2009 Biology Syllabus

General Certificate of Education (International) Syllabus
Advanced Level and Advanced Subsidiary Level
BIOLOGY 9700
For examination in June and November 2009
CIE provides syllabuses, past papers, examiner reports, mark schemes and more on the internet.
We also offer teacher professional development for many syllabuses. Learn more at www.cie.org.uk
BIOLOGY
GCE Advanced Subsidiary Level and
GCE Advanced Level 9700
CONTENTS
Page
INTRODUCTION 1
AIMS 1
ASSESSMENT OBJECTIVES 3
SCHEME OF ASSESSMENT 5
WEIGHTING OF ASSESSMENT OBJECTIVES 7
STRUCTURE OF THE SYLLABUS 8
SUBJECT CONTENT 10
PRACTICAL ASSESSMENT 22
SAFETY IN THE LABORATORY 31
LABORATORY EQUIPMENT 31
RESOURCE LIST 34
MATHEMATICAL REQUIREMENTS 37
NOTES ON THE USE OF STATISTICS IN BIOLOGY 38
GLOSSARY OF TERMS 39
Notes
Attention is drawn to the small number of alterations in the syllabus by black vertical lines on either
side of the text.
BIOLOGY 9700 A/AS LEVEL 2009
INTRODUCTION
This syllabus is designed to give flexibility both to teachers and to candidates and to place greater
emphasis on the understanding and application of scientific concepts and principles than on the
recall of factual material, whilst still giving a thorough introduction to the study of Biology.
Centres and candidates may choose:
• to take all Advanced Level components in the same examination session leading to the full
A Level;
• to follow a staged assessment route to the Advanced Level by taking the Advanced Subsidiary
(AS) qualification in an earlier examination session. Subject to satisfactory performance such
candidates are then only required to take the final part of the assessment (referred to in this
syllabus as A2) leading to the full A Level;
• to take the Advanced Subsidiary (AS) qualification only.
AIMS
These are not listed in order of priority.
The aims of a course based on this syllabus should be to:

1. provide, through well-designed studies of experimental and practical biological science, a
worthwhile educational experience for all students, whether or not they go on to study
science beyond this level and, in particular, to enable them to acquire sufficient
understanding and knowledge to
1.1 become confident citizens in a technological world and able to take or develop an
informed interest in matters of scientific import;
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3 be suitably prepared for studies beyond A Level in biological sciences, in further or
higher education, and for professional courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of biological science;

2.2 are useful in everyday life;
2.3 encourage effective, efficient and safe practice;
2.4 encourage effective communication using universal scientific conventions.
3. develop attitudes relevant to biological science such as
3.1 concern for accuracy and precision;

3.2 objectivity;
3.3 integrity;
3.4 the skills of enquiry;
3.5 initiative;
3.6 inventiveness.
4. stimulate interest in, and care for, the local and global environment, and understand the
need for conservation.
1
5. promote an awareness
5.1 that scientific theories and methods have developed, and continue to do so, as a
result of co-operative activities of groups and individuals and that biological
science transcends national boundaries;
5.2 that the study and practice of Biology are subject to social, economic,
technological, ethical and cultural influences and limitations;
5.3 that the implications of biological science may be both beneficial and detrimental
to the individual, the community and the environment;
5.4 of the importance of the use of IT for communication, as an aid to experiments and
as a tool for the interpretation of experimental and theoretical results.
6. stimulate students and create a sustained interest in Biology so that the study of the
subject is enjoyable and satisfying.
A Level Biology places considerable emphasis on understanding and use of scientific ideas and
principles in a variety of situation, including those which are well-known to the learner and those
which are new to them. It is anticipated that programmes of study based on this syllabus will
feature a variety of learning experiences designed to enhance the development of skill and
comprehension. This approach will focus teachers and learners on development of transferable
life-long skills relevant to the increasingly technological environment in which people find
themselves. It will also prepare candidates for an assessment that will, within familiar and
unfamiliar contexts, test expertise, understanding and insight.
2
ASSESSMENT OBJECTIVES
These describe the knowledge, skills and abilities that candidates are expected to demonstrate at
the end of the course. The Assessment Objectives reflect those aspects of the aims that will be
assessed.
A Knowledge with understanding
Students should be able to demonstrate knowledge and understanding in relation to:

1. scientific phenomena, facts, laws, definitions, concepts, theories;
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units);
3. scientific instruments and apparatus used in biology, including techniques of operation and
aspects of safety;
4. scientific quantities and their determination;
5. scientific and technological applications with their social, economic and environmental
implications.
The syllabus content defines the factual material that candidates need to recall and explain.
Questions testing the objectives above will often begin with one of the following words: define,
state, name, describe, explain (using your knowledge and understanding) or outline. (See the
glossary of terms.)
B Handling information and solving problems
Students should be able, using oral, written, symbolic, graphical and numerical forms of
presentation, to:
1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. manipulate numerical and other data;
4. use information to identify patterns, report trends, draw inferences and report conclusions;
5. present reasoned explanations for phenomena, patterns and relationships;
6. make predictions and put forward hypotheses;
7. apply knowledge, including principles, to novel situations;
8. demonstrate an awareness of the limitations of biological theories and models;
9. solve problems.
Assessment objectives to do with Handling Information and Solving Problems cannot be

precisely specified in the syllabus content because questions testing such skills are often
based on information that is unfamiliar to the candidate. In answering such questions,
candidates are required to use principles and concepts that are within the syllabus and apply
them in a logical, reasoned or deductive manner to a novel situation. Questions testing these
objectives will often begin with one of the following words: discuss, predict, suggest, calculate,
explain (give reasoned explanations and explain the processes of using information and
solving problems) or determine. (See the glossary of terms.)
3
C Experimental skills and investigations
Students should be able to:

1. follow a detailed set or sequence of instructions;
2. use techniques, apparatus, measuring devices and materials safely and effectively;
3. make and record observations, measurements and estimates, with appropriate regard to
precision, accuracy and units;
4. interpret, evaluate and report on observations and experimental data;
5. evaluate information, make predictions and put forward and evaluate hypotheses;
6. identify problems, design, plan and carry out experiments and investigations;
7. select appropriate techniques, apparatus, measuring devices and materials;
8. evaluate methods and techniques, and suggest possible improvements.
Full details of the practical assessment are given later in the syllabus.
4
SCHEME OF ASSESSMENT
Paper Type of Paper Duration Marks Weighting
AS Level A Level
1 Multiple-choice 1h 40 31% 15%
AS structured
2 1 h 15 min 60 46% 23%
questions
Advanced
3 2h 40 23% 12%
Practical Skills
A2 structured
4 2h 100 38%
questions
Planning,
5 Analysis and 1 h 15 min 30 12%
Evaluation
Paper 1
This paper will consist of 40 multiple choice questions based on the AS syllabus. All questions will
be of the direct choice type with four options.
Paper 2
This paper will consist of a variable number of structured questions of variable mark value. All the
questions will be based on the AS syllabus. Candidates will answer all the questions on the
question paper.
Paper 3
This practical paper will consist of two approximately equal parts, one of which will require the use
of a microscope with low-power and high-power objectives and an eye-piece graticule.
Candidates will be allowed to use the microscope for a maximum of 1 hour. Candidates will be
expected to show evidence of skill in the handling of familiar and unfamiliar biological material.
Where unfamiliar materials/techniques are required, full instructions will be given.
Candidates will answer all the questions on the question paper. Although no dissection of
materials of animal origin will be set in Paper 3, dissection, interactive videos or similar will
continue to be a useful aid to teaching e.g. when the heart is being studied.
(Full details are given in the Practical Assessment section of the syllabus.)
Two versions of this paper will be set, Paper 31 and Paper 32. The two papers will be equivalent
and each candidate will be required to take only one of them. This is to allow large Centres to
spread the assessment of candidates’ practical skills over two days (i.e. one day for each version
of the paper).
Paper 4
This paper will consist of two sections.
Section A (85 marks) will consist of variable number of structured questions of variable mark value,
based on the A2 core and applications syllabus.
Section B (15 marks) will consist of a free-response question, presented in an either/or form, that
will carry 15 marks based on the A2 core syllabus.
Candidates will answer all questions on the question paper.
5
Paper 5
This paper will consist of two or more questions based on the practical skills of planning, analysis
and evaluation. The examiners will not be restricted by the subject content. Candidates will
answer all the questions on the question paper. Questions will require an understanding of the use
of statistical tests. The formulae for these tests will be provided. (Full details are given in the
Practical Assessment section of the syllabus.)
Combinations of papers
• Candidates for Advanced Subsidiary (AS) certification will take Papers 1, 2 and 3 at a single
examination session.
• Candidates who, having received AS certification, wish to continue their studies to the full
Advanced Level qualification may carry their AS marks forward and take just Papers 4 and 5
in the examination session in which they require certification.
• Candidates taking the complete Advanced Level qualification at the end of the course take all
the papers in a single examination session.
Candidates may not enter for single papers either on the first occasion or for re-sit
purposes. Candidates may only enter for the papers in the combinations indicated above.
6
WEIGHTING OF ASSESSMENT OBJECTIVES

Assessment Objective Weighting Assessment
(%) Components
A Knowledge with understanding 45 PAPERS 1, 2 and 4
B Handling information and solving problems 32 PAPERS 1, 2 and 4
C Experimental skills and investigations 23 PAPERS 3 and 5
This gives a general idea of the allocation of marks to assessment objectives A and B in the theory
papers. However, the balance on each paper may vary slightly. Fifteen percent of the total marks
will be awarded for awareness of the social, economic, environmental and technological
implications and applications of Biology. These will be awarded within the ‘Knowledge with
understanding’ and the ‘Handling information and solving problems’ categories.
Teachers should take note that there is a greater weighting of 55% for skills (including handling
information, solving problems, practical, experimental and investigative skills), compared to the
45% for knowledge and understanding. Teacher’s schemes of work and the sequence of learning
activities should reflect this balance, so that the aims of the syllabus may be met, and the
candidates prepared for the assessment.
Additional Information
Modern Biological Sciences draw extensively on concepts from the physical sciences. It is
desirable, therefore, that by the end of the course, candidates should have a knowledge of the
following topics, sufficient to aid understanding of biological systems, but no questions will be set
directly on them.
• The electromagnetic spectrum
• Energy changes (potential energy, activation energy and chemical bond energy)
• Molecules, atoms, ions and electrons
• Concentration and molarity
• Acids, bases, pH and buffers
• Isotopes, including radioactive isotopes
• Oxidation and reduction
• Hydrolysis and condensation
Mathematical and Statistical Requirements are laid out later in the syllabus
Symbols, Signs and Abbreviations
Wherever symbols, signs and abbreviations are used in examination papers, follow the
recommendations made in the Institute of Biology publication Biological Nomenclature, Standard
terms and expressions used in the teaching of biology (3rd Edition 2000). Where no relevant
guidance is given in this document, then the ASE publication SI Units, Signs, Symbols and
Abbreviations (1981) will be followed, except where the guidance has been superseded by Signs,
Symbols and Systematics: The ASE Companion to 5-16 Science (1995).
7
STRUCTURE OF THE SYLLABUS

The Subject Content of the syllabus is divided into an AS and A2. The A2 includes a core and an
Applications of Biology section, which is studied, in its entirety, by all A2 candidates.
The subject content for the Core and the Applications syllabuses is presented as learning
outcomes. The examination will assess the candidate’s knowledge and understanding of these.
This structure is shown below.
1 The Core syllabus – there are sixteen sections.

AS Level candidates will study and be assessed on the first eleven sections, A to K.
A Level candidates will study and be assessed on all twenty one sections, A to U.
A Cell Structure
B Biological Molecules
C Enzymes
D Cell Membranes and Transport
E Cell and Nuclear Division
F Genetic Control
G Transport
H Gas Exchange
I Infectious Disease
J Immunity
K Ecology
L Energy and Respiration
M Photosynthesis
N Regulation and Control
O Inherited Change (Gene technology now in section R)
P Selection and Evolution
Applications of Biology
Q Biodiversity and Conservation
R Gene Technology (includes some material originally in O)
S Biotechnology
T Crop Plants
U Aspects of Human Reproduction
Papers 1 and 2 will assess the AS parts of the Core. Paper 4 will assess the A2 parts of the Core
and Applications of Biology.
The A2 parts of the syllabus, which will be examined only in the full Advanced Level qualification,
are indicated in bold type in the subject content.
The Applications of Biology section occupies about 12% of the full Advanced Level course.
A booklet covering this section can be purchased from CIE.
In order to specify the syllabus as precisely as possible and also to emphasise the importance of
skills other than recall, Learning Outcomes have been used throughout. Each part of the syllabus
is specified by a brief Contents section followed by detailed Learning Outcomes. It is hoped that
this format will be helpful to teachers and students. It must be emphasised that the syllabus is not
intended to be used as a teaching syllabus, nor is it intended to represent a teaching order.
8
It is hoped that teachers will incorporate the social, environmental, economic and technological
aspects of Biology wherever possible throughout the syllabus (see Aims 4 and 5).
Some examples are included in the syllabus and students should be encouraged to apply the
principles of these examples to other situations introduced in the course. Inclusion of further
examples in the syllabus has been resisted as this would merely increase the amount of factual
recall required of students.
Aim 5.4 emphasises the importance of Information Technology in this Biology course. It is hoped
that students will make full use of IT techniques in their practical work. Teachers may also use IT
in demonstrations and simulations.
Everything that we know about Biology has been learned through practical investigation.
Practical work is also motivating and interesting for learners, and can aid in understanding of
abstract theoretical concepts. It is expected that practical activities will underpin the teaching of
the whole syllabus. Asterisks (*) placed by learning outcomes in the syllabus content show parts of
the subject that present particular occasions for practical work.
To support Centres in teaching of practical skills, CIE has produced two booklets totalling almost
200 pages. Each contains 30 practical exercises, of which at least 10 are presented in detail, with
lesson plans, student worksheets and useful information for teachers and technical support staff.
The other 20 are presented in outline, for Centres to develop, learning from the experience. The
booklets are:
• Teaching AS Biology Practical Skills (PSAS97000105)
• Teaching A2 Biology Practical Skills (PSA297000105)
They are available from CIE publications, 1 Hills Road, Cambridge, CB1 2EU, UK, phone +44 (0)
1223 553553, fax +44 (0) 1223 553558, e-mail international@cie.org.uk
9
SUBJECT CONTENT
It will be assumed that examples to illustrate concepts and content will be drawn from a wide range
of organisms.
It is expected that practical activities will underpin the teaching of the whole syllabus. Asterisks (*)
placed alongside learning outcomes indicate areas of the syllabus that present opportunities for
practical work.
CORE SYLLABUS
The Core content to be studied by AS candidates, sections A to K, is shown in normal type.
The additional Core content to be studied by A Level candidates, sections L to U, is shown in bold
type.
A CELL STRUCTURE
Content
The microscope in cell studies
Cells as the basic units of living organisms
Detailed structure of typical animal and plant cells, as seen under the electron microscope
Outline functions of organelles in plant and animal cells
Characteristics of prokaryotic and eukaryotic cells
Learning Outcomes
Candidates should be able to:
(a) *use a graticule and stage micrometer to measure cells and be familiar with units
(millimetre, micrometre, nanometre) used in cell studies;
(b) explain and distinguish between resolution and magnification, with reference to light
microscopy and electron microscopy;
(c) describe and interpret drawings and photographs of typical animal and plant cells, as seen
under the electron microscope, recognising the following membrane systems and organelles
– rough and smooth endoplasmic reticula, Golgi apparatus, mitochondria, ribosomes,
lysosomes, chloroplasts, plasma/cell surface membrane, nuclear envelope, centrioles,
nucleus and nucleolus;
(d) outline the functions of the membrane systems and organelles listed in (c);
(e) *compare and contrast the structure of typical animal and plant cells;
(f) *draw plan diagrams of tissues (including a transverse section of a dicotyledonous leaf) and
calculate the linear magnification of drawings;
(g) describe the structure of a prokaryotic cell and compare and contrast the structure of
prokaryotic cells with eukaryotic cells;
(h) use the knowledge gained in this section in new situations or to solve related problems.
B BIOLOGICAL MOLECULES
Content
The structure of carbohydrates, lipids and proteins and their roles in living organisms
Water and living organisms
10
Learning Outcomes
(a) *carry out tests for reducing and non-reducing sugars (including semi-quantitative use of the
Benedict’s test), the iodine in potassium iodide solution test for starch, the emulsion test for
lipids and the biuret test for proteins;
(b) describe the ring forms of alpha and beta glucose;
(c) describe the formation and breakage of a glycosidic bond;
(d) describe the molecular structure of starch (amylose and amylopectin), glycogen and
cellulose and relate these structures to their functions in living organisms;
(e) describe the molecular structure of a triglyceride and a phospholipid and relate these
structures to their functions in living organisms;
(f) describe the structure of an amino acid and the formation and breakage of a peptide bond;
(g) explain the meaning of the terms primary structure, secondary structure, tertiary structure
and quaternary structure of proteins and describe the types of bonding (hydrogen, ionic,
disulfide and hydrophobic interactions) that hold the molecule in shape;
(h) describe the molecular structure of haemoglobin as an example of a globular protein, and of
collagen as an example of a fibrous protein and relate these structures to their functions (the
importance of iron in the haemoglobin molecule should be emphasised);
(i) describe and explain the roles of water in living organisms and as an environment for
organisms;
(j) state one role of each of the following inorganic ions in living organisms: calcium, sodium,
potassium, magnesium, chloride, nitrate, phosphate;
(k) use the knowledge gained in this section in new situations or to solve related problems.
C ENZYMES
Content
Mode of action of enzymes
Learning Outcomes
(a) explain that enzymes are globular proteins that catalyse metabolic reactions;
(b) explain the mode of action of enzymes in terms of an active site, enzyme/substrate complex,
lowering of activation energy and enzyme specificity;
(c) *follow the time course of an enzyme-catalysed reaction by measuring rates of formation of
products (for example, using catalase) or rates of disappearance of substrate (for example,
using amylase);
(d) *investigate and explain the effects of temperature, pH, enzyme concentration and substrate
concentration on the rate of enzyme-catalysed reactions, and explain these effects;
(e) explain the effects of competitive and non-competitive inhibitors on the rate of enzyme
activity;
(f) use the knowledge gained in this section in new situations or to solve related problems.
D CELL MEMBRANES AND TRANSPORT

Content
The fluid mosaic model of membrane structure
The movement of substances into and out of cells
11
Learning Outcomes
(a) describe and explain the fluid mosaic model of membrane structure, including an outline of
the roles of phospholipids, cholesterol, glycolipids, proteins and glycoproteins;
(b) outline the roles of membranes within cells and at the surface of cells;
(c) describe and explain the processes of diffusion, osmosis, active transport, facilitated
diffusion, endocytosis and exocytosis (terminology described in the IOB’s publication
Biological Nomenclature should be used; no calculations involving water potential will be
set);
(d) *investigate the effects on plant cells of immersion in solutions of different water potential;
(e) use the knowledge gained in this section in new situations or to solve related problems.
E CELL AND NUCLEAR DIVISION

Content
Replication and division of nuclei and cells
Understanding of chromosome behaviour in mitosis
Learning Outcomes
(a) explain the importance of mitosis in growth, repair and asexual reproduction;
(b) explain the need for the production of genetically identical cells and fine control of
replication;
(c) explain how uncontrolled cell division can result in cancer and identify factors that can
increase the chances of cancerous growth;
(d) *describe, with the aid of diagrams, the behaviour of chromosomes during the mitotic cell
cycle and the associated behaviour of the nuclear envelope, cell membrane, centrioles and
spindle (names of the main stages are expected);
(e) explain the meanings of the terms haploid and diploid and the need for a reduction division
prior to fertilisation in sexual reproduction;
(f) use the knowledge gained in this section in new situations or to solve related problems.
F GENETIC CONTROL
Content
The structure and replication of DNA
The role of DNA in protein synthesis
Learning Outcomes
(a) describe the structure of RNA and DNA and explain the importance of base pairing and
hydrogen bonding;
(b) explain how DNA replicates semi-conservatively during interphase;
(c) state that a gene is a sequence of nucleotides as part of a DNA molecule, which codes for a
polypeptide;
(d) describe the way in which the nucleotide sequence codes for the amino acid sequence in a
polypeptide;
(e) describe how the information on DNA is used to construct polypeptides, including the role of
messenger RNA, transfer RNA and the ribosomes;
(f) explain that, as enzymes are proteins, their synthesis is controlled by DNA;
(g) use the knowledge gained in this section in new situations or to solve related problems.
12
G TRANSPORT
Content
The need for, and functioning of, a transport system in multicellular plants
The need for, and functioning of, a transport system in mammals
The structure and functioning of the mammalian heart
Learning Outcomes
(a) explain the need for transport systems in multicellular plants and animals in terms of size
and surface area to volume ratios;
(b) define the term transpiration and explain that it is an inevitable consequence of gas
exchange in plants;
(c) *describe how to investigate experimentally the factors that affect transpiration rate;
(d) *describe the distribution of xylem and phloem tissue in roots, stems and leaves of
dicotyledonous plants;
(e) *describe the structure of xylem vessel elements, sieve tube elements and companion cells
and be able to recognise these using the light microscope;
(f) relate the structure of xylem vessel elements, sieve tube elements and companion cells to
their functions;
(g) explain the movement of water between plant cells and between them and their
environment, in terms of water potential (no calculations involving water potential will be
set);
(h) describe the pathways and explain the mechanisms by which water is transported from soil
to xylem and from roots to leaves;
(i) *describe how the leaves of xerophytic plants are adapted to reduce water loss by
transpiration;
(j) explain translocation as an energy-requiring process transporting assimilates, especially
sucrose, between the leaves (sources) and other parts of the plant (sinks);
(k) explain the translocation of sucrose using the mass flow hypothesis;
(l) *describe the structures of arteries, veins and capillaries and be able to recognise these
vessels using the light microscope;
(m) explain the relationship between the structure and function of arteries, veins and capillaries;
(n) *describe the structure of red blood cells, phagocytes and lymphocytes and explain the
differences between blood, tissue fluid and lymph;
(o) describe the role of haemoglobin in carrying oxygen and carbon dioxide;
(p) describe and explain the significance of the dissociation curves of adult oxyhaemoglobin at
different carbon dioxide levels (the Bohr effect);
(q) describe and explain the significance of the increase in the red blood cell count of humans at
high altitude;
(r) describe the external and internal structure of the mammalian heart;
(s) explain the differences in the thickness of the walls of the different chambers in terms of
their functions;
(t) describe the mammalian circulatory system as a closed double circulation;
(u) describe the cardiac cycle;
(v) explain how heart action is initiated and controlled (reference should be made to the
sinoatrial node, the atrioventricular node and the Purkyne tissue);
(w) use the knowledge gained in this section in new situations or to solve related problems.
13
H GAS EXCHANGE
Content
The respiratory system
Smoking and smoking-related diseases
Learning Outcomes
(a) *describe the structure of the human gas exchange system, including the microscopic
structure of the walls of the trachea, bronchioles and alveoli with their associated blood
vessels;
(b) *describe the distribution of cartilage, ciliated epithelium, goblet cells and smooth muscle in
the trachea, bronchi and bronchioles;
(c) describe the functions of cartilage, cilia, goblet cells, smooth muscle and elastic fibres in the
gas exchange system;
(d) describe the process of gas exchange between air in the alveoli and the blood;
(e) explain the terms tidal volume and vital capacity;
(f) describe the effects of tar and carcinogens in tobacco smoke on the gas exchange system;
(g) describe the signs and symptoms of emphysema, chronic bronchitis and lung cancer;
(h) describe the effects of nicotine and carbon monoxide on the cardiovascular system with
reference to atherosclerosis, coronary heart disease and strokes;
(i) evaluate the epidemiological and experimental evidence linking cigarette smoking to disease
and early death;
(j) discuss the problems of cardiovascular disease and the ways in which smoking may affect
the risk of developing cardiovascular disease;
(k) use the knowledge gained in this section in new situations or to solve related problems.
I INFECTIOUS DISEASE
Content
Cholera, malaria, tuberculosis (TB) and AIDS
Antibiotics
Learning Outcomes
(a) explain what is meant by an infectious disease;
(b) describe the causes of cholera, malaria, TB and HIV/AIDS;
(c) explain how cholera, malaria, TB and HIV/AIDS are transmitted and assess the importance
of these diseases worldwide;
(d) discuss the roles of social, economic and biological factors in the prevention and control of
cholera, malaria, TB and HIV/AIDS (a detailed study of the life cycle of the malarial parasite
is not required);
(e) discuss the global patterns of distribution of malaria and tuberculosis;
(f) outline the role of antibiotics in the treatment of infectious diseases;
(g) use the knowledge gained in this section in new situations or to solve related problems.
14
J IMMUNITY
Content
The immune system
Vaccination
Learning Outcomes
(a) *recognise phagocytes and lymphocytes under the light microscope;
(b) describe the origin, maturation and mode of action of phagocytes;
(c) explain the meaning of the term immune response;
(d) distinguish between B- and T-lymphocytes in their mode of action in fighting infection and
describe their origin and functions;
(e) explain the role of memory cells in long-term immunity;
(f) relate the molecular structure of antibodies to their functions;
(g) distinguish between active and passive, natural and artificial immunity and explain how
vaccination can control disease;
(h) discuss the reasons why vaccination has eradicated smallpox but not measles, TB, malaria
or cholera;
(i) use the knowledge gained in this section in new situations or to solve related problems.
K ECOLOGY
Content
Levels of ecological organisation
Energy flow through ecosystems
Recycling of nitrogen
Learning Outcomes
(a) define the terms habitat, niche, population, community and ecosystem and state examples
of each;
(b) explain the terms producer, consumer and trophic level in the context of food chains and
food webs;
(c) explain how energy losses occur along food chains and discuss the efficiency of energy
transfer between trophic levels;
(d) describe how nitrogen is cycled within an ecosystem, including the roles of microorganisms;
(e) use the knowledge gained in this section in new situations or to solve related problems.
Note: An ecosystem should be studied in relation to an area familiar to the candidates.
L ENERGY AND RESPIRATION

Content
The need for energy in living organisms
Respiration as an energy transfer process
Aerobic respiration
Anaerobic respiration
The use of respirometers
15
Learning Outcomes
(a) outline the need for energy in living organisms, as illustrated by anabolic reactions,
active transport, movement and the maintenance of body temperature;
(b) describe the structure of ATP as a phosphorylated nucleotide;
(c) describe the universal role of ATP as the energy currency in all living organisms;
(d) explain that the synthesis of ATP is associated with the electron transport chain on
the membranes of the mitochondrion;
(e) outline glycolysis as phosphorylation of glucose and the subsequent splitting of
hexose phosphate (6C) into two triose phosphate molecules, which are then further
oxidised with a small yield of ATP and reduced NAD;
(f) explain that, when oxygen is available, pyruvate is converted into acetyl (2C)
coenzyme A, which then combines with oxaloacetate (4C) to form citrate (6C);
(g) outline the Krebs cycle, explaining that citrate is reconverted to oxaloacetate in a
series of small steps in the matrix of the mitochondrion (no further details are
required);
(h) explain that these processes involve decarboxylation and dehydrogenation and
describe the role of NAD;
(i) outline the process of oxidative phosphorylation, including the role of oxygen
(no details of the carriers are required);
(j) explain the production of a small yield of ATP from anaerobic respiration and the
formation of ethanol in yeast and lactate in mammals, including the concept of
oxygen debt;
(k) explain the relative energy values of carbohydrate, lipid and protein as respiratory
substrates;
(l) define the term respiratory quotient (RQ);
(m) *carry out investigations, using simple respirometers, to measure RQ and the effect of
temperature on respiration rate;
(n) use the knowledge gained in this section in new situations or to solve related
problems.
M PHOTOSYNTHESIS
Content
Photosynthesis as an energy transfer process
The investigation of limiting factors
Learning Outcomes
(a) explain that energy transferred as light is used during photosynthesis to produce
complex organic molecules and that the process of respiration allows this energy to
be transferred through chemical reactions so that it can be used by living organisms;
(b) describe the photoactivation of chlorophyll resulting in the photolysis of water and in
the transfer of energy to ATP and reduced NADP (cyclic and non-cyclic
photophosphorylation should be described in outline only);
(c) describe the uses of ATP and reduced NADP in the light-independent stage of
photosynthesis;
(d) describe in outline the Calvin cycle involving the light-independent fixation of carbon
dioxide by combination with a 5C compound (RuBP) to yield two molecules of a 3C
compound GP (PGA), and the conversion of GP into carbohydrates, lipids and amino
acids (the regeneration of RuBP should be understood in outline only, and a
knowledge of CAM plants or the biochemistry of C4 plants is not required);
(e) *describe the structure of a dicotyledonous leaf, a palisade cell and a chloroplast and
relate their structures to their roles in photosynthesis;
16
(f) *discuss limiting factors in photosynthesis and carry out investigations on the effects
of light intensity and wavelength, carbon dioxide and temperature on the rate of
photosynthesis;
(g) *discuss the role of chloroplast pigments in absorption and action spectra, and
separate them using chromatography;
(h) use the knowledge gained in this section in new situations or to solve related
problems.
N REGULATION AND CONTROL

Content
The importance of homeostasis
Excretion
Control of water and metabolic wastes
Nervous and hormonal communication
Response to changes in the external environment
Regulation of the internal environment
Communication and control in flowering plants
Plant growth regulators
Learning Outcomes
(a) discuss the importance of homeostasis in mammals and explain the principles of
homeostasis in terms of receptors, effectors and negative feedback;
(b) define the term excretion and explain the importance of removing nitrogenous waste
products and carbon dioxide from the body;
(c) *describe the gross structure of the kidney and the detailed structure of the nephron
with the associated blood vessels (candidates are expected to be able to interpret the
histology of the kidney, as seen in sections using the light microscope);
(d) explain the functioning of the kidney in the control of water and metabolic wastes,
using water potential terminology;
(e) outline the need for communication systems within mammals to respond to changes
in the internal and external environment;
(f) outline the role of sensory receptors in mammals in converting different forms of
energy into nerve impulses;
(g) describe the structure of a sensory neurone and a motor neurone and outline their
functions in a reflex arc;
(h) describe and explain the transmission of an action potential in a myelinated neurone
(the importance of sodium and potassium ions in the impulse transmission should be
emphasised);
(i) explain the importance of the myelin sheath (saltatory conduction) and the refractory
period in determining the speed of nerve impulse transmission;
(j) describe the structure of a cholinergic synapse and explain how it functions
(reference should be made to the role of calcium ions);
(k) outline the roles of synapses in the nervous system in determining the direction of
nerve impulse transmission and in allowing the interconnection of nerve pathways;
(l) explain what is meant by the term endocrine gland;
(m) *describe the cellular structure of an islet of Langerhans from the pancreas and
outline the role of the pancreas as an endocrine gland;
(n) explain how the blood glucose concentration is regulated by negative feedback
control mechanisms, with reference to insulin and glucagon;
(o) outline the need for, and the nature of, communication systems within flowering
plants to respond to changes in the internal and external environment;
(p) describe the role of auxins in apical dominance;
17
(q) describe the roles of gibberellins in stem elongation and in the germination of wheat
or barley;
(r) describe the role of abscissic acid in the closure of stomata;
(s) use the knowledge gained in this section in new situations or to solve related
problems.
O INHERITED CHANGE
Content
The passage of information from parent to offspring
The nature of genes and alleles and their role in determining the phenotype
Monohybrid and dihybrid crosses
Learning Outcomes
(a) *describe, with the aid of diagrams, the behaviour of chromosomes during meiosis,
and the associated behaviour of the nuclear envelope, cell membrane and centrioles
(names of the main stages are expected, but not the sub-divisions of prophase);
(b) explain how meiosis and fertilisation can lead to variation;
(c) explain the terms locus, allele, dominant, recessive, codominant, homozygous,
heterozygous, phenotype and genotype;
(d) use genetic diagrams to solve problems involving monohybrid and dihybrid crosses,
including those involving sex linkage, codominance and multiple alleles (but not
involving autosomal linkage or epistasis);
(e) use genetic diagrams to solve problems involving test crosses;
(f) use the chi-squared test to test the significance of differences between observed and
expected results (the formula for the chi-squared test will be provided);
(g) explain, with examples, how mutation may affect the phenotype;
(h) explain, with examples, how the environment may affect the phenotype;
(i) explain how a change in the nucleotide sequence in DNA may affect the amino acid
sequence in a protein and hence the phenotype of the organism;
(j) use the knowledge gained in this section in new situations or to solve related
problems.
P SELECTION AND EVOLUTION

Content
Natural and artificial selection
Learning Outcomes
(a) explain how natural selection may bring about evolution;
(b) explain why variation is important in selection;
(c) explain how all organisms can potentially overproduce;
(d) explain, with examples, how environmental factors can act as stabilising or
evolutionary forces of natural selection;
(e) describe the processes that affect allele frequencies in populations with reference to
the global distribution of malaria and sickle cell anaemia;
(f) explain the role of isolating mechanisms in the evolution of new species;
(g) describe one example of artificial selection;
(h) use the knowledge gained in this section in new situations or to solve related
problems.
18
Applications of Biology
Q BIODIVERSITY AND CONSERVATION

Content
Classification
Conservation issues
Learning Outcomes
(a) *outline the five kingdom classification to illustrate the diversity of organisms (cross
reference Syllabus Section A (c) and A (g), a knowledge of phyla within the kingdoms
is not required);
(b) discuss the meaning of the term biodiversity;
(c) discuss the reasons for the need to maintain biodiversity;
(d) describe the reasons why one named species has become endangered, and use this
information in the context of other endangered species;
(e) discuss methods of protecting endangered species including the roles of zoos,
botanic gardens, conserved areas (national parks) and seed banks;
(f) use the knowledge gained in this section in new situations or to solve related
problems.
R GENE TECHNOLOGY (includes some material originally in Section O)

Content
Gene technology for insulin production
Markers for genetic engineering
Benefits and hazards of gene technology
DNA sequencing and genetic fingerprinting
Cystic Fibrosis
Genetic screening and genetic counselling
Learning Outcomes
(a) describe the steps involved in the production of bacteria capable of synthesising
human insulin:
• identifying the human insulin gene
• isolating mRNA and making cDNA using reverse transcriptase
• cloning the DNA using DNA polymerase
• inserting the DNA into a plasmid vector using restriction enzymes and DNA
ligase
• inserting the plasmid vector into the host bacterium
• identifying genetically modified bacteria using antibiotic resistance genes
• cloning the bacteria and harvesting the human insulin
(b) explain the advantages of treating diabetics with human insulin produced by gene
technology;
(c) explain why promoters need to be transferred along with desired genes in gene
technology;
(d) explain why and how genes for enzymes that produce fluorescent or easily stained
substances are now used instead of antibiotic resistance genes as markers in gene
technology;
19
(e) describe the benefits and hazards of gene technology, with reference to specific
examples;
(f) discuss the social and ethical implications of gene technology;
(g) *outline the principles of electrophoresis as used in:
• genetic fingerprinting
• DNA sequencing;
(h) describe the causes and outline the symptoms of cystic fibrosis (CF) as an example
of a recessive genetic condition (reference should be made to CFTR protein, issues
related to CF will need to be handled with sensitivity);
(i) describe the progress towards successful gene therapy for CF;
(j) discuss the roles of genetic screening for genetic conditions and the need for genetic
counselling;
(k) use the knowledge gained in this section in new situations or to solve related
problems.
S BIOTECHNOLOGY
Content
Industrial applications of microorganisms
Batch and continuous culture
Penicillin as an antibiotic
Immobilisation of enzymes
Monoclonal antibodies
Learning Outcomes
(a) outline the use of microorganisms in the extraction of heavy metals from low grade
ores;
(b) explain what is meant by the terms batch culture and continuous culture;
(c) compare the advantages and disadvantages of batch and continuous culture with
reference to the production of secondary metabolites (e.g. penicillin), enzymes
(e.g. protease) and biomass (e.g. mycoprotein);
(d) describe, for penicillin as an example of an antibiotic:
• the mode of action on bacteria and why it does not affect viruses
• causes and effects of antibiotic resistance;
(e) *immobilise an enzyme in alginate and compare the ease of recovering the enzyme
and ease of purification of the product compared to the same enzyme that has not
been immobilised;
(f) explain the principles of operation of dip sticks containing glucose oxidase and
peroxidase enzymes, and biosensors that can be used for quantitative measurement
of glucose;
(g) outline the hybridoma method for the production of a monoclonal antibody
(h) evaluate the use of monoclonal antibodies compared to conventional methods for
diagnosis and treatment of disease, and testing for pregnancy;
(i) use the knowledge gained in this section in new situations or to solve related
problems.
20
T CROP PLANTS
Content
Crop plant reproduction
Crop adaptations
Methods to improve crops
Learning Outcomes
(a) *describe and explain the structural features of a named, wind pollinated plant;
(b) compare the outcomes of self-pollination and cross-pollination in terms of genetic
variation;
(c) *describe the structure of the fruit in maize and explain the function of the
endosperm;
(d) explain the significance of the grains of cereal crops in the human diet;
(e) *explain how the structure of the leaves of C4 plants such as maize or sorghum are
adapted for high rates of carbon fixation at high temperatures in terms of:
• the high optimum temperatures of the enzymes involved
• the spatial separation of initial carbon fixation from the light-dependent stage
(biochemical details of the C4 pathway are not required);
(f) *explain how sorghum is adapted to survive in arid environments;
(g) *explain how rice is adapted to grow with the roots submerged in water in terms of
tolerance to ethanol and presence of aerenchyma;
(h) outline the following examples of crop improvement:
• hybridisation leading to polyploidy in wheat
• inbreeding and hybridisation in producing vigorous, uniform maize
• genetic manipulation to enhance the vitamin A concentration in rice;
(i) use the knowledge gained in this section in new situations or to solve related
problems.
U ASPECTS OF HUMAN REPRODUCTION

Content
Gametogenesis
Roles of hormones in the menstrual cycle
Controlling human reproduction
Learning Outcomes
(a) *describe the histology of mammalian ovary and testis;
(b) outline gametogenesis in a male and female human as a process involving mitosis,
growth, meiosis and maturation;
(c) explain the role of hormones in maintenance of the human menstrual cycle, and link
this to the changes in the ovary and uterus during the cycle;
(d) outline the biological basis of the effect of oestrogen/progesterone contraceptive
pills;
(e) discuss and evaluate the biological, social and ethical implications of the use of
contraception
(f) outline the technique of in-vitro fertilisation (IVF) and discuss its ethical implications;
(g) use the knowledge gained in this section in new situations or to solve related
problems.
21
PRACTICAL ASSESSMENT
INTRODUCTION
Candidates should be given opportunities for the practice of experimental skills throughout the
whole period of their course of study. As a guide, candidates should expect to spend at least 20%
of their time doing practical work individually or in small groups. This 20% does not include the
time spent observing teacher demonstrations of experiments and simulations. The practical work
that candidates do during their course should aim to:
• provide learning opportunities so that candidates develop the skills they need to carry out
experimental and investigative work;
• reinforce the learning of the theoretical subject content of the syllabus;
• instil an understanding of the interplay of experiment and theory in scientific method;
• prove enjoyable, contributing to the motivation of candidates.
Candidates’ experimental skills will be assessed in papers 3 and 5. In both papers, the examiners
may not be strictly bound by the subject content of the syllabus in finding contexts for the setting of
questions. Within unfamiliar contexts, candidates will be told exactly what to do and how to do it.
Within familiar contexts listed in the syllabus, the candidates will be expected to know how to use
the techniques. Knowledge of theory and experimental skills will be drawn only from within the
syllabus. Examples of unfamiliar contexts might include:
• following instructions to set up and use unfamiliar equipment such as a simple respirometer;
• making microscopic observations, drawing and magnification calculations from unfamiliar
structures of specimens;
• following instructions to use unfamiliar biochemical procedures.
PAPER 3
Paper 3 will be a timetabled, laboratory-based practical paper focussing on the following

experimental skills:
• manipulation of apparatus;
• presentation of data;
• analysis and evaluation.
The paper:
• will consist of two or more questions,

• will consist of two approximately equal halves so that Centres can provide microscopes for half
of the candidates at a time,
• will include an experiment or experiments requiring candidates to collect quantitative or
qualitative data, to draw up tables, charts, graphs and other appropriate means of presenting
the data and to analyse it to draw appropriate conclusions,
• will require candidates to make observations of specimens, to display their observations
appropriately and to make appropriate analyses, including making calculations, deductions and
conclusions from the observations,
• will include questions set in different areas of AS Biology, and may include material from
unfamiliar contexts (see above).
Each examination session, two versions of Paper 3 will be available, Paper A and Paper B.
Each candidate should take one of these two papers. Some Centres may wish to divide their
candidates so that some are entered for Paper A and the others are entered for the Paper B; other
Centres may wish to enter all of their candidates for the same paper. Paper A and Paper B will
contain different questions, but will be equivalent in the skills assessed and in the level of demand.
22
Mark scheme for Paper 3
Paper 3 will be marked using the generic mark scheme in the table below. The expectations for
each mark category are listed in the sections that follow the table.
Skill Total marks Breakdown of marks

Manipulation, 16 marks Successful collection of data and 8 marks
measurement and observations
observation Decisions about measurements or 8 marks
observations
Presentation of data and 12 marks Recording data and observations 4 marks
observations Display of calculation and reasoning 2 marks
Data layout 6 marks
Analysis, conclusions and 12 marks Interpretation of data or observations 6 marks
evaluation and identifying sources of error
Drawing conclusions 3 marks
Suggesting improvements 3 marks
Manipulation, measurement and observation
Successful collection of data and observations

• set up apparatus correctly;
• follow instructions given in the form of written instructions or diagrams;
• use their apparatus to collect an appropriate quantity of data or observations, including
subtle differences in colour or other properties of materials;
• make measurements using millimetre scales, graticules, protractors, stopwatches,
balances, measuring cylinders, syringes, thermometers, and other common laboratory
apparatus.
Candidates will be expected to use light microscopes. They should be able to place the
slide on the stage, arrange the lighting appropriately and focus on the specimen at both low-
power (X10, sometimes described as 16 mm or 2/3") and high-power (X40, or 4 mm or 1/6")
using a microscope with a graticule fitted into the eyepiece.
Decisions about measurements or observations

• decide how many tests, measurements or observations to perform;
• make measurements or observations that span the largest possible range within the
limits either of the equipment provided or of the instructions given;
• make quantitative measurements or qualitative observations that are appropriately
distributed within this range;
• decide how long to leave experiments running before making readings.
• replicate readings or observations as necessary;
• make and record sufficient, accurate measurements and observations.
Candidates may need to choose how many tests, measurements and observations can be
made in the time available. In some experiments a regularly-spaced set of measurements
will be appropriate. For other experiments, such as those requiring the peak value of a
curved graph to be determined, it may be appropriate for the measurements to be
concentrated in one part of the range investigated. Candidates will be expected to be able
to identify the most appropriate distribution of values. In qualitative experiments, precise
descriptions and comparisons of colour or other observations are expected.
In experiments, such as those involving enzymes:

initial rate of reaction may be measured (in which case measurements should be
conducted as quickly as practicable),
the rate of reaction might be expected to be constant over several minutes, or
colour changes may take several minutes to occur, in which case leaving the
experiment to run for as long as possible may be appropriate,
an end point is being sought, in which case, candidates should expect to run the
experiment until the end point is achieved or the time runs out.
23
Repeated readings of particular quantities are often necessary in biology, where

experimental errors and variation in the activity of biological materials are large and an
average value would be more representative. Individual readings or observations should be
repeated where they appear to be anomalous. It may be necessary for the candidate to
decide how many times to let something that is repetitious occur before recording the
observation (e.g. in counting the number of bubbles released from a delivery tube).
Marks may be awarded for:

measured quantitative data in which the values obtained are reasonable,
qualitative observations consistent with the materials supplied.
It is important that sufficient distinct observations are made, for example to:
show all the structures that can be seen in a defined part of a specimen,
identify the dissolved substances in a solution.
In assessing the accuracy of a candidate’s data, the examiners will only consider the extent
to which the candidate has affected the quality of the data: allowances will be made where
the quality of data is limited by the experimental method required or by the apparatus and
materials used. In making such assessments of accuracy, the scatter of points on a graph
may be examined, or the candidate’s data or observations may be compared with
information supplied by the Supervisor or known to the examiners.
Presentation of data and observations
Recording data or observations

• present numerical data, values or observations in a single table of results;
• draw up the table before taking readings/making observations, so that candidates can
record directly into the table, to avoid the need to copy up their results;
• include in the table of results, if necessary, columns for raw data, for calculated values
and for deductions;
• use column headings that include the quantity and the unit (as appropriate) and that
conform to accepted scientific conventions;
• record raw readings of a quantity to the same degree of precision and observations to
the same level of detail.
As an example of accepted practice in column headings, if the quantity being measured is

length in millimetres, then ‘length / mm’ would be the usual way to write the column heading,
but ‘length in mm’ or ‘length (mm)’ would be allowed. Headings such as ‘length mm’ or just
‘mm’ are not acceptable. The quantity or the unit or both may be written in words or
appropriate symbols may be used provided that their meaning is clear and unambiguous in
the context. Avoid t, since may be used for time and for temperature. Conventional symbols
or abbreviations, such as ATP for adenosine triphosphate or r for radius, may be used
without explanation.
In recording data and observations, if one measurement of length in a column of raw data is
given to the nearest millimetre, then all the lengths in that column should be given to the
nearest millimetre. The degree of precision used should be compatible with the measuring
instrument used: it would be inappropriate to record a distance measured on a millimetre
scale as ‘2 cm’. Where the calibration marks on a measuring instrument are widely spaced,
it may be appropriate to interpolate between the marks, but where the calibration marks are
close together then the reading should be to the nearest calibration mark. See
http://www.chemsoc.org/networks/learnnet/RSCmeasurements.htm for more information on
measurement.
Observations of qualitative variables such as colour should be recorded in simple language

such as ‘blue’ or ‘orange’. Where fine discrimination is required, terms such as ‘pale’ or
‘dark’ should be used as well, and comparisons made such as ‘darker red than at 3 minutes’
or ‘paler green than at 0.2 mol dm-3, but darker than at 0.4 mol dm-3’. It is important to
avoid ambiguous descriptions of colour such as ‘pinkish purple’ or ‘yellowy-green’.
Candidates should be able to describe positive and negative results of the biochemical tests
in the syllabus precisely, using terms such as ‘purple’ for the positive result of biuret test.
24
Display calculations and reasoning

• show their working in calculations, and the key steps in their reasoning;
• use the correct number of significant figures for calculated quantities.
Where calculations are done, all of the key stages in the calculation should be recorded by
candidates, so that credit can be given for correctly displaying working even if the final
answer is incorrect. Similarly, where observations form the basis for logical deduction (e.g.
the concentration of an unknown solution or the identity of an unknown solute), the main
steps in making the deduction should be shown. Again, where inductive thought processes
are used to build up a general prediction or to support a general theory, from specific
observations, the sequence of major steps used should be reported.
Calculated quantities should be given to the same number of significant figures as the
measured quantity that has the smallest number of significant figures. For example, if
values of time and of volume of gas collected are measured to 1 and 2 significant figures
respectively, then the calculated rate should be given to 1 significant figure, but not 2 or
more. See http://www.chemsoc.org/networks/learnnet/RSCmeasurements.htm for more
information on significant figures.
Data layout
• choose a suitable and clear method of presenting the data, e.g. tabulations, chart,
graph, drawing or mixture of methods of presentation;
• select which variable(s) to plot and plot appropriately on clearly labelled x- and y-axes;
• plot all points or bars to an appropriate accuracy;
• follow the IOB recommendations for putting lines on graphs;
Generally, candidates are expected to present data in the form in which the key points of the
data can be most easily visualised:
for quantitative data, this is likely to be a graph,
for qualitative data this may be a table,
for anatomical or histological data it is likely to be a drawing.
Candidates should:
choose scales for the graph axes that allow the graph to be read easily, such as 1,
2 or 5 units to a 20 mm square.
make the best use of the space available, using over half of the length and width
of the grid.
make tables of data and observations large enough so that all the entries can be
comfortably fitted in the available space,
make drawings large and un-shaded so that errors are small, and use fine, clear,
unbroken lines, showing clear outlines of structures.
use pencil for drawings, lines on tables and graphs.
The accepted scientific conventions for labelling the axes of a graph are the same as for the
column headings in a table of results with both the quantity and the unit shown
(where appropriate). Points should be finely drawn with a sharp pencil, but must still be
visible. A fine cross or an encircled dot is suitable; a thick pencil blob is not. Often it is
obvious that the data fall on a straight line or smooth curve, when a line of best fit or
appropriate curve should be placed on the graph. Sometimes it is not possible to be sure if
the line should be straight or a smooth curve, so adjacent points should be joined by straight
ruled lines in order to represent the data with the minimum of assumptions. Lines of best fit
should show an even distribution of points on either side of the line along its whole length.
Lines should be finely drawn and should not contain kinks or breaks.
Analysis, conclusions and evaluation
Interpretation of data or observations and identifying sources of error

• describe the patterns and trends shown by tables and graphs;
• describe and summarise the key points of a set of observations;
• find an unknown value by using co-ordinates or axis intercepts on a graph;
25
• calculate other quantities from data or from quantitative data related to their qualitative
observations, or calculate the mean from replicate values, or make other appropriate
calculations;
• determine the gradient of a straight-line graph or tangent to a curve.
• evaluate the effectiveness of control of variables and thus the confidence with which
conclusions might be drawn;
• identify the most significant sources of error in an experiment;
• estimate, quantitatively, the uncertainty in quantitative measurements;
• express such uncertainty in a measurement as an actual or percentage error;
• show an understanding of the distinction between systematic errors and random errors.
Descriptions should be precise, giving quotations of figures to support the description, and
calculated values where these are appropriate. Unknown values might include unknown
concentrations where a calibration curve has been drawn, or values for 50% plasmolysis or
zero change in mass in osmosis experiments. Calculations may involve mean, percentage,
percentage gain or loss, rate of reaction, magnification, actual size or other appropriate
calculations. When a gradient is to be determined, the points on the line chosen for the
calculation should be separated by at least half of the length of the line or tangent drawn.
Candidates should be used to looking at experiments and assessing the relative importance
of errors in measurement or in making observations so that they can judge which sources of
error are most important. Candidates should be familiar with simple means of estimating
error, such as the errors intrinsic in measuring devices (see http://www.chemistry-
react.org/go/Tutorial/Tutorial_4428.html) or in the observer’s ability to observe, or in
experiments where limitations of the method introduce errors (e.g. heat loss when trying to
assess the energy content of biological materials). They should be able to express these
errors in standard forms such as length = 73 mm ± 1 mm, or temperature increase = 14 °C ±
4 °C. Candidates should be able to suggest which of the sources of error described are
likely to be systematic errors such as those resulting from thermometers that consistently
read 1 °C above actual temperature, or candidates who read volumes to the wrong part of
the meniscus, as well as those which are likely to be random errors due to variability of
biological materials, or random variations in room temperature.
For key control variables, candidates should be able to give a realistic estimate or appraisal
of how effectively the variable was controlled, for example, how closely the temperature was
maintained the same across a number of samples, and from this, give an indication of the
confidence that they would have in any conclusions drawn.
Drawing conclusions
• draw conclusions from an experiment, giving an outline description of the main features
of the data, considering whether experimental data supports a given hypothesis, and
making further predictions;
• draw conclusions from interpretations of observations, data and calculated values;
• make scientific explanations of the data, observations and conclusions that they have
described, using the skills, knowledge and understanding that they have acquired from
study of the AS Biology syllabus.
Hypotheses that are being tested in AS practical papers will be given, although hypothesis
formulation is in skill B, and thus may be tested in the theory components. Conclusions may
be expressed in terms of support for, or refutation of, hypotheses, or in terms of the
straightforward deductions or inductions that, logically, can be made from the data,
observations or results of calculations. Simple scientific explanations form a part of such
conclusions and therefore form a part of this practical assessment, in which the candidates
will be expected to refer to knowledge and understanding gained in their theory part of the
course in order to provide explanations of their practical conclusions.
26
Suggesting improvements
• suggest modifications to an experimental arrangement that will improve the accuracy of
the experiment or the accuracy of the observations that can be made, including the use
of new methods or strategies to investigate the question;
• suggest ways in which to extend the investigation to answer a new question;
• describe such modifications clearly in words or diagrams.
Candidates’ suggestions should be realistic, so that in principle they are achievable in

practice, although they may include the use of apparatus that is not available to the
candidate (e.g. a colorimeter). The suggestions may relate either to the apparatus used, to
the experimental procedure followed or to the nature of the observations or the means used
to make them. Candidates may include improvements that they have actually made while
carrying out the experiment, such as repeating readings. The suggested modifications may
relate to sources of error identified by the candidate or to other sources of error.
When asked for modifications, extensions to answer new questions should not be given.
Apparatus requirements for Paper 3
The apparatus requirements for Paper 3 will vary from paper to paper. A complete list of
apparatus and materials required for each question will be issued in the Confidential Instructions.
The Confidential Instructions should be followed very carefully. If there is any doubt at all how the
practical examinations should be set up, it is vital that Centres contact CIE as soon as possible.
To give some variation in the questions set, some novel items or equipment or materials may be
required. The list of practical apparatus and materials later in the syllabus gives details of the
requirements that are frequently required. Candidates should be accustomed to using these.
PAPER 5
Paper 5 will be a timetabled, written paper focussing on the following higher-order experimental
skills:
• planning;
• analysis and evaluation.
This examination paper will not require laboratory facilities.
It should be stressed that candidates cannot be adequately prepared for this paper
without extensive laboratory work during their course of study.
In particular, candidates cannot be taught to plan experiments effectively unless, on a number of

occasions, they are required:
• to plan an experiment;
• to perform the experiment according to their plan;
• to evaluate what they have done.
This requires many hours of laboratory-based work, and it also requires careful supervision from
teachers to ensure that experiments are performed with due regard to safety.
The paper will consist of two or more questions totalling 30 marks. Candidates will be required to
design an experimental investigation of a given problem. Such questions will not be highly
structured: candidates will be expected to answer using extended, structured writing, illustrated
with appropriate diagrams and tables. Candidates may be asked to express a prediction in the
form of a written hypothesis linking independent and dependent variables, or in the form of a graph
showing the expected outcome. There will be activities requiring the making of analyses and
evaluations and the drawing of conclusions, in which candidates will be given some experimental
data. These questions also will not be highly structured: candidates will be expected to decide for
themselves the means that should be used to analyse, evaluate and conclude.
27
Some questions on this paper may be set in areas of Biology that are difficult to investigate
experimentally in school laboratories, either because of the cost of equipment, such as
colorimeters or large fermenters, or because of restrictions on the availability of samples and
materials, such as living individuals of rare species, or radioactive materials to be used as markers.
No question will require knowledge of theory or equipment that is beyond the AS and A2 syllabus.
Information that candidates are not expected to know, to permit candidates to use the data, will be
provided in the examination paper. The amount of information will be limited to ensure that there is
ample time for candidates to read and consider the information.
Mark scheme for Paper 5
Paper 5 will be marked using the generic mark scheme in the table below. The expectations for
each mark category are listed in the sections that follow the table.
Skill Total marks Breakdown of marks

Planning 15 marks Defining the problem 5 marks
Methods 10 marks
Analysis, conclusions and 15 marks Dealing with data 8 marks
evaluation Evaluation 4 marks
Conclusion 3 marks
Planning
Defining the problem

• identify the dependent and independent variable in the experiment or investigation;
• express the aim in terms of a prediction or hypothesis, and express this in words and in
the form of a predicted graph;
• identify the variables that are to be controlled.
Candidates will be provided with a scenario and background information to set the context
within which they are expected to define the problem. They should be able to make use of
this information to identify the key variables in the investigation. Candidates should be able
to make a hypothesis. This should be a quantitative, testable, falsifiable prediction of the
likely outcome, based on the information given and their knowledge and understanding of
the topic under consideration. Candidates may be asked to express their hypothesis in the
form of a sketch graph showing the expected outcome. A list of key variables to control in
order to test the hypothesis effectively is required, and should include only variables that
might be expected to have some effect on the material involved (e.g. temperature), but not
those likely to have a trivial effect (e.g. using the same test-tube).
Methods
• describe the method to be used to vary the independent variable, and the means that
they will propose to ensure that they have measured its values accurately;
• describe how the dependent variable is to be measured;
• describe how each of the other key variables is to be controlled;
• explain how any control experiments will be used to verify that it is the independent
variable that is affecting the dependent variable and not some other factor;
• describe the arrangement of apparatus and the steps in the procedure to be followed;
• suggest appropriate volumes and concentrations of reagents, and explain how different
concentrations would be prepared;
• assess the risks of their proposed methods;
• describe precautions that should be taken to keep risks to a minimum;
• draw up tables for data that they might wish to record;
• describe how the data might be used in order to reach a conclusion.
The overall arrangement should be workable. It should be possible to collect the data
required without undue difficulty if the apparatus were assembled as described. Words and
labelled diagrams should be used for describing the apparatus and how to use it.
The measuring instruments chosen should measure the correct quantity to a suitable
precision. Control experiments may be of the type where all factors are identical to the
28
experimental treatment, except that the value of the independent variable is zero, or they
may be of the type used to confirm that, for example, it is an enzyme that is causing a
particular effect, where the enzyme is omitted or denatured.
Candidates should be able to explain how to make up solutions:

in % (w/v), e.g. by adding a known mass of solute to a small volume of solvent,
mixing until fully dissolved and then making up to the final volume with solvent;
in mol dm-3, by dissolving the molar mass of solute and then making up to 1 dm3
with solvent;
by using serial dilution.
Candidates should be able to carry out a simple risk assessment of their plan, identifying the
areas where accident or injury is most likely and areas where it would be most serious.
They should be able to use this to propose appropriate safety precautions specifically
related to the risks that they have identified – e.g. they might identify that protease enzyme
solutions pose a particular risk to the cornea if they are splashed, and so that the wearing of
eye protection would be an appropriate precaution.
Candidates should be able to describe the main steps that they would use in order to get to
the point of being able to draw conclusions, including, as appropriate, preparation of results
tables, proposed graphs to plot, key points to consider in any evaluation of the method and
results, and reference back to the hypothesis.
Analysis, conclusions and evaluation
Dealing with data

• Identify the calculations that are necessary to be able to draw conclusions from
provided data, including those designed to assess the level of errors, confidence limits,
statistical tests and means of presentation of data;
• Use calculations to enable simplification or explanation of data;
• Use appropriate statistical tests to assess the variability of data or the statistical
differences between samples;
• Use tables and graphs to draw attention to the key points in quantitative data, including
the variability of data.
Candidates should know how to choose and carry out calculations required for simplifying
data and to make it comparable. These calculations might include the mean, median, mode,
percentage and percentage gain or loss.
Candidates should know how to choose and construct appropriate data tables, including
columns for calculated values, and headings including quantity and unit where appropriate.
Similarly they should be able to construct suitable graphs displaying the independent
variable on the x-axis and dependent variable on the y-axis, and fulfilling the criteria laid out
in the Paper 3 section above, additionally including confidence limit error bars calculated
using standard error.
Candidates should know how to select and carry out the key steps of statistical methods
designed to assess variability in data including
range,
inter-quartile range,
standard deviation,
standard error.
Candidates should be able to select and use, when provided with suitable equations,
statistical tests designed to find the differences between samples:
chi squared test,
standard error,
t-test.
See Notes on the Use of Statistics in Biology before the Glossary at the end of this
syllabus.
29
Evaluation
• Identify anomalous values in provided data and suggest appropriate means of dealing
with such anomalies
• Within familiar contexts, suggest possible explanations for anomalous readings;
• Identify the extent to which provided readings have been adequately replicated, and
describe the adequacy of the range of data provided;
• Use provided information to assess the extent to which selected variables have been
effectively controlled;
• Use these evaluations and provided information to make informed judgements on the
confidence with which conclusions may be drawn;
In a table or graph of data, candidates should be able to identify values which are clearly
anomalous, and suggest strategies for dealing with such anomalies, including repeating the
experiment or omitting the affected replicate. Where investigations are set in familiar
contexts, that it is expected that candidates will have explored during the course
(those marked * in the syllabus content), candidates may be asked to suggest possible
causes for such anomalies (above and beyond ‘investigator error’), and will be rewarded for
answers derived from their own experience of problems intrinsic in the particular
investigation.
Candidates will be expected to have a knowledge of the advantages of replication of data,

and the practical limitations. Candidates will be expected to be able to identify instances
where it would have been sensible for the investigator to take readings at lower or higher
values of the independent variable in order to give a complete range of values, and also
situations where there are gaps in the range that reduce the information that can be
provided from the investigation (e.g. around a key turning point).
Candidates may be provided with information that will permit them to assess the extent to
which a particular variable have been effectively controlled (e.g. the temperature recorded
within each of a number of samples in which it is supposed to be the same).
Candidates should be able to draw together all of this information to make informed
judgements about the reliability of the investigation and the confidence with which the
hypothesis may be tested.
Conclusions
• draw conclusions from an investigation, providing a detailed description of the key
features of the data and analyses, and considering whether experimental data supports
a given hypothesis;
• make detailed scientific explanations of the data and of their conclusions, drawing on
the skill, knowledge and understand that they have gained from their studies of the AS
and A2 syllabus;
• make further predictions, ask informed and relevant questions and suggest
improvements;
Key points of the raw data, graphical representations of it and statistical test results should
be given, including quoting of relevant figures, leading to a clear indication of the strength or
weakness of any support for or against the hypothesis, or indeed, its proof or refutation.
Detailed scientific explanations form a part of such conclusions and therefore form a part of
this higher-order practical skill assessment, in which the candidates will be expected to refer
to knowledge and understanding gained in their theory part of the course in order to provide
explanations of their practical conclusions, for example making detailed reference to the rate
of effective collisions between enzyme molecules and substrates in explaining the
conclusions made about an enzyme-related hypothesis.
Where appropriate, candidates may be given the opportunity to ask questions based on their
conclusions and thus to derive further predictions and hypotheses. Within familiar contexts
and in relation to the evaluations they have made, candidates may be offered the
opportunity to suggest how the investigation may be improved in order to increase the
confidence in drawing conclusions.
30
SAFETY IN THE LABORATORY

Responsibility for safety matters rests with Centres. Attention is drawn to the following UK
associations, websites, publications and regulations.
Associations:
CLEAPSS, which is an advisory service providing support in science and technology for a
consortium of local authorities and their schools including establishments for pupils with special
needs. International schools, post-16 colleges, teacher training establishments, curriculum
developers and others can apply for associate membership –
http://www.cleapss.org.uk/secmbfr.htm
Websites:
http://www.chemsoc.org/networks/learnnet/Safety.htm
http://www.ncbe.reading.ac.uk/NCBE/SAFETY/menu.html
http://www.microbiologyonline.org.uk/safety.html
Publications:
Safeguards in the School Laboratory, ASE, 11th Edition, 2006

Topics in Safety, ASE, 3rd Edition, 2001
CLEAPSS Laboratory Handbook, updated 2005 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2005 update of 1995 edition (available to CLEAPSS members only)
Safety in Science Education, DfES, HMSO, 1996
Hazardous Chemicals Manual, SSERC, 1997
Hazardous Chemicals. An interactive manual for science education, SSERC, 2002 (CD)
UK Regulations:
Control of Substances Hazardous to Health Regulations (COSHH) 2002,

http://www.opsi.gov.uk/SI/si2002/20022677.htm, a brief guide may be found at,
http://www.hse.gov.uk/pubns/indg136.pdf
LABORATORY EQUIPMENT
The following is a list of basic materials and apparatus which would be found in a well-
equipped Biology laboratory. However, the list is by no means exhaustive.
In accordance with the COSHH (Control of Substances Hazardous to Health) Regulations,

operative in the UK, a hazard appraisal of the list has been carried out.
The following codes are used where relevant.
C = corrosive substance F = highly flammable substance
H = harmful or irritating substance O = oxidising substance
T = toxic substance
GENERAL
Test-tubes and large test-tubes (boiling tubes) – some test-tubes should be heat resistant
Test-tube holders or similar means of holding tubes
Test-tube racks or similar in which to stand tubes
Bungs to fit test-tubes/boiling tubes
Specimen tubes with corks
A means of heating – Bunsen burners or similar
Thermometers
31
Measuring cylinders
Means of measuring small volumes, e.g. syringes (various sizes)
Teat pipettes
Beakers
Tripod stands and gauzes
Filter funnels and filter paper
Petri dishes (plastic) or similar small containers
White tiles or other suitable surface on which to cut
Glass slides and coverslips
Conical flasks
Clamp (retort) stands and bosses
Visking (dialysis) tubing
Capillary tubing
Soda glass tubing
Paper towelling or tissue
Cotton wool
Solid glass rods
Black paper/aluminium foil
Means of writing on glassware (water resistant markers)
Hand lenses (not less than x6, preferably x8)
Forceps
Scissors
Mounted needles
Cutting implement, e.g. solid-edged razor blade/knife/scalpel
Mortars and pestles
Safety spectacles or other suitable eye protection
Microscope and lamp/inbuilt illumination with high and low power objective lenses (1 each or 1
between 2)
Eyepiece graticules and stage micrometers
Bench lamp with flexible arm
Balance (to 0.1 g)
Water-baths or equivalent
Cork borers
Stopclock/timer showing seconds
Simple respirometer – can be ‘homemade’
Pipe cleaners/other suitable aid to demonstrate mitosis and meiosis
Apparatus to measure rate and depth of breathing
Petri dishes, culture bottles, autoclave
Inoculating wires/bioloops
Haemocytometers
Tape for sealing dishes
Cultures of live yoghurt
Appropriate cultures of microorganisms, e.g. Escherichia coli, Bacillus subtilis
Stocks of:
Iodine in potassium iodide solution
Benedict’s solution
[C] – Biuret reagent/potassium hydroxide and copper sulfate solution
[F] – Ethanol (for fats test)
[F] – Methylated spirit (extraction of chlorophyll)
Sucrose (use AR for non-reducing sugar test)
Glucose
32
Starch
[C] – Potassium hydroxide
Sodium chloride
Dilute hydrochloric acid
Hydrogencarbonate indicator
Sodium bicarbonate/sodium hydrogencarbonate
Limewater
Distilled/deionised water
Universal Indicator paper and chart
Litmus paper
Eosin/red ink
Methylene blue
Vaseline/petroleum jelly (or similar)
DCPIP (dichlorophenol-indophenol)
Ascorbic acid (vitamin C)
[H] – Enzymes: amylase, trypsin (or bacterial protease)
Materials for preparing immobilised enzymes: calcium chloride, sodium alginate
Potatoes (store in fridge) or mung beans (to germinate for use) as a source of catalase
Non-competitive enzyme inhibitor (e.g. copper sulfate)
Stains for preparing slides to show mitosis – e.g. carmine acetic
[H] – Feulgen stain (Schiff’s reagent)
Apparatus/chemicals for water cultures to show effect of N, P, K on growth
Nutrient broth, nutrient agar
Appropriate disinfectants
Apparatus for sampling animals

Beating tray (‘homemade’)
Pooter (‘homemade’)
Sweeping net (muslin)
Plankton net and dip net (if aquatic environment is being sampled)
Pitfall trap/jam jar; suitable cover to prevent water entry
Trays for hand sorting
Slides of:
Mitosis and meiosis
Anther and ovule
Pollen, stamen and stigma of wind-pollinated and insect-pollinated plant, vs maize fruit
ts stem, ts root and ts leaf of a dicotyledonous xerophyte (e.g. Erica or Ammophila or local
equivalent)
ts stem, ts root and ts leaf of a dicotyledonous mesophyte (e.g. Ligustrum or Prunus or local
equivalent)
Trachea and lungs
Pancreas
Arteries/veins/capillaries
Blood smear
Kidney
ts spinal cord
Ovary and testis
ts maize leaf, ts rice leaf, ts rice stem, ts rice root, ts sorghum leaf, ts wheat leaf
Animal and plant cells
Examples of organisms representing the other three Kingdoms; Protoctista (e.g. Amoeba, Euglena
or locally available equivalents); Prokaryotae (e.g. bacterial smear, cyanobacteria); Fungi (e.g.
yeast, Penicillium)
33
RESOURCE LIST
Teachers may find reference to the following books helpful. These titles represent some of the
texts available at the time of printing this syllabus. Teachers are encouraged to choose texts for
class use which they feel will be of interest to their students and will support their own teaching
style. Texts asterisked (*) indicate those more suitable when choice or availability is limited, and
which are most suitable for use as a main text by students.
The following book has been endorsed by CIE for use with this syllabus
Jones, M, Fosbery, R, Taylor, D, Gregory, J (2003) CIE Biology AS and A Level (CUP,
www.cambridge.org) ISBN 052153674X
A new edition is in preparation, expected publication summer-autumn 2007, which will include
material to support the applications syllabus and statistics.
Other textbooks that will be found helpful
Alma, P J (1993) Environmental Concerns

(CUP, www.cambridge.org) ISBN 0521428696
Biozone (2004) Advanced Biology AS, Advanced Biology A2 – Student Resource and Activity
Manuals ISBN 1877329215, 1877329223 – Model Answers ISBN 1877329231, 187722924X
(Biozone International Ltd., www.biozone.co.uk)
Bradfield, P, Dodds, J, Dodds, J and Taylor, N (2001, 2002) AS level Biology, A2 level Biology
(Pearson Education Ltd., www.longman.co.uk) ISBN 0582429463, 0582429455
Boyle, M and Senior, K (2002) Biology, Collins Advanced Science
(Collins Educational, www.collinseducation.com) ISBN 0007136005
Cadogan, A and Best, G (1992) Environment and Ecology, Biology Advanced Studies
(Nelson Thornes, www.nelsonthornes.com) ISBN 0174482159
Carr, M and Cordell, R (1993) Biochemistry, Biology Advanced Studies
*Chapman, J L and Reiss, M J (1998) Ecology Principles and Applications (2nd ed)
Clamp, A (2001) Synoptic Skills in Advanced Biology
(Hodder Murray, www.hoddereducation.co.uk) ISBN 0340803223
Clegg, C J and Mackean, D G (2000) Advanced Biology: Principles and Applications (2nd ed)
(John Murray, www.johnmurray.co.uk) ISBN 0719576709
Clegg, C J, Mackean, D G, Reynolds, R and Openshaw, P (1996) Advanced biology study guide
(John Murray, www.johnmurray.co.uk) ISBN 071955358X
*Jones, M, Fosbery, R and Taylor, D (2000) Biology 1 Cambridge Advanced Sciences
(CUP, www.cambridge.org) ISBN 052178719X
*Jones, M and Gregory, J (2001) Biology 2 Cambridge Advanced Sciences
*Jones, M and Jones, G (1997) Advanced Biology
Kent, M (2000) Advanced Biology
(Oxford University Press, www.oup.co.uk) ISBN 0199141959
King, T J, Reiss, M and Roberts, M (2001) Practical Advanced Biology
Marieb, E (2001) Human Anatomy and Physiology (5th ed)
(Benjamin Cummings, www.aw.com) ISBN 0805349898
Phillips, W D and Chilton, T J (1994) A-Level Biology (revised ed)
*Roberts, M, Monger, G and Reiss, M (2000) Advanced Biology
34
Rowland, M (1992) Biology Bath Advanced Science

Siddiqui, S A (1999) Comprehensive Practical Biology for A Levels
(Ferozsons, Lahore) ISBN 9690015729
*Taylor, D J, Green, N P O, Stout, G W and Soper, R (1997) Biological Science 1 and 2 (3rd ed)
*Taylor, D (1989) Human Physical Health Cambridge Social Biology Topics
APPLICATIONS SYLLABUS
A Level Science Applications Support Booklet – SA97000105, Biology (2006) is available from CIE
Publications, 1 Hills Road, Cambridge, CB1 2EU, UK, phone +44 (0) 1223 553553, fax +44 (0)
1223 553558, e-mail international@cie.org.uk
Ratledge, C and Kristiansen, B (2006) Basic Biotechnology (3rd ed)

(Cambridge University Press) ISBN 0521549582
Spicer, J (2006) Biodiversity, A Beginner’s Guide
(Oneworld Publications) ISBN 1851684719
Margulis, L, Schwartz, K and Dolan, M (1999) Diversity of Life: The Illustrated Guide to the Five
Kingdoms (Jones and Bartlett Publishers) ISBN 0763708623
Many of the books previously used for the discontinued Options syllabus will be found to be useful
for the Applications of Biology syllabus, and are listed below.
Clegg, C J and Mackean, D G (2000) Advanced Biology: Principles and Applications (2nd ed)
(John Murray, www.johnmurray.co.uk) ISBN 0719576709
Jones, M and Jones, G (1997) Advanced Biology
Phillips, W D and Chilton, T J (1994) A-Level Biology (revised ed)
Taylor, D J, Green, N P O, Stout, G W and Soper, R (1997) Biological Science 1 and 2 (3rd ed)
Taylor, J (2001) Microorganisms and Biotechnology (2nd ed) Bath Advanced Science
*Lowrie, P and Wells, S (2000) Microbiology and Biotechnology (2nd ed) Cambridge Advanced
Sciences (CUP, www.cambridge.org) ISBN 0521787238
Austin, C R and Short, R V (eds) (1984) Hormonal Control of Reproduction
Avery, R, Cuthill, I, Miller, R and Rowlands, G (1994) The Five Kingdoms Biology Advanced
Studies (Nelson Thornes, www.nelsonthornes.com) ISBN 0174482299
Baggott, L M (1997) Human Reproduction Cambridge Social Biology Topics
*Taylor, D (2001) Growth, Development and Reproduction (2nd ed) Cambridge Advanced Sciences
Calladine, C and Drew, H (1997) Understanding DNA (2nd ed)
(Academic Press, www.apcatalog.com) ISBN 0121550885
Dyson, T (1994) The Ethics of in Vitro Fertilization
(Continuum International Publishing – Mowbray) ISBN 0264672836
*Gregory, J (2000) Applications of Genetics (2nd ed) Cambridge Advanced Sciences
Hayward, G (1992) Applied Genetics Bath Advanced Science
35
Nicholl, D S T (2002) An Introduction to Genetic Engineering (2nd ed) Studies in Biology

Vardy, P (1999) The Puzzle of Ethics
(Fount) ISBN 0006281443
BIOLOGY PRACTICAL SKILLS BOOKS

Teaching AS Biology Practical Skills – PSAS97000105 and Teaching A2 Biology Practical Skills –
PSA297000105 (2006) are available from CIE Publications, 1 Hills Road, Cambridge, CB1 2EU,
UK, phone +44 (0) 1223 553553, fax +44 (0) 1223 553558, e-mail international@cie.org.uk
Adds, J, Larkcom, E, Miller, R and Sutton, R (2001) Tools, Techniques and Assessment in Biology
(Nelson Thornes Ltd) ISBN 0174482736
Hayward, D (2003) Teaching and Assessing Practical Skills in Science (Cambridge University
Press, http://www.cambridge.org/education/international) ISBN 0521753597 (A resource for
teachers to support the delivery of the syllabus – written for IGCSE, but useful for AS and A Level)
Indge, B (2003) Data and Data Handling for AS Level
(Hodder Murray, www.hoddereducation.co.uk) ISBN 0340856475
King, T, Reiss, M and Roberts, M (2001) Practical Advanced Biology
(Nelson Thornes) ISBN 0174483082
Morgan, S (2002) Practical Work for Biology
(Hodder & Stoughton, www.hodderheadline.co.uk) ISBN 0340847123
Siddiqui, S A (1999) Comprehensive Practical Biology for A Levels
(Ferozsons, Lahore) ISBN 9690015729
The following may also be useful:

Biological Sciences Review
(Philip Allan Updates, www.philipallan.co.uk)
Stewart, A (1995-6) Lab notes: your up-to-date guide to research in genetics
(Wellcome Centre for Medical Science, http://library.wellcome.ac.uk)
CD-ROM
BIOSCOPE biological microscope simulation (Edition 2004)
Includes 56 slide sets of plant and animal specimens, with features that give the feeling of a real
microscope. Paper-based tasks (in Word and PDF format), each of 45 to 60 minutes duration,
accompany the slides. The slide set and tasks meet the needs of the Biology AS and A Level
syllabus including skills in using an eyepiece graticule and a stage micrometer scale.
(Cambridge-Hitachi, http://www.cambridge-hitachi.com) ISBN 1845650263
Experiment Simulator (Edition 2005)
Developed by Cambridge Assessment, the new Experiment Simulator CD-ROM provides six
simulated science experiments to inspire and support students, based on real experimental data.
It includes superb student worksheets and teacher notes.
(Cambridge-Hitachi, http://www.cambridge-hitachi.com) ISBN 1845651405
Biozone Teacher Resource Handbook (2005)
Biozone Learning Media (UK) Ltd, www.biozone.co.uk
36
MATHEMATICAL REQUIREMENTS
At AS, candidates should be able to:
• recognise and use expressions in decimal and standard form
• use a calculator for addition, subtraction, multiplication and division, finding the arithmetical
2 1
mean and to find and use x , , x , log10x
x
• take account of accuracy in numerical work and handle calculations so that significant
figures are neither lost unnecessarily nor carried beyond what is justified
• make estimations of the results of calculations (without using a calculator)
• recognise and use ratios
• correctly calculate percentages and express changes or errors as percentages and vice
versa
• comprehend and use the symbols <, >, ∆, ≈, /, ∝, Σ
• calculate areas of right-angled and isosceles triangles, circumference and area of circles,
areas and volumes of rectangular blocks and cylinders
• translate information between graphical, numerical, and algebraic forms
• construct and interpret frequency tables and diagrams, pie charts and histograms
• select appropriate variables and scales for graph plotting using standard 2mm square
graph paper
• for linear graphs, calculate the rate of change
• recognise when it is appropriate to join the points with straight rules lines and when it is
appropriate to use a line of best fit
• choose, by inspection, a straight line which will serve as the best straight line through a set
of data points presented graphically
• understand, draw and use the slope of a tangent to a curve as a means to obtain the rate
of change
• understand and use the prefixes: giga (G), mega (M), kilo (k), micro (µ), and nano (n).
In addition, at A2, candidates should be able to:
• have sufficient understanding of probability to understand genetic ratios
• understand the principles of sampling as applied to biological situations and data
• understand the importance of chance when interpreting data
• use simple statistical tests such as χ2 test and t-test
37
NOTES ON THE USE OF STATISTICS IN BIOLOGY

(A LEVEL ONLY)
Candidates should know how to apply a t-test, chi-squared test and standard error. In Biology,
t-tests are of value to test for the significance of differences between samples. The chi-squared
test allows the evaluation of the results of breeding experiments and ecological sampling.
Standard error is useful for expressing the reliability of an estimate of the mean, and for putting
error bars on graphs. Each of these tests is dealt with fully in many books on statistics for Biology.
Candidates are not expected to remember the following equations and symbols. They are
expected to be able to use the equations to calculate standard deviations, to put error bars on
graphs, to test for significant differences between the means of two small unpaired samples and to
perform a chi-squared test on suitable data from genetics or ecology. Candidates will be given
access to the equations, the meanings of the symbols, a t-table and a chi-squared table.
s = ∑ (x − x)
2
standard deviation
n −1
x1 − x 2
t-test t= v = n1 + n2 – 2
 s12 s 22 

 n1 + n 2 
 
(O − E )2
χ2 test χ2 = ∑ E
v=c–1
standard error SM = s
n
Key to symbols
s = standard deviation x = mean S M = standard error c = number of classes
∑ = ‘sum of’ n = sample size (number of observations) O = observed ‘value’
x = observation v = degrees of freedom E = expected ‘value’
Candidates should note that, on some calculators, the symbol σ may appear instead of the
symbol s.
Candidates are not expected to appreciate the difference between sn( σ n) and sn–1 ( σ n–1).
χ2 tests will only be expected on one row of data. Candidates should have a brief understanding of
what is meant by the term normal distribution and appreciate levels of significance. (Tables will be
provided.)
Questions involving the use of standard deviation, standard error, a t-test or a χ2 test may be set
on Papers 4 or 5. Candidates will not be expected to calculate all of the steps in these
calculations during an examination. Candidates may be given partly completed calculations to
finish.
Electronic calculators will be allowed in the examination, subject to the CIE general regulations.
38
GLOSSARY OF TERMS USED IN BIOLOGY PAPERS

It is hoped that the glossary (which is relevant only to Biology) will prove helpful to candidates as a
guide, although it does not cover every command word that might be used in Biology
examinations. The glossary has been deliberately kept brief not only with respect to the number of
terms included but also to the descriptions of their meanings. Candidates should appreciate that
the meaning of a term must depend in part on its context.
1. Define (the term(s)…) is intended literally, only a formal statement or equivalent
paraphrase being required.
2. What do you understand by/What is meant by (the term(s)…) normally implies that a
definition should be given, together with some relevant comment on the significance or
context of the term(s) concerned, especially where two or more terms are included in the
question. The amount of supplementary comment intended should be interpreted in the
light of the indicated mark value.
3. State implies a concise answer with little or no supporting argument, e.g. a numerical
answer that can readily be obtained ‘by inspection’.
4. List requires a number of points, generally each of one word, with no elaboration. Where a
given number of points is specified, this should not be exceeded.
5. (a) Explain may imply reasoning or some reference to theory, depending on the context. It is
another way of asking candidates to give reasons for. The candidate needs to leave the
examiner in no doubt why something happens.
(b) Give a reason/Give reasons is another way of asking candidates to explain why something
happens.
6. (a) Describe, the data or information given in a graph, table or diagram, requires the candidate
to state the key points that can be seen in the stimulus material. Where possible,
reference should be made to numbers drawn from the stimulus material.
(b) Describe, a process, requires the candidate to give a step by step written statement of
what happens during the process.
Describe and explain may be coupled, as may state and explain.
7. Discuss requires the candidate to give a critical account of the points involved in the topic.
8. Outline implies that only the essential points are required, without any supporting detail.
9. Predict implies that the candidate is not expected to produce the required answer by recall
but by making a logical connection between other pieces of information. Such information
may be wholly given in the question or may depend on answers extracted in an earlier part
of the question.
Predict also implies a concise answer, with no supporting statement required.
10. Deduce is used in a similar way to predict except that some supporting statement is
required, e.g. reference to a law or principle, or the necessary reasoning is to be included
in the answer.
11.(a) Suggest is used in two main contexts, i.e. either to imply that there is no unique answer
(e.g. in Biology, there are a variety of factors that might limit the rate of photosynthesis in a
plant in a glasshouse),
(b) Suggest may also be used to imply that candidates are expected to apply their general
knowledge and understanding of biology to a ‘novel’ situation, one that may be formally
‘not in the syllabus’ – many data response and problem solving questions are of this type.
12. Find is a general term that may variously be interpreted as calculate, measure, determine,
etc.
13. Calculate is used when a numerical answer is required. In general, working should be
shown, especially where two or more steps are involved. Suitable units should be given
where possible.
14. Measure implies that the quantity concerned can be directly obtained from a suitable
measuring instrument, e.g. length, using a rule, or mass, using a balance. Suitable units
should be given where possible.
39
15. Determine often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into a
standard formula. It may also be used in the context of a procedure that needs to be
carried out so that a numerical answer may be obtained. For example it may be necessary
to find the energy absorbed by a plant so that its efficiency may be calculated.
16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity
concerned, making such simplifying assumptions as may be necessary about points of
principle and about the values of quantities not otherwise included in the question.
17. Show is used when an algebraic deduction has to be made to prove a given equation.
It is important that the terms being used by candidates are stated explicitly.
18.(a) Sketch, when applied to graph work, implies that the shape and/or position of the curve
need only be qualitatively correct, but candidates should be aware that, depending on the
context, some quantitative aspects may be looked for, e.g. passing through the origin,
having an intercept, asymptote or discontinuity at a particular value. On a sketch graph it
is essential that candidates indicate clearly what is being plotted on each axis.
(b) Sketch when applied to diagrams, implies that a simple, freehand drawing is acceptable.
Nevertheless, care should be taken over proportions and the clear exposition of important
details.
19. Compare requires candidates to provide both the similarities and differences between
things or concepts.
20. Recognise is often used to identify facts, characteristics or concepts that are critical
(relevant/appropriate) to the understanding of a situation, event, process or phenomenon.
21. Classify requires candidates to group things based on common characteristics.
In all questions, the number of marks allocated are shown on the examination paper and should
be used as a guide by candidates to how much detail to give. In describing a process the
mark allocation should guide the candidate about how many steps to include. In explaining why
something happens, it guides the candidate how many reasons to give, or how much detail to
give for each reason.
40

2009 Biology Syllabus

Uploaded by

Copyright:

Available Formats

2009 Biology Syllabus

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2009 Biology Syllabus

Uploaded by

Copyright:

Available Formats

General Certificate of Education (International) Syllabus

Advanced Level and Advanced Subsidiary Level

For examination in June and November 2009

GCE Advanced Level 9700

Centres and candidates may choose:

• to take the Advanced Subsidiary (AS) qualification only.

The aims of a course based on this syllabus should be to:

2. develop abilities and skills that

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

3. develop attitudes relevant to biological science such as

3.1 concern for accuracy and precision;

A Knowledge with understanding

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

B Handling information and solving problems

Assessment objectives to do with Handling Information and Solving Problems cannot be

C Experimental skills and investigations

Students should be able to:

This paper will consist of two sections.

Candidates will answer all questions on the question paper.

WEIGHTING OF ASSESSMENT OBJECTIVES

Symbols, Signs and Abbreviations

STRUCTURE OF THE SYLLABUS

This structure is shown below.

1 The Core syllabus – there are sixteen sections.

D CELL MEMBRANES AND TRANSPORT

E CELL AND NUCLEAR DIVISION

Note: An ecosystem should be studied in relation to an area familiar to the candidates.

L ENERGY AND RESPIRATION

N REGULATION AND CONTROL

P SELECTION AND EVOLUTION

Q BIODIVERSITY AND CONSERVATION

R GENE TECHNOLOGY (includes some material originally in Section O)

U ASPECTS OF HUMAN REPRODUCTION

Paper 3 will be a timetabled, laboratory-based practical paper focussing on the following

• will consist of two or more questions,

Mark scheme for Paper 3

Skill Total marks Breakdown of marks

Manipulation, measurement and observation

Successful collection of data and observations

Decisions about measurements or observations

In experiments, such as those involving enzymes:

Repeated readings of particular quantities are often necessary in biology, where

Marks may be awarded for:

Presentation of data and observations

Recording data or observations

As an example of accepted practice in column headings, if the quantity being measured is

Observations of qualitative variables such as colour should be recorded in simple language

Display calculations and reasoning

Analysis, conclusions and evaluation

Interpretation of data or observations and identifying sources of error

Candidates’ suggestions should be realistic, so that in principle they are achievable in

Apparatus requirements for Paper 3

This examination paper will not require laboratory facilities.

In particular, candidates cannot be taught to plan experiments effectively unless, on a number of

Mark scheme for Paper 5

Skill Total marks Breakdown of marks

Defining the problem

Candidates should be able to explain how to make up solutions:

Analysis, conclusions and evaluation

Dealing with data