01.1 — Match cell structures to cell types — nucleus, permanent vacuole, plasmid

04.3 — Describe two differences between a bacterial cell and a eukaryotic cell

01.1 — Identify two similarities between a bacterial cell and an animal cell

07.1 — State where mutations happen in a bacterial cell

01.3 — Identify which cell is a prokaryotic cell; give one reason

01.2 — Identify structures A, B and C in a plant cell diagram

01.3 — Describe how to focus a blurred slide using fine focus knob

01.4 — Describe how to increase magnification to view Slide B

01.5 — Calculate magnification of drawing using image size and real size

05.2 — Describe how to use a microscope to observe root hair cells at ×50 magnification

04.1 — Describe four differences between a bacterial cell and a plant cell

05.2 — Give three ways a prokaryotic cell differs from a eukaryotic cell

01.1 — Identify which cell is a plant cell; give one reason

01.2 — Identify which cell is an animal cell; give one reason

06.2 — Describe function of ciliated cells in the oviduct

05.1 — Calculate real length of root hair from magnification and image size

02.3 — Give one advantage of using an electron microscope over a light microscope

02.5 — Calculate image length of a villus at ×20 magnification

04.3 — Name the piece of equipment used to view the tobacco mosaic virus

04.4 — Calculate how many times longer the fungal spore is than the virus using Figure 4

02 — Describe how to estimate the mean length of onion cells using apparatus shown [6-mark]

05.1 — State what type of microscope was used to view bacteria in Figure 3 and give reason

05.3 — Calculate magnification of cell shown in Figure 4

06.1 — Give one piece of evidence that electron microscope was used to produce Figure 7

06.3 — Calculate real mean length of cilia in micrometres [5-mark]

01.4 — Calculate real size of cell from image size and magnification in micrometres

06.3 — Calculate the mass of a plant cell nucleus in standard form

02.1 — Write biological structures in correct order of size — gene, chromosome, nucleus, cell

06.4 — Calculate time for one complete cell cycle using given data

06.5 — Describe the stages of the cell cycle including mitosis

02.3 — Calculate number of cell divisions needed to form a 16-cell embryo

02.4 — State how many chromosomes will be in each embryo cell

02.5 — Describe one change in the cell during each of the three stages of the cell cycle

02.6 — Compare growth of boys with girls using data from Figure 5 [6-mark]

02.7 — Give one way cell division by mitosis is important in fully grown animals

06.1 — Describe process of cell cycle shown in Figure 5 [4-mark]

06.1 — State where stem cells are found in plants

06.2 — Explain why plants are cloned from stem cells

05.6 — Explain why stem cells are used to make patches for damaged heart tissue

05.7 — Give two advantages of using patient's own stem cells rather than embryonic

07.5 — Suggest one advantage of using stem cells from fat tissue rather than bone marrow

04.6 — Identify which tissue in cut stem differentiates into new root cells

04.6 — Explain why a multicellular organism cannot absorb all nutrients by diffusion

02.6 — Name the process by which sugar moves into cell A

07.6 — State how antibiotic entered stem cells from solution and give reason

04.1 — Suggest why percentage change in mass was calculated rather than actual change

04.2 — Complete graph: choose scale, plot results and draw line of best fit [🖨 Figure 7]

04.3 — Estimate concentration of sugar inside carrot cells using completed graph

04.4 — Explain why mass of carrot decreased in 0.6 mol/dm³ sugar solution

04.5 — Suggest why boiled carrot pieces did not change in mass

01.1 — Identify the independent variable in the osmosis investigation

01.2 — Explain why potato in 0.0 mol/dm³ sugar solution increased in mass

01.3 — Complete Figure 1: plot remaining results and draw line of best fit [🖨 Figure 1]

01.4 — Determine concentration of sugar solution inside potato cells using Figure 1

01.5 — Calculate percentage change in mass for potato in 0.2 mol/dm³ solution to 3 SF

02.1 — Identify the independent variable in the osmosis investigation

02.2 — Explain why tubes were dried with paper towel before recording mass

02.3 — Calculate value X (percentage change in mass) to 1 decimal place

02.4 — Complete Figure 2: plot results and draw line of best fit [🖨 Figure 2]

02.5 — Determine concentration of salt in solution Z using Figure 2

04.1 — Explain why percentage increase in mass is more valid than actual increase

04.2 — Describe relationship between total surface area and percentage increase in mass

04.3 — Explain why potato pieces increased in mass

04.4 — Explain what results would be expected after 24 hours [3-mark]

04.5 — Describe how method could be changed to investigate effect of salt concentration

05.3 — Describe changes in rate of nitrate ion absorption for seedling with no oxygen

05.4 — Explain what results show about how nitrate ions are absorbed

02.7 — Name the process by which sugar moves into cell B

06.1 — Explain why the heart is described as an organ

02.1 — Name the enzyme that digests starch in the human digestive system

02.2 — Suggest which parts of the body the partially permeable tubing and water represent

02.3 — Name the reagents used to test for starch and for sugar

02.4 — Explain why there was no sugar present at the start of the investigation

02.5 — Explain the results for test 3 — mixture inside tubing after 30 minutes

02.6 — Explain the results for test 4 — water outside tubing after 30 minutes

02.1 — Name the enzyme that digests starch

02.2 — State where most food molecules are absorbed

02.9 — Explain how villi are adapted for efficient absorption of sugar molecules [4-mark]

02 — Describe how to test a sample of food for protein, starch and sugar [6-mark]

03.1 — Identify which organs in the human digestive system produce amylase

03.2 — Identify the independent variable in the amylase investigation

03.3 — Describe how student would know when all the starch had been digested

03.4 — Determine the optimum pH for amylase using Figure 6

03.5 — Determine how much time it took for amylase to digest all the starch

03.6 — Determine rate of sugar production per minute at 40 seconds

03.7 — Explain how enzyme structure is related to the effect of pH on amylase [6-mark]

06.1 — Explain why starch has to be digested

06.2 — Suggest what liquid was used for test with 0 g/dm³ starch concentration

06.3 — Explain change in percentage of light through different starch concentrations

06.4 — Give reason why starch and amylase were kept in water bath before mixing

06.5 — Calculate mean rate of starch digestion for first 3 minutes using Figures 7 and 8

06.6 — Explain how results would differ if investigation was carried out at pH 1

01.1 — Suggest two reasons why drinks company uses fructose rather than glucose

01.2 — Describe how to test the drink for sugar; give colour of positive result

01.3 — Describe how to test the drink for protein; give colour of positive result

01.4 — Describe how protein and fat are digested — enzymes and where produced [6-mark]

03.1 — Suggest two reasons why student's conclusion about optimum pH 7.25 is not valid

03.2 — Calculate mean rate of sugar produced per minute during first 5 minutes

03.3 — Suggest what you would see in iodine test samples after 10 and 60 minutes

03.4 — Draw a line on Figure 4 to show results at 37°C [🖨 Figure 4]

03.5 — Explain how investigation at 65°C would affect results [3-mark]

01.1 — Identify which blood vessel carries deoxygenated blood away from heart to lungs

01.2 — State where pacemaker cells are found in the heart

01.4 — Calculate stroke volume X using the cardiac output equation

02.4 — Identify the type of blood vessel labelled X

05.1 — Identify which blood vessel transports blood with highest oxygen concentration

05.2 — Identify which blood vessel transports blood at highest pressure

05.3 — Identify correct order for blood flowing through heart to lungs

03.1 — Describe what is meant by a double circulatory system

03.2 — State where the pacemaker is found in the heart

03.3 — Identify which blood vessel carries deoxygenated blood

03.4 — Explain why veins have valves but arteries do not

03.5 — Describe two structural differences between a vein and an artery

01.1 — Match blood vessels in Figure 1 to their names

01.2 — Identify where pacemaker would be located in Figure 1

01.4 — Suggest two symptoms of having a hole in the heart

01.5 — Suggest two possible risks of the operation to repair a hole in the heart

05.2 — Describe why the heart is described as a double pump

01.8 — Identify which part of blood starts the clotting process

06.5 — Calculate number of red blood cells usable in a patient; give in standard form

06.6 — Evaluate use of red blood cells from stem cells vs whole blood donation [6-mark]

05.1 — Describe functions of plasma and platelets

02.1 — Explain what a non-communicable disease is

02.2 — Explain how CHD can cause a heart attack

05.4 — Evaluate use of statins compared with stents to reduce risk of heart attack [6-mark]

06.3 — Advantages and disadvantages of biological vs mechanical heart valve [4-mark]

05.3 — Evaluate use of statins and stents in people with CHD; justified conclusion [6-mark]

02.3 — Explain how lifestyle and medical risk factors increase chance of CHD [6-mark]

03.1 — Give one disease related to being overweight

03.2 — Calculate height of woman using BMI equation

03.3 — Identify which weight category describes the woman using Figure 4

03.4 — Describe how balance between food eaten and exercise controls body mass

01.2 — Give one non-communicable disease that obesity is a risk factor for

01.3 — Suggest one national policy that could help people to lose weight

01.4 — Calculate BMI and determine BMI category using Table 1

01.5 — Suggest why BMI categories were determined before the women became pregnant

01.6 — Give two conclusions from Figure 1 about smoking and BMI on birth mass

05.1 — Describe similarities and differences between benign and malignant tumours

05.2 — Explain why no new cases of skin cancer diagnosed in people younger than 15

05.3 — Give two conclusions about number of new cases of skin cancer using Figure 10

05.4 — Suggest why skin cancer data is given per 100 000 population

05.5 — Describe two trends in Figure 10 for number of people with skin cancer

05.6 — Calculate number of males aged 80–84 with skin cancer to 3 SF

01.1 — Identify which disease is a non-communicable disease

06.2 — Explain what is meant by a malignant tumour [3-mark]

04.1 — Describe how a tumour can spread to different parts of the body

04.2 — Calculate percentage increase in survival rate for skin cancer 1961 vs 2001

04.3 — Compare survival rates for bowel and prostate cancer; suggest reasons [4-mark]

04.1 — Identify which tissue is the epidermis in Figure 4

04.2 — Explain how the spongy mesophyll is adapted for its function using Figure 4

05.2 — Name tissue A in Figure 6

03.1 — Suggest how student returned the air bubble to 0 mm between investigations

03.2 — Explain why narrow capillary tubing was used in the potometer

03.3 — Calculate rate of water uptake in mm³/min using cross-sectional area and graph

03.4 — Plot data from Table 4 on Figure 4 and draw line of best fit [🖨 Figure 4]

03.5 — Draw expected line for investigation C on Figure 4 and label it [🖨 Figure 4]

06.1 — Describe how water is transported from soil to atmosphere through a plant

06.2 — Name the process that moves dissolved sugars through phloem tissue

06.3 — Explain one way sieve tube cells are specialised for their function

04.3 — Explain one way xylem is adapted for its function

04.4 — Describe how increase in glucose in guard cells causes stoma to open

05.4 — Describe how water is transported from soil through plant tissues to atmosphere [5-mark]

03.4 — Explain how viruses cause illness

02.1 — Suggest one way chickenpox spreads from infected person to others

06.1 — Suggest why number of EVD deaths is an estimate rather than exact number

05.1 — Suggest why actual measles cases may be higher than those recorded

05.2 — Calculate percentage decrease in confirmed measles cases 2012–2015

01.7 — Describe how the measles virus is transferred from person to person

03.1 — State what type of microorganism causes measles

03.2 — Suggest two ways spread of measles can be reduced (not vaccination)

04.3 — Explain how vaccinating chickens reduces salmonella food poisoning in humans

04.4 — Give one way the spread of salmonella from human to human is controlled

04.5 — Suggest one reason why salmonella cases are higher in summer than winter

01.2 — Give one symptom of salmonella food poisoning

01.8 — Calculate estimated number of people with athlete's foot

01.9 — Suggest one way a person could reduce their chance of catching athlete's foot

04.1 — Identify the type of pathogen that causes malaria

04.2 — Give two methods to prevent malaria and explain why each works

04.1 — Match each disease to the pathogen that causes it — gonorrhoea, malaria, measles

04.2 — Explain how releasing sterile mosquitos reduces spread of malaria

05.3 — Explain why vaccinating a large proportion of population reduces spread of measles

05.4 — Explain immune response — compare antibody levels before and after vaccination [6-mark]

04.2 — Describe how a vaccine would work to prevent gonorrhoea [4-mark]

01.7 — Identify which part of blood produces antibodies

03.3 — Describe how measles vaccine helps a person become immune [4-mark]

02.3 — State what a vaccine contains that causes a person to become immune

02.5 — Explain how chickenpox vaccine gives immunity — primary and secondary response [6-mark]

06.5 — Explain how use of a vaccine would reduce spread of EVD

01.4 — Suggest one reason why bacteria concentration continued to increase after antibiotics

01.6 — Suggest why doctors do not give antibiotics to patients with minor infections

07.2 — Explain the evidence for the conclusion that S. aureus is resistant to antibiotics

07.3 — Suggest how the method was developed to show S. aureus is not resistant

07.7 — State the range of results for treatment with stem cells only using Figure 10

07.8 — Evaluate student's conclusion about using stem cells containing antibiotic [4-mark]

02.2 — Give reason why chickenpox cannot be treated with antibiotics

06.2 — Explain why antibiotics were not used to treat EVD

01.3 — State the origin of the drug digitalis

06.1 — Determine how much more time clinical trials took compared with preclinical testing

06.2 — Suggest one reason why low doses are used in Phase 1 clinical trials

06.3 — Suggest two reasons why healthy volunteers are used in Phase 1 clinical trials

06.4 — Suggest one reason why results must be reviewed by other scientists

06.5 — Evaluate the decision to allow drug C to treat AMD in the UK [6-mark]

01.3 — State the name of the first antibiotic developed

03.5 — Give three reasons why clinical trials are needed

02.4 — Give three reasons why a new vaccine must be tested

06.3 — Match drug testing words to their definitions

06.4 — Suggest one reason why drug trial results are studied by other scientists

06.6 — Evaluate use of unlicensed drugs and vaccines during EVD outbreak [6-mark]

03.1 — Identify the correct balanced equation for photosynthesis; identify type of reaction

01.1 — Identify the correct equation for photosynthesis

04.1 — Explain why light is needed for photosynthesis; identify correct equation

04.1 — Identify the symbol equation for photosynthesis

02.1 — Identify the correct word equation for photosynthesis

03.3 — Suggest two improvements to method for measuring rate of photosynthesis

03.4 — Explain why constant temperature is important in the photosynthesis investigation

03.5 — Use inverse square law to explain how light intensity changes as distance doubles

03.6 — Predict number of bubbles at 40 cm using inverse square law and give a reason

03.7 — Describe how to change method to investigate effect of CO₂ concentration on rate

03.6 — Explain why the air bubble would not move if investigations done in the dark

05.1 — Explain how oxygen production can be used to show rate of photosynthesis

05.2 — Name the factor limiting rate of photosynthesis at point X

05.3 — Determine minimum light intensity for maximum rate of photosynthesis

05.4 — Explain why that light intensity may not give maximum profit

01.2 — Identify the independent variable in the photosynthesis investigation

01.3 — Explain how an increase in temperature would affect the results

01.4 — Suggest one way to prevent temperature of water increasing during investigation

01.5 — Suggest two improvements to investigation so results would be more valid

01.6 — Calculate rate of photosynthesis when pondweed was 40 cm from lamp

01.7 — Give one conclusion from Table 1

01.8 — Plot data from Table 1 on Figure 2 and draw line of best fit [🖨 Figure 2]

01.9 — Predict number of bubbles at 60 cm using Figure 2

04.5 — Explain why plants infected with tobacco mosaic virus grow slowly

04.3 — Describe how to make accurate measurements for rate of photosynthesis

04.4 — Explain why results for the two investigations are presented differently

04.5 — Suggest the range in wavelength of green light using Figures 8 and 9

04.2 — Describe effect of increasing temperature on rate of photosynthesis using Table 2

04.3 — Explain why no gas was produced by the plant at 45°C

04.4 — Identify how student could increase accuracy of results

04.5 — Suggest two reasons against using a heater at 25°C in the greenhouse

03.1 — Identify which measuring cylinder gives most accurate results

03.2 — Explain how light intensity changed as distance was doubled; include calculations

03.3 — Explain how repeating investigation at 20°C would affect results [3-mark]

03.4 — Explain how repeating investigation at 80°C would affect results [2-mark]

05.3 — Explain how tissue A is adapted to its function [2-mark]

02.2 — Describe a method to investigate effect of different colours of light on rate [6-mark]

02.3 — Give evidence from Figure 3 to support light stops being a limiting factor at 20 units

02.4 — State one factor that could be limiting rate of photosynthesis at 25 units

05.5 — Describe how nitrate ions are used in a plant to help it grow

04.4 — Describe why there are air holes in the cap of the culture bottle

05.5 — Explain results when light intensity was 0 lux using Figure 5 [4-mark]

03.1 — State what exothermic means in the context of fermentation

03.2 — Suggest why a layer of oil was needed on the surface of the mixture

03.3 — Suggest why mixture was left 20 minutes before gas syringe was attached

03.4 — Explain results from 0–45 minutes for flask at 2°C then moved to 35°C

03.5 — Explain results from 0–45 minutes for flask kept at 35°C

06.4 — Explain what structure of companion cells suggests about process moving sugars

06.2 — Explain effects on a person if the labelled heart valve developed a leak [4-mark]

05 — Explain overall exchange of CO₂ and O₂ at three different light intensities [6-mark]

01.3 — Explain why heart muscle cells contain many mitochondria [3-mark]

05.1 — Identify the two products of anaerobic respiration in plants

07.1 — State purpose of boiling tube A and explain answer

07.2 — Identify which boiling tube would be most yellow after 2 days; explain [3-mark]

07.3 — Suggest why indicator in boiling tube C did not change after 2 days

08 — Explain why plant in waterlogged soil cannot absorb enough nitrate ions [5-mark]

01.5 — Explain why beta blockers cause breathlessness during exercise [6-mark]

03.5 — Explain the changes in the body during and after vigorous exercise [6-mark]

05.5 — Explain why heart attack survivors get out of breath during gentle exercise [4-mark]

06.3 — Explain why person B breathes much faster than person A during exercise [4-mark]

07 — Explain causes and symptoms of angina and how GTN reduces symptoms [6-mark]

06.4 — Explain why person with anaemia is likely to experience muscle fatigue [2-mark]

04.5 — Give one reason for what is happening to bacteria population at stages A, B, C, D

02.8 — Give one use of sugar in the body

06.5 — Describe why dissolved sugars must be moved both upwards and downwards