Term one Assessment Boundaries Guide: Grade 10 Biology

UNIT / TOPIC Inheritance

GRADE Outcomes
Some A* – A  State that the sequence of bases in a gene determines the sequence of amino
Students acids used to make a specific protein (knowledge of the details of nucleotide
Will structure is not required)
Achieve
 Explain that different sequences of amino acids give different shapes to protein
molecules
 Explain that DNA controls cell function by controlling the production of proteins,
including enzymes, membrane carriers and receptors for neurotransmitters
 Explain how a protein is made, limited to: • the gene coding for the protein
remains in the nucleus • messenger RNA (mRNA) is a copy of a gene • mRNA
molecules are made in the nucleus and move to the cytoplasm • the mRNA
passes through ribosomes • the ribosome assembles amino acids into protein
molecules • the specific sequence of amino acids is determined by the
sequence of bases in the mRNA
 Explain that most body cells in an organism contain the same genes, but many
genes in a particular cell are not expressed because the cell only makes the
specific proteins it needs
 Describe a haploid nucleus as a nucleus containing a single set of chromosomes
 Describe a diploid nucleus as a nucleus containing two sets of chromosomes
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 State that in a diploid cell, there is a pair of each type of chromosome and in a
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human diploid cell there are 23 pairs

 Describe mitosis as nuclear division giving rise to genetically identical cells
 (details of the stages of mitosis are not required)
 State the role of mitosis in growth, repair of damaged tissues, replacement of
cells and asexual reproduction
 State that the exact replication of chromosomes occurs before mitosis
 State that during mitosis, the copies of chromosomes separate, maintaining the
chromosome number in each daughter cell
 Describe stem cells as unspecialised cells that divide by mitosis to produce
daughter cells that can become specialised for specific functions
 State that meiosis is involved in the production of gametes
 Describe meiosis as a reduction division in which the chromosome number is
halved from diploid to haploid resulting in genetically different cells (details of
the stages of meiosis are not required)
 Explain how to use a test cross to identify an unknown genotype
 Describe codominance as a situation in which both alleles in heterozygous
organisms contribute to the phenotype
 Explain the inheritance of ABO blood groups: phenotypes are A, B, AB and O
blood groups and alleles are IA , IB and Io
 Describe a sex-linked characteristic as a feature in which the gene responsible
is located on a sex chromosome and that this makes the characteristic more
common in one sex than in the other
 Describe red-green colour blindness as an example of sex linkage
 Use genetic diagrams to predict the results of monohybrid crosses involving
codominance or sex linkage and calculate phenotypic ratio
 State that chromosomes are made of DNA, which contains genetic information
in the form of genes
 Define a gene as a length of DNA that codes for a protein
 Define an allele as an alternative form of a gene
 Describe the inheritance of sex in humans with reference to X and Y
chromosomes
 Describe inheritance as the transmission of genetic information from generation
to generation
 Describe genotype as the genetic make-up of an organism and in terms of the
alleles present
 Describe phenotype as the observable features of an organism
Most  Describe homozygous as having two identical alleles of a particular gene
Students
B–C  State that two identical homozygous individuals that breed together will be
Will
Achieve pure-breeding
 Describe heterozygous as having two different alleles of a particular gene
 State that a heterozygous individual will not be pure-breeding
 Describe a dominant allele as an allele that is expressed if it is present in the
genotype
 Describe a recessive allele as an allele that is only expressed when there is no
dominant allele of the gene present in the genotype
 Interpret pedigree diagrams for the inheritance of a given characteristic
 Use genetic diagrams to predict the results of monohybrid crosses and calculate
phenotypic ratios, limited to 1 : 1 and 3: 1 ratios
 Use Punnett squares in crosses which result in more than one genotype to work
out and show the possible different genotypes
All D and below  State that chromosomes are made of DNA, which contains genetic information
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Students in the form of genes

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Will  Define a gene as a length of DNA that codes for a protein

Achieve
 Define an allele as an alternative form of a gene
  Describe the inheritance of sex in humans with reference to X and Y
chromosomes
 Describe inheritance as the transmission of genetic information from generation
to generation
 Describe genotype as the genetic make-up of an organism and in terms of the
alleles present
 Describe phenotype as the observable features of an organism
 Describe homozygous as having two identical alleles of a particular gene
 State that two identical homozygous individuals that breed together will be
pure-breeding
 Describe heterozygous as having two different alleles of a particular gene
 State that a heterozygous individual will not be pure-breeding
 Describe a dominant allele as an allele that is expressed if it is present in the
genotype
 Describe a recessive allele as an allele that is only expressed when there is no
dominant allele of the gene present in the genotype
 Interpret pedigree diagrams for the inheritance of a given characteristic
 Use genetic diagrams to predict the results of monohybrid crosses and calculate
phenotypic ratios, limited to 1 : 1 and 3: 1 ratios
 Use Punnett squares in crosses which result in more than one genotype to work
out and show the possible different genotypes

UNIT / TOPIC Variation and Selection/Variation

GRADE Outcomes
 Define variation as differences between individuals of the same species
 Distinguish between phenotypic variation and genetic variation
 State that continuous variation results in a range of phenotypes between two
extremes, e.g. height in humans
 State that discontinuous variation results in a limited number of phenotypes with no
intermediates, e.g. tongue rolling
 Record and present the results of investigations into continuous and discontinuous
variation
Some  Define mutation as genetic change
Students  State that mutation is the way in which new alleles are formed
A* – A
Will  State that ionising radiation and some chemicals increase the rate of mutation
Achieve  State that phenotypic variation is caused by both genetic and environmental factors
 State that discontinuous variation is mostly caused by genes alone, e.g. A, B, AB and
O blood groups in humans
 Define gene mutation as a change in the base sequence of DNA
 Describe the symptoms of sickle cell anaemia
 Explain how a change in the base sequence of the gene for haemoglobin results in
abnormal haemoglobin and sickle-shaped red blood cells
 Use genetic diagrams to show how sickle cell anaemia is inherited

Most B–C  Define variation as differences between individuals of the same species
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Students  Distinguish between phenotypic variation and genetic variation

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Will  State that continuous variation results in a range of phenotypes between two
Achieve extremes, e.g. height in humans
  State that discontinuous variation results in a limited number of phenotypes with no
intermediates, e.g. tongue rolling
 Record and present the results of investigations into continuous and discontinuous
variation
 Define mutation as genetic change
 State that mutation is the way in which new alleles are formed
 State that ionising radiation and some chemicals increase the rate of mutation
 State that phenotypic variation is caused by both genetic and environmental factors
 State that discontinuous variation is mostly caused by genes alone, e.g. A, B, AB and
O blood groups in humans
 Define gene mutation as a change in the base sequence of DNA
 Use genetic diagrams to show how sickle cell anaemia is inherited

 Define variation as differences between individuals of the same species

 Distinguish between phenotypic variation and genetic variation
 State that continuous variation results in a range of phenotypes between two extremes,
e.g. height in humans
All  State that discontinuous variation results in a limited number of phenotypes with no
Students intermediates, e.g. tongue rolling
D and below
Will  Define mutation as genetic change
Achieve  State that mutation is the way in which new alleles are formed
 State that discontinuous variation is mostly caused by genes alone, e.g. A, B, AB and O
blood groups in humans
 Define gene mutation as a change in the base sequence of DNA

UNIT / TOPIC Variation and selection/Adaptive Features

GRADE Outcomes
 Define adaptive feature as an inherited feature that helps an organism to survive and
Some reproduce in its environment and increases its fitness
Students  Interpret images or other information about a species to describe its adaptive features
A* – A
Will  Define fitness as the probability of an organism surviving and reproducing in the
Achieve environment in which it is found
 Explain the adaptive features of hydrophytes and xerophytes to their environments
 Define adaptive feature as an inherited feature that helps an organism to survive and
Most reproduce in its environment and increases its fitness
Students  Interpret images or other information about a species to describe its adaptive features
B–C
Will  Define fitness as the probability of an organism surviving and reproducing in the
Achieve environment in which it is found
 Describe the adaptive features of hydrophytes and xerophytes to their environments
 Define adaptive feature as an inherited feature that helps an organism to survive and
All reproduce in its environment and increases its fitness
Students  Interpret images or other information about a species to list its adaptive features
D and below
Will  Define fitness as the probability of an organism surviving and reproducing in the
Achieve environment in which it is found
 List the adaptive features of hydrophytes and xerophytes to their environments

UNIT / TOPIC Variation and Selection/Selection

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GRADE Outcomes
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Some A* – A  Describe natural selection with reference to: – variation within populations – production of
Students many offspring – competition for resources – struggle for survival – reproduction by
 individuals that are better adapted to the environment than others – passing on of their
alleles to the next generation
 Describe selective breeding with reference to: – selection by humans of individuals with
desirable features – crossing these individuals to produce the next generation – selection
of offspring showing the desirable feature
 Describe evolution as the change in adaptive features of a population over time as the
Will result of natural selection
Achieve  Define the process of adaptation as the process, resulting from natural selection, by which
populations become more suited to their environment over many generations Describe
the development of strains of antibiotic resistant bacteria as an example of evolution by
natural selection
 State the differences between natural and artificial selection
 Outline how selective breeding by artificial selection is carried out over many generations
to improve crop plants and domesticated animals
 Describe natural selection with reference to: – variation within populations – production of
many offspring – competition for resources – struggle for survival – reproduction by
individuals that are better adapted to the environment than others – passing on of their
alleles to the next generation
Most
 Describe selective breeding with reference to: – selection by humans of individuals with
Students
B–C desirable features – crossing these individuals to produce the next generation – selection
Will
of offspring showing the desirable feature
Achieve
 State the differences between natural and artificial selection
 Outline how selective breeding by artificial selection is carried out over many generations
to improve crop plants and domesticated animals

 Describe natural selection with reference to: – variation within populations –

production of many offspring – competition for resources – struggle for survival –
All reproduction by individuals that are better adapted to the environment than others –
Students passing on of their alleles to the next generation
D and below
Will  Describe selective breeding with reference to: – selection by humans of individuals
Achieve with desirable features – crossing these individuals to produce the next generation –
selection of offspring showing the desirable feature

UNIT / TOPIC Organisms and their environment/Energy flow/Food Chain/Food Webs

GRADE Outcomes
Some A* – A  State that the Sun is the principal source of energy input to biological system
Students  Describe the flow of energy
Will  Define a food chain
Achieve  State that energy is transferred between organisms in a food chain by ingestion
 Construct simple food chains
 Describe how energy is transferred between trophic levels
 Define trophic level
 Explain why the transfer of energy from one trophic level to another is inefficient
 Explain why food chains usually have fewer than five trophic levels
 Define a food web
 Define producer , consumer
 State that consumers may be classed as primary, secondary and tertiary according
to their position in a food chain
 Define herbivore , carnivore and decomposers
 Interpret food chains and food webs in terms of identifying producers and consumers
 Use food chains and food webs to describe the impacts humans have through over-
harvesting of food species and through introducing foreign species to a habitat
 Draw, describe and interpret pyramids of numbers
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 Explain why there is a greater efficiency in supplying plants as human food, and that
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there is a relative inefficiency in feeding crop plants to livestock that will be used as
food
  Identify producers, primary consumers, secondary consumers, tertiary consumers
and quaternary consumers as the trophic levels in food webs, food chains, pyramids
of numbers and pyramids of biomass
 Draw, describe and interpret pyramids of biomass
 Discuss the advantages of using a pyramid of biomass rather than a pyramid of
numbers to represent a food chain

 State that the Sun is the principal source of energy input to biological system
 Describe the flow of energy through living organisms including light energy from the
Sun and chemical energy in organisms and its eventual transfer to the environment
 Define a food chain
 State that energy is transferred between organisms in a food chain by ingestion
 Construct simple food chains
 Describe how energy is transferred between trophic levels
 Define trophic level
 Define a food web
 Define producer
Most
 Define consumer
Students
B–C  State that consumers may be classed as primary, secondary and tertiary according
Will
to their position in a food chain
Achieve
 Define herbivore
 Define carnivore
 Define decomposer
 Interpret food chains and food webs in terms of identifying producers and consumers
 Draw and describe pyramids of numbers
 Identify producers, primary consumers, secondary consumers, tertiary consumers
and quaternary consumers as the trophic levels in food webs, food chains, pyramids
of numbers and pyramids of biomass
 Draw and describe pyramids of biomass

 State that the Sun is the principal source of energy input to biological system
 Define a food chain
 State that energy is transferred between organisms in a food chain by ingestion
 Construct simple food chains
 Define a food web
 Define producer
 Define consumer
 State that consumers may be classed as primary, secondary and tertiary according
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to their position in a food chain
Students
D and below  Define herbivore
Will
 Define carnivore
Achieve
 Define decomposer
 Interpret food chains and food webs in terms of identifying producers and consumers
 Draw pyramids of numbers
 Identify producers, primary consumers, secondary consumers, tertiary consumers
and quaternary consumers as the trophic levels in food webs, food chains, pyramids
of numbers and pyramids of biomass
 Draw pyramids of biomass

UNIT / TOPIC Organisms and their environment /Nutrient cycles

GRADE Outcomes
Some A* – A  Describe the carbon cycle, limited to photosynthesis, respiration, feeding,
Students decomposition, fossilisation and combustion
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Will  Discuss the effects of the combustion of fossil fuels and the cutting down of forests
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Achieve on the carbon dioxide concentrations in the atmosphere

 Describe the water cycle, limited to evaporation, transpiration, condensation and
 precipitation
 Describe the nitrogen cycle in terms of: – decomposition of plant and animal protein
to ammonium ions – nitrification – nitrogen fixation by lightning and bacteria –
absorption of nitrate ions by plants – production of amino acids and proteins –
feeding and digestion of proteins – deamination – denitrification
 State the roles of microorganisms in the nitrogen cycle, limited to decomposition,
nitrification, nitrogen fixation and denitrification (generic names of individual bacteria,
e.g. Rhizobium, are not required
 Describe the carbon cycle, limited to photosynthesis, respiration, feeding, decomposition,
Most fossilisation and combustion
Students  Describe the water cycle, limited to evaporation, transpiration, condensation and
B–C
Will precipitation
Achieve  Describe the nitrogen cycle in terms of: – decomposition of plant and animal protein to
ammonium ions – nitrification
 Describe the carbon cycle, limited to photosynthesis, respiration, feeding, decomposition,
All fossilisation and combustion
Students  Describe the water cycle, limited to evaporation, transpiration, condensation and
D and below
Will precipitation
Achieve  Describe the nitrogen cycle in terms of: – decomposition of plant and animal protein to
ammonium ions

UNIT / TOPIC Organisms and their environment /Population size

GRADE Outcomes
 Define population
 Identify and state the factors affecting the rate of population growth for a population
of an organism, limited to food supply, predation and disease
 Discuss the increase in human population size over the past 250 years and its social
Some and environmental implications
Students  Interpret graphs and diagrams of human population growth
A* – A
Will  Define community , ecosystem
Achieve  Identify the lag, exponential (log), stationary and death phases in the sigmoid
population growth curve for a population growing in an environment with limited
resources
 Explain the factors that lead to each phase in the sigmoid curve of population growth,
making reference, where appropriate, to the role of limiting factor
 Define population
 Identify and state the factors affecting the rate of population growth for a population of an
organism, limited to food supply, predation and disease
Most
 Interpret graphs and diagrams of human population growth
Students
B–C  Define community
Will
 Define ecosystem
Achieve
 Identify the lag, exponential (log), stationary and death phases in the sigmoid population
growth curve for a population growing in an environment with limited resources

 Define population
 Identify the factors affecting the rate of population growth for a population of an
All organism, limited to food supply, predation and disease
Students  Define community
D and below
Will  Identify the lag, exponential (log), stationary and death phases in the sigmoid
Achieve population growth curve for a population growing in an environment with limited
resources
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