4.5Homeostasis and response
4.5.1Homeostasis
06.1 — Define homeostasis
06.1 — Give one internal condition other than temperature controlled by homeostasis
06.3 — Calculate the mean rate of body temperature decrease from a graph
06.4 — Determine the body temperature at which hypothermia starts, to 2 significant figures
06.3 — Name the type of cell that detects changes
06.7 — Describe how reaction time results show the importance of homeostasis
4.5.2The human nervous system
03.1 — State why reflex reactions are important
03.2 — Suggest a hypothesis for the effect of caffeine on reaction time
03.3 — Suggest how a ruler-drop caffeine investigation could be improved (6-mark)
04.1 — Name two labelled parts of a reflex arc
04.2 — Compare how information passes along a neurone and across a synapse
04.3 — Explain why a conscious action takes longer than a reflex action
04.4 — Calculate the time for an impulse to travel along a neurone, in milliseconds
04.5 — Describe the relationship between age and time for a muscle to contract
01.1 — Describe how to carry out the ruler-drop test
01.2 — Calculate the mass of caffeine taken in by one group
01.3 — Explain why one group drank water instead of the caffeine drink
01.4 — Estimate a reaction time from a ruler-drop conversion table
01.5 — Describe the effect of caffeine intake on the decrease in reaction time
01.6 — Give the reason why some decreases in reaction time were negative
01.7 — State the range of results for one group from a graph
01.8 — Suggest two variables that should have been controlled in the reaction time investigation
01.9 — Explain why the ruler-drop test does not involve a reflex action
02.1 — Describe how a stimulus from a hot pan reaches the arm muscle
02.2 — Describe a method to compare reaction times of the right and left hand
02.3 — Calculate a mean reaction time
02.4 — Identify the dependent variable in a tennis and reaction time investigation
02.5 — Give evidence that supports a conclusion about tennis and reaction time
02.6 — Give evidence that does not support the conclusion
05.1 — Suggest a control variable for a caffeine and reaction time investigation
05.2 — Suggest two sources of random error in a stopwatch reaction time method
05.3 — Explain why a mode cannot be found for a set of results
05.4 — Describe how a mean was calculated after excluding an anomalous result
05.6 — Name the gap between two neurones
05.7 — Suggest why reaction time decreases when caffeine blocks adenosine receptors
06.9 — Describe how more chemicals crossing synapses could decrease reaction time
4.5.3Hormonal coordination in humans
04.2 — Label endocrine glands on a diagram
01.1 — Name the organ system that includes the glands shown
01.3 — Identify the gland that stimulates other glands to produce hormones
01.4 — State how hormones travel from one gland to another
06.5 — Name the gland that stimulates the adrenal glands
06.1 — Identify the gland that releases hormones to control other glands
09.1 — Calculate how much faster blood glucose rises in a person with diabetes
09.2 — Explain why blood glucose changes 30 minutes after a glucose drink
09.3 — Evaluate two systems for controlling blood glucose in Type 1 diabetes
09.4 — Describe how the body responds if slightly too much insulin is injected
06.2 — Name the hormone released when blood glucose falls too low
06.3 — Describe how a glucose tolerance graph shows a person has diabetes
06.4 — Suggest the type of diabetes two people have from insulin data, with reasons
06.5 — Explain why starving children may die after eating many lychees (6-mark)
01.2 — Identify the gland that produces insulin
05.1 — Name the type of hormonal control of blood glucose shown
05.2 — Name the two hormones that control blood glucose
05.3 — Explain how two hormones keep blood glucose in the normal range after a meal (6-mark)
06.4 — Explain why people with Type 1 diabetes were chosen for a reaction time investigation
06.5 — Suggest two more control variables for the blood glucose and reaction time investigation
06.6 — Suggest why the health of each person was monitored during the investigation
06.8 — Describe how blood glucose is kept within narrow limits in people without diabetes
06.1 — Identify the equation that represents a linear relationship
06.2 — Explain how a C-peptide test shows diabetes type and why the correct diagnosis matters (6-mark)
06.3 — Identify the organ that produces glucagon
06.1 — Calculate the rate of increase in LH concentration from a graph
06.2 — Describe the sequence of hormone interactions in the menstrual cycle
04.3 — Complete a table of hormones, glands and target organs
01.5 — Name two glands involved in human reproduction
01.6 — Identify the hormone detected by ovulation test kits
02.1 — Name one hormone produced in the ovaries
02.2 — Give one function of the hormone produced in the testes
06.3 — Suggest an advantage of a progesterone patch over an oral contraceptive
01.7 — Evaluate a new male contraceptive injection compared with existing methods (6-mark)
02.3 — Give one advantage of condoms over hormonal contraception
02.4 — Describe how hormones are used in different methods of contraception (6-mark)
05.4 — Explain how injecting FSH and then LH helps a woman become pregnant
05.5 — Describe the remaining steps in IVF
05.1 — Identify the hormones given to women having IVF
05.2 — Name the target organ of the hormones used in IVF
05.3 — Describe why microscopes are needed in IVF
05.4 — Describe how IVF hormones interact with other hormones to prepare for pregnancy
05.5 — Calculate the simplest whole-number ratio of successful to unsuccessful IVF
05.6 — Suggest a factor that affects the chance of a child from IVF
05.7 — Give two arguments against IVF treatment
03.5 — Describe how IVF can result in pregnancy
05.5 — Explain how adrenaline's effect on heart rate might decrease reaction time
06.6 — Explain the role of the adrenal glands when body temperature decreases
06.7 — Explain how the thyroid gland controls the response to cold by negative feedback
04.1 — Describe how basal metabolic rate is increased
06.2 — Identify one other effect of adrenaline
4.6Inheritance, variation and evolution
4.6.1Reproduction
01.1 — Identify the process that produces starfish offspring
01.2 — Name the process that produces more cells as a starfish grows
01.3 — Name the term for genetically identical organisms
01.4 — State the number of chromosomes in the offspring's body cells
04.4 — Suggest two advantages of growing geraniums by asexual reproduction
01.2 — Give two reasons why sexual reproduction causes variation
02.2 — Identify a true statement about asexual reproduction
07.2 — Describe the type of cell division that produces gametes
07.3 — Suggest why triploid oysters cannot reproduce
04.1 — Identify two true statements about meiosis
05.6 — Describe three differences between cell division forming sperm and forming liver cells
01.1 — Name the type of cell division that produces egg and sperm cells
02.3 — Identify how a gamete differs from other plant cells
01.3 — Explain why a body cell and a sperm cell carry different alleles
03.4 — Explain one way mapping the human genome could be important in future
01.1 — Identify the diagram that represents a DNA molecule
01.2 — Describe the structure of a DNA molecule
01.3 — Complete sentences about what a gene codes for
01.4 — State what is meant by the term genome
01.5 — Identify an advance made using knowledge of the human genome
06.3 — Use a genetic diagram to predict the number of blue carp, in standard form
06.4 — Describe a genetic cross to find whether a brown carp is BB or Bb
06.1 — Define heterozygous
01.3 — Name the term for the genotype Dd
01.4 — Complete a Punnett square and find the probability of a child with polydactyly
03.1 — Describe how a family tree shows an allele is recessive
03.2 — Identify the person who is definitely heterozygous from a family tree
03.3 — Complete a genetic diagram to find the probability of a child with AKU
01.1 — Match genetics terms to their meanings
01.2 — Complete a Punnett square and find the probability of white-furred offspring
05.3 — Draw a Punnett square to find the probability of a child with cystic fibrosis
05.4 — Suggest three reasons for choosing embryo screening during pregnancy rather than IVF
05.5 — Suggest one advantage of embryo screening by IVF
01.5 — Give two advantages of embryo screening
03.6 — Give two arguments against embryo screening
07.1 — Identify the chromosome arrangement in a male oyster body cell
05.1 — Complete a diagram showing inheritance of sex chromosomes
05.2 — Give the reason why all children in some families are the same sex
06.2 — Use a family tree and Punnett square to find the probability of a male child with a disorder (6-mark)
01.5 — Give the evidence from a figure that a rabbit is female
4.6.2Variation and evolution
06.1 — State what a mutation is
06.2 — Suggest how a mutation could cause a different colour in carp
01.6 — Name the term for differences between individuals of a species
06.3 — Explain how polydactyly appeared in a family with no polydactyly alleles
03.4 — Suggest how a mutation can produce a non-functioning enzyme
05.4 — Suggest two reasons why mutations in plesiosaur evolution cannot be studied
04.5 — Describe how moose may have evolved large antlers
04.3 — Describe how a purple-flowered orchid may have evolved from a yellow-flowered ancestor
01.7 — Suggest why snails like a mutant snail might increase in future generations
04.5 — Suggest two disadvantages of growing geraniums by asexual reproduction
04.1 — Determine the rate of change in beak length from a graph
04.2 — Explain the process of evolution that could cause a change in beak length (6-mark)
04.5 — Explain the disadvantage of selectively breeding salmon
04.2 — Explain the trends in warfarin resistance in a rat population, using a table (6-mark)
05.1 — Describe the steps in selectively breeding a new rice variety
04.3 — Describe how to selectively breed salmon that sea lice cannot attach to
04.4 — Explain the advantages to farmers of salmon without sea lice
05.2 — Explain why some people agree and others disagree with growing GM rice
03.1 — Identify two correct statements about vectors in genetic engineering
03.3 — Give two examples of genetic engineering in use today
4.6.3The development of understanding of genetics and evolution
04.3 — Explain why evolution is easier to study in a bird species than in humans
04.4 — Describe evidence that would show two birds are the same species
03.2 — Identify why mud was important in forming a fossil
03.3 — Calculate the size of the range of a fossil's estimated age
03.4 — Suggest why the time a fossil species existed is not known accurately
02.2 — Name the evidence used to study extinct species
05.3 — Describe how a plesiosaur fossil could have formed
06.2 — Draw a line on a timeline to show when ammonites existed
06.3 — Calculate how much longer ammonites existed than trilobites
06.4 — Calculate the percentage increase in species extinction between two mass extinctions
02.1 — Identify why the percentage of extinct species is only an estimate
05.3 — Suggest why governments should pay drug companies to develop new antibiotics
02 — Explain the advice doctors should be given to prevent spread of an antibiotic-resistant strain (6-mark)
03.5 — Explain how widespread use of antibiotics in farming threatens human life
02.3 — Explain how evolution of antibiotic-resistant C. difficile can be slowed (6-mark)
4.6.4Classification of living organisms
08.1 — Suggest two other advantages of the binomial naming system
08.2 — Give one reason why there is now more information to classify organisms
08.3 — Give two features of the domain Archaea
03.4 — Describe the three-domain system of classification
03.5 — Suggest why the cave microorganisms were classified as Archaea
04.4 — Suggest which orchid species is most closely related to the ancestor, with a reason
06.1 — Identify the domain that primitive anaerobic bacteria belong to
03.1 — Identify the genus of a fungus from its scientific name
03.5 — Name the domain that fungi are classified in
03.6 — Identify two features of organisms in the domain Archaea
03.7 — Give three types of evidence now used to classify living things
06.1 — Complete a classification table for the polar bear
04.1 — Name the genus of a salmon from its scientific name
04.2 — Name the domain sea lice are classified in
02.1 — Identify the classification group that eukaryota is
02.4 — Describe one way to show a new plant species is in the same genus as potatoes
05.5 — Complete a classification table for a plesiosaur
05.6 — Give the binomial name of the plesiosaur
4.7Ecology
4.7.1Adaptations, interdependence and competition
02.3 — Suggest why dandelions may not grow well where there is a lot of grass
03.2 — Explain why herbicide-resistant wheat gives a higher yield
05.1 — Define the term ecosystem
04.1 — Explain how growing GM herbicide-resistant maize can give a larger yield
04.3 — Suggest two reasons why more insects can increase crop yield
01.2 — Explain why students expected more plant growth further from a tree
01.7 — Identify the plant species that only grows at high light intensity
01.8 — Describe the relationship between light intensity and total plant cover, using data
01.9 — Suggest another factor that could cause the plant distribution, with a reason
07.5 — Suggest two environmental factors reducing a wild oyster population, with reasons
04.1 — Give two variables to control in a nitrate and corn yield investigation
04.2 — Complete a graph of mean mass of corn against soil nitrate concentration
04.3 — Describe the relationship between soil nitrate concentration and corn yield, using data
03.3 — Identify an abiotic factor that could affect the number of plant species
04.4 — Give two other biotic factors that could affect the moose population
01.1 — Classify factors affecting plant growth as biotic or abiotic
05.3 — Explain how biotic and abiotic factors could cause an uneven distribution of daisies (6-mark)
03.1 — Name one biotic factor that may affect the number of buttercups
05.2 — Give two biotic factors that may have caused the extinction of plesiosaurs
03.1 — Identify why cave microorganisms are called extremophiles
04.1 — Match animal adaptations to structural, behavioural or functional types
04.2 — Describe how orchid adaptations help them survive and compete
05.1 — Identify the type of adaptation shown by rapid upward movement
4.7.2Organisation of an ecosystem
02.1 — Describe how quadrats are used to estimate a dandelion population
02.2 — Estimate the dandelion population from quadrat data
04.1 — Name the secondary consumer in a food chain
04.2 — Explain how a predator-prey graph shows more moose than wolves
04.3 — Suggest why the moose population fell, using a predator-prey graph
01.3 — Name the equipment used to sample plants and measure light intensity
01.4 — Calculate the total area sampled by the quadrats
01.5 — Suggest why the investigation was done quickly on the same day
01.6 — Give one way the field investigation could be improved
05.1 — Identify two improvements to increase the validity of a quadrat method
05.2 — Calculate a daisy population from quadrat data, in standard form
03.2 — Describe a method to find whether soil water affects the number of buttercups (6-mark)
03.1 — Describe a transect method to find how distance from a river affects plant species
03.2 — Identify what a graph of species number against distance from a river shows
01.1 — Write the food chain for algae, crabs and limpets
01.2 — Calculate the area of a quadrat in square metres
01.3 — Calculate how many quadrats are needed to sample 2% of a sea shore
01.4 — Explain why throwing a quadrat is not a random sampling method
01.5 — Describe how to decide where to place a quadrat randomly
01.6 — Suggest one hazard when collecting data on a sea shore
05.5 — Explain how lower dissolved oxygen in a river will affect the otter population
03.1 — Identify the independent variable in a buttercup distribution investigation
03.2 — Determine the percentage cover of buttercups from a quadrat figure
03.3 — Give two factors to consider when deciding how many quadrats to use
03.4 — Explain two advantages of one quadrat over another, with calculations
03.5 — Identify two advantages of a point quadrat over a square quadrat
03.6 — Calculate the number of pin touches from a percentage cover
02.3 — Describe how carbon from the atmosphere is cycled through living organisms (6-mark)
01.2 — Name five processes shown on a water cycle diagram
01.3 — Calculate the number of people with severe water shortage, in standard form
01.4 — Identify two reasons why more people now have severe water shortage
01.5 — Explain how soil microorganisms recycle carbon from fallen leaves for new plant growth
01.6 — Identify one benefit of fallen leaves for living plants
4.7.3Biodiversity and the effect of human interaction on ecosystems
03.1 — State what is meant by biodiversity
05.2 — Describe two ways animal species may be important for community stability
04.2 — Explain how growing a GM herbicide-resistant crop can reduce animal biodiversity
03.4 — Suggest two ways intensive single-crop farming can damage the environment
02 — Explain how human activities pollute rivers, lakes and seas (6-mark)
04.4 — Evaluate the economic and environmental implications of adding nitrate fertiliser
01.7 — Suggest one type of water pollution that may affect limpets
05.3 — Calculate how many times greater the bacteria count was downstream
05.4 — Explain why a conclusion that bacteria number is proportional to oxygen is incorrect
07.1 — Give two reasons why gardeners should use less peat-based compost
07.2 — Explain why mixing peat with air releases carbon dioxide
03.2 — Give one use of peat
02.3 — Give two uses of peat
07.1 — Describe the reasons for deforestation and its effects on the environment (6-mark)
02.1 — Name a greenhouse gas other than carbon dioxide
02.2 — Give two effects of climate change
03.3 — Explain why the use of peat harms the environment
06.2 — Determine the annual rate of loss of Arctic sea ice from a trend line
06.3 — Suggest why polar bears find it harder to catch seals in autumn than spring
06.4 — Evaluate what might happen to the Arctic polar bear population in future
03.4 — Explain the environmental implications of farming more cows (6-mark)
02.5 — Explain why genetically modified crops may help humans survive climate change (6-mark)
04.5 — Explain why more oxygen in dug-up peat contributes to climate change
07.6 — Evaluate the production of triploid oysters for supermarkets and restaurants (6-mark)
02.1 — Describe trends in money spent on conserving biodiversity, using data
02.2 — Calculate the percentage decrease in money spent on biodiversity to 2 significant figures
02.4 — Describe two ways to increase biodiversity in the UK
04.4 — Give one reason why more hedgerow habitat increases insect numbers
4.1Cell biology (Paper 1 topic)
4.1.1Cell structure
05.1 — Suggest why antibiotics that disrupt cell membranes cause more side effects
05.2 — Suggest how stopping ribosomes working damages a bacterium
4.1.2Cell division
01.4 — Determine the number of chromosomes in a rabbit skin cell from a figure
4.2Organisation (Paper 1 topic)
4.2.2Animal tissues, organs and organ systems
03.2 — Identify which enzyme comes from the cave microorganism
03.3 — Give the reason for the enzyme choice
06.2 — Explain why control of body temperature is important
4.4Bioenergetics (Paper 1 topic)
4.4.1Photosynthesis
07.2 — Describe one way calling forests the lungs of the planet is correct
4.4.2Respiration
07.3 — Describe one way calling forests the lungs of the planet is incorrect
01.1 — Identify the reaction that produces water
06.4 — Explain why people who make too little glucagon feel weak and tired
07.4 — Explain why triploid oysters grow more quickly than diploid oysters
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