4.5Homeostasis and response
4.5.1Homeostasis
01.1 — Identify the term for control of conditions inside the body
01.2 — Identify the two ways information is sent to control body conditions
01.3 — Give one other condition in the body that is controlled
01.4 — Use a bar chart to calculate the extra water lost on a hot day
01.5 — Explain why more water is lost on a hot day than a cold day
01.6 — Calculate a volume of water as a percentage of total daily intake
04.1 — Identify two processes regulated by homeostasis
05.1 — Match parts involved in temperature control to their functions
05.2 — Identify two reasons why homeostasis is important
05.3 — Describe the trend in a swimmer's body temperature from a graph
05.4 — Determine the change in body temperature from a graph
05.5 — Extend a graph line to predict when a swimmer is at risk of hypothermia
4.5.2The human nervous system
10.1 — State why reflex reactions are important
10.2 — Suggest a hypothesis for the effect of caffeine on reaction time
10.3 — Suggest how a ruler-drop caffeine investigation could be improved (6-mark)
03.1 — Identify the nucleus on a diagram of a sensory neurone
03.2 — Identify the receptor on a diagram of a sensory neurone
03.3 — Name two labelled structures in a nerve pathway
03.4 — Identify the type of action when the arm is pulled away from a pin
03.5 — Calculate how much longer muscle contraction takes at age 80 than at 20, in seconds
06.1 — Describe how to carry out the ruler-drop test
06.2 — Calculate the mass of caffeine taken in by one group
06.3 — Explain why one group drank water instead of the caffeine drink
06.4 — Estimate a reaction time from a ruler-drop conversion table
06.5 — Describe the effect of caffeine intake on the decrease in reaction time
06.6 — Give the reason why some decreases in reaction time were negative
06.7 — State the range of results for one group from a graph
06.8 — Suggest two variables that should have been controlled in the reaction time investigation
06.9 — Explain why the ruler-drop test does not involve a reflex action
07.1 — Describe how a stimulus from a hot pan reaches the arm muscle
07.2 — Describe a method to compare reaction times of the right and left hand
07.3 — Calculate a mean reaction time
07.4 — Identify the dependent variable in a tennis and reaction time investigation
07.5 — Give evidence that supports a conclusion about tennis and reaction time
07.6 — Give evidence that does not support the conclusion
02.1 — Identify the dependent variable in a caffeine and reaction time investigation
02.2 — Give two control variables for a caffeine and reaction time investigation
02.3 — Explain why students waited 15 minutes after drinking coffee before retesting
02.4 — Identify the receptor used when responding to a screen colour change
02.5 — Identify the effector used when responding to a screen colour change
02.6 — Use a table to describe the effect of coffee on reaction time
02.7 — Identify the student with the smallest change in reaction time
02.8 — State what to do with an anomalous result when calculating a mean
02.1 — Classify variables in a reaction time investigation as independent, dependent or control
02.2 — Identify how the reaction time method could be improved
02.3 — Suggest why reactions got faster as the test was repeated
02.4 — Plot reaction time data as a labelled bar chart
02.5 — Compare reaction times for seeing and hearing a stimulus
03.1 — Suggest why fast reactions are important for car drivers
03.2 — Match types of variable to examples in a reaction time investigation
03.3 — Identify why a millimetre ruler is better than a reaction test card
03.4 — Plot one student's result on a scatter graph
03.5 — Determine the mode for hours of sleep from a graph
03.6 — Identify the effect of hours of sleep on reaction time from a graph
03.7 — Suggest two improvements to a reaction time investigation
03.8 — Explain one way a motor neurone is adapted for its function
4.5.3Hormonal coordination in humans
07.2 — State how insulin travels around the body
03.6 — Identify the position of the pituitary gland on a diagram
03.8 — State how LH travels to its target organ
04.2 — Identify a gland on a diagram of the endocrine system
06.1 — Name the organ system that includes the glands shown
06.3 — Identify the gland that stimulates other glands to produce hormones
06.4 — State how hormones travel from one gland to another
04.1 — Identify the pancreas on a diagram
04.2 — Identify the thyroid gland on a diagram
04.3 — State how hormones travel to their target organ
05.7 — Name the organ system that produces hormones
02.1 — Label three glands on a diagram of the body
02.3 — State how insulin is transported around the body
07.1 — Identify where insulin is produced
07.3 — Compare blood glucose concentrations of two people from a graph
07.4 — Explain how controlling diet can reduce health problems in diabetes
04.3 — Calculate the increase in blood glucose concentration after a meal
04.4 — Suggest the disorder of a person who needs medication to lower blood glucose
04.5 — Identify the problem with hormone control in this person
04.6 — Suggest two lifestyle changes to help treat the person's disorder
06.2 — Identify the gland that produces insulin
04.4 — Name the hormone that lowers blood glucose
04.5 — Identify two ways this hormone lowers blood glucose
04.6 — Use a blood glucose graph to suggest when breakfast was eaten
04.7 — Suggest the blood glucose of a person with untreated Type 2 diabetes
04.8 — Give two lifestyle changes to help control Type 2 diabetes
04.9 — Describe how low blood glucose leads to feeling weak
05.6 — Name the organ that produces insulin
05.8 — Complete a sentence about the effect of insulin on blood glucose
05.9 — Give one risk factor for Type 2 diabetes
02.2 — Identify the type of cell that detects blood glucose concentration
02.4 — Identify a target organ of insulin
02.5 — Identify the store of glucose in human cells
02.6 — Calculate the change in blood glucose concentration from a graph
02.7 — Describe the trend in blood glucose concentration after a meal
02.8 — Explain how a graph supports a conclusion that a person has diabetes
02.9 — Describe two lifestyle changes to control Type 2 diabetes
01.1 — Identify what happens to blood glucose soon after drinking glucose solution
01.2 — Identify the organ that produces insulin
01.3 — Identify two target organs for insulin
01.4 — Complete sentences about what insulin causes cells to take in and store
01.5 — Complete a sentence about the effect of insulin on blood glucose
01.6 — Give two ways to reduce the risk of developing Type 2 diabetes
03.7 — Identify the function of LH
03.9 — Identify the 18-year-old boy from sex hormone levels, with a reason
01.4 — Match reproductive hormones to the changes they cause at puberty
06.5 — Name two glands involved in human reproduction
06.6 — Identify the hormone detected by ovulation test kits
06.1 — Name one hormone produced in the ovaries
06.2 — Give one function of the hormone produced in the testes
01.5 — Match contraceptive methods to how they prevent pregnancy
01.6 — Give one advantage and one disadvantage of oral contraceptives
06.7 — Evaluate a new male contraceptive injection compared with existing methods (6-mark)
06.3 — Give one advantage of condoms over hormonal contraception
06.4 — Describe how hormones are used in different methods of contraception (6-mark)
4.6Inheritance, variation and evolution
4.6.1Reproduction
08.1 — Identify the process that produces starfish offspring
08.3 — Name the term for genetically identical organisms
08.4 — State the number of chromosomes in the offspring's body cells
02.3 — Name the two types of human gamete
01.1 — Identify two true statements about sexual reproduction in humans
06.2 — Give two reasons why sexual reproduction causes variation
06.2 — Identify a true statement about asexual reproduction
02.4 — Name the process in which gametes join
02.5 — Identify two features showing a cell division is meiosis, not mitosis
01.1 — State the number of chromosomes in a human sperm cell
06.1 — Name the type of cell division that produces egg and sperm cells
06.3 — Identify how a gamete differs from other plant cells
05.3 — Explain why a body cell and a sperm cell carry different alleles
02.1 — Identify two descriptions of the structure of DNA
02.2 — Complete sentences about DNA, genes and the genome
03.6 — Name the chemical that genetic material is made from
03.7 — Name the term for the entire genetic material of an organism
06.1 — Identify the diagram that represents a DNA molecule
06.2 — Describe the structure of a DNA molecule
06.3 — Complete sentences about what a gene codes for
06.4 — State what is meant by the term genome
06.5 — Identify an advance made using knowledge of the human genome
01.2 — Match genetics words to their meanings
01.3 — Name a piece of DNA that codes for a characteristic
01.4 — Identify the type of substance made using the DNA code
04.2 — Complete a genetic cross diagram for body colour
04.3 — Ring an offspring with the recessive phenotype on a genetic diagram
04.4 — Identify the probability of offspring with the dominant phenotype
04.5 — Calculate the expected number of offspring with the dominant phenotype
05.2 — Identify the alleles of a person with a recessive phenotype
05.3 — State the eye colour of a heterozygous person
05.4 — Complete a Punnett square for eye colour
05.5 — Give the probability of a child having brown eyes
05.6 — Identify the term for an observable characteristic
01.4 — Identify the term for a genotype with two different alleles
01.5 — Give the genotype of a person who cannot taste PTC
01.6 — Complete a Punnett square for a cross between two heterozygous parents
01.7 — Use a Punnett square to give the chance of a child being able to taste PTC
01.5 — Identify what a recessive allele is
01.6 — Identify the term for a person with two different alleles
01.7 — Complete a Punnett square for cystic fibrosis and ring the affected genotype
01.8 — Give the chance of a child inheriting cystic fibrosis
06.3 — Name the term for the genotype Dd
06.4 — Complete a Punnett square and find the probability of a child with polydactyly
01.2 — Identify the name for allele B
01.3 — Identify the term for the genotype Bb
01.4 — Complete a Punnett square for a cross between two heterozygous parents
01.5 — Give the chance of a child inheriting cystic fibrosis
05.1 — Match genetics terms to their meanings
05.2 — Complete a Punnett square and find the probability of white-furred offspring
01.9 — Suggest why a woman might not want embryo screening
06.5 — Give two advantages of embryo screening
01.6 — Identify the name of the process for testing an embryo's genotype
04.5 — Give the sex chromosomes of a male and a female cat
04.6 — Complete a Punnett square to show a 50:50 sex ratio
04.7 — Explain why one litter did not have equal numbers of each sex
01.2 — Complete a diagram showing the inheritance of sex
01.3 — Ring the genotype of all male children on the diagram
05.5 — Give the evidence from a figure that a rabbit is female
4.6.2Variation and evolution
04.1 — Give a characteristic of a fish for each cause of variation
04.6 — Suggest what caused a new colour to appear in a population
05.1 — Classify variations as caused by genes, environment or both
05.7 — Identify the likely effect of a mutation
04.1 — Identify the cause of a new coat colour appearing
06.6 — Name the term for differences between individuals of a species
01.7 — Identify the name for a change in DNA
01.8 — Suggest one environmental cause of variation in humans
06.7 — Suggest why snails like a mutant snail might increase in future generations
03.4 — Read a mean beak length from a graph
03.6 — Complete sentences about evolution by natural selection in birds
04.4 — Complete a sentence about the process by which evolution occurs
04.2 — Describe how a breeder could use selective breeding
04.3 — Suggest why the breeder wants all kittens to have the new feature
04.4 — Identify why selectively bred kittens may have more heart defects
04.4 — Identify the next stage in selectively breeding salmon
04.5 — Identify when selective breeding is finished
04.6 — Suggest why salmon without sea lice are more profitable
04.7 — Identify a disadvantage of selective breeding
01.1 — Identify a useful characteristic crops are genetically modified for
01.2 — Identify one concern about GM crops
04.8 — Suggest two advantages of farming GM salmon
04.9 — Identify an advantage of farming GM salmon far from wild salmon
4.6.3The development of understanding of genetics and evolution
02.6 — Identify the scientist who proposed evolution by natural selection
03.7 — Identify why evolution is easier to study in birds than humans
03.1 — Identify evidence that supports the theory of evolution
04.8 — Suggest two reasons why evolution is easier to study in bacteria than in fossils
02.1 — Identify how a fossil was formed
02.2 — Suggest why scientists are not certain what living ammonites looked like
02.7 — Identify how a fossil sequence gives evidence for evolution
04.2 — Identify the process prevented by mud with no oxygen
04.3 — Identify the age of a fossil in standard form
03.2 — Identify why a fly was preserved in amber
03.3 — Use an evolutionary tree to identify the insect that evolved first
03.4 — Use an evolutionary tree to identify the most recent common ancestor
03.5 — Use an evolutionary tree to name an insect group
07.2 — Name the evidence used to study extinct species
04.6 — Suggest one reason why fossils are used to study evolution
04.1 — Suggest why scientists cannot be certain what plesiosaur skin was like
04.4 — Use a timeline to state when a plesiosaur first evolved
04.5 — Determine how long a plesiosaur existed for from a timeline
04.6 — Identify two reasons why plesiosaur extinction dates are only estimates
04.7 — Identify timeline evidence that one plesiosaur may have evolved from another
03.5 — Give one factor, other than deforestation, that could cause extinction
02.3 — Use a timeline to state when ammonites became extinct
02.4 — Calculate how much longer ammonites existed than trilobites
02.5 — Suggest two factors that may have caused ammonites to become extinct
04.7 — Give two possible causes of extinction
07.1 — Identify why the percentage of extinct species is only an estimate
04.5 — Give two possible causes of extinction
06.2 — Use a timeline to identify the decade when most antibiotics were discovered
06.3 — Calculate a percentage of antibiotic types to 2 significant figures
06.4 — Classify actions as more or less likely to lead to antibiotic resistance
07 — Explain the advice doctors should be given to prevent spread of an antibiotic-resistant strain (6-mark)
03.8 — Identify how bacteria provide evidence for evolution
07.3 — Explain how evolution of antibiotic-resistant C. difficile can be slowed (6-mark)
04.7 — Put the stages in the evolution of penicillin-resistant bacteria in order
04.8 — Identify two reasons why new antibiotics may not control resistant bacteria
04.9 — Give one reason why doctors are concerned about antibiotic-resistant bacteria
4.6.4Classification of living organisms
05.1 — Suggest a cell structure used to classify living things
05.2 — Identify who devised the traditional classification system
05.3 — Name the largest category in a classification table
05.4 — Give the binomial name of humans from a classification table
05.5 — Suggest one way classification systems are useful to scientists
04.1 — Identify the genus of a fungus from its scientific name
04.4 — Identify who developed the traditional system of classification
04.5 — Identify the domain a fungus is classified in
04.6 — Identify why classification has changed over time
03.6 — Complete a classification table for the house fly
03.7 — Identify the domain insects belong to
04.1 — Complete a classification table for a salmon
04.1 — Use an evolutionary tree to identify the species most closely related to lions
04.2 — Draw a branch on an evolutionary tree to show the evolution of tigers
04.3 — Identify what a species at the base of an evolutionary tree represents
06.1 — Identify the classification group that eukaryota is
06.4 — Describe one way to show a new plant species is in the same genus as potatoes
4.7Ecology
4.7.1Adaptations, interdependence and competition
09.3 — Suggest why dandelions may not grow well where there is a lot of grass
01.1 — Identify two things migrating birds compete for at their breeding grounds
01.2 — Suggest why birds that arrive early may survive better
05.2 — Predict the effect on prey numbers when predators die
05.3 — Give a reason for the predicted change in prey numbers
05.6 — Explain why a garden is not a stable community
05.3 — Explain why more invertebrate species may live where there are trees
02.1 — Match fertiliser and herbicide to how each increases crop yield
02.3 — Identify two ways more insects can increase crop yield
06.2 — Explain why students expected more plant growth further from a tree
06.7 — Identify the plant species that only grows at high light intensity
06.8 — Describe the relationship between light intensity and total plant cover, using data
06.9 — Suggest another factor that could cause the plant distribution, with a reason
02.7 — Explain why daisy plants growing near a building were smaller
05.6 — Explain why more plant species grow where trees have been removed
02.2 — Identify the type of factor water in soil is
02.3 — Give two other factors that might affect the number of buttercups
02.7 — Give two improvements to make a soil pH and bean growth investigation more valid
02.8 — Calculate a mean bean plant height
02.9 — Conclude how acid soil affects bean growth
03.6 — Identify two abiotic factors
03.7 — Give two other factors that affect the percentage cover of buttercups
01.6 — Identify two biotic factors
06.1 — Classify factors affecting plant growth as biotic or abiotic
02.6 — Give two biotic factors that may affect where daisy plants grow
03.3 — Identify two biotic factors
03.1 — Match animal adaptations to structural, behavioural or functional types
03.2 — Identify two features that help orchids survive
01.3 — Suggest one advantage of being able to taste a harmful plant chemical
03.5 — Identify the type of adaptation beak length is
04.2 — Explain how a structure helped a plesiosaur survive in the ocean
04.3 — Identify the type of adaptation a movement is
4.7.2Organisation of an ecosystem
01.1 — Identify the term for the grass in a food chain
01.2 — Identify the term for the wolves in a food chain
01.3 — Read the peak moose population from a graph
01.4 — Use two graphs to find the time between population peaks
01.5 — Identify why the predator population increases after the prey population
09.1 — Describe how quadrats are used to estimate a dandelion population
09.2 — Estimate the dandelion population from quadrat data
04.1 — Give two variables to control in a pond-net sampling method
04.2 — Calculate the mean water flea population from a table
04.3 — State the range of the students' results
04.4 — Suggest why the sampling results had a wide range
04.5 — Compare two mean values to conclude about water flea distribution in a pond
04.6 — Calculate the change in the number of bloodworms between two years
04.7 — Calculate one year's shrimp count as a percentage of an earlier year's
06.3 — Name the equipment used to sample plants and measure light intensity
06.4 — Calculate the total area sampled by the quadrats
06.5 — Suggest why the investigation was done quickly on the same day
06.6 — Give one way the field investigation could be improved
02.1 — Describe how to make sure quadrats are placed randomly
02.2 — Describe a quadrat
02.3 — Calculate the mean number of daisy plants per quadrat
02.4 — Calculate the area of a rectangular field
02.5 — Estimate the daisy population of the field from quadrat data
05.1 — Identify the trophic level of an organism in a food chain
05.4 — Conclude how biomass changes along a food chain
05.5 — Label the y-axis and plot biomass data as a bar chart
05.2 — Suggest one improvement to a quadrat and leaf-litter sampling method
05.4 — Ring the anomalous result in a results table
05.5 — Use a table to describe how removing trees affects invertebrate species
03.1 — Write a food chain for nuts, birds and cats
03.2 — Identify the primary consumer in the food chain
02.1 — Describe how to use a quadrat to estimate a plant population (4-mark)
02.4 — Identify the type of variable the number of buttercups is
02.5 — Calculate the area of a quadrat from a diagram
02.6 — Calculate the number of buttercups per m² from a quadrat mean
03.1 — Draw the position of an extra transect line
03.2 — Identify the equipment used at intervals along a transect
03.3 — Read a mean number of plant species from a graph
03.4 — Describe the effect of distance from a river on the number of plant species
03.5 — Identify why it is useful to know the range of results
04.2 — Identify the food chain for salmon, sea lice and soya plants
04.3 — Identify what the arrows in a food chain represent
05.1 — Write the food chain for algae, crabs and limpets
05.2 — Calculate the area of a quadrat in square metres
05.3 — Calculate how many quadrats are needed to sample 2% of a sea shore
05.4 — Explain why throwing a quadrat is not a random sampling method
05.5 — Describe how to decide where to place a quadrat randomly
05.6 — Suggest one hazard when collecting data on a sea shore
02.2 — Identify the secondary consumer in a food chain
03.1 — Identify the equipment used to sample plants
03.2 — Determine the percentage cover of buttercups from a quadrat figure
03.3 — Identify the independent variable in a buttercup distribution investigation
03.4 — Identify an advantage of measuring percentage cover rather than counting plants
03.5 — Calculate a mean percentage cover
03.6 — Use a table to give a conclusion about distance from a tree and buttercup cover
03.8 — Suggest two improvements to the buttercup distribution investigation
07.3 — Describe how carbon from the atmosphere is cycled through living organisms (6-mark)
03.2 — Name two chemicals cycled between plants, the soil and the air
03.3 — Describe how chemicals in dead plants are recycled and used by new plants (6-mark)
05.3 — Give two ways meat production releases carbon dioxide
05.1 — Identify the reaction that produces water
05.2 — Name five processes shown on a water cycle diagram
05.3 — Calculate the number of people with severe water shortage, in standard form
05.5 — Explain how soil microorganisms recycle carbon from fallen leaves for new plant growth
05.6 — Identify one benefit of fallen leaves for living plants
01.2 — Name one type of organism that causes decay
01.3 — Complete sentences about the gases used and produced by decomposers in respiration
02.6 — Name two processes on a carbon cycle diagram
02.8 — Identify two types of organism that cause decay
4.7.3Biodiversity and the effect of human interaction on ecosystems
02.1 — Identify what biodiversity is
04.9 — Suggest two other problems caused by rapid human population growth
03.3 — Identify the term for the variety of all species in an ecosystem
01.6 — Identify the gas that causes acid rain
04.8 — Use invertebrate data to conclude how pond pollution changed, with a reason
06 — Explain how human activities pollute rivers, lakes and seas (6-mark)
05.7 — Suggest one type of water pollution that may affect limpets
03.1 — Plot two points and draw a line of best fit for peat use
03.2 — Use a graph to predict peat use in a later year
03.3 — Classify features of peat-free compost as advantages or disadvantages
07.3 — Give two uses of peat
01.1 — Identify why peat is removed from peat bogs
01.4 — Identify the calculation for the frozen area of peat bogs
01.6 — Identify two human activities that reduce land available for wildlife
02.5 — Use a table to explain an advantage of growing young plants in peat compost
03.4 — Give one reason tropical rainforests are cut down
05.1 — Give one way deforestation can increase atmospheric carbon dioxide
02.9 — Give one use of land cleared by deforestation
02.2 — Identify two gases that cause global warming
02.3 — Give two effects of global warming that could reduce biodiversity
01.3 — Name one greenhouse gas
01.4 — Give one other effect of global warming
01.5 — Identify two human activities that cause global warming
07.1 — Name a greenhouse gas other than carbon dioxide
07.2 — Give two effects of climate change
05.2 — Name one gas other than carbon dioxide that contributes to climate change
05.4 — Compare the carbon dioxide released by three diets, using data (4-mark)
05.4 — Identify two reasons why more people now have severe water shortage
01.5 — Suggest why the percentage of frozen peat bogs is decreasing
03.7 — Explain why fewer plants worldwide increases global warming
06.5 — Explain why genetically modified crops may help humans survive climate change (6-mark)
02.7 — Explain why burning peat contributes to climate change
05.1 — Identify two ways a farmer could increase biodiversity
07.1 — Describe trends in money spent on conserving biodiversity, using data
07.2 — Calculate the percentage decrease in money spent on biodiversity to 2 significant figures
07.4 — Describe two ways to increase biodiversity in the UK
02.4 — Suggest one reason why farmers increase the size of hedgerows
4.1Cell biology (Paper 1 topic)
4.1.1Cell structure
06.1 — Suggest why antibiotics that destroy cell membranes cause side effects in animals
01.1 — Identify the part of a cell that controls movement of substances in and out
4.1.2Cell division
05.4 — Determine the number of chromosomes in a rabbit skin cell from a figure
08.2 — Name the process that produces more cells as a starfish grows
4.2Organisation (Paper 1 topic)
4.2.3Plant tissues, organs and systems
03.1 — Name the part of a plant that takes in nitrate ions
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