4.1Cell biology
4.1.1Cell structure
03.6 — Identify the diameter of a cell that is a given number of times smaller
01.1 — Identify the type of cell shown in a diagram
04.2 — Give two features that show a protist is eukaryotic, not prokaryotic
04.3 — Identify the prokaryotic organism
03.1 — Label the nucleus and cell membrane on a micrograph
01.4 — Identify the cell structures that release most energy
07.1 — State the function of the nucleus
07.3 — Draw and label a simple diagram of an animal cell from a micrograph
07.4 — Name one structure found in a plant cell but not an animal cell
01.2 — Identify the function of the cell wall
01.3 — Identify the part of an algal cell that makes it green
01.4 — Match sub-cellular structures to their functions
02.3 — Suggest why viruses are not classed as cells
03.4 — State what causes the green colour of a cactus stem
07.1 — Complete a table of cell parts and their functions
08.1 — Name a structure found in plant and fungal cells but not animal cells
01.7 — Name the part of a plant cell that contains cell sap
05.6 — Name a structure in an animal cell during division
01.1 — Identify a labelled part of an animal cell
01.2 — Name one structure found in the nucleus
01.3 — Name a cell part found in plant cells but not animal cells
02.4 — Give a reason why root cells do not photosynthesise
01.3 — Name a specialised cell that absorbs substances from the soil
01.4 — Describe how a root cell is adapted for absorption
01.5 — Match features of a sperm cell to how they help it
01.6 — Name a specialised cell and describe one adaptation
07.3 — Name a type of cell in a potato plant that has no chloroplasts
01.4 — Identify the substance root hair cells absorb from the soil
01.5 — State the function of a sperm cell
01.6 — Match specialised cells to the type of organism they are found in
02.5 — Identify how an unspecialised cell becomes a root hair cell
03.3 — Name the type of microscope needed to see ribosomes and mitochondria
03.4 — Identify the advantage of an electron microscope
03.5 — Measure an image and calculate the real width of a cell in micrometres
02.3 — Calculate the real length of a chloroplast from a scale drawing
07.5 — Calculate the magnification of cells in a figure
07.6 — Give two advantages of an electron microscope over a light microscope
01.5 — Identify how to get a clear image with a microscope
01.6 — Measure the length of a nucleus and a cell on an image
01.7 — Calculate how many times longer a cell is than its nucleus
01.8 — Calculate the magnification of a cell
07.1 — Name two pieces of equipment used to prepare cells for a microscope
07.2 — Name a labelled part of a light microscope
07.3 — State the function of a labelled part of a light microscope
07.4 — Suggest why no cells could be seen through the microscope
04.1 — Match parts of a light microscope to their functions
04.2 — Identify why iodine solution was added to onion cells
04.3 — Identify why a thin layer of onion cells was used
04.4 — Match parts of a risk assessment to their descriptions
04.5 — Measure an image and calculate the real length of a cell in micrometres
04.6 — Identify how cells look different under an electron microscope
04.7 — Identify two improvements to a student's drawing of cells
05.7 — Calculate the real width of a cell in micrometres
03.2 — Measure an image and calculate the real width of a white blood cell
07.7 — State the measurement needed to calculate the area with no bacteria growing
07.8 — Give one change that would allow the results to be checked for repeatability
05.4 — Compare the effectiveness of three antibiotics on three bacteria (6-mark)
05.5 — Identify which milk sample is shown in a counting chamber
05.6 — Calculate the mean number of bacteria in four samples
05.7 — Calculate the mean number of bacteria per mm³ of milk
05.8 — Identify milk samples that could not be sold, from standard-form data
08.1 — Describe two aseptic techniques for an agar plate
08.2 — Identify the least effective antibiotic from an agar plate, with a reason
08.3 — Calculate the area of a clear zone around an antibiotic disc, with the unit
08.4 — Suggest one improvement to the antibiotic investigation
04.1 — Describe how to prepare a sterile agar plate and grow uncontaminated bacteria (6-mark)
04.2 — Explain why the agar plate should not be incubated above 25 °C
04.3 — Identify the purpose of a paper disc soaked in water
04.4 — Draw the expected clear zones around two antibiotic discs
4.1.2Cell division
01.1 — Identify where chromosomes are found in a cell
08.1 — State where in a cell the cystic fibrosis gene is found
03.2 — Identify the type of cell division for growth
01.3 — Identify the longest stage of the cell cycle from a diagram
01.5 — Calculate the time taken for mitosis
01.6 — Identify a cell that is not dividing by mitosis
01.7 — Identify the number of chromosomes in each new cell after mitosis
01.8 — Identify why mitosis is important in living organisms
02.4 — Complete a sentence about how stem cells divide
02.1 — Identify the process that makes identical cells for growth and repair
02.2 — Match stages of the cell cycle to what happens in each
02.3 — Calculate the percentage of the cell cycle taken by one stage
02.4 — Calculate how long one cell takes to become eight cells
02.1 — Identify the fraction of cells dividing by mitosis, from a figure
02.2 — Identify the number of chromosomes in each new cell after mitosis
02.3 — Complete sentences about the stages of the cell cycle
02.4 — Identify the longest stage of the cell cycle, from a chart
02.5 — Identify the percentage of time spent in one stage of the cell cycle
08.3 — Calculate how many times a fungal cell divides in 24 hours
04.5 — Identify the number of chromosomes in each new cell after mitosis
05.1 — Give a reason a person needs new body cells
05.2 — Identify the type of cell division in cancerous cells
05.3 — Complete sentences about what happens before a cell divides
05.4 — Identify the percentage of the cell cycle spent in the growth stage, from a figure
05.5 — Identify what happens during one stage of the cell cycle
10.2 — Suggest how to produce many plants from one plant with a resistant gene
02.6 — Identify why scientists might clone plants
02.7 — Identify an advantage of cloning plants by tissue culture
02.8 — Name a substance in a tissue culture growth medium
02.3 — Complete a sentence about stem cells becoming gill cells
02.5 — Identify which tissue does not contain stem cells
02.6 — Identify two advantages of an animal for stem cell research
02.7 — Explain how a bone marrow transplant can treat medical conditions
02.7 — Name a condition that could be treated with heart cells from an embryo
02.8 — Give a reason a patient may refuse treatment with cells from an embryo
06.2 — Name the plant tissue that contains stem cells
4.1.3Transport in cells
06.1 — Identify the process by which oxygen enters skin cells
06.2 — Identify the cell with the smallest oxygen concentration difference
06.3 — Identify the cell oxygen will move into fastest
06.4 — Suggest why a large surface area to volume ratio benefits an earthworm
02.1 — Identify the definition of diffusion
02.2 — Describe how a feature of gills increases the rate of diffusion
08.1 — State what is meant by diffusion
01.1 — Identify the diagram that shows oxygen moving by diffusion
06.1 — Calculate a surface area to volume ratio from a table
06.2 — Describe the relationship between size and surface area to volume ratio
06.3 — Name another substance that enters cells by diffusion
06.4 — Suggest two factors that affect the rate of diffusion into an organism
06.5 — Name the gas exchange organs in fish
06.6 — Explain how the human breathing system is adapted for gas exchange (6-mark)
01.7 — Identify two processes that move substances into and out of cells
01.8 — Complete a table showing the direction substances move between blood and muscle cells
05.2 — Name the gas exchange organs in humans
05.3 — Identify two features of gills that maximise gas exchange
08.4 — Name the process by which water enters a root hair cell
07.6 — Explain why a red blood cell bursts in water but a plant cell does not
07.4 — Identify the independent variable in a potato and salt solution investigation
07.5 — Explain why the potato pieces were dried before weighing
07.6 — Calculate the percentage increase in mass of a potato piece
07.7 — Complete a graph of percentage change in mass against salt concentration
07.8 — Use the graph to find the concentration equal to that inside the potato
07.9 — Explain why potato pieces decreased in mass in concentrated salt solution
01.2 — Calculate a mean change in mass from a table
01.3 — Draw a ring around the anomalous result in a table
01.4 — State how the anomalous result was dealt with when calculating the mean
01.5 — Identify the name for a variable kept the same
01.6 — Identify another variable kept the same in a potato and salt solution investigation
01.7 — Complete a sentence about how water moved out of the potato
01.8 — Identify which particles pass through a partially permeable membrane
01.9 — Identify how to improve a potato and salt solution investigation
06.1 — Give two control variables in a potato and salt solution investigation
06.2 — State what should be done to the potato before measuring its mass
06.3 — Name the apparatus used to measure mass
06.4 — Identify the resolution of the balance, from a table
06.5 — Identify the potato piece with the greatest change in mass
06.6 — Calculate a percentage change in mass to 1 decimal place
06.7 — Identify the best way to present the results
06.8 — Complete sentences about why potato pieces lost mass
06.9 — Estimate the salt concentration that causes no change in mass
08.1 — Evaluate a student's osmosis method and suggest how to improve validity (6-mark)
08.2 — Identify why a potato cube in distilled water increases in mass
07.5 — Explain why glucose concentration falls along part of the small intestine
09.1 — Identify the process plants use to move mineral ions into root cells
01.8 — Name the part of the gut where glucose is absorbed
01.9 — Complete sentences about how glucose and water are absorbed
08.5 — Explain how nitrate ions are moved into a root hair cell
01.2 — Complete sentences about how plant cells absorb substances
01.8 — Identify the process that moves sugars against a concentration gradient
01.9 — Identify the cell structures that provide energy for moving sugars
08.3 — Give one way active transport is different from osmosis
4.2Organisation
4.2.1Principles of organisation
02.1 — Match levels of organisation to plant parts
03.6 — Identify the name for a group of tissues working together
01.1 — Identify the largest of three plant parts
06.1 — State what a tissue is
01.1 — Identify the term for a group of tissues working together
4.2.2Animal tissues, organs and organ systems
02.1 — Identify why an enzyme experiment was carried out three times
02.2 — Draw a ring around the anomalous result in a table
02.3 — State what the student did with the anomalous result
02.4 — Identify the conclusion about temperature and rate of reaction
02.5 — Identify the temperature at which the enzyme was denatured
02.6 — Identify how to find a more precise optimum temperature
02.7 — Describe how to investigate the effect of pH on amylase
07.1 — Identify the distance along the small intestine with the highest glucose concentration
07.2 — Plot a bar chart of glucose concentration along the small intestine
07.3 — Describe how glucose concentration changes along the small intestine
07.4 — Explain why glucose concentration rises along part of the small intestine
10.3 — Describe how to test fruit for glucose
03.1 — Label three organs of the digestive system
03.2 — Complete sentences about digestion and enzymes
03.3 — Identify what protein is broken down into
03.4 — Give a reason the body needs protein
03.5 — Identify a digestive organ that produces protease
03.6 — Describe how to test food for protein, with safety precautions
06.5 — Identify the type of enzyme that digests fats
01.1 — Identify the food with the highest percentage of carbohydrate, from charts
01.2 — Estimate the percentage of water in a food, from a chart
01.3 — Explain why one food gives a more balanced diet than another, using a chart
01.4 — Identify the enzyme that breaks down starch
01.5 — Identify the chemical used to test for glucose
01.6 — State the colour change in a positive glucose test
01.7 — Identify the person with severe diabetes from blood test tables
05.5 — Describe how to test leaf liquid for glucose, with the positive result
04.2 — Identify the type of enzyme that breaks down starch
04.3 — Name a piece of apparatus in an enzyme investigation
04.4 — Identify why solutions were left for five minutes before mixing
04.5 — Read the time taken for starch to be broken down, from results
04.6 — Identify how to obtain a more accurate time
04.7 — Identify the temperature at which the enzyme worked fastest
04.8 — Explain why iodine stayed blue-black at a high temperature
08.4 — Identify where protein is digested
08.5 — Identify the reagent used to test for protein
05.2 — Identify what proteins are made of
05.3 — Identify the chemical used to test for protein
05.4 — Identify the colour of a positive test for protein
05.5 — Match characteristics of enzymes to their effects on enzyme function
05.6 — Read the pH at which an enzyme works fastest, from a graph
05.7 — Explain why an enzyme works best in the stomach, using a graph
05.8 — Complete sentences about why an enzyme stops working at a given pH
05.9 — Describe a method to investigate the effect of pH on amylase (6-mark)
04.1 — Describe the chemical tests for starch and sugar in bread, with results
04.2 — Complete sentences about the digestion of starch
04.3 — Identify the independent variable in a bread tasting investigation
04.4 — Give two conclusions from bread tasting results
04.5 — Describe how the student improved the investigation
04.6 — Calculate a mean time from a table
04.7 — Identify why the investigation should use more people
08.2 — Identify the lungs, pancreas and small intestine on a diagram
07.5 — Explain iodine test results for amylase at two temperatures
07.6 — Identify how to find a more precise optimum temperature for amylase
07.7 — Complete a table of organs where protease enzymes are active
01.1 — Identify a labelled part of the heart
01.2 — Identify where the pulmonary artery takes blood
01.3 — Draw a ring around a valve on a diagram of the heart
04.2 — Identify the blood vessel with the smallest diameter
04.3 — Identify the artery from diagrams, with a reason
02.7 — Identify where oxygen enters the bloodstream in the lungs
02.8 — Name a labelled part of the breathing system
02.9 — Identify the blood vessel that carries blood to the lungs
06.1 — Name the organ system the heart is part of
06.2 — Draw a ring around a valve on a diagram of the heart
06.3 — State the function of the heart valves
06.4 — Identify the type of blood vessel that contains valves
06.1 — Match types of blood vessel to their structures
06.2 — Explain how the structure of an artery relates to its function
08.3 — Explain how the lungs are adapted for efficient gas exchange (6-mark)
06.1 — Identify the part of the breathing system a model represents
06.2 — Give two reasons a model does not represent breathing well
02.6 — Identify the organ system that contains heart cells
07.1 — Identify the part of the heart that receives oxygenated blood from the lungs
07.2 — Identify the part of the heart that pumps deoxygenated blood to the lungs
07.3 — Identify where the pacemaker is found in the heart
07.4 — Describe two structural differences between an artery and a vein
08.4 — Describe three features of alveoli that maximise gas exchange
03.3 — Identify the type of blood vessel shown, using a table
03.4 — Explain why arteries need thick walls, using a table
04.1 — Match blood components to their functions
07.2 — Name one type of cell that does not contain a nucleus
06.3 — Name two labelled blood components in a micrograph
06.4 — Suggest how the features of a red blood cell help its function
06.5 — Identify the liquid part of the blood
06.6 — Identify the blood component outside the normal range, from a table
06.7 — Suggest a symptom of a low blood component
05.7 — Identify the part of the blood that starts clotting
07.5 — Compare the structure of a red blood cell with a plant cell (6-mark)
04.6 — Identify the change in the blood when red blood cells are destroyed
01.4 — Describe two differences between a healthy and a diseased coronary artery
01.5 — Identify two treatments for coronary heart disease
01.7 — Calculate a difference in percentages from a chart
01.8 — Identify the correct conclusion from data on coronary heart disease
04.4 — Calculate the difference in coronary blood flow between two people
04.5 — Suggest why coronary blood flow is lower with coronary heart disease
04.6 — Calculate the volume of blood through the coronary arteries in one hour, in dm³
04.7 — Give two advantages of a stent over a bypass graft, using data
04.8 — Give two advantages of a bypass graft over a stent, using data
06.5 — Suggest two reasons to choose a mechanical heart valve, using a table
06.6 — Suggest one reason to choose a biological heart valve, using a table
06.7 — Match medical conditions to their treatments
05.1 — Explain why a blocked coronary artery could cause heart cells to die
05.2 — Identify the person in a given cholesterol category, from a chart
05.3 — Identify the person most at risk of a heart attack
05.4 — Give a reason for the person most at risk
05.5 — Calculate how many times greater one cholesterol level is than another
05.6 — Explain how a stent treats a blocked coronary artery
05.8 — Evaluate the use of anti-clotting drugs after a stent
07.5 — Describe the trend between coronary artery blockage and blood flow
07.6 — Complete a graph of blood flow against percentage blockage
07.7 — Predict blood flow for a given blockage using the graph
07.9 — Explain how one treatment for a blocked coronary artery works
07.1 — Identify the blood vessels affected by coronary heart disease
07.4 — Name a type of drug that lowers blood cholesterol
07.5 — Explain how a stent treats coronary heart disease
03.5 — State what causes coronary arteries to narrow
03.6 — Explain why narrowed coronary arteries are dangerous
03.7 — Match cardiovascular diseases to their treatments
09.5 — Suggest how arthritis could affect a person's lifestyle
03.8 — Explain why coronary heart disease is non-communicable
01.6 — Suggest two risk factors for coronary heart disease
03.7 — Complete a sentence about a dietary cause of obesity
03.8 — Complete a sentence about a disease linked to obesity
06.7 — Give one effect smoking can have on the body
09.1 — Identify a person's BMI category from a chart
09.2 — Calculate a BMI to 3 significant figures
09.3 — Describe two patterns in data on BMI and life expectancy
09.4 — Explain the financial impact on the UK of rising obesity
09.6 — Name two health conditions linked to a diet high in saturated fat
08.6 — Evaluate meat burgers and meat-free burgers for a healthy balanced diet (6-mark)
05.1 — Identify two factors that can cause cancer
07.6 — Give two conclusions about smoking and cardiovascular disease from a table
07.7 — Complete a bar chart of increased risk of cardiovascular diseases from smoking
07.8 — Describe one lifestyle factor that increases the risk of cardiovascular disease
07.1 — Name one disease for which obesity is a risk factor
07.2 — Complete a graph of obesity rate against sugar intake
07.3 — Name the type of graph shown
07.4 — Identify the relationship between sugar intake and tooth decay from a graph
02.3 — Complete a sentence about how a tumour forms
02.4 — Identify two features of malignant tumours
02.5 — Describe what a table shows about the percentage of females with HPV
4.2.3Plant tissues, organs and systems
02.2 — Identify where in a plant a cell would be found
03.1 — Complete sentences about the tissues of a leaf
05.2 — Complete sentences about transport of water and sugars in a plant
06.4 — Suggest why a drug is extracted from berries rather than leaves or roots
01.2 — Match leaf tissues to their features
01.5 — Explain why the upper epidermis of a leaf is transparent
09.2 — Describe how water moves from the roots to the leaves
09.3 — Describe how a student might have counted stomata on a leaf
09.4 — Find the median number of stomata from a table
09.5 — Calculate a mean number of stomata to 2 significant figures
09.6 — Explain why few stomata on the upper leaf surface is an advantage
05.1 — Identify which plant tissue an aphid feeds from
05.2 — Identify the process that transports dissolved sugars in a plant
03.2 — Identify the cells that control the width of stomata
03.3 — Identify the function of stomata
03.4 — Identify how water is lost from a leaf
03.5 — Calculate the difference in water lost by two plants, from a graph
03.6 — Identify a cause of one plant losing water faster than another
03.7 — Suggest why plants lost water faster in a new room
08.2 — Identify two changes that increase carbon dioxide diffusion into leaf cells
03.3 — Identify the advantage of a desert plant losing its leaves
03.7 — Name a substance transported in the xylem
03.8 — Name the tissue that transports dissolved sugars
05.3 — Calculate how many times greater one transpiration rate is than another, to 2 significant figures
05.4 — Identify a feature that could give one species a higher transpiration rate
05.5 — Identify the environmental change that increases transpiration
05.6 — Identify the species most likely to live in a desert, from a table
01.3 — Identify the term for loss of water from leaves
01.4 — Identify the substance that strengthens xylem
01.6 — Complete sentences about pores in the leaf and what controls them
4.3Infection and response
4.3.1Communicable diseases
04.1 — Match diseases to their descriptions
07.2 — Give two ways a person with a mild Salmonella infection can help prevent spread
05.9 — Explain why milk for drinking should not contain many bacteria
03.1 — Name a type of microorganism, other than viruses, that causes disease
02.1 — Identify the name for microorganisms that cause disease
02.2 — Identify how viruses cause the symptoms of disease
02.1 — Identify the name for microorganisms that cause disease
10.1 — Suggest why tools should be disinfected after use on plants with TMV
03.5 — State how the measles virus spreads
03.6 — State the range of days when chickenpox spots first appeared, from a table
03.7 — Suggest the incubation time for chickenpox, from a table
02.6 — Identify the part of a plant discoloured by a plant virus
02.9 — Explain why a high level of virus infection reduces plant growth
01.1 — Identify how HIV is spread between people
01.2 — Describe the trend in new HIV cases from a table
01.3 — Identify what could reduce new HIV cases in future
03.3 — Describe the trend in the number of people with measles, from a graph
06.1 — Identify the type of pathogen that causes measles
06.2 — Give one way measles is spread
06.4 — Give one symptom of measles other than pain
06.6 — Calculate the number of unvaccinated children with severe measles from a chart
06.7 — Give evidence from a chart that supports measles vaccination for all children
04.2 — Identify two symptoms of gonorrhoea
04.3 — Complete a line graph of gonorrhoea diagnoses
04.4 — Describe patterns in gonorrhoea diagnoses in males and females, from a graph
07.1 — State what causes vomiting and diarrhoea in a Salmonella infection
07.5 — Suggest one other way farmers could prevent Salmonella reaching humans from chickens
07.6 — Identify the more effective cleaning liquid, with a reason, using a graph
07.9 — Suggest another factor to consider when choosing a cleaning liquid
05.1 — Identify the most likely cause of a bacterial infection from symptoms
05.2 — Identify why antibiotics did not cure an infection
05.3 — Suggest a way to avoid passing on a sexually transmitted infection
05.7 — Identify which plant a fungal disease will spread to first, with a reason
05.8 — Suggest how to reduce the spread of a fungal disease between plants
05.7 — Suggest how fungal spores spread between plant roots
08.2 — Identify the disease caused by a fungus
08.1 — Identify the type of pathogen that causes malaria
08.2 — Give evidence from a table that supports a claim about mosquito nets
08.3 — Suggest why a claim about mosquito nets may not be valid
08.4 — Predict malaria deaths in a later year from a trend
08.5 — Suggest another reason for fewer malaria deaths each year
04.1 — Identify the term that describes a mosquito that spreads a protist
04.7 — Calculate a number of people in standard form
04.8 — Describe two ways to reduce the chance of mosquito bites
04.9 — Describe the trend in the chance of children with a disorder getting malaria
11.1 — Describe two ways the body prevents microorganisms entering
07.4 — Explain why a person with AIDS may take longer to recover from Salmonella
08.6 — Describe how the body keeps pathogens out and defends against them inside (6-mark)
03.2 — Identify two defences that stop microorganisms entering the body
03.3 — Identify how the immune system destroys microorganisms
02.2 — Match body defences to the parts of the body that provide them
02.1 — Describe how the skin defends the body against pathogens
02.2 — Calculate the fraction of bacteria surviving, in its simplest form
02.3 — Calculate how many more bacteria were killed at one pH than another
02.4 — Suggest how a student calculated a missing value in a table
03.1 — Complete sentences about how white blood cells defend the body
03.4 — Complete sentences about how a vaccine works
03.8 — Suggest why some children did not develop chickenpox
02.4 — Identify what a vaccine contains
02.5 — Identify the graph of antibody levels after two vaccinations
01.4 — Put the stages of how a vaccine works in order
02.6 — Suggest a reason for the change in the percentage of females with HPV
02.7 — Identify the part of the blood that responds to an inactive virus
02.8 — Identify what the body produces in response to an inactive virus
02.9 — Suggest a reason some parents refuse a vaccine for their children
03.1 — Match blood components to their functions after vaccination
03.2 — Identify the year a vaccine was first used, from a graph
03.4 — Describe what happened to vaccination rates after a paper was published
03.5 — Identify why claims in a scientific paper affected vaccination rates
06.5 — Explain why vaccinating many children reduces the spread of measles
04.5 — Explain why an antibiotic will not cure HIV
07.3 — Name the type of drug a doctor can prescribe to kill bacteria
03.9 — Suggest why antibiotics did not help a child with chickenpox
01.6 — Identify why it is difficult to develop drugs that destroy viruses
04.5 — Identify the effect of an antibiotic on resistant bacteria
11.2 — Explain the testing needed before a new drug can be used (6-mark)
05.8 — Identify two factors a new drug must be tested for
05.9 — Identify the name for tablets made from sugar in a drug trial
01.5 — Identify the next stage in testing a vaccine
01.7 — Match drugs to the plants they originated from
06.3 — Name the plant that aspirin originates from
06.7 — Give two reasons why drugs must be tested in clinical trials
06.8 — Suggest why an online report about a drug may be biased
06.9 — Identify how scientists can be sure claims about new drugs are valid
03.6 — Identify how scientists can detect false claims in research
03.7 — Suggest why claims in a paid-for paper are likely not valid
05.8 — Complete sentences about preclinical and clinical drug testing
05.9 — Name the tablet given in drug trials that contains no drug
06.3 — Identify the plant aspirin originated from
4.3.3Plant disease (biology only)
08.1 — Identify the plant grown without nitrate
08.2 — Identify the plant grown without magnesium
08.3 — Give one variable kept constant in a plant mineral investigation
08.4 — Suggest an advantage and a disadvantage of one manure compared with another
05.4 — Explain the advantage to an aphid of being able to fly
06.5 — Calculate the mass of a chemical in leaves with chlorosis, in mg
06.6 — Suggest why a plant's leaves have chlorosis
06.1 — Explain how a nettle is adapted for defence
06.2 — Identify the most effective plant oil against bacteria, with a reason
06.3 — Give a reason a conclusion about plant oil replacing antibiotics is not valid
05.5 — Suggest how oil on a leaf surface may protect a plant from aphids
05.6 — Give an adaptation that helps a rose plant defend itself
03.8 — Describe how a holly plant is adapted to avoid being eaten
05.1 — Explain how poisonous berries help a plant survive
05.2 — Identify the type of defence that poisonous berries are
05.3 — Suggest how a gorse plant is adapted to defend itself
03.1 — Give an adaptation that stops a cactus being eaten
03.2 — Identify the type of defence that poisons are
05.7 — State how spines help a plant survive
05.8 — Explain why animals avoid eating an insect that looks like a hornet
05.1 — Match seagrass adaptations to how they help it survive
4.4Bioenergetics
4.4.1Photosynthesis
09.1 — Complete the word equation for photosynthesis
07.1 — Complete the word equation for photosynthesis
07.2 — Describe how plants gain the energy for photosynthesis
02.7 — Complete a bar chart of photosynthesis rate against level of infection
02.8 — Give a conclusion from data on infection and photosynthesis
03.5 — State the advantage of a green stem
04.1 — Identify the formula for glucose
05.1 — Complete the word equation for photosynthesis
07.2 — State the function of chloroplasts
03.1 — Complete the word equation for photosynthesis
02.2 — Complete sentences about the products of photosynthesis and chlorophyll
09.2 — Identify the independent variable in a pondweed investigation
09.3 — Suggest two ways to make a pondweed investigation more valid
09.4 — Calculate a missing rate of photosynthesis in a table
09.5 — Plot rate of photosynthesis against bulb power and draw a line of best fit
09.6 — Use a graph to find the rate of photosynthesis at a given bulb power
09.7 — Identify the graph showing the effect of temperature on photosynthesis
07.3 — Calculate a mean rate of photosynthesis from a table
07.4 — Identify the anomalous result in a table
07.5 — Suggest a possible cause of the anomalous result
07.6 — State how the anomalous result was dealt with
07.7 — Give one factor that should have been kept constant
07.8 — Explain why the rate of photosynthesis fell at higher temperatures
07.9 — Plot mean rate of photosynthesis against temperature and draw a line of best fit
03.1 — Give two control variables in a carbon dioxide and photosynthesis investigation
03.2 — Identify the range of carbon dioxide concentrations with the greatest change in rate
03.3 — Identify how to improve the validity of the results
03.4 — Explain the change in rate of photosynthesis as carbon dioxide increases
03.5 — Suggest two reasons a farmer would not raise carbon dioxide above a given level
03.3 — Give a hazard and its risk in a pondweed and light investigation
03.4 — Describe how to keep the water temperature the same
03.5 — Explain why the water temperature needed to be kept the same
03.6 — Identify the colour of light giving the highest rate of photosynthesis, from a table
03.7 — Identify the best way to display results for different colours of light
03.8 — Name apparatus to measure the volume of oxygen produced
03.9 — Describe the relationship between light intensity and rate of photosynthesis, from a graph
02.1 — Identify the independent variable in a pondweed and temperature investigation
02.3 — Describe the effect of temperature on the time to release bubbles
02.4 — Calculate a rate of photosynthesis to 1 decimal place
02.5 — Identify the temperature with the fastest rate of photosynthesis
02.6 — Predict the time to release bubbles at a higher temperature
02.7 — Identify two factors that could affect the rate of photosynthesis in the investigation
10.4 — Explain why plants with TMV have stunted growth
05.3 — Explain how removing dissolved sugars causes stunted growth
05.4 — Identify two uses of glucose in a plant
05.6 — Explain why plants need nitrate ions
4.4.2Respiration
05.1 — State how an equation shows respiration is anaerobic
05.3 — Identify the gas produced by anaerobic respiration in yeast
05.4 — Describe how to measure the rate of anaerobic respiration in yeast
05.5 — Give one use of fermentation in the food industry
04.1 — Identify two control variables in a yeast respiration investigation
04.2 — Read a value from a graph to complete a table
04.3 — Identify the gas that makes the foam rise
04.4 — Give a conclusion about sugar mass and gas volume
04.5 — Explain why no foam formed without sugar
04.6 — Explain why a tube with no sugar was included
04.7 — Suggest why a layer of oil stops yeast respiring aerobically
04.8 — Identify the other product of anaerobic respiration in yeast
03.2 — Explain how oxygen is used in cells
07.8 — Explain the effect of a partly blocked coronary artery on the body (6-mark)
07.2 — Explain why putting pressure on a stopped heart helps the person
07.3 — Describe how forcing air into the lungs helps a person who has stopped breathing
05.5 — Complete the word equation for aerobic respiration
05.7 — Identify the two products of anaerobic respiration in plants
05.2 — Explain why exercise cannot be sustained with anaerobic respiration
08.4 — Describe two differences in heart-rate responses to exercise, using a table
08.5 — Complete a line graph of heart rate during exercise
08.6 — Calculate the time for heart rate to return to its resting rate
08.7 — Design an investigation into heart rate of smokers and non-smokers during exercise (6-mark)
04.1 — Describe the trend in breathing rate during exercise, using data
04.2 — Calculate a safe maximum heart rate from an equation
04.3 — Read a maximum heart rate from a graph
04.4 — Give the reason a man was exercising at a safe heart rate
04.5 — Explain how the body responded to exercise, using a graph (6-mark)
06.3 — Give two variables controlled in an exercise investigation
06.4 — Calculate the percentage increase in breathing rate, from a graph
06.5 — Explain why breathing rate increased during running
06.6 — Give another measurement that shows an effect of exercise
08.1 — Give one other metabolic reaction in cells
08.2 — Select two conclusions from metabolic-rate data
08.3 — Calculate a percentage decrease in metabolic rate, to 3 significant figures
08.3 — Explain why a person with cystic fibrosis has difficulty digesting food and gaining mass (6-mark)
08.5 — Explain how less oxygen entering the blood affects the body
05.4 — Calculate how many times greater one metabolic rate is than another, to the nearest whole number
05.6 — Explain why the rate of respiration increases when an animal starts to swim
4.6Inheritance, variation and evolution (Paper 2 topic)
4.6.1Reproduction
06.7 — Name the process when an egg cell and sperm cell fuse
06.8 — Identify the type of reproduction shown by fragmentation
04.4 — Identify a feature of asexual reproduction
01.2 — Name the section of a chromosome that controls a characteristic
02.5 — Name the chemical that genetic material is made from
02.6 — Identify the name of a section of genetic material that codes for a protein
4.7Ecology (Paper 2 topic)
4.7.2Organisation of an ecosystem
06.6 — Explain why dead plants decay faster in soil with earthworms
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