4.1Cell biology
4.1.1Cell structure
01.1 — Draw lines to match animal, bacterium and plant to a diagram of one of their cells
05.1 — Select two similarities between a bacterial cell and an animal cell
01.4 — Select what type of cell a bacterial cell is
01.5 — Select two features of bacterial cells
01.1 — Select structure A (cell membrane) on an animal cell
01.2 — Select structure B (nucleus) on an animal cell
01.1 — Identify structure A (cell membrane) on a white blood cell
06.1 — Draw lines to match nucleus, permanent vacuole and plasmid to the cells they are found in
06.2 — Select the names of structures A, B and C in a plant cell
06.3 — Describe how to adjust the microscope to see the cells on slide A more clearly
06.4 — Describe how to adjust the microscope to see the cells on slide B more clearly
03.5 — Give one reason for viewing cells with the low power objective lens first
03.6 — Give one reason why the objective lens should not be moved towards the stage
03.7 — Calculate the power of the eyepiece lens (×10 objective, ×50 total)
01.2 — Draw lines to match each function to the correct cell structure
01.3 — Give one way to tell the cell in Figure 1 is not a plant cell
01.4 — Select which part of a cell controls what enters and leaves
01.1 — Label parts A, B and C on an animal cell, choosing from the box
01.2 — Select the function of the nucleus
01.3 — Select the function of the mitochondria
01.1 — Draw lines to match the nucleus and cytoplasm to labels on a muscle cell
01.2 — State the function of the nucleus
01.3 — Name the part of a cell that controls movement of substances into it
01.3 — Describe how a sperm cell is adapted for its function
03.8 — Suggest why root hair cells do not contain chloroplasts
01.4 — Give one function of muscle cells
01.5 — Explain how muscle cells are adapted for their function, using Figure 1
01.2 — Explain one way a sperm cell is adapted for its function
06.2 — Name process A (differentiation) in Figure 9
02.1 — Use the scale drawing to determine the width of a blood cell to the nearest micrometre
06.5 — Calculate the magnification of a cell drawing (real length 280 µm)
04.3 — Calculate the real length of cell X in micrometres (25 mm at ×800)
06.3 — Give one advantage of an electron microscope over a light microscope
06.5 — Calculate the image length of a 0.8 mm villus at ×20 magnification
01.6 — Calculate the magnification used to view a 0.05 mm muscle cell
02.3 — Calculate the real length of a palisade cell in mm and in µm (28 mm at ×400)
07 — Describe how to use the apparatus to estimate the mean length of onion cells
01.4 — Complete the sentences on using a light microscope, using labels from Figure 2
01.5 — Measure an image, convert it to µm and calculate the magnification (real width 40 µm)
4.1.2Cell division
06.1 — Write cell, chromosome, gene and nucleus in order of size
05.1 — Select the type of cell division that produces new body cells
05.1 — Draw lines to match each stage of the cell cycle to what happens
05.2 — Select the mass of DNA in each new cell after mitosis
06.3 — Calculate the number of cell divisions needed to form a 16-cell embryo
06.4 — State the number of chromosomes in each embryo cell
06.5 — Describe one change in the cell during each stage of the cell cycle
06.6 — Compare the growth of boys and girls, using data from Figure 11
06.7 — Give one way mitosis is important in fully grown animals
05.3 — Select the correct statement about stem cells
05.4 — Suggest two advantages of therapeutic cloning
05.5 — Suggest two disadvantages of therapeutic cloning
01.6 — Select the type of stem cells found in bone marrow
01.7 — Select the process that produces stem cells in humans
4.1.3Transport in cells
02.1 — Select how oxygen enters a single-celled organism
02.2 — Calculate the surface area to volume ratio of cube B
06.6 — Name the process by which sugar moves into cell A
02.4 — Select the process by which carbon dioxide moves into and out of cells
02.5 — Choose which cell carbon dioxide moves into fastest, with a reason
01.5 — Select the process that moves oxygen into the cell, with the reason
01.6 — Name two substances, other than oxygen, that move into most cells from the blood
03.4 — Calculate the surface area of a potato cube and give the unit
03.5 — Describe how to increase the surface area of the piece of potato
03.1 — Explain why each piece of potato was dried before weighing
03.2 — Select two changes expected in the potato in tube A after 2 hours
03.3 — Complete sentences about water movement into the potato cells by osmosis
03.4 — Give one conclusion from the potato in tube B not changing
05.1 — Select the independent variable in the potato osmosis investigation
05.2 — Explain why potato in 0.0 mol/dm³ sugar solution increased in mass
05.3 — Plot the Table 3 data and draw a line of best fit (Figure 5)
05.4 — Use Figure 5 to determine the concentration of solution inside the potato cells
05.5 — Calculate the percentage change in mass in 0.2 mol/dm³ solution, to 3 significant figures
07.1 — Select the independent variable in the osmosis tubing investigation
07.2 — Explain why the tubes were dried before recording their mass
07.3 — Calculate percentage change in mass X in Table 3, to 1 decimal place
07.4 — Plot percentage change in mass on Figure 9 and draw a line of best fit
07.5 — Use Figure 9 to determine the salt concentration in solution Z
03.1 — Suggest two improvements to the potato osmosis investigation
03.2 — Use Table 3 to select the concentration of solution inside the potato cells
03.3 — Select the process that moves water into and out of cells
01.4 — Draw lines to match each root hair cell diagram to the process that moves the substance
06.7 — Name the process by which sugar moves into cell B
04.2 — Select how nitrate ions move from the soil into root cells
4.2Organisation
4.2.1Principles of organisation
03.1 — Write nucleus, cell, tissue and organ in size order
03.2 — Name one animal organ
01.1 — Draw lines to match each type of cell to the organ system where it is found
4.2.2Animal tissues, organs and organ systems
08.1 — Suggest two reasons why pH 7.25 is not a valid conclusion for the optimum pH of amylase
08.2 — Calculate the mean rate of sugar production in the first 5 minutes
08.3 — Suggest what you would see when iodine is added to samples at 10 and 60 minutes
08.4 — Draw a line on Figure 11 to show the predicted results at 37 °C
07.1 — Name the enzyme that digests starch
07.2 — Suggest which parts of the body the tubing and the water represent in a digestion model
07.3 — Name the reagents used to test for starch and for sugar
07.4 — Explain why there was no sugar present in test 1
07.5 — Explain the results for test 3 (mixture inside the tubing after 30 minutes)
07.6 — Explain the results for test 4 (water in the test tube after 30 minutes)
06.1 — Name the enzyme that digests starch
06.2 — Select where most food molecules are absorbed
06.9 — Explain how villi are adapted for efficient absorption of sugar
06 — Describe how to test food for protein, starch and sugar, with the positive colours
01.1 — Identify the stomach on a diagram of the digestive system
01.2 — Select the type of enzyme produced in the stomach
01.3 — Select the pH of the stomach and give one reason for it
01.4 — Select the organ that produces bile
01.5 — Select how bile helps in the digestion of food
01.6 — Draw lines to match protein, starch and sugar to the reagent used to test for each
01.7 — Give one safety precaution when using Benedict's solution
01.8 — Use Table 1 to select which food tests are positive
01.9 — Give one reason why starch molecules are not absorbed into the blood
02.1 — Identify the part of the digestive system that produces amylase
02.2 — Select the molecules produced when starch is digested
02.3 — Select where digested food is absorbed into the blood
02.4 — Select the independent variable in the amylase–pH investigation
02.5 — Choose the colours that the key symbols on the spotting tile represent
02.6 — Use Figure 3 to find how long all the starch took to digest at pH 6
02.7 — Use Figure 3 to select the optimum pH for amylase
06.1 — Suggest two reasons, other than sweetness, for using fructose rather than glucose in a drink
06.2 — Describe how to test the drink for sugar and give the positive colour
06.3 — Describe how to test the drink for protein and give the positive colour
06.4 — Describe how protein and fat are digested, including the enzymes and where they are produced
03.6 — Draw lines to match starch and sugar to the chemical used to test for each
03.7 — Use Table 4 to select which substances were found in the potato
04.3 — Describe what is meant by the heart being a double pump
04.4 — Suggest why the left ventricle wall is thicker than the right
02.4 — Name the gas that passes out of the blood into the alveolus
02.5 — Give two ways, other than a large surface area, the lungs are adapted for gas exchange
06.1 — Identify the blood vessel carrying deoxygenated blood from the heart to the lungs
06.2 — Select where the pacemaker cells are found in the heart
06.4 — Calculate stroke volume X in Table 2, to 2 significant figures
01.4 — Identify where gas exchange takes place on a diagram of the breathing system
06.4 — Select the type of blood vessel labelled X in a villus
04.1 — Identify the vena cava on a diagram of the heart
04.2 — Select which chamber of the heart pumps blood to the body
04.4 — Select the type of blood vessel that has valves
04.5 — State the function of valves
04.6 — Explain one way a capillary is adapted for its function
05.1 — Name parts A and B of the breathing system, choosing from the box
05.2 — Identify where gas exchange happens in the breathing system
05.3 — Give two ways the lungs are adapted for efficient gas exchange
05.5 — Suggest why the percentages in Table 3 do not add up to 100%
03.4 — Suggest why donated blood is taken from a vein, not an artery
05.1 — Draw lines to match each blood vessel in the heart model to its name
05.2 — Identify where the pacemaker is located in the heart model
05.4 — Suggest two symptoms of having a hole in the heart
05.5 — Suggest two risks of an operation to repair a hole in the heart
02.2 — Complete Table 1 on the parts of the blood and their functions
02.3 — Suggest what might happen if blood did not clot
02.3 — Name the part of the blood that carries the most oxygen
05.8 — Identify the part of the blood that starts the clotting process
04.7 — Select 5 000 000 written in standard form
04.8 — Draw lines to match two descriptions to a person in Table 2 (infection; poor clotting)
03.1 — Identify the white blood cell in Figure 5
03.2 — Select which part of the blood causes clotting
03.3 — Name two substances transported in the blood
03.5 — Suggest one advantage and one disadvantage to a patient who receives blood
03.6 — Suggest one advantage and one disadvantage to a volunteer who donates blood
01.8 — Use Table 1 to give two reasons why blood cells from stem cells are better for transfusions
07.2 — Explain how coronary heart disease can cause a heart attack
04.3 — Select the blood vessel that carries blood to the heart muscle
04.5 — Select two factors that increase the risk of plaques forming in coronary arteries
04.6 — Select the treatment used for plaques in a coronary artery
04.7 — Explain how a blocked coronary artery leads to the death of heart muscle cells
07.1 — Explain what a non-communicable disease is
06.1 — Select which disease is non-communicable
04.5 — Suggest why people are encouraged to exercise after recovering from a heart attack
07.3 — Explain how lifestyle and medical risk factors increase the chance of developing CHD
01.1 — Select one lifestyle change to help a person lose body mass
01.2 — Give two health benefits of regular exercise
06.2 — Give one non-communicable disease that obesity is a risk factor for
06.3 — Suggest one national policy, other than reducing added sugar, to help people lose weight
06.4 — Calculate BMI (1.64 m, 69 kg) and use Table 4 to find the category
06.5 — Suggest why BMI categories were found before the women became pregnant
06.6 — Give two conclusions from Figure 9 on smoking, BMI and birth mass
05.2 — Select why cancers can grow very large
05.3 — Give one factor that increases the risk of cancer
05.4 — Complete Figure 5 to show 78% survival for breast cancer diagnosed in 2001
05.5 — Use Figure 5 to select the cancer diagnosed in 1961 with the highest survival rate
05.6 — Use Figure 5 to select the cancer with the biggest improvement in 10-year survival
05.7 — Suggest two reasons why cancer survival rates have increased
04.1 — Select where in a cell mutations happen
04.2 — Select why some cancers develop into large tumours
04.3 — Suggest why lung cancer is the most common cancer caused by smoking
04.4 — Describe how lung cancer can lead to secondary cancers elsewhere
04.5 — Suggest why the NHS will not offer a lung transplant to a smoker
04.6 — Use Figure 6 to find how many more skin cancer cases there are at 40–44 than 15–19
04.7 — Suggest why no skin cancer is diagnosed in males under 15
04.8 — Give one conclusion from the skin cancer data in Figure 6
04.9 — Suggest two reasons why cancer survival rates have improved
4.2.3Plant tissues, organs and systems
03.3 — Select which is a plant tissue
02.1 — Give one way the palisade layer is adapted for photosynthesis
02.6 — Select the name of tissue A in an apple leaf
03.5 — Describe two ways a root is adapted to absorb water efficiently
03.4 — Explain how a root hair cell is specialised for its function
04.1 — Select the process by which water is lost from leaves
04.2 — Name cell X (guard cell) on the lower leaf surface
04.4 — Select the independent variable in the water-loss investigation
04.5 — Suggest why a plastic bag was sealed around the pot
04.6 — Select the resolution of the balance
04.7 — Calculate value X (starting mass) in Table 1
04.8 — Give one conclusion from the results in Table 1
04.9 — Give two factors, other than temperature, that affect the rate of water loss
03.1 — Select the name for the loss of water from a leaf
03.2 — Select which cells control the size of stomata
03.3 — Calculate value X (loss in mass of leaf A) in Table 2
03.4 — Calculate the mass of water lost per hour by leaf D
03.5 — Give the evidence in Table 2 that more water is lost from the lower leaf surface
03.6 — Select what the results show about the number of stomata on each leaf surface
03.7 — Explain how water loss would differ at 25 °C instead of 20 °C
04.1 — Name the plant organ that absorbs water from the soil
04.3 — Select the name of the process that moves dissolved sugars through the phloem
04.5 — Select what cell X is on the leaf surface
04.6 — Select why stomata open during the day
04.7 — Calculate the number of stomata per mm² for the leaf in Figure 5
04.8 — Calculate the mean value X in Table 1
04.9 — Explain the difference in stomata number on the upper and lower leaf surfaces
02.2 — Select the name of the small pores labelled X on the leaf
03.1 — State where plants get water for photosynthesis from
03.2 — Select the name for evaporation of water from leaves
03.3 — Calculate mass X in Table 1
03.4 — Select the rate of water loss from the plant
03.5 — Draw a line on Figure 5 to show the results at a lower temperature
03.6 — Suggest one change, other than temperature, to increase the rate of water loss
02.1 — Explain why one experiment was done with the fan off
02.2 — Use Table 1 to describe how fan speed affects loss of mass from the leaves
02.3 — Explain why the mass of the leaves decreased at all fan speeds
02.4 — Complete the sentence on loss of mass at a higher temperature
02.5 — Select how to check the repeatability of the results
4.3Infection and response
4.3.1Communicable diseases
09.1 — Suggest why the number of Ebola deaths is an estimate
06.1 — Suggest one way chickenpox spreads from an infected person
01.3 — Use Figure 2 to calculate the decrease in measles cases, 2012–2015
04.5 — Give two ways to prevent the spread of HIV
04.6 — Select why people with AIDS die from other infections
03.5 — Select the type of pathogen that TMV is
06.7 — Describe how the measles virus is transferred between people
01.6 — Give one way, other than antibiotics, to control the spread of gonorrhoea
04.1 — Draw lines to match gonorrhoea and measles to the type of pathogen
02.2 — Give one symptom of gonorrhoea
05.2 — Give one symptom of salmonella food poisoning, other than vomiting or diarrhoea
04.1 — Select a symptom of gonorrhoea
04.2 — Suggest why the reported gonorrhoea cases might not be accurate
04.3 — Select the best way to present the gonorrhoea data in Table 2
04.4 — Suggest why the data is given per 100 000 of the population
02.8 — Suggest one way nail salon workers can reduce the spread of fungal infections
02.9 — Suggest why fungal infection of toenails is more common than of fingernails
03.1 — Select the type of pathogen that causes rose black spot
03.4 — Draw lines to match two methods of controlling rose black spot to how they work
06.8 — Calculate how many people in the UK are estimated to have athlete's foot (17%)
06.9 — Suggest one way to reduce the chance of catching athlete's foot
02.8 — Select how an apple scab infection could be removed from the tree
06.1 — Draw lines to match three diseases to the type of pathogen that causes them
06.3 — Name the dependent variable and suggest a control variable in the mosquito investigation
06.4 — Explain how the mosquito landing results could be used to reduce the spread of malaria
05.1 — Use Figure 9 to calculate the decrease in malaria deaths, 2000–2015
05.2 — Select the period with the greatest decrease in malaria deaths
05.3 — Suggest why the conclusion of 800 000 deaths in 2002 might not be correct
05.4 — Select the type of pathogen that causes malaria
05.6 — Give one way, other than a vaccine, to control the spread of malaria
03.6 — State how the malaria pathogen is transferred to humans
03.7 — Select how the spread of malaria can be reduced
06.2 — Explain how the trachea is adapted to reduce the entry of live pathogens
01.2 — Select three ways white blood cells defend the body against pathogens
04.2 — Give two ways the body prevents pathogens entering
04.3 — Describe how the immune system defends the body against disease
01.4 — Suggest one reason for the decrease in measles cases
05.5 — Suggest how a malaria vaccine could reduce the spread of the disease
05.7 — Identify the part of the blood that produces antibodies
06.3 — State what a vaccine contains that makes a person immune
06.5 — Explain how a chickenpox vaccine gives immunity, including the response to later infection
09.2 — State why antibiotics were not used to treat Ebola
01.5 — Suggest why antibiotics cannot be used to treat measles
01.7 — Give one control variable in the antibiotic disc investigation
01.8 — Suggest why one paper disc was soaked in water
01.9 — Use Figure 3 to choose the best antibiotic to treat gonorrhoea, with a reason
04.4 — Give one reason why antibiotics cannot treat HIV infections
02.1 — Select which substance is used as an antibiotic
02.3 — Give two control variables in the antibiotic disc investigation
02.4 — Use Figure 2 to identify the antibiotic that killed neither bacterium
02.5 — Use Figure 2 to choose the most effective antibiotic for gonorrhoea
02.6 — Use Figure 2 to choose the best antibiotic for both gonorrhoea and chlamydia
02.7 — Suggest why antibiotics cannot be used to treat HIV
05.5 — Select why the child felt better after 3 days of antibiotics
06.2 — Give the reason why chickenpox cannot be treated with antibiotics
09.3 — Draw lines to match each drug-testing word to its definition
09.4 — Suggest why drug trial results are studied by other scientists before publication
06.3 — Select where the drug digitalis originates from
02.1 — Give one example of what a drug is tested on in preclinical testing
02.2 — Use Figure 2 to give how many years the clinical trials took
02.3 — Select the main purpose of Phase 1 clinical trials
02.4 — State what a placebo is
02.5 — Select who knows which patients get the placebo in a double blind trial
02.6 — Give two control variables in the paracetamol/ibuprofen investigation
02.7 — Suggest why none of the children was given a placebo
02.8 — Use Figure 3 to give the mean body temperature after 6 hours with ibuprofen
02.9 — Use Figure 3 to give two reasons for the doctors' conclusion
05.3 — Name the first antibiotic developed
06.4 — Give three reasons why a new vaccine must be tested
4.4Bioenergetics
4.4.1Photosynthesis
07.1 — Select the word equation for photosynthesis
02.1 — Select the two products of photosynthesis
01.1 — Name the gas produced by pondweed in the light
05.1 — Select the balanced symbol equation for photosynthesis
03.2 — Suggest why leaves with rose black spot are yellow
05.1 — Complete the word equation for photosynthesis, choosing from the box
05.2 — Select the chemical formula for glucose
02.7 — Name the green chemical in chloroplasts
07.2 — Describe a method to investigate how the colour of light affects the rate of photosynthesis
07.3 — Give evidence from Figure 10 that light stops being limiting at 20 units
07.4 — Give one factor that could limit photosynthesis at a light intensity of 25 units
02.2 — Select two ways to measure the rate of photosynthesis more accurately
02.3 — Explain why it is important that the LED light source does not get hot
02.4 — Calculate the number of bubbles produced in 2 minutes at 10 cm
02.5 — Plot the Table 1 data on Figure 5 and draw a line of best fit
02.6 — Give one conclusion from the light intensity results
01.2 — Describe one way to change the light intensity reaching the pondweed
01.3 — Describe how to use the apparatus to measure the rate of photosynthesis
01.4 — Use Figure 2 to give the maximum rate of photosynthesis
01.5 — Select the light intensity at which light was a limiting factor
01.6 — Give one other factor that affects the rate of photosynthesis
05.2 — Select the independent variable in the pondweed investigation
05.3 — Explain how a rise in water temperature would affect the results
05.4 — Suggest one way to stop the water temperature increasing
05.5 — Suggest two improvements to make the results more valid
05.6 — Calculate the rate of photosynthesis at 40 cm in bubbles per minute
05.7 — Give one conclusion from Table 2
05.8 — Plot the Table 2 data on Figure 7 and draw a line of best fit
05.9 — Use Figure 7 to predict the number of bubbles at 60 cm
02.6 — Give the two measurements needed to calculate the rate of photosynthesis
02.7 — Give two variables to keep the same in the coloured-light investigation
02.8 — Complete Figure 5: label the y-axis, choose a scale and plot a bar chart
02.9 — Use Table 2 to choose the colour of light for growing greenhouse plants
05.4 — Explain why plants in the greenhouse with a wood burner grow faster
02.1 — Select two control variables in the pondweed investigation
02.2 — Describe the trend shown in Table 2
02.3 — Read the volume of oxygen in the measuring cylinder (Figure 4)
02.4 — Select what a measuring cylinder with smaller intervals improves
02.5 — Complete the sentence on oxygen collected at 20 °C compared with 10 °C, with a reason
02.9 — Explain why apple trees with apple scab produce smaller apples
06.5 — Explain how TMV destroying chloroplasts could affect plant growth
04.4 — Give one use of sugars in a plant
03.3 — Explain why plants with yellow leaves grow slowly
05.3 — Give two ways plants use the glucose from photosynthesis
4.4.2Respiration
03.1 — Draw lines to match aerobic and anaerobic respiration to the correct information
03.3 — Explain why yeast is used in the brewing and baking industries
01.3 — Select the word equation for aerobic respiration
01.8 — Complete sentences about anaerobic respiration in muscles, choosing from the box
03.1 — Explain how the fermentation equation shows it is anaerobic
03.2 — State why fermentation is used when making beer and wine
03.3 — Explain why fermentation is used when making bread
03.4 — Read the volume of carbon dioxide in the gas syringe (Figure 3)
03.5 — Select why the student waited 10 minutes before attaching the gas syringe
03.6 — Draw lines to match parts A and B of the graph to a description of the reaction
03.7 — Suggest one reason why fermentation in the flask stopped
03.8 — Suggest why no carbon dioxide was produced at 2 °C or at 75 °C
03.9 — Complete the equation for anaerobic respiration in animal cells
05.4 — Explain the differences between inhaled and exhaled air (Table 3)
05.3 — Explain why heart muscle cells contain many mitochondria
03.2 — Suggest why human cells might respire anaerobically despite the small energy transfer
04.1 — Use Figure 4 to give student B's resting heart rate
04.2 — Give the evidence in Figure 4 that the students started running at 2 minutes
04.3 — Use Figure 4 to find for how many minutes the students ran
04.4 — Use Figure 4 to give two pieces of evidence that student B is fitter
04.5 — Explain why other changes occur in the body during exercise
04.1 — Compare breathing rates at rest, walking and jogging, using values from Figure 8
04.2 — Explain why breathing rate changes during different activities
06.5 — Explain why beta blockers can make people breathless during exercise, using Table 2
01.5 — Use Table 1 to give two reasons why person B was the fittest
01.6 — Suggest two reasons why the fitness conclusion may not be valid
01.7 — Give two changes in the body during aerobic exercise, other than breathing rate
04.9 — Explain why more red blood cells improve an athlete's performance
04.1 — Select the two substances muscles need during exercise
04.2 — Use Figure 8 to find how many minutes person B exercised
04.3 — Calculate the percentage increase in heart rate for person B, to 2 significant figures
04.4 — Use Figure 8 to give two pieces of evidence that person B is fitter
04.5 — Complete the lactic acid bar chart: y-axis scale, plot the data and label the bars
04.6 — Select the symbol that means 'proportional to'
06.8 — Give one use of sugar in the body
01.3 — Complete sentences about urea, glycogen, starch and cellulose, choosing from the box
4.6Inheritance, variation and evolution (Paper 2 topic)
4.6.3The development of understanding of genetics and evolution
05.4 — Suggest why live bacteria kept increasing after the antibiotics were started
05.6 — Suggest why doctors do not give antibiotics for minor infections
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