered. You may extend this activity by considering
endangered species. listed species on: www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status and
www.iucnredlist.org/
18.3.4 Describe methods of
assisted reproduction used in Provide an opportunity for each learner to research one species that is considered endangered. Either
the conservation of host a visit to a national park, nature reserve, zoo or botanic garden to enable learners to see the work
endangered mammals, limited that is being done locally, or ask learners to carry out research using websites for the International Union
to IVF, embryo transfer and for the Conservation of Nature (IUCN) and the Convention on International Trade in Endangered
surrogacy. Species of Wild Fauna and Flora (CITES) www.iucnredlist.org and www.cites.org/. Each learner
prepares a one-page summary that lists key features of the species and why it is endangered. Provide a
18.3.5 Explain reasons for ‘scaffold’ to help them, containing subtitles and missing words, to maintain consistency. Bind learners’
controlling invasive alien work into a booklet so that the whole class has a copy for future reference
species.
Learners carry out research, and summarise their findings in the form of a blog, podcast or website, into
18.3.6 Outline the role in San Diego Frozen Zoo Global and the Millennium Seed Bank at Kew Gardens in the UK:
conservation of the www.sandiegozooglobal.org
International Union for the www.kew.org/science-conservation/save-seed-prosper/millennium-seed-bank/index.htm.
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Conservation of Nature (IUCN)

and the Convention on Extension activity: Learners reflect on whether single-celled organisms (including bacteria) could be
International Trade in endangered, and how these could be identified and protected.
Endangered Species of Wild
Fauna and Flora (CITES).
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19 Genetic technology
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19.1 Principles of 19.1.1 Define the term Resource Plus

genetic technology recombinant DNA. Carry out the Investigating how gel electrophoresis is used to separate DNA fragments of different
lengths. experiment referring to the Teaching Pack for lesson plans and resources.
KC2 19.1.2 Explain that genetic
engineering is the deliberate In this task, learners follow instructions to carry out gel electrophoresis to identify the genotype of different
KC3 manipulation of genetic people for a specific gene. As part of this task, learners undertake a circus of activities associated with gel
material to modify specific electrophoresis and analyse a gel to draw conclusions. Additional animations can further support this
KC6 characteristics of an activity, such as:
organism and that this may https://learn.genetics.utah.edu/content/labs/gel/
involve transferring a gene www.medicine.mcgill.ca/physio/vlab/Other_exps/endo/electrophoresis.htm,
into an organism so that the www.sumanasinc.com/webcontent/animations/content/pcr.html
gene is expressed.
Learners match a series of key terms to definitions (taken from Topic 6) that concern the structure of DNA
19.1.3 Explain that genes to and RNA. Words will include specific, complementary and hybridisation. (F)
be transferred into an
organism may be: Learners work in pairs to undertake an activity focusing on the analysis of the stages of genetic
• extracted from the DNA engineering. Provide each learner with an image showing one of the steps undertaken in the process of
of a donor organism genetic engineering. Also provide each learner with a piece of blank paper. Each learner takes it in turn to
• synthesised from the describe the image to their partner using only spoken words (they cannot sketch or use hand signals).
mRNA of a donor Their partner is expected to reproduce the diagram during the description and then both learners discuss
organism what it shows. (I)
• synthesised chemically
from nucleotides. The process of genetic engineering is often explained by using analogy (e.g. the genetic engineer’s
‘toolkit’). It can be of great help to learners to think that the process consists of ‘tools’. Examples include
19.1.4 Explain the roles of restriction enzymes being represented as scissors, and glue acting as DNA ligase. Animations that use
restriction endonucleases, analogies:
DNA ligase, plasmids, DNA www.dnaftb.org/
polymerase and reverse http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/120
transcriptase in the transfer 078/bio37.swf::Restriction%20Endonucleases
of a gene into an organism. http://higheredbcs.wiley.com/legacy/college/voet/0470129301/animated_figs/ch03/3-26.html (I)
19.1.5 Explain why a Learners compare and contrast cellular DNA replication during the cell cycle with the process of PCR.
promoter may have to be Provide a list of characteristics of each process to each learner. Learners consider the similarities and the
differences between them by cutting out the statements, mixing them up and then sticking the
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transferred into an organism characteristics on a large sheet of paper to re-create the table. To assess understanding, learners prepare
as well as the desired gene. a piece of paper that has ‘DNA replication’ on one side, and ‘PCR’ on the other. They hold up the correct
side to show you when you call out a statement. (I)
19.1.6 Explain how gene
expression may be confirmed Provide opportunities for learners to undertake calculations related to the process of PCR. The three
by the use of marker genes stages of PCR are repeated n times, giving 2n copies of the original DNA. Learners calculate the number
coding for fluorescent of molecules of DNA produced from one double-stranded starting molecule, after a given number of
products. cycles. This would be an excellent opportunity to use mini-whiteboards with learners so that you can
immediately see who is able to calculate the figures accurately, and who needs further support. (F)
19.1.7 Explain that gene
editing is a form of genetic Support learners as they explore a database associated with bioinformatics, such as Ensembl (genome),
engineering involving the GenBank (DNA sequence), UniProt (protein sequence), PDB (protein structure) and COSMIC (somatic
insertion, deletion or mutations in cancer). Provide an opportunity for learners to compare the primary sequence of a protein
replacement of DNA at common to a wide range of organisms (e.g. ribonuclease, cytochrome c-oxidase, or others). Learners
specific sites in the genome. compare the number and sequence of amino acids and comment on the similarities and differences. This
is an opportunity to revisit the nature of some amino acids (which ones can form disulfide bonds), which
19.1.8 Describe and explain they encountered in Topic 2, and to suggest the evolutionary relationships between them. The following is
the steps involved in the a useful source of lesson ideas:
polymerase chain reaction www.bioinformaticaindeklas.nl/en/
(PCR) to clone and amplify
DNA, including the role of Learners explore the new technique of CRISPR/CAS9-dependent gene editing by carrying out research to
Taq polymerase. write a newspaper article for a general (non-scientific) audience. The challenge is for them to describe and
explain the procedure in simple terms, but with sufficient detail and scientifically accurate. Encourage
19.1.9 Describe and explain learners to show their work to their family or friends who may not study biology. (I)
how gel electrophoresis is
used to separate DNA Learners make a model microarray using items of rubbish (e.g. empty food packets, cardboard, paper,
fragments of different etc.). They then take it in turns to explain to you how this gene technology works with reference to sources
lengths. they have found in their textbook or online.
19.1.10 Outline how Many of the procedures listed in the syllabus in this chapter require learners to recall the series of steps
microarrays are used in the that are undertaken when carrying them out in the laboratory. Support learners to produce a clear
analysis of genomes and in summary set of notes on this topic, perhaps by asking them to complete a series of missing-word boxes in
detecting mRNA in studies of a flow diagram, or arranging a series of numbered statements into the correct order. (F)
gene expression.
Extension activity: Provide learners with a brief historical perspective on the use of antibiotic resistance
19.1.11 Outline the benefits markers to enable screening and explain why these are becoming less favoured.
of using databases that
provide information about
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nucleotide sequences of
genes and genomes, and
amino acid sequences of
proteins and protein
structures.
19.2 Genetic 19.2.1 Explain the Show learners the sequence of DNA from a normal allele of a given gene, and then a mutant allele. Using
technology applied to advantages of using their knowledge of key terms they encountered in Topics 6 and 16, learners engage in a ‘think, pair, share’
medicine recombinant human proteins activity to describe the difference, and refresh their knowledge of how mutations happen and why they
to treat disease, using the lead to a change in phenotype. Provide a writing frame to help learners set out the steps that occur to
KC3 examples insulin, factor VIII change the function of a protein when a mutation happens. The frame should have a series of model
and adenosine deaminase. sentences with key words removed. Extend the discussion to consider the advantages of of using
KC2 recombinant human proteins to treat these diseases. (F)
19.2.2 Outline the
advantages of genetic Learners work in pairs or small groups to design and produce a poster on the treatments offered by gene
screening, using the therapy, for use in a public awareness campaign. (I)
examples of breast cancer
(BRCA1 and BRCA2), Discuss the social and ethical considerations of using genetic screening and gene therapy. Include in the
Huntington’s disease and discussion genetic screening for conditions for which treatment does and does not exist. Remind learners
cystic fibrosis. to keep the language they use simple, but based on accurate scientific explanations.
19.2.3 Outline how genetic Learners write their ideas under four headings on pieces of paper ‘Genetic screening – social
diseases can be treated with consideration’; ‘Genetic screening – ethical consideration’; ‘Gene therapy - social consideration’; Gene
gene therapy, using the therapy - ethical consideration’. Learners justify their statements to a small group and, if agreed, add it to a
examples severe combined poster. Display the posters for learners to consider and make notes. (I)
immunodeficiency (SCID)
and inherited eye diseases. Learners write the shortest sentence possible using a range of key terms that feature in the topic of
genetic technology applied to medicine. This is a good way to focus learners on developing their higher-
19.2.4 Discuss the social and order thinking skills to make sense of the meaning of these terms, rather than simply recall them. (F)
ethical considerations of
using genetic screening and
gene therapy in medicine.
19.3 Genetically 19.3.1 Explain that genetic Learners work in pairs to research how many, if any, local crops in their country and in other neighbouring
modified organisms engineering may help to countries are genetically modified organisms (GMOs). After 2–3 minutes of discussion, the pairs join
in agriculture solve the global demand for together into groups of four and then groups of eight to discuss this further and come up with an agreed
food by improving the quality list of examples and associated information. One or two learners from each group then draw and label the
KC3 and productivity of farmed group’s ideas on the class board to form a summary list. Through a class discussion, develop an
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animals and crop plants, understanding that some countries grow more GMOs in food production than others. Discuss the reasons
using the examples of for this.
GM salmon, herbicide
resistance in soybean and In groups, learners use resources to produce an annotated flow diagram to summarise how one crop or
insect resistance in cotton. livestock from the list specified in the syllabus was produced. Make copies of learners’ work and share
with the rest of the class. (F)
19.3.2 Discuss the ethical
and social implications of Extension activity: Learners carry out calculations to compare, in ratios and percentages, the sizes of the
using genetically modified areas on which GMOs and non-GMOs are grown or farmed. Extend the activity by considering the ethical
organisms (GMOs) in food and social implications of using genetically modified organisms (GMOs) in food production.
production.
69
Cambridge Assessment International Education
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Cambridge International AS & A Level

Guided learning hours

School Support Hub

Learning outcomes help your learners by making it

Formative assessment (F) is ongoing assessment

Using these resources with your learners allows you to

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to light microscopy and

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2.2.8 Describe the molecular

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2.3.7 Describe the structure

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2.3.8 Relate the structures of

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Further information related to these practical activities are at:

3.2 Factors that 3.2.1 Investigate and explain Resource Plus

Further information related to these practical activities is at:

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3.2.4 Investigate the Resource Plus

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4: Cell membranes and transport

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4.1 Fluid mosaic 4.1.1 Describe the fluid Resource Plus

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KC1 osmosis, active transport,

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5 The mitotic cell cycle

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5.2 Chromosome 5.2.1 Describe the behaviour Resource Plus

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6 Nucleic acids and protein synthesis

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DNA polymerase adding

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molecule formed following

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7.1.4 Relate the structure of

7.2 Transport 7.2.1 State that some mineral Resource

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8.2.5 Explain the importance