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Syllabus Statements |
Be sure you check out the
action verbs list to
ensure you are addressing each syllabus statement with
the depth required.

Topic 1: Statistical analysis
|
1.1.1 |
State that error bars are a
graphical representation of the variability of
data. |
|
1.1.2 |
Calculate the mean and standard
deviation of a set of values. |
|
1.1.3 |
State that the term standard
deviation is used to summarize the spread of
values around the mean, and that 68% of the
values fall within one standard deviation of the
mean. |
|
1.1.4 |
Explain how the standard
deviation is useful for comparing the means and
the spread of data between two or more samples. |
|
1.1.5 |
Deduce the significance of the
difference between two sets of data using
calculated values for
t
and the appropriate tables. |
|
1.1.6 |
Explain that the existence of a
correlation does not establish that there is a
causal relationship between two variables. |

Topic 2: Cells
|
2.1.1 |
Outline the cell theory. |
|
2.1.2 |
Discuss the evidence for the cell
theory. |
|
2.1.3 |
State that unicellular organisms
carry out all the functions of life. |
|
2.1.4 |
Compare the relative sizes of
molecules, cell membrane thickness, viruses,
bacteria, organelles and cells, using the
appropriate SI unit. |
|
2.1.5 |
Calculate the linear
magnification of drawings and the actual size of
specimens in images of known magnification. |
|
2.1.6 |
Explain the importance of the
surface area to volume ratio as a factor
limiting cell size. |
|
2.1.7 |
State that multicellular
organisms show emergent properties. |
|
2.1.8 |
Explain that cells in
multicellular organisms differentiate to carry
out specialized functions by expressing some of
their genes but not others. |
|
2.1.9 |
State that stem cells retain the
capacity to divide and have the ability to
differentiate along different pathways. |
|
2.1.10 |
Outline one therapeutic use of
stem cells. |
|
2.2.1 |
Draw and label a diagram of the
ultrastructure of
Escherichia coli (E. coli)
as an example of a prokaryote. |
|
2.2.2 |
Annotate the diagram from 2.2.1
with the functions of each named structure. |
|
2.2.3 |
Identify structures from 2.2.1 in
electron micrographs of
E. coli. |
|
2.2.4 |
State that prokaryotic cells
divide by binary fission. |
|
2.3.1 |
Draw and label a diagram of the
ultrastructure of a liver cell as an example of
an animal cell. |
|
2.3.2 |
Annotate the diagram from 2.3.1
with the functions of each named structure. |
|
2.3.3 |
Identify structures from 2.3.1 in
electron micrographs of liver cells. |
|
2.3.4 |
Compare prokaryotic and
eukaryotic cells. |
|
2.3.5 |
State three differences between
plant and animal cells. |
|
2.3.6 |
Outline two roles of
extracellular components. |
|
2.4.1 |
Draw and label a diagram to show
the structure of membranes. |
|
2.4.2 |
Explain how the hydrophobic and
hydrophilic properties of phospholipids help to
maintain the structure of cell membranes. |
|
2.4.3 |
List the functions of membrane
proteins. |
|
2.4.4 |
Define
diffusion and
osmosis. |
|
2.4.5 |
Explain passive transport across
membranes by simple diffusion and facilitated
diffusion. |
|
2.4.6 |
Explain the role of protein pumps
and ATP in active transport across membranes. |
|
2.4.7 |
Explain how vesicles are used to
transport materials within a cell between the
rough endoplasmic reticulum, Golgi apparatus and
plasma membrane. |
|
2.4.8 |
Describe how the fluidity of the
membrane allows it to change shape, break and
re-form during endocytosis and exocytosis. |
|
2.5.1 |
Outline the stages in the cell
cycle, including interphase (G1,
S, G2), mitosis
and cytokinesis. |
|
2.5.2 |
State that tumours (cancers) are
the result of uncontrolled cell division and
that these can occur in any organ or tissue. |
|
2.5.3 |
State that interphase is an
active period in the life of a cell when many
metabolic reactions occur, including protein
synthesis, DNA replication and an increase in
the number of mitochondria and/or chloroplasts. |
|
2.5.4 |
Describe the events that occur in
the four phases of mitosis (prophase, metaphase,
anaphase and telophase). |
|
2.5.5 |
Explain how mitosis produces two
genetically identical nuclei. |
|
2.5.6 |
State that growth, embryonic
development, tissue repair and asexual
reproduction involve mitosis. |

Topic 3: The Chemistry of Life
|
3.1.1 |
State that the most frequently
occurring chemical elements in living things are
carbon, hydrogen, oxygen and nitrogen. |
|
3.1.2 |
State that a variety of other
elements are needed by living organisms,
including sulfur, calcium, phosphorus, iron and
sodium. |
|
3.1.3 |
State one role for each of the
elements mentioned in 3.1.2. |
|
3.1.4 |
Draw and label a diagram showing
the structure of water molecules to show their
polarity and hydrogen bond formation. |
|
3.1.5 |
Outline the thermal, cohesive and
solvent properties of water. |
|
3.1.6 |
Explain the relationship between
the properties of water and its uses in living
organisms as a coolant, medium for metabolic
reactions and transport medium. |
|
3.2.1 |
Distinguish between
organic and
inorganic compounds. |
|
3.2.2 |
Identify amino acids, glucose,
ribose and fatty acids from diagrams showing
their structure. |
|
3.2.3 |
List three examples each of
monosaccharides, disaccharides and
polysaccharides. |
|
3.2.4 |
State one function of glucose,
lactose and glycogen in animals, and of
fructose, sucrose and cellulose in plants. |
|
3.2.5 |
Outline the role of condensation
and hydrolysis in the relationships between
monosaccharides, disaccharides and
polysaccharides; between fatty acids, glycerol
and triglycerides; and between amino acids and
polypeptides. |
|
3.2.6 |
State three functions of lipids. |
|
3.2.7 |
Compare the use of carbohydrates
and lipids in energy storage. |
|
3.3.1 |
Outline DNA nucleotide structure
in terms of sugar (deoxyribose), base and
phosphate. |
|
3.3.2 |
State the names of the four bases
in DNA. |
|
3.3.3 |
Outline how DNA nucleotides are
linked together by covalent bonds into a single
strand. |
|
3.3.4 |
Explain how a DNA double helix is
formed using complementary base pairing and
hydrogen bonds. |
|
3.3.5 |
Draw and label a simple diagram
of the molecular structure of DNA. |
|
3.4.1 |
Explain DNA replication in terms
of unwinding the double helix and separation of
the strands by helicase, followed by formation
of the new complementary strands by DNA
polymerase. |
|
3.4.2 |
Explain the significance of
complementary base pairing in the conservation
of the base sequence of DNA. |
|
3.4.3 |
State that DNA replication is
semi-conservative. |
|
3.5.1 |
Compare the structure of RNA and
DNA. |
|
3.5.2 |
Outline DNA transcription in
terms of the formation of an RNA strand
complementary to the DNA strand by RNA
polymerase. |
|
3.5.3 |
Describe the genetic code in
terms of codons composed of triplets of bases. |
|
3.5.4 |
Explain the process of
translation, leading to polypeptide formation. |
|
3.5.5 |
Discuss the relationship between
one gene and one polypeptide. |
|
3.6.1 |
Define
enzyme and active
site. |
|
3.6.2 |
Explain enzyme–substrate
specificity. |
|
3.6.3 |
Explain the effects of
temperature, pH and substrate concentration on
enzyme activity. |
|
3.6.4 |
Define
denaturation. |
|
3.6.5 |
Explain the use of lactase in the
production of lactose-free milk. |
|
3.7.1 |
Define cell
respiration. |
|
3.7.2 |
State that, in cell respiration,
glucose in the cytoplasm is broken down by
glycolysis into pyruvate, with a small yield of
ATP. |
|
3.7.3 |
Explain that, during anaerobic
cell respiration, pyruvate can be converted in
the cytoplasm into lactate, or ethanol and
carbon dioxide, with no further yield of ATP. |
|
3.7.4 |
Explain that, during aerobic cell
respiration, pyruvate can be broken down in the
mitochondrion into carbon dioxide and water with
a large yield of ATP. |
|
3.8.1 |
State that photosynthesis
involves the conversion of light energy into
chemical energy. |
|
3.8.2 |
State that light from the Sun is
composed of a range of wavelengths (colours). |
|
3.8.3 |
State that chlorophyll is the
main photosynthetic pigment. |
|
3.8.4 |
Outline the differences in
absorption of red, blue and green light by
chlorophyll. |
|
3.8.5 |
State that light energy is used
to produce ATP, and to split water molecules
(photolysis) to form oxygen and hydrogen. |
|
3.8.6 |
State that ATP and hydrogen
(derived from the photolysis of water) are used
to fix carbon dioxide to make organic molecules. |
|
3.8.7 |
Explain that the rate of
photosynthesis can be measured directly by the
production of oxygen or the uptake of carbon
dioxide, or indirectly by an increase in
biomass. |
|
3.8.8 |
Outline the effects of
temperature, light intensity and carbon dioxide
concentration on the rate of photosynthesis. |

Topic 4: Genetics
|
4.1.1 |
State that eukaryote chromosomes
are made of DNA and proteins. |
|
4.1.2 |
Define gene,
allele and
genome. |
|
4.1.3 |
Define gene
mutation. |
|
4.1.4 |
Explain the consequence of a base
substitution mutation in relation to the
processes of transcription and translation,
using the example of sickle-cell anemia. |
|
4.2.1 |
State that meiosis is a reduction
division of a diploid nucleus to form haploid
nuclei. |
|
4.2.2 |
Define
homologous chromosomes. |
|
4.2.3 |
Outline the process of meiosis,
including pairing of homologous chromosomes and
crossing over, followed by two divisions, which
results in four haploid cells. |
|
4.2.4 |
Explain that non-disjunction can
lead to changes in chromosome number,
illustrated by reference to Down syndrome (trisomy
21). |
|
4.2.5 |
State that, in karyotyping,
chromosomes are arranged in pairs according to
their size and structure. |
|
4.2.6 |
State that karyotyping is
performed using cells collected by chorionic
villus sampling or amniocentesis, for pre-natal
diagnosis of chromosome abnormalities. |
|
4.2.7 |
Analyse a human karyotype to
determine gender and whether non-disjunction has
occurred. |
|
4.3.1 |
Define
genotype, phenotype,
dominant allele,
recessive allele,
codominant alleles,
locus,
homozygous,
heterozygous,
carrier and
test cross. |
|
4.3.2 |
Determine the genotypes and
phenotypes of the offspring of a monohybrid
cross using a Punnett grid. |
|
4.3.3 |
State that some genes have more
than two alleles (multiple alleles). |
|
4.3.4 |
Describe ABO blood groups as an
example of codominance and multiple alleles. |
|
4.3.5 |
Explain how the sex chromosomes
control gender by referring to the inheritance
of X and Y chromosomes in humans. |
|
4.3.6 |
State that some genes are present
on the X chromosome and absent from the shorter
Y chromosome in humans. |
|
4.3.7 |
Define sex
linkage. |
|
4.3.8 |
Describe the inheritance of
colour blindness and hemophilia as examples of
sex linkage. |
|
4.3.9 |
State that a human female can be
homozygous or heterozygous with respect to
sex-linked genes. |
|
4.3.10 |
Explain that female carriers are
heterozygous for X-linked recessive alleles. |
|
4.3.11 |
Predict the genotypic and
phenotypic ratios of offspring of monohybrid
crosses involving any of the above patterns of
inheritance. |
|
4.3.12 |
Deduce the genotypes and
phenotypes of individuals in pedigree charts. |
|
4.4.1 |
Outline the use of polymerase
chain reaction (PCR) to copy and amplify minute
quantities of DNA. |
|
4.4.2 |
State that, in gel
electrophoresis, fragments of DNA move in an
electric field and are separated according to
their size. |
|
4.4.3 |
State that gel electrophoresis of
DNA is used in DNA profiling. |
|
4.4.4 |
Describe the application of DNA
profiling to determine paternity and also in
forensic investigations. |
|
4.4.5 |
Analyse DNA profiles to draw
conclusions about paternity or forensic
investigations. |
|
4.4.6 |
Outline three outcomes of the
sequencing of the complete human genome. |
|
4.4.7 |
State that, when genes are
transferred between species, the amino acid
sequence of polypeptides translated from them is
unchanged because the genetic code is universal. |
|
4.4.8 |
Outline a basic technique used
for gene transfer involving plasmids, a host
cell (bacterium, yeast or other cell),
restriction enzymes (endonucleases) and DNA
ligase. |
|
4.4.9 |
State two examples of the current
uses of genetically modified crops or animals. |
|
4.4.10 |
Discuss the potential benefits
and possible harmful effects of one example of
genetic modification. |
|
4.4.11 |
Define clone. |
|
4.4.12 |
Outline a technique for cloning
using differentiated animal cells. |
|
4.4.13 |
Discuss the ethical issues of
therapeutic cloning in humans. |

Topic 5: Ecology and Evolution
|
5.1.1 |
Define
species, habitat,
population,
community,
ecosystem and
ecology. |
|
5.1.2 |
Distinguish between
autotroph and
heterotroph. |
|
5.1.3 |
Distinguish between
consumers,
detritivores and
saprotrophs. |
|
5.1.4 |
Describe what is meant by a food
chain, giving three examples, each with at least
three linkages (four organisms). |
|
5.1.5 |
Describe what is meant by a food
web. |
|
5.1.6 |
Define
trophic level. |
|
5.1.7 |
Deduce the trophic level of
organisms in a food chain and a food web. |
|
5.1.8 |
Construct a food web containing
up to 10 organisms, using appropriate
information. |
|
5.1.9 |
State that light is the initial
energy source for almost all communities. |
|
5.1.10 |
Explain the energy flow in a food
chain. |
|
5.1.11 |
State that energy transformations
are never 100% efficient. |
|
5.1.12 |
Explain reasons for the shape of
pyramids of energy. |
|
5.1.13 |
Explain that energy enters and
leaves ecosystems, but nutrients must be
recycled. |
|
5.1.14 |
State that saprotrophic bacteria
and fungi (decomposers) recycle nutrients. |
|
5.2.1 |
Draw and label a diagram of the
carbon cycle to show the processes involved. |
|
5.2.2 |
Analyse the changes in
concentration of atmospheric carbon dioxide
using historical records. |
|
5.2.3 |
Explain the relationship between
rises in concentrations of atmospheric carbon
dioxide, methane and oxides of nitrogen and the
enhanced greenhouse effect. |
|
5.2.4 |
Outline the precautionary
principle. |
|
5.2.5 |
Evaluate the precautionary
principle as a justification for strong action
in response to the threats posed by the enhanced
greenhouse effect. |
|
5.2.6 |
Outline the consequences of a
global temperature rise on arctic ecosystems. |
|
5.3.1 |
Outline how population size is
affected by natality, immigration, mortality and
emigration. |
|
5.3.2 |
Draw and label a graph showing a
sigmoid (S-shaped) population growth curve. |
|
5.3.3 |
Explain the reasons for the
exponential growth phase, the plateau phase and
the transitional phase between these two phases. |
|
5.3.4 |
List three factors that set
limits to population increase. |
|
5.4.1 |
Define evolution. |
|
5.4.2 |
Outline the evidence for
evolution provided by the fossil record,
selective breeding of domesticated animals and
homologous structures. |
|
5.4.3 |
State that populations tend to
produce more offspring than the environment can
support. |
|
5.4.4 |
Explain that the consequence of
the potential overproduction of offspring is a
struggle for survival. |
|
5.4.5 |
State that the members of a
species show variation. |
|
5.4.6 |
Explain how sexual reproduction
promotes variation in a species. |
|
5.4.7 |
Explain how natural selection
leads to evolution. |
|
5.4.8 |
Explain two examples of evolution
in response to environmental change; one must be
antibiotic resistance in bacteria. |
|
5.5.1 |
Outline the binomial system of
nomenclature. |
|
5.5.2 |
List seven levels in the
hierarchy of taxa—kingdom, phylum, class, order,
family, genus and species—using an example from
two different kingdoms for each level. |
|
5.5.3 |
Distinguish between the following
phyla of plants, using simple external
recognition features:
bryophyta, filicinophyta, coniferophyta
and angiospermophyta. |
|
5.5.4 |
Distinguish between the following
phyla of animals, using simple external
recognition features:
porifera, cnidaria, platyhelminthes, annelida,
mollusca and
arthropoda. |
|
5.5.5 |
Apply and design a key for a
group of up to eight organisms. |

Topic 6:
Human Health and Physiology
|
6.1.1 |
Explain why digestion of large
food molecules is essential. |
|
6.1.2 |
Explain the need for enzymes in
digestion. |
|
6.1.3 |
State the source, substrate,
products and optimum pH conditions for one
amylase, one protease and one lipase. |
|
6.1.4 |
Draw and label a diagram of the
digestive system. |
|
6.1.5 |
Outline the function of the
stomach, small intestine and large intestine. |
|
6.1.6 |
Distinguish between
absorption and
assimilation. |
|
6.1.7 |
Explain how the structure of the
villus is related to its role in absorption and
transport of the products of digestion. |
|
6.2.1 |
Draw and label a diagram of the
heart showing the four chambers, associated
blood vessels, valves and the route of blood
through the heart. |
|
6.2.2 |
State that the coronary arteries
supply heart muscle with oxygen and nutrients. |
| | |